After you listen:8 mins - Ask sts to work in pairs and use the information in the table and the answers in Task 2 to talk about important events in Pele's life - Move round to check the [r]
(1)TIẾT HƯỚNG DẪN HỌC TẬP BỘ MÔN th Planning date: Aug 20 Teaching date: Aug 23rd * Objective Aims of the lesson: - To introduce the textbook- English 10 - To introduce the way of testing - To set up some class regulations - To give a fifteen- minute test Lexical items: Teaching aids: handouts, textbook Skills: * Method: Intergrated , mainly communicative Procedure A fifteen- minute test I Complete the following sentences with the correct form of the verbs in brackets The sun always (rise) in the east Look, it (rise) I don't think I (go) tonight I'm too tired Where you ( spend) your summer holiday last year, Tam? Mai ( be ) very happy when she (receive) a letter from her sister this morning Would you like (join) my class next Sunday? We ( visit) the local museum II Complete the second setence so that it has a similar meaning to the first one I haven't been to Portugal since 1990 I last When did you start your course? How long have I know it belongs to them , because there's a label on it I know it's I recognized him at once At once I knew The phone call interrupted my breakfast I was III Choose the best answer The boys like ( playing/ play) games but hate ( doing/ do) lessons Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to the Y& Y Green Group His doctor advised him( to give/giving) up ( to smoke/ smoking) By (working/ to work) day and night he succeeded in ( finishing / to finish) the job in time After filling in the form please (bring/take) it back to me The tourist needs (finding/ to find) the police station because he has lost money Is he able (can join/ to join) the Y & Y Green Group? He doesn't enjoy ( playing/ to play) basketball Let him (does/ do) what he wants 10 My mother is busy ( to cook/ cooking) Tiết UNIT 1: A DAY IN THE LIFE OF… Lesson 1: A READING Planning date: Aug 20th Teaching date: Aug 25th I Objectives: Aims: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practise scanning specific information in the texts Knowledge: - General knowledge : A day in the life of a farmer - Language: Words concerning farming The present simple tense II Methods: integrated, mainly communicative III Anticipated problems: no problems IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Teacher's activities Students' activities Warm- up:( mins) - close their books + Aims: to introduce the topic of the lesson and to raise sts' interest - match two columns - Ask sts to close their books - Deliver handouts, and ask sts to match a noun in column A with a phrase in column B A B T : What does a teacher do? a teacher a does homework S1 : He gives lessons a doctor b works in the field T : What does a doctor do? a student c delivers letters S2 : He looks after patients a postman d looks after patients a farmer e gives lessons T : What does a farmer do? - Ask sts to match quickly in one minute, then ask S5 : He works in the field some sts to stand up to answer T's quetions S: I often get up at six - After the last question, T introduces the new S1: What time you often go to school? lesson S2: I often go to school at 6.30 S3: What time you often have breakfast? Before you read:( 10 mins) - Do the first example S4: I often have breakfast at 6.15 T: What time you often get up? - Ask sts to work in pairs to ask and answer about S11: What you often in the evening? their daily routine, using the cues in the textbook S12: I often my homework (2) - Introduce the topic of the reading passage: " A day in the life of a farmer" - Introduce some new words: - plough (v) ( the action of the man in the picture) - 'harrow (v) : bõa - a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer - pump(v) : b¬m - trans'plant (v)( use words"plant" and "trans-" to explain) the transplanting - Ask sts to listen and repeat these words twice, then ask some sts to read again While you read:( 20 mins) - Aims: Sts practise reading + Task 1: - Ask sts to read the passage about a farmer, Mr Vy and his wife, Mrs Tuyet and Task1 - Ask sts to work individually in minutes to this task - Ask sts to stand up to answer , then give remarks - Translate number into Vietnamese in case sts not know the word " contented with" and three options + Task 2: - Ask sts to read the passage again and answer the questions about Mr Vy and Mrs Tuyet - Ask them to work in pairs , one asks and one answers - Move round to make sure that all sts are working and to help them if necessary - Ask some sts to report and give feedback + Task 3: - Ask sts to read the passage again , and explain what they are going to - Ask them to complete the note in minutes, then discuss their answers with their partners - Ask three sts to report their answers aloud - Check and give remarks Work in groups to discuss - Ask one member of their groups to report if possible After you read:( mins) - Aims: to help sts to consolidate what they have read - Ask sts to close their books - Ask them to work in small groups of three or four to talk about Mr Vy and Mrs Tuyet's daily routines basing on their note in Task - Encourage them to use their own words - Ask one or two pairs to report Homework:( min) - Ask sts to write full passage about Mr Vy and Mrs Tuyet basing on what they have discussed in Post- Reading Tiết S: I think he is a farmer - Listen and repeat - plough - peasant - harrow - pump - a plot of land - transplant C C A A S1: What is Mr Vy's occupation? S2: He is a farmer S3: What time does he get up and what does he after that? S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea S5: What does he in the morning? S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break S7: What Mr Vy and his wife in the afternoon? S8: They repair the banks of their plot of land Mr Vy pumps water into it while his wife does the transplanting S9: Are they happy with their lives or not? Why? S10: Yes, they are Because they love working and they love their children - In the morning: + 4.30: The alrm goes off and Mr Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field + 5.15: he leaves the house + 5.30: he arrives in the field, ploughs and harrows his plot of land +7.45: He takes a rest + 10.30: he gose home + 11.30: he has lunch with his family - In the afternoon: + 2.30: they go to the field again, repair the bank of the plot of land He pumps water into it, she does the transplanting + 6.00: they finish work + 7.00: they have dinner - After dinner: + They watch TV, sometimes they see their neighbours for a cup of tea and chat with them +10.00: they go to bed Lesson 2: B SPEAKING th Planning date: Aug 20 Teaching date: Aug 30th I Objectives: Aims: - Students work in pairs to ask and answer about one's daily activities using a timetable or pictures - They can talk about their daily routines Knowledge: - General knowledge: A day in the life of a student - Language: - Words concerning school subjects - The way to tell clock time - The present simple tense II Methods: integrated, mainly communicative III Anticipated problems: - Problems: Students may forget the names of school subjects and the way to tell clock time - Solutions: teacher should recall these words before they practise speaking IV Teaching aids: - picture, board, chalks, textbook, handouts (3) V Procedures: Tiết Lesson 3: C LISTENING (4) Planning date: Aug 26th Teaching date:Aug 31st I Objectives: Education aims: Kow hard manual labourer in Vietnam work and appreciate them Knowledge: a General knowledge: A day in the life of a cyclo-driver b Language: - The present simple tense - Words concerning the cyclo- driver's work Skills: + Listening comprehension - Students listen and number the pictures in their correct order - Students listen and decide whether the staments are true or false + Speaking: ask and answer about the information in the listening text II Anticipated problems: + Problems: - Students may not know some works in the listening text - They not know where to focus on the listening text + Solutions: - Teach new words in advance - Guide students to guess the answers before they listen III Teaching aids: - Tape, board, chalk, textbook IV Procedures: Teacher’s activities Students’ activities Homework checking:( mins) Two sts tell the whole class about their daily routines - work in groups and recall the Before you listen:( 10 mins) Aims: focus sts on the topic and review/ introduce the vehicles and their operators then make words and phrases used to describe a cyclo driver’s a list on a sheet of paper daily activities - compare theirs notes a T asks sts to work in groups and make a list of vehicles - listen to the T and open their books and the people who operate them, then compare their list - Work in pairs to ask and answer with other groups’ - Some pairs stand up and report S1: Have you ever traveled by cyclo? - Introduce the topic of the listening text: ‘A day in the S2: Yes, I have S3: When was it? life of a cyclo driver’ and asks sts to open their books - Ask sts to work in pairs to ask and answer the questions S4: Last summer holiday S5: Is it interesting to travel by cycle? in the textbook S6: Yes, it is Have you ever traveled by cyclo? S7: Which you prefer, going by When was it? bicycle or by cyclo? Is it interesting to travel by cyclo? Which you prefer, going by bicycle or by cyclo? S8: I prefer traveling by cyclo because I have time to look around and I’m not Give reasons tired - Move around to help sts then ask some pairs to report - Give remarks b T asks S to look at the words in the book and read after - look at the words and read after T T - copy the words and phrases - Introduce some new words - 'passenger (n): (in the pictures) - 'district (n): e.g.: Ba Dinh district, Thanh Mien district - drop (v): when the passenger gets off the cyclo - 'pedal (v) = cycle (v) - 'purchases (n) = the shopping: The things someone - listen and repeat - Some individuals read the words has bought aloud - food stall (n) : (In the picture) - Read the words aloud and asks sts to repeat - Ask some sts to read the words again While you listen:( 20 mins) - look at the pictures and listen to the + Task 1: T - Do the first example: In the first picture, a cyclo driver is cycling his cyclo - describe the other pictures in pairs and taking a woman to somewhere - Introduce the situation about Mr Lam, a cyclo driver in - listen to the teacher Hochiminh city talking about his daily routines T asks - listen to the tape / the teacher and sts to listen to the tape/ teacher and number the pictures the task - Share their answers in the correct order - give feedback - play the tape/ read the text twice - check their answers , and then - Ask sts to share their answers in pairs correct their work if they have any - Get sts’ answers - play the tape once again, stop where necessary and wrong answers Key: – – – – – conduct the correction - Read the statements , underline the + Task 2: -Ask sts to listen to the tape/T again and tick the box to key words in each sentence - Try to guess whether each sentence is indicate if the statements are true or false true or false - Ask sts to compare their answer in pairs - Listen and the task - Checks sts’ answers - Play the tape once again, stop where necessary and - Share their answers with their partners (5) conduct the correction After you listen:( mins) - Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the cyclo driver’s routines in front of the whole class - Check and give remarks Homework: ( 1min) -Write a short paragraph about Mr Lam's routines Tiết - Give answers - Listen again and check Key: 1F; 2T; 3F; 4F; 5F - Work in pairs to ask and answer questions such as: " What is the man's name?" " What does he do?" Lesson 1: D WRITING st Planning date: Sep Teaching date: Sep 3rd I Objectives: Education aims: Students write a narrative Knowledge: a General knowledge: - Writing about a hotel fire b Language: - The past simple tense - Connectors (time expressions) Skills: + Reading: Read a passage to find the verbs in the past simple and the connectors + Writing a narrative using the prompts + Speaking: - Students discuss in groups to share their answers II Anticipated problems: + Problems: Students may not know some expressions in the tasks + Solutions: Explain these words/ expresssions in advance III Teaching aids: - A picture, board, chalk, textbook IV Procedures: Teacher's activities Students' activities Warm- up:( mins) Aims: To raise students' interest - Look at the picture -Show a picture that teacher prepared in advance about S: The buildings are on fire the explosion in Twin Towers in 2001 S: It happened in the U.S.A - Ask some questions: S: It happened on September 11th , 2001 T: What is happening ? S: Two planes carrying bombs crashed into T: Do you know where it happened? two buildings and killed a lot of people - Tell sts that they are going to write a narrative of past events - Look at Task Before you write:( 20 mins) - Read through the passage individually - Aims: to provide sts with the materials ( vocabulary, - S: The most frightening experience of the grammar, form) to write writer's life when he(she) travelled on a + Task 1: plane on 14th July 1995 - Ask sts to look at Task - Ask them to read through the passage in two minutes - Listen and repeat: to get the main idea + stare death in the face - Ask one student to report + fasten - Explain some new words/ phrases in the passage: + stare death in the face ( explain the meaning of each + dip - Read the passage again and task word ,then let sts guess the meaning of the whole + Verbs used in the past simple: stared, was, phrase) arrived, got, took off, began,thought, were + 'fasten(v)( demonstrate) told, seemed, realised, were, screamed, + dip (v) : move to a lower level thought, had, felt, gained, announced, - Ask sts to listen and read these words again landed - Ask them to read the passage again more carefully + Connectors( expressions of time): on that and task in minutes day, at first, then, a few minutes later - Ask them to share their answers with their partners - work in groups - Check the task by asking two sts to report - Report the answers: - Give remarks + The events: people got on plane, plane + Task 2: took off, hostesses were just beginning to - Ask sts to read the passage again and in groups to serve lunch when plane began to shake, task plane seemed to dip, people screamed in - Divide the class into three regions: one identifies the panic events, one identifies the climax and the rest identifies + The climax: We thought we had only the conclusion minutes to live - Ask sts to work in only minutes + The conclusion: the pilot that everything - Draw the conclusion about writing a narrative was all right, we landed safely, it was the + Form: parts: - introduction most frightening experience of my life - body: events, climax - Listen and repeat these words - conclusion + Verb tense: the past simple tense - Write the passage into their notebooks + Connectors: at that time, on that day,then, after that, Last year I spent my summer holidays at a a few minutes later, until, etc - Ask sts to task but before that explain some new seaside town The hotel was modern and comfortable I had a wonderful holiday until words: (6) + 'discotheque (n) : disco + choke (v): to be unable to breath - Ask sts to listen and read these words again While you write:( 10 mins) - Aims: students practise cotrolled- writing + Task 3: - Ask sts to build up a narrative about a hotel fire using the prompts - Ask them to work individually - Ask sts to share their answers with their partners After you write:(9 mins) -Aims: to get feedback - Ask sts to report their work sentence by sentence Homework( 1min) - Ex 1, (page 9) Tiết the fire It was Saturday evening and everyone was sitting in the discothequeon the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran away toward the fire exits One door was blocked Many people began to cough and to choke Then just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frioghtening experience of my life Lesson 5: E LANGUAGE FOCUS nd Planning date: Sep Teaching date: Sep 6th I Objectives: Education aims: Distinguish the sound / i / and the sound /i:/ and pronounce them correctly Students revise the present simple tense and the past simple tense Knowledge: General knowledge: - a person's hobby and the narrative of a camping trip Language: - Pronunciation: / i / and /i:/ - The present simple tense - Adverbs of frequency - The past simple tense Skills: Read sentences aloud Read the passages silently to the exercises II Anticipated problems: + Problems: - Students may have difficulty in pronounce / i / and /i:/ correctly + Solutions: - Explain carefully the diference between two sounds III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking.( mins) Exercise1: - Ask one student to exercise (page I first went to school when I was six years old 9) on the board My father held my hand firmly and took me to the - Check Ex with the whole class Check school gate this exercise sentence by sentence I was frightened by all the strange faces and the large - Give remarks and marks buildings I quickly found another gate on the other side of the Pronunciation:( 17 mins) - Introduce two sounds / i / and /i:/ playground - Read each sound twice and then ask sts to listen and repeat Exercise 2: - Ask sts to look at the book, then listen Last summer so and repeat In the morning At first - Ask sts to practise reading these words Once in a while in the end in groups However On the whole - Ask some sts to read aloud and give - Look at the board remarks - Listen to the teacher and then listen and repeat / / - Ask sts to look at part and tell sts what and /i:/ they are going to - Listen and repeat - Do the first example:( read the sentence /ɪ/ / i:/ aloud and underline the sounds) hit kick heat repeat Is he coming to the cinema ? bit click beat read /ɪ/ /ɪ/ /ɪ/ /ɪ/ little interested meat eaten - Ask sts to work in pairs to practise We 'll miss the begining of the film reading and to find the sounds in the rest Is it an interesting film, Jim? sentences ( sound /ɪ/) - Remind them of the intonation of the The beans and the meat were quite cheap questions He's going to leave here for the Green Mountains - move round to help if necessary Would you like to have meat, peas and cheese? - Ask some sts to read these sentences ( sound / i:/) aloud + Form: (+) S + V/ Vs/ Ves + - Give remarks (- ) S + don't/ doesn't + V + Grammar and vocabulary:( 20 (?) Do/ Does + S + V + ? mins) + Use: to talk about present habits or present states - Ask sts to think about the present simple + Position: tense and ask some to tell the whole class - after " to be" but before other verbs about the form and the use of the tense - " As a rule" is placed at the beginning of a sentence - Ask sts about the position of adverbs of is catch frequency fish go - Ask sts to Ex individually in worry give up (7) minutes, then share their answers with their partners - Explain any new words if necessary - Ask some sts to report and give remarks - Ask sts to Ex orally in pairs in minutes - Present the past simple tense - Ask some students to tell the whole class about the form and the use of this tense - Ask sts to look at Ex and explain what sts are going to - Ask sts to this exercise on the board - Move round to help sts if necessary - Check and give remarks Homework ( min) -Ex 1, ( page 6) Tiết Planning date: Sep 3rd I Objectives: Education aims: Knowledge: are 10 say catch 11 realise am 12 am Sample answers: He always get up early She is sometimes late for school Lan normally practises speaking English As a rule, Thao is a hard- working student + Form: (+ ) S + V-ed/ V( irregular) + ( - ) S + didn't + V + ( ? ) Did + S + V + .? + Use: to indicate that somthing happen in the past was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flowed UNIT 2: SCHOOL TALK Lesson 1: A READING Teaching date: Sep 8th - Students know more about school and related problems a General knowledge: - Knowledge about school b Language: - The present simple tense - V-ing and To-infinitive Skills: - Speaking : talk in pairs and in groups - Reading comprehension: to fill in the blanks and to answer the questions II Anticipated problems: Students may have difficulty in understanding some of the topics like health problems or hobbies III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities - Work in pairs orally Warm-up: ( mins) - some sts report - Aims: to raise sts' interest and to introduce the topic S1: When I meet my friends, I often talk -Ask students to work in pairs and discuss this question: about films, our study, and other "When you meet your friends, which of the following topics you often talk about?" students - Ask sts to look at the cues in the textbook S2: I often talk about my favourite - Encourage them to think of other topics singers, some film stars, or my hobbies S3: I usually talk sports and games - Ask them to work in minutes then ask some pairs to report - Copy down - Check and give remarks - Listen to the teacher then repeat - Introduce the topic of this lesson - Practise reading these words with their Before you read:( 10mins) partners - Aims: to introduce vocabulary and the grammatical item relating to the reading text - Some sts read these words aloud a Vocabulary pre-teach: - Provide the students with these new words/phrases in this way: hope + Read and write each word/phrase on the blackboard then like love + V- ing want + to- V give the meaning of the word/phrase enjoy decide + corner shop(NP): a shop at the corner of a street + pro'fession(n): = job, occupation + stuck(adj): bÞ t¾c, bÞ kÑt + 'attitude(n): what you think about or behave toward - Listen to the teacher something + mall (n): an area containing a lot of shops eg: a shopping mall - Ask sts to listen and repeat, then practise with their partners - Read through the talks, then discuss - Ask some sts read all the word/phrases aloud, listen and their contents help the students to read the words/phrases correctly b Gerund and to- infinitive introduction: -Recall the usages of gerund and to-infinitive to the - Read the text again and the task students - Share their ideas with their partners - Ask sts to tell the teacher the cases to use gerund and to- Some sts read their answers aloud infinitive - Ask sts to discuss quickly in minute, then one of them enjoy traffic worry stand up to report (8) - Listen and give remarks While you read:( 20 mins) - Aims: sts practise reading and then the tasks relating to the text - Introduce briefly the content of the reading text "You are going to read three talks given by a student, a teacher and a student’s father about school You read them and the tasks assigned." - Ask sts to read through three talks and tell teacher the main ideas of these talks Task 1: Gap-filling - Have sts compare the answer with a partner - Get feedback and give correct answers Task 2: Finding who … - Ask students to work in pairs Read the small talks again and find out who - Move round to check sts'work - Ask sts to share their answers with other pairs' - 9-10 pairs are required to give answers in front of the class(1 pair/ time/ answer) - Listen and check Task 3: Answering questions - Ask students to keep on working in pairs Read the talks more carefully and answer the questions - Get feedback and give correct answers After you read:( mins) - Tell students to work in groups: Choose one of the following topics and talk about it for about minutes a.What subjects you like learning best and why b What you like and dislike doing at school c What you worry about at school - Go round to help students with their work - check and give remarks Homework:( min) - Part A ( page 10- workbook) Tiết crowded language - Work in pairs to discuss - Share their ideas with other pairs' - Some pairs stand up and report - S1: enjoys teaching S2: Miss phuong - S3: has to get up early S4: Phong - S5: lives far from school S6: Phong - S7: loves working with children - S8: Miss Phuong - Discuss in pairs - Some pairs report P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, Chemistry P3: Because it is an international language P4: She says that teaching is hard work, but she enjoys it because she loves working with children P5: Because his son has to ride his bike in narrow and crowded streets on the way to school - Discuss in groups of three or four one of three topics - Assign one member of each group to be the secretary to take notes their group's ideas - Some sts stand up to present their ideas Lesson 2: B SPEAKING Planning date: Sep 6th Teaching date: Sep 9th I.Objectives: Education aims: - Sts can make small talks in daily situations Knowledge: a.General knowledge: Make a conversation and practise with their classmates b.Language: - The simple past tense - Wh- questions Skills: - Speaking: - Asking and answering in small talks - Starting and closing a conversations - Reading: sentences and then rearranging them into a conversation II Anticipated problems: "How is everything at school? Catch you later " III Teaching aids: - board, chalk, textbook IV Procedures: Teacher’s activities Students’ activities 1-Warm - up: ( mins) - Aims: to focus sts on the topic of the lesson and to raise their interest - Introduce the situation and write a short dialogue on - Look at the board and listen board: "Suppose that you meet a friend at the supermarket - Work in pairs to ask and answer You are very busy What will you say to open and end the conversation." - Some pairs stand up to report A: ( 1) (1) Hello, Mai/ Hi Mai B: Hi Lan How are you? (2) I’m very busy now A: I’m fine Thank you And you? I really must go now, Perhaps another B: I’m very well Thanks I haven’t seen you for a time long time Let’s go somewhere for a drink A: Sorry, ( 2) - Ask sts to complete the dialogue in pairs - Work in pairs to put the phrases into the - Ask some pairs to report correct columns "Today we will practice speaking conversation having - Ask two sts to give feedback starting and closing sentences." Starting a Closing a 2.Before you speak( 12 mins) conversation conversation Aims: Introduce phrases used to start or to close a Good morning Goodbye See you conversation later (9) + Task 1: - Ask sts to look at the phrases in the book and to work in pairs to put the expressions in starting and closing a conversation - Make sure that sts understand all the expressions = + How’s everything at school?= How 's your studying? + Catch you later = See you later While you speak:( 12 mins) + Task 2: - Ask sts to read through all the sentences and rearrange them into an appropriate conversation - Ask sts to the task individually and then discuss with their partners - Go around to help sts - Get feedback and give correct answers - Ask sts practise reading this dialogue in pairs - Ask some pairs to read aloud + Task 3: - Ask sts to read all the given expressions and the incomplete dialogue - Ask sts to complete the conversation with suitable words, phrases or sentences in the box - Ask sts to work individually first and then work in pairs - Get feedback and give correct answers - Ask some pairs to practise in front of the class - Listen and help sts if necessary 4- After you speak:( 15 mins) Aims: Sts can make small talk on suggested topics + Task 4: - Introduce the topics: The weather Last night’s TV programmes Football Plans for the next weekend - Divide the class in to four groups Each group gets one topic and use the starting and ending of a conversation to practise - Ask sts to work in pairs to make small talks about the topic they are assigned - Go round to help sts - Call on some pairs to act out the dialogues in front of the class - Ask others sts to comment on their conversations - Get feedback and correct any mistakes if there are 5- Homework:( min) - Write down what they have discussed Tiết How’s everything? Well, it’s been nice talking to you Hello How are Sorry I’ve got to you? go Talk to you later Hi How is school? Great I’ll see you tomorrow Hello What are Catch up with you you doing? later - Read and rearrange the sentences into a conversation - Share their ideas with their partners Answers : D - F - B - H - E - C - G - A - Practise reading in pairs - Some pairs stand up to read the dialogue aloud - Read all the words and phrases as well as the dialogue - Work individually ,then work in pairs - Some pairs read the dialogue aloud A: What’s the matter with you? B: I feel tired I’ve got a headache A: You’d better go home and have a rest - Listen to the teacher and try to brainstorm about the topics - Listen to the teacher - Work in pairs to make small talks - Some of sts act out in front of the class The weather: A: Hi, Lan How was your trip to Vung Tau? B: Hi Hung It was wonderful| I really enjoyed it A: What did you like most in Vung Tau? B: The weather A: What was the weather like in Vung Tau? B: It was warm I prefer the weather in Vung Tau to Nha Trang A: Oh, really? I love it, too B: By the way, you want to see my photos? A: Sure Lesson 3: C LISTENING th Planning date: Sep 16 Teaching date: Sep 19th I Objectives: Education aims: conversations about daily topics: study at school, wheather and travelling Knowledge: a General knowledge: - Sts understand small talks about everyday life b Language: Sts recall and learn more about: - The present continuous tense - Verbs to describe everyday activities - Vocabulary on school, friends, Skills: Sts develop the following skills: - Listening and numbering the pictures in the correct order - Listening and answering given questions - Listening and filling in the gaps - Speaking : describe the pictures and talk about their problems at school II Anticipated problems: - Sts have difficulty listen to the dialogues read aloud by one people - Sts cannot take notes to answer the questions while listening III Teaching aids: - textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:( mins) Two pairs of sts make small talks about their daily life -Work in pairs and the matching Before you listen:( 10 mins) 1-c; 2-e; 3-a; 4-b; 5-d Aims: focus sts on the topic and review/ introduce the - Work in pairs to ask and answer: words and sentence models used in small talks (10) - Ask sts to read the questions and answers in the book and work in pairs to match the question with the appropriate answer, and then compare their list with other pairs’ - Check sts’ work - Ask sts to work in pairs to ask and answer - Move around to help sts - Ask some pairs to present and gives remarks - Introduce some new words/ phrases + semester (n): e.g.: Semester 1: Sept -> Jan Semester2: January -> May + enjoy oneself (n): somebody does something and likes it + go for a swim (v): e.g.: go for a walk/ a drive - Read the words sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 20 mins) - Aims: Sts practise listening and numbering pictures, listenning for specific information by answering questions and by filling in the blanks with missing words + Task 1: - Ask sts to work in pairs, look at the pictures in the textbook and use the following suggestions to ask and answer about each picture What/ who/ see? Who/ they? Where/ they? What / think / talk about? - Ask sts to the same - Move around to help sts - Introduce that sts will listen to four short conversations and ask sts to look at the pictures and listen to the T - Play the tape once again, stop the tape after each conversation and conduct the correction + Task 2: - Ask sts to read the questions in pairs and make sure they understand the statements and know what information they need to answer the questions - Ask sts to listen to the tape/T twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Ask some sts to report the answers - Play the tape once again, stop the tape where necessary and conduct the correction + Task 3: - Ask sts to read the conversation in pairs and see what information they need to fill in the gaps They may guess the answers in some gaps - Ask sts to listen to the tape/T once and fill in the gaps - Ask sts to compare their answer in pairs - Ask some sts to report their answers - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:( 9mins) - Ask one or two pair to retell theirs problems in front of the whole class - Check and give remarks Homework( 1min) Write a short paragraph about their problems at school Tiết 10 - Some pairs stand up and present S1:What subjects are you taking this semester? S2: I’m taking maths S1: How you like the class? S2: I really like it - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Look at the pictures and listen to the T S: A hotel S: Two people S: Maybe they are talking about the hotel or the holiday - Ask and answer about the pictures in pairs - Listen to the teacher - Listen to the tape / the teacher and the task - Compare their answers and then correct their work if they have wrong answers - Report their answers Key: b – c – d – a - Work in pairs to read the questions - Listen and the task - Compare their notes - Report their answers (She is taking) English; (She is) in Miss Lan Phuong’s Class; (He is) at a party; (He plans to stay there) for a week No, she doesn’t She travels alone - Work in pairs to read the conversation and try to fill in the gaps before they listen - Listen and the task - Compare their answer in pairs - Report the answers 1: it here 5: travelling 2: very nice 6: No 3: big 7: alone 4: comfortable 8: for a drink - Listen to the teacher -Ask and answer in groups - One/ two pairs present Lesson 4: D WRITING Planning date: Sep 17th Teaching date: Sep 20th I Objectives: Education Aims: - Students know how to fill in an English form Knowledge: a General knowledge: - The structure of an English form b Language: - Wh- questions - Words/expressions used in a form Skills: - Speaking: discuss in pairs - Writing: fill in a form II Anticipated problems: Expressions in a form so teacher should teach them in advance III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking( 5mins) - Listen to their friend attentively - Ask one st to tell the whole class about his or her (11) problems at school in front of the whole class - Check and give marks Before you write:( 20 mins) - Aims: To introduce the topic of this lesson, and to guide sts to fill in a form - Introduce the topic of this lesson:" Filling in a form" and ask sts to look at the textbook + Task 1: - Ask sts to work in pairs to discuss two questions in minutes On what occasions you have to fill in a form? What sort of information you often have to provide when you fill in a form? - Move round to help sts if necessary - Ask some pairs to stand up to report their ideas - Add some more ideas - Give remarks + Task 2: - Ask sts to look at the introduction in task and explain more clearly - Ask them to look through column A and column B - Explain the phrase: "'marital 'status"= Are you married or single? - Ask sts to listen and repeat this phrase - Ask sts to match a line in A with a question in B individually minutes - Ask sts to work in pairs to ask and answer about the questions in column B - Ask them to give short answers - Move round to conduct the activity - Ask some pairs to report - Give remarks + Task 3: - Tell sts that forms ask them to certain things so they should follow the requirements - Ask sts to read through five points , then explain some new words: - de'lete( v) : to omit something - 'applicable (adj): suitable - Ask sts to listen and read these words again - Ask sts to read the task again and fill in the blanks as they are required - Ask two sts to write their answers on the board - Check and give remarks - Ask sts to look at Task and read through this task - Explain some new words: - en'rol (v): to become a member/ a student in a course en'rolment( n) - natio'nality( n): eg: Vietnamese, French, etc - 'specify (v): tell clearly - Ask sts to listen and read these words again While you write: ( 10 mins) - Aims: Sts practse filling in a form - Ask sts to read the form again and fill in it - Ask them to work individually in minutes - Copy the form on the board - Ask them to share their answers with their partners After you write: ( minutes) - Ask one st to fill in the form on the board - Ask another st to give remarks - Check and correct any mistakes - Ask sts to read their forms again and correct the mistakes if there are Homework: ( min) - Part D ( page 27- textbook) Tiết 11 - Open their books and look at the tasks - Pair 1: When you want to send some money/ parcels at a post office Your surname, your first name, your age - Pair 2: When you apply for a job or attend an examination to a high school/ a university Your address, your job, your date of birth - Look at task and listen to the teacher - Read through the task - Write this phrase in their notebooks - listen and repeat - Do the task individually - discuss in pairs - Give feedback 1- d; - f; - e; - g; - b; - c; a S1: What you do? S2: I'm a student S3: Where are you living at the moment? S4: At 32 Tran Hung Dao Street S5: Are you married or single? S6: Single S7: What 's your first name? S8: Binh - Listen to the teacher - write these words into their notebooks - Read thes e words again - Do the task silently and the share their answers with their partners NGUYEN THI NHUNG Nhung I am a student (Delete other choices) - Write these words in their notebook - Listen and repeat - Fill in the form - Discuss in pairs + Sample : Mr/ Mrs/ miss Surname: PHAM First name: VAN TUNG Date of birth: FEBRUARY 20th, 1991 Nationality: VIETNAMESE - Self- correct Lesson 5: E LANGUAGE FOCUS th Planning date: Sep 20 Teaching date: Sep 22nd I Objectives: Education Aims: Distinguish the sound // from the sound /a:/ pronounce them correctly Students revise Wh-questions and V-ing and to infinitive Knowledge: a General knowledge: - informal letters b Language: - Pronunciation: / / and /a:/ - Wh- questions (12) - V-ing and to infinitive - work in pairs to ask and answer Wh- questions - Read words and sentences aloud -Read the passages and sentences silently to the exercises II Anticipated problems: + Problems: Difficulty in pronounce / / and /a:/ correctly + Solutions: - Explain carefully the diference between two sounds III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Warm-up: ( 3mins) - Look at the board - Aims: to introduce the topic and to raise sts' interest - Look at the book , listen and repeat - Write on the boards two sentences: study far eg: My cousin is my uncle's son subject father I want to read this example - Ask one st to read the examples aloud - Read these words in pairs and check - Check whether they pronounce correctly, then ask the for their partners whole class to read the sentences again - Look at the book and work in pairs.- Point at underlined words and introduce the topic;" Today Answers: / / /a:/ we will practise pronouncing two sounds / / and /a:/ Pronunciation:( 15 mins) love dancing a Write two sounds on the board and pronounce them much stars clearly twice, then ask sts to repeat - S: They are questions beginning with - Tell sts the difference between two sounds " what, who, where, how,etc" - Ask them to look at the textbook, listen and repeat - Look at the textbook b Ask sts to look at sentences in page 29 in the book - make questions then ask and answer - Ask the to work in pairs to read the sentences and then with their partners find out the words containing sound // and the words containing sound /a:/ V-ing: - Ask them to work in minutes - After some verbs: - Check and give remarks admit, avoid,admit,give up, like, love, Grammar and vocabulary:( 25 mins) enjoy, finish, keep, mind, postpone, a Wh- questions: practise, suggest, consider, etc - T: What are Wh- questions? - Go + V-ing: go camping - Ask sts to give examples go dancing, go shopping, go swimming, - Check and give remarks etc b V-ing and To infinitive: - After prepositions - Ask them about the cases to use to infinitive To infinitive: - Check and add any information if necessary - Ask sts to read the letter in Ex and then give the correct - after some verbs: afford, arrange, choose, manage, refuse, promise, want, form of the verbs in brackets need, hope, agree, plan, decide, etc - Ask them to work alone in minutes and then check it - V + O + to infinitive: with their partners want, advise, tell, request, order, etc - Ask two sts to write the answers on the board EX 2: - Check and give remarks to hear to pay - Ask sts to Ex in minutes going to go - Ask sts to this exercise on the board remembering visiting - Tell sts to work individually , then share their answers doing seeing with their parters worrying 10 hearing - Ask one st to give remarks on their friends ' task EX 3: to go making - Check and give remarks waiting to call Homework: (1 min) having to lend - Part B ( page 11- workbook) to find talking living 10 to post Skills: Tiết 12+13 + Speaking: + Reading: UNIT 3: PEOPLE’S BACKGROUND Lesson 1: A READING Planning date: Sep 22nd Teaching date: Sep 26th and Sep 27th I Objectives: Education aims: Famous scientists especially about Marie Curie, and admire her Knowledge: a General knowledge: - Background knowledge about Marie Curie b Language: - the past simple tense - vocabulary concerning study Skills: - Reading: Matching and True or False exercise and answer the questions - Speaking: discuss in pairs and in groups II Anticipated problems: Students may lack of information about Marie Curie III Teaching Aids: textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Warm-up: Network ( mins) + Aims: to raise sts' interest in the reading text - Ask students to work in groups of 3-4 students - Work in groups - Ask the students to give a list of famous scientists and (13) their inventions - Move round to check the activity - Ask them to work in minutes and then get feedback The group which has the longest list will be the winner Before you read:( 10 mins) - Aims; to introduce the content of the text and provide sts with some new words - Students are required to work in pairs to answer the following questions: + Have you ever heard of Marie Curie? + What you know about her? - give the correct information - Read and write new words on the board + background (n): lai lÞch + ease (v): lµm dÞu + mature (adj): full-grown + interrupt (v): §øt qu·ng + humanitarian (adj): Nhân đạo humane (adj): Nhân đức + tragic(adj): bi th¬ng + ambitious(adj): tham väng + atomic(adj): thuéc vÒ nguyªn tö - Read each word times and ask the sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the words aloud in front of the class - Listen and help the sts to read the words correctly While you read:( 20 mins) - Aims: Sts practise reading and the tasks + Task 1: Matching - Ask the students to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Ask them to compare the answers with their friends - Call on some sts to read and explain their answers aloud in front of the class - Give feedback and correct answers: + Task 2: True or False - Ask the sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information - Ask the sts to highlight or underline the information in the passage that helps the students to find the correct answers - Move round to help sts if necessary, then ask them to share their answers with their partners - Ask some sts to give answers - Listen and help the students to the exercise correctly + Task 3: Answering questions - Ask students to work in pairs to answer the questions - Tell the students to compare their answers with other pairs Let them discuss and correct for one another - Call some pairs of students to read aloud the questions and answers in front of the class - Feedback and give correct answers After you read:( mins) - Aims: to check sts' understanding and to summarize the text - Make sure students understand all the adjectives given in this part - Ask sts to describe Marie Curie, basing on these adjectives Find the evidence from the passage to prove each of them - Ask the students to work in groups and highlight or underline the evidence that they find in the passage - Go round to help students with their work - Ask presentatives of some groups to report in front of the whole class - Listen andgive remarks Homework:( min) - Ask students to write a passage of about 60 words about a famous scientist TiÕt 14 - Some Students report orally - Discuss in pairs and then answer the questions - Some sts stand up to answer - Listen to the teacher and Copy down - Repeat the words - Work in pairs to check for each other - student/ time - Work individually - Discuss in pairs to share their ideas -Listen and self-correct the exercise - Copy down * Key: 1.c e a d b - listen to the teacher - Students the work individually - Discuss the answers with their partners - some sts orally while others watch + Key: T F( Her dream was to become a scientist) T F (She married Pierre Curie in 1895) T - Self-correct the work - Work in pairs orally - Share their ideas - 9-10 pairs work orally in front of the class Key: 1.Marie Curie was born in Warsaw on November 7,1867 2.She was a brilliant and mature students She work as a tutor to save money for a study tour abroad 4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium No it wasn’t her real joy was “ easing human suffering - work in groups orally and try to find the evidence in the reading text - Some sts report in front of the ckass - Others listen to their friends and give remarks - Listen to the teacher UNIT - Lesson 2: b speaking (14) Planning date: Sep 25th Teaching date: Oct 4th I.Objectives: Education aims: Sts know how to interview a person and talk about a person's background Knowledge: a.General knowledge: - A person's background b.Language: - The simple past tense - Wh- questions Skills: - Speaking: - Asking about another person's background - Talking about a person's background basing on what they have interviewed II Anticipated problems: - Sts may not know what is included in the term "background" III Teaching aids: - board, chalk, textbook IV Procedures: Teacher’s activities Students’ activities 2.Before you speak( 10 mins) Aims: to guide sts how to and to provide them with needed - Think about people's background vocabulary and grammar - Work in pairs to choose the + Task 1: correct items - Ask sts to think about people's background, and then read the + family + education cues in this task + experience - Ask them to discuss in pairs to choose which items to tell - Work in pairs to discuss the about someone's background questions - Get feedback and give the correct answers - Some pairs stand up to give - Ask sts to continue working in pairs to discuss what questions answers they can ask when they want to know about these things Family: - Move round to conduct the activity - How many people are there in your family? - Ask some pairs to give answers - What does your father/ mother - Write the questions on the board and give remarks do? While you speak:( 20 mins) Aims: Sts can practise making an interwiew and then talking Education: - Where did you study at primary about the person they have interwiewed school/ junior secondary school? + Task 2: - Ask sts to imagine they are journalists and ask them to work - What subject you like best? in pairs to interview their partners about his/her background or - What degree you have? Experience: that of a person he/ she knows well - How long have you been a - Ask them to follow the stages in the textbook member of our school's speaking - Go around to suggest the questions if necessary club? - Ask one pair to report - Have you ever won any prizes? - Give remarks so that other pairs can correct their mistakes - Work in pairs to ask and answer + Task 3: - Ask sts to work in small groups to talk about the person they - One pair stand up and report: S1: Hello Can you tell me have learnt about from the interview something about yorself? - Ask them to work in minutes S2: Oh, of course What you - Move around to conduct the activity want to know? 4- After you speak:( mins) Aims: Sts present what they have discussed in the previous S1: When and where were you born? stage - Ask two sts to tell the whole class about the people they S2: I was born on September 11th, 1991 in Hai Duong interviewed about S1: How many people are there in - Listen to them attentively and correct the mistakes your family? - Give remarks on the whole activity S2: There are four: my parents, my - Sample answer: " Quan's cousin, Minh, was born on November nd, 1985 in sister and I Hai Duong City He is the only child in his family His father is S1: What your parents do? an engineer and his mother is a teacher As a brilliant student, S2: my dad is a doctor and my he always got good marks when he was a student at To Hieu mum is a nurse Primary School and then at Le Quy Don Secondary School When he was fifteen , he passed the exam to Nguyen Trai High School He said he liked all subjects at school but among them - Discuss in groups using the he liked English best He has attended the English Speaking information they have got from the Contest twice and won the fisrt prize in 2003 At the moment interview he is studying at a university in Australia and he is very successful " 5- Homework:( min) - Write about the people they have interviewed about TiÕt 15 UNIT - Lesson 3: c listening Planning date: Oct 1st Teaching date: Oct 6th I Objectives: General knowledge: - Sts know about the background of a famous person Language: Sts recall and learn more about: - The simple past tense - Verbs to express opinion - Vocabulary on sports Skills: Sts develop the following skills: - Listening and marking True/False - Listening and filling in gaps - Asking, answering about sb’s background II Anticipated problems: - Sts not know some new words (15) - Sts have trouble listening to a conversation read by a teacher III Teaching aids: - Handouts IV Procedures: Teacher’s activities Students’ activities Homework checking:( mins) - Two sts tell the whole class about two people's - Two sts stand in front of the class to speak background - Listen and give remarks and marks - Work in groups and recall the names of Before you listen:( 10 mins) Aims: focus sts on the topic and review/ introduce the sports and the names of the sports words and phrases used to describe the background of competitions then make a list on a sheet of a sports star paper + Ask sts to work in groups and make a list of sports - Compare theirs notes and the names of the sports competitions, then - Listen to the T and open the book compare their list with other groups’ - Work in pairs - Introduce the topic of the listening text: ‘A - Some pairs stand up and report conversation between a reporter and an Olympic S1: Can you name any Olympic champions? Champion’ and ask sts to open their books S2: Tran Hieu Ngan, Sergey Bubka… T asks sts to work in pairs to ask and answer the S3: What would you like to know about these people? questions in the textbook S4: Date and place of birth, study, family, Can you name any Olympic champions? What would you like to know about these people? achievements, hobbies… - Note down the forms of questions: - Move around to help sts When/where were you born? - Ask some pairs to present and gives remarks - Ask sts to work in pairs and recall the forms of Where did you get a general education? What achievement have you got? question used to get the information What you like doing in your free time? - Ask some sts to speak aloud + Ask sts to look at the words in the book and read - Look at the words and read after T /the tape after T / the tape - Introduce some new words - Copy the words and phrases - Olympic champion (n): (in the picture) - di'ploma (n): sb receive this when he finishes a course /graduates from college or university - ro'mantic (adj): Romeo and Juliet is a romantic - Listen and repeat - Read the words in pairs and correct each play other’s mistakes - Read the words and ask sts to repeat - Some individuals read the words aloud - Ask sts to read the words in pairs While you listen:( 20 mins) + Task 1: Aims: Practice listening for specific information by - Work in pairs to read the statements deciding whether the given statements are true or false - Introduce the conversation between a reporter and an - Listen and the task Olympic champion then ask sts to listen to the conversation and tick on the box to indicate True or - discuss their answers in pairs - Gives their answers: False statements 1T; 2T; 3F; 4T; 5F - Ask sts to have a look at the statements and read them in pairs and make sure they understand the - Say their answers aloud, and then correct their work if they have the wrong answer statements - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false - Read/ play the tape twice - Listen to the tape / the teacher and the - Ask sts to compare their answer in pairs task - Check sts’ answers - Read/play the tape once again, stop the tape where - compare their answers - Give their answers necessary and conduct the correction a general education love stories + Task 2: - Aims: sts listen for specific information to fill in the lives; family teacher's diploma blanks - Ask sts to listen to the conversation again and fill in different; swimming - Check their answers, and then correct their the gaps with the suitable words/ phrases work if they have the wrong answers - Read the conversation twice - Ask sts to compare their answer in pairs - Check sts’ answers - Read/play the tape once again, stop the tape where necessary and conduct the correction - Ask and answer in pairs After you listen:( mins) - Aims: to check sts'comprehension in the previous stage - Ask sts to work in pairs and use the information in Task and to ask and answer about the Olympic - One/ two sts present champion - Move round to check the activities and to make sure that sts are working effectively (16) - Check and give remarks - T can ask sts to ask and answer about the sports star(s) they like Homework:( min) - Write a short paragraph about the Olympic champion UNIT - Lesson 4: d writing TiÕt 16 st Planning date: Oct Teaching date: Oct 7th I Objectives: Education Aims: - Students can write a simple C V( curriculum vitae) - They can write about a person's background basing on a C V Knowledge: a General knowledge: - A curriculum vitae in English b Language: - The past simple tense - Words/expressions used in a curriculum vitae Skills: - Reading: read a model curriculum vitae - Speaking: discuss in pairs - Writing: fill in a curriculum, write about a person's background II Anticipated problems: Expressions in a CV so teacher should teach them in advance III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking: ( mins) - Aks one st to talk about Sally in front of the whole class - One st speaks - Give remarks and a mark - Others listen to their friend - Give remarks Before you write:( 20 mins) - Aims: to focus sts on the topic and to introduce the structure of a simple C.V, to guide sts to fill in the C.V - look at the C.V + Task 1: - Ask sts to look at the C.V in the textbook and introduce - Copy these words into their some new words: notebooks + C.V( curriculum vitae) : a form with details about somebody's past education and jobs + tourist guide (n): a person who goes with tourists to point - Listen to the teacher and read these out interesting sights on a journey words again + hotel telephonist (n): a person who answers the phone in a hotel - Read the C.V in the textbook and + travel agency ( n) : a business of organising travelling for answer T's questions people S1: His full name is David Brown S2: He was born on November 12th, - Read these words aloud and ask sts to listen and repeat 1969 in Boston - Ask some sts to read again and check S3: He attended Kensington High - Ask sts to read the model C.V in the textbook about Mr School Brown and then answer the questions: T: What is his full name? T: When and where was he born? S4; He passed exams in English, French and Mathematics T: What school did he attend? T: What exams did he pass? S5: He was a tourist guide and a T: What did he before? hotel telephonist - Ask sts another question: - Discuss the question in pairs then " What kind of information you find in the C.V?" one of them will answer - Ask sts to discuss this question in pairs then ask one st to S: We can find some information answer - Give remarks such as his name, his date of birth - Introduce the elements of a C.V: and his place of birth, his education +Personal information: name, sex, date of birth, place of and his previous jobs, etc birth - Copy this part into their notebooks + Education : name of a high school/ a university - Read the form + Previous jobs: teacher/ tourist guide/ etc ( time) - Work in pairs to ask and answer + Interest: dancing/ swimming/ etc - Complete the form with suitable + Task 2: information - Ask sts to read the incomplete form in the book - Some sts stand up and read aloud, - Ask them to work in pairs in minutes to ask and answer other sts listen and give remarks about their partner's father/ mother then complete the form with suitable information - Move round to conduct the activity and to help if necessary - Read Mr Brown's C.V again - Use the suggested words/ phrases - Ask some sts to read aloud the information they have to write a paragraph about Mr collected and ask some other sts to give remarks Brown - Check and give remarks - Share their paragraph with their While you write:( 10 mins) friends' - Aims: Sts practise writing about a person's background using the information in a C.V and the cues in the textbook - Some sts stand up and read their - Ask sts to look at Task again work aloud - Ask them to work independently and write a paragraph - Other sts give remarks about Mr Brown ,using the suggested words and phrases " Mr Brown was born on November - Ask sts to use the past simple to write (17) - Move around to help if necessary - Ask sts to write in about minutes, then compare their paragraph with their partners' After you write:( mins) - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer Homework: ( 1min) - Because time is not allowed, the writing activity in Task will be assigned as homework 12th, 1969 in Boston He went to Kensington High School and passed examed in English, French and Mathematics He worked as a tourist guide in a travel agency from June 1991 to December 1998 And from 1999 to 2002 , he worked as a hotel telephonist He likes music and dancing." UNIT - Lesson 5: e language focus TiÕt 17 st Planning date: Oct Teaching date: Oct 10th I Objectives: Education Aims: The sound / e / from the sound / æ / and pronounce them correctly Students revise the past perfect and distinguish it from the past simple Knowledge: + Language: - Pronunciation: / e / and / æ / - The past perfect tense - The past simple tense Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the passages and sentences silently to the exercises II Anticipated problems: - Students may have difficulty in pronounce sound / æ / correctly III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to read aloud the paragraph that he/she wrote - One st read his/ her paragraph aloud about his/ her partner's parent - Listen to their friends - Listen to him/her - Give remarks - Ask one st to give remarks - Listen to the teacher - check and give a mark - Write down two sounds - Listen to the teacher and repeat Pronunciation:( 10 mins) - Aims: to introduce two sounds /e/ and /æ/ and help sts to - Look at the book , listen and repeat practise these sounds men man said sad a Write two sounds on the board and pronounce them met mat clearly twice, then ask sts to repeat - Tell sts the difference between two sounds - Read these words in pairs and check - Ask them to look at the textbook, listen and repeat for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Look at the book and work in pairs - Move around to help - Answers: - Ask two sts to read again and give remarks /e/ /æ / b Ask sts to look at sentences in page 39 in the book red fat - Ask the to work in pairs to read the sentences and then pen man find out the words containing sound /e/ and the words sent handbag containing sound /æ / Helen apples - Ask them to work in minutes said pans - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Look at the example - Check and give the correct answers - One st stands up and answers: - Ask some sts to read these sentences aloud " had started" - Listen and give remarks - Form: (+ ) S + had + PII Grammar: ( 29 mins) ( - ) S + had + not + PII - Aims: To revise the past perfect tense and the past simple ( ? ) Had + S + PII ? tense as well as to give them some exercises to - Uses: - Write an example on the board + The past perfect refers to a past "When I arrived at the cinema,the film had started" - Ask sts to look at the example and identify the verb in the activity or situation that took place before another past activity or past perfect situation - Ask sts to recall the form of the past perfect tense and to - Copy the examples and listen to the tell the whole class teacher - Revise the use of the past perfect by giving some + The past perfect can be used as the examples past form of the present perfect Eg1: - Copy the examples When the police came , the robbers had escaped - Listen and repeat The train had left when Mary arrived at the station - Read through all sentences in this - Tell sts about the chronological order between the past exercise perfect and the past simple - Do the exercise and then share their Eg 2: I was nervous because I had never spoken before answers with their partners an audience.( I spoke before an audience yesterday) EX 1: The house was dirty We hadn't cleaned it for weeks had broken had been - Ask sts to read these examples again had done had left + EX1: (18) Sentence Correction - Ask sts to read Mistake Ex in page 39, then the task climbed - Ask1 them to had workclimbed individually to put the verbs into the had compare turned their turned past 3perfect, then answers with their partners had called called - Let them work in minutes and then ask some sts to had heard heard report and give wentremarks had already gone - Check + EX2: - Ask sts to read the sentences in Ex and then give the correct form of the verbs in brackets - Ask sts to pay attention to the difference between the past perfect and the past simple - Ask them to work alone in minutes and then check it with their partners - Ask some sts to read the answers aloud - Check and give remarks Homework: (1 min) - Because time is not allowed, Ex3 is assigned as homework - Part B ( page 19,20- workbook) TiÕt 18 had met had moned hadn't turned off hadn't seen had ever seen 10.had broken in - Read the sentences carefully and the exercise individually - Share their answers with their partners EX 2: had just finished came had seldom travelled went went had already taken Did you manage had he gone had just got phoned had been test yourself a th Planning date: Oct 10 Teaching date: Oct 12th I Objectives: Aims: - Sts revise what they have learned in unit unit and unit Knowledge: - General knowledge in unit 1, unit and unit - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities Homework checking:( mins) - Look at the textbook and try to understand the - Ask one st to Ex in the textbook on the information in the table board - Ask one st to give remarks - Give remarks and marks - Copy these words into their notebooks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home - Listen and read after the teacher in advance to save time - Give sts the time duration for each part : part II: - Listen carefully and the task 10 minutes, part III: 10 minutes, part IV: 15 - Work in pairs to discuss their answers minutes 15th January 1929 a minister at a - Ask sts to listening in class In 1951 the black freedom 2.1 Listening: movement - Ask sts to read the table in the textbook for years heard his speech at the - Introduce new words: he met In 1986 + 'minister (n): priest, vicar they got married 10 4th April 1968 + black freedom movement (n): phong trµo gi¶i phãng ngêi da ®en + me'morial (n): an institute built to remind - work in groups to share their ideas people of a person or an event - one st stands up to report - Read the text twice and ask sts to try to 1.F C A D B complete the table in the second time - Ask sts to share their ideas with their partners - Discuss in groups - Read the text again so that sts can check their - Answers: task for the last time to apply got am able - Ask sts to write their answers on the board am can 10 hearing - Ask other sts to give remarks attended reading - Check and give feedback passed know 2.2 Reading: - Ask sts to work in groups to compare their - Read their letters aloud answers - Ask one st to report his/ her answers aloud - Listen to the teacher's remarks - listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to to read their letters aloud - Ask some sts to give ramarks - Listen and give remarks on: + form + grammar and vocabulary (19) + ideas + style Homework: ( min) - Part D ( Page 22- workbook) TiÕt 19 Planning date: Oct 10 written test th Teaching date: Oct 13th Nội dung đề số 121 I Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C, or D 01.A sandy B handy C many D candy 02.A rough B cough C tough D enough 03.A learning B searching C clearing D earning 04.A given B whiten C ridden D risen 05.A pays B says C stays D plays II Choose one word whose stress pattern is different Identify your answer by circling the corresponding letter A, B, C, or D 06.A employment B surprising C important D comfortable 07.A colorful B vegetable C equality D dictionary 08.A industrial B irrational C variety D characterize 09.A noisy B quiet C hundred D abroad 10.A important B elegant C regional D musical III Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence Identify your answers by circling the corresponding letter A, B, C, or D 11 Jan didn’t check she had enough petrol before she left, was careless of her A that B it C what D which 12 Have you live here life? A all your B your all C all the D the whole 13 All the boys are good at cooking, but _is as good as the girls A every B none C either D neither 14 I’m really looking forward to university A going B go C to go D to going 15 Are there enough apples for us to have one _? A individually B each C self D every 16 We arrived home safe and A warmly B sound C soundly D warm 17 Please not talk _the orchestra is playing A while B otherwise C that D during 18 They left the room _they had finished the exam A while B although C before D once 19 If you a crime, you must expect to suffer the consequences A commit B C perform D make 20 Anyone who lives alone has to look after _ A self B one self C itself D himself 21 Do you bring with you? No, we are going to sleep in a rented house A sleeping bags B drinks C foods D umbrellas 22 The room was _of strangers A crowded B filled C full D complete 23 They had lunch together in the school _ A cafe B restaurant C bar D canteen 24 Some animals are now We need to find ways to protect them A in danger B dangerous C danger D dangerously 25 We took a short _ for thirty minutes in the middle of the afternoon A rest B talk C time D meal IV Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: There is now increasing concern about the world’s energy resources, particularly about those involving fossil (26) In less than a hundred years, we shall probably (27) all the present (28) of oil and gas The world’s coal (29) should last longer but, once used, these cannot be _(30) It is important, therefore, that we should develop such (31) _sources of energy as solar energy and nuclear energy as well as water and wind (32) (classed as _(33) energy) Until these energy (34) _are widely used, it is important for the developed countries to reduce energy (35) as much as possible 26 A fuels B energies C powers D forms 27 A complete B end C exhaust D total (20) 28 A findings B productions C amounts 29 A reserves B contents C stores 30 A updated B produced C renewed 31 A surprising B traditional C alternative 32 A power B strength C force 33 A repeatable B continuous C renewable 34 A goods B materials C supplies 35 A consumption B exhaustion C waste V Find out ONE mistake in each sentence that needs correcting 36 The rain came sudden and everybody got wet because nobody had an umbrella A B C D 37 When I came in, my father was talking to anyone so I went out quietly A B C D 38 I want to try on the blue skirt over there Can you showing me the changing room? A B C D 39 Ha Anh can now speak English more well than the last time I met him A B C D 40 There are many ways to this exercise but mine is the best good one A B C D TiÕt 20 written test - correction Planning date: Oct 11th 01 02 03 04 05 06 07 08 09 10 { { D sources D mines D repeated D revolutionary D motion D continual D provisions D destruction | | - } } } - ~ ~ ~ - Teaching date: Oct 17th 11 12 13 14 15 16 17 18 19 20 { { { - | | | - - ~ ~ ~ ~ 21 22 23 24 25 26 27 28 29 30 { { { { { - - } } } } ~ - 31 32 33 34 35 36 37 38 39 40 { { { - - } } } } - ~ ~ ~ UNIT 4: SPECIAL EDUCATION TiÕt 21 Planning date: Oct 15th I Objectives: Education aims: Knowledge: UNIT – LESSON 1: A READING Teaching date: Oct 19th - Students know more about the study of disabled children a General knowledge: Special education and the Braille Alphabet b Language: - The past simple tense, the present simple tense - Vocabulary concerning special education Skills: - Speaking : talk in pairs and in groups - Reading comprehension: to match words II Anticipated problems: - Students may have no ideas about special education and Braille III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities Warm-up:( mins) - Look at the board and listen to the - Aims: Sts get used to the topic - Ask sts to match an adjective in A with its meaning in B: teacher - Work in groups to match an A B adjective in A with its meaning in B deaf a unable to see dumb b unable to hear - One st presents the ideas blind c unable to use a part of - b; - d; - a; - c of their body normally - Listen to the teacher's remarks disabled d unable to speak - Listen and repeat - Ask sts to work in groups to match the items - Ask one st from one group to present the ideas - Ask other sts to give remarks - Work in groups to list out - Check and ask sts to read the adjectives in A aloud Eg: get up, wash my face, have Before you read( 13 mins) breakfast, go to school by bike, - Aims: to prepare information and vocabularies for the topic listen to the teachers, write the - Ask sts to work in groups of three or four to list out their daily lessons, talk to friends, play soccer, (21) activities - Ask some sts from different groups to report their ideas - Write the list on the board ask sts to point out what activities would be difficult for disabled people to - Ask sts to study the Braille Alphabet and then work in pairs to work out the message below the alphabet - Introduce some new words: + retarded ( adj) : less developed than normal + Proper schooling(phr): enough and good study at schooling + Opposition(n): opposing ideas/ disagreeing ideas(viewpoints) Opposed to ( adj) + Make efforts (v): try, attempt + To be proud of (phr): = To take pride in + add( v) : + ; subtract ( v ) : + finger (n) ( demonstration ) - Ask sts to listen and read the words again then ask some sts to read again - Listen and check 3.While you read:( 20 mins) - Aims: Read the passage for information to the tasks + Task 1: Matching - Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage Match them with their definition in B - Encourage sts to guess the meaning of the words in the context - Tell sts to compare their answers with a partner - Call on some sts to read their answers aloud in front of the class - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words + Task 2:Multiple choice - Ask the students to read the passage more carefully and complete the sentences by circling the corresponding letter A, B, C, or D - Move around to conduct the activity - Ask sts to share the answers with their partners - 5-6 students are required to give answers in front of the class(1 students/ time/ answer) - Listen and help the sts to the exercise correctly - Give explanation to some words/ phrases or expressions if needed After you read:( mins) - Aims: Give the summary of the topic - Ask sts to work individually and read the summary of the passage carefully - Encourage them to guess the missing words - Have sts complete the summary - Note: Sts may not be familiar with this kind of exercise T should provide help when necessary - Call on some sts to read the completed summary aloud in front of the class - Give feedback and correct answers: Homework:( min) - Part A ( page 23) TiÕt 22 watch TV , etc - Point out some activities Eg: go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV, etc - The message: " We are the world" - Copy the words into their notebooks - listen and repeat - some sts stand up to read the words again - Read the passage and the task individually - Share their answers with their partners - Some sts give out their answers – c; – e; – a;4 - b ; - d -Listen and self-correct the exercise - Copy down - Students the work individually - Compare their answers with their partners - 5-6 students orally while others listen to them D B A C D - Self-correct the work - Read the summary passage carefully - Do the task individually - 10 students give answers orally disabled read write efforts opposition time-consuming maths arms figures 10 proud - self-correct UNIT – LESSON 2: B SPEAKING Planning date: Oct 15th Teaching date: Oct 21st I Objectives General knowledge: Talk about so’s school life and actively engage in an interview Language: - The simple past tense II, Skills: - Making an interview : Matching - Asking and answering about school life of a student - Reporting on results III Anticipated problem: work as an interviewer and an interviewee IV Teaching aids - textbook, chalk, board V Procedures Teacher’s activities Students’ activities Warm-up( mins) - Work in groups Aims: Sts recall the words on school - Asks sts to work in groups and make a list of words relating - Suggested words: (22) to school The words must be correctly spelled and related to the topic - Ask some groups to report - The group with the longest list will be the winner 2.Before you speak:( 15 mins) Aims: Sts can match the words, give the correct answers - Asks sts some questions: + What are your favourite subjects? + Which one don’t you like? + How much time you prepare for your lessons every day? + Task 1: Fill in blanks with the right questions - Asks sts to study the questions in the interview carefully and work in pairs - Ask some sts to give their answers in front of the class - Listen and give the correct answers - Ask sts to work in pairs and carry out the interview using the right questions While you speak:( 15 mins) Aims: Sts can ask and answer about school life of their partner + Task - Write the questions in task on board and ask sts to work in pairs ,ask and answer about their school life using the questions on board - Go round to help sts when necessary T can play the role of the interviewee to help sts if necessary - Ask one pair to present in front of the whole class - Listen and ask other sts to give remarks - Give remarks After you speak:(10 mins) Aims: Sts can tell about their partner’s school life + Task 3: - Ask some sts to tell the whole class what they know about their partner using the notes from the interview - Ask other sts to listen to their classmates and comment on presenters’ work - Listen and make necessary corrections Homework: ( min) Write a paragraph about their partner's study at school( about 150 words) Subjects: English, maths, literature, Tests, breaks, homework, teacher, students, Secondary school , high school Sts answer: - My favourite subjects are Math, English - I don’t like - It takes me about - Work in pairs to fill the right questions into the blanks - Some sts give their answers A - ; B - ; C - ; D -6; E-3;F-5;G-7 - Two sts read the interview aloud - Work in pairs , ask and answer the questions on board using his or her own information to answer the questions - The student in role of the interviewer takes notes the information of the partner in their notebook - One pair stand up to present their interview S1: Which lower- secondary school did you go to? S2: I went to Nguyen Luong Bang lower- secondary school in Thanh Mien District - Work individually using the example in the textbook as the beginning: " Hanh went to Lequi don lower – school " UNIT – LESSON 3: C LISTENING TiÕt 23 th Planning date: Oct 20 Teaching date: Oct 25th I Objectives: General knowledge:- Sts know about a special photography club Language: Sts recall and learn more about: - The present continuous tense - Verbs to describe everyday activities - Vocabulary on photography Skills: Sts develop the following skills: - Listening : marking True/false statements, filling in the gaps - Speaking: retelling the story II Anticipated problems: - Sts have difficulty listening to long, similar words - There are too many new words in the text III Teaching aids: textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:( mins) Others listen and give remarks Two sts talk about their school Before you listen:( 15 mins) Aims: to focus sts on the topic and review/ introduce the - Work in groups to discuss the questions words in the listening text a Ask sts to discuss the following questions in groups: + Have you ever taken part in a club? What kind of club is - Some sts present it? + What are the club activities? + What you think of the club activities? - Ask sts to present b Introduce some words related to photographs: - 'photograph (n) = photo - pho'tography (n) : the art of taking photos - photog'raphic (adj) - pho'tographer (n): the person whose job is to take photos - Read the words after T and some (23) - photo'genic(n): looking more beautiful in photos - Ask sts to read the words after T and calls on some sts to read individually - Ask sts to read the text carefully and use the given words to fill in the gaps Sts work in pairs - Ask some sts to give answers and give remarks * Introduce some new words/ phrases - sur'roundings (n): everything around you/ the place where you live - 'sorrow (n): sadness - mute (v): = dumb (unable to speak) - exhi'bition (n) an exhibition of paintings/ photos ex'hibit (v) - 'labourer (n): a person who does hard work (with his hands and body) - 'stimulate(v): = encourage(v) - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 15 mins) +Task Aims: Practice listening for specific information by deciding if the given statements are true or false - Introduce the talk about a very special photography club: The Vang Trang Khuyet Club T asks sts to listen and tick on the box to indicate True or False statements - Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false T reads/plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Read/ play the tape once again, stop the tape where necessary and conduct the correction + Task - Ask sts to listen to the talk again and fill in the gaps with the suitable word - Encourage sts to fill in / guess the most suitable words to fill in the gaps - Read the conversation / play the tape twice - Ask sts to compare their answer in pairs - Check sts’ answers - Read/ play the tape once again, stop the tape where necessary and conduct the correction IV After you listen:( mins) - Ask sts to work in groups and tell each other about the photography club Sts may need to use the following suggested questions: - Who are the members? - What are they doing? - How many photos are on display? - What are the photos about? - What does the passion help them? - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to present in front of the whole class - Give remarks IV Homework:( ) - Write a short paragraph about the Vang Trang Khuyet Club/ another club TiÕt 24 read individually - Work in pairs read the text and the task - Some sts give answers and give remarks - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Work in pairs to read the statement - Listen and the task - Compare their answers - Give their answers Key: 1T; 2F; 3T; 4F; 5T - Check their answers and then correct their work if they have the wrong answers - Listen to the tape / the teacher and the task - Compare their answers - Give their answers photography simple 19 peaceful exhibition chickens 50 stimulated beauty 10 escape - Check their answers, say it aloud, and then correct their work if they have the wrong answers Sts ask and answer in groups One/ two pairs present UNIT – LESSON 4: D WRITING Planning date: Oct 22nd Teaching date: Oct 27th I Objectives: Education Aims: - Students can write a letter of complaint Knowledge: a General knowledge: - A letter of complaint b Language: - Language used in a formal letter - Connectors Skills: - Reading: read the advertisement - Speaking: work in pairs to complete the dialogue - Writing: complete a letter of complaint using the suggested information II Anticipated problems: - Students may not be familiar with complaints in English III Teaching Aids: - board, textbook, chalk (24) IV Procedures: Teacher's activities Warm-up:( mins) - Aims: to introduce the topic and to raise sts' interest in the topic - Ask sts: " What kind of letter you write when you feel angry about something or unhappy with something?" - Suggest: " A letter of complaint or a thank-you letter?" - " Have you ever written a complaint letter?" - " Do you know how to write a complaint letter?" - Introduce the topic of the lesson Before you write:( 20 mins) - Aims: to help sts to prepare vocabulary and information before they write + Ask sts to work in pairs and read the advertisement - Explain some new words: + native teacher (n): teacher from English - speaking counties( England, The USA, Australia ) + free (a): cost nothing + air-con'ditioned (a): to be equipped with airconditioner - Ask sts to listen and repeat and then some sts stand up to read again - Move round to conduct the activity and to help sts if necessary - Ask some questions to make sure that sts understand the advertisement T: Do Vietnamese teachers teach in this center? T: How many students are there in a class? T: Do you have to pay for books and cassette tapes? T: Are there air- conditioners in the classrooms T: What time the classes start and finish? - Give the correct answers + Task 1: - Ask sts to read the requirement of this task and make sure they know what they are going to - Ask sts to work in pairs to complete the dialogue - Give the first example:( ask one st to play A's role) T:( reply) No, I'm not happy with it at all T: No, not all of them are native speakers - Note sts that their answers may vary from one to another - Move round to help sts and to encourage them to speak naturally - Ask two pairs to report - Ask other sts give remarks - Check and give the correct answers + Task 2: - Ask sts to read the letter of complaint in the book - Introduce briefly the structure of a complaint letter A letter of complaint usually includes three main parts: Opening - Explaining the problem - Suggesting a resolution - Ask sts to write the second part of the letter basing on the dialogue in task - Remind sts that this is a formal letter so they should not use contractions and that they should use connectors to make their writing smoother - Suggest some connectors: first of all, firstly, secondly, furthermore, in addition, to make the matter worse, finally While you write:( 15 mins) - Aims: Sts practise writing the second part of the letter basing on the information in task - Let sts write the letter - Move around to conduct the activity After you write:( mins) - Get feedback by asking one or two sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer Homework: ( 1min) - Part D ( page 16- workbook) Students' activities - Listen to the teacher's question - " a letter of complain" - "Yes/ No" - Read the advertisement in pairs - Copy these words into theit notebooks - Listen and read after the teacher - Some sts stand up and read aloud, other sts listen and give remarks - Answer teacher's questions: S1: No, there are only native teachers S2: No more than 20 students S3: No, they are free S4: Yes, all the rooms are airconditioned S5: They start at 5.30 p.m and finish at 8.30p.m - one st asks the teacher and other listen carefully S: Are you happy with your study at English For Today Center? S: Are all the teachers native speakers? - Work in pairs to complete the dialogue - Two pairs report their answers - Sample answers: that's not true My class has over 30 students I had to pay for them only some of them Mine is not in fact classes often start late and finish early - Read the incomplete letter - Listen to the teacher - Copy to their notebooks - Listen to the teacher - Read the dialogue in task again and prepare to write - Do the writing task - Read their writing: " First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class In the advertisement , you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement Finally, the class time is not the same as what the advertisement says Classes not only start late but also finish early." (25) UNIT – LESSON 5: E LANGUAGE FOCUS TiÕt 25 th Planning date: Oct 26 Teaching date: Oct 29th I Objectives: Education Aims:- The sound /a/ from the sound / ɔ:/ and pronounce them correctly - " the + adjective" as a noun, review "used to + infinitive" and combine " which" Knowledge:+ Language: - Pronunciation: /a/ and / ɔ:/ - The + adjective - Used to + infinitive - Which as a connector Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may have difficulty in pronounce sound /a/ correctly III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to the homework on the board - One does the exercise on the - Ask one st to give remarks board - check and give a mark - Look at their friend's task - Give remarks Pronunciation:( 10 mins) - Listen to the teacher - Aims: to introduce two sound /a/ and / ɔ:/ and help sts to practise these sounds - Write down two sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Listen to the teacher and repeat - Tell sts the difference between two sounds - Look at the book , listen and - Ask them to look at the textbook, listen and repeat repeat - Then ask sts to work in pairs to read the words again so that top call they can check for each other boss sport - Move around to help doctor four - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 52 in the book - Ask them to work in pairs to read the sentences and then find - Read these words in pairs and check for their partners out the words containing sound /a/ and the words containing - Look at the book and work in sound / ɔ:/ pairs - Ask them to work in minutes - Move around to conduct the activity - Answers: - Ask one st to report and other sts to give remarks /a/ / ɔ:/ - Check and give the correct answers socks lost - Ask some sts to read these sentences aloud on doctor - Listen and give remarks top walking Grammar: ( 29 mins) box called a Aims: to introduce " the + adjective"as a noun and have job sport sts Ex - Present the use of " the + adjective" by giving examples - Read the examples E.g: The young are very active - Try to guess the meaning Her real joy is looking after the old S: - The young = young people - Focus sts on the underlined words and ask them to try to - The old = old people guess their meaning - Give the answer: " we use "the + adjective" to describe a - Copy these words group of people." - Listen and repeat - Ask sts to look at Ex1 and to the task - Explain any new words if necessary+ 'ambulance (n) : a kind - Some sts read again EX 1: of vehicles used to carry sick/injured people the injured + unemp'loyed (n) : without a paid job the unemployed - Read these words aloud and ask sts to listen and read these the sick words again the rich the poor - Ask some sts to read again and check - Ask sts to the exercise individually and then compare their - Think about the teacher's question and answer: answers in pairs - S: We use " used to + - Check the exercise sentence by sentence infinitive" to talk about past - Listen and give remarks b Aims: to review " used to + infinitive" and get sts to Ex actions or past habits that no longer exist - Ask sts to recall the use of " used to" by giving an example: - Do the exercise individually " She used to get bad marks when she was at primary school" and compare their answers with - Ask sts to Ex individually and then share the answers their partners with their friends - Do the exercise on the board - Move round to help if necessary used to have used - Ask two sts to this exercise on the board to live - Ask one st to give remarks used to eat used - Check and give remarks to be c Aims: to revise the use of " which" as a connector and ask used to take used sts to exercise to be - Recall sts of the relative clauses with " which" used to refer to (26) the whole of the earlier clause - Ask sts to read the requirement of Ex2 and read the example carefully - Explain the example if necessary - Ask sts to this exercise - Go round to conduct the activity - Ask some sts to read sentence by sentence - Listen and give remarks Homework ( min) - Part B ( Page 24- workbook) did you use to go - Listen to the teacher - Read the requirement and the example carefully - Do Ex 2-c 5-a 3-f 6-d 4-g 7-b UNIT 5: TECHNOLOGY AND YOU UNIT – LESSON 1: A READING TiÕt 26 + 27 th Planning date: Oct 28 Teaching date: Nov 1st Education aims: - Students know more about computers Knowledge: a General knowledge: - Knowledge about the computer and its uses b Language: - The present simple tense - Vocabulary concerning computers Skills: - Speaking : talk in pairs and in groups - Reading comprehension: matching, answering the questions II Anticipated problems: understanding the words of computers III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities EX 2: Homework checking( mins) disabled - Ask two sts to EX2 and EX4 in the workbook on the stimulate origin sorrow professional opposition board time - consuming exhibit - Ask other sts to give remarks EX 4: - Give remarks and marks She used to play the piano but she Before you read( 10 mins) hasn't played the piano for years - Aims: to prepare information and vocabularies for the She used to be very lazy but she works topic very hard these days - Ask sts to look at the textbook and work in pairs to match each numbered item with one of words or phrases - Look at the board and listen to the in the box teacher - Move round to conduct the activity - Work in pairs to match the items with the - Ask some sts to give feedback words/ phrases - Check and give remarks - Introduce some new words: - Key: 1- D ; - E ; - G ; - C ; + mi'raculous ( adj ) : remarkable 5-A;6-F;7-B;8-H + de'vice ( n ) : a thing for special purposes - Listen to the teacher's remarks + a'ppropriate ( adj ) : suitable + 'storage ( n ) : the storing of information - Copy the words into their notebooks + 'data ( n - U ) : information + 'memo ( n ) : a record of agreement - listen and repeat + leave ( n ) : the time that a person is permitted to be - some sts stand up to read the words absent from work - Ask sts to listen and read the words again then ask some again - Read the passage and the task sts to read again individually - Listen and check 3.While you read:( 20 mins ) - Aims: Read the passage for information to the tasks - Share their answers with their partners - Some sts give out their answers + Task 1: Matching - Ask the sts to read the passage individually and Task c; - e; – a; - b ; - d -Listen and self-correct the exercise 1: the words in A appear in the reading passage Match - Copy down them with their definition in B - Encourage sts to guess the meaning of the words in the - Students the work individually - Compare their answers with their context partners - Tell sts to compare their answers with a partner - C What can the computer do? - Call on some sts to read their answers aloud in front of - Self-correct the work the class - Give correct answers and explain all the words carefully - Work in pairs to to ask and answer - Answers: to make sure the students understand the meaning of the S1 : What can the computer to help us words in our daily life? + Task 2: Passage Headings - Ask the students to read the passage more carefully and S2: It can help us visit shops, offices and places of interest; pay bills; read choose the best title for it newspapers - Move around to conduct the activity S3: Why is a computer a miraculous - Let sts dicuss the answer with their partners device? - Ask one st to give the answer and encourage them to S4: Because it is capable of doing explain their choice anything you ask; it can speed up the - Give further explanation and tyhe correct answer (27) - Give explanation to some words/ phrases or expressions if needed + Task 3: Answering questions - Ask sts to work in pairs and answer the questions using the cues - Go around the class and provide help if necessary - Call on some pairs to report in front of the whole class - Listen and give remarks After you read:( mins ) - Aims: Give sts a chance to discuss the topic - Ask sts to work in groups to discuss two questions: What are the advantages of computers? What are the disadvantages of computers? - Move around to conduct the activity - Ask some representatives to report Homework:( ) - Part A ( page 28 ) TiÕt 28 caculations, ect - Suggested ideas: Advantages: - storing data - a means of entertainment - a useful device in many services Disadvantages - a waste of time and money on games - being harmful to people's health - spam or electronic junk mail UNIT – LESSON 2: b speakING Planning date: Teaching date: I Objectives: Education aims: Sts know about the uses of modern inventions Knowledge a General knowledge: Modern inventions radio, TV, fax, air conditioner b Language: - The simple present passive - Verbs concerning the modern inventions Skills + Speaking: - Asking and answering about the uses of the modern inventions -Talking about the uses of the information technology + Reading: - Using the suitable verbs to complete the sentences II Anticipated problems The uses of some inventions such as fax machine or air conditioner III Teaching aids Textbook, chalk, board, pictures of some modern inventions IV Procedures: Teacher’s activities Students’ activities Homework checking ( mins ) - Ask two sts to talk about the uses of computers in daily - Look at the board and think about life these inventions - Listen and give the corrections - Sts read the name of the inventions Before you speak( 10 mins) Aims: Sts get used to the topic and then they ask and in chorus and then individually - Work in pairs answer about the uses of modern inventions - Give some pictures and writes the names of these -Suggested answers: Could you tell me what the radio is inventions on board: used for? a Electric cooker e Computer Well, it’s used to listen to the news b Refrigerator f Cassette player and learn foreign languages c Television g Air conditioner Could you tell me what the TV is d Washing machine h Fax machine used for? - Ask sts to give name for the each modern invention - Ask some sts to read their names aloud and then give Well, it’s used to watch the news, performances and football matches remarks Could you tell me what the fax + Task 1: Asking and answering - Ask sts to work in pairs to ask and answer about the machine is used for? Well, it’s used to send and receive uses of mordern inventions basing on the cues letters quickly - Do the first example: Could you tell me what the electric + Have you got a cell phone? cooker is used for? Yes, / No, Well, it’s used to cook rice, meat, fish +Could you tell me what the cell phone used for? Well, it’ s used to talk to people when you are away and keep food, rice warm Could you tell me what the air from home conditioners is used for? - Give sts the form of the questions and answer: Well, it’s used to keep the air cool or Question: cold when it’s hot or cold What is the used to ? Answer: It is used to + infinitive or infinitive phrase - Read all the new words and make - Go around to help sts if necessary sure they know them - Ask some pairs to report - Listen and give remarks While you speak( 15 mins) Aims: Sts practice completing the suitable verbs to talk - Read the new words - Work in pairs to find the suitable about the uses of modern inventions verbs + Task 2: Completing sentences - Ask sts to read all the verbs in the box and explain some - Some sts to read the sentences of them: store transmit process + transmit ( v ) truyÒn th«ng tin (28) + process( v ): xö lÝ th«ng tin + make use of: sö dông, tËn dông - Ask sts to read the new words - ask sts to work in pairs - Go around to help sts - Ask some sts to read the sentences aloud in front of the class - Listen and give correct answers: + Task3: Ranking: - Ask sts to look at the ideas in Task and rank them in order of importance Give the reasons - Ask sts to work in groups of three or four - Suggest some structures in discussion: I think/ believe that the most important use of information technology is because - Go around to help sts to give the reasons to support their ideas - Ask some sts to present in front of the class After you speak( 14 mins ) Aims: Sts can talk about the uses of modern inventions + Task 4: - Ask sts to work in groups to talk about the uses of information technology using the information above - Go around to help sts - Ask one or two sts to present in front of the class - Listen and give remarks Homework( ) Write a passage about the uses of information technology send send hold receive make 9.design - Work in groups to discuss - Work in group - One or two students talk about the uses of information technology: - It allows us to - It can help us store transmit process TiÕt 29 UNIT – LESSON 3: c listenING Planning date: Oct 28th Teaching date: Oct 31st I Objectives: General knowledge: How difficult it is for the elderly to learn how to use a computer Language: - The past simple tense - Vocabulary on computers Skills: - Listening and marking True/False - Listening and filling in gaps - Speaking: Discussing and retelling the story II Anticipated problems: Difficulties in catching the exact words for the blanks III Teaching aids: - chalk, board, textbook IV Procedures: Teacher’s activities Students’ activities Homework checking:(9 mins) - Two sts tell the whole class about the roles of information - Work in groups and make a list of technology in our daily life the modern devices on a sheet of Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the paper Sts compare theirs notes words and phrases used in the listening text - radio - Ask sts to work in groups and make a list of modern - TV - computer electronic/ digital devices that they use daily and then - camcorder - camera - cell phone compare their list with other groups’ - Ask sts to discuss if it is difficult to learn how to use these - Discuss in groups devices - Some sts stand up and give their - Ask some sts to give their answer - Asks S to look at the words in the book and read after T / answer the tape - Introduce some new words - Look at the words and read after - 'memory (n): the power to remember things T /the tape - re'fuse (v): say 'no' when someone asks you to st - ex'cuse (n) saying sorry for doing st wrong - Copy the words and phrases - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Listen and repeat - Ask some sts to read the words again - Read the words in pairs and correct While you listen:(10 mins ) each other’s mistakes + Task - Some individuals read the words Aims: Practise listening and marking True/ false - Introduce the topic: An old company director talking aloud about his experience of learning how to use the computer - Ask sts to listen to the tape/ teacher’ reading and decide whether the given statements are true or false - Ask sts to read the statements to see if they understand (29) them - Play the tape/ read the text twice and ask sts to tick to the box to indicate T/ F statement and underline the false information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task Aims: Practice listening for specific information by filling in the gaps - Ask sts to have a look at the passage and read them in pairs and make sure they understand it T encourages sts guess the word to fill in the gaps - Ask sts to listen to the tape/T once or twice again fill in the gaps with the missing words - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in pairs and use the suggested sentence and the information in Task and to retell the story about the old director - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the story in front of the whole class - Check and give remarks IV Homework:(1 min) Write a short paragraph about how they learnt to use the computer - Listen to the T - Read the statements in pairs - Listen to the tape / the teacher and the task - Compare their answer - Give their answer F T T F F F - Check their answer, say it aloud, and then correct their work if they have the wrong answer - Work in pairs to read the passage and try to fill in the gaps - Listen and the task - Give their answer - Check their answer, say it aloud, and then correct their work if they have the wrong answer invited still refused excuse anything - Work in pairs - One/ two sts present TiÕt 30 UNIT – LESSON 4: d writiNG th Planning date: Nov Teaching date: Nov 7th I Objectives: Education Aims: - Write simple instructions on how to use some household appliances Knowledge: a General knowledge: - Writing instructions b Language: - Language used in instructions - Connectors and the imperative form of of the verbs Skills: - Reading: read the set of instructions on how to use a public telephone - Speaking: work in pairs and in groups to read, to answer the questions - Writing: write instructions on how to operate a TV with a remote control II Anticipated problems: The verbs used in certain instructions III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Warm-up:( mins) - Aims: to introduce the topic and to raise sts' interest in the topic - Ask sts to in groups to match the word in A with the - Listen to the teacher words in B A B insert a the long pips - Work in groups to match make b a button press c a card hear d a call - A st stands up to present the ideas: - Ask a member of a group to present the ideas - c ; - d ; - b ; - a - Listen and check - Introduce the topic of the lesson - Listen to the teacher Before you write:( 20 mins) - Aims:to give sts a chance read samples of some - Copy these words into theit instructions and to help sts to prepare vocabulary and notebooks information before they write - Explain some new words: + lift ( v ) : raise something - Listen and read after the teacher + re'ceiver ( n ) : the part of a telephone that receives the - Some sts stand up and read aloud, sound other sts listen and give remarks + slot ( n ): a narrow opening to put a card or a coin in + 'ambulance ( n ): a special vehicle used to for carrying sick people to hospital - Read the set of instructions in pairs + remote control ( n ): ( picture ) (30) + cord ( n ): ( realia ) - Ask sts to listen and repeat and then some sts stand up to read again + Task 1: -Ask sts to work in pairs and read the set of instructions on how to use a public telephone - Move round to conduct the activity and to help sts if necessary - Ask some questions to make sure that sts understand the instructions T: What should I have to make a call? T: How many stages are there to operate the telephone? T: What number shoudl I dial to call the fire service? - Listen and check + Task 2: - Ask sts to work in pairs to read the instructions again and find out the connectors and the imperative form of the verbs - Move around to help sts if necessary - Ask sts to compare their answers with other pairs - Ask sts to read their answers aloud - Ask other sts give remarks - Check and give the correct answers + Task 3: - Ask sts to look at the TV and the remote control in the picture and then work in pairs to answer the questions - Move round to conduct the activity and to help sts if necessary - Ask some pairs to report and check While you write:( 10 mins) - Aims: Sts practise writing a set of instructions on how to operate a TV with a remote control - Let sts write the instructions - Move around to conduct the activity After you write:( mins) - Get feedback by asking one or two sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer Homework: ( 1min) - Part D ( Page 33- workbook) - Answer teacher's questions: S1: You will need a phone card and the number you are calling S2: There are four stages S3: You should dial 114 - Work in pairs to the task - Two sts read their answers aloud: + Connectors : first, next, then, until + Verbs : lift, insert, press, wait - Check their answers and correct them if they are wrong - Listen to the teacher and then work in pairs - Some pairs report: S1: What you have to make sure if you want to operate the ? S2: If you want to operate , you have to make sure that the cord is plugged in and the main is turned on - Do the writing task - Read their writing: " To turn on the TV, press the POWER button To turn off the TV, press the POWER button again To select a programme, press the PROGRAMME button To watch VTV1, press button number To watch VTV2, press button number TiÕt 31 UNIT – LESSON 5: e language focus Planning date: Nov 5th Teaching date: Nov 8th I Objectives: Education Aims: - Sound / ʊ / from the sound /u:/ and pronounce them correctly - The present perfect, the present perfect passive and - The relative clauses with " who, which" and "that." Knowledge:+ Language: - Pronunciation: / ʊ / and /u:/ - The present perfect - The present peffect passive - Relative clauses with " who, which, that" Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: Distinguishing sound / ʊ / from / u:/ and pronouncing them III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities - One st speaks aloud in front of the Homework checking: ( 5mins) - Ask one st to tell their friends how to make tea in front of whole class - Give remarks the whole class - Listen to the teacher - Ask one st to give remarks - Write down two sounds - Check and give a mark - Listen to the teacher and repeat Pronunciation:( 10 mins) - Look at the book , listen and repeat - Aims: to introduce two sound / ʊ / and /u:/ and help sts to / ʊ/ /u:/ practise these sounds put food a Write two sounds on the board and pronounce them pull school clearly twice, then ask sts to repeat full tooth - Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat - Read these words in pairs and check - Then ask sts to work in pairs to read the words again so for their partners that they can check for each other - Look at the book and work in pairs - Move around to help (31) - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 60 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / ʊ / and the words containing sound /u:/ - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) a Aims: to revise the present perfect tense and have sts Ex He has turned on the TV He has tidied the house He has cleaned the floor - Ask sts to think about the present perfect and tell the teacher the form and the use of this tense - Ask one st to present - Ask some sts to give examples - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Ask two sts to this task on the board - Ask one st to give remarks - Listen and give remarks b Aims: to review the present perfect passive and get sts to Ex - Ask sts to tell the teacher the form of the present perfect passive - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks c Aims: to revise the use of "who, which, that" as relative pronouns and ask sts to exercise - Recall sts of the relative clauses with " who,which, that" - Ask sts to read the requirement of Ex3 and then the task individually - Go round to conduct the activity - Ask some sts to read sentence by sentence - Listen and give remarks Homework ( min) - Part B ( Page 30 - workbook) - Answers: /ʊ/ could put book full look /ɔ:/ Miss June Moon shoes boots school + Form: ( + ) S + have/ has + PII ( - ) S + have/has + not + PII ( ? ) Have/ Has + S + PII ? + Uses: - The present perfect expresses the idea that something happened in the past before now at an unspecified time in the past - Do the task individually and then share their ideas with their friends - Two sts this task on the board - Listen and correct their work if necessary + Form: ( + ) S + have/ has + been + PII ( - ) S + have / has + not + been + PII ( ? ) Have / Has + S +been + PII ? - Do the exercise individually and compare their answers with their partners - Do the exercise on the board A new hospital for children has been built in our city Another man-made satellite has been sent up into space More and more trees have been cut down for wood by farmers - Listen to the teacher - Listen to the teacher - Read the requirement carefully - Do Ex which who which who which which/ that who which who 10 who UNIT 6: AN EXCURSION TiÕt 32 UNIT – LESSON 1: A READING Planning date: Nov 6th Teaching date: Nov 10th I Objectives: Education aims: - Some famous places in Vietnam and read an informal letter in English Knowledge: a General knowledge: - Knowledge about some famous places in Vietnam b Language: - The present progressive tense ( with a future meaning) - Vocabulary concerning tourism Skills: - Speaking : talk in pairs and in groups - Reading comprehension: to multiple choice exercise and to answer the questions II Anticipated problems: Background information about famous places in Vietnam III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities Warm-up:( mins ) Aims : Sts get used to the topic - Ask the sts to work in groups of three or four and make a - Work in groups of 3-4 students list of famous places in Vietnam - representatives are required to speak out the lists in - students speak aloud front of the class - Check if who has the longest list wins the game - Listen to their friends and the teacher Before you read: ( 15 mins ) Aims: to prepare information and vocabularies for the (32) topic and to provide students with new words/phrases a.Vocabulary: - Provide the students with new words/phrases + Lotus (n): hoa sen + resort (n): n¬i nghØ + picturesque site (n): nơi đẹp nhu tranh + cave ( n ): hang động + permission (n): sù cho phÐp to get smb’s permission : xin phÐp + persuade (v): thuyÕt phôc - Read each word twice and ask the sts to repeat it - Leave the sts minute to self-practice - Ask 1-2 sts to read all the words/phrases aloud in front of the class - Listen and help the students to read the words/phrases correctly b Matching: - Ask sts to work in pairs to match the photos with the information given - Ask one st to report the answer and ask him/her to say the names of these places if they can - Ask some other sts to tell the teacher which of places they would like to visit and the reasons as well While you read:( 17 mins ) Aims: Sts read the letter for information to the tasks + Task 1: Multiple choice - Ask sts to read the letter individually and choose the best answer( A, B, C, or D) to complete each of the sentences - Tell sts to compare their answers with a friend - Call on some sts to report and explain their answers aloud in front of the class - Give correct answers to the sts Task 2:Answering questions - Ask the students to work in pairs and answer the questions - pairs of students are required to act out orally in front of the class - Listen and check the answers in front of the class After you read:( mins ) Aims: Give the summary of the topic - Ask sts to work independently and fill in each blank with a suitable group of words from the text - Ask them to read the summary carefully before doing the task - Ask the sts to compare the answers with a friend - one or two sts are required to read the completed summary - Check and give feedback Homework: ( ) - Part A ( page 35 ) - Listen and then copy down - Listen to the teacher and repeat - Read these words silently - Others listen - Self-correct - Work in pairs - One st report the answer: - d ( Thien Mu Pagoda) - b ( Ha Long Bay ) - a ( One-pillar Pagoda ) - c ( Da Lat ) - Some sts stand up and speak aloud - Do the task individually - Share their answers with their partners - Report their answers: Key: – C 2–D 3-A - Work in pairs to ask and answer the questions They are going to have some days off at the end of the first term Because they want to understand more about rock formations and many of them have never been inside a cave It’s only over 20 kms They are going to have a two - day trip and a night campfire Lan is anxious about her parents’ permission They may not want to let her stay the night away from home - Listen and self-correct - Work individually - Work in pairs to compare the answers going to go on some caves want to see have learnt their trip only problem to persuade them her classmates TiÕt 33 UNIT – LESSON 2: B SPEAKING th Planning date: Nov 10 Teaching date: Nov 14th I Objectives: Education aims: - Students know about a boat trip Knowledge: a General knowledge: A boat trip on Lake Michigan in Chicago b Language: - The simple present - Vocabulary on traveling Skills: - Asking and answering about the seat plan on a boat trip - Talking about a boat trip abroad II Anticipated problems: - Students may not know much about a boat trip in Chicago III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking - One st talks about his/ her - Ask one st to talk about their excursion which they like best excursion - Listen and give corrections Before you speak - Look at their books in page 67 Aims: focus sts on the topic and introduce new words - Ask sts to look at the picture (page 67) and give the new - Listen and take notes words: - Listen and read the new words and + sundeck (n): platform extending from side to side of a ship then sonme sts stand up and read + get sunburnt (v): the skin hurt or destroyed by the sunlight again + travel sickness (n): the state of being sick due to traveling (33) + non air- conditioned >< air - conditioned + refreshment (n): room that serves food and drinks to refresh in a boat + occupied (adj ): being kept, in use - Read these words aloud and ask sts to listen and repeat + Task 1: a Ask sts to work in groups to get the information about the people in the pictures - Ask sts some questions: Where doesn't Mrs Andrews like to sit? What does she want? Where does Susan want to sit? What doesn't she wantt? b Ask sts to list all the seats for each person - Ask sts to work in groups - Move around to help sts if necessary - Ask some sts to report - Check and give remarks While you speak Aims: Sts practice asking and answering about the seat plan on an boat trip + Task 2: Deciding the best seat for each person - Ask sts to read the model in the book - Ask sts to work in groups to the task - Give sts some useful expressions: What you think?/ What is your idea? I think Mary should She’d better Seat would be better Maybe you are right but I still think that - Ask sts to make the conversation like the example in the book - Go around to help if necessary - Call on some sts to conduct the conversation in front of the class - Listen and check After you speak Aims: Sts practice making the conversation to arrange the seats on a boat trip for themselves + Task 3: Giving reasons - Ask sts to work in pairs and discuss: Which seat you think the most suitable for you? Why? Use information in Task as suggestions - Call on some sts to talk about their seat preference in front of the class - Listen and give corrections Homework - Part C ( page 39 - workbook ) - Work in groups to read the information - Some sts answer the teacher’s questions She doesn't want to sit in the sundeck She wants to see all the students She wants to be near Mary She doesn't want to get sunburnt - Work in groups to find the best seat for each person - Some sts report S1: Mrs Andrews’ seats aren’t in the sundeck but can help see all the students: seats 46, 43, 40, 45, 34 S2: Mary’s seats have plenty of fresh air : seats 31, 37, 19, 20, 26, 32 S3: John’s seats aren’t air – conditioned; suitable for taking photographs: seats 10, 11, 12 S4: Tim’ seats are in the sundeck: 1, S5: Sam’ seats can help a good view, safe: seats 16, 29, 34 - Look at the seat plan and read the conversation in the textbook as an example - Work in groups to call all the suitable seats for each person - Some sts present to give the answers A: Now let’s begin with Mrs Andrew Which seat seems suitable for her? B: I think she should sit in seat 12 From here she can see all the students C: But look! It’s in the sundeck and she doesn’t like it What about seat 34? A: OK I think she will like it, so seat 34 for Mrs Andrew - Work in pairs to discuss the seat plan - Some sts talk about their seat preference in front of the class TiÕt 34 UNIT – LESSON 3: C LISTENING th Planning date: Nov 11 Teaching date: Nov 15th I Objectives: General knowledge:- Sts know about a weekend picnic in the Botanical Garden Language: - The past simple tense - Vocabulary on sts' everyday life Skills: - Listening and ordering pictures - Listening and filling in gaps - Listening and answering questions - Discussing and making a plan for a picnic II Anticipated problems: - Sts have to fill in the gaps with long groups of words - The answers to some questions are too long III Teaching aids: - Textbook , tape IV Procedures: Teacher’s activities Students’ activities Before you listen:(10 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text - Work in groups to ask and answer a T asks sts to work in groups and asks each other the the questions following questions - Do you often go for a picnic? - Who you go with? -Some sts stand up and give their - When is the best time for a picnic? answer - Why people go for picnic? - Ask some sts to give their answer - Read after T b T asks S read after T / the tape the words in the textbook - Copy the words and phrases (34) without looking at them - Introduce some new words +destination (n): e.g.: the train to Hanoi: Hanoi is the ~ + glorious (adj): famous / wonderful / beautiful + spacious (adj) adj of space + left-overs (n): foods left after a meal + delicious (adj): good tasty - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 24 mins) + Task 1: Aims: Practise listening and ordering pictures - Ask sts to work in pairs, look at the pictures in the textbook and describe each picture - Give one example: "In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky." - Introduce the situation about a st talking about a picnic to the Botanical garden T asks sts to listen to the teacher’ reading and number the picture in the correct order - Read the text twice - Ask sts to compare their answer in pairs - Check sts’ answer - Read the text once again, stop where necessary and conduct the correction + Task 2: Aims: Practice listening for specific information by filling in the gaps - Ask sts to have a look at the given sentences and read them in pairs and make sure they understand them T encourages sts guess the words/ phrases to fill in the gaps - Ask sts to listen to T once or twice again fill in the gaps with the missing words/phrases - Ask sts to compare their answer in pairs - Check sts’ answer - Read the text once again, stop where necessary and conduct the correction + Task 3: Aims: Practice listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Ask sts to listen to T once/twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Read the text once again, stop where necessary and conduct the correction After you listen:(10 mins) - Ask sts to work in group and plan for their picnic this weekend - Ask sts to pay attention to the times, means of transport, picnic sites, food, equipment - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to report in front of the whole class - Check and give remarks Homework:(1 min) Write a short paragraph about how they learnt to use the computer - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Look at the pictures and listen to the T - Describe the other pictures in pairs - Listen to the teacher - Listen to the teacher and the task - Compare their answer - Give their answer Key: 1a – 2e –3b– 4c – 5f – 6d - Check their answer and then correct their work if they have the wrong answer - Work in pairs to read the passage and try to fill in the gaps - Listen and the task - Give their answer was just a few to pay a visit at the school gate a short tour playing some more - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to read the questions - Listen and the task - Compare their notes - Check their answer, and then correct their work if they have the wrong answer It was very nice Yes, it was It was beautiful Because it was so peaceful and quiet in the garden They took pictures, played games, talked, sang and danced - Work in groups -Two sts present TiÕt 35 UNIT – LESSON 4: D WRITING th Planning date: Nov 15 Teaching date: Nov 17th I Objectives: Education Aims: A confirmation letter responding to a request or an invitation Knowledge: a General knowledge: - Writing a confirmation latter b Language: - Language used in informal letters - The future simple tense and " be going to " Skills: - Reading: read two sample letters - Speaking: work in pairs to discuss the two letters - Writing: write confirmation letters II Anticipated problems: - Students may not be familiar with confirmation letters (35) III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Homework checking :( mins) - Ask one st to talk about his/ her plans for the picnic if his/ her class could have one - Ask other sts to listen to their friends and give remarks - Check and give remarks Before you write:( 20 mins) - Aims:to give sts a chance read the sample letters and to help sts to prepare vocabulary and information before they write + Task 1: - Ask sts to look at two letters in page 69 - Explain the definition of " request " and " confirmation " letters : + Request is the letter that asks for information or help + Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not - Ask sts to work in pairs to read the two letters and to find the requests in Nga's letter and confirmation in Hoa's - Ask sts to pay attention to the structure showing requests and confirmation - Move round to help if necessary - Ask sts to compare their ideas with other pairs - Ask two sts to say their answers aloud - Listen and give remarks + Task 2: - Ask sts to read the situations in this part - Explain some new words: + bunch ( n ): things of the same kind grouping together Eg: a bunch of bananas/ keys + 'wildlife ( n ) : life of fre animals/ plants in the nature + a'ccept ( v ): > < refuse - Ask sts to listen and repeat and then some sts stand up to read again - Ask sts to read the situations in minutes and then ask them some questions to make sure they understand the situations - Ask some sts to answer T's questions: T: What is Lan going to do? T: What does she ask you to do? T: Will you help her? T: What does Minh want to do? - Remind sts that these are informal letters so they can use abbreviations and that they should mention the information in requests again While you write:( 10 mins) - Aims: Sts practise writing one of the two confirmation letters - Divide the whole class into two groups and ask sts in each group to write one letter - Let sts write in minutes - Move around to conduct the activity After you write:( mins) - Get feedback by asking two sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Write the other letter Students' activities - Listen to their friend and give remarks - Listen to the teacher - Listen to the teacher carefully - Copy these words into theit notebooks - Read the letters in pairs - Share their ideas with other sts Requests: "Can you go shopping with me to buy the things we need for the trip?" Confirmation: Certainly, I will help you to prepare everything you need for the trip I will be waiting for you at 2.30 p.m - Listen to the teacher - Copy these words - Read after the teacher and then some sts stand up to read them again - Read the situations thoroughly S1: She 's going to have birthday party at S2: She asks me to buy her two bunches of S3: Yes, I will S4: he wants to borrow a book about - Listen to the teacher and take notes - Do the writing task - Read their writing: Dear Lan, It's great to hear about your birthday party Sure, I'll help you with the shopping this Saturday It wouldn't be a problem And I'll bring them to your house befoer the party I want to help you prepare the party, too I'll see you on Saturday then Hang Dear Minh, Sure you can have my book I've just finished reading it But a.m this Saturday is not a good time I won't be home at that time Can you come later? Is 10 a.m good for you? Tell me what you think Tung TiÕt 36 UNIT – LESSON 5: e language focus th Planning date: Nov 18 Teaching date: Nov 21st I Objectives: Education Aims:- Sound / ə / from the sound / ɜ:/ and pronounce them correctly - Students revise the present progressive( with a future meaning) and be going to Knowledge: + Language: - Pronunciation: / ə / and / ɜ:/ - The present progressive ( with a future meaning) - " Be going to" (36) Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Sound / ə / from sound / ɜ:/ and pronouncing them correctly III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to read his/her confirmation letter aloud - One st speaks aloud in front of the - Ask another st to give remarks whole class - Check and give a mark - Give remarks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sound / ə / and / ɜ:/ and help sts to practise these sounds - Write down two sounds a Write two sounds on the board and pronounce them - Listen to the teacher and repeat clearly twice, then ask sts to repeat - Look at the book , listen and repeat - Tell sts the difference between two sounds /ə/ / ɜ:/ - Ask them to look at the textbook, listen and repeat teacher bird - Then ask sts to work in pairs to read the words again so together work that they can check for each other about church - Move around to help - Ask two sts to read again and give remarks - Read these words in pairs and check b Ask sts to look at sentences in page 60 in the book - Ask them to work in pairs to read the sentences and then for their partners find out the words containing sound / ə / and the words containing sound / ɜ:/ - Look at the book and work in pairs - Ask them to work in minutes - Move around to conduct the activity - Answers: - Ask one st to report and other sts to give remarks /ə/ / ɜ:/ - Check and give the correct answers about heard - Ask some sts to read these sentences aloud pagoda excursion - Listen and give remarks father birds Grammar: ( 29 mins) teacher learning Aims: to revise the present progressive with a future river German meaning, " be going to" and have sts Ex 1, EX and EX 3.- Give two examples: - Read the examples eg: Fiona is having a birthday party next Saturday + The present progressive: a definite I'm feeling unwell so I'm going to see the doctor arrangement some time this week - Ask sts to think about the use of present progressive and + "Be going to": an intention to something in the future although no " be going to" in these sentences definite arrangement has been made - Ask one st to present - Listen to the T attentively and take - Remind sts that " be going to" can also be used to notes predict something with some evidence Eg: The ceiling looks unsafe I think it's going to fall - Do the task individually and then - Notes: Avoid using the present progressive with " be" share their ideas with their friends and " go" EX 1: - Ask some sts to give examples are you doing Are you going + Exercise 1: to - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare is getting married am going to be sick is going to their answers in pairs Listen and correct their work if - Move round to conduct the activity necessary - Check the exercise sentence by sentence - Do the Ex individually - Listen and give remarks EX 2: + Exercise 2: is going are having - Ask sts to Ex individually and then share the is going to catch are you putting answers with their friends isn't going to give - Move round to help if necessary - Listen to the teacher - Ask two sts to this exercise on the board - Read the requirement carefully - Ask one st to give remarks - Do Ex - Check and give remarks Are you going to see it?/ I'm visiting + Exercise 3: to see it - Ask sts to read the requirement of Ex3 and then the we are going for a picnic task individually is he going to with it / he 's going - Go round to conduct the activity to buy a villa - Ask some sts to read sentence by sentence It's going to rain - Listen and give remarks is going to clean them Homework ( min) - Part B ( Page 37 - workbook) TiÕt 37 Planning date: Nov 18th TEST YOURSELF B Teaching date:Nov 22nd (37) I Objectives: Aims: - Sts revise what they have learned in unit unit and unit Knowledge: - General knowledge in unit 4, unit and unit - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities EX 3: Homework checking:( mins) is going to be am not using - Ask one st to Ex in the workbook on the board is going to rain are having - Ask one st to give remarks is going to buy are doing - Give remarks and marks are you leaving is coming/ is The new lesson:( 39 minutes) travelling/ am meeting - Ask sts to part II, part III and part IV at home in - One st gives remarks advance to save time - Give sts the time duration for each part : part II: 10 - Look at the textbook and try to minutes, part III: 10 minutes, part IV: 15 minutes understand the information in the table - Ask sts to listening in class 2.1 Listening: - Copy these words into their notebooks - Ask sts to read the table in the textbook - Listen and read after the teacher - Introduce new words: - Listen carefully and the task + in'habitant (n) : a person living in a place - Work in pairs to discuss their answers + lo'cate (v) : build in a place 50 miles to the west of London location (n) 120,000 inhabitants/ people + stroll (v) : walk slowly market town biscuit factory - Read the text twice and ask sts to try to complete the computer industry in central table in the second time England - Ask sts to share their ideas with their partners university - Read the text again so that sts can check their task for the 90,000 people car factory 10 Cowley Road last time - work in groups to share their ideas - Ask sts to write their answers on the board - one st stands up to report - Ask other sts to give remarks 1.F F T F T - Check and give feedback - Discuss in groups 2.2 Reading: - Answers: - Ask sts to work in groups to compare their answers by scientist for other - Ask one st to report his/ her answers aloud there is which attempts - Listen and check all the organizing the 2.3 Grammar: inventions a developed by - Ask sts to discuss their answers in groups it is 10 it be wanted? - Ask sts to write their answers on the board - Read their letters aloud - Ask two other sts to give remarks - Listen to the teacher's remarks - Check and give the correct answers - Listen and give remarks on: 2.4 Writing: + form + grammar and vocabulary - Ask some sts to to read their letters aloud + ideas + style - Ask some sts to give ramarks Homework: ( min) - Part D ( Page 40 - workbook) TiÕt 38 Planning date: Nov 20th WRITTEN TEST Teaching date: Nov 24th Nội dung đề số 521 I Read the passage then choose the best option marked A, B, C, or D to answer the following questions: Of all the natural wonders of the world, few are as spectacular as Niagara Falls Located on the Niagara River along the border between the US and Canada, Niagara Falls actually consists of two falls, the American Falls and the Horseshoe Falls The former is on the US side of the border, in the state of New York, while the latter is on the Canadian side About 80% of the water in Niagara River flows over the Horseshoe Falls, which is the more impressive of the two falls About 10 million people visit the falls each year, most during the summer tourist season Sightseers can ride steamers up close to the boiling water of the falls, or view them from parks on both sides of the river Niagara Falls has long been a popular honeymoon destination for newlyweds 01 Which of the following is entirely on the US side of the border with Canada? A Niagara Falls B American Falls C Niagara River D Horseshoe Falls 02 According to the passage, where can people watch the falls? A From parks or boats B From trains C From airplanes D From cars 03 In line 6, the word “them” refers to _ A waterfalls B parks C steamers D sightseers 04 It can be inferred from the passage that Horseshoe Falls A is the less impressive fall B has 15% of the Niagara River flowing over its edge C is the larger of the two falls D is in the state of New York 05 According to the passage, Niagara Falls A can be viewed from only one side of the Niagara Falls B is a favorite sport of newlyweds (38) C generates very hot water D is only impressive during the summer tourist season II Find the word whose stress pattern is different from the others of the groups: 06 A celestial B basement C powerful D substance 07 A mathematics B instrumental C accidental D communicate 08 A compound B comment C commence D compact 09 A souvenir B kilometer C bakery D opposite 10 A satellite B contestant C similar D interview III Choose the word which grammatically best completes each of the sentences below: 11 All his companies had been successful and he was known to be _ rich A completely B absolutely C extremely D thoroughly 12 Employees who have a are encouraged to discus it with the management A disadvantage B grievance C hindrance D disturbance 13 Unless my room was warmer tonight, I’m going to to the hotel manager A argue B complain C regret D sympathize 14 He always did well at school having his early education disrupted by illness A in addition to B even though C in spite of D on account of 15 He denied _ in the hotel at 7a.m A himself B to be C it’s him D being 16 It was not easy to understand her to the situation A conduct B feelings C outlook D reaction 17 Religions and politics interest him almost _ A the same B similarly C equally D alike 18 Over the past two years the of living has risen considerably A charge B cost C rate D price 19 He told his father a long and _ story to explain his lateness A inconceivable B incredulous C unimaginable D unconvincing 20 In this job you must up to the problems and not run away from them A raise B face C play D gaze 21 After a thorough search, the police _ most of the missing jewels A retreated B recovered C recorded D refreshed 22 In hot weather, fresh milk quickly turns A rotten B sour C bitter D foul 23 The cows got out of the field through a _ in the fence A fault B crack C gap D cut 24 After listening to all the arguments I am now of that there should be no new road A idea B attitude C opinion D thought 25 It was too late to of the contract A back away B back up C back down D back out 26 We need information before we can decide A further B furthest C far D farther 27 The government’s present policy is seen as a to local democracy A harm B suppression C sneer D threat 28 If you hear the fire , leave the building quickly A alarm B caution C notice D publicity 29 One condition of this job is that you must be to work at weekends A accessible B capable C available D acceptable 30 Women workers wear hats in their hair gets caught in the machinery A course B case C occasion D event IV Find the word whose italic part is pronounced differently from the others of the same group: 31 A booked B helped C hoped D waited 32 A natural B name C native D nation 33 A blood B moon C food D pool 34 A both B sixth C with D myth 35 A child B children C mild D wild V Find out the underlined word or phrase in each sentence that needs correcting: 36 I went to the United States six months ago because mine cousin is out there A B C D 37 There is a hotel at the bottom of the canyon where we can stay there A B C D 38 You pay about $50 per person and can having dinner and breakfast there A B C D 39 I was such nervous that I didn’t think I would pass the exam A B C D 40 She asked why did Mathew look so embarrassed when he saw Carole (39) A TiÕt 39 B C D WRITTEN TEST - CORRECTION Planning date: Nov 25th 01 02 03 04 05 06 07 08 09 10 { { { - | | | | } } - ~ - Teaching date: Nov 28 th 11 12 13 14 15 16 17 18 19 20 - | | | | } } } - ~ ~ ~ - 21 22 23 24 25 26 27 28 29 30 { { - | | | } } } - ~ ~ - 31 32 33 34 35 36 37 38 39 40 { { { - | | } } } - ~ ~ - UNIT 7: THE MASS MEDIA TiÕt 38 UNIT – LESSON 1: a reading Planning date: Nov 25th Teaching date: Nov 29th I Objectives: Education aims: - Students read about TV programme schedules Knowledge: a General knowledge: - Knowledge about TV programme schedules b Language: The present simple tense Vocabulary concerning TV programmes Skills: - Speaking : talk in pairs and in groups - Reading comprehension: Read for general ideas and specific information II Anticipated problems: Difficulties in understanding some names of TV programmes III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities 1.Warm-up:( mins) Aims: sts get used to the topic + Jumbled words - Give words about the forms of mass media whose letters - Work in groups of 3-4 sts are in the wrong order and ask sts to work in groups of 3-4 - Sts write the words individually on sts to rearrange them in good order to make the right words the blackboard enslieisov rwepeapns television idora agenmzia 5.evido newspaper - representatives are required to write the words on the radio blackboard magazine - Check and give remarks video - Listen to the teacher Before you read: ( 10 mins) Aims: to prepare information and vocabularies for the topic - Work in pairs + Pairwork: - Do the work orally in front of the - Ask the sts to work in pairs to answer the question given in class the part and some other questions - Listen and copy down - For each question, 3-4 sts are required to answer orally in front of the class ( st/ time) - Listen and then copy down - Gather the ideas and give some background information about TV channels in Vitetnam - Listen and repeat + VTV1: Combination of Politics, Economics and - Some sts stand up and read these Entertainment word aloud + VTV2: Science and Education - Others listen + VTV3: Sports and Entertainment - Self-correct + VTV4: For the overseas Vietnamese + VTV5: For the Ethnic minority groups + Vocabulary: - Provide the students with new words/phrases + channel (n) : Kªnh ( truyÒn h×nh) + Mass media (n): public institutions that report news and - Work in pairs to read the other stories programmes and the task + Population and Development (phr): D©n sè vµ ph¸t triÓn + TV Series (n): Phim truyÒn h×nh dµi tËp - Share their answers with their + Folk Songs (n): D©n ca nh¹c cæ friends + News Headlines (n): ®iÓm tin chÝnh - Some sts present their answes: + Weather Forecast (n): Dù b¸o thêi tiÕt – c; – a; – d; – b + Quiz Show (n): trß ch¬i truyÒn h×nh - Others listen + Portrait of Life (phr): Ch©n dung cuéc sèng + Documentary (n): Phim tµi liÖu (40) + Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d· + Around The World (phr): Vßng quanh thÕ giíi - Read each word/phrase twice and ask sts to repeat it and leave sts minute to self-practice - Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read:( 20 mins) Aims: Read the passage for information to the tasks + Task 1: Matching - Ask sts to read the TV programme schedules and task 1: Match the words in A which appear in the reading passage with their definitions in B - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Listen and help sts to the task correctly + Task 2: True or false: - Sts are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F) - sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage - Listen and check the answers orally in front of the class + Task 3: Answering questions - Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage - pairs are required to answer orally in front of the class ( pair/ time) - Listen and help sts to answer the question correctly After you read:( 10 mins) Aims: to give the summary of the topic - Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why - 2-3 sts are required to give short talks on the given topic - Get feedback and help the students to give correct talks Homework:( mins) - Write a paragraph about a programme you like best - Work individually T T F ( The Nature of Language is on VTV3.) T F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check - Work in pairs - Some pairs stand up and ask and answer: There are five films on At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3 VTV2 The Quiz Show (You should watch) VTV1 Football - Work in pairs - Some sts talk in front of the whole class - Others listen - Listen and self-correct TiÕt 41 UNIT – LESSON 2: b speaking th Planning date: Nov 28 Teaching date: Dec 1st I Objectives: Education aims: - Popular types of the mass media Knowledge: a General knowledge: Talk about the different types of the mass media b Language: - The simple present - Vocabulary on the mass media Skills: - Speaking about different types of the mass media - Discussing about the features the types of the mass media II Anticipated problems: Compare different types of mass media III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Homework checking( mins) - Ask one st to talk about the TV programme they like watching best Before you speak(5 mins) Aims: Sts distinguish the different types of the mass media from the others - Introduce some new words: + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask sts to read the new words orally + Task 1: - Ask sts to work in pairs and decide which items are types of the mass media Students’ activities - One student talk about the TV programme they like best - Write the new words and read them aloud - Work in pairs - Listen and take notes - Some sts give their answer in front of the class (41) - Ask sts about the definition of the mass media: Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers - Call on some sts to explain their answers in front of the class - Give sts correct answers While you speak( 18 mins) Aims: Sts compare the features of the types of the mass media + Task 2: Work out what features the types of the mass media have in common and what main features each of them has Ask sts to use the cues below - Ask sts to read some phrases: present receive provide information and entertainment get deliver - Give sts the meaning of those words if they don’t know - Ask sts to work in pairs and carry out the activity using the cues in the book - Go around the class and help sts if necessary - Call on some pairs to explain their answer in front of the class - Ask sts to look at the information above and talk about the different types of mass media eg The common feature of the mass media is that they all provide information and entertainment Television provides information and entertainment orally and visually, and we receive them through our eyes and ears After you speak( 15 minutes) Aims: Talking about the different types of the mass media + Task 3: - Ask sts to work in groups and answer the following questions: +What are the different types of the mass media? + What features they have in common? + What are their distinctive( own) features? - Ask sts some more questions : Which types of the mass media you usually get information from? Which one you like most? Why? - Go around to help sts if necessary - Ask some sts to answer and give correct answers Homework:( mins) - Write a paragraph ( about 50 words) about the features of the types of mass media TiÕt 42 Planning date: Dec 1st I Objectives: Television Radio Newspapers The Internet - Read after the teacher and ask the meaning if they don’t know - Work in pairs to discuss some popular types of the mass media - Some sts give the answers in front of the class + The mass media: - Provide information and entertainment + The radio: Present information and entertainment orally (through mouth) - Receive information aurally(through ears) - Work in groups to answer the questions in the book S1: Television, radio, newspapers, the Internet S2: Provide/ deliver information and entertainment S3: TV presents information and entertainment orally and visually while radio provides - Some sts answer: I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I’m interested in UNIT – LESSON 3: c listening Teaching date: Dec 5th (42) General knowledge: - Sts understand news stories on the radio Language: - The simple present tense - Vocabulary on adjs to describe weather Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories II Anticipated problems: - Sts have to fill in the gaps with long groups of words - The answers to some question are too long III Teaching aids: - Textbook , tape IV Procedures: Teacher’s activities Students’ activities - Work in pairs to ask and answer the Before you listen:(10mins) Aims: focus sts on the topic and review/ introduce the questions words and phrases used in the listening text + Pairwork: - Some sts stand up and give their - Ask sts to work in pairss and asks each other the answer following questions - Copy the words and phrases - How often you listen to the radio? - Listen and repeat - Which program you like listening to? - Read the words in pairs and correct - Do you like listening to strange stories? each other’s mistakes - Ask some sts to give their answer - Some individuals read the words + New words aloud + Mount (n): e.g.: Mount Everest - Listen to the teacher + in spite of + N (phr): = despite + N = Although + Clause - Listen to the tape and the task - Give some examples - Read the words asks sts to repeat - Compare their answer - Ask sts to read the words in pairs - Give their answer - Ask some sts to read the words again News story 1: strong, cloudy While you listen: News story 2: healthy, young, + Task 1: (7 mins) highest, wonderful Aims: Practise listening and tick the word they hear - Check their answer, say it aloud, - Tell sts that they are going to listen to two news stories and then correct their work if they and the words will appear in the stories have the wrong answer - Ask sts to work in pairs, look at the words given and guess what the news stories about - Work in pairs to read the passages - Ask sts to listen to the news and tick the right column to and try to fill in the gaps indicate which words appear in which stories - Play the tape twice and ask sts to compare their answer in - Listen and the task pairs - Give their answer - Check sts’ answer News story - Play the tape once again, stop the tape where necessary has caused floods and conduct the correction has left their homes + Task 2: (10 mins) have risen Aims: Practise listening for specific information by filling two metres in the gaps has stopped - Ask sts to have a look at the stories in the textbook and cloudy read them in pairs and make sure they understand them T strong wind encourages sts to guess the words/ phrases to fill in the News story gaps twenty third 4,418 - Ask sts to listen to the tape once or twice again to fill in California the gaps with the missing words/phrases wonderful - Ask sts to compare their answer in pairs young and healthy - Check sts’ answer - Check their answer, say it aloud, - Play the tape once again, stop the tape where necessary and then correct their work if they and conduct the correction have the wrong answer + Task (7 mins) Aims: Practice listening for specific information by - Work in pairs to read the questions answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they - Listen and the task need to answer the questions - Compare their notes - Ask sts to listen to the tape once/twice and take short - Some sts answer the questions: notes to answer the questions Heavy rain has caused floods all - Ask sts to compare their answer in pairs over the country - Play the tape once again, stop the tape where necessary Because the rivers have risen and conduct the correction (The old lady has climbed Mount - Listen and check Whitney) 23 times After you listen:(10 mins) Because it has kept her young and - Ask sts to work in pairs and each retell one news story healthy - Move round to check the activities and to make sure that - Check their answer, and then sts are working effectively correct their work if they have the - Ask two sts to present in front of the whole class wrong answer - Check and give remarks Homework:(1min) Two sts present Write a short paragraph about a news story they have just heard on the radio or TV (43) TiÕt 43 UNIT – LESSON 4: d writing Planning date: Dec 1st Teaching date: Dec 6th I Objectives: Education Aims: Advantages and disadvantages of television and other types of mass media Knowledge: a General knowledge: - Advantages and disadvantages of mass media b Language: - Language concerning mass media - The present simple tense Skills: - Reading: read about the advantages and disadvantages of television - Speaking: work in pairs to discuss the advantages and disadvantages of the mass media - Writing: write a paragraph about the advantages and disadvantages of the mass media II Anticipated problems Advantages and disadvantages for writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Listen to their friend and give - Ask one st to talk about one of the news stories that remarks he/she is interested in - Listen to the teacher - Ask other sts to listen to their friend and give remarks - Listen to the teacher carefully - Check and give remarks Before you write:( 20 mins) - Copy these words into theit - Aims:to get sts to read about the advantages and notebooks disadvantages of television and to help sts to prepare vocabulary and information before they write + Task 1: - Listen to the teacher and then read - Ask sts to read the advantages and disadvantages of these words in chorus and individually television - Read the table in pairs - Explain some new words: - Structures: + 'memorable (adj) : easy to remember + help/encourage someone to + en'joyable (adj) : pleasant something: help us to learn, + popu'larity (n) : the noun of " popular" encourage us to buy + be a'ware of (v) : realize + make someone/ something + + brain (n) : part of the body inside the head adjective: make things memorable, + 'violent (adj) : fighting, killing, etc make us aware of, make us passive, + inter'fere with (v) : get in the way of something make people violent - Ask sts listen to the teacher and repeat , then write these S: Television helps us to learn more words into their notebooks - Work in pairs to discuss - Ask sts to work in pairs to read about the advantages - Some sts stand up to give their ideas and disadvantages of television * Radio: - Make sure that sts know what " advantage" and + Advantages: "disadvantage" are - It helps us to get updated news and - Ask sts to pay attention to the basic structures used in infofmation the table - It helps us to listen to music, dramas, - Move round to help if necessary etc - Ask sts some questions to make sure that they - It is not harmful to people's eyes understand all the advantages and disadvantages of + Disadvantages: television - It is rather boring because we can't What are the (dis)advantages of television? see anything - Listen and give remarks - The programmes are not very vivid, + Task 2: there are no games and films, etc - Divide the whole class into three groups and ask each - Listen to the teacher and take notes pair in group to discuss the advantages and disadvantages of radio, each pair in group discuss those - Do the writing task - Read their writing: ( a sample of newspapers, and each pair in group discuss those of paragraph) the internet "The Internet is now the largest source - Ask sts to work in minutes of information and entertainment for - Move round to help if necessary and then ask them to people Firstly, you can get a lot of share their ideas with other pairs information about any places in the - Ask three three sts to present their ideas world The Internet provides you with - Ask other sts to give remarks the latest changes in the markets such - Listen and give remarks as the increase or decrease in the While you write:( 10 mins) price of gold or oil You can relax by - Aims: Sts practise writing a paragraph about the advantages and disadvantages of one of the mass media watching films or football matches, listening to music on-line or chatting - Ask sts to write a paragraph about the advantages and to friends or relatives living thousands disadvantages of one of the mass media they have kilometres away However, the discussed in task Internet can be dangerous because - Let sts write in minutes you can be exposed to harmful - Move around to conduct the activity websites, for example, the websites After you write:( mins) containing violent scenes Moreover, - Get feedback by asking three sts to read their work chatting or playing games online can aloud take you a lot of time In short, the - Ask some other sts to give remarks (44) - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Write a paragraph about another types of mass media Internet can be good or bad so you should know how to use it properly." TiÕt 44 UNIT – LESSON 5: e language focus st Planning date: Dec Teaching date: Dec 8th I Objectives: Education Aims: - Students know how to pronounce the sound / eɪ/, /aɪ/ and /ɔɪ/ correctly - Students revise the present perfect and because of and in spite of Knowledge: + Language: - Pronunciation: /eɪ/, /aɪ/ and /ɔɪ/ - The present perfect tense - Because of and in spite of Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may confuse the use of because of and in spite of III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities - One st speaks aloud in front of the Homework checking: ( 5mins) - Ask one st to tell the whole class the advantages and whole class disadvantages of one of the mass media - Give remarks - Ask another st to give remarks - Listen to the teacher - Check and give a mark - Write down three sounds - Listen to the teacher and repeat Pronunciation:( 10 mins) - Look at the book , listen and repeat - Aims: to introduce three sounds /eɪ/,/aɪ/ and /ɔɪ/ and /eɪ/ /aɪ/ /ɔɪ/ help sts to practise these sounds play time voice a Write three sounds on the board and pronounce them today wildlife noise clearly twice, then ask sts to repeat radio height toy - Tell sts how to pronounce these sounds accurately - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so - Read these words in pairs and check for their partners that they can check for each other - Move around to help - Look at the book and work in pairs - Ask two sts to read again and give remarks - Answers: b Ask sts to look at sentences in page 79 in the book - Ask them to work in pairs to read the sentences and then /eɪ/ /aɪ/ /ɔɪ/ afraid ninety-nine noisiest find out the words containing sound /eɪ/, /aɪ/ and /ɔɪ/ made type Royce - Ask them to work in minutes mistake Friday oil - Move around to conduct the activity changed like boy - Ask one st to report and other sts to give remarks - Check and give the correct answers - Read the examples - Ask some sts to read these sentences aloud Eg1: Because of being ill Mary didn't - Listen and give remarks go to school Grammar: ( 29 mins) In spite of being ill Tom went to Aims: to revise the present perfect and "because of" and school "in spite of" and have sts Ex1, EX and EX3 Eg2: Because of the rain we stopped a The present perfect tense: - Give two examples: playing football eg: I've known her for five years In spite of the rain they continued We have been here since 7.00 a.m playing football - Ask sts to think about the use of the present perfect in + The present perfect: these sentences "How long an action has lasted up to the - Ask one st to report and recall the use of since and for b Present the use of because of and in spite of through present." - Listen to the T attentively and take some examples - Ask sts to think about the use of because of and in spite notes + because of + N/NP, V-ing of in these sentences in spite of - Ask some sts to report + Because of is used as a preposition to - Distinguish because of from because and in spite of express the reason from although + In spite of is used as a preposition to - Ask some sts to give examples express a concession + Exercise 1: - Listen to the teacher attentively and - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare take notes if necessary - Do the task individually and then share their answers in pairs their ideas with their friends - Move round to conduct the activity EX 1: - Check the exercise sentence by sentence have been has lived have - Listen and give remarks met have done have had + Exercise 2: have taken have watched - Ask sts to Ex individually and then share the - Listen and correct their work if (45) answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks Homework ( min) - Part B ( Page 42 - Workbook) necessary - Do the Ex individually EX 2: since ago for for since for ago ago since 10 since - Listen to the teacher - Read the requirement carefully - Do Ex c, f b d a , e h j i, g UNIT 8: THE STORY OF MY VILLAGE UNIT – LESSON 1: A READING TiÕt 45 th Planning date: Dec Teaching date: Dec 12th I Objectives: Education aims: - Students read about the changes in the country life Knowledge: a General knowledge: - Knowledge about the country life b Language: - Verb tenses and reported speech - Vocabulary about country life Skills: - Speaking : talk in pairs and in groups - Reading comprehension: vocabulary matching and table completion exercises II Anticipated problems: - Students may lack of vocabulary about country life III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities - Work in groups of 3-4 students - Give the lists to the teacher Warm-up:( mins) - Work in pairs - Aims : - Get used to the topic - Do the work orally in front of the - Sts are required to work in groups of or to make a list class of words related to the country in written form Suggested answers: - The group with the longest list will be the winner The farmers are harvesting the crop Before you read: ( 10 mins) They are working very hard - Aims: - Prepare information and vocabularies for the It’s a good/ bumper crop topic Good farming methods, good - Introduce the topic of the reading passage varieties, modern technology used, a Pair work: people work hard - Ask sts to work in pairs to answer the questions given in - Listen and then copy down the part - Repeat - For each question, 3-4 sts are required to answer orally in - Read silently front of the class ( st/ time) (46) - Gather the ideas and help the sts to give correct answers b.Vocabulary: - Provide the sts with new words/phrases + Straw(n): dry cut stalks of various cereals( r¬m) + Mud(n) : wet, soft soil (bïn) + Technical high school (n): trêng trung häc kü thuËt d¹y nhÒ + Farming method(n): ph¬ng ph¸p canh t¸c + Brick house (n): houses made of bricks( nhµ x©y b»ng g¹ch) + Thank to(prep): = owing to = because of (nhê cã) - Read each word/phrase times and ask sts to repeat it - Leave the sts minute to self-practice reading the words, then ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and check While you read: ( 20 mins) - Aims: Read the passage for information to the tasks + Task 1:Vocabulary Matching - Ask sts to read the passage and task 1: Match the words in A which appear in the reading passage with their definitions in B - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Listen and help the sts to the task correctly - Explain the meaning of these words and phrases if necessary + Task 2:Table Completion - Ask sts to scan the passage to get specific information to complete the table - Let sts to study the table carefully before doing the task - Go round the class and provide help when necessary - Tell sts to discuss the answers with a friend - Check the answers in front of the class as a whole - Give correct answers + Task 3: Answering Questions: - Ask sts to work in pairs to read the passage again and answer the questions in task - Sts are required to underline the information that supports the answers - Sts are required to compare their answers with another pair - Ask 5-6 sts to read their answers aloud in front of the class - Give feedback and correct answers After you read: ( 10 mins) - Aims: Give the summary of the topic + Discussion: - Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better? - Clarify some terms if needed: + People with an education: people with a university study - Sts are required to look back to the passage to get the ideas for the questions - Go to groups and provide help when necessary - Ask some representatives to report the groups' ideas Homework:( min) - Ask sts to write a paragraph about the topic they discussed in After you read - Others listen - Self-correct - Read the passage and then the task - Share their answers with their partners - Report their work +1–b+2–d +3–a+4–e+5–c - Work individually - Study the table - Discuss the answers with a friend - Report their answers before Now a.o.c Made of houses Made of straw and mud bricks Few families had Many families a radio or a TV have a radio or R set a TV set and TV old New F.M Good/ bumper crops poor By motorbike travel - Work in pairs to ask and answer the questions - Ask sts to report their work in pairs It was poor and simple Because they hope that with an education of science and technology their children could find a way of bettering their lives They introduced new farming methods which resulted in bumper crops They also helped grow crash crops for export He said their lives had changed a lot thanks to the knowledge their children had brought home He told his grandchildren: “ Study harder so that you can more for the village than your parents did.” - Listen to the teacher - Discuss in groups - Some representatives are required to report - Give suggested answers: + Introduce new farming methods + Grow crash crops for export + Help local people apply modern technology in farming + Help community especially young people access to ways of entertainment + Raise people’s awareness about food safety and environmental hygiene UNIT – LESSON 2: B SPEAKING TiÕt 46 th Planning date: Dec 10 Teaching date: Dec 15th I Objectives: Education aims: Plan to improve life of a village and their possible results Knowledge: a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type - Vocabulary on the plan to improve life of a village Skills: - Speaking about plan and results.- Discussing plans to improve life in the village II Anticipated problems: Ideas to discuss by themselves (47) III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Homework checking( mins) - Ask one st to tell about the life of the village in the text - Listen and give remarks and marks Warm-up( mins) - Ask sts to work in groups and make a list of the ideas that carried out to improve the village life Sts may share ideas in Vietnamese and ask T for English equivalences - Check ideas and lead in the new lesson Before you speak: (10 mins) Aims: Sts can match each of the plan to improve life in the village with its possible result + Task 1: The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes) - Explain some new words: resurface (v ):put new surface on, renew widen (v ) canal (n): man-made waterway for irrigation muddy(a ): full of mud - Ask sts to the task in pairs and give explanation for their answers - Ask some sts to read the answers in front of the class - Give the correct answers While you speak: ( 10 mins) Aims: Sts practice discussing the plans to improve the life in the village and the possible results + Task 2: The villagers are discussing their plans Read and practice the conversation in groups of three - Read the conversation in the textbook - Ask sts to work in groups using conditional type and "should" - Briefly explain Conditional sentence type and should: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E g.: If the roads are widened, cars and lorries can get to our village Should or shouldn’t: to give opinions about what is the best thing to - Ask sts to practise the conversation in the textbook - Ask some groups to practice the conversation in front of the class After you speak: ( 14 mins) Task 3: Continue the conversation, using the ideas in table in Task Add some more possible if you like - Ask sts to work in groups and continue the conversation - Write the main phrases on board and ask sts to look at these phrases to practice their conversation - medical center health Students’ activities - One st tell about the village - Listen to the teacher - Work in groups - Listen to the teacher - Listen and take notes - Work in pairs - Read the answers aloud in front of the class b g d e f c - Listen to the T - Listen and take notes - Work in groups of three Some groups practice conversation in front of the class the - Work in groups and add some their own ideas - Some groups present in front of the class A: I think we should build a football ground, too B: I agree with you If a football ground is built, young people can play sports in the free time C: A football ground is also a place where people can meet and exchange ideas A: What about a medical centre? I think it’s necessary to build a medical centre B: Yes If a medical center is built, People’s health will be looked after (48) - cash crops export, money - bridge shorter way to town - football ground play sports, exchange ideas - Go around to help sts if necessary Sts may add their own ideas in the conversation - Comment and give necessary corrections Homework: ( min) Write a passage about plans to improve the life in the area where you live better C: Yes And if we get sick we won’t have to go to the provincial hospital for treatment UNIT – LESSON 3: C LISTENING TiÕt 47 Teaching date: Dec 16th I Objectives: General knowledge: - Sts know the changes in a small town on the South coast of England Language: - The past tense: used to - The passive voice - Vocabulary on villages Skills: - Listening: choose True/ False statements, fill in the gaps - Speaking: Discuss the changes in sts' hometown/ home village II Anticipated problems: - - The town is strange to sts III Teaching aids: - Textbook , tape IV Procedures: Teacher’s activities Students’ activities Home work checking:(7 mins) - One st presents - One st talks about what people should to - Others listen and give remarks improve life in their village/ town Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the - Work in groups to ask and compare the two pictures words and phrases used in the listening text a Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book - Some sts stand up and give their E.g.: - There didn't use to be any hotel in the town answer - There used to be small houses Sts copy the words and phrases - Cows used to graze in the field - Ask some sts to give their answer b Introduces some new words - Listen and repeat - atmosphere (n): kh«ng khÝ - Read the words in pairs and correct - resurface(v): trải lại ( mặt đờng) each other’s mistakes - turn into (v): trë thµnh - Some individuals read the words - Read the words and ask sts to repeat aloud - Ask sts to read the words in pairs - Ask some sts to read the words again - Listen to the T While you listen:( 17 mins) + Task 1: Aims:Sts practise listening and marking True/ False - Work in pairs to guess if the statements statements are true or false - Tell sts that they are going to listen to a talk about the - Listen to the tape and the task changes in a small town in England - Compare their answer - Ask sts to work in pairs, look at the statements given and - Give their answer guess if they are true or false F It's on the south coast of - Ask sts to listen to the talk and tick the right column to England indicate their answer and underline the false information T F It's used to be a small quiet plays the tape twice town - Ask sts to compare their answer in pairs T F The big trees have been cut - Check sts’ answer - Play the tape once again, stop the tape where necessary down F Some people don't like the and conduct the correction changes + Task 2: Aims:Sts practise listening for specific information by - Check their answer and then correct their work if they have the filling in the gaps with ONE word - Ask sts to have a look at the paragraph in the textbook and wrong answer to read them in pairs and make sure they understand them - Work in pairs to read the passages T encourages sts guess the words to fill in the gaps and try to fill in the gaps - Ask sts to listen to the tape once or twice again to fill in - Listen and the task the gaps with the missing words - Give their answer - Ask sts to compare their answer in pairs houses hotel - Check sts’ answer widened cut shop - Play the tape once again, stop the tape where necessary car department expensive and conduct the correction - Check their answer and then After you listen:(10 mins) Planning date: Dec 12 th (49) - Ask sts to work in pairs and tell each other about the changes in their village/ town - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and gives remarks Homework:(1min) Write a short paragraph about the changes in their village/town correct their work if they have the wrong answer - Work in pairs -Two sts present UNIT – LESSON 4: D WRITING TiÕt 48 th Planning date: Dec 15 Teaching date: Dec 19th I Objectives: Education Aims: - Students can write a letter giving directions to a certain place Knowledge: a General knowledge: - Giving directions b Language: - Language used to give directions - Imperative sentences Skills: - Reading: read the sample letter - Speaking: work in pairs to find Ann's house - Writing: write a letter to tell Jim the way to house A on the map II Anticipated problems: - Students may have difficulty in giving directions in letters III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about the changes in our hometown or - Listen to their friend and give his/her home village remarks - Ask other sts to listen to their friend and give remarks - Listen to the teacher - Check and give remarks - Listen to the teacher carefully Before you write:( 20 mins) - Aims:to get sts to read the sample letter and to help them - Copy these words into theit notebooks to prepare vocabulary and information before they write + Task 1: - Listen to the teacher and then read - Introduce the situation these words in chorus and - Explain some new words: individually + direction (n) : the way that a person or thing moves along - Read the letter in pairs + enclose (v): put something in a letter or a parcel - Share their answer with their - Ask sts to listen to the teacher and repeat , then write these friends words into their notebooks - Present their ideas - Ask sts to work in pairs to read about the letter and to look Answer: H at the map to find Ann's house - Move round to help if necessary - Listen to the teacher - Ask sts to compare their ideas with other pairs - Work in pairs to read the letter and - Ask some sts to tell the whole class where Ann's house is T undreline the words/phrases may ask them to explain more about their answer - Listen and give remarks - Two sts write the words and + Task 2: phrases on the board - Ask sts to work in pairs to read the letter again and get out of go over ( a bridge) underline the words and phrases used to give directions turn right/left walk past ( a - Move round to help if necessary medical centre) - Ask sts to write these words/ phrases on the board keep walking take the - Check and give remarks first/second - Ask sts to make some examples with these words - Do the writing task - Read their writing: ( a sample While you write:( 10 mins) paragraph) - Aims: Sts practise writing a letter to Jim, telling him the "Dear Jim, way to house A from Roston Railway Station - Ask sts to write a letter to Jim, telling him the way to house I'm very glad that you will come here for the summer holiday A from Roston Railway Station from Roston Raiway Station - Let sts write in minutes Now when you come out of the - Move around to conduct the activity station, turn right Keep walking for After you write:( mins) about minutes, you will see a small Aims: to get feedback and check sts' work bridge ahead Go over the bridge, go - Get feedback by asking some sts to read their work aloud along the street, walk past a medical - Ask some other sts to give remarks centre and the car park then take the - Check and give the correct answer second turning on the left Walk past - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their the Souvenir shop and you will see my house It's on the right, next to friend's work and give remarks the shop " Homework: ( 1min) - Write a letter to tell their friends the way to their house from Hai Duong Railway Station (50) TiÕt 49 UNIT – LESSON 5: e language focus th Planning date: Dec 16 Teaching date: Dec 22nd I Objectives: Education Aims:- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly - Students revise reported speech and conditional sentence type Knowledge: + Language: - Pronunciation: /aʊ/ and/əʊ/ - Reported speech - Conditional sentence type Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Confuse these sounds with some sounds in Vietnamese III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to tell the whole class the way to their house from - One st speaks aloud in front of Hai Duong Raiway Station the whole class - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher - Write down two sounds Pronunciation:( 10 mins) - Listen to the teacher and repeat - Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to - Look at the book , listen and practise these sounds repeat a Write two sounds on the board and pronounce them clearly /aʊ/ /əʊ/ twice, then ask sts to repeat cow coat - Tell sts how to pronounce these sounds accurately town phone - Ask them to look at the textbook, listen and repeat how bone - Then ask sts to work in pairs to read the words again so that they can check for each other - Read these words in pairs and - Move around to help check for their partners - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 89 in the book - Ask them to work in pairs to read the sentences and then find - Look at the book and work in pairs out the words containing sound /aʊ/ and sound /əʊ/ - Answers: - Ask them to work in minutes /aʊ/ /əʊ/ - Move around to conduct the activity shout rose - Ask one st to report and other sts to give remarks loudly snow - Check and give the correct answers ours over - Ask some sts to read these sentences aloud - Listen and give remarks - Read the examples Grammar: ( 29 mins) Aims: to revise the reported speech and conditional sentence - Listen to the teacher - Copy down the example type and have sts Ex1, EX 2, EX3and EX4 - Read the example and think a Reported speech: Statements about the changes - Recall the use of reported speech: to report what someone - Work in pairs to complete the has said No quotation marks are used and some parts of table speech have to be changed - Give an example: eg: "I worked late yesterday," said Susan Susan said she had worked late the previous day - Ask sts to read the example and think about the changes when - Some sts report did him/her we turn a sentence into reported speech would the night - Ask sts to complete the table below: before Direct speech Reported speech may/ might here Do (1) Listen to their friends and their Will (2) teacher (3) might - Listen and copy down me/you (4) - Read the examples and point out last night (5) the form and the use of conditional (6) there sentence type 1: - Ask sts to work in pairs and complete the table and then ask + Form: some sts to report and give remarks If- clause , main - Make clear the difference between say, tell and talk: clause Say + clause S + V( P.S) , S + V( S.F) Tell + O + clause + Use: something that may happen Talk (to sb) about sth at present or in the future b Conditional sentence type 1: - When-clause: - Review the form and the use of conditional sentence type something that will certainly by giving some examples: happen in the future eg: If I have enough money, I will go to Hue for holiday - Do the task individually and then If it rains I won't go there share their ideas with their friends - Ask sts to read the examples and point out the form as well as EX 1: the use of conditional sentence type 1 An old farmer said their lives (51) - Distinguish when-clause and if-clause: eg; When summer comes, he will go to Hue for holiday - Ask sts to compare this example with the first example - Ask some sts to give examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks Homework ( min) - Ex ( page 90- sts' book) TiÕt 50 had changed a lot children had brought home She said she was going to Ho Chi Minh City soon I thought the film would be interesting - Listen and correct their work if necessary - Do the Ex individually EX 2: 1.told said said told talked - Listen to the teacher - Read the requirement carefully - Do Ex If I more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study medicine TEST YOURSELF C th Planning date: Dec 20 Teaching date: Dec 23rd I Objectives: Aims: - Sts revise what they have learned in unit 7.and unit Knowledge: - General knowledge in unit and unit - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities EX 4: Homework checking:( mins) If When if If when - Ask one st to Ex in the workbook on the board - One st gives remarks - Ask one st to give remarks - Look at the textbook and read the - Give remarks and marks statements The new lesson:( 39 minutes) - Try to focus on the important words - Ask sts to part II, part III and part IV at home in - Copy down these words into their advance to save time notebooks - Give sts the time duration for each part : part II: 10 - Listen and read after the teacher minutes, part III: 10 minutes, part IV: 15 minutes - Listen carefully and the task - Ask sts to listening in class - Work in pairs to discuss their answers 2.1 Listening: - Ask sts to read the requirement of the task F 2.F T 4.F T - Read the paragraph - Introduce new words: - Listen carefully and complete the + queue (v) : xÕp hµng paragraph + traffic (n) : cars, motorbikes, traffic lights, aren't evening cinemas heavy traffic theatres knows - Play the tape twice and ask sts to the task - work in groups to share their ideas - Ask sts to share their ideas with their partners - Some sts stand up to report - Get feedback and play the tape again so that sts can because people can sit comfortable at check their answers home, they don't have to pay for - Ask sts to read the paragraph in part B and try to guess expensive seats at the theatres or in the what will be filled in each blank cinemas - Play the tape again People can see films, plays of every - Ask sts to write their answers on the board kind, political discussions and the latest - Ask other sts to give remarks exciting football matches - Check and give feedback - Discuss in groups 2.2 Reading: - Answers: - Ask sts to work in groups to compare their answers have been haven't had - Ask some sts to report his/ her answers aloud haven't given have paid - Listen and check said had taken 2.3 Grammar: thought would come - Ask sts to discuss their answers in groups told have got - Ask sts to write their answers on the board - Read their writing aloud - Ask two other sts to give remarks " When you come out of the bus station, - Check and give the correct answers turn right Go straight ahead until you 2.4 Writing: (52) - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part D ( Page 52 - workbook) TiÕt 51 see the traffic lights Turn left to Redham Road, walk along this street in about 10 minutes The Indian Restaurant is the pink building on the left after the Beach Parade It is very easy to find." - Listen to the teacher's remarks LESSON 1: THE FIRST TERM REVIEW Planning date: Dec 25th Teaching date: Dec 26th A Objectives: - Students review English stress in words of more than two syllables - Students can the exercises about phonetics B Teaching aids: - Lesson plan, handouts, projector C Procedure: - Teacher teaches some rules to put the stress on words of two syllables and more than that - Students take notes, give examples and exercises to master the knowledge Contents: I Two syllable words Two syllable verbs: stress often falls on the final syllable if it is/ contains: + a long vowel: refer, inform, repeat… + a dipthong (but / / ) : design, divide… ( borrow…) + more than final consonant: perfect, intend, attend… Two syllable nouns: stress often falls on the final syllable if it is/ contains: + a long vowel: routine + a dipthong ( but / / ): design… ( sorrow, window…) Two syllable adjectives: are stressed according to the same rules as Verbs e.g: correct, polite, technique, idea, heavy, happy, sincere… Other 2-syllable words: Adverbs and Prepositions: seem to behave like Verbs and Adjs E.g: again, before, behind… II Three syllable words Three syllable verbs: a Stress falls on the second syllable if the final syllable contains a short vowel and equal or less than consonant: E.g: consider, determine, interpret b … On the third syllable if it: + a long vowel: introduce + a dipthong (but / /): entertain + more than final consonant: resurrect c …On the first syllable if the third one is: + _ate: concentrate, educate + _ fy: certify, terrify, satisfy + _ise/ize: critisise, standardize Three syllable nouns: a Stress falls on the second syllable if + the final syllable has a short vowel, but / /: + the 2nd syllable has a long vowel, a dipthong or more than final const e.g: potato, disaster, mimosa… b …On the first syllable if: + second syllable has a short vowel and equal or less than final consonant + third syllable has a short vowel, but / / e.g: cinema, camera, evidence… c On the first syllable if the final one is/has: + a long vowel: photograph + a dipthong: marigold + more than final const: intellect d On the third syllable: magazine, lemonade, expertise… Three syllable Adjectives = rule of Nouns e.g: possible, insolent, opportune, important, similar, accurate, popular… TiÕt 52 LESSON 2: THE FIRST TERM REVIEW Planning date: Dec 26th Teaching date: Dec 29th -CLAUSE: 1- With because/since/as/now that Because/ Since/As/Now that/Inasmuch as + clause of cause + main clause (53) E.g Because she needed some money to buy a book, she cashed a check Needing some money to buy a book, she cashed a check Because she lacked the necessary qualification, she was not considered for the job Lacking the necessary qualification, she was not considered for the job Often an –ing phrase at the beginning of a sentence gives the meaning of because E.g Having seen that movie before, I didn’t want to go again Being unable to afford car, she bought a bike Unable to afford a car, she bought a bike 2- With because of/due to Because of heavy rain, we didn’t go out yesterday Because it rained heavily, we didn’t go out yesterday We didn’t go out yesterday due to heavy rain Because of/due to + Phrase RESULT 1- With so…………that… He is so intelligent that he can all the exercises in this book She ran so fast/quickly that we couldn’t reach him There are so many cars in the street that we can’t move There’s so little time left that I can’t finish my work as I expect So + adjective/adverb + that + clause Much/many/few/little + N 2- With such…….that…… He is such an intelligent student that she always gets good marks It is such an interesting film that I’ve seen it three times They are such beautiful pictures that many people are watching them Such + (a/an) + adj + N + that + clause 3- With too…to… This table is too heavy (for me) to lift Your questions are too difficult (for us) to answer He studied too badly to get average mark Too + adj/adv + (for Somebody) + to V 4- With not… enough …….to V: He is not old enough to get a driving license They are not tall enough to play volleyball He doesn’t study well enough to take the exam I didn’t get up early enough to catch the first train to London Not ………….adj/adv + enough + to V V Rewrite the following sentences I can't come because I have to look after my neighbour's children - If I _ 2."I wouldn't go swimming on a day like this, if I were you , Tom" - Brian advised _ I haven't been to the dentist for two years - It is _ People say that he has been all over the world - He is _ I have to write letters , but I hate it - I hate 6.We went out in spite of the heavy rain - Although _ It's nearly twenty years since my father saw his brother - My father 5- With so/therefore/as a result/consequently He got up late so he was late for work Nothing more was heard so (that) we wondered he was dead He studied hard; therefore, he passed all the exams easily He studied hard; as a result, he passed all the exams easily He studied hard; consequently, he passed all the exams easily (54) * We can say as a result of something,………………… in consequence of something,……………… TiÕt 53 Planning date: Dec 29 THE FIRST TERM TEST th Teaching date: Dec 15th Nội dung đề số 421 I Chọn từ, cụm từ thích hợp để hoàn tất câu sau đây: 01 the causes of allergies is complex yet valuable part of patient diagnosis A To determine B Determine C Determined D Determining 02 A holiday in Cyprus doesn’t to me, I prefer Widnes A call B attract C allure D appeal 03 It is _ how the Japanese society have remained their cultural heritage A amazement B amazed C amazing D amazingly 04 Glaciers are huge ice masses which flow over land A slowly B slower C slow D slowest 05 The _ of days in a week is seven A amount B figure C number D sum 06 _ I known what he was really like, I would never have married him A Had B Have C Did D Would 07 _ is four miles from the city centre to the station A That B There C Such D It 08 Could you tell me how far from here to the next petrol station? A it was B it is C was it D is it 09 Don’t _ such a lie to me I can’t see you through A talk B say C tell D speak 10 Two of the books Tom lost on the bus returned to the main desk at his room A has B was C had D were 11 Most of them also have more time to devote _ leisure A of B to C for D with 12 Would you mind standing in the boat, it upsets the balance? A not B no C stop D 13 Let’s buy our tickets while I still have left A a few money B a few dollar C a few dollars D little money 14 Some 3,000 people die a year in the US using cocaine, according to a survey A because B before C after D during 15 Africa is quite different from these people believe A who B that C what D which 16 She arranged _ her friend in the afternoon as the weather was fine A to have met B meeting C to meet D to be meeting 17 In fact, _ of Africa is not jungle but mostly deserts and grassland A most B many C much D all 18 Please go to to pick up your ID card A third window B the window C window third D the third window 19 Shakespeare was not only a famous playwright _ a poet _ well A also/ as B but/ so C but/ as D and/ too 20 It was _ to rescue the drowning boy A too late B so late as C much late D not enough II Chọn từ có phần in nghiêng đợc phát âm khác so với các từ cùng nhóm: 21 A good B book C school D football 22 A one B mother C office D love 23 A traffic B traveling C language D later 24 A family B father C ask D start 25 A each B weather C headache D heavy III Chän mét tõ cã vÞ trÝ träng ©m kh¸c so víi c¸c tõ cßn l¹i nhãm: 26 A following B difficult C rearrange D suitable 27 A expect B visit C because D enjoy 28 A Vietnamese B capital C attitude D interesting 29 A conversation B entertainment C information D applicable 30 A consider B behaviour C memory D appearance IV Chọn đáp án thích hợp để hoàn tất các câu hỏi đoạn văn sau: Rice is grown in more than 100 countries It is very productive in tropical regions, but it also grows successfully under different climate conditions Depending on the rice types and the climate, rice grains are ready for harvest in or months To grow a paddy rice crop, farmers usually follow these below activities: (55) Prepare the rice nursery: the soil of the nursery should be loose, fertile and without weeds It is also very important to select good rice seeds Prepare the rice field: farmers have to prepare the rice fields about one or two months before the rice is transplanted The fields are usually first flooded then ploughed Ploughing is often done by hand, by animals (like oxen and buffaloes) or by tractors Transplant the seedlings: The seedlings should be transplanted into wet rice fields about one month after sowing the nursery In order for rice to grow healthily, farmers have to water and fertilize rice fields The is cut when the heads are yellow Rice is very useful because it can be used for many food and nonfood products such as cooked rice, rice flour, beer, etc 31 Rice field are A always ploughed by tractors before flooded B ploughed half a month before the rice is transplanted C flooded before ploughed D fertilized before farmers transplant the seedlings 32 Rice grows A only in tropical areas B under different climate conditions C only under mild climate D only in some countries over the world 33 When the heads of the rice plants are yellow, it’s time for farmers to A water the rice field B fertilize the rice field C harvest the rice crop D use pesticides to kill weeds 34 When preparing the rice nursery, farmers have to _ A put rice seeds in water B fertilize the soil C select rice seeds D all of these above 35 Whether rice grains are harvested in or months depends on A the area rice grows B C & D C the climate D the rice types Exercise 5: Find out ONE mistake in each sentence 36 My elder sister is taller and thiner than I am A B C D 37 I like Maths more than Literature because it is more short and more interesting A B C D 38 Physics is difficult than so I like Chemistry more than Physics A B C D 39 A good English speaker should speak fluently and clearly but not too fastly A B C D 40 You should learn harder and practise English oftener to be a better speaker of English A B C D TiÕt 54 THE FIRST TERM TEST - CORRECTION Planning date: Dec 29th Teaching date: 01 02 03 04 05 06 07 08 09 10 { { - | - } } } - ~ ~ ~ ~ 11 12 13 14 15 16 17 18 19 20 { { | - } } } } } } - ~ - 21 22 23 24 25 26 27 28 29 30 { { { - | - } } } } ~ ~ - 31 32 33 34 35 36 37 38 39 40 UNIT 9: UNDERSEA WORLD TiÕt 55 + 56 Planning date: Jan 2nd I Objectives: Education aims: UNIT – LESSON 1: A READING Teaching date: Jan 3rd and 5th - Students read about the undersea world { - | | | | } } } } - ~ - (56) Knowledge: a General knowledge: - The oceans and the undersea world b Language: - The present simple tense - Vocabulary concerning undersea world like: whale, jellyfish, shark, Skills: - Speaking : talk in pairs and in groups - Reading comprehension: Matching and Table completion exercises II Anticipated problems:- Students may lack vocabulary on undersea world III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities Warm-up:( mins) - Aim: Sts get used to the topic - Work in groups of 3-4 students - Give the lists to the teacher + Networks: - Sts are required to work in groups of or to make a list of - Work in pairs and the work words related to the names of the animals in the sea in written orally form - Some sts report - The group with the longest list will be the winner + Pa'cific ocean: Th¸i b×nh d¬ng + At'lantic ocean: §¹i t©y d¬ng Before you read( 12 mins) + 'Indian ocean: ấn độ dơng - Aim: -Prepare information and vocabularies for the topic + 'Arctic ocean: B¾c b¨ng d¬ng + Work with a partner 1: - Ask sts to look at the map and give Vietnamese names for + An'tarctic ocean ( southern ocean): BiÓn nam cùc the oceans on the map - Listen and copy down - Allow sts to discuss in pairs in minutes - Do as they have done in the - Get feedback and give remarks previous part + Work with a partner 2: - Some sts report - Sts are required to in the same way as in “ work with a + Picture1: Seal + Picture2: partner 1” to name the sea animal in each picture Jellyfish - Ask some sts to report + Picture3: Turtle + Picture4: - Listen and give remarks Shark + Vocabulary: - Self- correct - Provide the sts with new words/phrases: + Gulf(n): VÞnh - Listen and then copy down + challenge(v): th¸chthøc - Listen and repeat + Subma'rine(n): Tµu ngÇm - Read these words silently + 'organism(n): c¸ thÓ - Soms sts read these words aloud + Biodi'versity(n): sù ®a d¹ng sinh häc and others listen + at stake(phr) : Cã nguy c¬ tuyÖt chñng = in danger - Self-correct - Read each word/phrase times and ask the sts to repeat it - Listen to the teacher - Leave the sts minute to self-practise reading the words - Ask 4-5 sts to read all the word/phrases aloud in front of the - Read the passage and then the task class - Share their answer with their - Listen and help the sts to read the words/phrases correctly partners While you read:( 20 mins) - Some sts report - Aims: Read the passage for information to the tasks tiny investigate + Set the scene: biodiversity - You are going to read a passage about undersea world Read gulf samples it and then the tasks that follow - Work in pairs to ask and answer + Task 1:Fill in each space with a suitable from the box - Compare their answer with other - Ask sts to read the passage and task - Sts are required to compare their results with their partners pairs - Some pairs report - sts are required to the task orally in front of the class 75% (1 st/ time) They that by using modern - Listen and help sts to the task correctly devices + Task 2: Answering Questions: They bring samples to the - Ask sts to work in pairs to read the passage again and scientists to study answer the questions in task We can learn about the - Require sts to underline the information that supports the temperature, depth, and the marine answers - Sts are required to compare their answers with another pair population - Ask 5-6 sts to read their answers aloud in front of the class They are : + the bottom depending (1 st / time) + current independing - Give correct answers + tiny organism After you read:( mins) - Work in pairs to the task - Aims: Give the summary of the passage - sts report - Sts are required to work in pairs to fill in each numbered three-quarters mysterious space with a word/phrase in the box modern discovery - sts represent by reading aloud the answers plants and animals huge - Listen and help sts to their task well biodiversity closely Homework:( min) connected - Learn the summary of the reading passage - Others listen TiÕt 57 Planning date: Jan 3rd UNIT – LESSON 2: B SPEAKING Teaching date: Jan 7th (57) I Objectives: Education aims: - Students know about some actions to protect the oceans Knowledge: a General knowledge: - Students can talk about the protection of the oceans b Language: "Should" and the simple present Vocabulary on undersea world Skills: - Speaking about undersea world - Reading and ordering the importance to protect the oceans II Anticipated problems: - Students may not know many new words on the topic III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework - checking: (7 mins) - Ask sts to write the new words on the board - One student write the new - Ask others to answer the questions of the reading passage words on board Before you speak: (13 mins) - Others answer the questions Aims:to focus sts on the topic and introduce the new words - Listen to the T and phrases used to talk about the protection of the oceans + Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t - Write down the new words and - Ask sts to look at the task and give sts some new words: practise reading them - rubbish (n): r¸c rëi - pollute (v): g©y « nhiÔm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u - Work in pairs to the task - Ask sts to read the new words aloud - Ast sts to work in pairs, using should or shouldn’t to put the - Sts may answer: I think that actions in order of importance and talk about these actions action( f ) is the most important - Go around to help sts if necessary because if we learn all we can - T may give sts some suggested phrases: know about the oceans we will What you think of understand their values and try How you feel about + V- ing to protect them What’s your opinion of Well, I think In my opinion we should - Ask some sts to give their opinions - read the sentences and find the While you speak( 15 mins) new words Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions - Ask sts to skim the sentences in Task and find the new - Listen and take notes words - Explain some new words: hunt (v ) explosive ( n) spill ( v ) tanker ( n ) Ask sts to work in groups of three or four to discuss the - Work in group of three or four consequences of the threat to our oceans listed in Task and offer some solutions - Give sts some suggestions: Threats Consequences Solutions Beaches are - polluted water - place plastic bags filled with in proper dustbins plastic bags 2.Whales are extinct/ - not hunt or sell hunted for disappear whale products food 3.Explosives - a lot of fish - be banned (58) are used to died catch fish Oil is filled - polluted water from tanks -clean the water/punish captain sea - Some sts report their opinions in front of the class - Go around to help sts if necessary 4.After you speak: ( mins) - Others listen and give remarks Aims: Sts report what they have discussed Task 3: Report to the class what your group has discussed - Ask some representatives to report their group’s opinions in front of the class - Listen and ask others to listen to give their opinions Homework: (1min) - Write a passage about the threats to our oceans and the solutions TiÕt 58 UNIT – LESSON 3: C lIsTENING Planning date: Jan 5th Teaching date: Jan 9th I Objectives: General knowledge: - Sts know about the whales Language: - Parts of the world - Vocabulary on sea animals Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales II Anticipated problems: - Too many new words - The tape's quality is not very good III Teaching aids: - Textbook , tape, pictures of whales and other sea animals IV Procedures: Teacher’s activities Students’ activities Homework checking:(7 mins) One st presents Others listen and One sts talks about what people should to protect the give remarks oceans Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words - Discuss in groups and phrases used in the listening text a Focus sts on the picture of a whale and ask sts to answer the following questions: Some sts stand up and give their - What animal is the largest in the world? answer - What you know about whales? - Why people think whales are not fish? Sts copy the words and phrases - Why people keep hunting whales? - Ask some sts to give their answer b Introduces some new words - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - Listen and repeat - mig'rate(v): to move from one place to another according - Read the words in pairs and correct to season each other’s mistakes - conser'vation (n): taking care of st, the prevention of loss, - Some individuals read the words damage aloud - feeding / bearing ground (n): the place where a species of - Look at the map, recall parts of the animal find food/ give birth world, the oceans and discuss where - an/a/the increase/ decrease in st(phr): there are cold waters - International whaling Commission: an organization - Listen to the T responsible for the number of whales hunted - Work in pairs to guess if the - measure(n): an action taken to achieve a purpose statements are true or false - Read the words and ask sts to repeat - Listen to the tape and the task - Ask sts to read the words in pairs - Ask some sts to read the words again - Compare their answer - Ask sts to refer to the map of the world in the textbook (p 94) - Give their answer and revise parts of the world, the oceans and discuss where F It's the largest animal on there are cold waters earth While you listen:( 17 mins) T T + Task 1: F They are in danger because Aims: Sts practise listening and marking True/ False some people are still killing them for statements food - Tell sts that they are going to listen to a talk about whales T - Ask sts to work in pairs, look at the statements given and - Check their answer and then guess if they are true or false correct their work if they have the (59) - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims:Sts practise listening for specific information by answering given questions - Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions - Ask sts to listen to the tape once or twice again to answer the questions Sts can note down important information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(10 mins) - Ask sts to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water - North - SouthPacific - Atlantic - krill - in danger - hunting - The Eskimo not protect - disappear - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and give remarks Homework:(1 min) Write a short paragraph about the whale wrong answer - Work in pairs to read the questions and try to answer them - Listen and the task - Gives their answer It is about 30 metres in length and over 200 tons in weight It is because there is a lot of krill - their favourite food They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean Heavy hunting They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to talk about whales - Two sts present TiÕt 59 UNIT – LESSON 4: D WRITING th Planning date: Jan Teaching date: Jan 10th I Objectives: Education Aims: - Students can write a paragraph to describe information from a table Knowledge: a General knowledge: - Information about the sperm whale and the dolphin b Language: - Language used to describe animals - The present simple tense Skills: - Reading: read the sample paragraph - Speaking: work in pairs to find information to complete the table - Writing: write a paragraph to describe the facts and figures provided in the table II Anticipated problems: difficulty in using the information to write a full paragraph III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Listen to their friend and give - Ask one st to talk about whales remarks - Ask other sts to listen to their friend and give remarks - Listen to the teacher - Check and give remarks - Listen to the teacher carefully Before you write:( 20 mins) - Copy these words into theit - Aims:to get sts to read the sample paragraph and to notebooks help them to prepare vocabulary and information before they write + Task 1: - Listen to the teacher and then read - Introduce the situation these words in chorus and individually - Explain some new words: - Read the paragraph in pairs and + sperm whale (n): a kind of whale that is hunted for an oily the task substance in its head + 'carnivore (n): an animal that eats meat - Share their answer with their friends + squid (n): mùc èng - Present their ideas + ges'tation period (n): the process of carrying the young + Range and habitat: all oceans baby inside the mother's body Prefer the waters with high squid + life span (n): the period from birth to death populations + en'trapment (n): sù m¾c bÉy + Size: Male: 18 m in length, 54,000 kg in + 'offspring (n): c¸i weight - Ask sts to listen to the teacher and repeat , then write these Female: 12 m in length, 17,000 kg in words into their notebooks weight - Ask sts to work in pairs to read the paragraph and then complete the table that follows - Listen to the teacher - Move round to help if necessary - Ask sts to compare their ideas with other pairs - Work in pairs to read the table and - Draw a table on the board and ask some sts to go to the try to understand the information board and complete the table (60) - Look at the board and give remarks + Task 2: - Ask sts to work in pairs in minutes to read the second table with some information about the dolphin - Move round to help if necessary While you write:( 10 mins) - Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin - Ask sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table - Let sts write in 10 minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D ( page 67- workbook) - Do the writing task - Read their writing: ( a sample paragraph) Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months UNIT – LESSON 5: e language focus Teaching date: Jan 12th I Objectives: Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/ correctly - Students revise the use of "should" and conditional sentence type 2 Knowledge: + Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ - Should - Conditional sentence type Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Sounds with some sounds in Vietnamese III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities - One st read the text aloud in Homework checking: ( 5mins) front of the whole class - Ask one st to read the text about the blue whale - Give remarks - Ask another st to give remarks - Listen to the teacher - Check and give a mark Pronunciation:( 10 mins) - Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts - Write down three sounds - Listen to the teacher and repeat to practise these sounds a Write three sounds on the board and pronounce them clearly - Look at the book , listen and repeat twice, then ask sts to repeat /ɪə/ /eə/ /ʊə/ - Tell sts how to pronounce these sounds accurately here pair poor - Ask them to look at the textbook, listen and repeat dear chair sure - Then ask sts to work in pairs to read the words again so that clear square tour they can check for each other - Move around to help - Read these words in pairs and - Ask two sts to read again and give remarks check for their partners b Ask sts to look at sentences in page 101 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /ɪə/, sound /eə/ and sound /ʊə/ - Look at the book and work in pairs - Ask them to work in minutes - Answers: - Move around to conduct the activity /ɪə/ /eə/ /ʊə/ - Ask one st to report and other sts to give remarks beer where sure - Check and give the correct answers dear wear poor - Ask some sts to read these sentences aloud - Listen and give remarks - Read the sentences Grammar: ( 29 mins) - " Should " is a modal verb that is Aims: to revise the use of " should" and conditional sentence used to give advice type and have sts Ex1, EX and EX3 - Some sts give examples: a Should: eg: You should get up early in the - Ask sts to tell the T the use of "should" morning - Ask sts to give examples with "should" and "shouldn't" People shouldn't hunt whales - Ask sts to EX1 - Do Ex + Exercise 1: - Some sts sts report their work - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their sentence by sentence You should look for another job TiÕt 60 Planning date: Jan 10th (61) answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks - Introduce the use of " I think/ I don't think should "by using some examples: eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea You; I think you should stay at home I don't think you should go skiing thid weekend - Explain why " I don't think should " is preferred to " I think shouldn't ." - Ask sts to EX2 + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks b Conditional sentence type 2: - Review the form and the use of conditional sentence type by giving some examples: eg: If my grandfather were still alive, he would be 100 today If I had a lot of money, I would lend you some - Ask sts to read the examples and point out the form as well as the use of conditional sentence type + Note: " were" is used with all persons - Ask some sts to give examples - Ask sts to EX3 + Exercise 3: - Ask sts to the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks Homework ( min) - Part B ( page 54 - workbook) He shouldn't go to bed so late You should take a photograph She shouldn't use her car so much He should put some pictures on the wall - Look at the examples and listen to the teacher - Listen to the teacher - Do this EX individually - Some sts report I think smoking should be banned, especially in restaurants I don't think you should go out this evening I think he should resign - Listen to their friends and their teacher - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause, main clause S + V( P.S), S + would + V + Use: an unreal situation at present or in the future - Do Ex in pairs - Some sts report would take pressed refused wouldn't be wouldn't get didn't come closed down 10 borrowed UNIT 10: CONSERVATION TiÕt 61 + 62 UNIT 10 – LESSON 1: A READING th Planning date: Jan 14 Teaching date: Jan 16th and 17th I Objectives: Education aims: - Students improve their knowledge about conservation Knowledge: a General knowledge: - Knowledge about conservation b Language: - The present simple tense - Vocabulary concerning conservation Skills: - Speaking : talk in pairs and in groups - Reading comprehension II Anticipated problems: - words, and knowledge about conservation III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities Warm-up:( mins) + Network - Ask sts to work in groups of or - Work in groups to discuss - Ask sts to give a list of the animals which are in danger of extinction - Some sts report the list in front of the - After minutes, the group which has the longest list class will be the winner - Think of the answers Before you read:( 10 mins) - Sts are required to answer the questions given in the part: Have you ever visited a zoo or a forest? What animals are you interested in? Why? - Students give answers orally (62) Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally + Vocabulary: - Provide the students with some new words/phrases +Variety(n): a large number of different kinds + Species(n): = kind, type + Eliminate(v): = disappear, remove + Destruction(n) destroy(v) destructive(Adj): sù ph¸ huû + Hydroelectric dam(n): ®Ëp thuû ®iÖn + Circulation(n): Sự chuyển động circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practise - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read:( 20 mins) + Task 1: Matching - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on some sts to read and explain their answers aloud in front of the class - Get feedback and give correct answers + Task 2: True or False - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers - - sts are required to give answers in front of the class(1 st/ 1answer) - Listen and help sts to the exercise correctly + Task 3: Main ideas - Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph - Call on some representatives to read their choice for each paragraph in front of the class - Get feedback and give correct answers After you read:( mins) Questions - Answers - Ask sts to work in pairs to give answers to the questions - Go round to help the students with their work - 3-4 sts are required to give answers to one question orally in front of the class( st/1 time) - Listen and help sts to give correct answers Homework:( min) - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet - others listen - Copy down these words into their notebooks - Listen and repeat - Practise reading these words by themselves - Some sts read these words again aloud (1 student/ time) - Work individually - Try their best to the task - Ask some sts to report 1.c 2.a 3.d 4.b -Listen and self-correct the exercise - Sts the work individually - Highlight or underline the important information - 6-7 students orally while others watch T T T T F( two last sentences of paragraph B) F(last sentence of paragraph C) - Self-correct the work - Work in groups of 3-4 students orally - Some sts report A.3 B C - Self-correct - Work in pairs orally We wouldn't be able to use many plants to treat various dangerous diseases Animals wouldn't have a place to live in Mankind and most plants and animals can't survive without water We should stop polluting the environment and destroying plants and animals TiÕt 63 UNIT 10 – LESSON 2: B SPEAKING Planning date: Jan 17th Teaching date: Jan 19th I Objectives: Education aims: - Students know about the new kind of zoo Knowledge: a General knowledge: advantages and disadvantages of the new kind of zoo b Language: - The passive voice Skills: - Asking and answering about the new kind of zoo - Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results II Anticipated problems: - Students may not know some new words in this topic III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Warm-up ( minutes ) -Sts answer: - Ask sts some questions: Yes, I have/ No, never Have you ever visited the zoo? What did you see there? I saw many animals there (63) Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat 2.Before you speak:( 10 minutes) Aims: Sts can discuss the questions about the features of the new kind of zoo + Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs - Give sts some new words: + sensitive (adj): be affected by slight changes, influences: nhËy c¶m + imprison (v): put or keep in prison: bá tï + reconstruct (v): build again + breed (v) : g©y gièng , nh©n gièng + reintroduce (v): put a species of animal or plant back into a former habitat: ®a trë vÒ m«i trêng sèng tù nhiªn - Ask sts to read the new words orally - Ask sts to work in pairs to discuss the questions in two paragraphs - Go around to help sts - Ask some sts to present their answers - Get feedback and give remarks While you speak: ( 18 mins) Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo + Task 2: Put a tick in the right box and share your ideas with a partner - Before sts the task T elicits some structures for asking opinions and giving the opinions Asking for opinions Giving opinions What you think of ? I think Do you think ? I don’t think Do you agree with ? In my opinion Showing agreement Showing disagreement I agree with I don’t really think so Yes , I think you are right Yes, but Exactly I would doubt that - Ask sts to work individually to the task - Ask sts to work in pairs to share their ideas - Go around to observe and help sts - Ask some sts to talk about their ideas - Listen and give feedback + Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below - Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo Advantages Disadvantages - the conditions the - the money spent on animals are in rescontructions of the animals natural - the animals that people environment can visit - the dangers that keepers may have - Go around to help sts if necessary - Take notes of Ss’ mistakes for later correction After you speak:( 10 minutes ) Aims: Sts can report on their discussion results + Task 4: Make group report, sharing your views with the rest of the class - Call on one representative from each group to report what his/her group have discussed - Ask other sts to take notes and compare with their groups’ ideas - Give remarks on Ss’ answers Homework ( minutes ) Write a paragraph of the report that they have discussed in the class They are in the cages - Read two paragraphs silently - Listen and take notes - Practise reading the new words - Work in pairs - Some sts present in front of the class They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment - Listen to the T - Work individually - Work in pairs to share the ideas - Say their opinions aloud I think it would be better for animals if they live in the zoo of new kind because they may have better food - Listen to the teacher - Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo - Some sts present in front of the class: "There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are in nature " - Listen to their friends as well as to the teacher (64) UNIT 10 – LESSON 3: C LISTENING Teaching date: I Objectives: General knowledge: - A forest fire starts and what campers have to protect the forests Language: - Some set expressions - Vocabulary on forest Skills: - Listening: order events ,mark True/False, detect sentences - Speaking: - Discuss how a forest fire may start and what every camper ought to remember II Anticipated problems: - T may be short of time - The quality of the tape is not very good III Teaching aids: - Textbook , tape, pictures of whales and other sea animals IV Procedures: Teacher’s activities Students’ activities Homework checking:(5 mins) - One st tell the whole class about the advantages and Other sts listen to their friend and disadvantages of a zoo of the new kind give remarks - Listen and give remarks Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the - Work in groups and discuss the words and phrases used in the listening text questions a Divide sts into groups and ask each to discuss one of the following questions: a How destructive can a forest fire be? - One st from each group stands up b What can cause a forest fire? and gives their answer c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires - Copy down the words and every year? phrases into their notebooks - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip - Listen and repeat - forester (n): the person whose job is to take cares of the - Read the words in pairs and forest correct each other’s mistakes - a heap of (n): a lot of thing on top of one another - Some individuals read the words - spread (v): to move to other places very quickly] aloud - leave sb/ st doing: leave sb/st when it/he is Ving - Listen to the T - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again and give remarks While you listen:( 26 mins) + Task 1: Aims: Sts practise listening and numbering the event in the correct order - Read the statements in pairs and - Introduce sts that they are going to listen to the tape about try to guess the order of the events forest fires and they have to number the given statements in the - Listen to the tape / the teacher order they hear and the task - Ask sts to read the statements in pairs and make sure that they - Compare their answer understand them - Give their answer - Play the tape twice and ask sts to put the number in the right Key: - - - - box to indicate the order of the events - Check their answer, and then - Ask sts to compare their answer in pairs correct their work if they have the - Check sts’ answer wrong answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: - Listen to the T Aims: Sts practise listening and marking True/ false - Read the statements in pairs and - Ask sts to listen to the tape again and decide whether the try to the task given statements are true or false - Listen to the tape / the teacher - Ask sts to read the statements to see if they understand them and the task - Play the tape once and ask sts to tick to the box to indicate T/ - Compare their answer F statement and underline the false information - Give their answer - Ask sts to compare their answer in pairs F F T T - Check sts’ answer F - Play the tape once again, stop the tape where necessary and - Check their answer say it aloud, conduct the correction and then correct their work if they + Task 3: have the wrong answer Aims: Sts practise listening and ticking the sentences they hear - Ask sts to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them - Read the sentences and find out - Ask sts lo listen to the tape again and tick in the box to the difference between sentences indicate the sentences they hear in each pair - Play the tape once TiÕt 64 Planning date: (65) - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in groups and use the information in Task and to discuss the following questions: - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the story in front of the whole class - Check and give remarks Homework:(1 min) Write a short paragraph about what people can to protect forest from fires - Listen to the tape and the task - Give their answer Key: B A A - Check their answer and then correct their work if they have the wrong answer - Work in groups to discuss - One/ two sts present TiÕt 65 UNIT 10 – LESSON 4: D WRITING Planning date: Teaching date: I Objectives: Education Aims: - Students can write a letter of invitation Knowledge: a General knowledge: - A letter of invitation b Language: - Language used to write an informal letter - Structures: "Let's "," Shall we ?", etc Skills: - Reading: read the sentences in task and the incomplete letters in task - Speaking: fill each blank in these invitation letters - Writing: write an invitation letter basing on the cues II Anticipated problems: - Students may not be able to distinguish some structures such as " Let's ", " Would you like ?", "How about .?", etc III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about how a forest fire may start and - Listen to their friend and give what every camper ought to remember remarks - Ask other sts to listen to their friend and give remarks - Check and give remarks - Listen to the teacher - Listen to the teacher carefully Before you write:( 20 mins) - Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and - Copy the structures into theit then to use these sentences to fill the blanks in the notebooks invitation letters + Task 1: - Ask sts to read the requirement of task carefully and - Do the task in pairs then work in pairs to the task - Share their answer with their friends - Ask sts to pay attention to the meaning as well as the - Present their ideas structure of the two halves 1.c f/h a - Recall some structures so that sts can the task more g/d h/f d/g e easily 8.b Shall we/ Can you/ Why don't you + V- inf ? - Listen to the teacher Let's + V-inf Would you like/ Are you free + to-V .? Do you feel like/ How about + V-ing .? - Work in pairs to read the letters and - Ask sts to in minutes and move around to help if try to understand the content of the necessary letters - Get feedback and give remarks + Task 2: - Listen and repeat - Ask sts to work in pairs to read the letters in pairs and to - Copy the words/ phrases use the above expression to fill each blank - Report their answer: - Introduce some new words/phrases: 1.3/8 2.3/8 - 4/6 2/5+ for a while: for a period of time + 'disco (n): a club or party where people dance with pop - Listen to the teacher music + 'afterwards (adv): at a later time - Ask sts to listen to the teacher and repeat , then write - Do the writing task these words into their notebooks - Get sts to the task in minutes and then get feedback - Read their writing: ( a sample letter by letter paragraph) - Listen and give remarks "Dear Lam, While you write:( 10 mins) We haven't met since oyu moved And - Aims: Sts practise writing an invitation letter I miss you a lot - Ask sts to play the role of Nam's and to write a letter to We are both having some days- off (66) Lam, inviting him to spend a weekend with him - Let sts write in minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 63- workbook) between the two terms soon So if you haven't made any other plans why don't we spend a weekend together? Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals Do come if you find it possible and I'll make all the preparations then Please give my love to your parents Your friend, TiÕt 66 UNIT 10 – LESSON 5: e language focus Planning date: Teaching date: I Objectives: Education Aims: - Students know how to pronounce the sound /b/ and /p/ correctly - Students revise the passive voice Knowledge: + Language: - Pronunciation: /b/ and/p/ - The passive voice Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: Sound /p/ in English with sound /p/ in Vietnamese III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities - One st reads his/her letter aloud Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud aloud in front of the whole class - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher - Write down two sounds Pronunciation:( 10 mins) - Listen to the teacher and repeat - Aims: to introduce two sounds / b / and / p / and help sts - Look at the book , listen and repeat to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat /b/ /p/ - Tell sts how to pronounce these sounds accurately bee pea / b / : a voiced sound ban pan / p / : a voiceless sound bad Paul - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so - Read these words in pairs and that they can check for each other check for their partners - Move around to help - Look at the book and work in pairs - Ask two sts to read again and give remarks - Answers: /b/ /p/ b Ask sts to look at sentences in page 110 in the book Bill Pat - Ask them to work in pairs to read the sentences and then big pan find out the words containing sound / b / and sound / p / black paper - Ask them to work in minutes - Move around to conduct the activity - Read the sentences - Ask one st to report and other sts to give remarks - Listen to the teacher , read the - Check and give the correct answers example and tell the whole class - Ask some sts to read these sentences aloud their ideas - Listen and give remarks + In the passive, the object of an Grammar: ( 29 mins) Aims: to revise the passive voice and have sts Ex1, EX active verb becomes the subject of the passive verb and EX3 + The passive voice: + Form: - Recall the form of the passive by giving an example: S + V ( be + p.p ) eg: Active: We clean this window every day - Listen to the teacher and take note Passive: This window is cleaned every day - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the - Give examples - Some sts report passive sentence were reported are grown - Ask sts to tell the T the form of the passive be spoken am not invited + Note: Only transitive verbs are used in the passive It is are being built impossible to use verbs such as happen, sleep, stand - Listen and correct their work if ( intransitive verbs) or seem, feel ( intensive verbs) in the necessary passive - Ask sts to give some examples - Do the Ex individually + Exercise 1: EX 2: - Ask sts to look at Ex1 and to the task came had ( been) started - Ask sts to the exercise individually and then compare (67) their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read the dialouge - Listen and give remarks Homework ( min) - Part B ( page 60- workbook) were is standing is being photographed Have the students been told was being laid decided will be planted - Listen to the teacher - Read the requirement carefully - Do Ex EX3: was organized arrived were met taken had been cleaned had been put was excellent prepared made 10 were served UNIT 11: NATIONAL PARKS TiÕt 67 UNIT 11 – LESSON 1: A READING Planning date: Teaching date: I Objectives: Education aims: - Students improve their knowledge about national parks Knowledge: a General knowledge: - Knowledge about national parks b Language: - The present simple tense - Vocabulary concerning national parks Skills: - Speaking : talk in pairs and in groups - Reading comprehension: the definitions and answering questions II Anticipated problems: - Students may not have much knowledge about national parks III Teaching aids: board, textbook, chalk IV Procedures: Teacher’s activities Students’ activities Before you read:( mins) Aims: to repare information and vocabularies for the topic - Listen and think of the question - Ask sts to answer the question: - Some sts answer: Can you name some national parks in Vietnam and in Cuc Phuong National Park the world? Bach Ma national Park - Ask some sts to answer the question Nairobi National Park - Listen and give remarks Alaska National Park - Introduce the reading text and provide sts with new words/phrases - Listen and then copy down + lo'cate(v): = to place (cã vÞ trÝ) + 'butterfly(n): an insect with very big wings that can fly(con bím) + e'stablish(v): = to make/ build( thiÕt lËp) + hike(v): to walk for health +sur'vive(v): to be alive after accident( sèng sãt ) - Listen and repeat survival(n) - Read silently to self-practise + 'orphan(v): to be made parentless(må c«i) orphanage(n) - Some sts read these words aloud + Sub-tropical(Adj): cận nhiệt đới and others listen + 'wilderness(n): = wild place( n¬i/ sù hoang d·) - Self-correct + contami'nation(n) contaminate(v): to make something dirty/ polluted - Read the passages and the task - Read each word/phrase times and ask sts to repeat it - Compare their results with their - Leave sts minute to self-practise reading the words parners - Ask 4-5 sts to read all the word/phrases aloud in front of the - Present their answer: class contain species - Listen and help sts to read the words/phrases correctly survival While you read:(15 mins) sub-tropical Aims: Read the passage for information to the tasks contamination + Set the scene: - Listen to the T and correct if - You are going to read the passages about The National necessary Parks Read them and then the tasks that follow - Work in pairs to read the passages + Task 1:Fill in each space with a suitable from the again and to ask and answer passages - Underline the information from the - Ask sts to read the passages and task passages - Explain more about the definitions if necessary - Share their answer with other sts - Sts are required to compare their results with their partners - Some pairs report: - 5sts are required to the task orally in front of the class (1 1.200 square km: st/ time) Because the rainy season is over (68) - Listen and help sts to the task correctly + Task 2: Answering Questions: - Ask sts to work in pairs to read the passages again and answer the questions in task - Require sts to underline the information from the passages that supports the answers - Required sts to compare their answers with another pair - Ask - sts to read their answers aloud in front of the class (1 st/1 time) - Listen and give remarks After you read:( min) Aims: to give the summary of the passage - Sts are required to work in groups to give reasons for their choice from one of the three national parks in the reading passages - One representative is required to give their talk orally in front of the class - Listen and help the students to their task well Homework:( min) - Complete the talk in written form They can learn about the habits of animals and how one species is dependent upon another for survival In the orphanage, orphaned and/ or abandoned animals are taken care of Everglades National Park is endangered because of the toxic levels of chemicals in the water If more chemicals are released into the water, plans and animals will die/ be killed/ destroyed - Work in groups to talk about their choice - Present his/her ideas - Others listen TiÕt 68 UNIT 11 – LESSON 2: B SPEAKING Planning date: Teaching date: I Objectives: Education aims: - Students know about an excursion to Huong Pagoda Knowledge: a General knowledge: Talk about an excursion and express their regrets b Language: - Conditional sentences types - Vocabulary on an excursion Skills: - Matching - Talking about an excursion - Expressing the regrets II Anticipated problems: Sufficient vocabulary to talk about an excursion III Teaching aids: Textbook, chalk, board IV Procedures: Teacher’s activities Warm-up:( mins) - Ask sts the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts to answer Before you speak:( 12 mins) Aims:tofocus sts on the topic and introduce the words and phrases used in the task + Task 1: Matching Last week Nga’s class went on an excursion to Huong Pagoda Unfortunately, the excursion turned out to be a disaster Most of the things they did went wrong You are required to match the thing in column A with the coresponding consequences in column B - Ask sts to read through the sentences in the two columns - Give sts some new words or expressions: + food poisoning: ngộ độc thức ăn + fine (n ): cash paid as punishment ( tiÒn ph¹t) + get lost: unable to find way( lạc đờng ) + carsick( adj ): feeling sick because of a car’s movement ( say « t« ) - Ask sts to read the new words orally and individualy - Ask sts to work in pairs to the task - Go around to observe sts working - Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B - Listen and give remarks Students’ activities - Some sts answer: Yes, ew have We prepared food, drinks, tents, cameras … - Listen to the T - Read the sentences and find some new words - Listen and copy down these words into their notebooks - Read the new words - Work in pairs - Read the answers aloud 1- f 2- e 3- h g 5- b 6- c 7- a d 48- - Listen to the T - Read the examples and listen to the T - Look at the example and tell the whole class the form and the use: +Form: (69) While you speak:( 14 mins) Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets + Task 2: Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn’t done - Before sts the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example - Revise the conditional sentence type by giving an example: + Eg: If I had had money, I would have bought this car ( But I didn’t have money and so I didn’t buy it.) - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type - Ask sts to work in groups - Go around to help sts - Ask sts to compare their answers with another group - Call on some sts to speak out their answers in front of the class - Listen to sts and give remarks After you speak:( 15 mins) Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets + Task 3: You are Nga You are going to work in pairs Tell your partner about your class’s excursion to Huong Pagoda and express your regrets about what you did or didn’t during the excursion - Ask sts to work in pairs using the third conditional to the task - Go around to observe, offering help and collecting mistakes - Ask one or more sts to tell about their excursion in front of the class and give remarks Homework:( min) - Write down what they have discussed in task If + S + past perfect, S + would/ could +have + P II +Use: The third conditional is used to talk unreal situations in the past - Work in groups - Compare the answers with others If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants If some of us hadn’t had food poisoning we could have enjoyed our visit If we had had rain coats, we wouldn’t have got wet and have got a cold If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost If we hadn’t thrown wast in the forest, we wouldn’t have got a fine If we had stayed there more than one day, we could have visited all the pagodas - Listen to the T - Work in pairs - Some sts tell about their excursion in front of the class TiÕt 69 UNIT 11 – LESSON 3: C LISTENING Planning date: Teaching date: I Objectives: General knowledge: - Sts get more information about Cuc Phuong National Park Language: - Some set expressions - Vocabulary on nature Skills: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park II Anticipated problems: - Sts may not know some new words - The quality of the tape is not very good III Teaching aids: - Tape, cassette, textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:(5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets - Listen to their friend and give about what he/she did or did not during the excursion remarks - Listen and give remarks (70) Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Divide sts into small groups and ask them to discuss the following questions: a Where is Cuc Phuong National Park? b What is the area of the rainforest in Cuc Phuong National Park? c When is the best time to visit Cuc Phuong National Park? d What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect - 'fauna (n): all the animals of an area - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders - 'ethnic mi'nority (n): The Tay, Nung, Dao - Read the words again and asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:(20 mins) + Task 1: Aims: Practise listening and filling in the gaps - Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Ask sts to read the sentences in pairs and make sure that they understand them Sts try to guess the missing information - Play the tape twice and ask sts to fill in the gaps - Ask sts to compare their answer in pairs - Checks sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task Aims: Practise listening and Answering questions - Ask sts to listen to the tape again and answer the given questions - Ask sts to read the questions to see if they understand them - Play the tape once and ask sts note down the neccessary information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in groups and use the information in Task and and the reading text to disscus the following problems: - Time founded - Area, location - Numbers of visitors - Historical event - Local people -Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to present in front of the whole class - Check and give remarks Homework:(1 min) Write a short paragraph about Cuc Phuong National Park - Work in groups and discuss the questions One st from each group stands up and gives their answer - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the missing information - Listen to the tape and the task - Compare their answer - Give their answer 1960 160 km south west of 100,000 visitors 2,000; 450 Quen Voi - Check their answer say it aloud, and then correct their work if they have the wrong answer - Listen to the T - Read the questions in pairs and try to the task - Listen to the tape and the task - Compare their answer - Give their answer It covers provinces: Ninh Binh, Hoa Binh, and Thanh Hoa It is about 160 km They come to see the work being done to protect endanger species Nguyen Hue defeated the Qing invaders in the spring of 1789 They live mainly on bee keeping and farming - Check their answer say it aloud, and then correct their work if they have the wrong answer -Work in groups to discuss - One/ two sts present TiÕt 70 UNIT 11 – LESSON 4: D WRITING Planning date: Teaching date: I Objectives: Education Aims: - Students can write a letter of acceptance or refusal Knowledge: a General knowledge: - A letter of acceptance or refusal (71) b Language: - Language used to write an informal letter - Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because ?", etc Skills: - Reading: read fill the blanks of the incomplete letters - Speaking: Rearrange the sentences to make a letter of acceptance - Writing: write a letter of acceptance or refusal II Anticipated problems: Choose suitable expressions to write a letter of their own III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about the special features of Cuc Phuong National Park - Listen to their friend and give remarks - Ask other sts to listen to their friend and give remarks - Check and give remarks - Listen to the teacher Before you write:( 15 mins) - Aims: to get sts to read the expressions in the table and - Listen to the teacher carefully to task and task + Task 1: - Introduce the topic of the lesson: Write a letter of acceptance or refusal - Introduce some new words: + a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse" - Copy down the words into theit + dec'line (v) : refuse sth offered ( politely) notebooks - Ask sts to listen and repeat and then copy down these words into their notebooks - Do the task in pairs - Ask sts to read the expressions in the table in minutes - Share their answer with their friends - Remind sts of three invitation letters that they have - Present their ideas already read in Unit 10 and ask them to work in pairs to Accepting: Yes, I'd like/love to complete three reply letters by using the expressions in Refusing: I'm afraid I can't come the table because - Ask sts to in minutes and move around to help if Accepting: I'd be delighted to - Listen to the teacher necessary - Listen to the teacher - Get feedback and give remarks + Task 2: - Remind sts of the letter Nam wrote to Lam to invite - Work in pairs to rearrange the Lam to spend a weekend with him And now Lam write a sentences into a letter letter accepting Nam's invitation - Present their ideas: - Ask sts to work in pairs to rearrange the sentences into a 1.d e c a f letter b - Listen to the teacher - Move round to help if necessary - Read the requirement - Get feedback and give remarks - Listen to the teacher While you write:( 15 mins) - Do the writing task - Aims: Sts practise writing a letter of acceptance or refusal - Read their writing: ( a sample - Ask sts to read the requirement of task - Ask them to write a letter accepting or declining his/her paragraph) "Dear Binh, friend's invitation It's lovely to hear that you are going - Ask them to pay attention to the structure of a letter: for a picnic to Cuc Phuong National greeting, organisation ( introduction, body ) Park next weekend Thank you for - Suggest that they use letters in task and task as inviting me to join you but I'm afraid I sample letters can't come - Let sts write in 13 minutes My English friend, Maria, is coming to - Move around to conduct the activity Vietnam next weekend and I have After you write:( mins) promised to cook her some of our Aims: to get feedback and check sts' work traditional dishes on Saturday morning - Get feedback by asking some sts to read their work After that, I'm going to take her to some aloud famous places in Hai Duong - Ask some other sts to give remarks I hope that you will have a wonderful - Check and give the correct answer day in Cuc Phuong Remember to show - If there is enough time, T can have sts exchange their me the photos you take in Cuc Phuong writing among sts within a group so that they can check whem you get home their friend's work and give remarks Your friend, Homework: ( 1min) - Part D (page 68- workbook) TiÕt 71 UNIT 11 – LESSON 5: e language focus Planning date: Teaching date: I Objectives: Education Aims:- Students know how to pronounce the sound /t/ and /d/ correctly - Students revise conditional sentence type Knowledge: + Language: - Pronunciation: /t/ and/d/ - Conditional sentence type 3 Skills: + Speaking: - Work in pairs to discuss the exercises (72) + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: Sound /t/ and /d/ in English with sound / t / and / d / III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud - One st reads his/her letter aloud aloud in - Ask another st to give remarks front of the whole class - Check and give a mark - Give remarks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /t/ and /d / and help sts - Write down two sounds to practise these sounds - Listen to the teacher and repeat - Look at the book , listen and repeat a Write two sounds on the board and pronounce them /t/ /d/ clearly twice, then ask sts to repeat topic difficulty - Tell sts how to pronounce these sounds accurately contain invader / d / : a voiced sound, / t / : a voiceless sound plant spend - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again - Read these words in pairs and check for so that they can check for each other their partners - Move around to help - Look at the book and work in pairs - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 119 in the book - Answers: /t/ /d/ - Ask them to work in pairs to read the sentences and next to third then find out the words containing sound / t / and sound restaurant dear /d/ counter stayed - Ask them to work in minutes - Move around to conduct the activity - Read the sentences - Ask one st to report and other sts to give remarks - Check and give the correct answers - Listen to the teacher - Ask some sts to read these sentences aloud - Read the example and tell the whole - Listen and give remarks class their ideas Grammar: ( 29 mins) + Form: Aims: to revise conditional sentence type and have If - clause , main clause sts Ex1 and EX2 If + S + V( past perfect), S + would +have + Conditional sentence type 3: + V( PII) - Recall conditional sentence type and type + Use: - Revise conditional sentence type by giving an - to talk about something that might have example happened in the past but didn't eg: Tom didn't study hard so he fail the exam => I can say: " If Tom had studied hard, he would have - Listen to the teacher and take note - Give examples passed the exam." - Some sts report - Ask sts to tell the T the form and the use of had known had had conditional sentence type 3 would have gone would have Note: passed - We can use could/might/should instead of would in could have enjoyed had known main clause had stopped had called - We can also use the past perfect continuous in If Listen and correct their work if clause necessary - Ask sts to give some examples - Do the Ex individually + Exercise 1: EX 2: Each st writes three sentences - Ask sts to look at Ex1 and to the task hadn't stopped so suddenly, the - Ask sts to the exercise individually and then accidents wouldn't have happened compare their answers in pairs that Lam had to get up early, I would - Move round to conduct the activity have woken him up - Check the exercise sentence by sentence lent me the money, I would have been - Listen and give remarks able to buy the car + Exercise 2: been wearing a seat belt, she would - Ask sts to Ex individually and then share the have been injured answers with their friends had braekfast, you wouldn't - Move round to help if necessary behungry now - Ask two sts to write the sentences on the board had some money on me, I would have - Ask two sts to give remarks got a taxi - Check and give remarks - Listen to the teacher Homework ( min) - EX ( page 120 - st's book) TiÕt 72 TEST YOURSELF D Planning date: Teaching date: I Objectives: Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11 Knowledge: - General knowledge in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing (73) II Teaching aids: textbook, chalk, board I Procedures: Teacher's activities Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): m¹ch níc phun - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Answers: a junk and litter c highway b landscape d healthy a T b T c F d F e T f T a has been cleaned have been turned on are waiting b knew would help knows c decided to stay would have gone out hadn't been - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part B ( Page 65 - workbook) TiÕt 73 Planning date: Students' activities EX 3: If I had been working at the restaurant last night, I would have waited on your table If they had been paying attention, they would have seen the sign marking If Carol hadn't been studying, she would have answered the phone If the sun hadn't been shining, we wouldn't have gone to the beach yesterday If the music hadn't been playing loudly at the restaurant, I would have heard - One st gives remarks - Look at the textbook and read the statements - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers they go to a national park to enjoy the nature It became a national park in 1872 No, it isn't It's the world's largest park It has about 70 geysers They mustn't pick the flowers, feed or hunt the animals - work in groups to share their ideas - Some sts stand up to report - Discuss in groups - Read their writing aloud " Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the New Year celebration I'm sure you will be here in time to share the fun with us on that day Your sister, Helen - Listen to the teacher's remarks WRITTEN TEST Teaching date: Nội dung đề số 621 I Choose one word whose underlined part is pronounced differently 01 A expect B visit C because D enjoy 02 A difficult B following C suitable D rearrange 03 A interesting B capital C Vietnamese D attitude 04 A conversation B entertainment C information D applicable 05 A consider B memory C appearance D behaviour II Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence 06 The politician tried to arouse the crowd, but most of them were to his arguments A indifferent B dead C closed D careless 07 My brother lives on the 15th floor of that of flats A block B building C house D tower 08 Your argument _ that Britain is still a great power, but this is no longer the case A outlines B presupposes C concerns D presents 09 I don’t know the price, but it costs about $50 A true B accurate C exact D proper 10 Could you possibly _me at the next committee meeting? A fall back on B keep in with C stand in for D make up for 11 In a dream he had a of the future (74) A reflection B view C image D vision 12 She should have been here, but she’s gone _ flu A through with B down by C back on D down with 13 He became a millionaire by of hard work and a considerable amount of luck A effect B process C dint D cause 14 She expressed her for certain kinds of cheaply produced movies A distaste B disloyalty C dissatisfaction D disapproval 15 You are under no obligation _ to accept this offer A eventually B whatsoever C indeed D apart 16 I must remember to put that dinner invitation in my A agenda B record C diary D journal 17 The crime seemed to be going up and up A wave B percentage C rate D figures 18 Don’t worry, it’s just a difficult stage She’ll it A grow out of B get through to C get on with it D get up to 19 If I _ the chance, I would have trained to be a doctor A would have B have had C would had D had had 20 You can look up the number in the phone _ A dictionary B directory C index D register 21 He’s been teaching music for years, but he hasn’t any _ A experience B examinations C qualifications D experiences 22 He’s a very difficult person to with A get B deal C D treat 23 She’s _ a kind person that she can never say no to anyone A much B quite C very D so 24 I am the habit of reading in bed A on B of C in D from 25 In order not to jerk the vehicle you must release the _ frequently A dashboard B windscreen C clutch D indicator III Read the following passage then answer questions by circling its corresponding letter A, B, C, or D Thanks to the development of modern technology, the idea of an electronic house is no longer ridiculous It will be possible to have a house run electronically by computer technology I the near future Lights can be turned on and off on a regular schedule Old and sick people can be taken care of at home by computers Many modern machines contain computer chips, allowing their users to program them For example, a microwave oven can be instructed to cook a certain dish The housework will be done by a dishwasher, the washing machine and dryer, and so on Most entertainment equipment will operate with computer technology, too Some examples are radios, television sets, CD players, etc these equipments can be set up to electronically go to certain channels or stations, or record specific programs at certain times Indeed, cars can be started automatically so that on cold winter mornings people can get into a warm vehicle to drive to work In short, computers will be widely used from operating the household equipments to entertaining people 26 You can program a/an _ to make a dish A oven B washing machine C none of the mentioned D dryer 27 Most entertainment equipments are operated by _ A instructions B certain channels C specific records D computers 28 What can be electronically controlled in the house? A all B cars & vehicles C kitchen appliances D entertainments 29 What did people use to think about the idea of an electronic house? A new B silly C clear D clever 30 Computers can help the house automatically A protect B none C operate D entertain IV Choose one word whose underlined part is pronounced differently 31 A overeating B disease C death D treatment 32 A survival B mankind C cancer D alcohol 33 A ordinary B alcohol C pollution D doctor 34 A prevention B psychology C pneumonia D psychiatrist 35 A survival B pollution C successful D surgery V Choose one that needs correcting by circling its corresponding letter A, B, C, or D 36 The salad tasted so well that my brother returned to the salad bar for another helping A B C D 37 Even though she looks very young, she is twice older than my twenty-year-old sister A B C D 38 Despite his smiling face, the second-place contestant is more sadder than the winner A B C D (75) 39 We thought our cameras were the same, but his is different than the one that I bought A B C D 40 They played so good game of tennis last night that they surprised their audience A B C D TiÕt 74 Planning date: 01 02 03 04 05 06 07 08 09 10 { { - | | | - } } } ~ ~ - Tiết 75 WRITTEN TEST - CORRECTION Teaching date: 11 12 13 14 15 16 17 18 19 20 { { - | | } } } - ~ ~ ~ - 21 22 23 24 25 26 27 28 29 30 { { { - | | - } } } } } - 31 32 33 34 35 36 37 38 39 40 { { { { - | | } } } - ~ - UNIT 12: MUSIC UNIT 12 – LESSON 1: A READING Planning date: Feb 17th Teaching date: Feb 23th I Objectives: Education aims: - Students know more about the role of music in our life Knowledge: a General knowledge: - Knowledge about music b Language: - The present simple tense - Vocabulary concerning music: rock 'n 'roll, mournful, solemn Skills: - Speaking : talk in pairs and in groups - Reading comprehension: sentence completing and answering questions II Anticipated problems: Words, and knowledge about some kinds of music III Teaching aids: board, textbook, chalk, tape IV Procedures: Teacher’s activities Students’ activities Warm-up:(5 mins) - Play the tape with pieces of music and ask sts to guess - Listen to the tape and guess what types of music they are - Stand up and say aloud the names - Get feedback and check of the types of music Before you read:( 12 mins) … … … Aims: To provide sts with words/phrases about music a Matching: - Ask sts to work in pairs to match the descriptions to the - Work in pairs to match types of music given in the part: - For each type of music, sts from pairs are required to - Give answers orally give their match orally 1- b 2- e 3- d 4- a 5- c - Listen and help sts to give correct match b.Vocabulary - Others listen - Provide sts with the new words/phrases: + Emotion(n): a strong feeling e.g.: hate, love - Listen and read after the T (76) + Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy + Funeral(n): a funaral is celebrated when someone dies + Solemn(adj): serious, not happy + Mournful(adj): sad - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read:( 18 min) Aims: Read for information to the sentence completing, and answering excercises + Task 1: Sentence completing - Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence) - Feedback and give remarks + Task 2: Questions answering - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/ 1answer) - Listen and help the students to give correct answers After you read:( mins) + Questions – Answers Aims: Students' summary about the roles of music - Ask sts to work in pairs to give answers to the questions given in the part - Go round to help sts with their work - 2-3 pairs are required to give answers to one question orally in front of the class - Listen and help sts to give correct answers Homework:( min) - Write about the roles of music and which role is the most important Tiết 76 - Write down these words into their notebooks - Listen and repeat - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers sentence by sentence Communicate Lull delights integral part solemn emotion mournful - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch Language and music It can express ideas, thoughts and feelings It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful It makes people happy and excited It delights the senses It is a billion-dollar industry - Self-correct the work - Work in pairs orally - Some pairs report while others listen Students tell roles Students give their own ideas - Listen to the T UNIT 12 – LESSON 2: B SPEAKING th Planning date: Feb 19 Teaching date: Feb 27th I Objectives: Education aims: - Students know about some favourite kind of music Knowledge: a General knowledge: - Students can talk about their favourite kinds of music b Language: - The simple present tense - Vocabulary about music Skills: - Asking and answering questions about music - Talking about favourite kinds of music II Anticipated problems: Sts may not have enough vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, pictures IV Procedures: Teacher’s activities Students’ activities Warm- up: ( mins) Aims : get used to the topic - Look at the pitures and give the names - Give sts some pictures of singers and ask sts about of some foreign singers their names - Talk about these singers - Ask sts what they know about these singers and name some of their songs Before you speak: ( 10 mins) Aims: : focus sts on the topic and introduce the words and phrases used in the task - Listen to the T + Task 1: Answering questions based on the reading (77) text - Introduce the situation: You are going to read what Ha Anh says about music - Give sts some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud - Ask sts to work in pairs to ask and answer the questions - Go around to observe sts working - Ask some sts to present their answers in front of the class - Get feedback and give correct answers: 3.While you speak: ( 13 minutes ) Aims: Sts can talk about their favourite kind of music + Task 2: Asking and answering about music taste - Tell sts that they are going to ask your partners questions to get information to complete the table below - Ask sts to look at the first column of the table which includes items they should ask their friend about - Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band…… - T may introduce some adj and expressions to talk about music: + make sb excited/relaxed + help sb forget troubles and worries + relaxing/ peaceful - Ask sts to form groups of One of them will be a journalist who will interview their friends about their music taste The journalist has to ask two sts some questions and complete the table Sts can change their roles if time permits - Go around to help sts and collect the mistakes After you speak: (15 mins) Aims: Sts make group report + Task 3: Reporting on the information - Ask sts to report what they have got from their friends to the whole class - Before sts report T asks sts to look at the example and elicits some structures they can use: - Ask sts to prepare in one minute - Ask some sts to report what they have found out about their patners in front of the class - Correct the Ss’ mistakes Homework: (2 mins) - Write a short paragraph about their friends' music taste Tiết 77 - Take notes - Listen and read the text - Work in pairs to ask and answer the questions - Some sts present She likes pop music Because it keeps her happy The Backstreet Boys She listens to music all the time - Listen to the T - Listen to the T and read the information in the table - Think of the questions and say aloud: + What kind of music you like? + Why you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When you listen to music? - Listen and take notes - Work in groups of 3: one will be a journalist and others will be students in the class - Listen to the T - Listen to the T and take notes if necessary + Both A and B like … + A likes…, and so does B + A likes …and B does , too + A likes…, but B prefers… - Some sts report in front of the class E.g: " Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to Hoa's favourite band is Westlife but Binh like Lam Truong very much " UNIT 12 – LESSON 2: C LISTENING th Planning date: Feb 19 Teaching date: Feb 28th I Objectives: General knowledge: - Sts know more about Van Cao and his music Language: - Vocabulary on music (78) Skills: - Listening: choose True/ False statements and answer questions - Speaking: discuss the one's ideas about Van Cao's music II Anticipated problems: - Some sts rarely listen to Van Cao's songs III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Home work checking:(7 mins) - Ask one st to talk about what kind of music he likes best One st presents Others listen and give remarks Before you listen:(12 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text - Work in groups to say about a - Focus sts on the picture in the textbook and ask sts if they the person in the picture know the person in it - Listen to the teacher and then - Introduce Van Cao, the most famous musician in the history of work in groups to discuss Van Vietnamese music then ask sts to work in groups and ask about Cao's life and career Van Cao's life and works - Possible questions: - Ask some pairs to ask and - Where and when was he born? answer - Was he born in a rich or poor family? - When did he start writing songs? Some sts stand up and give - Can you name some of his famous songs? What is his most their answer famous one? - Suèi m¬ - TiÕn qu©n - Ask sts to give their answer to the question in p 128 ca b Introduce some new words - Lµng t«i - Trêng ca - rousing (adj): hµo høng s«i næi S«ng L« - lyrical(adj): tr÷ t×nh - solemn(adj): trang nghiªm - Copy down the words and - national anthem(n): E.g.: TiÕn Qu©n Ca phrases into their notebooks - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Listen and repeat - Ask some sts to read the words again - Read the words in pairs and While you listen:( 17 mins) correct each other’s mistakes + Task 1: - Some individuals read the Aims: Practise listening and marking True/ False statements words aloud - Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards - Listen to the T Van Cao's music - Work in pairs to guess if the - Ask sts to work in pairs, look at the statements given and guess if statements are true or false they are true or false - Listen to the tape and the - Ask sts to listen to the talk and tick the right column to indicate task their answer and underline the false information T plays the tape - Compare their answer twice - Give their answer - Ask sts to compare their answer in pairs F The guess is Quang Hung - Check sts’ answer 2.F He likes some Vietnamese - Play the tape once again, stop the tape where necessary and musicians conduct the correction T + Task 2: F It was written in 1944 Aims: Practise listening for specific information by answering F ( He always ) given questions - Check their answer, and then - Ask sts to read the questions in pairs and make sure they correct their work if they have understand the questions and know what information they need to the wrong answer answer the questions - Ask sts to listen to the tape once/twice and take short notes to answer the questions - Work in pairs to read the - Ask sts to compare their answer in pairs questions - Play the tape once again, stop the tape where necessary and - Listen and the task conduct the correction - Compare their notes After you listen:(8 mins) It is 'My favourite Musician' - Ask sts to work in pairs and discuss Quang Hung's ideas about He likes the song 'Tien Quan Van Cao's music Ca' most T may introduce some sentences to show one's opinion: Because it is hard and + Agreeing: solemn, it makes him feel great - I (strongly) agree with him and proud of his country - I share his opinion - Check their answer, and then - I share the same point of view with him correct their work if they have - I think his opinion is similar to mine the wrong answer + Disagreeing: - I'm sorry but I don't think so - Work in pairs revising Quang - I don't agree with him Hung's ideas about Van Cao's - I don't share his point of view music - Move round to check the activities and to make sure that sts are working effectively - Ask some pairs to present in front of the whole class (79) - Check and give remarks Homework:(1 min) Write a short paragraph about your opinion about Van Cao's Music Tiết 78 Two sts present UNIT 12 – LESSON 4: D WRITIING Planning date: Feb 19th Teaching date: Feb 28th I Objectives: Education Aims: - Students can write a profile Knowledge: a General knowledge: - The life story of a famous person b Language: - Language used to write a profile - The past tenses , to-infinitive and the passive voice Skills: - Reading: read the information about Van Cao - Writing: the life story of Van Cao II Anticipated problems: Use the prompts to write a complete profile III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about his/her opinion about Quang - Listen to their friend and give Hung's ideas about Van Cao's music remarks - Ask other sts to listen to their friend and give remarks - Check and give remarks - Listen to the teacher - Listen to the teacher carefully Before you write:( 20 mins) - Aims: to get sts to recognise what a profile is like and to - Copy down the words into theit read the information about Van Cao notebooks + Task 1: - Introduce the topic of the lesson: Writing a profile - Listen and repeat - Introduce some new words: - Some sts stand up and read again + 'profile (n): a report of a person ( usu in a newspaper article) +'mixture (n) : sù hoµ quyÖn - Read the prompts and the task in +tune (n): giai ®iÖu pairs + Ragtime (v) : a kind of music which is a mixture of - Write down the sentences into their classical European and African beats notebooks + rag (n): a Ragtime song - Share their answer with their friends + beat (n): nhÞp - Present their ideas + 'talent (n): a natural skill/ ability He learned to play music when he + 'talented (a): having talent was very young + app'reciate (v): recognise sb's good qualities Scott learned to play the works of composers like Bach, Beethoven, and - Ask sts to listen and repeat and then copy down these Mozart as well as to compose music words into their notebooks He quickly became famous - Ask some sts to read these words again His tune were wonderful mixture of - Ask sts to read the prompts in task and to make up classical European and African beats complete sentences about Scott Joplin by adding suitable which were known as Ragtime auxiliaries, articles or prepositions and appropriate verb All in all, he wrote 50 piano rags, tenses and was called the King of Ragtime - Allow sts to work in pairs first to make up sentences Scott Joplin died in 1917 orally and the write them down into their notebooks - Listen to the teacher - Move around to help if necessary - Answer T's questions: - Ask sts to compare their answer with other sts We use the past simple - Get feedback and give remarks - Focus sts on some points about writing a profile by asking the date of birth/death, the place of birth, family, career, personal life some questions: Which tense you use? - Listen to the teacher What kind of information is included in a profile? + Task 2: - Work in pairs to discuss - Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him - Do the writing task - Ask them to refer to their writing in task as a sample - Read their writing: ( a sample While you write:( 10 mins) paragraph) - Aims: Sts practise writing about a life story of Van Cao - Ask sts to write down what they have discussed into their " Van Cao was born on the fifteenth of November, 1923 in Nam Dinh His notebooks parents were poor workers However, - Let sts write in 10 minutes he started composing music when he - Move around to conduct the activity was very young His first song was After you write:( mins) written in 1939 and it quickly became Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud famous The song " Tien Quan Ca", which is the national anthem of - Ask some other sts to give remarks Vietnam, was written in 1944 Van - Check and give the correct answer Cao was also very good at other - If there is enough time, T can have sts exchange their artistic works like song writing, poem writing among sts within a group so that they can check writing and paintings He died on the their friend's work and give remarks (80) Homework: ( 1min) - Part D (page 73 - workbook) Tiết 79 tenth of July,1995 He was known as a very talented musician and highly appreciated by the Vietnamese people UNIT 12 – LESSON 5: E LANGUAGE FOCUS th Planning date: Feb 19 Teaching date: March 1st I Objectives: Education Aims:- Students know how to pronounce the sound /s/ and /z/ correctly - Students revise to-infinitive and Wh-questions Knowledge: + Language: - Pronunciation: /s/ and/z/ - To-infinitive and Wh-questions Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: confuse sound /s/ in English with sound / s / in Vietnamese III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask one st to read the passage they wrote about Eric Clapton's - One st reads his/her writing life aloud - Ask another st to give remarks aloud in front of the whole class - Check and give a mark - Give remarks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /s/ and /z / and help sts to - Write down two sounds practise these sounds - Listen to the teacher and repeat - Look at the book , listen and a Write two sounds on the board and pronounce them clearly repeat twice, then ask sts to repeat /s/ /z/ - Tell sts how to pronounce these sounds accurately Sue zoo / z / : a voiced sound / s / : a voiceless sound sip zip - Ask them to look at the textbook, listen and repeat piece peas - Then ask sts to work in pairs to read the words again so that they can check for each other - Read these words in pairs and - Move around to help check for their partners - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 130 in the book - Look at the book and work in - Ask them to work in pairs to read the sentences and then find pairs out the words containing sound /s / and sound /z / - Answers: - Ask them to work in minutes /s/ /z/ - Move around to conduct the activity Susan music - Ask one st to report and other sts to give remarks classical jazz - Check and give the correct answers sound records - Ask some sts to read these sentences aloud - Listen and give remarks - Read the sentences Grammar: ( 29 mins) - Listen to the teacher Aims: to revise to-infinitive and Wh-questions and have sts - Read the example and tell the Ex1,EX2 and EX3 whole class their ideas a to-infinitive: + Use: - Recall the use of to-infinitive by giving an example: - to show purpose e.g.: A: What did you buy this cassette player for? - Listen to the teacher and take B: I bought this cassette player to study English note e.g.: To keep fit, you have to morning exercises every day - Give examples - Ask sts to tell the T the use of to-infinitive in these sentences - Some pairs report Note: I phoned her to tell her good - We can put to-infinitive at the beginning or at the end of the news sentence I'm saving money to buy a - We can also use in order to or so as to to show purpose cassette player - Ask sts to give some examples She practise singing all day to + Exercise 1: win the singing contest - Ask sts to look at Ex1 and to the task - Ask sts to the exercise in pairs and then compare their Listen and correct their work if answers with other pairs necessary - Move round to conduct the activity - Do the Ex individually - Ask some pairs to report EX 2: Each st writes three - Listen and give remarks sentences + Exercise 2: to buy - Ask sts to Ex individually and then share the answers with to read to send to their friends invite - Move round to help if necessary to learn - Ask some sts to report - Listen to the teacher - Check and give remarks - One st answers: b Wh-questions: Who, where, when, what, - Ask one st to name some question words they have already which known - Listen to the T and take note + Note: (81) - The question element generally comes first in the sentence - There is no S - operator inversion in the Wh - question asking about the S e.g.: Who gave you that present? + Exercise 3: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks Homework ( min) - Part B( page 71 - workbook) Tiết 80 Planning date: March 4th I Objectives: Education aims: Knowledge: - Two sts write their answers on the board: What will you if it rains? What sort of music does your father enjoy listening to? When did he leave for Ho Chi Minh City? Who wants to talk to you? UNIT 13: FILMS AND CINEMA UNIT 13 – LESSON 1: A READING Teaching date: March 5th - Students know more about the history of films a General knowledge: - Knowledge about films and cinema b Language: - The past simple tense - Vocabulary concerning music: scene, camera, character Skills: - Speaking : talk in pairs and in groups - Reading comprehension questions and identifying the main idea II Anticipated problems: Knowledge and words/phrases about films and cinema III Teaching aids: board, textbook, chalk, some pictures IV Procedures: Teacher’s activities Students’ activities Warm-up:(5 mins) - Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the world - Look at the T's pictures - Ask sts to say the names of these films and film stars - Stand up and say aloud the names - Get feedback and check of the films and film stars .… … … Before you read:( 12 mins) - Work in pairs to ask and answer Aims: To introduce the topic and provide sts with words/phrases about films and cinema - Give answers orally a Answering questions: I want to see a film on T.V - Ask sts to work in pairs to ask and answer the questions in because it is cheap and I may feel Before you read more comfortable - Go round to help if necessary - I want to see a film at the cinema - Ask some sts to give answers because I can see the latest film there - Listen and check Sts may give different answers b.Vocabulary - Others listen - Provide sts with the new words/phrases: + 'sequence (n):chuçi - Listen and read after the T + motion (n): vận động + movement (n):sự chuyển động + 'decade (n): 10 years + au'dience (n):kh¸n gi¶ - Write down these words into their + spread (v): lan réng notebooks - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Listen and repeat - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Read these words and check for - Listen and help sts to read the words/phrases correctly their partner While you read:( 18 min) - Read the words aloud Aims: Read for information to find the word meaning in - Listen to the T contexts, to answer the questions and to find the best title for the passage + Task 1: Finding the words in the passage - Work individually - Ask sts to read the passage indepently then read the (82) definition given in task and scan the passage to find the suitable words - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: Answering questions - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - Move round to help is necessary - pairs are required to give answers in front of the class - Listen and help the students to give correct answers + Task 3: - Ask sts to read the passage again individually and choose the best title for the passage - Ask one or two sts to give answer and to explain why they choose A, B or C - Listen and check After you read:( mins) Aims: Students' summary about the history of cinema - Ask sts to look at the cues given and work in groups to talk about the history of cinema basing on the cues - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen and help sts to give correct answers Homework:( min) - Write a summary of the reading text basing on what they have discussed in After you read Tiết 81 - Report their answers one by one cinema sequence a decade rapidly scene character - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch It began in the early 19th century They dicovered that when a sequence of still pictures were set in motion No, they didn't Audiences were able to see long films in the early 1910s - Self-correct the work - Read the passage again and choose the best title Answer: B ( A brief history only) - Listen to their friends and the T - Work in groups orally - Some sts report - Listen to the T UNIT 13 – LESSON 2: B SPEAKING Planning date: March 4th Teaching date: March 6th I Objectives: Education aims: - Students know about some kinds of film Knowledge: a General knowledge: - Students can talk about some favourite kinds of music b Language: - The simple present tense - Vocabulary to describe films Skills: - Asking and answering questions about film - Talking about favourite kinds of music - Expressing attitudes, preferences II Anticipated problems: vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, pictures IV Procedures: Teacher’s activities Students’ activities Warm- up: ( minutes ) - Look at the posters and match the Aims : to get used to the topic film with the correct types - Give sts some film posters on the board: + Names of the films: Shrek (1) The adventures of Sherlock Holmes (2) - Some sts give the answers The Lord of the Rings (3) + Key: Pearl Habour ( 4) 2- detective film - Ask sts to match the films with the correct types of films 1- cartoon 3action film 4war film - Listen and check Before you speak:( minutes) Aims: :to focus sts on the topic and to introduce the words and phrases used in the task + Task 1: - Ask sts to study the table on p 134 and tick the boxes that - Look at the table and tick - Compare with their partner’s suit their preferences for a particular type of films - Some sts report: - Ask sts to compare their answers with a partner (83) - Call on some sts to report their likes and dislikes - Listen and give remarks 3.While you speak: ( 20 minutes ) Aims: Sts can talk about their favourite type of films + Task 2: Find out what your friends feel about each kind of films - Give sts some new words: + violent (adj): b¹o lùc + horrifying (adj) lµm khiÕp sî + moving (adj): cảm động + find + O + Adj - Ask sts to read the new words orally and individually - Introduce sts some expressions of agreement and disagreement + Agreement: + Disagreement: I agree I don't think so Yes, exactly Yes, but Right / Sure ! I don't quite agree with you - Ask some sts to read the model conversation in the textbook - Divide the class into small groups of and ask sts to find out what the others of their group feel about the given types of films - Go around to help sts if necessary - Call on some groups to practise the dialogues - Listen and give remarks + Task 3: Find out the preferences of your friend for films - Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences - Ask sts to make sentences with the structure - Call on two sts to read the model conversation in the textbook - Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation - Go around to offer help - Ask some pairs to practise the dialogues - Listen and correct their mistakes After you speak: (10 ) Aims: Sts can talk about the film they have seen + Task 4: Talk about a film you have seen - Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook - Ask sts to take turns to talk about the films they have seen - Go around to help sts - Ask some sts present in front of the class if the permits Homework: ( ) - Write a short paragraph about a film they have already said about Tiết 82 Planning date: March I Objectives: S1: I like science fiction films very much S2: I don't like cartoons very much S3: I don't like horror films at all - Listen and take notes - Read the new words orally and individually - Listen to the T - Read the model aloud - Work in groups and ask some sts to present A: What yoy think of detective films? B: Oh, I find them exciting C: I think so I think they are good fun - Listen to the T - Make sentences with the structure - Two sts read the model conversation - Work in pairs to ask and answer the similar questions S1: Which you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers - Listen to the T - Work in groups - Some sts report in front of the class E.g: I saw " Sand life" at the cinema It is a love story film It is about the life of a soldier after the war He has already been married but after the war he returns with another woman Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its humane value UNIT 13 – LESSON 3: A LISTENING th Teaching date: March 8th (84) General knowledge: - Sts know how some people can arrange to st Language: - Vocabulary on days of the week Skills: - Listening: Listen for the main idea and fill in the chart - Speaking: Talk about sb's plans II Anticipated problems: - Sts may not interested in "The Titanic" as it is an old film III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:(7 mins) -Ask one sts to talk about a film he likes best - One st presents - Listen and give remarks - Others listen and give remarks - Listen to the T Before you listen:(12 mins) Aims:to focus sts on the topic and to review/ introduce the - Work in groups to list the words and phrases used in the listening text entertainments a Ask sts to work in groups and list the types of entertainments - Note down the list on board: - Stand up and give their answers go to the cinema/ watch TV S1: I never go to the cinema listen to music/ S2: I often watch T.V - Ask sts to read the table in the book and put a tick on the S3: I sometimes listen to the radio right column - Listen to their friends - Compare their answers with a partner - Ask some sts to speak aloud - Copy the words and phrases b Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - Listen and repeat - su'ppose(v): think that st is true but not be sure - Read the words in pairs and - guess(v): predict, give an answer but not know if it correct each other’s mistakes is right - Some sts read the words aloud - instead (adv): in the place of st/ sb - Read the words asks sts to repeat - Ask sts to read the words in pairs - Listen to the T - Ask some sts to read the words again While you listen:( 17 mins) -Work in pairs to guess what the + Task 1: conversation is about Aims: Sts practise listening and marking True/ False -Listen to the tape and the task statements - Exchange their answer - Tell sts that they are going to listen to a conversation - Gives their answer between two friends, Lan and Huong They are planning to go to the - Ask sts to work in pairs, look at the picture and guess cinema together to see Titanic what the conversation is about - Check their answer and then - Ask sts to listen to the talk and answer the question: correct their work if necessary "What are they planning to do?" T plays the tape once - Work in pairs to have a look at - Ask sts to exchange their answer in pairs the chart - Check sts’ answer - Listen and the task - Play the tape once again and conduct the correction - Compare their notes + Task 2: Lan Huong Aims: to practise listening for specific information by Mon see a play fillingin a chart Tue -Ask sts to have a look at the chart in pairs and make sure Wed work ang go to singing they know what information they need to fill in the blanks club - Ask sts to listen to the tape once/twice and take short Thu visit notes to fill in the chart grandparents - Ask sts to compare their answer in pairs Fri take Chinese - Play the tape once again, stop the tape where necessary classes and conduct the correction Sat work (busy) go on a - Ask sts to look at the chart again and find out if there is a Sun picnic day when both Lan and Huong are free to go to the cinema Key: Tuesday together - Check their answer, and then After you listen:(8 mins) - Ask sts to work in pairs and use the chart to talk about correct their work if necessary Lan and Huong's plan for nextweek - Study the chart and find out a day - Revise some structures to show one's plans: when both of the girls can go to the - be going to V cinema Sts give their answer - be Ving - Move round to check the activities and to make sure that - Work in pairs talking about the sts are working effectively two people' plans - Ask some sts to present in front of the whole class - Some sts present - Check and gives remarks Homework:(1 min) Write a short paragraph about your plan for next week TiÕt 83 Planning date: March 14th UNIT 13 – LESSON 4: D WRITING Teaching date: March 19th (85) I Objectives: Education Aims: - Students can write a description of a film Knowledge: a General knowledge: - The film Titanic b Language: - Language used to describe a film - The present tenses Skills: - Reading: read the description of the film Titanic and then answer the questions - Writing: write about a film they have seen II Anticipated problems: to write about the content of the film III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about Lan and Huong's plans for the - Listen to their friend and give remarks next week - Ask other sts to listen to their friend and give remarks - Listen to the teacher - Check and give remarks - Listen to the teacher carefully Before you write:( 20 mins) - Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic - Copy down the words into theit + Task 1: notebooks - Introduce the topic of the lesson: describing a film - Listen and repeat - Introduce some new words: - Some sts stand up and read again +'tragic (a): bi th¶m - Read the description of the film Titanic +'luxury (n) : sù xa hoa in task and to answer the questions +'voyage (n): a long journey by sea about the film + ad'venturer (v) : ngêi thÝch phiªu lu - Work in pairs to ask and answer and + be engaged: đính hôn then share their answer with their + 'iceberg (n): t¶ng b¨ng tr«i friends - Ask sts to listen and repeat and then copy down these - Present their ideas words into their notebooks The name of the film is Titanic - Ask some sts to read these words again It is a tragic love story film - Ask sts to read the description of the film Titanic in It is about the sinking of a luxury liner task and to answer the questions about the film It is made in America - Allow sts to work in pairs to ask and answer the It is based on the true story of questions orally Titanic - Move around to help if necessary The main character are Jack Dawson - Ask sts to compare their answer with other pairs and Rose DeWitt Bukater - Get feedback and give remarks Jack is a young and generous + Task 2: adventurer Jack and Rose fall in love - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions with each other It has a sad ending to those in task - Listen to the teacher - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Think of a film that they have seen - Correct sts' mistakes if there are any While you write:( 10 mins) - Aims: Sts practise writing a description of a film they - Work in pairs to ask and answer about have seen basing on the answers the films they have seen - Ask sts to write down what they have discussed into - Listen to the teacher their notebooks - Do the writing task - Let sts write in 10 minutes - Ask them to refer to the model description in task if - Read their writing: ( a sample paragraph) necessary " Of all the films I have seen, " Gone - Move around to conduct the activity with the wind" is the film I like best " After you write:( mins) Gone with the wind" is a love story film Aims: to get feedback and check sts' work It is about the change in a woman 's life - Get feedback by asking some sts to read their work during the civil war aloud in America The film is made in - Ask some other sts to give remarks America It is based on the famous - Check and give the correct answer - If there is enough time, T can have sts exchange their novel " Gone with the wind" written by writing among sts within a group so that they can check Margaret Mitchell The main character is Scallet O'hara She is a beautiful but their friend's work and give remarks ambitious woman " Homework: ( 1min) - Part D (page 79 - workbook) TiÕt 84 UNIT 13 – LESSON 5: E LANGUAGE FOCUS th Planning date: March 16 Teaching date: March 20th I Objectives: Education Aims: - Students know how to pronounce the sound /f/ and /v/ correctly - Students learn about: - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the Knowledge:+ Language: - Pronunciation: /f/ and/v/ - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the (86) Skills: + Speaking: + Reading: - Work in pairs to discuss the exercises - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: Distinguish adjectives ending in -ing from adjectives ending in -ed III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to talk about the films they have seen - Two sts talk about the films they have - Ask another st to give remarks seen - Check and give a mark - Give remarks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts - Write down two sounds to practise these sounds - Listen to the teacher and repeat - Look at the book , listen and repeat a Write two sounds on the board and pronounce them /f/ /v/ clearly twice, then ask sts to repeat fan van - Tell sts how to pronounce these sounds accurately first vine / f / : a voiceless sound form view / v / : a voiced sound - Ask sts to pay attention to the length of two sounds - Read these words in pairs and check for - Ask them to look at the textbook, listen and repeat their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Look at the book and work in pairs - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 139 in the book - Answers: /f/ /v/ - Ask them to work in pairs to read the sentences and feels Stephen then find out the words containing sound /f / and sound enough driving /v / photograph van - Ask them to work in minutes - Move around to conduct the activity - Read the sentences - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It - Listen to the teacher - Read the instruction and the example and is/was not until that ", articles: " a/an" and "the" then task and have sts Ex1,EX2 , EX and EX4 a Adjectives of attitude: - Firstly ask sts to read the instruction and the example Key: fascinating exciting in task terrifying irritating - Ask them to task horrifying boring + Exercise 1: surprising amusing - Ask two sts to write the adjectival forms of the verbs on the board - Ask sts to compare their answers with other sts - Listen to the T - Move round to conduct the activity - Look at the example - Look at the board and give remarks - One st tells the difference: + Tell sts that there may be two adjectival forms of a + The -ing adjectives: the nature of sth/sb verb One ends in -ing and the other ends in -ed + The -ed adjectives: how sb feels (about - Ask sts to look at the example and tell the difference sth) E.g: interest => interesting and interested - This book is interesting - I am interested in this book I 've read it twice - Some pairs report - Ask sts to task depressing - depressed + Exercise 2: interested - interesting - Ask sts to Ex individually and then share the boring - bored answers with their friends - Move round to help if necessary - Listen and correct their work if - Ask some sts to report necessary - Check and give remarks b It is/was not until that : - Read the examples - Give examples so that sts can see the use as well as - Pay attention to the underlined parts the form of this structure: E.g: Mary didn't know how to make cakes until I taught - Tell the T that the second sentences are more emphatic her = It was not until I taught Mary that she knew how to - Do the Ex individually make cakes EX3: I did not start to learn English until 1995 1990 that she became a teacher = It was not until 1995 that I started to learn English he was 30 that he knew how to swim - Ask sts to read the examples and tell the teacher 1980 that they began to learn which sentences are more emphatic English + Exercise 3: (87) - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks c A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog The cat is lazy and the dog is intelligent - Ask sts to Ex + Exercise 4: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report - Check and give remarks Homework ( min) - Part B( page 77 - workbook) - Listen to the teacher - Read the example and the tell the T the use of these articles: + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Do the exercise in pairs - Some sts report: a the the an a a the the the the the the the an a a the a - Listen and correct their work if necessary UNIT 14: THE WORLD CUP TiÕt 85 + 86 UNIT 14 – LESSON 1: A READING th Planning date: March 20 Teaching date: March 22nd, March 27th I Objectives: Education aims: - Students know more about the World Cup Knowledge: a General knowledge: - Knowledge about the World Cup b Language: The passive Vocabulary concerning sport: tournament, final, trophy Skills: - Speaking : talk in pairs and in groups - Reading comprehension: sentence completing and marking true/false statements II Anticipated problems: Knowledge and words/phrases about sport III Teaching aids: board, textbook, chalk, some pictures IV Procedures: Teacher’s activities Students’ activities Warm-up:(5 mins) - Show sts some pictures of the 2006 World Cup - Look at the T's pictures tournament - Stand up and say aloud what they - Ask sts what they know about the 2006 World Cup know about the latest World Cup tournament tournament - Get feedback and check .… … … Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about the World Cup a Answering questions: - Work in pairs to ask and answer - Ask sts to work in pairs to ask and answer the questions - Give answers orally in Before you read It was held in Japan and Korea - Go round to help if necessary Brazil did - Ask some sts to give answers Germany was - Listen and check Sts may give different answers - Others listen b.Vocabulary - Provide sts with the new words/phrases: + 'tournament (n): giải đấu + 'final (n): chung kết + 'witness (v): chøng kiÕn + elimi'nation game (n): trËn - Listen and read after the T đấu loại + 'honoured title (n): danh hiệu cao quý + 'victory (n): chiÕn th¾ng - Read each word/phrase times and ask sts to repeat it - Write down these words into their - Leave sts minute to self-practice notebooks - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and repeat - Listen and help sts to read the words/phrases correctly While you read:( 18 min) - Read these words and check for their Aims: Read for information to match the words in A with partner the definitions in B, to sentence completing and to - Read the words aloud mark true/false statements - Listen to the T + Task 1: Matching: - Ask sts to read the passage independently then read the words as well as the definitions given in task and scan the passage to match - Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading - Work individually - Ask sts to share their answers with their partners - Report their answers one by one - Call on sts to read their answers aloud in front of the - b 2-c - a class - e 5-d (88) - Get feedback and give remarks + Task 2: Sentence completing - Ask sts to scan the passage independently then complete each sentence with a word or a number - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible - Move round to help and ask sts to share their ideas - Call on sts to read and explain their answers aloud in front of the class - Feedback and give remarks + Task 3: - Ask sts to read the passage again individually and mark true/false statements - Move around to help - Ask sts to share the answers with their friends and correct the false sentences - Ask sts to give answers - Listen and check After you read:( mins) Aims: Students' summary of the reading passage - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen and help sts to give correct answers Homework:( min) - Write a summary of the reading text basing on what they have discussed in After you read - Listen to the T - Scan the passage and find the information - Work in pairs to compare their answers - Report their answers sentence by sentence 13 32 Argentina one 26 - Listen to the T - Read the passage again and mark true/false statements - Present their ideas: F ( in 1930) F ( every four years) T T F ( has won the trophy times ) - Listen to their friends and the T - Work in groups orally - Some sts report E.g: 13 is the number of teams that took part in the first tournament 1930 is the year when the first World Cup was held - Listen to the T TiÕt 87 UNIT 14 – LESSON 2: B SPEAKING Planning date: March 25th Teaching date: March 29th I Objectives: Education aims: - Students know about the World Cup Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: The simple present tense Vocabulary about football Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners II Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, handouts, posters IV Procedures: Teacher’s activities Students’ activities Warm- up: ( minutes) Jumble words Aims :Sts get used to the topic - Listen to the T - Divide the class into small groups of or and introduce the games: Sts are to rearrange the letters into meaning - Work in groups and find out the words words - Write some groups of letters on the board - Answers: winner, score, runner- Ask sts to work in groups up,host country, champion - Ask some goups to give answers - Introduce the new lesson: Today we will talk about the World Cups Before you speak: (12 minutes) Aims: :to focus sts on the topic and introduce the words and phrases used in the task + Task 1: A World Cup 2002 quiz - Answer the question of the T - Ask S to name the team in the photos on page 145: 1- England 3- Italy - Before doing the task T give S some new words: 2- France 4- Germany + draw (v,n): e.g a score of 1- + lose the match to sb - Listen and write down these words + defeat sb: beat sb into their notebooks + penalty shoot - out Answer: - Give S some handouts and in each handout T writes two (89) questions about the four football teams: Q1 How many times has Italy won the trophy up to World Cup 2006? Q2 Who was the captain of the French national football team in World Cup 2006? Q3 What was the score of the World Cup 2006 final? Q4 Which team was the runner-up in the World Cup 2006? Q5 Who was the head coach of the German team in World Cup 2006? Q6 What nationality was the top scorer in World Cup 2006? Q7 Who was the captain of the English national football team in World Cup 2006? Q8 Who beat England in the World Cup 2006 quarter final? - Ask sts to work in groups to answer the questions - Go around to check that S work and speak English - Ask some Ss to answer the questions While you speak: ( 15 minutes) Aims: Sts can talk about the World Cup tournaments + Task 2: - Ask sts to read the information about 17 World Cup tournaments in the table - Read the model dialogue aloud and then ask two pairs to read the dialogue again - Ask sts to work in pairs to make similar dialogues about the World Cup tournaments - Move round to make sure that Sts are working and to help if necessary - Ask sts to compare their answers with other pairs - Ask some pairs to report - Listen and give remarks After you speak: ( 10 minutes) Aim: S can talk about the World Cup winners + Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years - Ask Sts to read the model in the textbook - Ask Sts to work in groups and take turns to talk about the WC winner in a certain year - Go around to check and to offer help - Ask some Sts to talk about different World Cup if time permit Homework:( minutes ) Write a paragraph to talk about World Cup 2006 times Zinedine Zidane - 1( Italy won the game - in a penalty shoout- out France 5.Jurgen Klinsmann German 7.David Beckam Portugal (by 3-1) - Listen to their friends and check - Read the table in minutes - Listen to the T and then some sts read the model again - Work in pairs to make similar dialogues - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy S3: Which teams played in the final match? S4: Italy and Czechoslovakia - Listen to the T - Listen to the T - Some Sts read the model - Work in group to talk about the WC winners - Some Sts present in front of the class Suggested answer: The 17th World Cup was help in Korea and Japan in 2002 The final match was between Brazil and Germany Brazil defeated Germany by to Brazil becema the champion and Germany was the runner- up TiÕt 88 UNIT 14 – LESSON 3: C LISTENING Planning date: Teaching date: I Objectives: General knowledge: Information about PelÐ, the most famous footballer in the world Language: - Vocabulary on football - The simple past tense Skills: - Listening: Listen and fill in the table, and answer the questions - Speaking: Talk about important events in Pele's life II Anticipated problems: name of Pele III Teaching aids: - Tape, cassette player, textbook, chalk, board (90) IV Procedures: TiÕt 89 UNIT 14 – LESSON 4: D WRITING Planning date: Teaching date: I Objectives: Education Aims: - Students can write an announcement Knowledge: a General knowledge: - An announcement concerning football b Language: - Language used to write an announcement - The future tenses and the passive voice Skills: - Reading: read the model announcement - Speaking: discuss in pairs - Writing: write an announcement II Anticipated problems: - Students are not familiar with this type of writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities (91) Homework checking :( mins) - Ask one st to talk about the milestones in Pele's life - Ask other sts to listen to their friend and give remarks - Check and give remarks Before you write:( 20 mins) - Aims: to get sts to know how to write an announcement + Task 1: - Introduce the topic of the lesson: Writing an annoucement - Introduce some new words: +a'nnounce (v): th«ng b¸o + a'nnouncer (n):ngêi th«ng b¸o + announcement (n): th«ng b¸o + co'mmittee (n): uû ban + post'pone (v):tr× ho·n +due to (prep): v×, + se'vere (adj) : very bad + con'tact (v):liªn l¹c + The Ho Chi Minh Communist Youth Union : §oµn Thanh niªn Céng S¶n Hå ChÝ Minh - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow - Allow sts to work in pairs to ask and answer the questions orally - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Tell sts that these four questions are the main contents of an announcement + Task 2: - Ask sts to read two situations in task - Ask them to work in pairs to answer the similar questions to those in task - Ask sts to create the time and the place of the meeting in the first situation - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Ask sts compare their answers with other pairs - Ask some pairs to report - Correct sts' mistakes if there are any While you write:( 10 mins) - Aims: Sts practise writing one of the two situations - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model announcement in task if necessary - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 84 - workbook) - Listen to their friend and give remarks - Listen to the teacher - Listen to the teacher carefully - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the announcement in pairs and then answer the questions that follow - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The national football championship organizing committee is The match between Nam Dinh and Binh Duong The match will be played at p.m on Sunday, April 25th It will be played at My Dinh national Stadium - Listen to the teacher - Read two situations - Work in pairs to discuss two situations - Some pairs report + Situation 1: Nguyen Trai High School Football Team The team are looking for new players for the new football season The first meeting of volunteers will be at p.m on Sunday, April 15th It will be at Hai Duong Central Stadium + Situation 2: The HCM Communist Youth Union of NT High School A friendly match with New Stars Football Club It will be played at p.m on Sunday, April 20th It will be played in the football field of New Stars Football Club - Listen to the teacher - Do the writing task - Read their writing: ( a model announcement) " Nguyen Trai High School Football Team wishes to announce that the team are looking for new players for the new football season Volunteers must be good at football and are students of Nguyen Trai High School The first meeting will take place at p.m on Sunday, April 15th at Hai Duong Central Stadium.If you want any further information, you can contact Nguyen Van Ba, class 10 of Chemistry or at 860.222." TiÕt 90 UNIT 14 – LESSON 5: E LANGUAGE FOCUS Planning date: Teaching date: I Objectives: Education Aims:- Students know how to pronounce the sound /g/ and /k/ correctly - Students revise: The uses of will, difference between will and be going to Knowledge: + Language: - Pronunciation: /g/ and/k/ - The uses of will - Will vs be going to Skills: + Speaking: - Work in pairs to discuss the exercises (92) + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: Difference between will and be going to III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities - Two sts read the announcements Homework checking: ( 5mins) aloud - Ask two sts to read the announcements they wrote aloud Give remarks - Ask another st to give remarks - Listen to the teacher - Check and give marks - Write down two sounds Pronunciation:( 10 mins) - Listen to the teacher and repeat - Aims: to introduce two sounds /g/ and /k / and help sts to - Look at the book , listen and repeat practise these sounds /g/ /k/ a Write two sounds on the board and pronounce them clearly group club twice, then ask sts to repeat game kick - Tell sts how to pronounce these sounds accurately together cup / k / : a voiceless sound / g / : a voiced sound - Read these words in pairs and - Ask sts to pay attention to the length of two sounds check for their partners - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that - Look at the book and work in pairs - Answers: they can check for each other /g/ /k/ - Move around to help group scored - Ask two sts to read again and give remarks goal took b Ask sts to look at sentences in page 150 in the book Uruguay cat - Ask them to work in pairs to read the sentences and then find out the words containing sound /g / and sound /k / Read the sentences - Ask them to work in minutes Listen to the T - Move around to conduct the activity Look at the examples - Ask one st to report and other sts to give remarks - One st tells the difference: - Check and give the correct answers + Will: to talk about the future and - Ask some sts to read these sentences aloud the decision is made at the moment - Listen and give remarks of speaking Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, + Be going to: to talk about intentions/ decisions which are made and the uses of will, and have sts EX1,EX2 and EX3 before we report them a will vs be going to: - Firstly ask sts to look at the examples and tell the difference - Some pairs report I'll get I'm going E.g: to wash - Wife: This dress looks beautiful It must fit me well are you going to paint Husband: Ok I will buy it for you I'm going to buy I'll show - A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow Listen and correct their work if - Listen to the S and give remarks necessary - Ask sts to task - Read the example + Exercise 2: - Pay attention to the underlined part - Ask sts to Ex in pairs and then share the answers with - Tell the T that will is used to talk their friends about what the speaker predicts - Move round to help if necessary about the future - Ask some pairs to report - Do the Ex individually - Check and give remarks EX3: b Will: making predictions he will help - Give an example so that sts can remember the use of will won't lend me E.g: A: I like that car very much but I don't have enough it will rain money to buy it B: Ask Jack for some money, please He is rich and - Listen to the teacher generous I'm sure he will lend you some - Ask sts to read the examples and tell the teacher the use of - Read the example will in this situation - Pay attention to the underlined part + Exercise 3: - Tell the T the use of will in this - Ask sts to Ex2 individually and then share the answers situation: with their friends to make offer/ to show willingness - Move round to help if necessary - Do the exercise in pairs - Ask two sts to write their answers on the board - Some pairs report: - Check and give remarks I will make you a glass of orange c Will: making offer juice - Give an example so that sts can revise the use of will: I'll open it E.g: A: I'm so tired but I still have a lot of work to I'll lend you some B: Oh, I will help you to finish it - Ask sts to Ex Listen and correct their work if + Exercise 3: necessary - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report (93) - Check and give remarks Homework ( min) - Part B( page 81 - workbook) TiÕt 91 TEST yourself e Planning date: Teaching date: I Objectives: Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14 Knowledge: - General knowledge in unit 12, unit 13 and unit 14 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities EX 4: Homework checking:( mins) It will look you will - Ask one st to Ex in the workbook on the board like - Ask one st to give remarks you will get They'll - Give remarks and marks be The new lesson:( 39 minutes) we'll meet she'll - Ask sts to part II, part III and part IV at home in come advance to save time I'll be - Give sts the time duration for each part : part II: 10 - One st gives remarks minutes, part III: 10 minutes, part IV: 15 minutes - Look at the textbook and read the - Ask sts to listening in class statements 2.1 Listening: - Try to focus on the important words - Ask sts to read the requirement of the task - Copy down these words into their - Introduce new words: notebooks + 'Jupiter (n): Sao Méc - Listen and read after the teacher + senior citizen (n): ngêi giµ + re'duce (v): gi¶m - Listen carefully and the task - Play the tape twice and ask sts to the task - Work in pairs to discuss their answers - Ask sts to share their ideas with their partners - Some sts report - Get feedback and play the tape again so that sts can 8.45 students check their answers Mountain are reduced - Ask other sts to give remarks 7.30 - Check and give feedback 2.2 Reading: - work in groups to share their ideas - Ask sts to work in groups to compare their answers - Some sts stand up to report - Discuss in groups 1.He/She has to a lot of practice and - Answers: often spends a Saturday or Sunday away the from home 5.the a the the They are often played on Saturdays the 10 a and Sundays - Ask some sts to report his/ her answers aloud To play against other school teams I stayed in to watch a film on T.V No Sometimes parents, friends and I wrote them a letter to thank them for the weekend other students will travel with them She went to university to study egineering The whole school does You should go to Britain to improve your English - Compare their answers with their You should book your tickets well in advance to see parners that football match - Write these sentences on the board - Listen and check 2.3 Grammar: 2.3.1 - Read their writing aloud - Ask sts to discuss their answers in groups " The monitor of class 10G wishes to - Ask some sts to report announce that the musical performance - Ask two other sts to give remarks of class 10G to raise money for the - Check and give the correct answers people in the flooded areas will be held 2.3.2 to-infinitive: at 7.30 p.m on Thursday, November 23rd - Ask sts to share their answers with their friends in the school meeting hall The ticket - Ask sts to write on the board price is 5,000 VND." - Check and give remarks - Listen to the teacher's remarks 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part A ( Page 80 - workbook) TiÕt 92 Planning date: WRITTEN TEST Teaching date: NỘI DUNG ĐỀ 601 I Choose one word whose stress pattern is different Identify your answer by circling the corresponding letter A, B, C, or D (94) 01 A difference B internet C suburban D character 02 A favourite B beautiful C effective D popular 03 A evolve B exist C enjoy D enter 04 A success B passion C medium D aspect 05 A visit B attraction C government D borrowing II Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: Tonight I am going to stay in and watch television There is a film on that I want to see It is (6) a policeman trying to find the man who killed his brother I saw it last year _(7) _ the cinema It was too late at night and I fell asleep (8) the end so I can’t remember (9) _ happened I don’t (10) _ watch much TV There are too (11) _stupid quiz shows and boring programs about politics I sometimes watch the News (12) I don’t enjoy it There is never (13) _ good news - just wars and disasters I don’t think that there are (14) comedy programs They should put on more They cheer me (15) _and make me laugh And, of course, I’d like to see more exciting movies! 06 A amuse B along C around D about 07 A at B by C on D in 08 A before B after C below D behind 09 A which B what C that D all 10 A probably B really C possibly D usually 11 A lot B much C more D many 12 A but B because C if D what 13 A less B any C all D some 14 A extra B enough C few D fewer 15 A in B off C on D up III Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C, or D 16 A book B look C floor D good 17 A good B food C soon D noon 18 A month B thank C youth D than 19 A child B change C cheap D chorus 20 A cake B manage C hate D mate IV Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence Identify your answers by circling the corresponding letter A, B, C, or D 21 to an accident in the High Street, traffic is moving very slowly on the London road A Because B Through C Owing D Since 22 It’s an awful _ your wife couldn’t come I was looking forward to meeting her A sorrow B harm C shame D shock 23 Of course I’m a Christian I expect everyone who works here to be a Christian too A and B but C since D then 24 He is a little bit in his left ear, but if you speak clearly he will hear what you say A disabled B diseased C dead D deaf 25 scientists have observed increased pollution in the water supply A Lately B Late C Later D Latter 26 He left his book at home, he’s always so A forgetting B forgotten C forgetful D forgettable 27 If only he told us the truth in the first place, things wouldn’t have gone wrong A should have B had C would have D have 28 Mr and Mrs Hudson are always _ with each other about money A arguing B shouting C discussing D annoying 29 He enjoyed the dessert so much that he accepted a second when it was offered A helping B pile C sharing D load 30 She remember the correct address only _ she had posted the letter A after B afterwards C since D following 31 It was impossible for her to tell the truth so she had to _ a story A invent B lie C imagined D combine 32 The children did not know the _ by which the game was played A customs B facts C orders D rules 33 Mr and Mrs Black were delighted when they to sell their house quickly A risked B succeeded C managed D could 34 I’ll have to _ to you, otherwise he will hear A whistle B say C whisper D shout 35 Can you tell me the of these shoes? A expense B charge C price D amount V Find out ONE mistake in each sentence that needs correcting (95) 36 She can sing very beautiful and dance very gracefully but she cannot any difficult math exercise A B C D 37 With this type of exercise, reads the questions first and then read the text to find the correct answers A B C D 38 Children nowadays seem to be more intelligenter than their parents when they were at the same age A B C D 39 When I came in, my father was talking to anyone so I went out quietly A B C D 40 I want to try on the blue skirt over there Can you showing me the changing room A B C D TiÕt 93 Planning date: 01 02 03 04 05 06 07 08 09 10 { { - | | | | } } - WRITTEN TEST - CORRECTION Teaching date: ~ ~ - 11 12 13 14 15 16 17 18 19 20 { { { - | | } - ~ ~ ~ ~ - 21 22 23 24 25 26 27 28 29 30 { { { { { { | - } } - ~ - 31 32 33 34 35 36 37 38 39 40 { { { - | - } } } } - ~ ~ UNIT 16: HISTORICAL PLACES TiÕt 94 Planning date: I Objectives: Education aim: Knowledge: UNIT 16 - LESSON 1: A READING Teaching date: - Sts know about Van Mieu – Quoc Tu Giam a General knowledge: Sts can talk about Van Mieu – Quoc Tu Giam b Language: Sts can recall more about: - The simple past tense - Vocabulary to talk about historical places Skills: - Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements - Discussing in group II Teaching aids: - Textbook, blackboard, chalk, … III Anticipated problems:- Students may not have sufficient words to talk about the topic IV Procedure Teacher’s activities Students’ activities Warm-up: Network (5minutes) - Ask students to work in groups of 3-4 students - Ask the students to name some historical places in Vietnam - Work in groups - After minutes, the group which has the longest list will be the winner Before you read: (8 minutes) Aims: To provide students with words/phrases about historical places Students are required to work in pairs to answer the questions in the textbook - Go around to offer help S - Ask some S to answer the questions - Work in pairs - Listen and help S to give correct answers Suggested answers: Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc Yes, it is It is the first university of Vietnam - Some S answer the (96) Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi - Give S some new words: * The new words/phrases are: + Confucian ( a): ngời theo đạo Khổng, nhà nho + engrave ( v): kh¾c, tr¹m træ + stelae ( n): bia đá + banyan trees ( n): c©y ®a + tortoise ( n): rïa Read each word/phrase times and ask the students to repeat it Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ time) Listen and help the students to read the words/phrases correctly While you read: (20 minutes) Aims: Read for information to the task, and the tasks Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task - Write these words on board: Originally, representative, memorialise, engrave, flourish - Ask S to go back to the text to locate and underline these words and try to guess the meanings - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese - S are required to compare their answers with their partner - Call on students to read and explain their answers aloud in front of the class - Feedback and give correct answers: * Key: b a c b c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false information - Ask s to the task individually and then check their answers with their friend - Ask some representatives to give their choice orally in front of the class and explain their answers - Listen and help S to give the right answer Answer: F ( it was built in 1070) T F ( from 11th century to 18th century) F ( it is an example of well- preseved traditional Vietnamese architecture) T T After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam - Ask S to work in groups of or and prepare a talk about Van MieuQuoc Tu Giam, using the suggestions in the textbook - Go round to help the students with their work - Ask some S to talk in front of the class and give feedback Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, questions - Read after the T and then read individually - Listen and take notes - - Work individually - Some S the task orally while others listen - Read the text and the task individually - Check the answers with a partner - Some S present - Listen to the T - Work in groups - S take turn to talk about Van Mieu- Quoc Tu Giam (97) which was established on the grounds of Vietnam Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae These talae were carried on the backs of giant tortoises, which can still be seen today Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam TiÕt 95 UNIT 16 - LESSON 2: B SPEAKING Planning date: Teaching date: I/ Objectives Education aims: - Sts know about the historical places Knowledge: - General knowledge: Sts can talk about a historical place - Language: The simple past tense Vocabulary on a historical place Skills: - Asking and answering questions about a historical place - Talking about historical places II/ Anticipated problems: vocabulary to talk about the topic III/ Teaching aids: Textbook, chalk, board, handouts IV/ Procedure: Teacher’s activities Students’ activities Warm- up: (5 minutes) Aims : get used to the topic - Introduce the game: You are going to work in groups to match the - Work in group names of different historical places of interest in Hanoi with their English translatations - Give the answers.: Chïa Mét Cét a Presidential Palace 1-e 2- h 3- i Cét Cê Hµ Néi b Temple of Literature 4- b 5- c 6- a B¶o tµng C¸ch m¹ng c Ho Chi Minh Mausoleum 7- d 8- j 9- f V¨n MiÕu d National Museum of Ethnology 10- e L¨ng Hå Chñ TÞch e Co Loa Citadel Phñ chñ TÞch f National Museum of Fine Arts B¶o tµng D©n téc häc g One Pillar Pagoda B¶o tµng LÞch sö h Flag Tower of Hanoi B¶o tµng Mü thuËt i Revolution Museum 10 Thµnh Cæ Loa j Vietnamese National History Museum - Go around to observe and check that S work - Check with the whole class Before you speak: (8 minutes) Aims: : focus sts on the topic and introduce the words and grammar used in the task Task 1: Ask and answer about President Ho Chi Minh Mausoleum - Ask S to study the fact sheet of the monuments and explain new words if any - read the fact sheet and listen + stand : place + late( adj): nguyªn, cè cùu to the T + maintenance ( n): b¶o dìng - Ask S to read the model conversation in the textbook - Ask S some questions as examples - Ask S to work in pairs to ask and answer about President Ho Chi Read the model Minh’s Mausoleum conversation - Go around to help S - Answer the teacher’s - Call on some pairs to perform in front of the class questions Suggested questions: - Work in pairs + Where is it located? + When did the construction start? - Some pairs present in front (98) + When did the constuction finish? of the class + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall - Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tö cÊm thµnh - Listen and take notes + Admission: gi¸ vÐ vµo cöa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ huû nÆng nÒ + Air bombardment: nÐm bom + Chamber: phßng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task - Go around to check and offer to help - Call on some pairs to perform in front of the class and give feedback After you speak: (10 minutes) Aim: S can talk about the historical place they have been to Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to - Remind S to take notes of their friends’ talk while listening so that they can report in front of the class - Go around to help S - Call some S to report their findings - Give corrective feedback Homework: (2 minutes ) Write a paragraph to talk about a historical place TiÕt 96 UNIT 16 - LESSON 3: c listenING Planning date: Teaching date: I Objectives: General knowledge: - Sts know some information about PelÐ, the most famous footballer Language: - Vocabulary on football - The simple past tense Skills: - Listening: Listen and fill in the table, and answer the questions - Speaking: Talk about important events in Pele's life II Anticipated problems: the name of Pele III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:(7 mins) - Ask one st to talk about some World Cup tournaments - One st presents - Others listen and give remark - Listen and give remarks - Work in groups to talk about their Before you listen:(12mins) Aims: to focus sts on the topic and to review/ introduce favourite football players the words and phrases used in the listening text a Ask sts to work in groups and talk about their - Discuss the players in the pictures favourite football players, the name of their football - Some sts stand up and give their clubs, their nationalities answers - Ask sts to work in groups again to look at the pictures Pele Maradona Zidane (99) in the textbook and discuss the football players in the pictures b Introduce some new words - as a/ an : When he/ she was a/an - kick (v):( miming) -control(v): to make people/ things what you want - participate in (v): take part in - ambassador(n) đại sứ - promote(v):to help the progress of st -Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:(17 mins) + Task 1: Aims: Sts practise listening for specific information by filling in a table - Tell sts that they are going to listen to a talk about Pele - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks - Ask sts to listen to the tape twice and take short notes to fill in the table - Ask sts to compare their answers in pairs - Ask some sts to report - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Sts practsce listening for specific information by answering questions - Ask sts to read the questions in pairs and make sure they understand the questions - Ask sts to listen to the tape twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Ask some sts to report - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in pairs and use the information in the table and the answers in Task to talk about important events in Pele's life - Move round to check the activities and to make sure that sts are working effectively - Ask some sts to present in front of the whole class - Check and give remarks Homework:(1 min) - Write a short paragraph about Pele Barthez Beckham - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud Sts listen to the T Sts work in pairs to have a look at the table - Listen and the task - Compare their notes - Some sts report Year (1) 1940 1956 (3) 1962 (4) 1974 1977 Events Born in Brazil (2) Joined in a Brazilian football club First world cup championship 1200th goal (5) Retired - Check their answer, and then correct their work if they have wrong answers Sts work in pairs to read the questions - Listen and the task - Compare their answer - Some sts report He was fanous for his powerful kicking and controlling the ball He participated in World Cups He played for an American football club before he retired He became an international ambassador for the sport - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to talk about Pele's life - Some sts present TiÕt 97 UNIT 16 - LESSON 4: D WRITING Planning date: Teaching date: I Objectives: Education Aims: - Students can describe a chart Knowledge: a General knowledge: - Student knows how to read the information in a chart b Language: - Language used to describe a chart - The past tenses Skills: - Reading: read the model description - Speaking: discuss in pairs - Writing: write a description II Anticipated problems: - Students are not familiar with this type of writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about the ancient town of Hoi An - Listen to their friend and give remarks - Ask other sts to listen to their friend and give - Listen to the teacher remarks - Read the chart and try to understand the - Check and give remarks information in the chart Before you write:( 20 mins) - Aims: to get sts to know how to write a description - Work in pairs to ask and answer and then share their answer with their friends of a chart + Task 1: - Present their ideas - Firstly, ask sts to look at the chart and explain the The USA had the biggest number of information in the chart visitors to Vietnam in 2001 99,700 visitors - Ask them to look at the chart and then answer the Australia did questions in pairs (100) - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Introduce some useful words/expressions that sts can use when describing a chart + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows The chart presents some information +Expressions: As we can see from the chart, It can be seen from the chart that According to the chart, + Verbs: increase >< decrease reduce, rise, + Adverbs: rapidly, quickly, sharply, steadily, etc + Comparatives and superlatives While you write:( 10 mins) - Aims: Sts practise describing the chart + Task 2: - Ask sts to write a description of the chart - Ask them to use the answers to the questions above to write - Let sts write in 10 minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 95 - workbook) No, it isn't France did The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001 - Listen to the teacher - Copy down these words into their notebooks - Do the writing task - Read their writing: ( a model description) " The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vietnam National Administration of Tourism It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 " TiÕt 98 UNIT 16 - LESSON 5: E LANGUAGE FOCUS Planning date: Teaching date: I Objectives: Education Aims: - Students know how to pronounce the sound /ʒ / and / ʃ / correctly - Students revise: - Comparatives and superlatives Knowledge:+ Language: - Pronunciation: / ʒ / and/ ʃ / - Comparatives and superlatives - Making comparisons Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may forget the knowledge about comparisons III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to read the description of the chart they - Two sts read the announcements aloud wrote at home aloud - Ask another st to give remarks - Give remarks - Check and give marks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /ʒ / and / ʃ / and help - Write down two sounds - Listen to the teacher and repeat sts to practise these sounds a Write two sounds on the board and pronounce them - Look at the book , listen and repeat /ʒ/ /ʃ/ clearly twice, then ask sts to repeat television shop - Tell sts how to pronounce these sounds accurately pleasure machine / ʃ / : a voiceless sound measure Swedish / ʒ / : a voiced sound - Ask sts to pay attention to the length of two sounds - Read these words in pairs and check for - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again their partners so that they can check for each other - Look at the book and work in pairs - Move around to help - Answers: - Ask two sts to read again and give remarks /ʒ/ /ʃ/ b Ask sts to look at sentences in page 175 in the pleasure shouldn't book Asia shop - Ask them to work in pairs to read the sentences and illusions washing then find out the words containing sound /ʒ / and (101) sound / ʃ / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts EX1,EX2 and EX3 a Comparatives and superlatives: - Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives E.g: My house is smaller than your house My house is the smallest in this street Exercise is more difficult than exercise Exercise is the most difficult in this book - Ask sts to tell the T the comparative and superlative form of the adjectives - Listen to the S and give remarks - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask sts to EX + Exercise 1: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks + Exercise 2: - Ask sts to read the requirement and the example carefully - Ask sts to the Ex individually - Move round to help if necessary - Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks b Making comparisons: - Ask sts to EX3 + Exercise 3: - Ask sts to Ex3 in pairs and then share the answers with their friends - Move round to help if necessary - Ask some sts to report in front of the whole class - Check and give remarks Homework ( min) - Part B( page 91 - workbook) - Read the sentences - Listen to the T - Look at the examples - One st tells the T the comparative and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs .- er the .est long longer the longest hot hotter the hottest Long adjs more the most expensive more expensive the most ex - Some sts report young => younger => the youngest happy => happier => the happiest big => bigger => the biggest busy => busiest => the busiest - Listen and correct their work if necessary - Read the requirement and the example carefully - Do the Ex individually My sister is younger than me Who is the oldest in the class? Concord used to be the fastest passenger plane in the world - Listen to the teacher - Do the exercise in pairs - Some sts report: v so more the the v than of v - Listen and correct their work if necessary TiÕt 99 Test yourself f Planning date: Teaching date: I Objectives: Aims: - Sts revise what they have learned in unit 15 and unit 16 Knowledge: - General knowledge in unit 15 and unit 16 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities - One st gives remarks Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Look at the textbook and read the - Ask one st to give remarks statements - Give remarks and marks - Listen carefully and the task The new lesson:( 39 minutes) - Work in pairs to discuss their answers - Ask sts to part II, part III and part IV at home in - Some sts report advance to save time three friends capital - Give sts the time duration for each part : part II: 10 crowds noisy minutes, part III: 10 minutes, part IV: 15 minutes interesting - Ask sts to listening in class EX 4: (102) larger the longest the worst happier the most popular 2.1 Listening: - Ask sts to read the requirement of the task - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: 2.3.1 Non-defining Relative Clauses: - Ask sts to discuss their answers in groups - Ask some sts to write on the board - Ask two other sts to give remarks - Check and give the correct answers 2.3.2 Comparisons: - Ask sts to share their answers with their friends - Ask some sts to report: - Check and give remarks 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part A ( Page 85 - workbook) - work in groups to share their ideas - Some sts stand up to report C A A A A - Discuss in groups - Answers: Their house, which is quite big and modern, The new English teacher, who I met yesterday, Sandra has got a new job with Capital Insurers, which is a much - Compare their answers with their parners - Answers: bigger best better more polluted more stressful - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people It is famous for excellent museums." - Listen to the teacher's remarks TiÕt 100+101 LESSON 1: THE 2ND TERM REVIEW Planning date: Teaching date: CONTRAST 1- With although/even though/while/whereas/though; Although I asked her, she didn’t come I asked her, she didn’t come, though Even though I asked her, she didn’t come (more emphasized) While Nam is a quick boy, his sister is very slow Nam is a quick boy whereas his sister is very slow 2- With however/nevertheless She’s beautiful However; I don’t like her She’s beautiful I, however, don’t like her Paul says he is poor Nevertheless, he has bought a new car 3-With despite/in spite of In spite of the rain, we went swimming yesterday (Although it rained, we went swimming yesterday.) Despite the rain, we went swimming yesterday In spite of/despite + N/Phrases Despite losing, we were satisfied (Although we lost the game, we were satisfied.) V Rewrite the following sentences I can't come because I have to look after my neighbour's children - If I _ 2."I wouldn't go swimming on a day like this, if I were you , Tom" - Brian advised _ I haven't been to the dentist for two years - It is _ People say that he has been all over the world - He is _ I have to write letters , but I hate it - I hate 6.We went out in spite of the heavy rain - Although _ It's nearly twenty years since my father saw his brother - My father (103) 8."You stole the money, Joe, didn't you!" said the inspector - The inspector accused _ 9.Although I admire Shakespeare's comedies, I cannot agree that they are any superior to his tragedies -In spite of 10 He gave me a lift to the station and I didn’t miss the train - If 11.When was America first discovered, Peter?" Mary asked - Mary asked _ 12.If he doesn't start work right away, he 'll never finish it - Unless _ TiÕt 102 + 103 Planning date: LESSON 2: THE 2ND TERM REVIEW Teaching date: The English vowel sounds: There are 20 vowels in the English language, 12 of them are pure vowels (single vowels), and the left eights diphthongs (combination of two vowels) - The 12 pure vowels: / I - i: /, / e - æ/, / o - o:/, / - a: /, / u- u:/, / ә - з/ - The diphthongs: / ei - - oi /, / au - әu /, / iә - eә - uә / * Notes: Triphthongs and other vowel sequences: / aiә /: fire, hire, tyre, buyer, wire, flyer, iron,… / әuә /: slower, lower, grower, sower, mower,… / auә /: flower, power, tower, shower, sour, flour,… / eiә /: greyer, player, layer, payer, prayer,… / oiә /: employer, destroyer, royal, loyal, annoyance,… The English consonants sounds: There are 24 consonants in English, which are divided into voiceless and voiced consonants as they are shown below: 2.1 Voiceless consonants: / p /, / f /, / /, / t /, / s /, /∫ /, / t∫ /, / k /, / h / 2.2 Voiced consonants: / b /, / v /, / /, / d /, / z /, / Ʒ /, / dƷ/, / g /, / l /, /m /, / n /, / ŋ /, / r /, / w /, / j / The English consonant clusters: 3.1 / s / + / p, t, k, f, m, n, w, j / spy, stay, sky, smile, snow, sleep, swear, suit, speak,… 3.2 / p / + / l, r, j /: plough, play, proud, pray, pure, purify,… 3.3 / t / + / r, w, j /: tree, try, twin, twice, tune, tunic,… 3.4 / k / + / l, r, w, j /: plan, clay, crown, cry, quite, quick, cure, curious,… 3.5 / b / + / l, r ,j /: blind, blow, blown, brown, bring, brick, beauty, bureau,… 3.6 / g / + / l, r /: glass, glance, grass, grow,… 3.7 / d / + / r, w, j /: draw, dress, dwell, duty, duke,… 3.8 / f / + / l, r, j /: fly, flat, free, frozen, few, fuse,… 3.9 / / + / r, w /: throw, throat, thwart, thwack,… 3.10 / v / + / j /: view, viewer,… 3.11 / ∫ / + / r /: shrink, shriek,… 3.12 / m / + / j /: music, mule,… 3.13 / n / + / j /: new, nude,… 3.14 / spr /: spread, spray, … 3.15 / str /: strand, stray, string,… 3.16 / skr /: scratch… 3.17 / spj /: spure, spurious, … 3.18 / spl /: splendid, split,… 3.19 / stj /: stupid, student,… 3.20 / skj /: skew, skewer,… 3.21 / skw /: square, squash,… TiÕt 104 Planning date: THE 2ND TERM TEST Teaching date: NỘI DUNG ĐỀ 601 I Choose one word whose stress pattern is different Identify your answer by circling the corresponding letter A, B, C, or D 01 A difference B internet C suburban D character 02 A favourite B beautiful C effective D popular 03 A evolve B exist C enjoy D enter (104) 04 A success B passion C medium D aspect 05 A visit B attraction C government D borrowing II Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: Tonight I am going to stay in and watch television There is a film on that I want to see It is (6) a policeman trying to find the man who killed his brother I saw it last year _(7) _ the cinema It was too late at night and I fell asleep (8) the end so I can’t remember (9) _ happened I don’t (10) _ watch much TV There are too (11) _stupid quiz shows and boring programs about politics I sometimes watch the News (12) I don’t enjoy it There is never (13) _ good news - just wars and disasters I don’t think that there are (14) comedy programs They should put on more They cheer me (15) _and make me laugh And, of course, I’d like to see more exciting movies! 06 A amuse B along C around D about 07 A at B by C on D in 08 A before B after C below D behind 09 A which B what C that D all 10 A probably B really C possibly D usually 11 A lot B much C more D many 12 A but B because C if D what 13 A less B any C all D some 14 A extra B enough C few D fewer 15 A in B off C on D up III Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C, or D 16 A book B look C floor D good 17 A good B food C soon D noon 18 A month B thank C youth D than 19 A child B change C cheap D chorus 20 A cake B manage C hate D mate IV Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence Identify your answers by circling the corresponding letter A, B, C, or D 21 to an accident in the High Street, traffic is moving very slowly on the London road A Because B Through C Owing D Since 22 It’s an awful _ your wife couldn’t come I was looking forward to meeting her A sorrow B harm C shame D shock 23 Of course I’m a Christian I expect everyone who works here to be a Christian too A and B but C since D then 24 He is a little bit in his left ear, but if you speak clearly he will hear what you say A disabled B diseased C dead D deaf 25 scientists have observed increased pollution in the water supply A Lately B Late C Later D Latter 26 He left his book at home, he’s always so A forgetting B forgotten C forgetful D forgettable 27 If only he told us the truth in the first place, things wouldn’t have gone wrong A should have B had C would have D have 28 Mr and Mrs Hudson are always _ with each other about money A arguing B shouting C discussing D annoying 29 He enjoyed the dessert so much that he accepted a second when it was offered A helping B pile C sharing D load 30 She remember the correct address only _ she had posted the letter A after B afterwards C since D following 31 It was impossible for her to tell the truth so she had to _ a story A invent B lie C imagined D combine 32 The children did not know the _ by which the game was played A customs B facts C orders D rules 33 Mr and Mrs Black were delighted when they to sell their house quickly A risked B succeeded C managed D could 34 I’ll have to _ to you, otherwise he will hear A whistle B say C whisper D shout 35 Can you tell me the of these shoes? A expense B charge C price D amount V Find out ONE mistake in each sentence that needs correcting 36 She can sing very beautiful and dance very gracefully but she cannot any difficult math exercise A B C D (105) 37 With this type of exercise, reads the questions first and then read the text to find the correct answers A B C D 38 Children nowadays seem to be more intelligenter than their parents when they were at the same age A B C D 39 When I came in, my father was talking to anyone so I went out quietly A B C D 40 I want to try on the blue skirt over there Can you showing me the changing room A B C D THE 2ND TERM TEST - CORRECTION Teaching date: TiÕt 105 Planning date: 01 02 03 04 05 06 07 08 09 10 { { - | | | | } } - ~ ~ - 11 12 13 14 15 16 17 18 19 20 { { { - | | } - ~ ~ ~ ~ - 21 22 23 24 25 26 27 28 29 30 { { { { { { | - } } - ~ - 31 32 33 34 35 36 37 38 39 40 { { { - KẾT THÚC CHƯƠNG TRÌNH TIẾNG ANH 10 35 TUẦN – 105 TIẾT (CHỈNH LÝ NĂM 2011) | - } } } } - ~ ~ (106)