GIAO AN TIENG ANH 8 KY 2

Word cue drill: a/ Mr.Quang/ walking up the stair b/ Miss Lien/ carrying a bag c/ Nam/ talking to Miss Lien d/ Ba/ sitting under the tree e/ Lan/ standing by the table f/ Nga and Hoa/ pl[r]

Nguyen Tuan Thien Secondary School Unit 9: Teaching date:… /… /2011 A first - aid course Period 1/55: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to know what they would in the situations which require first-aid  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Brainstorming: - Give a situation and ask sts a question:  What will you if you havea burn on your airm? - I’ll use cold water to ease the pain - Hang on the pictures on p.80 on board - Let sts to look at them and run through  Which first-aid is necessary in these situations? - a boy has a bad cut on his leg - a girl has a nose bleed - a boy has bee sting - Ask sts discuss to give out solutions with each situation - Ask sts to answer and correct II Presentation: Vocabulary: - ambulance (n) : xe cøu th¬ng (picture) - wound (n) : vÕt th¬ng (visuals) - promise (n): lêi høa (situation) - emergency (n) : t×nh tr¹ng khÈn cÊp, cÊp cøu (translation) - conscious (adj) : tr¹ng th¸i tØnh t¸o (translation) - (to) bleed: ch¶y m¸u (situation) - Checking vocabulary: What and where T/ F statements: No Statements Guess Correct A teacher is hurt T/ F She had a traffic accident She has a cut on her leg The nurse asked Lan to try and stop the bleeding A car will take the injured person to hospital The injured person must stay awake - Stick a picture about Lan and the nurse on board - Ask sts questions:  Where are they?  What happened? - Ask sts to look at the table read and guess which one is true or false - Write sts’ guess on board III Practice: Checking sts’ guess: - Get sts to read the dialogue on p.80 inpair to check Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Open tape - Ask sts to correct false statements Gap fill: There was an emergency at Lan’s school A student (1) - off her bike and hit her head on the road She was (2) bit she cut her head and the (3) was -(4) badly Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) to Quang Trung School Lan was asked to keep the student (6) while waiting for the ambulance - Hang the chart with the paragraph on the board - Ask sts read the dialogue again and fill in the missing words - Work in groups - Ask sts to write on board - Correct mistakes IV Homework: - Learn new words + Do exercise in work book V Remarks: * Answerkey: a/ T/ F: 1/ F: a student 2/ T 3/ F: she had a bad cut on her head 4/ T 5/ F: An ambulance will take the injured person to hospital 6/ T b/ Gap fill: 1/ fell 4/ bleeding 2/ concious 5/ ambulance 3/ cut 6/ awake Unit 9: A first - aid course Period 2/56: Speak A Aim: By the end of the lesson, students will be able to can make and respond to requests, offers and promises  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Revision: have a snake bite have a bee sting - Let sts to look at this then write as many words as possible on their poster Situations which require first-aid II Pre-speaking: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask sts some questions to elicit the models: * Questions: 1/ I want you to get me a bandage How can I say? 2/ I’d like you to come to my party How can I say? 3/ I tell my mother that I’ll surely finish my work before bedtime.How can I say? * Model sentences: - Will you (please) get me a bandage? - Would you like to cometo my party? - I promise I’ll finish my homework bofore bedtime - Get sts to work out the rules for themselves by asking questions - After formulating the model sentences, elicit some more phreses with the same use from sts a/ To make a resquest: b/ To make an offer: - Will - Will/ Won’t you - Would you (please) + bare infinitive ? - Shall bare infinitive ? - Could - Can I - Can - Would you like + to infinitive ? - What can I do/ get for you? Responses: - Can I get you ? - Sure/ Ok/ All right - I’m sorry I can’t./ I’m afraid not Responses: - Yes, please./ That would be nice - No, thank you c/ To make a promise: - I promise I’ll/ I won’t - I will I promise - I promise to Responses: - I hope so./ Good./ I’m a glad./ Don’t forget - Get sts to copy III While-speaking: Statements Matching: a/ The girl has a burn on her hand - Hang the chart with the statements on the b/ The girl has a bad fever board c/ The boy has just broken the vase - Ask sts to look at the pictures on p.82, d/ The boy has a headache match the situations with the statements e/ The boy has a bite snake Picture Drill: - Identify the situations in the pictures Which one is request or offer? - Ask sts to look at these pictures and use the forms above to make senteces - Model: S1 : Can I get you some medicine/ water? S2 : Yes, please - Pairwork - Ask pairs to read out - Correct mistakes IV Homework: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Prepare for Listen V Remarks: * Answerkey: 1/ Matching: a d e b c 2/ Picture Drill: c/ A: Can I get you some badage? B: Yes, please./ That would be nice Or: A: You are bleeding What can I for you? B: Can you get me some badege?/ Would you go to the hospital with me? d/ Daughter: You must have a fever Can I get you/ Would you like some medicine/ water? Mother: Yes, please./ That would be nice./ No, I’m fine Thank you e/ Boy: I promise I won’t play soccer in the houseagain./ I won’t play soccer in the house again, I promise Unit 9: A first - aid course Period 3/57: Listen A Aim: By the end of the lesson, students will be able to develop listening for specific information about what happening at a hospital  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Guess from the context: what actions? - Hang on the picture onp.82 on board - Ask sts to look at the picture and write out all the verbs describing the actions of the people in it - Tell sts the group havingthe most right verbs is the winner II Pre-listening: Vocabulary: - eye chart (n) : b¶ng ®o thÞ lùc (picture) - stretcher (n) : c¸i c¸ng (visuals) - crutch (n): c¸i n¹ng (visuals) - wheelchair (n) : xe l¨n tay (picture) - (to) wheel : ®Èy, kÐo (mime) - Checking vocabulary: Slap the board Matching: - Ask sts to look at the pictures again and match the letter A, B, C, D, E, F to the correct words in the box - Ask sts to go to the board and match - T corrects Order prediction: - Rub out the letters (A, B, ) but leave the word - Tell sts they are going to listen to a paragraph about the activities taking place in an emergency room which contains the words on the board - Put the words in the table Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Ambulance Wheelchair Crutches Eye chart Scale stretcher Teaching date:… /… /2011 You guess - You listen - - Have sts copy and guess the order of the words III While-listening: Checking sts’guess: - Let sts listen to the tape and check - Open tape (twice) - Ask sts to write on board T/ F statements: - Hang on the table with the statements on the board Statements T F A doctor is wheeling a patient into the emergency room The patient’s head is bandaged A nurse is pushing a wheelchair with a patient sitting on it The eye chart consists of 28 letters ranging in the different size The baby’s mother is trying to stop the nurse from weighing her baby - Have sts to read the statements and guess which one is true or which ine is false - Open tape again – sts listen and check - Ask sts to answer – T corrects IV Post-listening: * Write it up: - Ask sts to look at the pictures on p.82 again then write about activities people doing in the picture Using present continuous * Model: This is the amergency room i a large hospital - Work in group - Ask sts to read out and correct mistakes V Homework: - Prepare for Read - Learn new words VI Remarks: * Answerkey: a/ Matching: Ambulance -> A Scale -> E Stretcher -> F Eye chart -> D Wheelchair -> B Crutches -> C b/ T/ F: F: (a parademic not a doctor) T F: (empty wheelchair not with a patient) T F: (stop her baby from crying) Unit 9: Lesson plan A first - aid course  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Period 4/58: Read A Aim: By the end of the lesson, students will be able to understand the content of the text: reading for the instructions about some more situations requiring first-aid  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings - Ask sts some questions: ? What causes of emergency you know? - paiting, shock, burn ? What will you when somebody faint? - Sts answer II Pre-reading: Vocabulary: - shock (n) : có sèc, cho¸ng (situation) - injection (n) : mòi tiªm (visuals) - victim (n): n¹n nh©n (explanation) - treament (n) : sù ®iÒu trÞ (picture) - sterile (adj): v« trïng (situation) - (to) elevate: n©ng lªn (mime) - Checking vocabulary: What and where Pre-questions: - Hang on the pictures on p.80 on board - Ask sts to look at the pictures and ask ? What you if someone faint? ? What you if someone has a burn? ? What you if someone has a shock? ? What you if someone has a dog bite? - Ask sts to discuss then answere the question above III While-reading: Checking sts’answers: - Ask sts read the text on p.83 to check their answers - Ask sts to read out the text Matching: - Let sts to read the text again then match three leadings A, B, C to the treaments on p.84 Leadings A Fainting Treaments a The victeam should not sit or stand b Victim can not drink wine or beer B Shock c The victim’s head should be below the level of the heart d You should ease the pain with ice or cold water packs C Burns e The victim should drink a cup of tea when reviving - Get sts to the board and math - Correct mistakes IV Post-reading: * Retell: ? What treaments you use with fainting? ? What treaments you use with shock? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 ? What treaments you use with burns? ? What treaments you use with dog bite? - Work in pairs - Ask sts to retell V Homework: - Prepare for Write - Learn new words VI Remarks: * Answerkey: Matching: A Fainting: a, c, e B Shock: b C Burns: d Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Unit 9: Teaching date:… /… /2011 A first - aid course Period 5/59: Write A Aim: By the end of the lesson, students will be able to how to write a thank younote  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Brainstormimg: - Hang on the table on board - Let sts to look at the table then comple it Useful gift Expensive Big gift Small gift Funny gift gift Dictionary Airplane Elephant - Elecit an example three column from sts - Give them minutes inpairs to try to think of a gift for each column - Ask sts to write on board and correct mistakes II Pre-writing: - Ask sts which gift they want to receive - Ask them what they say when someone gives them a gift, and then tell them to look at the “thank you” letter on p.84 - Have sts read the letter then complete it with the right verbs from - Call sts to answer and correct III While-writing: - Tell sts that they are going to plan a thank you note Use one of the interesting ideas that the sts brainstormed - Ask them use the questions on p.85 to plan the letter Elecit sts ideas: a dictionary for Teacher’sDay It was small and interesting Happy - Tell sts to work in pairs and brainstorm ideas about a different gift on board Take some sts note - Show them a poster to help them to write the letter Dear -, 1/ Thank you very much for 2/ It/ They -3/ When I received your gift I felt 4/ (Add your own idea) Thanks again! Your friends, T goes around the room and look at what are sts writing Note the most interesting ideas so you can ask those sts to share with their class IV Post-writing: * Exhibition: - Ask sts to go the board to write letter - Let class to look at the letter then find mistakes then try to correct them - Help sts to correct mistakes (if necessary) V Homework: - Prepare for Language focus VI Remarks: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 * Answerkey: Dear Hoa, Thank you very much for the flowers you sent me while I was in the hospital They were beautiful and they really helped to cheer me up I came out of the hospital on Monday morning Now I am very bored Will you come over to my place on the weekend? I would love to see you I will telephone you on Friday afternoon Your friend, Unit 9: A first - aid course Period 6/60: Language focus A Aim: By the end of the lesson, students will be able to use “in order to, so as to”; future simple tense and modal will to make requests, offers and promises  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Revision: Bingo - Ask sts to give nouns for emergencies which require first-aid and write them on the board Suggested words: burn, cut, bee sting, snake bite, fainting, shock - Have sts choose any words on the board and write them down on a piece of paper - Call out the words until someone has ticked all the four words and shouts: “Bingo” He/she wins the game II Presentation: - Ask sts a question: Why should we cool the burn immediately? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - We should it so as to /in order to minimize the tissue - Let sts to look at the sentence above then give the form * Form: + so as to/ in order to + bare infinitive ? When we use this form? - to indicate purpose - Ask sts to give an example III Practice: Exercise 1: p.86 - Hang on the poster on board and ask sts to look at them - Run through - Ask sts match one part of a sentence from column A with another part in column B then write a complete sentence by using: “in order to/ so as to” - Work individually - Ask them to share with their friends - Call sts to go to the board and write down their answers Exercise 2: p.86 * Repetion Drill: will, shall or won’t - Ask sts to listen to the dialogue and repeat if they think the sentence is right and keep silent if the sentence is wrong - Read the dialogue aloud, sentence by sentence (half of sentences are right, the other are wrong) Exercise 3: p 87 - Ask sts to look at the pictures and the dialogue on p.87 - Run through - Get sts to work inpair to complete the dialogue - Call pairs to read out and correct Exercise 4: p.88 - Get sts to look at the pictures on p.88 - Run through - Let sts to look at each picture to make resquest, offers or promises with the words on the boxes - Model with picture (b): Will you paint the door, please?/ I wiil paint the door tomorrow - Work in pair - Ask sts to read out - Correct mistakes IV Homework: - Prepare for Unit 10: Getting started + Listen and read V Remarks: * Answerkey: a/ Exercise 1: 1/ I always keep the window open in order to/ so as to let fresh air in 2/ Marry wrote a notice on the board in order to/ so as to inform her classmates aboout the change in schedule 3/ Mr Green got up early this morning in order to/ so as to get to the meeting on time 4/ My elder brother studies hard this year in order to/ so as to pass the entrance exam to the university 5/ People use first-aid in order to/ so as to ease the victim’s pain and anxiety 6/ You should cool the burns immediately in order to/ so as to minimize tissue damage b/ Exercise 4: c/ Will you study harder, please?/ I will study harder d/ Will you carry the bag for me, please?/ Shall I carry the bag for you? e/ Will you hang the washing, please?/ Shall I hang the washing for you? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 f/ Will you cut the grass, please?/ I will cut the grass for you Unit 10: Recycling Period 1/61: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to something to protect the environment and save natural resources  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Brainstorm: reuse garbage Ways to reduce the ? What you with used plastic bag? amount of garbage ? How to reduce garbagwe? II Presentation: * T/ F predictions: Statements Friends of the Earth is an organization to help people make friends with each other Miss Blake asks the sts to remember things: reduce, reuse, recycle Reduce means buying the products which are overpacked We can not reuse things like envelopes, glass, plastic bottles, old plastic bags Miss Blake says that we should use cloth bags and shouldn’t use plastic bags at all Recycling means not just throwing things away but trying and finding another use for them T F - Hang on the poster on board and ask sts to look at them - Ask sts to read the statements then guess which one is true or which one is false III Practice: Checking sts’ guess: - Let sts to look at the book on p.89-90 read the dialogue and check their predictions - Pair work Lucky number game: - Explain sts how to play this game - Devide class into two teams ? When you get a mark? - Answer correctly a question ? When don’t you have answer? - Get a lucky number * Question: a/ Who is talking to sts of Quang Trung? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 b/ What does Miss Blake mean by reduce? 1(g) 2(h) 3(c) 4(d) c/ What things can we reuse? 5(a) 6(e) 7(f) 8(b) d/ What does recycle mean? e/ Lucky number f/ Where can we look information on recycling things? g/ Why does Miss Blake tell Lan that we shouldn’t use plastic bags at all? h/ Lucky number IV Production: * Discussion: - Work in group and answer the question: ? How to protect our environment? - Ask sts to express their opinions/ ideas on a poster - Call sts to stick their answer on board - Give feedback, correct mistakes V Homework: - Prepare for Speak VI Remarks: * Answerkey: T/F: F: protect the environment and save natural resource.s T F: Reduce means not buying F: We can reuse things T T Answer question: a/ Miss Blake b/ Reduce means not buying products which are overpackage c/ We can reuse things like envelopes, glass, plastic bottles, and old plastic bags d/ Recycle means not just throwing things away Try and find another use for them f/ We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library, or asking our family and friends e/ We shouldn’t use plastic bags because when we theow them away they could stay very long and could not be self-destroyed Unit 10: Recycling Period 2/62: Speak A Aim: By the end of the lesson, students will be able to practice in giving and responding to instructions  Teaching aids: - posters, pictures  Anticipated problems: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 B Content: I Warmer: - Greetings * Kim’s game: - Show the picture to the sts and ask them to observe it carefully - Let them look at the picture for a bout 20” then put it away - Devide class into two teams - Ask them (one sts in each team at a time) to go to the board and write as many words showing things in the picture as possible - Tell sts the team with the most right words is the winner Possible answer: used paper, old newspaper, books, bottles, boxes, glasses, shoes II Pre-speaking: Vocabulary: - compost (n): ph©n xanh (explanation) - fertilizer (n): ph©n bãn (example) - farbic (n): sîi (v¶i) (realia) - metal (n): kim lo¹i (realia) - leather (n): da (visuals) - Checking vocabulary: Slap the board Grids: Group Items Paper used paper( old newspaper, books) Glass Plastic Metal Farbic Leather Vegetable matter - Hang on the table on board and ask the to copy it - Ask sts to read this then find which items is belong to each group - Ask sts to discuss with their friends to fill in the table - Model: Paper: used paper( old newspaper, books) - Ask sts to go to the board to complete the table - Correct mistakes III While-speaking: * Mapped dialogue: - Put the mapped dialogue chart on board - Ask sts to look at the dialogue and read - Model- stslisten and repeat chorally   Which group (do clothes) belong to? Put (them) in (farbic) We can (recycle) them and make What can we with (those clothes)? them into paper or shooping bags Is/ Are (fruit vegetable matter)? That’s right We make (it into compose and fertilizer our field) - Ask sts to work inpair, replacing the information (in brakets) with the words in the Grids What will we with it? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask pairs to read out - Correct mistakes IV Homework: - Prepare for Speak V Remarks: * Answerkey: Group Items used paper( old newspaper, books) bottles, glasses, jars plastic bags, plastic bottles food cans, tins clothes, cloth bags shoes, sandals, schoolbags Banana peel, vegetables, fruit Paper Glass Plastic Metal Farbic Leather Vegetable matter Unit 10: Recycling Period 3/63: Listen A Aim: By the end of the lesson, students will be able to develop listening skill: for specific information about making compost  Teaching aids: - posters, tape  Anticipated problems: B Content: I Warmer: - Greetings vegetable matter ? Tell me garbage you can make compost? - Get sts think and answer Garbage can - Write sts’ answers on board make compost II Pre-listening: Vocabulary: - moisture (n): sù Èm ít (explanation) - heap (n): đống, chồng (visuals) - grain (n): h¹t (lóa) (realia) - condensation (n): đông đặc (realia) - shade (n): bãng m¸t, bãng r©m (visuals) - Checking vocabulary: What and where T/ F statements: No Statements T F Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Using any meat or grain products to make compost heap The best place for a compost heap is everywhere The compost heap needs moisture Don’t cover the heap with a sheet of strong plastic Keep adding to the pile and after about six weeks - Hang on the table on board - Let sts to look at the poster read and guess which one is true or false - Call sts read the ststements and guess T/F III While-listening: Checking sts’ gueesing: - Open the tape (twice) - Let sts to listen to the tape then check - Ask them to share with their friends - Open tape again - Listen and correcrt Multiple choice: (using questions on p 91) - Ask sts to look at the questions on p 91 - Read the questions then disscuss with their partners to answer - Open tape again - Let sts to listen to the tape again to choose the correct answer - Ask them to shere with theirs friesnds - Call sts to answer - Give out correct answer IV Homework: - Prepare for Read V Remarks: * Answerkey: a/ T/F: F: Don’t use any meat and grain products F: The best place for a compost heap is in a garden T F: Cover the heap with a sheet of strong plastic F: Keep adding to the pile and after about six months b/ Multiple choice: 1/ What type of garbage can you put in the copost? A All vegetable matter 2/ Where is the best place for a compost heap? B A place that gets sun and shade 3/ Should you water the compost? B Yes 4/ How long does it take before you can use the compost? B Six months Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Unit 10: Recycling Period 4/64: Read A Aim: By the end of the lesson, students will be able to understand the content of the text about how things are recycled and know more some new words  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings bottles glass can Recycling ? What can we recycle? II Pre-reading: Vocabulary: - deposit (n): tiền đặt cọc (explanation) - tire (n): lèp xe (visuals) - glassware (n): đồ dùng thuỷ tinh (example) - dung (n): ph©n thó vËt (explanation) - (to) refill: lµm ®Çy l¹i (translation) - (to) melt : tan ra, ch¶y (situation) - Checking vocabulary: Slap the board Open prediction: - Give sts two questions to think ? What people with used things? ? What csn they make from them? - Ask sts to discuss and guess - Write sts’ guess on board III While-reading: Checking sts’ guess: - Let sts read the text on p92 to check - Ask sts to read out the text Grid: - Hang on the Grid on board - Get sts look at the table - raed and fill in the table - Ask them read the text again - Work in pairs - Call sts to go to the board and fill in the table - T corrects * Grid: Used things Recycling Facts Car tires Milk bottles Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Glass Drink cans Household and garden waste Lucky number: - Explain sts how to play this game - Devide class into two teams ? When you get a mark? - Answer correctly a question ? When don’t you have answer? - Get a lucky number * Questions: 1(g) 2(h) 3(c) 4(d) a/ What people with empty milk bottles? 5(a) 6(e) 7(f) 8(b) b/ Lucky and number c/ Where millions of old car tires are thrown away every year? d/ What happens to the glass when it is sent to the factories? e/ What did the Oregon government to prevent people from throwing drink cans away? f/ What is compost made from? g/ If you have a recycling story to share, how can you share it? h/ Lucky and number IV Homework: - Prepare for Write V Remarks: * Answerkey: Grid: Used things Car tires Milk bottles Glass Drink cans Household and garden waste Recycling Facts are recycled to make pipes and floor coverinds are cleaned and refilled (with milk) is broken up, melted and made into new glassware are bought back for recycling is made into compost Answer: a/ In the USA c/ People cleaned and refilled empty milk bottles d/ The glass is broken up, melted and made into new glassware e/The Oregon government made a new law that there must be a deposit on all drink cans The deposit is returned when people bring the cans back for recycling f/ Compost is made from household and garden waste Unit 10: Recycling Period 5/65: Write A Aim: By the end of the lesson, students will be able to write a set of instruction on how to recycle used things  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 * Guessing game: a/ first b/ c/ - d/ finally ? When we use these words? - Give instruction II Pre-writing: Vocabulary: - bucket (n): thïng, x« (visuals) - tray(n): khay (visuals) - pot (n): lä, hò, b×nh (visuals) - (to) soak: nhóng, ng©m níc (explanation) - (to) mash: nghiÒn nhõ, bãp n¸t (translation) - (to) scatter : tung, r¶i (mime) - Checking vocabulary: Slap the board Oredering prediction: - Tell sts they are going to raed a text about how to recycle used paper - Put the verbs on the board randomly in a flow chart - Ask sts to work in groups to guess the order of the actions soak dry pull out mix press mash - Call out two pairs to write their answers on the board - Explain the process of recycling, using mimes of Vietnamese and correct III While-writing: * Gap fill: - Ask sts to look at the book on p 93-94 -Read the text then fill in the blanks using the verbs in the box - Work individually - Ask them to compare with their friends - Call sts to read out - Correct mistakes IV Post-writing: * Ordering picture: - Give sts a question and ask them to discuss: How to prepare the tea leaves? - Stick the photocopied pictures on the board randomly - Ask sts to look at them and run through all the cue words in the box - Get sts work in groups to rearrange the pictures according to the instructions on how to prepare the tea leaves - Call sts to rearrange the picture - Ask sts look at each picture to write the instruction using the words given - Model: First, take the used tea leaves from the tea pot - Ask to read out the instruction - T’ corrects V Homework: - Prepare for Language focus VI Remarks: * Answerkey: a/ Ordering prediction: soak mash mix pull out press dry b/ Gap fill: use mix place press wrap wait dry c/ Ordering picture: First, take the used tea leaves from the tea pot Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Next, scatter the tea leaves on a tray Then dry the leaves in the sun Finally, put the dry leaves in a pot for future use Unit 10: Recycling Period 6/66: Language focus A Aim: By the end of the lesson, students will be able to use passive form and adjective followed by: an infinitive, a noun clause  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Change the verbs into past participle: break mix wash melt dry use II Presentation: Passive form: - Give sts some example Ex.1: Glass is recycled into new glassware Ex.2: A new house will be built nest year - Let sts to look at them ? Which tense is it? - passive form ? Who can give the form? Form: a/ Passive form in simple present tense: S + be + PII + by + O a/ Passive form in future simple tense: S + will be + PII + by + O ? How to use this form? - It is used when the subject is affected by the action of the verb Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Adjective + a noun clause/ Adjective + to infinitive: - Example: + It’s difficult to follow your directions + We are delighted that you are passed exam - Have sts to look at the sentences above to give the form Form: a/ Adjective + a noun clause b/ Adjective + to infinitive - Get sts to copy III Practice: Activity one: Ex.1-p.95 - Ask sts to look at the pictures on p.95 - Run through all the pictures - Ask sts to look at sentences on p.95 then rewrite them in the passive form and put the pictures in the correct order - Work individually - Ask sts to answer and correct mistakes Activity two: Ex.2-p96 - Let sts to look at the dialogue on p.96 - Ask them to complete the dialogue using correct form of the verbs in brackets - Work in pairs - Call two pairs to read out and correct Activity three: Ex.3-p.96 - Have sts to look at the dialogues on p.96 - Run through - Get sts to complete the dialogues using the words in box with strucre: “Adjective + to infinitive” - Work in pairs - Ask pairs to read out the dialogues - T correct Activity four: Ex.4-p.97 - Have sts to look at the letter on p.97 - Ask sts read the letter then complete it using structure: “Adjective + a noun clause” - Work individually - Ask sts to read out their answer - Correct mistakes IV Homework: - Prepare for Unit 11: Getting started + Listen and read V Remarks: * Answerkey: Ex.1: a/ Picture 1: The glass is broken into small pieces b/ Picture 4: Then the glass (it) is washed with a detergent liquid c/ Picture 3: The glass pieces are dried completely d/ Picture 5: They are mixed with certain specific chemicals e/ Picture 2: The mixture is melted until it becomes a liquid f/ Picture 6: A long pipe is used It is dipped inti the liquid Then the liquid is blown into intended shapes Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Test 15 minutes A Aim: - Check sts’knowledge B Topic: I Change into passive form: 1/ He will solve the problem soon -> 2/ She cleans the floor every morning -> 3/ The dog eats an apple -> 4/ We will move the box away from the window -> II.Rewrite the sentences Using structure: “ Adjective + to-infinitive”: 1/ Lan is going to homework She is ready -> 2/ To make her laugh is easy -> It ‘s -3/ To help mother at home is good -> - Answerkey I points The problem will soon be solved by him The floor is cleaned every morning by her An apple is eaten (by the dog) The box will be moved away from the window by us II pionts Lan is ready to homework It’s easy to make her laugh It’s good to help mother at home Unit 11: Traveling around viet nam Period1/67: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to use some expressions to express their interest  Teaching aids: - posters, pictures, tape  Anticipated problems: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 B Content: I Warmer: - Greetings * Brainstorm: ? Tell me places of interst in Vietnam? Ha Long Bay places of interst in Vietnam Hue citadel - Ask sts to look at the pictures on p.98 - Run through - Ask sts match the places of interest in Vietnam with the right pictures - Call sts to match and correct II Presentation: Vocabulary: - corn (n): c©y ng« (visuals) - crop (n): vô mïa (explanation) - sugar cane (n): c©ymÝa (visuals) - water buffalo (n): tr©u (picture) - Checking vocabulary: Rub out and Remember Pre-question: - Hang on a chart with the questions on a board ? Where does Hoa meet the Jones? ? Is it the first time The Jones have visited Vietnam? ? How they travel to Hanoi? ? What would Tim like to do? - Ask sts work in pairs to answer the questions above - Let them read the dialogue on p.99 and check III Practice: * T/ F statement: - Hang on the poster about T/ F statements on p.99-100 - Ask sts read the dialogue again then choose T or F - Call sts to answer - Ask them to correct the false sentences No Statements T F This is the first time Hoa has met Tim’family Hoa helps mrs.Jones with her luggage The Jones family is traveling from the airport in a bus Shannon has never seen rice paddies before The car is traveling past farmland Only rice and corn are grown aroundHanoi IV Production: * Discussion: - Ask sts read the dialogue again, discuss with their friends then ask them to pick out the sentences containing the situations mentioned below: a/ To express interest: - I’d like you to meet my parents - It’s nice to meet yoou - It’s a great to be in Vietnam - I’d like to sit with Tim Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 b/ To express a request: - Would you mind sitting in the front seat - Would you mind if I took a photo? V Homework: - Prepare for Speak - Learn new words VI Remarks: * Answerkey: T/ F: T T F: in a taxi T T F : Not only rice and corn but also sugar canes are grown around Hanoi Unit 11: Traveling around viet nam Period 2/68: Speak A Aim: By the end of the lesson, students will be able to make and respond to formal requests using “mind” and make suggestions  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings II Pre-speaking: Vocabulary: - revolutionary (n): cuéc c¸ch m¹ng (explanation) - botanical garden (n): vên b¸ch th¶o (example) - vegetarian (n): ngêi ¨n chay (situation) - (to) suggest: đề nghị, yêu cầu (synonym) - Checking vocabulary: What and where Dialogue: - Hang on a picture about Nam and Mr.John are talking - Ask sts to look at this then guess what they are talking about Mr John: It’s very nie here Do you mind opening the window? Nam: Not at all Mr.John: Would you mind telling me where it is? I like it very much Nam: so I It’s Long Bien bridge Mr.John: Would you mind if I took a photo with you? Nam: Yes please - Open pairs -> closed pairs Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask sts look at underlined sentences then give the form * Form: Resquest a/ Would you mind + V-ing if I + V(past) b/ Do you mind + V-ing if I + V(present) * Use: - to make respond to formal resquests ? How you reply?   No, I don’t mind I’m sorry, I can’t No, of course not I’m sorry, thatis not possible Not at all I’d prefer you didn’t Please I’d rather you didn’t III While-speaking: - Have sts look at book on p.101 - Run through all the informationon the box - Explain sts how to exercise on p.101 ? What’s student A going to do? - Ask the tourist information officer to suggest where you could go ? What’s student B going to do? - Make suggestions about which places to visit - Model: Could you give me some information please? Yes, please Would you mind if I ? - Pair work - Ask sts to read out and correct IV Post-speaking: * Mapped dialogue: You Tourist officer Excuse me! Yes? Not at all I’d lkie to visit a market Would you mind How about going toThai Binh suggesting one? market? It’s opens from about 5a.m to 8p.m That sounds interesting Thank you You are welcome - Put the dialogue chart on the board - Elicit the exchanges from sts and have them repeat - Open pairs: ask pairs to demonstrate the dialogue - Closed pairs: have sts open the book on p 101 and use the information to practice other dialogues V Homework: - Prepare for Listen - Learn new words VI Remarks: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Unit 11: Teaching date:… /… /2011 Traveling around viet nam Period 3/69: Listen A Aim: By the end of the lesson, students will be able to develop listening for details about the place directions  Teaching aids: - posters, a map, tape  Anticipated problems: B Content: I Warmer: - Greetings - Ask sts a question: ? What did you yesterday? - Get them to tell you the truth then ask sts the same question but ask them to tell you a crazy story - Respond to creative answers and have a laugh - Draw a simple map on the board: put a sts’name at X on the map - Put the location of where the student said he/ she went yesterday - Have the class give you directions how to get from the student to the location Ex: “Go straight through the first crossroads Then turn left ” II Pre-listening: - Hang on a poster about the map on p.102 - Ask sts look at this - Run through the map - Ask sts guess where the places on the map are - Write sts’ guess on the board III While-listening: - Get sts listen to the tape and check their predictions - Open tape (twice) - Listen and match the places in the box to their correct positions on the map - Ask them compare with their friends - Call sts go to the board and match - Open tape again - Listen again and correct IV Post-listening: * Picture dictation: - Review prepositions: next to, between, in the middle, beside, near, - Give sts instructions to draw: 1.There is a lake in the middle of the picture 2.There is a house to the north of the lake 3.There are some trees beside the house 4.To the sound of the pond the is a highway 5.There are some chickens next to the highway - Let sts listen several times - Ask them to show their pictures Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Put an empty box on the board and have sts draw each instruction individually to check V Homework: - Prepare for Read VI Remarks: * Answer key: Matching: a/ restaurant b/ hotel c/ bus station d/ pagoda e/ temple Unit 11: Traveling around viet nam Period 4/70: Read A Aim: By the end of the lesson, students will be able to read for details to understand the content of the text about some places of interest in Vietnam  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings - Ask sts some questions: ? Where is Ha Long Bay? ? What’s interesting in Nha Trang? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 ? Are there flights to Sa Pa? II Pre-reading: Vocabulary: - limestone (n): đá vôi (visuals) - accommodation (n): chç ë (translation) - tribe (n): bé téc, bé l¹c (explanation) -waterfall (n): th¸c níc (visuals) - giant (adj): to lín, khæng lå (visuals) - magnificent (adj): léng lÉy, ®Çy Ên tîng (example) - Checking vocabulary: Slap the board Quiz: What’s this place? - Hang on the poster and pictures on board and ask sts look at them - Ask them guess Which statements belong to place: Nha Trang, Da Lat, Sa Pa, Ha Long Bay Places Statements It’s called the city of Eternal Spring Nha Trang It’s a seaside sort It’s has a lot of waterfalls and lakes It has tribal villages Da Lat It consists of a lot of islands It has an Oceanic Institute Sometimes it has snow It is recognized as a World Heritage Site by UNESSCO Sa Pa You can find the most kinds of flowers here 10 It’s a mountainous resort Long Bay III While-reading: Checking sts’ guessing: - Ask sts open book on p.102-103 and read the text to check - Ask them go to the board and correct Grids: (on p.104) - Let sts read the text again then check () the topics mentioned in the grids on p.104 - Get sts to work inpairs to compare their answers IV Post-reading: * Interview: Tourist Tourist officer Would you mind if I asked you a question? No, I don’t mind I studies tibes around the world I like mountainclimbing Do you mind suggesting one? You should go to visit Sapa You are welcome Thank you - Ask sts look at book on p.105 - Imagine you are a foreign tourist want to spend your coming summer vacation in Vietnam Ask Tourist officer where should you go - Devide class into groups: Group 1: Mary- Group 2: John- Group 3: JoanneGroup 4: Donna V Homework: - Prepare for Write VI Remarks: * Answer key: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 a/ Matching: Nha Trang: 2, Da Lat: 1, 3, Sa Pa: 4, 7, 10 Long Bay: 5, b/ Grids: Nha Trang: flights to Hanoi, railway, hotels, local transport, tourist attractions Da Lat: hotels, local transport, waterfalls, tourist attractions Sa Pa: hotels, local transport, mountain slopes, tourist attractions, villages Long Bay: World Heritage, tourist attractions, sands beaches, railway, hotels, caves, local transport Unit 11: Traveling around viet nam Period 5/71: Write A Aim: By the end of the lesson, students will be able to know how to write a narratives  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings Which words? - Get sts tostudy the definition of a narrative by a gap fill written climax attention brief events - Show the chart and ask sts to fill in the gaps with the words in the box A narrative is a sequence of -(1) - These events are usually -(2) - in chronological order and often lead to a (3) The first sentence of a narrative should get the reader’s (4) and the ending should be (5) Explain the definition in Vietnamese II Pre-writing: * Odering statements: - Ask sts open their books, read the first part of the story on p.105 and rearrange the sentences on p.106 to complete a story - Ask sts compare with friend then give their answers - Ask them read out the story III While-writing: Odering pictures: - Ask sts to look at the pictures on p.106-107 then order the pictures - Call sts to answer Dictation: - Dictate the first sentence of the story to sts: “she had a math exam on Friday and she up late” - Call one student to the board to write the sentence - Let other sts correct it until it is right Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask them to underline all verbs, check if they are in simple past tense - Explain what tense we need to use (simple past ) and why * Word cues: a/ Suddenly, she/ stumble/ against/ a rock and/ fall b/ She/ realize/ her alarm clock/ not go off c/ Strangely, the rain/ stop/ as she/ get/ to her classroom d/ She/ have a math exam on Friday and she/ get up late e/ As she/ leave/ it/ start/ rain heavily f/ Her school bag/ fall/ in a pool and everything/ get wet g/Luckily, Uyen/ have/ enough time/ finish h/ Uyen/ try/ run/ as fast as she/ can - Ask sts look at word cues then write full sentences - Work individually - Ask them to share with their friends IV Post-writing: - Call sts go to the board to write the sentences - Let sts look at all the sentences to find mistakes and correct - Ask sts read aloud the sentences - Give feedback and correct - Ask sts notice the simple past tense is often used in a narrative V Homework: - Prepare for Language focus VI Remarks: * Answer key: 1/ Gap fill: (1) events (2) written (3) climax (4) attention (5) brief 2/ Odering statements: c - a - g - d - f - b - e Odering pictures: d - b - e - h - a - f c - g 3/ Word cues: a/ Suddenly, she stumbled against a rock and fell b/ She realized her alarm clock did not go off c/ Strangely, the rain stopped as she got to her classroom d/ She had a math exam on Friday and she got up late e/ As she was leaving home, it started to rain heavily f/ Her school bag fell in a pool and everything got wet g/Luckily, Uyen had enough time to finish her exam h/ Uyen tried to run as fast as she could Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Unit 11: Teaching date:… /… /2011 Traveling around viet nam Period 6/72: Language focus A Aim: By the end of the lesson, students will be able to use “ed” and “-ing” participle, request with: Would/ Do you mind + V-ing; Would/ Do you mind if ?  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings II Presentation: - Write xamples on board: +The boy reading the book is Ba +The old lamp made in China is five dollars - Let sts look at the sentences and ask: ? What’s the differences between them? - Ask them give the form Form: a/ S + V-ing (present participle) b/ S + V-ed (past participle) Use: - A present participle (phrase) can be used as an adjective to qualify a noun with active meaning - Apresent participle (phrase) can be used as an adjective to qualify a noun with passive meaning - Get sts to copy III Practice: Word cue drill: a/ Mr.Quang/ walking up the stair b/ Miss Lien/ carrying a bag c/ Nam/ talking to Miss Lien d/ Ba/ sitting under the tree e/ Lan/ standing by the table f/ Nga and Hoa/ playing chess - Hang on the word cues on board and let sts look at them then write sentences using the form (a) above - Model: The man walking up the stairs is Quang - Work individually - Ask them compare with their friends Ask sts go to the board to write down Question-Answer drill: - Have sts look at the picture on p 109 make question and answer using the form (b) above - Run through a/ The box painted green/ one dollar b/ Truck made from recycled cans/ $ c/ Doll dressed in red/ $ d/ Flowers wrapped in blue paper/ $ e/ Toys kept in a cardboard box/ $10 - Model with cue (a): How much is the box painted green? - The box painted green is one dollar - Work in pair - Call pairs to read out and correct Make up dialogue: - Ask sts look at pictures on p.110 Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Run through - Let sts look at “Request” on p.110 again then give request and response with each picture - Model with picture (e): S1: Would you mind if I turned on the air conditional? S2: No, of course not - Pair work - Ask pairs to read out IV Homework: - Prepare for Test V Remarks: * Answer key: Word cue drill: b/ The woman carrying a bag is Miss Lien c/ The boy talking to Miss Lien is Nam d/ The boy sitting under the tree is Ba e/ The girl standing by the table is Lan f/ The girls playing chess are Nga and Hoa Question-Answer drill: b/ How much is the truck made from recycled cans? Truck made from recycled cans is $ c/ How much is doll dressed in red? Doll dressed in red is $ d/ How much are flowers wrapped in blue paper? Flowers wrapped in blue paper are $ e/ How much are toys kept in a cardboard box? Toys kept in a cardboard box are $10 Test 45 minutes Period 73: MS: 01 A Aim: To evaluate and check sts’ knowledges after every three lessons B Topic: I Underline the best answer to comple the following sentence: you should cool the burns immediately minimize tissue damage (in order to/ but/ because/ and) Would you mind the window? (open/ opening/ opened/ to open) Lan is happy all exams (pass/ passing/ passed/ to pass) Do you mind - I close the door? (and/ if/ or/ but) Last year, my family - Dalat (visited/ visiting/ visits/ visit) II Read the text and decide whether the following statements are true (T) or false (F) Halloween was introduced to America by Irish immigrants around the 1840s The holiday was also known by the name Devil’s Night or Hell Night People played mischievous tricks on their neighbors For instance, they might steal some of their eggs from the hen house In today’s times it has become more family-oriented with Halloween costume, game like “bobbing for apples” or a contest for the most original costume Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 To bob for apples: place apples in a large tub filled with water With their hands tied behind the backs, people try to catch one of these apples using their teeth The person catching the most apples wins the game * T/ F:1 People stole eggs from their neighbors The person who catches the most apples can eat them without paying People have an apple meal In the game “bobbing for apples”, apples are placed in water People try to catch apples with their hands III Change the sentence into passive form: They will play soccer next month  They eat potatoes everyday  - IV Complete sentences using the adjective + to-infinitive structure: Ex: It/ lovely/ see/ you/ again -> It is lovely to see you again She/ be/ ready/do/ her homework  It/ be/ difficult/ learn/ English  - Answerkey I/ points: in order to opening to pass if visited II/ points: T F F T F III/ points: Soccer will be played next month (by them) Potatoes are eaten everyday(by them) IV/ points: She is ready to her homework It is difficult to learn English Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Test 45 minutes Period 73: A Aim: B Topic: MS: 02 - Check sts’knowledge I Underline the best answer to comple the following sentence: Ba often up late on Sunday (got/ get/ getting/ gets) He always keeps the window open - let fresh air in (so as to/ and/ but/ because) Would you mind if I the door (close/ closed/ closing/ to close) Nam - a new computer yesterday (buy/ buys/ buying/ bought) Do you mind a photo? (take/ took/ taking/ to take) II Read the text and decide whether the following statements are true (T) or false (F) Halloween was introduced to America by Irish immigrants around the 1840s The holiday was also known by the name Devil’s Night or Hell Night People played mischievous tricks on their neighbors For instance, they might steal some of their eggs from the hen house In today’s times it has become more family-oriented with Halloween costume, game like “bobbing for apples” or a contest for the most original costume To bob for apples: place apples in a large tub filled with water With their hands tied behind the backs, people try to catch one of these apples using their teeth The person catching the most apples wins the game * T/ F: Irish people introduced Halloween to America American people have celebrated Halloween for more then two countries People knew Halloween by the name Hell Night Halloween is more family-oriented nowadays People don’t wear anything special for Halloween III Change the sentence into passive form: She writes a letter  They will visit Ha Long Bay next month  - IV Complete sentences using the adjective + to-infinitive structure: Ex: It/ lovely/ see/ you/ again -> It is lovely to see you again She/ be/ ready/do/ her homework  It/ be/ difficult/ learn/ English  - Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Answerkey I/ points: gets so as to closed bought taking II/ points: T F T F F III/ points: A letter is written(by her) Ha Long Bay will be visited next month (by them) IV/ points: She is ready to her homework It is difficult to learn English Unit 12: A vacation abroad Period 1/74: Getting started + Listen and read A Aim: By the end of the lesson, students will be aware of how to make, accept and decline invitations  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 * Guessing game: - Show the pictures on p.111 to sts one by one and ask sts look at them - Ask sts guess what country it is II Presentation: Vocabulary: - (to) bother: bËn t©m (situation) - (to) include: bao gåm, gåm cã (translation) - (to) pick up: đến đón, rớc (ai) (explanation) - (to) come over: vît qua (example) - Checking vocabulary: What and Where T/ F statement Prediction: Statement Guess Correct Mrs.Quyen’s calling Mrs.Smith from the airport in San Francisco Mrs.Smith invite Mrs.Quyen and her husband to stay with her while they are in town Mrs.Quyen doesn’t accept Mrs.Smith’s invitation because she want to stay with a Vietnamese friend of hers Mrs.Quyen and her husband will be in the USA for three days Mrs.Quyen and her husband will come over to Mrs.Smith’s place for dinner one night Mr.Thanh; Mrs.Quyen’s husband, goes abroad for a business meeting - Hang on a picture about Mrs.Smith and Mrs.Quyen are calling and a poster on board - Ask sts look the table read then guess which one is true or which one is false - Get sts to give their answers and write them on the board III Practice: Checking sts’guessing: - Have sts open their books, listen top the tape while reading the dialogue on p.112 - Ask sts to correct false statements Grid: Date Monday 25 Tuesday 26 Wednesday 27 Thursday 28 Schedule Coming to San Francisco - Hang on Grid on board and let sts look at this - Ask them read the dialogue again then complete Quyen’schedule - Work in pairs - Ask sts go to the board to complete the Grid IV Production: * Grammar Awareness: - Tell sts look at the dialogue again and pick out the statements indicating the following situations: Making an invitation Accepting an invitation Declining an invitation Making a report - Call sts to give their answers and have them copy V Homework: - Prepare for Speak + Learn new words VI Remarks: * Answer key: a/ T/ F statement Prediction: 2, 4: T Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 1: Mrs.Quyen is calling Mrs.Smith from Hanoi 3: because her accommodation is includedin her ticket price 5: Only Mrs.Quyen will come over to Mrs.Smith b/ Grid: Date Monday 25 Tuesday 26 Wednesday 27 Schedule Coming to San Going out Having dinner Francisco with their Smiths c/Grammar Awareness: 1/ Would you like to come and stay with us ? you must come over for dinner one night 2/ Yes, we’dlove to but we’ll only be in town for three nights 3/ That’s very kind of you but we’re coming on a tour 4/ Oh dear, He’s always working Unit 12: Thursday 28 Leaving San Francisco A vacation abroad Period 2/75: Speak A Aim: By the end of the lesson, students will be able to talk their plans for a trip abroad  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings II Pre-speaking: Vocabulary: - sightseeing (n): ®i ng¾m c¶nh, tham quan (situation) - itinerary (n): lé tr×nh (translation) - gallery (n): phßng trng bµy (situation) - brochure (n): tê r¬i (realia) - Checking vocabulary: What and Where Matching: - Show the photocopie table on p.113-114 on the right of the board randomly and ask sts to match them with the right titles on the left - Write the titles (on the left) A C - Itinerary - Flight information - Hotel advertisement B D - Travel brochure - Call on sts go to the board to draw the lines to match the tables with the titles - Leave the tables on the board and ask sts to look at them - Run through the tables ? How many flights a week can you take from Los Angeles to Boston? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 ? Which flight can you take everyday of the week? ? Whiich hotel is cheaper? ? How much iis a double room in Revere Hotel? How about the atlantic Hotel? ? Where can you visit ? III While-speaking: Mapped dialogue: - Put the mapped dialogue on the board - Elecit the exchanges from sts - Have some pairs practice each exchange bofore going on to another exchange - Ask three pairs to demonstrate the dialogue - Let sts to work in pairs, replacing the information using the tables Where shall we stay? The Revere Hotel is expensive but it has a gym Where should we visit? I think we should visit Havard Medical School, the Museum and Arts Gallery What time should we leave Los Angeles? There is a daily flight at 10 am, would that be OK? IV Post-speaking: * Transformation: - Ask sts to make a plan for their coming summer holiday by filling the information in their holiday - Ex: Depart (Hue): Arrive (HoChi Minh): Accommodation: Sightseeing: Depart (Ho Chi Minh city): - Work in pairs - Call on three pairs to demonstrate their plans for the class - Give feedback and correct V Homework: - Prepare for Listen + Learn new words VI Remarks: * Answer key: A Itinerary D Flight information B Hotel advertisement C Travel brochure Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Unit 12: Teaching date:… /… /2011 A vacation abroad Period 3/76: Listen A Aim: By the end of the lesson, students will be able to practice in listening to the weather forecast for information about the weather in big cities in the world  Teaching aids: - posters, tape  Anticipated problems: B Content: I Warmer: - Greetings * Brainstorm: words related to the ? Tell me words related to the weather forecast? weather forecast cool humid sunny II Pre-listening: * Chatting: - Ask sts some questions to lead in the lesson ? Do you usually listen to the weather forecast on TV or radio? ? What does it report about? - Weather and temperature ? Do you think it’s necessary to listen to the the weather forecast? Why/ Why not? ? What you know about the high and the low temperature? - It refers to the lowest and the highest temperature degree in a day III While-listening: * Gap fill: - Ask sts look at he book on p 115 and read the information - Put the gap fill table on the board - Let sts the look at the table and guess which words can fill in the table - Ask them to listen to the tape then fill in the gaps with information they hear Temperature City Weather Low High Sydney Dry, windy 26 Tokyo 15 London , cold Bangkok Warm, New York 15 Paris 10 - Open tape (twice) - Ask them to copare with their friends - Call sts go the board to fill in the table - Let sts open tape again to correct IV Post-listening: * Role play: - Have sts look at the table again then make questions and answers about the weather and temperature using the information in the table - Model: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 A: What’s the weather like in Sydney today? B: It will be dry and windy A: How about the temperature? B: The low will be 20 and the high 26 degree - Work in pairs - Ask three pairs to demonstate the exchanges V Homework: - Prepare for Read - Do exercise 2, in work book VI Remarks: * Answer key: City Sydney Tokyo London Bangkok New York Paris Unit 12: Weather Dry, windy Dry, windy Humid, cold Warm, dry Windy, cloudy Cool, dry Temperature Low High 20 26 15 22 -3 24 32 15 10 16 A vacation abroad Period 4/77: Read A Aim: By the end of the lesson, students will be able to know more about the places of interest in the USA  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Brainstorm: ? Tell me States in the USA you know? States in the USA Chicago II Pre-reading: Vocabulary: - volcano (n): nói löa (situation) Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - lava (n): dung nham, nham th¹ch (translation) - wharf (n): cÇu tµu, cÇu c¶ng (situation) - (to) carve : ch¹m kh¾c (example) - (to) pour: đổ (mime) - overhead (adv): phÝa trªn ®Çu (example) - Checking vocabulary: What and Where Pre-question: - Give sts some questions: ? What places did Mrs.Quyen visit in the USA? ? What did she see? - Ask sts to guess about Mrs.Quyen - Write sts’guess on the board III While-reading: * Grid: - Hang on the Grid on board and let sts look at this - Run through Place What she did and saw a Hawaii Went simming, visited Kilauea Volcano b New York c Chicago d Mount rushmore e San Francisco - Ask sts open the book on p.116-117 read to check their predictions and fill in the table - Call sts go to the board to fill in the table - Correct mistakes Lucky number: - Explain sts how to play this game - Devide class into two teams ? When you get a mark? - Answer correctly a question ? When don’t you have answer? - Get a lucky number * Questions: 1(g) 2(h) 3(c) 4(d) a/ How did Mrs.Quyen go to Kilauea Volcano? 5(a) 6(e) 7(f) 8(b) b/ Lucky and number c/ Where in San Francisco did Mrs.Quyen see the famous prison? d/ What is special about Mount Rushmore? e/ What is the other name of Chicago? f/ b/ Lucky and number g/ What did Mrs.Quyen while her husband was visiting the Statue of Liberty? h/ Who was visiting the Statue of Liberty and the Empire State Building? IV Homework: - Prepare for Write - Learn new words V Remarks: * Answer key: 1/ Grid: Place What she did and saw a Hawaii Went simming, visited Kilauea Volcano b New York Went shopping, bought lots of souvenirs c Chicago Saw Lake Michigan Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School d Mount rushmore e San Francisco Teaching date:… /… /2011 Saw th e heads of four American presidents Visited Fisherman’s Wharf, the Napa Valley wine - growing area and the Alcatraz prison Lucky number: a/ She went there by plane c/ She saw the famous prison on the island of Alcatraz d/ It is the mount where the heads of four American Presidents are carved into the rock; and it can be seen from more than 100 km away e/ It is also called “The windy city” g/ She went shopping h/ Dad was visiting the Statue of Liberty and the Empire State Building Unit 12: A vacation abroad Period 5/78: Write A Aim: By the end of the lesson, students will be able to write poscards to their friends about their trip  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Lucky number game: - Write the numbers on the board (1->8) - Tell sts each number is for a question but two of them are lucky numbers For a lucky number, sts can get one point and no answer - Ask them answer briefly Questions: 1/ Where did Mrs.Quyen and her husband spend their holiday? 2/ Lucky number 3/ What did they seee on Mount Rushmore? 4/ Who did they visit when they were in the USA? 5/ Lucky number 6/ What did Mrs.Quyen while her husband was visiting the Statue Liberty? 7/ What did Mrs.Quyen buy? 8/ What did she send to her children from the USA? II Pre-writiing: * Gap fill: - Have sts look at the book on p.upload.123doc.net - Run through ? What you write about the place? - Names of places ? What you write about the weather? - The weather is Ask them complete the gap with the aaropriate words Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Call sts go to the board to write down - Coreect mistakes III While-writiing: * Grid: - Ask sts imagine they are a tourist on vacation in a certain place - Hang on the Grid on the board and let them to complete the Grid - Ask sts some questions: ? Do you have a holiday? Where? ? Do you write a postcard to a friend about the trip? ? What information did you write? ? What is the weather like? ? Who did you meet?, etc Place: -People : -Weather: -Who you meet: -What you see: -What you buy: Call sts to go the board to complete * Transformation writing: - Ask them look at grid then write a postcard using information in it - Work individually - Ask them to share with their friends - Call sts read out - Give feedback and correct IV Homework: - Prepare for Language focus - Do exercise in workbook V Remarks: * Answer key: Gap fill: 1/ in 2/ people 3/ weather 4/ visited 5/ her 6/ lovely 7/ bought 8/ for 9/ heaviness 10/ soon Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Unit 12: Teaching date:… /… /2011 A vacation abroad Period 6/79: Language focus + correction Test A Aim: By the end of the lesson, students will be able to use past progressive and present progressive tenses with “always”  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Memory game: - Devide class into two parts - Aks the first student in one group to say a simple sentence - Ask the first student i the other group repeat the previous sentence and add one new sentence of his/ her own - Go on until the last student can’t repeat the whole sentencs and his/ her team loses the game II Presentation: - Ask sts a question: ? What were you doing at p.m yesterday? - Write sts’ answers on the board + I was studying English + I was waching TV - Ask them look at the sentences and ask: ? Which tense is it? - Introduce form, use of past progressive tense * Form: S + was/ were + V-ing ? When we use this tense? * Use: - to indicate an action that was in progress at a point of time in the past ? Who can give me an example? III Practice: Word cue drill: a/ Ba/ take a shower d/ Nga/ write a letter b/ Hoa/ have a dinner e Na/ walk with her dog c/ Bao/ read a comic f/ Lan and her grandmother/ talk to each other - Hang on the word cue on the board and ask sts look at it - Ask sts look at them then make sentence with the form above - Model with cue (b): Hoa was having dinner - Work individually - Ask sts go to the board to write down their answers Matching: - Ask sts look at pictures on p.119 and the matching on p.120 - Run through all the pictures and sentences - Call sts to give their answers - Ask them questions: ? What was the Le family doing when the mailman came? ? What happened while Nga was eating? * Model sentences: - The Le family was sleeping when the mailman came - The phone rang while Nga was eating - Let them look at the sentences above to give the form * Form: Main clause Conjunction Adv clause Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Past continuous When Past simple Past simple While Past continuous * Use: Sequence of tenses: an action was taking place in tha past when another action took place - Get them to copy Piccture drill: - Ask sts look at the pictures on p.120 - Run through - Ask them look at the pictures then write sentences what people are always doing - Model with picture (a): - Bao is always forgetting his homework - Ask sts look at sentence then give the form * Form: S + am/ is/ are + always + V-ing * Use: to express a complaint - Ask them to read out their answers and correct mistakes IV Correction Test: 1/ points: a gets b so as to c closed d bought e taking 2/ points: a T b F c T d F e F 3/ points: a A letter is written(by her) b Ha Long Bay will be visited next month (by them) 4/ points: a She is ready to her homework b It is difficult to learn English V Homework: - Prepare for Unit 13: Getting started + Listen and read VI Remarks: Unit 13: Festival Period 1/80: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to talk about some traditional Festival  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greeting Rice-cooking festival * Brainstorm: ? Tell me festivals in Vieatnam? Festivals Mid-Fall Festival in Vietnam II Presentation: * Vocabulary: - husk (n): vá trÊu (visuals) - (to) fetch: ®i lÊy, mang vÒ (translation) - (to) separate: t¸ch rêi (mime) - (to) urge : thóc dôc (example) - (to) yell: hÐt to (situation) Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - (to) award: tÆng, tÆng thëng (example) - Checking vocabulary: What and Where * Ask sts look at the picture on p.121 and ask: ? Which festival is it? - Rice-cooking festival - Tell sts that they are going to read about a rice-cooking festival, and this festival has three competitions: water-fetching, fire-making and rice-cooking - Put sentences on the board, two sentences relate to each competition - Ask sts predict if the sentences are about the water-fetching, fire-making and ricecooking competitions 1/ Rubbing pieces of bamboo together 2/ There’s a river about one kilometer away 3/ It’s made in the traditional way 4/ The most delicious one is the winner 5/ Each runner must take a bottle 6/ The teams remove the husk - Ask sts answer and write on the board III Pratice: Checking sts’predictions: - Ask sts read the dialogue on p.121-123 to correct - Pair work T/ F: Statement T F 1/ Two teams members take part in the water-fetching contests 2/ One person has to collect four water bottles 3/ The fire is made without matches or lighters 4/ Pieces of wood are used to make the fire 5/ In the final contest, the team members take the rice 6/ The grand prize is given to the team with the most points - Hang on the table on the board - Let sts read the dialogue again then check () the table T or F - Ask sts answer - Get sts correct the false statements V Homework: - Prepare for Speak + Listen VI Remarks: * Answerkey: a/ Water-fetching, fire-making or rice-cooking: 1/ Rubbing pieces of bamboo together (fire-making) 2/ There’s a river about one kilometer away (water-fetching) 3/ It’s made in the traditional way (fire-making) 4/ The most delicious one is the winner (rice-cooking) 5/ Each runner must take a bottle (water-fetching) 6/ The teams remove the husk (rice-cooking) b/ T/F: 1/ F: One teams members take part in the water-fetching contests 2/ F: One person has to collect one water bottles 3/ F: The fire is made without matches or lighters 4/ F: Pieces of bamboo are used to make the fire 5/ F: In the final contest, the judges members take the rice 6/ T: The grand prize is given to the team with the most points Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Unit 13: Festival Period 2/81: Speak + Listen A Aim: By the end of the lesson, students will be able to talk about preparations and listen for details: a Tet holiday  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greeting * Brainstorm: - Get sts answer the following questions: ? What you usually on Tet holiday? ? Where you usually visit on Tet holiday? II Pre-speaking: Vocabulary: - pomegranate (n): qu¶ lùu (visuals) - marigold (n) : cóc v¹n thä (picture) - peach blossom (n) : hoa đào (situation) - (to) tidy : dän dÑp (example) - Checking vocabulary: What and Where Ordering: - Ask sts look at book on p.123 - Run through - Get sts read the dialogue and put the sentences in the correct order - Work inpair - Call on some sts to give their answers - Give feedback and correct III While-speaking: * Make up dialogue: - Ask sts look at book at (2) on p.123 again - Have them choose one of the fastival then make up their own dialogue - Pair work - Ask three pairs read out and correct IV Pre-listening: * Gap fill prediction: - Hang on the chart on board - Get sts look at the chart and read the statements Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask them predict the words in the gaps - Write sts’predictions on the board a/ Mrs.Robinsion wants - to go to the - b/ Mrs.Robinsion wants some marigolds because they are at Tet c/ Mrs.Robinsion wants Liz to buy a packet of d/ Mrs.Robinsion is asking Mrs.Nga how to spring rolls V While-listening: * Checking sts’prediction: - Ask sts listen to the tape then check - Open the tape (twice) - Ask sts share with their friends - Call sts go to the board to write down their answers - Open the tape again and let sts listen then correct - Give out correct answer VI Post-listening: * Grid: Things to Mr.Robinson: -Mrs.Robinson: Liz: - Hang on the grid on the board - Ask sts look at this then fill in the gap with the information taken from the statements above - Call on sts to give their answers VII Homework: - Prepare for Read VIII Remarks: * Answerkey: a/ Ordering: A -> F B -> G C -> H D -> J E -> I b/ * Gap fill prediction: a/ Mrs.Robinsion wants Mr.Robinson to go to the flower market b/ Mrs.Robinsion wants some marigolds because they are traditional at Tet c/ Mrs.Robinsion wants Liz to buy a packet of dried watermelon seeds d/ Mrs.Robinsion is asking Mrs.Nga how to make spring rolls c/ Grid: Things to Mr.Robinson: go to the flower market to buy peach blossom and a bunch of marigolds Mrs.Robinson: go to Mrs.Nga’s to learn how to make spring rolls Liz: go to the market to buy candies and a packet of dried watermelon seeds Planning date: 25/03/2007 Teaching date: 26/03/2007 Unit 13: Festival Period 3/82: Read A Aim: By the end of the lesson, students will be able to get some knowledge about Christmas  Teaching aids: - posters, pictures Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011  Anticipated problems: B Content: I Warmer: - Greeting * Brainstorm: - Ask sts some questions about Christmas ? What you on Christmas holiday? ? Where you usually go on Christmas Eva? II Pre-reading: Vocabulary: - carol (n): bµi th¸nh ca (example) - patron saint (n): th¸nh b¶o hé (translation) - jolly (adj) : vui nhén, vui vÎ (synonym) - (to) spread : tr¶i ra, c¨ng (explanation) - (to) design : thiÕt kÕ (example) - Checking vocabulary: Slap the board T/ F statements: Statements T F 1/ The Christmas tree was appeared in Riga and then came to the USA in the 1800s 2/ An Englishman had someone design a card to send Christmas greetings to his friends in the 20th century 3/ Christmas songs were performed eight hundred years ago 4/ Santa Claus is based on the description of Saint Nicholas in his poem 5/ Santa Claus is the person who gave children presents on their birthday - Hang on the poster on the board - Let sts look at this, read then predict which one is true or which one is false - Write sts’s predictions on the board III While-reading: Checking sts’predictions: - Ask sts open the book on p.124-125 - Let sts read the text to check - Ask sts correct the false statements Grid: Christmas Special Place of origin Riga Date Mid-19th century Christmas carols USA - Ask sts read the text again then fill in the grid - Call sts go to the board and write down their answers - Give feedback and correct mistakes Comprehension question: - Ask sts work in pairs - Look at the questions on p.126 discuss to answer - Ask five pairs to ask and answer - Correct mistakes IV Homework: - Prepare for Write V Remarks: * Answerkey: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 a/ T/ F statements: 1, 3, 4: T F: An Englishman had someone design a card to send Christmas greetings to his friends in the mid-nineteenth century F: Santa Claus is the person who gave children presents on Christmas holiday b/ Grid: Christmas Special The Christmas Tree The Christmas Card Christmas Carols Santa Claus Place of origin Riga Date Early 1500s Mid-19th century England No information USA 800 years ago 1823 c/ Comprehension question: 1/ More than a century ago 2/ He wanted to send Christmas greetings to his friends 3/ 800 years ago 4/ An American professer named Clement Clarke Moore 5/ O the description of Saint Nicolas in professer’s poem Planning date: 27/03/2007 Teaching date: 28/03/2007 Unit 13: Festival Period 4/83: Write A Aim: By the end of the lesson, students will be able to write a report on a festival  Teaching aids: - posters, picture  Anticipated problems: B Content: I Warmer: - Greeting * Brainstorm: ? Tell me traditional festivals you know? Traditional Rice-cooking festival Tet ? What traditonal festivals you like best? II Pre-writing: * Questions: ? How many competitions were there? ? What are the competitions? ? How far was the river? ? How did they make fire? ? How many people from each team took part in the rice-cooking contest? ? Which team won? - Write the questions on the board and ask sts look at them - Ask sts look back at the “Listen and read” to answer questions - Call sts to answer and correct * Gap fill: - Get sts work in pair to complete the report on p.127 - Ask sts go to the bard to write down their answers - Check the sts’answers Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 III While-writing: - Ask sts choose the festival at Brainstorm then write a report - Ex: Tet - Write these prompts on the board and the first as an example ? What is Tet? - It’s lunar New Year ? When? ? How long? ? What people do? ? What people eat? ? Do you like it? - Let them work in pair then answer - Write the sts ideas on the board next to the prompts - Put the gap-fill report on the board and ask sts to complete the gaps about “Tet” in Vietnam - Work individually - Ask them to share with their friends “Tet is lunar new year in Vietnam and it is in -It lasts and we not go to school for -We many things at Tet We We also eat some special food such as I like Tet because - Call sts go to the board to write down their answers - Correct mistakes IV Homework: - Prepare for Language focus V Remarks: * Answerkey: * Gap fill: 1/ rice-cooking 6/ traditional 2/ one 7/ bamboo 3/ water-fetching 8/ six 4/ run 9/ seperate 5/ water 10/ added Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Planning date: 28/03/2007 Teaching date: 29/03/2007 Unit 13: Festival Period 5/84: Language focus A Aim: By the end of the lesson, students will be able to use reported speech; compound words and the passive in the past present and future tense  Teaching aids: - posters, picture  Anticipated problems: B Content: I Warmer: - Greeting * Pelmanism: Infinitive - past participle - Prepare 10 cardboards, numbered from to 11 on one side and the words on the other side - Stick the cardboards on the board showing the numbered side - Devide class into teams and ask each team choose two numbers If the words in both cards match in sequence of an infinitive with its past participle, this team will get one point Ex: write -> written Infinitive put write hold make break held put broken written made past participle II Presentation: * Activity one: - Write example on the board: Nhat Ky Trong Tu was written by Uncle Ho - Let sts look at the sentence then ask: ? Which tense/ form is it? - Passive in the past present - Ask them give the form * Form: S + was/ were + PII + by + O - Have sts give an example and repeat the form of passive in simple future: S + will be + PII + by + O * Activity two: - Ask sts look at the picture on p.130 and ask: ? Who is it? - It’s Nam ? What does he do? - He is a plumber - Ask sts to report what the man said - Write sentence on the board: He said he was a plumber - Get them look at the sentence ? Which tense is it? - Reported speech - Ask sts to pay attention to the changes in: Tense Quoted speech - Present simple - Will - Must Lesson plan Adverb of places and time Reported speech - Past simple - Would - Had to Quoted speech - This - now - here - today - tomorrow - yesterday  Written by: Reported speech - that - then - there - that day - the next day - the day before Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - ago - before III Practice: * Activity one: Ex.1 - p.128 - Ask sts look at Ex.1 then complete the sentences wuth the right form of the verb in the box - Work individually - Call sts to answer and correct * Activity two: Ex.2 - p.128 - Have sts look at the picture and the dialogue on p.129 - Run through - Let sts complete the dialogue with the right form of the verbs in the box - Work in pair - Ask some pairs to read out and correct * Activity three: Transformation drill - Ex.4 - p.130 - Let sts look at Ex.4 - Run through - Ask them look at the sentences then report what the man told Mrs.Thu - Call sts go to the board to write down * Activity three: Ex.3-p.130 - Ask sts a question: ? How many competitions are there in rice-cooking festival? - A water-fetching copetition - A fire-making - A rice-cooking festival - Ask sts look at the underlined part the ask: ? What is it? - compound adjective * Form: Noun + V-ing - Let sts look at the Ex.3 then rewrite sentences using compound word - Work individually - Ask sts go to the board to write down IV Homework: - Prepare for Unit 14: Getting started + Listen and read V Remarks: Planning date: 30/01/2007 Teaching date: 31/01/2007 Test 15 minutes A Aim: - Check sts’knowledge B Topic: I Give correct form of the verb: Mr Ba (travel) to work by car They (play) soccer when It rained While I (do) my homework, my brother was listening to music We (have) a picnic two months ago Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 II Change into passive form: Uncle Ho wrote Nhat Ky Trong Tu -> -2 They will have test tomorrow -> -3 She does housework every morning -> -4 My brother will go to London next week -> Answerkey Unit 14: Woders of the World Period 1/85: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to seek information about language game to complete a summary  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Matching: - Ask sts look at the pictures on p.131 - Run through the pictures.? What is it? - Ask sts match the names of these famous world landmarks to the correct pictures - Have sts to answer and correct Inform the topic: “Wonders of the world” II Presentation: Vocabulary: - wonder (n): kú quan (example) - bridge (n): c¸i cÇu (picture) - clue (n): gîi ý (situation) - statue (n): tîng (realia) - Checking vocabulary: What and Where Ordering: - Hang on the picture about Nga and Hoa and statements on the board - Ask sts look at this and ask: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 ? What are they talking about? -They are playing a language game called guessing game ? How does this game work? - Get sts read the statements and put them in the right order of the game * How to play the guessing game: a/ B asks questions to find out who or what is b/ A thinks of a famous person or place c/ B wins if he/ she can guess the correct answer d/ A give B a clue e/ B loses if he/ she cannot guess the correct answer f/ A can only answer “Yes” or “No” - Call sts go to the board to write down their answers III Practice: Checking sts’ordering: - Ask sts open the book, read the dialogue to check - Work in pair - Get sts to correct Gap fill: - Get sts read the dialogue in pair again - Put the chart on the board Hoa, Nga and her cousin, Nhi were bored, so Nga suggested that they play a (1) -call 20 Questions She explained the rules and then the girls started to play Nga thought of a - (2) and she gave the others a - (3) - by saying that it wasn’t in - (4) - Nhi found out the place was in - (5) - Hoa though it was the - (6) - Gate Bridge, but that is in San Francisco Nhi was - (7) - when she said it - (8) - the Statue of Liberty - Let sts look at then fill in the missing gaps - Work individually - Ask them to share with their friends - Call sts go to the board to write down their answers - Correct mistakes IV Production: * Guesing game: -Prepare for pictures of the famous world landmarks and scene spots inVietnam - Show the pictures one by one to sts and ask them what place it is - Ask sts make “YES”, “NO” questions to guess the place in Vietnam and the world Sts: Is this Great Wall? T : Yes -> show the picture to class; T: No -> not show the picture to class Great Wall Lesson plan Hue Citadel  The Statue of Liberty Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Sydney Opera House Pyramid V Homework: - Prepare for Speak VI Remarks: * Answerkey: a/ Ordering: b/ Gap fill: -1 - - - 1/game 3/ clue 5/ America 2/ place 4/ Vietnam 6/ Golden Ngoc Son Temple 7/ right 8/ was Unit 14: Woders of the World Period 2/86: Speak A Aim: By the end of the lesson, students will be able to make a report on famous places using reported speech  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings ? Tell me The famous place in Vietnam The famous place in and on the world? Ha Long Bay Vietnam and on the world Pramid Great Wall II Pre-speaking: * Dialogue Build: - Hang on the picture about Hoa and Mai are talking on the board - Ask sts look at this then predict What are they talking about Hoa: Do you know Phong Nha cave? Mai: Yes, I Hoa: Is Phong Nha cave in Southern Vietnam? Mai: No, It isn’t It’s in central Hoa: I asked Mai if Phong Nha cave was in Southern Vietnam She said that it isn’t - Present the dialogue - Open pairs - Closed pairs - Get sts look at underlined sentence and ask them give the form * Target language: I asked Mai if Phong Nha cave was in Southern Vietnam * Form: S + asked + someone + If/ whether + statement * Concept check:  Form: ? What is at the beginning of the sentence? ? What come after? Which tense? ? What is after If/ whether? Which tense you usually use after if/ whether?  Meaning: - Ask sts to translate into Vietnamese  Usage: Indirect question with “if” and “whether”  Pronunciation: /ed/ ; wasn’t = wasnot III While-speaking: * Word/ Picture cue: - Hang on the pictures about place: Ha Long Bay, Great Wall, Petronas Twin Towers, Hue citadel and Eiffel Tower - Run through all the pictures ? What is it? - It is - Put the word cue on the board Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 1/ Great Wall/ China 2/ Petronas Twin Towers/ tall 3/ Hue citadel/ Nothern Vietnam 4/ Ha Long Bay/ beautiful 5/ Eiffel tower/ France * Example changed: S1: Is Great Wall in China? S2: Yes, It is S1: I asked her if Great Wall was in China She said that it was - Work in pair - Call five pairs to read out and correct mistakes IV Post-speaking: * Noughts and Crosses: Change into indirect speech Phong Nha cave in Quang Is Big Ben in London? Are they beautiful? Tri province (1) (2) (3) Does it have the most Does your sister speak Does your brother study beautiful cave in Vietnam? English? hard? (4) (5) (6) Is your house far from Are English people very Do your parents live in Hanoi? friendly? Hue? (8) (7) (9) - Explain sts how to play this game - Devide class into two group A andB ? Which number you choose? V Homework: - Prepare for Listen VI Remarks: Unit 14: Woders of the World Period 3/87: Listen A Aim: By the end of the lesson, students will be able to recognize mistakes through listening to an advertisement  Teaching aids: - a poster, a picture, tape  Anticipated problems: B Content: I Warmer: - Greetings Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 * Crossword puzzle: - Put the chart on the board - Ask sts to draw the crossword in their notebook - Give sts a clue for each number 1/ Unable to find someone/ something 2/ Something that help you find out an answer to a question 3/ A very thick forest 4/ To make a suggestion - Ask sts to discuss with their friens to fill in the crossword - Call sts to answer - Correct II Pre-listening: Vocabulary: - crystal-clear (adj): suèt nh pha lª (translation) - marine (adj): thuéc biÓn, hµng h¶i (example) - heritage (n): di s¶n (example) - coral (n): san h« (picture) - (to) snorkel: b¬i lÆn cã sö dông èng thë (picture) - Checking vocabulary: What and Where Find out the mistakes: - Ask sts look at the picture on p.113 and ask: ? What is this? - beach ? Do you know anything about this beach? - Ask sts look at the passage on p.113 - Let them read the passage to find out the mistakes - Work in pair then guess - Call sts to answer - Write sts’ answer on the board III While-listening: * Checking sts’guess: - Get sts listen to the tape to check - Open the tape (twice) - Ask sts share with their friends - Call sts go to the board to write down their answers - Open tape again - Listen to the tape again to correct IV Homework: - Prepare for Read V Remarks: * Aswerkey: a/ * Crossword puzzle: l o s e c l u e j u n g l e g e s t b/ Find out the mistakes: Look no futher than beautiful far north Queensland Stay right onthe beach at the Coconut Palm Hotel Take guided tours through the rainforest, swim in the crystalLesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 clear water of the Coral Sea and snorkel amongst the coral of the Great Barrier Reef Marine Park - a World Heritage Site Call (077) 6924 3927 for more information Unit 14: Woders of the World Period 4/88: Read A Aim: By the end of the lesson, students will be able to develop reading: get some knowledge about the wonders of the world  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Jumbledwords: - Write the words whose letters are in a random order on the board - Devide class into two teams - Sts from two teams go to the board to write the correct words - The teams which writes more correct words first win the game ralco -> - tageeirh -> norlsek -> ridgeb -> erinam -> - tuesta -> II Pre-reading: Vocabulary: - royal (adj): hoµng gia, hoµng téc (situation) - god (n): vÞ thÇn, chóa (example) - (to) claim: tuyªn bè, kh¼ng ®iÞnh (explanation) - (to) compile: biªn so¹n (example) - (to) surround: bao quanh, v©y quanh (situation) - Checking vocabulary: Slap the board T/ F statements: Statements 1/ An Egyptian man compileda list of what he thought were the wonders of Lesson plan  Written by: Nguyen anh Dao T F Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 the world 2/ The only surviving wonder is The Pyramid of Cheeps in Egypt 3/ Today, we can still see the Hanging Gardens of Babylon in present-day Iraq 4/ Angkor Wat was originally built to honnor a Hindu God 5/ The Great wall of China first wasn’t in the list of the wonders of the world 6/ In the early 15th century, the Khoner King chose Angkor War as the new capital - Hang on the poster on the board - Let sts look at this, read then predict which one is true or which one is false - Write sts’s predictions on the board III While-reading: Checking sts’predictions: - Ask sts open the book on p.134 - Let sts read the text to check - Ask sts correct the false statements Multiple choice: - Ask them read the text again - Hang on the poster on the board about the sentences on p.134 - Ask them look at this then choose the best answers to complete the sentences - Read the statements aloud and make hand gestures to show the missing words - Get them to choose A, B, C or D - Work individually - Ask them to share with their friends - Call sts to answer and correct IV Post-reading: * Grid: - Draw the grid on the board and have sts coppy it - Ask sts work in pair to fill in the grid with the information taken from the text - Write the seven wonders of the world Wonders of the world Country Hanging gardens of Babylon Iraq - Call on some sts to give their answers - Correct mistakes V Homework: - Prepare for Write VI Remarks: * Aswerkey: a/ Jumbledwords: ralco -> coral tageeirh -> heritage norlsek -> snorkel ridgeb -> bridge erinam -> marine tuesta -> statue b/ Multiple choice: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Unit 14: Woders of the World Period 5/89: Write A Aim: By the end of the lesson, students will be able to practice writing a letter to his/ her friends to tell about some places they have visited recently  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings *Guessing game: Wonders of the world - Ask sts to think of one of the wonders of the world and write it on a piece of paper - Call on a student to the front of the class with his/ her paper - Have the rest of the class ask him/ her Yes/ No questions to guess the wonder - The student having the right guess will take the place of the last student II Pre-writing: Vocabulary: - ranger (n): kiÓm l©m (explanation) - edge (n): r×a, mÐp (visuals) - breathtaking (adj) : mª ly, kÝch thÝch (explanation) - temperate (adj) : (khÝ hËu) «n hoµ (traslation) - canyon(n) : khe, hÎm nói (picture) - Checking vocabulary: What and Where Insertion: - Ask sts look at the letter on p.135 - Run through - Read the letter then complete with sentences below: A, B, C, D - Work individually - Ask them to share with their friends - Call sts read aloud their answers and correct III While-writing: * Transformation writing: - Draw the outline on the board and elicit some details from sts ? Place? ? Where did you visited recently? - Ha Long Bay, Hue citadel, Hanoi, ? Distance? - 100 kilometers, ? How to get there? - bus, train, ? Sight? - magnificent, nice, wonderful, ? Weather? - beautiful, sunny, ? How you feel? - happy/ relaxed, - Give sts a letter which has missing words - Ask sts using the information from outline to complete the letter June 8th 2007 Dear Hoa, I’m writing this letter to tell you the I’ve just returned from a trip to -with my family The sights It took us - to get there from we spent - there Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 The weather was - It - we enjoyed walking a long the seaside at night very much It was really interesting when we knew about the legeda of - we really want to comeback there when wa have timenext year How are you getting with your study at home? Where are you going for -? let me know Love, Lan - Work individually - Ask them to share with their friends IV Post-writing: - Ask two good sts go to the boars to write down the letters - Let class look at them read and give remarks - Correct mistakes V Homework: - Prepare for Language focus VI Remarks: * Aswerkey: Insertion: 1/ I hope you are studying hard for your exams next week 2/ The Canyon is part of Grand Canyon National Park and it was formed by the Colorado River over millions of years 3/ He also talked about the original inhabitants who lived there during the Stone Age 4/ That’s all I have time to tell you about Unit 14: Woders of the World Period 6/90: Language focus A Aim: By the end of the lesson, students will be able to practice more in reported speech, passive voice, question words before to-infinitive and verb + toinfinitive  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Chatting: - Ask sts make “Yes/ No” question with present tense - Devide class into two groups and ask them go to the board to write down Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Ex: - Is he a doctor? - Do you know My Son, Lan?, II Revision: Reported speech: - Have sts look at the sentences above then change them into reported speech -> Nam asked Lan if/ whether she knew My Son - Ask sts repeat the form of reported speech * Form (a): S + asked + someone + if/ whether + S + V(past) Passive in simple past : - Write the sentence on the board: American was discovered by Columbus - Ask sts look at the sentence to give the form * Form (b): S + was/ were + PII + by + O Question words before to-infinitive: * Brainstorm: play go buy He told me - Give example: (+) He told me how to play sing where to go what to buy - Let sts look at te sentences above to give the form: * Form (c): S + V + O + Question words + to-infinitive III Practice: * Activity one: Lucky number - Explain sts how to play this game - Devide class into two teams ? When you get a mark? - Change a question into reported speech correctly ? When don’t you have answer? - Get a lucky number * Questions: 1(g) 2(h) 3(c) 4(d) a/ Is it far from Hanoi? 5(a) 6(e) 7(f) 8(b) b/ Is My Son in Quang Nam province? c/ Do many people live at My Son? d/ Lucky number e/ Do many tourists visit My Son every year? f/ Do you want to visit My Son one day? g/ Lucky number h/ Do you like My Son? * Activity two: Word cue drill - Show the word-cue chart on the board (Ex.3-p.137) - Run through - Ask sts make sentence using form (c) - Model: Nga told Nhi how to get there - Work individualy - Ask sts to answer and correct * Activity three: (Ex.1-p.136) - Let sts look at ex.1 on p.136 - Run through - Ask them complete the sentences using the passive form of the verbs in the box - Work individualy - Have them to share with their friends - Ask sts to answer and correct IV Homework: - Prepare for Test Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Do exercise in sts’book V Remarks: * Aswerkey: Word cue drill: a/ Nga told Nhi how to go there b/ Nga showed Nhi where to get tickets c/ Nga pointed out where to buy souvenirs d/ Nga advised Nhi how to go from My Son to Hoi An e / Nga told Nhi what to there during the visit MS: 01 Period: 91 Test 45 minutes A Aim: - Check sts’knowledge B Topic: I Choose the best answer to complete the following sentences: She (has lived/ lived/ lives/ is living) in Hanoi since 1990 Nam asked me (whether/ when/ what/ why) I liked English I - (know/ have known/ knew/ known) her for a long time Last year, Lan’family - (visits/ visited/ is visiting/ is visited) Ha Long Bay He said that he (plays/ played/ is playing/ was played/ ) badminton II True (T) or false (F)? Read the text then tick () the statements Greece is a great place to visit, and there are plenty of tourist attactions there However, there are not many rooms available in the summer, so reservations are important The weather is usually pleasant, and there is not much rain in the summer, although there is plenty in the winter There is a little snow in the winter, except in the north, which is the mountainous If you like swimming, there are lots of beautiful beaches Greece is a safe place to visit because there is hardly any crime Outside Athens, the capital, there is not much pollution because there is not much industry in other parts of the country Transportation is good, and there are many taxis and buses There are also plenty of large ferries that go to the islands Statements There is a little snow in winter in the north There is much industry outside Athens, the capital The weather is wonderful Greece is good place for people who like swimming In Greece, it is not easy to go to the islands T F III Change sentence into reported speech: 1.“Are you a student, Mai?” I asked -> I asked Mai 2.“Will you clean the living-room?”asked My mother -> My mother asked me IV Change the active sentences into the passive and the passive into active form: The dog is loved by me -> -Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 He will buy a new computer soon -> -3 I sent a letter yesterday -> -4 Kieu story was written by Nguyen Du -> - Answerkey I points: has lived whether have known visited played II points: Sentence T/ F F F T T F III points: I asked Mai if/ whether she was a student My mother asked me if/ whether I would clean the living-room IV points: I loved the dog A new computer will be bought soon by him A letter is sent by me yesterday Nguyen Du wrote Kieu story MS: 02 Period: 91 Lesson plan Test 45 minutes  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 A Aim: - Check sts’knowledge B Topic: I Choose the best answer to complete the following sentences: I (was watching/ watch/ watched/ watching) TV when he came They - (has/ have/ having/ had) a picnic two weeks ago Ba said that he - (work/ worked/ working/ works) at Hong Ha company Ly’father (is/ are/ were/ am) an artist Mr.Ba asked Hoa if she - (were/ was/ is/ has) a doctor II True (T) or false (F)? Read the text then tick () the statements Greece is a great place to visit, and there are plenty of tourist attactions there However, there are not many rooms available in the summer, so reservations are important The weather is usually pleasant, and there is not much rain in the summer, although there is plenty in the winter There is a little snow in the winter, except in the north, which is the mountainous If you like swimming, there are lots of beautiful beaches Greece is a safe place to visit because there is hardly any crime Outside Athens, the capital, there is not much pollution because there is not much industry in other parts of the country Transportation is good, and there are many taxis and buses There are also plenty of large ferries that go to the islands Statements Greece is a small place to visit There are many tourist attractions there There are many hotel rooms available in the summmer There isn’t much rain in the winter There is pollution in the capital T F III Change sentence into reported speech: 1.“Is Huong River in Hue, Ba ?” I asked -> I asked Ba 2.“Will you go shopping?”asked My mother -> My mother asked me -IV Change the active sentences into the passive and the passive into active form: Grass is eaten by buffalos -> -2 She will learn English next week -> -3 I watched a cartoon last night -> The lesson was explained by the teacher -> - I points: Answerkey was watching had worked is was Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 II points: Sentence T/ F F T F F T III points: I asked Ba if/ whether Huong River was in Hue My mother asked me if/ whether I would go shopping IV points: Buffaloes eat grass English will be learnt next week by her A cartoon was watched last night by me The teacher explained the lesson Unit 15: Computers Period 92: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to differentiate facts from opinions through reading  Teaching aids: - posters, tape, a picture  Anticipated problems: B Content: I Warmer: - Greetings * Braistorm: - Hang on a picture about a computer on the board and ask sts look at this ? Tell me about advantages of using a computer? save time keeping information Computer II Presentation: Vocabulary: - printer (n): m¸y in (picture) - guarantee (n): giÊy b¶o hµnh (explanation) - manual(n) : s¸ch híng dÉn sö dông (realia) - plug (n) : phÝch c¾m ®iÖn (realia) - (to) connect : kÕt nèi (situation) - Checking vocabulary: What and Where T/ F statement prediction: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Statements T F 1/ The priter isn’t working 2/ Nam has already turned the computer on 3/ Nam knows how to connect a printer but he hasn’t connected it properly 4/ The manual helped them to find out the problem 5/ Mr.Nhat bought the computer in Ho Chi Minh city and it’s still under guarantee 6/ Mr.Nhat thinks the company wouldn’t anything with his computer because it’s too far from his place - Hang on the picture about Nam and Mr.Nhat are talking on the board - Let sts look at this and guess ? What are they talking about? - about the problem of the computer ? What happens to the computer? - Put the chart on the board and have sts guess which statement is true or false - Write sts’guess on the board III Practice: Checking sts’guess: - Ask sts open their books on p.138 - Open to the tape - Sts listen and read to check - Have sts work in pairs to check if their guesses are right or not - Call on sts to correct the false statements - Give feedback and correct Fact or opinion: - Ask sts read the dialogue again then check (v) from the statement above fact or opinion - Explain the words: Fact and opinion + Fact: A thing that is known to be true, especially when it can be proved + Opinion: Your feelings or thoughts about someone or somethin, rather than a fact - Ask sts answer and correct IV Homework: - Prepare for Speak - Do exercise in workbook V Remarks: * Aswerkey: A/ T/ F statement prediction: 1, 2, 5: T F: Nam knows how to connect a printer and he has connected it properly F: Mr.Nhat thinks it’s very helpful F: Mr.Nhat thinks the company should something with it B/ Fact or opinion: - Fact: a, d, e - Opinion: b, c, f Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Computers Unit 15: Period 91: Speak A Aim: By the end of the lesson, students will be able to use some common useful expressions to express agreement and disagreement  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Guessing game: “Do you think that .?” - Ask sts each to think of one the ways computers are helpful and write it on a piece of paper - Call on a student to front of the class - Get the rest of the class ask him/ her: “Do you think that computers are ?” - The student can only answer with Yes or No - Tell sts the one to have the rigjt guess will get one good mark and go on answering the classmates/ questions II Pre-speaking: * Braistorm: - Write the topic on the board: Useful expressions to express agreement and disagreement - Put the able on the board and elicit sts’answer then write them on the table - Explain the phrase “on the other hand” to sts - Get sts to copy the table Opinions Agreement Degree of agreement Disagreement I like So I I agree but I disagree I don’t like I think I feel I don’t believe Matching: - Put the photocopied pictures on p.139 on the right of board and the word cues on the left (not in order) - Run through - Ask sts to match the words with the right pictures - Call on sts to match and correct Picture a - Playing the rain Picture b - Driving a car Picture c - Foreign food Picture d - Reading comic books III While-speaking: * Picture drill: - Erase the words but leave the pictures - Get a student to demonstrate the model (a) T: I think driving a car is easy Ss: I diagree I think it’s difficult to drive a car (or) So I Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Ask sts to use the adjectives in the box on p.140 to express their opinions after going through the meaning of some new words `1/ entertaining 2/ time-consuming 3/ challenging - Have sts to use the pictures on the board to practice speaking with their partners - Work in pairs - Call on five pairs to read out - Give feedback and correct IV Post-speaking: * Mapped dialogue: - Present the dialogue and have sts repeat, sentence by sentence - Ask sts read out the dialogue - Have sts make similar dialoues refering the cues on p.140 (below the dialogue) to replace the information - Put the map dialogue chart on the board I am having problems with What’s wrong? It doesn’t work I think No, You didn’t Oh! Sorry V Homework: - Prepare for Listen - Do exercise in workbo Unit 15: Computers Period 92: Listen + Correction Test A Aim: By the end of the lesson, students will be able to listen for details and complete the flow chart through listening  Teaching aids: - posters, tape  Anticipated problems: B Content: I Warmer: - Greetings - Good morning ? How are you? ? What is the date? II Pre-listening: - Put the flow chart on the board - Ask sts copy it into their exercise books Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 - Get sts to understand how events are sequenced in a flow chart and the meanings of all the shapes used in the chart starting/ stopping point (Circle) Questions (Triangle) Answers (Oval) III While-listening: * Gap fill: - Ask sts to look at the flow chart and guess the words in the gaps - Write sts’guess on the board - Open tape (twice) - Ask sts listen to fill in the gaps - Ask them share the answers with their friends - Call on sts go to the board to write down their answers - Open tape again - Give feedback and correct IV Post-listening: * Write it up: - Have sts write a set of instructions on how to get a drink from a machine, using flow chart - Work individually - Model: This flow chart shows how to get a drink from a machine It shows that the first step is to find a machine - Ask them to compare with their friends - Call on sts go to the board to write down - Correct mistakes IV Correction Test: I points: has lived whether have known visited played II points: Sentence T/ F F F T T F III points: I asked Mai if/ whether she was a student My mother asked me if/ whether I would clean the living-room IV points: I loved the dog A new computer will be bought soon by him A letter is sent by me yesterday Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Nguyen Du wrote Kieu story VI Homework: - Prepare for Read - Do exercise in workbook VII Remarks: * Aswerkey: a/ Do you have the coorect change? b/ Yes c/ What you want to drink? d/ Take it Unit 15: Computers Period 93: Read A Aim: By the end of the lesson, students will be able to know more about how computers work in a university  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Chatting: - Ask sts some questions: ? Where in the libarary we get information? ? If we want to discuss something how can we do? - Base on sts’answers -> T introduces the new lesson II Pre-reading: Vocabulary: - freshman (n): sinh viªn n¨m thø nhÊt (situation) - impact (n): sù ¶nh hëng (translation) - acess (n): đờng dẫn đến (explanation) - bulletin (n): b¶n tin (example) - (to) store: lu tr÷ (situation) - (to) require: yªu cÇu (synonym) - Checking vocabulary: What and Where T/ F statement: Statements T F 1/ There is a new university without a library in the USA recently 2/ Users can send and receive messages by using computers 3/ First-year students in many universities are required to have access to a computer 4/ Students have to go to computer rooms to connect their computers to computer jacts 5/ Computer bulletin boards are the same as the traditional ones 6/ Not all people think positively about the new method of study off campus - Hang on the poster on the board - Let sts look at this, read then predict which one is true or which one is false - Write sts’s predictions on the board Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 III While-reading: Checking sts’guess: - Ask sts open their books on p.141 - Read the text to check - Ask sts correct the false statements Lucky number: - Explain sts how to play this game - Devide class into two teams ? When you get a mark? - Change a question into reported speech correctly ? When don’t you have answer? - Get a lucky number * Questions: 1(g) 2(h) 3(c) a/ What make the new university different from others? 5(a) 6(e) 7(f) b/ Lucky number c/ What type of information is available through the computer? d/ Lucky number e/ What type of equipment is necessary for first-year students? 4(d) 8(b) f/ What is the difference between a traditional bulletin board and the one on the internet? g/ Would you like to complete a college degree from home? Why/ Why not? h/ Lucky number IV Post-reading: * Discussion: - Devide class into six groups - Talk about advantages and disadvantages of using computers - Call on sts go to the board to write down - Correct mistakes Using computer advantages Disadvantages - quickly - influence on eyes V Homework: VI Remarks: - Prepare for Write - Learn new words Unit 15: Computers Period 94: Write A Aim: By the end of the lesson, students will be able to write a set of instructions on how to use the printer Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Jumbled words: - Put the square chart on the board C N E E R C - Inform the topic and the number of the hidden O U T P U T words - Devide class into two groups A and B M O N I T O - Ask sts go to the board to write down the words P A E N O C - Hidden words can lay on a (straight, a croos, dow) U H B C D E line II Pre-writing: T R A Y O P Vocabulary: E S U O M G - paper in put tray: khay đặt giấy vào (picture) R I P O W E - output path: lèi (picture) - icon (n): ký hiÖu, biÓu tîng (visuals) - power button: nót më ®iÖn (picture) - monitor screen: mµn h×nh m¸y (picture) - Checking vocabulary: Matching - Ask sts look at Ex.1-p.142 and matching - Get sts to give their answers and correct Gap fill: - Get sts to make use of some phrasal verbs - Put the words on the board and ask sts to fill in the gaps with the right words if possible a/ (to) wait (so/sth) b/ (to) remove (sth) c/ (to) turn (a machine) d/ (to) plug (sth) e/ (to) load (sth) - Work individually - Call on sts to give their answers and correct mistakes III While-writing: * Write the instruction: - Have sts look at the pictures and the cues on p.143 - Run through - Get sts work inpairs to outline the instructions - Model: Plug in the printerand turn on the power - Call on sts to say out the instructions first - Ask sts go to the board to write down their answers - Give feedback and correct IV Homework: - Prepare for Language focus - Do exercise in workbook V Remarks: * Answerkey: (1) Gap fill: 1/ -> b 4/ -> e 2/ -> d 5/ -> f 3/ -> a Lesson plan  Written by: Nguyen anh Dao S P R I N T E R K E Y B O A R D Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 (2) Write the instruction: Plug in the printerand turn on the power Remove the old paper and load the new paper in the paper input tray Wait for the power button to flash Have the pages appear on the computer screen Click the priter icon on the screen and wait for a few seconds The printered-paper will get out from the output path in a minute Unit 15: Computers Period 95: Language focus A Aim: By the end of the lesson, students will be able to revise: present perfect with yet and already and comparison of present perfect and past simple  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Guessing game: - Call on a student to go to the board and give him/ her a job name - Ask the rest of the class to guess the job by asking yes/ no question - The choosen student can only answer yes or no * Example: ? Do you work with children? II Revision: * Activity one: present perfect tense - Write the examples on the board: - Have you done it yet? - Yes I have already done it - Ask sts look at the sentences above ? Which tense is it? - present perfect tense - Ask sts repeat the form and the usage of this tense again * Form: (+) S + have/ has + already + PII (-) S + haven’t/ hasn’t + PII + yet (?) Have/ has + S + PII + yet? - Explain sts how to use yet and already * Use: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 YET: used in questions and negative statements AlREADY: used in positive statements * Activity two: past simple tense - Ask them a question: ? What did you last night? - I watched T V last night - Ask them give the form and the usage of this tense * Form: S + V (past) + O * Use: - to express an action happened in the past with definite time III Practice: 1/ Gap fill: Ex.1-p.144 - Ask sts look at Ba’s diary - Run through the dialogue and Ba’s diary - Comple the dialogue using Yet and Already - Pairwork - Ask two pairs to readout the dialogue and correct mistakes 2/ Questions - answers: - Have sts look at the flight information tables and ask questions to show the model - Model: S1: Has the flight to Vientiane departed yet? S2: Yes, it has already departed S1: Has the flight from Los Angeles arrived yet? S2: No, it hasn’t arrived yet - Ask sts take in turns to ask and answer the questions - Call on five pairs to read out - Give feedback and correct 3/ Ex.3-p.146: - Use Vietnamese to elicit the models: a/ I have ever been to England (finished) b/ My family has gone to Paris for three weeks (incomplete) - Ask sts look at models (a), (b) and explain: (+) finished actions -> indefinite time (+) incomplete actions -> for, since, recently, - Get them look at the table on p.146, read the sentences and check () the column - Work individually - Ask them compare with their friend - Call on sts to answer and correct Ex.4-p.146: - Let sts look at the dialogue on p.146 - Run through - Get them work inpair to complete the dialogue using the present perfect or the past simple of the verbs un brackets - Ask four pairs to read out - Correct mistakes IV Homework: - Prepare for Unit 16: Getting starte + Listen and read V Remarks: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Unit 16: Inventions Period 96: Getting started + Listen and read A Aim: By the end of the lesson, students will be able to know the origin of paper and talk about the process of producing something  Teaching aids: - posters, pictures tape  Anticipated problems: B Content: I Warmer: - Greetings * Matching: a/ Give sts a list of inventions, the year that they were invented and the country in which they were invented - Ask sts work in groups and match the invention with the year and the country A B - Toothbrush - 1837, England - Mobile Phone - 1873, America - Telephone - 1498, China - CD - 1983, America - Jeans - 1965, America - Stamp - 1876, America - Ask sts go to the board to match and correct b/ Have sts look at the pictures on p.147 - Run through all the pictures and statements ? What you think the people in the picture (a) doing? ? What can you see in picture (a)?, … - Ask sts match the pictures with the right statements - Call on sts to answer and correct II Presentation: Vocabulary: - papyrus (n): c©y cãi (situation) - process (n): quy tr×nh, qu¸ tr×nh (explanation) - mold (n): cái khuôn đúc (visuals) - (o) grin - ground: xay nhá (picture) - (to) crush: nghiÒn n¸t (example) - (to) remove: lÊy ra, lo¹i bá (traslation) - Checking vocabulary: What and Where Open prediction: - Ask sts look at the picture on.148 - Run through ? Who are they? - Tim, Mrs.Allen, Mr.Robert, ? Where are they? - They are in the factory ? What are they doing? - Ask sts guess what are they doing at the factory - Work in groups - Ask sts to answer - Write sts’guess on the board Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 III Practice: Cheching sts’guess: - Get sts open their books on p.148 - Read the dialogue to check - Ask sts to read out the dialogue Matching: - Have them look at Ex.2-p.148 - Run through - Ask sts read the dialogue again then match the half sentences on p.149 - Ask them to compare with their friends - Call on sts go to the board to write down their answers - Correct mistakes IV Production: * Grid: - Put the Grid on the board and have sts copy No Chocolate manufacturing process The beans and cooked remove The beans sugar, vanilla The mixture and pound V Homework: - Prepare for Speak VI Remarks: Unit 16: Inventions Period 97: Speak A Aim: By the end of the lesson, students will be able to use passive form to talk about inventions and creations  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Bingo: - Get sts to brainstorm a list of 10 words and write them on the board (foreman, process, manufacture, remove, crush, liquefy, grind, pour, mold, conveyor belt) - Ask sts to choose any words and copy them into their paper - Call out the words until someone has ticked all of his/ her words and shout “Bingo” II Pre-speaking: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Vocabulary: - facsimile (n): b¶n fax (visuals) - helicopter (n): m¸y bay lªn th¼ng (picture) - reinforced concrete (n): bª t«ng cèt thÐp (explanation) - loudspeaker (n): loa (phãng thanh) (picture) - microphone (n): mic cr« (visuals) - Checking vocabulary: Matching (use the pictures) Present Dialogue: - Hang on the picture on the board about a telephone; Ba and Nam - Let sts look at them and guess what are Nam and Ba talking about Ba: When was the telephone invented? Nam: It was invented in 1876 Ba: Who was it invented by? Nam: By Alexander G Bell Ba: What was his nationality? Nam: He was American - Open pairs - Closed pairs III While- speaking: Substitution: - Hang on the poster on p.150 on the board - Run through - Ask sts look at this then ask theirs friends question to fill in the table - Call sts go to the board to fill in - Correct mistakes Make up similar dialogue: - Get sts choose one of invention above then make up dialogue - Work in pairs - Ask some pairs to read out and correct IV Post- speaking: * Transformation: - Get sts look at the poster then write the sentences about the inventions - Model: Color television was invented in 1950 by Peter Carl Goldmark - Work individually - Ask them to share with their friends - Call sts go to the board to write down - Correct mistakes V Homework: - Prepare for Listen - Learn newwords VI Remarks:  Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 Unit 16: Inventions Period 98: Listen A Aim: By the end of the lesson, students will be able to can fill in the gaps and order sentences by listening  Teaching aids: - posters, a picture, tape  Anticipated problems: B Content: I Warmer: - Greetings * Guessing game: What invention? - Ask student each think of an invention or write it down on a piece of paper - Call on 0ne student to the front of the class or ask the rest of the the student ask him/ her Yes/ No questions Ex: Are you thinking of ? - The chosen student can only answer Yes or No II Pre-listening: * Vocabulary: - vat (n): - roller (n): - roll (n): - (to) drain: - (to)smooth: - Checking vocabulary: What and Where * Take a paper before class the ask sts look at this ? What is this? - It’s a paper ? When was paper invented? ? Where was it invented? ? How to make paper? - Mime some steps in the paper making process - Ask sts guess which step you are miming 1/ Paper pulp was placed in the vat 2/ The water was drained 3/ Paper pulp was mixed with water 4/ The fibers were smoothed and pressed dry - Give sts one minute silent time to predict the order of steps (in Ex.2) - Write sts’ predictions on the board Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 III While- listening: Checking sts’ predictions: a/ Ordering: - Open the tape (twice) - Sts listen to check - Ask them to share with their friends - Call sts to answer - Open tape again to coreect b/ Gap fill: - Have sts look at Ex.1-p.150 - Run through - Get sts listen to the tape again to fill in the gaps - Open tape once more - Ask sts to answer - Open tape again - Listen and correct IV Post- listening: * Game-trivia: - Devide sts into two teams - Give sts in both teams minutes of silent time to write trivia questions about when things were invented (all sts close their books) - One student from team A ask team B a question - Give one point for correct answers and two points for correct questions Ex: S1: When was the color television invented? S2: In 1950 V Homework: - Prepare for Read - Learn newwords VI Remarks: * Answer key: a/ Ordering: c - d - a - e - g- f - b b/ Gap fill: 1/ simple 2/ same 3/ two hundred 4/ left 5/ rollers Unit 16: Inventions Period 99: Read A Aim: By the end of the lesson, students will be able to develop reading skill: a poem for information about inventions Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011  Teaching aids: - posters  Anticipated problems: B Content: I Warmer: - Greetings * Brainstorm: ? Tell me household appliances? Household appliances fridge washing machine II Pre-reading: Vocabulary: - microwave (n): vi sãng (picture) - vacuum (n): m¸y hót bôi (situation) - toaster (n): m¸y níng b¸nh m× (explanation) - hairdryer (n): m¸y sÊy tãc (visuals) - Checking vocabulary: Rub out and Remember Guessing the heading to the verses: - Ask sts look at the poem on p.151 and ask them some questions: ? Do you like reading a poem? ? How many verses are there in this poem? - three verses Verse 1: a/ Instrument invented by Alexander Graham Bell Verse 2: b/ Appliances that cook food Verse 3: c/ Appliances that clean or dry things - Ask sts look at the poster then guess the heading to the verses III While- reading: Checking sts’ guess: - Let sts look at the book on p.151 - Read the poem to check - Ask sts correct Gap fill: - Get sts look at Ex.2-p152 - Run through - Ask them read the poem to fill in the sentences - Work individually - Ask them to share with friends - Call sts go to the board to fill in - Correct mistakes IV Post- reading: * Discussion: - Give sts some questions to discuss ? What is vacuum used to do? ? Who was the telephone invented by? ? What is toaster used to do? ? What is microwave used to do? ? What is hairdryer used to do? - Ask sts to answer - Correct mistakes V Homework: - Prepare for Write - Learn newwords VI Remarks: * Answer key: Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 1/ Guessing the heading to the verses: Verse 1: b/ Appliances that cook food Verse 2: c/ Appliances that clean or dry things Verse 3: a/ Instrument invented by Alexander Graham Bell 2/ Gap fill: (1) vacuum (2) telephone (3) washing machine (4) microwave (5) hairdryer (6) toaster Unit 16: Inventions Period 100: Write A Aim: By the end of the lesson, students will be able to use sequence markers to describe a manufacturing procedure  Teaching aids: - posters, pictures  Anticipated problems: B Content: I Warmer: - Greetings * Jumbledwords: - Put the cardboards with jumbles words on the board - Inform the topic: words related to papermaking produre 1/ lppu -> 2/ llreor -> -3/ morever -> -4/ darniver -> -5/ berifver -> Ask each student to write answer on a piece of paper to hand in II Pre-writing: Gap fill: - Ask sts read the text on p.152 and fill in the gaps with the right sequence markers to describe the procedure of paper-making - Ask them some questions to check ? What is cut into chips? ? What are chips mixed with before they are crushed to heavy pulp? Lesson plan  Written by: Nguyen anh Dao Nguyen Tuan Thien Secondary School Teaching date:… /… /2011 ? Why is the pulp passed through rollers? ? What is the last step in paper-making? - Call on sts to read the completed sentences - Give feedback and correct Ordering pictures: - Have sts look at the pictures on p.153 - Ask sts to think of the process of cacao-making and put the pictures in the correct order - Work in group - Ask sts to answer - Correct mistakes III While-writing: * Write: - Ask sts to rearrange the sentences on p.153 according to the order pictures - Work individually - Ask sts to answer - Correct mistakes IV Homework: - Prepare for Language focus V Remarks: * Answerkey: a/ Jumbledwords: 1/ pulp 2/ roller 3/ remove 4/ drain 5/ fibre b/ Gap fill: 1/ First 2/ Then 3/ Next 4/ After this 5/ Then 6/ Finally c/ Odering: - - - - - d/ Write: d-a-e-c-b-f Lesson plan  Written by: Nguyen anh Dao