Giao an Anh 9 HKII

Grammar: Relative clause III/ Techniques: group work/ pair work IV/ Teaching Aids: poster, coloured chalk, cassete, tape, pictures, word cards V/ Procedures: Communicative Approach 1.. W[r]

WEEK 20th PD: 02/ 01/ 12 TD: 04/ 01/ 12 Unit 6: THE ENVIROMENT Period 37: Getting started + Listen and read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Know environment problems through the pictures - Know what people to clean and protect the environment II/ Language Content: Vocabulary: dump deforestation dynimite spray pesticide disapointed spoil Structure: Conditional sentence type I III/ Techniques: group work, pair work IV/ Teaching Aids: text book, poster, tape,… V/ Procedures: Communicative Approach Warm up: T sticks the pictures on the board T asks Ss to guess the lesson today Then T introduces rhe lesson Teacher ‘s and Students’’ activities Presentation: - T asks Ss to name some environmental problems at the present (work in pairs) - Some Ss answer - T asks Ss to look at the pictures and T explains some expressions describing the environmental problems, then let Ss say their meaning - Let Ss match the environmental problems to the pictures on the board - Ss correct - T corrects - T reads the expressions - Ss listen and repeat - T asks: “From the environmental problems, what’s your mission?” - Some Ss give their answer - T introduces “Listen and Read” - T explains the Listen and Read’s situation - T asks Ss to listen to tape Then give new words and write them on the board - Ss say their meaning - T reads them - Ss listen and repeat after the teacher (chorally-individually) - T explains conditional sentence type I (structure and use) Then ask Ss to give the example in the text (with grammar point) Practice: - Let Ss listen to the tape again and look at their book (T asks Ss to pay attention to each group’s Content Getting started: a air pollution(n): ô nhiễm không khí b spraying pesticides(n): việc phun thuốc trừ saâu c garbage dump(n): bãi đổ rác d water pollution(n): ô nhiễm nước e deforestation(n): tàn phá rừng f dynimite fishing(n): việc đánh cá thuốc noå Listen and Read: a New words: - disappointed(a): thaát voïng - spoil(v): laøm hoûng, hö b Grammar: Conditional sentence type I If clause Main clause If + S + V (Present simple) S + V (future simple) S + modals + bare-inf Ex: If we work hard, we will make this beach a clean and beautiful place again and each person’s work while listening.) - T asks Ss to the exercise 2a: Match the names in column A with the tasks in column B - Let Ss read the text again to the exercise (work in small groups) - The groups give their answer - T corrects - T asks Ss to read the questions, then read the text silently again to answer them (work in pairs) - Some Ss give their answer in front of class, then write them on the board - Ss correct - T corrects Production: - T reads the text - Ss listen and repeat after the teacher - Some Ss read it again - T gives some exercises and asks Ss to them: - T asks Ss to remind Conditional sentence type Homework: c Exercise 2a: Match… 1f – 2e – 3b – 5c – 6d d Answer the questions: Mr Brown is the speaker Volunteer conversationists are the listener They are on the beach They’re going to clean the beach If they work hard today, they will make the beach clean and beautiful & 7: Student’s answer Give the correct tense: a If you (work) hard, you (pass) the exam b If I (have) time, I (visit) you c You (be) late for class, if you (not hurry) - Learn the lesson - Prepare: Unit 6: Speak + Listen - The end - PD: 03/ 01/ 12 TD: 05/ 01/ 12 Unit 6: THE ENVIROMENT Period 38: Speak + Listen I/ Objectives: After finishing the lesson, Ss’ll be able to: - Master some structures and expressions in persuading someone to something to protect the environment - develop Speaking skill in persuading someone II/ Language Content: Vocabulary: wrap reuse recycle bin reduce Structure: I think you should…………… Won’t you………………? It would be better if you……………… Why don’t you………………? Why not………………? What/ How about………………? III/ Techniques: group work, pair work IV/ Teaching Aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T asks one S to match the pictures with the the environmental problems (air pollution, spraying pesticides, garbage dump, water pollution, deforestation, dynimite fishing) * Do you want to protect the environment? What will you do? * How can we save paper? How can we prevent littering? How can we reduce water pollution? Teacher’s and Students’ activities * SPEAK: Presentation: - T asks Ss to remind expressions to persuade someone to something (Ss work in pairs) Then some Ss give their answer - T sticks the poster about the expressions to persuade someone on the board - T asks Ss to use the expressions to answer the question: “What should we to protect the environment?” - Ss discuss in pairs, then give their answer - T reads the model dialogue, then Ss listen and repeat after the teacher - Let Ss practice in pairs, then some pairs of Ss practice in front of class - T gives some new words, then Ss give their meaning - T reads new words - Ss listen and repeat Practice: - T asks Ss to persuade their partner to the things to protect the environment (use the expressions and the ide cues given) - Some pairs of Ss practice in front class - T corrects - T asks Ss to read the questionaire, then find possible answers to the questionaire - T devides class into groups Each group gives answers for a question - T explains the exercise C’s request - Ask Ss to read the model example, then practice with their partner - Some pairs of Ss practice in front of class - T corrects - Ask Ss to discuss how to protect the environment by using the ideas and the expressions for persuading in section A and the answers to the questionaire in B Content * SPEAK: a The expressions: - I think you should…………… - Won’t you………………? - It would be better if you……………… - Why don’t you………………? - Why not………………? - What/ How about………………? * New words: - wrap(v): goùi, boïc, cuoán - reuse(v): tái sử dụng - recycle(v): taùi cheá - bin(n): thuøng - reduce(v): giảm bớt, cắt giảm b Find possible answers to the questionaire: ………………… c Discuss how to protect the environment: …………………… - Some pairs of Ss practice in front of class - T remarks Production: - T reminds the expressions used persuade again * LISTEN: Pre-Listening: - T asks Ss: “How our oceans are polluted?” - Let Ss discuss, then give their thought - T introduces the listening’s summarized content - T gives some new and necessary words in the listening - Ss say their meaning - T reads them - Ss listen and repeat after the teacher (chorally-individually) - T explains the exercise’s request and let Ss guess how our oceans are polluted? (Ss work in groups) While-Listening: - Let Ss listen to the tape (1st) - T asks Ss to read the report in their book - Let Ss listen to the tape (2 nd) to complete the notes - T asks Ss to exchange their answer each other - T asks Ss to listen to the tape again (3 rd) with stopping at each necessary content - T asks some Ss to complete the notes on the poster - Ss correct - T corrects Post-Listening: - T hangs the poster about the tape transcript’s content However, there are some missing words - T asks Ss to listen to tape again to complete the blanks in the passage - T asks Ss to complete them on the poster - Ss correct - T corrects Homework: * LISTEN: New words: - sewage(n): nước thải óng cống - garbage(n): raùc thaûi - oil(n): daàu - spill(n): tràn, đổ - ship(n): taøu, thuyeàn - leak(v): roø ræ - vessel(n): đường dẵn - marine life(n): sống đại dương Complete the notes: - Secondly: Garbage is…………… - Thirdly: …………come from ships at sea - Next: Waste materials come from factories - Finally: Oil is washed from the land Missing words: (1) pollution (2) sea (3) countries (4) garbage - Practice speaking at home - Prepare: Unit 6: Read - The end (5) accident (6) factory (7) leads to (8) result WEEK 21st PD: 07/ 01/ 12 TD: 09/ 01/ 12 Unit 6: THE ENVIROMENT Period 39: Read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Read the poem about the environment correctly - Understand it to answer the questions Eduacte Ss to protect the environment II/ Language Content: Vocabulary: go on end up junk-yard foam hegde folk treasure Structure: III/ Teaching Aids: group/ pair work IV/ Teaching Aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T asks Ss to say the resons cause pollution in the oceans Do you like reading a poem? Name some poems you know? T introduces the poem about the environment Teacher’s and Students’ activities Content Pre-Reading: - T introduces the poem’s situation New words: - T devides the poem into sentence phrases: - go on(v ph): tieáp dieãn – 2; – – – 6;7 – 8; – 10; 11 – 12; 13 – 14 - end up(v ph): keát thuùc, chìm – 15 – 16 - junk-yard(n): đống đổ nát - T gives new words - foam(n): boït - Ss say their meaning - hegde(n): haøng raøo - T reads them - folk(n): người ta(people) - Ss listen and repeat after the teacher (chorally-individually) - T asks Ss to find out a sentence cosisting Conditional sentence type I - T asks Ss to remind the structure of Conditional sentence type I While-Reading: - T explains the exercise’s request (Match the words in column A with the expressions in column B) - Let Ss read the poem silently to the exercise A - Ss work in pairs, then compare the answer each other - T sticks the poster on the board and Ss match them - T corrects - T asks Ss to look at the questions in part B, then read the poem again silently to answer them (work in pairs) - Some Ss read aloud their answer in front of class, then write them on the board - Ss correct - T corrects Post-Reading: - T reads the poem - Ss repeat after the teacher - Some Ss read again - T asks Ss to discuss with their partner to answer the questions: - T asks Ss to remind the structure of Conditional sentence type I Homework: - treasure(n): kho baùu Grammar: Conditional sentence type I If clause Main clause If + S + V (Present simple) S + V (future simple) S + modals + bare-inf Ex: If all the pollution goes on, the world will end up……… Exercise 3: Match…… 1c 3f 5d 7b 2g 4e 6a Exercise 4: Answer the questions: If the pollution goes on, the world’ll end up like a second-hand junk-yard The mother thinks other folk pollute the environment but not her and her son If the boy keeps on asking such questions, his mother will take him home right away No, B/c he’s right If he throws the bottles that’ll be polluting the woods The poet wants us to learn that everyone is responsible for keeping the environment from pollution Ss’ answer (collecting waste paper and rubbish on weekend; go to school by bike …) The questions: a Do you think the same as the mother? b Is the mother right when she thinks so? c According to you, Who pollutes the environment everyday? - Learn the lesson - Prepare: Unit 6: Write - The end - PD: 10/ 01/ 12 TD: 12/ 01/ 12 Unit 6: THE ENVIROMENT Period 40: Write I/ Objectives: After finishing the lesson, Ss’ll be able to: - Write the full sentences in oder to finish a short letter of complaint - Know the disposition of a complaint letter II/ Language Content: Vocabulary: - Five sections in a complaint letter: situation, complication, resolution, action, politeness - frog toad shock wave local authorityprohibit fine refreshment Structure: III/ Techniques: group/ pair work IV/ Teaching Aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T asks Ss to complete the sentence: If all the pollution goes on, the world’ll …………………………… Then T introduces the lesson: “If people catch fish by using electricity in the lake behind your house, What’ll you do?” Teacher’s and Students’ activities Content Pre-Writing: - T introduces and explains a complaint letter’s A complaint letter form (SCRAP): form (5 parts = SCRAP) - Situation - T explains each part’s content - Complication - T explains the exercise’s request (ask Ss to - Resolution label each section with the letter S C R A P) - Action - T explains the situation of the complaint letter - Politeness wrriten by Mr Nhat to the Director of L&P company (Mr Nhat complains about the company’s drivers have littered lots of garbage on the ground after their refreshment) - Ask Ss to read Mr Nhat’s letter and range Exercise A: them into the correct order (work in small groups) R–S–A–C–P - Let the groups present their result on the board New words: - T corrects - frog(n): nhaùi - T asks Ss to read the situation of the Exercise - toad(n): coùc B and the request - shock wave(n): soùng ñieän - T gives some new words in the situation - Ss say their meaning - T gives some questions about the situation of Mr Nhat: - Ss work in pairs, then give their answer in front of class - T asks five part’s content (SCRAP) in the situation of Mr Nhat - Some Ss give their answer - Ss correct - T corrects While-Writing: - T asks Ss to write the letter with their partner - Ss write their letter on the board - Ss correct - T corrects - local authority(n): chính quyeàn ñòa phöông - prohibit(v): caám, ngaên chaën - fine(v): phaït (tieàn) The questions: a What people in the lake behind Mr Nhat’s house? b What makes Mr Nhat worried? c What suggestion Mr Nhat want to make? Writing: I’m telling to tell you about…………………… …………………… ………………………… I look forward to hearing from you Post-Writing: - Remind the complaint letter form Sincerely xxxxxx Homework: - Continue to write - Learn the lesson - Prepare: Unit 6: Language focus - The end - WEEK 22nd PD: 28/ 01/ 12 TD: 30/ 01/ 12 Unit 6: THE ENVIROMENT Period 41: Language Focus I/ Objectives: After finishing the lesson, Ss’ll be able to: - Master grammar in Unit - Apply them into some exercises II/ Language Content: Vocabulary: amazed cope (with) respiratory exhaust fume creature preserve Structure: Adj & Adv Adv clause of reason (as, because, since) Adj + that clause Conditional sentence type I III/ Techniques: group/ pair work IV/ Teaching Aids: posters, coloured chalk V/ Procedures: Communicative Approach Warm up: Activity 1: Complete the sentences by using Adverbs - T reminds two functions of adverb: Modify verbs and adjectives - T asks Ss to write adverbs from given adjectives (work in pairs) - T asks Ss to write them on the board - Ss remark and correct - T corrects - T asks Ss to work with their partner to use the adverbs to complete the dialogue - Some Ss read aloud their answer in front of class Then write them on the board - Ss remark and correct - T corrects * Key: b slowly c sadly d happily e well Activity 2: Adv clause of reason (as, because, since) - T reminds Adverb clause of reason (beginning with B/c, as, since, giving the reason for the main content) - T asks Ss to look at the pictures to join the pairs of sentences together using B/c, as, since - T uses examples to make a model - Ss look to the pictures and join with their partner - Some Ss read their answer - Ss correct - T corrects * Key:b I have a broken leg because (as, since) I fell over………… c I’m going to be late for school because (as, since) the bus is late d I broke the cup because (as, since) I was careless e I want to go home because (as, since) I feel sick f I’m hungry because (as, since) I haven’t eaten all day Activity 3: Adj + that clause (S +V) - T introduces the structure Adj + that + (S + V) (“that clause” finishes and modifies meaning for Adjective) - T gives The example A - T asks Ss to read the dialogue and finish them with their partner - Some pairs of Ss read their dialogue in front of class Then write them on the board - Ss correct - T corrects * Key: b I’m excited that I can go to DaLat this time c I’m sorry I broke your bicycle yesterday d I’m disappointed that you didn’t phone me about it e I’m amazed that I could win the first prize Activity 4: Match… - T explains the exercise’s request (match half-sentence in column A with a suitable one in column B) - T gives some new words - Ss say their meaning Then T asks Ss to work in pairs - T asks some Ss to read aloud their answer in front of class - Ss correct - T corrects * Key: a 3c 4d 5b Activity 5: Complete the sentence - T asks Ss to remind the structure and how to use of Conditional sentence type I If clause Main clause If + S + V (Present S + V (future simple) simple) S + modals + bare-inf - T writes the example e on the board and explains - Let Ss the exercise and compare the answer with their partner - Some Ss read aloud their answer in front of class, then write them on the board - Ss remark and correct - T corrects * Key:b …the environment will become seriously polluted c …we’ll have more shade and fresh air d …the vegetables will become poisonous and inedible e …we will live a happier and healthier life Consolidation: - T asks Ss to remind the grammar points Homework: - Learn the lesson - Do the exercises again - Prepare: Unit 7: Getting started-Listen and read PD: 30/ 01/ 12 TD: 102/ 02/ 12 Unit 7: SAVING ENERGY Period 42: Getting Started + Listen and Read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Practice the dialogue and undersatnd its content to answer the questions - Know how to save energy II/ Language Content: Vocabulary: enormous plumber crack pipe shower faucet drip Structure: III/ Techniques: group work IV/ Teaching Aids: poster, coloured chalk, cassete, tape, pictures V/ Procedures: ommunicative Approach turn off Warm up: T asks Ss to remind the structure and use of Conditional sentence type I, then give an Example with Conditional sentence type I T sticks the picture on the board and introduces the lesson Teacher’s and Students’ activities Presentation: - T asks: “Is the TV on? Who’s watching TV? Who’s listening to the radio?” - Ss answer - T asks Ss to give the waste about energy in the pictures After discussing in pairs, Some Ss give their answer - T explains the exercise’s request (Make a list of things the family could to save energy) - Let Ss work in small groups, then all presentators of each group write their list on the board - T corrects - T introduces the situation of the dialogue(Mrs Mi is talking to her neighbor, Mrs Ha about using water) - T asks Ss to listen to the tape and answer the question: “Who are talking in the dialouge? And How much money must Mrs Ha pay for the water bill?” - Ss give their answer after listening - T gives new words - Ss say their meaning - T reads them - Ss listen and repeat after the teacher Practice: - Let Ss listen to the tape and repeat after the tape - T asks Ss to practice the dialogue in pairs - Some pairs of Ss practice the dialogue in front of class - T corrects and remarks (T can encourage Ss to the dialogue with closed book) - T asks Ss to the exercise (Choose True or False, then correct the false sentences) - Let Ss the exercise in pairs, then exchange the answer each other - Some Ss give their answer - T corrects Production: - T asks Ss to discuss with their partner to answer the question: - A pair of Ss practice the dialogue in front of Content Getting started: - Turn off the TV, radio, lights before going to bed - Turn off the faucets when we leave Listen and Read: A New words: - enormous(a): khổng lồ, lớn, nhiều - plumber(n): thợ sửa ống nước - crack(n): vết nức, vết rạn - pipe(n): ống nước - shower(n): voøi sen - turn off(phrasal verb): taét - faucet(n): vòi nước - drip(v): nhoû gioït B Practice the dialogue: C True or False? Correct the false sentences: 1, 2, T F (Mrs Ha hasn’t checked the pipes in her house yet.) F (Mrs Mi suggests getting a plumber to check cracks in the pipes.) D The questions: What’s Mrs Ha worried about? How many litters does a dripping faucet can waste? What should we to save energy? class again Homework: - Learn the lesson - prepare: Unit 7: Speak + Listen - The end - WEEK 23rd PD: 04/ 02/ 12 TD: 06/ 02/ 12 Unit 7: SAVING ENERGY Period 43: Speak + Listen I/ Objectives: After finishing the lesson, Ss’ll be able to: - Give and respond to the suggestion in specific situation - Apply them in energy saving in their class II/ Language Content: Vocabulary: faucet gas fire fan air-conditioner lightning fixture Structure: III/ Techniques: Communicative approach (focus on Speaking skill) IV/ Teaching Aids: posters, coloured chalk, pictures V/ Procedures:Communicative Approach Warm up: T asks Ss to practice the dialogue T sticks the pictures on the board and asks Ss to answer the question: “What does it say?” T introduces the waste in the pictures and say: In order to suggest someone to something to save energy, What we will say? Teacher’s and Students’ Activities * SPEAK: Presentation: - T explains the exercise’s aim - T asks Ss to give the waste in the pictures (Ss work in pairs) Content New words: - faucet(n): vòi nước - gas fire(n): beáp ga - fan(n): quaït ñieän - air-conditioner(n): máy điều hoà nhiệt độ - Through the pictures, T gives new words - Ss say their meaning - T reads new words - Ss listen and repeat after the teacher - T sticks the word cards about how to give the suggestion and the respond on the board Then ask Ss to arrange them into columns (Suggestion and Respond) with closed books - T explains the exercise’s request (Make suggestions about how to save energy in the pictures by using the expressions) Practice: - T asks Ss to work in pairs Then some pairs of Ss make suggestions in front of class - Ss correct - T corrects - T explains the exercise B’s request (work in a group of four to give an action plan to save energy for your class) - T asks Ss to practice the example, then some groups of Ss pratice it in front of class - T asks Ss to make similar dialogues - T calls some groups present their dialogue - T corrects and remarks Production: - T gives the situation in classroom (such as: using the lights on morning, using the celing fans on a cold day…) - Ss work in group of four Then present their dialogue in front of class - T corrects - T asks Ss to remind the suggetions and the reponds *LISTEN: Pre-Listening: - T introduces the listening’s topic (solar energy) - T asks: “How many energy resources you know?” and “Do you know something about solar energy?” - Ss work in pairs to give the answer - T gives some difficult words in the listening - Ss say their meaning - T reads new words - Ss listen and repeat after the teacher - T explains the exercise’s request (Which the statements are True or False about solar energy) - T asks Ss to look at the statements to guess the answer (Ss work in groups, base on their knowledge about solar energy) - lightning fixture(n): đèn chùm Suggestion and Respond: Ss work in group New words: - nuclear power(n): lượng hạt nhân - solar energy(n): lượng mặt trời - effective(n): coù hieäu quaû - solar pannel(n): taám pa-noâ duøng haáp thu lượng mặt trời - The groups give their answer While-Listening: - Let Ss listen to the tape (1st) - T asks Ss to the exercise True or False - Let Ss compare and discuss the answer each other - Let Ss listen to the tape (2 nd) to check their answer - T asks Ss to give their answer - Ss correct - T asks Ss to listen to the tape again (3 rd) to check the answer - T asks: “Why is it false?” - T asks Ss to listen to tape again (4th) with stopping at each necessary content to correct the false sentences - Ss work in pairs, then give their answer - Ss correct - T corrects - T explains the exercise B’s request - Let Ss listen to the tape again (5th), then compare the answer each other - T asks Ss to complete the blanks in the sentences - Ss give their answer - Ss correct - T corrects - Let Ss listen to tape again to check the answer Post-Listening: - T asks Ss to remind the main content of the listening Homework: Exercise A: 1, 4: True False (………coal, gas, oil, or nuclear power.) False (The solar energy that gets to the earth can provide enough power for the world’s population.) False (……2015.) Exercise B: effective pollution countries - Learn the lesson - Prepare: Unit 7: Read - The end - store roof instead PD: 07/ 02/ 12 TD: 09/ 02/ 12 Unit 7: SAVING ENERGY Period 44: Read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Read the text correctly - understand the text and the exercises - Learn how to save energy II/ Language Content: Vocabulary: bulb a quarter label freezer tumble dryer consumer Structure: III/ Techniques: Group/ pair work IV/ Teaching Aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T introduces the new lesson by using an energy saving bulb Teacher’s and Students’ Activities Pre-Reading: - T asks: “How much is your family’s electricity bill per a month?” - Ss give their answer - T asks Ss to work in small groups: look at the best summary of the passage, then read through the passage to answer the question: “What the best of the summary is?” - Let Ss give their answer (or prediction) - T gives new words - Ss say their meaning - T reads new words - Ss listen and repeat after the teacher (chorally-individually) While-Reading: - T asks Ss to work in small groups: read the text again to find out the best summary of the passage - T asks some groups to give their answer - T corrects - T explains the exercise B’s request - Let Ss read the text carefully to answer the Content New words: - bulb (n): bóng đèn tròn - a quarter (n): moät phaàn tö - label (n): caùi nhaõn - label (v): daùn nhaõn - freezer (n): máy ướp lạnh, tủ lạnh - tumble dryer (n): maùy saùy - consumer (n): người tiêu dùng Exercise A: The best summary is: “North American and European countries are interested in saving energy money and natural resources.” Answer the questions: Western consumers interested in products questions (T asks Ss to work in pairs to compare their answer each other.) - T asks some pairs of Ss ask and answer in front of class, then write the answer on the board - Ss correct - T corrects Post-Reading: - T reads the text - Ss listen and repeat after the teacher - Some Ss read the text in front of class - T remarks Homework: that will not only work effectively but also save money We can use energy-saving bulb instead of ordinary 100 watt-light bulb to spend less on lighting She’ll pay US $2 for lighting if she uses energy-saving bulbs instead The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy We should save energy B/c by saving energy we can conserve the Earth’s resources - Learn the lesson - Prepare: Unit 7: Write The end Week: 23 PD: TD: Period: 45 Unit 7: SAVING ENERGY Section: LISTEN I/ OBJECTIVES: After finishing the lesson, Ss’ll be able to: - Listen and understand the main content of the listening - Know more of solar energy II/ LANGUAGE CONTENT: Vocabulary: nuclear power solar pannel solar energy effective Structure: III/ METHOD: Communicative approach (focus on Listening skill) IV/ TEACHING AIDS: cassete, tape, posters V/ PROCEDURES: Warm up: TEST 15’ I Put the verbs in the parentheses into the correct form: (3 ms) If you (study) hard, you (pass) the exam (study – will pass) If pollution (increase), more and more trees (die) (inceases – will die) If we (go) on littering, the environment (become) seriously polluted (go – will become) II Choose the best answer: (5 ms) Mai: We have a zero mark on English Hoa: I suggest (study, studying, studies) hard on English A: I think we should (turn off, turned off, turns off) all the ceiling fans in our class B: You’re right B/c the weather’s cold now C: (And, But, However) we can save energy D: How about (make, making, makes) posters on energy saving and (hang, hanging, makes) them around our school III Correct the words and write their meaning: (2 ms) a perblum = plumber: thợ sửa ống nước c fucaet = faucet: vòi nước b pepi = pipe: ống nước d engyer = energy: lượng T turns on the lights in classroom, and asks A group of four to practice making suggestions about how to save energy Teacher ‘s and Ss’ activities Pre-Listening: - T introduces the listening’s topic (solar energy) - T asks: “How many energy resources you know?” and “Do you know something about solar energy?” - Ss work in pairs to give the answer - T gives some difficult words in the listening - Ss say their meaning - T reads new words - Ss listen and repeat after the teacher - T explains the exercise’s request (Which the statements are True or False about solar energy) - T asks Ss to look at the statements to guess Content New words: - nuclear power(n): lượng hạt nhân - solar energy(n): lượng mặt trời - effective(n): coù hieäu quaû - solar pannel(n): taám pa-noâ duøng haáp thu lượng mặt trời the answer (Ss work in groups, base on their knowledge about solar energy) - The groups give their answer While-Listening: - Let Ss listen to the tape (1st) - T asks Ss to the exercise True or False - Let Ss compare and discuss the answer each other - Let Ss listen to the tape (2 nd) to check their answer - T asks Ss to give their answer - Ss correct - T asks Ss to listen to the tape again (3 rd) to check the answer - T asks: “Why is it false?” - T asks Ss to listen to tape again (4th) with stopping at each necessary content to correct the false sentences - Ss work in pairs, then give their answer - Ss correct - T corrects - T explains the exercise B’s request - Let Ss listen to the tape again (5th), then compare the answer each other - T asks Ss to complete the blanks in the sentences - Ss give their answer - Ss correct - T corrects - Let Ss listen to tape again to check the answer Post-Listening: - T asks Ss to remind the main content of the listening Homework: - Learn the lesson - Prepare: Unit 7: Read Exercise A: 1, 4: True False (………coal, gas, oil, or nuclear power.) False (The solar energy that gets to the earth can provide enough power for the world’s population.) False (……2015.) Exercise B: effective pollution countries store roof instead WEEK 24th PD: 11/ 02/ 12 TD: 13/ 02/ 12 Unit 7: SAVING ENERGY Period 45: Write I/ Objectives: After finishing the lesson, Ss’ll be able to: - Write a simple speech following the model - Arrange the parts of a speech in correct order II/ Language Content: Vocabulary: Structure: III/ Techniques: Communicative approach (focus on Writing skill) IV/ Teaching Aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T asks one Ss to read the second passage, then answer the question: “What can we to spend less on lighting?” We should save energy How can we persuade people? Teacher’s and Students’ activities Content Pre-Writing: - T asks Ss to persuade the class in saving energy by Vnese The parts of a speech: - T introduces and explains: “A speech - Introduction usually has three parts: Introduction, Body, - Body and Conclusion” - Conclusion - T asks Ss to read the functions in column B (T explains some words such as: “sum up, Exercise A: attention”) B - T explains the exercise’s request (Match C each of part of a speech in column A to a A suitable function in column B) - T asks Ss to work in pairs, then exchange the answer each other - Some Ss give their answer - T corrects - T explains the exercise B’s request (Put the Exercise B: sections in the correct place to complete the 3–2–1 speech) - T asks Ss to work in small groups, then give their answer - Ss correct - T corrects - T explains the exercise C’s request ( choose one of the topics to prepare a speech for your classmates) - T explains the topics While-Writing: - Let Ss write their speech with their classmates - T observes and helps as Ss get into trouble - After finishing their writing T asks some groups to write their writing on the board - Ss correct - T corrects and remarks Post-Writing: - T asks Ss to remind the parts of a speech - T asks Ss to practice speaking their speech in front of class to persuade their classmates Homework: Exercise C: Ss’ writing - Continue to write at home - Prepare: Unit 7: Language focus (do the exercises at home) The end PD: 14/ 02/ 12 TD: 16/ 02/ 12 Period 46: LANGUAGE FOCUS I/ Objectives: After finishing the lesson, Ss’ll be able to: - Know how to use connectives, phrasal verbs and how to make suggestions - Apply them into some exercises II/ Language Content: Vocabulary: shortage of … decade Grammar: - Connectives - Phrasal verbs - Make suggestions III/ Techniques: Group/ pair work IV/ Teaching Aids: posters, coloured chalk V/ Procedures: communicative Approach Warm up: T sticks the word cards about Connectives, Phrasal verbs and Suggestions on the board and asks Ss to arrange them into column (Connectives, Phrasal verbs and Suggestions) Turn on, turn off, and, but, suggest, look for, look after, therefore, however, or, so, because Then T introduces the lesson Activity 1: Connectives (and, but, or, so, however, because, therefore) - T explains the exercise’s request (complete the sentences by using the correct connectives) - T asks Ss to read the sentences from a – h carefully - T asks some Ss to remind the meaning of the connectives - T makes a model - T asks Ss to the exercise in pairs, then compare the answer each other - T asks some Ss to read aloud their completed sentences in front of class - Ss correct - T corrects * Key: a and b but c because d therefore e or f so g and h however Activity 2: Phrasal verbs (turn off, turn on, look after, look for, go on) - T explains the exercise’s request (complete the sentences by using the right tense form of the phrasal verbs) - T asks Ss to say the meaning of the phrasal verbs in the box - T asks Ss to look at the pictures and say their situation - T gives some new words in the exercise such as: shortage of, decade - Let Ss the exercise in groups - T asks some Ss to give their answer in front of class - Ss correct - T corrects * Key: a look after c turn on e turn off b go on d looked for Activity 3: Make suggestions a T explains the exercise’s situation and request - T asks Ss to give more ideas about helping the local poor - T explains some new words such as:(war invalid(n): thöông binh ) - T asks Ss to give the suggestions by using the structure: Suggest + V-ing as the example - Ss work in pairs, then give their suggestions in front of class and write them on the board - Ss correct - T corrects * Key: I suggest collecting unused clothes I suggest organizing a show to raise money I suggest giving lesson to poor children b T explains the exercise’s request - T explains the situation of the exercise (You help your friend to improve his/ her English) - T asks Ss to give more ideas about improving English - T asks Ss to give the suggestions by using the structure: Suggest + (that) + S + V as the example - Some Ss give their suggestions in front of class, then write them on the board - Ss correct - T corrects * Key: I suggest that you should write sentences with new words I suggest that you should speak English in class I suggest that you should buy a dictionary Activity 4: Free- practice - T asks Ss to the following exercises to prepare for the one period test You should (turn off, turn on, look after) the lights before going to bed My mon is ill, (because, however, so) I have to (look after, look for, go on) her I suggest (study, studying, to study) hard to prepare for the test - T reminds the structure and use of Conditional sentence type I, then gives an example: If I win the competition, I will give the award to unlucky people * Consolidation: - T reminds the connectives, phrasal verbs, and how to make suggestions Homework: - Do the exercise again - Learn the previous lessons to prepare for the test The end WEEK 25th PD: 15/ 02/ 12 TD: 20/ 02/ 12 Period 47: ONE PERIOD TEST I/ Objectives: After finishing the test, Ss’ll be able to: - Apply their knowledge into the test - Know their gapped knowledge to improve T ‘ll be able to give the suitable method II/ Language Content: the Test IV/ Testing Aids: the Test V/ Procedures: Ss the test A.QUESTION: Câu I: Chọn đáp án đúng (2 điểm) Her parents were very worried she was out late last night a so that b so c because d however Nam drives _ than his sister a more careful b carefully c more carefully d very carefully Lan likes ice – cream _ chocolate a or b but c and d at I enjoy badminton _ I hate playing volleyball a and b but c so d therefore Câu II: Cho hình thức đúng các tính từ ngoặc (2 điểm) She runs (quick)……………… She is a (quick)……………………… runner Minh is a (careful)………………… driver He drives (careful) ……………… Câu III:Điền các từ: turn on, turn off, look for, look after vào chỗ trống các câu sau(2 ñieåm) I have lost my book I’ve …………………… it everywhere and I can’t find it any where I want to watch the football match I would like to ……………………… the TV Hang can’t go camping with us next week She will……………………… her house Yesterday when I left the house, I forgot to ……………………………… the faucet Câu IV: Cho hình thức đúng các động từ ngoặc để hoàn thành các câu(2 ñieåm) I suggest (play) ……………………… soccer this afternoon I suggest you (practice) ………………………… more pronounciation What we tomorrow ? – What about (visit) ………………… Cham Temple ? Minh suggest we (listen) …………………………… to the music at his house Câu V: Trả lời câu hỏi sau (2 điểm) What should we to save energy in the kitchen ? B ANSWER: Câu I: Mỗi đáp án đúng được: 0,5 điểm – c (0,5 ñieåm) – c (0,5 ñieåm) – c (0,5 ñieåm) – b (0,5 ñieåm) Câu II: Điền đúng từ được: 0.5 điểm quickly/ quick (1,0 ñieåm) careful/ carefully (1,0 ñieåm) Câu III: Điền đúng từ được: 0.5 điểm look for (0,5 ñieåm) turn on (0,5 ñieåm) look after (0,5 ñieåm) turned off (0,5 ñieåm) Câu IV: Điền đúng từ được: 0.5 điểm playing (0,5 ñieåm) should practice (0,5 ñieåm) visiting (0,5 ñieåm) should listen (0,5 ñieåm) Câu V: Trả lời đúng ý được: điểm  Học sinh có thể trả lời theo các ý sau - We should turn off the lights before go out (1,0 ñieåm) - We should prepair the food cerafully before turning on the stove (1,0 ñieåm) - We have to keep refrigerator door closed (1,0 ñieåm) PD: 21/ 02/ 12 TD: 23/ 02/ 12 Unit 8: CELEBRATIONS Period 48: Getting Started – Listen And Read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Know some information about the celebrations in Vietnam and some other countries T educates Ss to love and preserve the traditional celebrations II/ Language Content: Vocabulary: celabration Lunar new year sticky rice cake Passover Jewish slavery parade Grammar: Relative clause III/ Techniques: group work/ pair work IV/ Teaching Aids: poster, coloured chalk, cassete, tape, pictures, word cards V/ Procedures: Communicative Approach Warm up: Do you like Mid-Fall festival? When does it occur? What children usually in Mid-Fall festival? What people usually eat in Mid-Fall festival? Teacher’s and Students’ activities Presentation: - T asks Ss to name some celabrations in Vietnam and in the world which they know - Let Ss work in pairs, then answer in front of class - T asks Ss to say the meaning of the name of the celabrations in the box and T explains more - T asks Ss to look at the pictures on the board - T explains the exercixe’s request (Ask Ss Content Getting started: Easter Wedding birthday Christmas Mid-Fall festival Lunar new year Country Viet Nam Israel In many countries Food cakesSticky rice Chocolate or sugar eggs Special meal called the Seder Activities Cleaning & decorating homes and enjoying special food (Not available) People crowd the streets to watch colourful parades When Late March or early April In late January or early February Around the same time as Passover Cele… Passover Tet Listen and Read: * New words: - decorate(v): trang trí, trang hoàng - celabration(n): leã hoäi - Lunar new year(n): Teát - sticky rice cake(n): baùnh chöng, baùnh teùt - Passover(n): leã Quaù Haûi - Jewish(n): người Do Thái - slavery(n): noâ leä - parade(n): cuoäc dieãu haønh - Seder(n): loại bánh * Complete the table: Easter to work in pairs to match the pictures with the right names of the celebrations) - T asks Ss to compare the answer each other - T asks some Ss to match the word cards with the right pictures on the board - Ss correct - T corrects and explains - T asks: “Which celabrations you like?” - One S answers, then T asks Ss to practice asking and answering in pairs, then some pairs of Ss practice in front of class Practice: - T asks Ss to listen to the tape (with closed books), then answer the question: “What does the text mention celebrations?” (Tet, Passover, and Easter) - Some Ss give their answer - T corrects - T gievs new words - Ss listen and repeat after the teacher (chorally-individually) - T asks Ss to listen again (with open books) - T explains the exercise’s request (complete the table (When?, Activities?, food?, country?)) - T asks Ss to read the text silently and carefully (work in pairs) to the exercise - T asks Ss to compare the answer each other - T asks some Ss to complete the table on the board - Ss correct - T corrects Production: - T reads the text - Ss listen and repeat after the etacher - Some Ss read again - T remarks - T explains the grammar point “Relative clause”, then gives an example: “Tet is a festival which occurs in late January.” - T gives some Relative pronouns: “who, Whom, Which…” then asks Ss to find out an other sentence which consists one of the Realtive pronoun Homework: - Learn the lesson - Prepare: Unit 8: Speak + Listen (prepare New words) WEEK 26 th Unit 8: CELEBRATIONS PD: 25/ 02/ 12 Period 49: : Speak + Listen TD: 27/ 02/ 12 I/ Objectives: After finishing the lesson, Ss’ll be able to: - Give a compliment and respond to a compliment with specific situation - be polite in talking II/ Language Content: Vocabulary: compliment congratulate charity nominate Structure: III/ Techniques: pair work/ group work IV/ Teaching Aids: pictures, poster V/ Procedures: Communicative Approach Warm up: T asks one S to read the first passage, then answer the questions: When does Tet occur? What people usually before Tet? What’s the special food in Tet? T introduces the lesson by using a good-mark test (give a compliment and respond to it) Teacher’s and Students’ activities * SPEAK: Presentation: - T explains the Speaking’s aim (how to give a compliment and respond to a compliment) - T gives the expressions about how to give a compliment and respond to a compliment, then explains and guides more - T reads the expressions - Ss listen and repeat after the teacher - T introduces the situation and the model dialogue - T asks Ss to practice the model dialogue in pairs, then some pairs of Ss practice it in front of class - T uses one good-mark test to give a compliment to a student: “That’s an exellent test”, then T asks Ss to respond to the compliment: “Thanks”… - T explains some new words in the situations Content The expressions about giving a compliment and respond to a compliment/66 New words: - congratulate(v): chúc mừng - charity(n): hội từ thiện, lòng từ thiện - nominite(v): ghi danh, meänh danh “congratulate, charity, nominite” Practice: - T asks Ss to read the situation and look at the pictures to make the dialogues which is suitable for the situations with given expressions (work in pairs) - T observes and helps if they get into trouble - T asks some Ss to practice their dialogue in front of class - T remarks Production: - T gives the new situations - Let Ss give a compliment and respond to a compliment - T asks Ss to remimd the expressions about giving a compliment and responding to a compliment * LISTEN: Answer: b Mother: Well done, Huyen Huyen: Thanks, mom c Friends: Congratulations on your nomination, Tuan Tuan: It’s nice of you to say so d You: That’s an excellent drawing, Hoa Hoa: That’s very kind of you to say so New situation: a Yen sings a song b Khuyen gets good-mark in the math test c Num helps a handicapped girl friend (crossing the road) Pre-Listening: - T asks: “Do you like English songs? Tell me some English songs you know?” - T introduces the song and explains the exercise’s request - T explains the song’s name (auld=old; lang= long; New words: syne=since) - acquaintance(n): người quen - T gives some new words - trusty(a): thaønh thaät, chaân thaønh - T reads them - auld (a): old - Ss listen and repeat after the teacher - lang (a): long - T explains the meaning of the song (The times gone - syne (adv): since past, the good old days) - T asks Ss to read (through) the song (once) While-Listening: - T asks Ss to listen to the tape (once with closed book) - T asks Ss to listen to the tape again (twice with open book) to complete the song with the words they hear - Let Ss compare the answer each other - Some Ss read aloud their answer in front of class Complete the song: - Ss correct a days - T corrects b take - T asks Ss to listen to the tape again to check the c mind answer d hand Post-Listening: e kindness - T asks Ss to listen to the tape and sing (sentence by sentence) - Ss sing in front of class - Ss give their compliment to the two Ss - T explains the song’s content Homework: - Learn the lesson - Prepare: Read PD: 28/ 02/ 12 TD: 01/ 03/ 12 Unit 8: CELEBRATIONS Period 50: Read I/ Objectives: After finishing the lesson, Ss’ll be able to: - Read and understand some people’s opinions and memories about their father - Know Father’s Day is celebrated (where and when ?) II/ Language Content: Vocabulary: hug priority sense of humor distinguish considerate generous groom feeling describe terrific Structure: Relative clause So adj/adv that Not only…………but also III/ Techniques: Group work/ pair work IV/ Teaching Aids: coloured chalk, poster, pictures V/ Procedures: Communicative Approach Warm up: T asks one S to sing the song “Auld Lang Syne” T sticks the picture (1st) on the board and asks Ss to guess the relationship between characters in the picture Then T asks: “Is there a Father’s Day in Viet Nam?” T introduces the lesson Teacher’s and Students’ activities Pre-Reading: - T introduces the situation of the texts by the pictures - T gives new words - Ss say their meaning - T reads them - Ss listen and repeat after the teacher (chorally-individually) - T asks Ss to read a sentence which consists a relative pronoun - T reminds the structures and gives examples While-Reading: - T explains the exercise’s request - T asks Ss to read the texts silently to answer the questions (let Ss work in pairs), then compare the answer each other - T asks some Ss to read aloud their answer aloud in front of class, then write them on the board - Ss correct Content New words: - give a hug(n): oâm - priority(n): ưu tiên, quyền ưu tiên - sense of humor(n): óc hài hước - distinguish(v): phaân bieät, laøm cho khaùc bieät - considerate(a): ân cần, chu đáo - generous(a): rộng lượng - groom(n): chuù reã - feeling(n): caûm xuùc - describe(v): mieâu taû - terrific(a): tuyệt vời Grammar: Relative clause So adj/adv that Not only…………but also Answer the questions: a I think Rita sends this card to her dad b He’s dead These ideas may tell about that: “…How much you are missed and loved…, …I now have children, Dad.” c Sense of humor makes Bob’s father - T corrects and gives the correct answer different from others d A father as a teacher, a caretaker, a Post-Reading: friend… - T reads the texts - Ss listen and repeat after the teacher - Some Ss read the texts again - T remarks - T presents the text’s content - T asks Ss to remind the grammar points in the texts Homework: - Learn the lesson - Prepare: Correct the Test - The end - WEEK 27th PD: 03/ 03/ 12 TD: 05/ 03/12 Period 51: CORRECT THE TEST I Objectives: Help Ps to correct the test so that Ps remember what things have been learnt; and get experience for their study II Language contents: Vocabulary: Grammar: III Teacniques: lecturing, correcting IV Teaching aids: textbook, 2nd board, …… V Procedures: Communicative Approach Teacher’s and Students’ activities Content Câu I: Mỗi đáp án đúng được: 0,5 điểm Warm up: 1–c 2–c -Teacher writes some mistakes on the board 3–c 4–b which Ps often get them in the test - Ps listen and find out where the mistakes are Câu II: Điền đúng từ được: 0.5 điểm and why quickly/ quick - Teacher corrects and reminds careful/ carefully 2.Presentation Câu III: Điền đúng từ được: 0.5 điểm -Teacher gives the keys, and helps Ps correct look for the mistakes turn on look after Practice and experience turned off - Teacher gives some similar examples and Ps Câu IV: Điền đúng từ được: 0.5 điểm them again playing - Teacher corrects should practice visiting should listen Câu V: Trả lời đúng ý được: điểm Consolidation: * Homework: - Prepare: Unit 8: Write (prepare New words and Read the text carefully) - The end - PD: 05/ 03/ 12 TD: 07/ 03/12 Unit 8: CELEBRATIONS Period 52: Write I/ Objectives: After finishing the lesson, Ss’ll be able to: - Write a letter to a penpal to exchange and persuade about celebrating Father’s Day and Mother’s Day - love and respect their parents II/ Language Content: Vocabulary: Structure: III/ Techniques: Pair work/ group work IV/ Teaching Aids: coloured chalk, poster V/ Procedures: Communicatve Approach Warm up: T asks Ss to write new words: Give a hug sense of humor distinguish considerate generous Do you love your Dad and Mom? Do you think that your Dad and Mom shouls have a day in oder that you and your siters and brothers can express your and their feelings for them T introduces the lesson Teacher’s and Students’ activities Pre-Writing: - T explains the situation and aim of the writing (write to persuade someone about celebrating a Father’s Day and Mother’s Day) - T sticks the poster about the outline of the writing on the board Then T asks: “What should we write in the 1st paragraph, 2nd paragraph, 3rd paragraph?” - T asks Ss to look at the outline on the board to discuss with their partner, then give their answer in front of class - T summaries the outline - T asks Ss to discuss in pairs to give their ideas about celebrating a Father’s Day and Mother’s Day Then T collects the good ideas and asks Ss to use the ideas to write While-Writing: - T asks Ss to write to express their opinions about celebrating a Father’s Day and Mother’s Day (T devides class into groups: 1st group writes about celebrating a Father’s Day and 2nd group writes about celebrating a Mother’s Day) - T observes anh helps as Ss get into trouble - T asks Ss to exchange the writing each other - T asks Ss to write their writing on the board - T corrects Content The outline/70 The model writing: In my opinion, it’s necessary to have a day to celebrate for our parents B/c children’ll have a special day to express their feelings, memories and love for their parents We have an opportunity to enhance family traditions And it can bring family members closer.I think we should celebrate it on first Sunday of April: Sunday is a day off so everybody is free from work or study April is in late spring and early summer, the weather is generally fine at this time of the year.It’s a good idea to have lunch or dinnerwith all members of the family Children should give their parents flowers, send them cards, or bring them a special cake Children should serve their parents the food they like best I believe the idea will be supported and the day will be celebrated nationwide B/c everybody loves their parents and wants their parents to be happy Post-Writing: - T reminds the outline - T sticks the poster about a model writing on the board - Let Ss read and understand it Homework: - Continue to write - Prepare: Unit 8: Language focus (do the exercises at home) - The end - WEEK 28th PD: 10/ 03/ 12 TD: 12/ 03/12 Period 53: LANGUAGE FOCUS I/ Objectives: After finishing the lesson, Ss’ll be able to: - Know how to use Realtive clause with Who and Which - Know and master how to use Adverb clause of concession II/ Language Content: Vocabulary: compose Grammar: Relative clause Adverb clause of concession III/ Techniques: Pair work/ group work IV/ Teaching Aids: poster, coloured chalk, pictures V/ Procedures: Communicative Approach Warm up: T introduces the lesson Activity 1: Join the sentences Use Relative clause - T explains the exercise’s request (join the sentences by using Relative clauses) - T asks Ss to read and observe the example - T explains how to use Ralative clause with Who and Which to join the sentences (Who replaces Person; Which replaces Things) - T explains how to distinguish Non-restrictive (,) and Restrictive clause (no comma) - T asks Ss to the exercise, then exchange the answer each other - Some Ss write their answer on the board - Ss correct - T corrects * Key: a Auld Lang Syne is a song which is sung on New Year’s Eve b This watch is a gift which was given to me by my aunt on my 14th birthday c My friend Tom, who sings Western folk songs very well, can compose songs d We often go to the town cultural house, which always opens on public holidays Activity 2: Describe each of the people in the pictures Use Relative clause - T explains the exercise’s request - T asks Ss to read the example - T asks Ss to the exercise in pairs - Some Ss read aloud their sentences in front of class, then write them on the board - Ss correct - T corrects * Key: - My Mom is the woman who is sitting in an armchair - My Dad in the man who standing behind my sister - Linda is the little girl who is wearing a pink dress Activity 3: Join the sentences by using the words in the brackets - T explains the exercise’s request (Use the Adverb clause of concession to join the sentences) - T asks Ss to read and understand the example - T asks Ss to remind the Adverb clause of concession (Although, though, even though) - T asks Ss to remind the use of Advern clause of concession (Although, though, even though + clause (S + V)) - Let Ss the exercise in [airs - Some Ss read aloud their answers in front of class, then write them on the board - Ss correct - T corrects * Key:b Although we don’t have a Mother’s Day…, Dad and I have … c We went to Hanoi to watch … last year even though we live in Nam Dinh… d Many tourists enjoy festivals in Viet Nam though they not… e Even though in Australia Christmas season …, Australians enjoy christmas … f Although Jim came to the show late …, he could see the main part … Activity 4: Complete the sentences - T explains the exercise’s request - Let Ss read the example - T guides Ss to observe the pictures and cued words’ meaning - T asks Ss to complete the sentences in pairs (T notes: tenses of the verbs) - Some Ss read aloud their sentences in front of class, then write them on the board - Ss correct - T corrects * Key:b Even though …, she’s still watching Tv now c It rained … although the weather bureau predicted the weather would be fine d Ba ate a lot of food though he wasn’t … e Even though the keyboard … , Mary tried to finish her letter * Consolidation: - T asks Ss to remind the relative pronouns and their use - T asks Ss to remind the Adverb clause of concession and their use Homework: - Learn the lesson - Prepare: Unit 9: Getting started-Listen and Read - The end - Week: 26 Period: 52 PD: 14 / / 2007 TD: 16 / / 2007 Unit 8: CELEBRATIONS Section: LISTEN I/ OBJECTIVES: After finishing the lesson, Ss’ll be able to: - Fill in the blanks with the correct words - understand the song’s content and sing the song II/ LANGUAGE CONTENT: Vocabulary: acquaintance auld lang syne trusty Structure: III/ METHOD: Communicative approach (focus on Listening skill ) IV/ TEACHING AIDS: coloured chalk, poster, cassete, tape V/ PROCEDURES: Warm up: T asks Ss to listen to the song “Auld Lang Syne” Then T asks: “What will you say to give a compliment to a beautiful song?” T introduces the lesson Teacher ‘s and Ss’ activities Content Pre-Listening: - T asks: “Do you like English songs? Tell New words: me some English songs you know?” - acquaintance(n): người quen - T introduces the song and explains the - trusty(a): thaønh thaät, chaân thaønh exercise’s request - auld (a): old - T explains the song’s name (auld=old; - lang (a): long lang= long; syne=since) - syne (adv): since - T gives some new words - T reads them - Ss listen and repeat after the teacher - T explains the meaning of the song (The times gone past, the good old days) - T asks Ss to read (through) the song (once) While-Listening: Complete the song: - T asks Ss to listen to the tape (once with a days closed book) b take - T asks Ss to listen to the tape again (twice c mind with open book) to complete the song with the d hand words they hear - Let Ss compare the answer each other - Some Ss read aloud their answer in front of class - Ss correct - T corrects - T asks Ss to listen to the tape again to check the answer Post-Listening: - T asks Ss to listen to the tape and sing (sentence by sentence) - Ss sing in front of class - Ss give their compliment to the two Ss - T explains the song’s content HOMEWORK: e kindness - Sing the song at home - Prepare: Unit 8: Read (Prepare new words and read the texts at home) PD: 13/ 03/ 12 TD: 15/ 03/12 Unit 8: NATURAL DISASTERS Period 54: Getting Started – Listen and Read I/ Objectives: After finishing this lesson, Ss’ll be able to: - Know the natural disasters in the world - Practice the dialogue correctly and understand it II/ Language Content: Vocabulary: snowstorm typhoon vocalno temperature south # north south-central thunderstorm highland delta Structure: III/ Techniques: pair work, group work IV/ Teaching Aids: coloured chalk, poster, cassette, tape V/ Procedures: Communicative Approach Warm up: T asks: “What’s the weather like today? Do you like the weather forecast program on TV? Why?” Let Ss observe the pictures and T introduces the lesson Teacher’s and Students’ activities Presentation: - T explains the exercise’s request (Match the pictures to the correct words) - T asks Ss to remark what happening in the pictures - T explains some new words: “snowstorm, volcano, typhoon” - Let Ss the exercise in pairs - T asks Ss to match the word cards on the pictures on the board - Ss remark - T corrects - T introduces the situation of the dialouge - Let Ss look at the map and describe the weather of some places - Let Ss listen to the tape (closed books) to answer about the temperature of Hue, Ha Noi and Ho Chi Minh - T gives new words - Ss say their meaning in Vnese - T reads, Ss listen and repeat after the teacher - Some Ss read again Practice: - T asks Ss to listen and repeat the dialogue after the tape - Let Ss practice the dialogue in groups (3 Content Getting started: snowstorm earthquake volcano typhoon Listen and Read: * New words: - temperature (n): nhiệt độ - south # north - south-central: trung nam - thunderstorm (n): baûo coù saám seùt - highland (n): cao nguyeân - delta (n): khu đồng *Practice in groups Ss) - Some groups practice it in front of class - T remarks and corrects Key: - T explains the exercise’s request (Fill in turn up ; weather forecast each blank with one word or phrase from the rainy dialogue) central highlands - T asks Ss to read the dialogue silently to have temperatures the exercise, then compare the anwser each weather forecast; watching them other - T asks some Ss to read aloud the answer in front of class, then write them on the board - Ss remark and correct Questions: - T remarks a What does Thuy’s Grandma ask her to Production: when going on picnic? - T gives some questions to check Ss’ b Does Thuy’s Grandma trust weather understanding forecast? - Ss work in pairs, then give their answer c Does Thuy’s Grandma like weather - T corrects forecast? Homework: - Learn the lesson - Do the exercise again - Prepare: Unit 9: Speak + Listen - The end - WEEK 29th PD: 12/ 03/ 11 TD: 14/ 03/11 Unit 9: NATURAL DISASTERS Period 55: Speak + Listen I/ Objectives: After finishing this lesson, Ss’ll be able to: - Talk about preparations for a typhoon - Develop speaking skill in giving reasons to explain what they buy and what they to prepare for a typhoon - Listen and understand the main information - Fill in the table and know how to live with earthquake II/ Language Content: Vocabulary: ladder leak peg latch bottom shelf block roller mirror Structure: III/ Techniques: pair work, group work IV/ Teaching Aids: coloured chalk, poster, cassette, tape V/ Procedures: Communicative Approach Warm up: T sticks the pictures (snowstorm, earthquake, volcano, typhoon) on the board and asks Ss to match them to correct word cards T uses the picture about “Typhoon” to introduce the lesson with the questions: Do you see any typhoon in Vietnam? How it was? What did you to prepare for a typhoon? Teacher ‘s and Ss’ activities * SPEAK: Presentation: - T asks: “What we should to prepare for a typhoon?” - T asks Ss to give their answer (Ss can use Vnese) - T asks Ss to look at the suggested list to check for reparations for a typhoon (work in small groups) - Some Ss give their opinions - Others remark - T remarks and corrects - T asks Ss to look at the ideas in the box to answer the questions: - T introduces the dialogue (2 Ss talk about what they want to buy and to prepare for a typhoon) Practice: - T asks Ss to base on the ideas and the suggested table to make similar dialogue with their partner to talk about what should buy and what should to prepare for a typhoon - Some pairs of Ss practice their own dialogue in front of class - T remarks and corrects Production: - T gives an other natural disaster “Flood” and asks: “What should you do?” - T divides class into groups to give the preparations for a flood, then write them on the board - T remarks - T asks some Ss to remind the preparations Content I SPEAK: * New words: - ladder (n): caùi thang - leak (n): choã roø ró - peg (n): caùi coïc - latcher (n): caùi choát * Questions: a Why we need to buy some canned food? b Why we need to tie the roof to the ground with pegs and ropes? c Why we need to fix the leak in the roof? * Practice in small groups: * Preparations for a flood: - Buying some canned food - Buying candles - Buying matches - Buying a ladder - Tying the roof to the ground with pegs and ropes Inserting the roof with rocks and sand bags for a typhoon * LISTEN: II LISTEN: Pre-listening : * New Words: - T introduces the situation of the listening - bottom shelf (n): đáy kệ sách (An expert is giving a talking on how to live - block (v): caûn laïi, chaën laïi with earthquakes) - roller (n): bánh xe(phía tủ lạnh hay - T give new words maùy giaëc) - T explains them and Students say their - mirror (n): caùi göông Vietnamese meaning - T remarks - T reads them - Ss listen and repeat after the teacher - T explains the exercise’s request (Listen to * Complete the table: the talk, then complete the table ) (1) bottom shelf of your bookshelves - Let Ss read carefully the table before (2) fridge listening (3) washing machine - T gives a posters to each group (4) mirrors While-listening: (5) a window - T lets Ss listen to the tape (1st time) to find (6) inside out necessary information section (7) under a strong table - T asks Ss to listen to the tape (2nd time) to (8) door way complete the table (9) corner of a room rd - T asks Ss to listen to the tape (3 time) to continue to complete the table - T lets Ss to exchange the answer each * Questions: th other Then let Ss listen to the tape (4 time) Where should we place heavy books? to check the answer In order to prevent fridge and washing - Groups stick their poster on the board machine, what should you do? - T corrects (use the tape again) Should put your bed next to a window Post-listening: while earthquake happening? - T asks some questions about the content of the listening - Some Ss give their answer Homework: - Practice speaking at home - Prepare: unit 9: Read Week: 29 Period: 58 PD: 31 / / 2007 TD: / / 2007 Unit 9: NATURAL DISASTERS Section: LISTEN I/ OBJECTIVES: After finishing this lesson, Ss’ll be able to: - Listen and understand the main information - Fill in the table and know how to live with earthquake II/ LANGUAGE CONTENT: Vocabulary: bottom shelf block roller mirror Structure: III/ METHOD: Communicative approach (focus on Listening skill) IV/ TEACHING AIDS: coloured chalk, cassette, tape V/ PROCEDURES: Test 15’ Join the sentences Use Relative clause: (4 ms) = 1/correct answer a A scientist has won the Nobel prize He discovered a new planet The scientist (who discovered a new planet has won the Nobel prize.) b A bomb caused a lot of damage It went off this morning The bomb (which went off this morning caused a lot of damage.) Join the sentences Use the given words: (3 ms) = 1/correct answer a We enjoyed the holiday It rained a lot (although) Although it rained a lot, we enjoyed the holiday b She isn’t English She speaks English perfectly (even though) Even though she isn’t English, she speaks English perfecttly c It was very cold She didn’t wear coat (though) She didn’t wear cold though It was very cold Write in English: (3 ms) a Baûo tuyeát: snowstorm b Động đất: earthquake c Núi lửa: volcano d Bảo nhiệt đới: typhoon e Nhiệt độ: temperature f Baûo coù saám seùt: thunderstorm Warm up: T asks some questions to introduce the lesson: Do you know any earthquakes in Vietnam and in the world? What does an earthquake cause? What will you if there is an earthquake happening? Teacher ‘s and Ss’ activities Pre-listening : - T introduces the situation of the listening (An expert is giving a talking on how to live with earthquakes) - T give new words - T explains them and Students say their Vietnamese meaning - T remarks - T reads them - Ss listen and repeat after the teacher - T explains the exercise’s request (Listen to the talk, then complete the table ) Content * New Words: - bottom shelf (n): đáy kệ sách - block (v): caûn laïi, chaën laïi - roller (n): bánh xe(phía tủ lạnh hay maùy giaëc) - mirror (n): caùi göông - Let Ss read carefully the table before listening - T gives a posters to each group While-listening: - T lets Ss listen to the tape (1st time) to find out necessary information section - T asks Ss to listen to the tape (2nd time) to complete the table - T asks Ss to listen to the tape (3rd time) to continue to complete the table - T lets Ss to exchange the answer each other Then let Ss listen to the tape (4th time) to check the answer - Groups stick their poster on the board - T corrects (use the tape again) Post-listening: - T asks some questions about the content of the listening - Some Ss give their answer HOMEWORK: * Complete the table: (10) bottom shelf of your bookshelves (11) fridge (12) washing machine (13) mirrors (14) a window (15) inside (16) under a strong table (17) door way (18) corner of a room * Questions: Where should we place heavy books? In order to prevent fridge and washing machine, what should you do? Should put your bed next to a window while earthquake happening? - Learn new words - Prepare: Unit : Read (new words) - PD: 14/ 03/ 11 TD: 16/ 03/11 Unit 9: NATURAL DISASTERS Period 56: Read I/ Objectives: After finishing this lesson, Ss’ll be able to: - Read and understand the main content of the text - Know some information about some natural disasters in the world II/ Language Content: Vocabulary: Pacific Rim Ring of fire collapsed tidal wave abrupt shift tropical hurricane cyclone tornado funnel-shaped carriage Structure: III/ Techniques: pair work/ groups work IV/ Teaching aids: coloured chalk, pictures V/ Procedures: Communicative Approach Warm up: T asks Ss to name some natural disasters in the world Then T uses the pictures to introduce the lesson Teacher ‘s and Ss’ activities Pre-reading : - T give new words - T explains and Ss say their Vietnamese meaning - T remarks - T reads them - Ss listen and repeat after the teacher - Some Ss read again While-reading: - T asks Ss to read the text - T explains the exercise’s request (make True or False) - T asks Ss to the exercise in groups - Let groups exchange the answer each other - Some groups give their answer - Others remark - T gives keys and explains more - T asks Ss to write the false sentences into true sentences Then write them on the board - T corrects - T asks Ss to read the text again - T asks Ss to complete the sentences in Content * New Words: - Pacific Rim (n): vaønh ñai Thaùi Bình Döông - Ring of fire (n): vành đai lửa - collapse (v): sụp đổ - tidal wave (n): soáng thuûy trieàu - abrupt shift (n): di chuyển đột ngột - tropical (a): thuộc nhiệt đới - hurricane (n): bảo (cấp trở lên có lốc xoáy) - cyclone (n): bảo có lốc xoáy - tornado (n): voøi roàng - funnel-shaped (n): hình pheåu - carriage (n): chieác xe noâi treû em * Make True or False: True True False True False True * Complete the sentences: ………………occur around the Pacific Rim ………………people were killed when homes, office blocks and highways collapsed ………………an abrupt shift in the underwater movement small groups - Some Ss read aloud their sentence, then write them on the board - Others remark - T corrects Post-listening: - T reads the text - Ss listen and repeat after the teacher - Some Ss read again Homework: ………………cyclone ………………the word “Typhoon” ………………pass overland below a thunderstorm * Questions: What happened to the city of Kobe in Japan in 1995? In the 1960s, where did the huge tidal wave hit? Are Typhoons called hurricane and cyclone? What is the name of the Mount which was erupted in Philippines in 1991? What is a tornado’s shape? - Learn new words - Prepare: Unit : Write (new words and the pictures) WEEK 30th PD: 19/ 03/ 11 TD: 21/ 03/ 11 Unit 9: NATURAL DISASTERS Period 57: Write I/ Objectives: After finishing this lesson, Ss’ll be able to: - Use the pictures and the suggested words in the box to write a story - Develop Writing skill II/ Language content: Vocabulary: perfect, behave, strangely, circle, gather, shelter, scared, clever Grammar: Past simple tense Past progressive tense III/ Techniques: pair work/ groups work IV/ Teaching aids: coloured chalk, pictures, long word cards V/ Procedures: Communicative Approach Warm up: T asks Ss: Have you ever written a story?, then T sticks the pictures on the board and asks Ss to guess the content of the story Some Ss guess, and T introduces the lesson Teacher ‘s and Ss’ activities Pre-Writing : - T give new words - T explains and Ss say their Vietnamese meaning - T remarks - T asks Ss to say the content of each pictures - T explains more if Ss give their wrong answer - T gives the long word cards about the suggested sentences of the writing and asks Ss to stick them to the correct pictures (Ss work in small groups) - Others remark - T corrects and explains their content - T asks Ss to pay attention to Past simple and Past progressive tense - T asks Ss to give the structures and how to use the tenses While-writing: - T asks Ss to write the story with suggested words - T devides class into three groups * Gr1: write the word cards in the picture and * Gr2: write the word cards in the picture and *Gr 3: write the word cards in the picture and - Some Ss write their writing on the board Content * New Words: - perfect (a): hoàn hảo - behave (v): cư xử - strangely (adv): moät caùch laï luøng - circle (n): voøng troøn - gather (v): tuï taäp - shelter (n): choã aån naáp - scared (a): sợ hải - clever (a): thoâng minh * Structures: Past simple: - Affirmative: V-ed - Negative: didn’t + V-inf - Interrogative: did + S + V-inf Past progressive: - Affirmative: V-ed - Negative: didn’t + V-inf - Interrogative: did + S + V-inf It was a beautiful day The sun was shining, the sky was blue, and the weather was perfect Lan was outside playing with her dog, Skippy …………… - T corrects Post-writing: - T reminds the tenses in writing a story Homework: - Learn new words and review the writing - Prepare: Unit : Language focus - The end PD: 21/ 03/ 11 TD: 23/ 03/ 11 Unit 9: NATURAL DISASTERS Period 58: LANGUAGE FOCUS I/ Objectives: After finishing the lesson, Ss’ll be able to: - Know how to join two sentences into one by using Realtive clause with Who and Which - Know difference between the defining relative clause and non-defining relative clause II/ Language content: Vocabulary: snout Grammar: Relative clause Defining relative clause Non-defining relative clause III/ Techniques: pair work/ groups work IV/ Teaching aids: poster, coloured chalk V/ Procedures: Communicative Approach Warm up: T introduces the lesson’s aims Activity 1: Answer the questions, use “Who, Which, That” - T explains the exercise’s request (Use your knowledge to answer the questions by using Relative pronouns) - T asks Ss to remind how to use Who, Which and That in Relative clause (Who replaces Person; Which replaces Thing; That replaces Person and Thing) - T asks Ss to observe the example, then the exercise with their partner - Some Ss read aloud their answer and write them on the board - Ss correct - T corrects and give keys * Key: b The country which won the 1998 Tiger Cup is Singapore c The animal which has one or two horns on its snout is rhinoceros d The explorer who dicovered America is Christopher Columbus e The planet which is closest to the Earth is Venus f The animal which was chosen to be the logo of SEA Games 2003 is the buffalo g The ASEAN country which is devided into two regions by the sea is Malysia h The food which you can chew but you cannot swallow is the chewing gum; and the thing you can swallow but you cannot chew is water Activity 2: Match the sentences in column A with a related sentence in column B, use Relative Pronouns - T explains the exercise’s request (Match the sentences in column A with a related in column B, use Relative Pronouns) - T asks Ss to observe the example - T asks Ss to the exercise in pairs, exchange the answer each other - Some Ss read aloud their sentences in front of class - Ss correct - T corrects and give keys * Key:1.e Andrew is flying to Sacramento, which is the capital city of California 2.g It snowed in Lang Son, which is on the Ky Cung River, in the winter of 2002 3.f Pompeii, which is an ancient city of Italy, was completely destroyed in A.D 79 by an eruption of Mount Vesuvius 4.a Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200,000 homeless 5.c The cyclone of November 1970 in Bangladesh, which killed about 500,000 people, was one of the worst natural disaters of the 20th century 6.d The most disatrous earthquake in Japanese history, which occured in 1923, damaged Tokyo and Yokohama and killed about 150,000 people 7.b The October 1989 Loma Prieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area Activity 3: Defining and Non-defining Relative clause - T explains the exercise’s request (Underline the Relative clause, then add commas to the non-defining relative clause) - T asks Ss to observe the example - Let Ss the exercise in pairs, exchange the answer each other - Some Ss the exercise on the poster - Ss correct - T corrects and gives keys * Key:b Kangaroos, which come from Australia, have long tail c Ba, who lives on Trang Tien street, likes playing the guitar ……………………… Activity 4: Rewrite the sentences in Exxercise - T explains the exercise’s request - Let Ss observe the example - T asks Ss to write the sentences in pairs - Some Ss read aloud their sentences in front of class, then write them on the board - Ss correct - T corrects * Key: Ss’ own sentences * Consolidation: - T asks Ss to remind the relative pronouns and their use - T asks Ss to distinguish defining and non-difining Realtive clause Homework: - Do the exercises again - Prepare: One period test WEEk 31st PD: 26/ 03/ 11 TD: 28/ 03/ 11 Period 59: ONE PERIOD TEST I/ Objectives: After finishing the test, Ss’ll be able to: - Apply their knowledge into the test - Know their gapped knowledge to improve T ‘ll be able to give the suitable method II/ Language Content: the Test IV/ Testing aids: V/ Procedures: Ss the test A.Questions Câu 1: Chọn đáp án mà em cho là đúng (2 điểm) 1/ According to the weather……………,it wil be foggy tomorrow a/ forecast b/ prediction c/ foreshadow d/ program 2/ In Auatralia ,a tropical storm is called a……………… a/ typhoon b/ cyclone c/ hurricane ` d/ tornado 3/ …………………… are funnel-shapedstorms which pass overland below a thunderstorm a/ earthquaket b/ typhoons c/ volcanoes d/ tornadoes 4/ She doesn’t know the man………………………… sent her this letter a/ which b/ who c/ whom d/ whose Câu : Viết thành câu hoàn chỉnh dựa vào các từ gợi ý ngoặc: (2 điểm) 1/ Although Mrs Thoa was tired,(she/ help/ me/ my homework) 2/ She’s still watching T.V now even though (exam/tomorrow) Câu : Kết hợp lại các câu dùng các từ dấu ngoặc đơn (4 điểm) He is very fat He eats a lot of fatty food (Although) They live in Da Nang They went to Dalat to watch the flowers festival last year (Though) Ba likes playing guitar He lives in Phan Rang (Who) Tet is a festival Tet occurs in late January or early February (Which) Câu 4: Đọc đoạn văn sau và trả lời các câu hỏi (2 điểm) Christmas Day, is the biggest day of the holidays On Christmas morning, some families go to church The traditional Christmas dinner consists of road turkey and Christmas pudding – a dard, rich mixture of flour, fruit, sugar, nuts and brandy Before the dinner, people usually pull crackers – small rolls of paper that have gifts, jokes and party hats inside Needless to say, large quantities of beer, wine and spirits also drunk Trả lời các câu hỏi: a What is Christmas pudding made from? b What are there in crackers? B ANSWER: Đáp án Câu 1(2 điểm): Mỗi đáp án đúng được: 0,5 điểm 1–a 2–b 3–d 4–b Câu (2 điểm): Viết đúng câu được: 1,0 điểm Although Mrs Thoa was tired, she helped me with my homework She still watching TV now even thought she has an exam tomorrow Câu (3 điểm): Viết đúng câu được: 1,0 điểm Although he is very fat, he eats a lot of fatty food Though they live in Da Nang, they went to Dalat to watch the flowers festival last year Ba, who lives in Phan Rang, likes playing guitar Tet, which occurs in late January or early February, is a festival Câu (1,0 điểm): Trả lời đúng câu (1 điểm) Christmas pudding is made from a dard, rich mixture of flour, fruit, sugar, nuts and brandy There are small rolls of paper that have gifts, jokes and party hats * Homework: Ñieåm 0,5 ñieåm 0,5 ñieåm 0,5 ñieåm 0,5 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm 1,0 ñieåm - Prepare: Unit 10: Getting started- Listen and read (prepare New words and Read the text carefully) - The end - PD: 07/ 04/ 10 TD: 09/ 04/ 10 Unit 10: LIFE ON OTHER PLANETS Period 60: Getting Started + Listen and Read I/ Objectives: After finishing this lesson, Ss’ll be able to: - Know about UFO throught the evidence in the texts - Understand the text to the exercises II/ Language content: Vocabulary: UFO spacecraft planet aircraft weather balloon meteor alien soil sample capture plate-like device Structure: III/ Techniques: pair work/ groups work IV/ Teaching aids: coloured chalk, poster, cassette, tape V/ Procedures: Communicative Approach Warm up: T uses the pictures about UFO and an alien to introduces the lesson Have you ever seen it? Where? When? Teacher ‘s and Ss’ activities Presentation: - T asks Ss to look at the questions in the Getting started, T explains more - T asks Ss to practice in pairs to ask and answer the questions - Some pairs of Ss partice ask and answer in front of class - T remarks - T asks Ss to read the introduction to find out the different ideas about UFO - T asks Ss to listen to the tape - T gives new words and explains them - Ss gives their Vietnamese meaning - T writes them on the board - T reads new words - Ss listen and repeat after the teacher - Some Ss read again Practice: - T explains the exercise’s request - T asks Ss to read the text again to the exercise in pairs - T asks Ss to exchange the answer each other - Some Ss give their answer - Others remark and correct - T corrects and gives keys - T explains the exercise b’s request (use the necessary information in the text to complete the summary) - T asks Ss to read the text silently to the exercise in groups - Some groups give their answer - Other groups remark and correct Content Getting started: Listen and Read: * New words: - UFO (n): Vaät theå bay khoâng xaùc ñònh - Spacecraft (n): taøu khoâng gian - Planet (n): haønh tinh - aircraft (n): maùy bay - weather balloon (n): quaû boùng khoâng khí, khinh khí caàu - meteor (n): baêng - alien (n): người lạ mặt - soil sample (n): mẫu đất - capture (v): bắt giữ - plate-like device (n): thieát bò hình ñóa *Exercise A: evidence meteor aliens collecting captured disappeared * Exercise B: a An aircraft, a weather balloon, or a meteor b nine large round objects……… an hour c ………1.500 UFO sightings d a UFO above their house e an egg-shaped object ………… samples - T corrects and gives keys Production: - T reads the text - Ss listen and repeat - Some Ss read again Homework: f clambed that ………… a spacecraft g and his plane disappeared ……… an UFO h That he saw ……… away - Learn new words - Prepare: Unit 10: Speak (the picture and new words) - The end - WEEK 32nd PD:11/ 04/ 10 TD:13/ 04/ 10 Unit 10: LIFE ON OTHER PLANETS Period 61: Speak + Listen I/ Objectives: After finishing this lesson, Ss’ll be able to: - Express events or things are able to be truth with May and might - Develop Speaking skill II/ Language content: Vocabulary: creature gemstone microoganism Structure: modals: might, may III/ Techniques: groups work IV/ Teaching aids: coloured chalk, poster V/ Procedures: Communicative Approach Warm up: mineral - Write the new words in the text on the board, then read a passage in the text - T uses the picture to introduce the lesson Teacher ‘s and Ss’ activities Presentation: - T introduces the situation of the exercise (a space-tourist to Mars saw and noted down drawings) - T explains the exercise’s request (match the drawings with the words in the box) - T gives new words - Ss say their Vietnamese meaning - T reads new words - Ss listen and repeat - Some Ss read again - T sticks the map of the space-tourist on the board and asks Ss to work in pairs to match exaxtly - Some Ss match - Other remark - T remarks and gives keys - T asks Ss to read the dialogue - T explains how to use “may and might” in predicting Practice: - T reads the dialogue - Ss listen and repeat - Let Ss practice the dialogue in pairs - Some pairs of Ss practice the dialogue in front of class - T remarks - T asks Ss to make similar dialogues, then some pairs of Ss practice their own dialogue in front of class - T remarks - T asks Ss to talk with their partner about what there might be on Mars, on the moon and on other planets - Some Ss talk in front of class - T remarks Production: - T reminds the structure to give prediction “may and might” - Ss remind new words Pre-Listening: - T introduces the listening’s situation (a Content * New words: - creature (n): sinh vaät - gemstone (n): đá quý - microoganism (n): vi sinh vaät - mineral (n): khoáng chất, khoáng sản * Grammar: Modals: may and might - usage: use to give predict - structure: may/might + V1 b Make similar dialogues c Talk with a partner: there might be water on the moon………… * Keys: talking about life on the moon) - T asks Ss to work in small groups to read the statements and give their prediction (which is correct?) - T asks some Ss to give their prediction - Other Ss remark and give their reason - T says: “In order to know which is correct, we listen to the tape together” While-Listening: - Let Ss listen to the tape (1 st) to identify information area - Let Ss listen to the tape (2 nd) and the exercise - T asks Ss to exchange their answer each other - T asks Ss to listen to the tape again (3 rd) with stopping at each necessary content - T asks Ss to give their answer - Ss remark and correct - T corrects and give keys Post-Listening: - T asks Ss listen to the tape and complete the following statements Correct statements: a, c, d, f, I, j * Complete the statements: a It is all silent because there is no air b On the moon you weigh one sixth of what you weigh on the moon c There are more than 30.000 craters on the moon d Maybe you won’t sleep very well because one day on the moon lasts for two weeks - The end - Section: LISTEN I/ OBJECTIVES: After finishing this lesson, Ss’ll be able to: - Know some information about the moon - Develop listening skill (listen and take main information) II/ LANGUAGE CONTENT: Vocabulary: Structure: III/ METHOD: Communicative approach (focus on Listening skill) IV/ TEACHING AIDS: coloured chalk, poster, cassette, tape V/ PROCEDURES: Warm up: T asks Ss to say the name of the objects in the map in the listening T introduces the new lesson by asking some questions: Do you think there is life on the moon? Do you like living on the moon? (why or why not) Teacher ‘s and Ss’ activities Content Pre-Listening: - T introduces the listening’s situation (a talking about life on the moon) - T asks Ss to work in small groups to read the statements and give their prediction (which is correct?) - T asks some Ss to give their prediction - Other Ss remark and give their reason - T says: “In order to know which is correct, we listen to the tape together” While-Listening: - Let Ss listen to the tape (1st) to identify information area - Let Ss listen to the tape (2nd) and the exercise - T asks Ss to exchange their answer each other - T asks Ss to listen to the tape again (3 rd) with stopping at each necessary content - T asks Ss to give their answer * Keys: - Ss remark and correct Correct statements: a, c, d, f, I, j - T corrects and give keys Post-Listening: * Complete the statements: - T asks Ss listen to the tape and complete a It is all silent because there is no air the following statements b On the moon you weigh one sixth of what you weigh on the moon c There are more than 30.000 craters on the moon d Maybe you won’t sleep very well because one day on the moon lasts for two weeks HOMEWORK: - Learn the lesson - Prepare: Unit 10: Read Week: 33 Period: 66 PD: TD: Unit 10: LIFE ON OTHER PLANETS Section: READ I/ OBJECTIVES: After finishing this lesson, Ss’ll be able to: - Read and understand the text’s content - Answer the questions II/ LANGUAGE CONTENT: Vocabulary: physical condition push up healthy Structure: III/ METHOD: Communicative approach (focus on Reading skill) IV/ TEACHING AIDS: coloured chalk, poster, V/ PROCEDURES: Warm up: - T asks Ss to talk about some information about moon (in the listening) - T introduces the lesson: T asks Ss to look at an aircraft and says: “Nowadays, there are many people want to travel in the space, how about you? If we want to travel in the space, what should we do? What can we see from the outer space?” Teacher ‘s and Ss’ activities Content Pre-Reading: - T gives new words and explains them * New words: - Ss give their Vietnamese meaning - physical condition (n):ñieàu kieän theå chaát - T reads them - push ups : hít xaø - Ss listen and repeat - healthy (a): khoûe maïnh - Some Ss read again While-Reading: - T explains the exercise’s request ( put the phrases in correct order before travelling in the space) Exercise a: Put the phrases in order …… - T asks Ss to read the text silently to the 4–1–2–5–3 exercise, then exchange the answer with their partner - Some Ss give their answer - Other remark - T corrects and gives keys Exercise b: Answer……… - T explains the exercise’s request (Answer a If you decide to take a space trip, you will the questions, then write the answer in full have to run a lot, swim every day and sentences) aerobics and push ups to have an excellent - T asks Ss to read the text again to answer physical condition the questions b If you want to show you are in perfect - Some Ss read aloud their answer, then health you must get a letter from the doctor write them on the board c You can see pictures of the earth: your - Other remark and correct country, interesting places, the oceans, the big - T corrects and gives keys rivers, the tall mountains Post-Reading: d We can see those scenes 16 times a day - T reads the text e We can walk on the walls or on the - Ss listen and repeat ceiling - Some Ss read again f Ss’ answer HOMEWORK: - Learn the lesson - Prepare: Unit 10: Write Week: 33 PD: 29 / / 2007 TD: / / 2007 Period: 66 REVIEW FOR THE SECOND-TERM EXAM I/ OBJECTIVES: After finishing the lesson, Ss’ll be able to: - Review all the important grammar points from Unit to Unit - Review all the knowledge from Unit to Unit II/ LANGUAGE CONTENT: Vocabulary: from Unit to Unit 10 Structure: III/ METHOD: Communicative approach IV/ TEACHING AIDS: poster, coloured chalk V/ PROCEDURES: Warm up: T guides Ss to play game: “T asks Ss to arrange the words into the titles correctly ” * The words: who, which, that, although, however, because, but, though, look after, look for, turn on, turn off, turn up, even though, if + present tense, will + V1, therefore, so * The titles: relative clause, adverb clause of concession, connective, phrasal verb T asks the groups to stick the word cards into the titles on the board REVIEW * Activity 1: Vocabulary - T asks Ss to review all the new words from Unit to Unit * Activity 2: Relative clause with Who, Which, That - T asks Ss to remind the usage of Who, Which, That - T reminds Ss: There are two types of relative clauses: defining and non-defining - T gives some examples and asks Ss to join sentences into one a The woman is a doctor She lives next door The woman who lives next door is a doctor b Kobe was struck by a huge earthquake in 1995 It is a city in Japan Kobe, which is a city in Japan, was struck by a huge earthquake in 1995 * Activity 3: Adverb clause of concession (although, though, even though) - T asks Ss to remind how to use of adverb although, though, eventhough -T gives an example and asks Ss to join the two sentences into one She is tired She is still working now (although) Although she is tired, she is still working now * Activity 4: Conditional sentence type - T asks Ss to remind the tenses in the two clauses If + present tense, Will + V1 - T gives some examples, and asks Ss to put the verbs in correct tenses a If the rice paddies are polluted, the rice plants will die d If he study hard, he will pass the exam * Activity 5: Connectives, phrasal verbs, make suggestions - T asks Ss to name connectives, phrasal verbs - Some Ss name - T gives some examples a I ‘d love to play volleyball but I have to complete an assignment b Hanh can’t go to the movie with us tonight She will have to look after her little sister - T remind Ss the structures of making suggest: *suggest + V-ing *suggest + (that) clause - T gives some examples: a I suggest collecting money b I suggest that we should speak English in class * Activity 6: Explaining Ss’ related problems in the exam Homework: - Learn the lesson - Review from Unit to Unit - Prepare: the Exam