giao an anh 9 da sua

-Listen and then share their answers in pairs - Check their answers, - Take notes - Read through the task - Work in groups to share their ideas Give their choices & explain the reason.. [r]

Date: Date:21/8/2011 Period:1 REVIEW I./ objectives: - To review ss’knowledge of learning English book - To check ss’knowledge of learning English - To introduce E-Book and the ways to work with E-book II Preparation: - English book and English book - Sub-board III Teaching process: Class organization: Oral test: (During the lesson) New lesson: A Warm-up: - T moves round class and asks ss questions: + Where did you spend your holiday summer + Where did you visit? + Can you name some of famous places in Viet Nam? (King Hung’s temple; Hoan Kiem lake …) + Did you work hard? + Were you work hard? … B Presentation: a Review main points in E book about grammar and vocabulary * Past simple: - Form: S + V– ed / S + V- pII Eg: + I watched T.V last night + I went to school yeaterday - T asks ss to give some more examples - Int: Did + S + V-inf? eg: Did you watch T.V last night? - Neg: S + did not + V – inf eg: I didn’t watch T.V last night * Passive forms: - We form the passive form by adding “tobe” + past participles eg: + I burn the meal - > The meal is burnt + I bought the book - > The book was bought * Reported speech: eg: + Can you give Nam this book -> He asked me to give Nam that book + I am a student -> He said he was a student * Other tenses: - Future; Present simple; past progressive - Prepositions of time… * Vocabulary: Words to talk about study habits; country and city life; first aid course b Test: Put in correct form verbs: a I (buy) ……… a new bag yesterday b We (not make) …………… a cake last Sunday c He ( paint) …………… his house last week d Where you ( go) ……………… last night? Change these sentences in to passive a They give some cakes for children -> Some cakes …………………………………… b He buys a new bike -> A new bike …………………………………… c Nam did his home work -> His home work ………………………………… d They built a new school in our village -> A new school …………………………………… Reported these sentences: a He is a student -> He said ………………………………………………………… b I like coffee -> He said ……………………………………………… …………… c I don’t like to stay alone -> She said ……………………………………………… d “Can you buy me some stamps?” -> Mr Lam asks me …………………….……… Consolidation: - T reminds main points for ss to remember Home work: - Prepare the next lesson Week Date: August,20th,2011 Pariod: Unit 1: A VISIT FROM A PEN PAL Lesson 1: getting started and listen & read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to know some famous places in VN, understand Maryam/s trip to Ha Noi and know to use WISH-Clause(Type 1) II Skills: Listening, reading and speaking B./ procedures: I Settlement: II Warm-up: Getting started: Matching *) Answer key: a,Den Hung festival d ,National museum b,The Temple of Literature e, Food stall c,Dong Xuan market f, Nha Rong harbor T: asks Ss to match the phrases with the pictures and then gets feedback Ss: work in groups and then give their answers T: gives the situation:” your foreign pen pal is coming to stay with you What places would you take him to? Ss: asks and answer the question in pairs and then present their ideas III New lesson: Teacher/s activities Ss/ activities * - Listen and take notes ) Lead-in: Introduce Mariam- Lan’s penal -> Lead in the lesson 1.Presentation: a.Act.1: Vocabulary - (to) correspond -> correspondence (N) -(to) impress (translation) -> impression(N) - friendly(adj.) -> friendliness(N) - mosque(N)(picture) - (to) pray (mime) - Elicits and says out the words - Writes and checks - Uses Matching to check vocab b.Act.2: Wish - clause + Model: -Asks the questions: Do you have a computer, Nam? Nam does not have a computer, so Nam wishes - Writes the model and checks the meaning, form & use Nam does not have a computer at home  Nam wishes he had a computer +Meaning & form: When we want to express the wishes that are unreal in the present or future, we use Wish-clause S1 + wish +S2+V simple past Note: to be  were c.Act.3: Guiding questions 1, Where is Maryam from? - Answer T’s questions - Repeat chorally- individually - Give the meaning& make sentences - Close their books & match the words with the Vietnamese meaning - repeat the model sentence - Draw the form and use Kuala Lumpur, Malaysia Yes, it was Hoan Kiem lake, Uncle Ho/s mausoleum 2, Was this their first meeting? 3, Where did Lan take Maryam to go? -Hangs on the questions and gives the instructions - Plays the tape twice - Gets feedback - Plays the tape again 2.practice: a.Act.1: Choose the correct option to complete the sentences.(Page 7) *) answer key: 1.A 2.B 3.D 4.B - Hangs on the task & explains the way - - Close the books and read through the questions -Listen and then share their answers in pairs - Check their answers, - Take notes - Read through the task - Work in groups to share their ideas Give their choices & explain the reason Asks Ss to read the text again and - grasp T's instructions complete the task - work in groups - Gets feedback & checks - Share opinion 3.Further practice: - show their answers before the class a,Act.1: Others comment and correct - Explains the exercises (a,b,c,d)- Lang Focus - Asks Ss to the exercises - Checks Ss/ answer IV.Consolidation: - Asks Ss to work in pairs to talk about the topic - Revises Ss with the way to use Wish-clause V.Homework: - Asks Ss to revise the lesson - Asks Ss to prepare: Speak and listen Week Date: August, 27st,2011 Pariod: Unit1: A VISIT FROM A PEN PAL Lesson 2: SPEAK &listen A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: Practice introducing themselves & how to response ,listen and understand the content of the dialogue about Jim's trip to U.S.A II Skills: Listening & Speaking B./ procedures: I Settlement: Greets and checks attendance II Revision: Role play T: asks or pairs to introduce themselves and ask and answer about their information III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Introduces Carlo and his trip to American 1.pre-listening: a)Act.1: Vocabulary (Trans) Picture) - downtown (adv.) /…………/ - (a) pond - (a) park-keeper (who keeps a park) - (a) hamburger /…………./ - elicits first and says out the words - writes and checks - Checks vocab : What and where b)Act.2: Matching (Pictures P.9) *) Answer key - Walking on the grass (a1) - Picking up the flowers(a2) - Catching a bus (b1,2) - eating something in a restaurant(c1,2) - writes the phrases on the board and asks Ss to match them with the pictures - gets feedback and asks the whole to check 2.while-listening a,Act.1: Listen and check the number of the correct pictures (P.9) *)Answer key: a,1 ; b,2 ; c,2 - instructs Ss to read the phrases - introduces the dialogue about Carlo/s trip - plays the tape twice - asks Ss to share their results - plays the tape again - gets feedback - plays the tape again 3.post-listening:a)Act.1: Make the similar dialogue, using the given information Example: Nga: Hello You must be Yoko Yoko: That is right I am Nga: Pleased to meet you Let me introduce myself I am Nga Yoko:Pleased to meet you Nga Are you one of Lan/s classmate? Nga: Yes, I am Are you enjoying your - try out and repeat chorally- individually - give the meaning & pronunciation - read and rewrite them on the board - base on the pictures ,work in groups and write their answers on the board - check their answers and read them out - follow teacher/s - listen and choose the correct answers - work in groups & share their ideas - listen and check their results - speak out their choices - check and choose the correct ones - make the model with teacher - pair work, taking turns to be Paul and then Jane - make the dialogue - correct themselves staying in VN? Yoko: Yes I like Vietnamese people and I love old cities in VN Nga: - explains the task and elicits the used language from Ss - asks them to work in pairs - invites pairs to practice - corrects if necessary IV.Consolidation: - uses post-listening activity V.Homework: - asks Ss to learn vocabulary at home - asks Ss to prepare: Read- P.7 Week Date:August 27th,2011 Pariod: Unit1: A VISIT FROM A PEN PAL Lesson 3: READ A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - learn some vocab And understand the details of the text about Malaysia II Skills: Reading &Speaking B./ procedures: I Settlement: Greets and checks attendance II Chatting: Asks the Qs around Ss/ life ? What time you get up in the morning ? Do you like to take a trip abroad ? Which countries you like to visit Why? I New lesson: Teacher/s activities Ss/ activities *)Lead-in: T: uses the map of the South -answer the Qs: East Asian Nations ? What is this This is a map of ? How many countries are there in the 10: Viet Nam, Laos, South East Asian Nations ? Which country is this Do you know Malaysia Kuala Lumpur its capital? - introduces the lesson 1.pre-reading: a)Act.1: Vocabulary (Explanation) -Tropical climate / (Realia) -Unit of currency / / -Official religion / / -Compulsory(adj) / / -Second language / / - elicits the words from the Ss and says them out - writes and checks - uses “ What & Where” to check vocab - asks Ss to guess the meaning: Buddhism, Hinduism, Islam b)Act.2: Open prediction(Part a-P.10) - hangs on the Grids and explains the task - asks Ss to work in groups to guess the information about Malaysia - gets feedback 2.while-reading a)Act.1: Read the text & check the predictions *)Answer key: 1.Area: 329,758 sq Km 2.Population: Over 22 millions 3.Climate: Tropical 4.Unit of currency: Ringgit 5.Capital city: Kuala Lumpur 6.Official religion: Islam - asks Ss to read the text to check their predictions - gets feedback b)Act.2: Read the text and choose the statements True(T) or False (F) (P.10) *)Answer key: 1.T, 2.F, 3.F, 4.F; 5.F - hangs the statements on the poster - asks Ss to read the text again - gets feedback - asks them to work in pairs 3.post-reading: Survey: Talking about Malaysia Questions: ? How wide is Malaysia ? What is its climate ? Which unit of currency the Malaysian use - makes the model, using the information in Act.1-While-reading - asks Ss to pair work - invites pairs (Explanation) (Situation) (Situation) - try out & repeat chorally-individually - give the meaning - read & rewrite - read the text & give their answers - follow teacher/s - work in groups & give their answers on the worksheets - stick their answers on th B.B -read it in Ms & pick out the information - give their answers and explain - reads through the statements - reads it individually and then share their ideas in groups - give their answers and explain and then correct the false statements It is about 329,758 sq Km   - make the model with teacher - ask and answer in Ms - present their dialogue IV.Consolidation: - asks Ss to summarize the information about Malaysia, using T/F statements V.Homework: - asks Ss to revise the simple past at home - asks Ss to prepare: Write- P.11 Week Date:3/9/2011 Pariod: Unit1: A VISIT FROM A PEN PAL Lesson 4: write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise the simple past and write a letter about activities their did in their last vacation II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: Asks one student to answer some questions about Malaysia III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Chatting - asks some Qs about Ss/ summer vacation -answer the Qs individually ?What did you in your summer vacation I went to see my relatives ? Where did you go ? Did you visit your friends - introduces the tasks of the lesson 1.pre-writing: a)Act.1: Brainstorm Places you visit People you meet Activities in your last summer vacation What you did How you feel - presents the Net and focuses Ss on the past activities - asks Ss to work in groups and list out the activities they did - gets feedback and write them on the B.B 2.while-writing: a)Act.1: Write a letter to Mary and talk to her about your last vacation Example: Dear Mary, I am very glad to talk to you about my last summer vacation I visited my grandparents There I Lovers, Thanh - asks the Ss to write the letter ( 100 words), using the information they listed out in ‘Brainstorm’ - notes: Vpast form Food you eat Things you bought - follow teacher/s - share their ideas in groups - speak out their activities in their summer vacation - write a letter to Mary, using their own information - focus on the simple past tense for the - goes round to help Ss 3.post-writing: Exhibition - asks Ss to go to the B.B and write their letter - asks the whole to give comments - asks them to correct their work used verbs - complete their letter - present their work on the B.B - share and compare their work - correct their letter IV.Consolidation: - asks the Ss to ask and answer the following Qs: ? What did you in your last vacation ? What places did you visit ? Who did you meet ? V.Homework: - asks Ss to complete their letter and exercises 5,6-P.8,9 ( workbook) at home - asks Ss to prepare: Language Focus - P.11 Vi.supplementary notes: Week Date:3/9/2011 Pariod: Unit1: A VISIT FROM A PEN PAL Lesson 5: language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise the simple past and practice further in Wish-clause (Type 1) II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II Revision: Write the past form of the following verbs 1.see  saw 4.go 7.live 2.buy 5.paint 8.to be 3.play 6.know 9.make  T: Checks : In which tense will we use the Vpast form? III New lesson: Teacher/s activities Ss/ activities 1.Act.1: Ask and answer about each person did on the weekend.(P.11) *) Model: Hai: What did Ba on the weekend? Hoa: He went to see the movies called “ Ghosts and Monster ” - give the meaning and read through all the Hai: When did he see? phrases Hoa: ( He saw it) on Saturday afternoon - give the way to use simple past - hangs on the Grids, checks the meaning - make the model with teacher and run through the phrases - pair work in Ms - focuses Ss on the past form of the verbs - ask and answer about Ba, Nga, - makes the model - asks Ss to work in pairs - correct themselves - invites pairs to ask and answer about the information on the Grids - helps Ss to correct Act.2: Write the things Lan and her friends did for the party.(P.12) *)Example: - work in groups, basing on the pictures - buy flowers (Picture 3) - speak out their answers  They bought flowers for the party - hangs the task on the poster and asks Ss - write the full sentences individually to match the verbs with the phrases - gets feedback and then check the answers - write them on the board - check the sentences with teacher - asks them to write full sentences, using the simple past tense - invites Ss to write their ans on the b.b - asks the whole to check ? Do you have a computer at home, Vuong 3.Act.3: Rewrite the sentences, using Wish- clause (Type 1).(P.12) *)Model: -Vuong does not have a computer at home Vuong wishes he had a computer *)Structure: S1 + wish + S2 + Vpast (subjunctive mood)  to be were *)Answer key: b,I wish it were not hot It were cold/ cool - answer the questions and copy the model c,I wish I had a computer - give the meaning, use and the form of i,I wish there were some rivers and lakes in Wish-clause (Type 1) my hometown - work in pairs - elicits the model from the Ss and then - write their answers on the board write it on the b.b - check it with teacher - revises the meaning, use and the form - asks them to complete Exer - gets feedback - asks the whole to check iV Consolidation : - asks the Ss to revise the simple past and compare Vpast form in indicative mood and the one in subjunctive mood V Homework: - asks Ss to exercise 7-P.10 and 8-P.11( workbook) at home - asks Ss to prepare: Unit 2: Getting started & Listen and Read (P.13) Vi.supplementary notes: Week Date: September, 11h, ,2011 Pariod: Unit 2: clothing Lesson 1: getting started and listen & read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know the Ao dai of Viet Nam and some kinds of clothes from another countries in the world - revise the present perfect tense II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Getting started: (Pictures at page 13 ) *) answer key: a, She is from Japan d,She is from India b,She is from Viet Nam e, He is from U.S.A c,She is Scotland f, She is from Arabia T: hangs on the pictures and asks the question: Where is she/he from?/Why you know? Ss: look at the pictures to answer She is from Japan because she is wearing a kimono.” T: focuses Ss on: a kimono, a sari, a veil, a kilt and asks Ss to make the dialogue Ss: asks and answer the questions in pairs and then present their ideas III New lesson: Teacher/s activities Ss/ activities *) Lead-in: Picture a: She is from Viet Nam because she is wearing Ao dai To know more about Ad dai, Vietnamese traditional women/s clothes, today we are going to learn Unit 2; Lesson 1 presentation: a.Act.1: Vocabulary: - man(N) # woman (example) {men (Plu N) # women (Plu N) Ex: A man but two men - try out and repeat chorally- individually - tradition (N)/ /(translation) - give the meaning& make sentences - fashion(N)/ / (translation) - run through the words - wear (V) ( wore,worn) (mime) - poem (N)/ /- poet (N)(example) - consist of (V) / / - elicits first and says out the words - writes and checks - instructs them to read & invites Ss to - revise the use, form & meaning read all the words b,Act.2: The present perfect tense + Model: - Some designers have modernized the Ao dai +Form: S + have/has +Vp.p + (Obj.)+ - asks Ss to pick out the model in the text - read through the sentences and checks the use, form & meaning -listen and then share their answers in pairs c.Act.2: Listen to the tape and fill in the - speak out their answers gaps (Part a-P.14) - read the text to check their answers, / *)Answer key:(Teacher s book) - give the correct answers - hangs the task with the missing information and explains some words - plays the tape twice and gets feedback - asks Ss to read the text to check their answer - gets feedback again - read through the task 2.practice: - work in pairs to share their ideas a.Act.1: Read the text and answer the Qs - ask and answer the Qs (part b-P.14) - check & then copy the answers in their *) Answer key:P.24 (Teacher/s book) notebooks - hangs th poster with the Qs and run them through - asks Ss to read the text again and answer the Qs Gets feedback - asks the whole to check - grasp T's instructions 3.Further practice: - work in groups - instructs them to exercise (a,b,c) ( - Share opinion workbook) - show their answers before the class -asks the whole to check Others comment and correct IV Consolidation: Discussion(Pair work) ? Do you kike Ao dai Why or why not? V Homework: - asks Ss to revise the lesson & exercises 1,2 P.12,13 (workbook) - asks Ss to prepare: Speak -P.14,15 Vi.supplementary notes: Week Date: September, 11th, ,2011 Unit 2: CLOTHING LESSON 2: SPEAK - listen A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Talk about their favorite clothes, using Reported Speech and Simple present II Skills: Speaking & listening B./ procedures: I Settlement: Greets and checks attendance II Revision: Network skirt shirt Clothes III New lesson: Teacher/s activities *)Lead-in: uses Network to introduce the lesson 1.pre-speaking: a)Act.1: Match the phrases with the pictures (Part a- P.14) *) Answer key: a, a colorful T-shirt b, a sleeveless sweater c, a striped shirt d, a plain suit e, faded jeans f, a short-sleeved blouse g, baggy pants h, a plaid skirt i, blue shorts - hangs on the pictures and the phrases - gets feedback - checks and correts the answers -asks Ss to give the Vietnamese meaning and instruct them to read out the words 2.while-speaking a)Act.1: Ask and answer about your favorite type of clothing (Part b) *) Worksheet: -What you usually wear on the weekend? -Why you wear these clothes? -What is your favorite type of clothing? Why? -What are your school uniforms? -What you wear on Tet?* -What you wear on your birthday?* -hangs on the worksheet and focus Ss on the Vsimple present - runs through the Qs and asks Ss to add Ss/ activities (Vietnamese meaning can be provided) à A piece of shorts - work in groups & share their ideas - go to the board and match - check it with teacher - give the meaning and run through the words - talk about its use and form more Qs.(*) - makes the model - asks Ss to interview members of group - invites pairs to practise - correct if neccessary 3.post-speaking: a,Act.1:Report the results of your survey (Part c-P.16) *)Indirect speech: + Model: Tu said:” I usually wear a skirt on Tet” Tu said that she usually wore a skirt on Tet - asks: What you wear on Tet,Tu? - gives the model - asks the whole to revise Reported speech - asks them to report their survey - invites Ss to go to the board - asks the whole to check 1.pre-listening: a)Act.1: Vocabulary - sandals (plu N) A pair of sandals - boots (plu N).A pair of boots - shoes (plu N).A pair of shoes - Checking vocab : What we call in English? -elicits first and says out the words - writes and checks - asks the question to check vocab b)Act.2: Open prediction (Pictures P.16) - introduces the situation about a lost little girl called Mary and asks Ss to predict the things she is wearing - gets feedback 2.while-listening a)Act.1: listen and check the information about Mary *) Answer key: a, She is wearing blue shorts b, She is wearing a long-sleeved blouse c, She is wearing a pair of brown shoes - asks Ss be about listening to the tape & plays the tape twice - asks them to share their results - gets feedback - plays the tape once again b)Act.2: Listen and answer the questions Questions: 1.What is her name? How old is she? Is she wearing a blue skirt? - hangs on the Qs & plays the tape twice - read them out and focus on the meaning - answer the Qs individually - asks and answer and then note down - interviewing Direct: S + Vpresent + (Obj.) Indirect: S + V past + (Obj.) - answer: I usually wear - copy down and give the way to use reported speech - write the sentences on their paper - write their worj on the board - check and correct themselves (pictures) - try out and repeat chorally- individually - give the meaning & pronunciation - answer: It is a pair of - base on the pictures and guess the information in groups - write their predictions on the board - listen and choose the correct answers - work in groups & share their ideas - speak out their answers - correct their predictions à She is Mary à She is years old - asks them to share their results - gets feedback - plays the tape once again 3.post-listening: Describe the pictures Ex: Her name is Nga She has short dark hair She is wearing a red skirt and - sticks pictures on the board and asks the Ss to describe - invites Ss to go to the board à No, she is not She is wearing blue shorts and a long-sleeved white blouse - listen and answer the questions - work in groups & share their ideas - speak out their answers - correct their predictions - work in groups to describe the appearance of each person - go to the board and describe the pictures IV.Consolidation: - checks the remembering of types of clothing V.Homework: - asks Ss to learn clothing vocabulary at home - asks Ss to prepare: Read- P.17 Vi.supplementary notes: Week Date: September, 17nd , ,2011 Pariod: Unit 2: CLOTHING Lesson 3: read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: -understand the details of the text about the origin and developing history of Jeans II Skills: Reading & Speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Brainstorm Long-wearing easy to wear Advantages of Jeans III New lesson: Teacher/s activities *)Lead-in: - asks the questions: ? Have you ever worn Jeans ? Do you like Jeans Why? - introduces the lesson 1.pre-reading: a)Act.1: Vocabulary - clothes = clothing (Un N) { cloth (Un N) - material (Un N) / / - sailor (N)/ ./ - (to) wear out Ex: Jeans are not easy to wear out - worldwide = in the world/ all over the world - college(N) / / - university(N)/ / - elicits the words from the Ss and says them out - writes and checks - uses “ Matching” to check vocab - instruct Ss to read b)Act.2: Open prediction(Part a-P.17) - hangs on the poster and asks Ss to predict the missing dates & words - gets feedback 2.while-reading a)Act.1: Read the text & check the predictions *)Answer key: 1.18th century/jean cloth 2.1960s/students 4.1980s/fashion 3.1970s/cheaper 5.1990s/sale - asks Ss to read the text to check their predictions - gets feedback b)Act.2: asks and answer the questions *)Answer key:(teacher/s book) 1.T, 2.F, 3.F, 4.F; 5.F - hangs the poster with the Qs and run them through - notes Ss with Simple past tense & asks Ss to read the text again - gets feedback - asks the whole to check - asks for pair work 3.post-reading: Summarizing - asks the Ss to work in groups for Ss/ activities - answer the questions individually (Realia) (Realia) (Example) (Picture) (Situation) (Example) - try out & repeat chorally-individually - give the meaning - match the words with the Vietnamese - run through the words - work in groups & give their answers on the worksheets - stick their answers on th B.B -read it in Ms & pick out the information -give their answers and explain - read through the Qs - read it individually and then share their ideas in pairs - ask and answer - check the answers with teacher - ask and answer again summarizing the text - invites or representatives - gives the comments and asks the question ? Do you like Jeans Why? - group work in Ms, basing on the part a-P.17 - summarize the text to the front - answer it individually IV.Consolidation: - generalizes the main contents of the lesson V.Homework: - asks Ss to read the text again at home - asks Ss to prepare: Write- P.18,19 Vi.supplementary notes: Week Date: September, 18th, ,2011 Pariod: 10 Unit 2: CLOTHING Lesson write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know how to write a paragraph of argument and know the way to support their opinions II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: Asks one student to summarize the origin of Jeans III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Role-play - Teacher gives the situation: Nam -discuss and give their ideas (Teacher) intends to give up the schooling How you persuade him to stop this ? - introduces the lesson 1.pre-writing: a)Act.1: Vocabulary - persuade/ /(V): (situation) Ex: I persuade him to meet Lan - encourage(V)/ / Ex: We encourage them to homework { encouragement(N)(Sit.) Ex: We are proud of our class - to be proud of: (situation) Ex: Wearing uniform is practical - practical(Adj.)(Translation) - self-confident (Adj.)(situation) - elicits first and says out the words - try out and repeat chorally- individually - writes and checks - give the meaning& make sentences - instruct Ss to read - run them through & copy down b)Act.2: The form of the argumentative paragraph *) Form: + Introduction: My opinion is /I think + Series of arguments: Firstly/ + Conclusion: Therefore / In conclusion - introduces the content & hangs on the - show their ideas & give their comments Grids, and then elicits main parts with the used language - asks Ss to read part a (P.18) to pick out each part and its aim - gets feedback - gives feedback and more explanations 2.while-writing: a)Act.1: Write a paragraph to support the argument that Ss should wear casual clothes.(Part b-P.19) - hangs on the outline & explains the task (Note:It is + Adj + for someone +Vto-inf V-ing + be + Adj./To-inf + be + Adj - asks Ss to write a paragraph about 100 words individually - goes round to help them and then gives out the cellophanes 3.post-writing: Exhibition - collects drafts from Ss and put them in the overhead - helps the whole to correct - asks them to copy down - share their ideas in groups - give the answers and explain the aims of each part in this paragraph - focus on the information and the form of argument paragraph -write their paragraph to support their ideas - discuss in groups, share their ideas and write their work on the cellophanes - share and compare their work - correct paragraphs with teacher - copy it in their books IV.Consolidation: - asks the Ss to generalize the form of argument paragraph and the aim of each part V.Homework: - asks Ss to write the paragraph with the following content: “ Taking part in the school activities is unhelpful to the students” Do you agree or not? Suggesting ideas: + makes students feel self-confident + gives students opportunities to show their abilities + creates cooperation and friendship - asks Ss to prepare: Language Focus - P.19( Present perfect and passive form) Vi.supplementary notes: Week Date: September, 24th, ,2011 Pariod: 11 Unit 2: CLOTHING Lesson 5: LANGUAGE FOCUS 1,2,3 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in the present perfect and the passive form II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II Revision: Write the past participial form of the following verbs 1.see  seen 4.build 7.live 2.buy 5.read 8.eat 3.play 6.know 9.make  T: Checks : In which tense will we use the Vp.p? III New lesson: Teacher/s activities Ss/ activities 1.Act.1: Ask and answer about each person(using part 1-P.19-10) *) Model:(P.19-textbook) *) Structure: Present perfect tense S+ have/has + Vp.p + (obj) + +Timing words: never, ever, already, just, yet, recently and Preps ‘ for/ since ‘ - read the dialogue in pairs - asks Ss to read the dialogue - give the use and form of the present - focuses Ss present perfect tense perfect - makes the model with the information in - make the model with teacher the Table - pair work in Ms asking and - asks Ss to work in pairs answering about Lan, Quang, - invites 3pairs to asks and answer about -correct themselves the information on the Table -helps Ss to correct 2.Act.2: Ask and answer Qs about the things you done in HCM city *)Model: A: Have you seen Giac Lam Pagoda yet? - run through the phrases B: Yes, T have seen it - analyze the structure A: Have you eaten Vietnamese food yet? - it with teacher B: No, I haven/t - ask and answer in pairs - hangs the words on the poster and runs - comment and correct eachther through them - write them on the board - focus Ss on the present perfect - correct themselves - makes the model - asks the whole to pair work - invites pairs - helps them to correct - IV.Consolidation: - asks the Ss to revise the simple past ,simple present, present perfect and modal verbs in passive V.Homework: - asks Ss to exercise 6-P.17 and 7-P.18( workbook) at home - asks Ss to prepare: Unit 1, for 45-minute examination Vi.supplementary notes: Week Date: September, 24 ,2011 Pariod: 12 Unit 2: CLOTHING Lesson ; LANGUAGE FOCUS 4,5 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in the present perfect and the passive form II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance L F :4 Rewrite the sentences, using the passive form.(Part 4-P.21) *)Model: -They sell jeans all over the world Jeans are sold all over the world -You must this exercise carefully This exercise must be done carefully *)Answer key: a, Jean cloth was made b, Rice is grown c,Five million bottles of champagne will be produced d, A new style of jeans has just been introduced e,Two department stores have been built - gives the example & asks Ss to change it in the passive form - revise the meaning, use and the form - instructs them the way to change the sentence into passive - asks them to complete Excer - gets feedback - as ks the whole to check LF 5: Rewrite the sentences, using the passive form.(Part 5-P.21) Model: A We can solve the problem _ The problem can be solved *kWeek eys : th - run through the phrases - analyze the structure - it with teacher - ask and answer in pairs - comment and correct eachther - write them on the board - correct themselves - change it in the passive form Date: September, 25 , ,2011 - give the form of tenses 13 MINUTE EXAMINATION B Pariod: Experiments should be stopped45on - give their ideas animals C objectives: L ife on anot er planet might be A./ - work in pairs I Knowledge: found - write their answers -helps Ss toools examine and and how wellon Ss the get board the aims D.All the sch have to beevaluate ỉmpovedtheir in learning check it with teacher II Skills: Writing, reading, vocab and grammar practice theprocedures: city B./ EA ne w bridgeGreets is going be built in I Settlement: andtochecks attendance Control: theII.area - gives out the testing paper - controls the class III Collection: - asks Ss to hand in the tests and evaluates the lesson - asks them to revise the knowledge at home for the test correction Test I/ choose the word that stressed differently from the others:(2 marks) 1/ a Buddhism b climate c comprise d friendliness 2/ a impress b mausoleum c official d Islam 3/ a correspond 4/ a label b federation b fashion c economic c material d logical d novel II/ Multiple choice: Choose the correct answer for each sentence (2,5 marks) 1/ Yoko is from _, a big capital city of Japan a London b Tokyo c New York d Paris 2/ Lan her friend to Hoan Kiem Lake last week a take b takes c took d is taking 3/ The weather isn’t nice today I wish it _ nice a is b was c were d be 4/ We have learnt English 2000 a since b for c never d just 5/ Nam usually goes to school _ 7:00 in the morning a in b on c at d of III/ Read the text and answer the questions: (2 marks) In the 1960s, many university and college students wore jeans Designers made different styles of jeans to match the 1960s’ fashions: embroidered jeans, painted jeans, and so on In the 1970s more and more people started wearing jeans because they became cheaper In the 1980s jeans finally became high fashion clothing Sales of jeans went up and up But in the 1990s the worldwide economic situation got worse, the sale of jeans stopped growing Questions: 1/ Who liked to wear jeans in the 1960s?  2/ Why did more and more people begin wearing jeans in the 1970s?  3/ What happened when jeans became high fashion clothing in the 1980s?  4/ When did the sale of jeans stop growing?  IV/ Rewrite these sentence as directed below: (2 marks) 1/ They will build a new school next year (Change into the passive voice)  2/ I don’t know many words in English I wish _ 3/ Nga (do) _ that exercise for days (Put the verb in parentheses into the correct tense) 4/ People use the telephone to communicate in a long distance (Change into the passive voice)  IV/ Fill in each blank with one word from the box: (1,5 marks) population Ha Noi divided language religions area Viet Nam is one of the countries in ASEAN It is (1) _ into three regions: the North, the Central and the South The (2) _ is 326,258 sq kilometers The capital is (3) _ The Vietnamese unit of currency is dong There are many (4) _ in Viet Nam such as Buddhism, Cao Dai, Christmas… The (5) _ in 1997 was nearly 70 million The national (6) _ is Vietnamese ANSWERS: I/ (2 marks) II/(2,5 marks) 1/ b Tokyo 2/ c took 3/ c were 4/ a since5/ c at III/ (2 marks) Questions: 1/ Many university and college students liked to wear jeans in the 1960s 2/ Because jeans became cheaper 3/ Sales of jeans went up and up 4/ The sale of jeans stopped growing in 1990s IV/ (2 marks) 1/ A new school will be built next year 2/ I wish I knew many words in English 3/ Nga has done that exercise for days 4/ The telephone is used to communicate in a long distance IV/ (1,5 marks) (1) divided (2) area (3) Ha Noi (4) religions (5) population (6) language IV Consolidation: - comments on the test V Homework: - asks Ss to revise the language they have just been tested at home Week Date: 2/10/2011 Pariod: 14 Test correction A./ objectives: I Knowledge: - helps Ss to evaluate their results of the test - helps Ss to pick out the mistakes and errors they have made and correct themselves II Skills: Analysis B./ procedures: I Settlement: Greets and checks attendance II Checking: III Content: Teacher/s activities Ss/ activities 1.Act.1: Teacher/s and Ss/ correction - listen to the teacher - evaluates the result generally - raises the main and important mistakes Ss have made - hands out the tests - asks Ss to correct each part of the test - share their tests with their partners - invites Ss who had the mistakes and - go to the board and write their work errors to go to the board - invites others to correct - it and explain to the class - asks the class to take notes - note down Act.2: Ss/ correction - instructs Ss to correct their tests - correct themselves - goes round to monitor the class - asks Ss to hand in the tests - collect the tests IV.Consolidation: - asks Ss to revise the main knowledge they have consolidated V.Homework: - asks Ss to revise the language items at home - asks them to prepare: Unit 3: Getting started & Listen and Read Week Date: 8/10/2011 Pariod: 15 UNIT 3: A TRIP TO THE COUNTRYSIDE…… Lsson 1: GETTING STARTED AND LISTEN & READ A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the text about Ba & Liz/s trip to the countryside and know a lot of activities in the countryside - revise Wish-clause (Type 1) with “ Can” II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Getting started: (Pictures at page 22 ) T: hangs on the pictures and asks the question: What is she/he or are they doing? Ss: look at the pictures to answer." She is watering vegetables.” T: asks Ss to work in pairs Ss: asks and answer the questions in pairs and then present their ideas III New lesson: Teacher/s activities Ss/ activities *) Lead-in: -introduces activities in the countryside on the picture and then introduces Ba and Lize/s trip - leads in the lesson presentation: a.Act.1: Vocabulary: - (to) have a rest = (to) relax -Ex: I have a rest after a working day - (to) have a chance to something -Ex: I have a chance to speak English = have an opportunity - entrance(N) / /(Example) - shrine(N)/ / (Situation) - try out and repeat chorally- individually -(to ) have a snack (Situation) - give the meaning& make sentences - banyan tree / / (Picture) - read and then write the words on the B.B - elicits first and says out the words - writes and checks - give the use, form & meaning - use What and where” to check vocab b act 2:Wish-clause with “ CAN” + Model: - Lize wish she could visit your village again some day + Use &Form: When we talk about our possible wishes in the future, we use: S1 +wish +S2 + COULD + V bare inf - asks Ss to pick out the model in the text and checks the use, form & meaning - read through the sentences and work in c.Act.3: Predict the statements T or F groups, writing their predictions on the worksheets (Part a-P.23) - hangs the statements and asks Ss to - stick their worksheets on the b.b predict the information - gets feedback 2.practice: - listen to the tape and note down a.Act.1: Listen to the tape & check the - change their results predictions (part a -P.23) - give their answers *)Answer key: - read the text and check their predictions 1.F 2.T 3.F 4.F 5.T - speak out the correct statements 6.F 7.F 8.F 9.F - plays the tape twice - asks Ss to share it in pairs - gets feedback - read through the task - asks them to read the text to check - invites Ss to correct the false statements - work in pairs to share their ideas a.Act.2: Read the text and answer the Qs (part b-P.23) - ask and answer the Qs and write their *) Answer key:P (Teacher/s book) answers on the b.b - hangs the poster with the Qs and run - check & then copy the answers in their them through notebooks - asks Ss to read the text again and answer the Qs - gets feedback - asks the whole to check - share in pairs and write their answers on 3.Further practice: the board - instructs them to exercise (b,c,d,e) - check the answers ( workbook) -asks the whole to check IV Consolidation: Discussion(Pair work) - asks Ss to ask and answer about the Qs in part b-P.23 V Homework: - asks Ss to revise the lesson & exercises 1,2,3 P.20,21 (workbook) - asks Ss to prepare: Speak -P.14,15 Vi supplementary notes: Week Date: 910/2011 Pariod: 16 Unit 3: A TRIP TO THE COUNTRYSIDE Lesson 2: LISTEN &speak A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Listen and understand the trip to Ba/s village and talk about the way to go to their village and talk about the information of the countryside and activities of their home village II Skills: Listening & Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: Questions ?.Where is your home village?/ How far is it from Dong Ha to your village?/ ?How long does it take to get there?/ What people for a living in your village? T: asks Ss to answer these Qs to the front III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Introduces Carlo and his trip to American 1.pre-listening: (Trans.) a)Act.1: Vocabulary (Picture) - Dragon Bridge /…………/ (Trans.)Ex: My mother often picks me up - (a) parking lot (Trans.) - (to) pick someone up - (to) drop someone off - try out and repeat chorally- individually - (a) park but (to) park - give the meaning & pronunciation - elicits first and says out the words - makes the sentences - writes and checks - read and rewrite them on the board - asks for examples - Checks vocab : What and where - listen to teacher/s b)Act.2: Open prediction Matching (Map at P.25) - work in groups and wrote their - hangs on the map and the places and predictions on the worksheets introduces the trip to Ba/s village - runs through the words and asks Ss to - stick their predictions on the board predict, matching the places with the letters - gets feedback 2.while-listening Listen and check the predictions *)Answer key: - follow teacher/s A banyan tree B airport C highway - give: opposite, on the left/right …… No.1 - listen and choose the correct answers D Dragon bridge E gas station F - work in groups & share their ideas store - listen and check their results G pond H bamboo forest L - speak out their choices parking lot - check and choose the correct ones - revises Ss with the prepositions of place - plays the tape twice - asks Ss to share their results - plays the tape again - gets feedback - plays the tape once again 3.post-listening: Ask and answer about your partner/s home village, using the information in the boxes (Part a-P.24) - focus on the Qs and the Simple present Questions: - read out the Qs and the difficult phrases 1.Where is your home village? How far is it from the city? - read them out and focus on the meaning How can you get there? - ask and answer with teacher How long does it take to get there? with the information in worksheets 5.What people for a living in your work asks and answer in pairs village? correct themselves Does your village have a river? - hangs the Qs and the information in the boxes on the poster - runs them through and explains the meaning of: for a living - hands out the worksheets - makes the model - asks Ss to work in pairs - invites pairs to practice - corrects if necessary IV Consolidation : - uses Network behind opposite Prepositions of place V Homework : - asks Ss to learn the lesson at home - asks Ss to prepare: Read- P.25 Vi.supplementary notes: Week Date: 15 /1o/2011 Pariod: Unit 3: A TRIP TO THE COUNTRYSID Lesson 3: READ A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the details of the text about Van/s life in the USA and know more about the life on a farm II Skills: Reading & writing B./ procedures: I Settlement: Greets and checks attendance II Revision: Chatting T: asks the following questions: ?Where is your home village/How far is it from Dong Ha Town?/Does your home village have a river?/What people for a living in your village? Ss: answer the Qs individually III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Brainstorming - gives the task and gets feedback - think about and then speak out their ideas plow on a farm grow rice harvest the crops feed chickens Life on a farm - introduces Van, an exchange student and leads in the lesson 1.pre-reading: a)Act.1: Vocabulary - exchange student(s) (N) / ./ - maize (N) = corn (A.E) - part-time # full-time(adj/adv) - grocery store (N) / / - elicits the words from the Ss and says (translation) ( Realia ) (translation) (Picture) - try out & repeat chorally-individually - give the meaning & make the sentences - run through the words them out - share their ideas in pairs ,go to the B.B - writes and checks and match the words with its definitions - instructs Ss to read -correct the answers - uses Matching to check vocab -asks the whole to check b)Act.2: T/F statement predictions 1.Van is an exchange student He is from - work in groups & give their answers on the USA the worksheets 2.He is now living outside Columbus, Ohio - stick their answers on the B.B 3.There are five people in the Parkers 4.Van often helps Mr Parker at a grocery store - hangs on the statements ,gives the worksheets and asks Ss to predict them T/F (note: T and F) - gets feedback 2.while-reading a)Act.1: Read the text & check the -read it in Ms & pick out the information predictions - give their answers and correct the F one *)Answer key:1.F 3.T 2.T 4.F - He is living with the Parker family - asks Ss to read the text to check their - He is a farmer predictions - She works at a grocery store - gets feedback - He feeds the chickens, collects their eggs b)Act.2: ask and answer the questions and helps Mr Parker on the farm *)Questions: - Yes, he does 1.Who is Van living with in the USA? 2.What does Mr Parker do? - read through the Qs 3.Where does Mrs Parker work? - read it individually and then share their 4.What does Van help Mr Parker ? ideas in pairs 5.Does Van like to live with the Parkers - ask and answer the Qs and then check - hangs the poster with the Qs and run them through - notes Ss with simple present tense & asks Ss to read the text again - gets feedback 3.post-reading: Gap-fill (Part b-P.26)(T limits the gaps) *) answer key: 1.Ohio 2.farmer - read the text ,write their answers on the at a grocery store 4.Peter 5.Sam worksheets & then stick them on the b.b 6.farm 7.they watch 8.baseball and correct with teacher - hangs on the poster and asks the Ss to work in groups - asks the whole to check IV Consolidation: - generalizes the main contents of the lesson V Homework : - asks Ss to read the text again at home and exercise P.21 (workbook) - asks Ss to prepare: Write- P.26, 27 Vi.supplementary notes: … ……………………………………………………………………………………………… …………………………………………… Week Date: 16/10/11 Pariod: 18 Unit 3: A TRIP TO THE COUNTRYSIDE: Lesson 4: write _ Lf 2,3 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know how to write a paragraph about their last picnic and revise the Simple Past Tense II Skills: Writing and speaking B./ procedures: I Settlement: Greets and checks attendance \II Checking: Asks one student to read the text about Van and answer the questions ? What does Van do/ ?Who is Van living with in the USA ? How many people are there in the Parker/ III New lesson: *)Lead-in: - Teacher introduces Ba and his friends with their last picnic to the countryside -introduces the task of the lesson 1.pre-writing: a)Act.1: Vocabulary - (to) put down: /put,put/ - (to) lay out:/laid,laid/ - (to) catch:/caught, caught/ - picnic site (Example) - elicits first and says out the words - writes and checks - instruct Ss to read b)Act.2: Discover the pictures ? Where did they go ? What did they take with ? How did they get to the picnic side ? What did they lay out ? Which game did they play ? What time did they run to the bus stop ? When did they arrive home - sticks pictures on the board and ask the above questions.(Pictures at P-27) - asks Ss to ask and answer with these Qs - gets feedback - introduces the paragraph through the pictures - focuses Ss with the Simple Past Tense 2.while-writing: a)Act.1: Write a paragraph entitled “ A country Picnic “.(P-26,27) - gives the first model sentence - asks Ss to write a paragraph ,using the cues in the text book individually - goes round to help them and then gives out the cellophanes 3.post-writing: Exhibition - collects drafts from Ss and put them in `the overhead - helps the whole to correct - asks them to copy down - listen to teacher Ex: We put down our suitcases Ex: We laid out the food on the ground Ex: I caught a bus to school - try out and repeat chorally- individually - give the meaning& make sentences - run them through & copy down - look at the pictures and answer the Qs in individuals - work in pairs with the pictures - ask and answer to the front - listen to the teacher -give the form and the use - focus on the past form of the verbs - use the cues to write the paragraph - discuss in groups, share their ideas and write their work on the cellophanes - share and compare their work - correct paragraphs with teacher - copy it in their books Language focus 2.3 2.Act.2: Fill in the gaps with the suitable preposition of time.(Part 2,3 –P.30) *)Answer key: 2) a-at; b-on; c-between; d-at; e-at; f-to 3) a-on; b-at/in; c-in; d-at; e-in; f-at - uses Network to revise the Prepositions of time - checks the use of some Prepositions - gives the model - asks the whole to group work - invites the answers - helps them to correct V Consolidation : Possible paragragh - asks the Ss to read out the paragraph and focus on the Simple Past Tense It was a beautiful day, my friends and I went on a picnic We took a bus to the V Homework : countryside then the walked about about 20 minutes to the picnic site next to the river We - asks Ss and to write paragraph their last picnic at home put -down the blankets and laid out the food After meal, we played the games “ What asks Ss to prepare: Language Focus - P.28,29 song is it ? ” and Blind man/s buff Late in the afternoon we went fishing We enjoyed Vi.supplementary notes: Week 10 Date: 22/10/2011 Pariod: 19 Unit 3: A TRIP TO THE COUNTRYSIDE Lesson 5: language focus 1,4 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in Wish-clause (Type 1) and revise Prepositions of time - Understand and use the adverb clause of result with “ SO” II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: Collects the paragraph Ss wrote at home III New lesson: Teacher/s activities Ss/ activities 1.Act.1: Write the full sentences, using Wish-Clause (Prat 1-P.28,29) *) Model: a) Ba/can have/new bicycle Ba wishes he could have a new bicycle *) Structure: S1+ wish+S2 + Vpast + (obj) + (to bewere; can could;willwould ) *)Answer key: b,Hoa wishes she could visit her parents c,I wish I passed my exam d,We wish it did not rain e,He wishes he could fly f, they wish they stayed in Hue - asks Ss to look at the pictures and gives the model - asks them to write the sentence, using Wish- Clause - checks the meaning, form and ,use - asks Ss to write the sentences - invites to write their sentences on B.B - helps Ss to correct 3.Act.3: Match the half-sentences.(Part 4P.31) *)Model: Hoa work hard She passed her exam Hoa worked hard, so she passed her exam *)Structure: The causative clause, SO + the result clause - gives the example & asks Ss to combine them into one - checks the meaning, use and the form - asks them to complete Excer 4-P.31 - gets feedback - asks the whole to check - pay attention - write the full sentence - give the use and form and the meaning of Wish-clause - work individually - write their sentences on the board - correct it with teacher - give Pres They have known - give their ideas - it with teacher - choose the suitable Pre to fill in the gaps - speak out their answers and explain - correct themselves - combine them if possible - give the way to it - work in pairs - speak out their answers - check it with teacher IV Consolidation : - consolidates Ss with Wish-clause and Prepositions of time - asks Ss to combine the following sentences into one, using the adverb clause of result Linh was out when we came We left a message There was fog Their flight was delayed The hotel was noisy They could not sleep V Homework : - asks Ss to exercise 8,9,10-P.24,25 (workbook) at home - asks Ss to prepare: Unit 4: Getting started and Listen & Read Vi.supplementary notes: Week 10 Date: 23/10/2011 P eriod: 20 Unit 4: LEARNING A FOREIGN LANGUAGE Lesson 1: Getting Started And Listen & Read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know the ways to learn English and talk about their ways to learn English everyday - Understand the Indirect Speech with Question words II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Getting started: Brainstorm (P.32) T: asks Ss to choose the ways they learn English Ss: work in groups and add some more T: gets feedback Ss: go to the board and write their ideas T: asks the whole to add more III New lesson: Teacher/s activities Ss/ activities *) Lead-in: introduces the conversation between Lan and Paola about the course Lan wants to attend 1.Presentation: a.Act.1: Vocabulary - exam/examination/ / (Example) Ex: I want to attend the English course { examiner(N) { examine (V) Ex: Lan got mark, so she passes her - (to) attend the course.(example) exam - (to) pass one/s exam (Situation) - (to) fail one/s exam (Situation) - try out and repeat chorally- individually - elicits first and says out the words - give the meaning& make sentences - writes and checks - asks Ss to make the sentences - read them out -run through the words b,Act 2: Reported Speech with Question words + Model: *” What is your name?” she asked Lan  She asked Lan what her name was + Form: S + asked +Obj+Qs words (What, Who, How )+ S + V + Note: Động từ mệnh đề tờng thuật đợc ®a xuèng mét th× VD: Hiện đơn quákhứ đơn HiÖn t¹i tiÕp diÔn qu¸ khø tiÕp diÔn - asks Ss to pick out the Qs in the dialogue - writes the model and checks the meaning, form & use Revises Ss with Reported Speech for Imperatives, Y/N Qs c.Act.3: Play the role with the dialogue (P-32) - reads the dialogue twice - asks the Ss to play the role - gets feedback - asks the following questions ?What are Lan and Paola talking about ?What must Lan to attend the course 2.practice: a.Act.1: read the dialogue and find out the Qs which the examiner asks Lan (Page 33) *) answer key: 1,2,6,7,9, 10, 14 - hangs on the Qs & explains the way - asks Ss to read the dialogue again and complete the task - gets feedback & checks - asks Ss to ask and answer the Qs from to 10 3.Further practice: - asks Ss to change the Qs at P.33 - gets feedback - asks the whole to check - pick out the Qs - give their ideas - pay attention to the way to change the Direct sentences into Indirect one - listen to teacher/s - play the role as Lan and Paola - practice the dialogue - read the dialogue to answer the Qs - read through the task - work in groups to share their ideas - give their choices & explain the reason - ask and answer about their information -share their work in groups(Qs from to 9) - write their answers on the board - check it with teacher IV.Consolidation: - asks the Ss to work in pairs, asking and answering the questions (from to 10) V.Homework: - asks Ss to revise the lesson & exercises 2,3- P.28,29 (workbook) - asks Ss to prepare: Speak -P.34 Vi.supplementary notes: Week 11 Date: 29/10/2011 P eriod: 21 Unit 4: LEARNING A FOREIGN LANGUAGE L ESson 2: speak A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - use the pieces of language to persuade the others to something and express their ideas about a relevant matter II Skills: Speaking & writing B./ procedures: I Settlement: Greets and checks attendance II Checking: asks Ss to change the following sentences into indirect sentences 1.” Where you learn English? ” I asked Lan 2.” Does she go to school?” They asked me 3.” He is playing football.” Nam said III New lesson: Teacher/s activities Ss/ activities *)Lead-in: Questions ?If you are awarded a 2000 - dollar scholarship, which countries in the world you want to go for studying ?Which pieces of language you use to persuade your friends 1.pre-speaking: a)Act.1: Vocabulary - (to) agree # disagree(translation) (Vietnamese meaning can be provided) { agreement (N) - (a) dormitory / /(a place in which Ss live for studying) - (a) campus: a place on which universities and colleges stand - reputation(N) / ./ (translation) - culture(N) / / (translation) { cultural (Adj) - elicits the words from Ss - says out and writes them on the board - try out their ideas - checks the meaning, pronunciation - copy them down - runs through the words - give the meaning b)Act.2: The ways to persuade someone - following teacher/s instructions else *) Model: A: I think we should go to the Seattle school of English in the USA You can stay with Vietnamese friends B; I disagree because we cannot practice speaking with native speakers A: *) The used languages: I think Why don/t we ? If we go to , We can I think we /you should -I agree/disagree because -hangs on the model and run it through - elicits the languages and checks the - play the role with teacher meaning, use - talk about its use and form - explains more about the way to use it 2.while-speaking - copy down a)Act.1: Practice persuading someone to something (P.34) - hangs on the Table with the information, run through the words and explains some more word phrases - makes the model - asks Ss to work in pairs - asks Ss to show their ideas to the front - corrects if necessary 3.post-speaking: a,Act.1: Discussion Situation: Persuade your friends to visit some beautiful places you would like to go Ex: I think we should go to Ha Long bay You can stay in lovely hotels and enjoy the beautiful scenery - I disagree but it is too expensive - gives the situation and asks Ss to work in groups - invites each groups to persuade teacher - read them through - make the model with teacher - express their ideas in pairs  in groups - practice speaking - correct themselves - persuade their friends - give the persuading expressions IV.Consolidation: - asks Ss to revise the ways to persuade someone else V.Homework: - asks Ss to exercise 4,5-P.29,30 - asks Ss to prepare: Listen- P.35 Vi.supplementary notes: Week 11 Date: 30 /10 /2011 P eriod: 21 Unit 4: LEARNING A FOREIGN LANGUAGE Lesson 3: listen A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the dialogue about Nga/s studying English and talk about the problems when they learn English II Skills: Listening & Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: Jumbled sentences 1.we/don/t/ on campus/Why/ live/in /a dormitory.? (Why don/t we live in a dormitory on campus?) 2.do/think about/ going/What/you/ to Ha Noi capital.? (What you think about going to Ha Noi capital?) III New lesson: Teacher/s activities *)Lead-in: Nga is studying English in London Now she is talking to Kate about problems when she learns English -introduces the lesson 1.pre-listening: a)Act.1: Vocabulary - international bank:(Explanation) - excellent(Adj)/ /(Example) - improve (V) (Translation) { improvement (N) - elicits first and says out the words - writes and checks - asks Ss to make sentences and run them through b)Act.2: T/F statement prediction.(P.35) - hangs on the poster with the statements and introduces the content of the dialogue - runs through the statements - asks Ss to predict the information - gets feedback 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: a,T b,T c,F d,T e,F f,T - asks Ss be about listening to the tape & plays the tape twice - asks them to share their results - plays the tape once again - gets feedback - plays the tape once again b)Act.2: Listen and correct the false statements *) Answer key: c,She works for an international bank in Ha Noi e,Her listening is terrible (This is her biggest problem People talk very quickly and she can/t understand them) - plays the tape twice again - asks them to share their results - gets feedback - plays the tape once again and gives feedback 3.post-listening: Discussion Questions: 1, What aspects of learning English is difficult for you? 2,Which skills are you good at?/ bad at? 3,What can you to improve your listening/ speaking/ .? - writes the above questions on the board and asks Ss to discuss in pairs - invites Ss to give their ideas Ss/ activities (pictures) Ex: My writing is excellent Ex: I always improve my listening skill - try out and repeat chorally- individually - give the meaning & pronunciation - make the sentences and read through the words - keep attention - read them first - work in groups, writing their predictions on the worksheets - stick their predictions on the board - listen and choose the correct answers - work in groups & share their ideas - keep listening - speak out their answers - check and correct their predictions - listen and correct the False one - share their ideas in pairs - speak out their answers - correct their answers - share their ideas in pairs - express their ideas - helps them more - get it IV.Consolidation: - asks Ss to talk about the content of the dialogue, basing on the statements V.Homework: - asks Ss to brainstorm the ways to improve their English at home - asks Ss to prepare: Read- P.36 Vi.supplementary notes: Week 12 Date: /11/2011 P eriod: 23 Unit 4: LEARNING A FOREIGN LANGUAGE Lesson 4: read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the details of the text about Van/s life in the USA and know more about the life on a farm II Skills: Reading & writing B./ procedures: I Settlement: Greets and checks attendance II checking: Questions T: invites one or two Ss and asks the following questions: ?Do you like learning English/ When did you begin studying English? ?Is English difficult/ How can you improve your English at home? Ss: answer the Qs individually III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - think about and then speak out their ideas - asks the Qs ? Do you want to participate in a English course ? Have you ever read any advertisements for English courses ? What they say -introduces the content of the lesson 1.pre-reading: a)Act.1: Vocabulary - beginner(s) (N,A) / ./ - intermediate (Adj.)/ / (translation) - advanced level (Adj.) (translation) - well- qualified (translation) (Adj.)/ / Ex: Our school has well-qualified teachers - elicits the words from the Ss and says - try out & repeat chorally-individually them out - writes and checks - give the meaning & make the sentences - instructs Ss to read - run through the words - uses “ Matching” to check vocab And - share their ideas and go to the B.B and asks Ss to correct match the words with the definitions b)Act.2: Answer the questions 1.What languages can you study in -We can study English, French or Chinese Foreign Language Council? 2.What can the New English Institute help -It helps us improve our English you.? 3.What can The Academy of Language - It helps us speak a foreign language with help you? others - introduces the topic - keep attention - hangs on the Qs and asks Ss to read the - work in groups to answer the questions advertisements - gets feedback - write their answers on the B.B - asks the whole to check - share their ideas 2.while-reading a)Act.1: Read the advertisements and fill in the information.(Part.a - P.36) *)Answer key: () - hangs on the Table and focuses Ss on the - read through the information information - work in groups, write their answers on the - asks Ss to read the advertisements to fill worksheets in the information - stick them on the board - gets feedback - share their answers and explain - asks the whole to check - ask and answer the information - makes the model and asks Ss to ask and answer about the information on the table Ex: A: When does the Academy of Language have the class? B: In the morning, the afternoon and the evening everyday A: 3.post-reading: Discussion Question: Which school you choose? Why? - share their ideas in groups - asks the question - give their ideas - gets feedback IV.Consolidation: - gives Ss a piece of advice to choose the course or the way to improve their English V.Homework: - asks Ss to read the text at home again and exercise P.31 (workbook) - asks Ss to prepare: Write- P.37 Vi.supplementary notes: School Class time Language Level (morning/afternoon ) (beginner/ .) Academy of Language morning, afternoon, evening Foreign Language Council morning, afternoon New English Institute afternoon, evening Weekend advanced Time to start First week of November beginner/intermediate 3nd November beginner (today) Week 12 Date: /11/2011 P eriod: 24 Unit : write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know how to write a letter of inquiry to request for the information about the courses II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Revision: T: gives a letter that Nam writes to Hoa with the jumbled order and asks Ss to arrange it into the right order Ss:Work in groups and give their orders T: asks Ss to comment the order of the letter III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - Teacher :? Are there any differences between a letter for your - listen to teacher friends and the one for your school managers - introduces the task of the lesson 1.pre-writing: a)Act.1: Vocabulary - (to) edit: (Example) { edition (N) / / - inquiry(N) / ./ (trans.) - Could you please + V ? Ex: Could you please give me your book ? - fee (N) (Example) - (to ) look forward to + V-ing (Trans.) Ex: I look forward to hearing from you - elicits first and says out the words - try out and repeat chorally- individually - writes and asks for examples - give the meaning& make sentences - instruct Ss to read - run them through & copy down b)Act.1: Presentation text *) Outline for A letter of inquiry: + Heading: on the right above the letter - address of the writer - date:; April 17th, 2003 + Opening: Dear , (Sir/Mr./Mrs.) + Body of the letter : What you request - Introduction: - Request: - Further information: + Closing: a polite one - Yours faithfully/sincerely/ - your signature-Your name - asks Ss to read the letter at P.37 to find out the outline - read it in individuals and give their ideas - gets feedback - explains the steps more clearly by the Q.: What is the aim of this part? 2.while-writing: a)Act.1: Write a letter of inquiry.(P.37) -asks Ss to read the outline at P.37 again - asks Ss to choose the advertisements at Part 5-P36 to write a letter about 80 words - goes around to instruct Ss - gives out the cellophanes.(about 4) 3.post-writing: Exhibition - collects drafts from Ss and put them in the overhead - helps the whole to correct - asks them to copy down - give their opinions - read the letter and answer, and then copy down the outline - read and make sure about the contents - use the information in the advertisements to write a letter - write a letter for themselves - discuss in groups, share their ideas and write their work on the cellophanes - share and compare their work - correct paragraphs with teacher - copy it in their books Possible letter 12 Le Loi street, Dong Ha Town Quang Tri Province, Viet Nam November 15th, 2005 Dir Sir, I saw your Institute/s advertisement on TV program today I am very interrested in I can speak little English, but I Could you please provide more information about ? IV.Consolidation: I look forward to hearing from you soon - asksfaithfully, the Ss to revise the outline of a letter of inquiry Yours V.Homework: - asks Ss to complete their letter at home and give it to T in the next lesson Thuy Unit 4: LEARNING A FOREIGN LANGUAGE Week 13 Date: 1211/2011 P eriod: 25 Lesson 6: language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in Modal verbs with IF and Reported Speech II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: Collects the letters Ss wrote at home III New lesson: Teacher/s activities Ss/ activities Act Complete the table.(Part –P.38) *)Reported Speech:(Teacher/s book) - elicits the ways to change the direct sentences into indirect one - asks Ss to complete the table in groups - gets feedback - emphasizes the ways to change them and helps them to correct 3.Act 3: Change the affirmative sentences into indirect ones.(Part 3-P.39) *)Ex: “ I/m happy to see you” (Aunt Xuan) Aunt Xuan said she was happy to see you *)Answer key:(Teacher/s book) - gives the example & asks Ss to change it - checks the form and focuses Ss on verb form, persons and timing words - asks them to complete Excer 3-P.39 - gets feedback - asks the whole to check 4.Act 4: Change the sentences into indirect ones *)Ex: -“ Does she play tennis?” Nga asked me if /whether I played tennis -“ Where you live? “ Nga asked  Nga asked me where I lived *)Answer key: (Teacher/s book) - gives the example & asks Ss to change it - checks the form and focuses Ss on reported verb , persons ,timing words and the position of factors in the sentence - asks them to complete Excer 4-P.39 - gets feedback - asks the whole to check - pick out the situation - try to it - give the use and form and the meaning of IF-clause - work in pairs - speak out their answers - correct it with teacher - revise the ways for Affirmative, Y/N Qs and question words sentences - share their ideas - speak out their answers and explain - correct themselves - change it into the indirect sentence - pick out the way to it - work in pairs - write their answer on the board - check it with teacher - change it into the indirect sentence - pick out the way to it - work in pairs - write their answer on the board - check it with teacher IV.Consolidation: - consolidates structures and the ways to change the direct sentences into the indirect ones V.Homework: - asks Ss to exercise 5-P.30 and 7-P.33 (workbook) at home - asks Ss to prepare :3,4 for 45-minute exam Vi.supplementary notes: Week 13 Date: 13 /11/2011 P eriod: 26 45- MINUTE EXAMINATION A./ objectives I Knowledge: - helps Ss to examines and evaluate their learning - helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice I / Choose the word that has the underlined part pronounced differently from the others : (1,0 p) a order b.scholarship c.oral d.foreign a scenery b.advance c.grocery d.notice a.amount b.found c.course d.council a aspect b.edition c.experience d.examine I.I/ Choose the best answer from A, B and C to fill in the gaps.(2 points) My mother has to learn English ( for / of / from ) her work I wish you (could/ will/ can ) this exercise My friends practice ( listen / listening / listened ) to the radio every day The boys often go skiing ( at / in / on ) winter They got up quite late ( so / but / and ) they missed their bus They heard a very strange noise ( at / in / on ) midnight Sally told him (come/ coming / to come) The first man walked on the moon ( in/at/ on) 21 July 1969 II./ Rewrite the following sentences , using the cues (2,5 points) “ How far is it to school? ” Nam asked Lan  Nam asked Lan “ Do you get home after 10.30 ? ”.I asked him  I asked him “ I can wait for you outside the office? ” He told me  He told me They can not open the d o or  They wish The holidays were very cheap They booked one immediately (SO)  IV./ Read the text and answer if the statements are true or false:.(2,5 points) Hai is now staying in London She is studying English for her job Now she works for an international bank in Ha Noi She wants to learn English because she thinks English is an interesting and useful language Her writing skill is quite excellent, but her listening skill is not very good When arriving to London, She finds it very difficult to listen to English people because they speak so quickly that she doesn’t understand them, so she needs to improve her listening skill She hopes she can talk to people from over the world and they can understand her favorite songs Hai lives in London Her job needs English Her listening is excellent She hates English because it is not interesting She hopes she can speak English to anyone IV./ Answer the following questions, using the information from yourselves (2 points) When did you study English? How you feel about English? What skills in English are difficult for you? How can you improve your English? đáp án và thang CAU1 : 1DIEM 1.d 2.a 3.c 4.a Câu I: 2,0 điểm (Mổi câu đúng đựơc 0,25 điểm) 1.B 2.C 3.A 4.D 5.A B Câu II: 2,5 điểm (Mổi câu đúng đựoc 0,5 điểm) Nam asked Lan how far it was to school I asked him if/whether he got home after 10.30 He told me that/ said that he could wait for me outside the office They wish they dcould open the d o or The holidays were very cheap, so they booked one immediately Câu III: 2,5 điểm (Mổi câu đúng đựoc 0,5 điểm) Câu IV: 2,0 điểm (Mổi câu đúng đựoc 0,5 điểm)1.F 2.T 3.F 4.F 5.T TEST 45 NAME MINUTE- so ;………………………………………… CLASS…….9… i Choose the word that has the underlined part pronounced differently from the others : (1,0 p) a order b.scholarship c.oral d.foreign a scenery b.advance c.grocery d.notice a.amount b.found c.course d.council a aspect b.edition c.experience d.examine I.I/ Choose the best answer from A, B and C to fill in the gaps.(2 points) My mother has to learn English ( for / of / from ) her work I wish you (did/ will/ can ) this exercise My friends hate ( listen / listening / listened ) to the radio every day The boys often go skiing ( at / in / on ) monday They got up quite late ( so / but / and ) they missed their bus 10 he heard a very strange noise ( at / in / on.>noon 11 LAN told him (play/ playing / to play)games 12 he first man walked on the moon ( in/at/ on) July II./ Rewrite the following sentences , using the cues (2,5 points) 13 where you live ? ” Nam asked me  Nam asked me 14 Do you get home after 10.30 ? ”.I asked him  I asked him 15 I can wait for you outside the office? ” He told me  He told me 16 HE can not fly  HE wishes 17 he holidays were very cheap They booked one immediately (SO)  IV./ Read the text and answer if the statements are true or false:.(2,5 points) Hai is now staying in London She is studying English for her job Now she works for an international bank in Ha Noi She wants to learn English because she thinks English is an interesting and useful language Her writing skill is quite excellent, but her listening skill is not very good When arriving to London, She finds it very difficult to listen to English people because they speak so quickly that she doesn ’t understand them, so she needs to improve her listening skill She hopes she can talk to people from over the world and they can understand her favorite songs 18 hai lives in noi 19 Her job needs English 20 her speaking is excellent 21 she hates English because it is interesting 23 she hopes she can speak English to anyone IV./ Answer the following questions, using the information from yourselves (2 points) 24 whendid you study English? 25 howdo you feel about English? 26 How can you improve your English? 27 whatskills in English are difficult for you? ND chủ đề (Mục tiêu) ND chủ đề (Mục tiêu) I.pronunciation I.pronunciation II.Lexico Grammar II.Lexico III.Reading Grammar III.Reading IV.Writing IV.Writing Cộng Cộng ITổng ITổng ND chủ đề (Mục tiêu) Nhận biết Nhận TNKQbiếtTL 4câu TNKQ TL 14câu điểm điểm 2,0 điểm 2,0 5CAU điểm 5CAU 1điểm câu 1điểm 82điểm câu 2điểm 8 2 Nhận biết TNKQ TL I.pronunciation 4câu điểm Thông hiểu Thông TNKQ hiểu TL TNKQ TL 8câu 2điểm 8câu 2điểm 18 câu 4,5 18 câu điểm 4,5 22 điểm 22 Vận dụng Vận dụngTL TNKQ TNKQ TL câu 2,5điểm câu 2,5điểm câu 14 điểm câu điểm 5,5 5,5 Thông hiểu TNKQ TL câu 52.5điểm câu 2.5điểm 5 câu 2,5điểm câu 2,5điểm 2,5 2,5 Vận dụng TNKQ TL Tổng Tổng TNKQ 4câu TNKQ 1điểm 4câu 8câu 1điểm 2điểm 8câu 9câu 2điểm 1,5điểm 9câu 1,5điểm 26 câu 6,5 26 câu điểm 6,5 35 điểm 35 Tổng TNKQ 4câu 1điểm TL TL 9câu 4,5điểm 9câu 4,5điểm câu 52.5điểm câu 2.5điểm câu 3,5điểm câu 3,5điểm 10,0 10,0 TL ( Week 14 Date: 19/11/2011 P eriod: 27 Test correction A./ objectives: I Knowledge: - helps Ss to evaluate their results of the test - helps Ss to pick out the mistakes and errors they have made and correct themselves II Skills: Analysis B./ procedures: I Settlement: Greets and checks attendance II Checking: Checking in the lesson III Content: Teacher/s activities Ss/ activities 1.Act.1: Teacher/s and Ss/ correction - evaluates the result generally - listen to the teacher - raises the main and important mistakes Ss have made - hands out the tests - asks Ss to correct each part of the test - share their tests with their patners - invites Ss who had the mistakes and - go to the board and write their work errors to go to the board - invites others to correct - it and explain to the class - asks the class to take notes - note down Act.2: Ss/ correction - instructs Ss to correct their tests - correct themselves - goes round to monitor the class - asks Ss to hand in the tests - collect the tests IV.Consolidation: - asks Ss to revise the main knowledge they have consolidated V.Homework: - asks Ss to revise the language items at home - asks them to prepare: Unit 5: Getting started & Listen and Read Week 14 Date: 20/11/2011 P eriod: 28 UNIT 5: THE MEDIA Lesson 1: getting started and listen & read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know the benefits of the kinds of media and the development of the information net II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Getting started: Chatting T: asks Ss to look at the pictures, asking and answering the Qs ? Which of these activities you often in your free time? ?How many hours a week you spend (watching TV )? Ss: ask and answer the above Qs in pairs and give their ideas III New lesson: Teacher/s activities Ss/ activities *) Lead-in: Network Television Newspaper We get information from 1.Presentation: a.Act.1: Vocabulary - (a) town crier(Picture) - late (A,Adv) # latest (A,Adv) - interact(v) (trans.) { interaction(N) {interactive(A) - (a) remote control./ / (Picture) - (to) bring about(Trans.) - elicits first and says out the words - writes and checks - asks Ss to make the sentences - uses What and Where to check vocab b.Act.2: Listen and then match the passage with the facts and events (Part a) *)Answer key: D 2.B 3.B 4.C 5.A 6.D - hangs on the poster and focus Ss on the information - explains the listening task - plays the tape twice - asks Ss to share their answers in pairs and then read the text to check - gets feedback - helps the whole to check 2.practice: a.Act.1: Comprehension questions (Part b - Page 42) *) answer key: He/She goes through the city, ringing a Ex: TV brings about the interesting programs to us - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board - have M to read through the facts and events - follow T/s and copy down the numbers - listen and take notes - share their results and read the text to check what they get - give their answers - check and explain the results bell and shouting the latest news It is widely read by both teenagers and adults TV brings about the latest information and interesting programs in an inexpensive and convenient way They are able to ask questions about the show by using their remote controls - hangs on the Qs & explains the way - asks Ss to read the text again and answer the four questions - gets feedback - asks the whole to check 3.Further practice: a,Act.1: Ask and answer about yourselves What kinds of magazines and newspapers you read? What is your favorite type of media? Why? - writes the Qs On the board and asks Ss to work in groups - gets feedback - helps Ss to add more information (How can viewers interact with TV) - read through the task - work in pairs to share their ideas - ask and answer the questions and then write the right answers on the board - check the answers with teacher - work in groups of four - give their ideas - copy down IV.Consolidation: Brainstorm - Asks Ss to work in groups to list out benefits of types of media V.Homework: - asks Ss to revise the lesson & exercises 1- P.35 (workbook) - asks Ss to prepare: Speak -P.42 Vi.supplementary notes: Week 15 Date: 26/11/2011 P eriod: 29 UNIT 5: THE MEDIA Lesson 2: speak and listen A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the dialogue about Nga/s studying English and talk about the problems when they learn English - understand and use Tag question for agreements and disagreements II Skills: Listening & Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - asks Ss to list out the types of the media Answer the questions in individuals ? What benefits can we get from the media Others comment and modify ? When and where did the first newspapers appear ? How about the telegraph - introduces the lesson 1.pre-listening: a)Act.1: Vocabulary - (the) assignment - (to) appear :(Trans.) - (the) telegraph/ /(Example) - viable(Adj.)/ / = popular - elicits first and says out the words - writes and checks - instructs Ss to read the words b)Act.2: Open prediction.(P.43) - hangs on the poster with the Table and hands out the worksheets - runs through the information and focuses on the time and the events - asks Ss to predict the missing information - gets feedback 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: a) the late 19th century b) Radio and Newsreels c) in the 1950s d) the Internet - gives instructions - plays the tape twice - asks them to share their results - plays the tape once again - gets feedback - plays the tape once again and checks the information 3.post-listening: *) Model: Lien: You like watching sports, don/t you? Trung: Yes, I Lien: You don/t like foreign films, you? Trung: No, I don/t *) Structure: Tag question Affirmative sentence, Negative question? Negative sentence, Affirmative question? - runs though them and check the understanding - talks about the intonation: raising tone for searching information; falling tone for searching agreements; and then gives notes Talk about the programs you like or dislike (P.42) *) Model: Lan: You like watching Folk music, don/t you? Hai: What time? Lan: At 8.30 on VTV1 Hai: No, I don/t I prefer Cartoons I like Tom& Jerry - runs through the words on the table -hangs on the model and makes the model - asks Ss to work in groups & goes round to elicit the expressions from Ss - asks Ss to show their ideas to the - try out and repeat chorally- individually - give the meaning & pronunciation - runs through them and copy down - keep attention - read through the information and tell out their ideas - work in groups, writing their predictions on the worksheets - stick their predictions on the board - pay attention - listen and take notes - work in groups & share their ideas - keep listening - speak out their answers - give feedback and correct their predictions *) Notes: + especial verbs - I am a student, am I not? Am/t I - She may visit him, may she not? Mayn/t - They can come there, cannot they? + Semi-negative words: - Never, hardly, scarcely, seldom, rarely - no one, nowhere, nobody Ex: You never read books, you? - practice it in pairs and pick out the Qs - give the meaning and discover the structure and use - listen and copy down - read them through - make the model with teacher - express their ideas in groups - practice speaking - correct themselves IV.Consolidation: - uses Activity in Post- Listening V.Homework: - asks Ss to prepare: Read- P.43 Vi.supplementary notes: Week 15 Date: 27/11/2011 P eriod: 30 UNIT 5: THE MEDIA Lesson 3: read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know the advantages and disadvantages of Internet II Skills: Reading, speaking, listening & writing B./ procedures: I Settlement: Greets and checks attendance II revision: Brainstorm books magazines You get information from Internet III New lesson: Teacher/s activities *)Lead-in: - asks the Qs ?Have you ever used the Internet ? What you think about the Internet -introduces the content of the lesson 1.pre-reading: a)Act.1: Vocabulary - convenience (N,) / ./ {convenient(Adj) - (to) communicate (with)/ / { communication (N) -(to) get access to - time-consuming(Adj.) - (to) wander Ex: I spend most of the time wandering on the Internet - elicits the words from the Ss and says them out - writes and checks - instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct b)Act.2: Guiding questions 1.How many people are using the Internet newspapers Ss/ activities - think about and then speak out their ideas (translation) (translation) (translation) (Situation) (Example) - try out & repeat chorally-individually - give the meaning & make the sentences - run through the words - share their ideas and go to the B.B and match the words with the parallel meaning -Four: Jim hello, Sandra Morgan, in the Forum? Who are they? Honghoa and Huansui What are they talking about? - about the advantages & disadvantages - introduces the topic of the text and asks of the Internet - read the text to answer the questions two above questions - gets feedback - speak out their answers - makes the content of the text more - take notes clearly 2.while-reading a)Act.1: Read the text and answer the questions.(P.44) *)Answer key: 1.She uses the Internet to get information and to communicate with her friends & relatives Because she lives in the countryside, where the Internet is not available People use the Internet for education, communication, entertainment &commerce - read through the responses and answer - hangs on the Qs from to on the board them in pairs & asks Ss to read the responses to answer - speak out &write their answers on the BB - gets feedback - correct the answers and copy down - asks the whole to check - ask and answer the Qs - asks Ss to play the role with the Qs.,  I use it to get ……… Ex: What you use the Internet for? 3.post-reading: Question: Do you agree or disagree with the responses? What is your response to this forum? - share their ideas in pairs - writes down the above questions and asks Ss to work in pairs - give their ideas - gets feedback IV.Consolidation: Brainstorming - asks Ss to work in groups and write the advantages and disadvantages on the board for getting information time- consuming costly Advantages of using the Internet Disadvantages of using the Internet for communication dangerous because viruses V.Homework: - asks Ss to read the text at home again and exercise P.40 (workbook) - asks Ss to prepare: Write- P.44 Vi.supplementary notes: ………………………………… ……………………………………………………… Week 16 Date: 3/12/2011 P eriod: 31 UNIT 5: THE MEDIA LESSON 4: WRITE A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - write a passage about the benefits of the Internet in people/s life II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Revision: Brainstorm + People get information from: Internet, newspapers, magazines, …… + Purposes to use the Internet: Education, communication, entertainment and commerce - asks Ss to list out all their ideas about that III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - introduces the task of the lesson, using - listen to teacher Brainstorm 1.pre-writing: a)Act.1: Brainstorm Benefits of the Internet + a source of information: - get information conveniently and fast - get local and international news - book tickets for the next soccer match + a source of entertainment: - listen to music/ the radio/ - watch videos - play games + a source of education: - learn English, look up new words, - take part in a learning course by on-line schools/lessons + means of commerce: - make a contact on business - introduces the Internet and asks Ss to list out its main benefits - read the texts at P-43, share their ideas - writes their ideas on the board and adds and then speak them out some more - follow teacher/s - explains: on-line, book, make a contact - instructs Ss to write a passage about - copy them down benefits of the Internet, using: Firstly, - listen and note down secondly, next, and then, finally…… Ex: The Internet has increasingly developed and become part of our everyday life Firstly, We use it as a source of information such as: we can …………… 2.while-writing: a)Act.1: Write a passage about benefits of the Internet (Part 6-P.44) - asks Ss to read the outline and the texts at P 43 again to write a passage individually - read it and write it individually, using the - goes around to instruct Ss information in Brainstorm and the text - gives out the cellophanes(about 4) and asks Ss to write their passages in groups 3.post-writing: Exhibition - collects drafts from Ss and put them in the overhead - helps the whole to correct - asks them to copy down - write a letter for themselves - discuss in groups, share their ideas and write their work on the cellophanes - share and compare their work - correct passages with teacher - copy it in their books Possible form The Internet has become part of our everyday life Is very useful and has a lot of benefits Firstly, we can use it as a source of communication For example, we can communicate with our friends or relatives in another countries and …… V.Consolidation: Secondly, the Internet is seen as a means of education We can take part in a learning - asks the Ss to revise the way to write a passage and benefits pf the Internet course by on-line schools and learn English or French…… V.Homework: Next, use it as a source of entertainment suchgive as playing to - asksWe Sscan to complete their letter at home and it to Tgames, in the listening next lesson music and watching videos … - asks Ss to prepare: Language Focus - P.45 Finally, we can use it as notes: a means of commerce We can make contacts on business and Vi.supplementary ………… In conclusion, the internet is very useful and convenient It plays an important part in our life Week 16 Date: 4/12/2011 P eriod: 32 UNIT 5: THE MEDIA Lesson 5: language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in Tag questions ,Gerund and V-to-infinitive II Skills: Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II Checking: Game: Verb Focus like enjoy hate finish postpone avoid want invite ask tell V+ V-ing - enjoy - ……… V + V-to-inf - want - …… III New lesson: Teacher/s activities 1.Act.1: Complete the dialogue with correct Tag questions (Part 1-P.45) *) Model: -You have read this article, haven/t you? *) Answer key: b, didnt/t he? d, you? c, wasn/t it? e, aren/t we? - gives the model and checks the way to use Tag question - asks them to complete the excer in pairs - gets feedback & helps Ss to correct - asks them to practice the dialogue in pairs - invites three pairs to practice 2.Act.2: Ask and answer questions about the television programs, using Tag questions( Part 2-P-45) *) Example: a, A: Tuan likes news, doesn/t he ? B: Yes, he does b, A: Mai and Anh don/t like news, they? B: No, they don/t - asks Ss to read through the information in the Table and gives the model - checks the way to use Tag question again - asks Ss to ask and answer the questions in pairs - gets feedback - helps them to correct 3.Act 3: Write true sentences, using the words in three boxes.(Part 4-P.46) *)Ex: My father likes watching sports but my mother doesn/ She loves listening to music - gives the example & checks the way to use: like, enjoy,…… - asks Ss to write other sentences by choosing one word in each box - invites the answers on the board - asks the whole to check Ss/ activities - give the structure - work in pairs - speak out their answers & correct it - play the role with the dialogues - practice the dialogue orally - read through the Table - revive Tag question with the way and use - work in pairs, using the model - ask and answer, using Tag - correct themselves - like/enjoy/… + V-ing - work individually and then in pairs, writing about their mother, father…… - write their answer on the board - check it with teacher IV.Consolidation: - asks Ss to work in groups to complete the following exercices *) Complete the following sentences, using Tag Questions: We love using the Internet, …………? I am learning English now, ………….? We have never used the Internet,…… ? They didn/t read advertisements yesterday, ……… ? *) Use the right form of the verb in parentheses My sister enjoy …………(watch) cartoons They are excited at ……… (hear) the information Do you mind ……… (buy) me a newspaper? They want him ……….(work) hard in English I /d like …… (invite ) Nga and Lan to my house V.Homework: - asks Ss to exercise 5-P.39 (workbook) at home - asks Ss to prepare: Reported Speech for the Review lesson Vi.supplementary notes: Week 17 Date: 10/12/2011 P eriod: 33 review A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in the Word-formation, tenses, wish-clause and Reported Speech II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: III content: Teacher/s activities Ss/ activities 1.Act.1: Use the right form of the words in parentheses a We have completed the exercise (difficulty)  difficult b.The Internet helps us get fast (inform)  information c.The local are listed in the newspapers (entertain)  entertainments d Nam speaks English e She draws the pictures (fluent)  fluently - hangs on the excer and asks Ss to explain (good)  well the way to it - give the way to complete it - asks them to complete the excer in pairs - gets feedback & helps Ss to correct - work in pairs 2.Act.2: Use the correct tense of the verbs - speak out their answers & correct it in parentheses a Nam (buy) a dictionary yesterday b When (you/start) school? It was at 6? - bought c We (never/meet) Hung did you start d (she/work) for this company for three years? e My mother (like) watching TV but my father(not/enjoy) it f What are they doing? They (play) in the yard at the moment - hangs on the excer and asks Ss to revise the way to use the simple present, simple past, present continuous & present perfect - asks Ss to complete it in pairs - gets feedback - helps them to correct and gives feedback 3.Act 3: Rewrite the following sentences with the words given *)Ex: Nga is not in the class a We don/t have chance to use the Internet b I gave Mary this present an hour ago c They have found oil in the Antarctic d I will not stay at home this evening e Please clean this room I told Hai f Do you come to class early, Tu? She asked g What time will you get up tomorrow? - gives the example & checks the way to complete the task - explains more how the used knowledge - asks Ss to write other sentences by using the words given - invites the answers on the board - asks the whole to check - have never met - Has she worked - likes/ does not enjoy - are playing - give the structures and the use - work in pairs, using the model - give their answers and explain the way - correct themselves - I wish she were in the class We wish …… This present …… Oil …………… Lan said that …… …… I told Hai …………… She asked Tu …………… I asked her ………… - talk about passive, wish-clause and reported speech - copy it down - work individually and then in groups - write their answers on the board - check it with teacher IV Consolidation : - asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago - We visited Ha Long years ago My mother/work/a factory/since 2001 - My mother has worked in a factory since 2001 I/enjoy/use /Internet/and/take part in/collect/ garbage - I enjoy using the Internet and taking part in collecting garbage V Homework : - asks Ss to prepare: The tenses (active and passive), Reported Speech, Wish-clause, prepositions, tag question for the first semester exam Vi.supplementary notes: Week 17 Date: 11/12/2011 P eriod: 34 review A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in the Word-formation, tenses, wish-clause ,Reported Speech, report speech II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: III content: I Choose the best answer from A ,B , C or D They move to Thai Land ……… May 17 A on B for C in D at His brother was born ………… A 1975,April B at 1975,April C on April 1975 D in April,1975 What subjects are you good …… in the 9th form? A about B at C in D on I am looking forward to …… from you soon A hear B heard C hearing D hears Most of us are interested in ……… the Internet A use B to use C using D used This painting comes from his private ………… A collect B collection C collective D collecting We have had a lot of ………….to answer that question? A difficult B difficulty C difficultly D difficulties Tim often practices his listening skill …………… A excellence B excellent C excellently D excellenty She asked me …………I liked pop music A if B who C whether D A & C 10 Yesterday I ……… to walk to school because I had no bicycle II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example Mrs Jackson is an old woman who has a small room …(0) an old house She …(15) there since 1974 When her husband died in 1980, she …(16)… very sad She has lived alone (17) a long time After her husband/s death, Mrs Jackson had …(18) money at all, so she found work in a factory Her job was to clean offices She …(19).to get up at in the morning She doesn /t have much money but she …(20) happier now 15 A is living B lives C has lived D have lived 16 A was B is C are D were 17 A since B for C in D on 18 A any B more C no D many 19 A must B had C should D ought 20 A is B was C are D will III./ Read the text and decide the statements to be true(T) or false (F) Like other languages, English is always changing, but it changes very slowly People invent new words, borrow words from other languages and change the meaning of the words as needed For example, the English word “ Byte” was invented by computer specialists in 1959 The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico The word “ Meat” once referred to food in general People learn English as well as languages by listening, copying what they hear and using the language Most school children learn their first language easily and sometimes other languages as well 21 Some English words borrowed from other languages 21 22 Some English words were invented by computers 22 23 “ Meat” means Food in general 23 24 One of the way to learn English is copying what you hear 24 25 It is not easy for children to learn their first language 25……… III./ Rewrite the following sentences in a different way, using the words given 27 The workers have built two new stores for three months - Two new stores ….…………… 28 We don/t have time playing computer games - We wish we…… ……………… 29 Daisy is not at home now, so I cannot meet her - I wish ………… .………………… 30 “What games you often play, Nga?.” They asked - They asked Nga ……………………………… 31 “We are wandering on the Internet this time” said Tom - Tom said that .…………………………… 32 It took me three hours to take photos of Olympic champions on the net - I spent three hours …………………………… C©u I: 1.A 2.D 3.B 4.C 5.C 6.B 7.D 8.C D 10.A 11 C 12 C 13 B 14 A C©u II: 15 C 16.A 17 B 18 C 19.B 20 A C©u III: 21.T 22.F 23.F 24.T 25.F C©u IV: 26 Two new stores have been built by the workers for three months 27 We wish we had time playing computer games 28 I wish Daisy were at home now.Or I wish I could meet Daisy 29 They asked Nga what games she often played 30 Tom said that they were wandering on the Internet that time 31 I spent three hours taking photos of Olympic champions on the net IV.Consolidation: comments on the lesson V HOMEWORK: review the grammar and vocabulary in the term V supplementary notes: Week 18 Date: 18/12/2011 P eriod: 35 review A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in the Word-formation, tenses, wish-clause ,Reported Speech, report speech and vocabulary in the term II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: III content: I./ Choose the best answer from A,B , C or D They move to Thai Land May 17 A on B for C in D at His brother was born A 1975,April B at 1975,April C on April 1975 D in April,1975 What subjects are you good in the 9th form? A about B at C in D on I am looking forward to from you soon A hear B heard C hearing D hears Most of us are interested in the Internet A use B to use C using D used This painting comes from his private A collect B collection C collective D collecting We have had a lot of .to answer that question? A difficult B difficulty C difficultly D difficulties Tim often practices his listening skill A excellence B excellent C excellently D excellenty She asked me I liked pop music A if B who C whether D A & C 10 Yesterday I to walk to school because I had no bicycle A decided B minded C made D enjoyed 11 You had a chance to see that movie last night, ? A don/t you B you C didn't you D did you 12 Mai and An will not read this novel, ? A are they B aren't they C will they D won/t she 13 She has never visited Ha Noi, ? A hasn't she B has she C didn't she D did she 14 The bike has been broken down, the children not ride it A so B if C because D when III./ Read the text and decide the statements to be true(T) or false (F) Like other languages, English is always changing, but it changes very slowly People invent new words, borrow words from other languages and change the meaning of the words as needed For example, the English word “ Byte” was invented by computer specialists in 1959 The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico The word “ Meat” once referred to food in general People learn English as well as languages by listening, copying what they hear and using the language Most school children learn their first language easily and sometimes other languages as well 21 Some English words borrowed from other languages 21 22 Some English words were invented by computers 22 23 “ Meat” means Food in general 23 24 One of the way to learn English is copying what you hear 24 25 It is not easy for children to learn their first language 25 III./ Rewrite the following sentences in a different way, using the words given 26 Alexander Bell invented the telephone - The telephone 27 The workers have built two new stores for three months - Two new stores 28 We don/t have time playing computer games - We wish we 29 Daisy is not at home now, so I cannot meet her - I wish 30 “What games you often play, Nga?.” They asked - They asked Nga IV Consolidation : comments on the lesson Kem tra hoc ky _ Đe cua so _ Tiet 36 Date: January,13th , 2012 Period : 37 Unit6: the environment Lesson 1: Getting started and listen & read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know the environmental problems and talk about activities they have done to protect the environment - Revise Ss with the conditional clause (Type 1) II Skills: Reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Getting started: Matching T: hangs on the picture and asks Ss to match the pictures with the phrases d, water pollution (¤ nhiÔm níc) e, deforestation (N¹n ph¸ rõng) b, spraying pesticides( Phun thuèc trõ s©u) f, dynamite fishing (§¸nh c¸ b»ng thuèc næ)c, garbage dump (B·i r¸c) Ss: Work in groups and give their ideas T: asks Ss to think about the environment nowadays III New lesson: a, air pollution (ô nhiểm không khí) Teacher/s activities Ss/ activities *) Lead-in: asks Ss to think about the environment and leads in the lesson 1.Presentation: a.Act.1: Vocabulary - pollute(V) {pollution (N) /……………/(Trans.) - (the) sand (Picture) - (the) rock (picture) - spoil (V) (Trans.) Ex: We will spoil our area - elicits first and says out the words - writes and checks - asks Ss to make the sentences - uses What and Where to check vocab b.Act 2: Grammar.a,Act.1:Conditional clause (Type 1) *)Model: If they work hard today, they will make the beach clean and beautiful again *)Use and form: to talk about activities that possible or impossible to happen at - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board - pick out the model - give their ideas - copy down present or future IF-CLAUSE MAIN CLAUSE Simple Present, S+ will/shall + V-inf - asks Ss to pick out the sentences in the passage - writes and does concept check - gives feedback 2.practice: a.Act.1: Read the passage & check the predictions *)Answer key: f 2.e 3.b 4.a 5.c 6.d - asks Ss to read the passage in Ms - gets feedback - asks the whole to check a.Act.1: Comprehension questions (Part b - Page 48) *) Answer key: Mr Brown is the speaker 2.The volunteer conservationist is the They are on the beach 4.They are going to clean the beach If they work hard today, they will - hangs on the Qs & explains the way - asks Ss to read the text again and answer the above questions - gets feedback - asks the whole to check 3.Further practice:, Exercise: (b,c,d at P - read it to check their predictions - speak out their answers - check it and explain the information - read through the questions - work in pairs to share their ideas - ask and answer the questions and then write the right answers on the board - check the answers with teacher 46-Workbook -Do the exercise in groups -The groups show their answers before the class -The others comment and correct IV.Consolidation: Brainstorm (group work) To protect the environment, We should We should not - collect garbage - destroy forests - clean the places we live - throw waste things away - ………………………………… - ………………………… - asks Ss to exercises- P 46 (workbook) - gets feedback V.Homework: - asks Ss to revise the lesson & exercises 8,10-P.46 (workbook) - asks Ss to prepare: Speak -P.49 Week 20 Date: January,14th , 2011 Period : 38 A./ objectives: UNIT6: THE ENVIRONMENT Lesson 2: listen & speak I Knowledge: At the end of the lesson, Ss will be able to: - Understand the situations causing the pollution in the oceans and talk about the ways to protect the environment and use the expressions: I think you should/ Why don/t you/…… to persuade others to something II Skills: Listening, speaking & Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: 5-minute test - asks Ss to write the activities they will to make the environment of their school clear and beautiful III New lesson: Teacher/s activities *)Lead-in: Chatting ? Have you ever been to the beach ?What you think about our oceans today ? Are they polluted? What causes the pollution in the oceans - comments on the answers and introduces the lesson Ss/ activities Answer the questions individuals Others comment on the ideas 1.pre-listening: a)Act.1: Vocabulary - raw sewage/ ./(N)(Example) - (to) pump (Trans.) Ex: Raw sewage is pumped into the sea - (to) drop (Trans.) - oil spills (N) (Trans.) - marine life (N)/ / (Trans.) - elicits first and says out the words - writes and checks - uses What and Where to check vocab b)Act.2: prediction: -gives the instructions: predict to fill in the gaps -collects their answers and show before the class 2.while-listening Listen and fill the missing information in the notes.(Part 4-P.50) *) Answer key Secondly: Garbage is … Thirdly: come from ships at sea Next: Waste materials come from factory Finally: Oil is washed from the land - hangs on the Grids and focuses Ss on the information - plays the tape again (four times) - gets feedback - plays the tape once more and gets feedback 3.post-listening: Act 1: Structures to persuade someone: I think you should ……… It would be better if you …… Why don/t you + V-inf………… ? …………………………………………… - elicits the language from Ss and writes it on the board - runs though them and check the understanding - talks about the form and the use, help Ss be clearer with Because/For/… Act.2: Questionnaire (P.49) *) Model: - try out and repeat chorally- individually - give pronunciation & the meaning then the word class - read and then rewrite them - predict in groups Show before the class - pay attention - listen and take notes - work in groups & share their ideas - keep listening - speak out their answers - give feedback and correct their predictions - give the meaning and discover the structure and use - listen and copy down Lan:I think you should save paper Hai: How can we save it? Lan: It would be better if you collect waste paper and recycle it Hai: And………… -hangs on the questions and makes the model - asks Ss to work in groups & goes round to elicit the expressions from Ss - asks Ss to show their ideas to the front - corrects if necessary - read them through - make the model with teacher - express their ideas in groups - practice speaking - correct themselves IV.Consolidation: Network Causes leading pollution in the oceans V.Homework: - asks Ss to write about pollution in oceans at home and prepare : Read(P51) Date: Period : 39 UNIT6: THE ENVIRONMENT Lesson : read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the details of the poem about the pollution of environment and know how to reduce it II Skills: Reading & writing B./ procedures: I Settlement: Greets and checks attendance II revision: Network Throwing trash, garbage, cutting the forests Causes leading the pollution problems Pumping raw sewage into rivers, oceans, III New lesson: Teacher/s activities *)Lead-in: -introduces the story from a mother with the boy and introduces the lesson 1.pre-reading: a)Act.1: Vocabulary - (a) junkyard / ./ (Example) - (to) cover (Trans.) - foam (Un N) (Example) Ex: The streams will be covered with foam - (to) end up (Trans.) - treasure(N) (Example) - folk (N) = people - elicits the words from the Ss and says them out - writes and checks - instructs Ss to read Ss/ activities - think about and then speak out their ideas - try out & repeat chorally-individually - give the meaning & make the sentences - run through the words - share their ideas and go to the B.B and - uses “ Matching” to check vocab and asks Ss to correct b)Act.2: Matching (Part a-P.51) *)Answer key: c g 3.f 4.e d 6.a 7.b c)Act.3: Guiding questions What are Mom and the boy talking about? 2.Can we enjoy our day now? Why (not)? - introduces the topic of the text and asks two above questions - gets feedback - makes the content of the text more clearly 2.while-reading a)Act.1: Read the text and answer the questions.(P.51) *)Questions: 1.What will happen if the pollution goes on? 2.What will happen with the fields & streams? Do you think the boy/s question (lines 910) is silly? Why (not)? Who make the environment polluted? What does the poet want us to for the environment? - hangs on the Qs on the board & asks Ss to read the poem to answer - gets feedback - asks the whole to check - asks Ss to play the role with the Qs., 3.post-reading: Brainstorm What could you to minimize pollution in your school? - writes down the above questions and asks Ss to work in groups - gets feedback match the words with the definitions - They are talking about the pollution -No Because the environment is very polluted - read the text to answer the questions - speak out their answers - take notes - If the pollution goes on, the world will end up like a second-hand junkyard - The fields will be littered with plastics and tins; the streams will be covered with foam - No Because if he throws the bottles, that will be polluting the woods - The mother thinks other folk made the environment polluted - The poet wants us to take responsibilities for protecting the environment - read the poem and answer them in pairs - speak out &write their answers on the BB - correct the answers and copy down - ask and answer the Qs Ex: - pick up the garbage - put the bins around the school yard - share their ideas in groups - write their ideas on the board and then check them IV.Consolidation: - uses the Brainstorm to revise the lesson and talk about our responsibilities of protecting the environment V.Homework: - asks Ss to read the text at home again and list out the way to protect the environment - asks Ss to prepare: Write- P.52 VI.supplementary notes: Date: Period : 40 UNIT6: THE ENVIRONMENT Lesson 4: write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know how to write a letter for complaints and write their letters to complain something about pollution II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Revision: - asks Ss to revise the form of a letter about enquiry + Introduction: + Request: + Further information: + Conclusion: III New lesson: Teacher/s activities *)Lead-in: - introduces the situation in which Ss want to complain about pollution around their area 1.pre-writing: a)Act.1: Vocabulary - (to) suggest (Trans.) Ex: I suggest that you should keep your school clean - response (N) (Trans.) - (a) frog (Picture) - (a) toad (Picture) - (the) electric shock wave (Trans.) - (to) prohibit (Trans.)/ ./ - elicits the words from the Ss and says them out - writes and checks - uses “ R.O.R” to check vocab and asks Ss to correct b)Act.2: Presentation text + Form of the complaint letter: (P.52) + Matching: ( The jumbled letter at P.52) - hangs the form of the complaint letter on the board and explains the way form each part - hangs on the jumbled letter named for each part: from to - asks Ss to macth them with: Address, opening, S, C, R, A, P/ Closing - gets feedback - asks the whole to check and asks the Qs about the content of the letter 2.while-writing: a)Act.1: Write a complaint letter about catching fish by electricity (Part b-P.53) Ex: Dear Mr President, I am writing to you about the problem of fish catching in Ss/ activities - listen to teacher - try out & repeat chorally-individually - give the meaning & make the sentences - read the rubbed words and write them again on the board - listen and take notes - work in four groups, share their ideas and then write their answers on the worksheets - check the answers with teacher and answer the questions - introduces the situation and asks Ss to write their complaint letter - goes around to instruct Ss - gives out the cellophanes(about 4) and asks Ss to write their letters in groups 3.post-writing: Exhibition - collects drafts from Ss and put them in the overhead - helps the whole to correct - asks them to copy down - read it and write it individually, using the information in Brainstorm and the text - write a letter for themselves - discuss in groups, share their ideas and write their letter on the cellophanes - share and compare their work - correct passages with teacher - copy it in their books Possible letter Dear Sir, I am writing to you about the problem of fish catching in the lake behind my house I am very worried because people use electricity to catch fish They made a lot of fish died and floated on the water surface Other animals such as frogs, toads and even birds also died from electric shock waves I suggest the local authorities should prohibit and fine heavily anyone using this way to catch fish IV Consolidation : I look forward fromthe youway and to seewrite the protection of environment - asks thetoSshearing to revise a complaint letter from the local authority Sincerely, V.Homework: Hai.- asks Ss to write a complaint letter for school management about a lot of Ss to throw waste paper, garbage around the school - asks Ss to prepare: Language Focus - P.53-56 Date: Period : 41 UNIT6: THE ENVIRONMENT Lesson 5: language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in Adjectives and Adv of manner, adverb clauses of reason, adjective + that clause and If-clause (Type 1) II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: III New lesson: Teacher/s activities Ss/ activities 1.Act.1: Complete the sentences with the adverbs of manner.(Part 1-P.53) *) Model: - Extreme - Extremely *)Answer key: b slowly d happily c sadly e well/slowly - gives the model and checks the way to change Adj into Adv of manner - checks the meaning and its function - asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Adverb clause of reasonBecause/as/since ( Part 2-P-54) - give the structure and work in pairs - modifying verbs and coming at the end of the sentence - speak out their answers & correct it - play the role with the dialogues *) Example: Ba is tired because/as/since he stayed up Or Because Ba stayed up , he is tired - asks Ss to read through the example and give the meaning, form - asks Ss to compare it with Pre “Since” - asks Ss to ask and answer the questions in pairs - gets feedback - helps them to correct 3.Act 3: Use That clause with adjectives (Part 4-P.46) *)Ex: That/s wonderful I am pleased that you are working hard *)Structure: S + be + Adj + that + clause (N clause) *)Answer key: b,I am excited that I will go to Da Lat c,I am sorry that I broke your bicycle yesterday d,I am disappointed that you did not phone me e, I am amazed that I could win the first prize - gives the example & checks the meaning & the form - asks Ss to work in pairs to complete the exercise - invites the answers - asks the whole to check 4.Act 4: Match the two columns, focusing on If - clause (Type 1)( Part 4-P.56) *)Example: If we pollute the water, we will have no fresh water to use - gives the example and asks Ss to revise the use and form of If-clause (Type 1) - asks Ss to exercise - gets feedback - asks the whole to check 4.Act 4: Put the verbs in parentheses in the right form (exer 10-P.46-workbook) Ex: If we (run) out of oil, we (need) other kind of energy - asks Ss to work in pairs and then write their answers on the board - asks the whole to check - pick out the main clause and subordinate clause - compare it - work in pairs, using the form - write their answers on the board - correct themselves - discover the use and form - asks and answer to complete the exer - write their answer on the board - check it with teacher - revise the use and form of conditional adverb clause - work in groups - give their answers and explain - check them with teacher - run/will need - complete from C to F in pairs and then write their answers on the board - check them with teacher IV.Consolidation: - asks Ss to revise the grammatical items again V.Homework: - asks Ss to exercise 9,105-P.46 (workbook) at home - asks Ss to prepare: 15-minute exam and Unit 7: Getting started & Listen and Read Vi.supplementary notes: Date: Period : 42 Unit 7: SAVING ENERGY Lesson 1: getting started and listen & read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know how to save energy in their daily life - revise the way to use the adverb clause of contrast II Skills: Listening, reading and writing B./ procedures: I Settlement: Greets and checks attendance II Warm-up: 15-minute examination *) Circle the word that best completes the following sentences We feel very (happy, happiness, happily) today They talk very ( interest, interesting, interestingly) (Junk-yard, garbage, village) is a place full of rubbish Water, air (pollute, pollution, environment) is very dangerous to us We will live happier (if, because , although) we keep our environment clean *) List out three your ideas about reducing air pollution III New lesson: Teacher/s activities *) Lead-in: Getting started - hangs on the pictures at P.57 and asks Ss to think about how people waste energy - asks the Qs: ?Is TV on/ Who are using water/ Who are listen to music/……… /Should we turn off TV/radio… ?What should we to save energy - introduces the lesson Ss/ activities -water, electricity, gas, oil… 1.Presentation: a.Act.1: Vocabulary - energy /……… / (N)(Example) - (a) water bill (Trans.) - (a) crack (Realia) - (to) turn off # (to) turn on (Mime) - (to) waste # (to) save (Trans.) Ex: We should save water - (a) dripping faucet (Picture) - elicits first and says out the words - writes and checks.- asks Ss to make the sentences - uses R.O.R to check vocab.*) b.Act Grammar: Adverb clause of contrast: a Model : We came to her house, but we did not meet her b Structure : Main clause, but + adverb clause of contrast We can use But as a co-coordinating - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board - share their ideas in pairs and pick out the use and structure - compare it with So, Because, If - copy down conjunction - gives the model and asks Ss to pick out the use - asks Ss to compare it with So, Because, if - gives feedback c.Act.3: Listen and practice the dialogue *)Guiding questions: How much does Mrs Ha pay for the water bill? 2.Does Baths waste more water than showers ? - writes the questions on the board - introduces the conversation between Mrs Mi and Ha and tells out the task - plays the tape twice - gets feedback - plays the tape again - asks Ss to practice the dialogue and then invite three pairs to practice the dialogue - helps Ss to correct pronunciation - She pays 200.000 - yes, it does - reads through the information -pay attention - listen to the tape to get information - give their answer individually - check their answers again - practice the dialogue in pairs - correct themselves 2.practice: a.Act.1: T/F statements (Part b-P58) *)Answer key: T 2.T 3.F 4.F 5.T - read through the statements - hangs on the poster with the statements and runs through the information - read it and share their ideas in pairs - asks Ss to read the dialogue again to decide the statement T or F - give their answers and correct the false - gets feedback statements 3.Further practice: - match two columns, using: and, but, - asks Ss to exercise 1- P.47 (workbook) because or so - gets feedback IV Consolidation : Brainstorm (Group work) - asks Ss to work in groups to list out the ways they usually to save water everyday EX: - We turn off the faucets when we not use water - We check the pines to make sure there are no cracks V.Homework: - asks Ss to revise the lesson & exercises 2,3-P.47,48 (workbook) Date: Period : 43 Unit 7: SAVING ENERGY Lesson 2: speak +Language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - talk about the ways to save energy and make suggestions about how to save energy using: I suggest + V-ing /Why don/t we….?/………… II Skills: Listening & Writing B./ procedures: I Settlement: Greets and checks attendance III New lesson: Teacher/s activities *)Lead-in: - uses Network to introduce the lesson b)Act.2: Make suggestions about how to save energy *)Example exchange: Pic.A: Nga: I think we should turn off Ss/ activities look at them and make the model with teacher - ask and answer to discover the pictures Ba: That/s a good idea - makes the model and asks Ss to practice with the pictures - express their ideas individually - correct themselves - goes round to help Ss and then gets feedback and helps Ss to correct.3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64) *)Example: - collect some money  I suggest collecting some money - work harder on your pronunciation  I suggest (that) you should work harder on your pronunciation *)Answer key: a) - I suggest collecting unused clothes - I suggest organizing a show to raise money …………………………………………… b) - I suggest that you should write sentences with new words - I suggest that you should speak English in class - make the model together with teacher - practice making suggestions about how to save energy - correct themselves -S + suggest + V-ing - S + suggest (that) + S + should + V-inf ……………………………………………… - gives the example & checks the meaning & the form - asks Ss to work individually and the in pairs to complete the exercise - invites the answers - asks the whole to check V.Homework: - asks Ss to write the passage about advantages of solar energy at home - instructs them to prepare : Read (P60) Date: Period : 44 Unit 7: SAVING ENERGY Lesson 3: read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the details of the passage about saving electricity and know how to save electricity in their daily life II Skills: Reading & writing B./ procedures: I Settlement: Greets and checks attendance II check-up: Asks two Ss to write the advantages of using solar energy on the board III New lesson: Teacher/s activities *)Lead-in: Chatting ? Do your family use electricity ? What equipments are uses with electricity ? How much does your family spend for Ss/ activities - think about and then speak out their ideas electricity ?How will you save electricity -introduces the electricity-saving of the people in the world 1.pre-reading: a)Act.1: Vocabulary - consumer (N) / … / (Definition) - light bulb (N) (Realia) - (a) labeling scheme (N) (Realia) - tumble dryer (N)(Picture) - conserve(V) /………./ (Trans.) - not only…… but also…… Ex: We not only save energy but also conserve it - elicits the words from the Ss and says them out - writes and checks - instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct b)Act.2: Choose the best summary of the passage (Part a-P.61) *)Answer key: North American and European countries are interested in saving money and natural resources - hangs on the statements and focus Ss on the information - asks Ss to read the passage individually and then share their ideas in groups - gets feedback: What is the passage about? - explains more to make it clearer 2.while-reading a)Act.1: Read the passage and answer the questions.(P.61) *)Answers: 1.They are interested in products 2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs She will pay US$ for lighting if she uses two energy-saving bulbs instead The purpose of the labeling scheme is to tell the consumers how much 5.We should save energy to conserve the Earth/s resources - hangs on the Qs on the board & runs through them - asks them to read the passage again to answer all - gets feed back and asks the whole to check and to play the role with the Qs., 3.post-reading: Brainstorm List out the ways to save electricity - writes down the above task and asks Ss - try out & repeat chorally-individually - give the meaning & make the sentences - run through the words - share their ideas and go to the B.B and match the words with the definitions - read through the summaries - read the passage and then share their ideas in groups to choose the best summary - gives their answers and their ideas - copy down - read through the questions - read it and share their ideas in pairs - speak out &write their answers on the BB - correct the answers and copy down - ask and answer the Qs to work in groups to list out their ideas on the worksheets - gets feedback - asks the whole to share their ideas - share their ideas in groups and list out the ways to save electricity - write their ideas on the board - check and add more ideas IV.Consolidation: - uses the Brainstorm: + We should turn off the light, TV, radio when we not use it + Turn off electricity when we go out + Use energy-saving light bulbs instead of ordinary bulbs V.Homework: - asks Ss to read the text at home again and list out the ways to save electricity - asks Ss to prepare: Write- P.61 Date: Period : 45 Unit 7: SAVING ENERGY Lesson 4: write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - know how to make a speech and prepare a speech about the environment or energy-saving II Skills: Writing and speaking B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Slap the board environment energy Natural resources conserve garbage III New lesson: Teacher/s activities *)Lead-in: - introduces the task of the lesson 1.pre-writing: a)Act.1: Presentation text (Matching Part a-P.61) *) Parts of a speech: Introduction: Getting people/s attention and telling them what you are going to talk Body: Giving details in easy-going language Conclusion: Summing up what you have said - introduces a speech and asks Ss to match exercise a-P.61 - gets feedback and checks the understanding of the form - explains more each part of a speech and notices Ss the conjunctions, connectors… used to connect the ideas - asks Ss to compare each part b)Act.2: Ordering (Part b – P.61) Ss/ activities - listen to teacher - work in pairs to complete it - give their answers and explain the functions of each part of a speech - copy it down - find out the differences *) Answer key: Order : 3-2-1 - hangs the speech that is not in a right order and asks Ss to read through it - asks them to work in groups to order it into a complete speech - gets feedback - makes the meaning clearer 2.while-writing: a)Act.1: Write a speech (Part c-P.62) Example: Good morning., ladies and gentlemen I am …… and today I am going to tell you how to reduce garbage - introduces three topics and explains some words in the callouts - asks Ss to choose their topics and write a speech - goes around to help Ss - gives out the cellophanes (about 4) and asks Ss to write their speech in groups 3.post-writing: Exhibition - collects speeches from Ss and put them in the overhead - helps the whole to correct - asks Ss to read out their speeches to the front - read it through to make sure the meaning - work in four groups, share their ideas and then order it - give their orders and explain -copy it down and then read out the speech - read it and write it individually, using the information in Brainstorm and the text - write a letter for themselves - discuss in groups, share their ideas and write their letter on the cellophanes - share and complete their work - correct the speeches with teacher - present their speech to the front of the class Example Good morning, ladies and gentlemen Today I am going to tell you how to reduce garbage Firstly, we should collect plastic bags and make the other use for them Secondly, we should not keep solid waste with food way Finally, we should put different kinds of waste in different places IV.Consolidation: simple ways, a wespeech not only - asks theIfSsweto follow revisethese the way to make save money, but also keep our environment clearer V.Homework: - asks Ss to complete their speech at home - asks Ss to prepare: Language Focus - P.62-64 Vi.supplementary notes: Date: Period : 46 Unit 7: SAVING ENERGY Lesson 5: Listen +language focus 1,2 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: -listen and understand how people use solar energy and its advantages in the life -Revise and practice further in connectives: and, but,… , some of phrasal verbs and making suggestions II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: asks two Ss to present their speech to the front of the lass III Revision : Network oil electricity Sources of energy water nuclear power gas solar energy III New lesson: Teacher/s activities 1.pre-listening: a)Act.1: Vocabulary - solar energy / … /(N)(Example) - solar panel /………./ (N) (Picture) - effective /………./ (Adj) (Trans.) - roof (N) (Picture) - nuclear power /……… / (Trans.) - elicits first and says out the words - writes and checks - uses R.O.R to check vocab b)Act.2: T/F prediction.(Part a –P.60) - hangs on the poster with the statements and runs through the information - asks Ss to predict the statements T or F - gets feedback 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: 1.T 2.F 3.F 4.T 5.F - asks Ss be about listening to the text about the solar energy - plays the tape twice - asks them to share their results - plays the tape once again - gets feedback - plays the tape once again and checks the information b)Act.2: Listen and fill the missing information in the gaps.(Part b-P.60) *) Answer key effective store instead pollution roof 2.countries - hangs on the poster with the sentences and focuses Ss on the information - plays the tape again and gets feedback - plays the tape once more and gets feedback again 3.post-listening: a)Act.1: Discover the pictures (P.59) *) Possible questions: Pic.A: What happened with the faucet? Pic.B: What we use to cook? Pic.C: What happened? -hangs on the pictures, the cues and makes the model Ss/ activities - try out and repeat chorally- individually - give the meaning & pronunciation - read and then rewrite the rubbed words - read through the statements - work in groups, writing their predictions on the worksheets - stick their predictions on the board - pay attention - listen and take notes - work in groups & share their ideas - keep listening - speak out their answers - give feedback and correct the false statements - read through the information - listen and then share their ideas in groups - write their answers on the board - listen again and check the answers - copy down - give the structure and work in pairs - adverb clause of reason, result, concession……… - speak out their answers & correct it - match it in groups to find out the meaning - speak out their answers - work in pairs, using the phrasal verbs and - asks Ss to work in groups & goes round to elicit the expressions from Ss - asks Ss to show their ideas to the front - corrects if necessary 1.Act.1: Use the correct connectives to complete the sentences.(Part 1-P.62) *)Answer key: a, and b, but c, because d,Therefore e, or f,so g,and h, however - gives the connectives : and/or, but, so, … and checks the meaning, the function, use - asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63) *) Answer key: a, look after b, go on c, turn on d, look for e, turn off - asks Ss to match the phrasal verbs with the pictures to find out the meaning - gets feedback and explains their meaning - asks Ss to complete exercise in pairs - gets feedback - helps the whole to correct IV.Consolidation: Multiple the tense form - write their answers on the board - correct the answers and copy down - discover the use and form - write the ways to make suggestions ; first Exer (a) and then (b) - write their answers on the board - check it with teacher and then copy down choice Circle the best answer in the parentheses (Group work) Nam always goes to school on time, (but, so , because) he goes to class late today We suggest (turn, turned, turning) the faucets They (want, enjoy, suggest) the plumbers to check the pines I am busy today because I have to ( look for, look after, look at) my house Nga was sick.( However,Therefore,So), she went to school V.Homework: - asks Ss to revise the lesson at home - asks Ss to revise from Unit to to prepare for 45-monute examination Vi.supplementary notes: Date: Period : 47 THE 3RD ENGLISH TEST-GRADE TIME:45 minutes A./ objectives: I Knowledge: - helps Ss to examine and evaluate their learning - helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice B./ procedures: I Settlement: Greets and checks attendance II Control: - gives out the testing paper - controls the class III Collection: - asks Ss to hand in the tests and evaluates the lesson - asks them to revise the knowledge at home for the test correction WRITTEN TEST No3 Fullname : Class : I Choose the words whose underlined part is pronounced differently from the others.(1m) A polluted B spoiled C divided D collected A consumer B reduce C use D plumber A beach B clean C instead D leave A bulb B nuclear C dump D plumber II Choose the best answer to complete each of the sentences below: (2,5ms) I suggested money for the poor people in the region A to save B to saving C.save D saving If she more trees, she will have more fresh air A plants B.to plant C will plant D planting Unless you understand, I …… explain it again to you A could B am C would D will We will make this beach clean and …… again A beauty B beautiful C beautifully D beautify Lan can't go to school today .she is sick A and B.or C because D so My mother cooks A good B best C well D better 7.I suggest energy A saving B to save C saved D save 8.Can you turn…………… the light ? - It’s too dark A on B in C off D for 9.We are looking ……………our son? A on B off C after D for 10.His family was poor, ……… he studied very well A but B so C if D And III/ Reading: Read the following passage and answer the questions: (2ms) Electricity is the most common form of energy today In the modern world, electricity is very available at the touch of a switch Electricity has many uses The most common use of electricity is to provide artificial lighting In factories , electricity is used to light up the work place It is also used to operate air-conditioners, computers and many other machines Electricity is also used to power many appliances that we have in our homes Such appliances include television sets, computers, electric fans, irons and many others The list is simply endless Modern man will most probably be lost without electricity Is electricity the common form of gas nowadays? ……………………………………………………………………………… What should we to save electricity at home ? …………………………………………………………………………… What appliances we have in our homes? ………………………………………………………………………………… What is electricity used to in factories ? ………………………………………………………….…………………… V Rewrite the following sentences in such a way that they mean almost the same as those printed before (2 points)(E.part) Tom was lazy, so he failed the exam  BecauseTom…………… She was tired, so she wanted to go home  She wanted to 3.How about playing soccer? Isuggest Why don’t we go out ? -> I suggest that ………………………… VI Supply the correct form or tense of the verbs in brackets (2,5ms) If the weather is fine, she (have)…………………………… a party outside What will happen if the pollution (continue)……………………………? I suggest (collect)……………….………… stamps Energy-saving bulbs should (use)……………………… to save electricity A (drip)………………………….faucet can waste 500 liters of water a month Date: Period : 47 TEST CORRECTION A./ objectives: I Knowledge: - helps Ss to evaluate their learning - helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice B./ procedures: I Settlement: Greets and checks attendance II Test correction: - gives out the testing paper to Ss - T and Ss the exercises in the test individually before the class Others comment and correct T comments and corrects at the end - Ss have comment on their marks and T responds to them III Consolidation: T comments on the lesson IV Homework: prepare for the parts getting started and listen and read in the unit Date: Period : 49 UNIT 8: CELEBRATIONS ( \ Lesson 1: getting started and listen & read) A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and know some celebrations in the world - Understand the way to use the Relative clauses with “Which, Who and Whom” II Skills: Listening, speaking, reading and writing B./ procedures: I Settlement: Greets and checks attendance II Revision: Matching (Getting started- P.65) T: uses the pictures and asks Ss to share their ideas in groups to match them with the celebrations Questions: III New lesson: Teacher/s activities Ss/ activities *) Lead-in: - elicits more festivals from Ss and introduces the lesson 1.Presentation: a.Act.1: Vocabulary -(to) celebrate/……………./ (Trans.) { celebration (N) - (to) occur (Trans.) - (to) decorate /………… / (Examples.) - (a) sticky rice cake (Picture) - slavery /…………./ (N) (Situation) - elicits first and says out the words - writes and checks - asks Ss to make the sentences and runs through the words - uses Slap the board to check vocab b.Act.2: Grammar: Relative clause - try out and repeat chorally- individually - give the meaning & make sentences and read through them - play the game into two teams Use and form: The relative clause is the Example: - Tet is a festival It occurs in late January  Tet is a festival which occurs in late January - The doctor is Mr Nam He has checked our health  The doctor who has checked our health is Mr Nam - The teacher is generous I saw him yesterday  The teacher whom I saw yesterday is generous - gives the model and asks Ss to pick out the use - gives feedback C Act 3: Listen and answer the Qs *)Guiding questions: What celebrations people talk about? 2.Which countries celebrate TET? Which countries celebrate Passover? - writes the questions on the board - introduces the passage - plays the tape twice - gets feedback and plays the tape again - asks Ss to read the text again to check subordinate adjective clause It begins with relative/ adverb pronouns and comes after the modifying nouns/ noun phrases - share their ideas in pairs and pick out the use and structure - copy down the rule - … Tet, Passover and Easter - … Viet Nam -… Israel - reads through the information - pay attention - listen to the tape to get information - give their answer individually - check their answers again - read it and confirm their answers 2.practice: a.Act.1: Word map (Read the text and fill the information on the Table- P.66) *)Answerkey: Celebration When? Activities? TET Passover in late January or early February late March or Food? cleaning and decorating homes sticky rice and enjoying special food cakes - read through the Table special meal Country? Viet Nam Israel - read it and share their ideas in pairs - give their answers and explain them - check the answers with T - hangs on the poster with the Table and runs through the information - asks Ss to read the text again and find out the missing information - gets feedback b.Act.2: Asks and answer about the celebrations (In the Table) - ask and answer the information on the Possible questions: Table When is Tet celebrated? Which activities people often do? What food they often eat? Which countries is it celebrated in? - makes the model with Ss and asks them to work in pairs IV.Consolidation: Summarizing - asks Ss to talk about the celebrations, using the information on the Table V.Homework: - asks Ss to revise the lesson & exercises 1,2-P.52,53 -workbook) Date: Period : 50 UNIT 8: CELEBRATIONS Lesson 2: listen and speak A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and use the ways to give and respond to compliments - listen and understand the content of the song Auld Lang Syne - Practice singing this song II Skills: Listening & Writing B./ procedures: I Settlement: Greets and checks attendance II Warm -up: Word square (Team game) O L D N L O N Possible answer R A U L d o g - Old A N d e u n S N G l o n g I - Long G a r d e n N - And E g g s t h C s y n e l l e - Since III New lesson: Teacher/s activities - Auld - Eggs - Lang - Syne - Dog - Garden Ss/ activities *)Lead-in: - uses Word square to introduce the song: Auld Lang Syne 1.pre-listening: a)Act.1: Vocabulary - Auld Lang Syne (N): The time goes past; the good old days In Scots: Auld = old; Lang = Long; Syne = Since - acquaintance (N) / ………… / (Trans) - thine = yours - elicits first and says out the words - writes and checks - uses What and Where to check vocab b)Act.2: Open prediction - hangs on the poster with the song and runs through the information - asks Ss to predict the missing information in the gaps - gets feedback 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: a, days c, mind e, hand b, take f, kindness - asks Ss be about listening to the text about the song - plays the tape twice - asks them to share their results - plays the tape once again - gets feedback - plays the tape once again and checks the information - try out and repeat chorally- individually - give the meaning & pronunciation - read and then rewrite the rubbed words - read through the song - work in groups, writing their predictions on the worksheets - stick their predictions on the board - pay attention - listen and take notes - work in groups & share their ideas - keep listening - speak out their answers - give feedback and correct the answers and their predictions - copy it down 3.post-listening: Act.1: Give the appropriate compliment and respond for each situation (P.66) *) Questions for Teacher *) Example: Mai:Well done, Trang Trang: Thanks -hangs on the pictures and helps Ss to pick out the situation - gives the example and asks Ss to work in pairs to practice giving and responding to compliments - asks Ss to show their ideas to the front - corrects if necessary 3.post-speaking: a,Act.1: Role-play - asks Ss to work in groups and build up the situations in which they can compliment their friends - invites four pairs to play the role asks the whole to share their ideas ?Who are they ? What has Trang just got ? What does Mai say ? What does Trang respond - look at them , answer the Qs - make the model with teacher and build up their conversations through pictures - practice giving a compliment - correct themselves - share their ideas in groups and make the conversations - play the role to the front - compare their language IV.Consolidation: - Asks the whole to sing the song again V.Homework: - asks Ss to practice the song at home - instructs them to prepare : Read (P68) Vi.supplementary notes: Date: Period : 51 UNIT 8: CELEBRATIONS Lesson 3: read A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand the details of the passages about the feelings from the children for their fathers - know more about Father/s Day and talk about their fathers II Skills: Reading & Speaking B./ procedures: I Settlement: Greets and checks attendance II revision: Matching T: sticks the cards on the board and asks Ss to match them with the following celebrations 1.Women/s Day 3.Father/s Day Lunar New Year / Teacher s Day Christmas Day Birthday III New lesson: Teacher/s activities *)Lead-in: Chatting ? What you on Women/s Day/ Teacher/s Day/ …………… ? Do you know Father/s Day What will you on Father/s day.? -introduces the lesson 1.pre-reading: a)Act.1: Vocabulary hug (N) / / { (to) hug/ to give a hug - considerate(Adj.) /………………./ Ss/ activities - think about and then speak out their ideas (Picture) (Trans.) - sense of humor { humorous (Adj) Ex: Nam always has a sense of humor - Priority (N) /…………./ - terrific (Adj) /………… / - elicits the words from the Ss and says them out - writes and checks - uses Slap The Board to check vocab b)Act.2: T/F statement predictions *) Statements: Rita/s father teaches him how to love, cry and laugh Jane is now a little girl She always remembers the days when she lived with her father Jane is always a little girl of her father Bob/s father is a considerate and generous man All his friends not know him a lot - hangs on the statements and focus Ss on the information - asks Ss to predict the information in groups - gets feedback 2.while-reading a)Act.1: Read the passages and check the predictions *)Answer key:1 T2 F3 T T F - asks Ss to read the passages again to check their predictions - gets feedback again - checks the understanding a)Act.1: Answer the questions.(P.69) *)Answer key: a,……to his father b, He is possibly dead These ideas: How c, He has a sense of humor d, A father as a teacher, a caretaker …… - hangs on the Qs on the board & runs through them - asks them to read again to answer all - gets feed back , asks the whole to check - asks Ss to play the role with the Qs., 3.post-reading: Talk about your father Name Age Job Appearance Character Your feelings IV.Consolidation: Nam 45 Worker Tall Generous Love,… (Explanation) (Trans.) = wonderful - try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams - read them through - share their ideas and write their predictions on the worksheets - stick the worksheets on the board - read it and then share their ideas in pairs - give their answers - give out the information in the passages - read through the questions - read it and share their ideas in pairs - speak out &write their answers on the BB - correct the answers and copy down - ask and answer the Qs Ex: S1: What is your father/s name? S2: He is Nam S1: How old is he? S2: He is forty- five years old ………………………………… - complete the information in the Table about their father - make the model with T and use their own language to ask and answer - make the conversations to the front - ? What should you on Father/s Day V.Homework: - asks Ss to read the text at home again and write about their father , using the information on the Table - asks Ss to prepare: Write- P.70 Date: Period : 52 UNIT 8: CELEBRATIONS Lesson 4: write A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - write a paragraph about their ideas of celebrating Mother/s Day or Father/s Day II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Warm-up: Network Women/s Day Teacher/s Day Celebrations in your country III New lesson: Teacher/s activities *)Lead-in: Chatting ?Do Vietnamese people celebrate Father/s or Mother/s Day ? In which countries people celebrate it ? When does it occur ? What people often on that day - introduces the task of the lesson 1.pre-writing: a)Act.1: Vocabulary - (to) express one/s feelings (Explanation) - (to) enhance (Trans.) - (to) have an opportunity to something = (to) have a chance to something - memory (N) (Trans.) - (to) support (N) (Trans.) - elicits the words from the Ss and says them out - writes and checks - uses Slap The Board to check vocab b)Act.2: Presentation text *) Outline of a paragraph: Introduction: Talking about the reasons you want to celebrate Mother/s Day or Father/s Day Body: Giving details about when, how to celebrate, what special gifts and food to offer Conclusion: State whether or not you think your ideas will be reported and you hope it will be celebrated - asks Ss to read the outline at P.70 - gets feedback and checks the understanding of the outline - explains more each part of a paragraph used to connect the ideas 2.while-writing: a)Act.1: Answer the questions Ss/ activities - try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams - read it and give their answers and explain the main content of each paragraph - copy it down Why you want to celebrate Mother/s Day/ Father/s Day ? When will you celebrate it? Why you want that day? How will you celebrate it? What special gifts you want to give to your Mother/Father? What foods you want to offer them? - hangs on the Qs and asks Ss to ask and answer them in pairs - gets feedback - makes some information clearly b)Act.2: Write a paragraph -asks Ss to write the paragraph individually - goes around to help Ss - gives out the cellophanes (about 4) and asks Ss to write their paragraph in groups 3.post-writing: Exhibition - collects paragraphs from Ss and put them in the overhead - helps the whole to correct - ask and answer the questions to pick out the information - ask and answer to the front - take notes - write a paragraph about having a day to celebrate for their Mom - discuss in groups, share their ideas and write their letter on the cellophanes - share and compare their work - correct the paragraphs with teacher IV.Consolidation: - uses Exhibition to revise the way too write a paragraph V.Homework: - asks Ss to complete their paragraphs and write another one about a day for their Fathers - asks Ss to prepare: Language Focus - P.70-73 Vi.supplementary notes: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………… Date: Period : 53 UNIT 8: CELEBRATIONS Lesson 5: language focus 1,2 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in connectives: and, but,… , some of phrasal verbs and making suggestions II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: asks two Ss to present their speech to the front of the lass III New lesson: Teacher/s activities 1.Act.1: Use the correct connectives to complete the sentences.(Part 1-P.62) *)Answer key: a, and b, but c, because d, Therefore e, or f, so g, and h, however - gives the connectives : and, or, but, so, … and checks the meaning, the fuction , use - asks them to complete the excer in pairs - gets feedback & helps Ss to correct Ss/ activities - give the structure and work in pairs  adverb clause of reason, result, concession……… - speak out their answers & correct it 2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63) *) Answer key: a, look after b, go on c, turn on d, look for e, turn off - asks Ss to match the phrasal verbs with the pictures to find out the meaning - gets feedback and explains their meaning - asks Ss to complete exercise in pairs - match it in groups to find out the meaning - speak out their answers - work in pairs, using the phrasal verbs and the tense form - write their answers on the board - correct the answers and copy down - gets feedback - helps the whole to correct 3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64) *)Example: - collect some money - S + suggest + V-ing  I suggest collecting some money - work harder on your pronunciation  I suggest (that) you should work harder on - S + suggest (that) + S + should + V-inf your pronunciation *)Answer key: a) - I suggest collecting unused clothes - I suggest organizing a show to raise money …………………………………………… b) - I suggest that you should write sentences with new words - I suggest that you should speak English in class ……………………………………………… - gives the example & checks the meaning - discover the use and form & the form - write the ways to make suggestions ; first - asks Ss to work individually and the in Exer (a) and then (b) pairs to complete the exercise - write their answers on the board - invites the answers - check it with teacher and then copy down - asks the whole to check IV.Consolidation: Multiple choice Circle the best answer in the parentheses (Group work) Nam always goes to school on time, (but, so , because) he goes to class late today We suggest (turn, turned, turning) the faucets They (want, enjoy, suggest) the plumbers to check the pines I am busy today because I have to ( look for, look after, look at) my house 10.Nga was sick.( However, Therefore, So), she went to school V.Homework: - asks Ss to revise the lesson at home - asks Ss to revise from Unit to to prepare for 45-minute examination Vi.supplementary notes: Date: Period : 54 UNIT 8: CELEBRATIONS Lesson 5: language focus 3,4 A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - Revise and practice further in connectives: and, but,… , some of phrasal verbs and making suggestions II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: asks two Ss to present their speech to the front of the lass III New lesson: Teacher/s activities 3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64) *)Example: - collect some money  I suggest collecting some money - work harder on your pronunciation  I suggest (that) you should work harder on your pronunciation *)Answer key: a) - I suggest collecting unused clothes - I suggest organizing a show to raise money …………………………………………… b) - I suggest that you should write sentences with new words - I suggest that you should speak English in class ……………………………………………… - gives the example & checks the meaning & the form - asks Ss to work individually and the in pairs to complete the exercise - invites the answers - asks the whole to check Ss/ activities - give the structure and work in pairs  adverb clause of reason, result, concession……… - speak out their answers & correct it - match it in groups to find out the meaning - speak out their answers - work in pairs, using the phrasal verbs and the tense form - write their answers on the board - correct the answers and copy down - discover the use and form - write the ways to make suggestions ; first Exer (a) and then (b) - write their answers on the board - check it with teacher and then copy down IV.Consolidation: Multiple choice Circle the best answer in the parentheses (Group work) 11 Nam always goes to school on time, (but, so , because) he goes to class late today 12.We suggest (turn, turned, turning) the faucets 13.They (want, enjoy, suggest) the plumbers to check the pines 14.I am busy today because I have to ( look for, look after, look at) my house 15.Nga was sick.( However, Therefore, So), she went to school V.Homework: - asks Ss to revise the lesson at home - asks Ss to revise from Unit to to prepare for 45-minute examination Vi.supplementary notes: Date: Period : 55 Unit 9: Natural Disasters A./ objectives: Lesson 1: getting started and listen & read I Knowledge: At the end of the lesson, Ss will be able to: - Learn vocabulary about disasters and understand the dialogue about the weather - Talk about the weather of the countries in Viet Nam II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets and checks attendance II Revision: Matching (Getting started- P.65) T: uses the pictures and asks Ss to share their ideas in groups to match them with the phrases snowstorm volcano earthquake typhoon III New lesson: Teacher/s activities *) Lead-in: ?Do you often see a snowstorm/ earthquake/… ? Where does a snowstorm/ earthquake … Ss/ activities often occur 1.Presentation: a.Act.1: Vocabulary - snowstorm (N) /……………./ (Pic ) - earthquake(n) /……………? (Pic.) - volcano (N) /……………./(Pic) - typhoon (N)/……………… /(Pic.) - thunderstorm (N) /……………… / (Tras.) - elicits first and says out the words - writes and checks - asks Ss to make the sentences and runs through the words - uses Slap the board to check vocab b.Act.2: Listen and answer the Qs *)Guiding questions: What is on TV+? 2.What is the temperature in HCM city? Does Grandma trust weather forecast? - writes the questions on the board - introduces the passage - plays the tape twice - gets feedback - plays the tape again - aks Ss to read the text again to check - asks Ss to read the text aloud in groups - try out and repeat chorally- individually - give the meaning & make sentences and read through them - play the game into two teams - The weather forecast … - between 27oC and 32oC - No, she doesn't - reads through the information - pay attention - listen to the tape to get information - give their answer individually - check their answers again - read it and confirm their answers - play the role in groups of five 2.practice: a.Act.1: Read the text and fill in the blank (Part b-P.75) *)Answer key: turn up- weather forecast raining central highlands have temperatures the weather forecast- watching them - hangs on the poster with the missing information and runs through the information - asks Ss to read the text again and find out the missing information - gets feedback 3.Further practice: Ask and answer about the weather Example exchange: S1: What/s the weather like in Ha Noi? S2: It is hot and sunny S1: What is the temperature? S2: It has the temperature between 27oC and 35oC - gives the language and makes the model - asks Ss to practice it in pairs, basing the map at P.75 - gives feedback IV.Consolidation: Summarizing - use Further practice V.Homework: - asks Ss to revise the lesson - read through the sentences - read it and share their ideas in pairs - give their answers and explain them - check the answers with T - make the model with T - ask and answer about the weather in different places in VN - talk about the weather - asks Ss to prepare: Speak -P.76 Vi.supplementary notes: Date: Period : 56 Unit 9: natural Disasters Lesson 2: listen & speak A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - listen and understand the content of the talk about living with earthquake and find out the good ways to protect their family from earthquake - understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon II Skills: Listening & Writing B./ procedures: I Settlement: Greets and checks attendance II Revision: Network typhoon Natural disasters flood III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - uses Network to intrduce how to live with earthquake 1.pre-listening: a)Act.1: Vocabulary - (to) block (Trans.)Khối, tòa nhà - (the) potted plant/ : Cây chậu - mirror (N) (Picture)Gương - plastic containers (Trans.) - elicits first and says out the words - writes and checks - uses What and Where to check vocab b)Act.2: Open prediction (P.77) - hangs on the text with missing information and runs through - asks Ss to predict the missing information in the gaps and gets feedback 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: bottom sheft of your bookshelves fridge inside washing machine under a strong table mirrors doorway a window corner of a room - asks Ss be about listening to the text - plays the tape twice - asks them to share their results - plays the tape again and gets feedback - plays the tape once again and checks the information 3.post-listening: a)Act.1: Check what preparations you think should be made for a typhoon - asks Ss to work in groups to pick out the - try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words - read through the information - work in groups, writing their predictions on the worksheets - stick their predictions on the board The tape If you live in an earchquake, you should take some time to look around your house.Places heavy books on the bottom shelf of your bookshelf Block the rollers on your fridge and washing machine to prevent them from moving Put hanging potted plants in plastic containers Check the mirrors in your bathroom and bedroom Mak sure them can’t move, don’t put your bed next to the window Planing where you are going to be during an earchquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway, or stand in the corner of the room - pay attention - listen and take notes - work in groups & share their ideas good ideas to prepare for a typhoon - gets and gives feedback - asks the whole to share their ideas b)Act.2: Presentation Text 1.Model: S1: I think we should buy S2: Yes, I think so But why? S1: Because the markets will be closed and S2: I think we should buy a ladder S1: What for? S2: We need to fix the roof because there Form: Use to give advice or make suggestions: - I think we should …… It would be better if we … - asks Ss to practice the model in the book and then pick out the language - writes the model and runs through them - does concept check -explains more and runs through the model c)Act.3: Discussion (Part b-P 76) - asks Ss to use the information at P.76 and practice giving their ideas in pairs - asks Ss to show their ideas to the front - corrects if neccessary - keep listening - speak out their answers - give feedback and correct the answers and their predictions - write their answers on the posters - stick the posters on the board - share and compare - try out and repeat chorally- individually - give the meaning, stress & make sentences - match the words with the Vietnamese meaning - try to pick out the language - read through the model - give the meaning, form and use - listen and copy down - make the model with teacher first and build up their conversations through the cues - practice giving their ideas about preperations for a typhoon - correct themselves IV.Consolidation: - Asks Ss to run through the ways to live with an earthquake V.Homework: - asks Ss to revise the lesson and exercise P.62 at home - instructs them to prepare : Read (P68) Date: Period : 57 Unit 9: natural Disasters Lesson 3: read A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the passages about the natural disasters that usually happen in the world II Skills: Reading, Writing and Speaking B./ procedures: I Settlement: Greets and checks attendance II revision: Slap the board earthquake typhoon snowstorm volcano thunderstorm III New lesson: Teacher/s activities *)Lead-in: Chatting ?Where earthquakes usually happen -introduces the lesson 1.pre-reading: a)Act.1: Vocabulary - (to) collapse (Pic.)sụp, đổ Ss/ activities - think about and then speak out their ideas - (the) abrupt shift (Trans.)Sự thay đổi bất ngờ./ - (the) tidal waves (Trans) Sóng thần - (to) erupt (Pick)Phun trào { volcanic eruption (N) - (to) suck up (Pict.)hút lên - (a) funnel (Pict.)Cái phểu - elicits the words from the Ss and says them out - writes and checks - uses Matching to check vocab b)Act.2: T/F statement predictions(P.79) - hangs on the statements and focus Ss on the information - asks Ss to predict the information in groups - gets feedback 2.while-reading a)Act.1: Read the passages and check the predictions *)Answer key: T T F T F 6.T - asks Ss to read the passages again to check their predictions - gets feedback again - checks the understanding a)Act.1: Read the passage and complete the sentences.(P.79) *)Answer key: 1,… occur in the Pacific Rim 2,… people were killed 3, …….there is an abrupt shift in the underwater movement of the Earth 4,…….a cyclone 5,… the word “Typhoon” 6,… pass overland below a thunderstorm - hangs on the sentences on the board & runs through them - asks them to read the passage again to complete it - gets feed back - asks the whole to check 3.post-reading: Talk about natural disasters 1,Where earthquakes often occur? 2, When the tidal waves occur 3, What are the names of tropical storms? 4,What are tornaodes? - writes down the questions and asks Ss to answer them in pairs - gets feedback IV.Consolidation: - Use Post-reading - try out & repeat chorally-individually - give the meaning & make the sentences - match the words with Vietnamese meaning - read them through - share their ideas and write their predictions on the worksheets - stick the worksheets on the board - read it and then share their ideas in pairs - give their answers - give out the information in the passages - read through the questions - read it and share their ideas in pairs - speak out &write their answers on the BB - correct the answers and copy down - read the text again and practice asking and answering - make the conversations to the front V.Homework: - asks Ss to read the text at home again - asks Ss to prepare: Write- P.80 Date: Period : 58 Unit 9: natural Disasters Lesson 4: write A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - write a paragragh about their ideas of celebrating Mother/s Day or Father/s Day II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II check - up: Questions ? Where earthquakes usually occur ? When does a tidal wave occur ? What we call a tropical storm in Australia/ Asia/ South and North America/ China ? What is a tornado III New lesson: Teacher/s activities *)Lead-in: Chatting ?Have you ever see a strom ? What did it look like - introduces the task of the lesson 1.pre-writing: a)Act.1: Discover the picture (P.80) - hangs on the pictures and ask Ss to work in groups to pick out their meaning - elicits the language from Ss - asks the whole to share their ideas and express their ideas from the pictures Ex: Pic.1: Lan played with her dog - notices Ss with the Simple past, Past continuous and Past perfect Ss/ activities - groupwork and ask and answer about the pictures Ex: S1: What did she do? S2: She played with her dog - express their ideas to the front - give their ideas and take notes 2.while-writing: a)Act.1: Write a story about a typhoon - makes the model for the first sentence and ask for Ss/ understanding - asks Ss to complete the story individually  in groups - goes round to help Ss - makes some information clearly 3.post-writing: Exhibition - asks each S to write their sentence on the - pay attention - write their story and then share their ideas in groups blackboard - asks the whole to correct the result - gives feedback - go to the board and write their sentences - correct the story with teacher - copy down IV.Consolidation: - uses Exhibition to revise the way to write a paragragh Possible story It was a beautifull day The sun was shining The sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, her dog behaved strangely She kept running aroud in circles Lan ran home with her dog and told her mother what Skippy did Lan /s mother- Mrs Quyen told Lan that she had heard the weather forecast on TV and that there was a typhoon coming Mrs Quyen gathered her family and told them to find the shelter in the home Suddenly, the sky became very dark The storm came with strong winds and heavy rain Mrs Quyen and her family were/ felt scared But sooner, the storm finished Everyone was glad What a clever dog, Skippy! She V.Homework: saved Lan catchingtheir in aparagraghs typhoon at home - asks Ss from to complete - asks Ss to prepare: Language Focus - P.80-82 Vi.supplementary notes: ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………… Date: Period : 59 Unit 9: natural Disasters Lesson 5: language focus A./ objectives: I Knowledge: At the end of the lesson, Ss will be able to: - understand and use Non-defining relative clause - revise and practice further in Defining and Non-defining relative clause II Skills: Writing and speaking B./ procedures: I Settlement: Greets and checks attendance II revision: asks two Ss to combine two following sentences into one I like reading books They tell me about different people and cultures A girl is my friend She Stayed with us during Christmas My aunt is a woman Her house was broken by a typhoon - asks Ss to check and revise defining relative clause III New lesson: Teacher/s activities Ss/ activities 1.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan b, The animal is rhinoceros It has one or two horns on its snout c, The explorer is Christopher Columbus He discovered America d, That boy is playing football We askes him some questions - checks the understanding of Relative clause - hangs on the exer and check the way to this task - asks them to complete the excer in pairs - gets feedback & helps Ss to correct Defining relative clause Relative pronouns Relative adverbs Who, whom, which, whose Where, when, why / That - give Relative pronouns/ adverbs - give the ways to it - write their answers on the boeard and check them with T - - invites the answers - asks the whole to check IV.Consolidation: Gap-fill - asks Ss to complete exer – P 52 (Workbook) V.Homework: - asks Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home - asks Ss to revise from Unit to to prepare for 45-minute examination Vi.supplementary notes: Week 31 Date: April, 14th , 2011 Period : 59 45 – minute test A./ objectives: I Knowlege: - helps Ss to examinize and evaluate their learning - helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice B./ procedures: I Settlement: Greets and checks attendance II Control: - gives out the testing paper - controls the class III Collection: - asks Ss to hand in the tests and evaluates the lesson - asks them to revise the knowlege at home for the test correction test Date: Period : 62 Unit 10: life on other planets Lesson 1: getting started and listen & read A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - Learn vocabulary UFOs and understand some information about the other planets - Talk about the life on other planets II Skills: Listening, reading and speaking B./ procedures: I Settlement: Greets II Revision: Chatting and checks attendance (Getting Started ) - hangs on the pictures and asks Ss to use the questions at P 83 to ank aand answer - invites Ss/ ideas III New lesson: Teacher/s activities *) Lead-in: ?Have you ever seen UFOs ? Do you believe the life on other planets - introduces the lesson 1.Presentation: a.Act.1: Vocabulary Ss/ activities - (a) strange object /……………./ (Trans.) - (a) spacecraft /……………/ (Pic.) - (an) alien (N) /………./(Pic) -(to) sight /(Trans.) - (to) disappear /….……… / (Trans.) - elicits first and says out the words - writes and checks - uses R.O.R to check vocab b.Act.2: Read the text and find out the synonyms.(Part a-P.84) *)Answer key: 1.evidence collecting 2.meteor capture aliens disappear - asks Ss to read through the task at P 84 and explains the task - asks them to read the text in groups to find out their synonyms - gets feedback and invites the explanations - gives feedback - try out and repeat chorally- individually - give the meaning & stress - read and then rewrite the rubbed-oput words - listen to T/s instructions - read the text and share their ideas in groups - give answers and their ideas - copy down 2.practice: a.Act.1: Read the tex and fill in the blank (Part b-P.84) *)Answerkey: a, An aircraft, a weather ballon or s meteor b, nine large round objects travelling at about 2.800 meters an hour c, 1,500 UFOs sighting d, a UFO above their e, an egg-shaped object in one of his fields and also aliens collecting soil samples F, claimed they were captured by aliens and taken abroad a spacecraft g, and his plane disappeared after sighting a UFO h, That he saw a plate-like device at a treetop 30 meters away - hangs on the poster with the missing information and runs through the information - asks Ss to read the text again and find out the missing information - gets feedback 3.Further practice: Summarizing - asks Ss to work in groups again to summarize the text and then invite two Ss to present to the front IV.Consolidation: - use Further practice V.Homework: - asks Ss to revise the lesson - asks Ss to prepare: Speak -P.85 Vi.supplementary notes: - read through the sentences - read it and share their ideas in pairs - give their answers and explain them - check the answers with T - work in groups and then pesent their text to the front Date: Period : 63 A./ objectives: Unit 10: life on other planets ( Lesson 2: speak + Listen ) I Knowlege: At the end of the lesson, Ss will be able to: - understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon II Skills: Speaking and writing B./ procedures: I Settlement: Greets and checks attendance II Revision: Brainstorm aliens clever people Things you can hear or see about other planets spacecraft modern life III New lesson: Teacher/s activities Ss/ activities *)Lead-in: - Things out of the earth is not very strange to us now because of modern equippments We can see and hear about other planets everyday - introduces the lesson 1.pre-speaking: a)Act.1:Vocabulary - Mar (Trans) - Minerals (Pic.) - Gemstones (Pic.) - Microorganism/……………… / - Little creature /………… / (Pic.) - (the) sparking spot (Trans) - elicits first and says out the words - writes and checks - uses Matching to check vocab b)Act.2: Presentation Text 1.Model: Nam: What these drawings say, Hung? Hung: There might be water in Mars Nam: What about those black sparking spots on the right corner? Hung: Well, They might be traces of gemstones There may be a lot of precious stones on Mars Form: Talk about the possibility: - S + May/Might + V-inf +…… - There may/might be + Noun phrase - elicits the model from the book - writes the model and runs through them - does concept check - try out and repeat chorally- individually - give the meaning, stress & make sentences - match the words with the Vietnamese meaning - try to pick out the language - give the model - read through the model - give the meaning, form and use - listen and copy down -explains more and runs through the model 2.while-speaking a)Act.1: Ask and answer about things on Mars ( Part b-P.85) - makes the model first and instructs Ss to change the information, using the cues - asks Ss to use the information at P.85 and practice giving their ideas in pairs - asks Ss to show their ideas to the front - corrects if neccessary 3.post-speaking: a,Act.1: Discussion ( What might there on Mars/ Jupiter….) - asks Ss to work in pairs and list out their ideas about Mars/ Jupiter…… - goes round to help them - invites pairs to give their ideas - asks the whole to share their ideas 1.pre-listening: a)Act.1: Vocabulary - below/ above zero (Examples) - (an) expert (Trans) - (a) craker (N) (Picture) - (to) jump (Mime) - elicits first and says out the words - writes and checks - uses What and Where to check vocab b)Act.2: Open prediction (P.77) - make the model with teacher first and build up their conversations through the cues - practice giving their ideas things on Mars - correct themselves - work in pairs , asking and answering the questions - tell out their ideas to the front - share and compare their ideas - try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words water river water On the moon, there is no… - writes down the task and asks Ss to predict the information individually - gets feedback 2.while-listening a)Act.1: Listen and check the predictions - asks Ss be about listening to the text - plays the tape twice - asks them to share their results - plays the tape once again - gets feedback - plays the tape once again and checks the information bAct.2: Listen and check the correct statements (P.86) *)Answer key: a–c–d–f–i–j - asks Ss to read through the statements and checks the understanding - plays the tape twice again air On the moon, there is no… lake music sounds - read through the information and then guess the things that is not available on the moon - speak out their predictions - pay attention - listen and take notes - work in groups & share their ideas - keep listening - speak out their answers - give feedback and correct the answers and their predictions - read through them - listen to the tape and take notes - share their ideas in pairs - asks Ss to share their answers in pairs - plays the tape once more - gets feedback - plays the tape and asks Ss to check their answers 3.post-listening: - keep listening - speak out their answers - listen and check the results Ask and answer the questions What is the weather like on the moon What is the temperature? What you if you live on the moon? - share their ideas in pairs - - asks Ss to work in pairs IV.Consolidation: - use Post-speaking V.Homework: - asks Ss to to write things might there on Mars/ Jupiter - asks Ss to prepare: Listen- P.86 Vi.supplementary notes: Date: Period : 64 Unit 10: life on other planets ( Lesson 4: read - A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the text about the trip to space - talk about the forthcoming space trip they will take II Skills: Reading and Speaking B./ procedures: I Settlement: Greets and checks attendance II revision: Questions and answers ? Do you want to go to the moon ? What is the weather like on the moon ? What is the temperature ? What are not there on the moon ? Can we go to the moon III New lesson: Teacher/s activities *)Lead-in: - uses above questions to lead in the lesson 1.pre-reading: a)Act.1: Vocabulary - in the space (Sit.) = in the outer space - (to) orbit (Trans) { in orbit - (the) physical condition (Trans.) - (to) get out of ( Trans.) - elicits the words from the Ss and says them out - writes and checks - uses R.O.R to check vocab Ss/ activities - think about and then speak out their ideas - try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewrite the rubbed-out words b)Act.2: Ordering (P.87) *)Answer key: 4–1–5 -2 -3 - hangs on the statements and focus Ss on the information - asks Ss to work in groups to put it in the right orders - gets feedback - read them through - share their ideas and write read the text to complete the task in groups - speak out their orders and explain the information 2.while-reading a)Act.1: Compre Questions.(P.87) *)Answer key: 1,If you decide … , you will have to run a lot, swimm every day, and aerobics and pushs-up to have an excellent perfect health 2, If you want to show you are in perfect health, you must get a letter from the docter 3, You can see pictures of the Earth: Your country, interesting places, the oceans, the big rivers, the tall mountains 4, We can see those scenes 16 times a day 5, We can walk on the walls or on the ceiling - hangs on the questions on the board & runs through them - asks them to read the passage again to answer them in pairs - gets feed back - asks the whole to check 3.post-reading: Discussion 1,If you were able to take a space trip, What would you to prepare for the trip? 2, What would you like to bring along? - writes down the questions and asks Ss to answer them in pairs - gets feedback - read it and then share their ideas in pairs - give their answers - give out the information in the passages - read through the questions - read it and share their ideas in pairs - speak out &write their answers on the BB - correct the answers and copy down - practice asking and answering - show their ideas to the front IV.Consolidation: - Use Post-reading and then revise Ss with IF-Clause (Type and Type 2) IF-Clause Main clause Type 1: Possible Conditionals - The Simple Present - The Simple future Type 2: Unreal present or future conditionals - The Simple Past - S + Would/Should/Could + V-inf V.Homework: - asks Ss to read the text at home again and exer 4,5 – P 68,69 - asks Ss to prepare: Write- P.88 Date: Period : 65 Unit 10: life on other planets ( Lesson 5: write- A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - write a paragragh to talk about opinions to the existence of UFOs II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II revision: Questions ? Do you believe in UFOs ? What makes you believe /not believe ? Where can you see UFOs or aliens III New lesson: Teacher/s activities *)Lead-in: - introduces the task of the lesson 1.pre-writing: a)Act.1: Vocabulary - (an) imagination/………… /(Trans.) { imaginative (Adj.) - (the) flying saucer (Pict.) - (the) man-like creature (Trans.) - (the) mysterious circle (Trans.) - (to) exist { existence (N) (Trans.) - elicits the words from the Ss and says them out - writes and checks - uses Matching to check vocab b)Act.2: Matching (P.88-Part a) *)Form of argumentative paragragh: 1, Introduction: present the viewpoint I think ……… I believe/ I don/t believe …… 2, Body: give reasons - Firstly/secondly/……… + add ideas: What is more,/ Moreover,/ Additionally,/ In addition,/… 3, Conclusion: Sum up the argument - Therefore,/ in general,/ to sum up,/… - asks Ss to work in groups to match the parts of argumentative paragragh - gets feedback and then explains the form of this paragragh 2.while-writing: a)Act.1: Write a paragragh about the existence of UFOs (Part b-P.88) - asks Ss to read the dialogue and then share their ideas in pairs to write a paragragh - asks Ss to complete the paragragh in Ss/ activities - try out & repeat chorally-individually - give the meaning & make the sentences - read match them with the Vietnamese - read the information and share their ideas in groups - give their answers and make it clearer with T - read the dialogue and then write a paragragh to support the existence of UFOs The left half will be against the existence groups - goes round to help Ss - makes some information clearly 3.post-writing: Exhibition - asks two groups to write their paragraghs on the blackboard - asks the whole to correct the result - gives feedback - share their ideas in groups to complete it - go to the board and write their paragraghs - check it with T and compare their paragraghs IV.Consolidation: - uses Exhibition to revise the way to write a paragragh Possible Paragragh I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance Firstly, many people around the world say they have seen flying saucers Secondly, there are plenty of photos of them And some of the photograghers said they saw man-like creature get out of the saucers Moreover, people are talking about the mysterious circles on the fields in Great Britain Therefore, UFOs are no longer human beings / imagination They are real and we should be ready to welcome their visits V.Homework: - asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.89-90 Vi.supplementary notes: …………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………… Date: Period : 66 Unit 10: ( Lesson 6: language focus- ) A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - revise how to use Modal verbs and If – Clause:Type and Type II Skills: Writing and speaking B./ procedures: I Settlement: Greets and checks attendance II revision: III New lesson: Teacher/s activities 1.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan b, The animal is rhinoceros It has one or two horns on its snout c, The explorer is Christopher Columbus He discovered America d, That boy is playing football We askes him some questions Ss/ activities - checks the understanding of Relative clause - hangs on the exer and check the way to this task - asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use Non-defining relative clause ( Part 3-P82) a,Model - Viet Nam exports rice It is in the SouthEast Asia  Viet Nam, which is in the South-east Asia, exports rice b, Use: Differences from Defining - defining noun is very clear - There is a comman before and after Non-defining relative clause - “That” cannot replase “ Who, whom, which - gives the example and asks Ss to combine it - does concept check - asks Ss to complete exer –P.82 - gets feedback - helps the whole to correct 3.Act 3: Combine two sentences into one a, Lan sings very well She got a prize on her ferformance b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002 c, The earthquake was dangerous We felt scared about it d, My English teacher is Mrs Lien She sings very nicely - hangs on the exer and helps Ss to define ther task - asks Ss to work individually and the in pairs to complete these exercises - invites the answers - asks the whole to check - give Relative pronouns/ adverbs - give the ways to it - write their answers on the boeard and check them with T - combine two sentences into one - talk about the way to use and discover the differences as against Defining Clause - complete it in pairs - write their answers on the board - check the answers with teacher - discover the Defining and Non-defining relative clause - combine these sentences - write their answers on the board - check it with teacher and then copy down IV.Consolidation: Gap-fill - asks Ss to complete exer – P 52 (Workbook) V.Homework: - asks Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home - asks Ss to revise from Unit to to prepare for 45-minute examination Vi.supplementary notes: Week 34 Date: May 2nd , 2011 Period : 65 A./ objectives: test correction I Knowlege: - helps Ss to examinize and evaluate their learning - helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice B./ procedures: I Settlement: Greets and checks attendance II Test correction: - gives out the testing paper to Ss - T and Ss the exercises in the test individually before the class Others comment and correct T comments and corrects at the end - Ss have comment on their marks and T responds to them đáp án và thang điểm I / Mỗi câu đúng 0,5 điểm ; 0,5 x = điểm 1.A.Jewish 2.B.of 3.B.joyful 4.C.typhoon 5.D.which 6.B.forecast 7.C.who 8.A.decorate II/ Mỗi câu đúng 0,5 điểm; 0,5 x = điểm 1) to come 2) were 3) leaves 4) have known III/ Mỗi câu đúng 0,5 điểm; 0,5 x = điểm 1/ Although my Mon can sing very well She has never sung a song in public 2/ The book is about a man who explores the Atlantic Ocean IV Mỗi câu đúng 0,5 điểm; 0,5 x = điểm I wish Susan were working hard for her exam We have studied English for years V Mỗi câu đúng điểm; x = điểm Yes, it was The modern Olympic Games started / began in 1896 in Greece again, in the city of Athens Date: Period : 67 review A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - Revise and practise further in the Word-formation, tenses, if-clause and Relative clause II Skills: Writing B./ procedures: I Settlement: Greets and checks attendance II Checking: III content: I Choose the best answer from the words in psrentheses He is the most …… ( care, careful, carefully, carelessly) student in my class His ………(difficult, difficulty, difficultly, diffiness) is admirable What ……(would,can,did,will) you if you had money? My friends come to stay…… us …….Christmas (on/in, with/at, at/with) We are looking …… (at, for,in, of) a job at the moment I suggested you ……… (must,should,will,ought) study harder If the weather…… (was,were,is,are) fine, we will go swimming All of us enjoy ………(sight, sighting,sighted, to sight) the UFOs ……….(Earthequake, typhoons, tornadoes, volcanoes) are stroms that pass underland below a thunderstorm 10 In Asia, a tropical storm is called a ………(typhoon, hurricane, cyclone,tornado) 11.She is tired …… (so, because, if,and) she worked hard 12 (If, Although,So, When) It is raining, they play soccer 13 The car………(which,who,whom,whose) he has bought is modern 14.Do you see the man ……(Which,who,whom,where) is my teacher 15 My aunt …….(who,whose,whom,which) car was lost is a doctor II Use the cues to complete the following sentences The city is Ha Noi It is the capital of Viet Nam - The city…………………………………………………………………………… Nga lives in Ho Chi Minh city She saw UFO - Nga………………………………………………………………………………… “ Shall we drive a car to work? - I suggested………………………………………………………………………… They cannot visit the moon because they have no money - If …………………………………………………………………………………… He tried hard,but he did not pass the exam - Although …………………………………………………………………………… The students doesn/t see the UFOS - They wish………………………………………………………………………… I am not rich,so I cannot buy that house - If …………………………………………………………………………………… III./ Complete the following sentences We /enjoy/read/books/the morning We/learn/English/since/2002 They/spend/time/do/homework/last night Nga/be used/get/early/the morning The house/build/the workers/last month They/going/visit/Ha Noi/thia summer IV.Consolidation: - asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago - We visited Ha Long years ago My mother/work/a factory/since 2001 - My mother has worked in a factory since 2001 I/enjoy/use /Internet/and/take part in/collect/ garbage - I enjoy using the Internet and taking part in collecting garbage V.Homework: - asks Ss to prepare: The tenses (active and passive), Relative clause, If/Wish-clause, Adverb clause of concession, ….prepositions, for the second semester exam Vi.supplementary notes: Period 70 Date:……/…… / §Ò THI HäC K× iI m«n anh v¨n líp đề thi chính thức N¡M HäC 2005 – 2006 Thời gian: 45/ (Không kể thời gian giao đề) Học sinh làm bài trên đề thi này Hä vµ tªn:……………… Häc sinh líp: ……… …Sè b¸o danh:……………… ®iÓm lêi phª cña th©y/c« gi¸o §Ò thi I.Choose the best answer from A,B , C or D Number is an example I ……a student A am B are C is My friends come to stay …… us…… Christmas A with/in B to/in C in/at I don/t know where the book is I am looking …… it now A in B for C at ……… are storms which pass overland below a thunderstorm A typhoons B tornadoes C volcanoes Solar energy doesn/t cause ………… in the air A pollution B polluted C pollute We suggest they ………use energy saving bulbs A should B must C can If the weather …… fine, we will go out for a walk A am B was C were My sister………… in the city since 1995 A lived B have lived C has lived We enjoy ……… to classical music A listen B to listen C listening She couldn/t go to work ……… there was a storm A because B even though C but 10 He is the man……… helped me last week A which B who C whom 11 The car…… she has just bought is very modern A which B whose C whom 12 Do you remember the boy……… you met yesterday? A whose B who C whom D A & C D.with/ at D up D earthquakes D pollutant D ought D is D lives D listened D where D whose D where D which II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example English is a very useful language If we …(0)… English, we can go to any countries we like We will not find it hard to make people understand …(13) we want to say English also helps us to learn all kinds of plans Hundreds of books are…(14)… in English every day in …(15) countries English has also …(16) to spread ideas and knowledge in all corners (17) the world.Therefore, the English languge helped to spread better …(18) and friendship among countries of the world A to know B know C knew D known 13 A what B where C when D how 14 A write B wrote C written D to write 15.A much B lot of C many D a lots of 16.A made B helped C help D taken 17.A of B in C on D with 18.A understand B understood C to understand D understanding III./ Read the text and decide if the following statements are true (T) or false (F) Number is an example Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when people were cooking their midday meals Thousands of stoves were overturned as soon as the earthquake began to shake As a result, small fires broke out everywhere and quickly spread The fire engines were prevented from going to help because many of the roads had cracked open It is impossible to use fire fighting equipments Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of buildings An earthquake occurs in Tokyo in 1932 19 A hundred thousand people were killed in 1923 because of a tornado 20 The earthquake began a minute before midnight 21 Small fires broke out everwhere because of the overturned stoves 22 People used fire fighting equipments to prevent fires 23 Over ninety percent of the damage was caused by fire IV./ Use the given words to rewrite the following sentences Number is an example Cats are not friendly, but dogs are friendly  Cats are different from dogs 24 The city is Kobe in Japan It was struck by a huge earthquake in 1995  The city………… ……… ………………………………………………………………… 25 Neil Armstrong lived in the USA He first walked on the moon  Neil Armstrong …….….……………… 26 Nga cannot buy a bike because she doesn/t have money  If Nga…… ………………………… 27 It/s raining hard, but the children go camping  Although ……… .……….…………… 28 What about going to the cinema tonight?  They suggested ……… ………………………………… V Put the given sentences in the correct order (1 to 6) to complete the paragragh 29 When you are in orbit, you will feel totally free and you will be able to walk on the wall or on the ceiling 30 I believe in the future we can take a trip to space and enjoy wonderful feeling 31 If you take the trip, you should run a lot, swim every day, and aerobics and push-ups 32 Once you get on the trip, you will see pictures of the Earth You may find your country and other interesting places 33 Moreover, you must get a letter from the doctor that shows you are in perfect health 34 Therefore, taking a space trip is not so difficult Start your dream now and it may come true some day Phßng2 gd ®akr«ng Híng dÈn chÊm vµ biÓu ®iÓm thi häc k× Ii m«n anh v¨n líp N¨m häc: 2005 – 2006 Câu I: (Từ câu đến câu 12)(3,0 điểm - Mổi câu đúng đợc 0, 25 điểm) 1.D 2.B 3.B 4.A 5.A 6.D 7.C 8.C A 10.B 11 A 12 C Câu II: (Từ câu 13 đến câu 18)(1,5 điểm - Mổi câu đúng đợc 0,25 điểm) 13 A 14.C 15.C 16.B 17.A 18.D Câu III: (Từ câu 19 đến câu 23) (1,5 điểm - Mổi câu đúng đợc 0,3 điểm) 19.F 20.F 21.T 22.F 23.T Câu IV: (Từ câu 24 đến câu 28) ( 2,0 điểm - Mổi câu đúng đợc 0,4 điểm) 24 The city ( which was) struck by a huge earthquake in 1995 is Kobe in Japan 25 Neil Armstrong, who first walked on the moon, lived in the USA 26 If Nga had money, she could buy a bike 27 Although it is raining hard, the children go camping 28 They suggested going to the cinema tonight Câu V: (Từ câu 29 đến câu 34) ( 2,0 điểm - Mổi câu đúng đợc 0,33 điểm) 30 31 33 32 29 .THE END 34