giao an anh 9

Aims and Objectives *Helping students further practice in Tag questions and Gerund after some verbs *Vocabulary: Rivised Skill: + Target skill: Writing + Other skill:, Reading & listenin[r]

English Date of planning:23/8/2013 Date of teaching:26/8/2013 9A 27/8 9B Period - Revision &Test I / Aims and Objectives : Students will be able to remind something about grade and know how to learn well in the new school year II / Teaching aids : Textbooks , chalks , boards ,,,, III / Procedures : Content of the test I Chọn đáp án đúng 1.The earth around the sun A.is going to B.goes C.went D go 2.He wasn’t old to be in my class A.enough B.for C.on D in 3.Lan has A a black B.hair black C.black hair D black a hair 4.She see a movie tonight A.will be B.is going to C.was D go 5.My aunt speaks English very A.good B.well C.goodly D.best What does she ……… like? A is B see C look D What are you going………… on the weekend? A B doing C to D did Alexander G Bell was born………… the USA A in B.at C on D over Drug can look like…………………… A chemicals B candy C water D soft drink 10.Tuan isn’t upstairs he is …………………… A outside B downstairs C inside D here II T×m chç sai ë phÇn g¹ch ch©n mçi c©u I’m go home late tonight A B C D They have to that exercise yourselves A B C D You ought not let children play in the kitchen A B C D Can I speak in Nga ,please? A B C D We haven’t got enough strong to lift that box A B C D III §äc ®o¹n v¨n vµ tr¶ lêi c¸c c©u hái bªn díi A.G Bell was born in Scotland in the 19th century, and later emigrated to the USA Several members of his family did a great deal to encourage him in the field of science His dad helped him a lot by supervising his work with the deaf When e worked with deaf and investigated the science acoustics, his studies led to his greatest invention, the telephone, He dedicated the last quarter century of his life to advances in aviation When was he born? What was his nationality? What was his greatest invention? How many years did he dedicate to aviation? Who helped him a lot in the field of science? IV ViÕt l¹i c©u He is strong He can carry the suitcase => He is…………………………………… Leaving the medicine around is not safe => It is not……………………………… There are 41 students in our class => Our class has……………………… Sao mai movie theater is near my house => Sao mai movie theater is not……………………… Let’s meet inside the center , at the cafe corner => How about………………………………? *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… Date of planning:24/8/2013 Date of teaching:27/8/2013 9A 30/8 9B UNIT 1: A VISIT FROM A PEN PAL Period 02: Getting started – Listen and read I.Aims and Objectives: - Helping ss read the text for details - Vocabulary: a pen pal, to correspond, to be impressed by, a mosque, to wish - Skill + Target skill: Reading + Other skill: Listening, speaking& writing - Main teaching point: - Wish sentence & Past habit - Used to + Verb - By the end of the lesson ,Ss will be able to understand the text and know the use of wish sentence & past habit II Teaching aids Textbook, disc, poster III Procedure Check up Lead in A foreign pen pel is coming to stay wit you for a week What activities would you during the visit? New lesson.( 40 mins) Stage Teacher’s Student’s The content of the lesson activities activities a, Pre-teach vocab(5 mins) I/ Vocabulary Getting started Looking at -a pen pal: b¹n qua th (exam Showing pictures the pictures ple) of places of interest and guessing -to correspond: trao đổi th tÝn(situation) of Vietnam what places -to be impressed by, bÞ Ên tîng Eliciting the places they are bëi( tran) b, Set the of interest of Ho -a mosque, nhµ thê håi gi¸o scene(2’) Chi Minh City Asking them some Answering -to wish íc(tran) questions the questions *Checking: Slap the board Do you have any II Listen & read pen pals?Do you * Choose the correct option to like to have pen complete the sentence c, Present the pals? text(12) Where will you C B take him if he 3.D B visits Vietnam for Listening to the 1st time? the teacher’s Can you tell me the explanations III/ Grammar names of the places then write the in pictures? vocabulary *Old Structure: Past habit Listen and read down Used to + V Introducing the Ex: Lan used to walk past the situation of the mosque on her way to primary passage: Rizal Listening to school Mary is, Lan’s pen the teacher New structure: pal visited her for Wish sentence: Present unreal the fist time and wish Lan took her to Listening to Ex: I wish(that) I had some places of cassette more time D, Present interest in Hanoi Answering I wish (that) + clause (Past new target Playing cassette the question simple) item(15 mins) once the 1st Having a Practice: put the verb in to paragraph silent the correct tense to complete Asking them reading sentences questions: What Listening to I wish I (have) enough you know about the cassette money Mary am? Finding out I wish I (can) sing that Having them a structures song silent reading then Identifying 3.I wish it (be not) raining identifying the places of interest Playing cassette again Reminding them of new and old structures Asking them to have silent reading for information to answer the questions Calling some students to say their choices Briefly explaining the use of Wish Ex: I wish I had more time Consolidatio n(4 mins) new structures Having silent reading and get more information Saying the choices Doing the practice 4.I wish I (be not) too fat 5.I wish the weather (be) fine today Rewrite sentences I don’t have enough money I wish ……………… 7.I can’t sing that song I wish ……………… 8.It’s raining I wish ……………… 9.I am too fat I wish ………………… 10 The weather is bad today I wish …………  Key: had, could, were not, weren’t ,5 were  I had enough money  7…I could sing that song  8…It weren’t raining  9…I weren’t too fat  10…The weather were fine today/ not bad today Where did Lan take Mary am to visit? What place did they visit on Friday? What new structure is there in the passage? Homework - Explain the way - Do exercise workbook (2 mins) how to these (p.5-6) exercises *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of preparing 30/ 08 /2013 Date of teaching 03 / 09 /2013 UNIT 1: A VISIT FROM A PEN PAL Period 03- Speak – Listen I Aims and Objectives: Helping students: - Developing speaking and listening skills - Making & respond to introductions - Listening for specific information  Vocabulary: industrial (adj), to walk on, to pick ,to introduce  Skill: + Target skill: Speaking + Other skill: Listening, reading, writing  Main teaching point: *Further practice in past simple with wish  By the end of the lesson students will be able to make and respond to introduction, listen for specific information II Teaching aids: Teacher: textbook, disc, cassette, picture Students: textbook, notebook… III Procedures: Check up - Having one ss to rewrite vocab - Having one ss to translate the text into Vietnamese Lead in Nga & Mary haven’t met each other before but they know they will meet each other while waiting for Lan outside her school.What you ask if you are Nga & Mary? Now turn to new lesson New lesson SPEAK (28 minutes) Steps Teacher’s activities Warm – up (3’) Student’s activities - Making questions: Where does Mary is come from? Does she like Vietnamese people? Does she like Ha Noi? Presen Introducing tation situation (7’) Asking Sts to work in pairs Practic - Correcting part e (13’) (a) - Sticking the answer key on the board - Asking Sts to read the information in three boxes at the end of the page - Asking Sts to Free countries practic match and their capitals e (5’) (ASIA) - Asking Sts to play roles LISTEN (17 minutes) - Answering the questions: Malaysia – Kuala Lumpur Friendly Interesting Prelistenin g (3’) Whilelistenin g (10’) - Introducing the lesson - Looking at the picture and taking about them Taking about the situation of the lesson Playing the tape - Listening and finding out where Tim and Carol are and that they are doing - Listening and choosing the correct answers - Comparing their answers with the partner’s Postlistenin g (4’) Having ss to descibe all pictures on p9 T W C & check - work in pairs - Matching and putting the dialogues in the correct order  Finishing part (a) - Replacing - Making similar dialogues - Practicing new dialogues (Pair work) The content of the lesson I Vocabulary - industrial(adj), thuéc vÒ c«ng nghiÖp - to introduce.giíi thiÖu - Friendly: th©n thiÖn - Interesting: thó vÞ - To pick: h¸i - To walk on: d½m lªn II Speaking A) - c - - b - d - - e -3 - a - - Matching - Playing roles with their old names and their own words Summary: the past simple with wish Home work: III Listening Keys: a) b) c) - Write the dialogue on the workbook - Prepare the new lesson U1- Read *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of preparing 3/ 09 /2013 Date of teaching 06 / 09 /2013 UNIT 1: A VISIT frOm A PEN PAL Period 04: Read (45 mins) I Aims and Objectives: Helping students: - Developing reading skills - Reading the text for details Vocabulary: divided, separated, comprise tropical climate, official, language of instruction Skill: + Target skill: Reading + Other skill: Speaking, writing, listening Main teaching point: Scan for specific information aout Malaysia By the end of the lesson students will be able to have some knowledge about Malaysia, one of the counties of the ASEAN II Teaching aids: Teacher: Pictures, map of countries of the ASEAN Students: textbook , picture of the ASEAN III Procedures: Check up Having one pair to practice the dialogue following the one on page One ss to rewrite the vocabulary Lead in How many countries are there in the ASEAN? Today we read a text about Malaysia, one of the countries if the ASEAN New lesson (40’) Steps Teacher’s activities Student’s activities The content of the lesson Warm-up (2’) T presents some vocab - Answering the PreT shows the map of questions reading(13’) Vietnam and asks - Sts answer (in students: Vietnamese) Which country is on the map? Which city is the - Reading the capital of Vietnam? passage in How many silently an regions are there in underline the Whilereading(15’) Vietnam? new word - T introduce the - Listening to passage by the explanation showing the map - Sts read their and the picture answer about Malaysia sentences - T asks “What - Doing the you know about exercise in pairs Malaysia?” T asks sts to read - Answering the the passage silently questions and underline the new words - Correcting the mistakes - T explains new - Giving the word (translation correct method) statements - T reads the - Answering the passage and questions students listen and find the right information about Malaysia to fill in the table (pair word) - T hangs a cardboard and gets sts to T/F exercises in pairs - T asks some pairs to write their answers on the board - T gives answer keys and corrects them - T asks For the false statements T asks sts to give the correct ones - T gives some questions about Malaysia Postreading(6’) *Retell the information about Malaysia I Vocabulary - ASEAN:the Association of South East Nations - to divide into:chia thµnh - a region: vïng - the population:d©n sè - religious (adj):t«n gi¸o - compulsory (adj):b¾t buéc II Reading A True or false Malaysia is a member country of ASEAN There are two regions in Mal People speak only Malay in Mal Primary school children learn three languages at school All secondary school children learn English B Answering the questions Is Malaysia one of the countries of the ASEAN? How many regions are there? Is Kuala Lumpur the largest city in the country? Which language is taught at secondary school? What’s the weather like in Malaysia? Summary: Giving some specific information about Malaysia Home work: - Learning the new words by heart - Rereading the passage *Self-evaluation ………………………………………………………………………………………………… Date of preparing 6/ 09 /2013 Date of teaching:1 / 09 /2013 UNIT 1: A VISIT frOm A PEN PAL Period 05: Lesson - Write (45 mins) I Aims and Objectives: Helping students: - Helping ss write a personal letter & Developing writing skills - Vocabulary: Revision - Skill: + Target skill : Writing + Other skill : Reading , speaking, listening Main teaching point : Write a letter By the end of the lesson students will be able to write a personal letter II Teaching aids: Teacher: Posters Students: posters III Procedures: Check up Have one ss to read the text again Have one ss to summary of Malaysia Lead in Have you written a letter to a friend? Have you written in English? ,now we deal with this matter New lesson (38 minutes) Steps Prewriting(10’) Teacher’s activities & Student’s activities - T teaches some new words The content of the lesson I Vocabulary To imagine: tëng tîng Outline:dµn ý To mention:đề cập - T introduces the topic of the lesson A relative: hµng xãm by telling the sts his/her trip Then T asks sts some questions: While- Answering the questions writing (20’) a When did you go last summer? b Do you have any relatives? c Have you ever visited them? d Could you tell us about your trip? - Answering the questions - T reads a sample letter - T guides sts how to write a letter (address, heading, body, closing, signature) - Listening to the teacher - T has some sts read their letters in front of the class - T corrects the mistakes - Sts read the outline, pay attention to he content of each part - Sts base on the outline and teacher’s instructions and write a letter - Sts discuss in groups of and write letters by themselves - Sts write letters to invite their friends to their places where they are living, tell them what they’ll do, what food they’ll eat Postwriting(8’) - TWC & check ss’task by exhibition II Writing Outline 1st par: when arrived & who met you 2nd par: what done/ places visited/ people met/ food tried/ thing bought 3rd par: how feel/ what interest most/ when return Suggested ideas: I arrived at Nb air-port/train station/ bus- stop…at 200pm/ 8.00am…at noon/ at midnight…on Monday/Tuesday… Nga,Nam and Ha met me at the air port/bus stop, the he/she took me home by taxi/ motorbike… I have visited many bautiful places like Hk lake/West lake/HCM Mausoleum….I have tried different foods: seafood…I will visit Thu Le zoo tomorrow I feel so happy and enjoy myself very much.The people here are so kind and friendly, the food are so delicious… I will leave HN at 3.00pm on Sunday… *Self-evaluation Date of preparing 9/ 09 /2013 Date of teaching:1 / 09 /2013 UNIT 1: A VISIT FROM A PEN PAL Period 06: Lesson 5: Language focus (45 mins) I Aims and Objectives: - Helping students further practice in past simple & past simple with wish Vocabulary: Revised Skill: + Target skill : Speaking & Writing + Other skill ; Listening & Reading Main teaching point: The simple past simple & past simple with wish By the end of the lesson students will be able to use past simple & simple past with wish II Teaching aids: Teacher: Pictures, Posters Students: books III Procedures: Check up Ask one ss to tell the class about the past simple TWC and give feddback New lesson (40’) Stage Teacher’s activities & Student’s activities The content of the lesson I/ The past simple She was in HN - Creating the situation by Lan took her to HOAN KIEM lake asking some questions: She went to the concert Where was Mary am last She went there on Saturday at 8pm week? * Quá khứ đơn What did she on her first a MÉu c©u: Practice day in HN ? -§éng tõ to be What did Lan on the weekend? I, He, She, a N was………… (25mins) When did she go there? - Asking the students to pick out the tenses in answers I, He, She, a N was not……… Was (not) + I, He, She, a N… ? You, We, They, Ns were………… You, We, They, Ns were not………… Were (not) + You, We, They, Ns … ? - §éng tõ thêng S + V ed +…………… - Having some students give the formation of past simple tense S + didn’t + V +…… Did (not) + S + V +…? DÊu hiÖu TWC and give feedback yesterday,lastnight/week/years/month…… In + mèc thêi gian( th¸ng, n¨m,mïa,buæi) On + thø , ngµy For + kho¶ng thêi gian qu¸ khø kho¶ng thêi gian + ago From …………… to……… * Đi với mệnh đề “when” Chỉ HĐ x¶y th× H§ kh¸c xen vµo When + S + V( qk®), S + were/was + V +ing S + were/was + V + ing + when + S + V(qk®) * Đi vớ mệnh đề “while “ Chỉ HĐ x¶y th× H§ kh¸c xen vµo While + S + were/was + V + ing, S + were/was + V + ing S + were/was + V + ing + while + S + were/was + V + ing - Asking the students to pair word (exercise 1) - Having some pairs present in front of the class - Having the students group work and the quickest group present their key on the board c.C¸ch dïng: - H§ x¶y vµ hoµn thµnh qu¸ khø - H§ lÆp ®i lÆp l¹i hoÆc thêng xuyªn qu¸ khø (thãi quen) víi ( always, usually, often, sometimes, never) = USED TO + Vbare - H§ t¬ng lai nh×n tõ qu¸ khø Exercise Ba Went see a movie called Ghost and Monters On Saturday at 2.00pm Hoa went to see a play called Much Ado About Nothing on Sunday at 7.00 pm Exercise 2: - Lan made a cake - Tan hang colorful lamps - They bought flowers - Huy paint a picture of HN - They went shopping Practice (15 mins) - Asking the sts to give the formation of wish sentence - Asking the sts to write five wish sentences - Have ss work in pair for mins to find out the structure using WISH - SS work in pair to find out the structure using WISH II The past simple with ' wish': Eg: I wish you had a longer vacation I wish I had more time S1 + WISH + S2 + V-ed( be =were) - “ I wish you had a longer vacation” * Wish sentence => a complex sentence - Verb is used in the past subjunctive Exercise 3: a.I wish I were taller - TWC and give feedback b.I wish it were not so hot/I were in the swimming pool * SS work in pair to c I wish I had a computer exercise ( page12) d I wish I lived near school/didn’t live - TWC and check very far from school e I wish I had a sister f I wish I drew well/didn’t draw badly g I wish I had my friend’s phone number h I wish I knew many friends i I wish there were many rivers and lakes in my hometown Summary: Repeat the use of past simple with' wish' Home work: Do all exercises in the work book Date of preparing 14/ 09 /2013 Date of teaching:17 / 09 /2013 UNIT 2: CLOTHING Period 07: Lesson 1: Getting started – Listen and read (45mins) I Aims and Objectives: Helping students: - Introduce, lead to the topic of a unit: The traditional Ao dai of Vietnam - Remind them of some countries in the word with their customs Vocabulary: a poet, a long silk tunic, to slit, inspiration, to take inspiration from, ethnic minorities, a pattern Skill: + Target skill: Reading + Other skill: Listening, speaking, writing Main teaching point: The present perfect tense & passive ( review) By the end of the lesson students will be able to know some more about Ao dai, the traditional dress of Vietnamese women II Teaching aids: Teacher: Pictures, cassette player and tape Students: books III Procedures: Check up Have one ss to repeat the past simple with Wish Lead in What is the traditional dress for Vietnamese women? What you know about it? Now we deal with this matter New lesson (42 mins) Steps The content of the lesson Teacher’s activities & Student’s activities Pre teach - Showing pictures of people with I.Vocabulary vocabulary their costumes - a poet : nhµ th¬ Present some new words - to mention; đề cập (5’) - Check by matching - to consist of; bao gåm - to slit; xÎ - inspiration(n); c¶m høng - unique(adj); nhÊt - Eliciting the name of some countries - convenient(adj); thuËn tiÖn - Asking them some questions - a long silk tunic; ¸o lôa dµi Where does she come from? - ethnic minorities: c¸c d©n téc Why you know she come from thiÓu sè Japan? Set the scene - Teaching new words; - Calling some (5) group reprentatives to answer in front of the class - Correcting their mistakes if possible Present the text (18’) Present new target items (10’) Practice(4’) II Getting started * Sample Key: She comes from Japan She comes from Vietnam He comes from Scotland She comes from India - Looking at the pictures and He comes from the USA guessing what countries they are She comes from (Saudi) Arabia - Answering the questions - Discussing in groups III Listen & read Listening to the teacher’s explanations then wire the vocabulary Poster down 1.What is Ao Dai? - Introducing the situation of the 2.What are women passage nowadays? “ Ao dai is the traditionally unique 3.What women also prefer? dress of Vietnam They are being used 4.What the designer by both man and woman in specific to the Ao Dai? occasions It has now being changed in IV Grammar different designs for fashion Ex: For centuries,poets, writes - Playing cassette once the st and musicians have mentioned paragraph the ao dai in poems, novels and - Asking them questions: songs - Having them a silent reading then identifing the main idea of the passage Present perfect - Playing cassette again *Form - Explaining the new (+) I, you, we, they + have + PII - Reminding them of new and old He, she , it + has + PII structures: (-) S + have /has + not + PII - Asking them to have silent reading (?) Have/ has + S + PII ? for information to answer the *Use questions - Express an action happened in - Calling some students to say their the past and has a result in the choices present or has just finished at the - Briefly explaining the used of wish present - Express an experience - Listening to the teacher *Ex: complete sentences Have ss the exercises - be/explorer/10 years Share and compare - be/ North Pole TWC and check - never see polar bears 4.Summary:- The present perfect tense - Traditions in some countries Homework: - Learn by heart voca & gram - Completing the sentences and answer the questions (Page 14) Date of preparing 16/ 09 /2013 Date of teaching:20 / 09 /2013 UNIT 2: CLOTHING Perod 08 : Lesson 2: Speak (45 mins) I Aims and Objectives: *Helping students: - Develop speaking skill - Ask & answer about the hobby and the habits of dressing *Vocabulary: - A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue shorts Skill: + Target skill: Speaking + Other skill: Listening, reading, writing Main teaching point: - The Simple Present Tense *By the end of the lesson students will be able to speak out their hobbies and the habits of dressing II Teaching aids: Teacher: Pictures, Students: pictures III Procedures: Check up Have one repeat the present perfect Lead in What are you wearing? Is it your favorite? Now we will talk about the habits of dressing New lesson (40 mins) Steps Teacher’s activities & Student’s activities - Asking students to answer some questions Prespeaking about clothes: What type of clothing you wear at (8’) school? What’s this? It’s a skirt / a blouse - Introducing some new words referred to kinds of clothiers The content of the lesson I Vocabulary Plaid(adj): kÎ säc Plain( adj): tr¬n Short-sleeved(adj):céc tay Sleeveless(adj): k«ng co èng tay Faded (adj) : sên Dotted(adj): chÊm II Speaking What you usually wear on the weekends? Why are you wearing these clothes? What is your favorite type of clothing? Why? School uniform: is it comfortable? What color is it? - Asking them to match the - Calling some groups to present their pictures the given words interview before class - Asking some questions: - Listening to the teacher’s questions and answer - Looking at the new words and repeats after the teacher - Answering the questions in pairs - Matching thru picture with the words - Letting the students to ask each other in groups about their habit of dressings - Correcting their mistakes in spelling Whilespeaking (22’) - SS ask the members of the other group about the clothes they wear on the weekend Exercise a page 14 * Key: - Presenting their interview before class a A sleeveless sweater (5) b A striped shirt (6) - Asking the students to answer the questions : c A plain suit (3) What type of clothing you wear on tet holiday? d Faded jeans (8) What would you wear to a party? e A short-sleeved - Asking them to summarize what kind of Postspeaking clothes they usually wear at school, at the f A blouse party or on Tet holidays - Answering the questions g Baggy pants (7) h A plaid skirt (2) i Blue shorts (9) Summary :- Summarizing the habit of dressing on special occasion Home work :- Doing exercise 3, workbook (page 14.15) *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of preparing 21/ 09 /2013 Date of teaching:24 / 09 /2013 UNIT 2: CLOTHING Period 09 : Lesson 3: Listen (45 mins) I Aims and Objectives: *Helping students: - Developing listening skill - Listening for realistic information about some event *Vocabulary: Attention; special; announce; entrance; wear; long-sleeved blouse; information desk - Skill: + Target skill: Listening + Other skill: Reading, speaking and writing *Main teaching point: the present simple *By the end of the lesson students will be able to hear a public announcement about a lost girl and find out the correct picture to show what she is wearing II Teaching aids: Teacher: Pictures, cassette player and tape Students: books ,posters III Procedures: Check up Have ss to say out their favorite clothes at weekend Lead in Have you ever lost from your mom? Where? How did your mom find you? Now we will hear about a public announcement New lesson(40s) Steps PreListening (15mins) The content of the Teacher’s activities& lesson Student’s activities - Introducing the pictures divided into three I Vocabulary groups of different clothes - Asking them some questions to remind them the vocabulary questions: What you call these clothes in English? Have you ever worn them? - introduce some new words referred to types of clothing trousers; quÇn dµi shorts; quÇn soãc skirt; v¸y ng¾n blouse; ¸o thun chui dÇu sandals; dÐp shoes; dÇy bootsa; dÇy cao cæ Presentatio n Whilelistening (7’) Postlistening (18’) - Introducing the situation of the coming announcement “Mary, a three-year-old girl is reported missing II Listening at the Car Fair” Elicit - pair work to look at the pictures and discuss a B / C what Mary is wearing b A / B c C / B - TWC and elicit - Asking them to listen and catch up with the information “What is Mary wearing?” - Listening to the situation - Listening, and then catching up with the necessary information - Playing cassette twice without pause - Letting them guess in pairs “What is Mary wearing?”, then compare with the pictures - Marking the correct pictures - Play cassette again - Letting them make a good choice - Listening to the cassette - Doing pair work - Marking the pictures - Listening again - Making a good choice - Asking the students to work in groups of to discribe their clothes - Work in groups of * KEY: B She’s wearing blue shorts A She’s wearing a long-sleeved white blouse C She’s brown shoes wearing Summary: - Repeating the words referred to clothes by looking at the pictures - Reminding them the passive structure Home work: - Learn by hear voc & exercises - Doing exercise 5, workbook (page 16,17) * Tape script: Attention please Here is a special announcement A little girl is reported missing She was last seen 20 minutes ago near the main entrance to the Car Fair Her name’s Mary and she are year old She has short dark hair She is wearing shorts-blue shorts and a long-sleeved white blouse She’s wearing a pair of shoes – brown shoes She may be carrying a large doll If you see Mary, please bring her to the information desk Her father’s waiting for her there Thank you Date of preparing 21/ 09 /2013 Date of teaching:27 / 09 /2013 Unit : clothing Period 10 : Lesson 4: Read (45 mins) I Aims and Objectives: *Helping students: - Developing reading skill - Searching for information about the history of the development of jeans *Vocabulary: sailor; embroidered jeans; label; generation ; worldwide *Skill: + Target skill : Reading + Other skill : Listening, speaking & writing *Main teaching point : The past simple tense *By the end of the lesson students will be able to know some information about the history of the development of jeans II Teaching aids: Teacher: Pictures, Realia Students: Pictures, books III Procedures: Check up Ask one to come to the BB and describe one of his friend The rest find out who He /She is Lead in What are you wearing? Do you know the history of Jeans? Now we will deal with this matter New lesson ;( 40 mins) Steps The content of the lesson Teacher’s activities& Student’s activities - Introduction some vocabularies I Vocabulary - a material: chÊt liÖu PreIntroducing the new reading by - To name after: đặt tên theo reading asking some questions: - To wear out: r¸ch (9’) - a style of: phong c¸ch, mÉu - Embroidered(adj): đợc thêu Whilereadin g (22’) - Encouraging the students make some questions about jeans: “What you want about jeans?” question for elicit - Have ss to ask and answer questions above -TWC and elicit the answers on the BB - Having scanning: (task 1) - Reading quickly to find down the new words and the information (page 17) Listening to the teacher’s introduction - Reading the passage for missing information - Asking the students to have a silent reading to the gap filling A - Calling some students to read the text aloud - Task 2: asking the students to task B in pairs - Ask pairs to ask and answer before the class - TWC and correct the mistakes Postreadin g (9’) Have ss work in group of to summarize the text Ask the captains to read aloud II Reading Guiding question: Do you know jeans? Do you like wearing jeans? Who loves wearing jeans? When did jeans appear for the first time? Fill in the missing dates and words ……:Workers liked to wear jean ….because the material made from cotton was very strong and could hardly wear out 2……: A lot of university and college …wore jeans 3…… :Jeans became….so many, many people began wearing them 4…:Jeans became high … clothing 5… :The ….of jeans stopped going up Keys: in the 18th century…jeans in the 1960s….students in the 1970s….cheaper in the 1980s….fashion in the 1990s….sale Ex :b page(18) Keys: It comes from a kind of …… the 1960s’ fashion were embroidered…… In the 1970s, more and more people began… Jeans at last became high…… The sales of jeans stopped… Summary: - Repeat the use of past simple in the passage Homework: - Lear by heart voc & translate the passage into Vietnamese - Doing exercise 8, workbook (page 18,19) Date of preparing 28/ 09 /2013 Date of teaching:01 / 10 /2013 UNIT 2: CLOTHING Period 11 : Lesson 5: Write (45 mins) I Aims and Objectives: Helping students: - Developing writing skill - Know how to write an argument about what the secondary school student’s wear Vocabulary: Be equal in; be pound of; bear one’s name; freedom of choose; selfconfident; feel comfortable Skill: + Target skill: Writing + Other skill: Reading, listening & speaking Main teaching point: - The Simple Present Tense By the end of the lesson students will be able to write an argument that the secondary school students should wear casual clothes II Teaching aids: Teacher: Pictures, poster Students: Posters & books III Procedures: Check up Have one ss to summarize the text ( Read page 17) Lead in What are you wearing? Is it uniform or casual? Now we write the passage about it New lesson: ( 40 mins) Steps Prewriting (10’) Teacher’s activities & The content of the lesson Student’s activities - Introducing the table showing the I Vocabulary three parts of showing comments on something or a problem using - be equal in, bình đẳng appropriate argumentative language - be proud of, tù hµo vÒ (page 18) - bear one’s name, mang tªn - Present some new vocabulary - freedom of choice, tù lùa referred to the writing chän - self-confident, tù tin - Asking the students to read the topic and outline A II Writing and the model passage supporting the idea that secondary students should wear uniforms Guiding question - Asking them some questions: “What type of clothing you wear at school?” (White - Looking at the table then discuss in pairs shirt and dark blue - Identifying the appropriate argument language trousers) - Reading the topic and outline and the model Why they wear uniform passage, the highlight the sequence words at school? ( they feel equal in many ways) “Why should the secondary - Answering the questions students wear uniforms?” - Listening to the explanations, *An argument should have: - Letting them read the outline B Orga Language - Giving them the meaning of some words: feel nization While- comfortable, freedom of choice reading - Asking them discuss in groups outline B then Intr Let the My opinion is… write down their ideas odu reader I think… - Asking some students to write their ideas on the ctio know the board writer’s n - Reading outlines B point of - Knowing the meaning of some difficult words view Postwriting - Discussing in groups outline B then the draft of the second passage - Writing down their ideas in written forms - Correcting the mistakes - Giving them suggested writing (see at the end of lesson plan) - Correcting the mistakes - Writing down the suggested passage Seri es of arg ume nt Presents arg in a logical way Give example Con Sums up clus the ion argume nt Summary: - Remind them the argumentative language? Home work: - Doing exercise 8, workbook (page 18,19) - Explaining the way how to the exercises SUGGESTED WRITING: My opinion is that secondary school students should wear casual clothes Firstly, casual clothes make students feel comfortable Firstly, Secondly, Thirdly, Finally,… Therefore, In conclusion… Secondly, wearing casual clothes gives students freedom of choice They are rights to choose sizes, colors and fashions of clothes that they love Thirdly, casual clothes make students feel self-confident when they are in their favorite clothes Finally, casual clothes make students more colorful and lively In conclusion, secondary students should wear casual clothes Wearing casual clothes is convenient, comfortable and fun SEQUENCE: Organization Argumentative language Introduction - Let the reader know the writer’s - My opinion is…………………… point of view I think …………………………… Series of arguments - Presents arguments in a logical Firstly……………………………… way (one idea in each paragraph) Secondly……………………… give examples where possible Thirdly ………………………… Finally/Lastly…………………… Conclusion - Sums up the argument There ………………………… In conclusion………………… *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of preparing 01/ 10 /2013 Date of teaching: 04 / 10 /2013 UNIT 2: CLOTHING Period 12: Lesson 6: Language focus (45 mins) I Aims and Objectives: *Helping students: voice - Reminding them of previous knowledge on present perfect and the passive - Know how to used specific words of present perfect *Vocabulary: Revised Skill: + Target skill: Writing + Other skill: Reading, speaking & listening *Main teaching point: a Present perfect tense with specific words: (since, for, ever, already, yet,) b Review passive voice with tenses: (Present simple, Past Simple, Future Simple, Present perfect and modal verb passive.) *By the end of the lesson students will be able to use some adverbs in the present tense & the passive form of the present perfect, simple present, simple past & future simple: practice modal auxiliaries II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple New lesson: (40 mins) IV Teaching steps: Steps Teacher’s activities& Student’s activities The content of the lesson Practice - Letting the students read the I Present perfect model dialogue Form: S – have /has - PII … S – have/ has – not – PII -… - Leading them to underline Have/has – S - PII ….? substitution words or phrases Use: Action happened in the past and has result in the present From the underline Present perfect with SINCE & FOR substitution, asking them to * Since: before a certain point of time reproduce the similar Eg: since o’clock/ last week/ last dialogues using the given month/ last year word from the box * For: before duration of time Eg: for hours/ two weeks/ three - Asking them to practice the years… EX dialogue in pairs A: Have you visited DamSen amusement Park yet? B: No, I haven’t Practice - Reading the model dialogue II Passive voice Form: O - … - Underlining the substitution S – V – words or phrases S – be + PII - …- (by O ) Note: S in the Active is no one ,nobody, - Answering the questions anyone, anybody, someone somebody, people, person… => by O in the - Practicing the dialogue in passive is omitted pairs Ex a Jean cloth was made completely from cotton in the 18th century Ex a The problem can be solved *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of preparing 05/ 10 /2013 Date of teaching: 08 / 10 /2013 Period 13 : Test 01 I Aims and Objectives To evaluate ss knowledge from unit to unit Classification of students according to marks II Content of the test FIRST TEST 45 MINUTES III Test A Ma trËn ( b¶ng chiÒu ) Chủ đề CKT&KN NhËn biÕt Th«ng hiÓu TN TL TN TL IPronunciation /t-id;i-ai;th;i:-e/ 0,75 II-Reading III Language focus Reading a short paragraph about Malaysia and choose T or F Know the use of prep, adv, vocabulary, present perfect Total 0,25 5 2,5 2,5 1,5 IV/V-Writing VËn dông Tæng T TL N 10 1.0 Give the correct form of the verbs in the brackets Rewrite the following sentences so that they are nearest meaning to the sentence printed before using present perfect , passive voice ,wish sentence with past continuous, relation between present perfect and past simple 2.5 1,0 12 2.25 ,0 4,75 4,0 27 3.0 FIRST 45 -MINUTE TEST Name:………………………Class… I.Choose the word that has the underlined part pronounced differently from the others 1/A.impressed B.disappointed C.pulished D.stopped 2/A.primary B.shrine C.comprise D.religion 3/A.thin B.ethnic C weather D.thousand 4/A.jeans B.cheap C.reason D.wear II Choose the best option to complete the following sentences 1.Malaysia is divided two regions (to/ on /in /into) 2.She often goes to the to pray because her religion is Islam (church/ pagoda/ temple /mosque) 10 3.Mathematics and Literature are subjects in high schools (addtion/ compulsory/ optional/ religious) Maryam was really impressed the beauty of Hue.(in/ on/ by/ with) I come from Viet Nam, so I am not used to .on the left (drive/ drove/ driven/ driving) Vietnamese women prefer to wear modern clothing work (at /in/ to/ with) 7.The Ao dai is the dress of Vietnamese women (beautiful / traditional/ casual/ baggy) 8.He doesn’t depend his parents.( at/ up/ to/ on) He with his friends in an apartment in HCMC since last week ( lives/ has lived / lived/ have lived ) 10 She was born September 15th ( in/ at/ on/ to) III/ Reading comprehension Read the following passage and choose True or False Malaysia is one of the countries of the ASEAN It is divided into two regions, known as West Malaysia and East Malaysia They are separated by about 640km of the sea Malaysia enjoys tropical climate The Malaysian unit of currency is the ringgit The capital of Malaysia, the largest city in the country ,is Kuala Lumpur The population was over 22 million in 2001.Islam is the country’s official religions In addition, there are other religions such as Buddhism and Hinduism The national language is Malay English ,Chinese and Tamil are also widely spoken Malay is the primary language of instruction in all secondary schools English is the compulsory second language Malaysia is a member country of EURO There are two regions in Malaysia In 2011, the population was over 22 million English is an optional language in all secondary schools The climate is wet and hot there IV.Put the correct form of the verbs in the brackets They (not finish) their work yet My friend used to (go) to school late This test is too difficult for her (do) I wish my parents (stay) with us at the moment V.Rewrite each sentence, beginning as shown, so that the meaning stays the same What a pity! They don’t know her address -> I wish…………………………………… I have learnt English for four years -> I started…………………………………………… Lan is short -> Lan wishes………………………………………………… Nobody has swept this street for a week -> This street …………………………………… KEY FOR FIRST 45- MINUTE TEST Name:………………………Class… I.Choose the word that has the underlined part pronounced differently from the others(1pt) 1/A.impressed B.disappointed C.pulished D.stopped 2/A.primary B.shrine C.comprise D.religion 3/A thin B.ethnic C weather D thousand 4/A.jeans B.cheap C.reason D.wear II Choose the best option to complete the following sentences.(2.0pts) 1.Malaysia is divided two regions (to/ on /in /into) 2.She often goes to the to pray because her religion is Islam (church/ pagoda/ temple /mosque) 3.Mathematics and Literature are… subjects in high schools (addtion/ compulsory/ optional/ religious) Maryam was really impressed the beauty of Hue.(in/ on/ by/ with) I come from Viet Nam, so I am not used to .on the left (drive/ drove/ driven/ driving) Vietnamese women prefer to wear modern clothing work (at /in/ to/ with) The Ao dai is the dress of Vietnamese women (beautiful / traditional/ casual/ baggy) 8.He doesn’t depend his parents.( at/ up/ to/ on) 9He…… with his friends in an apartment in HCMC since last week ( lives/ has lived / lived/ have lived ) 10 She was born September 15th ( in/ at/ on/ to) III/ Reading comprehension.(2pts): Read the following passage and choose True or False Malaysia is one of the countries of the ASEAN It is divided into two regions, known as West Malaysia and East Malaysia They are separated by about 640km of the sea Malaysia enjoys tropical climate The Malaysian unit of currency is the ringgit The capital of Malaysia, the largest city in the country ,is Kuala Lumpur The population was over 22 million in 2001.Islam is the country’s official religions In addition, there are other religions such as Buddhism and Hinduism The national language is Malay English ,Chinese and Tamil are also widely spoken Malay is the primary language of instruction in all secondary schools English is the compulsory second language F Malaysia is a member country of EURO T There are two regions in Malaysia F In 2011, the population was over 22 million F English is an optional language in all secondary schools T The climate is wet and hot there IV.Put the correct form of the verbs in the brackets.(2pts) They (not finish) their work yet have not finished My friend used to (go) to school late go This test is too difficult for her (do) to I wish my parents (stay) with us at the moment were staying V.Rewrite each sentence, beginning as shown, so that the meaning stays the same.(2pts) What a pity!They don’t know her address -> I wish they knew her address… I have learnt English for four years -> I started learning English four years ago Lan is short -> Lan wishes that she weren’t short Nobody has swept this street for a week -> This street has not been swept for a week Date of preparing 05/ 10 /2013 Date of teaching: 10 / 10 /2013 Period 14: The correction of test 01 I Aims and objectives - Help ss check how they did the test and evaluate thier skill - Vocabulary: (review from the test) - Skill: Target skill: Reading & Listening - Other skills: Writing and Speaking - Main teaching poit: Check the language they have done - By the end of the lesson ss will be able to check how they did the test and find out their mistakes and know the full answers II Teaching aids Teachers: wordsheets Students: The paper of the test III Procedure Ckeck up Have teo stdents write two wish sentences on the board New lesson.(40') Steps Teacher's and students' activities The content of the lesson Greetings Have two students hand oout the papers of the test Have some minutes for students to check their test Share and compare Have two students again on the board TWC and give feed back Ask students to compare the result with their test KEY FOR FIRST 45- MINUTE TEST Name:………………………Class… I.Choose the word that has the underlined part pronounced differently from the others(1pt) 1/A.impressed B.disappointed C.pulished D.stopped 2/A.primary B.shrine C.comprise D.religion 3/A healthy B.ethnic C weather D thousand 4/A.jeans B.cheap C.reason D.wear II Choose the best option to complete the following sentences.(2.0pts) 1.Malaysia is divided two regions (to/ on /in /into) 2.She often goes to the to pray because her religion is Islam (church/ pagoda/ temple /mosque) 3.Mathematics and Literature are… subjects in high schools (addtion/ compulsory/ optional/ religious) Maryam was really impressed the beauty of Hue.(in/ on/ by/ with) I come from Viet Nam, so I am not used to .on the left (drive/ drove/ driven/ driving) Vietnamese women prefer to wear modern clothing work (at /in/ to/ with) The Ao dai is the dress of Vietnamese women (beautiful / traditional/ casual/ baggy) 8.He doesn’t depend his parents.( at/ up/ to/ on) 9He…… with his friends in an apartment in HCMC since last week ( lives/ has lived / lived/ have lived ) 10 She was born September 15th ( in/ at/ on/ to) III/ Reading comprehension.(2pts): Read the following passage and choose True or False Malaysia is one of the countries of the ASEAN It is divided into two regions, known as West Malaysia and East Malaysia They are separated by about 640km of the sea Malaysia enjoys tropical climate The Malaysian unit of currency is the ringgit The capital of Malaysia, the largest city in the country ,is Kuala Lumpur The population was over 22 million in 2001.Islam is the country’s official religions In addition, there are other religions such as Buddhism and Hinduism The national language is Malay English ,Chinese and Tamil are also widely spoken Malay is the primary language of instruction in all secondary schools English is the compulsory second language F Malaysia is a member country of EURO T There are two regions in Malaysia F In 2011, the population was over 22 million F English is an optional language in all secondary schools T The climate is wet and hot there IV.Put the correct form of the verbs in the brackets.(2pts) They (not finish) their work yet have not finished My friend used to (go) to school late go This test is too difficult for her (do) to I wish my parents (stay) with us at the moment were staying V.Rewrite each sentence, beginning as shown, so that the meaning stays the same.(2pts) What a pity!They don’t know her address -> I wish they knew her address… I have learnt English for four years -> I started … learning English four years.ago Lan doesn’t like being so short -> Lan wishes that she weren’t so short Nobody has swept this street for a week -> This street has not been swept for a week Date of preparing: 12 / 10 /2013 Date of teaching: 15 / 10 /2013 UNIT 3: A TRIP TO THE COUNTRYSIDE Period 15: Lesson 1: Getting started – Listen and Read I Aims and Objectives: *Helping students: Helping ss know about activities in the countryside Enlarge their vocabulary and knowledge of the countryside *Vocabulary: to lie, the foot of , a bamboo forest, the entrance, to walk up, Skill: + Target skill: Reading + Other skills: speaking , listening & writing *Main teaching point: a Past simple with wish b Adverb clause of result *By the end of the lesson, Ss know about the life and activities in the countryside II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Can you tell the class about your village? What people for living in your village? Now we join the Ba’s trip to the countryside New lesson: (40 mins) Steps Warm up Prereading Teacher’s & students’ activities The content of the lesson Show picture and have ss work in pairs to discuss activities in the countryside - Asking Ss some questions about the countryside Getting started watering the vegetables swimming feeding the pigs harvesting (the farmers are harvesting) + Have you ever been to the feeling the pigs countryside? Plowing in the field + How often you go there? A buffalo boy is flying his kite + Have you got any relatives Some children are playing there? football + Are you used to the country life and activities? - Asking Ss to look at the picture and describe what the people are doing in the picture: I Vocabulary to lie,n»m Present some new vocabulary the foot of ,ch©n cña T elicits vocab from ss a bamboo forest,rõng tre the entrance, lèi vµo to walk up leo lªn, ®i bé lªn Check by rub out and remember Have ss listen to the tape twice Read in silence Work in pairs to T/F Share and compare II Listen and read 1.True or False 2- T, 5-T, 7-T, 9-T 1-F 3-F: There is a big old banyan tree…… Whilereading Have some ss correct the false sentences on the board TWC and give feedback Have ss work in pairs to ask and answer questions Ask some to ask and answer before the class TWC and help where possible Elicit two sentences from ss Ask ss to give the new target items TWC and give feed back Have ss work in pairs to Ex on page 23 4-F: Every one had a snack under the banyan tree 6-F: Everyone had a picnic on the river bank 8-F: Liz took a lot of photos to show the trip to her family 2.Ask and answer It’s 60 kilometers the north of Hanoi They got to village by bus It’s is at the entrance to the village They saw the shrine of a Vietnamese hero on the mountain They had a picnic on the river bank Liz took a lot of photos to show her parents Liz wishes she could visit Ba’s village again Share and compare Postreading III.Grammar T elicits model sentences from ss I wish I could visit your village again some day Everyone felt tired and hungry, so they sat down under the tree and had a snack T explains the form and the use Form: 1.S + wish +S + could + V…(lêi íc tr¸i víi hiÖn t¹i vµ muèn nã thay đổi tơng lai) Ss copy and exercise Main clause + , + so + subordinate clause (Adverb clause of result) Practice:Ex page28 b Hoa wishes she could visit her parents… Summary: Sum up the structure with Wish Homework: - Learn by heart new words - Prepare next lesson: Unit 3/ Lesson Date of preparing: 12 / 10 /2013 Date of teaching: 18 / 10 /2013 UNIT 3: A TRIP TO THE COUNTRYSIDE Period 16: Lesson 2: SPEAK I Aims and objectives *Helping students: Helping ss ask and answer about activities in the countryside Listen to the trip to Ba’s house and match the places on the bus route with the letter on the map Developing speaking skill *Vocabulary :to the north of….,to flow across, to plant rice, to raise , to for living Skill: + Target skill: speaking + Other skills: Reading ,listening & Writing *Main teaching point: Wh_ question? *By the end of the lesson, Ss know how to - Ask for and give information about their home village - Develop speaking skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Can you tell the class about your village? What people for living in your village? Now we deal with this matter New lesson: (40 mins) Steps Teacher’s & students’ activities The content of the lesson Prespeaking Show the picture and teach some new vocabulary Asking Ss some questions about the countryside: + Where is your home village? + What can you see on the way to your village? + How far is it from the city? I Vocabulary to the north of….,vÒ phÝa b¾c to flow across,ch¶y qua to plant rice,trång lóa to raise , ch¨n nu«i,t¨ng gia to for living: làm để sống parking lot = car park : bãi đỗ xe to pick someone up: đón II Speaking Whilespeaking + Are there any interesting places Example: in your village? A: Where is your home village? B: It’s to the west of the city - Having Ss read the questions in A: How far it is from the city? exercise a – page 24, work in pairs, B: It’s about 15 kilometers from the ask and answer about their city partner’s home village, using information in the box A: How can your get there? - Telling Ss to cover the role that B: We can get there by bus they don’t play A: How along does it take to get there? B: It takes an hour A: What the people for a living in your village? B: They plant rice and raise cattle A: Does you village have a river? B: There aren’t any rivers, but there is a big lake Postspeaking - Asking some pairs to perform their dialogue in front of the class - Giving remark Summary: Sum up Wh-question Homework: - Learn by heart new words - Prepare next lesson: Unit 3/ Lesson Listen Date of preparing: 19 / 10 /2013 Date of teaching: 22 / 10 /2013 UNIT 3: A TRIP TO THE COUNTRYSIDE Period 17: Lesson 2:Listen I Aims and objectives *Helping students: Helping ss listen the trip to Ba’s house and match the places on the bus route with the letters on the map Developing Listening skill *Vocabulary :airport, gas station, a pond, a store, Dragon bridge, a parking lot Skill: + Target skill: listening + Other skill:, Reading & Writing & speaking *Main teaching point: Listen for specific information *By the end of the lesson, Ss will be able to match the places on the bus route with the letters on the map & Develop listening - II Teaching aids: Teacher: Posters Cassette player Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Can you tell the class about Ba’s village? Where is it? Now we deal with this matter New lesson: (40 mins) Steps Activities Show the map on the Board Teach some new vocabulary Check by rub out and remember Prelistening (10’) - Introducing the text: You will listen to the trip to Ba’s village - Asking Ss to look at the map, The content of the lesson I Vocabulary An airport :sân bay A gas station :cây xăng a pond :cái ao a store :cửa hàng Dragon bridge :cầu Hàm Rồng a parking lot :chỗ đỗ xe II.Listening guessing where the places on the map are and compare with their partners - Writing their guesses on the board Whilelistening (24’) - Having SS listening to the tape and check their predictions - Matching the places on the bus route with the letter on the map is and compare with their partners - Giving feedback: - Asking Ss to show each other the bus route they have just listened to Have ss listen to the cassette twice 1.Prediction Maybe: A = banyan tree/ airport B = high way No 1/ store C = high way no D = Dragon bridge E = Store / gas station F = pond/………… Keys A= banyan tree B= airport C = high way no D = Dragon bridge E= gas station F = store G = pond H = bamboo forest I = parking lot Postlistening (6’) Elicit the correct answer Passage Listen again to make sure the answers Have ss write the bus route to Ba’s house Share and compare Ask some to read aloud their answers TWC and give feed back Summary: Sum up the route to Ba’s house Home work: Write it up Prepare the new lesson Unit – Read Date of preparing: 19 / 10 /2013 Date of teaching: 22 / 10 /2013 UNIT 3: A TRIP TO THE COUNTRYSIDE Period 18: Lesson 3: READ I Aims and Objectives *Helping students: Helping ss read the text about an exchange student living on a farm in the USA Enlarge their vocabulary and knowledge of the countryside *Vocabulary: an exchange student, to grow, maize, the same…as, hot dogs, to work part -time Skill: + Target skill: Reading + Other skill:, speaking & listening Writing *Main teaching point: a Past simple & present perfect b Adverb clause of result * By the end of the lesson, Ss will able to understand the text in details.& develop reading skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Have you been to the USA? What people there for living? Now we deal this matter New lesson: (40 mins) Steps Activities - Pre-teaching some new words - Asking Ss “exchange students” Premeans Reading - Introducing the text: (5’ ) Van is an exchange student He is from HCM city He is now studying in the USA He is living with the Parker family on a farm outside Columbus, Ohio - Having Ss tell the class what they know about life in the country, on the farm – what the people do? How they relax? (pair work) : exchange students – grow maize – grocery store – baseball - Asking Ss to read the text to answer the questions: - Giving feedback: While- - Asking Ss to work in pairs read the reading text and match the words in column A (30’) with the explanation in column B The content of the lesson I Vocabulary: an exchange student to grow : mäc maize : ng« the same…as : gi«ng nh hot dogs:xóc xÝch to work part -time lµm viÖc b¸n thêi gian II Reading EX1: Answer the question How long will Van stay there? What Mr and Mrs Parker do? How many children they have? What does Van after - Giving feedback - Asking Ss to read the summary and then the text, complete the summary, using the information from the passage (pair work) - Asking one student to read the complete summary in front of the class - Correcting their mistakes finishing his homework? How does the Parker family spend their weekend? Keys: He will stay there till the beginning of October Mr Parker is a farmer and Mrs Parker works part time at a grocery store Two girls He feeds the chicken and collects their eggs They eat hamburger or hot dog while they watch Peter play Ex a page26: Answer: Postreading (5’) - Asking Ss to work in pair One is Van who has just come back from the USA The other is a student who is going to the USA as an exchange student A: Hi, Van I’m going to the USA next month as an exchange student I want to know what o should when I’m in the USA Can you help me? B: Sure Where are you going to stay? A: I’m going to stay with The Browns They live in a suburb … Maize Feed Grocerystore Parttime collect Bring thing together Where people buy food and small things Give food to eat Corn Shorter or less than standard time Ex b page 26: Answer: Ohio Farmer works part-time at a grocery store Peter Sam After farm They watch Baseball 10 member Summary: Sum up the adverb clause of result Home work: Write the summary into the notebook Prepare next lesson: Unit 3/Lesson Write Date of planning: 29 /10/2012 Date of teaching: 1/11/2012 B C UNIT 3: A TRIP TO THE COUNTRYSIDE Period 19 : Lesson 5: WRITE I Aims and Objectives *Helping students: Helping ss write the decription of their picnic in the countryside Enlarge their vocabulary and develop the writing skill *Vocabulary: a picnic site, to put down, to lay out, to gather, to hurry, a blind man’s buff, Skill: + Target skill: Writing + Other skill:, speaking & listening Reading *Main teaching point: Write a paragraph * By the end of the lesson, Ss can - Write a paragraph describing a story happened in the past – a picnic in the countryside - Develop writing skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Have you held a picnic? Where did you go? How was it? Now we’ll deal with this matter * New lesson: (40 mins) Steps Activities The content of the lesson Prewritin g (15’) - Ask Ss to answer some questions about going on a picnic + Have you ever gone a picnic? + When did you go? + How did you get there? + What did you come back? + Did you enjoy it? While- Pre-teach vocabulary: writin blanket-to play out –to g gather-site (18’) - Ask Ss to look at the picture and read the cues - Have Ss to describe the picture to their partners - Ask SS to tell what they can see in each picture - Ask Ss to write a passage entitled “A country picnic” - Ask Ss to use the picture and cues to write the passage: Post writin g (8’) I Vocabulary a picnic site, to put down, to lay out, to gather, to hurry, a blind man’s buff, II Writing Suggested writing It was a beautiful day, my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal we played the games “What song is it?” and blind man’s bluff Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30pm We hurriedly gathered our things - Ask Ss to compare with and ran to the bus stop We were lucky to their partner and correct if catch the last bus and we arrived home very late in the evening they can - Choose some writings to correct in front of the class Summary Sup up the writing Homework: - Write their passage in the notebook - Prepare next lesson: Unit 3/Lesson 6: Language Focus *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of planning: 29 /10/2012 Date of teaching:3 /11/2012 B C UNIT 3: A TRIP TO THE COUNTRYSIDE Period 20: Lesson 6: LANGUAGE FOCUS I Aims and Ojectives *Helping students: Helping ss know Practice in modal could with Wish, Preposition of time and Adverbs clause of result *Vocabulary: (review), Skill: + Target skill: Reading & Writing + Other skill:, speaking & listening *Main teaching point: a Moodal could with wish b Adverb clause of result *- By the end of the lesson, Ss can review: Modal could with wish The past simple simple with wish Prepositions of time Adverb clauses of result II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple with wish New lesson: (40 mins) Steps Practic e Activities - Revision: WISH: expresses wishes about the present / future WISH + S + Simple Past (be_were) - Asking Ss to look at the picture and answer the questions: a Where is Hoa now? How does she feel? b What is the boy doing? What does he have in his mind? - Asking Ss exercise – page 28, 29 (pair work) - Correcting the mistakes The content of the lesson I Modal could Wish Eg: Ba wishes he could have a new bike Hoa wishes she could visit her parents Form: S+ Wish + S + could + V(bare ) Use: Express wishes don't satisfy with present and want to be changed in the future Exercise 1: c I wish I passed the exam - Reviewing the prepositions on – d We wish It didn't rain at – in - with e He wishes he could fly - Looking at he itinerary on page f They wish they could stay in 30 and answers the questions: Hue + What does he on first day? Practice Practice - Reviewing the use of the Past Simple and the Present Perfect We use The Past Simple tense to talk about definite The Present Perfect Tense to talk about indefinite past time II Preposition of time Exercise a at b on c between d till e after to Exercise a on b at/ in - Asking Ss to read dialogue c in d for - Asking Ss to word in pairs to e in f at practice asking and answering III Adverb clauses of result about each of the items in the box + Started by "so" + Stand second in the sentence - Correcting the mistakes if +After te comas necessary Mai clause + so + Adverb clause of result Exercise - e - a - d - b - c Summary: Sum up the target items Homework: - Do exercises page 20 - 21? - Prepare next lesson: Unit 4/Lesson 1: Getting Started – Listen and Read *Self-evaluation ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of planning: 10 /11/2012 Date of teaching:13 /11/2012 B C UNIT 4: LEARNING A FOREIGN LANGUAGE Period 21: Lesson 1: Getting started- Listen and read (page 32-33) I Aims and Objectives *Helping students: Helping ss Reading a dialogue for details about the questions in an exam Enlarge their vocabulary and develop the reading skill *Vocabulary: to finish, to pass, an examiner, to ask, what else, aspect of, to attent the course, Skill: + Target skill: Reading + Other skill: Writing, speaking & listening *Main teaching point: Questions in direct * By the end of the lesson, students will be able to produce the questions for an oral examination II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the type of questions HAve you take an oral exam ? What does examiner ask you? Can you tell the class? Now we’ll deal with this matter New lesson: (40 mins) Steps Teacher's and students' activities * Lucky numbers: - Write 10 numbers on the board, from to 10 - Tell students each number is for questions but of them are lucky number, they not need to answer any questions but they get points, and they can choose another number Warm – up - Divide the class into teams The teams take turn to choose the The content of the lesson Warm up: Getting started Eg: Teacher: from Students: where are you from? Name (What’s your name?) Lucky number Live Live which (Whom you like with?) Lucky number Old (How old are you?) Lucky number Learn English (When did you start learning English?) Lucky number Preteach vocab ulary numbers - Tell students that they have to make questions about personal information when teacher gives them a word as a cue Checking vocabulary: what and where - Write the new words on the board, each word in each circle 10 Hobbies (What are your hobbies?) I Vocabulary to finish, hoµn thµnh to pass, đỗ an examiner, gi¸m kh¶o to ask, hái, yªu cÇu what else, cßn g× n÷a aspect of, khÝa c¹nh to attent the course,tham dù kho¸ häc an oral exam,thi vấn đáp a written exam,thi viÕt - Ask students to repeat II Dialogue the words chorally Pre-questions Dialo - Rub out word by word Were the questions in oral exam difficult or gue but leave the circles easy? - Go on until all the How many questions did the ask Lan? circles are empty * Answers: - Get students to go to They are difficult (according to Lan) the blackboard and write About over questions Besides, she was the words in their correct asked to read a passage circles * Answer keys: - Set the scene: Lan is Royal English College talking to Paola, a Examination in English as Foreign Language Stage one: Oral examination foreign student, about the Copre oral examination that she What is your name?  hensi has just taken Where you come from?  on - Give students Where you like?  questions Do you like with your parents? - Have students work in  park to answer them When did you begin studding English?  - Give feedback Why are you learning English?  - Ask student to read the Do you speak any other languages?  dialogue between Lan How did you learn English in your and Paola on Page 32-33  country? ad check if their answer How will you use English in your are correct or not  country? - Get students to read to 10 What aspect of learning English list of questions for the  you find most difficult? oral examination of Royal English College - Get them to read to dialogue again and decide what questions that the examiner asked Lan - Let the students exercise individually then compare with their partners * Speaking/role play: Prese - Ask students to word in nt pairs to practice asking new and answering One target student plays the role of 11 What are you doing to learn?  12 What are you hobbies?  13 Look at this picture Describe it  14 Read this passage  III Grammar Questions in Direct Yes/No questions S + asked + if/Whether + S + V( lïi mét th×) Wh_ questions S + asked + What/where + S + V( lïi mét th×) * Answer key: 1 She asked me what my name was item examiner and another plays the role of Lan - Call on some pair to demonstrate before the class - Give feedback and correct - Have students play the role of Paola and Lan - Call on some pairs to play the roles of Paola and Lan before the class  She asked me where I came from  She asked me if I spoke any other languages  She asked me why I was learning English  She asked me how I learned English in your country  She asked me how I would use English in the future  She asked me what aspect of learning English I found most difficult -> She asked me to read this passage Summary: Sum up the target items Homework: - Do exercises - Prepare next lesson: Unit 4/Lesson : 2-Speak *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Date of planning: 10 /11/2012 Date of teaching:14 /11/2012 B C UNIT 4: LEARNING A FOREIGN LANGUAGE Period 22: Lesson 2: Speak (45 min) I Aims and Objectives *Helping students: Helping ss - Developing speaking skill to persuade others to something - Students will be able to persuade their friends to attend the school they like - Enlarge their vocabulary and develop the writing skill *Vocabulary: a center, a dormitory = a hostel, a campus, the reputation, the culture, an institute, scenery Skill: + Target skill: speaking + Other skill:, Writing & listening Reading *Main teaching point: Expressions of opinion to persuade someone to something * By the end of the lesson, Ss can Use the expressions to persuade your partner to attend the school you would like to go to II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Have you held a picnic? Where did you go? How was it? Now we’ll deal with this matter New lesson: (40 mins) Steps Teacher’s and students' activities The content of the lesson Showing some advertisements of English Prelanguage courses, giving some eliciting Do you know speaking questions: what there are? 10’ - Setting the scene What are they - Explaining some new words about? + Asking students to scan the What much you information of the school ads and if you want to attend Whilepick out the new words the course? speaking + Demonstrating the new words Which school would you like 20 (Using pictures/ situations/ to choose if you passed the Vietnamese explanations) exam? Why? - Asking students to give some I Vocabulary expressions to express opinions in a center, order persuade others to a dormitory = a hostel, something a campus, - Getting students to write them into the reputation, the board the culture, - Giving more expressions if necessary an institute, - Calling on one student to read the the scenery instruction aloud II Speaking Postspeaking 10 Homewo rk - Asking sts to read the ads As well as the sample conversation to get ads left - Having sts work in group of three to active Using information from the ads left - Calling on groups to demonstrate their conversation in front of class - Giving comments - Introducing some English language centers operating in VN at present such at ILA, SEAMEO, British, Council - Having sts work in groups to discuss which English language school in VN they will attend this summer - Calling on groups to act out their conversation - Giving comments - Asking sts to write a letter, persuading his/her friend to attend the English language center you like to learn at 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 can't practice speaking English with native speakers C: Why don't we go to the Brighton Language Center in the United Kingdom? If we go there, we can live in a dormitory on campus D: But the course is too expensive It costs 2,000 USD E: What you think about the Brisbane Institute of English in Australia? *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Date of planning: 10 /11/2012 Date of teaching:14 /11/2012 B C UNIT 4: LEARNING A FOREIGN LANGUAGE Period 23 : Lesson 3: Listen (45 min) I Aims and Objectives *Helping students listen to the conversation and check tick the boxes and correct the false sentences Enlarge their vocabulary and develop the writing skill *Vocabulary: a university, a national bank, to improve, excellent,, favorite(adj) Skill: + Target skill: listening + Other skill:, speaking & g Reading Writing *Main teaching point: Write a paragraph * By the end of the lesson, Ss can - realize the importance of learning a foreign language, especially English - Students are able to develop their listening skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to repeat the past simple & present simple Have you held a picnic? Where did you go? How was it? Now we’ll deal with this matter New lesson: (40 mins) Steps Teacher's and students' Activities The content of the lesson Warm- - T shows sts brochures of studying I Vocabulary up (5’) abroad and asks them some questions: a university: trờng đại học – Are you interested in studying a national bank, ng©n hµng nhµ nabroad? íc – What should you prepare for to improve, n©ng cao your studying? excellent(adj) xuÊt s¾c favorite(adj) a thÝch Pre- - T uses the sts’ answers to lead to the listenin topic of the lesson g (7’) - T puts some questions based on the tape script (yes – No question, or questions) While- - Sts listen to the tape (1st time), the listenin answer the teacher’s questions g (20’) - Sts listen to the tape (2nd time) and the exercise (true/false) (pair word) - T checks their answer - Sts correct the false sentences (group work), then check their own ones by listening to the tape (3rd time) Post- - Sts summarize the dialogue (group listenin work) g (11’) II Listening a Nga's studying E for her work b he learned E at school and university c She works for a national bank in Hanoi d She needs to improve her writing e Her listening is excellent f She hopes she can talk to all people all over the world , and understand her favorite song Keys: a T b T c F She works for an international bank in Hanoi d T e F Her listening is terrible f T Summary: Sum up the information about Nga Home work: - Write the summary of the dialogue in your exercise books - What should you to improve your English? Talk about it next time *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Date of planning: 14 /11/2012 Date of teaching: 16 /11/2012 B C UNIT 4: LEARNING A FOREIGN LANGUAGE Period 24 : Lesson : Read I Aims and Objectives *Helping students red and understand all the advertisements and fill in the Mr Lam's notes Enlarge their vocabulary and develop the reading skill *Vocabulary: the council, available(adj), a beginner, an intermediate, to offer, well-qualified(adj), Skill: + Target skill: Reading + Other skill:, speaking Writing& listening *Main teaching point: Read for details * By the end of this unit, students will know how to scan for specific information from an advertisement - Students are able to develop their reading skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to ex 2, on page 28 & 29 Have you read an advertisement in E ? What about? Now we’ll deal with this matter New lesson: (40 mins) Steps Activities The content of the lesson Pre- -Warm up: T has Ss answer I Vocabulary readin some questions: The council, hội đồng What did you last available(adj), có sẵn, đáp ứng g (10’) summer? a biginner, ngời bắt đàt học Did anyone attend a an intermediate class, líp trung cÊp summer class? to offer, đáp ứng, If you want to attend an well-qualified(adj), trình độ cao, đợc đào English school, what should t¹o tèt you to know that is a II Reading suitable language school for Schoolyou? Class time Language level Time (morning (beginner - T has Ss have /a look at the / to start afternoon / intermediate piecesevening) of advertisement on / advanced) p.36 then asks Ss: Academy of What are they? ( piece of Language Foreignadvertisement) Language What are they about? ( Councilforeign language school) New English- T has Ss TASK 1: exercise a/p.36 Institute Whilereadin g 20’ * TASK 1: Ss read advertisements to complete the table on page 36 - Silent reading, group work: T shows Ss the sheet (copied from the table on p.36) and has Ss complete the table in minutes The fastest group will go to the board to complete the sheet - T teacher some new words: language level; beginner, intermediate, advanced Answer: - Ss correct themselves - T correct the Ss answer if necessary then has Ss TASK * TASK 2: Choose the suitable language school for Mr Lam - Pair work: T has Ss read the notes Mr Lam made then have a look at the advertisements and choose suitable language school for him in minutes - Ss compare their answer with some other pairs to correct themselves - T asks some Ss to give their answer and the reason they have that answer - T corrects Ss’ answer if necessary Postreadin g 12’ School Academy of Language Foreign Language Council New English Institute Class time (morning / afternoon / evening) Morning, afternoon, evening Language level (beginner / intermediate / advanced) Advanced Morning and evening Beginner/ intermediate Afternoon, evening, weekend Beginner Time to start First week of Nove mber 3rd Nov today - T has Ss work in groups of three to discuss which school in the advertisements is suitable to each one and their reason - T has some Ss present their choices in front of the class - T corrects Ss’ answer if necessary Summary: Sum up the information about Mr Lam Home work: - You want to attend one of the three schools from the advertisements to improve your English Note down the ideas you need to put in the letter for more information about it *Self-evaluation ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… Date of planning.19/11/2012 Date of teaching:21/11/2012-9BC UNIT 4: LEARNING A FOREIGN LANGUAGE Period 25 : Lesson : Writing I Aims and Objectives *Helping students write a letter of inquiry Enlarge their vocabulary and develop the writing skill *Vocabulary: an inquiry,the information, an action, formal(adj), to attend, fees, Skill: + Target skill: Writing + Other skill:, speaking & listenin g Reading *Main teaching point: Write a letter of inquiry * By the end of the lesson, students will be able to write a letter of inquiry to the instruction requesting for more information about the courses and fees - Students are able to develop their writing skill II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to rewrite vocabulary and exercise b page 36 Have you write a letter in English? What did you write? Now we’ll deal with this matter New lesson: (40 mins) Stage Steps/Activities The content of the lesson - Divide the class into two teams Jumbled words: Pre- - Ask students from teams to go  Versetimadnet  advertisement writing to the board and write the correct  Swine  news words  interest - The team which is faster with  Resetting more corrects words will win the  Atmorfioinn  information game  Eel  fee * Checking vocabulary: Step the board - Put the Vietnamese translation all over the board - Call on two students from both sides of the class - Ask them to stand at an equal distance from the board - Call out the English word, the students run forward and slap the Vietnamese word on the blackboard - The students slapping the right word first is the winner and gets a point for his / her team - Continue until students have slapped all the words II Reading comprehension: - Have students read the letter written by John Robinson on page 37 - Ask them work in pairs to answer some questions about the letter Give feedback and correction While- - Ask students to divide the letter readin (written by Robinson) into parts g and match each paragraph with a suitable headline - Let students word in pairs compare their the answer * Writing a letter: - Have student read again the three advertisements on page 36 and choose one of the schools they want to attend to improve their English - Get students to write a letter of inquiry to the intuition requesting for more information about the courses and fees The exercise Matching above will help students write their letters easily - After finishing the letter, students have to compare with their partners and make some correction - Give feedback Call on some students to read their letter before class - Make some corrections , Lan Choose three letters Post which were written to writing schools Ask students to read  Sasecenry  Pulpy  necessary  supply I Vocabulary an inquiry, kiÕn nghÞ yªu cÇu the information, th«ng tin an action, hành động formal(adj), trang träng to attend, tham dù fees, tiÒn häc phÝ II Writing * Questions: a Where did Robinson see the school’s advertisement? b What language does he want to learn? c What aspect of Vietnamese does he want to improve? d What does Robinson want to know? * Answers: a He saw the school’s advertisement in today’s edition of Vietnamese news b He wants to learn Vietnamese c He wants to learn to read and write Vietnamese d He wants to know some details of the courses and fees Parts of a letter of inquiry a Introduction b Request c Further information d Conclusion * Answer keys: a I saw your school’s advertisement in Introduction: today’s edition of the Vietnamese News b Request: I saw your school’s advertisement in today’s edition of the Vietnamese News c Request: I am interested in learning Vietnamese end’s I like some information about your school d Father information: I speak little Vietnamese, but I want to learn read and write it Could you please send details of courses and feed? I can complete a spoke Vietnamese test if necessary e Conclusion: I look forward to hearing from you * Suggested letter: Dear Sir, I saw your Instates advertisement on today’s TV program I am very interested in learning English and I would like some more in formation about your Institute I can speak a little English, but I read it very slowly and my writing is bad So aloud the letters want to improve my reading and Give feedback and writing Could you please provide more correct information about the length of the courses and fees for beginners? I can supply my record of English study necessary I look forward to hearing from you soon Your faithfully Summary: Sum up the parts of a letter of inquiry Home work Ask student to write the letters in their notebooks *Self-evaluation ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… _ Date of planning.19/11/2012 Date of teaching:23/11/2012-9BC UNIT 4: LEARNING A FOREIGN LANGUAGE Period 26 : Lesson 6: Language focus (45 min) I Aims and Objectives *Helping students practice in - Modal with IF , Here and now words with reported speech And Direct and reported speech Enlarge their vocabulary and develop the writing skill *Vocabulary: Revised Skill: + Target skill: Writing & Speaking + Other skill:, Reading & listening *Main teaching point: Direct and reported speech * By the end of the lesson, students will be able to use modal verbs with IF and direct and reported speech II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to rewrite vocabulary and exercise b page 36 New lesson: (40 mins) IV Procedures: Steps Activities The content of the lesson Warm - Teacher comes in the class and Warm up up whispers a sentence with one student * I’m happy to see you Then this student tells one another  Aunt Xuân said she was happy to - Teacher gives some direct sentences see you and asks students to change into * “Do you like pop music” indirect sentences - Ss complete the table / p.38 in pairs  She asked me if/ whether I like pop music - Ss compare their tables * Where you live? - T corrects  She asked me where I lived Practice - One student read the instruction 1/38 - Ss work in pairs - Some of pairs practice in front of the class - T.corrects their mistakes Practice - One student read the instruction I Modal verbs with IF a If you want to get good mark ,you must study hard b You have to go to university if you want to study medicine c If you want to lose weight, you should more exercises d If he doesn't some soon, he might miss the train e If you want to get well, you ought to stay in bed f You must your home work if you wnat to go out II Here and Now in reported 2/38 - Ss work in pairs - Some of pairs practice in front of the class - T.corrects their mistakes Practice - One student read the instruction 3/39 - Ss work in pairs - Some of pairs practice in front of the class - T.corrects their mistakes Summary: Home work: Direct speech Present simple Present progressive Future simple Can/may Must This/these Here Now Today Tomorrow Reported speech Past simple Past progressive Future in the past Could/might Had to That/ those There Then That day The following day/the next day II Reported speech a that birthday cake was delicious b.she loved those roses c she was having a wonderful time there d she would go to Hue the next day e she might had a new job f he had to leave then She asked me a how old I was b if my school was near there c.what the name of my school was d whether I went to school by bike Sum up the new target items Do them in your book Prepare the new lesson Unit Lesson *Self-evaluation ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… _ Date of planning.26/11/2012 Date of teaching:28/11/2012-9BC Period 27 : Test 02 I Aims and Objectives To evaluate ss knowledge from unit to unit Classification of students according to marks II Content of the test SECOND TEST 45 MINUTES III Test A Ma trËn ( b¶ng chiÒu ) Chủ đề CKT&KN NhËn biÕt Th«ng hiÓu TN TL TN TL IPronunciation II-Reading /t-id;i-ai;th;i:-e/ Reading a short paragraph about learningEnglish and 0,75 0,25 VËn dông Tæng T TL N 2,5 fill in the blankks 2,5 III Language focus Know the use of prep,adv, vocabulary, present perfect,simple past 1,5 IV/V-Writing 10 1.0 Give the correct form of the verbs in the brackets Rewrite the following sentences so that they are nearest meaning to the sentence printed before using present perfect , passive voice ,wish sentence with past continuous, relation between present perfect and past simple, past perfect, indirect speech Tæng 2.5 1,0 12 2.25 ,0 4,75 4,0 27 3.0 10 SECOND TEST 45 MINUTES Name:………………………Class… I.Choose the word that has the underlined part pronounced differently from the others(1pt) 1/A.impressed B.disappointed C.pulished D.stopped 2/A.primary B.shrine C.comprise D.religion 3/A healthy B.ethnic C weather D thousand 4/A.jeans B.cheap C.reason D.wear II.Fill one suitable word in the blanks.(2.5pts) (newspaper / college / hard / evening / subjects) Every year many people in the world learn English.Some of them are young children.Others are teenagers Many are adults.Some learn at school.Others learn in (1)…classes.A few learn English by themselves,or hearing the (2) on TV or among their friends.Most people must work (3) to learn English.Young children learn English at school because it is one of their …(4)….Many adults learn English because it is useful for their work.Teenagers often learn English for their higher studies because some of their books are in English at …(5)… or university.Other people learn English because they want to read newspaper in English _ III Choose the best option to complete the following sentences.(2.5pts) 1.Malaysia is divided two regions (to/ on /in /into) 2.She often goes to the to pray because her religion is Islam (church/ pagoda/ temple /mosque) 3.The United States has a of around 250 million (population/ separation/ addition/ introduction) 4.Mathematics and Literature are .subjects in high schools (addition/ compulsory/ optional/ religious) 5.Don’t forget to add sugar to the mixture.This is important (add/ addition/ additional/ additionally ) 6.I wish Susan harder for her examination (will work/ worked/ has worked/ works) I come from Viet Nam so I am not used to .on the left (drive/ drove/ driven/ driving) Vietnamese women prefer to wear modern clothing work (at /in/ to/ with) The Ao dai is the dress of Vietnamese women (beautiful / traditional/ casual/ baggy) 10 He …… in an apartment in HCM City for ten years ( lives/ has lived / will have lived / have lived ) IV.Put the correct form of the verbs in the brackets.(2pts) They (not meet) their classmates since they left school …………………………………………… Her bike ( repair) yesterday? …………………………………………… He asked me where I (go) the previous day …………………………………………… I wish my parents (stay) with us at the moment ………………………………………………… V.Rewrite each sentence, beginning as shown, so that the meaning stays the same.(2pts) What a pity!He can’t be here with us now -> I wish…………………………………… 2.” I have something to show you now”, he said to me -> He told…………………………………………… Lan was late for school because she missed the school bus -> Lan missed………………………………………………… Nobody could sweep this street last week -> This street ……………………………………………… The end KEY FOR SECOND TEST 45 MINUTES Name:………………………Class… I.Choose the word that has the underlined part pronounced differently from the others(1pt) 1/A.impressed B.disappointed C.pulished D.stopped 2/A.primary B.shrine C.comprise D.religion 3/A healthy B.ethnic C weather D thousand 4/A.jeans B.cheap C.reason D.wear II.Fill one suitable word in the blanks.(2.5pts) (newspaper / college / hard / evening / subjects) Every year many people in the world learn English.Some of them are young children.Others are teenagers Many are adults.Some learn at school.Others learn in (1)…classes.A few learn English by themselves,or hearing the (2) on TV or among their friends.Most people must work (3) to learn English.Young children learn English at school because it is one of their …(4)….Many adults learn English because it is useful for their work.Teenagers often learn English for their higher studies because some of their books are in English at …(5)… or university.Other people learn English because they want to read newspaper in English 1_ evening 2_ newspaper 3_ hard 4_ subjects 5_ college III Choose the best option to complete the following sentences.(2.5pts) 1.Malaysia is divided two regions (to/ on /in /into) 2.She often goes to the to pray because her religion is Islam (church/ pagoda/ temple /mosque) 3.The United States has a of around 250 million (population/ separation/ addition/ introduction) 4.Mathematics and Literature are subjects in high schools (addition/ compulsory/ optional/ religious) 5.Don’t forget to add sugar to the mixture.This is important (add/ addition/ additional/ additionally) 6.I wish Susan harder for her examination (will work/ worked/ has worked/ works) I come from Viet Nam so I am not used to .on the left (drive/ drove/ driven/ driving) Vietnamese women prefer to wear modern clothing work (at /in/ to/ with) The Ao dai is the dress of Vietnamese women (beautiful / traditional/ casual/ baggy) 10 He in an apartment in HCM City for ten years ( lives/ has lived / will have lived / have lived ) IV.Put the correct form of the verbs in the brackets.(2pts) They (not meet) their classmates since they left school …………have not met………………………………… Her bike ( repair) yesterday? …………Was……repaired…………………………… He asked me where I (go) the previous day …………had gone……………………………… I wish my parents (stay) with us at the moment …………were staying…………………………………… V.Rewrite each sentence, beginning as shown, so that the meaning stays the same.(2pts) What a pity!He can’t be here with us now -> I wish he could be here with us now ……… 2.” I have something to show you now”, he said to me -> He told me he had something to show me then … Lan was late for school because she missed the school bus -> Lan missed the school bus,so she was late for school Nobody could sweep this street last week -> This street couldn’t be swept last week The end Date of planning:26/11/2012 Date of teaching:30/11/2012-9BC Period 28: The correction of test 02 I Aims and objectives - Help ss check how they did the test and evaluate thier skill - Vocabulary: (review from the test) - Skill: Target skill: Reading & Listening - Other skills: Writing and Speaking - Main teaching poit: Check the language they have done - By the end of the lesson ss will be able to check how they did the test and find out their mistakes and know the full answers II Teaching aids Teachers: wordsheets Students: The paper of the test III Procedures Ckeck up Have teo stdents write two wish sentences on the board New lesson.(40') Steps Practice (10') Teacher's and Students' activities - Have two students hand out the paper of test, and two The content of the lesson I Choose the … Key hand out the wordsheets of the test - Have students works in pairs in 10 minutes - Share and compare Practice (10') Practice (10') Practic e4 (10') - Ask students to on the board - TWC and check indirect Ask students to compare with their test and tell th meaning - Ask students to on the board - TWC and check indirect Ask students to compare with their test and check out the mistake -B 2-D 3- C 4-D II.Fill one suitable word in the blanks Key 1_ evening 2_ newspaper 3_ hard 4_ subjects 5_ college III Choose the best option to complete the following sentences into 6.worked temple 7.driving 3.population 8.at 4.compulsory 9.tradition 5.addition 10.has lived IV IV.Put the correct form of the verbs in - Have students the brackets.(2pts) works in pairs in 10 minutes 1.haven’t met, 2.Was….repaired, - Share and 3.had gone, 4.were staying compare V.Rewrite each sentence, beginning as shown, - Ask students to so that the meaning stays the same.(2pts) on the board What a pity!He can’t be here with us now - TWC and check -> I wish he could be here with us now ……… 2.” I have something to show you now”, he said indirect to me Ask students to -> He told me he had something to show me compare with their test then … and check out the Lan was late for school because she missed mistake the school bus -> Lan missed the school bus,so she was late for school Nobody could sweep this street last week -> This street couldn’t be swept last week Summary: Sum up the grammar used in the test Homework : Do the test again in the work book Prepare new lesson Unit Lesson *Self-evaluation ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… _ Date of planning: /12/2012 Date of teaching:.04/12/2012 9BC UNIT 5: THE MEDIA Period 29: Lesson 1: Getting started – Listen and Read (45 min) I Objectives: At the end of the lesson, students are able to talk about the media as well as to know something about the development of means of communication II Language contents: Vocabulary: Words refer to the media “town crier – interactive TV – the latest news information – remote controls” Grammar: Gerund after some verbs III Techniques: Miming; Pair / Group work; Question – Answers IV Teaching aids: Cassette recorder; tape; illustrating pictures; visual aids; Flash cards; colored chalk’ student’s book V Time: 45 minutes VI Teaching procedures: Steps Activities The content of the lesson Miming: Ss are divided into groups I Vocabulary Warm- The leader/ volunteer of each group 1- a town crier –ngêi giao tin up gets card from the teacher then (7’) 2- an interactive TV – truyÒn h×nh tmimes the activity the he/ she gets ¬ng t¸c from the card - The others of the group guess and 3-the latest news /information – tn say the name of the activity Then míi nhÊt they write the name of the activity on 4-a remote control ®iÒu khiÓn tõ xa the board (If the members of the group cannot say the name of the activity, the rest of the class can join the game) Present - Teacher elicits to the topic of the lesson by using the groups of words ation written onAthe blackboard B C D (18’) - Pair work: Students listen to the Television tape (1st times) and check the table The latest news (books closed) Newspapers & magazines Interactive TV II Text Check tick with the passage letter Answer the questions A town crier is a person who goes through streets ringing a bell and shouts the latest news as he was Listen and check the appropriate paragraph (A, B, C, D) - Students listen to the tape (2nd time) and check the answers - Students read the text silently and complete the table (p.41) - Teacher checks the student’s answers and explains new words if necessary (Students listen & take notes) Practice (12’) - Group work: - Students ask & answer the questions (p.42) - Teacher checks the student’s answers Then students write the answer in their exercise books - Students ask & answer the questions about their favorite activities in their free time, the benefits of these actives (if they know) and how much time they often spend on each activity - Teacher gives some advices if necessary walking It is read by both teenagers and adults People can get the latest information and enjoy interesting programs in an inexpensive and convenient way I often read To¸n tuæi th¬ TV because I can get all the news all over the world lively and convenient III Grammar Eg:People love reading magazines Viewers are able to ask questions by using their remote controls Gerund : + After some verbs: love,like,enjoy,hate,go ,stop,suggest + After prepositions: in,on, at, after… 4.Summary: Sum up the content of the text and the use of gerunds 5.Homework (3’) Read the text again and learn the vocabulary by heart Write some TV programs in your exercise books Which programs you like best? Why Self -evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of planning: 04 /12/2012 Date of teaching:.06/12/2012 UNIT 5: MEDIA Period 30: Lesson2 : Speak (45 min) I Aims and Objectives *Helping students speak about the program on TV using tag questions Enlarge their vocabulary and develop the speaking skill 9BC *Vocabulary: violent(adj),a documentary, informative(adj) a foreign film, a battle, Safe Traffic News Skill: + Target skill: Speaking + Other skill:, Writing &Reading & listening *Main teaching point: Tag questions * By the end of the lesson, sts will be able to talk to their friends about the T.V programs that they like or dislike using tag questions to ask and answer II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to rewrite vocabulary and ex page 46 New lesson: (40 mins) Steps Activates The content of the lesson Warm Let sts listen to some introductory I Vocabulary up violent (adj), b¹o lùc music and ask them to say in which TV programs these music a documentary, phim tµi liÖu playing  cartoon, folk music, show informative(adj) giµu th«ng tin game, … a foreign film, phim níc ngoµi a battle, trận đánh PreLet sts listen to some introductory speaking music and ask them to say in Safe Traffic News b¶n tin an toµn giao th«ng which TV programs these music playing  cartoon, folk music, show II Speaking a Agree: game, …  I prefer documentaries - Ask sts some questions  I love watching sports about the TV programs they  I enjoy it too b Disagree: like best  Not really - Have some Sts Read the  I don’t like watching sports dialogue in pairs before class  I’m the opposite check their pronunciation / Documentaries seem quite boring to me intonation of TAG question -M Let sts workTH in pairs NGA … to practice the dialogue AI U News x sts pick out sentences -v Have Movies showing x v agreement and Music x v and ask them to Sports disagreement v x practice Game v v show Cartoon Have v xsts talk each other about Whilespeaking the TV programs they like or dislike (making similar dialogue) Post- Have sts copy down this table speaking (work in group) Get sts to ask and answer question about TV programs that people in their group like and dislike, using TAG question Have sts find out the most and the least favorite TV programs of their group Summary: Sum up the new target item 5.Homework Have sts rewrite the dialogue they made (while doing pair-work) in their notebooks Self -evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of planning: /12/2011 Date of teaching:.6/12/2011.9 B C D UNIT 5: THE MEDIA Period 31: Lesson 3: Listen (45 min) I Aims and Objectives *Helping students listen for specific information Enlarge their vocabulary and develop the listening skill *Vocabulary: to invent, to appear, a major force in……., early, mid- and late, Assignment (n)- Telegraph (n)- Newsreel (n) Skill: + Target skill: Listening + Other skill:, Writing & Speaking Reading & *Main teaching point: Direct and reported speech * By the end of the lesson, students will be able to fill in the table with information they hear and know the important dates of the media II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss make a dialogue Talk about the program they like Lead in: Can you tell the class the types of media you know? Which is your favorite? Now we hear a dialogue between Chau and her father to deal with this matter New lesson: (40 mins) Steps Teacher’s guiding activates The content of the lesson Types of media Warm up - Teacher’s asks students to give some means of media, and - TV 3’ then write on the board - Radio - Suggesting: newspaper, - Magazine radio, television, internet, etc - Newspaper - Teacher shows a telegraph - Internet…… and says: besides newspaper, I Vocabuary Pretelevision… there are other means of media such as: to invent, ph¸t minh listening telegraph, newsreel, etc (teacher to appear, xuÊt hiÖn 7’ explains these words) - Teacher asks students if they a major force in…., chiÕm ®a sè know when the telegraph was early, sím invented mid- and late, gi÷a vµ muén While listening 18’ - Teacher introduces the conversation between Chau and her father about her assignment (a test) - Teacher asks students top pay attention to the dates when listening to the tape - Students listen for the 1st time - Students listen again and complete these information in the table (group work) - Students listen for the last time to check the answers (The groups exchange the answers for correction) - Teachers asks some students (leaders of the groups) to stick the answer on the board - Teacher corrects the mistakes and gives the right answers Assignment (n) bµi tËp Telegraph (n)- ®iÖn tÝn Newsreel (n) phim thêi sù II Listening Keys a the late 19th century b raido and newsreel c in the 1950s d the internet Matching exercise: Dates a The 8th century AD b Between the 7th and 8th c Early in 19st century d Late 19st century e Early in 20st century f In 1940s g In 1950s h Early 1990 i Late 1990 j Mid and late 1990 k Late 20st century Teacher gives feedback Means of media Television telegraph internet radio and newsreels First printed newspaper (group work) Post listening 15’ Summary: Sum up the information about the media Homework: Students have to get information about the internet: “What they use the Internet for?” *Self-evaluation ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of planning: /12/2011 Date of teaching:.9/12/2011.9 B C D UNIT 5: THE MEDIA Period 32: Lesson 4:- Read (page 43-44) I Aims and Objectives *Helping students Read a text about the internet Enlarge their vocabulary and develop the reading skill * Vocabuary:Forum (n): Suft (v): Deny (v): từ chối, phủ nhận , Get access to: Limitation (n): Spam (n):Alert (adj): * Skill: + Target skill: Writing & Speaking + Other skill:, Reading & listening *Main teaching point: Direct and reported speech * By the end of the lesson, students will be able to get some knowledge about the internet II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to write sentences about means of media Lead in ; Have you ever get access to the internet? How often? How you feel? What can you learn from the internet? Now we read a text about forum on the internet New lesson: (40 mins) Stages The content of the lesson T’s and ss’activities Warm – up * Charting: - Show a picture of a computer and ask students about it  What’s this?  Can you use computers?  What subject help you to use computers?  Have you ever used Internet?  Do you find the Internet useful?  What you use the Internet for? Write the new words in the list on the left hand side of the blackboard Write the translations on the right hand side of the blackboard Have student’s come to the blackboard to match items on the left with those on the right by driving a line connecting them Prereading I Vocabulary - Forum (n): diễn đàn - Surf (v): lít web - Deny (v): tõ chèi(synonym : refuse) - Get access to: tiÕp cËn - Limitation (n):Ênù giíi h¹n - Spam (n): th r¸c - Alert (adj): c¶nh gi¸c - Wander (v): ®i lang thang * Checking vocabulary Matching: II Reading Set the scene: There is a True – False statements forum on the Internet You a Internet is a wonderful will read some opinions invention of modern life about the advantages and b The internet is available not disadvantages of the Internet only in cities but also in the Ask students to read the countryside stamens (on poster) and c People use the Internet for word in pairs to predict they two purposes: education and are true or false entertainment - Give feedback d Bad program is one of the Have students read the text limitations of the Internet on page 43, 44 and check e You should be alert when their predictions Then ask using the internet them to correct the false * Answer keys: stamens a T Give feedback and correct b F - Get students to match the c F English words in column A d T with their meaning in e T column B * Corrections: Have students read the text b The Internet is availed only in cities again and answer the c People use the Internet for many questions on page 44 Get students to work in pairs, purposes: education, information, communication, commerce, practicing asking and entertainment answering Call on some students to call Guessing meaning of the words Ask students to work in pairs to guess the out their answers meanings of the works Give feedback and correct A B a increase kh¸m ph¸ b convenient sù rñi ro c explore d risk e electronic junk mail f time – consuming While reading * Discussion: Divide the class in to four teams Give them the questions and ask them to discuss in groups “Do you agree or disagree with the Post reading t¨ng lªn th r¸c tiÖn lîi l·ng phÝ thêi gian * Answer keys: a-3 b-5 c–1 d–2 e–4 f–6 III Comperhension questions: What does Sandra use the Internet to get information and to communicate with friends and relatives? Why is it uneasy for Honghoa to get access to the Internet? - Because she lives in the countryside where the Internet is unavailable According to Huansui, why people use the Internet? - People use the Internet for education, communication, commerce and entertainment Make a list of benefits of the Internet according to the three responses -Benefits:  Fast and convenient way to get information  Communication  Education  Entertainment  Commerce Are there any disadvantages of the Internet? If so What are they? Yes There are some disadvantages  Time-consuming  Costly  Dangerous because of virus\s and bad programs  Spam/electronic jock mail  Personal information leaking response? What is your response to this forum?” Have student work in pairs, practice asking and answering Summary: Sum up the information about the forum on the internet Homework: Translate the passage into Vietnamese and prepare the new lesson *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Date of planning: /12/2011 Date of teaching:.12/12/2011.9 B C D UNIT 5: THE MEDIA Period 33: Lesson : Write (45 min) I Aims and Objectives *Helping students write about the benefits of the internet Enlarge their vocabulary and develop the writing skill *Vocabulary: a source of information, entertainment, education, on-line, Skill: + Target skill: Writing + Other skill:, Reading & listening & Speaking *Main teaching point: Write an assay * - By the end of the lesson, students will be able to express their ideas about a certain problem in their writing - Develop speaking and writing skills II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two sts to rewrite vocabulary and exercise b page 36 Lead in: As you know there are a lot of advantages and disadvantages of the internet Now we write them down New lesson: (40 mins) Steps Activities Pre Warm up: writing - T hands out some picture articles (20’) to the sts Sts will take their turns to look ask them - T ask: “Do you know where I got these?” On the Internet The content of the lesson I.Vocabulary - a source of inormation, nguån cung cÊp th«ng tin - entertainment, gi¶i trÝ - education, gi¸o dôc - on-line trùc tuyÕn While Preparation: writing - T introduces these pictures/articles are for: 17’ + information + entertainment + education - T points out the benefits of the Internet (That means we can get many things we need on the internet) - T asks sts to read the reading text (5.Read) again and discuss in groups to give more ideas about the three main contents on the internet - T asks to go to the blackboard and write their sentences - Sts are divided into groups - T hands out some sheets of paper, asking sts to write a passage about the benefits of the internet, using the cues in their text books (p44) - T sticks their tasks on the blackboard - T invites representatives of each group to read their passages in front of the class - T takes one of their tasks and corrects the mistakes, the others will be corrected at home by the teacher (notice the use of simple present tense) - Sts exchange their tasks for comparison II Writing * Information: + We can check weather conditions before we go on a pick nick or we can book the tickets, find time tables and maps foot the trip reserve rooms in a hotel * Entertainment: + We can listen to music or radio, watch films or play games + We can communicate with our friends or relatives by means of email or chatting * Education: + We can teach ourselves We can look up the new words Informati Entertain Education on ment New, Music, On-line articles, movies, school, weather games, on-line forecast chatting, lessons, e-mail, self-study, web cam Post - T gives conclusion: writing “We can use the Internet for many purposes It is really a wonderful (8’) invention of our modern life But be alert while enjoying surfing - T asks some questions: - And the last question: “What you usually on the internet?” - T asks sts to ask and answer the question => make a deep impression on their minds about what they have studied What you have to before having a picnic or a trip? How can you communicate with your friends or relatives on the fastest way? Do you usually listen to music/radio on the internet? Do you usually chat with someone on the internet? Summary: Sum upthe main idea about the advantages and disadvantages of using the internet 5.Homework- Write down in your notebooks a passage about the benefits of the internet *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Date of planning:1 /12/2011 Date of teaching:.19/12/2011.9 B C D UNIT 5: THE MEDIA Period 34: Lesson 6: - Language Focus (page 46) I Aims and Objectives *Helping students further practice in Tag questions and Gerund after some verbs *Vocabulary: (Rivised) Skill: + Target skill: Writing + Other skill:, Reading & listening & Speaking *Main teaching point: Tag questions * - By the end of the lesson, students will be able to talk to their friends about their likes or dislikes - Develop speaking and writing skills II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to rewrite types of questions on the BB New lesson: (40 mins) Stag Steps/Activities The content of the lesson e Prac * Word square: itice - Stick the poster on the board (17’) - Ask students to find out 13 verbs in the word square - Divide the class into two teams, students from each team go to the board and circle the words they have found, and then write them down in the column of their team - The team which has more right words will be win the game * Dialogue Build: Set The Science: Hoa and Lan are talking about their favorites in their free time - Show the open dialogue and ask students to build a complete dialogue Teacher can remind some other verbs Prac Mind tice Finish Suggest (10’) Consider Deny Keep on (continue) Miss Can’t help Practice Stand (bear) - Get student to exercise on page 46 - Have students ask and answer questions about each item in the box Soccer fishing movies Detective stories Candy Music Prac - Give an example tice * Writing: (substitution box) - Have students write true sentences about their family members, relatives, (13’) friends and themsevelves - Ask students to look at the works in the three box on the page 46 and use them as cues - Give example My father likes watching sports but my mother doesn’t She loves listening to music - Ask some students to read then - Give feedback and correction - Get students to continue to write individually a My mother hates advertisements on TV but little brother doesn’t, he loves it very much b I like writing letters to my friends but my sister doesn’t She hates writing - Ask student to write some sentences I Practice L M P R I O M I K I R L E N J O A F V S F I S V I N U U N I G Y I S G E S H B C * Answer keys: A S S Y V O T N S D C S T L U R S E T E T D C O N S I D E R I N C V A V O I D O S I K E K I L S I D E M B O N M L H I U Like, consider, finish, avoid Love, enjoy, miss, pat ice Deny, mind Suggest, finish Dislike II Practice Exericise: Gap fill Lan: (1) (3) soccer? (4) Hoa: No, I Lan: (5) (7) it (6) enjoy TV? (8) Hoa: Yes, I Lan: finish? (2) You (9) You Hoa: I don’t know I’ve (12) it (10) (11) tiered * Answer keys: (1) do(2) like(3) playing(4) hate(5) (6) you(7) Watching(8) Love(9) do(10) Enjoy(11) never(12) it III.Revision of Gerunds After Some Verbs Like Love Enjoy + V-ing (Gerund) Dislike Hate a Soccer: Summary: Sum up the language items Homework: Do all exercises on page 45 + 46 again Do all exercises in the workbook *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Date of planning:17 /12/2011 Date of teaching:.20/12/2011.9 B C D Period 35: REvision I Aims and Objectives *Helping students rivise all the main language items from unit to unit *Vocabulary: Rivised Skill: + Target skill: Writing + Other skill:, Reading & listening & Speaking *Main teaching point: Write * - By the end of the lesson, students will be able to recall the language they have learnt II Teaching aids: Teacher: Posters Students: books III Procedures: Check up Have two ss to rewrite strutures they have learnt New lesson: (40 mins) Steps Activities The content of the lesson Practice Have ss work in pairs to exercises Ask some ss to on the BB Go round and help when possible TWC and corrrect in direct Practice Have ss work in pairs to exercises Ask some ss to on the BB Go round and help when possible TWC and corrrect in direct I Past simple and past simple with Wish Put the verbs in the bracckets in the correct forms I wish he (write) to me more often She wishes she ( be) old enough to go wish us I wish I (can come) to the party tonight He wishes he (have) a new computer now They wish they (have) a new car They wish they (not have to go ) to class to day I wish it (rain) now My sister wishes she (can fry) as a superman Tom wishes he (be) a fry 10 She wishes he (have)a new flat in the centre of the city now Rewrite the sentences without changing the meaning I don’t have a key - I wish They can’t go skiing this Sunday _ They wish 3.We can’t fly – We wish 4.She can’t go fishing now – She wishes 5.I have to a lot of housework now - I wish 6.I can’t go to the pictures with you – I wish 7.She can’t take part in the trip - She wishes 8.We can’t go to the party -We wish 9.The air is not fresh -I wish 10.It is cold -We wish I Adiectives and Adverbs Exercise Cho dạng đúng từ ngoặc Nam is a ………….driver He always drives very ………… (careful) She is a …………….driver She drives very ………… so I don’t like her (careful) Tom can run so …… He is a ……….runner (quick) My mother can cook very …… .She is a ……….cook (good) Maria is a ………cyclist She cycles very ……… Summary: Sum up the language items Homework: Do all the exercises again Rivise all the language focus from unit to unit *Self-evaluation ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Date of planning:27 /12/2011 Date of teaching:.30/12/2011.9 B C D Period 36 :FIRST TERM Test I Aims and Objectives To eveluate ss knowledge from unit to unit Classification of students according to marks II Content of the test 1.Ma trËn Chủ đề NhËn biÕt TN TL Language focus 3,6 Reading writing Tæng Th«ng hiÓu TN TL 5 VËn dông TN TL 14 Tæng 2,4 5,6 2,4 10 25 3,6 2,4 10 (Ch÷ sè phÝa trªn bªn tr¸i mçi « lµ sè lîng c©u hái, ch÷ sè gãc ph¶i phÝa díi lµ tổng số điểm cho các câu ô đó TN = trắc nghiệm ,TL = tự luận Néi dung (Đề sở GD ra, có tờ đính kèm theo)