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I.Objective: -By the end of the lesson students will be able to: -Use the require language to ask and answer about the Asian Games and sports -Develop such listening micro-skills as list[r]

Date of planning: Date of teaching: Period:1: Giới thiệu chương trình, hướng dẫn phương pháp học môn Period:2 COSOLIDATION I Pronunciation: 1)Qui tắc phát âm ‘s’ và ‘es’ động từ ngôi thứ ba số ít *Có ba cách phát âm khác chữ cái ‘s’ nó thêm vào động từ ngôi thứ ba số ít: /s/ /z/ /iz/ “S” đọc là “s” động từ tận cùng các âm /p/, /t/ /k/ , /f/ Ex: gets, stops, takes, laughs… “S” đọc là ‘z’ sau các âm /b/ ,/d/, /g/, /v/, /m/ /n/ /l/ Ex: describes, spends, hugs, lives… “S” đọc là /z/ sau tất các nguyên âm Ex: agrees, stays, tries… “S” phải chuyển thành ‘es’ và phát âm là ‘iz’ sau các âm /s/, /z/ ,/iz/ ……………………………… Ex: relaxes, freezes, rushes, watches… *Các động từ ‘do’ và ‘say’ thêm ‘s’ hay ‘es’ vào thì cách đọc thay đổi Say /sei/………….says/seiz/, Do/du/………….does/d^z/ 2)Qui tắc phát âm /ed/ thì quá khứ dộng từ có qui tắc Có ba cách phát âm động từ hợp qui tắc : /t/, /d/, /id/ *Âm cuối động từ đọc là /d/ sau âm:/p/ /k/ /f/ /s/ …………… Ex:hopped, worked, laughed, addressed, pulished, watched… *Âm cuối đọc là /d/ sau các âm:/b, /g/ /v/, /z/, /m/, /n/, /l/, /r/ Ex: rubbed, hugged, lived, surprised, changed, bathed *Âm cuối đọc là /d/ sau tất các nguyên âm Ex: agreed, played, ẹnoyed… *Âm cuối đọc là /id/ sau các âm /t/ và /d/ Ex: started, decided, needed, wanted… II Tenses in English: 1)The simple present 2)The simple past 3)The present perfect 4)The present continuous III Conditional sentences 1) If-1(real in the present or future) 2) If-2(unreal in the present) 3) If-3( unreal in the past) Questions Answers 1)Supply the correct verb form 1.My father (not watch )TV everynight doesn't watch 2.I (meet) Author three days ago met 3.John (drive) tha car ever I (know) him has driven- knew 4.People (speak) English in the most of Canada speak 5.I (not see) him since last Monday 6.Hurry up!The train (come) has not seen is coming 7.We (not see) them for a long time have not seen 8.Somtimes I (get) up before the sun (rise) get-rises 9.You (watch) TV last night? Did- watch 10.When I (arrive) at his house, he still (sleep) arrived-was sleeping - Date of planning: UNIT 1: Period:3 I Objectives: Date of teaching: FRIENDSHIP A- READING - By the end of the lesson , ss will be able to read the text and understand the main ideas of the text about friendship and express their ideas about it - Master some key words to talk about the friendship II.Language focus *Vocabulary :acquaintance ,loyalty, constancy, enthusiasm, unselfishness, in capble of,suspicous(a), *Grammar: the simple present, Infinitive *Skills: skills, especilly : reading and speaking III Method and teaching aids: -Communicative approach -Textbook, picture, handouts, poster *Techniques Gap –filling, ask and answer, matching , mutiple choice, discussion IV Procedures: A Warm up: (4 minutes) Treasure Hunt *T gives some pictures about :flowers, rings, ice-sceam, eye, dog, Ss combine the first letter in the name of the thing to have a key word *The key word is “FRIEND” T asks: Do you have many friends? * How is a good friend , according to you? B.NEW LESSON: T’ACTIVITIES Before you read: (8 minutes) T introduces the picture (text book) and asks some questions 1.Who are the people in this picture? 2.What are they doing? 3.Are they having a good time? 4.Do you have many friends? There is a poem about the friendship ,I’ll read to you , Listen and then answer the question in the textbook Explains some vocabularies by many different ways STS’ACTIVITIES Sts listen and answer the questions (individually/ whole class) - They are friends - A boy is playing the guitar and others are singing - Sure, they are Yes, Listen and answer the question * What you think of the friend in the poem? - The friend in the poem is sincere and helpful vocabulary - acquaintance (n):people who you meet but not closed and you knew about them -selfish (a)-selfishness (n) = not generous :people who don’t lend you any thing or money ><unselfish (không vị kỷ) -constancy (n)= Sự kiên định Constant(a) - enthusiasm (a): the person who always ready to help people when they need (nhiệt tình) -loyalty (n) :=faithfulness (lßng trung thành) For you ,how is a friend you need? -sympathy(n)-sympathetic(a):sự thông cảm, sù đồng tình Answer by matching the sentences in A with the sentences in B Matching: Colunm A Colunm B 1.It would be fun to have a friend 2.I’d like ready to find a friend 3.I don’t want to be a friend with anyone 4.A perfect friend is a person a.who is unshelfish b.who is talktive(or always has suspicious) c.who is honest(or true, faithful) d.who is reliable Task1: (8 minutes) Ss open their book and read the text in silently, guess the meaning of the words based on the While you read: (26 minutes) contexts in the sentences (For example, to guess T instructs Ss to read the passage quickly and stop the meaning of unselfish Ss may realize that this at the lines that contain these words to guess their word is the noun of unselfishness in line meanings (except for, the word ‘friend as this Therefore, they may guess the meaning of word is familiar with Ss) unselfish first) Ss can pay attention to the prefix un - and such phrases as concerned only, his own interest and feelings in the following sentence Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the T instructs Ss to use some strategies to Task1 word to fill in should be an adjective; in sentence the two words should be nouns Read the words / phrases in the box to choose the most suitable one to fill in the blank Work individually T asks Ss to work individually to the task T goes around to help Ss when necessary T asks Ss to exchange their answers with other Ss T asks Ss for their answers and tells them to explain their choices T gives the correct answers: Exchange the answers with other Ss Read aloud the answers The answers: mutual give – and - take incapable of loyal to unselfish suspicious acquaintance / friend Task2: (7 minutes) + Ss should read the text carefully and try to summarize it in the Ss own words + Then Ss search through the list of main ideas T asks ss to read the passage again and decide provided in the task to find the most suitable one which of the choices A, B, C, or D most + Ss should make sure the main idea chosen sums adequately sums up the ideas of the whole passage up the entire text and not just one idea within it T calls some Ss to give their answers and asks The answer: B Conditions of true frienship other Ss to say whether they agree or disagree T gives feedback and the correct answer Task3: (11 minutes) Work in groups and answer individually Listen and use some strategies to the task The first quality for true friendship is T asks Ss how to this task If they not remember, T may instruct them to use some strategies to the task: unselfishness It tells us / me that a person who is concerned only with his / her own interests and feelings cannot be a true friend (paragraph 2) + First, skim the six questions to understand them Because they take up an interest with • underline the key words For instance, in enthusiasm, but they are soon tired of it, and they question Ss can underline what, first quality, feel the attraction of some new object (line - 3, paragraph 3) friendship • decide what information they need to find in the The third quality for true friendship is loyalty It tell us / me that the two friends must be loyal to text • look for questions words like “why” which each other, and they must know each other so well indicates Ss should read for specific thing like a that there can be no suspicions between them (line - - paragraph 4) reason + Go back to the first question and locate the Because if not people cannot feel safe when information for the question by finding the key telling the other their secrets (line 1, 3, paragraph words in the passage and mark the place 5) +.Read the part carefully to find the answer Ss can Because they cannot keep a secret, either of their own or of others (line 3,4 paragraph 5) use their own words + Continue with the rest of the questions — T asks Ss to work individually to the task, then discuss their answers with their peers — T calls on some Ss to write their answers on the board and ask them to explain their choices — T gives the correct answers AFTER YOU READ: (5 minutes) The last quality is sympathy It tells us / me that to be a true friend one must sympathize with his / her friend Where there is no mutual sympathy between friends, there is no true friendship (last paragraph) Ss work in pairs to discuss the question in the book T asks Ss to work in pairs to discuss the question Report the ideas to the class We need to have friends because friengds are the in the book people we can trust and share our interests, * What does the text tell you about the true feelings, sorrows and happiness with, and who friendship And which is the most important and completely sympathize with us which is the least important in your opinion ? HOMEWORK: T calls some Ss to report their ideas to the class - Learn by heart all of the new words and the WRAPPING UP: T summarises the main points of the lesson extra exercise as homework - Prepare : Speaking T asks Ss to learn by heart all of the new words and the extra exercise as homework - Date of planning: UNIT 1: Date of teaching: FRIENDSHIP Period:4 B- SPEAKING I Objectives: By the end of the lesson , ps will be able to: - describe physical characteristic and personalities of a person - talk about the famous friend II Language focus *Vocabulary :oval, straight, ponytail, curly, quick-witted ,crooked, good -natured *Grammar: the simple present, Wh-question *Skills: skills, especially : speaking III Method and teaching aids: -Communicative approach -Textbook, picturescards, poster * Techniques Role -play, ask and answer, matching , describing * Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedures: A Warm up: and check-up (5 minutes) -T calls one or two sts to go to bb and answer the qs 1.Which qualities are mentioned in the reading text to be a good friend? 2.Do you have many friends? 3.Do you have any closed friend ?How is she or he like? B NEW LESSON: T’ACTIVITIES Pre-speaking (8 minutes) STS’ACTIVITIES *)Matching: T divides the class into small groups of or -sts work in goups and choose the qs with the ans students Asks ss to match the right questions to the right answers 1.What is she like? -T gives handouts to sts 2.what does she look like? These are the questions to describe physical 3.How is she? a She is fine b Pretty and easy-going c.tall and beautiful characteristic of a person T asks them to read Useful language on page 16 T may ask if Ss know the meanings of the adjectives provided T elicits or teaches some words: *Vocabulary: useful language: - height: tall, medium, short, rather short, too - Skin: white, pale(tái,nhợt nhạt), suntanned (r¸m n¾ng), greasy skin (da nhên) General appearance: beautiful (women), handsome tall (men), pretty (women / girls), good-looking (men and - Face: square, large, oval, round, long high, women), plain (b×nh thêng) attractive, well-dressed, - Forehead: broad, high, low Age: She was in her late teens (18, 19 tuæi) / he was in - Nose:straight, long, flat, crooked (kho»m), his early twenties (21 - 23 tuæi) / she was about thirty turned-up (hếch), big, small, flat (tẹt) years old / a middle-aged woman / a man in his sixties - Hair: black, grey, thin, long, wavy, brown, (kho¶ng 60 tuæi) bald -Characters: easy-going (v« t), friendly, hard-working, - Eyes: green, blue, brown, gray honest, kind, patient, intelligent, polite, sincere (ch©n - Mouth: heart-shaped, wide, thin, full thµnh), sympathy - Chin: pointed chin, double chin While-speaking (24 minutes) Task 1: - Asks ss to look at the picture and asks How many people are there in the picture? Can you guess the age of each them? Ss to work in pairs to describe the people in the picture -sts: report to the whole class Now let describe their physical charateristic Suggested answers: Calls some Ss to present their answers The boy is about 16 years old He may be shortsighted T checks and gives the feedback because he’s a wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He’s quite good-looking The girl is about 14 She’s also wearing a pair of glasses She has shoulder-length black hair, and she’s wearing a ribbon She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty The man is in his forties He’s tall and well-built He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips He‘s quite good-looking The woman is in her twenties She’s quite tall and slim She has long curly brown hair and an oval face with broad forehead, big eyes, a straight nose, heartshaped lips and a small chin She’s very beautiful Discuss and number the following personnalities in order of importance in a friendship.Report the result to the class: Ex: I think , understanding is the most important personality beacause it makes people mare believe in the life -Ex: She is beautiful girl, she is very genlte and honest… -ss work in groups to make questions or facts about a 2.Task2: Asks ss to discuss and number the personalities in order of importance in friendship and then report the results Caring(chu đáo), hospitable(hiÕu kh¸ch), modest(khiªm tèn), sincere, generous(réng lîng), helpful, understanding, pleasant, honest *Describe one of your person in your classmates(guessing game) famous friend , based on the suggestions in the text book - ss role play *making questions: 1.What is his/her name?Could you tell me his name? 2.what is his date of birth?when was he born? 3.what is he like?what does he look like? 4.what is his hobby?what does he in his spare time?-Why is he interested in Math? -How long does it take him to study Math? Post-speaking (6 minutes) -How much time does he spend on Math everyday? Task3: (Role -play) -T goes through the useful language on page 17 *Useful language: -What made him so successful? Home work: (2 minutes) -Write a short paragraph about your (famous )friend + His or her personalities: Friendly, humorous, quick-witted, good- -Prepare Listening matured, helpful, honest, pleasant, caring, + How is or she won the price Studious, intelligent, keenly interested in Mathematics, eager to learn, patient, calm T elicits feedback from the class and gives final comments Assign homework - Date of planning: UNIT 1: Date of teaching: FRIENDSHIP Period:5 C- listenING I Objectives: By the end of the lesson , ss will be able to: - Listen comprehension about one’s daily dayactivities - Listen and decide true or fasle statements II Language focus: *vocabulary :apartment building, guitarist, sense of humour, around *skills: skills, especially :Listen and speaking III Method and teaching aids: - Communicative approach - text book, cassette player, poster * Tecniques: Braistorming, T/F statements, discussion IV Procedures: A Warm up: and check-up (5ms) -T: tell me your best/close friend ? Do you have any close friend?who is your best friend ? How did you meet him/her? How long have you know each other? - What qualities you admire in your best friend? "Thank you for telling us about your best friend So we know that your best friend is You'veknown each other for years You first met when you What you like best about her/him is that she/ he is ." -Today you 'll hear some people talk about their best friends B New lesson: T’ACTIVITIES STS’ACTIVITIES 1)Before you listen:(7ms) Asks ss to listen and repeat: -Sts open their books and read the words in the text book -T helps ss to pronounce the words given in the (chorus) book and explain the meaning of them - apartment building (n): toµ nhµ cã nhiÒu c¨n hé - Residential area :Khu trung cư Teaches some words taken from the listening - sense of humour: he or she is capable of making you passage laugh (khiÕu hµi híc) - Go through a rough time: Tr¶i qua thêi kú khã kh¨n - Give Sb a ring = Phone sb 2) While you listen:(20ms) - Cold = unfriendly :lạnh lùng -T puts the poster on bb - Share : chia sẻ You will hear Long and Lan talk about their *Task 1: best friends Listen to their talks and decide -sts read through and predict T or F they are true or false -Sts listen to the tape and pay attention to the key words - T plays the tape twice or three times - Decide whether statements are true or false T asks for sts'answers and writes them on the - Ss work in groups of to compare their answers board *Lan’s talks (from to at page 18) -T gives feedback F (They used to live in the same building there) F (It is what people think) T F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son to meet Lan) 5.T F (They have been best friends since Lan’s frip to Do Son) *Long’ talks: (from to at page 18) F (they met in college) F (Minh was a guitarist) T T T *Task 2: filling in the table - Ss try to fill the table - Ss to complete their notes - Work in pairs and check the answers Suggested answers: How & where did they met? T guides sts to task T may ask them to try to fill the table with the things they remember from the previous times of listening T plays the tape again T gets Ss to work in pairs and check their answers -T corrects and gives the results What they like about their friends? Lan -They used to live in the same residential area in Ha Noi -Lan went on a two-day trip to Do Son and Ha went there to hepl her -Ha’s very friendly and helpful -Ha’sociable.She got many friends in Do Son and she introduced Lan around Long -They met in college -Minh play the guitar and Long was a singer -They work together -Minh has a sense of humour -Minh likes to go plays and movies -Minh is a good listener -Minh is friendly and helpful Sts work in pairs a.Who is Lan’s best friend? - Ha b How long have they been friend? - for a long time c.Where did they use to live? - They used to live in Nguyen Cong Tru Residential area in Ha Noi d.When did Ha’ family move to Hai Phong? - in 1985 e How is Ha? - Ha is very friendly f.When did lan first start to get to know Ha? - When Lan was going on a two day trip to Do Son last year g How and where did Long and Minh meet? - They met 3)After you listen (6ms) in college Long was a singer and Minh was a guitarist T gets sts to work in pairs to talk about how Ha h.What is Minh’good quality? has been Lan's best friend and how Minh has - He has a goodsense of humour, he is funny , helpful been Long's best friend and very good listener T calls some pairs to present their answers i.What they like to go together? — T elicits feedback from the class and gives - They like to plays and movies together Home work(2ms) final comments WRAPPING UP — T summarises the main points of the lesson — T asks Ss to learn by heart all new words -Write a paragraph for 100 words about how you and your friend has become best friend - learn by heart all new words -prepare writing Date of planning: UNIT : Date of teaching: FRIENDSHIP Period:6 D- WRITING I Objectives: By the end of the lesson , ps will be able to write a paragraph to describe about a friend , real or imaginary II Language focus: *vocabulary: apartment building, guitarist, sense of humour, around *skills: skills, especially :reading and writing *grammar: the simple present T gives the outline III Method and teaching aids: - Communicative approach - text book, handout, poster *Tecniques: guessing game, write it up, survey IV Procedures: A Warm up: and check-up(10ms) -T calls two sts to go to bb and write some adjectives of physical characteristic and personalities to describe a person -T calls one student to go to bb and look for ward to the class ,T put the name of a sts in the class , a student can describe that sts,and the ss at bb guess “who is he/she?” Ss may ask questions such as: + Is the person a girl? + Is she tall? + Is she short—sighted? + Is she friendly? -If that sts describe and guess well , he or she will get good marks -T: you have just described a friend in the class,today we continue to describe a person ,your friend B New lesson: T’ACTIVITIES I.Pre-writing(10ms) STS’ACTIVITIES T sets the scene: You are going to write about a Read the passage describing a person and say which friend, real or imaginary, using the provided sentences describe: guidelines T gets Ss to read the task and the Ss’ writing should include three parts: (1) general guidelines silently and work out what they are information about their friend, (2) his / her physical required to write about characteristics and personalities, and (3) what Ss like T elicits the verb tenses that may be useful about the friend when Ss want to write about when and where In this case, Ss may use the simple past tense and past they met their friend continuous in their writing If needed, T may revise the uses of these work individually tenses -Write it up:Write about your friend or your teacher T may also elicit / revise the adjectives and you like best expressions Ss can use to describe their friend’s appearance and personalities — T gets Ss prepare an outline for their writing -Ex: who is she/he? -How old is he/she -where does he/she live? and -where and when you met her /him? exchange it with their peer -physical characteristics(height, face, eyes, — T goes around to offer help and gives hair,clothes) Example 1: corrective Feed back Hoa has been my best friend since many years.She is II.While-writing(24ms) T gets Ss to write about their friend in 15 minutes T goes around to observe and offer help T asks Ss to exchange their writing with another student for peer correction, T goes around and collects mistakes and errors quite a lively person She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , black wavy hair and blue eyes with very long eyelashes.Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail T collects some writings for quick feedback Example 2: Of all my friends , I like Ha Giang best.She is my classmate, and we have been friend for a long time.We met one day when she was looking for a books.which she needed in the school library She has a nice face, and when you meet her,the first you notice are her dark eyes She is someone I like beacause she is clever and has a good sense of humour.We also have something common beacause we both like reading novels and watching films III Post -writing(4ms) I hope that we will be friend forever T provides general comments on the writings Home work(1minute) T summarises the main points of the lesson -Doing the writing in the text book page 11 and 15 Assigns homework -Write a paragraph to describe one of members in your family -Prepare Languge Focus - Date of planning: UNIT 1: FRIENDSHIP Date of teaching: Period:7 E - Language focus I Objectives: By the end of the lesson , ss will be able to: + know how to pronounce the two sounds:/ / and / / + review how to use infinitive with “TO” and infinitive withuot “TO” Language focus *pronunciation: / / and / / *grammar: Infinitive with “TO” and infinitive without “TO” *grammar: the simple present II Method and Tecniques - Communicative approach and task-based teaching , - Pronuncation, gap-filling , ordering words, transformation III teaching aids: -text book, handout, poster IV Procedures: T’ACTIVITIES A Pronunciation: (10 minutes) STS’ACTIVITIES - Ask students to look at their books then - Open the books introduce to them - Look at; Listen and Repeat *Listen and repeat : - Repeat the words in chorus then individual - T plays the tape or read loudly then ask students to repeat - Introduces : / d / - / t∫/ - Look at Practise the sentences - Correct pronunciation for the students - Listen to the teacher then repeat in chorus then * Practise these sentences individual - Reads the sentences loudly - Asks students to repeat B Grammar and Vocabulary(30 minutes) To infinitive - T writes some sentences on the board and Take note underline the to+ infinitive *Notes + I have letters to write to my friends - The infinitive can be placed after nouns/pronouns + I have some homework to to show how they can be used or what is to be done + Does he get anything to eat? with them + Have you got anything to say? + I have letters to write = I have letters that I must - T asks Ss to comment on the use of to + write…… infinitives in these examples T reviews the form + I have some homework to do= I have some and use of to –infinities in the example homework that I must S+ have + to –Vinfi + Does he get anything to eat?= Does he get S+ be+ Too + adj for SB to Vng/t/ anything that he can eat? S+ be+ adj enough + to –Vinfi N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitions ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Individual work Who wants somethings to eat I have some letters to write I am delighted to hear the news Practice My mother has some shopping to Exercise You always have too much to talk about Ask Ss to exercise1 individually and then It’s lovely to see you again compare their answers with another student It’s too cold to go out - T calls on some Ss to read aloud their answers I’m happy to know that you have passed the - T gives the correct answers exams *Infinitive without “TO” + After modal verbs (can/ could/ must/ ) Infinitive without to(10m) - The children can sing a song — T calls some Ss to give out some verbs that - He will help you with the work are followed by bare infinitives, + After: HAD BETTER,WOULD RATHER — T may make clear that: -You had better take your father’s advice + We can use a noun or pronoun object + bare -They decided to join volunteer work rather than go on hoiliday infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, smell The bare infinitive generally refers to the complete action + We use the bare infinitive after let and make: let sb sth = allow sb to sth, make sb sth = force sb to sth Ask Ss to give some examples Listens and asks the other to comment * After verbs of preposition: hear, see, watch, notice.feel để hành động đã hoàn thành They saw someone go into the garden I see her cook dinner (completed action) Notice:I see her cooking dinner(I see she’s cooking dinner) * After make ,let ,have and bid eg: She let her children play game all the time -after :except, but, than Practice He did nothing but watch Exercise -T asks Ss to exercise in pairs Ss have to Pair work and then individual work rewrite the sentences by using the words given The police watched them get out of the car -T asks them to compare answers with another They let him write a letter to his wife pairs I heard them talk in the next room -T calls on some Ss to go to the board to write The customs officer made him open the briefcase their answers The boy saw the cat jump though the window - T asks other Ss to feedback and gives correct Do you think the company will make him pay answers some extra money? I felt the animal move towards me Assigns homework Do you think her parents will let her go on a Build the sentences ,using the cues given below: picnic? 1.I/have?some letters?write Homework(4minutes) 2.It/lovely/see/you again Learn by heart all the knowledge they’ve learnt and 3.English/important language/master practice them again at home 5.They/make/I/do/it - Prepare the next lesson: Unit 2(lesson 1: reading) - Date of planning: Date of teaching: Period:8 A - READING I Objectives :By the end of the lesson , ss will be able to: - read and understanding about the story - Master some new words to talk about their personal experiences Language focus: *Vocabulary: Embarrassing-embarrased, floppy hat,glance at, dol, make a fuss,, sneaky,a wod of, *Grammar: Simple past tense II Method and Tecniques: -Communicative approach and task-based teaching , - Gap-filing ,pairwork, ask and answer III teaching aids: text book, handout, poster,cassette player, real objects IV Procedures A Check up : (5ms) -T calls two ss to bb and answer the qs + Questions “How to use the infinitive with TO and without TO + Do the exercise:give the correct form of the verb in tne bracket: 1.Please let me (know) your name 2.I don’t know how (use ) this computer 3.I have a lot of homework (do) today 4.We haven’t got anything (tell) you 5.We hear him (leave) house in this morning -T asks some question to lead the new lesson: 1.Would you feel embarrassed or upset if you tell lie? 2.If you made a stupid mistake , how would you feel? 3.Have you ever felt confused before someone? Today we………… “personal experiences” is the thing that happened to you that influnced the way you think and behave B New lesson: T’ACTIVITIES STS’ACTIVITIES Before you read:(10ms) T introduces the pictures: The six pictures describe Sts discuss in the groups and guess what is happening the events in a story They are not in order Can to the girl in each of the picture you describe what's happening in each of them Picture a: The girl is very happy when she wears a red Ex: How does the girl in the picture feel? cotton floppy hat Picture b: The girl looks surprised when her father tell her about the beautiful hat, her biggest dream While you read: (22ms) Set the scene: You are going to read a story in which a girl’s telling about her most embarrassing -ss listen and give the meaning of the words situation Then you the tasks that follow T use ssome methods to teach the new words to introduce new words to sts Copy in their notebooks and read in chorus a).vocabulary: -embarrassed-embarrassing (a) = upset (synonym): ngượng ngùng, lúng túng -a floppy hat (n) (visual): mò vải mềm -an idol (n) : (explain): thần tượng - (to) glance (at) (mine): liếc nhìn -sneaky (a) : vụng trộm , lén lút (to) make a fuss: làm ầm ĩ lên, làm om sòm Task 1: Asks ss to read the reading passage and the task Silent reading (the story at page 23 in the text book) work in groups and the exercises in the text book at Asks Ss to go back to the passage to locate and page 24 and write the answer on bb (Ss need to guess read around these words so that they can guess which part of speech they might deal with in each case) their meanings For example, the words “idol” Ss use both their knowledge of the words in the box found in line and their guess-work with the given sentences to match may refer to “someone you admire and adore” Ss them correctly can understand this meaning thanks to the words Answers: “pop star” and the idea that the girl wants to look glanced making a fuss like this person 3.embarrassing idols -T checks and corrects and gives feedback 5.sneaky Task 2: Put the pictures of the events (on page 22) in the order T gets Ss to read the text silently again and then they happened in the story (pairwork) with a peer work out the sequence of the pictures given on page 22 again, this time based on the Answers: information in the text Picture d Picture b T calls a student to give and explain his / her Picture f Picture e answer Picture a Picture c b*Answers: 1.D ,2B ,3F ,4E, 5A, 6C Task 3: -Sts work in groups and write the answer on the poster • underline the key words to decide what information Task 3:Answer the questions they need to find in the text T checks if Ss can answer the comprehension • look for questions words like “why” which indicates questions in Task without having to read the Ss should read for specific thing like a reason passage again If Ss cannot, T gets them to read the questions carefully and gives them some tips to the task: 1.What did the girl wish to have when she was in grade 9? 2.Why did the father give her some money on her birthday? 3.What did she see in the boy'sbag? 4.Why did she decide to take the money from the + Then they should go back to the passage and locate the key words in the passage + Then they should read around the key words carefully to find the answer A floppy cotton hat (lines —3, paragraph 1) To buy a floppy cotton hat (lines —2, paragraph 2) A wad of dollar notes that look exactly like those her father had given her (lines —3, paragraph 3) boy’bag without saying anything about it? She thought that was her own money and the boy 5.What did she with the money? had stolen it from her She wanted to take it back without making a fuss (lines —6, paragraph 3) After you read:(6ms) She bought the hat of her dream (line 1, paragraph +Discussion 4) * How did the girl in the story feel when she -T corrects and gives feedback discovered that the money she had taken from the e.g ‘perhaps she could”, “she might want to ” and boy’bag was not hers? some adjectives that express feelings, e.g * What you think the girl had to after she “embarrassed”, discovered that the money she had taken from the “ashamed”, “confused”, “unhappy”, “uncomfortable “, “uneasy”, etc boy’s bag was not hers? Home work: Assigns homework (2ms) - Rewrite a short paragraph about your most embarrassing experience in your life - Prepare the next lesson: speaking - Date of planning: Date of teaching Period:9 I Objectives “sad”, b - speakING :By the end of the lesson , ss will be able to talk about their personal experiences and feeling before experiences Language focus *grammar: Simple past tense, present perfect II Method and Tecniques - Communicative approach , - Gap-filing ,pairwork, ask and answer,role play, ordering statements III teaching aids: text book, handout, poster, IV Procedures A Check up: answer the questions: (5-7ms) What the girl wish to have when she was grade 9? Who was the girl ‘idol? Who gave her some money on her birthday ? What did she see in the boy’ bag? Why did she take the money from the boy’bag? What did she with the money? -T asks some questions: - Have you had some personal experiences? - How you feel if you meet a famous film star? - How you feel if you fail in the exams? B New lesson: T’ACTIVITIES T introduces the task and gets Ss to it in Task (8ms) pairs Ss to it individually, then compare the answers with a -T put the poster of task on bb peer T calls a student to read out his / her answers Sts work in pairs and match the sentences STS’ACTIVITIES T checks with the class and gives corrective Answers: feedback d T introduces or elicits the structures “Make c somebody something” or “Make somebody a + Adjective” b T introduces the task e T can model some questions and asks sts work Task 2: (13ms) in pairs Work in pairs (one asks one answers) Ex: b Have you ever spoken English to a native speaker? + have you ever met a foriegner? d.Yes, I talked to English girl last summer + when and how did happen? h How did you meet her? + how did the experiences effect you? a I was walking along Trang Tien street when an English Or: Have you ever to talk to a famous star?film girl about the lake star? e.What did you talk about? *Notes:Use the past simple to tell a story or g Everything about the lake :It’s name ,the great turltes in something which we remember again it ,etc T introduces the task: Underline the structures c.How did the experience effect you? ued to to talk about past experiences in the f Well, It makes me more interested in learning English dialogue 2, then use the structure and ideas in Task 3: (15ms) Ss are going to ask and answer questions task to make a similar dialogue about their past experiences, using the suggested questions *Useful structures: on page 26 - Have you ever……….? ss role play and pratise the dialogue - How did it happen……… ? H: have you ever been serious ill? - When did it happen? G:Yes, I have had a bad cold.And I had to be away from - How did the experiences effect you? school for nearly a week H: When did it happen? G:Last summer H:How did it happen? G:One evening ,when I left for the evening class ,the sky was cloudy with black clouds My mother told me to take my raincoat ,But I didn’t H:So you got wet in the rain on the way home G: Right ,I got wet through and I got home in such a terrible state and that night I ran very high temperature.Then I got serious ill H: How did the experience effect you? G:I missed some classes, and I learned a precious lesson : I should appreciate my health , and especially I should Assigns homework: take my parent’advice Home work: (2ms) Write a paragraph about your experiences in your life Prepare for the next lesson : Listening - Date of planning: Date of teaching Period:10 C - ListenING I Objectives: By the end of the lesson , ss will be able to listen and choose the correct answer , filling in the gaps Language focus *Grammar: Simple past tense *Vocabulary:scream, memorable, terrified, gas stove, unforgetable, escape II Method and Tecniques - Communicative approach , - Gap-filling ,pairwork, , T/F statements, matching III teaching aids: text book, handout, poster, drawing pictures, cassette player IV Procedures A Check up:Tell your experiences in your life and how did effect you? (5ms) B New lesson: T’ACTIVITIES BEFORE YOU LISTEN: (10ms) STS’ACTIVITIES -T asks some questions Ss listen and answer the questions What is happening in the picture? - A fire is burning and someone is trying to put it The building is on fire What is this woman doing? She is trying to carry the girl out of the fire out - She is carring her daughter out of the fire - I feel very terrible 3.How you feel when you see a large fire? -I called the fire brigade -I may feel frightened -Sts listen and guess the meaning 4.What would you if you saw a large fire? vocabulary: I would call the fireman to put the fire out - terrified (a) (visual) : khủng khiếp T uses the picture in the text book to teach the new - memorable = unforgetable (synonym) (a): không words thể quên Asks Ss to practice the vocabulary in chorus T helps - scream (v) (visual): la to ,la hét Ss to pronounce them correctly - Embrace (v) (mine): ôm ấp - gas stove (n) (real object):bếp ga WHILE YOU LISTEN: (25ms) - escape (v) (explain): trốn thoát -Asks Ss to read the statements to understand them - rescue : cứu -Tplays the tapes once for Ss to listen and the task Task 1: T/F statements: - Checks the answer with the whole class Ss read through the statements to understand them - T can play the tape again and pauses at the answers and underline key words For example, the key for them to catch words in the first statement are “Christina” and “businesswoman” Ss listen and the task -T asks sts to open the book and read the passage in *Answers(feedback) the text book 1.T - T checks if Ss can the task without listening one 2.F (not years ago-13 years ago) more time If they cannot, T plays the tape again 3.F (not in the bedroom, in the kitchen) But before doing it, T asks Ss to study the text 4F.(not reading book, - sleeping) carefully for the missing information they need to 5.T (carried me out) fill and guess the answers Asks ss to tell the results -T corrects and gives the feedback task 2: Ss study the text carefully for the missing information they need to fill and guess the answers Listen to the tape AFTER YOU LISTEN: (8ms) *Answers: -T gives situation : Chritina says that family is more small everything important than any things Do you agree or disagree family replaced with her ? why ?Exchange ideas with your partners took appreciate -T can give some suggest ideas - ss work in groups and discuss about that situation - ss write the main ideas on the poster or sts report front of the class +Suggest ideas: Family is more impotant than anything else Assigns homework (2ms) because: - Write a paragraph (for 100 words) about an -It can not be replaced accident or a fire which you saw -It gives me love, support - Prepare the next lesson:writing -We will feel warm and believe when live in happy family Home work: Suggested questions - when and where did you see it? - how did you feel? - what did it affect to you? - what could you at that time? - Date of planning: Date of teaching Period: 11 D - writING I Objectives :By the end of the lesson , ss will be able to write a letter about one of their most memorable past experience Language focus *grammar: Simple past tense *Writing a letter II Method and Tecniques -Communicative approach , - Gap-filing ,write it up, group work III teaching aids: text book, handout, poster IV Procedures A Check up:Tell your experiences in your life and how did effect you?(5ms) B New lesson: T’ACTIVITIES STS’ACTIVITIES Warm up(8m) Brain-storming Whole class -T asks Ss to tell about their unforgettable past Group work experiences and the others make questions to Past experiences: ask -Failing an exam -Which team makes more questions is the -Getting a reward winner ……………………… T asks some questions: Ss give the aswers: How many parts does a personal letter parts normally have? The Heading, the Salutation (Greeting), the Body, What are these parts? the Closing and the Signature What we normally write in the Salutation? We normally write “Dear” or “Hello / Hi” etc plus the name of the person we are writing to and a comma What we normally write in the Closing? at the end Where we normally sign the letter? We normally write something like “Sincerely”, A Preparing to write(10m) “Yours“, “Love”, “Cheers”, “Best wishes”, “See you T sets the scene: You are going to write a soon” etc and after that we put a comma friendly letter to a pen friend telling him or her Our signature normally goes under the Closing about one of your most memorable past experiences, T gets Ss to read the task silently and work out what they are required to write about Gives a letter and asks Ss to complete the chat Dear Helen Last night I had a scary dream ,I was walking along in an empty street at night Suddently, a lion appeared at the end of the street He ran towards me with his big mouth open and sharp teeth.He roared and jumped upon me.I sceamed loudly ,but noone heard my scream, fortunately at that time I awoke.I’m still frightened now.By the way , how are you? Do you still have a nightmare as before?I think - Listen and read the task silently Study the letter and complete the chart Questions Answers 1.Name of experience The frightened experience 2.when it happened Last night 3.where it happened The writer was walking along an empty street late at night 4.How it happened The lion ran towards the writer with his big mouth and sharp teethHe roared and jumped upon her 5.How the experience effected the writer She was frigtened now Practise writing the letter base on the outline Individual work we have a similar problem now.Write to me as soon as possible Your friend Minh T gives the outline of the letter Most unforgettable experience + What happened? -I nearly drowned A sample letter: Cao Bang September 03nd 2009 Dear Long, How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside I haven’t seen them + When it happened? since my last school holiday -A year ago, my last summer vacation Let me tell you about my last summer vacation at my + Where it happened? grandparents’ It was almost a year ago and was one -A river near my grandparent’s house of my most unforgettable experiences + How it happened? My grandparents live in a small village in Trung -When I was swimming, I suddenly caught a Khanh There is a large river at the back of their cold, I felt dizzy and I was too weak to swim house where I often swimming every afternoon + who was involved? when I spend my vacation with them -Some of my friends were also swimming at One day when I was swimming with some of my that time, one tried to save me friends, I suddenly caught a cold I felt so dizzy and + How it affected you? was too weak to continue swimming, so I started to -I learned that life is so important sink I thought I was going to drown but I couldn’t - T gets Ss to plan their stories according to the call out for help because I was too tired and terrified questions Luckily, one of my friends saw that and shouted for Writing(20m) help Immediately, another friend who swims the best T gets Ss to write their own letters in 10 among us swam towards me and tried to pull me up minutes -Then T asks Ss to work individually, exchange their letters and correct each other - T goes around the class to offer help Feed back on Ss’ writing (6m) -T chooses one letter and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards Then other friends swam towards us to help him push me in My ljfe was finally saved Now recalling the moment I thought I was going to die, I understand how precious life is This event definitely taught me to appreciate my life What about you? Have you got any unforgettable holiday that you would like to share with me? See you soon Home work(1ms) -Write a letter of your experience Nam -Prepare the next lesson: L.Focus - Date of planning: Date of teaching Period:12 E - language focus I Objectives η :By the end of the lesson , ss will be able to pronounce the sounds: /m/, / correctly and review some tenses Language focus *pronucation: /m/ ,/n/ / η / *grammar: + present simple indicating past time /n/ ,/ + the past simple ,past progresive and past perfect II Method and Tecniques - Communicative approach , - Gap-filing ,Riddle order, complete the sentences, groups work, pair work III teaching aids: text book, handout, poster IV Procedures A Check up:Tell your experiences in your life and how did effect you? B.Warm up: -Write words for the things in the pictures in the correct column of the table Sts work in goups and put the corect words in to the right column /m/ mountain /n/ nose /η / wrong man money morning money running C New lesson: T’ACTIVITIES I Pronunciation (5ms) a)Pratise the sounds: /m/, /n/ / η / T introduces sounds and sts repeat in chorus and in individually -T corrects and give notes b)Pratise the sentences in the text book -T asks sts to read aloud the sentences (individually) STS’ACTIVITIES Listen and repeat *Notes: -when “n” follows “m” in the same sylybal it is usually not pronounced Ex: column, autumn ,solemn -“ng” or “ngue” at the end of the words are always pronounced / η / II Grammar: (20ms) Ex: tongue, sing, walking a) Present simple indicating past time:Thì -the letter “n” before “g” or :k” is diễn tả thời gian quá khứ pronounced / η / +) Exercises 1: Use the correct present tense Ex: kings, hungry, thank, form of the verbs in the brackets in the story think -Sts listen and take notes bellow (In the text book on p30) *Form: -T checks and correct and gives feedback *Usage: S + V(+ s, es) +O Answer: -Thì HT§ cã thể dùng để diễn tả thời gian invites quá khứ sets + Ở lối văn kể chuyện (narrative) kiện gets sống động waves Th Ex: The story is about a poor girl who lives with promises her single father in a cottage carries +Ở bài tóm tắt kịch/chuyện phim hay bình luận bóng đá contains Ex;A man walks into the bar and asks for a glass of has baked brandy… is Nam takes the ball ,beats two players and centres 10 is shining 11 are singing 12 is into it the goal *Tư + têng thuật gì chúng ta đã nghe và đã đọc Ex:The article explains why the number of students who passed the last exam decreases B) The past simple, past progressive and past perfect T reviews the forms, the past simple and past continuous, meanings, and uses of Past simple to sts * Thì này gọi là lịch sử (historical present) Sts read through the exercises and work in groups and write the answer on bb +The past simmple: *Form: S + V-ed/V2 +O *Usage: -diễn tả hành động đã xảy quá khứ và chấm dứt quá khứ : He painted the T gets Ss to Exercise individually and then find a partner to check their answers with Exercises 2: Complete the sentences by putting the verb into the past simple or past progressive: -T checks and corrects and gives feedback doors -Sự kiện xảy quá khứ với thời gian xác định , thương câu có các từ như:ago, last year, once, the other day (hôm nọ) once upon a time (ngày xửa , ngày xưa) The answers: … broke / was playing *This house was once used as a prison wrote / was -Sự kiện lặp lặp lại quá khứ was working / broke không còn started / were walking The children often played in this park told / were having USED TO+ V(bare –inf) và would có thể didn’t listen / was thinking phoned / didn’t answer / were doing dùng trường hợp này -Sự kiện xảy suốt khoảng thời gian quá khứ và đã chấm dứt 8.didn’t wear / didn’t notice / was driving He worked in this company for two years - Sau It’s time…… It’s time he changed his working +Past continous *Form: S + WAS /WERE+ V-ING *usage: Thì quá khứ tiếp diễn dùng để diễn tả hành động, kiện xảy thời điểm đặc thù quá khứ What was you doing at p.m yesterday? - Sự kiện diễn tiến thì hành đéng khác xảy quá khứ (hành động ®ang diÔn thì dïng qktd, hành động nào ngắn và mang tính tức thời, thì qkđ) Last night when I was doing exercises , my friend came *Hai nhiều xảy cùng lúc Last night ,while I was listening the radio, my children were learning the lesson T reviews the form, meaning and use of the past Notes: Với các trạng từ “ALWAYS, perfect and compares it with other past tenses CONTINUALLY, FOREVER”, diễn tả kiên lặp T gets Ss to Exercise individually and then find lặp lại nhiều lần quá khứ tỏ ý không hài a partner to check their answers with lòng T checks the answers with the whole class and He was always coming to work late + Simple past perfect: provides corrective feedback +)Exercies 3: *Form: S + HAD + PAST PARTICIPLE Complete the sentences, putting the verbs in each *Usage:Diễn tả hành động xảy trước sentence into the past simple or the past perfect thời điểm nào đó quá khứ (before + had eaten / arrived found / had taken got / had closed got / had left khoảng thời gian qk) Eg:These men had been factory workers before 1975 - Diễn tả hành đéng xảy trước hành động khác quá khứ (hai hành động got / had arrived này liên kết các liên từ như:as paid/ had phoned soon as, before, after, when, hành đéng nào xảy went / said / had not arrived trước ,chia qkht, hành động xảy sau chia qkđ) had looked / asked / cost - When he came ,his girl friend had gone out so Assigns homework he couldn’t meet her HOMEWORK: - Redo exercises 1, 2, in the notebook - Review unit +2 - Prepare the test 45' - Date of planning: Period:13 Date of teaching A READING I Objectives: By the end of the lesson , ss will be able to reading for special information ,understand and talk about the parties in The United States Language focus: *Lexical items: words/phrases related to parties *skill: reading fer gist and for special information II Method and Tecniques: - Communicative approach - Chatting , ask and answer, discussion III teaching aids: text book, handout, poster., real objects IV Procedures: T’ACTIVITIES Warm up: (chatting) (5ms) - T asks sts some questions: STS’ACTIVITIES Answer T: Nam, how old are you ? Nam: I’m sixteen years old T: When’s your birthday? Nam: T: Have you ever celebrated your birthday? where? Outside or at home? how you celebrate them? T: What did you at your party? T: Have your parents had a wedding anniversary? Sets the scene: In our country people often have parties to celebrate silver anniversaries., golden look at the pictures and answer the questions: anniversary, birthday.Today we are going to see how Listen and answer the question some parties in The United States are - The people in picture are friends and the people PRESENTATION: In picture belong to a family - The children in -T asks sts to look at the picture and answer the picture are celebrating a birthday party and the question people in picture are celebrating a golden wedding What is the relationship between the people in anniversary the pictures? Take note What are they celebrating? + Silver anniversary = silver wedding The 25th anniversary of a wedding + Ruby anniversary = ruby wedding The 40th anniversary of a wedding -T explains some words, phrasals to the sts +golden anniversary = golden wedding The 50th anniversary of wedding + Diamon anniversary = diamon wedding: the 60th anniversary of wedding Guides ss to read the new words II While you read (20ms) Sets the scene: You are going to read about how American people celebrate birthdays and wedding anniversaries Then you the tasks that follow - T gets Ss to read the passage silently and then Task Calls ss to give the answers on the poster or on the bb Gives feedback Sets the scene: In each of the sentence ,there is one word ,not true according to the reading TASK Listen - Read the passage silently and then Task1 - Decide which of the activities below talks place at the birthday or at a wedding anniversary party or at both -sts work in groups and give the answers on the poster or on the bb + Answers: Birthdays party: 1,2,3,4,7 Wedding anniversary: 2,3,5,6 TASK -Sts read through the text and work in pairs to find passage.Underlined the wrong word and correct one out the wrong words and give the correction for each Asks ss to work in pairs sentence Calls ss to give the answers on the poster or on the Pairwork bb + Answers: Gives feedback eighth —> seventh (line 1, paragraph 1, part A) makes —> eats (line 2, paragraph 3, part A) foods —> presents (line 3, paragraph 3, part A) anniversaries —> ages (line 4, paragraph 4, part A) months —> years (line 2, paragraph 1, part B) 5th —> 50th (line 2, paragraph 3, part B) silver —> golden (line 5, paragraph 3, part B) -sts work in groups and discussand after that sts go to bb and report their ideas Pairwork III AFTER YOU READ: (7ms) The answer may vary * Asks ss to discuss by answering the questions: 1.Where you prefer to celebrate your birthday party, at home or in a restaurant? why? 2.Do your parents celebrate their wedding Home work(3ms) - Write the things which you prepare for your anniversary? 3.Are you going to celebrate your wedding anniversary parties in the future? why (not)? birthday party - Do exercises in the text book again - Prepare the next lesson_ speaking Assigns homework - Date of planning: Date of teaching Period:14 speakING I Objectives: By the end of the lesson , ss will be able to talk about the party they take part in Language focus:* Grammar:simple past, present tense * Skill: speaking II Method and Tecniques: Communicative approach, retell III teaching aids: text book, handout, poster., real object IV Procedures: New lesson: T’ACTIVITIES WARM - UP (7ms) Gives the situation: Yesterday I went to a party STS’ACTIVITIES Ask some questions Please ask me some questionsto get as much Who gave the party? information about the party as you can Where did it take place? Was it a nice place? Answers ss' questions What time did it start and end? On what occasion was the party held? What activities did you there? Did you have a good time? T teaches necessary language for talking about parties *notes: - Host (n): ông chủ(bữa tiệc) - Hostess (n):bà chủ(nt) - Decoration (n): trang trí - Budget (n);ngân quỹ How were the people like? What about foods and drinks? - Take note A birthday/house-warming party A family/social gathering To have/organize/hold/celebrate/give a party To celebrate one’s birthday / wedding anniversary/graduation To join oneself To have fun/a good time Gifts: flowers, souvenirs, a bottle of wine, chocolate Decorations: balloons, flowers, lamps, pictures… Food and drinks: main courses, cakes, icecream, sweets, soft drink, fruits, Task 1(8m) - Asks ss to open their book and read through all questions and answer the questions Gets Ss to the task individually - T encourages Ss to take notes while doing so Goes around the class to check and offer help Task (10ms) - Put Ss in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in task1 -T asks some sts to retell the parties which he/she took - Call some ss to perform their conversations in front of the class task 3(10ms) Music: pop music, jazz, classical music…… Choose from the list the things you want to talk about Sts open their book and read through all questions, think of a party you have been to and answer the questions (individually work) Tell your party to your friend (pairwork) -Someone can report it in front of the class Sts make some questions and answers with the words (groups )on the posters - where (home or restaurant) - when (date & time) - who to invite (family, relatives, classmates, You are take part in a competition to organize the best teacher, friends) party.Decide on the following - dressing code (former, informer, costumes) -T moves around and asks sts to have answers - entertainment (dance,music, games) -T can ask and answer together - decorations (colored light, bulbs, flowers) *Make questions: - food and drink (cook our own or order) - budget: How much you spend for your party? - budget (how much to spend?how much to - date and time: When you organize your party? contribute?) - who to invite: Who have been invited to the party? How many people you invite to the party? Sts of groups go to bb and repport the party -place:Where you organize your party? they are going to organize Formal/informal: What kind of clothes you dress *Example: at the party? We are having a Holloween party at 7p.m on - decoration: How you decorate your party? October 31.Would you like to come?We have - entertaiment: What activities will take place? also invited English teacher There will be lot -food and drink: What food and drink will be of foof and drink that you like as pizzas, served? hambugers, cake, fruit juice.Of course there Task (6ms) will be dancing and some exciting game with Tell the rest of the class about your party.try to convince them tocome enteresting prizes for the winners Home work -T checks and gives feedba -write a paragragh for 50 words , talk about the birthday party -prepare the next lesson : Listening Assigns homework: (1ms) - Date of planning: Date of teaching Period:15 listenING I Objectives: By the end of the lesson , ps will be able to listen and choose exact information to exercises and to talk about the party Language focus * Vocabulary: Gathering / restaurant / prizes / birthday cakes/ decorated / icing/ slices/ clapped * Skill: Listening II Method and Tecniques: - Communicative approach , - T/F statements, ask and answer,pre-questions,discussion III teaching aids: text book, handout, poster., real objects IV Procedures Warm up: (5ms) Checking the previous lesson: -Talk about the birthday party you know /see/ (where ,when, food and drink, decoration…) New lesson: T’ACTIVITIES STS’ACTIVITIES before you Listen (10ms) Lets the students work in pairs to ask and answer -sts ask and answer the questions the questons Checks the answer with the whole class If many Pair work students cannot answer the questions, play the tape again and pause at the answer Listen and repeat in chorus and individually Calls some students to explain their answers Gives the feedback Listen and take note Task 2: - Gathering = coming together Gets students to read through all the questions - icing (n): sweet, creamy spread for covering before listening and predicts the answers cakes Plays the tape again for students to listen and - clap (v, n): vçtay answer the questions Listen and repeat Gets students to check their answers with a partner Sts read through the sentences and predict it T or Checks the answers with the whole class F(whole class) -T checks and gives feed back sts listen to the tape AFTER you Listen (8ms) The correct answers Gets the students to work in groups, retell Mai’s False (not in the evening – about o’clock in birthday party the afternoon) T goes around the class and offer help if necessary False ( not over 20 guests – about twenty of us) - It was held at Mai’s place False ( not was cut at the beginning – at about - It lasted about hours (3-6 p.m.) four thirty p.m) - About 20 guests came True - Mai opened gifts, you played chess, then Mai cut False (not all the friends – only Mai, her mother cake and the writer) Calls one or two students to give the talk to class - Read through all the questions before listening rewrite about Mai’s birthday party and predicts the answers - Listen to the tape and answer the questions - Compare the answers with a partner Answers: She was sixteen years old Because it’s noisy and expensive She served them soft drink and biscuits at the beginning of the party The birthday cake was brought out at about 4:30 It was beautifully decorated with white and pink icing and 16 colorful candles in the middle They clapped their hands eagerly and sang “Happy birthday” It finished at about in the evening - Give the talk to class base on task1 +2 *Answer the key: We just were at the Mai’s, It was her birthday party and the party was held at her house at about p.m because she doesn’t like having party at a restaurant We gave her presents At the party we were served with soft drinks biscuits and cakes,of course we sang the usual song “HAPPY BIRTHDAY “ while Mai blow out the candles and cutting the cake.We listened to the music and play cards, the party ended at six p.m.We are all tired but happy Homework: (2ms) -Do exercises part D –writing in the text book -Prepare the next lesson: writing - Date of planning: Date of teaching Period:16 writING I Objectives: By the end of the lesson , ps will be able to know how to write a letter of invitation Language focus *grammar: present tense *skill: writing a letter II Method and Tecniques: - Communicative approach , - Gap-fillingnswer,ask and answer, write it up III teaching aids: text book, handout, poster., real objects IV Procedures: WARM - UP: (5'-7')Competition game The jumbled letter This is my address: 150A Au Co Road It’s a beautiful house and it looks over the West Lake and the Water Park Dear Mary, Guess what! I’ve just moved to a new house in Tay Ho District Would you like to come? Please let me know your answer as soon as possible See you My parents are giving a house-warming party this Saturday evening, around 6:30 p.m Hoa 10 think Chris and Kim are coming, too 11 We’ll have “Pho” and some other special dishes Answer: Dear Mary, Guess what! I’ve just moved to a new house in Tay Ho District It’s a beautiful house and it looks over the West Lake and the Water Park My parents are giving a house-warming party this Saturday evening, around 6:30 p.m We’ll have “Pho” and some other special dishes Would you like to come? I think Chris and Kim are coming, too This is my address: 150A Au Co Road Please let me know your answer as soon as possible See you! Hoa T’ACTIVITIES Task (12') Asks some questions: STS’ACTIVITIES Sts can answer some questions of T, it is up to sts - parts: address, greeting, body Closing and 1.How many parts are there in a letter? what signature(post cript) are they? - It’s up to the sts 2.Have you ever written a letter of invitation ? - It’s up to you Is a letter of invitation long or short? - Birthday parties, wedding parties, death… On what occasion are parties held? - Formal dress What kind of clothes people often wear at Occasions for giving parties: birthday, graduation, a party? wedding anniversary, moving to a new house, family -T gives feedback gathering, Christmas, New Year, etc Dressing codes: Formal: dresses, high-heel shoes for women; suits and ties for men Informal: anything can do: jeans, T—shirt, skirts, etc Presents give to: anything can do: books, CDs, Task 2: (8') -T asks sts to read the letter and choose the correct words to fill in the gap * T asks sts to complete the letter with provided words from the box * T walks around to give help when necessary T corrects mistakes if necessary Task (16ms) T asks sts write a letter of invitation based on the suggested questions in the tasks: T asks one st to read his/ her own letter then gives remarks What kind of party are you going to have? Where and when is he going to organize it? Who have been invited to his party? What foods and drinks will be served at the party? What activities will take places at the party? flowers, scarves, ties, paperweights, pens, bags, hats, etc Sometimes people might want to bring wine as a gift -Sts work in groups or work in pairs The correct answers: at my house to cook to come winners refreshments by Monday Work individually *Example: I’m going to hold a party for my birthday party at my house at p.m, on March the fifteen Will you come ?Most of the students in our class have been invited Everyone is ready for ;karaoke”, dancing ,etc.I thik it will be interesting And besides usual foods and drinks there will be a special I myself am going to look So say you’ll come I’m looking forward to seeing you at my party Your friend Assigns homework: Ha Giang Home work: -Rewrite the letter in your notebook -Prepare “Language focus” - Date of planning: Date of teaching D: Language focus Period:17+18 I Objectives: By the end of the lesson ,ps will be able to: - pronounce the sounds:/l/, /r/ ,/h/ correctly in a word or a sentence - use infinitive and gerund ,passive infinitive and gerund Language Focus: *pronunciation: /h/, /r/, /l/ *grammar: Infinitive and gerund, passive infinitive and gerund *skill: skills II Method and Tecniques: - Communicative approach , - Gap-filling multiple choice III teaching aids: text book, handout, poster., real objects IV Procedures: New Lesson: T’ACTIVITIES I Pronunciation (10ms) STS’ACTIVITIES a Practise the words: - Ss listen to the tape and repeat T introduces sounds /h/, /r/, /l/ for a few times and - Ss repeat in individually explains the differences in pronouncing them /h/ NOTES: /l/ /r/ + Letter “h” is silent when it follows “g, k, g” at lunch pretty hit the beginning of the word, or in the words lovely everyone house "honest, hour, honour" lemonade parents holiday + Letter “r” is silent if there is no vowel sound Jelly really hospital after it glass restaurant husband + Letter “l” is silent in the words “ half, calm, salad library helocopter talk, could T asks Ss to work in pairs and take turn to read Read aloud the given sentences and underline aloud the given sentences (p 39, Practise these words contain sounds /h/, /r/,/l/ sentences) T goes around to listen and takes notes of the typical Read individually *Gerund (V-ing) errors T calls some Ss to read the sentences again Là hình thức động từ sử dụng danh II Grammar: (33ms) từ và có chức giống danh từ *Review infinitive , To –infinitive - Subject (chủ ngữ): Smoking is bad for health *Infinitive (meaning in the future) - Object (t©n ng÷): *V-ing (meaning in the past) -Sau số từ: enjoy, appreciate, mind, risk, Asks Ss work in groups to divide the list of verbs postpone, quit, avoid, dislike, keep, finish, into groups: verbs followed by INF and verbs mention, consider, suggest, delay followed by Gerund - Sau giới từ: enjoy, plan, appreciate, decide, mind, refuse, risk, - Sau số cụm từ: postpone, quit, agree, seem, avoid, ask, dislike, It’s no good, It’s(not) worth,it’s not any good/use keep, offer, finish, promise, intend, delay, - Subject complement (bổ ng÷ cho chủ ng÷) consider, suggest, mention, hope + His interest is colecting stamps Answer: -Sau số từ với Have:have (any), problem, Verbs followed by INF: plan, have fun, have a good time, have trouble, have decide, refuse, agree, seem, ask, offer, promise, diffficult, have a hard time intend, hope, want - Verb + infinitive or Gerund with a different Verbs followed by Gerund: meaning enjoy, appreciate, mind, risk, postpone, quit, avoid, + stop, remember, forget, regret, try, mean, go on dislike, keep, finish, mention, consider, suggest, Work in pairs delay Answers: Exercise 1: ( 39, 40) having getting to tell practising to see Asks ss to practise with pairwork Listen and take note Calls ss to present their answers Passive infinitive: T gives feedback *Form: S + want / hope / expect / agree+ (o) + toinfinitive (active) T uses examples to introduce passive infinitive and passive gerund *Passive infinitive and gerund (10ms) Ex: I want to tell you a story (active) I want to be told a story (passive) = S + want / hope / expect / agree + to be+PP (passive) passive rerund: Take note T uses examples to introduces passive infinitive and * Form: passive gerund *passive rerund: I remember Mr Nam telling him that matter = I remember him being told that matter by Mr Nam Work in pairs Exercise : ( p 40) Answer: Asks ss to practise with pairwork 1.B Calls ss to present their answers Work individually and then find a partner to S + enjoy / dislike / avoid….+ V-ing 2.A 3.B 4.B A T checks with the whole class and provides check their answers with corrective feedback Answer: Exercise (P.41) D T gets Ss to Exercise individually and then find Listen a partner to check their answers with 2.C 3.B 4.B 5.C Home work: T checks with the whole class and provides - Learning the given verbs by heart corrective feedback - Reviewing Units 1,2,3 to prepare for the test : TEST YOURSELF A WRAPPING UP (2ms) T summarises the main points of the lesson For homework, Ss review the uses of different tenses that have been covered in the lesson Assigns homework - Date of planning: Date of teaching Period: 19 Test yourself a I Objectives: By the end of the lesson , ps will be able to practise skills ,grammar and phonetics by themself Language Focus: *Vocabulary: virtually, prominently, grinning, *Grammar: Infinitive and gerund, passive infinitive and gerund *skill: skills II Method and Tecniques: - Communicative approach , - Gap-filling multiple choice III teaching aids: text book, handout, poster., real objects IV Procedures: I.Warm up: Sing a song “Happy birthday”(3ms) II.New lesson: T’ACTIVITIES STS’ACTIVITIES 1-Listening (10ms) *Listen and choose the best answer complete Ss listen to T or the tape and choose A, B, C or D to the sentences: complete the sentences (from to at page 42) The answers: -T checks and gives the feed back A 25 years D Lived next door to each other B move to Scotland Reading: (11ms) D.1999 -T asks some questions C at Jame’s wedding Who are they? Answer What are they doing? *Vocabulary: Whose is the party? - virtually (adv) : -T asks Ss to read the text in silently and - prominently (adv) answer the questions - ought (n) Calls ss to present their answers ss work in pairs *Answer the questions: Pronunciation and grammar 1.Because they had been childless ten years after they (15ms) got married a, Listen and put the tick ( ) in the right To take some photos of the happy family column, paying attention to the pronunciation The boy was dressed in a smart ,brand ,new ought of the underlined part of the world and look like a little prince nine * mine Because he was only interested in the toys (he had hour* house received) matching* machine 5.He felt it was a delightful and look forward to the 4.yam* jam next day to have the film developed b, Complete the sentences , using the right -Ss work in individually and the exercises form (base, full or passive) of the infinitive in brackets -Ss work in groups and the exercise (from to at page 45) the party -T checks and gives the feedback -Ss work in individually the compare the answers with 4.Writing (9ms) Asks Ss to write about their birthday party (or a partner one of their friends’) - After they have finished T picks up some Ss’ writing and find common mistakes then asks Ss to correct 5.Home work (2ms) Do all the exercises in the book in the text book again prepare unit Answers: to see 2.to be 3.to phone 4.pay 5.to be met 6.To be appointed Write about their birthday party by answering these questions + Whose birthday party was it? +Where and when was it held? +What did you there? +How did you enjoy it? - TEST 15’ I.Choose the word which has the underlined part pronounced differently from the others: A singer B change C generous D manager A capable B loyalty C quality D family A.hostess B.honour C happy D helpful II Put the verbs in brackets into the correct form: infinitive with to or infinitive without to: She finally decided …………… … ( quit) the job Did the teacher make you ……………… ( finish) your homework? 3.We must …………… … ( reply) to the invitation at once Bill’s parrents won’t let him ………… …….(go) to the party III Put the verbs in brackets into the correct form: infinitive or gerund, active or passive: The company seems ………… ……… ( make) good progress this year Why does John keep ………………………… ( talk) about his mother? I expected …………………… ( invite) to Nam’s birthday party, but I wasn’t He denied ………………………… ( pay) any money by his company IV Put the verbs into Past Simple, Past Progressive, or Past Perfect: When I …………………… ( do) the washing – up, I ……………… ( break) a plate After Fred ………… ………( spend) his holiday in Italy, he ………… ( want) to learn Italian V Choose the best correct answer: I used to have some …………… in my teenage Now it looks funny thinking of that! A parties B friends C idols D experiences Young students are often …………… of working for long hour by themselves A able B hard C possible D incapable The old couple are talking happily because they are having their wedding…………… A birthday B ceremony C anniversary D organization 4.Good friendship should be based on …………… understanding A unselfish B deep C instant D mutual They asked him why he hadn’t learnt to swim ……… he was at school A after B while C during D whenever Date of planning: Date of teaching Period:20 45 minute-test - Date of planning: Date of teaching Period:21 A: Reading I Objectives: By the end of the lesson , Ss will be able to: + know about charity work of volunteer in America + master some vocab dealing with the topic through speaking and writing Language Focus: *Vocabulary: volunteer work, mow, handicapped, remote …… *Grammar: present *Skill: skills II Method and Tecniques: -Communicative approach , -gap-filling multiple choice, discussion III teaching aids: text book, handout, poster., real objects IV Procedures: *Warm up: (5’) T’ACTIVITIES T: Show Ss some pictures and ask them STS’ACTIVITIES ss answer in individually questions: He is helping the blind children to read What are the people in the pictures doing? The Ss are helping the handicapped These people are helping the AIDS patient T: Lead-in : These people are doing the work Ss: Listen to the teacher and answer the question without being paid for it.What you call this ( Expected answer ) : VOLUNTEER WORK kind of work ? Discussing the picture and saying : I/ Before you read : (7ms) - The old woman is teaching the boy to read T: Asks Ss to work in pairs to read the short - The phrase means that we should teach a person how poem on page 46 and answer the question and to make money or produce food rather than give them discuss its meaning money or food In other words, we had better teach them a career than give them money T: Calls some Ss to present their opinion - The pictures tells me that everybody , no matter what T: Gives some comments and her suggestion they are young or old, can volunteer work vocabulary : : -volunteer (v) tình nguyện Elicits new words from Ss Ask them to read the -voluntary (adj): tự nguyện words in chorus then in individually -volunteering (n):sự tự nguyện -voluntarism (n):việc làm tự nguyện II/ While you read (24’) -to mow (v): cut grass: cắt cỏ T: Set the scene: “ You are going to read a -handicapped (a):bị tàn tật , bị khuyết tật passage about volunteer work.” -voluntarily (adv) T instructs Ss to read through the sentences -remote (a): xa xôi , hẻo lánh provided in the task to identify the part of the -comfort to s.o: an ủi word to fill in each blank Ss: Listen to the teacher T: Asks Ss to work individually to the task TASK1: and exchange their answers with others Ss: Do following the teacher’s requirement T: Asks Ss for their answers ans give the correct T: Asks Ss how to this task If they not Ss: Work individually and exchange their answers with remember ,T may instruct them to use some others strategies to the task T: Asks Ss to work individually to the Ss: Listen to the teacher Locate the information in each task,then discuss their answers with their partner sentence in the text and read this part carefully.Read T: Calls some Ss to give their answers and ask the four choices given to choose the most suitable one other Ss to say whether they agree or disagree Ss: Do following the teacher ‘s requirement T: Give sfeedback and the correct answers Ss: Give the answers Voluntary T: Instructs Ss to use some strategies to the Voluntarily task Volunteers T: Asks Ss to work individually to the Volunteered task,then discuss their answers with their peers TASK 2: T: Calls some Ss to write their answers on the Ss: Do following the teacher’s requirement board and ask them to explain their choices Ss: Do the task individually and discuss T: Gives the correct answers Ss: Write the answers on the board and explain ANSWERS: T: Instrucst Ss to use some strategies to the A ( line – , paragraph ) task D ( line – , paragraph ) T: Asks Ss to work individually to the B ( line – , paragraph ) task,then discuss their answers with their peers D ( last paragraph T: Calls on some Ss to write their answers on the B ( A : too general; C and D : not cover the board and ask them to explain their choices whole text ) -T checks and corrects and then gives the TASK : feedback Ss: Do following the teacher’s requirement Ss: Do the task individually and discuss Ss: Write the answers on the board and explain Answers They read books to the people there,play games III/ After you read (9’) with them or listen to their problems T: Ask Ss to work in pairs to discuss the questions in the book They give care and comfor to them and help them to overcome their difficulties T: Go around to help Ss when necessary Ask every two pairs to share ideas They volunteer to work in remote or mountainous areas T: Calls some Ss to report their ideasto the class Ss: Discuss the question Assigns homework Ss: Share the ideas Home work : Write a passage (about 50 words ) about some kinds of volunteer work that you are going to join next summer - Date of planning: Period: Date of teaching B: Speaking I Objectives: By the end of the lesson , ps will be able to: - know to make questions and answer the volunteer work - master some vocab dealing with the topic through speaking and writing II Language Focus: *Vocabulary: volunteer work, mow, handicapped ,remote *grammar: present *skill: skills III Method and Tecniques -Communicative approach, gap-filling multiple choice, discussion IV teaching aids: text book, handout, poster., real objects V.Procedures: *Check up: -Tell some works of volunteers? who are volunteers? why they volunteer works? who are helped by volunteers? Have you ever done volunteer work? what you if you are a volunteer? -Do you like this work? why? Ss answer the questions of T * New lesson: T’ACTIVITIES Warmer: (3mn)write some volunteer works STS’ACTIVITIES -Ss work in groups and write the answer on the bb -Sts’ answers may vary you know in our society Clean up the environment help disadvantag T asks students to speak out some words about look after the Volunteer work old/sick peolpe helped the handcapped traffic safety help the orphanages T has students the exercise on page 49 (Work in pairs) Work in pairs and the task Task 1:Decide which of the following - Read out the answers and explain why some activities activities are volunteer work are not volunteer work taking part in an excursion and participating -Helping people in remote or mountainous areas in an speaking English club because you it -Giving care and comfort to the poor and the sick for yourself not for other peolpe -Providing education for disadvantaged children -Joining the Green Saturday Movement -Providing clothes , foods, ……for the poor -Cleaning up rivers Task -Helping the poor to improve their economy - T asks Ss to read the model conversation on -Establing some programmes to give the money to the the page 50 then read the list of volunteer poor to survive activities and the exact things related to them -Taking care of war invalids and the families of martyrs - T elicits and explains some new words -Taking part in directing the traffic + War invalid: th¬ng binh -Helping elderly people + Martyr: LiÖt sü -Teaching the children to read and write + Intersection: ng· ba, ng· t -Giving them money - T guides Ss to match the activities on the left -Playing game with them with corresponding activities on the right -Listening to their problems - T asks Ss to practise the conversation -Cleaning up their houses - Calls on some pairs to act outworks Volunteer -Cooking meals - T elicits feed from the class and gives final -Taking them to places of interest comments -Directing vehicles at the interactions -Helping old people and young children to cross the Conversation 2: road A: what kind/ volunteer work/ you -Talking to them about clean water and right food /participating ? // Conversation 1: (work in pairs) B: we/ helping/ elderly people// A: What kind of volunteer work are you participating A: what exactly/ you/ doing ?// in? B: we/ talking/ clean water/ right food/ health// B: We’re helping people in mountainous areas A:you/ like/ work ?// A :What exactly are you doing ? B:yes I/ like/ taking/ elderly people// B: We’re teaching the children to read and write Task 3: A: Do you enjoy the work ? -T instructs: Now you work in groups to talk B :Yes I like helping people about a kind of volunteer work - listen to T carefully - T asks Ss to read through the example in the - Read through the example to know how to talk about book T encourages Ss to use transition signals the volunteer activities such as also, besides, moreover …… - work in groups and make the same talks - T gets sts to work in groups to make similar - Act out the talk.Task 3: Work in groups talks Talk about a kind of volunteer work your friends - T goes around the class to observe and collect usually to help people errors Example: (page 50) - T calls on some Ss to talk about the activities *We usually take part in helping people in they take part mountainous areas We teach the children to read and - T gives feedback and comments write We enjoy the work very much because we like Summarizes the main points and assigns helping people homework Homework: T lists some more activities and asks sts if Short dialogues : Volunteer Work they are volunteer work -Helping adults in Home for Old People -Helping people to repair houses in flooded - Date of planning: Period: Date of teaching a C listening I Objectives: By the end of the lesson , ps will be able to: + Listen and answer questions relating to volunteer work of one high school in Vietnam + Improve listening skill by using pictures and exercises + Summarize the story through some cues II Language Focus: * Vocabulary: volunteer work, mow, handicapped ,remote * skill : Listening comprehension *grammar: present III Method and Tecniques:-Communicative approach , -gap-filling multiple choice, discussion IV teaching aids: textbook, casette, tape, handout, poster., real objects, walk-man, , songs, pictures V Teaching procedures : - Check lesson T’ACTIVITIES STS’ACTIVITIES A Warm up activities : ( 5’ ) T shows any pieces of song and asks Sts to guess the - Sts work in groups name and the composer of the songs (1) : Tinh ca - Hoang Viet composer - The leader of each group will listen to and (2) : Ha Noi mua thu – Vu Thanh composer give the most exactly and quickly answer (3) : Mua He Xanh – Vu Hoang composer * T shows some pictures related to Mua He Xanh activities BEFORE YOU LISTEN : (5’) How often you support charities? “Mua He Xanh” song  What’s the best way of raising money to support volunteer work charities? ** New words : Which of these kinds of volunteer work you prefer? * The teacher presents the new words on the board * Ask Sts to listen & repeat the new words (pay attention to the pronunciation of these words Organization for Education Development Spring School co-operate (v) : to work together with sb else in order to achieve sth disadvantaged children (n) = poor children B WHILE YOU LISTEN : (20’) Task : Listen and fill in the missing information T asks Sts to read Task silently in order to fund-raising co-ordinate (v) regularly attend classes understand the sentence meaning and guess the missing to be held annually information Read Task silently in order to understand the * T plays the tape several times if necessary sentence meaning and guess the missing * Calls some Ss to read aloud their answers information * Correct mistakes Listen Sts listen to the tape twice to the task Then, listen again to check information Task : Answer the questions - Individual work * Ask Sts to read silently in order to understand the Answers : questions and find the answers informal * Play the tape once again 30 street children * check their own answers 250 children (with special difficulties) * Correct mistakes 1998 volunteers, June AFTER YOU LISTEN : - Whole class Summarize the story about Spring School, using the Sts listen to the tape again to answer the following suggestions : questions Some cues : - Individual work ( give the answer on BB) -The aim of Spring School Answers : -The number of children who live and study at the 1.It provides classes to disadvantaged children school or attend classes in HCMC -The activities the children at the school tale part in 2.Dance, theater, singing and circus classes -The kinds of volunteers that Spring School requires were set up in 1999 * Call some pairs talk aloud in front of class 3.Because they need money to continue their * Correct their answers and pronunciation mistakes if English and Performance Arts classes necessary 4.Because they need help to organize their Assigns homework fundraising dinner held annually in June - pairs work - whole class - Model the discussion in front of the class HOMEWORK : In not more than 100 words write about Mua He Xanh activities held in Ho Chi Minh city - Prepare Writing - Date of planning: Period: Date of teaching D writing (writing a formal letter expressing gratitude) I Objectives: By the end of the lesson , ps will be able to:Writing a letter to express gratitude Language Focus:*Vocabulary: gratitude , receipt, isssue, assistance *skill : writing comprehension *grammar: present II Method and Tecniques -Communicative approach , - gap-filling multiple choice, discussion, Ro and R, write it up III teaching aids text book, handout, poster., real objects + Teaching aids : Textbook, posters + Approach : Communicative approach IV Teaching procedures : T’ACTIVITIES STS’ACTIVITIES WARM UP: - Asks Ss some questions about their situations: - Answer freely 1/ Have you ever received a donation? When? From whom? 2/ What did you then? 3/ Did you write a letter for thanks? Answer Task - Address, greeting,opening, body, closing, Asks some questions: signature How many parts are there in a letter? - Dear Sir/ Madam, Dear…… - Yours Faithfully, / Yours sincerely 2.What we normally write in the greeting? - Do the task 1: What we normally write in the closing? - Read and take notes: - Asks Ss to read the letter and underline the sentences - “Dear Sir /Madam” that express the points: - “I am very … some days ago” * The opening of the letter - “The money will… students” * The donated amount - “We will certainly…possiple” * The way the money is used - “I would like………company” * The way the receipt is issued - “ I look … faithfully” * The gratitude to the donor Write down * The closing of the letter - S + be + adjective + to + infinitive Instructs ss some sructures: - To receive sth from sb/sth Task - Would like + to infinitive - Three parts of a letter.(picture) - To hope + to infinitive + for sth - Asks Students to task ; - First : the opening Give outline: - Second: the body of the letter * ( the points in task 1) - Third: Conclusion/The closing gets SS to read letter again and remind them to pay - Writing in pairs attention to some structures that they can use in writing a - Some students write their letters on the letter of thanks blackboard I’m very happy to………… - Students rewrite the letter (task 1) I’m very glad to………… Tra Linh, I can’t say how happy I am about…… 20 October 2009 I’d like to thank you for…………… Dear Sir / Madam, I’m very grateful to you for………… I can’t find words to express my thanks I have no words to express my gratitude I’d like to express my heart-fell gratitude to (sb) for I’m very happy to receive a donation of one million dong from your organization a few days ago.I think money will help us to build the school library for our students We will certainly issue the receipt as soon as possible I would like to express our thanks for the donation from your organization and to Homework: Teacher asks SS to prepare part Language focus get more hope assistance and cooperation from your organization in the future I look forward to hearing from you soon Yours faithfully, Le Thi Thanh Date of planning: Date of teaching Period: E: language focus I Objectives: By the end of the lesson , ps will be able to: - Identify the sounds /w/ and /j/ - Review and comparing the use of Gerund and Present Participle - use of Perfect Gerund and Perfect Participle Language Focus: *skill : writing comprehension *grammar: perfect gerund and present participle II Method and Tecniques: Communicative approach, gap-filling multiple choice, discussion, work group, pair work, III Teaching aids: text book, handout, poster., real objects IV Teaching procedures : T’ACTIVITIES STS’ACTIVITIES A Pronunciation: (10’) Listen and repeat: Demonstrates the two sounds /w/ and /j/ by pronouncing them clearly and slowly Plays the tape and ask students to repeat Calls some students to repeat the sounds clearly in front of the class Listen and repeat /w/ /j/ we wheel yes years west wet yellow use wine whale young York Asks students to work in pairs to practice the words Goes around the class and helps students if necessary Practise reading aloud these sentences: Plays the tape and ask students to repeat Calls some students to repeat the sentences clearly in front of the class Asks students to work in pairs to practices the sentences Goes around the class and help students if necessary B Grammar: Simple gerund and present participle: Listen and repeat 1.We went for a walk in the woods near the railway 2.We wore warm clothes and walked quickly to keep warm 3.At about twelve, we had veal sandwiches and sweet white wine, and we watched TV 4.Excuse me Did you use to live in York ? 5.Did you use to be a tutor at the University? 6.I read about Hugh in the newspaper yesterday Have a survey and take note Present participle and Gerund Form : V-ing - Gives examples Use : - Present participle: a verb-ing forms used as They are dancing an adjectives, Dancing bored him - Gerund: a verb-ing form used as a noun (it can be Asks student to distinguish between a present used as a subject, object or complement of a verb, participle and a gerund after prepositions, after certain verbs Teacher can give more examples to demonstrate EXERCISE 1: his explanation Pairwork Suggested answers: Asks students to complete the sentences with an listening spending appropriate gerund of the verbs from the box bending waiting Asks some students to read aloud their sentences behaving starting to class meeting Gives the correct answers EXERCISE 2: Asks students to complete the sentences with an Exercise individually and then compare their appropriate gerund of the verbs from the box answers with another student Asks some students to read aloud their sentences Suggested answers: to class Gives the correct answers Perfect gerund and perfect participle: Gives examples He was accused of having deserted his ship two months ago Having failed twice, he didn’t want to try again Asks student to distinguish between a perfect participle and a perfect gerund use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject (Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho hiÖn t¹i ph©n tõ câu có hành động xảy liên tiếp cùng chủ ng÷) + The Perfect participle emphasizes the the first action is complete before the second one starts (Phân từ hoàn thành còn nhấn mạnh hành động thứ hoàn thành trớc hành động thứ hai bắt đầu) + The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions (NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh cã khoảng t/g hành động) + It is also used when the first action covered a period of time (Nó đc dùng hành động đầu tiên kéo dài kho¶ng t/g) ex: Having been ill for a long time, He appreciated his health more burning, rising reading lying shopping preparing trying modernizing Have a survey and take note Perfect Participle and Perfect Gerund Form : Having + pp Use : + Perfect participle: used to reduce a cause emphasizing the action happening before the other + Perfect gerund: used to refer an action coming before another EXERCISE 3: Exercise individually and then compare their answers with another student Suggested answers: Asks students to put the verbs in brackets into the having made perfect gerund or perfect participle having been Asks some students to read aloud their sentences having been to class having tied Asks them to answer which one is perfect having read - having taken participle which one is perfect gerund and explain HOMEWORK: why Redo exercise 1,2, Gives the correct answers Assigns homework V EXPERIENCE: Period:26 reading Class Teaching date Absentees 11A I Objectives: By the end of the lesson , ps will be able to: read for specific information And learn about the rates of illiteracy in Vietnam in 2000 Language focus: Some structures used when talking about the campaign in 2000 Skills: Reading and guess meaning of words or phrases based on the context II Method and Tecniques: - Communicative approach , - gap-filling multiple choice, discussion, work group, pair work, III Teaching aids: Some pictures of campaigns for illiteracy eradication Blackboard, chalk, worksheets IV procedure: T’ activities Ss’activities I.WARM- UP (4’) Teacher shows students the picture on page 56 -Students work in groups and give the answers (Teacher sticks the pictures on the blackboard) and asks students some questions - In a poor remote/ mountainous area 1.Where you think the class is? - The children at different ages/ illiterate people 2.What you think of the people in the class? - The textbook for grade one - An army man What kinds of textbooks are they learning? - To read and to write Who is the teacher? Pairwork .What are they learning? This photo shows a scene of a classroom in a BEFORE YOU READ: (8’) poor mountainous area The students are children T asks ss to describe the picture of different ages They are learning the textbooks T calls some ss to describe the picture for grade one and they are taught by an army man It seems that the students in the classroom are illiterate people They are now learning how to read and write Teacher gives brief introduction: “ Today we will -Ss work in groups and the exercises read the passage about a campaign for illiteracy 1.TASK eradication” Find the Vietnamese equivalent to the following Teacher explains some new words as well structures expressions in need 1.Universalization of Primary Education Phổ cập .WHILE you READ ( 20’) giáo dục tiẻu học Teacher and students discuss and elicit some 2.The Vietnamese Society of Learning Promotion: language notes Héi khuyến häc Việt Nam Teacher asks students to choose either a or b to 3.iliteracy eradication:Xoá mù chữ complete the sentences below 4.Farming techniques:Kĩ thuật canh tác Teacher asks students to read the text silently and 5.Family planing:Kế hoạch hoá gia đình try to understand the meaning the text as much as possible Teacher asks students to work in groups, and TASK task - read the task requirement and the task After a time limit of 3, call on some students to give individually and then find a peer to compare their the answers answer with Which of the choices A,B,C or D Teacher invites class opinion and gives feedback most adequately sums up the whole passage? T gets Ss to read the task requirement and the Answer: D task individually and then find a peer to compare *The fight against illiteracy their answer with If Ss cannot the task without reading the passage again, T might want to give them some time to re—read the passage T might also want to give Ss some strategies to find the main idea of the passage: TASK T gives feedback and the correct answer: Work in pairs (Option A is too general; Options B and C are too Expected answers: 94% of the population specific After minutes, teacher asks one or two students The campaign for illiteracy eradication 600 students in 2000 and 800 students in 2001 give the correct answer to observe They willingly spent their vacation teaching ethnic minority illiterate people to read and write Students’ work and offers help when necessary Teacher walks around the class After minutes, teacher assigns some students to Illiteracy will soon be eradicated write the answers onto the board Teacher goes over the answers with the whole class POST-READING (10’) Teacher puts students in groups of four, discussing these questions 1.Are there any illiterate people in your neighborhood? What you think we should to help them IV.Home work -learn all the lesson read and write? -prepare the next lesson:speaking Teacher assigns homework Period:27 speaking Class 11A Teaching date Absentees I Objectives:By the end of the lesson , ps will be able to talk about difficulties in school and solution to educate Ss well Language Focus: *Vocabulary: cheat, enforec, strict, low-income *structure: should +V(bare –inf), past simple, past simple II Method and Tecniques -Communicative approach ,Integrated, mainly communicative -Matching ,role play, discussion, work group, pair work, III Teaching aids: Some pictures of campaigns for illiteracy eradication Blackboard, chalk, worksheets, Textbook, posters textbook, handout, poster., real objects Chech up (5’-7’) * Answer the questions: 1.How many provinces and cities in Vietnam had completed the programmes of “Univerlisation of primary Education” by July 2000? 2.How many percentages of the population was able to read and write? 3.How many volunteers students took the campaign in 2001? 4.Do you think taking on the fight against illiteracy is an honorable job to help people? IV PROCEDURE: T’ activities T introduces the task and gets Ss to it in Ss’activities 1.Task 1: (7’) Match each problem in A with its pairs approciate solution in B T asks Ss to answer and read aloud the Ss work in pairs and answer the qs problems and solutions Vocabulary -T explains some new words to Ss - cheat (v) :gian lËn - solution (n) ; solve (v):giải - enforce (v):đem thi hành án - Low-income (n):thu nhập thấp T calls a student to read out the answers T checks with the class and gives corrective - strict (a):nghiêm khắc feedback - tutor (n): gia sư Answers: b-g T can gives some problems to Ss and asks ss to choose their problems of the school and solutions of their school c-h a-e d-f i-f 2.Task 2: (13’)Talk about your school problems and offer think we should to help them? -Ss work in pairs and pratice the dialogue *Problems in school: Ss discuss in groups to give problems in their class as - Some students can’t buy all the required well as their solutions text books -pair work - Many students cheat during exams *Offering solutions: - Many students live far from school 1.School library should lend them books - Some students left school before 2.Select strict teachers tobe procers completing it 3.build domitory - Many students have difficulties in learning give talks to them English make them work in pairs/work groups Asking for opinion A: Many students can not buy all the required books What you think we need to / could / What you think we should to help them? should / might want B:I think we should ask the school headmaster to to do? provide free text book for students from low in come What you think about ? C:We think we should collect used books for school What your opinion about ? libraries, too What you have in mind? Task 3: (17’) Think of three of four problems in your class and give the solutions for these problems T gets Ss to look at the given cues, elaborate *Model: on them and elicits some more problems, of A;What you think about our class size?Over 50 possible students.So it’s difficult foe teachers to help each of us -Too many students in a class? Large class B:Yes, but we don’t have enough teachers and class -Ss keep cheating in during exams rooms -Many students have difficulties in leraning C:So our school should collect more teachers and bulid English more classrooms -Many students come from the poor family IV.Home work(3’) Asigns homework -Write about your class problem and what you have done to solve these problems Period:28 Listening Class 11A Teaching date Absentees I Objectives: By the end of the lesson , ps will be able to:Listen and get some informations of some school in Perth city in Australia Language Focus: *Vocabulary: self-respect, maturity, academic, effective performances *Skill: Listen comprehension II Method and Tecniques: - Communicative approach ,Integrated, mainly communicative - Matching, role play, discussion, work group, pair work III TEACHING AIDS : Some pictures of campaigns for illiteracy eradication Blackboard, chalk, worksheets, posters text book, handout, poster., cassette player IV Producedures Chech up(7’):Tell some problems in your school 1,In your opinion what you to solve the problem? 2, What will you to help the poor children? 3, Do you have any difficulties in your school? T’ activities Ss’activities I Before you listen: (5’) T asks some questions -It’s up to the answer of ss 1.1.Have you ever done a survey? 2.Do you know where Perth is? 3.Do you want to know about it? Listen and repeat: T explaints some new words to ss -effective (a):hiệu -self-respect (n):sự tự trọng -maturity (n):sự trưởng thành -acadamic (a):thuộc học thuật -weakness (n):sự yếu ớt -performance (n):sự thể , thành tích II While you listen: (25’) *Task 1:Listen and choose the best answer to T gets Ss to read the questions carefully and work complete the following sentences out what information they need to concentrate on Read the questions carefully while listening Then T checks with the whole whole class read the options in each question class carefully and underline the words that make them T gets Ss to read the options in each question different carefully and underline the words that make them different T gets SS to guess the answer to each question and then tells them they need to listen attentively to check if their guesses are confirmed Guess the answer to each question T plays the tape once for Ss to listen and the Listen and the task and find a partner to check task their answers with T checks the answers with the whole class Ss listen and choose the correct answer If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the * Answers: answers for them to catch 1-D 2-B 3-B 4-C T checks if Ss can answer the questions without *Task 2: Answer the questions listening again If they cannot, T plays the tape Try to answer the questions without listening for them to listen again but before doing this, T Read through all the questions, identify the should encourage Ss to read through all the information need to look for in each question (by questions, identify the information they need to finding the key words and the question word, e.g look for in each question “what’, “where’, “when”, “how”, etc.) and if T plays the tape again for Ss to listen and answer possible, predict the answers the questions Listen and answer the questions T gets Ss to check their answers with a partner Then T check with the whole class T should play Answer: the tape again and pause at difficult points if In Perth, Western Australia many Ss cannot complete the task 80% of the students AFTER YOU LISTEN (8’) T divides the class into small groups of or and gets them to discuss the question in the textbook Which you think is more essntial for better learning –good teaching or good text books? T goes around to check and offer help They felt that they should be allowed to have a say in the school decision making Work in groups of or discuss the question in the textbook *Ex: In my opinions ,there both factors must go together.We can’t separate them apart.If only one factor can not bring about good learning.Both have a very close relation However,I think the teachers facter play more important role because it’s man that decides the Assigns homework: success, not“text book” which are only material or books.Only good tools can not give a good result It’s obvious that there must be the users teachers, etc… IV Home work Write your ideas about the above questions in your notebook V EXPERIENCE: Period:29 Writing Class Teaching date Absentees 11A I Objectives: By the end of the lesson , ps will be able to write a paragraph to describe the information in the table of literacy rates in sunshine country Language Focus: * Vocabulary: lowland, dote, decloned, steady dramatically * Skill: writing a paragraph II Method and Tecniques: - Communicative approach ,write it up, gap- filling - Matching, role play, discussion, work group, pair work, III Teaching aids: Text books , posters Handouts Check up (7’) : Answer the questions: Where did the survey take place? -In Perth What percentage of the students feltmutual respect was essential for effective learning to take place? 80% of the students What did the old students feel? -They think that they should be allowed to give some input into school decicion making -Have you ever done a survey? Yes, … IV Procedure: No, … T’s activities Ss’activities TASK 1: Choose a word from the box to fill each -Ss work in groups and after that work in pairs space of the paragraph: and answer the questions T gets Ss to read the task requirements and work on Answers: the task with a peer 1.varied 2.rise -T cheks and give feedback 3.went up 4.declined T calls Ss to read out their answers and checks with 5.different 6.drammatically the class Read aloud the model writing T asks one student to read aloud the model writing *Vocabulary: T explains some new words to ss - Lowland: vùng đất thấp - drammatically:một cách ngoạn mục - data:dữ kiện , số liệu - declined:tõ chối , suy giảm (refused, decreased) Task 2:Write a paragraph of about 100 words, describing the information in the table below -steady = constant: vững , kiên định -sharply = suddenly:đột ngột, thình lình T tells Ss to study the table in Task and analyses it with a friend by asking these questions: What does the table describe? Does it describe the past, the present or the future? Which region had the lowest rate in each year? Did the literacy rate in the Lowlands increase or decrease from 1998 to 2007? What about the literacy rates in the Midlands and the Highlands? T checks the answers with the whole class useful language: -The table shows/describes… - as can be seen from the data in the table… Nouns Verbs rise increase decrease drop fall rise increase decrease drop fall slight steady sharp gradual dramatic slightly steadily sharply gradually dramatically Adj Adverbs -T cheks and corrects the answers and gives feedback Assigns homework: V ExperienCE: Study the table in Task and analyses it with a friend by answering the questions: Literacy rates in Sunshine country from 1998 – 2007 Year 1998 2002 2004 2007 Lowlands 50% 53% 56% 95% Midlands 70% 75% 80% 85% Highlands 50% 45% 40% 30% Based on their analysis of the table, Ss now write up a description individually Write a paragraph of about 100 words The table describes the literacy rates of the population in different parts of the country of Sunshine from 1998 to 2007 As can be seen, they varied considerably between 1998 and 2007 In the Lowlands, the number of literate people increased sharply between 1998 and 2007 In the Midlands, there was a gradual rise in the number of people who were literate On the contrary, the literacy rate in the Highlands fell gradually This data may help the researchers or planners make suitable plans for educational development in each area of the country IV.Home work(2’) • Doing exercises 1, in workbook (p 3839) • Preparing section “Language Focus” Period:30 language focus Class Teaching date Absentees 11A I Objectives: By the end of the lesson , ps will be able to: - distinguish the clusters / p1/, / bl /, /pr /, / br / and pronounce the words and sentences containing them correctly -understand reported speech with infinitives and use these structures to solve communicative tasks Language Focus: * Prounciation:/pl/, /bl/, /pr/ , /br/ *Grammar :reported speech with infinitives II Method and Tecniques: - Communicative approach, gap- filling, - Matching, role play, discussion, work group, pair work, III Teaching aids: Text books , posters Handouts IV PROCEDURE: T’s activities Ss’activities T models the three clusters /pl I, / bi I, / pr I, / br / I Pronunciation: *Lisen and repeat: for a few times and explains how to produce them /pl/ /bl/ /pr/ E.g.: When producing / p1/, Ss should produce / p / Please black pride first and then quickly switch to / I, and so on Pleasure blouse pretty T plays the tape once for Ss to hear the words Play blue precious /br/ brown bread brother containing these clusters Then T plays the tape Plenty blow pratice broad again and this time asks Ss to repeat after the tape T asks Ss to read the words in each column out loud in chorus for a few more times Then T calls Read the words in each column out loud in chorus for on some Ss to read the words out loud T listens a few more times and corrects Read the words out loud T asks Ss to work in pairs and take turn to read aloud the given sentences (p.63, Practise these Pratice the sentences in the text book on page 63 sentences) T goes around to listen and takes notes of the typical errors T calls some Ss to read the sentences again and provides corrective feedback 2) Grammar:Reported speech with infinitive Ex: “Don’t open your books please” Practise reading aloud the dialogue Reported speech with infinitive Form: S+ TELL(TOLD)/ASK(ASKED) +S.O +TO-INF ADVISED/PROMISED NOT TO-INF The teacher told us not to open our books Ex2 : “woukd you like to have dinner with *Notes:Để chuyển câu trực tiếp sang câu me?”He said to me gián tiếp dạng câu đề nghị , cầu khiến , mệnh *He invited me to have dinner with him lệnh , lời mời… ta thường bắt đầu với động từ Như: ask ,tell, invite, advise, promise … +to –inf Not to –inf Speaker’s words here this today tomorrow yesterday next Monday last Monday 3)Pratice: *Exercise 1:Complete the sentences without ago that then that day that night the next day the day before Reported Speech now tonight there changing the meaning T gets Ss to Exercise individually and then find a partner to check their answers with the following Monday the previous Monday previously/ before T checks with the whole class and provides Work individually and then find a partner to check corrective feedback the answers with *Answers: 1.They promised to come back again 2.The lifeguard advised us not to swim too far from the shore 3.Tom asked Peter to close the winndow 4.The teacher encouraged Eric to join the football team 5.John promised to give it to him 6.My mum wanted Lan to become a doctor Exercise T gets Ss to Exercise individually and then find a partner to check their answers with 7.My sister reminded me to lock the door before going to school 8.His boss advised him to go home and rest for a T checks with the whole class and provides while corrective feedback -T checks and correct Do Exercise individually and then find a partner to check their answers with give the answers on bb Answer: He advised me not to drink too much beer She invited me to come and see her whenever I want John wanted me not to smoke in his car Assigns homework He told Sue to give him her phone number He reminded me to give the book back to Joe He promised not to it again He agreed to wait for me John asked me to lend him some money Home work: -Do exercise 2, again Prepare unit 6(reading) V EXPERIENCE: TEST 5’ I Choose the best answer to each question by circling (a), (b), (c), or (d) “Would you like to spend the weekend with us?” They her to spend the weekend with them a advised b ordered c invited d begged “Could you open the window please?” She him to open the window a reminded b ordered c asked d warned “Go to bed immediately!” Mary’s mother her to go to bed immediately a advised b begged c asked d ordered “Don’t forget to post the letter!” He me to post the letter a reminded b ordered c begged d asked “Park the car behind the van.” The instructor him to park the car behind the van a offered b told c asked d ordered “Please, please, turn down the radio!” Mark’s sister him to turn the radio down a reminded b ordered c asked d begged “Don’t play with the matches They’re very dangerous.” The teacher the children not to play with the matches a ordered b asked c warned d begged “I’ll give you a lift to the airport.” Michelle to give her husband a lift to the airport a refused b offered c asked d begged “I won’t lend you any more money.” Matthew to lend me any more money a offered b asked c refused d invited 10 The teacher said to her student: “You need to study harder.” She him to study harder a asked b advised c ordered d begged II Rewrite the sentences below, using the words in brackets He said to her, “ Come to the party” (persuade) He said to me, “I’ll lend you some money.” (offer) “All right I’ll help you” Ba said to Minh (agree) “ No, I won’t talk to a lawer” Binh said (refuse) “I’ll tell you the truth” Thu said to Hoa (promise) Answers: I Choose the best answer to each question 1.c 3.d 5.b 7.c 9.c 2.c 4.a 6.d 8.b 10.b II Rewrite the sentences below, using the words in brackets He persuaded her to come to the party He offered to lend me some money Ba agreed to help Minh Binh refusedto talk to a lawer Thu promised to tell Hoa The truth Period:31 reading Class Teaching date Absentees 11A I Objectives: By the end of the lesson, Ss will be able to:Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context Use the information they have read to discuss the related topic II Method and Tecniques: - Communicative approach, gap- filling, - Matching ,role play, discussion, work group, pair work, III Teaching aids: -Text books , posters Handouts IV PROCEDURE : T’s activities Ss’activities Warm –up(5m) - Get Ss to work in pairs, matching the given Pair work competition with the correct pictures on page 66 a Quiz: Road to Mount Olympia - Check the answer with the whole class b London Marathon - Get Ss to tell which of these competition they c Sao Mai Television Singing contest like most and why T gets Ss to name some other d Olympic Games competitions that they know or have ever participated in and elicits their comments on the events I Before you read(7m) - Introduces the topic of the lesson and get Ss to work in pairs and answer the questions on page 67 pair work - Calls some Ss to answer the questions Ask Ss to Yes, Because I want to overcome myself give reasons for their answers T helps Ss to Yes, I I like to win in Quiz:”Road to Mount express their ideas Olympia” 3.No, it isn’t Because I think the most important Guides Ss to read the new words thing is having a chance to participate in a Then asks Ss to guess what they are going to read competition, learning from other competitors and about II While you read enjoy ourselves Read in chorus Set the scene: You are going to about a school’s competition Task 1(7m) Get Ss to read the passage silently and then Task - Check the answers with the whole class - Check Ss’ understanding all these words St read the text and give answers to task correctly by calling on some Ss to tell the meaning (Individual work) of the words in Vietnamese Compare the answers with a partner Suggested answers: d f Task 2(8m) e c - Asks Ss skim the questions to understand them b a - Asks them to read carefully the passage again - Then T gets Ss to check their answer with a partner Individual work and pair work - Calls some Ss to read aloud their answer and ask Suggested answers: them to explain their choices - Gives the correct answers The representatives of three classes of the speaker’s school (line 1, paragraph 1) The aim was to stimulate the spirit of learning English• among students (lines 3-4, paragraph 1) The students’ Parents Society (line 4, paragraph 1) They had to complete activities in all On completion of each activity, they had to answer the questions in the worksheets within minutes (lines 14, paragraph 2) They had to observe and score the students’ performance A maximum score for each activity was 15 At the end of the competition they would announce the total score of each group The group that got the highest scores will be the winner (lines 47, paragraph 2) Task (8m) A set of CDs for studying English and an Oxford - Asks Ss to read Paragraph again and complete Advanced Learner’s Dictionary (lines 8-9, paragraph the sentences 2) - Calls some Ss to write their answers on the board and ask them to explain their choices Read Paragraph again and complete the sentences ….to recite/complete the poem because he could (group work) not remember the last sentence 2… became the winner of the competition Suggested answers: …60 points ….to recite/complete the poem because he could … ” For me the important thing was our not remember the last sentence participation in the competition and the enjoyment 2… became the winner of the competition we had from it” …60 points III After you read(7m) … ” For me the important thing was our - T reads the poem aloud once or twice and get Ss participation in the competition and the enjoyment to repeat each line after her/him we had from it” - Lets Ss practice reciting the poem in their own groups - Calls different groups to read the poem and ask the class to decide who the best performers are Group work - Asks them to translate the poem into Vietnamese Patter ['pætə]: tiếng tí tách, tiếng lộp độp (mưa rơi) Consolidation and homework(3m) Window –pane /'windou'pein/ ô kính cửa sổ - T summarises the main point of the lesson - Asks Ss to learn by heart the new words and make sentences from them Whole class Homework learn by heart the new words and make sentences from them Prepare for SPEAKING V EXPERIENCE: Period:32 speaking Class Teaching date Absentees 11A I Objectives: By the end of the lesson, Ss will be able to give their own opinions of competition at school and to talk about some activities after obsering Language Focus: * Vocabulary: cheat, enforec, strict, low-income * structure:simple present tense * skill: Speaking II Method and Tecniques - Communicative approach ,Integrated, mainly communicative - Matching, role play, discussion, work group, pair work, III Teaching aids: - Some pictures of competition - Textbook, posters text book, handout, poster., real objects IV procedures: I)Check up: 1.Tell some names of competitions? 2.What was the aims of the competition ? 3.Who sponsored the competition? 4.Read the poem and translate it into Vietnamese T’s activities Task 1(10m) -Introduces the task and gets Ss to it individually - Explains the meaning of the new words - Calls different pairs to report their answers T should encourage them to explain why they like or dislike a game/constest and help them to express Ss’activities individual work and pair work compare with their partners ex: My partner likes… but I dislike it Both of us like/dislike… Neither my partner nor I like… Neither of us like…… their ideas when necessary Task 2(10m) - Introduces the task and call on one or two pairs of Ss to read aloud the sample dialogue - Asks Ss to read the useful expression on page 69 and explain the new words - Gives more structures: Asking for opinions: What you think about ? What’Ss your opinion about……/ How you feel about…? read aloud the sample dialogue Ex2 A:What you think of English Competition? B: Oh, it’s interesting.It’s an opportunity to test my English Ex3: A: What you think of Art Competition? B: Oh, It’s boring.It’s makes me feel sleepy Do you like ? Task 3(15m) - Put Ss in groups of or T tells each group to choose a famous TV game or competion and work out details about it - Go around to check and offer help - After Ss have finished, T call on each group to come the front The whole class will ask questions about the game/contest and guess what game, constest it is Work in groups of or *Example: T: Can you tell me something about the competitions you are talking about? Ss:Sure, We can What would you like to know? T: Where and when did you take part in it? Ss: I saw it on TV Last night? T: What type of Competitions or contest was it? Ss: well it was an English Speaking Competition T; Do you know who organized it? Ss:The International Language center T: Who participated it? ………… Homework - write a paragraph about a game show Consolidation and homework(3m) - Summarises the main point of the lesson - Asks Ss to write a paragraph about a game show they like V EXPERIENCE: - prepare for LISTENING Period:33 listening Class Teaching date Absentees 11A I Objectives:By the end of the lesson , ps will be able to: - Develop extensive listening skills - Use the information they have listened to for other communicative tasks II Method and Tecniques: Communicative approach III Teaching Aids: Books, pictures, chalk, cassette player, tape IV procedures: Check up: -Tell the competition you like best and give reasons -Name some of competitions you know T’s activities Ss’activities I Before you listen(10m) - T uses the picture in the textbook to introduce the Whole class topic What can you see in the picture? - We can see two athletes What event is it? - Boston Marathon What is marathon? - It’s a long distance running race of 26 miles or about 42 km Where you think the Boston Marathon might take place? - In the USA What is the Boston Marathon? + It is held in the USA + It began at the end of the 19th century + The Boston race is about 42 km + Runners have to go through 13 towns during the race Who you think can take part in the Boston - Atheles race? II While you listen Listen and repeat Task 1(10m) - Clock (v): đạt được, ghi Instruction: You are going to listen about the - Association(n) : Tổ chức , hiệp hội Boston Marathon Listen and answer T/F - Athletic (a): thuộc điền kinh questions Put a tick in the appropriate box - athletics (n) : , môn điền kinh - Race (n) : đua -Marathon race (phr.n) - Before listening, asks Ss to read through the statements to understand them and underline keys read through the statements to understand them and words underline keys words - Plays the tape once for Ss to listen and the task listen and the task - Checks the answer with the whole class If many (Individual work) Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for Answers: them to catch T T F (2 hours 50 minutes and 10 seconds) F (1967) T Task 2(7m) F (pass through 13 towns and ends in centre of - T asks Ss to read through the questions in task Boston) - Plays the tape again for Ss to answer the questions Read through the questions in task - Gets Ss to check their answer with a partner Then T checks with whole class T should play the Answer the questions tape again and pause at difficult points if many Ss 1.He came from New York cannot complete the task She became the first official female champion in III After you listen(10m) 1972 Asks Ss to talk about a famous Vietnamese runner (women started and finished the race in 1972.) or sportman/sportwoman that they like 6164 (runners joined the Boston Marathon in Put Ss in small groups of or 1984) Asks each group will prepare a short biography of8 a famous Vietnamese runner (or sportman) After finishing, T calls on the representative of 10 each group to talk about their favouite 11 Work in groups of or sportman/woman - Vũ Thị Huong / gold / 100-meter running race / Listens and takes notes of Ss’ errors T provides SEA Games 23 / join / compete / SEA Games 24 corrective feedback after that -> Vũ Thị Hương won a gold medal for women’s Consolidation and homework(3m) - Summarises the main point of the lesson 100-meter running race at the SEA Games 23-2005 She is going to join in (competing at ) the SEA Games 24-2007 Homework - learn by heart new words and make sentences - Prepare for WRITING V EXPERIENCE: Period:34 Writing Class Teaching date Absentees 11A I Objectives:By the end of the lesson , ps will be able to: Write a letter to reply to the request of information II Method and Tecniques: - Communicative approach , write it up, gap- filling - Matching, role play, discussion, work group, pair work, III Teaching aids: Text books , posters Handouts IV PROCEDURE: T’s activities Ss’activities Before you write Task 1(10m) -T asks Ss if they want to participate in a competition, what information about the competition they would like to know and would look for T writes the answers on the board - T gets Ss to read the letter in task individually Group work - Ask Ss to indentify who wrote the letter, for what - Individual work purpose, what information she requested and When? (the date and time) compare their answers with the ideas on the board Where? (the venue) Who? (who can participate, who are the hosts / While you write(20m) judges, who to contact,ect) - T gets Ss to read the requirement of task and How? (how to apply to participat, how the contest work out with a peer what they need to include in proceeds, how the candidates’ performance is the reply letter and what kind of language (formal assesses,etc…) or informal) they need to use What? (what is expected of the candidates, what the - Gets Ss to write their own letters in 10 minutes award is) - T then asks Ss to get in pairs, exchange their letters and correct each other Individual work and pair work - T goes around to offer help English for the World 28th October, 2007 Dear Thu Trang, 106 Tran Hung Dao St, Hoan Kiem District Hanoi Thank for your letter and welcome to our English Speaking Competion Here are some details about October 18,2007 Dear Thu Trang, the competion: Thank you for your interest in our English Speaking The number of participants is limited- just 25 The Competition Here is the information that you competition is held on 25th November 2007, at 106 request Tran Hung Dao Street, Hoan Kiem District, Date and time:8:30p.m, October 25, 2006 Hanoi It starts at 8:00p.m Contestants should be Venue: 106 Tran Hung Dao present one hour before the competition for Number of participant: 25 registration Entry procedure: Candidates fill an application form For more information please contact me on the to participate phone number(04) 9838188m, and email: We encourage you to apply to participate by 4p.m, info@123doc.org October 20 Because this year we limit the number of Best wishes, participants to only 25, application submitted late Kate Johnson will not be considered For further information, please contact me on 9838188 or email me at info@123doc.org We wish you good luck at the contest and look After you write(7m) - T chooses one or two letters and reads it/them to forward to seeing you there Best regards the class Kate Johnson - Then T elicits corrective feedback from the class Secretary and gives final comments afterwards T should Whole class draw Ss’ attention to the format of the letter, the organization of ideas and language use Consolidation and homework(3m) - Summarise the main point of the lesson - T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson Whole class V EXPERIENCE: Period:35 language focus Class Teaching date Absentees 11A I Objectives: By the end of this lesson, Ss will be able to: + distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and sentences containing them correctly + understand reported speech with gerund and use these structures to solve communicative tasks II Method and Tecniques: Intergrated mainly communicative III Teaching aids: Textbook, hand-outs IV Procedure: T’s activities A PRONUNCIATION Distinguishing sounds Ss’activities T models the three clusters / tr I, / dr I, / tw / for a few times and explains how to produce them Listen and repeat E.g.: When producing / tr I, Ss should produce / t / first and then quickly switch to / r I, and so on T plays the tape (or reads) once for Ss to hear the Hear the words containing these clusters and repeat words containing these clusters Then T plays the after the tape tape again and this time asks Ss to repeat after the tape read the words in each column out aloud T asks Ss to read the words in each column out aloud in chorus for a few more times Then T calls on some Ss to read the words out loud T asks s to work in pairs and take turn to read aloud the given sentences (p 73, Practise these sentences) T goes around to listen and takes notes of the typical errors T calls some Ss to read the sentences again and provides corrective feedback Some individual stds repeat Practising sentences containing the target sounds Stds work in groups of four B GRAMMAR POINTS a Presentation(10m) Reported speech with gerund Listen and take notes Form: V+(O)+Preposition+(not)+ V-ing Whole class take note and give examples Use: We usually use a gerund structure to report Ex: “Sorry, I’m late” thanking, apologies, accusations, and so on She apologized for being late Accuse(sb) of, apologise (sb)for, insist Ex:” I didn’t that” on(kh¨ng kh¨ng), congratulated (sb) on, She denied doing that dream of, warn(sb) against (dặn để phòng “It was nice of you to help me Thank you very c¸I g×/ai), prevent (sb)from, thank(sb) for, much” suspect(sb) of… Tom thanked me for helping him Note: we don’t use'say” in this structure “Shall we pick you up at school?” - Some verbs not need a preposition: They suggested picking me up at school Stop, admit, suggest, deny, mention, propose(đề nghị) b.Practice Exercise 1(10m) - T gets Ss to the exercise individually and Individual work, pair work and whole class then find a partner to check their answers with Answer: -T checks with whole class and provides 1.John congratulated us on passing our exam corrective feedback 2.Mary apologized for not phoning me earlier 3Peter insisted on driving Linda to the station 4.The teacher accused the boy of not paying attention to what he had said Bob has always dreamed of being rich I warned Ann against staying at the hotel near the airport Exercise2 (12m) Her mother prevented Jane from going out that T gets Ss to Exercise individually and then night find a partner to check their answers with Miss White thanked Jack for visiting her T checks with the whole class and provides Work individually corrective feedback Answer: Tom insisted on paying for the meal Mr and Mrs Smith looked forward to meeting their children soon The boy denied breaking the window of the woman’s house The policeman stopped the customer from leaving the shop 5.The thief admitted stealing Mrs Brown’s car Consolidation and homework(3m) - T summarises the main points of the lesson - Ask Ss to revise reported speech with gerund and exercises in the workbook V EXPERIENCE: Ann suggested having a party the next Saturday John and his wife were thinking of buying the house Period:36 Class Teaching date Absentees 11A I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 4, and - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself B * Have you prepared it at home? * Have you got any difficulties? I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Look at the book and listen to the task - Ask students to listen to the tape once - understand the task - Ask students to listen again and speak out - Read the questions the statements are true or false - Listen to the tape - Ask students to listen in the third time, the - Listen again and say the statements are true or false work in groups to compare and discuss the - Listen and discuss in groups to find the correct answers with each others to find the correct answers: answers II Reading (2.5 points) (10 minutes) Keys:1A, 2B, 3D, 4C, 5B - Presents the task: - Asks pupils to work in groups to compare - Look at the textbook and listen to the teacher the answers they have already done to find the - Work in groups to discuss about the passage correct ones - Finish the task - Gives the correct answers to the class: - Compare their results with the other groups, and then with the keys - Write the answers on the board - Listen to the teacher and correct the answers - Listen to the teacher - Work in groups III Grammar(2.5 points) (8 minutes) - Compare the results with the other groups - Presents the task: - Show the answers in front of the class a/ Ask students to listen and put a tick in the - Keys: 1D, 2B, 3B, 4C, 5C right box - Observe the keys and correct their answers b/ Let students finish each of of the following - Keys: sentences in such a way that it has the same a play, drive, twice, proud meaning as the original sentence - Keys: IV Writing (7 minutes) b taking, to go, smoking, - Presents the task: saying, do, going, to make - Calls the students to read the suggested sentences in front of the class - Students work in groups and practise writing - Two students go to the board and write - Give the writings by reading aloud - Checks their writings and help them correct - Read the writing carefully the mistakes if they’ve made - In groups or in pairs - Compare the results with the other groups - Correct mistakes Sample writing “ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi The copetition last one year and consists of 52 qualifying sessions and a final There are competitors in each session These are the representatives of different schools around the country They are asked questions about sciences and arts The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session The winners a of the quarterly session can go to the final The winner of the final will receive a large cash prize I like the show very much because I can learn a lot Homework (5 minutes) from the questions asked in it - Ask students: - Study all the lessons again + to study all the lessons again + to get ready for the 45 minute-test in the - Get the knowledge ready for the coming test next period V EXPERIENCE: Period:37 + 38 TEST 45MINUTES + CORRECT THE TEST Class Testing date Absentees 11A Written test 45 minutes Full name: ……………………………………………………………… Class 11A Pick out the word whose underlined part is pronounced differently from that of the others 1- A decided B visited C wanted D handicapped 2- A corn B cup C can D city 3- A minority B literacy C primary D library 4- A whom B who C whose D whale - A ridden B white C give D risen Choose the underlined part among A, B, C or D that needs correcting Peter apologized for break the vase A B C D David asked me telling him the time A B C D Paul thanked me on writing him to dinner A B C D I warned them not climb the mountain in such bad weather A B C D 10 I was in a hurry because I didn’t want being late for school A B C D 11 Her parents prevented her from get married to her teacher A B C D Choose the best answer for each of the following sentences: 12……………………are children whose parents passed away A Volunteers B College students 13 How many ……………are there in the competition? A participates B participants C Handicapped children D Orphans C participations D participative 14 Someone told us………… sit on the stairs A-don’t B-met/was working C not to D to not 15 Her mother prevented her………… going out that night A-against B-from C-about D-at 16.I apologised………… the book at home A-for leaving B-to leaving C-leaving D-to leave 17 Tom insisted paying the bill A of B in C on D for 18 I don't mind late if it will help at all A working B to be work C work D to work 19 "Let's go to the cinema"  He suggested to the cinema A gone B to go C go D going 20 " I made a mistake in the calculations" She making a mistake in the calculations A promised B admitted C apologized D agreed 21 Jack congratulated me passing the examination A on B above C from D in 22 John and his wife were thinking widening their farm A to B of C with D on 23 The number of people in the remote areas of Vietnam is gradually decreasing A illiterate B illiteracy C literacy D literate 24 I warned her seeing him A from B against C to D at 25 " I made a mistake in the calculations" She making a mistake in the calculations A promised B admitted C apologized D agreed Change the sentences into the reported speech 26.“ Whatever you do, don’t walk on the grass” the safeguard said to the tourists -> The safeguard warned………………………………………………………………………… 27.“ I haven’t done anything wrong,” Tom said -> Tom denied…………………………………………………………………………………… 28.“ No, I won’t talk to the lawyer,” Thu said -> Thu refused…………………………………………………………………………………… 29.“ Yes, I did drive too fast through the town,” she said -> She admitted……………………………………………………………………………………… 30.”Don’t forget to join in the contest tomorrow morning” Dong said -> Dong reminded……………………………………………………………………………………… Read the passage and choose one correct answer for each question Spring School is an informal school It provides classes to disadvantaged children in Ho Chi Minh city Around 30 street children live and study at the school and about 250 children with special difficulties from District regularly attend classes The Organisation for Educational Development co-operated with Spring School to set up English classes in 1998 Dance, theatre, singing and folk music classes were set up a year later Children from these classes participate in fundraising performances They raise money to continue their English and performance Arts classes Spring School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children dance, sing and play music at one of the largest hotels in Ho Chi Minh City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help organize these events It is hope that more schools like Spring School will soon be found in other cities in Vietnam 31 What kind of Spring school? A a primary school B a formal school C an informal school D a secondary school 32 When were dance, theatre, singing and folk music classes set up? A In 1997 B In 2000 C In 1998 D In 1999 33 Why children take part in fund- raising performances? A Because they want to expand the school B Because they want to contact sponsors C Because they need money to continue their English and Arts classes D Because they like dancing 34 Where children dance, sing and play music? A At their School B At one of the largest hotels in Ho Chi Minh City C In Ha Noi D In the theatres 35 What is the aim of Spring School? A It provides classes to volunteers in Ho Chi Minh City B It provides classes to disadvantaged children in Ho Chi Minh City C The aim of this school is fundraising D The aim of this school is to raise fund Choose the best answer: 36 "No, it's not true I didn't cheat in the exam" A Tom denied cheating in the exam B Tom denied not to cheat in the exam C Tom denied didn’t cheat in the exam D Tom denied to cheat in the exam 37 "You should not stay up too late" A Minh encouraged me to stay up too late B Minh advised me staying up too late C Minh advised me to stay up too late D Minh advised me not to stay up too late 38 "I'm sorry, I didn't phone you" A Karen promised not to phone me B Karen admitted for not phoning me C Karen apologized for not phoning me D Karen refused to phone me 39 “”You are too yuong to get married” Lan’s parents said to her A Lan’s parents said that she can’t get married at quite a young age B Lan’s parents stopped her from getting married C Lan’s parents said that she is so young that she can’t get married D Lan’s parents advised her not to get married 40 Jane said, “You stole my best book, Tom” A Jane said that Tom was her thief B Jane insisted Tom on stealing her best book C Jane accused Tom of stealing her best book D Jane wanted Tom to give her best book back to her THE END Written test 45 minutes Full name: ……………………………………………………………… Class 11A Choose the best answer for each of the following sentences: Jack congratulated me passing the examination A in B above C from John and his wife were thinking widening their farm A of B to C with The number of people in the remote areas of Vietnam is gradually decreasing A illiterate B literacy C illiteracy I warned her seeing him A against B from C to " I made a mistake in the calculations" She making a mistake in the calculations A promised B apologized C admitted 6……………………are children whose parents passed away A Volunteers B Orphans How many ……………are there in the competition? A participates B participative D on D on D literate D at D agreed C Handicapped children D College students C participations D participants Someone told us………… sit on the stairs A-don’t B- not to C met/was working D to not Her mother prevented her………… going out that night A- from B- against C-about D-at 10.I apologised………… the book at home A to leaving B for leaving C leaving D to leave 11 Tom insisted paying the bill A on B in C of D for 12 I don't mind late if it will help at all A to work B to be work C work D working 13 "Let's go to the cinema"  He suggested to the cinema A gone B to go C go D going 14 " I made a mistake in the calculations" She making a mistake in the calculations A promised B apologized C admitted D agreed Change the sentences into the reported speech 15.Shall we go to Paris for the weekend?” Mary said to me -> Mary suggested 16.“ Remember to book a table in advance” She said -> She reminded………………………………………………………………………… 17 “ All right, I’ll pick you up at pm tonight.” -> She agreed …………………………………………………………………………………………… 18.I can’t go to your birthday party next Saturday evening, Jack”, said Mary -> Mary apologized for……………………………………………………………………… 19 “I won’t help you with your homework Never ! ” Jane said to me -> Jane refused …………………………………………………………………………… Read the passage and choose one correct answer for each question Spring School is an informal school It provides classes to disadvantaged children in Ho Chi Minh city Around 30 street children live and study at the school and about 250 children with special difficulties from District regularly attend classes The Organisation for Educational Development co-operated with Spring School to set up English classes in 1998 Dance, theatre, singing and folk music classes were set up a year later Children from these classes participate in fundraising performances They raise money to continue their English and performance Arts classes Spring School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children dance, sing and play music at one of the largest hotels in Ho Chi Minh City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help organize these events It is hope that more schools like Spring School will soon be found in other cities in Vietnam 20 What kind of Spring school? A a primary school B an informal school C a formal school D a secondary school 21 When were dance, theatre, singing and folk music classes set up? A In 1997 B In 2000 C In1999 D In 1998 22 Why children take part in fund- raising performances? A Because they want to expand the school B Because they want to contact sponsors C Because they like dancing D Because they need money to continue their English and Arts classes 23 Where children dance, sing and play music? A At their School B In the theatres C In Ha Noi D At one of the largest hotels in Ho Chi Minh City 24 What is the aim of Spring School? A It provides classes to disadvantaged children in Ho Chi Minh City B It provides classes to volunteers in Ho Chi Minh City C The aim of this school is fundraising D The aim of this school is to raise fund Choose the underlined part among A, B, C or D that needs correcting 25 I warned them not climb the mountain in such bad weather A B C D 26 Her parents prevented her from get married to her teacher A B C D 27 Peter apologized for break the vase A B C D 28 I was in a hurry because I didn’t want being late for school A B C D 29 David asked me telling him the time A B C D 30 Paul thanked me on writing him to dinner A B C D Choose the best answer: 31 "I'm sorry, I didn't phone you" A Karen promised not to phone me B Karen apologized for not phoning me C Karen admitted for not phoning me D Karen refused to phone me 32 “”You are too young to get married” Lan’s parents said to her A Lan’s parents said that she can’t get married at quite a young age B Lan’s parents advised her not to get married C Lan’s parents said that she is so young that she can’t get married D Lan’s parents stopped her from getting married 33 "No, it's not true I didn't cheat in the exam" A Tom denied to cheat in the exam B Tom denied not to cheat in the exam C Tom denied didn’t cheat in the exam D Tom denied cheating in the exam 34 "You should not stay up too late" A Minh encouraged me to stay up too late B Minh advised me not to stay up too late C Minh advised me to stay up too late D Minh advised me staying up too late 35 Jane said, “You stole my best book, Tom” A Jane said that Tom was her thief B Jane accused Tom of stealing her best book C Jane insisted Tom on stealing her best book D Jane wanted Tom to give her best book back to her Pick out the word whose underlined part is pronounced differently from that of the others 36- A literacy 37- A whom 38 - A white 39 - A handicapped 40 - A corn B minority B whale B ridden B visited B cup C primary C whose C give C wanted C city THE END World population D library D who D risen D decided D can Period:39 Class Teaching date Absentees 11A I Objectives: By the end of the lesson , Ss will be able to: - develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - use the information they have read to discuss the topic II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Asks students close the book Students’ activities - Listen to the teacher and answer the questions - Asks students to answers some questions: Are all the people in the same family? Is it good to have many children? What will happen if every family have a lot of children? -Lead in : today we are going to learn about - Listen to the teacher and open the book – Unit7, part world population A: reading Before you read : (7 minutes) - Asks students work in pairs and look at two pictures on the book and discuss the questions Where can you find these scenes? What does each of the pictures tell you? Do you think that the larger in population a country is, the stronger it is? Why/Why not? - Goes around and help if necessary -Ask students to give the answers - Listens to students and correct pronunciation and grammar if necessary - The scene in the first picture can be seen in a family with too many children As can be seen in this picture, this couple has children, and they live in an old mud —and—draw cottage with nothing valuable - The scene in the second picture can be seen in a poor town As can be seen in the picture, the people in this town seem to have a hard flfe and live in very old houses The people tend to manual work and some are unemployed The first picture tells us that tf we have a big family, we may not support our children properly and give them a good flfe and education The second picture indicates that population explosion can lead to poverty and unemployment It is not always true that the larger in population a country is, the stronger it is The reason is that a large population can result in poverty, environmental pollution, unemployed and social evils, which will While you read : (23 minutes) easily weaken a country - Ask students to look through the passage and Third World : EX : Laos , India , … read in silence - Help students read the passage - Look at the book, listen to the teacher and work in pairs: - Explain pronunciation and meaning of new words which appear in the passage - discuss and give correct answers -Ask students to read loudly the difficult words in chorus - Listen to the teacher Task : - Ask some new words if necessary - Ask students to task - Keep the book open - Let students work individual or in groups - Listen to the teacher then task - Help students if necessary - Ask the teacher if necessary - work individual or in group - Write down in the notebook Keys: Task 2: 1.Although method 3.increases resources 5.sfigures limit 7.international control Listen to the teacher and read the reading passage -Asks students to read the passage again then - Try to answer the questions answer the questions Keys : - Asks students to answer the following 1.the population of the world in 10,000BC was 10 questions million In1750 it was 6225 million; in 1850 it was - Asks students look through the passages then 1300million ,in1950 it was 2510 million (paragraph try to answer the questions in right way 1) - Lets them work in pairs 2,by the year 2015 the population of the world is - Helps students if necessary expected to be over billion (last line,paragraph1) (the answers in the passage) 3,some scientists say it can ,but others say it can’t (line2-4,paragraph2) no, they don’t 5,because they know of no safe way to have fewer children( line4-5,paragraph3) - Listen to the teacher -Discuss and find out five world largest countries in After you read : (8 minutes) population - Asks students to work in groups to discuss find - The students who are called to stand up to talk loudly out five world largest countries i population say are intelligent ones where they are and which is the richest and which is the poorest country -Goes around to help the groups when necessary -Calls some groups to answer the question - Listens to students and correct mistakes - Listen to the teacher and write down homework Home work: (2 minutes) - Asks students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home V EXPERIENCE: World population Period:40 Class Teaching date Absentees 11A I Objectives: By the end the lesson, Ss will be able to: - Talk about the causes of overpopulation in our country and in the world - The problem which the overpopulation countries have and offer some solutions II Teaching aids:Textbook, handouts III Anticipated problems: - Ss may not have enough vocalabulary to talk about the topic IV Procedures: Teacher’s activities Students’ activities A Warm-up (6ms) Picture description - T shows sts the following picture and asks them Ss work in pairs to discuss the right answers two questions A man is carring many children by motorbike + What can you see in the picture? The picture tells us about overpopulation + What does the picture tell you? - T elicits the answers from sts and gives comments - T introduces the topic of the speaking lesson: Ss read carefully the following statements and overpopulation decide if they are True or False T gives handout: Ss read carefully the following 1.The population of our country has remained statements and decide if they are True or False unchanged during the last ten years? 2.Our country is 14th among the overpopulated Suggested answer: countries in the world F Overpopulation is not a problem in our T modern time F We must limit the population growth because T our resoueces are limited B)Check up : 1.What you think about the world population ? (decrease or increase) T introduces the new lesson: Today we’ll talk about the overpopulation, the problem of overpopulation countries and work out some solutions to these problems Ss work in pairs to order the causes and Task 1.(10ms) Instruction: Below are some of the reminds them to explain their order causes of populatance explosion You must put Suggested answers (Ss can give different them in order of importance and explain why answers) T gets Ss to work in pairs to order the causes and 1- People are not properly educated reminds them to explain their order 2- People are not a ware of population T calls on some pairs to present their order and asks explosion other pairs if they agree or disagree with their 3- Many people believe that having a large friends family is a form of insurance T should bear in mind that the answers are open 4- People believe that having many children There is no right or wrong answer, provided that Ss can explain their answers means happiness 5- Fewer children die at birth 6- Religion doesn’t permit peope to have fewer children Task (7ms) Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries T asks Ss to read the useful language on page 83 T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the Pair work Suggested answers: - poor living condition - low living standard - not enough/expensive food - lack/shortage of schools/hospitals/teachers/doctors and right nurses T may asks Ss to think of other problems not mentioned in the book T calls some Ss to report their answers and asks other Ss to feedback T comments and gives - unemployment - social evils - illiteracy corrective feedback Task (10ms) T asks Ss to discuss some solutions to the problem of overpopulation - T introduces some expressions to help Ss to make group work Suggested answers: - a report overpopulation Should be aware of To carry out/ to implement/ to use T asks some Ss to report their results to the class raise an awareness of the problems of - raise the the people’s living standard - exercise/implement reward and punishment policy T corrects if necessary - carry out population education program/family planning program use birth control methods Task 4: Instruction: Now you are going to work in Ss talk about the problem of overpopulation groups to talk about the problems of overpopulation and offer solutions and offer solutions, using the results of Task and + first/firstly, second, next Task + -Asks Ss to give a short presentation on the furthermore problems of population explosion and the solutions + the first problems is that……/ the next solution to them is that… - Encourages Ss to use transition signals to make + on the one hand, on the other hand, however, their presentation T can elicit the list of signals but……… from Ss also, besides, moreover, in addition, ( Ss can prepare at home, if there isn’t enough Consolidation and homework(2m) time) T summarises the main points Homework: - Think of the best we should T asks Ss to exercises in workbook have to limit the overpopulation - exercises in workbook V EXPERIENCE: World population Period:41 Class Teaching date Absentees 11A I Objectives: By the end of thin lesson, Ss will be able to listen to the story betweeen an inteviewer and Dr Brown about world population Ss will be able to complete some exercises : T/F statements , multiple choice II Language focus: *Vocabulary: Latin America, developing countries, improvement, particularly Inexpensive, rank, generation *Skills: Listening comprehension III Teaching aids: Text book ,cassette player, poster IV Procedures: Teacher’s activities Students’ activities Checking the old lesson: - interview each other about the causes of - T calls on sts to interview each other about the overpopulation and give the solutions to them causes of overpopulation and give the solutions to them - listen to T - T gives comments and marks pair work Before you listen(10m) suggested answers Discussing the questions Yes, our world is overpopulated because it -Ask Ss to discuss the questions on page 84 in pairs has more than billion people - Call on some Ss to give their answers and Asia has the largest population with China the comments on the answers most populated country in the world and India - Get Ss to guess what they are going to listen about the second Vocabulary Pre-teach - Before writing the new words on the board, T helps Ss to pronounce the words given in the book Whole class T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - T teaches some of these words and those taken from the listening passage: - Latin America :Ch©u Mü La tinh - T gets Ss to make sentences with the words and -Rate of population growth: tØ lÖ t¨ng d©n sè gives corrective feedback - Developing countries:C¸c níc ph¸t triÓn - Rank(v,n): XÕp h¹ng, thø h¹ng - Fall(n): Sù gi¶m While you listen Task 1(10m) Instruction: You are going to listen to Dr Brown - Generation(n): ThÕ hÖ - Shortage(n): Sù thiÕu talk about the world population While listening, choose the best answer A,B,C or D to complete the statements or answer the questions - Get Ss to read the statements and questions carefully and work out what information they need Individual work, group work and whole class to concentrate on while listening Then check with whole class - Gets Ss to read the options in each question and underline the words that make them different - Gets Ss to guess the answer to each question Suggeted answers: - Plays the tape once or twice for Ss to listen and A the task D - Checks the answer with whole class C Task 2(7m) D Asks Ss to read the questions in task to understand A them C Plays the tape again for Ss to listen and answer the It will be over billion questions The population growth rates in some part of T gets Ss to check their answers with a partner the world are not the same Then T checks with whole class T should play the The reason is the improvement of public tape again and pause at difficult point if many Ss health services and medical care cannot complete the task They are shortage of foods, lack of hospitals and school, illiteracy, and poor living conditions The experts offered four solutions: + to educate people and make them aware of the danger of having more children After you listen(8m) - + to provide safe, inexpensive birth - control T gets Ss to work in groups to orally summarise methods the main ideas of the listening passage T might + to strictly implement a family planning policy give Ss some cues base their summary on: + to exercise strict and fair reward and + world population today punishment policies +world population by 2010 + main cause of population explosion +problems caused by population explosion + solutions to the problems - Encourage Ss to use transition signals to make their summary more coherent (mạch lạc, chặt che) - Go around to offer help and collect Ss’ mistakes - Call on some groups to present their summary - T elicits feedback from the class and gives final whole class and group work comments Consolidation and homework(3m) T summarises the main point of the lesson Whole class V EXPERIENCE: World population Period:42 Class Teaching date Absentees 11A I Objectives: 1.Educational aim: Students should write descriptions of pie charts 2.General knowledge: Students learn how to write a descriptions of a chart - Language: students should interpret statistics on population from a chart - New words: Words related to the topic Skills: Writing descriptions of pie charts II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure: Teacher’s activities Students’ activities Warm up Books closed Look at the picture and answer: T shows Ss a pie or a piece of paper with a pie and S: It’s a cake asks questions: S: You are cutting the cake T: What’s this? T: Yes, it’s a pie cake It’s round Now look at what S: They are the same size They are equal I am doing T: Yes, I am dividing it into parts What you S: No, they are not equal think about the parts? T: Now open your books and you can see another one This chart is round so it is a pie chart Are the patts in the pie chart equal? T: Yes, these parts stand for the distribution of population in the world, and it is not equal among Ss work in group, read the information in the regions chart and use Useful language to write the T asks Ss to work in pairs: ask and answer about the paragraph information in the chart Ss practice writing in groups of or T presents Useful language and explains: Ss present their writing on the board - The chart shows the distribution of world population by region Suggested paragraph(1) - It can be seen that The chart shows the distribution of world - distributed unevenly population by region It can be seen from the - account for …… per cent chart that the world population is distributed - more than double the population of unevenly in the South-East Asia It accounts for - half as much as 58% of the world population Especially, the - nearly half of population of East Asia is more than double the - rank first / last population T instructs Ss how to use Useful language to Northern American is nearly half of the describe the chart population of Africa In comparison with the T goes round the class and provide help when other region, the Ocean ranks last, about 2% necessary Finally the population of Latin America is 2% T gives some suggested sentences : more than the one of Northern American, about - The world population is not distributed evenly / is 8% distributed unevenly Suggested paragraph(2) - The South Asia ranks first with 32% / ( The South The chart show the distribution of world of Africa The population of Asia has the most people / has the largest population by region population) As seen from the chart, the world population is - Very few people live in the Oceania / The not distributed evenly South Asia has the Oceania is the least populated / The Oceania has the largest population with 32% while the Oceania least population is the least populated with only 2% A bit higher - Less than that in South Asia is East Asia with only than that of the Oceania are the rates of Latin 26% America and Northern America with 8% for the - Africa and Europe have fewer people with 11% former and 6% for the latter / ( wth 8% and 6% for the former and 15% for the later respectively) Europe accounts for 15% of the - Compared with the Oceania which ranks last in the world population and Africa is a bit lower with table, Latin has approximately 8% of the world only 11% population whereas Northern America has a lower To sum up, more people are found in Asia than rate with only 6% Nowadays 15% the world in other parts of the world population is living in Europe T corrects mistakes and gives suggested answer T asks Ss to write a paragraph of their own at home Homework: - write a paragraph at home - Prepare for LANGUAGE FOCUS V EXPERIENCE: World population Period:43+ 44 Class Teaching dates Absentees 11A I Objectives By the end of the lesson, Ss will be able to: — Distinguish the clusters / ki /, / gl /, / kr /, / gr /, and / kw / — Pronounce the words and dialogue containing these clusters correctly — Use conditional sentences (types 1, and 3) and conditional sentences in reported speech appropriately II Teaching aids: Chalks, pictures III Teaching method: Communicative Approach IV procedures Teacher’s activities Warm-up: - Read words (class, glass, crash, Students’ activities green, queen) PRONUNCIATION Distinguishing sounds Listen and reapeat T models the clusters / kl /, / gl /, / kr /, / gr /, and / kw /for a few times and explains how to produce Listen the words containing the clusters / kl /, them Eg.:When producing / kl /, Ss should / gl /, / kr /, / gr /, and / kw / produce / k / first andthen quickly switch to /1 /, and so on T plays the tape (or reads) once for Ss to hear the words containing these clusters Then T plays the tape (or reads) again and this time asks Ss to repeat Read aloud the given dialogue on page 87 in after the tape pairs T asks Ss to read the words in each column out loud in chorus for a few more times - Look at the examples and point out the T calls some Ss to read the words out loud grammar points of them: T asks Ss to work in pairs and take turn to read - Give the formula of the use of conditional sentences 1, & aloud the given dialogue on page 87 -Asks Ss to look at the following examples and Conditional sentences type : remark them Eg: If I find her address, I’ll send her an - Asks Ss to explain the formula of the use of invitation conditional sentences 1, & If he runs, he’ll get there in time Revision of conditional sentences (type 1, 2, and If you don’t get up early, you will miss the train 3) Form: If + S+ Vs/es, S+ will + V(infinitive) (simple present) (future) Use: DiÔn t¶ ®k cã thÓ x¶y ë hiÖn t¹i hay t¬ng lai Conditional sentences type : Eg: If he were a bird, he would fly to you If I were you, I wouldn’t that Form: If + S+ V-ed, S+would + V(infinitive) (simple past) Use: DiÔn t¶ ®k kh«ng cã thùc ë hiÖn t¹i Conditional sentences type : Eg: If you had got there last night, you would have met him If he had listen to me, he wouldn’t have failed in the exams Form: If+S+had+V-ed, S+would+have+ V-ed (past perfect) Use: DiÔn t¶ ®k kh«ng cã thùc ë QK EXERCISE 1: Work individually then compare the answers with a partner *Suggested answers: 1.would drive; Exercise 1: T asks Ss to exercise & T asks Ss to read their answers aloud T asks Ss to remark T gives feedback & corrects them Exercise 2: T asks Ss to exercise in pairs and then compare answers with another pair T calls on some Ss to go to the board to write their answers T asks other Ss to feedback and gives correct Answers: 4.will take; 2.could; 5.closed; 3.is; 6.will come EXERCISE 2: Work in pairs *Suggested answers: had been told had realised wouldn’t have been would have bought had studied Listen, survey and take note Conditional sentences in reported speech a Presentation T writes some conditional sentences in reported speech non the board and asks Ss to comment on the changes of the verbs, pronouns and adverbs of time and places Eg: ‘I will come to see you if I have time’, the man said to her (Type1) —>The man said to her that he would come to see her if he had time ‘If I had a permit, I could get a job, ‘ he said (Type2) —>He said that if he had a permit, he could get a job - ‘If you had followed my advice, you would have been the winner, ‘said her mother (Type3) —> Her mother said if she had followed her advice, she would have been the winner + Conditional type 1: we apply all the necessary changes as usual (changes of verb tenses, pronouns, adverbs of time and place ) + Conditional type and 3: we not change T elicits the comments from Ss and makes clear the verb tenses, but we follow the rules to change pronouns, adverbs of time and place that: EXERCISE 3: Ss have to change the conditional sentences into reported speech Work individually then compare answers with another student *Suggested answers: The man said to to her (that) he would come Exercise 3: to see her f he had time T asks Ss to exercise individually T asks them to compare answers with another He asked her what she would say if someone stepped on her feet student They said to me (that) if it didn’t rain they would go out with me T calls some Ss to go to the board to write their The man asked the woman what she would sentences T asks other Ss to feedback and gives correct if she were a billionaire The man said to me (that) if I had asked him answers: he would have lent me his motorbike The man said to his daughter (that) they would be very disappointed if she did not come The boy said to the girl (that) he was sure they would understand if she explained the situation to them Homework: Ss review the points that have been covered in the lesson T summarises the main points of the lesson T assigns homework: EXTRA EXERCISE: Change the following conditional sentences into reported speech “If he had dropped the vase, it would have broken,” her grandmother said to him “If you have to the washing up, I will help you,” her husband said to her “I wouldn’t run away if I saw a spider,” the girl said “We’d have given you a lift if you hadn’t had your bike with you,” my friends said to me “If you had listened to me, the accident wouldn’t have happened,” my father said to my brother “If we don’t get tickets for the concert, we’ll stay at home,” they said to me “We’d go by bus if we didn’t have a car,” my cousins said to their parents “He wouldn’t have taken the bread if he hadn’t been hungry,” her sister said Answers: Her grandmother said to him that if he had dropped the vase it would have broken Her husband said to her that if she had to the washing up, he would help her The girl said that she would run away if she saw a spider My friends said to me that they’d have given me a lift if I hadn’t had my bike with me My father said to my brother that if he had listened to him the accident wouldn’t have happened They said to me that if they didn’t get tickets for the concert they would stay at home My cousins said to their parents that they’d go by bus if they didn’t have a car Her sister said that he wouldn’t have taken the bread if he hadn’t been hungry CELEBRATION Period:45 Class Teaching dates Absentees 11A I Objectives: Educational aim: Students should know more about the celebration of Tet and other festivals’ activities Knowledge: - General knowledge: - Through this unit, students know the history of tet and some kinds of celebration - New words: Words related to celebration Skills: Reading for identifying the main idea and specific information II Method: Integrated, mainly communicative III Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV Procedures: Teacher ’s activities Warm-up: (4 minutes) Students ’ activities - T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree…., real objects as red envelops, a box of candied fruits… Pair work - T points the pictures and real objects and ask - Listen to the teacher look at the picture and questions: answer the questions What you think of when you see this? The answers are various Why so? What you often before Tet? - I think of Tet holiday - Because they are the symblols of Tet - Clean and decorate the house, go shopping to Before you read (10m) buy new clothes, candied fruits, make Banh Discussing Tet holiday Chung…… -Ask Ss to look at the picture on page 90 and discuss the questions in pairs Work in pair and discuss these activities they - T goes around to offer help enjoy most doing in the Tet - T calls on some Ss to present their answer and elicits comments from other Ss T gives feedback if necessary What time of the year is it? - It is Spring and it should be Tet holiday because we can see peach blossom and kumquat What are the people in the picture doing? tree full of ripe fruits - The grandmother is giving her niece and nephew some lucky money The girl, the boy and What else you see in the picture? their parents good health and happiness - In the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table Pre -teaching vocabulary Lunar New Year: TÕt ©m lÞch To fall between….and …: R¬i vµo kho¶ng thêi gian từ…đến To spead: kÐo dµi To be full of: ®Çy nhiÒu Whole class pay attention Candied fruit: Møt Peach blossom: Hoa đào Apricot blossom: Hoa mai Positive comments: Những lời nói tốt đẹp While you read Setting the scene Individual work You are going to read a passage about Tet holiday in Vietnam While you are reading, the tasks in textbook Task (6m) Find the meanings of the words You can also use your dictionary + T writes these words on the board + Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their 1- Trọng đại, hoành tráng 2- BiÓu ng÷, b¨ng r«n meaning grand: impressive and large banner: along piece of cloth with a message on it that is carried between two poles or in a public place to show support for st 3-Táo tẩm đờng 4-Thuéc vÒ n«ng nghiÖp 5-CÇu nguyÖn sugared apples agrarian: connected with farming and the use of 6- sù h¸o høc, nhén nhÞp land for farming pray: to speak to God especially to give thanks or individual work and pair work ask for help 1- F ; 2- F excitement: the state of feeling excited 4- F ; 5- T ;3–T ;6–T Task (5m) Asks Ss to work individually to the task and Individual work and pair work discuss their answers with their partners It falls sometime between 19th January and Calls some Ss to give their answers and ask them to 20th February explain their choices Tet’s preparations and celebrations used to Task 3(6m) be pread over months Asks Ss to work individually to the task, then 3, They are decorated with coloured lights and discuss their answer with their peers red banners Calls some Ss to write their answers on the board They buy gifts, clean and decorate their and ask them to explain their choices houses and cook traditional foods It is made from sticky rice, green beans and fatty pork Mut is candied fruit Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games Group work After you read (10m) -two students present in front of the class homework Asks Ss to work in groups to tell eachother about -learn by heart all of the new words and give their last Tet holiday examples When all groups have finished, T calls on some Ss - Summarise the main ideas of the passage to report their ideas to the class - Prepare for READING Consolidation and homework(2m) T summarises the main points and assigns homework V EXPERIENCE: CELEBRATION Period:46 Class Teaching dates Absentees 11A I Objectives: Educational aim: Students could talk about the celebrations of Tet and other festivals’ activities Knowledge: - General knowledge: - Through this unit, students can express their opinions about Tet holiday in Vietnam - Language: Ask and answer questions about the Tet holiday in Vietnam Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures: Teacher’s activities Students’ activities Warm-up:(6 munites) Asks students close the book and find words that go - Listen to the teacher with “traditional” in groups -Find out the words Suggested answer: food, flowers clothes, games , Today, we will practice speaking about Tet holiday in costumes Vietnam Pre-reading: (5 minutes) read individually and then work in pairs Task 1: listen to the friend and give comments Asks students to read the dialogue and ask them what points are mentioned in the dialogue - Asks student to work individually then work in groups -calls some pairs to act out the dialogue - Gives suggestions While –speaking :(24 minutes) -Listen to the teacher Task 2: -Answer : -Asks students to look at the three pictures and work 1, picture 1: Mid-Autumn out the name of each holiday 2, Picture 2: thanksgiving - Asks students to work individually then in pairs 3, picture : Valentine’s Day - Walks around the class to help student when -1cC ,2aA ,3bB necessary - Checks and gives suggestions - Asks student to practice it with a partner - Corrects students’ pronunciation if necessary Post-reading: (13 minutes) Task 3: - Asks students to read all words in the task -Gives the meaning of some words when necessary - Do the task - Asks students to work individually then work in -Compare the answer with the partners pairs - Work in groups - Walks around the class to help students when -Ask the teacher if necessary necessary -Some groups present their answer in front of the - Checks and gives suggestions class - Asks students to practice this conversation - Corrects their pronunciation when necessary - Gives comments - Assigns homework -copy in their notebooks - Homework (2 minutes): Write about the tet holiday their like and prepare the nex V EXPERIENCE: CELEBRATION Period:47 Class Teaching dates Absentees 11A I Objectives: By the end of the lesson, Ss will be able to: - listen to get specific information about how the New Year is celebrated in Japan - compare the aspects of the Vietnamese New Year with those of the Japanese one Vocabulary: Similarities, Kimono, longevity, constancy, shrine, represent, pine trees, kumquat II Method: Integrated, mainly communicative III Teaching Aids: Textbook, cassette, pictures, PowerPoint Overhead Presentations IV Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) - Listen and answer Asks the students these questions : What is special about the New Year holiday in Japan? - Listen to the teacher Can you guess what Japanese on these days? Lead in: we are going to listen to the talking about how the New Year celebrated in Japan BEFORE YOU LISTEN: (6 minutes) - Lets students work in pairs to guess which of the activities the Japanese often on their New year’s Work in pairs and each pair works in role Day Listen to the teacher -Calls some students to give their answers and write Look at the picture in the book and guess before them on the boards -Introduces some new words from listening the listening passage While you listen: (24 minutes) Task 1: Instruction: You are going to listen to two people talking about how the New Year is celebrated in Japan -Listen carefully Listen and tick (√ ) the things you hear Before Ss listen and the task, T asks them to read - Work individually through the statements to understand them and - Read through the statements to understand them underline key words For example, the key words in and underline key words the first statement are: put on, special, clothes - Listen to the tape and pay attention to the key T plays the tape once for Ss to the task words T plays the tape the second time for Ss to check their - Tick the things they hear in the appropriate boxes answers T asks Ss to work in groups of to compare their answers - Give corrects T checks Ss’ answers by calling on some Ss T gives + They put on special clothes + Housewives prepare special foods the correct answers: + They go to a shrine Task 2: + They drink rice wine Before Ss listen to the tape again to the task, T + They watch television may ask them to try to answer the questions with the + They eat a special meal things they remember from the previous times of -Listen to the dialogues and then work in groups listening and give their answers - Asks students to listen again and answer the The answers: questions 1, Because they want to get rid of the old year - Lets students read the questions first and quickly- and welcome the new year work in pairs 2, From TV or the radio - Lets students listen again times and ask them to 3, Kimonos or special dress discuss in groups to answer the questions 4, No, New year is mostly celebrates among - Listens to each group and remark family only After you listen: (10 minutes) - Listen and copy in their notebooks - Has students sit in groups and compare the following aspects of the Vietnamese New year with those of the Japanese one - Goes around and help if necessary -Calls some students tell the class again -Gives comments Homework: (2 minutes) Asks students to exercise in workbook Prepare the next lesson V EXPERIENCE: CELEBRATION Period:48 Class Describing a celebration Teaching dates Absentees 11A I OBJECTIVES Educational aim : Students should know how to describe a celebration Knowledge General knowledge: Students learn writing a description of one of the popular celebrations Language: words related to festival Skills : Writing II METHOD : Integrated, mainly communicative III TEACHING AIDS :Text book, poster IV PROCEDURE Teacher’s activities Pre-Writing (5’) -Ask some questions: 1.Have you ever taken part in one of the popular celebrations in Vietnam? What you know about it? Students’ activities Observe and work in pairs to answer - Answer the question When is Teachers’ Day? What you often on that day? Lead in : To know more about the popular celebration we will learn the new lesson: Writing While-Writing (25’) T: Before writing, discuss in groups about the - Work in groups - Listen carefully celebrations chosen Give some cues related to some popular celebrations - Take notes T goes around for help Things or activities relating to : T collects students’ ideas and writes them on the 1) Independence Day : board marches, parades, meetings, flags, banners, Asks ss to write a description of one of the popular demonstration, and a day off celebrations in Vietnam (e.g Mid-Autumn Festival, 2) Mid-Autumn Festival : National Independence Day, Teachers’ Day, lanterns, dragon or lion dance, mooncakes, full Women’s Day, ect ) Your description should include moon, children the following main points : 3) Women’s Day :  name and time of the festival flowers, gifts, housework  purpose / meaning of the festival 4) Teachers’ Day :  main activities of the festival flowers, gifts, gratitude, visit, performances,  your feeling about the festival ( whether you dance, sing like it or not and the reason(s) ) - Do the writing - Have students the writing Post-Writing (15’) - Write the descriptions on the board Has the representatives of two groups to write their Describing a celebration: Teachers’ Day description on the blackboard Mid-Autumn Festival : Mid-Autumn Festival is of my most favourite festivals It is held on the 15th day of the 8th lunar month every year It’Ss the time when Vietnamese Suggested Writing: Every year, on November 20th , all schools throughout our country celebrate Teachers’ Day It is a good time for students to show their love, respect and gratitude towards their teachers On the morning of November 20th , all students are at people celebrate the largest full moon in the year school to attend the celebration and enjoy the The children have parties with special cakes and music show played by our school band and other grapefruits They also parade in the street with their students After that we give our teachers beautiful beautiful lantern, which come in all shapes and sizes flowers, cards and best wishes We also pay a Adults buy moon cakes for their relatives and friends visit to our former teachers in the afternoon It is a great time for not only children but also adults I enjoy Teachers’ Day because it is on that day that we can show our gratitude towards - Gives remarks and correct mistakes our teachers Assigns homework - Listen and take notes * HOMEWORK : Students reread carefully the description, practise rewriting it V EXPERIENCE: CELEBRATION Period:49 Class Teaching dates Absentees 11A I Objectives: By the end of the lesson , ps will be able to: - To pronounce some sounds correctly such as: / fl/ ,/Өr/ ,/fr/ - How to use some pronouns: one(s), someone , noone, anyone, everyone II Method and Tecniques -Communicative approach, Integrated, mainly communicative -Matching ,role play, discussion, work group, pair work, III Teaching aids + Teaching aids :Blackboard, chalk, worksheets Textbook, posters text book, handout, poster., real object IV procedures: Teacher’s activities Listen and repeat Students’ activities - T asks Ss to listen to the sounds and the words having them on the cassette tape Ss listen and try to distinguish these sounds - T reads the words again and asks Ss to repeat word - Ss listen carefully by word - Ss listen and repeat - T helps Ss to recognize these sounds in the words Practice the sentences: Calls some pairs to read the dialogue - Ss practice in pairs ( page 97/ text book) 3.Grammar: T explains the use of “someone, everyone, anyone, no someone, everyone, anyone, no one one ”  Someone, anyone, no one and everyone are singular words Ex: - Nobody phoned, did they? (= did he or she) - No one in the class did their homework (= his or her homework)  We often use someone and everyone in positive sentences; anyone in negative sentences and questions Ex: Someone wants to see you Is anyone there? - Ss copy down in their notebooks - Ss work in pairs  After no one we often use positive verbs and they/ Exercise 1: Complete the sentences, using them/ their someone, everyone, anyone, or no one Use each - T guides Ss to two exercises in the textbook and word twice help them if necessary Key: anyone Someone anyone someone no one everyone no one T explains the use of one(s) - We can use one instead of repeating a singular countable noun when it is clear from the context what we are talking about: - Ones can be used instead of repeating a plural noun: Ex: Is this your umbrella?- No, mine’s the big blue one.(= umbrella) Ex: I think his best poems are his early ones (= Listen and copy down poems) - We don’t use one(s) instead of an uncountable noun: Ex: If you need any more paper, I’ll bring you some (not…one/ones) Exercise 2: Rewrite the sentences, using the - T guides Ss to exercise pronoun one(s) Work indvidually then compare the answers with a partner Key: Of the three bags I like the blue one Mai is making a fruit cake, Huong is making one, too Calls ss to read aloud the answers I like reading books, especially the ones about the natural world I don’t have a computer, and my father doesn’t want me to have one They let me choose a pencil, and I took the red one There are several celebrations in Vietnam, but perhaps the most meaningful one is Tet We told each other both happy stories and sad ones about our lives - Ss the exercise in their notebooks - T guides Ss to exercise 3; how to choose the kind of word and the suitable word to fill in the blank Key: traditional grand gifts celebrating polite good luck excitement Home work: Assigns homework - make some more exercises - prepare for UNIT 9: READING V EXPERIENCE: Period: 58 I Objectives: By the end of the lesson , Ss will be able to read and find the key words in situations, information and contents of reading to relate to the facts Language focus: *Vocabulary: courteous, fascimile, notify, spacious, speedy, recipient * Skill: reading comprehension II Method and Tecniques -Communicative approach, Integrated, mainly communicative II Teaching aids: text book , hand outs, boards III Procedures: I Warm up(5’) T shows some pictures on the posters about the post office and asks Ss: -What can you see in the photos? -How far is it from your house to near the post ofice? -Have you ever been there? -What services you think the post office offer? -T leads to the new lesson II.New lesson: II.New lesson: R Contents * Pre-reading : 5’ - Explains the new words : - Mail and Parcel service, Express Money Transfer, Phone calls and Faxes, Press Distribution, spacious, courteous, speedy, receive, subscribe,… - Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words How often you go to the Post Office? What for? What services you think the Post Office offers *Vocabulary: -spacious(a)= large(a) -courteous(a) = polite -speedy(a) =quick Fast -To notify(v)= announce -recipient(n) =receiver(n) T & Ss’activities _ Ts gives some more questions Take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible -T uses some method and teniques to teach the vocabularies -S listen and give the meaning of these words -T modern and asks ss to repeat in chorus and individually _ Free answers WEEK 20 PERIOD 59 UNIT Date of preparation:19th ,Dec,2008 THE POST OFFICE LESSON 2: SPEAKING A)Objectives: -By the end of the lesson , Ss will be able to MAKE THE CONVERSATIONS TO SURCRIBE USING A SERVICE AT THE POST OFFICE *Vocabulary: -instal, installation, registration, surcribe, take place, excuse me, what can I for you * Skill: speaking comprehension C)Techniques: -role play, group works, ask and answer I Warm up: 3’ _ Have you ever gone to the post-office to send a letter ? _ Have you ever used the services of the Post Office? II.New lesson T Contents * Pre-speaking : 10’ - Explains the new words : installation (n) , - install (v),: s đ ăng k í registration (n) take place(v) surcribe(v) Task work in pairs Act the dialogue and then answer the question: What service is the customer using in the dialogue? _ T asks Sts to close their text books - T shows a board with the dialogue of Task written on it put in jumbled order T asks Sts to rearrange the sentences to have a correct dialogue _ Ask Sts to answer the question : What service is the customer using in the dialogue? Key: The service the customer using is the * While speaking : 20’ Task 2:Make a conversation from the suggestions below The conversation takes place at the post office between a clerk (A) and a customer (B) who wants to have a telephone line installed at home A Good morning Can / help / you? B Yes, I / like / have / telephone line/ installed / home A Well Can/ have/ address,/ please ? B 03 Phan Dang Luu Street When/ it/ done ? A installation/ take / week / your registration B Well, Can / come /Friday,/ please? / A Yes, / fine / you /got /a telephone /yet? B Oh, yes /I’ve /one / already And, how much / the installation fee / monthly fee ? A Well / installation fee / three hundred thousand / the monthly fee /twenty seven thousand / Fill / this form, /please - Key: A Good morning Can I help you? B Yes, I’d like to have a telephone line installed at home A Well, Can I have your address, please ? B 03 Phan Dang Luu Street When can it be done ? A The installation will take place about one week after your registration B Well, Can you come on Friday, please? A Yes, that’s fine Have you got a telephone yet? T & Ss’ activities Take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible _ Sts close their text books _ Sts rearrange the sentences to have a correct dialogue -T Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words - T asks some Sts to read the dialogue - Pair work _ T uses a board to give the cues for doing Task - T asks Sts to make a conversation from the suggestion in Task T asks some pairs of Sts to act out the conversation WEEK 20 PERIOD 60 Date of preparation:1st ,Jan,2009 UNIT THE POST OFFICE LESSON 3: LISTENING A)Objectives: -By the end of the lesson , Ss will be able to Listen to the paragraphs for the specific information Understand the development of the telephone networks in Vietnam Summarize the contents of the lesson B) Language focus: *Vocabulary: -courteous, fascimile, notify, spacious, speedy, recipient * Skill: Listening comprehension C)Techniques: -Chatting ,RO & R, multiple choice, ask and answer, discussion D)Teaching aids:- text book , hand outs, boards, -Textbook, Cassette, Pictures, Real objects E) Time: 45 minutes F) Procedures: T Contents T & Ss’ activities Warm up (2 minutes) Look at the real object and the pictures then listen and answer the teacher’s questions - Let students see the cellphone and some pictures of the post office the ask students some questions to lead in the new lesson *Check up: -Make a conversation at the post office Pre- listening (10 minutes) - Have students listen and repeat some words in the book then introduce some difficult new words in the listening text - Vocabulary: - Commune(n) : cong dong - Communual(a): su phat trien cong dong - Rural network(n) : mang luoi nong thon - Capacity(n) : kha nang , nang luc - Digit surcriber(n) : nguoi dang ki so While - listening (20 minutes) *Task 1: Listen and choose the best answer (A< B< C or D) for the following the statements: - Play the tape more than three times if necessary - Ask students to read aloud their answer and give reason foe their choice - Correct the students’ answers Suggested answers: b d 3.c 4.d 5.c *Task 2:Lis ten again and answer the questions: Suggested answers: Chine has the highest growth in the number of telephone subscribers In the early 1990s,there were only 140,000 telephones in Vietnam In 1996,the fixed telephone numbers were changed from six to seven digits in Hanoi and Ho Chi Minh city as well as five to six digits in other provinces - T asks students to work in pairs -T asks some of the students to answer the questions in front of the class - Work in pairs to ask and answer some questions in the book (page 105) - Answer the questions before the class -Ask students to read through task then listen to the tape to choose the best answers - Listen and repeat Listen to the tape to task *- Ss work in pairs -Ask students to read the questions in task then play the tape for the students to listen again to it - Have students compare their answers with their friends - Ask some students to write their answers on the board - correct and explain the answers sentence by sentence - In 2001 there 6014 communal post offices in Vietnam Post- listening (10 minutes) - Ask students to work in groups to retell the main points of the lesson - Go around the class to help students if necessary and to make sure that all the students take part in the lesson -Ask some of the students to retell the main points of the lesson in front of the class - comment Homework (3 minute) - Ask students to write the summary of the lesson they have just learnt and prepare for the next lesson : Part D: WRITING WEEK 20 PERIOD 60 UNIT - Read aloud the answer and explain the reason why to choose that answer - Listen to the teacher’s correction - Note down the answers - Note down the answers - Work in groups of four to retell the main points Date of preparation:3rd ,Jan,2009 THE POST OFFICE LESSON 4: WRITING A)Objectives: -By the end of the lesson , Ss will be able to write a letter to express their satisfaction or dissatisfaction of the services of the Post Office Lexical items: quality, prices, security condition, the attitude of the staff Teaching aids : - the picture in the text book, text book B) Language focus: *Vocabulary: -puntuallt, security, pickpocket, arrogant *grammar:Simple present tense C)Techniques: -ordering words, RO & R, write it up D) Time : 45’ E) Procedures: I.Check up: *Answer the questions: 1.Which countries has the highest growth in the number of telephone surcribers? 2.How does Vietnam for growth in the number of telephone surcribers? 3.How many communal post office era there in Vietnam? II Warm up(Ordering words) -Ss read the following adjectives and order ones make can people / thing satisfied *polite, rude, cold, helpful, spacious,, cramped, large ,small, good, bad./ reasonable, cheap, punctual, arrogant, reliable *Answers: polite, spacious, large, good, cheap, reasonalbe C)Techniques: -Chatting ,RO & R, multiple choice, ask and answer, discussion D)Teaching aids:- text book , hand outs, boards, -Textbook, Cassette, Pictures, Real objects E) Time: 45 minutes F) Procedures T Contents * Warm up: 3’ Have you ever used a service of the Post Office ? Are you satisfied with T & Ss’activities -_ Teacher raised a few guiding questions : the services ? * Pre-writing : 10’ - Explains the new words : the quality of the equipment, arrogant, pickpocket - Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words Task 1.Work with a partner Imaagine that you have been using some of the services provided by Thanh Ba post office Discuss the thing that may make you satisfied (or dissatisfied ) with the service there _ T gives Sts some useful structures to discuss: - Take notes - I think… - I believe … - As I know… *Some useful languages: 1*the opening hours of the post office-too late/too early 2*The quality of the equipment -good /bad /poor quality.nee 3*The security conditions of the post office -good/bad /poor security condition 4* The atitude of the staff—polite, helpful, rude /arrogant 5* The prices of the services- low/high/ reasonable 6*The puntuality of delivery of ltters and newspapers always/never puntual/sometimes late/letters and newspapers are lost* While writing : 20’ Task 2:After a year in the job, the director of Thanh Ba post office has invited residents in the neighbourhood to write letter to him describing the quality of the services they have received.Write such a letter , using the ideas you discussed in Task Suggested key Dear Sir, I have been using the services provided by Thanh Ba Post Office for years and I am writing in respond to your call for customers to express their satisfaction or dissatisfaction Like many other customers, I find your Post Office a well-equipped and reliable address for our needs in communication I am really impressed by your spacious place for transaction The seats in the lobby are pretty and always clean The nine telephone boxes are always available so customers don’t have to wait to make their calls More interestingly, I appreciate your ideas of offering envelopes free of charge The cost of an envelope can be small but your care for customers is surely not I also have my belief in your service quality The fax machines are always in good condition and my colleagues in the provinces have never complained about the quality of the documents I sent them However, there are some minor drawbacks that need mentioning here Although the parking area is large, it has no security guards and I sometimes feel insecure leaving my motorbike there And I think it would be much better if the Post Office is open until 11 pm so that customers can have more access to your services And I think you also need to pay attention to the attitude of some of your staff who sometimes seem a bit cold and not very helpful I know that making everyone satisfied is hard work and sometimes seems impossible What you and your staff have done so far for the development of the Post Office is encouraging and this letter is written in the hope that your post office will become better and better in future Yours sincerely, Nguyen Phu -Free answers(Ss) - Gives English equivalents, or Vietnamese meanings of the new words if possible - Pair work - Gives English equivalents, or Vietnamese meanings of the new words if possible -Ss work in pairs , after that work in groups _ T can help Sts to write their letters _ T can divide the class into three group One group will write their satisfaction the other will write their dissatisfaction The last one will write about both Pair work Group work Some Sts go to the board to write the parts of their letters Post - writing : 10’ _ T goes around the class to help students to write their letters _ T asks some Sts to go to the board to write the parts of their letters ( each of them a part)  * Homework : 2’ _ Asks Sts to prepare for the next period_ Language focus WEEK 21 PERIOD 62 UNIT Date of preparation: 4th ,Jan,2009 THE POST OFFICE LESSON 5: LANGUAGE FOCUS A)Objectives: -By the end of the lesson , Ss will be able to - Students can pronounce the consonant clusters : / sp/ , / st /, and / sk / - Review defining and non-defining relative clauses Lexical items: speak, speech, speedy, crisp, spacious, Stanley, stand, stop, best, text, ask, disk, dusk, skill, school, steal, brave, pay rent, break into a house to steal things, coward, burglar, shoplifter, tenant, pacifist Teaching aids : - the picture in the text book, text book : B)Techniques ROLE PLAY, ,GAP- FILLING, combine the sentences D) Time : 45’ E) Procedures: I.Check up: -Write some insructions how to write a letter to the director of the post office II New lesson T Contents T & Ss’activities Pronunciation ( 10’) Listen and repeat _ T reads aloud the words with the consonant clusters : / sp/ , / st /, and / sk / twice : speak, speech, speedy, crisp, spacious, Stanley, stand, stop, best, text, ask, disk, dusk, skill, school _ T asks Sts to repeat, and correct their wrong pronunciation if necessary  Practise reading aloud this dialogue _ T reads aloud the dialogue on page 108 A Ladies and gentlemen B Speak up, Stanley A I stand before you B Speak up, Stanley! A On this School Speech Day… B Do speak up! A ON THIS SCHOOL DAY B Stop shouting, Stanley! A And I speak for both my wife and myself, when I say B Speak up, Stanley! A SPEAK UP, STANLEY!  Grammar : 30’  *Some new words : steal, brave, pay rent, break into a house to steal things, coward, burglar, shoplifter, tenant, pacifist, 1)Adjectives/Relative clauses a) Defining /retrictive clauses: M ênh đ ê t ính t x ác đ ịnh hay gi í h ạn l à th ành ph ânf _ T reviews defining and nondefining relative clauses - Explains the new words - Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words -T reminds some the ways of using of the relative clauses c kh ông b ỏ d ơc b)Non-defining relative clause L à m ênh đ ê gi ải th ích th êm cho ti ên t ô đ ưng ph ía tr ơc v à c ó th ê b ỏ th ành ph ân c c âu Take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible Exercise 1.Explain what the words below mean, using the phrases ffrom the box Key: An architect is someone who designs buildings A burglar is someone who breaks into a house to steal things An customer is someone who buys something from a shop A shoplifter is someone who steals from a shop A coward is someone who is not brave A tenant is someone who pays rent to live in a house or in a flat Exercise 2.Complete the sentences , using who , whom or whose _ T asks Sts to the exercise 2(p.109) in their text books _ T goes around to help them with their work _ T asks some Sts to go to the board to write the exercise _ T corrects it and reviews defining and non-defining relative clauses for Sts them _ Key: who whose whom whose whom Exercise 3.Join the sentences , using who , that or which Key The man who answers the phone told me … The waitress who served us was very impolite The building which was destroyed in the fire has now been … The people who were arrested have now been The bus that goes to the airport runs every… Exercise 4.Join the sentences below, using who , whose or which _ Key Peter, who has never been abroad, is studying You’ve all met M.M, who is visiting… We are moving to Manchester, which is … I’ll be staying with Adrian, whose brother… J.B, who has gone to live in Canada, is one Homework ( 5’) _ Reviews defining and non-defining relative clauses for Sts _ Asks Sts to prepare for the next Unit 10 _ Sts the exercise _ T asks Sts to the exercise 1(p.109) in their text books _ T goes around to help them with their work _ T asks some Sts to go to the board to write the exercise _ T corrects it Sts take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible _ Sts the exercise _ T asks Sts to the exercise 3(p.109) in their text books _ T goes around to help them with their work _ T asks some Sts to go to the board to write the exercise _ T corrects it - Sts take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible _ Sts the exercise T asks Sts to the exercise 4(p.110) in their text books _ T goes around to help them with their work _ T asks some Sts to go to the board to write the exercise _ T corrects it - Sts take notes - Gives English equivalents, or Vietnamese meanings of the new words if possible _ Sts the exercise WEEK 21 PERIOD 63 Date of preparation:10th ,Jan,2009 UNIT 10 NATURE IN DANGER PART A: T READING  OBJECTIVES: Aims:To help students know nature in danger and have the concept and importance of conservation Lexical items: Vocabulary: To present new vocabulary in the text Teaching aids : pictures Skills: Reading for gist and for specific information  METHOD: Integrated, mainly communicative  PROCEDURE: Contents T & Ss ‘activities Warm-up (3ms) - T gives feedback and sticks B on - Teacher shows pictures( A: a beautiful forest and B: a forest with the board cut-down trees), saying: “Now look at the pictures please What is - T shows the other pictures: the difference between the pictures?” T asks students: “Who does these C: a clean beach things?” D: a dirty beach - Teacher gives feedback, introduces E: living elephants the lesson and writes the title on the F: killed elephants board - Teacher points to the pictures on the board, saying: “ Our nature is being destroyed Many trees are cut down Water is not clean any Students listening to the teacher, more and many animals have been killed look at the pictures and answer the Pre-reading(8ms) questions - T asks Ss look at the pictures in the textbook and say what they are -Vocabularies: T asks Ss to have a look at the text quickly and pick out  the same meaning words : people, ……………………  the verbs referring to destroy nature: influence, affect, ………………………  the verbs referring to protect environment: protect, save, ……………… some expressions: have a great influence on, result in, * Expected answers: - people, human race, human beings - change, destroy, kill, cut, disappear -set up ,raise, prohibit, establish - as the result, so ….that , in danger of becoming extinct While-reading(24ms) Task 1: The words in the box appear in the passage Fill each blank with a suitble word * Keys extinct decreasing endangered protect pollutants 6.infterference Task 2: T asks Ss to work in pairs , read the text again and then circle A, B, C, or D that best sums up each paragraph Ss answer the questions T has Ss work in pairs , read the facts about endangered species and then discuss the questions in the textbook (P.114 T reads or plays the recording of the reading T gives feedback text T has Ss task -Ss listen to T or to the recording -Ss read the text and give the answers to task -T gives feedback *Keys: 1.C 2.B 3.A 4.C -Ss read the text again and the activity.*Keys: (Pair-work) Task 3: T asks Ss to work in pairs and read the text carefully to answer the questions in the textbook *Keys: Four ways that people change the world are: -changing the environment the environment by building cities and villages -affecting the water supply by using water for industry and agriculture - changing weather conditions by cutting down trees in the forests - destroying the air by adding pollutants like smoke from factories and fumes from cars -Ss read the text again and the activity: (Pair-work) - T gives feedback The serious consequences of people’s interference with the environment are: - many kinds rare animals are killed - the environment where these animals are living is badly destroyed - the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct Post-reading(8ms): Find out why some animals have become extinct -T asks Ss to work in groups and discuss and find out why some animals have become extinct -T corrects them when necessary Homework (2ms) T ask Ss to prepare the next skill -Discuss (group-work) -Do the homework WEEK 22 PERIOD 64 Date of preaparation:10th ,Jan,2009 UNIT 10 NATURE IN DANGER PART B: SPEAKING I Objectives Aim: Students learn to give the reasons and ways to protect the environment and nature Lexical items: Words and phrases related to the reasons why nature is threatened and the measures for protecting it Structures: Passive voice with model should: SHOULD BE PAST PART Teaching aids: handout, textbook , board, chalk, pictures II Procedure 1.Check up: Answer the questions *What are the four ways by which human beings are changing the world? *What are the serious consequences of people’s interference with the environment? *What has been done to protect environment? New lesson T Contents Warm –up (3’) Game: T & Ss’activities - T gives handouts , suggests some explanations, encourages sts to give the key word Individual work - Find the word in each row, give the key word 1- man kind (3 letters) - preparing soil, land for growing crops (11 letters) - substance that pollutes (9 letters) - animal skin , used for making clothes (3 letters) - substance added to soil to enrich it (10 letters) - chemical substance used to kill insects (9 letters) Key: M A N C U L T I V A T I O N P O L L U T A N T F U R F E R T I L I Z E R P E S T I C I D E Pre-speaking (10’) *Vocabulary endangered, hunting, capturing, recreation , fertilizer ,pesticides, cultivation, discharging, pollutants While- speaking (25’) Task 1: Below are some reasons why nature is threatened Put them in order of importance Task 2Match the reasonsin task one with possible mesures for protecting the environment in the box below - Explains structure : SHOULD BE PAST PART is used to say what needs to be done Ex: More trees should be planted The blackboards should be cleaned after every class - Encourages sts to give a few more examples - Walks around the class to see if sts have any problem in pronunciation - Gives comments after each presentation Key: Reasons why natures is threatned: 1- Killing endangered animals for fur, skin ,and food 2- Keeping animals as pets 3- Burning the forests Cutting down trees for food 4- Using fertilizers and pesticides for cultivation 5- Discharging chemical pollutants into the environment Task :State the negative impacts caused by people on the environment and suggest mesures to protect it 1People are keeping animals as pets 2- People are hunting or capturing animals for recreation or entertainment - T helps sts pronounce the following words in task T makes sure they all understand the word ( by asking them to give Vietnamese equivalents) T has sts look at the pictures - Asks them what the people in the pictures are doing - Encourages sts to use the phrases in task to answer - the question Ask sts to read the instruction and make sure they all Take notes - give examples Pair work Each pair of students presents one reason and one measure Pair work - Present their conversation in front of the class - SS know to the task -T has three or four sts present their orders ( and reasons if possible) - No exact orders - T has students read the example in task and follow the model , reminds them to use the structure they have just learned, with a gerund as the subject - T sks some pairs of Sts to present their conversation , encourages them not to look at the book 3- People are bunting forests , or cutting down trees for wood 4- People are using fertilizers and pesticides for cultivation 5- People are discharging chemical pollutants into the environment - Gives comments Post- speaking (7’) Task Asks sts to discuss what they should or shouldn’t to protect nature ( suggests some words for under- average sts to join in the discussion : keeping animals as pet, killing animals for fur, planting more trees, protect endangered species …) T has a few sts stand up and say what they should or shouldn’t Task Asks sts to discuss the question: What will happen if nature is continued to be in danger? Individual work III Homework Prepare part C (Name some national parks in Viet Nam and their locations) WEEK 22 PERIOD 64 Group work Report their discussion Date of preparation:12 th ,Jan, 2009 UNIT 10 NATURE IN DANGER PART C: listening I.Objectives Aim: Students learn to give the reasons and ways to protect the environment and nature _ Listen to a passage with specific information _ Listen to some new words and phrases that talk about endangered nature Lexical items: Words and phrases related to the reasons why nature is threatened and the measures for protecting it Teaching aids: handout, textbook , board, chalk, pictures II.Procedure 1.Check up: Give some reasons why nature is threatened(7’) New lesson T Contents T & Ss’ activities I.Before you listen(8’) Cat Ba National Parks,Cuc Phuong National Parks, Phong Nha National Park,Ba Be National Park… New words: Scenic features ;= Devastating : destroy Maintenance: su bao tri Approximately: xâp x ỉ Vehicles: xe cô Completely: hoàn toàn * Checking vocabulary:what and where II.While you listen( 25’) Task 1: Listen to the passage and decide if the following statements are True or Fasle T.asks sts to give some national parks in VN Key 1.T 2.T 3.F (Many national parks……) T T Task 2: Listen again and answer the questions Sts work in pairs T explains difficult words Sts listen and repeat after the teacher T.introduces the situation T.asks Sts to look through Task so that they can understand new words and structures in it T plays the tape once or twice and asks sts to task T asks some sts to give answers the others give remarks on them T.corrects them T.asks sts to read the questions in Task T plays the tape again Sts listen and Key: answer the questions After they work in There are 52 national parks in the US pairs Millions of people visit national parks every year T asks some pairs of sts to ask and Rare animals are killed or hunted for fur, skin or other parts.Trees are cutanswer a loud down for wood Large areas of national parks experience devastating fires caused by careless people The increasing number of visitors is harming the parks due to the population from their vehicles Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources III.After you listen.(4’) T asks sts to summarizes the passage, using the information in Task and Sts work in groups Homework(1’) T asks sts to prepare for the next part WEEK 22 PERIOD 65 Date of preparation: 14 th ,Jan,2009 UNIT 10 NATURE IN DANGER PART D: Writing I.Objectives 1Aim:By the end of the lesson - Writing a description of a location by using the given facts and figures 2Lexical items: Words and phrases related to the reasons why nature is threatened and the measures for protecting it 3Teaching aids: handout, textbook , board, chalk, pictures II.Procedure T Contents T & Ss’activities Lead-in(5’) - Asks some Ss questions: Can you name some national parks in Vietnam? Have you ever been to one of them? Ss talk in front of class(free answers) * Task 1: (10’) - Asks Ss to read the given information of Cat Ba National Park carefully and then discuss about these facts and figures (by making questions) National Park Ex: a) Where is Cat Ba National Park? b) How far is it from Hanoi to this national park? c) What are the special features of Cat Ba National Park? d) What you know about the animals and plants in this park? e) What are some of the historic features of the park? - T walks around the classroom and checks Ss’ work or helps them, if necessary -Ss work in pairs - Read the facts and figures; ask and answer about Cat Ba Ss write the description of Cat Ba National Park, and then correct the writing of each other * Task 2: (17’) - Asks Ss to write individually a description of Cat Ba National Park by using the given information; then to discuss their writing in pairs ( Suggested key: Cat Ba National Park is situated on Cat Ba Island, 120km east of Hai Phong Cat Ba National Park is the only site in Vietnam endowed with both tropical forests and coastal waters with white sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants It covers 15,200ha, including 9,800ha of land and 4,400ha of ocean Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants The stone tools and human bones found in the island’s limestone caves reveal that people inhabited there at least 6,000 years ago.) endangered species to community service The community service should require work that helps protect the animals they’re harming This service might help people understand how destructive their business is It would also turn them into helpers rather than destroyers -Ss Write the description and discuss the mistakes T asks some Ss to write their description So community service would be an effective way to protect endangered species.) on the board and others to correct the mistakes T walks and checks what Ss are doing *Task 3(8’) - Write the description and discuss the mistakes products/ endangered species/ community service Community service/ require work/ help protect the animals/ harming This service/ help people understand/ destructive business It also turn them/ helpers rather than destroyers So community service/ an effective way/ protect endangered species  Home work (2’)  -Write the above writing again  -prepare the next part: Language focus WEEK 22 PERIOD 66 Date of preparation: 16 th ,jan,2009 UNIT 10 NATURE IN DANGER PART E: Language focus I.Objectives 1Aim:By the end of the lesson -Pronunciation: helping Ss to pronounce the sound /sl/, /sm/, /sn/, /sw/ 2.Grammar: helping Ss to use Relative Pronouns with prepositions 3.Teaching Aids: blackboard, charts, tapes, cassette, pictures II.Procedure T Contents Warm-up (3’) T gives the chart, these are some: _ow, _art, _im, … And s ome prefixes: /sl/, /sm/, /sn/, /sw/ -asks Ss to use these prefixes to fill in these to have the whole words A/Pronunciation: -plays the tape twice /sl/ /sm/ /sn/ /sw/ Slave small snack swallow Sleep smart sneeze swim Slim smell snooker swing Slowly smoke snowy switch Sentences in the text book(page 121) B/Grammar: RELATIVE PRONOUNS WITH PREPOSITIONS -repeat the combination of these sentences, using relative Pronoun +The man is standing there We talked about him yesterday The man whom we talked about yesterday is standing there -Instead of that, we can use like this: The man about whom we talked yesterday is standing there ……Preposition _ Relative pronoun….(whom/which) -Never use this form with Relative Pronoun THAT -Repeat somethings about Phrasal Verbs, for example, wash up…, we can’t use Relative pronoun follows a preposition Example: +My mother has just bought some new dishes My sister is washing them up -Only combine like this: My mother has just bought some new dishes which my sister is washing up - Practice (15’) T & Ss’activities - Sslisten and fill in this game -Ss listen and repeat -Ss repeat the words and sentences -T corrects the mistakes -T asks Ss to pay attention to the pronunciation of these -listen and write down in their notebooks T instructs Ss to the exercise 1,2,3 on page 122, 123 -Ss work in groups and the exercises then go to bb to write the answers Key: +Exercise 1:Choose the suitable italicised words to complete the following sentences 1/whom 2/which 3/whom 4/which 5/that 6/whom 7/which +Exercise 2:Combine the folowing sentences , using the preposition+ whom , which 1/The man to whom I talked yesterday was very kind 2/The man about whom I told you works in the hospital -Ss work in groups and give the 3/The woman about whom I am telling you teaches me English answers 4/The movie about which -T checks and give feeedback +Exercise 3: 1/that 2/which 3/who 4/whom 5/which/that 6/whom -asks some Ss to read aloud the answers -corrects mistakes -gets some Ss to make the conversation in which they use this combination Free practice (3’) Discus something about some solutions to solve the pollution of environment by using relative pronouns Homework(2’) -Gives Ss some sentences, asks them to combine these sentences, using Relative Pronoun follows a preposition WEEK 23 PERIOD 67 asks some Ss to read aloud the answers -corrects mistakes -gets some Ss to make the conversation in which they use this combination Date of preparation:19,Jan,2009 UNIT 11 SOURCES OF ENERGY PART A: READING A.OBJECTIVES: Aims : - Helping students to understand the importance of saving energy and using alternative sources of energy - Helping students to use the words related to the sources of energy through reading and writing Vocabulary : fossil fuels, alternative, nuclear energy, geothermal heat/energy, solar power/panel, potential, to release, to create, exhausted, limited, plentiful, infinite Teaching Aids: pictures of sources of energy; projector (if available); textbook B.PROCEDURE: T Contents T & Ss’activities I) WARM UP: (5 MINUTES) Al the pictures should show different kinds of producing energy, such as wind power, solar energy, hydroelectric plant, etc  Teacher may use the pictures in the Unit 11 Textbook page 124, or provides some mores pictures on cardboard or by projector  Students look at the pictures on the board  Write the words of different sources of energy on the board and ask students to match the words with the right pictures II) PRE-READING: (10 minutes) - What we need energy for? - What kind of energy is the most popular in Vietnam? 1.Vocabulary: fossil fuels(n) : nhien liêụ hoá thạch alternative (a): thay th ê nuclear energy (n) : n ăng l ơng nguy ên t geothermal heat/energy(n) : h nong đ ịa nhi êt solar power/panel(n): Tam thu l ơng m ăt trơì potential (n) Tiem n ăng to release (v) th ải to create(v) : t ạo exhausted(a) c ạn ki ẹt limited,(v) plentiful(a) infinite(v) Suggested answers: - We need energy to light and warm our houses, run automobiles and other machines, operate factories, and so on - The most popular kind of energy in Vietnam is from oil We also use power produced by hydroelectric plants III) WHILE READING: (25 MINUTES) 1.Task 1:The words in the box all appear in the passage Fill in the blank with a suitable word( Use dictionary when necessary) Suggested answers: released alternative energy limited exhausted 2.Task 2: Scan the passage and write down the advatages and disadvantages of each altenative source of energy  Check the results and correct them if necessa(or in their books) and try to distainguish the sources of energy  Exchange with their partners and match the words given with the right pictures  Ss Listen to the teacher's comments and repeat the words  Teacher explains some important words using pictures or giving meaning (some words need to be described in Vietnamese, especially to students of lower-level classes)  Teacher ask these questions and has students work in groups before giving their answers:  Students get to understand these words: fossil fuels; alternative; solar panel; dam; nuclear; available; potential; limited; unlimited  Students copy the words in their notebooks after the teacher's corection on the board  Students work in groups discussing the teacher's questions  Teacher has students listen to the recording of the passage two times, then read it in silence (Teacher should go round to check and give help where necessary.)  Students discuss Task with their partners  Teacher has students work in pairs and complete Task (pp 125 - 126, Textbook)  Teacher has students work in pairs studying the table in Task (pp 126, Textbook) and then discussing the advantages and  Students listen to the recording and then read the text in silence  Students discuss the table with their partners and try to find the answers to Task  Students reread the text and group work to find the answers Suggested answers: Sources Advantages Disadvant Nuclear unlimited dangerous Solar Plentiful and infinite, clean Not strong enough at present Water clean expensive Wind Clean, safe not always available Geothermal Clean Not available *Task 3: Answer the questions: How many sources of energy are mentioned in the passage? What are they? In your opinion, which one is the most potential? Why? Suggested answers: 1.These sources of energy are mentioned in the passage: fossil  Teacher has students read the passage again then ask them to work in groups in order to work out the answers to theses questions:  Students reread the text and group work to find the answers fuels, nuclear, geothermal, solar, water, and wind power In my opinion, solar energy is the most potential because it is clean, safe and not expensive, and people can get it almost everywhere on earth (There can be different answers to this questions.) IV) POST-READING: (5 minutes)  Teacher has students work in pairs and complete the summary of the text on pages 126&127 in Textbook  Students read the summary and discuss the completion with their partners Suggested answer: energy one fuels limited alternative sources unlimited environment  Homework: Teacher has students write a short paragraph to express their own choice of the alternative source of energy including some reasons for their choice WEEK 23 PERIOD 68 Date of preparation: 28 th ,Jan,2009 UNIT 11 SOURCES OF ENERGY PART B: Speaking I OBJECTIVES: Aims: - Getting students to give reasons the of using alternative sources of energy and talk about the advantages and disadvantages of alternative sources of energy Vocabulary: abundant, enormous, plentiful, renewable, convenient, polluted, limited, non-renewable, exhausted Expressions : I think/believe that … Why you think so? I know it is … However, it is … Teaching aids: some pictures about the alternative sources of energy II.PROCEDURE T Contents I) WARM UP: (5 minutes) Can you tell me some sources of energy? Which source of energy is the most popular in Vietnam? Is it clean or polluted? Is it limited or unlimited? Is it safe or dangerous? *Suggested answers fossil fuels, solar energy, wind energy, water energy, … Fossil fuels are perhaps the most popular This kind of energy is polluted and limited II.Check up:Answer the questions: 1.What is major sources of energy? 2.How many sources of energy are mentioned in the text , and which one you think has the most potential? II) PRE-SPEAKING (5 minutes) T & S’activities  Teacher asks these questions one after another and has students discuss with their partners before giving answers  Students may discuss the questions with their partners to find out the answers -T calls Ss to bb and Ss answer the questions Wind energy Solar energy energy Nuclear energy Fossil fuel (coal) Water gy ener Fossil fuel (oil) Picture A: Picture A : Solar energ Geothermal Picture B : Wind energy Picture C : Fossil fuel (oil) Picture D : Water energy Picture E : Fossil fuel (coal) Picture F : Geothermal energy Picture G : Nuclear energ Teacher sticks the pictures on the board or shows them on the projector Ask students to match the following words with each picture: Students may discuss the pictures with their partners before giving answers à wind energy Picture B Solar energy à water energy Picture Cà fossil fuel (oil) Picture D Picture E Picture F Picture G à nuclear energy à geothermal energy II) WHILE-SPEAKING: (20 - 25 minutes) Task 1:The following statements list some advantages and disadvantages of various sources of energy Read and tick( THE APPROPRIATE BOX a ( For advantages) Or D( for disadvantages ) then compare the result with a partner’s Teacher has students work in pairs reading the information in the table and then discussing the advantages and disadvantages After that, have some pairs report their work in front of the class The teacher gives comments if necessary Fossil fuels will be exhausted within a relatively short time Geothermal heat is available only in a few places in the world If the wind does not blow, there is no wind energy Water power provides energy without pollution A nuclear reactor releases radiation which is dangerous to the environment Solar energy is not only plentiful and unlimited but also clean and safe It is expensive to build a dam for hydroelectricity Suggested answer: D D D A 5 D 6.A D Task 2: Talk with your friend about the advantages and disadvantages of using each alternative source of energy , using the suggestion from Task *Useful language Enormous Dangerous Plentiful Polluted Available Exhausted Unlimited Limited Renewable Non-renewable Convenient Unsafe Model: A I think / believe that wind power can be an alternative source of energy B Why you think / believe so? A Because our major sources of energy are running out while the wind is abundant and unlimited B I know it is also clean and safe to environment However, it is not available when there is no wind A I think that nuclear power can be an alternative source of energy B Why you think so? A Because our major sources of energy are running out while the nuclear power is unlimited B I know it can provide enough electricity for the world’s needs for hundreds of years However, a nuclear reactor releases radiation which is dangerous to the environment A I believe that solar energy can be an alternative source of energy B Why you believe so? A Because our major sources of energy are running out while the sun releases large amount of energy every day B I know it is not only plentiful and infinitive but also clean and safe However, it is only possible during the day time A I think that water power can be an alternative source of energy B Why you think so? A Because our major sources of energy are running out while the wind is unlimited B I know water power provides energy without pollution However, it is expensive to build a dam for hydroelectricity A: I think that more and more people will use the solar energy B: Why you think so? A: Because it’s available, unlimited and easy to use Students work in pairs and then report their answers to the class by reading them aloud  Teacher should have students practise speaking these words first:  T has students read the example in Task (page 128) then act out and role-play with one or two students à Students practice in pairs:  Teacher should ask them to pay attention to the expressions:  Have students work in pairs practising the dialogue and changing the sources and using the words given to give the reasons C: But it’s expensive and we can only have it at specific time of the year A: I hope that the progress of science and technology will help to overcome this problem B: That’s right and then we don’t have to worry about the shortage of energy C: And our life will be more comfortable with cheap simple devices run on the solar energy I think that … I believe that … Why you think so? I know it is … However, it is … Task 3:Express your belief on the increasing use of alternative sources in the future , Using the ideas from Task IV) POST SPEAKING: (5 minutes)  Teacher has each students write a short description of several alternative sources of energy Ask some of them to read their description to the class Teacher has students work in groups to prepare a report on which source they think is the most potential Then ask the representative of some groups to report to the class Give comments and correct mistakes where necessary V) Homework -do all the exercises again and prepare the part : Listening WEEK 23 PERIOD 69 Date of preparation:2 nd ,feb,2009 UNIT 11 SOURCES OF ENERGY PART C: I OBJECTIVES : Aims Listening : - improve students’ listening skill/ listen for specific information - help students understand more about sources of energy : words/ phrases related to the lesson : communicative : cassette, hand – outs, textbook, pictures Knowledge II METHOD III TEACHING AIDS IV PROCEDURE : Stages Teacher’s activities Warm up ( 5ms) - Divide the class into small groups ( about ten groups) - Ask the groups to list as many kinds of energy as possible After four minutes, the group with the most words will be the winner and get good marks Before you listen - Ask students to work in pairs and list some sources of energy (10ms) they use in their house Suggest some words: petroleum , gas , coal , electricity , solar , panel - Ask students to listen and repeat the words Students’ activities - Work in groups - List as many kinds of energy as possible - Write the words on the board - Work in pairs - List some sources of energy they use in their house - Listen and repeat the words: Ecologist Resources Renewable Fossil fuels Unlimited Fertilized While you listen ( 20ms) - Ask students to guess the situation of the listening task - T : From what you see in the listen and repeat, can you guess what the listening text is about ? - St : I guess it’s the souces of energy Some ecologists can give some information about fossil fuels They may warn us that some sources are limited and which one is renewable, … Task - Ask students to read the questions and answers for about some minutes - Play the tape the first time , ask students to get the main idea of the listening task - Play the tape twice, ask students to choose the best answers -Ask some students to give their answers - Ask students to compare the answer with the others - Do the corrections Task - Ask students to read the passage carefully - Ask them to guess the missing words if they can - Play the tape three times Ask students to compare the answers with a partner Do the corrections After you read ( 10ms) Homework Read the questions and answers Listen to the tape and get the main idea Listen twice , then choose the correct answers - Compare the answers with the others Answers: D C D A C - Read the passage carefully - Guess the missing words if possible - Listen and fill in the missing words - Compare the answer with a partner Answers : unlimited atmosphere may gases amount - Ask students to work in groups - Ask students to look at the table and decide which group these sources of energy belong to - renewable or nonrenewable - Walk around to give help - Check the answers in front of the whole class Sources of energy Coal Geothermal heat Petroleum Solar energy Oil Wind energy Gas Nonrenewable a renewable a a a a a a - Ask students to name five renewable and then nonrenewable sources of energy - Prepare new lesson ( writing) WEEK 24 PERIOD 70 Date of preparation: 4th ,feb,2009 UNIT 11 SOURCES OF ENERGY PART D: Writing I OBJECTIVES: Aims: To know how to describe the information from the chart Teaching aids: chart, text book, cassette player Skill: Listening comprehension Techniques: gap-filling, multiple choice Pair work , group work II.Procedure T Contents I.Pre-writing: 1.Warmer:(5ms) T & Ss’activities T asks Ss to play a game( T gives four sentences in cues, then asks them a.Water power/ supply/energy/not cause/pollution b.It/ expensive/build/a dam/ hydroelectricity c.Fossil fuels/ exhauted /within / relatively/ short time d.natural environment/ consist/ natural resources Suggeted answers: àWater power supplies energy not causing pollution àIt is expensive to build a dam for hydroelectricity àFossil fuels will be exhauted within a relatively short time à The natural environment consists of all natural resources Check up: Write some meaning of these words: Ecologist, fossil fuels, resources, renewable, unlimited, fertilized 3.Lead in:(2ms) T:What kinds of energy are consumed the most in Viet nam? Petroleum, II While-writing:(25 ms) Task 1:Study the chart about energy consumption in Highland in 2000 and fill in the gap with the information from thr chart: * (suggested answers) 2000: nuclear and hydroelectricity -20 tons million petroleum –57 million tons coal – 40 million tons 2005: nuclear and hydroelectricity-75 million tons petroleum –50million tons coal –45million tons Task 2:Continue your description of the trends in energy consumption in the year 2005 in Highland *(suggested answers) 117 coal smallest III Post –writing(13ms) 1.Chart/ show/energy consumption/ Highland/2005/ 2.total energy consumption/170 million tons 3.Petroleum/ make/largest amount/figure 4.This/ follow/ by/ consumption/ coal// 40 million tons 5.Nuclear and hydroelectricity /make/ smallest amount/ energy consumption IV Homework: To ask Ss to write a paragraph to compare energy consumption in Highland in 2000 with one in 2005 WEEK 24 PERIOD 71 to write meaningful sentences à Work in groups -T calls Ss to go to bb answer the question( expected answers) asnwer the questions of T leads to the new lesson Close the book and answer à work in groups -To ask Ss to interpret the information from the chart.read and take the exact figure for each item and fill in the gaps -Ss work in groups and write the naswers on the posters To ask Ss to fill in the gaps in the passage with the exact information from the chart given Work in pairs To ask Ss to write a short paragraph from cues in 2005 Date of preparation; th ,feb, 2009 UNIT 11 SOURCES OF ENERGY PART E: A.Objectives Language focus Aim : By the end of the lesson Ss will be able to pronounce: -the consonant clusters: [ʃr], [spl], and [spr] so that they can say them correctly when saying individual words as well as sentences -Teaching students how to use participles and/or To-infinitive to replace relative clauses Structures : - Present participle used to replace relative clauses - Past participle used to replace relative clauses - To-infinitive used to replace relative clauses Teaching aids cassette or CD player, textbook Techniques:role play, combine the sentences, pair work, group work B.Procedure: T Contents T & Ss’activities A) PRONUNCIATION Stage : Have students close their books and listen Read aloud some words which contain clusters [ʃr], [spl], and [spr] For example:  Students listen carefully shrine shrimp shred shrewd shriek splat splat splendidspread split splendour spray spring spree sprinkle Stage 2: Teacher writes the phonetic symbols of these sounds on the board Act out so that students can repeat and say them correctly  Pratice the following sentences: 1.They were all shrieking with laughter 2.He shrugged (his shoulder) , saying he didn’t know thing and did’t care 3.My dad hates shrimp paste 4.what a splendid spring day 5.The stream spilits into the three smaller streams at this point 6.The house has a narrow front , but it splays out at the back B.GRAMMAR: Stage : The boy who is running after the dog is my brother - The boy running after the dog is my brother Baseball is a game which is played mainly in the United States - Baseball is a game played mainly in the United States Paul was the only person who discovered the mistake - Paul was the only person to discover the mistake  Possible remarks: * Sentence is active, so we use Verb+ing to replace "who is" * Sentence is passive, so we use Verb+ed to repalce "which is" * In sentence 3, we use To-infinitive to replace "who discovered" because there is "the only person" before it Stage 2: The teacher gives comments on the students' remarks and then writes some notes on the board for the students to copy down, as follows: V-ing phrase (Active meaning) V-ed (p.p.) phrase (Passive meaning) To-infinitive phrase  Students listen to and repeat the sounds after the teacher  Students listens and repeat the words after the Stage 3: Teacher writes the words containing each cluster on the board, then reads them aloud and has students repeat word by word twice or three times Stage 4: The teacher acts out the sentences in Pronunciation on page 131 (Textbook) and has students repeat Have some students read the sentences aloud and correct mistakes when necessary  Students listen and repeat Students then take down the symbols and the words in their notebooks Teacher writes these sentences on the board and asks students to give remarks Ask them to work in pairs and then tell the difference between the pairs of sentences  Students work in pairs discussing the difference between the pairs of sentences They then give their remarks to the class  Students copy down the sentences and the Replacing "who/which/that+verb" Replacing "who/which/that+be+p.p." Replacing "who/which/that"+verb" Exercise 1: Rewrite the sentences , using a present participle phrase Exercise 1: Suggested answers: The teacher has students work in pairs and finish The boy playing the piano is Ben Do you know the woman coming toward us? The people waiting for the bus in the rain are getting wet The scientists researching the causes of cancer are making progress The fence surrounding our house is made of wood We have an apartment overlooking the park Exercise 2:Rewrite the following sentences , using a past participle phrase Suggested answers: The ideas presented in that book are interesting I come from a city located in the southern part of the country They live in a house built in 1890 The photographs published in the newspaper were extraodinary The experiment conducted at the University of Chicago was successful They work in a hospital sponsored by the government Exercise 3: Rewite the following sentences , using an infinitive phrase Exercise 3: Suggested answers: John was the last man to reach the top of the mountain The last person to leave the room must turn off the light The first person to see is Mr Smith This is the second person to be killed in that way The first person to catch the ball will be the winner Stage 3: Homework: the teacher gives some more exercises for students to at home *Rewrite these sentences using "participle" or "To-infinitive" WEEK 24 PERIOD 72 the exercise Then have some of them stand up and read the each sentence aloud -Correct the mistakes and give comments where necessary Exercise 2: The teacher has students work in pairs again Ask them to study the example and then rewrite the sentences Have them compare their answers with their partners The teacher then asks some of them to read aloud the sentences and corrects mistakes or gives comments when necessary The teacher has students study the example and then finish the exercise Ask them to compare their answers with their partners -Have some stand up and read their sentences Correct mistakes and give comments where necessary TEST YOURSELF C Aims: By the end of the lesson , Ss will be able to review some grammar, vocabulary, reading comprehension Listening, writing, pronunciation I.Listening comprehension Listen and choose the correct answers II.Do exercises: I.Rewrite the sentences, using relative clause The student was punished This student was very naughty  ……………………………………… This doctor was very famous You visited him yesterday  … …………………………………… He died at once This made everyone shocked  ……………………………………… Nam's car had been stolen The police found it ten days ago  …………………………………… I saw a lot of people and horses They went to the market  …………………………………… The master's course is no longer taught I took this course in 1990  …… ……………………………… II Choose the word whose underlined part is pronounced differently from the others a sure b sugar c special d show a swim b swallow c swing d sword a forest b exist c raise d establish a suggest b disappear c busy d extinct a supply b apply c plenty d fly III Choose the word which is stressed differently from the rest a affect b water c number d peacefully a decrease b environment c.consequence d prohibit a disappear b pollutant c volunteer d magazine a fertilizer b respect c pesticide d offspring 10 a destroy b industry c planet d human IV Find out the mistake in the following sentences The biggest reason for whom I didn't take the job is the low pay Natural resources provide the raw material are needed to produce finished goods In an essay writing in 1779, Judith Sargeant Murray promoted the cause of women's education 4.A dam is a wall building across a river to stop the river's flow and collect the water I have something interesting telling you Water energy is used to design electricity Rewrite the following sentences , using participle phrases: Do you know the woman who is coming toward us?  The people who was waiting for the bus in the rain is getting wet  The rules that allow public access to wilderness areas need to be reconsidered  The children who attend that school receive a good education  The scientists who are researching the causes of cancer are making progress  Our solr system is in a galary that is called the Milky way  The experiment which was conducted at the University of Chicago was successful  Only a small fraction of the eggs that are laid by a fish actually hatch and survive to adulthood. He read " The Old Man and The sea" , which was written by Ernest hemingway  10 A throne is the chair which is occupied by a queen, king or other rules  12 Only a few of te movies that are shown at the Gray Theatre are suitable for children  WEEK 25 PERIOD 73+74 WRITTEN TEST ONE AND CORRECT THE WRITTEN TEST THE FIRST WRITTEN TEST OF THE SECOND TERM I Pronunciation I Which word whose underlined part is pronounced differently from the others a equipped b delivered c transfered d recieved a helps b provides c documents d laughs a noisy b subscribe c service d grafics a sure b sugar c special d show a swim b swallow c swing d sword II.Choose the best answers 6/ Water is one of the most precious resouces for our life a that we depend b on which we depend c which we depend 7/ The people in my neighbourhood are leading a life a peace b peacefulness c peaceful 8/ Do you know that environmentalist I used to work ? a in which b with that c in which 9/ Human beings have great influence on world a O / a b the / O c the / a d on that we depend d peacefully d with whom d a / the 10 We will never use solar energy in its …… a entire b entirely c entirenes d entired A ………… is a structure that is used to convert the power of the wind into electricity a dam b windmill c rule d energy 11 Oil, coal, and natural gas are ……………… a solar system b nuclear power c hydropower d fossil fuels 12 Coal, of energy in many countries, is a serious polutants a the main source b is the main source c being the main source d that is the man source 13 The old man a black suit is a famous energy researcher a to wear b wearing c whom is wearing d is wearing 14 We should develop such sources of energy as solar energy and nuclear enrgy a alternative b traditional c revolutionary d surprising 15 The world's coal …… last longer but, once used, these cannot be renewd a reserves b reservations c stores d storage III Rewrite the sentences using relative clause A cafe is a small restaurant People can get a light meal there  I saw a lot of people and horses They went to the market  You gave me a nice present Thank you for that present  The magazine is owned by Mears group Its chairman is Sir Brown  They are going on the road It leads to the village  This is my loved school I studied in this school when I was young IV Read and fill in each blank with one suitable word form the box: matter consuming conservation safe fifthy dangerous renewable correct supply vailble reaches contain Solar energy, air and water are usually called (1) resources because there is an unlimited (2) of them However, this definition may change if people are not careful with (3) .of these resources The quality of solar energy that (4) .the earth depends on the atmosphere if the atmosphere is polluted, the solar energy reaching the earth may be (5) if life is about to continue, the air must (6) .the appropriate amount of N, O2, , CO2 and other gases If humans continue to pullute the air, it will not contain the (7) amount of these gases Water is also a (8) to take into cnsideration Industry is making our water (9) Therefore, resources must be conserved, the air and water must be protected (10) must play important part in life WEEK 25 PERIOD 75 Date of preparation: 12 th ,feb,2009 UNIT 12 THE ASIAN GAMES PART A: Reading A)Objectives: -by the end of the lesson , Ss will be able to understand the main ideas of the text about the Asian Games -To know names of popular players in Vietnam as wll as in the world B)Language focus: *Vocabulary: deep  depth (n)  deepen (v) to participate ( = to join in)  participant (n) participation (n) Weight + lifting  weightlifting4 Body + building  bodybuilding Grammar:present simple Skill: Reading comprehension C)Techniques: pair work, group work, multiple choice, ask and answer, gap-filling Teaching aids:picture on the book, cassette player, handouts D)Procedures T Contents I.Warm up; Play a game(brainstorming)(5’) Give the names of the sports which played in the Asian games GRA GRB T & Ss’activities -T gvies the rules -Ss work in the two groups and write the answers on the bb -T checks and corrects II.Before you read: (5’) Answers A B C D E C B A C B II While –reading(25’) 1.Word study: - deep  depth (n)  deepen (v) -to participate ( = to join in)  participant (n) participation (n) - Weight + lifting  weightlifting: m ôn c t -Body + building  bodybuilding: -intercultural(a):liên văn hoá -multi-sport(n): -enthusiasm(n):s h ăng h ái nhi êt t ình -medal(n):huy ch ơng -appreciate(v) đánh giá -aquatic(a): thu ôc v ê n ơc *checking vocabulary: RO& R Task 1:The words in the box all appear in the passage Fill in each blank with a suiltabe word -Have sts work with a partner and choose the correct answers -Sts work with a partner and choose the correct answers Have sts listen to the passage T explain some new words or expressions: (matching) -Sts listen to the passage -Sts the matching (game) -Individuals & pairwork a participant put a high value on b solidarity a period of ten year c decade strong feeling of interest d athlete aids which make it easy to something e official a country where the games are organized (chuû nhaø) f aquatic a person holding a government position (quan chức) g enthusiasm a person who participates in something h appreciate person trained for competing in physical exercises of outdoor games i host unity j facilities 10 (taking place) in/on the water Sts TASK 1: Answers: a b c d e f g h i j 10 -Pairwork - Have sts work in pairs to TASK 3.Task 3: Scan the passage and complete the following table: Sts TASK 2: Answers: facilities enthusiasm advancing - Have sts work in groups to TASK 2 aquatic effort appreciated 4.Answer thw questions: - The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia / among the Asian countries Athletes from all over Asia gather together to compete It is an occasion when strength to compete It is an occasion when strength and sports skills are tested; friendship and solidarity are built and deepened 9,919 participants took part in the 14th Asian Games in Busan / There were 9,919 participants in the 14th Asian Games in Busan They win the gold medals in billiards, bodybuilding, and women’s karatedo IV.After you read7’) (suggested summary) (paragraph 1) it tells (us) about the purpose of the Asian Games and how they are held (paragraph 2) it tells (us) about the advance of the Asian Games in all aspects since 1951 (the number of participants has been increasing, the quality of athletes, officials, and sports facilities has also been developing, new sports and traditional sports have been introduced and added to the Games) (paragraph 3) it tells (us) about the 14 th Asian Games in Busan, Have sts to answer the questions (TASK 3) -Ss work in pairs -T checks and corrects the answer Have sts summarize the reading passage -Sts work in groups to summarize the reading passage: Korea, and the sports results of the Vietnamese athletes in the Games V.Homwe work:((2’) Learn by heart new words and answer all the questions again -prepare the next lesson: Speaking WEEK 26 PERIOD 76 Date of preparation: 20th ,feb,2009 UNIT 12 THE ASIAN GAMES PART B: Speaking A)Objectives:  -by the end of the lesson , Ss will be able to make some conversation about the Asian Games  Asking for and giving information about Asian Games  Talking about sports results B)Language focus: *Vocabulary:  Vocabulary: Asian Games, Bodybuilding, Billiards, Karatedo, Shooting, Wushu  Teaching aids: Pictures collected by students Grammar:present simple Skill: Speaking comprehension C)Techniques: pair work, group work, multiple choice, ask and answer, gap-filling Teaching aids:picture on the book, cassette player, handouts D)Procedures I.Check up:(5’) Asnwer the questions 1.What is the purpose of The Asian Games? 2.How many participants took part in the 14th Asian Games? 3.Give some vocabularies in English II.New lesson T Contents T & Ss’actitvities 1Warm – up(5’) - Putting the class into two groups  Group 1: write the name under the pictures ( newspaper, - Asking Ss to write the words sea, ink-pot, apple, arm) describing the pictures  Group 2: (snail, goose, elephant, mouse, ant) Asking Ss to arrange the first letters into Word expected: ASIAN GAMES another meaningful word -Ss work in groups 2.pre-speaking:(5’)  New words: - Asian Games: the opening ceremony of the 14th Asian Games - Bodybuilding: Ly Duc – Nguyen Van Mach  T uses pictures to teach Vocabulary - Billiards: Truong Dinh Hoa - Karatedo: Vu Kim Anh – Nguyen Trong Bao Ngoc - Shooting: Nguyen Manh Tuong Wushu: Nguyen Ngoc Oanh – Nguyen Thi My Duc  Ask students to practice in pairs to play the conversation in task and pay attention to these structures: 3.while-speaking:(23’)  *Task 1: Ask and asnwer about the Asian Games ,using  information from the table below  Walking around the class, Monitoring The simple past ( passive & active ) these activities so that the students can - When and where / games / held ? get help when they need Then selecting - How many countries/ took part ……? some pairs at random and asking them - How many sports were there………… ? to play the roles in front of the class Note: Using cued dialogue -Ss work in pairs  Using the table in textbook to practice  Basing on the cued dialogue on the board and practicing in pairs A: Where and when were the 2nd Asian Games held? B: They were held in 1954 in Philippines A: How many countries took part in the Games?  Asking students to match the names of B: Eighteen the athletes, who won the medals in the A: How many sports were there at the games? sports in textbook B: Eight  Asking students to practice in groups of six and talk about the sports results of *Task 2:Take turn to talk about the sports results of th the Vietnamese athletes at 14th Asian Vienamese athletes at 14 Asian games , using the Games information in the table below  Asking students to pay attention to the structure: simple past as example  Monitoring and helping if Ss need  Asking each group to select the representative to report For example: In bodybuilding, Ly Duc won one gold medal  Working in groups ( discussing ) and Nguyen Van Mach won one bronze medal  Matching as the teacher’s request No  Working in groups of six  Looking at the pictures and finding the words th - Asian Games: the opening ceremony of the 14 Asian  Reporting in front of the class  Looking at the pictures and finding the Games words - Bodybuilding: Ly Duc – Nguyen Van Mach - Billiards: Truong Dinh Hoa - Karatedo: Vu Kim Anh – Nguyen Trong Bao Ngoc - Shooting: Nguyen Manh Tuong - Wushu: Nguyen Ngoc Oanh – Nguyen Thi My Duc  Asking some questions about the 16th 5.Post-speaking(6’) Asian Games: - When will the 16th Asian Games be held? - Where will it be held?  Asking students to practice asking and - Do you think it will be held in Vietnam? Why / why answering the above questions not? *Suggested answers:  Answering the questions: à In 2010 à In Quang Chau – China à Up to the students’ ideas IV Home work:(2’) Getting information about one athlete, who is your favourite at the 15th ASIAN Games -Prepare the next lesson: Listening WEEK 26 PERIOD 77 Date of preparation: 22sd ,feb,2009 UNIT 12 THE ASIAN GAMES PART C: Listening I.Objective: -By the end of the lesson students will be able to: -Use the require language to ask and answer about the Asian Games and sports -Develop such listening micro-skills as listening for specific and detailed information -Use the acquired language and knowledge to talk about sports and sportsmen II.Material: -text book , hand outs, pictures about the Asian Games, cassette tapes III.Anticipated problems: -The after listening task could be a challenging for Ss as the may not have enough information to complete it, so T could be ready to assist them IV.Procedure -*Chech up:(5’) Answer the questions: 1.Where and when is the first Asin Games held? 2.How many countries did take part in the first Asian Games? 3.How many sports were played at the Games? -* NEW LESSON T CONTENTS 6’ I.Warm up: Names of some sports T AND Ss’ ACTIVITIES -Ss work in groups and write the answers on the bb -T checks and correct some names 3’ II.Before listening What are these sports? Have you ever watched the sports like these on television? Which sports you like best? Why? - Swimming (butterfly), high jump, gymnastics (high-and-low bars) - Yes, I have - (free answer) It’s jogging Because it makes me healthy Or: It’s football Because it is the King of sports Or: It’s swimming Because the weather in South Viet Nam is often hot -T asks Ss to look at the pictures in page 129 and answer the questions -Sts work in pairs to ask and answer the questions: (p 129)  Pre-teach vocabulary: -gymnasium -gymnast -bar -land -freestype Tapescript Good evening It’s 10.15 and it’s time for “The Asian Games Report” Our report tonight is coming live by satellite It’s the rd day of the Games Well, today’s most important event was the women’s 200 metre freestyle The Japanese, Yuko was first and got the gold medal She made a new world record time of minute 58 seconds The Japanese athletes won two gold medals yesterday, and three the day before, so in the first three days they’ve won six gold medals … Here we are in the Asian Games Gymnasium Lily, the 15-year-old Chinese gymnast, has just finished her display We’re waiting for the results now And here’s the result! She’s got an average of 9.5 points That’s the best score today! Lily has won the gold medal! … And this is Lee Bong-ju, an 18-year-old young man coming from Korea This is the 2nd time he took part in the long jump at the Asian Games Last time he jumped 8.5 metres Today he’s won a gold medal for men’s long jump He jumped 8.9 metres … Now we’re just waiting for the last high jumper Vichai 20’ coming from Thailad is going to jump The bar is at 2.30 metres and… it seems too high for him Now he’s beginning his final attempt And he has jumped! Ooh! He has crashed into the bar! He’s landing The bar has fallen too Is he hurt? No, no, he’s all right He’s getting up and walking away But he looks very disappointed II.While listening: TASK 1:Listen and choose the best answer A,B,C or D for the following sentences: Sts listen to the tape and then TASK (multiple choice) C A B B D TASK 2:Listen again and asnwer the questions: 4’ What time was “The Asian Games Report” programme? How many gold medals have the Japanese athletes won in the first three days? How many times has Lee Bong-ju participated in the long jump? What was the last sport event mentioned in the report? What did Vichal look like after he finished his performance? *Answers: (It was at) 10.15 p.m -T leads some new words - T has sts the task after listening to the tape Have sts the task after listening to the tape -Ss listen and give the answer on the bb -Individual Have sts the task after listening to the tape again Sts listen to the tape one more and then TASK - Ss work in pairs and the tast (They have won) gold medals (He has participated in the long jump) times It was high jump 2’ 5.He looked very disappointed IV After listening: Have sts work in groups to name some Vietnamese famous athletes Sts work in groups to name some Vietnamese famous athletes Trần Hiếu Ngân (In Taekwondo, she won the silver medal in the Olympic Games 2000, in Sydney, Australia) Trần võ Thúy Hạnh (In Judo, she won the gold medal in the 19 th SEA Games, in Bangkok, Thailand) Lý Đức (In Bodybuilding, he won the gold medal in the Asian Games 2002, in Busan, Korea) -T summaries the main points V.Home work: -Learn all the lesson you have learnt in listening -Prepare the next lesson: writing - WEEK 27 PERIOD 79 Date of preparation: 25th,feb,2009 UNIT 12 THE ASIAN GAMES PART D: Writing I.Objective: -By the end of the lesson Ss will be able to -Write a paragraph describing the preparation for the Asain Games -Using verb in the future tense II.Material: -Text book, handouts, modal writing about the Asian Games III.Anticipated problems: -Studenys may not have enough vocabulary to complete the task so T should be ready to assist them IV Procedures:  Check up:(7’) Answer the questions and write some new words on the bb What time was “The Asian Games Report” programme? How many gold medals have the Japanese athletes won in the first three days? How many times has Lee Bong-ju participated in the long jump? What was the last sport event mentioned in the report? What did Vichai look like after he finished his performance * NEW LESSON T CONTENTS T AND Ss’activites 5’ I.Warm up: _A photo of My Dinh stadium -T asks ss some questions about the stadium -Ss discuss and answer the questions Sts have to use the cues given to write a paragraph of 120 words to describe the preparations for the Games if Vietnam is going to be a host country for the coming Asian Games Sts may start the description with: “To prepare for the coming Asian Games, we have a lot of things to First of all, we will build one more National Stadium, sports II.Pre-writing: buildings and car parks…” Have sts write a paragraph of 120 words to describe the Each st has to write the preparations for the Games description  To prepare for the coming Asian Games, we have a lot of things to III While-writing 30’ Some suggested questions: What will we have to build first? (one more National Stadium, sports buildings and car parks) Why we have to upgrade the National Sports Centers and local stadiums? (because they are not in good conditions) What will be widened? (the training areas and roads to sport buildings) What we have to equip all the hotels and guest houses with modern facilities for? (to supply good services for athletes and visitors, and special services for disabled athletes./ (to make athletes comfortable when they attend the Games) What can we propagate and advertise on the radio and TV? -Ss look at the sample writing How can we recruit volunteers to serve the Games? and write the other writing What should we to choose an official music? -T checks and give the feedback *Sample writing: -Ss can make some questions To prepare for the coming Asian Games, we have a lot of after finishing the writing things to First of all, we will build one more National Stadium and some sports building and car parks The National Sports Centres and local stadiums are not in good condition so they need to be immediately upgraded And we will widen the training areas and the roads to the sports buildings Then we have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors These hotels should also have special service for disable athletes It is necessary to propagate and advertise all the preparations for the Asian games on the radio and TV Finally, we need to recruit volunteers to serve the Games-These people 3’ should be university teacher and students with good English One more important thing is that we have to hold a competition to choose an official music for welcoming the Asian Games -III Wrap up: T summaries the main point of the lesson -For home work ,T asks Ss to revise their work, incorporating their peers and teacher’s comments and corretions WEEK 27 PERIOD 80 Date of preparation: 30th,feb,2009 UNIT 12 THE ASIAN GAMES PART E: Language focus I.Objectives: By the end of the lesson, Ss wii be able to: -Distinguish the sounds /str/, /skr/ , /skw/ -Pronounce the words and sentences containing these sounds correctly -Master the use of relative clauses and equivalent types of clauses without relative pronouns -Use these strictures correctly and appropriately to solve communicative tasks II.Material: -Text book, handouts, play games III.Anticipated problems: Students might have difficulty pronouncing cluster because the not exist in Vietnamese Therefore , T should be ready to assist them IV.Procedures 1.Check up:(7’) What time was “The Asian Games Report” programme? How many gold medals have the Japanese athletes won in the first three days? How many times has Lee Bong-ju participated in the long jump? What was the last sport event mentioned in the report? What did Vichai look like after he finished his performance 2.New lesson: T Contents T & SS’activities 5’ I.Warm up: -T asks Ss to find some words chatting which have the sounds:/str/, /skr/,/skw/ II.Pronunciation: Chùm phụ âm này không có tiếng việt Pronunciation: / str / -street -Strong -Strange -strenght / skr / / skw/ scream square screen squeeze screw squeak scratch squeal  Listen and repeat Practice reading these sentences (6 sentences) III.Grammar: *Theory: *Khi đại từ quan hệ làm túc từ mệnh đề quan hệ xác định , Have sts listen to the cassette tape or the teacher Have sts repeat the words in the book -T listen and corrects it ì Ss pronounce the target incorrectly -T explains some rules to omission of relative pronouns chúng ta có thể bỏ -Ex: The book which/that I’m reading is one of Dickens * The book I’m reading is one of Dickens -The student that/whom you meet in the library is my class’s prefect *The student you meet in the library is my class’prefect -Trái lại ,đại từ quan hệ làm túc từ mệnh đề quan hệ không không xác định không bỏ Ex: This book,which you recommended to me , is very interesting *Pratice: Task 1: Complete each of the following sentences with a relative clause, using a suitable sentence in the box to make your relative clause I like the diamond ring (whom) he invited to the party Have you found the bike (which) John tells are very funny Most of the classmates (which) I bought yesterday is expensive The short stories ( which) Mary is wearing The dictionary but very interesting (which) you lost? I did not like the man (whom) we met this morning (which) we had for lunch was really 7.The beef delicious *Task 2: Complete each of the following sentences, using a suitable sentence in the box to make your relative clause with a preposition  The fly that I wanted to travel on was full  -The fly I wanted to travel on was full The flight I wanted to travel on was fully booked I enjoy my job because I like the people I work with The dinner party we went to was not very enjoyable The house we are living in is not in good condition I was not interested in the things they were talking about He did not get the job he applied for The bed I slept in was very modern Task 3: In sententes 1, 2, 4, 6, and 7, relative pronouns can be omitted V.Wrap up: -T summarise the main points fo the lesson -For homwork, Ss all exercises in workbook and prepare for the next lesson -Ss work in groups and the exercises (Task 1) after work in pairs -T corrects and give feedback -T gets Ss to read through the sentences in the box T explains new words , if any -T prepares a few examples below and writes them on the board T gets Ss read through the sentences and explains some new words if neccssary WEEK 28 PERIOD 81 Date of preparation: 3rd ,March,2009 UNIT 13 : HOBBIES PART A: Reading I Objectives Students can practice: - Guessing the meaning of the word in context:accomplished guitarist - Intensive reading skills :about hobbies - Scanning and skimming skills: To get information ABOUT hobbies such as :collect stamps,keeping fish and play guitars II Material Text books, board, chalks.pictures and handouts III Procedures *.Checking up the old lesson (5’): Remind some relative prononces and how to omission it in the sentence T CONTENTS T & SS’ACTIVITIES I.Warm up:(6’) -T give some questions about the hobbies of SS -Ss work in groups and give the answers on the bb( groups) -T checks and gives the ideas ’ Reading playing chess Things you in your free time Playing guitar Going shopping Fishing Collecting stamps -T: How can you keep yur hobbies and why you have that hobby ? Come to Unit 13 : HOBBIES II.While reading:(26’) -Which group write more and correct that group will win T give some expression to lead to New Lesson -T uses some techniques to teach the new words -Ss listen , repeat and give Vocabulary:(7’) -accomplished(a): well-trained, skilled -accompany (v): use a musical instrument, accompanying -modest (a): not very big -avid (a) : eager, crazy - discarded (a): thrown away -indudlge in (v) : let yourself or have something that you Enjoy -collect(v) –collector(n) *Checking Vocabulary: What and where 2.Task 1: Fill in the blank with the words given in the box(8’) Discarded, modest, accomplished, accompanying, fish tank, avid, keep me occupied 1.Van Cao is an………………… musician.All his song are very popular 2.This TV can’t be used It can be………………… 3.My father loves …………… for my mother’s songs 4.I spend most of her time to look after the children.I really ……………………… 5.My brother has a beautiful…………… which has a lot of beautiful fishes 6.He doesn’t like a big house.His only dream is to have a ……………… little house on the bank 7.She loves all kinds of stamps.She is an ……… collector of stamps 3.Task 2:Scan the passage and answer the questions ( play a game: noughs and crosses)(11’) *Suggested answers: 1.Playing theguitar 2.No,he isn’t 3.He is accomplished guitarist and he ‘s good at accompany people by his guitar 4.Keeping fishes 5.From shop and the rice field near his house 6.an avid stamp 7.from discarded envelop that my relatives and friends give me 8.local stamps 9.He usually gives away to others or if ni one wants them he simply throws them away III.Post –reading: role play * Suggested questions: 1.What is your favourite hobby? 2.How often you …………….? 3.Where you usually……………? 4.When you usually…………………? 5.Who you usually ……………… with? 6.Why you enjoy………………? IV.Homework Write a passage to answer the questions Among the three hobbies mentioned in the passage which one are you interested in? the meaning in English and Vietnameses -T reads and SS repeat In chorus and in individually -Ss repeat and give the meaning -T explains how to -SS work in groups and write the answers on the posters and hang it on bb -T checks and gives feedback -T explains the rules to SS -Ss work in groups and after that work in pairs ask and answer the questions (2 groups) -T checks and give the feedback -Ss woork in groups of students, One Ss is a famous person, others are the interviewers and interview the famous person -T can lists for SS some hobbies WEEK 28 PERIOD 81 Date of preparation: 10th ,March,2009 UNIT 13 : HOBBIES PART B: Speaking I.Objectives By the end of the lesson, the students will be able to - make a dialogue with their partners about their hoby – collecting stamps - talk about their own hobbies and express the reasons they take up such hobbies II.Language notes: a Structures: - What is your hobby? - How you collect ? - Where you buy ? - How you organise ? - Why you collect ? - What are you going/planning to ? -classify something into categories, the simple present and the simple future tense b Vocabulary: - stamp collecting - chat (v) - book stall (n) - collection (n) - exchange (v) - category (n) - classify (v) III.Material - Pictures , text book Pictures of activities: swimming, fishing, stamp-collecting, mountain-climbing, playing compute games, reading books, watching TV, chatting with a friend on the phone, etc Some kinds of books, i.e student books, comic books, novels… Some name tags: student books, comic books, novels… IV.Procedures: -1 Checking up:( 5’) Answer the questions: What is the first hobby of writer? Write some new words Contents I - Warm up(5’) Guessing game: - Call on a student and give a picture to him/her - Don't let the others see the picture - Ask them to make Yes or No questions to guess: 'What are the special foods in the picture? ' 'What holiday is it?' - Show the picture on the screen (Can have some music about new year) T & Ss’activities - A student goes to the board and gets the picture - The others can't see the picture - Make Yes or No questions to guess - T Arouse the students' interest, curiosity and provide an introduction to the topic and content - Relate the content of the lesson to the students' own background knowledge and interest to motivate students Visual aids Possible Questions: Is there a cake in the picture? Have you got ? The student answers the questions: Yes/ No - Look at the picture to check the result Is it holiday? - Listen to the introduction - Possible Problems: The students may misunderstand between Yes/ No questions and - Listen and watch the show of the Wh-questions -> Teacher will suggest some structures as dialogue to imitate (pronunciation, examples intonation ) II - Task 1: (10’) - Work with the partner next to - Introduce the situation them - Tell the students to listen and watch the show of the dialogue to imitate - Set up pairs of the students in the class - Have the students work in pairs and practice reading the Work in pairs and practice reading the dialogue in roles - Change their roles; all the dialogue members of the pairs have role- Have the same pairs change roles played all the parts - Can ask if have any difficulties in - Go around and help if necessary pronunciation or vocabulary Language notes: - Tell the students to list the questions that they can use in a conversation about a holiday or a festival - Call on two students to write on the board (Can have a competition between them) Memory check: - Direct students to practice reading the dialogue without books - Call on several students to role-play in front of the class - Make any necessary corrections to their conversation III - Task 2:(15’): make a dialogue about collecting stamps Read aloud the words Use the suggested below7 Tell thestudents to listen and repeat - Show photos and ask: What holiday is it? -Look at the pictures and photos to get the meaning of new words - Listen to the teacher to imitate the pronunciation and repeat - Write down new words - Work in groups of four students Valentine's day Language notes: - Show the pictures and photos: Masks - Introduce the task - Set up groups of the students in the class Harvest - Discuss and match the holidays with its meaning and activities - Write the result on the - T reads the dialogue twice, pays attention to pronunciation, stressed words - T explains the phrase “classify something into categories” and “name tag” - Have the students work in groups - Go around and help if necessary Result check: - Tell the students to handle Roast turkey (photo) Masks (Picture) Parade (photo and context) Harvest (photo): Vô thu ho¹ch “Which would you like to do?” “ I’d like ” “ Why would you like to it?” “Because _” - by showing some different kinds of books and classifying them into categories, then put each of them with a name tag T has Ss practise in pairs T asks some good pairs to present in front of the class (T pays attention to accuracy) 3.Post-speaking: (7’) - Question: What holiday is next two days? - Show the pictures as a suggestion - Tell them to work in pairs and talk about Christmas - Go around and help if necessary - Call on or students to report the result in front of the class VI – Homework (3’) - Give homework direction Take part in a discussion about holidays and festivals on net Speaking (workbook) WEEK 28 PERIOD 82 Date of preparation: 10th ,March,2009 UNIT 13 : HOBBIES PART C: Listening I Objectives II –By the end of the lesson , Students will be able to - Listen to the hobbies of a student - listen to a talk a fill in blanks with True or False III Material: - Cassette player, board - Some books III.Skills: Listening skill IV Procedures Time 5 Content Warmer T&Ss’ activities Ss work in pairs stamps / fish / book / swimming Asks students to close their - Ask students to work in pairs - Have some students to write theirs sentences on the books Gives them prompts and board and check for correction asks them make sentences - Show some books and ask students: with those prompts provided What are the benefit of reading books? * Before listening Find the letter 1.It is noun with four letter 2.It can be your friend or even your teacher T introduces the new lesson 3.It gives you knowledge about the world 4.It can be found in a library BOOK Lead in new lesson Do you read book? How often you read them? Do people collect books as a hobby? Today you are going to listen to someone talking about his hobby of reading books.In the first place I’m going Ss show meanings and parts of speech of the words to help you know some new words Pre-listening I.Vocabulary(10’) 1.Gigantic(a)=huge(a) 2.fairy tale(n) Ex:My grandmother used to tell story to me before I went to sleep 3.Profitably(adv)translation Ss work in pairs say T or F 4.bygone days(question What you call the days which have passed? *While listening (25’) II.Task1:Listen and decide whether T or F Play the tape times and students give the answers of the task Students can write their answers on the board - Play the tape the third time and give students the right answers Answers T F F F T T T F III.Task 2: Listen and write the missing words - Play the tape times and students give the answers of the task Students can write their answers on the board Ss work in groups complete the following sentences T Explains the instruction of the task to the students and ask them prepare the task silently, walk around and give students help Ss Listen to the tape, the go to the board and write their answers - Pay attention on to the listening passage and take note the correct answers Play the tape the third time sentence by sentence and correct the answers on the board Answers wonderful disease jungle ignorantly certainly *Post-listening(10’) - Ask students to work in groups and give them the instruction of the task: Talking about the disadvantages of over-reading, give many examples to the task - Ask them write the report on a sheet of paper - Call one student of each group to write the report on the board V.Homework Write a passage 50words about disadvantages of overreading I Pronunciation I Which word whose underlined part is pronounced differently from the others a equipped b delivered c transfered d recieved a helps b provides c documents d laughs a noisy b subscribe c service d grafics a sure b sugar c special d show a swim b swallow c swing d sword II Choose the best answers 1/ Water is one of the most precious resouces for our life a that we depend b on which we depend c which we depend d on that we depend 2/ The people in my neighbourhood are leading a life a peace b peacefulness c peaceful d peacefully 3/ Do you know that environmentalist I used to work ? a in which b with that c in which d with whom 4/ Human beings have great influence on world a O / a b the / O c the / a d a / the 5/ A number of rare animals are now in danger extinction a for b into c of d with 6/ To protect our environment, industrial factories must stop releasing into the atmosphere a pollute b polluted c pollution d pollutants 7/ The areas are destroyed suffer a lot from soil erosion a that trees b which trees c trees which d whose trees A ………… is a structure that is used to convert the power of the wind into electricity a dam b windmill c rule d energy Oil, coal, and natural gas are ……………… a solar system b nuclear power c hydropower d fossil fuels 10 Coal, of energy in many countries, is a serious polutants a the main source b is the main source c being the main source d that is the man source 11 The old man a black suit is a famous energy researcher a to wear b wearing c whom is wearing d is wearing 12 We should develop such sources of energy as solar energy and nuclear enrgy a alternative b traditional c revolutionary d surprising 13 The world's coal …… last longer but, once used, these cannot be renewd a reserves b reservations c stores d storage 15 The .of these toxic substances into the envinment is potentially devastating a delivery b release c distribution d research III Rewrite the following sentences , using to infinitive phrases: The child would be happier if he had someone that he could play with  I'd more interested if I had a family that I had to cook for  He was the first man who left the burning building  You are the last person who saw her alive  The fifth man who was interviewed was completely unsuitable  He was the second man who was killed in this way  IV.Rewrite the following sentences , using participle phrases: Do you know the woman who is coming toward us?  The people who was waiting for the bus in the rain is getting wet  The rules that allow public access to wilderness areas need to be reconsidered  The children who attend that school receive a good education  The scientists who are researching the causes of cancer are making progress  Our solr system is in a galary that is called the Milky way  Read and fill in each blank with one suitable word form the box: matter consuming conservation safe fifthy dangerous renewable correct supply vailble reaches contain Solar energy, air and water are usually called (1) resources because there is an unlimited (2) of them However, this definition may change if people are not careful with (3) .of these resources The quality of solar energy that (4) .the earth depends on the atmosphere if the atmosphere is polluted, the solar energy reaching the earth may be (5) if life is about to continue, the air must (6) .the appropriate amount of N, O2, , CO2 and other gases If humans continue to pullute the air, it will not contain the (7) amount of these gases Water is also a (8) to take into cnsideration Industry is making our water (9) Therefore, resources must be conserved, the air and water must be protected (10) must play important part in life