Questions and answers: Pair work - Ask Ss to work in pairs, taking turns asking answer about Cat Ba National Park, using the information in the text book?. 1- Where is Cat Ba Nationl[r]
(1)Period: 1st Date of preparation: August 20th, 2011 GUIDING HOW TO STUDY ENGLISH 11
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to : - Know the curriculum in English 11
- Have an overview about the textbook & workbook
- Know how to the oral tests, the 15- minute tests, the 45- minute tests and the term examination tests
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - Pronunciation:
3 Skills: listening & writing. II PREPARATION:
1 Teacher: textbook, workbook, tests, chalks. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (8’) Guessing game: WHO AM I? - Divide the class into groups
- Choose a student in the class, write his/her name on a piece of paper, don’t show it to the Ss
- Have Ss to ask the YES/NO questions in turn to find out that student - Answer by saying YES/NO
- The group finding out that student first will be the winner 2 New lesson:
Teacher’s activities Students’ activities A The curriculum (25’)
1 The textbook
- The textbook is composed on theme-based - Contain 16 units and consolidation units
- In each unit, there are five parts: reading, speaking, listening, writing, language focus
- Each unit contains a topic such as friend, party, competitions, etc
2 Some important grammar points in English 11:
Infinitive and Gerund
Reported speech with infinitives
Reported speech with gerund
Conditional sentence type 1, 2, and conditional in reported speech
Pronouns
Relative clause
(2) Relative pronouns with preposition
Relative clauses replaced by participle and to infinitive
Omission of relative pronoun
Cleft sentence
Conjunctions
Tag questions
3 Language in action:
Describing physical characteristic and personality
Talking about past experiences and how they affected one’s life
Talking about parties and how to plan parties
Talking about volunteer work
Talking about literacy problems and offering solutions
Talking about a competition or contest
Talking about problems of overpopulation and offering solutions
Talking about the celebration of Tet and other festivals’ activities
Talking about different postal and
telecommunication services
Talking about nature in danger
Talking about measures for protecting endangered nature
Talking about advantages and disadvantages
of energy sources
Asking for and giving information about the Asian Games
Talking about sports results
Talking about a hobby
Talking about collections
Expressing agreement and disagreement about entertainment activities and stating the reasons
Talking about historical events in the space conquest
Using facts and opinions to talk about features of man-made places
(3)+ Oral tests (Speaking)
+ 15-minute tests (only one skill or grammatical point)
+ 45-minute tests (R, L, W, LF) + End-of-term tests (R, L, W, LF)
- format of a test: Reading: 25%, Listening: 25%, Writing: 25%, Language focus: 25%
IV HOMEWORK ASSIGNMENT: (2’)
- Revise the knowledge in English 10 to the test. - Prepare textbooks, workbooks & notebooks. V COMMENTS:
Period: 2nd Date of preparation: August 22nd, 2011 TEST
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to : - Do a test to revise the knowledge in English 10
2 Knowledge: - Vocabulary:
- Grammar/ Structures: past simple, past continuous and past perfect - Pronunciation: /u/-/u:/, /3:/-/∂/, /∂u/-/au/
(4)1 Teacher: textbook, workbook, tests, chalks. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up:
2 New lesson: (45’)
I CHOOSE THE WORD WHOSE UNDERLINED PART PRONOUNCED DIFFERENTLY FROM THAT OF THE OTHER WORDS.
1 A cook B school C afternoon D food A teacher B river C term D father
3 A made B radio C eight D height
4 A cow B bowl C how D town
II GIVE THE CORRECT TENSES OF THE VERBS
A. Past simple and past continuous
1/ I (sit) in a bar when he (come) 2/ When I (go) out, the sun (shine) 3/ The light (go) out while I (have) tea 4/ When it (rain) , she(go) to school
5/ We (walk) to the station when it (begin) to rain 6/ He (teach) English last year
7/ The house (burn) fast, so we (break) _ the window to get out
8/ He (eat) three sandwiches while you (talk) to him
B. Past simple and past perfect
1/ They (go) home after they (finish) their work 2/ He (do) _ nothing before he (see) _ me
3/ He (thank) me for what I (do) for him 4/ I (be) sorry that I (hurt) him
5/ After they (go) , I (sit) down and took a rest 6/ When I (arrive) _, the dinner (already, begin) 7/ My friend (not see) _ me for many years before he (meet) me last week
8/ He (learn) English before he (leave) for England IV HOMEWORK ASSIGNMENT:
- Prepare the textbooks, workbooks and notebooks - Prepare the next lesson – unit 1: Reading
(5)Period: 3rd Date of preparation: August 22nd, 2011 UNIT 1: Friendship
Lesson A: Reading 1 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, skimming for general information and guessing meaning in context
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary: acquaintance, quality, unselfish, constant, loyal, give-and-take, suspicion.
- Grammar/ Structures: - (Pronunciation): 3 Skill: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalks.
2 Students:textbooks, workbooks, notebooks, pens. III PROCEDURE:
(6)- T writes the sentence on the board and request Ss to fill the missing word into the blanks
A in need is a indeed.
- Ss work individually first, then they compare with their friends - T calls the volunteer to present the answer
- T gives the feedback: “friend” - T introduces the new lesson 2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
- Teacher gives handouts:
1 Task 1: Complete the sentences: - Teacher asks students to give their ideas about a good friend
Handout:
a My friend is someone who is
b I think a good friend is someone who is
Suggested answer:
Understanding, caring, easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish
- Teacher teaches the new words above 2 Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences:
- Teacher asks students to close their books and gives handout
1 Every person can have a number of acquaintances but no one has many friends
a persons we know but they are not our close friends
b close friends c neighbors d classmate
2 For friendship to be intimate and lasting both friends must have some very special qualities
a good b true c very close & friendly d real
- close their books and work in groups, discuss about the features of a good friend
- copy the adjectives that indicate the features of a good friend
- Students work individually first, then they exchange in pairs
Suggested answer:
1- a persons we know but they are not close friends
(7)3 Some people not seem to be constant One minute they like something and the next minute they feel tired of it and are interested in something else
a easy b changing c understandable d unchanging B While-reading (15’)
- Teacher asks students to read the text and the tasks
1 Task 1: Scanning the text and answer the questions: What qualities of a friend are mentioned in the reading text?
2 Task 2: Go through the reading text and find
a the reason why a selfish person can’t have a true friendship
b qualities that can spoil a true friendship
3 Task 3: Choose A, B, C or D which most adequately sums up the ideas of the whole passage:
- Teacher asks students to work individually
- Students scan the text and answer the question
Suggested answer
Unselfishness, constancy, loyalty, trust, sympathy
- Students work in groups:
a Because friendship is a two- sided affair; it lives by give- and take; A friendship which gives on one side or takes on the other side cannot last long.
b. Changeability, suspicion, talkativeness.
- Students work individually to find out the idea and compare
Answer key B Conditions of true friendship C Post-reading (10’)
- Teacher asks students to work in groups to answer the question: “What does the text tell you about a true friendship?”
- Students discuss in groups and give their ideas
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the new words.
- Do exercises in workbook
(8)Period: 4th Date of preparation: August 24th, 2011 UNIT 1: Friendship
Lesson A: Reading 2 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, skimming for general information and guessing meaning in context
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary: acquaintance, quality, unselfish, constant, loyal, give-and-take, suspicion.
- Grammar/ Structures: - (Pronunciation): 3 Skill: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalks.
2 Students:textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (2’) Gap-filling
- T writes the sentence on the board and request Ss to fill the missing word into the blanks
A in need is a indeed.
- Ss work individually first, then they compare with their friends - T calls the volunteer to present the answer
- T gives the feedback: “friend” - T introduces the new lesson 2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
(9)1 Task 1: Complete the sentences: - Teacher asks students to give their ideas about a good friend
Handout:
a My friend is someone who is
b I think a good friend is someone who is
Suggested answer:
Understanding, caring, easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish
- Teacher teaches the new words above 2 Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences:
- Teacher asks students to close their books and gives handout
1 Every person can have a number of acquaintances but no one has many friends
a persons we know but they are not our close friends
b close friends c neighbors d classmate
2 For friendship to be intimate and lasting both friends must have some very special qualities
a good b true c very close & friendly d real Some people not seem to be constant One minute they like something and the next minute they feel tired of it and are interested in something else
a easy b changing c understandable d unchanging
- close their books and work in groups, discuss about the features of a good friend
- copy the adjectives that indicate the features of a good friend
- Students work individually first, then they exchange in pairs
Suggested answer:
1- a persons we know but they are not close friends
2- c very close and friendly 3- d unchanging
B While-reading (20’)
- Teacher asks students to read the text and the tasks
(10)answer the questions: What qualities of a friend are mentioned in the reading text?
2 Task 2: Go through the reading text and find
a the reason why a selfish person can’t have a true friendship
b qualities that can spoil a true friendship
3 Task 3: Choose A, B, C or D which most adequately sums up the ideas of the whole passage:
- Teacher asks students to work individually
question
Suggested answer
Unselfishness, constancy, loyalty, trust, sympathy
- Students work in groups:
a Because friendship is a two- sided affair; it lives by give- and take; A friendship which gives on one side or takes on the other side cannot last long.
b. Changeability, suspicion, talkativeness.
- Students work individually to find out the idea and compare
Answer key B Conditions of true friendship C Post-reading (5’)
- Teacher asks students to work in groups to answer the question: “What does the text tell you about a true friendship?”
- Students discuss in groups and give their ideas
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the new words.
- Do exercises in workbook
(11)Period: 5th Date of preparation: August 25th, 2011 UNIT1: Friendship
Lesson: Speaking I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Describe the physical characteristics and personalities of their friends, using appropriate adjectives
- Make a dialogue talking about a famous friend 2 Knowledge:
- Vocabulary:
+ Words to describe physical characteristics, personalities and friendship - Grammar/ Structures:
- (Pronunciation): 3 Skill: speaking II PREPARATION:
1 Teacher: textbook, workbook, chalks.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (8’)
Game: “Take Them Home”
- T divides the class into groups
- T gives each group a poster and 20 cards then gives the rule of the game Poster:
Card:
FACE HAIR
HEIIG HT appr opria
te langu
age HT NOSE
tall square shoulder-length
oval wavy medium
curly round straight
dyed grey pointed
flat sleek heart-shaped
short large turn-up
(12)- Ss work in groups, take turns to choose the cards then stick them in the right categories
- Ss can organize the words into four different categories as follows: FACE: square, oval, round
HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, grey NOSE: straight, flat, turned-up, pointed
HEIGHT: tall, short, medium - T asks:
+ Which other words are used for describing physical characteristics? 2 New lesson:
Teacher’s activities Students’ activities A Pre – speaking (10’)
- Help Ss to read those words
- Help them use those words in their own sentences to describe one of their friends in their class
- Elicit them by asking:
+ What does he / she look like? + What is / she like?
+ Is he / she tall?
- Describe one of their friends - Take part in the teacher’s work Model dialogue:
T: Could you tell me something about your friend? What’s he like? S: Oh, he is friendly.
T: What does he look like? S: Tall and good-looking. B While – speaking (15’)
Task 1: Describe the four persons: - Give them some useful expressions: + He is of medium height
+ He has got a square face with blue eyes
+ She wears her hair in a bony tail ( đuôi ngựa)
- Ask Ss to work in pairs, then call some Ss to present their answers
Expected answers:
1. The boy is about 16 He may be short- sighted because he is wearing glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin. He’s quite good – looking.
2. The girl is about 14 She’s also wearing a pair of glasses She has shoulder-length black hair, and she’s wearing a ribbon She’s has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty.
(13)Task : Describing personalities (Task 2, textbook, p.16)
- T asks Ss to work in groups, Task 1- textbook, page 15 - Elicit or explain some adjectives quickly:
* Caring: kind, helpful, showing that you care about other people
* Hospitable : pleased to welcome guests, generous and friendly to visitors * Modest: not talking much about your own abilities or personalities
* Sincere: saying only what you really think or feel
* Understanding: showing sympathy for other people’s problems and being willing to forgive them when they something wrong
-Ask Ss to work in groups, discuss and take notes of the ideas
-Call some Ss to present their answers
She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart – shaped lips and a small chin She’s very beautiful.
- Ss work in groups, discuss and number the personalities in order of importance in friendship
- Each group’s representative will report their results to the class and explain orally why (Ss’ answers may be different.)
Expected answer:
My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends.
C Post – speaking (10’) Task 3: Make an interview
- T helps Ss review some questions about physical characteristics, personalities, hobbies,
- Ask Ss to work in groups to make questions or facts about a famous friend based on the suggestions in the textbook before doing the task
- Elicit some questions they may ask: * his/her physical characteristics : * his/her hobbies
*His/her personalities:
- Ask Ss to work in pairs to perform the interview
-Call some Ss to present their answers - Elicit feedback from the class and give final comment
- Ss make questions, using the suggestions (textbook, page 17) Expected answer:
* What’s your friend’s/ his/ her name?
* When was he/ she born? * What does he/ she look like? * What are his/ her hobbies? * What’s he/ she like?
* What makes him/ her a good friend?
* What made him/ her successful? * How much time does he spend on Math every day?
* What does he in his free time? - Ss work in pairs: Journalist &
(14)IV HOMEWORK ASSIGNMENT: (2’)
- Practise the dialogue talking about a famous friend. - Prepare the next period – unit1: Listening.
V COMMENTS:
Period: 6th Date of preparation: September 6th, 2011
UNIT1: Friendship Lesson: Listening I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening
2 Knowledge:
- Vocabulary: apartment building, guitarist, sense of humour, motorbike, around, favourite.
(15)II PREPARATION:
1 Teacher: textbook, workbook, a CD, a CD player, chalks. 2 Students: textbooks, workbooks, notebooks, pens.
III PROCEDURE:
1 Warm-up: (8’) Matching
Ask the Ss to look at the words in column A and phrases in column B, then match them together
A B
1.good- nature 2 friendly 3.quick-witted 4 hospitable 5 modest 6 patient 7 studious 8 helpful
a able to think quickly
b spending a lot of time studying or reading
c showing kindness; making you feel relaxed and as though you are among friends
d willing to help somebody
e able to wait for a long time or accept annoying behaviour or difficulties without angry
f kind, friendly and patient when dealing with people. g not talking much about your own abilities or possessions h pleased to welcome guests, generous and friendly to visitors Expected answers
1 – f; – c ; – a ; – h ; – g ; – e ; – b ; – d 2 New lesson:
Teacher’s activities Students’ activities A Pre – listening (10’)
- ask Ss some questions + Who is your best friend? + How did you meet him / her? + How long have you known each other?
+ What qualities you admire in your best friend?
- set the scene to teach the new words:
Apartment building
(translation)
Guitarist
( picture)
Motorbike
- Ss present their own answers Expected answer:
+ My friend is… + I met him/her at…
(16)( picture)
Sense of humour
(translation)
Favourite
(example )
To share
(situation)
To introduce
( situation)
- Help Ss to read those words
- Help them use those words in their own sentences to describe one of their friends in their class
- Get the Ss to guess what they are going to listen about
- repeat after the teacher.
- make sentences with each word Ex:
- I am living in an apartment building
B While-listening (15’) 1 Task 1: T / F
- Ask students to read through the statements
- Elicit the key words so that they focus on listening
- Have them listen to the tape twice - Ask Ss to write the answers on the board
- Ask other students to remark and correct the answer
- Give feedback
Pair work
- Listen to the tapes Decide if the sentences are T or F
- Tell the answers in front of the class Expected answers
* Lan’s talk:
1 F ( They used to live in the same building there.)
2 F ( It’s what people think) 3 T
4 F ( Lan went to Do Son first and then called Ha, so Ha rode her motorbike to Do Son to meet Lan) 5 T
6 F ( They have been best friends since Lan’s trip to Do Son )
* Long’s talk
1 F ( They met in the college.) 2 F ( Minh was a guitarist ) 3 T
(17)2 Task 2: Fill in the table
- Ask Ss to try to fill in the table with the things they remember
- Play the tape again
- Get Ss to work in pairs and check their answers
- Call some Ss to give their answers - Give feedback
Feedback
How / where
they met What they like Lan - used to live
in the same residential area in Hanoi. - Lan in Doson, Ha went to help
- friendly and helpful.
- Ha knew many people and
introduced Lan around. Long - met in
college. - Minh played the guitar - Long sang.
- a great sense of humour. - good listener. - friendly and helpful.
C Post-listening (10’)
- Ask the SS to work in group Use the information in the tasks above
- Talk how you and your friend have become best friends
- Call on one representative from each group to talk about their best friend in front of class
Group work - Work in group of four
- Present their talk in front of the class
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the vocabulary.
(18)Period: 7th Date of preparation: September 7th, 2011 UNIT1: Friendship
Lesson: Writing I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to write about a friend, real or imaginary, using the words and expressions that they have learned in previous lesson
2 Knowledge:
- Vocabulary: words to describe physical characteristics and personalities - Grammar/ Structures:
- (Pronunciation): 3 Skills: writing II PREPARATION:
1 Teacher: textbook, workbook, chalks.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (8’) Noughts and crosses
1 2 3
4 5 6
7 8 9
(19)1 friendly cheerful
3 pleasant modest
5 active hardworking
7 studious responsible
9 selfish
Describe emotions and actions as ideas development for that adjective. a My mother gets up at every day and never stops working until dinner-time. b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “Why I have to it for you?”
c It’s nice to be around with Tam for his polite and friendly manner.
d He’s very close to us Though he’s our teacher, he treats us almost like his friends.
e I like working with Lan She always tries her best to finish her part of the work. f She is a lively person who engages in almost all the community activities. g I love spending time with Linh and looking at her broad smiles.
h He spends a lot of time studying or reading.
i She doesn’t talk much about her own abilities or possessions. Key:
1-d 2-g 3-c 4-i 5-f
6-a 7-h 8-e 9-b
2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
Making an outline :
- Ask the Ss to use the given information to make an outline -For column one, think of the possible places and situations in which you may have met your best friend Write down as many of them as possible
-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column
-For column 3, think of the
Group work
- Work in groups of four and write an outline
- representatives write the outline on the board
Model outline: Where/ When first met
Physical characteristic s
Personalities
-in school extra-activitie s
- round face -wide forehead - high nose
(20)personalities of your friend that you like most about him/her
- Ask Ss to make an outline of a paragraph describing a friend, use the information they’ve just
discussed in brainstorming activity -While Ss are writing, T goes around the class to see how well Ss work and whether they need some help
- Ask groups to write their outlines on the board
- Note: the past tenses are used to write
-T comments and gives feedback
-at a football match
- short, black hair
-very tall
- friendly - humourous
B While-writing (15’)
- Ask Ss to work in groups of and write a paragraph about a friend on a poster based on the outline given -While Ss are writing, T goes round to see if anyone needs help
Group work
- In groups of 4, Ss write a paragraph about a friend on a poster based on the outline given
Sample writing:
Probably my best friend is Ha We first met each other years ago, in a football match between my school and his
He is very tall He has a round face with wide forehead and a high nose His hair is short and black He is good - natural , he’s always willing to help me if I need
I hope my friendship will last forever. C Post-writing (10’)
- T asks Ss to exchange their writing with another student for peer correction
- T goes around and collects mistakes and errors
- T collects some writings for quick feedback
- T writes Ss’ typical errors on the board and elicits self and peer correction T provides correction
Peer correction
(21)only when Ss are not able to correct the errors
- T provides general comments on the writings
IV HOMEWORK ASSIGNMENT: (2’)
- Rewrite the passage about your friend, taking into consideration your classmate’s and T’s suggestions and correction
(22)Period: 8th Date of preparation: September 8th, 2011 UNIT1: Friendship
Lesson: Language focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - Distinguish the sounds /dʒ/ and /t∫/
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitive with to and without to appropriately 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: infinitive with to and infinitive without to - Pronunciation: /dʒ/ and /t∫/
3 Skills: Pronouncing, writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Name pictures - T shows pictures:
- T asks Ss to name the objects in the pictures.
- T asks Ss to tell the differences between the sounds /dʒ/ and /t∫/ in the words Expected answers:
CHAIR & BRIDGE 2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (15’)
Pronouncing the two sounds separately.
- T introduces and models the two
(23)and explains the differences in producing them
- T plays the tape ( or reads ) once for Ss to hear the words containing these two sounds Then T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T)
Pronouncing the words containing the sound.
- T reads the words in each column all at once
- T reads the words again and asks Ss to repeat them
- T asks Ss to practice pronouncing the words in pairs T goes around to provide help
- T asks Ss to pronounce the words and gives correction if necessary
Pronouncing sentences containing the sounds
- T reads the sentences and asks Ss to underline the words with the sounds and write / t∫/ and /dʒ/ under them
- T asks Ss to practice pronouncing the words in pairs T goes around to provide help
- T asks Ss to read the sentences and gives feed back
* Listen and repeat :
/ t∫/ / dʒ/ Children jam mutual dangerous Changeable passenger Cheese joke Cheap just Chaos bridge
Practice reading aloud these sentences.
1 Just outside the village, there’s a bridge
2 Jane always enjoys George’s joke Two jeeps went over the edge of the bridge
4 Which picture you think the child wants to change?
5 Mix the mushrooms, chilli and cheese
6 Do you like French salad and fish and chips?
B Grammar (20’) I To – Infinitive 1 Presentation:
- Hang a poster on the board + I have some homework to finish + It’s lovely to see you again
- Ask Ss to underline the to + infinitive - Ask the Ss to comment on the use of to + infinitive in these examples.
- Comment on the use of to + infinitive 1 The to + infinitive can be placed after nouns/pronouns
(24)- Supplement Ss with some more use of “to-inf”
“To- inf “ is used :
* to indicate the purpose : Ex: I get up early to walk.
* as a modifier to replace a relative clause
Ex: I have a lot of work to do ( which I have to do)
* as an object of a verb Ex: I like to walk.
* as an subject
Ex: It is healthful to walk every morning.
* in idiomatic expression :
Ex: The weather is too bad for me to walk today.
2 Practice: Exercise 1:
- Ask Ss to work individually and put the correct form of the verbs in brackets
- Call on some Ss to give their answers - Give feedback
II Bare infinitive ( without to ) 1 Presentation:
- Hang a poster on the board
+My father doesn’t let me use his car.
Individual work
- Ss to work individually and put the correct form of the verbs in brackets - Ss give the answers in front of the class
Feedback:
1 Who wants something to eat? 2 I have some letters to write. 3 I am delighted to hear the news. 4 My mother has some shopping to do. 5 You always have too much to talk about.
6 It’s lovely to see you again. 7 It is too cold to go out.
8 I’m happy to know that you have passed the exam.
(25)+Her boss made her finish the report by p.m
+He saw the cat catch a fish. +You had better not smoke + He felt his feet freeze.
+ Her father made her laugh a lot. - Ask Ss to underline the infinitive without to
- Ask the Ss to comment on the use of infinitive without to in these examples - Write the structure on the Bb
S + Perceptive verbs + Object + Bare inf
- see - hear - listen to - watch - feel - smell - taste - observe , notice
- had better , would rather, perceptive verbs ( see, smell, feel, watch…)
* Other verbs : let make , help 2 Practice:
Exercise 2:
- Ask Ss to work in pairs and the exercise
- Call on some Ss to give their answers - Give feedback
Expected answers
+ My father doesn’t let me use his car + Her boss made her finish the report by p.m
+ He saw the cat catch a fish + You had better not smoke + He felt his feet freeze.
+ Her father made her laugh a lot - Comment on the use of infinitive without to
1 infinitive without to can be placed after verbs of perceptions such as feel, hear, see, watch, smell, notice, -> refer to the complete action
infinitive without to can be placed after let/make somebody; had better (not)/ should
Pair work
- Ss to work in pairs and the exercise
- Ss give the answers in front of the class
Feedback:
1 The police watch them get out of the car.
2 They let him write a letter to his wife. 3 I heard them talk in the next room. 4 The customs officer made him open the
5 The boy saw the cat jump through the
(26)him pay
7 I felt the animal move towards me. 8 Do you think her parents will let her go for a picnic.
IV HOMEWORK ASSIGNMENT: (2’)
- Pick out the inf in the following sentences and describe the function of each 1.To find fault is easy.
2.It is delightful to hear the sound of the see. 3.The dog wants something to eat.
4.I saw him run the mile in four minutes. 5.Everybody wishes to enjoy life.
6.He is too ill to any work. 7.I am not afraid to speak the truth.
8.He went to Paris to perfect his knowledge of French. - Prepare the next lesson, unit 2- reading
V COMMENTS:
Period: 9th Date of preparation: September 12th, 2011
UNIT 2: PERSONAL EXPERIENCE Lesson: Reading
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context
- use the information they have read to discuss the story 2 Knowledge:
- Vocabulary: make a fuss, sneaky, glance, embarrassing, idol - Grammar/ Structures:
- (Pronunciation): 3 Skills: Reading II PREPARATION:
(27)1 Warm-up: (5’) Brainstorming
- Ask Ss to find suitable words to fill in the chart below:
- Ask some question to lead in the reading: a If you got bad marks, how would you feel? b If you made a mistake, how would you feel? Lead in
- In today’s reading, we’ll get to know about the things that have happened to you that influence the way you think and behave It is “Personal experiences”
2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
*Pre- teaching vocabulary: - help Ss to read some new words - elicit the meanings and parts of speech of the words from Ss
- Embarrassing (a): (situation) - To make a fuss about: làm om sòm - To imitate:( translation)
- sneaky ( adj ) vụng trộm
Individual work
- repeat the words after the teacher - give the meanings and parts of speech of the words from Ss
- note down the words
B While-reading (18’) Activity 1: Gap-filling
- ask Ss to make a guess the part of speech of each blank
- ask Ss to work in pairs to the exercise
- call on some Ss to give the answers - give the feedback
Activity 2: Answering the question - check if Ss can answer the comprehension questions in task3
Pair work
- work in pairs to the exercise - give the answers in front of the class Feedback
1 glanced idols 2 making a fuss sneaky 3 embarrassing
Group work
- work in groups of four and discuss the answers together
- give the answers in front of the class Feeling
s happy
confused worry
(28)without having to read the passage again T gets them to read the questions carefully and gives them some tips to the task
- ask Ss to work in groups of four to give the answers
- call on some Ss to write their answers on the board and ask them to explain their choices
- ask Ss to give the position of the answers in the passage to make sure that they understand the text
Expected answer
1 She wished to have a floppy cotton hat
2 Her father
3 Because she thought that the boy had stolen her money
4 She bought the pretty hat of her dream
5 She discovered her money on the table
C Production (10’) Discussion
- ask Ss to work in groups of four and discuss the questions in the book - call on some Ss to give the answers - give comment on Ss’ answer
Group work
- Ss work in groups of four and discuss the questions in the book
- give the answers in front of the class Suggested answer
She might feel ambarrassed and guilty because that was not her money
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the new words.
(29)Period: 10th Date of preparation: September 13th, 2011 UNIT 2: PERSONAL EXPERIENCE
Lesson: Speaking I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- identify structures that are used to talk about past experiences and their influences on one’s life, i.e present perfect and past simple, structure with “Make”
- use these structures to talk about a past experience and how it affects their life 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: present perfect and past simple, structure with “Make” - (Pronunciation):
3 Skill: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (5’)
- Ask Ss some questions to lead to the lesson, such as: Have you ever been ill?
When were you ill? Why? What you think after that?
Lead-in: To day, we will continue the topic of personal experiences by talking about past experiences and how they affect your life
2 New lesson:
Teacher’s activities Students’ activities
(30)* Task 1: Matching phrases:
- Ask Ss to work in pairs to match things they might have done or experience
- Call on some Ss to give their answers - Give feedback
* Eliciting and introducing useful structures
- Ask the Ss :
* What you say to ask about someone’s experience that might have affected them ?
- Write the questions on the board
- work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B
- give the answers in front of the class Expected answer
1 – d – e – b – f – a – c Expected answer
- Have you ever ? - When did it happen ?
- What were you thinking and feeling when it happened ?
- How did the experience affect you ? B Practice (18’)
Activity 1: Re – ordering & role – play drilling
* Re – ordering
- Ask the Ss to work in pairs to put the lines of the dialogue in the correct order
- Call on some Ss to give their answers - Give feedback
* Role – play drilling
- Hang on a chart with the dialogue - Ask the Ss to work in pairs to practice the dialogue
- Put the chart away
- Call on some Ss to act out the dialogue in front of the class.( without looking at the chart or books )
- Give comment
Pair work
- work in pairs to reorder the dialogue - give the answers in front of the class Expected answer
1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f
Model dialogue
A: Have you ever spoken English to anative speaker?
B: Yes I talked to an English girl last summer.
….
(31)C Production (10’)
Make a dialogue
- ask Ss to work in pairs to talk about their experiences based on the notes in task
T goes around and helps them if they have difficulties
T calls on a pairs to perform in front of the class
T comments and corrects the mistakes if necessary
Pair work
- underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task to make similar dialogues
- act out the dialogue in front of the class
IV HOMEWORK ASSIGNMENT: (2’)
- Write a paragraph ( 50 words) about your own experiences. - Prepare next lesson, unit 2- listening
V COMMENTS:
Period: 11th Date of preparation: September 14th , 2011
(32)Lesson: Listening I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking note while listening 2 Knowledge:
- Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, unforgetable, protected.
- Grammar/ Structures: - (Pronunciation): 3 Skill: Listening II PREPARATION:
1 Teacher: textbook, workbook, chalk, CD, CD player. 2 Students: textbooks, workbooks.
III PROCEDURE: 1 Warm-up: (8’)
- Divide the class into two groups A and B and ask them to guess what it is - Read aloud some facts about the thing one by one
The facts they hear:
1 It destroys buildings, houses, and forests It can kill people
3 It gives out a lot of smoke You need water to put it out Expected answer: A FIRE * Lead – in
- Have you ever seen a fire ?
- What will you if there is a fire ?
- The listening today is about the fire happening to Christina’s family 13 years ago
2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (10’)
Describe the picture
- Get Ss to work in pairs to describe the picture
- Elicit some questions :
+ What can you see in the picture ? + What is happening ?
+ Who are the people ?
- Call on some Ss to describe the picture
- Give comment
- Get the Ss to guess what they are
Pair work
- work in pairs and describe the picture - give the answers in front of the class Expected answer
+ A fire is burning a house.
+ A mother and her daughter are trying to run out of the fire.
(33)going to listen about * Vocabulary:
- memorable (a) = unforgettable (a) - Terrified (a) sợ hãi
Example
Most people feel terrified when they see snakes.
- Scream (v): (explanation) la thất thanh, hét
- Embrace (v) (picture): ôm
- Escape (v) (example): ngồi Example
The prisoner ran away after escaping from the prison.
* Checking vocabulary
1 The child ……….her mother tightly because of fear
2 April 30th 1975 is a ……….day of Vietnamese people
3 I feel …whenever I stay at home alone
4 The fans …….with excitement when they saw their idols
5 They were trying to ……….from a burning house
- repeat the words after the teacher - give the meanings and parts of speech of the words from Ss
- note down the words
Pair work
- work in pairs and fill the suitable words into the blanks
- give the answers in front of the class Key
1 embraced memorable 3 terrified screamed 5 escape
B While-listening (15’) Activity 1: T/F statements
-Ask the Ss to read through all the questions and underline key words - Ask them to guess T / F
- Play the tape once / twice for the Ss to listen and the task
- Ask the Ss to check their answers with partners
Individual work - Read and underline key words - Write their guess on the board - Listen to the tape
- give the answers in front of the class Feedback
1 T
(34)- Go over the answers with the class Activity 2: Gap-filling
- Tell the Ss to read through the passage and guess the words in each gap
- Tell the Ss to listen to the recordings and fill in the gaps
- Call on some Ss to give their answers - Correct and give feedback
Individual work
- guess the part of speech of each word in each blank
- listen and fill in the missing words - give the answers in front of the class Expected answer
1 small everything 3 family replaced 5 took appreciate C Post-listening (10’)
Agreeing or disagreeing - Ask the Ss to work in groups - Call some Ss to report their answer: - Give comment
Group work
- work in groups of four and discuss the question
- give the answers in front of the class Expected answer
Family is more important than things because it can’t be replaced It give you mutual love, support and sincere understanding It brings the individual place and happiness.
Nothing is more precious than the sweet moment when every member of the family finds themselves among their dear ones, taking a good meal and getting through a peaceful night. IV HOMEWORK ASSIGNMENT: (2’)
(35)Period: 12th Date of preparation: September 20th , 2011 UNIT 2: PERSONAL EXPERIENCE
Lesson: Writing I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lesson
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skill: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) The quiz
(36)3 What we normally write in the Greeting? What we normally write in the Closing? Where we normally sign the letter ? Answer
1 parts
2 The Heading, the Greeting, the Body, the Closing and the Signature We normally write “ Dear” or “ Hello/ Hi”
plus the name of the person we are writing to and a comma at the end
4 We normally write something like “ Sincerely” , “ Yours”, “ Love”, “ Best wishes” and after that we put a comma
5 Our signature normally goes under the Closing 2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
* Eliciting:
- Elicit the steps of a personal letter from the quiz
- Write on the board * Giving network
- ask Ss to answer the following questions:
1 What happened? When it happened? Where it happened? How it happened? Who was involved ? How it affected you
Whole class
- Give the steps of a personal letter: Heading
2 Greeting Body Closing Signature
Group work Sample answer
1.-I nearly drowned
2 A year ago, my last summer vacation A river near my grandparents’ house When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim
5 Some of my friends were also
swimming at that time, one tried to save me
6 I learned that life is so important B Practice writing (15’)
-Ask the Ss to write a letter based on the outline they have written
- go around the class and give help if needed
Individual work
- write a letter based on the parts of a letter
Sample writing
Hanoi, 15 July 2008 Dear Ha,
(37)haven’t seen them since my last school holiday
Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most unforgettable experiences
My parents live in a small village , which has a large river I often go swimming every afternoon when I spend my vacation with them
One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink One of my friend saw that and shouted for help Immediately , another friend who swim the best among us swam towards me tried to pull me up Then other friends helped him to push me in My life was finally saved
Now recalling the moment I thought I was going to die, I understand how precious life is This event definitely taught me to appreciate my life
What about you ? Have you got any unforgettable holiday that you would like to share with me ?
Love, Nga C Production (10’)
Peer correction
- Choose one writing and ask a student to write on the board
- Ask the rest of the class to correct the mistakes and give comments
- Give comments and feedback
Pair work
- exchange the writing with their partner, then correct the mistakes in their partner’s writing
- note down the correction for typical mistakes
IV HOMEWORK ASSIGNMENT: (2’)
- Rewrite the letter to a friend to tell about you own experience. - Prepare new lesson, unit 2- language focus.
(38)Period: 13th Date of preparation: September 21st , 2011 UNIT 2: PERSONAL EXPERIENCES
Lesson: Language Focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - Distinguish the sounds /m/, /n/, /η/
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect
2 Knowledge: - Vocabulary:
- Grammar/ Structures: present simple for indicating the past, past simple, past continuous and past perfect
- Pronunciation: /m/, /n/, /η/ 3 Skills: Pronouncing, writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Game tongue twisters
- Ask Ss to read the sentence “Singing Samsung songs on the sinking sampan” as quickly as they can
- Ask the Ss to pick out the words containing the ending sounds/ m /, / n / and / η / - The student who can speak the sentence 10 times within 15 seconds is the winner
2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
A Pronunciation :
- Model the two sounds / m/ ,/ n/ and / η / for a few times, explain the differences in producing them
- Play the tape once for Ss to hear the words containing these sounds Then
(39)play the tape again and the Ss repeat after the tape
* Pronouncing the words
- Read the words in each column all at once
- Read and ask the Ss to repeat them - Ask the Ss to pronounce the words and give correction if necessary
*Practising sentences containing the sounds.
-Read the sentence and ask the Ss to underline the words with the sounds/ m/ ,/ n/ and / η / and write under them - Ask some Ss to read the sentences and give feedback
- listen and repeat after the teacher
- underline the words with the sounds/ m/ ,/ n/ and / η /, then list them into columns
1 Good morning I want an apartment in central London
2 We have an inexpensive apartment in Northend Avenue
3 I remember meeting him on a nice summer afternoon
4 Mr King is singing next door He’s holding a string in his fingers He loves spending his holidays in his small summer house
/ m / / n / / η / morning an meeting
summer next spending B Grammar (15’)
I Presentation
- present the use and the form of the present tense and the past tense The present tense:
*The simple present : - present habits, hobby, a daily event, natural event, a story happening in the past to make the events more dramatic and lively
* The present continuous : an action happening now or at the speaking moment
*The present perfect : an action happened at an unspecified time before
Individual work
(40)now
2 The past tense: * The simple past:
- form: With “ normal V”: (+): S + V2/ Ved; (-) : S+ didn’t+V1; (?): Did+ S+ V1?
Ex: She went to visit her grand parents last month
With “ to be”: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S… ?
- Usage: The simple past is used to talk - about an action that took place in the past:Ex: I didn’t read the letter
It can be used with + last night/ Monday/ week/ month…/ months/ years … ago/ in 2000, 1999… - about an action that happened
regularly in the past: Ex: I often played tennis with her
* The past continous: - Form:
(+) S+ was/were +Ving; (-) S+ was/ were+ not +Ving; (?) Was/were + S+ Ving?
- Usage :Past continous is used to talk about: - an action that was in progress at a particular time in the past;;
it can be used with at …o’clock/ this time/ at that time/ moment+ past time: Ex: At this time last night, we were watching TV
- an action that was already in progress(past continous) when
somethingelse happened( simple past); it can be used with : when, while,as Ex: When I was walking in the park, I met Tom
(41)(+) S + had +V3/ed… (-) S+ had not + V3/ed (?) Had+ S + V3/ed?
-Note: had= ’d, had not= hadn’t -Usage: To tallk about an action that happened before another action or a time point in the past
-Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000
Eg: He died after he had been ill for a long time
II Practice Exercise 1
- ask Ss to work individually, then discuss to their partners
- check in front of class - give feedback
Exercise 2
- ask Ss to use the simple past and past continuous tenses to give the correct form of the verbs in brackets
- ask Ss work individually, then discuss in pairs
- call on some Ss to give the answers in front of the class
Exercise 3
Individual work
- read through the passage, then put the correct form of the verbs
- give the answers in front of the class Expected answer :
1 invites sets gets 4. waves
5 promises carries contains 8. has baked
9 is 10 is shining 11 are singing 12 is
Pair work
- read through the sentences, then put the correct form of the verbs
- give the answers in front of the class Expected answer
1 broke, was playing wrote, was
3 was working, broke started, were walking told , were having
6 didn’t listen, was thinking
(42)- ask Ss to use the simple past and past perfect tenses to give the correct form of the verbs in brackets
- ask Ss work individually, then discuss in pairs
- call on some Ss to give the answers in front of the class
driving
Pair work
- read through the sentences, then put the correct form of the verbs
- give the answers in front of the class Expected answer
1 had eaten, arrived 2 found, had taken 3 got , had closed 4 got , had left 5 got, had arrived 6 paid, had phoned
7.went ,said, hadn’t arrived 8 had looked , asked , cost C Production (10’)
Making sentences - Give some adverbs:
Yesterday, before 2000, at 7:00 p.m last night
- Ask Ss work in groups of four and make sentences using those adverbs in minutes, which group have the correct answers first will be the winner
- Call on the Ss to give the answers - Comment on Ss’ answers
Group work
- Work in groups of four and make sentences using the adverbs
- Give the answers in front of the class Feedback
1 I met Long at the school gate yesterday.
2 Mary had graduated from the university before 2000.
3 I was having dinner at 7:00 p.m last night.
IV HOMEWORK ASSIGNMENT: (2’)
- Do the exercise in part “Language focus” in workbook (page 15). - Prepare next period, unit – reading
V COMMENTS:
Period: 14th Date of preparation: September 22nd , 2011
UNIT 3: A PARTY Lesson: Reading 1 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements
2 Knowledge:
- Vocabulary: mark, milestone, lasting, silver, golden, wedding anniversary - Grammar/ Structures:
(43)1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) A Matching Game
- T divides the class into small groups of 3-4 students Then T distributes the handouts for Ss to the matching task in their own groups Which group finishes it first and has all the correct answers will be the winner
Match the celebrations with the correct images below:
1 Christmas
a Birthday
b Halloween
c Graduation
d Expected answer:
1-b, 2-c, 3-d, 4-a 2 New lesson:
Teacher’s activities Students’ activities A PRE-READING (10’)
- Have the Ss to work in pairs to make sense of the pictures
- Call some Ss to answer the questions - check with the class and ask them to guess what they are going to read about
Pair work - Work in pairs and answer the questions
Suggested answers:
1 *The people in the first picture might belong to a family The young woman and the young man might be the parents and the three kids might be their children.
(44)- Have Ss read some vocabulary * Vocabulary:
+ mark (v):
+ blow out (v): to put out a flame
+celebrate (v): to something enjoyable because of a special occasion or to mark someone’s success
+ milestone (n): an important event or stage in one’s life
+ lasting (adj): continuing a long time + anniversary ( n): yearly celebration
might be the parents The woman and the man who are sitting in front might be their son and daughter – in – law. The boy and the girl might be their grandchildren.
2 The people in the first picture are celebrating a birthday The people in the second picture are celebrating a wedding anniversary.
Individual work - Read the words, then find out the meanings and their parts of speech
B WHILE-READING (15’) Activity : Reading and ticking
-Ask the Ss to work in pairs and the task
- Call on some Ss to give their answers - Give feedback
Pair work
- Read through the passage and put the tick mark into the right position
- Give the answers in front of the class Expected answers
Birthday party Wedding
anniversary party
1
2
3
4
5
6
(45)C POST-READING (10’) Activity:
PREPARE A BIRTHDAY PARTY - Ask Ss to make a plan to prepare a birthday party
- Give Ss some suggestions as follow * Time to start
* Place to celebrate your birthday party * Number of guests
* Foods and drinks * Interesting activities
- Ask Ss to give the answers - Check and give comments
Pair work
- Work in pairs and make a plan to prepare a birthday party
- Act out the plan in front of the class Expected answers
* Time to start:
at…oclock, in the afternoon/evening * Place to celebrate your birthday party:
in a park, at home, at a restaurant, at a coffee shop
* Number of guests: * Foods and drinks:
coke, cake, candies, milk, … * Interesting activities:
playing games, singing, dancing, taking photos
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the vocabulary.
(46)Period: 15th Date of preparation: September 26th , 2011 UNIT 3: A PARTY
Lesson: Reading 2 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements
- Use the information they have read to discuss celebrations in their culture 2 Knowledge:
- Vocabulary: mark, milestone, lasting, silver, golden, wedding anniversary - Grammar/ Structures:
- (Pronunciation): 3 Skill: reading II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Network
Ask the Ss to find words related to PARTY
(47)
Expected words :
- birthday, wedding, anniversary - candles, flowers,
- cakes, fruits, sweets, - food, drinks,
- photographs,
- songs, games, wishes 2 New lesson:
Teacher’s activities Students’ activities A PRE-READING (5’)
- Have Ss read some vocabulary * Vocabulary:
+ make cake (v):
+ lasting (adj): continuing a long time + silver anniversary ( n):
+ golden anniversary ( n):
Individual work - Read the words, then find out the meanings and their parts of speech - Listen to the teacher and repeat in chorus, then individually
B WHILE-READING(20’)
Activity: Recognizing the wrong words
- Ask the Ss to work in pairs and underline the wrong words in each sentence and provide the correct ones - Call on some Ss to give their answers - Give feedback
Pair work
- Read through the statements and find out the mistakes, then give the correction for each mistake
- Give the answers in front of the class Expected answers
Mistakes Correction
1 eighth seventh
2 makes eats
3 foods presents
4 anniversaries ages
5 months years
6 5th 50th
7 silver golden
C POST-READING (10’)
- Ask Ss to work in pairs, one is an interview and the other is an interviewee
- Ask Ss to talk about the celebration of
Interviewing
- Work in pairs and make an interview. - Act out the interview in front of the class
(48)a birthday or a wedding anniversaries, using the available questions
- Call on some pairs to act in front of the class
- Give comments
A: Where you prefer to celebrate your birthday, at home or in the restaurant?
B: At home
A: Do your parents celebrate their wedding anniversaries?
B: Yes, they do.
A: Are you going to celebrate your wedding anniversaries in the future? Why? or why not?
B: Yes, I am Because… IV HOMEWORK ASSIGNMENT: (2’)
- Learn by heart the vocabulary. - Prepare next lesson, unit 3-speaking V COMMENTS:
Period: 16th Date of preparation: September 27th , 2011
(49)1 Aim: By the end of this lesson, students will be able to:
- Use appropriate language to talk about parties and negotiate how to plan them - Use appropriate language to invite people to come to parties
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skill: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Making questions about a party - T sets the scene:
“ Yesterday, I went to a party Please ask some questions to get as much information about the party as you can”.
The host
The occasion Gift
Place Number of people Time
Suggested questions: - Whose party was it? - What was the occasion?
- Did you take the gift for the host? - Where was the party?
- How many people were there at the party? - When did it finish? 2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak (10’)
- Provide Ss with some useful language
* Useful expressions:
+ We are planning a party Let’s talk about what each of us will to prepare for it.
+Let’s have a discussion about our party next Saturday.
+ Why don’t we have a surprise party ? + Why don’t we hire the ground floor of
Whole class
(50)a bar and we could get the band in ? + Why don’t we make our food ? + Shall we have some music ? + How about ?
+ That’s a nice idea.
+ Would you like to come ? + We would love to have you + We welcome your presence + Please come
+ It’s our pleasure to invite you
+ You don’t know what you’ll miss out on if you don’t come
B While-speaking (15’) Task 1: Make a dialogue
- Set the scene: “ Supposed your friend has ever been to a party, ask him/her about that party based on the available questions.”
- Ask Ss to make a dialogue about a party
- Call on some pairs to act out in front of the class
- Comment on Ss’ action
Task 2: Plan a party
- Set the scene: “What you think of when you want to plan a party?”
- Tell Ss to think of a party they are going to plan
- Ask Ss to work in groups of four to discuss about planning a party
- Elicit some useful language used to ask for information or making suggestions
- Move around the class to give help - Go round to control and give help - Call on some groups’ representatives to speak out their ideas in front of the class
- Make corrections and give comments
Pair work
- Work in pairs, one asks and the other answers about a party
- Some pairs act out the dialogue in front of the class
Model
A: Have you ever been to a party? B: Yes, I have.
A: Whose party was it? B: It was my friend’s. …
A: Did you stay to the end? B: Yes, I did.
Group work
- Work in groups of four and make a discussion about the plan
- Some representatives from each groups present their goups’ ideas in front of the class
Suggested answers
These are the steps in planning a party: - Choose a place to hold the party (at home or away?)
- Set the number of guests (who to invite)
- Determine how much you can spend (budget)
(51)- Send invitation cards (Give the time, date, address, derections, your phone number for RSVPs)
- Plan plenty of short game.s
- Have extra treats (someone unexpected might show up)
Note: RSVP = Please reply C Production (10’)
Activity: Write an invitation - Set the scene: “Supposed you are going to hold a party Write an
persuading invitation to your friend so that he/she can come.”
- Ask Ss to work in groups of four and write an invitation in minutes, then write them into a poster Which group has finished first and has the most persuading invitation will be the winner
Group work
- Ss to work in groups of four and write an invitation in minutes, then write them into a poster
IV HOMEWORK ASSIGNMENT: (2’)
- Write a short passage to answer the questions above “In your opinion, what is your ideal party? What is it like?” - Prepare for next period, unit 3-Listening
V COMMENTS:
Period: 17th Date of preparation: October 1st , 2011
UNIT 3: A PARTY Lesson: Listening I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information
2 Knowledge:
- Vocabulary: gathering, clap, icing, slices, prizes - Grammar/ Structures:
- (Pronunciation): 3 Skills: listening II PREPARATION:
1 Teacher: textbook, workbook, CD, CD player, chalk. 2 Students: textbooks, workbooks.
III PROCEDURE:
1 Warm-up: (8’) Networds
(52)
Expected answers:
-age, balloon, birthday cake, blow out, candle, cards, candies, cookies, chocolate, confetti, decoration, fun songs, etc
Lead in:
- What you think of when you read these words?
- In today’s lesson, you’ll listen to a passage about Mai’s birthday party 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening: (10’)
* Preteaching vocabulary - help Ss to read some new words + icing (n) sweet, creamy spread for covering cakes.
+ clap (v) (miming) + decorate (v) (example)
Ex: The children decorate the Christmas tree with colorful electric lights.
+ slice (n) (realia)
Ex: Bring along some slices of bread - elicit the meanings and parts of speech of the words from Ss
* Checking: Slap the board * Discussion:
- Ask Ss to work in pairs to discuss the following questions :
+ When would you like to organize your birthday , during the day or in the evening ?
+ What foods and drinks are often served at the party?
+ What activities you often have at the party ?
- Call on some Ss to give the answers - Give feedback
Individual work - repeat the words after the teacher - give the meanings and parts of speech of the words from Ss
- note down the words
Pair work
- work in pairs to discuss the questions - give the answers in front of the class
B While-listening (15’)
(53)Activity 1: T / F ?
- Ask the Ss to read through all the statements, underline the key words - Ask them to guess their answers - Play the tape once / twice for Ss to listen and the task
- Get Ss to find a partner to check their answers
- Check the answers with the whole class
- Give feedback
Activity 2:Answering the questions - Check if Ss can answer the questions without listening again
- Encourage Ss to read through all the questions, identify the information they need to look for in each question, predict the answers
- Play the tape again for Ss to listen and answer the questions
- Call on some Ss to give their answers - Correct and give feedback
Individual work
- read through the statements, underline the key words, then guess the answers
- listen and the exercise
- give the answers in front of the class Expected answers
1 F ( the party began at about in the afternoon )
2 F (over 20 )
3 F ( at 4.30 they cut the cake ) 4 T
5 F ( other kids left, only one stayed to help).
Individual work
- read through the questions, underline the key words, then guess the answers
- listen and the exercise
- give the answers in front of the class Expected answers
1 16 years old
2 Because it’s noisy and expensive Soft drink and biscuits
4 At about 4:30
5 It was beautifully decorated with white and pink icing and 16 colorful candles in the middle
6 They clapped their hands eagerly and sang “ Happy birthday “
7 At about 6p.m
(54)Talk about Mai’s birthday party - ask SS to work in groups of four and retell the story about Mai’s birthday party
- call on some Ss from each group to talk in front of the class
- give comment on Ss’ presentation
- work in groups of four and retell the story about Mai’s birthday party
- some representatives from some group talk about Mai’s birthday party
Expected answer:
Mai’s birthday party was at her house. It lasted about hours from in the afternoon to in the evening About 20 guests came to the party They gave her gifts and she opened them The guests played cards, and served themselves At 4:30, Mai cut the cake and the guests clapped and sang “ Happy birthday”. The party came to end at 6p.m They were very happy Most of the kids left, only one stayed to help Mai tidy up the mess
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the new words.
(55)Period: 18th Date of preparation: October 3rd , 2011 UNIT 3: A PARTY
Lesson: Writing I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Define the format and structure of an informal letter of invitation - Write an informal letter of invitation
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skill: writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) The jumbled letter - give Ss the handout.
- ask Ss to rearrange the sentences so that they become a complete letter Handout: The jumbled letter
1 This is my address: 150A Au Co Road.
2 It's beautiful house and it looks over the West Lake and the Water Park. 3 Dear Mariana,
4 Guess what! I 've just moved to a new house in Tay Ho District. 5 Would you like to come?
6 Please let me know your answer as soon as possible. 7 See you.
8 My parents are giving a house-warming party this Saturday evening, around 6:30 p.m.
9 Hoa.
10 I think Chris and Kim are coming, too.
11 We'll have "Pho" and some other special dishes. Expected answers
(56)2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
- Set the scene: “You are going to write a friendly letter to invite your classmates to a party that you hold”.
- Get Ss to work out the content of their letters by answering the questions in Task
- Call on some Ss to answer the questions and elicit more ideas from the class by writing them in the handouts with the chart
- Put Ss to go on in groups to find out the ideas to fill the chart in the handouts
- Walk around the class , offer ideas and comments when Ss need help
- Then call on some Ss to present their answers in front of the class
Whole class
- discuss the answers with the partners - answer the questions in front of the class Suggested answers
Occasions for giving parties
Birthday, graduation, wedding anniversary, moving to a new house,
family gathering,
Christmas, New Year, …
Dressing codes
Formal: dress, high-heel shoes for women, suit and ties for men
Informal: anything can : jeans T-shirt, skirts, …
Presents to give
Any thing can do: books, CDs, flowers, scarves, ties,
paperweights, pens, bags, hats, …
B Practice (15’) Activity 1: Gap-filling
- Get Ss to the task individually and then compare their answers with a partner
- Call on some Ss to give the answers and write on the board And elicit comment from the class and give the correct answers
Pair work
- Do the task individually and then compare the answers with a partner
- Comment and listen to teacher's correction Answer:1 at my house.
(57)Activity 2: Writing an invitation letter
- Ask Ss to use the chart and the letter in Task to make an outline for their writing individually - Walk around the class and provide help when they need - Have Ss compare their outline with a partner
- Call on some Ss to read their information loudly in front of the class
- Listen and provide more information to Ss if necessary - Ask Ss to practise writing individually
- Walk around the class , offer ideas and comments when Ss need help
5 winners. 6 by Monday.
Individual work
- Write the letter to invite a classmate to the party
A sample letter : Dear Lan,
I am having a New Year party at my house at around p.m on December 29 Would you like to come ? Most of our classmates have been invited, too There will be lots of refreshments and some special foods that I myself am going to cook Of course, there will be dancing and some games with nice prizes for the winners.
Please let me know by Wednesday if you can come.
Love , Hoa. C Production (10’)
- Choose one letter and read it to the class
- Then elicit corrective feedback from the class and give final comments afterwards
- Draw Ss’ attention to the format of the letter and the organization of ideas and language use
Whole class - Compare the writing to another - Then take the note of checking
- Observe to the corrections of some the others' writing
IV HOMEWORK ASSIGNMENT: (2’)
- Write a letter to one of your friend to invite him/her to your gathering family party
(58)V COMMENTS:
Period: 19th Date of preparation: October 4th , 2011
UNIT 3: A PARTY Lesson: Language Focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - distinguish the sounds /l/, /r/ and /h/
(59)2 Knowledge: - Vocabulary:
- Grammar/ Structures: infinitive and gerund in active and passive voices - Pronunciation: /l/, /r/ and /h/
3 Skill: pronouncing & writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Game “ BINGO”
- Hang on a poster with the following words:
house / holiday / library / lemonade / hospital / husband / ready / really / restaurant / like / lovely / lunch
- Ask Ss to look at the words on the poster, choose five words and write them down on a piece of paper
- Read the words aloud for Ss to cross out
- Ask Ss to say BINGO if they have crossed out all the five words they have choosen
- Ask Ss to give some more words having the same initial sounds as the words on the posters
2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
Activity 1: Listen and repeat
- Read aloud the words and have Ss listen
- Read again and ask Ss to repeat
- Call on some Ss to read and make correction if necessary
Activity 2: Practice reading aloud these sentences.
- Ask Ss to work in pairs to practice reading the sentences
- Go around to give help if necessary - Call on some Ss to read aloud the sentences
- Give comments
Whole class Activity 1: Listen and repeat
/l/ /r/ /h/ lunch pretty hit lovely Europe house lemonade parent holiday jelly really hospital glass restaurant husband Activity 2: Practice reading aloud these sentences.
1 Hello, Mr Allen You’re early for lunch It’s only eleven o’clock
2 I’d like a plate of salad, a glass of lemonade, slice of melon and some jelly, please
3 Laura is a really pretty librarian in the public library
(60)5 Hello, Harry Have you heard the news? There’s been a horrible accident A helicopter has hit Hellen’s house Helen and her husband will have to spend their holiday in hospital
B Grammar (15’)
1.To ininitive and Gerund: a To ininitive:
Form: Verb + to – infinitive
Usage: To add information to what is expressed in certain verbs
b Gerund:
Form: Verb + V + ing (gerund)
Usage: To add information to what is expected in certain verbs
2 Passive infinitive and passive gerund:
a Passive infinitive:
Eg: Nam expected to be promoted next month
Form: Verbs + to be + V3/ed Passive infinitive Usage: To add information to what is expressed in certain verbs
b Passive gerund.
Eg: They appreciate being given this chane very much
Form: Verbs + being + V3/ed Passive infinitive Usage: To add information to what is expressed in certain verbs
Whole class
- listen to T’s instruction and note down the form and the usage of
+ to-infinitive + gerund
+ passive infinitive + passive gerund
C Production (10’)
Activity 1: Infinitive and gerund - ask Ss to work in pairs and the exercise
- go around the class and give help if needed
- ask Ss to give the correct answers
Pair work
- work in pairs and the exercise - give the answers in front of the class Expected answer
1 having getting to tell practising to see
(61)Activity 2: Passive Infinitive - ask Ss to work in pairs and the exercise
- go around the class and give help if needed
- ask Ss to give the correct answers Activity 3: Passive Infinitive and Gerund
- ask Ss to work in pairs and the exercise
- go around the class and give help if needed
- ask Ss to give the correct answers
- work in pairs and the exercise - give the answers in front of the class Expected answer
1
B A B B A
Pair work
- work in pairs and the exercise - give the answers in front of the class Expected answer
1
D C B B C
IV HOMEWORK ASSIGNMENT: (2’)
- Practise pronouncing the sounds /l/, /r/ and /h/ in the words and in the sentences. - Prepare next lesson, Test yourself A
V COMMENTS:
Period: 20th Date of preparation: October 8th , 2011
TEST YOURSELF A I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and
- Improve the techniques of doing the simple tests 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation):
3 Skills: Listening, Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Listening (15’)
(62)first
- Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, then work in pairs to compare and discuss the answers with each others to find the correct answers
listen to the task - Read the questions - Listen to the tape
- Listen again and say the statements if they are true or false
- Listen and discuss the answers in pairs to find out the correct answers
Expected answers:
1 2 3 4 5
A D B D C
B Reading (15’) - Present the task
- Ask pupils to work in groups to compare the answers they have already done to find out the correct ones
- Give the correct answers to the class
Group work
- Look at the textbook and listen to the teacher
- Work in groups to discuss about the passage to finish the task
- Compare their results with the other groups
- Write the answers on the board
- Listen to the teacher and correct the answers
Expected answers:
1 Because they had been childless for 10 years after they were married To take some photographs of the happy family
3 The boy was dressed in a smart , brand,new outfit and looked ike a little prince
4 Because he was interested in the toys he felt that it was delightful and looked forward to the next day to have the films developed
C Pronunciation and grammar (13’) * Pronunciation
- Read the words and ask Ss to tick in the right box
- Ask Ss to give the correct answers - Give the feedback
* Grammar
- Ask Ss to read through the sentences, then fill in the gaps with the suitable
Individual work
- Listen to teacher and tick in the right box
- Give the correct answers Expected answers:
1 nine 2 Hour 3 matching jam
(63)form of the words
- Ask Ss to give the correct answers - Give the feedback
words
- Give the correct answers in front of the class
Expected answers: 1.to see to be 3 to phone pay
5 to be met to be appointed IV HOMEWORK ASSIGNMENT: (2’)
- Do the part writing (page 45 in textbook). V COMMENTS:
Period: 21st Date of preparation: October 10th , 2011
REVISION UNIT 1, 2,3 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - Revise the knowledge in unit 1, 2,
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills:
II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities
A Pronunciation (15’)
*Choose one word whose underlined part is pronounced differently from the rest
A B C D
1 cultur e
acquaint ance
consta nt
talkative 2 gossip village danger
ous
passenger
3 sing glance turn sneaky
* Choose one word whose stress is different from the
Individual work - Do the exercise
- Give the answers in front of the class
Expected answers:
(64)rest
A B C D
4 merrily wonderful interest retreat
5 silly advice behind bamboo
B VOCABULARY (15’)
Choose the best answer (A, B, C or D) that best completes each sentence.
1 I can hear a cat ……… at the window A scratches B to scratch C
scratching D was scratching
2 The children seem to be totally of working quietly by themselves.
A unable B impossible C incapable D not able
3 John refused to his children go to the concert.
A allow B permit C let D enable
4 The dentist told him his mouth wide.
A open B to open C opening D to opening
5 His parents never allowed him A a smoking B smoking C some smoke
D to smoke
6 Do you my turning the television on now?
A mind B disapproved C want D object
7 He me to buy my air ticket immediately or it would be too late.
A convinced B insisted C advised D suggested
8 I my friend to lend me his caravan for my trip to the country.
A persuaded B suggested C proposed D offered
9 They would go by plane than spend a week travelling by train.
A always B rather C prefer D better
Individual work - Do the exercise
- Give the answers in front of the class
Expected answers:
1.C 2.C 3.C 4.B 5.D
6 A C A 9.B 10.B
(65)10 Her guest apologized for causing her so much
A problem B trouble C complication
D obstacle
11 You eat the olives; everybody them
A hate B is hating C hates D are hating
12 Her latest documentary is primarily with youth unemployment.
A concerned B involved C engaged D related
13 I can't see the of sitting on the beach all day.
A attract B attractive C attractively
D attraction
14 He is always loyal his principles whatever happens.
A with B about C on D to
15 You should inform the police if you see anything
A suspicious B uncertain C afraid D unbelievable
C GRAMMAR (13’)
* Complete the sentences with the correct form of the verb in brackets.
1 She lets her children (stay) up very late.
2. We had nothing (do) except look at the cinema posters.
3. We both heard him (say) that he was leaving.
4. It made him angry (wait) for people who were late.
5. I couldn't understand what the passage said, so I had my friend
Individual work - Do the exercise
- Give the answers in front of the class
Expected answers: stay
2 to say wait
(66)(translate) it for me.
6. It's important (start) the meeting on time.
IV HOMEWORK ASSIGNMENT: (2’) - Revise the knowledge in unit 1, 2, 3. - Prepare for 45-minute test No.1 V COMMENTS:
Period: 22nd Date of preparation: October 11th , 2011
45-MINUTE TEST No 1 I OBJECTIVES:
(67)2 Knowledge:
- Vocabulary: sense of humour, embarrassing, make a fuss, idol,… - Grammar/ Structures: tenses, infinitive, gerund
- (Pronunciation):
3 Skills: Speaking, writing, reading. II PREPARATION:
1 Teacher: textbook, workbook, tests, chalk. 2 Students: textbooks, workbooks, pens. III PROCEDURE:
1 Warm-up:
2 New lesson: (45’) A The test
I CHOOSE THE BEST ANSWERS.(2.5ms) Mary has long black hair and an
A face oval B oval face C face roundD round face
2 Good friendship should be based on understanding
A mutual B other C different D your
3 I love Mai’s of humour
A tense B ten C sense D son
4 It was the most experience of my life
A to embarrass B embarrass C embarrassed D embarrassing
5 The girl just glanced him and looked away
A at B on C in D from
6 I saw a _ of dollar notes on my table
A paper B wad C wads D bags
7 She is the type of person who is always _ a fuss
A going B go C making D make
8 Teenagers nowadays often have their own who they love and imitate in different ways
A teachers B parents C videos D idols
9 Speaking English to a native speaker makes me more interested learning English
A of B for C in D on
cotton hat He seemed to like the hat very much, so he wore it on his head
immediately At exactly 8:00 p.m, it was declared that the cake would be cut The candles were blown out and the food began to be brought out His parents moved around to make sure that everyone was having a good time10 People call the twenty-fifth wedding anniversary the anniversary
A bronze B silver C golden D diamond
II CHOOSE THE WORD WHICH HAS THE UNDERLINED PART PRONOUNCED DIFFERENTLY FROM THE OTHERS.(1m)
(68)2 A school B cheese C church D child
3 A make B small C made D may
4 A snow B know C now D snowy
III CHOOSE THE WORD WHICH HAS THE STRESS SYLLABLE DIFFERENT FROM THE OTHERS.(0.5m)
1 A lovely B really C parents D eleven
2 A mutual B humour C arrive D party
IV PUT THE CORRECT FORM OF THE VERBS IN BRACKETS.(5ms) We _ (have) lunch when we heard the news
2 By the time you got her letter, she _ (arrive) in London They had eaten everything by the time I _ (come) at the party It is too cold _ (go) out
5 The police watched them _ (get) out of the car
6 Do you think her parents will let her (go) for picnic? Mai suggested (have) a coffee
8 Would you mind (open) the window, please? Ms Jenny allowed Laura _ (use) her car
10 His son wanted _ (eat) an apple V CHOOSE THE BEST ANSWERS.(1m)
I was invited by my neighbours to attend their son’s sixth birthday party The party was held happily at a small restaurant near my house on the last Monday Evening
Little John, the birthday boy, was excited and wanted to leave his finger prints on the cake There were also many people at his birthday such as his parents, his uncle, his aunt and his sister They gave the little John many presents wrapped in colourful boxes He kept grinning and open the presents He chose to open mine first It was a white floppy
The party came to an end at 10:30 p.m I went home feeling that it had been a delightful evening
1 How old is John?
A sixth B six C sixteen D sixty
2 How many people were there at John’s birthday party?
A five B six C seven D eight
3 Whose present did John open first?
A his uncle’s B his aunt’s C his sister’sD the writer’s What time did the birthday party finish?
A on Monday B in the evening C at 8:00 p.m D at 10:30 p.m
- THE END -B The Matrix of the test
(69)n i t
Low Hig
h
MC W MC W MC W
1
- Periods: - sentences:
- Marks: 2,75
- Sentences: + Pronunciation:
+ Vocabulary: - Marks: 1,25
- Sentences: + Grammar:
- Marks: 1,5
2
- Periods: -Sentences: 11
- Marks: 3,5
- Sentences: + Pronunciation:
+ Vocabulary: - Marks:
- Sentence: + Grammar:
- Marks: 1,5
3
- Periods: -Sentences: 11
- Marks: 3,75
- Sentences: + Stress: + Vocabulary: - Marks: 0,75
-Sentences: +
Reading: - Marks:
-
Sentences: + Writing:
- Marks: IV HOMEWORK ASSIGNMENT:
- Prepare next period, unit - Reading 1 V COMMENTS:
Period: 23rd Date of preparation: October 15th , 2011 UNIT 4: VOLUNTEER WORK
Lesson: Reading 1 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas and skimming for general information
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary: volunteer, voluntary, voluntarily - Grammar/ Structures:
(70)II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Describing pictures
- Show Ss some pictures and ask them question: What are the people in the pictures doing?
- Ask Ss to work in groups to answer the question - Go around to control and give help
- Call on the representative of each group to report their ideas - Comment and correct the answers if necessary
Expected answers:
Picture 1: He is helping the blind children to read Picture 2: The students are helping the handicapped Picture 3: These people are helping the AIDS patients Lead-in:
- These people are doing the work without being paid for it What you call this kind of work?
(Expected answer): VOLUNTEER WORK
- In our lesson today, you will know about the volunteer work in the USA New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
1.Explaining the saying:
- Let Ss to work in groups of four to read the saying and explain what it means
- Go around to control and give help - Call on some groups to report their ideas
We can express the saying in another way like this:
“Give a man a fish and you feel him for a day Teach a man to fish and you feed him a lifetime”
2 Pre-teaching vocabulary:
-volunteer(n) (picture + explanation) - volunteer (v) (definition):
- voluntary (a)(situation) - mow (v) (picture + example) - lawn-mower (n)
- remote (a) synonym) = “far away”
Group work
- Read the saying and explain what it means
- Give the answer in front of the class. Expected answers:
If someone gives you something to eat, you will not feel hungry anymore, but this won’t last long If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time.
Whole class
(71)B While-reading (15’)
Activity 1: (Task1): Filling in the gaps
- Elicit different parts of speech of the words “volunteer”on the board
- Instruct Ss to read through the sentences provided in the task to
identify the part of speech to fill in each blank
- Ask Ss to work individually to the task and exchange their answers with other students
- Ask Ss for their answers and give the correct answers
Activity 2: (Task 2): Multiple Choice - Ask Ss how to this task If they don’t remember, T may instruct them some strategies to the task
- Ask Ss to work invidually to the task, then discuss their answers with their peers
- Call on some Ss to give their answers and ask other students to say whether they agree or disagree
- Give the feedback
Individual work
- Give different parts of speech of the words “volunteer”
- Give the answers in front of the class. Expected answers:
1 voluntary voluntarily volunteers volunteered
Individual work
- Read through the passage to choose the answers for each sentences
- Give the answers in front of the class. Expected answers:
1 A D B D B
C Post-reading (10’) Activity: Discussion
- Ask Ss to work in groups to discuss the following questions
- Go around the class to listen and help the groups with vocabulary
- Call some representatives to report their group’s ideas
- Give comments
Group work
1 What kind of volunteer work you usually at school?
2 What you usually in each kind of volunteer work?
Suggested ideas
- Collecting donations from friends, family and involving them in
fundraising activities (to help the poor students)
(72)IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the vocabulary
- Prepare next lesson, unit – Reading V COMMENTS:
Period: 24th Date of preparation: October 18th , 2011
UNIT 4: VOLUNTEER WORK Lesson: Reading 2
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas and skimming for general information
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary: orphanage, the aged, disadvantaged, handicapped, overcome - Grammar/ Structures:
- (Pronunciation): 3 Skill: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (8’) Describing pictures
- Show Ss some pictures and ask them question: What are the people in the pictures doing?
- Ask Ss to work in groups to answer the question - Go around to control and give help
(73)- Comment and correct the answers if necessary Expected answers:
Picture 1: He is helping the deaf children to read
Picture 2: The students are helping the disadvantaged children Picture 3: These people are helping the aged
Lead-in:
- These people are doing the work without being paid for it What you call this kind of work?
(Expected answer): VOLUNTEER WORK
- In our lesson today, you will know more about the volunteer work in the USA New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
Pre-teaching vocabulary: - teach the following words - orphanage (n) (explanation) - overcome (v) ( example) - the aged (n) (picture) - handicapped (a)
Whole class
- Read the words, then find out the meanings and their parts of speech
B While-reading(15’)
Activity: (Task3): Reading race - Ask Ss how to this task If they don’t remember, T may instruct them some strategies to the task
( underline the key words, decide necessary information, look for questions words…)
- Ask Ss to work in pairs to the task - Call on some pairs to give their answers and asks other students to say whether they agree or disagree
- Give the feedback and the correct answers
Pair work
- Read through the passage to give the answers for each questions
- Give the answers in front of the class. Expected answers:
1 They read books to the people there, play games with them and listen to their problems
2 The gave care and comfort to them and help them overcome their
difficulties
3 During summer vocations, they volunteer to work in remote or
mountainous areas to provide education for children
C Post-reading (10’)
- Ask Ss to work in groups to discuss the following question
Why people volunteer work? - Go around the class to listen and help the groups with vocabulary
- Call some representatives to report their group’s ideas
Discussion
Why people volunteer work? Suggested ideas
(74)- Give comments
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the vocabulary
- Prepare next lesson, unit – Speaking V COMMENTS:
Period: 25th Date of preparation: October 22nd , 2011
UNIT 4: VOLUNTEER WORK Lesson: Speaking
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to talk about different kinds of activities relared to volunteer work
2 Knowledge:
- Vocabulary: invalid, martyr, interaction, disadvantaged - Grammar/ Structures:
- (Pronunciation): 3 Skill: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (5’) Game: Cross word - Give a poster to the Ss.
- Give Ss each clues and ask Ss to guess the answers 1
2 3 4 5 6 7 8 9 Clues:
(75)3 The First Day of May is
4 The writer of a book or a play is called 5 A national song is an
6 “ My heart will go on “ is the theme song in the film 7 Manchester is United is the richest football
8 The moon moves round the 9 My father joined the in the war Keys:
1 i n v i t e
2 E R O S
3 L A B O U R
4 A U T H O R
5 A N T H E M
6 T I T A N I C
7 T E A M
8 E A R T H
9 A R M Y
Lead-in:
- Today, you are going to speak about the volunteer work. 2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak (10’)
1 Vocabulary
- invalid ( n) a person wounded while fighting in the war
- martyr (n) liệt sĩ - interaction (n ) ngã tư - disadvantaged(adj.)
Reading and distinguishing
- Have them discuss the way to this task
- Let Ss the task in pairs to decide which the activities in the book are volunteer works
- Call on some present their own opinions in front of the class
Whole class
- Read the words, then find out the meanings and their parts of speech
Pair work
- Work in pairs to decide which activities in the book are volunteer works
- Some Ss present their own opinions in front of the class
Expected answers: No Yes
(76)6 Yes
Other volunteer activities: + Taking part in environmental conservation activities
+ Donating blood + Directing traffic
+ Guiding foreign sport teams around when they go to Viet Nam to compete B Practice (20’)
Activity 1: Matching
- Ask Ss to match each activity on the left with corresponding activities on the right
-Call some Ss to give answers and give feedback
Individual work
- Match each activity on the left with corresponding activities on the right - Give the answers in front of the class Expected answer:
Helping people in mountainous areas
- teaching the children to read and write
- giving them money
Helping old or sick people
- cleaning up their houses
- doing their shopping
- cooking meals Helping
disadvantaged or handicapped children
- teaching the children to read and write
- listening to their problems
- playing games with them - taking them to places of interest Taking care of
war invalids and families of martyrs
- listening to their problems
- cleaning up their houses
- doing their shopping
- cooking meals Taking part in
directing the
(77)Activity 2: Role – play :
- Ask Ss to work in pairs to practice speaking the dialogue
- Call on some Ss to act out their conversation in front of the class - Ask Ss to work in pairs to make a similar conversation, using the activities in task
- Call on some present their own opinions in front of the class
traffic - helping old people
and young children to across
the road Pair work
- Work in pairs to practice speaking the dialogue
- Some Ss act out their conversation in front of the class
Sample dialogue:
A: What kind of volunteer work are you participating?
B: We are helping old and sick people. A: What exactly are you doing?
B: We are cleaning up their houses. C Production (8’)
Discussion
- Put Ss into groups of four, ask them to discuss the question:
“ What should we to help children in poverty in your hometown? “
- Call on some present their own opinions in front of the class
- Give feedback
Group work
- Work in groupd of four, and discuss the question
- Give the answer in front of the class
IV HOMEWORK ASSIGNMENT: (2’) - Practise the dialogue in activity 2.
- Prepare for next lesson, unit 4-writing V COMMENTS:
Period: 26th Date of preparation: October 24th , 2011
(78)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening
2 Knowledge:
- Vocabulary: fund-raising, co-operate, co-ordinate, participate in - Grammar/ Structures:
- (Pronunciation): 3 Skill: Listening II PREPARATION:
1 Teacher: textbook, workbook, CD, CD player, chalk. 2 Students: textbooks, workbooks, pens.
III PROCEDURE: 1 Warm-up: (5’) Game: Jumbled words
- Ask Ss to rearrange the words. 1.awr
2 vaindil, 3.rytamr, 4.tineretnsco fersfeu
- Call Ss to write the answers on the board Expected answer:
1 war 2 invalid. 3 martyr 4 intersection. 5 suffer 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (10’)
a Tick the best answers to the questions.
- Ask Ss to read through the questions and choices
- Have Ss work in pairs then call on some Ss to answer the questions and explain their answers
b Vocabulary :
- co – operate (v) : hợp tác
- co- ordinate (v) : sắp xếp; phối hợp - fund-raising (n) : hoạt động gây quỹ
Pair work
- Work in pairs to answer the questions on page 51
- Call in some Ss to give the answers
Whole class
- Listen to the tape and repeat after the tape in chorus and individually
(79)- sponsor (n) nhà tài trợ
- Play the tape and then ask Ss to repeat after the tape in chorus and individually
- Correct errors, if necessary
- Check if Ss know the meaning of the words
B While-listeng (20’)
Activity 1: Listen and fill in the blanks
- Ask Ss to read through all the statements to find out what they might hear
- Ask Ss to individually then compare the answer with a partner - Play the tape again, have students listen and check the answers
- Call some Ss to give the answers - Checks and gives feedback Activity 2: Answer the questions - Ask Ss to read the questions carefully and discuss the way to the task in groups
- Call on some to present in front of the class
- Listen and explain some difficult questions if necessary
- Have Ss to read the questions again to make sure that they understand the task clearly
- Ask Ss to compare their answers with a partner
- Call on some Ss to check their answers
- Play the tape the third time and stop in the right answers to check the last time - Give feedback
Individual work
- Read through all the statements and make guesses the words to be filled in the blanks
- Listen to the tape and fill the missing words into the blanks
Expected answer: 1 informal
2 30 street children.
3 250 children (with special difficulties)
4 1998.
5 volunteers; June. Pair work
- Read the questions carefully and discuss the way to the task in pairs - Listen to the tape and give the answers for the questions
- Give the answers in front of the class Expected answer:
1 It provides classes to disadvantaged children in Ho Chi Minh City.
(80)5 They are needed because the school need help to organise dinner held annually.
C Post-listening (8’)
Error Recognition
- Deliver handouts with the following sentences:
1 Spring school provides classes to all children in Ho Chi Minh City.
2 Speaking, theatre , singing and circus classes was set up a year later. 3 Spring School requires people to help organize their fundraising dinner. 4 More schools like Quoc Hoc will soon be found in other cities in Viet Nam
- Ask Ss to listen and underline an error in each sentence and correct it
- Call some Ss to write the answers on the black board
- Correct and give feedback
Group work
- Work in groups of four and find out the mistakes from the sentences
- Give the answers in front of the class Expected answers
1.all > disadvantaged 2 Speaking -> Dance 3 people -> volunteers
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart the new words.
(81)Period: 27th Date of preparation: October 25th , 2011 UNIT 4: VOLUNTEER WORK
Lesson: Writing I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to write a thank-you letter to donor to acknowledge the donor’s contribution
2 Knowledge:
- Vocabulary: donor, donate, donation, cooperation - Grammar/ Structures:
- (Pronunciation): 3 Skill: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (5’) Game: Jumbled word
- Ask Ss to rearrange the word Stanhk
- Call Ss to give the answer Expected answer:
THANKS * Lead – in :
When you say “ Thanks ?” - When someone give a present - When someone does me a favor
- When someone help me with something 2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
Activity 1:
* Discussing the purpose of the letter - Ask Ss to read the sample letter on page 52 and discuss the purpose of the letter in pairs
- Call on some Ss to answer the
questions and elicit more ideas from the
Whole class
- Discuss the purpose of the letter in pairs
- Give the answers in front of the class Expected answers :
(82)class
- Give comments and feedback
Activity 2:
* Underlining the sentences expressing the given points. - Ask Ss to work individually
- Call on some Ss to give the answers - Correct and give feedback
Activity 3:
* Eliciting some useful expressions used to express gratitude or thanks. + On behalf of , I would like to thank you for your Your
contribution makes it possible for us to
+ Thank you very much for your generous donation of $ in support of
+ As a result of gift, we will be able to continue the care for
+ I would like to take this opportunities to thank you for your generosity in donating
2 Thank-you letters to a donor serve two important purposes: + they acknowledge the donor's contribution and help cultivate a relationship, making it more likely for the individual/ orgarnization to donate again, and they serve as proof of the donation for income tax purposes
Individual work - Read the letter and underline the given points
- Give the answers in front of the class Expected answers
- The opening the letter: sentence 1. - The donate amount: sentence - The way (s) the money is used: sentence
- The way the receipt is issued sentence
- The gratitude to the donor : sentence
- The closing of the letter : Yours faithfully
Whole class
- Note down the useful expressions
B Practice (18’)
- Get Ss to read the instruction carefully
(83)- Ask Ss to use the sample letter in Task to make an outline for their writing individually
- Have Ss compare their outline with a partner
- Have Ss write their letter individually - Walk around the class and provide help when they need
Sample letter Quang Tri , 42 HungDao Street
December 15, 2011 Dear Sir,
On behalf of New Future School, I would like to thank you for generous donation of VND 500 million Your contribution will make it possible for us to build our school library A good library can help the students very much in their studying
I would like to express our faithful thanks for the donation from your organization and hope to get more assistance and cooperation from your organization in the future.
I look forward to hearing from you soon
Your faithfully, Secretary,
School Building Fund C Production (10’)
- Choose one letter and read it to the class
- Then elicit corrective feedback from the class and give final comments afterwards
- Draw Ss’ attention to the format of the letter and the organization of ideas and language use
Whole class
(84)IV HOMEWORK ASSIGNMENT: (2’) - Rewrite the letter expressing gratitude. - Prepare next lesson, unit 4-language focus V COMMENTS:
Period: 35th Date of preparation: November 14th, 2011
UNIT6: COMPETITIONS Lesson: Language Focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing these sounds correctly
- understand reported speech with gerund and use these structures to solve communicative tasks
2 Knowledge:
- Vocabulary: words containing sounds /tr/, /dr/, /tw/ and verbs used with gerund. - Grammar/ Structures: Reported speech with gerund
(85)II PREPARATION:
1 Teacher: textbook, projector, cassette, chalk. 2 Students: textbooks, notebooks, pens.
III PROCEDURE:
1 Warm-up: (5’) Game: Match the pictures with their names - Divide the class into groups
- Give pictures
- Give names:
a tree b dress c twin d train e drum - Ask Ss to match the pictures with their names in minutes - Declare the winner with more correct answers
Suggested answers: 1-c, 2-b, 3-a, 4-e, 5-d
- Ask the question: “What are the initial sounds of these words?” Suggested answers:
/tr/, /dr/, /tw/
Lead-in: Today, you will learn how to pronounce the words containing the sounds /tr/, /dr/, /tw/
2 New lesson:
Teacher’s activities Students’ activities A Pronunciation /tr/, /dr/, /tw/
Activity 1: (5’) Listen and repeat
- Model the sounds /tr/, /dr/, /tw/ and
- The whole class listen and repeat the words in chorus
1
5
4
(86)explain how to make these sounds - Ask Ss to listen to the tape and repeat in chorus
- Call on some Ss to pronounce these words
/tr/ /dr/ /tw/
traffic drive twelve
troops dreadful twenty
trousers drink twin
tropical dress twinkle
Activity 2: (5’)
Practise reading the sentences
1 John always enjoys travelling by train.
2 Jane’s teeth are troubling her. 3 Goerge is driving dangerously. 4 Her new dress is an absolute dream. 5 She has an amused twinkle in her eyes.
6 Think twice before doing something. - Ask Ss to listen to the sentences from the tape and underline the words containing the sounds /tr/ - /dr/ - /tw/ - Call on some Ss to give the words containing the target sounds
- Call on some Ss to read the sentences loudly
- Comment and give correction if necessary
- Some Ss read the words loudly
- Work individually, listen to the tape and underline the words containing the sounds /tr/ - /dr/ - /tw/, then some Ss go to the board and write down the answers
Expected answers:
/tr/ /dr/ /tw/
travelling driving twinkle train dress twice troubling dream
- Some Ss read the sentences in front of class
B Grammar
Reported Speech with Gerund a Presentation:
Activity 1: Reporting (3’) - Give situations:
1 Daisy said: “I want to be a famous singer.”
2 Jim said to Mary: “You won the game Congratulation!”
3 Susan said: “Why don’t we stop smoking?”
- Ask Ss to report the words in each situation by eliciting the questions:
- Read each situation and give the answers
Suggested answers:
1 Daisy dreamed of being a famous singer.
2 Jim congratulated Mary on winning the game.
(87)1 What did Daisy dream of?
2 On what chance did Jim congratulate Mary?
3 What did Susan suggest?
- Show the answers on the screen and introduce about the Reported Speech with Gerund.
- Elicit the usage of reported speech with gerund
- Give a direct speech sentence and ask Ss to change it into reported speech “It was very nice of you to help me with my homework yesterday”, Son said to Hoa.
- Ask Ss to pay attention to pronouns, possessive pronouns and adverbs, then elicit the changes of these functions Activity 2: Giving formations & verbs/phrasal verbs followed by prepositions (2’)
- Give the examples and the formations of reported speech with gerund
- Elicit the verbs/phrasal verbs followed by gerund from the Ss
Ex1:
Jim congratulated Mary on winning the game.
Ex2:
Daisy dreamed of being a famous singer.
Ex3:
Susan suggested stopping smoking.
b Practice:
Activity 1: Change the direct speech into reported speech (7’)
- Give the usage. Usage:
We usually use a gerund structure to report thinking , congratulation,
suggestion, apology, accusation and so on
- Give the answer:
Son thanked Hoa for helping him with his homework the day before. - Give the note.
Note:
When changing a direct speech into a repoted speech , we need to pay
attention to the changes of pronouns and possessive pronouns and adverbs of time and places.
- Give the the verbs/phrasal verbs followed by gerund
Phrasal verbs with object and preposition:
accuse … of, congratulate … on , warn … against, thank … for, stop/prevent … from,…
Phrasal verbs with preposition: apologize for, insist on, dream of, think of, look forward to…
Verbs:
admit, deny, suggest , regret, appreciate
- Do the exercise individually
- Compare and check the answers with a S+ V + O + prep + V-ing
S+V + prep + V-ing
(88)Exercise (page 74, textbook)
- Ask Ss to the exercise individually and then compare and check their answers with a peer
- Go around and help them
- Call on some Ss to speak out their answers in front of the class
- Comment and give correct answers
Activity 2:
Report the dialogues (7’) Exercise (page 75, textbook) - Ask Ss to the exercise in pairs - Go around and help them
- Call on some Ss to speak out their answers in front of the class
- Comment and give correct answers
peer
Suggested answers:
1 John congratulated us on passing our exams
2 Mary apologised for not phoning me earlier
3 Bob has always dreamed of being rich
4 I warned Ann against staying at the hotel near the airport
5 Her mother prevented Jane from going out that night
- Work in pairs to the exercise. - Give the answers in front of class. Suggested answers:
1 Tom insisted on paying for the meal Mrs and Mr Smith looked forward to meeting their children
3 The boy denied breaking the window’s house
4 The policeman stopped the customer (from) leaving the shop
C Production (10’) Role play
- Give the instruction to Ss.
- Divide the class into groups, then deliver each handout to each group Handout
1 A: I must see the doctor B: Ok!
C insisted on A: Thank you for giving me lucky money
B: You are welcome
C _thanked _for _ A: You steal my money
B: No! Not me
C _denied _ A: What shall we on Sunday? B: Let’s go to the zoo
C _suggested
- Work in groups
- Representatives from each group act out their answers in front of the class Suggested answers:
1 Peter insisted on seeing the doctor The girl thanked Mr Jack for giving
her lucky money
3 The boy denied stealing Mrs Brown’s money
4 Ann suggested going to the zoo Mai appologized Lan for forgetting
(89)5 A: I’m sorry I forget the boy’s name! B: His name is Tom
C appologised _for - Model with a student, then elicit Ss to report teacher’s word
Teacher: You didn’t pay attention to what I said.
The boy: I’m sorry. Suggested answers:
The Teacher accused the boy of not paying attention to what she said. - Ask Ss to their duties
- Call on the representatives from each group to act out their answers in front of the class.(2 Ss practise the dialogue and S reports their companion’s words) - Comment on each group’s answer IV HOMEWORK ASSIGNMENT:(1’) - Do exercise 1, in English workbook 11 -Prepare TEST YOURSELF B
V COMMENTS:
(90)Period 36th Date of preparation: November 15th, 2011 TEST YOURSELF B
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to consolidate knowledge and skills that they have just learnt in unit &
2 Knowledge:
- Vocabulary: words in unit & - Grammar/ Structures:
+ gerund, present participle
+ perfect gerund, perfect participle + reported speech with gerund
- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/ 3 Skill: Writing
II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, workbooks. III PROCEDURE:
1 Warm-up: (4’) GAME :Crossed Words
O L Y M P I C T E A
C R O D C G A M E S
N U T E H E S T G H
S N I S A T H L R L
T N G A M E S E E E
E E E A P R E S E T
T R V E I S O C K I
S S O T O P A R S C
C O M I N E P T I S
-T divides the whole class into groups and asks them to find out the meaningful words from the table
-Tasks: 1.What topic will you listen?
2.Do you know about Olympic Games? 3.How often is it took place?
- Expected answer: 1.Olympic games 2.Athletics
(91)7.Contestants 2 New lesson:
Teacher’s activities Students’ activities A LISTENING(2,5): (10’)
Listening and choosing the best answer A,B,C
-T instructs Ss to read all the sentences and understand first
- T can supply some new words: + olive wreath:
+ battle (n)
+ to interrupt (v)
+ to glorify (v) -> glorious (adj) + crown (v,n):
+ to discus (v)= to throw the dish
+ skating (n) = a sport that a competitor ski on the ice
- Let them have minutes to work in silent and guess the answers
- T reads the listening tape twice
- Then calls on some Ss to give correct answers
- T listens to them and give feedback
- Work individually - Expected answer:
1.A( They had olive wreath placed on their heads)
2.B 3.D 4.C 5.B
B READING( 2,5) (10’)
Reading the passage answer the following questions:
-T asks Ss to read all the questions first and understand clearly
Then turn back the passage to find the ideas to answer
- T asks Ss to exchange the answers with a partner to check together
- T calls on Ss to answer the questions in front of class
-Feedback and give correct answers
- Work individually and pair work -Expected answer:
1.D 2.B 3.B 4.C 5.C
C PRONUNCIATION AND GRAMMAR (10’)
I Pronunciation
-Listening and putting a tick (v) in the right box , paying attention to the
(92)pronunciation of the underlined part of the word
1.pray play 2.bright drive 3.twice wise 4.proud blouse II-Grammar:
- Completing the sentences, using the right form of the verbs in brackets - T instructs and asks Ss to work individually
- T calls on some ss to read their answer aloud and have explanation
T checks and give correct feedback
-Work individually and compare their answer with a friend
-Expected answer:
1.to talking 2.to go 3.smoking 4.saying 5.do 6.going 7.to make
D WRITING (10’)
Write about one of the completions for secondary school students on TV The following guidelines might help you
Time and channel on TV
Length of the show , parts of the show
Number of the competitors Content of the questions The feeling you have for it?
- Work individually and write the passage
IV HOMEWORK ASSIGNMENT: (1’) - review unit and unit
- prepare for the forty-five-minute test V COMMENTS:
(93)Period 37th Date of preparation: November 19th, 2011 REVISION UNIT & 6
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to revise the knowledge in unit and unit
2 Knowledge:
- Vocabulary: words in unit & - Grammar/ Structures:
+ gerund, present participle
+ perfect gerund, perfect participle + reported speech with gerund
- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/ 3 Skill: writing
II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (4’)
- Ask Ss to the exercise. Choose the best answers
1 The English competition was by the students’ parents society
A made B created C sponsored D supposed
2 The competition’s aim is to the spirit of learning English among students
A grow B present C offer D stimulate
3 Which word whose underlined part is pronounced differently from the rest:
A dressing B trend C twenty D frequent
4 Each year many people take care of the old and disabled
A volunteer B volunteerly C voluntarily D voluntary
5 Which word whose underlined part is pronounced differently from the rest:
A yearly B wear C dear D fear
6 Some high school students take part in helping the handicapped
A participate B compete C experience D support
7 Each nation has many people who voluntarily take care of others
A bring along B get on with C keep up with D look after
8 Which word whose underlined part is pronounced differently from the rest:
A twice B twin C twinkle D twist
9 All students can take part in the annual English speaking competition
(94)C happening once a month D happening once every six months
10 My brother and his friends spend hours a week helping or hadicapped children in the city
A advantage B disadvantage C disadvantaged D advantaged Expected answers:
1-C, 2-D, 3-D, 4-C, 5-B 6-A, 7-D, 8-A, 9-A, 10-C 2 New lesson:
Teacher’s activities Students’ activities A Gerund (10’)
1 John denied ( throw) stone at the neighbor’s window
2 ( smoke) is harmful to health His habbit is ( get) up early to take morning exercises
4 He insisted on ( pay) for the meal
- Work individually and the exercise - Give the answer in front of the class Expected answers:
1 throwing smoking getting paying B Present participle (10’)
1 I saw a small girl in the pond ( stand)
2 While the newspaper, he found that interesting news ( read) I found a coin on the sidewalk (lie)
4 They spent a lot of
money the house (modernize)
- Work individually and the exercise - Give the answer in front of the class Expected answers:
1 standing reading lying
4 modernizing C Perfect gerund & perfect
participle (10’)
1 They now regret (spoil) their son by providing too many material possessions
2 We decided not to
travel, ( hear) the terrible weather forecast
3 .( sleep) for twelve hours, I felt marvelous
4 He was blamed
for ( break) the glass
- Work individually and the exercise - Give the answer in front of the class Expected answers:
1 having spoiled-PG having heard – PP having slept - PP having broken - PG
D Reported speech with gerund (10’)
(95)competition for my students ? “ said Mrs Lien
Mrs Lien suggested “ Me? No, I didn’t take Sue’s calculator,” said Bob
Bob denied
3 “ I must see the manager,” he cried He insisted
4 “ you won the scholarship Congratulations,” Mary told me Mary congratulated “ It was kind of you to help me with my homework,” Lan said to Hoa
Lan thanked …
- Give the answer in front of the class Expected answers:
1 organizing an English competition four her students
2 taking Sue’s caculator on seeing the manager
4 me on winning the scholarship Hoa for helping her with her homework
IV HOMEWORK ASSIGNMENT: (1’)
Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases
1 “ I’m sorry that I broke the glass,” said Peter Peter apologised
2 “ you mustn’t eat too much fat food” the doctor said to me The doctor warned
3 “ I always want to be rich “ David said David dreamed
V COMMENTS:
(96)Period 38th Date of preparation: November 21st, 2011 45-MINUTE TEST N0 2
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - the test exactly and fluently by using what they learnt - evaluate their knowledge learnt from unit and
2 Knowledge:
- Vocabulary: mountainous, stimulate, in all, the aged, sponsor - Grammar/ Structures:
+ gerund, present participle
+ perfect gerund, perfect participle + reported speech with gerund
- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/ 3 Skill: writing
II PREPARATION:
1 Teacher: 45-minute tests, chalk. 2 Students: pens.
III PROCEDURE:
A MATRIX OF THE TEST
Unit Total Recognition Compre hension
Application
Low High
MC W MC W MC W
4
- Periods: -
sentences:20 - Marks:
- Sentences: +
Pronunciation:2 + Vocabulary: - Marks:
-Sentences: +Grammar: - Marks:
Sentences :
+
Reading:
- Marks:1 6 - Periods:
-Sentences: 10
- Sentences: + Pronunciation:
+ Vocabulary:
-Sentences: +Gramma r:
Sentence: +
(97)- Marks: - Marks: - Marks: Marks: B THE TEST
I Choose the best answers (3ms)
1 The English competition was by the students’ parents society
A made B sponsored C created D supposed
2 The competition’s aim is to the spirit of learning English among students
A stimulate B grow C present D offer
3 The winner will be _ a set of CDs
A award B awarding C awarded D reward
4 In activity 3, Mike had _ reciting the poem
A different B differently C difficult D difficulty
5 He _ on seeing the manager
A insisted B dreamed C accused D warned
6 Bob _ taking Linda’s money
A denied B dreamed C accused D warned
7 David _ of being a millionaire
A denied B dreamed C accused D warned
8 Doctor _ me against eating too much fat food
A denied B dreamed C accused D warned
9 The thief admitted the car
A stolen B stealing C steal D stole
10 Miss white thanked Mary _ visiting her
A at B on C for D in
11 Her mother prevented her _ going out
A at B on C for D from
12 Mary apologised _ not phoning
A at B on C for D in
II Choose the word which has the underlined part pronounced differently from the others (1m)
1 A wine B wrong C who D whose
2 A use B understand C university D excuse
3 A twin B twinkle C twice D twist
4 A address B dress C dreadful D dream
(98)3 I found a coin (lie) on the sidewalk He insisted on (pay) for the meal
IV Put the verbs in brackets in the correct form Decide whether the “Having
+ V3/-ed” form is perfect gerund or perfect participle? (2ms)
1 .(hear) the terrible weather forecast, we decided not to travel .(sleep) for twelve hours, I felt marvelous He was blamed for (break) the glass
4 ………… (travel) a lot, she knows a lot about other countries V Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases (1m)
1 “ Why don’t we go to the movie theatre? “ said Mrs Lien Mrs Lien suggested
2 “ You won the game Congratulations,” Mary told me Mary congratulated
VI Read the passage and choose the best answers for the questions.(1m) Summer School is an informal school It provides classes to disadvantaged
children in Danang city Around 30 street children live and study at the school and about 250 children with special difficulties from District regularly attend classes The Organiation for Education Development co-operated with Summer School to set up English classes in 1998 Dance, theatre, singing and circus classes were set up a year later Children from these classes paricipate in fundraising performances They raise money to continue their English classes
Summer School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children perform circus, dance and singing at one of the largest hotels in Danang city
It is hoped that more schools like Summer School will soon be found in other cities in Vietnam
1 How many street children live and study at Summer School?
A 30 B 40 C 250 D 280
2 Where is the Summer School?
A in Ho Chi Minh City B in Danang City C in District 3 D in Vietnam 3 What class was not set up in 1999?
A Dance B theatre C singing D drawing
4 Why children participate in fund-raising performances?
A to continue their English classes B to continue their Math classes C to continue their History classes D to continue their French classes IV HOMEWORK ASSIGNMENT:
(99)V COMMENTS:
……… ……… ………
Period 39th Date of preparation: November 22nd, 2011
UNIT 7: WORLD POPULATION Lesson: Reading 1
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- scan for specific information and guess the meaning of words based on context - use the information they have read to discuss the topic
2 Knowledge:
(100)- (Pronunciation): 3 Skill: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
T gives the the number and asks sts to read them * Numbers:
10.000.000 300.000.000 625.000.000 1.300.000.000 2.510.000.000 4.760.000.000 6.600.000.000 7.000.000.000
- T asks some questions:
+ What these numbers tell you about ?
+ The world population What you think about it? + How fast is it ?
+ The population of the world has been increasing faster and faster Is that good or bad ? What should we ?
*Expected answer:
+ The population of the world is increasing so fast + Faster and faster
+ That is very bad T leads in the lesson 2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
1) Describing the pictures in the textbook: T asks sts to look at the pictures in the book to describe them Sts answer the questions given in pairs T goes over the answers with the class
- Work in pairs : Ask and answer the questions
- Expected answer:
1.Picture 1st: the scene that we can see in a family with too many children They have six children and live in old house with nothing valuable
2.Picture 2nd: the scene that we can see in a poor town with hard life Some people are working and some are unemployed
3.The first P tells us that if we have a big family , we may not support our children properly and give them a good life and education The second P
(101)2) Pre-teaching vocabulary: T introduces some vocabulary + to double (v):
+ It take + time + to st: + to support (v):
+ average (n)= of the ordinary or usual standard :
+ resource (n): T explains the words
T can asks sts to give the meaning if they can or use the antonym, explanation , situation and give examples to explain
T asks sts to repeat the words in group and in individual
T corrects if they have mistakes in reading
lead to poverty and unemployment 4.The reason is that a large population can result in poverty, environmental population, unemployed and social evils which will easily weaken a country - Read the new words carefully
- Note down the words into notebooks
B While-reading (20’) Task : Gap- filling
- Instruction: you are going to read the passage about world population and fill each blank with one of the words in the box
+First, read through the sentences provided in the task to identify the part of speech of the words to fill in a blank + Understand the sentences and choose the suitable word in a box to complete , paying attention the right form
- T goes around to help them
- call on some ss to read their answers - Feedback and give correct answers
- Do the exercise.
- Give the answers in front of the class Expected answer :
1 although method increase resources figures limit international control
C Post-reading (9’)
Finding the best title for each paragraph
- Have Ss work in pairs
- Ask Ss to read through the passage and find out the title for each paragraph - Call on some Ss to give the answer
- Work in pairs and find out the title for each paragraph
(102)- Give the feedback
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the vocabulary.
- Prepare next lesson – Unit 7-Reading V COMMENTS:
……… ……… ………
Period 40th Date of preparation: November 26th, 2011
UNIT 7: WORLD POPULATION Lesson: Reading 2
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
(103)2 Knowledge:
- Vocabulary: support, birth-control, family planning - Grammar/ Structures:
- (Pronunciation): 3 Skill: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk. 2 Students: textbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Game: Hangman
- Divide the class into groups, have Ss guess the word corresponding to 10 cells.
10
- Tell the Ss from each team to take turns to guess the letter of the word
10
1
- If the letter appears in the word, teacher will write it in the cell
- Each time they get wrong letter, a part of the body is drawn If the picture is complete, the Ss will lose the game
Suggested answer:
10
P O P U L A T I O N
Lead-in: Today, you will continue to read the passage about population.
2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (8’)
- Elicit some vocabulary from Ss. + B.C ( before Christ) =/= A.D
(104)+ available (a) có sẵn + decrease (v) giảm xuống + support (v) cung cấp
- Help Ss read the words correctly. B While-reading (17’)
Activity: Answering the questions - Ask Ss to work in pairs to ask and answer the questions
+ Read the questions firstly and understand them
+ Go back to the passage to find its information and answer
- Call on some Ss to read their answers and ask them to give their explanation - Feedback and give correct answers
- Work in pairs
- Some pairs practise loudly in front of the class (one asks and the other gives the answer)
Expected answers:
1 10.000BC: was 10 million , in 1750 was 625 million
2 By the year 2015, over billion Some scientists say it can , but others say it can't
4 No, they don’t
5 Because they know of no safe way to have fewer children
C Post-reading (13’)
- Write the names of countries on the board
a The USA b India c Indonesia d China e Russia
- Ask Ss to work in groups to order these countries according to their population (number is the most populated country)
+ Work out where these countries are + Work out which is the richest country and which is the poorest one
- Work in groups
- Put the list in order by entering the numbers through in the names of the countries provided
Expected answers:
1 d b a e c
+ China, India and Indonesia are in Asia + The USA is in North America
+ Russia is in Europe and Asia + The richest coutry is America + The poorest country is India
IV HOMEWORK ASSIGNMENT: (2’) - Learn by heart new words
(105)Period: 41st Date of preparation: November 28th, 2011 UNIT 7: WORLD POPULATION Lesson: Speaking
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to talk about problems of overpopulation and offer solutions
2 Knowledge:
- Vocabulary: living standard, awareness, exercise, implement, reward and punishment policy
- Grammar/ Structures: - (Pronunciation): 3 Skill: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
(106)1 How many children your parents have?
2 Do you want to have more brothers/ sisters? Why?
3 Do you know any family that has more than 10 children nowadays? According to you , what are the causes to population explosion? Lead-in:
Today, you will talk about the problems of overpopulation and solutions to them 2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak: (10’)
- Ask Ss to read the causes of population explosion in the textbook to see if their ideas are similar to the opinions given
- Elicit some useful language Giving opinion:
In my opinion …… As for me …………
From my point of view, I think …… It would seem/ appear to me that …… Connectors:
+ First, Second, Third, +The first problem is that + The next solution is that…
+ Also/ besides/ moreover/ in addition/ furthermore
+ On the other hand/ on the one hand, however, but
- Let Ss put them in order of importance and explain why
- Move around and help Ss if needed - Call on some Ss to give the answers and explain their answers
- Give comments
- Read the causes of population explosion in the textbook
- Note down the useful language
- Do the task in pairs
- Order the causes and explain their answers
- Give the answers in front of the class Suggested ideas:
In my opinion, the most important cause of overpopulation is that….
B While-speaking (19’)
Activity 1: List the problems about overpopulation
- Ask Ss to read the useful language on page 83 T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the right - Elicit Ss to give the words indicating cause-result
- Work in pairs
- Give the answers in front of the class - Give the words indicating cause-result + result in
+ lead into + cause
(107)- Ask Ss to work in pairs to list the problems of poor and overpopulated countries T may ask them to think of other problems not mentioned in the book
- Call on some Ss to report their answers and gives corrective feedback
Activity 2: Talk about solutions to the problems of overpopulation
- Get Ss to read useful language T may elicit some words or phrases
* Vocabulary:
+ raise the awareness (v) nâng cao nhận thức
+ reward and punishment policy(n) chính sách thưởng phạt
+ to exercise = to implement (v) thực thi
+to carry out (v): tiến hành
- Ask Ss to work in pairs to find out the solutions to the problems of
overpopulation
- Go around to help them
- Call on some Ss to present their group’s ideas
- Elicit feedback from the class and give final comments
Expected answers:
- Poor and overpopulated countries can cause the following problems:
+ poor living conditions + low living standards
+ not enough/ expensive food
+ lack / shortage of schools/ hospitals/ teachers/ doctors and nurses
+ unemployment + social evils + illiteracy - Work in pairs
- Ss read the useful language and talk about the solutions of overpopulation - The representative of each group present their ideas in front of the class - The other groups listen and supply the other ideas
Expected answers:
There are a number of solutions to the problems
+ raise an awareness of the problems of overpopulation
+ raise the people’s living standards + exercise/implement reward and punishment policy
+ carry out population education program/ family planning program + use birth control methods
C Production (10’)
Talk about the problems of
overpopulation and offer solutions - Divide the whole class into six groups and ask them to talk about the problems of overpopulation and offer solutions, using the results of Task2 and task - Encourage Ss to use connectors to combine their ideas
-Let them have minutes to discuss, T
- Work in groups
(108)calls on some Ss to present their group’s ideas
- Give the feedback on Ss’ presentations and correct the mistakes and errors collected
IV HOMEWORK ASSIGNMENT: (1’)
- Write a paragraph about the problems of overpopulation and the solutions to those problems
- Prepare next period: Unit 7-Listening V COMMENTS:
……… ……… ………
Period: 42nd Date of preparation: November 29th, 2011 UNIT 7: WORLD POPULATION Lesson: Listening
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to develop such listening micro-skills as extensive listening for specific information and summarize the listening passage
2 Knowledge:
- Vocabulary: particularly, inexpensive, developing countries, punishment, rank, improvement, shortage, generation
- Grammar/ Structures: - (Pronunciation):
3 Skills: listening, speaking II PREPARATION:
(109)III PROCEDURE: 1 Warm-up: (5’)
- Write the names of ten countries on the board a Indonesia
b China c Pakistan d Brazil
e United States f Russia
g Japan h Nigeria i Bangladesh j India
- Ask Ss to order these countries according to their population. Suggested answers:
1 China India United States Indonesia Brazil
6 Pakistan 7 Bangladesh 8 Russia 9 Nigeria 10 Japan Lead-in: Today, you will listen to Dr Brown talk about the world population 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (10’)
Activity 1: Discussing the questions - Ask Ss to discuss the questions on page 17 in pairs
- Call on some Ss to give their answers and comments on the answers
Activity 2: Preteaching vocabulary -Before teaching vocabulary, T asks Ss to pronounce the new words given in the book
- T elicits them + Latin America: + Rate of population:
+ developing countries >< developed countries
+ to rank (v): to have a position on a scale according to quality, importance, success
-> rank(n):
-Work in pairs and discuss the questions
- Give the answers in front of the class -Expected answers:
1.Yes, our world is overpopulated because it has more than billion people
2 Asia has the largest population with China - the most populated country in the world and India - the second one -The whole class listen and repeat the words
(110)+ generation (n) all the people who were born at about the same time B While-listening (20’)
Activity 1: Choose the best answers - Ask students to read the statements in task
- Explain some words or phrases which students can’t understand
- Ask students to listen to the tape twice and task
-Ask students to give their answer on the board
- Correct the answers then explain them Activity 2: T/F statements
- Deliver handouts to Ss.
1 It will be over million people. 2 The population growth rates in some parts of the world are the same
3 The reason for a fall in the death rates is the improvement of public health services and medical care.
4 They are shortage of goods, lack of hospital and schools, illiteracy, and poor living conditions.
5 There are solutions They are to educate people , to provide safe , inexpensive birth control methods, to strictly implement a family planning policy, to exercise strict and fair reward and punishment policies.
- Ask Ss to listen to the tape and decide if the statements are true or false
- Call on some Ss to give the answers - Comment Ss’ answers and give the feedback
- Look at the exercise in the books - Read the statements in task independently
- Listen to the tape carefully and the task
- Give the answers in front of the class Keys:1A 2D 3C 4D 5A 6C
- Work individually
- Listen to the passage and the exercise
- Give the answers in front of the class Keys:
1 F (million billion)
2 F (the same not the same) T
4 F (goods foods) T
C Post-listening (9’)
Summarizing the listening passage - Ask Ss to divide into groups and to summarize the main ideas of the listening passage
Some cues to base their summary on: + the content of the interview
- Work in groups
- Ss may base on the cues to summarize the listening passage
(111)+ world population today + world population by 2015 + main cause of population explosion
+ problems caused by population explosion
+ solutions to the problem - Let them work in pairs
- Walk round and help students if needed
- Ask some students to stand up and retell their summary to the class
- Listen and correct mistakes
The interview is about _ There are over people today By the year 2015, the world population will be over people The main cause of
population explosion is The overpopulation has caused many problems such as There are a number of solutions to the problems The first is _ The second is _ The third is The fourth is .
IV HOMEWORK ASSIGNMENT: (1’) - Write a summary about the listening passage. - Prepare for next lesson: Unit 7-Writing V COMMENTS:
……… ……… ………
Period: 43rd Date of preparation: September 3rd, 2011
UNIT 7: WORLD POPULATION Lesson: Writing
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to read and describe the information in a chart
2 Knowledge:
- Vocabulary: make up, account for, unevenly, distribution - Grammar/ Structures:
- (Pronunciation): 3 Skill: Writing II PREPARATION:
(112)2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Pie chart drawing
-T prepares a handout with a table of information T divides the class into small groups of students and asks Ss to work in groups to transfer the table into a pie chart
The group with quickest and most correct answer will be winner
Grade Number of students
Distinction
Merit
Pass
Fail
Expected answer:
Fail 8% Distinction 21% Pass
38%
Merit 33%
Lead-in: Today, you will write a description about the information in a chart. 2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (15’)
Activity 1: Gap- filling
- Give Ss the following handout and ask Ss
to fill the words into the gaps
Rank account distributed be seen ranks first
nearly half of more than double 1.it can that the population of VN is unevenly.
2.In my class , the boys for about 35% It means that the number of the girls the number of the boys 3.Tom has twenty books while Peter has
- Work individually and compare their answers with a peer
-Read their answers in front of class
Expected answer: be seen - distributed
(113)2 books and David has books .Tom with twenty books The number of David’s books
are the number of Tom’s ones. Activity 2: Useful language
- Elicit some useful languages from Ss. + it can be seen that
+ distributed unevenly + account for = make up
+ more than double the population of + nearly half of/ half as much as + ranks first / second, last Activity 3: Outline
- Elicit the outline of the passage + Introduction:
1.What does the pie chart about? What is the general trend of the chart?
+ Body:
1 Which region has the largest population?
2 Which comes second? …
3 Which region has the smallest population?
+ Conclusion:
5.Where does most of the world population live?
- listen to T's eliciting and give their meaning
- Write down the outline and try to give the answers of the questions
B While-writing (15’)
- Let students work individually to write the description of the pie-chart, using the sentences given in the book to begin their description
- Walk round and help students
- work individually to write the description of the pie chart, using the sentences given in the book to begin their description
C Production (9’)
- Ask Ss to exchange their writing with another student for peer correction - Go around and collect mistakes and errors
- Finally , provide general comments on the writings
- Work individually and exchange their writing with another student for peer correction
(114)IV HOMEWORK ASSIGNMENT: (1’) - Rewriting the passage at home.
- Prepare next lesson, unit 7-language focus V COMMENTS:
……… ……… ………
Period: 44th Date of preparation: September 5th, 2011
UNIT 7: WORLD POPULATION Lesson: Language Focus
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words and dialogue containing these clusters correctly
- use conditional sentences (types1,2 and 3) and conditional sentences in reported speech appropriately
2 Knowledge: - Vocabulary:
- Grammar/ Structures:
+ conditional sentences (types1,2 and 3) + conditional sentences in reported speech - Pronunciation: /kl/ -/gl/- /kr/ -/gr/ -/kw/ 3 Skills: Reading, writing
II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Odd one out
1 a clean b increase c crash d nice a government b glass c enough d grow a question b technique c queue d quickly a figure b average c green d group a sight b groom c high d height
- Ask the whole class pronounce all words and odd one out the word that is pronounced different the others
(115)1.D 2.C 3.A 4.B 5.B
Lead-in: Today, you will learn the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ 2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
Examples: Picture prompt
- Supply some pictures and asks: What isit?
P1 P2 P3 P4 clown groom glass queen - Ask students to look at their books then introduce to the the sounds
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce the clusters / kl/, /gl/, /kr/, /gr/ , /kw/
- Correct pronunciation for the students
* Practise these sentences
- Ask Ss to work in pairs to practise reading the diologue - Correct pronunciation for students
-Ss look at the pictures from T and tell what it is
- Listen and repeat them in chorus
- Practise the dialogue in their textbook in pairs
B Grammar (20’)
Conditional Sentences Types ,2 and 3
- Write some sentences on the board
+ If it doesn’t rain, I will come to see you.
+ If it didn’t rain, I would come to see you
+ If it hadn’t rained yesterday, I wouldn’t have stayed at home. - Ask students to comment on the use of conditional types in these examples
- Help students to use of them Conditional in reported speech - Write some conditional
* Conditional sentences: - Give the structures.
Type If clause Main clause
1 real Simple
present will/ can/ shall/ may +bare - inf Unreal in present Simple past Were
V2 / ed
would / could / sould/ might + bare – inf
Unreal in past
Past perfect
Had + P.P Would/ could / should/ might + have + P.P Conditional in reported speech
* Note :
(116)sentences in reported speech on the board and asks Ss to
comment on the changes of the verbs, pronouns and verbs of time and places
Examples:
a Peter said to me “If it doesn’t rain, I will go out”
->Peter said to /told me ( that) If it didn’t rain, he would go out. b Peter said to me “If it didn’t rain today, I would go out” ->Peter said to /told me ( that) If it didn’t rain that day, he would go out.
c Peter said to me “If it hadn’t rained yesterday, I would have gone out”
->Peter said to /told me ( that) If it hadn’t rained the day before, he would have gone out.
- Introduce exercises to the students
Exercise 1:
- Ask students to Exercise - Introduce how to it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2:
- Introduce Exercise to students and explain how to it
- Ask students to it
- Let them work individually - Check, correct mistakes Exercise 3:
- write some conditional sentences in reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places
pronouns and verbs of time and places as usual + conditional type2,3: we don’t change the verb tenses but we follow the rules to change pronouns , averbs of time , place
Suggested answers: Exercise 1:
1 would drive could is will take closed will come
Exercise 2:
1 had been told had realized wouldn’t have been would have bought
5 had studied Exercise 3:
1 The man said to her he would come to see her if he had time
2 He asked her what she wuld say if someone stopped on her feet
3 They said to me if it didn’t rain they would go out with me
(117)-“If I had a permit , I could get a job’ he said
He said that if he had a permit , he could get a job
- Introduce Exercise to students and explain how to it
- Ask students to it
- Let them work individually - Walk round and help them - Check, correct mistakes , give reasons and mark
if she were a billionaire
5 The man said to me if I had asked him he would have lent me his motorbike
6 The man said to his daughter they would be very disappointed if she did not come
C Production (9’)
Reporting the Conditional Sentences
- Ask Ss to divide into groups. - Ask one group to speak
conditional sentences, the other groups to report them
“If I have time, I will meet you”. “If I had money now , I would buy a car”.
“ If you had met her, she would have been happy”.
- Work into groups One group speak conditional sentences, the other groups report them
Suggested answers:
She said that if she had time she would meet me.
She said that if she had time she would meet me.
She said that if she had had time she would have met me
IV HOMEWORK ASSIGNMENT: (1’) Finish the sentences by adding a clause : If I had a camera , _ , you’d have enjoyed it If you are joking, _
4 If we drove through the town center, V COMMENTS:
(118)Period: 45th Date of preparation: December 6th, 2011 45-MINUTE TEST No CORRECTION I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to evaluate what they have gained in unit 4, 5,
2 Knowledge:
- Vocabulary: Vocabulay in units 4, - Grammar/ Structures:
- (Pronunciation): 3 Skills: writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, 45-minute tests No 2. III PROCEDURE:
1 Warm-up:
2 New lesson: (45’) A Marking
I Choose the best answers (3ms) 0.25 marks/ correct sentence
1 B, A, C, D, A, A, B, D, B, 10 C, 11 D, 12 C
II Choose the word which has the underlined part pronounced differently from the others (1m)
0.25 marks/ correct sentence A, B, C, D
III Put the verbs in brackets in the correct form Decide whether the “V- ing” form is gerund or present participle? (2ms)
(119)2 standing lying paying
IV Put the verbs in brackets in the correct form Decide whether the “Having
+ V3/-ed” form is perfect gerund or perfect participle? (2ms)
0.5 marks/ correct sentence having heard
2 having slept having broken
4 having travelled V Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases (1m)
0.5 marks/ correct sentence
1 Miss Lien suggested going to the movie theatre Mary congratulated me on winning the game
VI Read the passage and choose the best answers for the questions.(1m) 0.25 marks/ correct sentence
1 A, B, D, A
B The result & experience - The result:
Class 0 - < 3 3 - < 5 5 - < 6.5 6.5 - < 8 8 - < 10 11B3
11B4 11B5
- The experiece:
……… ……… ……… ………
IV HOMEWORK ASSIGNMENT: - Prepare next lesson, unit - Reading V COMMENTS:
(120)Period: 46th Date of preparation: December 7th , 2011 UNIT 8: CELEBRATIONS
Lesson: Reading I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Brainstorming
- T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree and real objects such as red envelops, a box of candied fruits
- T points to the pictures and real objects and ask questions: + What you think of when you see this?
+ Why so?
(121)+ I think of Tet holiday
+ Because they are the symblols of Tet
+ Clean and decorate the house, go shopping to buy new clothes, candied fruits, make Banh Chung
2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
Discussing about Tet holiday
- Ask Ss to look at the picture on page 90 and discuss the questions in pairs - Go around to offer help
- Call on some Ss to present their answer and elicits comments from other Ss T gives feedback if necessary
Pre -teaching vocabulary + Lunar New Year
+ To fall between… and……… + Candied fruit
+ Peach blossom /pi:t∫'blosəm/
+ Apricot blossom /'eiprikot 'blosəm/ - Help Ss to pronounce and find the meaning of the words
- Ask Ss to make sentences with the above words to check their
understanding
- Discuss in pairs - Give the answers Suggested answers:
1 It is Spring and it should be Tet holiday because we can see peach blossom and kumquat tree full of ripe fruits
2 The grandmother is giving her niece and nephew some lucky money The girl, the boy and their parents good health and happiness
3 In the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table
- Listen and repeat after the teacher - Try to make sentences with the words
B While-reading Setting the scene
You are going to read a passage about Tet holiday in Vietnam While you are reading, the tasks in textbook
Task (7’)
Find the meanings of the words You can also use your dictionary
- T writes these words on the board - Ask Ss to read the passage quickly and
(122)stop at the lines that contain these words to guess their meaning
- Call on Ss to give the answers - Comment on Ss’ answers
Task (10’)
- Ask Ss to work individually to the task and discuss their answers with their partners
- Call on some Ss to give their answers and ask them to explain their choices - Comment on Ss’ answers and give the feedback
Task (8’)
- Ask Ss to work individually to the task, then discuss their answer with their peers
- Call on some Ss to write their answers on the board and ask them to explain their choices
- Comment on Ss’ answers and give the feedback
Suggested answers:
1 grand: impressive and large
2 banner: along piece of cloth with a message on it that is carried between two poles or in a public place to show support for st
3 sugared apples
4 agrarian: connected with farming and the use of land for farming
5 pray: to speak to God especially to give thanks or ask for help
6 excitement: the state of feeling excited.
- Work individually to the exercise - Discuss with their partners
- Give the answers Suggested answers:
1 F, F, T, F, T, T
- Work individually to the exercise - Discuss with their partners
- Give the answers Suggested answers:
1 It falls sometime between 19th January and 20th February
2 Tet’s preparations and celebrations used to be pread over months
3, They are decorated with coloured lights and red banners
4 They buy gifts, clean and decorate their houses and cook traditional foods 5 It is made from sticky rice, green beans and fatty pork
6 Mut is candied fruit
7 Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games.
C Post-reading (4’)
- Ask Ss to work in groups to tell eachother about their last Tet holiday - When all groups have finished, T calls
- Work in groups to tell each other about their last Tet holiday
(123)on some Ss to report their ideas to the class
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the vocabulary.
- Prepare next lesson, unit – Speaking V COMMENTS:
……… ……… ………
Period: 47th Date of preparation: December 8th , 2011
UNIT 8: CELEBRATIONS Lesson: Speaking
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to talk about the celebrations of Tet and other festivals’ activities
2 Knowledge:
- Vocabulary: words related to the celebrations of Tet and other festivals’ activities
- Grammar/ Structures: - (Pronunciation): 3 Skills: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Noughts and crosses
- Ask Ss to make sentences from the words in the table Peach
blossom
Kumquat tree Candied
fruits Lucky
money Exchangewishes Banh chung
Relatives
(124)- Declare the winner with more correct answers. 2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak (10’)
Task 1/p.93
- Let’s study the following dialogue
- Put the cues of the dialogue on the board (using chart)
- Ask Ss to word in pair to build the dialogue from the cues given
Worksheet:
Mai: Tet/holiday/next month? Anna: What/Tet?
Mai: Vietnamese
people/celebrate/beginning/spring/also/start/lunar new year
Anna: When /exactly?
Mai: This year/9th of February Anna: What/you/usually/do/Tet?
Mai: eat/a lot of special foods: dress up/visit friends and relatives, also play/traditional games Anna: sound/interesting
- Ask Ss to open the book and compare with the dialogue in textbook
- Ask Ss to take notes some useful expressions
- Work in pairs to build the dialogue
- Open the book and compare with the dialogue in textbook - Take notes some useful expressions
+Do you know that…. + It’s the time when +What you usually at……
+That’s sound really
B Practice speaking (20’)
- Have Ss look at each picture and tell its name - Give feedback
- Help Ss to pronounce and know the meaning of some difficult and confusing words
- Ask students to close their textbook, then play roles in the dialogue
Task 2/p.93
- Show each picture and ask:
+ What is it about? (give correct answer and guide Sts to pronounce and remind the meaning of some words)
- Ask students to read the information in the chart (explain the key words)and match… - Ask students to work in group to share information
- Look at each picture and tell its name
- Work in pairs and play roles
(125)Playing roles
- Call on pairs of Ss to act out their dialogues - Give comments
- Act out the dialogue in front of the class
IV HOMEWORK ASSIGNMENT: (1’)
- Write a short paragraph (50-80 words) about your favorite celebration - Prepare next lesson, unit – Listening
V COMMENTS:
……… ……… ………
Period: 48th Date of preparation: December 10th , 2011
UNIT 8: CELEBRATIONS Lesson: Listening
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to know Japanese customs and have background knowledge about difference cultures all over the world 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Listening II PREPARATION:
1 Teacher: textbook, workbook, Cd player, chalk. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: Matching (5’)
(126)+ hanbok
+ kimono
+ Chinese dress
- Ask Ss to match the pictures with country names: Vietnam, Japan, Korea, China Suggested answers:
+ aodai - Vietnam + hanbok - Korea + kimono - Japan + Chinese dress - China
-Ask the questions: + When the Japanese wear kimonos?
(127)2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (5’)
- Ask Ss to read activities the Japanese often at the New Year silently - Read activities in turns loudly
- Teach some new words and guide Ss to pronounce them:
Similarities (n) Kimonos(n) Shrine (n) Longevity (n) Represent (v) - Ask Ss to answer the question:
What other things Japanese at the New Year?
To know more about the things the Japanese at the New Year, look at the information in task
- copy down the new words
- give Vietnamese equivalents to the words
B While-listening (25’) Task 1
- Ask students to read and guess the answer “yes” or “no” before listening - “To have the right answers, let’s listen to the tape”
- Play the tape the first time
- Ask students to compare their answer with their partners
- Play the tape the third time sentence by sentence
Task 2
- Introduce task (explains question if necessary) read the question in silence - Ask Ss to guess the answers
- Check Ss’ guesses - Play tape
- Check answers
- Confirm the correct answers
- Listen to the conversation and the task
- Work with a partner and compare the answers
Answer keys:
1, 2, 3, 4, 6, 8, 10, 11
- Listen to the tape and answer the questions
Answer keys:
1. Because they want get rid of the dirt of the old year and welcome the New Year.
2. From TV or the radio. 3. Kimonos or special dress No New Year's Day is mostly celebrated among family only C Post-listening (9’)
- T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one
(128)- Before Ss take part in the activity, T elicits of the transition signal/phrases to talk about the similarities and
differences between two things
- Go around to offer help and collect Ss’ mistakes
- Call some pairs to present their answers
- Elicit feedback from the class and give final comments
- Present their answers in front of the class
IV HOMEWORK ASSIGNMENT: (1’)
- Write a passage ( 70-80 words) about the activities the Japanese at The New Year
- Prepare next lesson, unit – Writing. V COMMENTS:
……… ……… ………
Period: 49th Date of preparation: December 13th , 2011
UNIT 8: CELEBRATIONS Lesson: Writing
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to write about some popular celebrations in Vietnam
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
(129)1 Warm-up: (5’) Game: “Match pictures with their names” +Mid-Autumn Festival
+National In dependence Day +Teacher’s Day
+Women’s Day
Lead-in: Today, you will write a passage to describe one of the popular celebrations in Vietnam
2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
Activity 1
- Hang on an extra board (chart)
Name
Mid-Autumn
Teacher’s Day
Tet Holiday (When)
Time (What … for ) Purpose (What Activities (how) Feeling
-Suggest Ss questions to complete the chart When does Mid-Autumn festival occur? 2 What people celebrate it for?
3 What are some popular activities on this celebration?
4 How you feel about this celebration. Hang on extra board with correct answers. - Give a Model Writing:
Among many festivals celebrated in
Vietnam, Teacher’s Day is a special day for teachers.
It’s always celebrated on a fixed day In November It’s the 20th of the month.
It’s been celebrated in Vietnam for many Years to show respect and love to teachers. On this occasion, schools often have meetings for teachers and talk about Teacher’s Day Students often give their beloved teachers flowers and beautiful
- Work in pairs to give the answers - Give the answers in front of the class
- Read the model and underline name, time, purpose, activities feeling of the celebration
- Give the outline of the writing Outline:
(130)wishes.
I myself enjoy the festival very much as it’s a chance for friends to gather and visit our teachers We always have a great time. -Ask students to underline name, time, purpose, activities feeling in writing model - Elicit the outline from the Ss
+ purpose + time
+ main activities /what people in the festival
+ foods eaten
+ people’s feeling about the festival B Practice writing (20’)
- Divide the class into four groups and ask them to write the similar passages about the celebrations
Group 1/3 -> topic : Mid – Autumn Group 2/4 -> topic : Tet holiday -Move around and help Ss if necessary
- Work in groups and write the similar passages about the celebrations
C Production (9’)
- Ask Ss to hang on their extra boards on the board
- Ask Ss in groups to give comment based on: + main points
+ typical errors :grammar, vocabulary…
- Give feedback for each groups
-Listen carefully and take notes
IV HOMEWORK ASSIGNMENT: (1’) - Rewrite the passage about the celebrations. - Prepare next lesson, unit – Language Focus V COMMENTS:
……… ……… ………
Period: 50th Date of preparation: December 14th , 2011
UNIT 8: CELEBRATIONS Lesson: Language Focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - Distinguish the clusters [fl], [fr] and [θr]
- Pronounce the words and sentences containing these sounds correctly - Use one (s), someone, no one, anyone, and everyone appropriately - Use vocabulary about holidays and celebrations appropriately 2 Knowledge:
- Vocabulary: Words and phrases related to celebrations and holiday
(131)3 Skills: Reading, Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
-Model the two sounds /fr/ -/fl/ -/ θr / for a few times
-Pronounce the sounds and ask students to repeat
-Ask students to practice pronouncing the sounds in chorus and individually -Give feedback
+Practice the dialogue
- Read all the sentences and ask students to underline the words with the sounds and write /fl/ - /θr/-/fr/-/under them
- Ask students to practice the dialogue in pairs
- Go around and help
- Call on some pairs to act out the dialogue
- Comment on Ss’ mistakes
-Listen to the teacher
- Read aloud in chorus first ,then read individually
-Underline the words with the sounds and write /fr/-/fl/-/ θr/
-Work in pairs and practice the dialogue
-Listen to their friends’ reading B Grammar (34’)
-Ask students to comment on the use of :one(s), someone, no one ,anyone, everyone using the sentences on the board
-Ask students to read it quickly - Explain the use of them
+ Someone=somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer
+ No one :takes a singular affirmative verb.
+ One and ones are used to replace a previously mentioned noun when we
(132)not want to repeat that noun One repleaces a singular noun, and ones replaces a plural noun.
+ These expressions have a singular meaning and take a singular verb. Exercise1:
-Let students excerise1 individually and then compare their answers with another students
-Go around and help
-Check the answer the class as a whole Exercise 2
-Ask students read the sentences through
-Explain new words if any
-Call on some students to go to the board and write the answers
-Give a feedback
Exercise3
- Ask students how to this exercise - Let students work in pairs to finish the exercise and compare with the person sitting next to them
- Listen to students and help them to it
- Call on some students to give the answer and give feedback
-Work individually
-Compare with the partners Keys:
1 anyone someone anyone someone no one everyone someone
-Listen to the teacher and exercise Keys:
1 Of the three bags, I like the blue one
2 Mai is making a fruit cake Huong is making one, too
3 I like reading books, espeacially the ones about the natural world I don’t have a computer, and my
father doesn’t want me to have one
5 They let me choose a pencil, and I took the red one
6 There are serveral national celebrations in Vietnam, but perhaps the most meaningful one is Tet holiday
7 We told each other both happy stories and sad ones about our lives
- Some students write on the board and others check and correct mistakes
-Keys:
1 traditional grand gilfs
(133)7 excitement IV HOMEWORK ASSIGNMENT: (1’)
- Revise the use of the pronouns and the exercise again. - Prepare next lesson – Revision
V COMMENTS:
……… ……… ………
Period: 51st Date of preparation: December 17th , 2011
REVISION 1 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to revise the use of reported speech with gerund and the use of indefinite pronouns
2 Knowledge: - Vocabulary:
- Grammar/ Structures:
(134)- (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Presentation (15’)
1 Reported speech with gerund : - Remind the structures used in reported speech
* V + O + prep + V-ing( not V-ing) * V + prep + V-ing ( not V-ing) * V + prep + V-ing
- Ask Ss to recall the verbs used in reported speech with gerund
* Note : Some changes when the reported vorbs in the past:
+ Personal pronouns : I, my me / we, our, us -> speaker
You,you your -> listener + Words :
+ this/ these -> that / those + here -> there
+ ago -> before + today -> that day + tonight -> that night
+ yesterday -> the previous / the day before
+ last -> the before / the previous… + tomorrow -> the following day / the day after
+ next -> the following …/ the … after - Tenses :
+ present -> past
+ simple past -> past perfect
+ will / can / may / must -> would / could / might / had to
2 Someone, anyone, no one, everyone, one (s)
- Recall the structures and give the verbs used in the reported speech with gerund
+ Verbs:
- congratulate … on, apologize….for, insist…on, accuse….of, warn …against, prevent…from, thank…for.
(135)* Pronouns : someone, everyone are used in affirmative from
* anyone is used in negative form
* no one is followed by a singular verb
* One (s) is used to replace to a noun to avoid repeat the same word in a sentence
- Recall the uses of the indefinite pronouns
B Practice (29’)
- Give Ss some exercises and ask them to finish
Exercise 1
Change the following sentences into reported speech:
1 “ Don’t go near the water , children.” said she
2 “ You take my car “ She accused me “ Thank you very much You help me to this exercise.” She said
4 'It was nice of you to invite me to your birthday party Thanks very much.' 'I must have made a mistake in the calculations."
6 'I'll pay for the meal.'
7 'Perhaps we can go to Paris for the weekend.'
8 'I'm sorry I couldn't come to visit you last summer.'
9 'I hear you won the championship Congratulations!'
10 'I wish I'd asked for his name and address.'
11 'You're selfish.'
12 'You mustn't drink too much caffeine.'
Exercise 2
Find the words that are not correct : When I arrived, I didn’t see someone there Everyone had gone home
- Work individually and the exercise - Give the answers in front of the class Answers:
1 She warned the children against going near the water
2 She accused me of taking her car She thanked me for helping her to that exercise
4 Mike thanked me for inviting her to my birthday party
5 Mr Forest adnitted having made a mistake in the calculations
6 Sarah insisted paying for the meal Neil suggested going to Paris for the weekend
8 Kate apologized for not coming to visit me last summer
9 Dane congratulated me on winning the championship
10 I regretted not asking for his name and his address
11 Jane accused me of being selfish 12 Marta warned me against drinking too much caffeine
- Work in pairs and find out the mistakes from the sentences Answers:
(136)2 Of the two shirts , I prefer the white ones
3 Anybody want to stay home on such a lovely summer day
4 I’m looking for everyone who can help me out of the trouble
5 She is not so kind and lovely that everyone wants to be her friend There are not someone in the room I don’t think someone likes the smell It’s so disgusting
8 Do everyone know where he’s now?
2 Of the two shirts , I prefer the white ones
3 Anybody want to stay home on such a lovely summer day
4 I’m looking for everyone who can help me out of the trouble
5 She is not so kind and lovely that everyone wants to be her friend There are not someone in the room I don’t think someone likes the smell It’s so disgusting
8 Do everyone know where he’s now? IV HOMEWORK ASSIGNMENT: (1’)
- Prepare next lesson – Revision 2. V COMMENTS:
……… ……… ………
Period: 52nd Date of preparation: December 21st , 2011
REVISION 2 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to revise the conditional clauses and conditional in reported speech
(137)- Grammar/ Structures: + Conditional clauses
+ Conditional in reported speech - (Pronunciation):
3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Divide the class into two big groups: group A and group B Group A will write the a half of the sentence beginning with if, Group B will write the other half with a main clause Then T will match two halves to make a conditional sentence Example:
If I were Hoa, I would receive that large sum of monney. 2 New lesson:
Teacher’s activities Students’ activities A Presentation (15’)
1 Conditional sentences
T reviews the use and some other form of the conditional sentences
a Conditional type 1: structure as follows
If + S + V(s/es),S + will/can/
may/might/shall + V1
b Conditional type 2: structure as follows
if + S + V(qk)/were, S + would/should/might/could + V For to be, we have another structure Were + S + …., S
would/should/might/could + V1
eg: If he were a millionaire, he would buy a big house
= Were he a millionaire, he would buy a big house.
c Conditional type 3: structure as follows
if + S + had P2, S +
would/should/might/could have P.P We have another the structure for this type of conditional sentence
- Review the use and the form of conditional of three types
- Take notes and give examples
eg If the weather is fine tomorrow, we will go to the beach
- Take notes and give examples eg If I were you, I wouldn’t that
(138)= Had + S +P.P, S
would/should/might/could have P.P eg: If I had learned harder last year, I would have received a present.
2 Conditional in reported speech - Give three conditional sentences and ask Ss to rewrite them in reported speech
Example:
1 “If the concert is boring, we won’t stay for all of it”
2 “That student would get much higher marks if he studied harder”
3 "If there had been any complaints, we would have heard about them”
- Ask Ss to recall the way to use conditinal in reported speech
would have met my friends
- Rewrite the sentences in reported speech
1.They said that if the concert were boring, they wouldn’t stay for all of it 2.She said that student would get much higher marks if he studied harder They said that if there had been any complaints, they would have heard about them
B Practice (24’) Exercise 1
Give the correct form of the verbs in the brackets:
1 If today ( be ) ……Sunday, we would go to the seaside
2 If we ( invite ) ……her, she may go dancing with us
3 If I finished the work in time, I ( go) ……to the club
4 If he ( have ) …… money, he will travel more
5 They ( make ) …… fewer mistakes if they were more careful
6 If they ( not pass) …… the exams, they would join the army
7 If I (be) …… busy, I would have come to the party
8 If you had more practice, you (speak) … French better
9 If there ( be ) …… a lot of sunshine, I shall go sightseeing
10 You would catch the train if you (leave) …… earlier
11 If anybody (have) … question,
- Work individually and the exercise - Give the answers in front of the class Answers:
1 were invite would go has
5 would make didn’t pass had been would speak is
10 left 11 has 12 will go
(139)please ask me after class
12 If it is rainy, the children (go) … swimming
13 If she had had his address, she (write ) … to her
14 If I (see ) … the movie last night , I ( tell ) … you
Exercise 2
Change the following conditional sentences into reported speech
1.“If I had the day off tomorrow, I would go to the beach”
2 “If I had a million dollars right now, I would retire”
3 “If George had had the money, he would have lent it to me” “If the weather is good, we
probably will go to the beach” “I would have spoken to Frank if
I saw him yesterday”
6 “If I were the mayor of this city, I would change certain things”
- Work individually and the exercise - Give the answers in front of the class Answers:
1.She said that if she had the day off the next day, she would go to the beach
2.He said that if he had a million dollars right then, he would retire She said that if George had had
the money, he would have lent it to her
2 They said if the weather were good, they probably wouldl go to the beach
3 She said that she would have spoken to Frank if she saw him the day before
4 He said that if he were the mayor of this city, he would change certain things
IV HOMEWORK ASSIGNMENT: (1’) - Prepare next lesson – Revision 3.
V COMMENTS:
……… ……… ………
Period: 53rd Date of preparation: December 20th , 2011
REVISION 3 I OBJECTIVES:
(140)2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Phonetics (10’)
Choose the word that has the
underlined part pronounced differently from that of the others.
1 a country b lunar
c luck d plum
2 a special b breath c peach d pleasure
3 a sugar b such
c spring d similar a exchange b children c peach d machine
5 a shrine b ripe
c agrarian d polite
- Work individually and the exercise - Give the answers in front of the class Answers:
1 b c a d a
C. Vocabulary (15’)
Fill in each blank of the sentences with one word from the box.
preparations decorate
celebrate excited popular wrapped
represent influence
traditional exchange
1 How people New Year in your country?
2 On the first days of Tet, people often visit relatives and friends to New Year wishes
3 Japanese usually their houses with some small pine trees, which constancy and
- Work individually and the exercise - Give the answers in front of the class Answers:
1. celebrate
2. exchange
3. decorate - represent
4. influence
5. preparations
6. wrapped
7. traditional
8. popular
(141)longevity
4 People believe that what they on the first day of the year will their luck during the whole year People usually make for Tet
several weeks beforehand
6 Tet is also the time for children to receive lucky money in red envelopes
7 Besides the flowers for Tet such as peach flowers and apricot flowers, the kumquat trees are also throughout the country Children are always about
the Tet holiday
B. Grammar (19’)
Choose the one word or phrase -a, b, c, or d- that best completes the sentences or substitutes for the underlined part. Family members who live apart try to get together Tet
a in b at c on d during Most towns put a Christmas tree, a pine tree decorated with colored lights, shiny balls, tinsel and bows a on b in c with d up
3.On Christmas Eve children go to bed full excitement
a of b with c up d in
4 Agrarian people depend on the lunar calendar to prepare for their crops
a gardeners b planters c farmers d highlanders There is a mood
everywhere on New Year's Day a popular b good
c optimistic d festive
In Britain and America, it is for everybody to sing 'Auld Lang Syne' on New Year's Eve
a tradition b traditional
- Work individually and the exercise - Give the answers in front of the class Answers:
(142)c traditionally d traditionalism 7.Children are always about Tet holiday
a excited b interested
c keen d concerned
8.I shook hands and a few words with the manager
a uttered b expressed c exchanged d converted
9 Jane is a very sociable girl She likes parties and
a rituals b ceremonies
c traditions d celebrations
IV HOMEWORK ASSIGNMENT: (1’) - Do the exercises again.
- Prepare for the first-term test V COMMENTS:
……… ……… ………
Period: 55th Date of preparation: January 7th , 2012
(143)Lesson: Reading I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context
- Use the information they have read to discuss the topic 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Network
Ask Ss to work in groups of to complete the network about some services of the post office:
2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
- Ask Ss to look at the pictures in textbook page 100 and ask them questions:
What can you see in the pictures? - Ask Ss to work in pairs, ask and answer the questions in textbook (page 100)
Whole class
There is a post office and some services of it
EMS Flower telegram
service
Post office Mail &Parcel
service Telephone
& fax service
Phone cards&internet cards
(144)Vocabulary
+ Spacious (a) = large
+ Express Mail Service (EMS) + Speedy (a)=fast
+ Secure (a) /si'kjuə/
+ Recipient (n) /ri'sipiənt/=receiver + Facsimile (n,v) /fæk'simili/ + To surscribe /səb'skraib/
- Ask Ss to practice reading vocabulary and make sentences with them
Whole class
- Read the words after the teacher - Note down the words
B While-reading Task (5’)
- Ask Ss to work individually to circle the letter (A,B,C or D) before the word that has the opposite meaning to the italicized word
- Then call some Ss to speak out their answers
- Listen and give feedback Task 2(10’)
- Ask Ss to read again the text and answer the questions
- Ask them to work pairs to practice asking and answering
- Call on some Ss to go to the board and write their answers
- Ask the other to remark and give feedback
Task 3(9’)
- Ask Ss to read the statements in task and read the text again to find evidence in the text to support these statements - Ask Ss to work individually and then discuss the answers with their partners - Call on some Ss to speak out their
Individual work Suggested answers:
1 C B D C
Individual work and pair work Suggested answers:
1 Thanh Ba Post Office is equipped with advanced technology and a spacious and pleasant front office Mail and Parcel Service, Express Money Transfer, Phone Calls and Faxes Press Distribution
3 They are air mail, surface mail, EMS mail
4 It is used for notifying the reciepient of the time and the place to receive the call
5 You will have subsribe to your favourite newspapers and magazines Individual work and pair work Suggested answers:
1 The post office opens daily from 7a.m to 9p.m
2 We offer a very competitive rate for parcels of under 15kg
(145)answers delivered in the shortest possible time We offer a speedy and secure service of transfering mone in less than 24 hours
C Post-reading (5’)
- Ask Ss to work in groups to answer the questions
- Go around the class and offer help - Call on a representer of each group to answer the questions
Group work
- Work in groups of four and discuss the questions
- Present the answers in front of the class
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the new words.
- Prepare next period, unit – Speaking V COMMENTS:
(146)Period: 56th Date of preparation: January 8th , 2012 UNIT 9: THE POST OFFICE
Lesson: Speaking I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to know how to ask and answer about the different postal and telecommunication services
2 Knowledge:
- Vocabulary: Words to speak about postal and telecommunication services - Grammar/ Structures:
- (Pronunciation):
3 Skills: expressing opinions II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Ask students to close the books and discuss these questions:
1 Have you ever heard someone make a request in English? What did they say? Have you ever heard someone make a request in Vietnamese? What did they say?
3 Did you observe any differences in the way requests are made in English and Vietnamese?
2 New lesson:
Teacher’s activities Students’ activities A Pre-speaking: (8’)
Task1:
- Ask students to look the pictures in the task and the task1
- Go around and listen to them
- Read these words and work in groups - Work in groups with some cues given below
- Other groups go on practicing speaking
B While-speaking: (20’) Task 2:
- Let students open the books and look at the task
- Explain the task and new words
- Ask students to work in pairs and write the dialogue together based on the information given in the task
- Let students act out the dialogue together firstly in close pairs and then in open pairs
- Practice interviewing as a dialogue - Others listen and write down some information they get
Keys:
A: Good morning, sir May I help you? B: Yes, I would like to have a telephone line installed at home please?
(147)- Listen and correct C Post-speaking: (10’) Task 3:
- Ask students to talk again
- Ask one group to the task as a model
- Go around listening to some groups and help them if needed
- Ask some pairs to stand in front of the class and practise speaking
- Listen to each group and correct or give mark if they it well
- Work and discuss in groups and one of this group asks and one of other answer - Work in pairs and practise speaking
IV HOMEWORK ASSIGNMENT: (2’) - Do exercises in workbook
- Prepare the next lesson V COMMENTS:
(148)Period: 57th Date of preparation: January 11th , 2012 UNIT 9: THE POST OFFICE
Lesson: Listening I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Develop extensive listening skills and understand about the development of - Vietnam’s telephone system over past few years
- Use the information they have listened to answer the questions - Summarise the content of the listening in speaking or writing 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Listening II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (3’)
- Ask Ss to answer the question:
Which is the quickest, a phone call, a fax, an e-mail or a letter? Suggested answer:
A phone call
Lead-in: Today, you will listen a passage about the telephones in Vietnam 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (7’)
- Ask Ss to work in pair to discuss questions in textbook
- Go around the class and offer help - Call on some Ss to answer the questions
- Help Ss practice reading the words in “Listen and repeat”
- Work in pairs and discuss the questions
- Give the answers in front of the class
- Practice reading the words B While-reading
Task (10’)
- Ask Ss to read the statements or questions in task to understand them - Explain some key words and practice
Individual work Suggested answers:
(149)reading them
- Play the tape once for Ss to get information
- Play it again and ask Ss to answer Task 2(15m)
- Before having Ss listen the tape again, ask Ss to read the questions and
understand them
- Ask Ss to listen again and answer the questions
- Call on some Ss to go to the board and answer the questions
- Play the tape again if they don’t answer correctly
- T listens and gives feedback
Individual work and pair work Suggested answers:
1 China has the best growth in telephone number
2 In the early 1990s, there were only 140.000 telephones in VN
3 In the 1996, the fixed telephone nubers were changed from to digits in HN and HCM City as well as to digits in other provinces
4 In 2001
5 There are 6.014 communal post offices in VN
C Post-listening (9’)
- Ask Ss to work in group and base on provided suggestions to summarise the main points of the listening passage
Group work
- Summarise the main points of the listening passage
- Report in front of the class IV HOMEWORK ASSIGNMENT: (1’)
- Learn by heart the new words.
- Prepare next period, unit – Writing V COMMENTS:
……… ……… ………
Period: 58th Date of preparation: January 16th , 2012
UNIT 9: THE POST OFFICE Lesson: Writing
I OBJECTIVES:
(150)- Understand the content and structure of a letter to express satisfaction(or dissatisfaction)
- Write a letter to express satisfaction (or dissatisfaction) with the services of the post office
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Deliver the handouts and ask Ss to the exercise. Handout
- Read the following adjectives and underline those can make people/things satistified
Polite, rude, cold, helpful, spacious, cramped(chật hẹp), large, small, good, bad, reasonable (hợp ly), expensive, cheap, arrogant, punctual, reliable /ri'laiəbl/ (chắc chắn, đáng tin cậy)
Suggested answers:
spacious, cramped, large, small, good, bad, reasonable (hợp ly), expensive, cheap, arrogant, punctual, reliable (đáng tin cậy)
2 New lesson:
Teacher’s activities Students’ activities A Preparing Ss to write (10’)
- Ask Ss to open their book and read again the text about Thanh Ba Post Office to get information
- Ask them some suggested questions: What time does Thanh Ba post office open and close?
2 What is Thanh Ba post office equipped with?
3 What services are offered at Thanh Ba post office?
4 What are the attitudes of the staff?
Whole class Suggested answers:
1.It opens daily at 7a.m and closes at p.m
2.It is equipped with advanced
technology and a pacious, pretty place for transaction (sự giao dịch)
3 They are Mail and Parcel Services, EMS, Express Money Transfer, Phone Calls and Faxes, Messenger Call Services, Press Distribution
4 The staff are always thoughtful and courteous to the customers
B Practice writing Task 1(10’)
Ask Ss to work in pair to discuss the
Pair work
Suggested answers:
(151)abilities which make the customers satisfied or dissatisfied with the services at Thanh Ba post office
T goes around the class and offer help Then call some Ss to say their opinions Task 2(10’)
Ask Ss to work in group to write letters to the director of Thanh Ba post office to describe the quality of the services they have received
Ask Ss to work in group of Ss to write the satisfaction or dissatisfaction or both using ideas in task
T goes around the class and offer help
It is too early when closing at p.m It would be much better if the post office opened until 10 p.m so that customers can have more access to the services +The quality of the equipment
It is a well-equipped and reliable address for the postals and telecommunication needs
+ The security conditions of the post office
The parking area of Thanh Ba is not a good and security place( Although the parking area is large, it has no security guards
+ The attitudes of the staff
The staff are always helpful and polite to the customers/ the attitude of the staff sometimes seems a bit cold and not very helpful
C Production (9’)
- T asks Ss to exchange their writing with another student for peer correction
- T goes around and collects mistakes and errors
- Choose one or two descrition and read it/them to the class
- Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss’attention to the organization of ideas and language use
Peer correction
- Exchange their writing with another Ss for peer correction
IV HOMEWORK ASSIGNMENT: (1’) - Rewrite the letter again.
- Prepare the next period, unit – Language Focus V COMMENTS:
……… ……… ………
Period: 59th Date of preparation: January 28th , 2012
(152)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - Distinguish the clusters /sp/, /st /, and /sk/
- Understand the uses of defining relative clauses and non-defining relative clauses and exercise correctly
2 Knowledge: - Vocabulary:
- Grammar/ Structures:
- Pronunciation: /sp/, /st /, and /sk/ 3 Skills: reading, writing
II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Handout
T gives Ss some pictures, then give them a crossword puzzles which has the words concern with the pictures
a b c
d e f
S T A T U E
T P I N K G
A A O S I G
M L I O N R
P D E A N T
Suggested answers:
a statue b dish c.spoon e stamp 2 New lesson:
(153)- T reads the words which they have found and introduces the clusters /sp/, /st /, and /sk/
Distinguish sounds
- T models the three clusters /sp/, /st/, and /sk/ for few times and explains how to pronounce them
- T gets Ss to read the words in each column out loud in chorus for a few more times T listens and corrects if Ss pronounce the words incorrectly
Practicing sentences containing the target sounds
-Ask Ss to work in pairs and take turn to read aloud the dialogue
- Go around to listen and take notes of the typical errors
- Call on some pairs to read the
dialogue again and provides corrective feedback
- Individual work, pair work and whole class
- Pair work
B Grammar
A Presentation (10’)
Defining relative clauses and non-defining relative clauses
1 Defining relative clauses
Subject Obj ect possessive For person For thing Who/ that Which/ that Wh o(m )/th at Whi ch/t hat Whose
Whose/ of which
Ex: The girl who is wearing glasses is my daughter 2.Non- defining relative clauses
Subject Object possessive
For person For thing Who Which Who(m) Which Whose Whose/ of which Whole class - Give examples
Ex: The students who/that come from Japan work very hard
Ex: I like the ruler which my mother bought from China very much
Ex: Is there anything that we must pay attention to?
Ex: William Shakespeare, who was in Stratford-on-Avon, wrote the
play”Romeo and Juliet”
(154)+ Không dùng that thay cho who, whom, which
Ex: He keeps asking a lot of questions, which annoys me
B Practice Exercise (4ms)
- Ask Ss to exercise individually and then compare their answers with another student
- Call on some Ss to read out their answers
Exercise (5’)
- Ask Ss to work individually to complete the sentences using who, whom, whose
- Call some Ss to say loudly their answers
- Lisen and give feedback Exercise (5’)
- Ask Ss to exercise individually and then compare the answer with their partners
- Call on Ss to go to the board and exercise
- Ask them to correct if necessary
Exercise (5’)
- Ask Ss to exercise individually and then compare their answers with
just met at the party
Ex: There were a lot of students gathering at the hall, all of whom looked excited
He was studying all the cameras in the shop, some of which attracted him Individual work
Suggested answers
1 A burglar is someone who breaks into the house to steal things
2 A customer is someone who buys something from the shop
3 A shoplifter is some one who steals from the shop
4 A coward /'kauəd/ is someone who is not brave
5 A tenant /'tenənt/ is someone who pays rent to live in a house
Individual work and pair work Suggested answers
1 who whose whom whose whom
Pair work and individual work Suggested answers
1 The man who answered the phone told me you were away
2 the waitress who served us was very impolite and impatient
3 the building which was destroyed in the fire has now been rebuilt
4 the people who were arrested have now been released
5 The bus which goes to the airport runs every half an hour
Individual work Suggested answers
(155)another student
- Then T calls on some Ss to go to the board and exercise After finishing ask them to correct if necessary
studying Frech and German
2 You’ve all met Michael Wood, who is visiting us for a couple of day
3 We are moving to Manchester, which is in the north west
4 I’ll be staying with Asrian, whose brother is one of my closest friends John Bridge, who has just gone to live in Canada, is one of my oldest friends
C Production (4’)
- Ask Ss to work in groups of four and the following exercise
Complete the sentences with your own words
1 My friend knows a man who…… I have a friend whose……… I returned the book that……… The people whose……… Do you know Mr Hung, who………….?
- Work in groups of four
- Give the answers in front of the class
IV HOMEWORK ASSIGNMENT: (1’) - Do exercise (page 61, workbook). - Prepare next period – Test tourself C V COMMENTS:
……… ……… ………
Period: 60th Date of preparation: January 31st, 2012
TEST YOURSELF C I OBJECTIVES:
(156)- revise all the language skills and grammatical points which they have studied and used in the three units: 7, and
- improve their techniques of doing the simple tests 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: Relative clauses, Conditional sentences - (Pronunciation): /gl/, /cl/, /fl/, /fr/, /dr/, /Өr/, /fl/, /Өr/
3 Skills: reading, speaking, listening, writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (2’)
- Ask students something about the test yourself C * Have you prepared it at home?
* Have you got any difficulties? 2 New lesson:
Teacher’s activities Students’ activities A Listening (10’)
- Ask students to read all the sentences first
- Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers
- Look at the book and listen to the task - Understand the task
- Read the questions - Listen to the tape
- Listen again and say the statements are true or false
- Listen and discuss in groups to find the correct answers:
1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i
B Reading(10’) - Present the task
- Ask Ss to work in groups to compare the answers they have already done to find the correct ones
- Give the correct answers to the class: - Keys:
1. They gather before midnight and select 12 grapes from a large bunch.
2. Because the 12 grapes are symbols of the 12 months of the year.
- Look at the textbook and listen to the teacher
- Work in groups to discuss about the passage
- Compare their results with the other groups, and then with the keys
- Write the answers on the board
(157)3. In Iran.
4. It lasts for 13 days.
They read from the Koran, then all embrace each other and say, “May you live 100 years”.
C Grammar (10’) - Present the task a/ Activity 1:
- Ask students to listen and put a tick in the right box
- Keys: glean, fry, thrive, overthrow
b/ Activity 2:
- Ask Ss to join the sentences, using who or which
1. Earth is a planet which can support life.
2. The book is about a girl who runs
away from home.
3. A dictionary is a book which gives you the meaning of words. c 1.b, 2.c, 3.a.
- Listen to the teacher - Work in groups
- Compare the results with the other groups
- Show the answers in front of the class - Observe the keys and correct their answers
D Writing (12’) - Present the task
- Call the students to read the suggested sentences in front of the class
- Check their writings and help them correct the mistakes if they’ve made
- Students work in groups and practise writing
- Two students go to the board and write
- Give the writings by reading aloud - Read the writing carefully
- In groups or in pairs
- Compare the results with the other groups
- Correct mistakes IV HOMEWORK ASSIGNMENT: (1’)
- Revise the lesson again.
- Prepare next period, unit 10 – Reading V.COMMENTS:…
……… ………
Period: 61st Date of preparation: February 1st , 2012
(158)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - identify the main idea
- guess the meaning of words in context 2 Knowledge:
- Vocabulary: pollutant (n), decrease (v), extinct (adj), interference (n), co-exist(v)
- Grammar/ Structures: - (Pronunciation): 3 Skills: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (10’) Matching
- Ask Ss to match word-cards with the pictures:
4
Suggested answers: cheetah
2 panda rhinoceros elephant tiger
Lead-in: Today, you will read a passage about the endangerd species 2 New lesson:
(159)A Pre-reading (10’)
- Read the text in silence (p 114) - Answer the questions
+ What you understand from the facts above?
+ What would happen if the habitats were destroyed?
- Introduce some new words + pollutant (n)
+ decrease (v) + extinct (a) + interference (n) + co – exist (v)
- Have Ss pronounce new words
- Listen to questions and give the answers
* Suggested answers:
+ The facts above show that the numbers of some wild / rare animals such as cheetahs, pandas and Siberian tigers become small/ extinct
+ The numbers of these animals have become small because they are killed for food, fur or skin
- Copy the words
- Repeat B While-reading (15’)
Task: Gap-filling
- Ask Ss to work individially.
- Ask Ss to guess the part of speech of the words in the blanks, then fill in the suitable words
- Call on some Ss to give the answers - Give the feedback
- Work individually and fill the suitable words into the blanks
* Suggested answers:
1 extinct protect decreasing pollutants endangered interference
C Post-reading (9’)
- Ask Ss to work in groups and answer the questions:
a How are people affecting the water supply?
b What have people done to protect animals?
- Work in groups of four and give the answers for the questions
* Suggested answers:
a By using water for industry and agriculture
b They have:
- Set up many organizations - Raised fund
- Established national parks - introduced new laws - Built wild life preserves IV HOMEWORK ASSIGNMENT: (1’)
(160)- Read the passage again and prepare for the last tasks V COMMENTS:
……… ……… ………
Period: 62nd Date of preparation: January 4th , 2012
(161)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to: - identify the main idea
- guess the meaning of words in context 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills:Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (10’)
T shows some pictures of animals and ask them to look at the pictures and answer the questions:
1 What animals can you see in these pictures? Where these animals often live?
3 What would happen if their habitats were destroyed? Suggested answers:
1 a A tiger b A lion c A bear d An elephant e A panda f A cheetah
2 They often live in the forests, zoos or National Parks
3 If their habitats were destroyed, animals would die/ the environment would be polluted/the nature would be in danger
2 New lesson:
(162)A Pre-reading (10’) Vocabulary
- Help Ss to learn the vocabulary. + Species (n) ['spi:∫i:z] loài
+ Consequence(n) ['konsikwəns] hậu quả, kết quả
+ To prohibit [prə'hibit]= ban ( to prohibit somebody / something from doing something) cấm; ngăn cấm + to have a great influence on
+ result in + as the result
- Help Ss to pronounce the words
- Read the words after the teacher - Note down the words
B While-reading (15’)
Task 1: Choose the best sums of each paragraph
- Ask Ss to work in pairs.
- Ask Ss to read each paragraph, then choose the best sums up each
paragraph
- Call on some Ss to give the answers - Give the feedback
Task 2: Answering the questions - Ask Ss to work in pairs
- Ask Ss to read the text again and answer the questions
- Call on some Ss to give the answers
- Work in pairs and the exercise - Give the answers
* Suggested answers
1 c b 3.a c
- Work in pairs and the exercise - Give the answers
* Suggested answers
1 Four ways that people change the world are:
- They are changing the environment by building cities and villages
(163)- the environment where these animals are living is badly destroyed
- the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct
3 Many things have been done to protect endangered nature, such as: - Many organizations have been set up and money has been raised to save rare animals
- thousands of national parks have been established
- laws have been passed to prohibit killing endangered animals
C Post-reading (9’)
- Ask Ss work in groups of four to discuss why some animals have become extinct
- Ask Ss to present their ideas in front of the class
Group work
* Suggested answers:
- people kill animals for fur, skin and food
- people keep animals as pets people hunt or capture (bắt giư)
- animals for recreation or entertainment
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the new words.
- Prepare for the next period – unit 10 - Speaking V COMMENTS:
……… ……… ………
Period 63rd: Date of preparation: February 7th, 2012
(164)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to talk about nature in danger and the measures for protecting endangered nature
2 Knowledge:
- Vocabulary: cultivation (n), discharge (v), discourage (v), capture (v) - Grammar/ Structures:
- (Pronunciation): 3 Skills: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Brainstorming
- Ask Ss to list verbs related to destroying and protecting nature
Suggested answers: Destroying
nature Protecting nature
- to hunt - to kill - to burn - to cut
- to keep - to use - to protect - to save 2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak (10’)
-Ask students some questions:
1 Why we call some animals such as tigers, bears, elephants endangered animals ?
2 What should we to protect and save them?
- Call on some Ss to give the answers.
- Listen to the teacher - Answer the questions:
1 Because they are hunted or killed in large number that they are in danger of becoming extinct.
2 As a student, you should stop eating and killing wild animals.
Destroying nature
(165)B Practice speaking (20’) Task 1
- Ask Ss to Task
1/p.upload.123doc.net in pairs - Ask Ss to answer the questions: In your opinion, which reason is the most important?
- Comment Ss’ answers Task 2
- Ask ss to match the reason in Task with possible measures for protecting the environment in Task
- Explain the way to the exercise - Set a model with a student
Model:
A: It is said that people are killing animals for fur, skin and food
B: I think killing endangered animals for fur, skin and food should be banned - Go around and help Ss if necessary - Call on some pairs to act out the dialogue
- Comment on Ss’ conversation
- Work in pairs and discuss the answers - Give the answers in front of the class Suggested answers:
A : In your opinion which the reason is the most important?
B: I think burning the forests is the most important Because animal and plants will die, which causes the air polluted - Work in pairs to discuss the answers - Practise based on the model
- Some pairs act out the dialogue in front of the class
Suggested answers:
Task 1: Reasons Task 2: Measures killing animals
for fur, skin and food
2 keeping animals as pets hunting or capturing animals for recreation and entertainment cutting down trees for wood and burning the forests
5 using fertilizers and pesticides for cultivation
6 discharging chemicals
pollutants into the
- killing endangered animals for fur, skin and food should be banned - keeping animals as pets should be discouraged - animals shouldn’t be captured for recreation and entertainment - cutting down trees for wood and burning the forests should be banned and planting trees should be encouraged - decreasing the use of fertilizers and pesticides for farming
(166)environment - discharging chemicals
pollutants into the environment should be prohibited C Production (9’)
- Ask Ss to work in pairs to state the negative impacts made by people on the environment and suggest measures to protect it
- Go around the class and offer help - Call some pairs to practice
- Listen and give feedback
- Work in pairs and discuss the answers - Give the answers in front of the class Suggested answers:
A : Killing endangered animal for fur , food or skin
B : Killing endangered animal for fur, food or skin should be banned, All kinds of animals and plants should be protected
IV HOMEWORK ASSIGNMENT: (1’)
- Write a short paragragh about measures for protecting the environment. - Prepare next lesson, unit 10 – Listening
V COMMENTS:
……… ……… ………
Period: 64th Date of preparation: January 8th , 2012
(167)I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to be aware of protecting endangered nature
2 Knowledge:
- Vocabulary: Scenic features, approximately, devastating, vehicles, maintenance, completely
- Grammar/ Structures: - (Pronunciation): 3 Skills: Listening II PREPARATION:
1 Teacher: textbook, workbook, Cd player, chalk. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Describe the pictures about Cuc Phuong National Park and ask Ss questions: What are the pictures about? They are in the forest or a national park? What can you see in the pictures?
3 Why governments set up these places?
Suggested answers:
1 It’s about a national park
2 We can see trees, plants and animals
3 They set up national parks to protect and save endangered amimals Lead-in: You are going to hear a passage about nationals parks in US 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (10’)
- Ask Ss to name some national parks in Vietnam by seeing the pictures
- Call on some Ss to give the answers - Give the feedback
- Work in pairs, discuss together to guess which national parks they are - Give the answers
Suggested answers:
a Cat Ba National Park- hai phong b Cat Tien National Park –lam dong c Bach Ma National Park-hue
(168)
a b
b d
- Introduce new words + scenic features (n) + devastating (a) + approximately (adv) + vehicles (n)
+maintenance(n)
- Explain the meaning and read the words as a model
- Ask Ss to practice reading these words
- Read the words after the teacher - Note down the words
B While-listening (20’)
Activity 1: True – false statements - Play the tape/ read tapescript twice - Ask ss to share the answer with their partners
- Ask ss to give the answer (if it is false, say why)
- get feedback
Activity 2: Multiple choice - Deliver the handouts
- Ask ss to read the questions and guess the answer before listening again
- Play the tape / read tapescript - Check the answer key
- Work in pairs to discuss the answers - Give the answers in front of the class Suggested answers:
1 T T
3 F (Many national parks, not all national praks)
4 T T
- Work in pairs to discuss the answers - Give the answers in front of the class Suggested answers:
1-b, 2-c, 3-d, 4-c C Post-listening (9’)
Discussion:
(169)discuss these questions A secretary from each group will note down Ss' ideas
- Have you ever visited a national park in our coutry? Or Have you ever seen a national park in Vietnam on TV?
- What is there in the National park? - Does it have the same problems as the other national parks?
- What should we to protect as the other national parks an What should't we to destroy them?
- Call on one representative from each group to come in the front of the class and presents their ideas
- Ask other Ss to share ideas - Give comments on each group’s answers
answers
- Give the answers in front of the class
IV HOMEWORK ASSIGNMENT: (1’)
- Based on the information in task and task 2, write a summary about the text - Prepare next period, unit 10 – Writing
V COMMENTS:
……… ……… ……… * Handout:
Task 2: Multiple choice:
1 How many national parks are there in the United States?
a 50 b 52 c 53 d 55
2 How many people visit national parks every year?
a five thousand b three thousand c millions of visitors d billions of visitors
3 Can you name some of the problems which national parks are currently facing? a Rare animals are killed or hunted for fur, skin and other parts
b Trees are cut down for wood
c Devastating fires are caused by careless people d All are correct
4 What should be done to protect national parks?
a Increase the number of visitors to earn more money for the parks b These problems should be solved gradually
(170)resources
d If there is not enough money, some national parks should be destroyed
Period: 65th Date of preparation: January 11th , 2012
UNIT 10: NATURE IN DANGER Lesson: Writing
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- understand the information about Cat Ba National Park - write a description of a location
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Guessing game
- Show the back of a picture of a National Pak to the Ss Teacher gives some information about the piture
1
3
- Ask Ss to guess what the national park is
+ It has a lot of tropical forests, beautiful landscapes rare animals + It is in the North- East of Vietnam
+ it is on an island 20 km east of Hai phong Expectect answer:
It is Cat Ba National Park
Lead in:
(171)If Ss say yes, ask Ss: When did you go? What is Cat Ba like?
If Ss say No: Would you like to know some information about Cat Ba ? To day I would like to introduce to you some more information about Cat Ba national park
2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
Pre teaching Vocabulary: coastal waters(n): ( drawing)
2 abundant:(adj) = plentiful, more than enough (synonym)
3 Ha = hectare
4 stone tool (n): (picture): human bone (n) (picture): Checking Vocabulary: What and where
Write words in cirles on the board, ask Ss repeat and then erase words Ss try to remember what and where each word is then write them again on their correct positions
Questions and answers: Pair work - Ask Ss to work in pairs, taking turns asking answer about Cat Ba National Park, using the information in the text book
1- Where is Cat Ba Nationl park ? - Where is it located?
- What are the special features of Cat Ba National Park?
- How large is it?
- What you know about the animals and plants in Cat Ba National Park ?- What are some of the historic features of the Park?
Teacher moves around to give help or correction
Elicit from Ss what they would include in a description of a location :
* Outline: Location Total area
- Listen and repeat the new words - Write down the words into the notebooks
- Remember what and where each word is then write them again on their correct positions
(172)3 Special features Animals and plants Historic
* Useful language: Use simple present B Practice writing (20’)
Writing a description of a location - Ask Ss to write a short desciption of Cat Ba National Park, using following prompts:
Cat Ba national Park/ situated/ Cat Ba island 120 km/ Ha Noi/ 20 km east/ Hai Phong
Cat Ba/ The only site/ Vietnam/ endowed/ tropical forests/ coastal waters with sand beaches/ / abundant natural resources/ landscapes/ rare animals/ plants./ It/ cover/ 15,200 Cat Ba/ preserve / 300 species of fish / 40 kinds of animals / 150 birds / 620 plants.
Stone tools / human bones / found / island's limestone cave / reveal / people / inhabit / 6,000 years ago.
(Teachers can use the writing in the teacher's book on page 103 as a sample)
- Read the prompts carefully and write the description about Cat Ba national park
C Production (9’) Peer Correction
- When Ss have finished, ask them to exchange their writings and give corrections
- Correct the Ss’ typical mistakes
- Exchange their writings and give corrections
IV HOMEWORK ASSIGNMENT: (1’) - Write the description of Ba Be National Park. Basic facts:
Location: Bac Kan Province, Northeast Vietnam Distance from Hanoi: about 250 km, - hours drive Year established 1977, as a national park in 1992 Area: 10,048
Lake area: 500
(173)V COMMENTS:
(174)Period: 66th Date of preparation: January 14th , 2012 UNIT 10: NATURE IN DANGER
Lesson: Language Focus I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- distinguish the difference between the consonant clusters /sl/, /sm/, /sn/, /sw/
- understand the use of Relative Pronouns with prepositions 2 Knowledge:
- Vocabulary:
- Grammar/ Structures: - (Pronunciation):
3 Skills: Reading, Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Divide the class into groups.
- Ask Ss to write the words contain /sl/, /sm/, /sn/, /sw/ in 60 seconds - Declare the winner with more correct answers
2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
- Hang on a flipchart of the sounds on the board and introduce the sounds to the Ss T reads the sounds three times
/ sl / / sm / / sn / / sw /
slave slim slice slow
smart smell smoke smile
sneeze snookers snow snap
swing switch swear swallow Repetition:
- Ask the whole class to repeat the sounds after the T
- Ask some Ss to repeat the words The others listen and give remarks if they are pronounced correctly
- Move around to give help
(175)2- Practise reading aloud the sentences.
- Practise reading aloud the dialogue - Ask Ss to make new sentences which contain as many sounds above as possible
- Ask Ss to write the sentences on the board
- Check and correct the answers
- Work in pairs and practice the dialogue
- Make sentences containing the sounds /sl/, /sm/, /sn/, /sw/
- Write the sentences on the board
B Grammar (29’) 1 Presentation
Relative Pronouns with prepostitions - Show this picture about the talk between a pupil and a teacher on the board
- Point to the boy and tell Ss: This is Tom This man is his teacher.Then ask Ss:
- Who is Tom talking to ? - He is talking to the teacher
Write on the board:
The man is Tom's teacher Tom is talking to him
- Ask Ss: Who can combine these sentences into ?
The man to whom Tom is talking is his teacher
- Write some other examples on the board
e.g:
+ I'll introduce you to the man I share a flat with him
+ This is the magazine I talked about it yesterday
- Ask Ss to combine the sentences into one
- Copy these sentences on the board a - Formal:
* The man to whom Tom is talking is his teacher
b - Informal:
* The man whom/who/that Tom is
- Listen to the T’s guidance
- Combine the sentences into one a - Formal:
* I'll introduce you to the man with whom I share a flat
* This is the magazine about which I talked yesterday
b - Informal:
(176)talking to is his teacher
- Elicit the use of relative pronouns with prepositions from Ss
Notes:
- A relative pronoun can be the object of a preposition
- In formal English: we can put the preposition before whom or which We cannot leave out whom or which here, and we cannot use who or that
- In informal English: the preposition can come after the verb or the object of the verb We can also leave out the relative pronoun (Whom is formal and rather old-fashioned In everyday speech we often use who )
C Practice * Exercise 1:
- Ask Ss to work in pairs to exercise
- Give enough time for Ss to it - Move around to help if necessary - Call on Ss to read the sentences aloud Others listen and give comments
* Exercise 2:
- Copy the example on the board, explain how to the exercise and make a model
Example;
a- She is the woman I told you about her
She is the woman about whom I told you
b- The song was interesting We listen to it last night
The song to which we listened last night was interesting
- Ask Ss to exercise individually - Move around to help if necessary - Ss compare their answers together - Call on Ss to read the sentences aloud Others listen and give comments
* Exercise 1:
- Do the exercise individually
- Give the answers infront of the class Key:
whom which whom who that whom which * Exercise 2:
- Do the exercise individually
- Give the answers infront of the class Key:
1 The man to whom I talked yesterday was very kind
2 The man about whom I told you works in the hospital
3 The woman about whom I am telling you teaches me English
4 The movie about which they are talking is fantasic
5 The picture at which she was looking was beautiful
(177)IV HOMEWORK ASSIGNMENT: (1’) - Do exercise 3.
- Prepare next lesson, unit 11- Reading V COMMENTS:
(178)Period: 67th Date of preparation: January 17th , 2012 UNIT 11: SOURCES OF ENERGY
Lesson: Reading 1 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to understand more about the different sources of energy
2 Knowledge:
- Vocabulary: Words related to sources of energy - Grammar/ Structures:
- (Pronunciation): 3 Skills: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Elicit Ss to answer the question: What sources of energy you know ?
coal
wind oil
natural nuclear Lead-in: Today we are learning about sources of energy. 2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
- Ask Ss to look at the pictures of the sources of energy on page 124 and name them
Pre-teaching vocabulary:
1- alternative (adj): that can be used instead of something else
2- reserve (n): supply of something that is available to be used in the future or
Expected answers:
+ wind turbine wind power,
+ solar panel solar energy,
+ dam water power
( hydroelectric power)
(179)when it is needed
3- to exhaust (v): to run out of, to weaken, to empty exhausted 4- released (adj): be free
5- limited (adj): (situation)
eg: We have only 45 minutes for this lesson
We have time for it
Checking vocabulary: Gap - Fill: Prepare a poster beforehand then hang on the board
Ask Ss to work in pairs and fill in each blank with a suitable word from the vocabulary
Gap - fill:
1- Six hundred balloons were at the ceremony 2- We are looking for
methods of making it 3- Fuel supplies are
nearly 4- The food in the restaurant is cheap but the rather
5- Our company doesn't have a great of capital
- Work in pairs and complete the exercise
Expected answers:
1-released 2-alternative 3-exhausted 4-limited 5-reserve
B While-reading (20’)
* Activity: Answering the questions Ask Ss to read the text silently and answer the pre-questions with a partner 1- What is our major source of energy ? 2- Is this major source limited ? Why ? 3- How many sources of energy are mentioned in the text ?
4- Which one you think is the most potential energy of all the alternative sources of energy ?
- Work in pairs and answer the questions
- Give the answers in front of the class Expected answers:
1 Our major source of energy is fossil fuels (oil, coal, natural gas)
2 Yes, It is limited Because our demand is increasing very quickly and fossil fuels will be exhausted within a relative short time
3 The sources of energy mentioned in the text are : Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power
(180)potential energy of all the alternative sources of energy
C Production (9’) Discussion:
Which of these alternative energy sources is the most feasible in Vietnam ? Why?
- Ask Ss to work in groups and take notes their group's ideas
- Mix the group to share ideas
- Ask a representative of each group to come to the front of the class and present their group's ideas
- Give comments on their ideas
- Work in groups of six to answer the question
- Some representatives from some groups present their ideas in front of the class
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the vocabulary.
- Prepare next lesson, unit11- Reading V COMMENTS:
(181)Period: 68th Date of preparation: January 18th , 2012 UNIT 11: SOURCES OF ENERGY
Lesson: Reading 2 I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to understand more about the different sources of energy
2 Knowledge:
- Vocabulary: Some words related to the sources of energy - Grammar/ Structures:
- (Pronunciation): 3 Skills: Reading II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Ask Ss to give the answers for the questions:
1.What you call the group of oil, coal, natural gas? 2.What you think about fossil fuels?
3.What should we to preserve them? 4.What energy can replace fossil fuels? Suggested answers:
1-Fossil fuels
2-They are available but they are going to be -exhausted in the future 3-We should find new sources of energy which can replace them
4- They are geothermal heat, wind energy, water energy, nuclear power, solar energy
Lead-in: Today, you will learn more about the alternative sources of energy 2 New lesson:
Teacher’s activities Students’ activities A Pre-reading (10’)
Pre-teach some vocabulary. Hydroelectricity (n)
[haidrouilek'trisiti] thủy điện Fossil fuel (n)
Geothermal heat [,di:ou'θə:məl hi:t] Windmill(n) ['winmil]
Plentiful(a) ['plentifl] Infinite(a) ['infinit] Potential(a) [pə'ten∫l]
- Help Ss to pronounce them correctly
(182)B While-reading (17’)
Write down the advantages and disadvantages of each alternative sources of energy.
- Ask Ss to read passage again and complete the table
- Call on some Ss to write their answers on the board
- Comment on Ss’s answers and give the feedback
- Work in pairs to discuss the answers - Give the answers in front of the class Suggested answers:
Sources of
energy Advantage(s) Dis dvantage(s Nuclear
power
unlimited dangerous
Solar
energy Plentiful, clean infinitve, safe
Possible during the day time Water
power
Clean &unlimited
expensive Wind
power Clean &unlimited No wind no energy Geothermal
heat
avialable Possible in
some places C Post-reading (12’)
Gap-filling
- Ask Ss to complete the summary of the reading passage by filling each blank with a suitable word from the box
- Call on some Ss to stand up and speak out their answers
- Listen and give feedback
- Work in pairs to discuss the answers - Give the answers in front of the class Suggested answers:
1 energy fuels alternative unlimited
2 one limited sources environment
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the vocabulary.
- Prepare next lesson, unit 11- Speaking V COMMENTS:
(183)Period: 69th Date of preparation: February 22nd, 2012 UNIT 11: SOURCES OF ENERGY
Lesson: Speaking I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to talk about advantages and disadvantages of source of energy as well as express their own ideas about alternative source of energy
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Speaking II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’) Game: Bingo
- Give the game rule: “You each are having a piece of paper in which there are 10 words I will read words If you see the words in your piece of paper Put a tick next to it The winner is the person who has words ticked”
Handout: Hydroelectricity Solar energy Fossil fuel Geothermal heat Windmill
Water power PlentifulInfinite Wind power Potential Nuclear power Answers:
Sources of energy
Nuclear power Geothermal heat
Wind power
Solar energy
(184)- Declare the winner with the correct answers - Ask some questions to elicit the lesson:
+ How many sources of energy are mentioned in the text reading? What are they? + Who can tell me about the advantages and disadvantages of these sources of energy ?
- Lead-in: To day , We are going to talk some more about the advantages and disadvantages of these sources of energy ?
2 New lesson:
Teacher’s activities Students’ activities A Preparing to speak (10’)
Task 1
- Ask students to read about the advantages and disadvantages of using alternative sources of energy
- Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy
- Call on some students to give their answer in front of the class
- Listen to students and correct mistakes
-Do the task in pairs
-Work in pairs and order the causes, explain their order
- Work in groups
- The students are called stand up and tell loudly
B Practice speaking (20’) Task 2
- Ask students to list the advantages and disadvantages of using alternative sources of energy in the task
-Useful expressions : I think that………
Why you think/believe so? It is -However, - Let them work in pairs
- Walk around and help them if necessary
- Ask some students to stand up to talk again loudly
- Listen and correct mistakes
- Look at student’s book - Listen to the teacher
- Work in pairs to list the advantages and disadvantages of using alternative sources of energy
- Some pairs act out the answers in front of the class
C Production (9’) Task 3
- Ask students to close books
- Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task
- Work in groups
- The students are called stand up and tell loudly
(185)- Walk round and help them - Let them work in groups
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
A : I think that more people will use the solar energy
B: Why you think so?
A: Because it’s available , unlimited and easy to use.
C: But it’s expensive and we can only have it at a specific time of the year… IV HOMEWORK ASSIGNMENT: (1’)
- Write a paragraph about your belief on the increasing use of alternative sources in the future
- Prepare next lesson, unit 11-Listening V COMMENTS:
(186)Period: 70th Date of preparation: February 23rd, 2012 UNIT 11: SOURCES OF ENERGY
Lesson: Listening I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to know about source of energy
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills: Listening II PREPARATION:
1 Teacher: textbook, workbook, chalk, CD, CD player. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (3’)
Pick out the odd one from the following words and explain why The sun, the air, the land, the ocean, the house
Answer: The house
Because the other words can be sources of energy 2 New lesson:
Teacher’s activities Students’ activities A Pre-listening (6’)
- Pre-teach some vocabulary. Ecologist(n) nhà sinh thái học Fertilize(v) ['fə:tilaiz] làm cho phì nhiêu; làm cho màu mỡ (đất) Source (n): Nguồn
Unlimited (a) Vô hạn
Renewable (a) Có thể tái sử dụng Fossil fuels (n): Các lượng hóa thạch
- Listen to the teacher and repeat - Note down the words
B While-listening
You are going to hear a monologue about the importance of some vital natural resources
Task (15’)
- Before listening, ask Ss to read through the statements to understand them and underline keys words
- Play the tape once for Ss to listen and the task
Individual work
- Listen to the CD and choose the best answers
- Give the answers in front of the class Answers:
(187)- Check the answer with the whole class If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch
Task (10’)
Ask Ss to work in pairs to read though the passage and guess the missing words
- Play the tape once for Ss to listen and the task
- Check the answer with the whole class If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch
Individual work
- Listen to the CD and fill the answers into the blanks
- Give the answers in front of the class Answers:
1 unlimited atmosphere may gases amount
C Post-listening (10’)
- Ask Ss to decide which group these souces of energy belong to - renewable or nonrenewable
- Work in groups of four - Discuss and give the answer Answers:
+ Renewable: Geothermal heat, Solar energy, Wind energy
+ Nonrenewable: Coal, Petroleum, Oil, Gas
IV HOMEWORK ASSIGNMENT: (1’) - Learn by heart the vocabulary.
- Prepare next lesson – Unit 11: Writing. V COMMENTS:
(188)Period: 71st Date of preparation: February 25th, 2012 UNIT 11: SOURCES OF ENERGY
Lesson: Writing I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to learn how to write descriptions of a chart
2 Knowledge:
- Vocabulary: Words related to the sources of energy - Grammar/ Structures:
- (Pronunciation): 3 Skills: Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (5’)
- Ask students to keep book close
- Give them handout with a table of information
Students in class 11A Quantity
Boys 25
Girls 15
- Ask them to work in pairs to transfer the table into a pie chart - Check and explain them to the class
Lead-in: In order to understand them we learn how to interpret and compare date described in chart form and write a report of the data analysis
2 New lesson:
Teacher’s activities Students’ activities A Preparing to write (10’)
Task1
- Ask student to read the hand-out with a description of a pie chart and discuss the organization and other
Read the prompts
- Ask the teacher if necessary
(189)characteristics of the description - Explain some new words - Ask Ss to answer the questions
1 How many parts are there in the description? What are they?
2 What does the first part tell you? 3.What language items should you pay attention to in the second part?
4.What does the last part tell you? - Let them work in groups
- Walk around, check and help students
- Useful language:
+ make up less than percent
+ the most+ adj, the second most +adj + The chart shows that………
+ make up the largest/ smallest/ proportion/ amount contribute the larges……
Key: 117 2.coal 3.smallest -Work in pairs and analyze the chart -Give answers
B Practice writing (19’) Task 2
- Ask students to work in pairs to analyze the chart using the following questions
+ What does the chart show?
+ What is the general trend of the chart? + Which consumption has the largest energy Which comes second?
+ Which consumption has the smallest? + Where does most of the world consumption ?
- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description
- Walk round and help students
- Work individually to write the description of the chart, using the sentences given in the book to begin their description
C Production (10’)
- Give suggestions and correction - Ask students to read their profile - Ask some students to read loudly their description
- Correct mistakes and mark
- Some students read loudly their products in front of the class
IV HOMEWORK ASSIGNMENT: (1’) - Rewrite the the description again
- Prepare next lesson, Unit 11 – Language focus V COMMENTS:
(190)Period: 72nd Date of preparation: February 27th, 2012 UNIT 11: SOURCES OF ENERGY Lesson: Language Focus
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- distinguish the clusters /Sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly
- use relative clauses replaced by participles and to infinitives correctly and appropriately
2 Knowledge: - Vocabulary:
- Grammar/ Structures: relative clauses replaced by participles and to infinitives - (Pronunciation): /sr/ -/spl/- / spr/
3 Skills: Reading, Writing II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Pronunciation (10’)
Activity 1:Listen and repeat
- Read loudly then ask students to repeat - Introduce : /sr/ -/spl/- / spr/
- Correct pronunciation for the students Activity 2: Practise these sentences - Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
- Repeat the words in chorus then individually
- Listen to the teacher then repeat in chorus then individual
B Grammar (34’) Activities 1: Presentation
Relative clauses replaced by participles - Write some sentences on the board + The man who spoke to John is my brother
The man speaking to John is my brother + The sport games, which were held in India in 1851,were the first Asian Games
- Listen to the teacher
- Write down in their notebook - G ive answers :
The same in meanings in different structures
(191)
The sport games held in India in 1851 was the first Asian Games
+Yuri Gagarin was the first man who flew into space
Yuri Gagarin was the first man to fly into space
-Ask students to comment on the use of relative clauses replaced by participles Active Ving phrase
Passive Ved/Vpp phrase
-The first/the last+ to infinitives phrase -Help students to use of them
-Ask some students give some similar examples
- Introduce exercises to the students Activities 2: Practice
Exercise 1:
- Ask students to Exercise - Introduce how to it
- Let them work in pairs
- Walk round, check and give mark Exercise
- Introduce Exercise to students and explain how to it
- Ask students to it
- Let them work individually - Check, correct mistakes
Exercise 3:
- Introduce Exercise to students and explain how to it
- Ask students to it
- Let them work individually - Walk round and help them
- Check, correct mistakes , give reasons and mark
Listen and write down
- Listen to the teacher and exercise Key:
1,… playing…A 2,…coming… 3….researching… 4… surrounding… 5…overlooking…
- Listen to the teacher and exercise -Keys :
1,….presented… 2….built… 3… published… 4… conducted… 5….sponsored…… - Listen to the teacher -Do the exercise Key:
(192)- Do the exercises again.
- Prepare next lesson – Test yourself D V COMMENTS:
(193)Period: 73rd Date of preparation: February 29th, 2012 TEST YOURSELF D
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation):
3 Skills: Listening, Reading, Writing. II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: (2’)
- Ask students something about the test yourself D * Have you prepared it at home?
* Have you got any difficulties? 2 New lesson:
Teacher’s activities Students’ activities A Listening (10’)
- Ask students to read all the sentences first
- Ask students to listen to the tape once - Ask students to listen again and complete the sentences
- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers
- Keys: In the teacher’s book
- Look at the book and listen to the task - understand the task
- Read the questions - Listen to the tape
- Listen again and say the right sentences
- Listen and discuss in groups to find the correct answers
B Reading (10’) - Present the task:
- Ask pupils to work in groups to answers the questions
- Give the correct answers to the class: - Keys: In the teacher’s book
- Look at the textbook and listen to the teacher
- Work in groups to discuss about the passage
- Finish the task
- Compare their results with the other groups
(194)answers C Grammar (10’)
- Present the task:
a/ Ask students to listen and put a tick in the right box.
- Keys: sneeze, smash,
shrimp, spread
b/ Give the correct form of verbs.
- Keys: living, ringing, to
leave,
4 to drink, invited, to blown
- Listen to the teacher - Work in groups
- Compare the results with the other groups
- Show the answers in front of the class - Observe the keys and correct their answers
D Writing (12’) - Present the task:
- Call the students to read the suggested sentences in front of the class
Check their writings and help them correct the mistakes if they’ve made
- Students work in groups and practise writing
- Two students go to the board and write
- Give the writings by reading aloud - Read the writing carefully
- In groups or in pairs
- Compare the results with the other groups
- Correct mistakes IV HOMEWORK ASSIGNMENT: (1’)
- Study all the lessons (unit 9, 10, 11) again V COMMENTS:
(195)Period: 74th Date of preparation: March 3rd, 2012 REVISION UNIT 9, 10, 11
I OBJECTIVES:
1 Aim: By the end of this lesson, students will be able to revise the knowledge learnt in unit 9, 10, 11
2 Knowledge: - Vocabulary:
- Grammar/ Structures: - (Pronunciation): 3 Skills:
II PREPARATION:
1 Teacher: textbook, workbook, chalk.
2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up: 2 New lesson:
Teacher’s activities Students’ activities A Exercise (15’)
1 This hotel has got a very ……….kitchen
A spacious B space
C spaceship D spacing
2 A ……is someone who sells meat
A baker B butcher
C chemist D shopkeeper
3 A person who sells flowers is called a ………
A florist B farmer
C vegetarian D biologist
4 We call a man who delivers the mail a …………
A newsman B mailbox
C mailman D officers
5 We’d like to buy the house…… overlooks West Lake
A who B who
C where D which
6 The woman………daughter Jack loves is very kind
A.whose B who
C whom D which
7 The letter……… she received this
- Do the exercise individually
- Give the answers in front of the class Answers
(196)morning is from the USA
A.whose B who
C whom D which
8 I don’t know the girl…….is wearing a long blue dress
A whom B whose
C which D who
9 Would you mind …… this parcel to Mr.Brown, please?
A send B sending
C to send D sent
10 I would like to have my mails and newspapers…… early in the morning
A deliver B delivery
C delivered D to deliver
B Exercise (15’)
1 Has she bought the dress………? A that she is fond in
B which she is fond of C who she wants to give to
D which you made of My father is the man…………
A who I belive of B whom I belive in C whom I belive into D that I belive at
3 The man………is the headmaster of that school
A who I am introduced B to who I am introduced C whom you are introduced about D to whom I am introduced There are a lot of species of being in the ………world
A alive B living
C live D lived
5 Human being have great………on the rest of the world
A focus B attention
C influence D attraction
6 Some snakes lay eggs, but others give birth to live………
A pesticide B offspring
- Do the exercise individually
- Give the answers in front of the class Answers
(197)C species D survival Some chemical………which farmers use to make the soil reacher can pollute our environment
A medicines B elements
C fertilizers D
proportion
8 Farmers use ……….to kill insects that devastate their crops
A pesticides B toothpaste
C cheese D plums
C Exercise (14’)
1 Oil, coal and natural gas are …… A nuclear energy B fossil
fuels C plentiful D infinite
2 We try to make full use of our local………
A ecology B potential
C economics D
geothermal
3 Scientists have done researches on …… activities of the world’s volcanoes
A sport B ecological
C geothermal D
geodetic
4 Vietnam is rich in … such as coal, apatite, bauxite, etc
A natural resources B seas C land
D fish
5 Some people think nuclear power is the only real……
A alternation B
energetic C alternative D
fossil fuel
6 Do you know the girl …… a long white dress?
A wears B to wear
C wear D wearing
7 The house……….40 years ago is still in good condition
- Do the exercise individually
- Give the answers in front of the class Answers
(198)A which built B to
build C built D building
8 I like the food…………by my mother
A was cooked B
cooked C which cooked D
cooking
14 Linda was the last student……….at the oral exam
A to be asked B
asking C asks D to
ask
15 The man…… .the bank is a millionaire
A is entering B entering C to be entered D enters
IV HOMEWORK ASSIGNMENT: (1’)
- Get ready for the 45 minute-test in the next period V COMMENTS:
……… ……… ………
Period: 75th Date of preparation: March 6th, 2012 FORTY FIVE MINUTE TEST No 3
(199)1 Aim: By the end of this lesson, students will be able to : - Do a test to revise the knowledge in unit 9, 10, 11
2 Knowledge:
- Vocabulary: Words in unit 9, 10, 11 - Grammar/ Structures:
+ Defining relative clauses + Defining relative clauses
+ Relative pronouns with prepositions
+ Relative clauses replaced by participles and to infinitives - Pronunciation: /sl/, /sm/, /sn/, /sw/, /sr/, /spl/, /spr/
3 Skill: Doing the test. II PREPARATION:
1 Teacher: textbook, workbook, tests, chalks. 2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:
1 Warm-up:
2 New lesson: (44’) A The matrix of the test U
nit Total Recognition Comprehension
Application Low
H ig h
MC W MC W MC W
9
- Periods: - Sentences: 11
- Marks: 3,25
- Sentences: + Pronunciation:
+ Vocabulary: - Marks: 0,75
- Sentences: + Speaking: Marks:1,5 -Sentences: + Grammar:
- Marks: 10
- Periods: -Sentences: 10
- Marks:
- Sentences: + Pronunciation:
+ Vocabulary: - Marks: 0,75
-Sentences: +
Reading: - Marks:
- Sentence: + Grammar: - Marks:0,25 -Sentences: + Writing:
- Marks: 11
- Periods: -Sentences: - Marks: 3,75
- Sentences: + Pronunciation:
+ Vocabulary: - Marks: 0,75
-Sentences: + Reading:
- Marks:
-Sentences: + Writing:
(200)I Choose one word whose underlined part is pronounced differently (1.25 M)
1. A population B commune C punctuality D stimulation
2. A dissatisfaction B spacious C fasimile D telegram
3. A pesticide B city C centre D campaign A plenty B energy C only D hydropower A heat B nuclear C bean D clean
II Match the saying/questions in A with the responses in B (1.5 M)
A B Answer
1 Could you send this document to my office by fax ?
2 Thank you for the nice present Excuse me!
4 How much is monthly fee? Good morning, sir What can I help you?
6 Can I give you some more coffee?
A Your’re welcome.
B I would like to make a phone call, please.
C It is thirty thousand dongs. D Yes? What can I for you, Madam?
E Certainly! F No, thanks.
1 2 3 4 5 6
III Choose the best option to complete the following passage (1 M)
Life on earth could not exist if there (1) any plants Both human beings (2) animals need plants for food and oxygen The bread we eat and the juice we drink for breakfast, and even the blue jeans we (3) every day are all taken from plants Therefore, we can say for sure that plants provide us with nearly everything we need for (4) _
1 A was B weren’t C are D have been
2 A nor B or C and D but
3 A watch B wash C try D wear
4 A survival B survive C survived D survivor
IV Choose the word or phrase – A, B, C, or D - that needs correcting (1.25 M)
1 The vegetables to sell in this supermarket are grown without chemicals
A B C D
2 The man to speak to Mary is my brother A B C D He is the last person be killed in that way A B C D
4 All fossil fuels are renewable resources that cannot be replaced after use A B C D That is the hotel at whom we stayed last night
A B C D V Complete the following sentences (1 M)