giao an tieng anh 10 nh 2012 2013 unit 123

- Read the passage and do the task - Give the answers and explain - Work in pair, ask and answer the questions.. Expected answers:.[r]

(1)

Period: & Date: 4/8/2012

The first term of grade 10

Guiding how to learn and to English tests INTRODUCTION AND REVISION

I Objectives:

Students know about English book in grade 10 and Student know: - How to learn English in grade 10

- How to English tests

- How to use student’s book and workbook II Teaching Skill :

- Reading - Speaking - Listening - Writing

- Doing English tests

III Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc IV Procedure:

Teacher’s activities Students’ activities

I Warm-up :(7’)

- Introduce to students about the teacher

- Ask students about their names and English knowledge etc II Guiding : (35’)

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and workbook

* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books

2 Guiding English tests in grade 10:

* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them

* The tests in grade 10 include: reading : 25%

listening: 25% writing: 25%

language focus: 25%

3 Guiding other books and tape, disc, etc III DIAGNOSTIC TEST: (45’)

-Give ss handout and ask them to the test in 45’ IV Homework : (3’)

- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit

- Listen to the teacher - Answer the teacher’s questions

- Put the student’s book and workbook on the table

- Listen to the teacher and look through the books

- Look at handout and the test

- listen to the teacher and write down the things which will be prepared at home

HANDOUT:

(2)

Read the following passage , then choose the word among A,B,C or D that best fits the blank space in the following passage :

I went to Australia on a student program last year and I like to (1) _you about it I was very (2) _when I knew I was going to Australia because I had never been there before I didn’t think about the problems of speaking English (3) _I met my host family At first I couldn’t communicate with them because my English was so bad All the five years I had been learning English wasn’t much used at all (4) _we didn’t have real practice at school Even though my grammar was good, my pronunciation wasn’t My problem is (5) _ ‘l’ and ‘r’ For example, Australian people often asked “What you eat in Vietnam?” I wanted to tell them that we eat rice, but they didn’t understand when I said “We eat lice”…

1 A say B tell C talk D speak

2 A exciting B excites C excited D excite

3 A after B until C when D while

4 A although B even C because D so

5 A pronouncing B speaking C reading D telling

Choose the word whose main stress pattern is placed differently from the others :

6 harrow repair announce arrive district routine purchase passenger

Choose the word whose underlined part is pronounced differently from that of the others :

8 stared traveled seemed landed

9 washes watches clauses likes Read the following passage , then choose the correct answer to questions :

Devastating floods along the coast have left many people homeless People are asked to help by donating food, clothes, furniture, and other supplies to the Assistance Fund Donations of bottled water are especially needed, since the floods have disrupted the local water supply In addition, volunteers are needed to travel to the flooded area to help distribute the donations

10 " Devastating floods " in line refer to those that

last for a long time happen suddenly cause a lot of damage are very short 11 In addition to supplies , what is needed ?

Volunteers Teacher New bridges Place to say 12 What kind of supplies is NOT mentioned ?

Food Medicine Furniture Clothing 13 The word " donating " in line is closest in meaning to _

selling taking giving buying

14 What does this notice concern ?

Dangerous roads Help for flood victims Safety precaution Warning about weather

Choose the best answer among A,B,C or D that best completes each sentence :

15 " Your dress is so beautiful " _ " _"

Thank you My pleasure You're welcome I'd love 16 The World War II _ in 1939 and in 1945

begins / ends has begun / had ended began /ended had begun / ended 17 If you saw UFO , what _ you ?

did can will would

18 Every passenger is required to _ their seatbelt when they are on board

leave take hold fasten

19 John isn't contented with his present salary

excited about satisfied with disappointed about interested in 20 She got as soon as the alarm clock went _

up / off over / on up /out on / off 21 The class at o'clock in the morning

(3)

who which he whom 23 Air pollution had reached levels in some cities

danger dangerous dangering dangerously 24 I was born and grew up on the of the Red River

shops banks restaurants offices 25 I _ you a call if I need some help

have given will give can give give 26 I'd like to borrow this book _ it yet ?

Have you read Had you read Do you read Did you read 27 It was time to _ the kids ready for bed

prepare make get take

28 " Would you like a glass of green tea ? " _ " _"

No , I don't No , I wouldn't No, let's not No , thanks

Complete the second sentence so that it has a similar meaning to the first one 29 It takes Minh hours to his homework every day

- Minh spends _every day

30 In spite of the bad weather, they had a wonderful holiday

- Although , they had a wonderful holiday 31 Tom has just sold that old house

- That old house 32 I couldn’t sleep I was tired

- Although _ 33 The planet is Venus The planet is closest to the Earth

The planet which _ 34 It’s years since I last saw Nam

- I haven’t ANSWER KEYS:

Read the following passage , then choose the word among A,B,C or D that best fits the blank space in the following passage :

1 B C B C A

Choose the word whose main stress pattern is placed differently from the others :

6

Choose the word whose underlined part is pronounced differently from that of the others :

8

Read the following passage , then choose the correct answer to questions :

10 11 12 13 14

Choose the best answer among A,B,C or D that best completes each sentence :

15 16 17 18

19 20 21 22

23 24 25 26

27 28

Complete the second sentence so that it has a similar meaning to the first one 29 I don’t have his number, so I don’t phone him

- If I had his number, I would phone him

30 Vicky said, “ I’m taking my driving test tomorrow.” - Vicky said he was taking my driving test the day after 31 Tom has just sold that old house

(4)

- Although_i was tired, i couldn’t sleep

33 The planet is Venus The planet is closest to the Earth The planet which is closest to the earth is venus 34 He would go hunting when he was in Africa

- I used to go hunting when he was in Africa COMMENTS:

(5)

Period: Date: 5/8/2012

UNIT 1: A DAY IN THE LIFE OF Lesson A - READING

I Objectives:

- Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information

- Students should appreciate the daily activities of some people III Teaching skills: Reading for gist and for specific information IV Teaching aids: some pictures of farmers' activities and handout

V Lexical items: Words related to daily activities: working time, working day, V Procedure:

Teacher's activities Students' activities

I Warm-up: (5’)

- T asks ss to close their textbooks and then write the words on the board and asks ss to match and places together

A teacher doctor worker seller farmer

B a market b school c hospital d field e factory - Ask ss some questions:

Where does a teacher work? Where does a farmer work?

- Lead the lesson: “We'll understand more about the life of a farmer in unit 1”

II. Pre-reading: (12’)

Activity 1: Describe the picture

- T asks ss to look at the picture on page 12 and talk about the activities of people in the picture

 Who is he/ she?  What is he/ she doing?  Where is he/ she doing?

Activity 2: Present vocabulary:

- T helps ss to explain some new words: + peasant = farmer (n) (picture)

+ buffalo (n) (picture)

+ to plough (v) (explanation) + to harrow (v) (explanation) + bank (n) (picture)

+ pump water (v) (explanation) + take a short rest (v) (explanation) + transplant (v) (exaplation)

+ fellow (n) (explanation)

- T asks ss to pronounce above words and phrases loudly in chorus

III. While- reading: (18’)

- Listen to T’s requirement - Look at the board

- Do the task - Give the answers: b

2 c e a d

- Answer the T’s questions He / She works at a school He / She works in the field

- Listen to the T

- Look at the picture and answer the T’s questions

- Listen to T and give meaning if they know and take note

(6)

- T asks ss to read the passage through the text and practice the tasks in textbook

Task 1: Multiple choice

- T asks ss to read the passage individually and choose the option A, B or C that the best suits the meaning of the italicized words

- T goes around the class and provides help if necessary

- T calls on some ss to read aloud their answers and ask them to explain their choice

Task 2: Answering Questions:

- T ask ss to work in pair and ask and answer about the passages

- Call on some pairs to the task in front of the class

- Give feedback and suggested answer

IV. Post- reading: (8’)

- Asks Ss to close the book and discuss about Mr Vy and Mrs Tuyet's daily routines

V. Homework: (2’) - Learn the new words by heart - Do exercise in textbook again - Prepare lesson : speaking

- Listen to the T’s instruction how to the task

- Read the passage and the task - Give the answers and explain - Work in pair, ask and answer the questions

Expected answers:

1 He’s a peasant/ farmer

2 He gets up at 4.30 and then he goes down to the kitchen to boil some water for his morning tea.

3 In the morning, he ploughs and harrows his plot of land, drinks tea and smokes tobacco during his break.

4 In the afternoon, they repair the banks of their plots of land Mr Vy pumps water into it and she does the transplanting 5 Yes, they are Because they love working and they love their children. - Close the book and talk about Mr Vy and Mrs Tuyet's daily routines

- Listen and take note

COMMENTS:

……… ……… ……… ……… ……… ……… ………

(7)

Period:

UNIT 1: A DAY IN THE LIFE OF

FURTHER PRACTICE: VOCABULARY AND READING I. Objectives:

Help ss to recall the vocabularies thay have studied in previous classes II. Teaching aid: exercise book

III. Contents:

Contents Purposes

I Choose A, B, C or D that best completes each unfinished sentences, best substitutes the underlined part or has the same meaning to the sentence above:

1 I get up every morning thanks to the ……… A Buffalo B lamp C alarm D lamb It takes me ten minutes to get ……….for school A Really B ready C along D at

3 The water ……….at 100 Celsius degree and freezes at Celsius degree

A Boils B vapors C cooks D steams My family have ……… at 11.30 am every day A Breakfast B lunch C dinner D super They were not contented ………what they had done A On B of C without D with

6 We learn about numbers and calculations in ……….lessons A English B Maths C History D Biology I like poems and famous writing works I like ……… A Maths B History C Civic Education D Literature I things regularly in the usual order and way They are my

………

A Happy B routine C favorite D likes We often have a short ………between the lessons A Nap B talk C crop D break 10 I sometime have a(n)……….at noon

A Sleep B nap C cap D chat

11 We used to like sitting on the ………of the river and chatting with each other

A Side B sit C bank D water

12 I’d like to become a(n)………so that I could fly to many places in the world

A Philosopher B scientist C psychologist D air-hostess 13 The children ride the ……… to the field to feed them grass

there

A Buffalo B deer C elephant D peasant 14 The plane ……….on time

A took up B took after C took off D took over 15 We nearly ……….our hope then the plane began to gain its

height

A Gave in B gave up C gave back D gave out II Read the following passage and fill in the blanks with the

given words.

brush at to up work relax

On weekdays I wake (1) …… when the alarm goes off and get up at 7.30 If I oversleep I know that I will be late for work I have a shower and wash my hair I have breakfast (2) ……… about 8.00,

Help ss to review the meaning of vocabularies: alarm, get ready, the words related to subjects,… and how to use them in sentences, and know more about prepositions: contented with, take off, give up… ANSWER KEY

1 C B A B D B D B D 10 B 11 C 12 D 13 A 14 C 15 B

(8)

while listening to the radio I (3) ……… my teeth and then at 8.30 I leave the house to walk to the station I work from nine (4) ……… five with a lunch hour from one until two After work I like spending time with friends I get home sometime after 7.00 and have dinner In the evening I (5) …… and watch TV or read the newspaper I go to bed at 11.00 and fall asleep straight away

and fill in the blanks with the given words

1 up at brush to relax COMMENTS:

……… ……… ……… ……… ……… ……… ………

(9)

UNIT 1:A DAY IN THE LIFE OF Lesson B - SPEAKING

I Objectives:

- Ss know about daily activities of some people or themselves

- Ss ask and answer about daily routines and talk about daily activities of some people or themselves

II Teaching skills: Fluency in expressing opinions III Teaching aids: textbook

IV Lexical items: Words related to daily activities V Procedure:

I Warm-up: (5’)

- T divides the class into two groups: A and B, asks ss to remember all subjects, then write down them on the blackboard If the group has more correct words, they will be winner

- T introduces the new-lesson

II Pre-speaking: (7’)

- T helps ss to revise how to say the time, T asks ss to match a number in A with a suitable phrase in B

A B 6.00

7.15 8.05 8.55 9.45 10.40 17.00 18.30

a quarter to ten five to nine

a quarter past seven five past eight twenty to eleven half past six p.m five o'clock p.m six o'clock a.m - Check ss’ answers

- T helps ss to remember the ways to say the time III While- speaking:(20’)

Task 1:Ask and answer about the information from the timetable

- T asks ss to look at Quan's weekly timetable - T gives a model with a student:

T: What time does Quan have Civic education lesson on Monday?

S: What lesson does Quan have at a quarter past seven on Monday?

- Have ss ask and answer questions with a partner

- Listen to Ss and check their pronunciation

- Give the name of subjects, write them on the board

Subjects are learn in school

1 Civic education Technology Maths Physics Literature English

7 Biology Chemistry

9 Physical education 10.Geography

11.History 12.Information technology

- Match a number in A with a suitable in B

- Work in pairs

- Give the answers - Listen to the T

- Look at the timetable - Listen to the T

- Practise asking and answering S1: What time does Quan have a Civic Education lesson on Monday?

S2: (He has a Civic Education lesson) at 7:15 a.m

Or:

S1: What lesson does Quan have at 7:15 a.m on Monday?

S2: (At 7:15 on Monday he has) a Civic Education lesson

(10)

Task 2:Describe the picture

- Asks ss to look at the picture on page 15 to talking about Quan’s activities

- T helps ss by asking them some questions: What is Quan doing in picture A? Is he getting up? What time does he get up?

- Goes around the class and provides help if necessary

- T calls on some ss to speak loudly in front of class, check their pronunciation

IV.Post- speaking:(10’) Task 3:

- Asks Ss to close the book and tell their classmates about his/ her daily routines - T calls some ss to present in front of class - Give them remark

V Homeworks: (3’)

-Write a 50-word paragraph about your daily routines

- Prepare lesson 3: listening

lesson on Friday?

S2: (He has English lesson) at 8:55 on Friday

- Look at the pictures - Listen to the T - Do the task

- Describe Quan's activities

- Some ss speak in front of class, the others listen theirs friends and T’ correction

Answer:

At 2:00 o'clock p.m Quan gets up after taking a short nap He studies his lesson at 2:15 p.m He watches TV at 4:30 p.m. Then he goes to the stadium by bycicle at 5:00 p.m There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45. He has dinner with his family at 7:00 p.m. At 8:00 p.m he reviews his lesson/ does his homework

- Practise individually - Present in front of class - Listen to the T’s remark Suggested answer:

I usually get up at 5.15 a.m, I morning exercises at 5.30 At 6.00 I have breakfast and then I cycle/ride to school at 6.30 I have the first lesson at 7.15 a.m At 11.30 I cycle/ ride home At 12.00 I have lunch with my family Then I take a nap until 1.30 p.m I go to extra classes at 1.45 p.m and get home at 4.15p.m I watch TV, listen to music, read books or go out with my friends at 4.50 p.m I have dinner with my family at 7.00 p.m From 8.00 to 10.15 I my homework Then I watch TV until 10.45 p.m I go to bed at 11.00 p.m - Listen and take note

Date: 10/8/2012 Period:

(11)

I Objectives:

- Students understand daily activities of a cyclo driver - Students listen and understand daily activities of Mr Lam - Number the pictures in their correct order

- Tick ( √ ) in box T or F according to the content of the passage II Teaching skils: Listen for gist and for specific information

III Lexical items: Words related to daily activities IV Teaching aids: textbook, cassette, CD

V Procedure:

I Warm-up: (5’)

- Ask students to close the books

- Give jumpled words and ask students to arrange those letters in right orders:

C C L O Y R I E D V

N S S E G E R P A D O F O S A L L T

- Check some students and mark - Give some statements:

He has a cyclo

He drives passenger everyday He usually has meal at a foodstall - Give question: Who is he?

- Lead in the lesson: “If you want to know more details about daily activities of a cyclo driver, we will go to Unit 1- part Listening”

II.Pre- listening: (8’) Activities 1: Ask and answer

- Tell ss to work in pair to ask and answer the following questions:

1 Have you ever travelled by cyclo? When was it?

3 Is it interesting to travel by cyclo?

4 Which you prefer, going by bicycle or cyclo? Give reasons

Activities 2: Pronounce these words

- T can explain these words quickly and asks ss to listen and repeat

+ district (n) smaller than a province + drop (v) leave somebody at a place + pedal (n) đạp xe

+ purchase (n,v) goods/buy s.t III While- listening(20’) Task 1: Matching the pictures

-T asks ss to open their textbook and describe the picture first Then t asks ss to discuss the groups to guess the correct order of pictures

-Play the tape and ask ss to listen twice and check the order of the pictures

- Play the tape the last time and give feedback Task 2: True or False

- T asks ss to read the statements carefully first

- Close the books

- Look at the words and arrange the letters

- Give the answers CYCLO

DRIVER PASSENGER FOOD STALL - Listen to the teacher - Look at the statements

-Answer the question: He is a cyclo driver

- Listen to the teacher

- Work in pair, ask and answer the questions

- Listen and repeat after the T, take note some meaning of new words

- Describe the pictures and discuss the pictures

- Listen to the CD and give their answers - Expected answers:

(12)

- Play the tape again and ask ss to listen and decide whether the statements are true or false - Call on some ss to explain their answers

IV After- listening: (10’)

- T tells ss to work in pairs and ask and answer the questions about Mr Lam’s activities by using the cues below:

Name start work lunch Occupation passengers rest - T goes around the class and offer help if necessary

- Call on some pairs to speak in front of class

V Homework:(2’)

- Ask students to write a story about Mr Lam - Remember them to prepare Part- Writing at home

- Listen to the tape again, choose True/ False

- Give the answers and explain

1.F T F F 5.F F - Listen to the T and ask and answer the questions

- Do the task

- Practise asking and answering about Mr Lam's daily activities in pairs

Eg:

A: What's his name? B: His name's Lam

A: What's his job? / What does he do? B: He's a cyclo driver

A: What time does he start work?

B: He starts work at 6.00 am / At 6.00 a.m

A: Who is his first passenger? B: An old man

A: How many passengers does he usually have in the morning? Who are they? B: He usually has passengers a day They are an old man, a lady and two school pupils

A: What time does he have lunch? B: He has lunch at twelve

A: Does he take a long rest?

B: No, he doesn't He only takes a short rest

COMMENTS:

……… ……… ……… ……… ………

UNIT 1:A DAY IN THE LIFE OF Lesson D - WRITING

I Objectives:

(13)

- Students learn to build up a narrative about a hotel fire II Teaching skills: Writing a narrative about a hotel fire

III.Lexical items: Words related to problems on a flight or a fire IV Teaching aids: textbook, board…

V Procedures:

I Warm -up: (5’)

- Ask students to keep book close

- Ask students some following questions: 1 Have you ever heard a frightening story? 2 When and where did it happen?

3 How did you feel?

- Check and explain them to the class: “There are a lot of accidents in our lives, to understand them we learn part D: Writing”

II.Pre- writing: (10’)

Task 1: Reading the passage, finding the verbs in simple past and connectors - Ask student to read the narrative in task - Explain some new words

- Ask students to look through the passage again and find all the verbs that are used in the past simple and the connectors (time

expression)

- Let them work in groups - Ask ss to give the answers

- Explain to students to use the simple past to rewrite a story

III While- wrting: (20’) Task 2: work in groups

- Ask Ss to work in groups of four, identify the the climax, and the conclusion of the story - Go around and help ss

- Call some ss to give the results

Task 3: Building up a narrative about a hotel fire

- Keep book close

- Listen to the T and answer the questions 1 Yes, I have

2 It happened when I was young - It happened in my neigborhood 3 It made me frightened

- Listen to the teacher and open the books

- Read the narrative

- Ask the teacher some new words, take note - Look through the passage again and find all the verbs that used in the past simple and the connectors

- Work in groups, give the answers Key:

1.Verbs: stared; was; arrived; got; took off; began; thought; were told; seemed; realised; were; screamed; thought; felt; announced; was; were; landed; was;

2 Connectors: at first; then; just then; a few minutes later; one hour later

- Listen to the T

- Listen to the T and the task

- Report their results

+The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic

+ The climax: We thought we had only minutes to live

(14)

- Ask ss to use the prompts to build up a narrative about a hotel fire

- Let students work individually

- Walk round and help students correct their mistake

IV Homework:

- Ask ss to complete their narratives base on the teacher's suggestions and corrections - Prepare language focus

- Listen to the T, the task by using the prompts to build up a narrative about a hotel fire - work individually

Suggested answer:

Last year, I spend my summer holiday at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire

It was Sunday evening and everybody was sitting in the discotheque (which was) on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began coughing and choking

Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life

COMMENTS:

……… ……… ……… ……… ………

UNIT 1:A DAY IN THE LIFE OF Lesson E - LANGUAGE FOCUS 1 I. Objectives:

(15)

- Do Exercise page 20

II. Teaching skills: reading, listening, and writing III. Teaching aids: text book and work book IV. Lexical items: boot, waste, ……

V. Procedures:

Teacher’s activities Students’activities

I Warm-up: categorising - T write on the board the words: Tomorrow, sometimes, never, carefully, beautifully, yesterday, always, a few days ago

- T asks ss to work in group to put the words above under correct heading:

Adv of manner

Adv of frequency

Adverb of time - Ask ss to give the answers - Check the answers

- Asks ss: Where the adverbs appear? what tense?

- T leads in the lesson

II Grammar and vocabulary: 1 The present simple A Presentation:

- T gives the example, asks ss to read and give the structure of it

Ex: They go to school on time every day - T asks ss to translate the example, then T explain the first usage of the simple present + Diễn tả thói quen việc thường xuyên xảy thường có trạng từ:

Cách dùng thường có trạng từ thường xun:

• rarely: • usually: thường thường • sometimes: đơi • seldom: • never: không • always: ln ln • often: thường

• occasionally: • hardly ever: • everyday: hàng ngày

b Các kết cấu với every như: • every week: hàng tuần • every month: hàng tháng

- T continues supplying the rest usages of the simple present:

+ Diễn tả thật hiển nhiên, chân lý Ex: - The Sun rises in the East

3 Diễn tả thật tương đối bền vững Ex: - Your sister speaks English well

- Look at the board - Do the task in group

- Give the answers - Key:

Adv of manner

Adv of frequency

Adverb of time Carefully,

beautifully

Sometimes, always,never

Yesterday, tomorrow, a few days ago

- Look at and give structures if they remember:

S + V1 + O …………

- Translate into Vietnamese, listen to the T and take note

(16)

B Practise:

Exercise 1: page 19: Complete the blanks in the passage

- T asks ss to read the words in the box and give the meanings of them

- T asks ss to scan the passage and help them understand some vocabularies

+ boot: giày ống + rubbish: rác rưởi

- T asks Ss to choose the correct form of the verbs in the box to fill in the gap

- Let them work in pairs - T asks ss to give the answers - T checks and corrects

2 Adverbs of frequency: A Presentation:

- T asks ss to look at the example and find out the adverb and answer the question: what kind of adverb is it belongs to?

Ex: John is often late for school

- T supplies some adverbs of frequency and gives more explanation: always, usually, often, sometimes, occasionally, rarely, never: trạng từ thường xuyên xếp với mức độ thường xuyên giảm dần

+ position: đứng sau “to be” đứng trước động từ thường

- T continues supplying adverb phrases of frequency: every day… , once a week, twice……

+ position: thường đứng đầu cuối câu Exercise 2: page 20 Put the adverbs of frequency in its appropriate place in the sentences

- T instructs ss to know how to put each of those adverbs of frequencyin its appropriate place in the given sentences.T asks them work individually

- T calls some ss to read in front of the class - Give feedback

III.Homework:

- Asks ss to Exercise I, II page 3,4 - Prepare Part E (continue)

- Read and give meaning

- Scan the passage, listen to the T

- Listen to the T

- Work in pairs, the task - Give the answers

- Listen to the T

Key: 1.is – 2.fish – 3.worry – 4.are – 5.catch – 6.am – 7.catch - 8.go – 9.give up – 10.says – 11 realize – 12.am

- Look at the example and give the adverb: often It is belongs to adverbs of frequency - Listen and take note

- Listen to the T’s instruction, work individually, the task

- Give the answers - Listen to the T - Listen and take note Date: 13/8/2012

Period:

UNIT 1: A DAY IN THE LIFE OF……… Lesson E - LANGUAGE FOCUS 2

I. Objectives:

(17)

- Do Exercise page 21

II. Teaching skills: reading, listening, and writing III. Teaching aids: text book and work book

IV. Lexical items: tent, creep, Put out, leap, wind, flow, V.Procedures:

I Warm-up: (5’)

- Ask students to keep book close

- Ask students to rearrange the following sentence: He/ is/the cinema/coming/to?

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation: /I/- /i: /

- Introduce new lesson II.Pronunciation: (10’)

- Ask students to look at their books then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat - Introduce: /I/ - /i:/

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students III Grammar and vocabulary: (28’) *The past simple

A Presentation:

- T writes an example on the board and asks ss look at and give the structure

Ex: We did the forty-five test yesterday

- Asks ss to guess what tense the T want to review today

- T asks ss to give the form if they remember: Positive: S + V2/ed + O……

Negative: S + did + not + V1 + O…

Question: (Wh-word) + did + S + V1 + O………? - T asks ss to tell the meaning of the example give the usages of the simple past and some adverbs used in the simple past

- T gives feedback and supply knowledge and explain them clearly

+ The Simple Past can be used with a duration which starts and stops in the past Duration is a longer action often indicated by expressions such as : for two years, for five minutes, all day, all year, etc

E.g: I live in Brazil for years

+ The Simple Past can also be used to describe a habit which stopped in the past It can have the same meaning as “used to” To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a chid, when I was youger etc

E.g : They never went to school They always skipped

- Keep book close

- Listen to the teacher and rearrange the sentence:

Is he coming to the cinema? - Speak loudly

- Listen to the T - Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practise the sentences

- Listen to the teacher then repeat in chorus then individual

- Look at and give the structure S + V2/ed+ O………

- Guess: the simple past

- Give the form if they remember - Listen and take note

- Give the meaning

(18)

their classes

+ The Simple Past can also be used to describe past facts or generalizations which are no longer true As in USE above , this use of the Simple Past is quite similar to the expression “used to ”

E g : She was shy as a child , but now she is very outgoing

B Practice:

Exercise 3: (page 21): Supply the correct past simple form of the verbs in brackets

- Introduce Exercise to students and explain how to it

- Ask students to it individually - Walk round and help them - Asks ss to give the answer

- Check, correct mistakes , give reasons and mark

C Production:

- Asks ss to open their workbook page and exercise III & IV

- Asks ss to give the answers and explain - Check and correct

IV Homework: (2’)

- Asks ss to learn by heart the knowledge of the simple past

- - Prepare Unit 2: Part A

- exercise 3, work individually - Give the answers

- Listen to the T

Key: 1.was done-2.cooked–3.were 4.smelt–5.told- 6.sang–7.began– 8.felt–9.putout-10.crept–11.slept–

12.woke–13.was– 14.leapt–

15.hurried– 16.found–17.wound– 18.flowed

- Do the exercises

- Give the answers, explain - Listen to the T

- Listen and take note COMMENTS:

……… ……… ……… ……… ………

Date: 14/8/2012 Period: 10

UNIT 2: SCHOOL TALKS Lesson A - READING I. Objectives:

By the end of the lesson,

- Students know how to tell daily avtivities at school - Students know how to introduce themselves

(19)

IV. Teaching aids: Real objects, pictures, English textbook 10, hand-outs V. Lexical items: Words related to school

VI. Procedures:

I. Warm-up: Brainstorming

- T asks ss to work in group to talk about things related to school

- Asks them to give the opinions - Feedback

- T asks: When you meet your friend, which topics you often talk about

II. Pre- Reading: - T asks ss some questions:

a What does “school talks” means? b Do you often tell about your school?

c Which topics you often talk about when you meet your friends?

- T leads in the lesson: “Ok, each of us always pride on our school There are many things about school that we want to say Today, we’ll study a new lesson Unit 2- school talks”

III. While- reading:

- T asks the class read the small talks, to scan the details and the tasks

Task 1 : Fill each blank with one of the words in the box below There are more words than needed - T asks students to study individually

- Walks around the class, offer ideas and comments when students need help

- Give suggesstions

Task 2:Find someone who………

- Ask students to read the small talks again to find the suitable names, work individually

- Walk round the class and comments when students need

- Ask ss to give the answers

Task :Answer the following questions

- Ask students to read all questions to understand the content

- Ask students to read the small talks again to answer the questions

- Ask students to work with a partner

- Walks around the class to help students whenever they need

- Work in group and talk about school - Give the opinions: teachers, students, subjects…………

- Listen to the T

- Answer teacher’s questions

P1 It means the dialogues at school. P2 Yes, I do.

P3 We often talk about our favourite sport, it is football etc

- Listen to the T

- Read the small talks, the tasks

- Work individually to fill in the blanks

1- enjoy; 2- traffic; 3- worry; 4- crowded;

5- language

- Read the small talk again to find the suitable names

- Give answers * Miss Phuong * Phong * Phong * Miss Phuong * Phong * Phong * Phong * Miss Phuong * Mr Ha

- Read all questions to understand the content

- Read the small task again to answer the questions

- Work with partner - Give answers - Key:

1 He studies at Chu Van An High school

(20)

IV. Post- reading:

- T asks ss to work in groups to talk about: What subjects you like best and why? What you like or dislike doing at school? What you worry about at school?

- T has students work in groups and answer the questions

- T walks arround the class, listens to student’s discussions and offer suggestions when necessary - T gives comments

- T asks students to tell the content of the small talks

V. Homework:

- Asks ss to learn by heart new words - Prepare Part B speaking

maths, physics, chemistry and

3 Because it is an international language

4 She says that teaching is hard work, but she enjoys it because he loves working with children

5 Because his son has to ride his bike in narrow and crowded streets to get to school

- Work in groups to talk about the questions

Key:

1 I like English best because it is an important means of international communication

- I like learning Math, Chemistry or Vietnamese Literature because it’s useful, interesting

2 – doing a lot of homework - taking part in social activities - talking with my parents

3 I worry that many students cheat in exams/ live far from school/ difficulty in speaking English

homework

- Do the exercise at home

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 15/8/2012 Period: 11

UNIT 2: SCHOOL TALKS

Help ss to review the vocabularies related to school II. Teaching aids: workbook, handout

III. Teaching skills: Reading skill IV. Procedure:

Content Purpose

(21)

unfinished sentences, best substitutes the underlined part or has the same meaning to the sentence above:

1 You don’t need to worry so much ………….your weight A.About B on C of D with

2 The streets are always crowded ……… people and vehicles

A.On B by C with D out We usually have two ……… in a school year A.Classes C semesters

B Classmates D days-off

4 What ……….are you taking this semester? – I am taking English

A.Semester B sport C subject D major

5 ………language is a common language for people from all over the world to communicate

A.National C Nation B Nationality D International

6 She says teaching is a ……… work but she enjoys it A.Hardly B hard C hardly ever D harder

7 My house is far ………school so I have to go to school by bus

A.In B to C from D by

8 The road in city is wide while the path in countryside is ………

A.Crowded B narrow C deep D corner

9 Her house is far from school but his is ………… the school A.Short B neat C hard D near

10 I often help my mom with ……… A Housework C homework B Exercise D.homesick

11 We get ………….in solving the question It is too difficult A Ready B through C bitten D stuck

12 He ………his bike to school every day A Drive B run C operate D ride

13 How can I ……… to the post office? A Come B get C ride D run

14 We love working ………… groups to fulfill our tasks A With B by C on D in

15 The students ………how to compose music A Learn B solve C manage D try

II Read the following passage and fill in the blanks with the given words

if ask teachers polite stand from rude The relationship between students and (1) ………… is less formal in the USA than in other countries American students not (2) ………… up when their teacher enters the room Students are generally encouraged to (3) ………… questions during class, to stop in the teacher’s office for extra help, and to phone (4) …… they are absent Most teachers allow students to enter the class late or leave early if necessary Despite the lack of formality, students are still expected to be (5) ……… to their teachers and fellow classmates

vocabularies in previous part again and know how to use them in context, review some form of words and prepositions

ANSWER KEY Choose A, B, C or D that best completes each unfinished sentences, best substitutes the underlined part or has the same meaning to the sentence above:

1 A C B C D B C B D 10 A 11 D 12 D 13 B 14 D 15 A

Improve reading skill throughout reading the passage and fill in the blanks with given words

(22)

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 16/8/2012 Period: 12

UNIT 2: SCHOOL TALKS Lesson B - SPEAKING I. Objectives:

By the end of the lesson, Students know how to start and close a conversation Through this unit, students can make conversation with a partner easilyand know how to arrange conversations sensibly

II. Lexical items: Words related to school

III. Teaching skills: Fluency in expressing oppinion and expressions for making a conversation

(23)

Teacher's activities Students' activities I. Warm-up : (5’) Jumpled words

- T asks ss to work in groups and rearrange the jumpled words to make complete sentences

1 Has, nice, to, you, talking, been, it, very Weekend, did, nice, have, a, you? Up, later, catch, you, with

4 School, everything, how, at, is?

- T corrects and asks ss to give the open and end conversation

- T leads in: today we will practice speaking conversation having and starting and closing conversation

II. Pre- speaking: (10’) Task 1: Giving instruction

- T asks ss to give the expressions to open or end a dialogue

- Have ss to work in pairs to put the expressions which are commonly used in making small talks under appropriate heading

Starting a conversation Closing a conversation - Have ss to practice these expressions with his/her partner

- Feedback and give correct answers

III. While- speaking: (15’) Task 2: Rearranging sentences

- T asks ss to work in pairs to rearrange the sentences to make an appropriate conversation - Let them have three minutes, then calls on some pairs to practice the conversation in front of class - Comment on ss’performance and give feedback Task 3: Conversation completion:

- T asks ss to work in pairs: complete the conversation with suitable words, phrases or sentences in the box

- T calls on some pairs to practice the completed conversation in front of the class

IV. Post- speaking: (8’)

- T asks ss to work in groups: make small talks on the following topics, using the starting and closing conversation

- T divides the whole class into groups and each group choose one of the topics and discuss

- Then two representatives will practice their conversation

Weather, last night’s TV programmes, football, plan for next weekend

- Work in group, the task

- Listen to the T

- Gives expressions to open or end a dialogue

- Work in pair, the task Keys:

Starting:

Good morning/ Hi

How’s everything at school? Hello, how are you?

Hello! What are you doing? Closing:

Sorry, I’ve got to go Talk to you later Goodbye, see you later Great I’ll see you tomorrow

- Work in pair to the task - Give the answers

- Listen to the T - Do the task

- Give answers: D- E- B- H- F- C-G - Practise with partners

- Do task - Work in groups - Give answers:

A: What’s the matter with you? B: Awful/ a headache

A: You’d better go home and have a rest - Do task

(24)

V. Homework:

- Ask students to practise all conversations again - Homework: 1,2,3 at the page and (English exercises book)

- Practise the conversation Answer:

A: Hi, Minh How was your trip to Da Lat?

B: Hi, Huy It was wonderful

A: What was the weather like in Da Lat? B: It was cool.

A: Really? I love it, too. * Plans for the next weekend: A: Hello, Nga

B: Hi, Lan.

A: Are you free on Friday? Would you like to go to the cinema next weekend?

B: Thanks But I have a plan to go out with Lan.

A: Oh, bye B: Bye

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 17/8/2012 Period: 13

UNIT 2: SCHOOL TALKS Lesson C - LISTENING I. Objectives:

By the end of the lesson, Ss will be able to listen to some small talks about duty, party and trip

II. Teaching aids: Pictures, cassette player, English textbook 10 III. Teaching skills: Listening for gist and for specific information IV. Lexical items: Words related to school, weather and travelling V. Procedures:

I Warm-up : (4 minutes)

(25)

home or other outdoor activities

1 What you often after the class at school? 2 Have your school got an English club?

3 Do you enjoy speaking English? - Calls ss some ss to read their answers - T introduces the new lesson

II Pre- Listening: (12’) Activity 1: Matching

- T asks ss to work in pairs and match a question in A with a response in B

- T calls on some pairs to read aloud the question and response in front of class

- Feedback and give correct answers Activity 2: Describing pictures:

- T asks ss some questions about the pictures: What you see in the pistures?

2 Who are they?

3 What are they doing?/

4 Can you guess what are they taking about?

- T elicits to ss all the details of the pictures clearly before playing the tape

III.While- listening (20’) Task : Matching

- T asks ss to listen to the conversations and match them with the pictures

- T plays the tape more than once if necessary - T tells ss to listen for main ideas and key words - T calls on some ss to explain their answers to class - Feedback and give correct answers

Task : Answering questions

- T ask ss to listen to the tape again and answer the questions

- T asks ss to read all the questions

- T lets ss listen the tape again and have a pause between conversations to help ss easier while doing the task

- T calls on some ss to read aloud the answers in front class

- T checks and corrects

Task : Conversation completion

- T asks ss to work in pairs and study the conversation

(maybe ss have various answers) Suggested answers:

1 I play sports/ watch TV………

2 Yes, it is/ No, it isn’t Yes, I do/ No, I don’t - Give the answers

- Listen to the T

- Work in pair, the task - Give the answers

* Expected answers: 1-c, 2-e, 3-a, 4-b, 5-d

- Listen to the T and answer the T’s question

- Listen to the T

- Listen to the tape - Give the answers

- Listen to the T’s feedback * Expected answers:

conversation1 – picture b, conversation – picture c, conversation – picture d, conversation – picture a

- Listen to the T

- Read all the questions

- Listen the CD again to find the answers

- Some ss give the answers -Listen to the T

Answer keys :

1 She is talking English

2 She is in Miss Lan Phuong’s class

3 He is at a party

4 He plans to stay in Nhatrang for week.

5 No, she dosen’t she traves alone

(26)

Encourage them to guess the missing words

- T asks Ss to listen to it and complete the conversation by filling in the missing words

- T calls some pairs to give answer and then to practise the conversation

- T comments on Ss’ performance and gives correct answers

IV After- listening (8’)

- T asks ss to work in groups and discuss the problems they have experienced at school

- T suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late,

- T gives ss some suggested questions : What problems have you got at school? What is / are the reasons?

What have you done to solve it / them? Who helps you to solve it?

- T goes round to help Ss - T asks ss to give the answers - T checks and corrects if necessary V.Home work (2’):

- Asks ss to practice again the dialogue in task - Prepare Part D Unit

conversation on page 27 and guess the missing words

- Listen to the CD and complete the conversation

- Give answers and practice - Listen to the T

Answer keys : 1 it here 2 very nice 3 big

4 comfortable 5 travelling 6 no

7 alone 8 for a drink

- Work in groups and discuss - Listen to the T’s instruction

- Use the suggestions to this task

give answers

- Give the answers - Listen to the T -Listen and take note COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 18/8/2012 Period: 14

UNIT 2: SCHOOL TALKS Lesson D - WRITING I. Objectives:

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

- Fill some common forms such as simple application form, library admission form - Use useful language and structures in some certain forms

II. Teaching aids: Poster English textbook 10 III. Lexical items: Words related to application form IV. Teaching skills: Filling in a form

V. Procedures:

(27)

- T supplies for students some kinds of forms and asks ss some questions:

1.What are they?

2.Have you ever filled in a form? When?

3.What sort of imformation you often have to provide when you fill in a form?

II Pre-writing: (13’) Activity 1:Present vocabulary

- T ask ss to look at their books and explains some new words if they don’t know:

+ country of origin: Quê quán + Present address: chỗ + Marital status: tình trạng nhân + Block capital: chữ viết hoa

+ Applicable:thích hợp

- T asks Ss to read the newwords loudly Activity 2: Task 2: Matching

- T asks Ss to Task 2: Match a line in A with a question in B

- Explain what information to make a form: forms not usually ask questions, but they ask for information - T lets students read quickly the column A and B - T asks students to match individually then compare in pairs and gives the answers

- T asks ss to practice asking and answering the questions - Go around, listen to some pairs after that remark

III While-writing (15’)

TASK 3: Doing what Forms ask

- T explains the statement in task 3: forms ask you to certain things It means we use short information but it’s real

- Ask students to read the model of form firstly - Explain some new words:

+ delete (v): unnecessary to use or write out + male: for man

+ female: for woman

- T lets students write on the board or in the papers - Go around and remark

TASK 4: Filling in a form

-T asks Ss to study the form carefully and fill the form using their own information

- Listen to the T and answer the questions

Expected answer: 1.They are forms

2.To apply for a job./ To open accounts

To send or receive money at the post office./ To attend to a club./ To change school, etc

3.Firstname, surname, address, age, occupation, maritalstatus, telephone number, reason

- Look at the book , listen to the T and take note

- Read the new words

- Listen to the T

- Read the statement quickly themselves

- Do the task - Give the answers: 1-D 5-B 2-F 6-C 3-E 7-A 4-G

- Ask and answer

B: What’s your first name? A: My first name is Trong B: What’s your surname? A: My surname is Pham B: ………

- Listen to the T - Read the model

- Listen to the T and take note

- Do the task - Listen to the T

(28)

-T calls two students to fill the form on the blackboard while others doing the task in the textbook

- Let them have minutes and then tell Ss to look at the board and comment on their performance

-Correct the form as the whole class IV Post-writing: (7’)

- Let students work in group to write a form about someone and other groups

- Read and write a short paragragh - Listen and remark

V Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Two ss who are called fill the form on the board

- Look at the board and listen to the T’s comment

- Correct their mistake

- Work in groups and write a form - One student of one group reads aloud a form

- Discuss and correct mistakes themselves

- Listen and copy COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 20/8/2012 Period: 15

UNIT 2: SCHOOL TALKS Lesson E - LANGUAGE FOCUS (1) I Objectives:

By the end of the lesson, students know how to make question with the underlined words II Teaching Skills: grammar

III Method: Intergrated, mainly communicative IV Teaching aids: textbook, handout

V Procedures:

Teacher’s activities Students’activity

I. Warm-up: (5’) - Asks ss some questions: What is your favorite subject? Where you live?

3 When were you born?

- Listen and answer the question individually

(29)

4 How many people are there in your family?

- Leads in the new lesson: Today, we will study how to make questions

II. Grammar: Wh-questions (35’) A Presentation: (15’)

- Gives some examples on the board: How are you?

Where you live?

What you like studying at school? - Gives some instructions:

Form:

Wh-word + Aux Verb + S + V1 + O ….?

+ Wh-word: What (cái gì), Who (ai), When (khhi nào), where ( đâu), why (tại sao), how long (bao lâu), how much/many (bao nhiêu), what time (mấy giờ),………

+ Aux Verb: trợ động từ (do, did, be (is, are, was, were), can, should……….)

- Give more explanation clearly for each tense Wh-word + /does + S + V1……?/

2 Wh-word + did + S + V1 … ? Wh-word + Be + S +…… ?

4 Wh-word + Have/ Has/Had + S + V3/ed…? Wh-word + modal verb + S + V1…?

……… B Practice:

Activity 1: Make questions with underlined words - Give ss handout

-Requires ss to work in pairs to exercise in handout

- Help ss to this exercise: they can depend on their answers (about tenses and meaning) to find the questions

- Calls some pairs to read the questions and answers - Gives suggested answers

HANDOUT:

Make question with the underlined part in the following sentences.

1 My aunt Jennifer is an artist

2 She must be at least thirty-five years old

3 She always appears on the stage as a young girl She will have to take part in a new play soon She had to wear short shocks and a bright, orange-colored dress in a play last year

6 The viewers are looking forward to watching her role

7 He is living in Bac Ninh The Smiths have got three cars

9 The meeting will take place next Tuesday

10 Anna is learning English because she will need it in her job

Activity 2: Ex P.30 textbook: Make question for

- Listen to the T

- Look at the exercise in handout - Listen to the T’s instructions - Give the answers

- Correct their mistakes Expected answer:

1 Who is your aunt Jennifer? How old must she be?

3 Where does she always appear as a young girl?

4 How many dramas has she played in?

5 What will she have to take part play in soon?

6 Who will she be in the play? How are you going to see her in ?

8 When did she have to wear short shocks and a bright , orange- colored dress un a play?

9 How does she always answer if you ask her how old she is?

(30)

the following responses

- Asks ss to work in pairs, the task

- Call on some pairs to read the questions and responses aloud in front of the class

- Feedback and correct III. Homework:

- Asks ss to write the structure again and give an example for each structure

- Asks ss to exercise on textbook

- Work in pair

- some pairs speak out their questions - Some students write on the board and others check and correct mistakes

-Listen to the T and take note

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Date: 21/8/2012 Period: 16

UNIT 2: SCHOOL TALKS Lesson E - LANGUAGE FOCUS (2) I. Objectives:

By the end of the lesson,

- Students know how to spell two syllables // and /a/ in a word or a sentences

- Students learn some information to fill in a form - Using gerund and to-infinitive

II. Teaching Skills: practise doing exercises III. Teaching aids: textbook, workbook IV. Procedure:

I Warm-up: jumbled letter (5’)

- T asks ss to work in group and rearrange the jumbled letter to make a meaningful word

-Work in group of four

(31)

1 bsutcej  subject

2 skat  task

3 imeeaf  female

4 ctarfif  traffic

5 evlo  love

6 tearfh father

II. PRONUNCIATION (10’) Listen and repeat:

Example: love father /^/ /a:/

- T helps Ss to distinguish two sounds - Ask them to listen and repeat

2 Practice:

- Open their textbooks and practise the sentences - Calls on some Ss to pronounce two sounds - Peer correction

II Grammar: (28’) A Presentation:

- Gives ss some examples and asks ss to: Ex: He enjoys (play)……… chess They want (learn)………… English

- Explains some words use V-ng and some verbs use:

+ Ving: avoid, practice, miss, enjoy, mind, suggest, trouble, consider, dislike……

+ To-infinitive:expect, plan, want, decide, demand, hope, threaten, agree, seem………

B Practise:

Exercise 2: P 30 textbook

- Ask Ss to read the letter carefully and fill in each blank with an –ing and to-infinitive form of the verb in brackets

- Tell Ss to compare their answers with a friend - Call on some Ss to read the completed letter

Exercise 3: p 31

- Asks Ss to work in pairs and complete the sentences using an – ing or to – infinitive from of the verbs in the box

- Tell Ss to compare their answers with a friend - Asks ss to give the answers

- Feedback and give correct answers: III Homeworks:

- Asks ss to practise the sounds /^/and /a:/

-Make wh-question -Use the infinitive and gerund

- Do all exercises 1,2,3 page 7,8 in Workbook

with the most correct words will be winner

-Note: distinguish two sounds: /^/

-o:wonderful, son month, some, something

-u:bus,fun,husband, -oo: blood,flood ou:country,couple,youn g, touch, trouble

- oe: does

/a:/ -a: father, -a+r: : farm, far,

alarmstart,st ar,hard - au: laugh,aunt

- Look at the board and listen to the T’s explanation

-Listen and copy

-Read the letter carefully, the task

-Compare with their friends -Read the completed letter Expected answer:

1 to hear going 3 remembering doing 5 worring to pay

7 to go visiting 9 seeing 10 hearing - Work in pairs, the task - Compare with their friends - Give the answers

- listen to the T and correct

1.to go 2.waiting 3.having 4.find 5.living 6.making 7.to call 8.to lend 9.talking 10.to post

(32)

- Prepare Unit 3: READING

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Period: 17 Date: 22/9/2012

UNIT 2: SCHOOL TALKS Lesson E – FURTHER PRACTICE I. Objectives:

By the end of the lesson, ss review the contents of unit II. Teaching Skills:

- Make questions and give response in small talks - Pronunciation: // - /a/

- Grammar:- Gerund and To-infinitive and Wh-questions III. Teaching aids: handout

IV. Lexical items: Words related to SCHOOL TALKS V. Procedure:

I. Warm-up: (4’)

- T asks ss to answer the question:

What have you learnt about grammar and topic: small talks?

(33)

- Lead in the lessong: Today, we practise some exercise to review the lessons in unit

II. Practice (40’)

- Give ss handout and instruct them how to exercises in handout

- Ask ss give the answer

- Check the answers and correct mistakes

 Homeworks: (1’)

- Asks ss to practise the sounds /^/and /a:/

-Make wh-question -Use the infinitive and gerund

- Prepare Unit 3: READING

- Look at hanout and listen the T’s instruction

- Do the exercises - Give the answers

- Listen and correct their mistakes - Listen and take note

HANDOUT:

I Pick out the word that has the italicized letter pronounced // or /n:/

marvelous far kind love cousin

maths hard subject games worry

much headmaster communicate study talk

director company charge complain package

father July discuss language during

money wrote travel party shop

/ ^/ _love, cousin, subject, worry, much, study, company, discuss,money_ / / _far, hard, headmaster, marvellous, charge, father, party

II Complete the sentences with the correct form of the words in the box.

entertain maths nation relax safe

profession enjoy employ attend crowd

1 The police gave him protection for his own safety How many times I have to ask you to pay… attenttion ? The company made hundreds of employees redundant The store was crowded with shoppers

5 The show brought enjoyment to millions of viewers She listens to music for relaxation

7 Cinema is a medium of mass entertainment

8 He can calculate very quickly He has an amazing ability to solve mathematical problems

9 In 1963 he was appointed professor of history

10 Dang Thai Son is a Vietnamese pianist with an international reputation

III Complete this text with the correct answer

Being a student involves (1) taking (take) responsibility for (2) organizing

(organize) your own time,there fore, you need (3) tolearn (learn) about planning your time and workload effectively You can learn to this through practice and through stopping (4) .thinking (think) about what works or doesn't work for you

Try (5) .setting (set) yourself goals and target and give yourself small rewards Don't try (6) to (do) too much at once have regular breaks If you fail (7) tofinish (finish) a piece of work as quickly as you expected, don't feel bad, just be more realistic your planning next time If you find that you avoid even (8) .starting (start) work, stop (9) making (make) excuses and start today! You will! feel much better once you IV Put a circle round the letter of the correct word(s) to use in each blank.

you want? ~ A box of chocolates

a What b Which c Who d How

2 is this building? ~ It's about two hundred years old

(34)

3 money you earn? ~About £250 a week

a How much b What c How many d Which

4 bag are you carrying? ~ Judy's

a Which b What c who’s d Whose

4 first stepped on the moon? ~Neil Amstrong, wasn't it?

a Whose b Who c Where d When

6 .is your new school? ~ It's very big and friendly

a What b How c Where d Which

7 .is it to tile post office? ~ About two hundred meters

a How far b How long c How often d How much

8 is your national flag? Red and yellow

a What b Which of color c What color d Which .do you take a holiday? ~ Once a year

a When b How long c What time d How often

10 .is Greg like'? ~ He's tall and thin with brown hair

a What b How c Who d Whom

11 did the Second World War end? ~ in 1945

a Where b When c What time d How long

12 .is a half of football? ~ forty-five minutes

a What time b How often c How long d When 12 of holiday are you interested in?"~ package holiday

a Which b What c Which kind d What kind

13 hand you write with? ~ My right hand

a Which b What c Whose d What sort of

14 did the package come from? ~ London

a When b Where c Which d Who

COMMENTS:

……… ……… ……… ……… ……… ……… ………

Period: 18, 19 Date: 24/9/2012

UNIT 3: PEOPLE’S BACKGROUND Lesson A - READING

I Objectives:

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

- improve reading skill through Matching and True or False exercises

- improve background knowledge about famous scientists especially about Marie Curie

II Lexical items: Words to describe people’s back ground: name(s), age, place/date of birth, education, job, interest

III.Teachingskills: Reading for general or specific information

IV Teaching aids: Some photos of famous people and some information about them V Procedure:

I. Warm-up: (5’)

- Give some famous persons’ names in the column A and their job in the column B on the board

- Let students match the people with their jobs

A B

Lam Truong scientist

- Look at the board

(35)

Marie Curie Miss Hanh Nam Cao Cong Vinh

writer singers

football player teacher

- Check and introduce the new lesson: Marie Curie II. Before-reading: (15’)

- Ask some questions about some famous people and Marie Curie:

1 Can you name and tell some scientists and their specializations?

2 Have you ever heard of Marie Curie? What you know about her?

- Gives feedback and leads in the lesson

- Leads in the lesson: Marie Curie is the world famous scientist She made great contributions to the world's science Today, we will learn about her life and her research Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

Vocabulary pre-teach

- Elicits the meaning of the words

 general education (n): comprehensive study of all

subjects and skills (explanation)

 brilliant (a): clever, quick at learning

(explanation)

 mature (a): fully-grown/developed in character

and power (translation)

 harbour the dream of: foster/keep in mind the

dream of doing st (explanation)

 flying colours: (leave university) with excellent

grade (explanation)

 PhD: Doctor of Philosophy

 tragic death: die painfully, tragically

 to be awarded: to be presented with (explanation)  atomic weight of radium: (translation)

 humanitarian wish: (translation)

III. While you read : Task – Matching (10’)

- Asks ss to read the passage individually and match the words or phrases in A with their meanings in B

- Calls on some ss to read and explain their answers aloud in front of the class

- Feedback and give correct answers:

1 c e 3.a d

5 b

Task - True or False: (15’)

- Asks ss read the passage more carefully and decide whether the statements are true (T) or false (F) Correct the false information

- Asks ss to highlight or underline the information: in the passage that helps Ss find the correct answers

- Asks ss to give the answers and explain

- Listens to ss and give feedback and give correct answers

- Listen to the T

- Answer the questions if they know

- Listen to the T

 Giáo dục phổ thông  Thông minh , sáng  Trưởng thành

 nuôi ước mơ trở thành  Tốp nghiệp ĐH loại ưu  Tiến sĩ

 Cái chết đau khổ  Được trao

 Trọng lượng nguyên tử  Mong muốn nhân đạo

- Read the passage individually and match the words or phrases in A with their meanings in B

- Read and explain - Listen to the T

- Read the passage to the task - Underline the information when choose the answers

- Give the answers and explain

- Listen to the T and correct their mistakes

(36)

Task 3: Answering questions (15’)

-Asks ss to read the questions in their textbook quickly to understand the meaning

- Asks ss to work in pair to answer the questions - Asks ss to compare their answers with other pairs

- Asks ss to give the answers

Task 4: (15’)

- Asks ss to read the passage again to find the events for each of the following years

Years Events

1867 1891 1895 1903 1914

Marie’s birthday studied at Sorbonne got married

received doctor of Philosophy founded the radium Institute - Ask ss to give the answers

- Checks and give feedback IV. Post- reading: (10’)

-Asks students to close their books and practice telling something about Marie Curie

- Lets students reread the passage quickly to find evidence from the passage to prove each of them a strong-willed

b ambitious c hard-working d intelligent e humane

- Ask ss to give the answer - Listen and give feedback

V. Homework: (3’)

- Ask ss to study the vocabularies and prepare part B Speaking

- Work in pair to find information to answer the questions

- Compare the answers with other pairs - Give the answers

- Listen to the T and correct their mistakes

Expected answer:

1 Marie Curie was born in Warsaw on November 7th, 1867.

2 She was a brilliant and mature student.

3 She worked as a private tubor to save money for a study tour abroad. 4 She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium.

5 No, it wasn’t Her real joy was “ easing human suffering”

- Read the passage again to give the answers

- Work in groups to tell about Marie Curie

- Listen to the T and the task

a strong willed: harboured the dream of a scientific career, impossible for a woman at that time

b Ambitious: kept moving up in her career

c hard-working: difficult living conditions-work hard

d Intelligent: Nobel Prize

e Humane: easing humane suffering - give the answer

- listen to the T - Listen

(37)

……… ……… ……… ……… ……… ……… ………

Period: 20 Date: 1/9/2012

UNIT 3: PEOPLE’S BACKGROUND

FURTHER PRACTICE: VOCABULARY AND READING I Objectives:

Helps ss to review the vocabularies in Reading lesson related to people’s background II.Teaching skill: reading skill

III.Teaching aid: handout IV Procedures:

I/ Choose the best answer :

1 She received a _ after a two-year course

A diploma B book C champion D writer

2 Marie Curie realized her humanitarian dream with the _ of the Radium Institute

A finding B founding C B & D D establishment After the death of her husband , Marie Curie took up his position at the Sorbornne

A tragic B tragedy C tragical D tragically Marie Curie was awarded the Nobel Prize in chemistry for determining the _ weight of radium

Review the vocabularies: champion, establishment tragical, atomic, seriously, scientific, education, determine, ease, take up… throughout the exercise: read the context and choose the best answer answer keys:

(38)

A.different B atomic C.romantic D free He was injured in the accident last night

A bad B serious C seriously D good

6 When I was young , I received some training from my father

A science B scientific C scientist D scientifically Nowadays , more and more young people want to have a university _

A educate B education C educator D educational The purpose of the test is to _ the weight of the chemical element

A ease B interrupt C determine D receive In the 19th century , it was _ for a woman to become a doctor

A unable B impossible C couldn’t D incapable

10 He took _ the position that his father had obtained at the college

A on B to C up D in

II/ Read the passage and choose the best answer for each question

Marie Curie, the Polish-born chemist, was a courageous and determined woman She was born on November 7th, 1867 She left her home for Paris to pursue her interest in science Living in poverty, she still managed to graduate at the top of the class She met Pierre Curie shortly after graduation and married him a year later

Together, Pierre and Marie formed the most famous husband-and-wife partnership in science history They discovered the radioactive elements, Polonium and Radium They were awarded the Nobel Prize for Physics in 1903

1 The word “ determined ” in line means most nearly A resolute B found out C brave D honest What did Marie Curie go to France for?

A To find a job B To earn her living C To study D To take up a new hobby

3 How was Marie Curie when she first lived in Paris?

A bored B poor C rich D lively

4 How old was Marie Curie when she won the first Nobel Prize? A 30 years old B 36 years old C 44 years old D 67 years old

5 Polonium is a

A country B science history C prize D radioactive elements

3. C 4. B 5. C 6. B 7. B 8. C 9. B 10.C

Improve reading skill throughout extensive reading: multiple-choice questions

1 A C B B D

COMMENTS:

(39)

UNIT 3: PEOPLE’S BACKGROUND Lesson B - SPEAKING

I Objectives:

By the end of the lesson, Ss will be able to talk about their own background and know how to ask for other people’s background

II Lexical items: Words to speak about people’s back ground III Teachingskills: speaking skills through expressing opinions

IV Teaching aids: Photos of some famous persons or some real information about someone to speak

V Procedures:

I. Warm-up: Completing the full sentences:

- Ask students to close the book

- Give some words and let students complete the full sentences in pairs:

1 Marie Curie/ born/ 7th/ November/ Warsaw/ 1867

2 Marie Curie/ harbor/ dream/ scientific career/ impossible/ woman/ time

- Close the books

- Work in pairs and write the full sentences

1 Marie Curie was born in Warsaw on November 7the 1867

(40)

- Ask ss to give the answer

- Listen to the T and give feedback II. Pre-speaking:

Task 1: Discussion

- Ask ss to look at task in text book , read and decide which of the items below to tell about somebody’s background

+ family + hobbies + education + dislikes + appearances + experience

- And get them discuss what questions they can ask when they want to know about somebody’s background

- Ask ss to give the opinions what they have discussed

- Listen and give feedback

III. While- speaking:

Activity 1: look at the picture and answer the questions

- Let students open the books and observe the picture and describe what they are doing

1 What are they doing? 2 Where are they?

3 How you know they are conducting an interview?

- What are three students holding in their hands? - Ask students to read some words given and then let them choose which words used for someone’s back ground

- Listen and correct

Activity 2: (Task 2): interviewing a classmate - Ask students to look at the pictures again

- Let students imagine they are journalists and interview each other in groups and pairs

- Ask one group to the task as a model

- Go around listening to some groups and help them if needed

- Let some groups play in role as journalists and other answer the questions

- ss speak out the sentence they’ve done - Look at textbook, and decide the items about somebody’s background

- Give the answers - Discuss

Questions:

1 What is your job? How old are you?

3 What you like doing in his free time?

4 Can you tell me about your parents? ………

- Look at the picture and answer the questions

1 They are interviewing 2.They’re in the classroom

3 One speaks and one writes down in the notebook

- They’re holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education

- Observe the picture

- Work in groups with some cues given below

(Greeting, date of birth, home, parents…) A: Hi! When were you born?

B: I was born on……… A: Where you live? B: I live in

- Other groups go on practising speaking - Practise interviewing as a dialogue A: Hello! I’m

B: Hello! I’m Nice to meet you A: Could you tell me something about yourself and your parents?

(41)

- Ask some pairs to stand in front of the class and practise speaking

IV. Post-reading:

Task 3: Talking about the classmates

- Ask ss to tell about the person they have learnt about the interview in groups

- Ask some ss to speak in front of class - Listen and give feedback

V. Homework:

- Let students write about someone they admire or look forward to meeting

- Others listen and write down some information they get

- Work in group to the task

- Some ss called speak in front of class

- Listen and write down in their notebooks

COMMENTS:

……… ……… ……… ……… ……… ……… ………

UNIT 3: PEOPLE’S BACKGROUND Lesson C - LISTENING

I Objectives:

By the end of the lesson, Ss will be able to listen to a dialogue within 150-170 words for general or specific information

II.Lexical items: Words related to people’s back ground

III Teachingskills: Listening for general or specific information

IV Teaching aids: Some pictures of persons or some real information about them V Procedures:

I Warm-up: (4’)

- Give some photos of famous persons in Viet Nam and in the world

1 Who are these in the photo? 2 Which fields are they famous for? - Ask ss to give the answers

- Listen and give feedback II Pre-listening: (10’)

- Let students open the books and ask who is in the

- Look at the pictures and answer the questions

(42)

picture

1 What’s her name?

2 Where does she come from?

3 How many times Olympic Champions did she win?

4 Which sports does she play?

- Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years

- Let students read some words they’ll listen then - Listen and check

III While-listening: (20') Task 1: True/False

- Let students read some sentences given and explain some new words if necessary

- Read or let students listen first

Have you got anything from the conversation between Bob and Sally?

- Let students listen the second time

- Let students listen the third time and let them choose and decide whether the statements are True or False

- Ask ss to give the answers and explain

- Give more information so that Ss understand clearly

1 T (born 1980- joined when she was 15) T (father, mother, brothers)

3 F (not much free time)

4 T (like different sports reading) F (be a sports teacher)

Task 2: Fill in the blanks

- Before listening, let students read quickly some sentences they’ll listen and guess some missing words that will be in the conversation

- Let students listen three times to fill in the blanks - Let them work in groups to speak out the answers - Listen ss’ answers and correct their listening

IV Post-reading: (10’)

- Ask students to work in pairs to ask and answer the questions about Sally

1 She’s Nellie Kim 2 She comes from Russia

3 She won five-time Olympic Champion 4 She is Olympic gymnast

- Listen to the teacher and answer the questions

P1: Can you name any Olympic Champions?

P2: What would you like to know about these people?

- Read in chorus

- Some students read themselves: + love story

+ sport teacher + romantic

+ teacher’s diploma

- Read silently the sentences given before listening

- Listen the first time - No, we haven’t

- Listen the second time and begin doing the task

- Listen the third time and work in groups to decide which are T or F

- Give the answers and explain - Listen to the T and correct

- Read some sentences quickly and guess - Listen and the task

- Speak out their listening in groups - Listen to the T

Keys:

1 a general education lives, family

3 different, swimming love stories

5 teacher’s diploma

- Work in pairs to ask and answer the questions about Sally

(43)

1 When was Sally born?

2 Where did she get a general education? 3 What does she like to in her free time? 4 What does she want to be in the future?

- Go around and listen to each pair and correct mistakes if they’ve done

V Homework: (2’)

- Ask students to write a short passage about Sally or a person they like

2 She got a general education at local schools

3 She likes different sports and likes to sit at home and reading.

4 She wants to be a sport teacher - Listen and take note

COMMENTS:

……… ……… ……… ……… ……… ……… ………

UNIT 3: PEOPLE’S BACKGROUND Lesson D - WRITING

I Objectives:

By the end of the lesson, students should know how to write about people’s background II Lexical items: Words used in writing about people’s background

III Teaching skills: Writing about people’s background IV Teaching aids: Some cues, information of someone V.Procedures:

I Warm-up: Filling in the missing information (4’)

- Ask students to close the books

- Write on the board with some words in the column A and B, ask ss to work in pair and match A with B

A B

- Close the books

(44)

1 Name Date of birth Place of birth 4.School attended Exam passed Previous jobs Interests

a Boston

b Kensington High School c English, French, Maths d tourist guide

e David Brown j 12/11/1969

g Music and dancing - Ask ss to give the answers on the board

- Check the answers and ask ss where these information are listed: Somebody’s background II Pre-writing: (10’)

Task 1: how to write somebody’s background - Explain the elements of a C.V by asking ss to read Mr Brown’s C.V

C.V: curriculum vitae – a form with details about somebody’s past education and jobs C.V normally consists of following items: Personal information/data:

Education: Previous jobs: Interests:

- Ask ss to work independently and write a paragraph about Mr Brown, using the cues below

Be born like go to…… school From……to pass exams in travel agency

Work as

- Have ss compare their writing with a friend III While-writing: (15’)

Task 2: writing

- Ask ss to work in pairs and ask the partner for the information about his/her parents and complete the form

- Go around the class and provide help by giving suggested questions

+ Education: which school did you go to? When?

+ Exams: which exams did you pass? When? + Hobby: What’s your hobby? What you in your free time?

+ sports: Do you like to play sports? What sports you like playing?

+ jobs: What did you work? When?

- Calls two ss to go to the board and write their writing

- Check and give correction

- Some students matching on the board - Listen to the T

Key:

1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g -Listen to the T and take note

- Write a paragraph

Mr Brown was born on 12th November, 1969 in Boston He went to Kensington High School and passed exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 And from

1999 to 2002, he worked as a hotel telephonist. He likes music and dancing.

-Work in pairs to complete the information in a form

-Listen to the T and take note

-Go to the board and write them

Name Mr/Ms

Date of birth Place of birth Education: School attended Exams passed:

(45)

IV Post-writing: (15’)

- Ask ss to write a paragraph about your partner’s parents

- Ask him/her to read the paragraph and check whether the information is correct

V Homework: (2’)

- Ask ss to write a paragraph and a C.V about someone and prepare Unit Language Focus

-Give your friend the exact information and correct their writing

-Listen and take note

COMMENTS:

……… ……… ……… ……… ……… ……… ………

UNIT 3: PEOPLE’S BACKGROUND Lesson E - LANGUAGE FOCUS 1 I. Objectives:

After the lesson, ss will be able to pronounce the sounds /e/ and /æ/ and use the past perfect tense correctly

II. Teaching skills: fluency in pronouncing /e/ and /æ/ and use of past perfect III. Lexical items: Some words related to /e/ and /æ/;

IV. Teaching aids: textbook, handout V. Procedures:

(46)

I Warm-up: (5')

- Give some words and ask students to make full sentences

1 Marry/ her bag/ left/ school/ at/ yesterday Mrs Black/ has/ from/ a/ message/ Jen - Let students read aloud the sentences

- Lead in the new lesson: two syllables /e/ and /æ/ II Pronunciation: (10’)

A Presentation:

- Demonstrates the sounds /e/ and / e / by

pronouncing them clearly and slowly Instructs the way to pronounce:

/e/:first pronounce the sound /I/ then open your mouth a little more

/e/: is a short sound

/ e / : first pronounce the sound / e / then open

your mouth a little more

- Asks Ss to pronounce and repeat the sounds several times

- Makes sure Ss are aware of the difference between the two sounds

B Practice:

- Plays the tape and asks them to repeat

- Calls on some Ss to repeat the sounds clearly to class

- Asks Ss to work in pairs and practice the sentences Introduces peer correction III Grammar: (30’)

A Presentation: (10’)

- Give an example on the board: one action happened before and one action happened after, both in the past

Ex: When Sarah arrived at the party last night, Paul had gone home

- Ask students to read the example and determine which verbs in the example

- T asks ss: arrived  what tense? And how about

“had gone”?

- Give explanation: It is the past perfect tense: + Form: S+ had + V3/ed+ O

+ Use:

to talk about a past situation or activity that took place before another past situation or activity, or before a particular time in the past

Ex: As Mary shook Mr John’s hand, she realized she had seen him before

- Let ss practice doing exercises B Practice: (20’)

Exercise 1: p.39

- Ask students to exercise individually: use the verbs in brackets in the past perfect

- Have Ss compare their answers with a friend - Call on some Ss to read aloud their answers in front of the class

- Do the exercises

1 Marry left her bag at school yesterday Mrs Black has a message from Jen - Read these sentences

- Distinguish the difference between the word :

Men – man

- Listen and repeat

- Repeat the sounds several times - Listen and repeat

- Work in pairs and practice the sentences

- Observe the T

- Read the example and give the answer: arrived and had gone

- Answer: simple past, give the answer if they know

- Listen to the T and the exercise - Compare with friend

(47)

Exercise 2:

- Give ss handouts

- Ask ss to exercise individually: use the verbs in brackets in Past simple or Past Perfect

- Have ss compare their answers with a friend - Call on some ss to read aloud their answers in front of the class

- Feedback and give correct answers Handout:

1 She ( finish ) _ her work by o’clock yesterday

2 What ( you/ do) yesterday? (You /watch) TV last night?

4 She (be) _ born in 1980

5 They (pay) _ a visit to us last summer

6 He (start) learning English when he (be) _a child

7 She (spend) _ five days painting her house two weeks ago

8 Up to then , I ( never / see ) such a big fire

9 I (be) tired because I (work) all day yesterday 10 I (see) her before

11 Mr Green has taught English in this school since he (graduate) _ from the university in 1986

12 They (go) _ home after they (finish) their work

13 She said that she (already, see) _ Dr Rice 14 When we (come) to the stadium, the match (already, begin) _

15 They (tell) _ me they (not, eat) such kind of food before

16 After he (go) _, we (sit) _down and (rest)

17 After taking a bath, he (go) to bed

18 It was the first time I (ever, see) such a beautiful girl

19 Before Alice (go) _ to sleep, she (call) her family

20 He (teach) in this school before he (leave) for England

21 He (thank ) me for what I ( ) _

22 By the time I met you I ( work ) in that company for five years

23 When I (open ) _ the cupboard door , a pile of books ( fall ) out

 Homeworks:

- Learn the lesson and prepare Ex &

- Listen to the T and correct their mistakes Answer key:

1 had broken had done had meet

4 hadn’t turned off had seen

6 had been had left had moved hadn’t seen 10 had broken in

- Listen to the T and exercise - Compare with friend

- Give the answers

- Listen to the T and correct their mistakes Answer key:

1 had finished did you watched was born paid

6 started – was spent

8 have never seen was – had worked 10 saw

11 graduated

12 went – had finished 13 had already seen

14 came – had already begun 15 told – hadn’t eaten

16 had gone – sat 17 went

18 had ever seen 19 went – had called 20 had taught – left 21 thanked – had done 22 had worked

(48)

- Listen and take note COMMENTS:

……… ……… ……… ……… ……… ……… ………

UNIT 3: PEOPLE’S BACKGROUND Lesson E - LANGUAGE FOCUS 2 I. Objectives:

After the lesson, ss will be able to use the past perfect vs the past simple correctly II. Teaching skills: practise using of past perfect vs the past simple

III. Teaching aids: textbook, handout IV. Procedures:

(49)

I Warm-up: Table completion (5')

- Ask ss to work in groups and give each group a table containing 10 verbs

- Tell ss to complete the table following the instruction:

Verb infinitive Past form Past participle take

met

left come

broke

been did

see

heard

gone II Grammar: (40’)

A Presentation: (10’) - Give examples:

When the President arrived, the plane took off When the President arrived, the plane had taken off - Ask ss give the ideas about tenses of these sentences - T explains the comparison here

+ Past simple: hai hành động xảy

+ Past perfect: hành động xảy trước hành động khác hai câu hành động không theo thứ tự trước sau

B.Practice: (30’)

Exercise 2: p 40: Put the verbs in brackets in the past simple or the past perfect

- Tell ss to the exercise carefully and then compare the answers with a friend

- Feedback and give correct answer

Exercise 3: p 40: Correcting mistakes

- T asks ss to read the story carefully and ask them answer some questions about the sory ta make sure ss have generall understanding

+ What is the story about? + Who are in the story?

- Have ss work in pairs and find five mistakes in the use of tenses in the story

- Ask ss to join another pair to work in group and compare and discuss the answers

- Call on some ss to explain their answers in front of

- Work in groups

- The group which completes the table first and has more correct verbs will be winner

- Look at the examples - Give the ideas

- Listen to the T and take note

- Listen to the T and the exercise individually, then conpare the answers with a friend

- Give the answers

- Listen to the T and correct their mistakes Answer key:

1 had just finished/came had seldom travelled/went went/ had already taken Did you manage/ had he gone had just gone/ phoned/ has been - Read the story and answer the questions

- Listen to the T and exercise in pairs - Compare with another pairs

(50)

the class

C. Product:

- Ask ss to complete these sentences:

1 He had already known her before ……… When he came back, ………

3 No sooner had I started mowing the lawn ………

4 I didn’t know what ……… He thanked me for what I ……… - Call on some ss to giev the answers on the board - Feedback and give suggestions

1 they worked in this company everyone had gone out than it started raining had happened

5 had helped her to finish the report

 Homeworks:

- Learn the lessons

- Learn the lesson and prepare Test Yourself A

- Listen to the T and correct their mistakes Answer key:

Sentence 1: had climbed →climbed Sentence 3: had turned → turned Sentence 5: had called → called Sentence 7: had heard → heard Sentence 9: went → had already gone - Listen to the T and the task individually

- Give the answers

- Listen and correct their mistakes

- Listen to the T and take note COMMENTS:

……… ……… ……… ……… ……… ……… ………

TEST YOURSELF A I. Objectives:

After this lesson, students will be able to: - Review unit 1-

- Improve their knowledge through the test yourself II. Teaching skills: reading, speaking, listening, writing skill III. Teaching aids: Textbook, board

(51)

Teacher’s activities Students’ activities I Listening(2.5 points) (10’)

- Present the task: Listen and complete the table below

- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice

- Let students fill in the blanks with the words they have just heard

- Go round the class to control the work

- Then read the passage the last time for students to check their results

- Correct mistakes Keys:

1 15th January 1929

2 In 1951 for years he met

5 they got married a minister at a

7 the black freedom movement heard his speech at the In 1964

10 4th April 1968

II Reading (2.5 points) (10’)

- Present the task: Read the passgae and choose one appropriate phrase in the box for each blank There are more phrases than needed

- Get students to work in groups, discuss about the passage

- Go round the class to control the discussion - State the best option

1 F: took a degree in Economics C: worked hard

3 A: the chairman of Fairfield Education Committee

4 D: for two years

5 B: for the best essay on education III Grammar(2.5 points) (8’)

- Present the task: Use the correct form of the verbs in brackets to complete the letter of application below

- Get students to discuss the letter in groups or in pairs

- Go round the class to control the set’s activities - State the keys

1 To apply am attended passed

- Look at the book and listen to the task - understand the task

- Listen to the teacher’s reading carefully - Fill in the blanks with the words they’ve just heard

- Correct mistakes

- 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, and then with the keys

- Work in groups to complete the letter - Compare the results with the other groups

(52)

5 got can reading know am able 10 hearing IV Writing (15’)

- Present the task: Sally Green writes Phong a letter Read the letter carefully and then in Phong’s name, write her a reply

- Ask students to read the letter carefully

- In Phong’s name, get students to write Sally Green a reply

- Go round the class to control the students’ activities

- Correct mistakes V Homework (2’) - Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

- Read the letter carefully

- In groups or in pairs, write her a letter - Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

COMMENTS:

……… ……… ……… ……… ……… ………

Period: 27 Date: 12/9/2012

ONE PERIOD TEST (1st – Semester 1)

I Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions

1 A realize B pea C cheese D asleep

2 A compulsory B suffer C culture D furious

II Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

3 A background B career C secondary D private

(53)

III Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

5 We must send ………….aid to the refugees

A human B humanism C humane D humanitarian

6.………films should be made for school

A Educational B Educating C Educated D Educate

7 I usually go out for dinner with my friends……….Saturday

A at B in C on D for

8 We chat about our work

A learn B talk in a friendly way C D work

9 The person who gives students interesting lectures is a ………… in university

A teacher B writer C farmer D professor

10 Marie Curie was … … the Nobel Prize in chemistry for determining the atomic weight of radium

A won B awarded C dedicated D devoted

11 Minh: “Hi, Mai”

Mai: “……… ” A Great I’ll see you tomorrow B Hello What are you doing?” C Catch you later

D Sorry, I’ve got to go Talk to you later 12 Ann: “What degree you have, Peter?” Peter: “……… ”

A Doctor of Philosophy in History B I like history and literature

C I was born in 1996

D I has a Civic Education lesson 13 Tom: It’s a lovely day Shall we go for a walk?

Jenny: ………

A Yes, OK B Of course not C Don’t mention it D Thank you 14 Mary: “What subjects are you taking this semester?”

Daisy: “……… ” A I really like it

B Sure C.D Physics and ChemistryFor a month

15 Mr Lam goes to work on foot once a week It means he …… …… walks to work

A often B never C sometimes D usually

16 The sun ……… in the West

A set B sets C setting D is set

17 He ……… his friends some days ago

A meet B meets C met D had met

18 “……… you get to school?” “By bike.”

A What B How C How often D How far

IV Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

19 We always expect get as many good marks at school as possible A B C D

20 How many students were there in your class now? A B C D

V Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions

(54)

autobiography in 1956 and also published his collections of poetry then A man of many talents, Hughes is one of the most accomplished writers in American literature history

21 Langston Hughes was _ years old when he went to Mexico

A.18 B 16 C 14 D 20

22 Where did he win the Writer Byrne Prize for undergraduate poetry?

A Russia B Spain C Columbia University D Lincoln University 23 When were his collections of poetry published?

A in 1956 B in 1958 C in 1960 D in 1928 24 Which of the following statements is NOT true?

A Hughes used to travel by ship to many ports around the world B Hughes had lived in Mexico for a year before he left for New York C "The Big Sea" is one of Langston Hughes' best novels

D Hughes attended Columbia University in New York at fourteen

VI Read the following passage and fill in the blanks with the given words

friendship subjects to teachers what know many

English is a very useful language If we _(25) English, we can go to any countries we like

We will not find it hard to make people understand _(26) we want to say English also helps us to learn all kinds of (27) _ Hundreds of books are written in English every day in (28) _ countries English has also helped us to spread ideas and knowledge _(29) all corners of the world Therefore, the English language has helped to spread better understanding and _(30) _ among countries of the world

VII WRITING

Write the sentence, using the cues 31 He/want/go/home/yesterday

………

 Rewrite the following sentence with the meaning unchanged: 32 Could you turn the radio down, please?

Would you mind ………?

 Give the correct form f the verbs in brackets

33 He ……… (die) after he ……… (be) ill a long time Make question

34 She goes to bed at 9.pm

………

Arrange the order of the words/phrases to make a meaningful sentence 35 often/ tennis / play /in the morning/ my father

………

THE END Answer sheet:

25 ……… 26 ……… 27 ……… 28……… 29……… 30 ……… 17 18 19 20 21 22 23 24

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

A

B C D

(55)

Period: 29 Date: 3/10/2011

ONE PERIOD TEST (1st – Semester 1)

I Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions

1 A realize B pea C cheese D asleep

2 A compulsory B suffer C culture D furious

II Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

3 A background B career C secondary D private

4 A ambitious B intelligent C brilliant D mature

III Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

5 We must send ………….aid to the refugees

A human B humanism C humane D humanitarian

6.………films should be made for school

A Educational B Educating C Educated D Educate

7 I usually go out for dinner with my friends……….Saturday

A at B in C on D for

8 We chat about our work

A learn B talk in a friendly way C D work

9 The person who gives students interesting lectures is a ………… in university A teacher B writer C farmer D professor

10 Marie Curie was … … the Nobel Prize in chemistry for determining the atomic weight of radium

A won B awarded C dedicated D devoted 11 Minh: “Hi, Mai”

Mai: “ .”

A Great I’ll see you tomorrow”

B B Sorry, I’ve got to go Talk to you later” C Hello What are you doing?”

D Catch you later

12 Ann: “What degree you have, Peter?” Peter: “ .”

A Doctor of Philosophy in History B I like history and literature C I was born in 1996

D I has a Civic Education lesson

13 Tom: It’s a lovely day Shall we go for a walk? Jenny: ………

A Yes, OK B Of course not C Don’t mention it D Thank you 14 Mary: “What subjects are you taking this semester?”

Daisy: “ ” A I really like it

B Sure

C Physics and Chemistry D For a month

15 Mr Lam goes to work on foot once a week It means he …… …… walks to work A often B never C sometimes D usually

(56)

A set B sets C setting D is set 17 He ……… his friends some days ago

A meet B meets C met D had met

18 “……… you get to school?” “By bike.”

A What B How C How often D How far

IV Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction

19 We always expect get as many good marks at school as possible A B C D

20 How many students were there in your class today? A B C D

V Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions

Langston Hughes was one of the greatest American writers of the twentieth century He was born in

Joplin, Missouri, and moved to Cleveland at the age of fourteen Four years later he went to Mexico and

spent one year there before attending Columbia University in New York For a few years after that he

roamed the world as a seaman, visiting ports around the world and writing some poetry He returned to the United States and attended Lincoln University, where he won the Writer Byrne Prize for undergraduate poetry After graduating in 1928, he traveled to Spain and to Russia His best novels include “Not Without Laughter” and “The Big Sea” He wrote an autobiography in 1956 and also published his collections of poetry then

A man of many talents, Hughes is one of the most accomplished writers in American literature history

21 Langston Hughes was _ years old when he went to Mexico

A.18 B 16 C 14 D 20

22 Where did he win the Writer Byrne Prize for undergraduate poetry?

A Russia B Spain C Columbia University D Lincoln University 23 When were his collections of poetry published?

A in 1956 B in 1958 C in 1960 D in 1928 24 Which of the following statements is NOT true?

A) Hughes used to travel by ship to many ports around the world B) Hughes had lived in Mexico for a year before he left for New York C) "The Big Sea" is one of Langston Hughes' best novels

D) Hughes attended Columbia University in New York at fourteen

VI Read the following passage and fill in the blanks with the given words

friendship subjects to teachers what know many

English is a very useful language If we _(25) English, we can go to any countries we like

We will not find it hard to make people understand _(26) we want to say English also helps us

to learn all kinds of (27) _ Hundreds of books are written in English every day in (28) _

countries English has also helped us to spread ideas and knowledge _(29) all corners of the

world Therefore, the English language has helped to spread better understanding and _(30) _ among countries of the world

VII WRITING

 Write the sentence, using the cues 31 He/want/go/home/yesterday

(57)

 Rewrite the following sentences with the meaning unchanged: 32 Could you turn the radio down, please?

èWould you mind ………?  Give the correct form f the verbs in brackets

33 He ……… (die) after he ……… (be) ill a long time  Make question

34 She goes to bed at 9.pm

è………

 Arrange the order of the words/phrases to make a meaningful sentence 35 often/ tennis / play /in the morning/ my father

è………

Key:

25.Know 26.what 27.subjects

28 many 29 to 30.friendship 31 he wanted to go home yesterday

32 would you mind turning the radio down? 33 died/ had been

34 What time does she go to bed?

35 My father often plays tennis in the morning

Period: 29 Date: 8/10/2011

UNIT 4: SPECIAL EDUCATION Lesson A - READING

I Objectives:

By the end of the lesson, Ss will be able to read a passage about a class for disabled children for general or specific information

II Lexical items: words related to disabled people III TeachingSkill: reading about special education IV Teaching aids: textbook, board, raising questions V Procedures:

(58)

I Pre-reading: (10’)

Activity 1: Raising some questions:

- Ask ss to open the books and ask ss questions * What you every day?

* Do you go to class? Listen to music? Watch T.V?

- Take notes students’ answers on the blackboard - Continue asking ss questions:

* Which of these activities would be difficult for disabled people?

- T says : Ok, people who cannot be able to listen and watch are called deaf and blind people * Who can say nothing?- Good

* How can they communicative with each other? * How can blind people read?

- T introduces: Well, there was a person- a man invented the letter systems for blind people to help them read easily He was Louise Braille He came from France He was a blinded in a childhood accident

- Ask ss to look at Braille Alphabet (on the page 44) and work with your partner about the message - Give answers:

A we B are C the D world

Activity 2: Pre-teach vocabularies - Explain new words:

+ disabled (adj) : (picture) + mentally retarded (adj) : + schooling (n) : translation + opposition (n): (explanation)

+ make efforts to sth: (explanation) + time-consuming (adj) :

+ be proud of sth/ sb:

+ proper schooling (n) = enough and good study

- Asks ss to listen and repeat after the T, call some ss to read loudly

II. While-reading: (25’) Task Matching

- Ask ss to read the passage individually and to task 1: the words in A appear in the reading passage Match them with their definition in B

A B

1 disabled mentally consuming demonstration gradually

a. taking or needing a lot of time b. an act of showing or explaining how to c.unable to use a part of the body in the normal way d. slowly, over a long period of time

e.less mentally developed

- Open the books and listen to the teacher - Answer freely

- Listen to the teacher - Answer the questions

dumb people use signals

Listen to the T ←

We don’t know (maybe students answer

by Vietnamese) - Listen to the teacher

- Look at the books - Work in pairs

- After guessing, correct the answer under the teacher’s instruction

Listen to the T, give meaning if they know and take note

+ tàn tật

+ chậm phát triển trí tuệ + dạy dỗ

+ chống đối + cố gắng, nổ lực + tốn thời gian +tự hào

+ giáo dục thích hợp Listen and repeat

Listen to the T instructs how to the task Do the task individually

(59)

Period: 30 Date: 10/10/2011

UNIT 4: SPECIAL EDUCATION

In this lesson, ss will review the meaning and how to use the vocabularies in previous class

II. Teaching aids: handouts, boards III. Teaching skill: reading skill IV. Procedures:

I/ Choose the best answer :

1 The blind child a great effort to learn “ Braille ” A did B got C made D created

2 There was a lot of _ from the local residents A oppose B opposite C opponent D opposition Mrs Thuy’s class is very different other ones

A than B from C with D as

4 A person cannot hear any kind of sound

A mute B deaf C blind D dumb

5 from is

A subtracted B added C divided D multiplied There is a lot of _ to the plan of rebuilding the school

A passion B determination C demonstration D

opposition

7 To be , my favorite subject is Mathematics

A true B correct C honest D right

8 The Mona Lisa is now at the Central Exhibition

A by display B on display C in display D with display Bad marks can create a feeling of

A humor B happiness C passion D sorrow

10 One can be successful if he makes his great

A disability B effort C try D abilities

II/ Read the passage , then choose the correct answer :

The first school for blind, deaf and mute children in the Tibet Autonomous Region celebrated its first anniversary on Friday The school is built in the eastern suburb of Lhasa, capital of Tibet, and is designed to hold 200 students It covers 20.000 square meters

The school curriculum includes Braille and sign language training, Tibetan, mathematics, writing, ethics training, physical education, arts , handicrafts , speech and walking courses At the celebration, the audience was touched by a silent song expressed by the students with sign language Baiba Toinzhub , a 10-year-old blind child , can speak fluent Chinese and is good at singing and dancing He told the visitors that life in the boarding school was comfortable

1 What type of students attend the school ?

A Children who live in Tibet Autonomous Region B Children with a variety of disabilities

C Children who cannot see , hear , or speak D Children who are visually impaired

Help ss to review the vocabularies: make great effort, opposition, different from, sustract, demonstration, to be honest, sorrow when we use them in context Answer keys:

1 C D B B A C C B D 10 B

Help ss to improve better reading skill throughout extensive reading: multiple-choice questions and get knowledge about special education

(60)

2 The school is located in

A the capital of Tibet B the suburb of the capital of Tibet

C the eastern of Tibet D 20.000 square

meters

3 The school is _

A able to hold 200 students B the first boarding school in Tibet

C 20,000 square meters in area D A and C are correct Which subject is taught in the school ?

A Physics B Foreign languages C Computers D Braille

5 Which of the following is not true ?

A Tibet’s first deaf-mute school celebrated its first birthday B The visitors were allowed with a beautiful song

(61)

Period: 31 Date: 10/10/2011

UNIT 4: SPECIAL EDUCATION Lesson B - SPEAKING

I Objectives:

By the end of the lesson, students will be able to: - talk about school life of a student

- make an interview and reporting on results II Lexical items: words related to school life

III Teaching skill: speaking about school life of students fluently IV Teaching aids: textbook, board

V.Procedures:

I Warm-up: Reviewing (5’)

- Ask ss to give the names of subjects at school - Ask ss to give answers: math, literature, geography, physics, ……

- Ask some questions:

* What are your favourite subjects?

* How much time you prepare for your lesson every day?

- Lead in the lesson: OK, today, we will go to Lesson: Speaking to talk about school life of a student

II.Pre-speaking: (15’)

Task Filling the gap with the questions

- Ask students to read the questions and answer before choosing the best questions

- Ask students to work in pairs to fill in the blanks with the right questions

- Call on some students to explain their answers - Give correct answers: 1.C-2.D-3.G-4.F-5.B-6.I-7.E-8.A-9.H

- Call some pairs to read the completed conversation - Check pronunciation

III. While-speaking: (15’) Task 2: Interview

- Ask ss to work in pairs to interview their partners, using the questions in task1

- Go around and provide help if necessary Call some pairs to speak aloud in front of class Listen and check their pronunciations

IV. Post- speaking:(10’)

Task Tell the whole class what you know about your partner.

Ask ss to look at the examples and explains the example:

Hanh went to Long Bien secondary School She had ten subject to learn at school She went to school in

- listen and give the answers - Answer the questions

- Listen to the T

- read the questions and answers - work in pairs to the task - give the answers and explain - Listen to the T

- Practice the completed conversation

- Work in pair to practice asking and answering

- ask the T’s help if they have difficulties

- Some pairs speak in front of class, the other listen

- listen to the T

(62)

the morning and often had five classes in the morning -Asks some ss to tell the whole class what they know about their partner

- Gives marks for the students who speak well V Homework: (2’)

- Ask students to write a short paragraph about his/her studying at school (80-100 words) and prepare part C Listening

Tell the whole class

(63)

Period: 32 Date: 13/10/2011

UNIT 4: SPEACIAL EDUCATION Lesson C - LISTENING

I Objectives:

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

Listen better through True of False Statements and Gap-filling exercises Understand about the Vang Trang Khuyet Photographic Club

II Lexical items: Words related to Photographic Club

III Teaching skill: Listening for specific information about a photographic club for disabled children

IV Teaching aids: textbook, board V Procedures:

(64)

I. Warm-up: (5’) Ask ss the questions:

1 Is it difficult for special students to learn how to read and write?

2 Do you think special students can study other things, such as photography?

Lead in the lesson: today ,today we will listen to the Vang Trang Khuyet Club in which all the members are all disabled children

II. Pre-listening: (10’)

Activity 1: Explain the new words in the box: Ask ss to look the words in their book and elicit so that ss guess the meaning

+ photograph(picture): + photographic (translation) + photogenic (explanation) + photographer (explanation) + photography (translation)

- Confirm the meanings and remind students the stress in the words

- Ask students to work in pairs to fill each blank with a suitable word

- Check the answers and correct photographic

2 photography photographer photograph photogenic

Activity 2: Listen and repeat - Read new words 1st time

- Let students guess the meanings of the words by giving explanation

+ sorrow (n) = pain (n)

+ passion (n) = great love for st + mute (adj) = unable to speak + exhibition (n) = a display + laborer (n) = worker

Read the words and ask ss to repeat after the T III. While-listening: (20’)

- You are going to listen to a talk about a club for disabled children You should listen carefully, then task and

Task 1: True/False

- Let students read the statements carefully

- Ask students to listen to the tape and decide whether the statements are T/F

- Listen times and ask students to compare their answers with a friend

- Check the answers as the whole class - Give correct answers

Task 2: Fill in the blanks

- Ask students to read the passage carefully and have

- Listen and answer the questions

- Listen to the T

Look at the words, give meaning if they know and take note

Listen to the T Do the task Give the answers

Listen to the T and give the meaning an take note

Listen and repeat

- Read the statements independently - Listen to the tape attentively and the task

- Compare the answers with their friends

- Listen to the teacher attentively then correct the answers

KEY:

1- T, 2- F, 3- T, 4- F, 5- T

(65)

Comments: Period: 33 Date: 15/10/2011

UNIT 4: SPECIAL EDUCATION Lesson D - WRITING

I Objectives:

By the end of the lesson, students will be able to: - read and understand a simple letter of a complaint

- write a letter of complaint about the poor quality of the service at an English Centre II Lexical items: words related to a letter of complaint

III Teaching skill: Writing a letter of complaint

IV Teaching aids: textbook, board, raising questions, hand-outs V Procedures:

(66)

I. Warm-up: Categorizing (7’) Ask ss to work in groups

Give them ten or more adjectives and asks ss to put them under two headings: compliments and complaints

Bad, helpful, expensive, lazy, hard-working, good, careful, poor, unhappy, beautiful

Feedback and give suggested answers:

Compliments Complaints

helpful bad

Hard-working expensive

Good Lazy

Careful Poor

Beautiful Unhappy

…… ………

- Give definition and format of a letter of complaint: Complaint is a kind of formal letter used when you are not happy with a service, a contract, a course, ….A letter of complaint usually includes three main parts: opening, explaining the problem, suggesting a resolution

II. Pre-writing: (10’)

- Ask ss to work in pairs and read the advertisement

- Explain some difficult words:

+ native teachers (n): teachers who come from English- speaking countries (giáo viên xứ) + Air-conditioned (a): to be equipped/ furnishes with air-conditioner (được trang bi điều hoà) - Set the scene: After studying for two weeks at Enlish for Today Centre, you notice that everything is worse than what the advertisement - Give the form of a formal letter

III. While-writing: (20’)

- Let students read the advertisement and work in pairs

- Help them guess the meanings of the words in the advertisement

native teacher (n)= teachers who come from English-speaking countries

air-conditioned (adj)= to be equipped/ furnished with air-conditioner

- Ask students to read through the dialogue

- Then have students discuss and fill in the hand-outs

- Call on students to fill in each column - Check answers and correct mistakes Task 1

- Ask students to work in pairs, using the information in 2nd column to complete the

dialogue

- Call on some pairs to read aloud the completed dialogue

- Check and give correct answers

* You want to write a letter of complaint? * What you have to write in that letter?

Work in group Do the task

- Listen to the T

- Listen to the teacher and take note quickly

- Do the task

- Listen to the teacher and write down on the notebooks

- Read in pairs

- Try to guess the meanings and take notes

- Read the dialogue and the task in the hand-outs

- Correct mistakes

- Work in pairs and the task

- Some pairs read aloud in front of the class

(67)