giao an English 9

B.Teaching aids: Posters, textbooks C.Methods: Matching, exposition building, delayed correction D.Contents: I.Organization Class Date of teaching Absence 9D3 9D4 9D5 II.Warmer *Jumble w[r]

Unit 1: A visit from a pen pal I/ Objectives: After the unit, students will be able to: - Make and respond to introduction - Scan for specific information - Write a personal letter - Review the past simple tense and the use of “wish” II/ Teaching aids: - Charts, cards, colour chalks III/ Proceduce: - Period 01/ Lesson 1: Getting started + Listen and Read - Period 02/ Lesson 2: Speak - Period 03/ Lesson 3: Listen - Period 04/ Lesson 4: Read - Period 05/ Lesson 5: Write - Period 06/ Lesson 6: Language Focus Date of preparing:9/9/13 Period 01: Unit 1: A visit from a pen pal Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: - Introduce some famous places in Viet Nam - Describe an old friend - Practice the structure with “wish” II/ Skills: B Teaching aids: - Pictures, chart C Methods: Brainstorming, Rub out and remember, True/ False prediction, Multiple choice, Retell D Contents: I/ Organization: Class Date of teaching Absent students 9A 12/9/13 II/ Warm up: - Greetings - Ask some information about class + How many people are there in the class? + Where you live? + Do you like English? + What you often to improve your English? + What skill is the most important? + Which countries speak English as their mother tounge? III/ New lesson: T’s and Ss’ activities Board display I Getting started: Step 1: Brainstorming - T gives the topic and asks Ss to write on thr board - T checks and adds more if necessary - T introduces the new lesson II Vocabulary: A Pre – reading: Step 2: Pre – teach: - T uses the techniques: example, explanation, translation, mime… to elicit - T follows all the steps of teaching the vocabulary * Checking: ROR Step 3: True/ False statements - T draws a picture and asks: + Who are they? - T introduces about Lan and Maryam Maryam is Lan’s pen pal in Malaysia Before reading, please guess some information - T hangs the chart and runs through all - T explains how to and checks Ss’ understanding - T collects Ss’ answers B While - reading III Read: - T models the dialogue first - Practice reading: T – WC, Ss – Ss - T asks Ss to give their answers and check the False statements - T and Ss correct the task Step 4: Multiple choice - T explains how to and runs through all sentences - Ss work in groups of - T asks Ss to give their answers - T and Ss correct together C Post – reading: - T asks Ss to summary the text - T calls one S to act out IV Model sentences: - T elicits and lets Ss say out - T models - Ss repeat in choral and individual - T asks Ss to give form - T gives more examples to expand the knowledge Step 5: Word cue drill - T gives example and explain how to - T models - Ss repeat in choral and individual - T lets Ss in choral and themselves I Vocabulary: - correspond - impress - mausoleum - mosque - depend on - atmosphere - pray (v) (v) (n) (n) (v) (n) (v) Maryam was staying with Lan last week This was their second meeting Lan took her to some places in HCM City Maryam prayed in the mosque She invited Lan to visit her in Malaysia II Read: T F F T T * Choose the correct option to complete the sentences: C B A B III Model sentences: I wish you had a longer vacation  … Wish + Past Simple (were is used for all subjects) I wish I were a millionaire * Languge Focus 3: on P 12 Ex: You are not very tall  I wish I were taller b) I wish I were in the swimming pool c) I wish I had a computer d) I wish I lived near from school e) I wish I had a sister f) I wish I drew well g) I wish I had my friend’s phone number h) I wish I knew many friends i) I wish there were some rivers and lakes in my hometown IV/ Summary: - Retell the text by theirown language V/ Homework: - Learn by heart the Vocabulary and translate the text - Rewrite Language focus on Page 12 E Evaluation: Date of preparing: 10/9/13 Period 02 Unit 1: a visit from a pen pal Lesson 2: speak A Objectives: I Knowledge: - Make and respond to introduction II Skills: - Ask and answer to take one new friend’s information B Teaching aids: C Methods: Open prediction, Matching, act out D Contents: I/ Organization: Class Date of teaching Absent students 9A 13/9/13 II/ Revision: - T calls on Ss to write the vocabulary - Calls on Ss to the Language Focus - T corrects and gives marks III/ New lesson: T’s and Ss’ activities Board display I Pre – speaking: I Dialogue: Step 1: Open prediction - T draws and elicits: + Are they girls or boys? + What are their names? + Does Nga know Maryam? + What are they talking about? - T collects Ss’ prediction Nga Maryam - Ss work individually Step 2: Matching - T explains how to Lan’s friends - Ss work in pairs - T and Ss correct together 1–c–5–b–4–d–2–e–3–a - T asks Ss to practice the dialogue – II While – speaking: Step 3: Act out - T asks Ss to the task b), then calls on one good student to make the first II Speak: You: You must be Paul dialogue Paul: Yes, I am - Ss work in pairs You: Pleased to meet you Let me introduce - T goes aroud to check and help myself I’m Phuong - T calls on some pairs to act out Paul: Pleased to meet you, Phuong Are you - T calls on some Ss to comment one of Nga’s classmates? III Post – speaking - T calls on Ss and asks them to talk You: Yes, I am Are you enjoy your staying in Viet nam? to each other, whatever they want Paul: Oh yes, very much Vietnamese people are lovely, the food is tasty and the beaches in Viet Nam are very beautiful You: Do you live in a city, too? Paul: Yes I live in Liverpool, a big industrial city, in North of England Have you been there? You: No Is it very different from Mong Cai? Paul: Yes, it is IV/ Summary: - Practice the dialgue V/ Homework: - Write the dialogues between you and Maryam’s friends E Evaluation: Date of preparing: 15/9/13 Period 03 Unit 1: a visit from a pen pal Lesson 3: listen A Objectives: I Knowledge: - Review ordering statements II Skills: - How to order somebody doing or not doing something B Teaching aids: C Methods: Picture drill, Open prediction D Contents: I/ Organization: Class Date of teaching Absent students 9A 18/9/13 II/ Revision: - T hangs the chart on the board and asks Ss to run through all + Stand up + Open the book + Don’t talk in the class + Don’t smoke here - T calls on someone to translate the statements into Vietnamese - T asks Ss to say out what kind of them are III/ New lesson: T’s and Ss’ activities Board display I Pre - listening I Listen: - Keep off the grass ( You can see in the park) Step 1: Picture drill - T asks Ss to look at pictures on P - Don't pick up Flowers ( You can see in the and tell the class what there is in each park) - This is a bus, its number is 103 one, where the place is, what the - It's a bus number 130 people are doing - Ss work in choral, describe pictures - This is a mexican restaurant - This is a restaurant called Hamburgers and differ between them - T corrects if there are mistakes - T asks Ss to say out where they can see these pictures Step 2: Open predition - Set the scene: Carlo is Tim Jones' Mexico pen pal He is visiting the Possible answers: USA * They are going to the park - T asks Ss to think of three things * They are taking a bus that Tim and Carlo are doing * They are going to the restaurant II While- listening: - Ask Ss to listen to the tape and check their guesses - Give feedback - Ask Ss to listen to the tape the second time to choose the correct pictures ( a-1, b-2, c-2) - Give feedback - Some Ss give their answers in front of the class - T makes corrections if necessary and give the keys: III Post- listening: - Ss talking about what Carlo did during his visit in the USA IV/ Summary: - Ask and answer: What did Carlo in the USA? V/ Homework: - Write about what Carlo did in the USA - Do ex 2, p ( W B) - Copy one dialogue they like into their notebooks E Evaluation: Date of preparing: 18/9/13 Period 04 Unit 1: a visit from a pen pal Lesson 4: read A Objectives: I Knowledge: - Ss practice reading a text about Malaysia They understand the text, have some knowledge about Malaysia II Skills: - Improve reading skill B Teaching aids: chart C Methods: What and Where, Open prediction, True or False statements D Contents: I/ Organization: Class Date of teaching Absent students 9A 21/9/13 II/ Revision: - T shows the map of Southeast Asia and asks: - How many countries are there in the ASEAN? - Where is Republic of Indonesia? Name its capital city? - Where is Maryam from? - Do you know any things about Malaysia? What is it famous for? - T calls on someone to translate the statements into Vietnamese - T asks Ss to say out what kind of them are III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: I Vocabulary: - region (n) Step 1: Pre – teach - T uses some techniques and follows all - religion (n) - tropical climate (n) of the steps of teaching vocab - unit of currency (n) - T corrects if there are any mistakes - compulsory (adv) - Buddhism (n) * Check: What and Where - Hinduism (n) - Islam (n) Step 2: Open prediction: - Set the scene: Where’s Maryam from? Today we are going to study about Malaysia: Where? Malaysia Before reading, Let’s guess Capital? some information - T collects Ss’ predition and writes on Population? the board Area? Language spoken? II While – reading - T asks Ss to read on P II Read: - T models and translates the difficult 329758 km2 Kuala Lumpur words or phrases Islam - Ss read in their mind, correct the task Over 22 million Bahasa - Ss compare their answers with friends Tropical climate Malaysia - T and Ss correct together The ringgit English Step 3: True or False - T runs through all the statements on P 10 - Ss work in pairs * True or False: - T collects Ss’ answer - T corrects and asks Ss to give the right T F information F III Post – reading: - T sets the scene: You are going to visit T Malaysia Prepare some questions to ask T Maryam about her country (refer to the chart on page 10) - Ss using the cues on page 10 to ask and answer Example: Anh: Is Malaysia a member country of ASEAN? Maryam: Yes, it is Anh: Are there two religions in Malaysia? Maryam: No There are three religions: Islam, Buddhism and Hinduism Anh: What is its area? Maryam: 329758 km2 Anh: … ? IV/ Summary: - Talking about they've known about Malaysia V/ Homework: - Learn by heart the new words - Do exercises ( p.7) and (p.11) E Evaluation: Date of preparing: 18/9/13 Period 05 Unit 1: a visit from a pen pal Lesson 5: write A Objectives: I Knowledge: - At the end of the lesson, Ss can write a letter in English and describe about one place where they go II Skills: - Improve writing skill B Teaching aids: chart C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 9A 21/9/13 II/ Revision: - The new words - Talk about Malaysia? (The capital city; population; official religion…) - Have you ever visited any other places in Vietnam or in the world? - When did you go? - How did you get there? - How long did you stay there? - What did you visit? -Did you buy anything there? III/ New lesson: T’s and Ss’ activities Board display I Pre-writing: I Speaking: - T sets the scene: Imagine you are * Where are you now? How did you get there? visiting your relatives or friends in * Who did you meet? another part of Vietnam or a different * What have you done? country Think about what you will + What places have you visited? write to your family + Who have you met? - Ss look at the outline (P 11) Work in + What kind of food have you tried? pairs to ask and answer these + What souvernirs have you bought? … questions: * How you feel now? - T reminds the SS about the * What you think interest you most? format of a personal letter: ( Heading, * When are you going home? Opening, Body, Closing) II While- writing: II Writing - Ss write their letters individually Dear…., based on the outline on page 11 I arrived at …………… at …………… on - Swap their letters, compare with ………………… My friend met me at their partners' ………………………………………… - T limits the time and checks ss’ I’ve visited letters ……………………………………………… - T hangs a prompt for a letter and …… asks ss to comlete the letter in oral: I’ve tried different foods: III Post- writing: ……………………………………… - Ss talk about their trips using their I’ll visit …………………… on letters ………………………………… - T corrects mistakes if necessary I feel ……………………… and ……………………………… I will leave ……………….at …………… next ………………… See you soon IV/ Summary: - Repeat the parts of a letter V/ Homework: - Write a letter to your friend telling about your visit - Do Ex 4, on P 7, (WB) E Evaluation: Date of preparing: Period 06 Unit 1: a visit from a pen pal Lesson 6: language focus A Objectives: I Knowledge: - Ss further practice in the past simple tense and the past simple tense with “wish” II Skills: - They can all the exercises in work English (unit 1) B Teaching aids: Cues, picture C Methods: Word Cue drill, Matching, Picture drill D Contents: I/ Organization: Class Date of teaching Absent students 9A II/ Revision: - T gives some questions and calls one some Ss to answer orally + What did you yesterday evening? + Did you watch TV? + What time did you go to bed? + Who did you have dinner with? - T asks Ss to talk about the past tense - Write the Past form of these verbs: + + make + see + watch + buy + go + study + play - T calls on some Ss to write on the board - T comments and gives marks III/ New lesson: T’s and Ss’ activities Board display I The past simple: The past simple: + Movie – Ghosts and Step 1: Word cue drill Monsters Satuday/ 2pm - T draws a picture and some words + Nga/ Concert – Ha Noi on the board singers / Saturday/ pm - T elicits and lets Ss say out + Lan/ Camp – Y&Y (Youth - Ss repeat in choral, half – half and and Young Pioneer pairs Associations)/ All weekend Example exchange: + Nam/ Soccer match –  What did Ba on the weekend? Dong Thap vs The Cong/ Sunday/ pm - He went to see a movie called + Hoa/ Play – Much Ado About Nothing/ “Ghosts and Monsters” Sunday/ pm When did he see it? - He saw it on Saturday afternoon at o’clock * Language Focus 2: Step 2: Matching and Picture drill - T asks Ss to open on page 12 and They made a cake explains how to They colorful lamps - T checks Ss’ understanding and They bought flowers models They painted a picture of Ha Noi - Ss work in pairs, match the verbs They went shopping with suitable phrases, and then say out completed sentences II Conditional type II with “wish”: Conditional type II with “wish”: Step 3: Writing I don’t have enough money - T hangs the chart on the board and explains how to - T models - Ss work in groups, write on their charts in about minutes, then tick on the board - T and Ss correct together and gives marks - T praises the winner I wish ………………………… I can’t sing that song I wish ………………………… It’s raining I wish ………………………… I am too fat I wish ………………………… The weather is bad to day I wish ………………………… IV/ Summary: - T has some Ss say out their own wishes V/ Homework: - Write sentences using “wish” E Evaluation: Unit 2: clothing I/ Objectives: After the unit, students will be able to: - Make and respond to questions on personal preferences - Ask for and give information - Write an exposition - Review the present perfect tense and passive form II/ Teaching aids: - Chart, cards, colour chalks, pictures, stereo, CD III/ Proceduce: - Period 07/ Lesson 1: Getting started + Listen and Read - Period 08/ Lesson 2: Speak - Period 09/ Lesson 3: Listen - Period 10/ Lesson 4: Read - Period 11/ Lesson 5: Write - Period 12/ Lesson 6: Language Focus Date of preparing: 19/9/13 Period 07: Unit 2: clothing Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: - Introduce traditional clothes of some countries - Introduce the beauty of Vietnamese Ao Dai - Improve reading skill II/ Skills: B Teaching aids: - Pictures, chart C Methods: Slap the board, gap fill, Multiple choice, Word cue drill D Contents: I/ Organization: Class Date of teaching Absent students 21/9/13 II/ Warm up: - T calls on Ss to write their sentences with “wish” - T corrects and gives marks III/ New lesson: T’s and Ss’ activities Board display I Getting started: I Getting started: a) She comes from Japan Step 1: - T hangs some pictures on the board b) She comes from Viet Nam and asks Ss to guess where they come c) He comes from Scotland d) She comes from India from and talk about anything they e) He comes from the USA know g) She comes from Saudi Arabia - T adds more information - T introduces the new lesson II Pre – reading: Step 2: Pre – teach: - T uses the picture to elicit - T follows all the steps of teaching the vocabulary * Checking: Slap the board Step 3: Gap - fill - T sets the scene: “Ao Dai is the traditionally unique dress of Vietnam They are being used by both man and woman in specific occasions It has now II Vocabulary: being changed in different designs for - silk tunic (n) - slit (v) fashion.” - T hangs the chart and runs through all - T explains how to and checks Ss’ understanding - T collects Ss’ Prediction III While - reading: - T models the text first and then calls on – Ss to read again - T asks Ss to give their answers and check their guess - T and Ss correct the task Step 4: Multiple choice - T explains how to and runs through all sentences - Ss work in groups of - T asks Ss to give their answers - T and Ss correct together IV Post – reading: - T asks Ss to summary the text - T calls one S to act out - pants (v) - design (n) - fashionable (adj) - inspiration (n) - ethnic minority (n) - pattern (n) - unique (adj) For a long timethe ao dai has been the subject of The ao dai is described as a The majority of Vietnamese women prefer Some designers have modernized the ao dai by printing Another Alternative is to add poems, novels and songs long silk tunic that is slit on the sides and worn over loose pants to wear modern clothing at work lines of poetry on it symbols such as suns, stars, crosses and stripes IV/ Summary: - Retell the text by theirown language V/ Homework: - Learn by heart the Vocabulary and translate the text E Evaluation: Date of preparing: Period 09: Unit 2: clothing Lesson 3: listen A Objectives: I/ Knowledge: - Describe different kinds of clothes II/ Skills: - Improve listening skill B Teaching aids: - Pictures, chart C Methods: Picture drills, open prediction, retell D Contents: I/ Organization: Class Date of teaching Absent students II/ Warm up: - T calls on Ss to write their sentences with “wish” - T corrects and gives marks III/ New lesson: T’s and Ss’ activities Board display I Pre – listening I Listen: a) A colorful trousers Step 1: Picture dill B blue shorts - T asks Ss to look at the pictures and C spot skirt answer the questions: b) A long – sleeved white blouse How many pictures are there? B short – sleeved pink blouse What you call in English? - Ss work in pairs C short – sleeved white blouse - T calls on some Ss to say out c) A blue sandals B boots Step 2: Open prediction C brown shoes - Set the scene: You will hear a public annoucement about a lost little girl called Mary Let’s guess what Mary is wearing - T collects some ideas and writes on the board II While – listening: - T plays the tape times - Ss listen and check their prediction Attention please Here is a special KEY: annoucement A little girl is reported a) B missing She was last seen 20 minutes ago near the main entrance to the Car Fair b) A Her name’s Mary and she is years old c) C She has short dark hair She is wearing shorts – blue shorts and a long-sleeved white blouse She’s wearing a pair of shoes – brown shoes She may be carrying a large doll If you see Mary, please bring her to the Information Desk Her father’s waiting for her there Thank you - Ss compare their answers with their partners - T asks Ss to give their answers - T and Ss correct together - T plays the tape again Step 3: Answering questions - T hangs the chart with some questions on it - T asks Ss to run through all - T plays the tape twice III Post – listening: Step 4: Retell - T calls on some Ss to retell the announcement by their own language * Questions: How old is Mary? What does she look like? Who is waiting for her? KEY: She is years old She has short dark hair Her father is waiting for her IV/ Summary: - When we want to find a lost person, what we do? V/ Homework: - Write a paragraph about the announcement E Evaluation: Date of preparing:30/9/13 Period 10 Unit 2: clothing Lesson 4: read A Objectives: I Knowledge: - By the end of the lesson, Ss can understand the development history of jeans II Skills: - Improve reading skill B Teaching aids: charts C Methods: Hangman, What and Where, Pre – questions, Gap fill, Lucky numbers D Contents: I/ Organization: Class Date of teaching Absent students 2/10/13 II/ Revision: Hangman - T gives the topic and lets Ss play material Europe cotton III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: * Pre – teach I Vocabulary: - T uses some techniques: + picture - jean (n) + picture - sailor (n) + example - style (n) + mime - embroider (v) + example - generation (n) + example - fond of (adj) + situation - sale (n) + situation - economic situation + situation - go up and up and follows all of the rest steps of teaching vocab - T corrects if there are any mistakes * Check: What and Where * Pre - questions: - Set the scene: T shows a picture and What is this? asks: What is made from? - T collects Ss’ predition and writes on When did it appear? the board Where did it come from? II While – reading II Read: - T asks Ss to read on P 17 - T models and translates the difficult words or phrases - Ss read in their mind, correct the task - Ss compare their answers with friends - T and Ss correct together * Gap fill In the 18th ccentury, jeans - T runs through all the statements on P In the 1960s, students 17 In the 1970s, cheaper - Ss work in pairs in about minutes In the 1980s, fashion - T collects Ss’ answer In the 1990s, sales - T corrects * Answer the questrions: * Answer the questions: P.18 - T asks Ss to run through all the questions - Ss prepare in groups of – about minutes III Post – reading: Lucky numbers - T writes on the board and asks: + How many questions are there? + How many letters are there? + How many lucky numbers we have? - T lets Ss to play in two teams - T praises the winner * Lucky numbers: Q4 Q2 LN Q1 LN Q5 Q3 LN The word jeans comes from a kind of material that was made in Europe The 1960s’ fashions were embroidered jeans, painted jeans and so on Because jeans became cheaper Jeans at last became high fashion clothing in the 1980s The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s IV/ Summary: - Talking about the development of jeans V/ Homework: - Learn by heart the new words - Rewrite the answers on the notebooks - Prepare well for Language Focus E Evaluation: Date of preparing: 2/10/13 Period 11: Unit 2: clothing Lesson 5: write A Objectives: I Knowledge: - At the end of the lesson, Ss can write an argument letter with a frame using suggested ideas or word cueeds II Skills: - Improve writing skill B Teaching aids: C Methods: ROR, Discussion, Exhibition D Contents: I/ Organization: Class Date of teaching Absent students 25/10 II/ Revision: - T calls on Ss to write the vocabulary on the board - T checks and gives marks III/ New lesson: T’s and Ss’ activities Board display I Pre – writing: Pre – teach: I Vocabulary : - situation - argument (n) đồng ý, đồng tình - example - In conclusion : Tãm l¹i - real - uniform (n) đồng phục - situation - encourage (v) khuyÕn khÝch - example - equal (adj) ngang b»ng - picture - bear one’s name: - situation - freedom of choice: * Check: ROR \ Set the scene: - Ask Ss some questions about their feeling when wearing different types of clothing + Are you in uniform today? + How often you wear uniform? + How you feel when wearing uniforms? + If you have a choice, what type of clothing you want to wear when going to school? Why you choose it? - Ss answer orally - Introduce the outline to present one II Read: side of an argument - Let Ss read the outline carefully then check their understanding by asking some questions + How many parts does an argument have? + What does the writer in each part of an argument? + What words or phrases should be used in each part of an argument? - Have Ss read the outline A and then answer the questions + What is the writer’s point of view? + What arguments does the write present? + What does the writer write to sum up the argument? II While – writing: - Let Ss read the outline B and use the information in this part to answer the questions + What is the topic of the argument? + Why should secondary students wear casual clothes? - Tell Ss to work in groups to discuss and get some more ideas about the topic - Ss look at the outline B and discuss in groups III Write: * Suggested ideas : My opinion is that secondary school students should wear casual clothes Firstly, casual clothes make Ss feel comfortable Secondly, wearing casual clothes gives Ss freedom of choice They have rights to choose sizes, colors, and fashions of clothes that they love Thirdly, casual clothes make Ss feel self – confident when they are in their favorite clothes Finally, casual clothes make school more colorful and lively In conclusion, secondary school students should wear casual clothes Wearing casual clothes is convenient, comfortable and fun III Post – writing: Exhibition - When Ss have finished writing, let them compare their writing and correct the mistakes if they can - Let some Ss read their writing before the class - T and Ss correct together - Write the argument in the notebook IV/ Summary: - T calls on about Ss to answer the quesion: How many parts you need to show an argument? What can you say in each part? V/ Homework: - Learn by heart the new words - Write the argument about the following topics: + Spending too much time watching TV is not good for children + Parents should spend more time for their children E Evaluation: Date of preparing: 6/10/13 Period 12: Unit 2: clothing Lesson 6: language focus A Objectives: I Knowledge: By the end of the lesson, Ss will be able to - Review the present perfect tense to talk about an action or a state which began in the past and continues to the present - Distinguish the differences in using the past simple and the present perfect - Review the passive forms of some tenses II Skills: - Improve all skills B Teaching aids: chart C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 9/10/13 II/ Revision: - T calls on Ss to write the vocabulary on the board, others to read their wrtiting at home - T checks and gives marks * Matching: match verbs with their PP form Do Gone See Made Eat Visited Go Done Visit Introduced Make Seen Grow Eaten Introduce Grown III/ New lesson: T’s and Ss’ activities I Activity 1: - T draws on the board and asks: +Who are they? + What is this? Nga invites Mi to see her photo album, there are some people Mi doesn’t know, so she asks her some questions: - Ss read the dialogue and retell the form of the present perfect tense - T asks Ss to use the present perfect tense to practise speaking - Ss look at the book, work in pairs to practise the dialogues, pay attention the present perfect tense, and make similar dialogues - Ss use the information in the box: - T calls on some pairs to act out Board display I Activity 1: S + have/ has + PP + O + for + kho¶ng t Since + mèc t Lan-old friend Quang- brother’s friend Hoa – new friend years 2003 January months weeks Monday S1: Who’s he? S2: He’s Quang, my brother’s friend S1: How long have you known him? S2: I’ve known him for seven months S1: Have you seen him recently? II Activity 2: - Set the scene: You and your friends are visiting HCM City Look at the notes, there are things you have done, and something you haven’t done, What are they? - Elicit from the Ss the uses and positions of Already, Yet and Ever in the sentence - Ask Ss to practice the dialogue in pairs - T calls on some pairs to act out * Noughts and Crosses: III Activity 3: Passive voice - T elicits and asks Ss to say out complete sentences - T writes on the board and asks Ss to give forms - T asks Ss to work in groups - Ss the exercise on P 21, write their answers on their charts, prepare in about minutes, and then hang on the board - T and Ss correct together S2: No, I haven’t seen him since January II Activity 2: comic computer supermarket Volleyball Singapore Movies Elephant Hue Durian III Activity 3: Passive Voice - They sell jeans all over the world  Jeans are sold all over the world - You must this exercise carefully  This exercise must be done carefully  + S + tobe + PP + + (by O) + S + modal + be + PP + + (by O) + S + have/ has + been + PP + KEY: a Jean cloth was made completely from cotton in the 18th century b Rice is grown in tropical countries c Five million bottles of champagne will be produced in France next year d A new style of jeans has just been introduced in the USA e Two department stores have been built - T asks Ss to the task in pairs this year - T calls on some pairs to act out (one by KEY: one) a The problem can be sold - T calls other Ss to correct if there are b Experiments on animals should be any mistakes stopped c Life might be found on another planet d All the schools in the city have to be improved e A new bridge is going to be built in the area IV/ Summary: - T calls on about Ss to talk about what they’ve reviewed from the lesson V/ Homework: - Redo all the exercises on their notebooks - Prepare for the written test E Evaluation: Date of preparing: 9/10/13 Period 13: Written test A Objectives: I Knowledge: T checks Ss’ knowledge from Unit to Unit II Skills: - Practice reading, listening and writing skills B Teaching aids: test papers C Methods: writing D Contents: I/ Organization: Class Date of teaching Absent students 12/10/13 II/ The test: I Listen then tick TRUE (T) or FALSE (F) for these statements (2.5 points) A four - year - old boy is reported missing He has short dark hair … He is wearing blue trousers, a short-sleeved shirt and black shoes If you see the lost boy , please bring him go Gate two The boy's grandmother is waiting for him at Gate one II Rewrite these sentences but not change the meanings (2 points) He can't go to my birthday party I wish The student bought a new book at Huong’s bookstore yesterday A new book was I don’t have a brother I wish I … That tree was grown in the middle of my school in 1999 by Lan Lan III Circle the word which has not the same kind with words left (1 point) Example: A mother B father C sister D teacher Answer: D teacher A pants B jeans C shorts D shoes A blouse B shirt C skirt D sweater A white B blue C striped D brown A wore B seen C gone D taken A sandals B gloves C boots D shoes IV Circle the correct word in each of the following sentences (1 points) Wearing casual clothes makes students self- confident when they are in their favorite clothes ( fall - feel - felt - fell) Jack has lived in this city 1995 ( for - since- in - ago) When my father was young , he fishing on Sunday (goes- has goneused to go) Ba wishes he have a new bicycle ( can - could - may - will) V Read the text carefully then answer the questions below (2.5 points) Da Lat is a city in the Central Highland province of Lam Dong, 300 kilometers north of Ho Chi Minh city Da Lat is a well-known city attracting all the people who have been there once Da Lat is known as a city of pine trees, waterfalls, and flower Flowers can be found anywhere and in any season It takes tourists several days to visit all the waterfalls in the area The famous Cam Ly Falls is only kms from the town center The water pours down like a white shade a Where is Da Lat? b What people know about Da Lat? c Does it take several or a day to visit all the waterfalls? d How far is it from the center to the famous Cam Ly Falls? e What does the water look like when it pours down? VI Read the descriptions of some clothes Put the correct word (A-J) for each one(1 point) You wear these on your feet A hat You wear these when the weather is hot B raincoat This will keep you dry in wet weather C shoes You put this on your head D shorts III Answer key: I (0.5 x ) F T T F F II ( 0.5 x ) I wish he could go to my birthday party A new book was bought at Huong’s bookstore yesterday by the student I wish I had a brother Lan grew that tree in the middle of my school in 1999 III (0.2 x ) D C C A B IV (0.25 x ) feel since used to go could V (0.5 x ) a Da Lat is a city in the Central Highland province of Lam Dong (300 kilometers north of Ho Chi Minh city) b Da Lat is known as a city of pine trees, waterfalls, and flower c It takes tourists several days to visit all the waterfalls in the area d The famous Cam Ly Falls is only kms from the town center e The water pours down like a white shade VI (0.25 x ) 1–C 2–D 3–B – A Tape script: A little boy is reported missing He was last seen ten minutes ago near the entrance to Dam Sen park His name is Nam and he is three years old He has short dark hair He is wearing blue pants , a short - sleeved shirt and black shoes If you see Nam, please bring him to Gate one His mother is waiting for him there Thank you very much V/ Homework: - Prepare for Unit 3: Lesson 1: Getting started + Listen and Read E Evaluation: Unit 3: a trip to the countryside I/ Objectives: After the unit, students will be able to: - Ask for and give information - Complete summary - Write a passage - Review the past simple tense with “wish” - Further practice with prepositions of time - How to use adverb clauses of result II/ Teaching aids: - Charts, cards, colour chalks, pictures III/ Proceduce: - Period 14/ Lesson 1: Getting started + Listen and read - Period 15/ Lesson 2: Speak - Period 16/ Lesson 3: Listen - Period 17/ Lesson 4: Read - Period 18/ Lesson 5: Write - Period 19/ Lesson 5: Language focus Date of preparing: 12/10/13 Period 14: Unit 3: A trip to the countryside Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: - Describing the countryside - Asking for and giving information about life and activities in the countryside II/ Skills: - Use new words to describe a trip to the countryside: natural landscapes, location, direction, outing activities B Teaching aids: - Pictures, cards C Methods: Label the pictures, matching, True/ False prediction, Lucky color D Contents: I/ Organization: Class Date of teaching Absent students 16/10/13 II/ Warm up: - T gives some questions and calls on some Ss to answer orally + Is Hai Dong in the city or in the countryside? + What people for living? - T shows the picture of Getting started and asks Ss to say out what these people are doing - T models the first one - T calls on some Ss to say out A girl is watering the vegetables Some boys are swimming in the river A girl is collecting the eggs The farmers are harvesting A man is feeding the pigs A man is ploughing with his buffalo A buffalo boy is flying his kite Some children are playing soccer III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: Pre – teach: - situation - draw - example - example - situation - example - situation - mime - situation * Check: Matching True – False prediction: - Set the scene: (T draws on the board and asks) + Who is he? (Ba) + Who are they? (his family) + Who is she? (Liz) Liz and Ba’s family have just had a trip to Ba’s home village Before reading, let guess which are true or false - T runs through all the statements - T asks Ss to copy the table on their notebooks and collects their prediction II While - Reading - T asks Ss to read the text on P 22 and 23 - Ss read in silence, the task and correct the False statements - T collects Ss’ answers * Comprehension questions: Lucky color - T asks Ss to answer the questions on P 23 - Ss prepare in minutes - T divides the class into teams, explains the game I Vocabulary: - home village (n) quª - lie (v) n»m - banyan tree (n) c©y ®a - entrance (n) lèi vµo - shrine (n) tợng đài - hero (n) anh hïng - reply (v) tr¶ lêi - plow = plough (v) cµy - have a rest : nghØ ng¬i Guess Read II Read: - True: 2, 5, 7, - False: + 1: + 3: There is a big old banyan tree at the entrance to the village + 4: People had a snack under the banyan tree + 6: People had a picnic on the river bank + 8: Liz took a lot of photos to show the trip to her parents * Lucky color: - White: Liz took a lot of photos to show the trip to her parents - Pink: Ba and his family got to the village by bus - Blue: Lucky color - Violet: It’s 60 kms to the North of Ha Noi - Orange: Lucky color - Red: Liz wishes she could visit Ba’s village again - Green: They saw the shrine of a Vietnamese hero on the mountain - Black: They had a picnic on the river bank - Yellow: Lucky color III Post – reading: - T calls on one S to answer the question: + What did Liz tell Ba at the end of the trip? - T writes on the board + Is it real at present? + What tense is used after “wish”? - T asks Ss to give form: - T elicits to make more examples + Lan doesn’t have a bike + Ha and Nam forget to their homework - Grey: The banyan tree is at the entrance to the village III Model sentences: I wish I could visit your home village again S + wish(es) + clause (past simple) - She wishes she had a bike - They wish they did their homework IV/ Summary: - T calls on one S to retell the main content of the text V/ Homework: - Learn by heart the Vocabulary and translate the text - Do the Language Focus on P.28 E Evaluation: Date of preparing: 16/10/13 Period 15: Unit 3: A trip to the countryside Lesson 2: speak A Objectives: I/ Knowledge: - By the end of the lesson, Ss could ask for and give information about the geography of one’s home country - Describe directions/ locations - Talk about a picnic in the country II/ Skills: - Talk about Ss’ home villages B Teaching aids: - Pictures, chart C Methods: Noughts and Crosses, ROR, Role play D Contents: I/ Organization: Class Date of teaching Absent students 19/10/13 II/ Warm up: Noughts and Crosses - T hangs the chart with suggested questions and expalin how to do: Where is your home village? What can you see on the way to your home village? What some activities in the countryside? When you often go to your village? How often is the village fair held? How far is it from the city? Are there any banyan trees in your village? Is there a village gate? Which of the places would you like to show us? III/ New lesson: T’s and Ss’ activities I Pre – speaking: Pre – teach: - T draws a simple picture to elicit the new words - T follows all the steps of teaching vocabulary * Check: ROR Presentation: - T asks Ss to answer the questions: + Where is your home village? Is your home village to the west or to the south of the city? + What people for a living in your village? - T helps Ss take more words if necessary II While – speaking: - T asks Ss to role play A and B, ask and answer about their partners’ home villages using the Board display I Vocabulary: - to the west of - to the south of - plough (v) cµy - flow (v) ch¶y II Speak: information in the boxes on P.24 - Ss work in pairs - T goes around monitoring and helping - T calls on some pairs to act out - T calls on some Ss to judge III Post – speaking: - T requires Ss to ask and answer about their real home villages - Ss work in pairs IV/ Summary: - T calls on some Ss to say about their home villages V/ Homework: - Learn by heart the Vocabulary and practice the dialogue - Write a paragraph about their home villages E Evaluation: Date of preparing: 16/10/13 Period 16: Unit 3: A trip to the countryside Lesson 3: listen A Objectives: I/ Knowledge: - Listen to a text describe a trip to Ba’s village, and then match the places with the letters on the map II/ Skills: - Listen to a trip to the countryside B Teaching aids: - Pictures, chart C Methods: Whisper, Matching, True/ False Prediction D Contents: I/ Organization: Class Date of teaching Absent students 19/10/13 II/ Warm up: Whisper - T explains how to - T divides the class into groups, Ss are taken from each group - T gives one sentence: My home village has a bamboo forest - Ss whisper and write on the board III/ New lesson: T’s and Ss’ activities I Pre – listening: Presentation: - T hangs the chart on the board and asks Ss to match - Ss match one by one - T corrects and explains some compound nouns - Ss practice the words in choral - T asks Ss some questions about Ba’s trip to the countryside + Where did Ba and his family go on Sunday? + Where’s Ba’s village? + How did they get there? + What did they see on the way to the village? + Where did they get off the bus? - Set the scene: You will listen to the trip to Ba’s village - Ask Ss to look at the map, guess where the place on the map are and compare with their partner - Write Ss’ guesses on the board II While – listening: - T gets Ss to listen to the tape and check their predictions - Ss listen and match the places on the bus route with the letter on the Board display I Vocabulary: A parking bamboo gas air banyan Dragon highway west II Listen: A banyan tree C highway No.1 E gas station G pond B a station b port c Bridge d forest e lot f ward g tree i No B airport D Dragon Bridge F store H bamboo forest map - Ss share their tasks with partners - T calls on some Ss to give their answers - T plays the tape again - Ss listen and check - T gives feedback - T checks Ss’ understanding by giving some statements: - Ss say true or false TAPE TRANSCRIPT: A t 6.30 in the morning, the bus collected Ba and his family from their home After picking everyone up, the bus continued north on highway Number It crossed the Dragon Bridge and stopped at the gas station to get some more fuel Then, it left the highway and turned left onto a smaller roard westward This roard ran between green paddy fields, so the peopleon the bus could see a lot of cows and buffaloes The roard ended before a big store beside a pond Instead of turning left towards a small airport, the bus went in the opposite direction It didn’t stay on that roard for very long, but turned left onto a road which went through a small bamboo forest Finally, the bus dropped everyone off at the parking lot ten metters from a big old banyan tree It parked there and waited for people to come back in the evening III Post – listening: - Ask Ss to look at the map and answer the questions: + Where did the bus collect Ba and his family? + Where did it stop to get some fuel? + Where did it go after leaving the highway? + Did the road to Ba’s village go through a bamboo forest? + Where did the bus drop everyone off? - Ss work in pairs I parking lot * True or False statements: a The bus collected Ba and his family from their home b The trip started at 5:30 in the evening c They stopped at the gas station d The parking lot was 20 minutes from a big old banyan tree e They came back in the evening IV/ Summary: - T calls on some Ss to say about their home villages V/ Homework: - Write a short paragraph about the trip of Ba and his family to the countryside - Write a short paragraph about your home village Beginning with I live in …………………… It’s to the…………… E Evaluation: Date of preparing: 20/10/13 Period 17 Unit 3: a trip to the countryside Lesson 4: read A Objectives: I Knowledge: - By the end of the lesson, Ss will be able to understand the text in details and complete the summary II Skills: - Improve reading skill B Teaching aids: charts C Methods: Brainstorming, What and Where, matching, True/ False Statements, Gap fill D Contents: I/ Organization: Class Date of teaching Absent students 23/10/13 II/ Revision: Brainstorming - T gives the topic and lets Ss say out III/ New lesson: T’s and Ss’ activities I Pre – reading: * Pre – teach - T uses some techniques: + picture + picture + example + mime + example + example + situation + situation + situation and follows all of the rest steps of teaching vocab - T corrects if there are any mistakes * Check: What and Where * Pre - questions: - Set the scene: Stick some pictures in getting started on the board - Ask Ss to talk the activities in these pictures - Ask Ss some questions : Board display I Vocabulary: - exchange student (n) - maize = corn (v) ng« - part – time (v) b¸n thêi gian - grocery store (v) cöa hµng t¹p hãa - complete (v) hoµn thµnh - hot dog (n) xóc xÝch - relax (v) nghØ ng¬i + Do you see these activities in the city or in the countryside? + Do you like the countryside’s life? + Do you know what farmers in America usually do? What vegetables they plant? What cattle they raise? II While – reading - T asks Ss to read on P 25 - T models and translates the difficult words or phrases - Ss read in their mind, answer the questions in their mind * Matching: - T runs through all the words on P 26 - Ss work in pairs in about minutes - T collects Ss’ answer - T corrects * True or False statements: - T asks Ss to run through all the statements - Ss prepare in pairs about minutes - T collects Ss’ answers and asks them to correct the False satements - T calls on other Ss to judge What food they eat? Where they usually work? II Read: A maize feed B bring things together where people buy food and small things grocery store give food to eat part –time corn collect shoter and less than full - time * True or False statements: Van is an exchange student in the USA The Parker family is living in New York Mr Parker grows corn on his farm Van often looks after Mr Parker’s children after completing his homework The Parker family eat hamburger or hot dog on Saturday afternoons Van enjoys being a member of the Parkers KEY: T The Parker family is living outside Columbus, Ohio T Van feeds the chicken and collect their eggs after completing his homework T III Post – reading: Gap fill T - Ask Ss to complete the summary, use * Gap fill the information from the passage Ohio farmer - Ss work in groups of work part time at a grocery store - T calls on some Ss to write their answer Peter Sam on the board after farm they watch baseball 10 member IV/ Summary: - T calls on one S to retell the content of the text V/ Homework: - Learn by heart the Vocabulary and translate the text - Retell by their own language E Evaluation: Date of preparing: 23/10/13 Period 18 Unit 3: a trip to the countryside Lesson 5: Write A Objectives: I Knowledge: - By the end of the lesson, Ss will be able to write a short paragraph describing a story happened in the past – a picnic in the countryside II Skills: - Improve writing skill B Teaching aids: charts C Methods: Brainstorming, What and Where, Open prediction D Contents: I/ Organization: Class Date of teaching Absent students 26/10/13 II/ Revision: - T calls on Ss to write the vocabulary on the board - one S to retell the text - T gives feedback and marks III/ New lesson: T’s and Ss’ activities I Pre – writing: Pre – teach: - picture - mime - situation - picture * Check: ROR Presentation: - Ask Ss some Qs about going on a picnic + Have you ever gone on a picnic? + When did you go? + Where did you go? + How did you get there? + What did you do? + When did you come back home? + Did you enjoy it? - Call on some Ss to answer orally - Ask Ss to look at the pictures , one by one , read the cues - Ask Ss to talk to the class about what they can see in each picture - Go on doing the same steps for the rest of the pictures - Give some questions: + Did it happen? + What tense is used to retell a story happened in the past? II While – writing: - Ask Ss to write a passage entitled “ A country picnic “ - Write the starting sentence on the board Board display I Vocabulary: - blanket (n) c¸i ch¨n - put down (v) đặt xuống - lay out (v) dän - gather (v) tËp trung II Write: It was a beautiful day My friends and I went on a picnic………………… - Ask Ss some questions to make sure they understand their task + What must you do? + Who went on a picnic? + Where did you go? + How did you get there? + What did you do? + When did you come back home? - T asks Ss to work in groups, write on their charts in about 15 minutes - Ss discuss in their groups and write down (+ Write a passage entitled “ A country Picnic “ + my friends and I + the countryside + by bus + put down the blankets / laid out the food/ played games/ went fishing + very late in the evening) * Suggested writing It was a beautiful day, my friend and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blankets and laid out the food After meal we played the games “what song is it?” and “blind man’s buff” Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening III Post – writing: Exhibition - Ss hang their charts on the board after 15 minutes - T and Ss correct together - T gives feedback IV/ Summary: - T reviews some importaint ideas for Ss and helps Ss to rewirte the paraghraph V/ Homework: - Learn by heart the Vocabulary and rewrite the task - Write about Ss’ own trip E Evaluation: Date of preparing: 27/10/13 Period 19 Unit 3: a trip to the countryside Lesson 6: language focus A Objectives: I Knowledge: - By the end of the lesson, Ss will be able to: + Use modal verb “could” with “wish” + Review past simple with “wish” + Prepositions of time + Adverb clauses of result II Skills: - Further practice with “wish”, how to use prepositions of time and “so” in adverb clauses of result B Teaching aids: charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 30/10/13 II/ Revision: * Matching - Divide class into two teams - Ask Ss to write down two sentences on two different pieces of paper, each sentence begins with : I am ……………………………( real situation ) I wish …………………………………… - Collect these pieces and put them into two different bags - Ask Ss to pick up the paper one at a tome, read it loudly to the whole class - Those who have the funniest matching will be the winner III/ New lesson: T’s and Ss’ activities Board display I Activity 1: I Activity 1: “wish” - T reminds the past simple with “wish” S + wish(es) + clause (past simple) - Ss retell the usage and form - I wish I could visit your village again - T asks Ss to retell what Liz told Ba after the trip to Ba’s home village - Ss retell the model verbs with “wish” - T asks Ss to change these model verbs - may  might into past form - shall  should - will  would - can  could - have to/ must  had to - T asks Ss to the exercise on P 28 & 29 * Picture ans word cue drill: a Ba wishes he could have a new - T models the first one bicycle - Ss repeat in choral and individual b Hoa wishes she could visit her - Ss practice the rest in choral and parents individual c I wish I passed the exam d We wish it didn’t rain e He wishes he could fly f They wish they stayed in Hue II Activity 2: II Activity 2: Prepositions of time - T hangs the chart with some examples I go to school in the morning on it He will visit me on Tuesday - Ss give the usage of some prepositions morning of time - Ask Ss to match the prepositions with the words on the list - Ss work individually - Ask Ss to look at the itinerary on page 30 and answer the questions: + What does he on the first day? The second day? The third day? And the last day? + What time does the meeting at Raffles Center begin? Finish? + What about the meeting at Lion City Restaurant? + What time does the meeting in Raya Palace begin? Finish? + What about the meeting at Little India Restaurant? - Ss work in groups and answer T’s questions - T asks Ss to the exercises & on P 30 III Activity 3: - Ask Ss to read the sentence : - T gives some questions and calls on some Ss to answer + How many clauses are there in the sentences? + What kind of clause before/ after “so”? - T asks Ss to the exercise - Ss work individually and read complete sentences - T gives more exercise - Ss work in their groups - Complete the sentences : They will come back at noon She goes to bed at 10.45 My school year starts in August My school year starts on August 1st Everyday, I my homework from pm to pm in the 20th century Christmas day 1924 on Saturday seven o’clock at winter Sunday afternoon October 10 the evening , September KEY: * in : the 20th century, 1924 , winter , September, the evening * on : Christmas day , Saturday , Sunday afternoon, October 10 * at : seven o’clock KEY: a at d at a on d for b on e at b at / in e in c between f till c in f at III Activity 3: Adverb clauses of result Hoa worked hard , so she passed her exam KEY: e a d b c * Exercise: No one was watching TV, so The stereo didn’t work, so There weren’t enough chairs, so - T calls on some Ss to answer orally The shops were closed, so … IV/ Summary: - T calls on one S to retell what they’ve learnt V/ Homework: - Redo all the exercises E Evaluation: Unit 4: learning a foreign language I/ Objectives: After the unit, students will be able to: - Seek information for learning a foreign language - Express opinions - Giving advice to someone - Scan for specific information - Write a letter of inquiry - Practice with conditional type - Further practice with Direct and reported speech II/ Teaching aids: - Charts, cards, colour chalks, pictures III/ Proceduce: - Period 20/ Lesson 1: Getting started + Listen and read - Period 21/ Lesson 2: Speak - Period 22/ Lesson 3: Listen - Period 23/ Lesson 4: Read - Period 24/ Lesson 5: Write - Period 25/ Lesson 6: Language focus Date of preparing:30/10/13 Period 20: Unit 4: learning a foreign language Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: By the end of the lesson, Ss will be able to: - Get some words and experience to learn English - Produce the questions for the oral examination II/ Skills: - Report an oral examination B Teaching aids: - Pictures, cards C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 2/11/13 II/ Warm up: Brainstorming: - T gives the topic and asks Ss to write out: Ask Ss to think about the way they learn and improve their English and then write on the board - T elicits some ideas by giving some Yes/ No questions: - Let Ss answer the following questions about the way they learn English Do you usually watch English TV program? Do you like to sing English songs ? How often you use dictionary ? Do you have a foreign pen pal ? How often you write to her / him ? Do you write to her / him in English or Vietnamese ? - T shows the pictures of Getting started and asks Ss to add more - T models the first one - T calls on some Ss to say out - T leads to the new lesson III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: Pre – teach: - situation - example - picture - example - situation - example * Check: What and Where Presentation: Pre questions - Set the scene: Lan is talking to Paola, a foreign student, about the oral examination that she has just taken ? Did the examiner ask Lan anything? Find the sentences tell you this? II While – reading: - T plays the tape - Ss repeat in choral - Ss work in pairs, the task - T collects Ss’ answers and writes on the board - T asks Ss to read the list of questions on P 33 - Ss find out what exactly the examiner asked Lan - Ss work in pairs, one say the reported sentences, one say direct sentences III Post - reading: * Retell: - T calls on Ss to summarize the dialogue * Model sentences: - T elicits and lets Ss say out - T models - Ss repeat in choral and individual I Vocabulary: - oral examination (n) thi vấn đáp - examiner (n) gi¸m kh¶o - passage (n) ®o¹n v¨n - aspect (n) lÜnh vùc, khÝa c¹nh - attend (v) tham dù - course (n) khãa häc II Read: a She asked me what my name was (1) b where I came from (2) c She asked me why I was learning English (6) d If I spoke any other languages (7) e She asked me how I lerned English in my country (8) f She asked me how I would use English in my future (9) g She asked me what aspect of learning English I found most difficult (10) h She also asked me to read a passage (14) III Model sentences: - What is your name?  She asked me what my name was - Do you speak any other languages?  She asked me if I spoke any other - T asks Ss to give form languages  S + asked + smb + Wh/ H + clause If/ whether + clause (lui vÒ mét th×) * Practice: Word cue drill * Exercise: Change these questions into - T gives some cues and explains reported questions: how to - T models Where you live? - Ss repeat in choral and individual When did you begin studying English? - Ss practice in choral and pairs Who you live with? How you go to school? KEY: She asked me where I lived She asked me when I had begun studying English She asked me who I lived with She asked me how I went to school IV/ Summary: - T calls on one S to retell the main content of the lesson V/ Homework: - Learn by heart the Vocabulary and translate the dialogue - Do the Language Focus on P.39? E Evaluation: Date of preparing: 3/11/13 Period 21 Unit 4: learning a foreign language Lesson 2: speak A Objectives: I Knowledge: - By the end of this lesson, Ss will be able to ask for and give information about language study/ language courses - Express opinions/ preferences - Talk about methods of study II Skills: - Improve speaking skill B Teaching aids: charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 6/11/13 II/ Revision: - T calls on Ss to write on the board what they can to improve their English - T and Ss correct together and give marks III/ New lesson: T’s and Ss’ activities Board display I Pre – speaking: Pre –teach: I Vocabulary: - situation - Scholarship (n): - situation - abroad ( adv) - example - reputation ( n) = fame (n) - drawing - dormitory (n) - drawing - campus (n) : - example - native speaker : * Check: Slap the board Presentation: * Set the scene: Tomorrow is Sunday Lan and her friends want to go somewhere Lan enjoys going to the seaside What does she say to persuade her friends to go with her to the seaside? - T calls on some Ss to answer POSSIBLE ANSWER: - I think we should go to the seaside - Why don’t we go to the seaside? - If we go to the seaside , we can swim - The expressions : and sunbathe + I think we should ……………… - Remind Ss of the expression that they + Why don’t we …………………… can use to persuade someone to + What you think………………… something + If we go to ……, we can ………… - T collects Ss’ prediction + I don’t understand - Introduce the situation: Thu, Tam and ………………… Kim are awarded a scholarship of US$ + We should ……………………… 2,000 to attend an English Language + Let’s …………………………… summer course abroad Each of them + I agree / disagree likes to study in a different school and because………… country - T has Ss read advertisements on P 34 II While – speaking: - T divides class into groups of three, II Speak: asks them to play the roles of Thu, Tam and Kim Each person tries to persuade his / her friends to attend the school they like to go - Ss use suggestions to give their ideas III Post – listening: Exhibition - T calls on some groups to demonstrate before the class - T gets Ss to work in groups of three , persuading others to what she / he prefers - T calls on some Ss to say out their own ideas IV/ Summary: - T calls on some Ss to say about what they can say to give their ideas V/ Homework: - Write a short paragraph about the reasons why they learn English E Evaluation: Date of preparing: 6/11/13 Period 22 Unit 4: learning a foreign language Lesson 3: listen A Objectives: I Knowledge: - By the end of this lesson, Ss will be able to listen the text from the tapes and understand the main ideas of the listening text to the exercises II Skills: - Improve reading skill B Teaching aids: charts C Methods: True or False prediction, Discussion D Contents: I/ Organization: Class Date of teaching Absent students 9/11/13 II/ Revision: Chatting - T gives some questions and asks Ss to answer: + How long have you been learning English? + How you learn it? + What aspect you find the most difficult? III/ New lesson: T’s and Ss’ activities Board display I Pre – listening: - Set the scene: T calls on some Ss to say out all the ways of learning English - T asks Ss to take notes some important ones - T introduces the lesson: Nga is talking to Kate about her I Listen: studying English Let guess these statements below, which one are true or false * True / False prediction: a Nga’s studying Engish for her work - T hangs the chart and asks Ss to run b.She’s learing Enghish at school and through all university - Ss draw the table on their notebooks c.She’s works for national bank in and work individually Hanoi - T collects Ss’ prediction d She needs to improve her writing e Her listening is excellent II While – listening: f She hopes dhe can talk to people all - T plays the tape times slowly over the world, and understand the - Ss listen, the task and then compare favorite songs their answers with their partners - T collects Ss’ answers - T plays the tape again to correct - T asks Ss to correct the False statements - T plays the tape again - T and Ss correct together TAPE: Host: Kate, can I introduce you to Nga? She’s studying English here in London a b c d e f Kate: Hello, please to meet you Guess Nga: Please to meet you, too Listen T T F T F T Kate: Where are you from, Nga? Nga: I’m from Viet Nam * Correction: Kate: Why are you studying English c) She works for an international bank here? in Ha Noi Nga: I need it for my job e) Her listening is terrible Kate: Really? So, what you do? Nga: I work for a bank, an international bank in Ha Noi Kate: Oh, I see Did you learn English at school? Nga: Yes, and at university, too But I’ve forget er forget Kate: Forgoten Nga: Yes, of course I’ve forgotten a lot of it I want to improve my writing skills You know sometimes I have to write letters in English Kate: What about listening, Nga? Nga: It’s terrible This is my biggest problem People talk very quickly and I can’t understand them Kate: Do you like studying English? Nga: Oh yes It’s an interesting language and it’s very useful; and I can talk to people from all over the world and I can understand the words of my favorite songs, too Kate: Well That’s very good Good luck to you, Nga III Post – listening: discussion - T gives some questions and asks Ss to work in groups, discuss about the questions - T calls on some Ss to say out their ideas II Speak - What aspects of learning English don’t you like? Why not? - Which skills are you good at? - What can you to improve your listening/ speaking/ reading/ writing/ vocabulary? IV/ Summary: - T calls on some Ss to say about all the skills in English V/ Homework: - Write a paragraph about what they can to improve their English E Evaluation: Date of preparing: 10/11/13 Period 23 Unit 4: learning a foreign language Lesson 4: read A Objectives: I Knowledge: - By the end of the lesson, Ss can seek information from advertisements of some English teaching centers, suitable with requirement and plan II Skills: - Improve reading skill: skim for general and specific information B Teaching aids: charts C Methods: Chatting, Matching, True/ False statements, Gap fill, Discussion D Contents: I/ Organization: Class Date of teaching Absent students 13/11/13 II/ Revision: Chatting - T gives some questions and asks some Ss to answer: + Have you ever read an advertisement of an English class? + What does it say? III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: * Pre – teach I Vocabulary: - T uses some techniques: + example - beginner (n) ngêi míi häc + example - intermadiate (adj) trung cÊp + example - council (n) hội đồng + example - well – qualified (adj) tay nghÒ v÷ng + synonym - academy (n) = institute + situation - tuition (n) t thôc and follows all of the rest steps of teaching vocab - T corrects if there are any mistakes * Check: matching * True/ False prediction: - Set the scene: T shows a chart with advertisements on it and asks: What are they? Mr Lam is looking at the advertisements * True/ False? to choose a suitable language school for Mr Lam needs to learn French him Let’s guess some information Mr Lam needs the intermidiate before reading level class - T collects Ss’ predition and writes on He wants to learn English in the the board morning II While – reading He wants to the course to begin - T asks Ss to read the notes on P 36 late November - T models and translates the difficult words or phrases - Ss read in their mind, correct the task II Read: - Ss compare their answers with friends - T and Ss correct together Guess F T F F Read * Gap fill: Fill the missing information in the table * Fill the missing information in the - T runs through all the advertisements on P 36 table - Ss work in pairs in about minutes, fill in their table School - T collects Ss’ answers by asking them to write on the board Academy - T corrects Of III Post – reading: Discussion - T asks Ss to look at the table and choose a suitable language school for Mr Lam - Ss work in groups, discuss and give reasons for their choice - T calls on some Ss to show their ideas Languag e level Language Class time Morning Aternoon Evening Foreign Language Council Morning and Everning Beginner intermedi ate 3rd Novembe r New English Institute Afternoo n Evening Weekend Beginner Today Advance Time to start First week of november IV/ Summary: - T calls on some Ss to say out what they notice when they want to attend a laguage class V/ Homework: - Learn by heart the Vocabulary - Write a paragraph about their home villages E Evaluation: Date of preparing: 13/11/13 Period 24 Unit 4: learning a foreign language Lesson 5: write A Objectives: I Knowledge: - By the end of this lesson Ss will be able to write a letter of inquiry following a model and an outline given II Skills: - Improve writing skill B Teaching aids: charts C Methods: What and Where, Open prediction D Contents: I/ Organization: Class Date of teaching Absent students 24/11/13 II/ Revision: Tree - T gives the topic and asks Ss to write out A LETTE R Heading Wrtier’s address Date Opening Body Closing Dear , Content Yours , - T calls on some Ss to say out what they can write in each part - T adds more if necessary III/ New lesson: T’s and Ss’ activities Board display I Pre – writing: Pre – teach: I Vocabulary: - explaination - edition (n) Ên phÈm - example - detail (n) chi tiÕt - example - fee (n) häc phÝ - example - institution (n) c¬ quan - situation - express (v) nhÊn m¹nh * Check: What and Where - look forward to : mong đợi Read: - Set the scene: A foreigner wants to learn Vietnamese, * Questions: so he writes a letter of inquiry to the How did he know about the institution requesting for more Institution? information Let’s read his letter and What is his interest? answer the questions below What kind of information does he - T hangs the chart on the board and runs want? through all the questions * Answers: - T calls on some Ss to answer orally He saw its advertisement on Viet Nam News He is interested in learning Vietnamese - T calls on one S to say out what kind of He wants to know more about this letter (formal) details of courses and fees ? What can you write for each part? II Write: II While – writing: - T asks Ss to write a letter of inquiry to the institution requesting for more information, take their choice from the last lesson - Ss work in their groups III Post – writing: - T asks Ss to hang their charts on the board - T and Ss correct together - T gives feedback Hai Dong, Mong Cai City Quang Ninh Province November 4th 2010 Dear Sir, I saw your school’s advertisement I’m interested in learning English and I would like some information about your school I have learned English for years but my English is bad so I want to improve all the skills Could you please send details of courses and fees? I look forward to hearing from you Yours faithfully, IV/ Summary: - T calls on some Ss to say out what they notice when they want to write a letter of inquiry V/ Homework: - Learn by heart the Vocabulary - Rewrite your letter E Evaluation: Date of preparing: 17/11/13 Period 25 Unit 4: learning a foreign language Lesson 6: language focus A Objectives: I Knowledge: - By the end of this lesson Ss will be able to + Use “If” with model verbs: must, have to, should, might, outght to to talk about conditions and results + Practice direct and reported speech: statements and questiions II Skills: - Improve all skills B Teaching aids: charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 20/11/13 II/ Revision: Brainstorming - T gives the the topic - Ss write as many modal verbs as possible - T adds more if necessary Can, could, may, might, should, have to, must, had better, III/ New lesson: T’s and Ss’ activities Board display I Activity 1: I Activity 1: Conditional type - T elicits: Now I have 12 million dong, I want to buy a motorbike, it costs about 13 If I have more money, I can buy a milion dong, I can say motorbike - T models - Ss repeat in choral and individual - Remind Ss about the conditional sentence * if clause : simple present * Main clause : simple future, simple present (with modal verbs) - Ask Ss to exercise on page 38 in * Answers : pairs and complete the conditional c ……… , you should a lot of sentences They have to use the modal exercise verbs in brackets and the information in d ………., he might miss the train the box e…………., you ought to stay in bed - Call some pairs to perform the f You must your homework…… dialogues before the class and then correct II Activity 2: Reported speech II Activity 2: Reported speech - Ask Ss to look at the sub board and Direct Reprorted Direct Reported complete the table by writing suitable speech speech speech speech tenses and changes in reported speech Present Past this that - Correct if necessary simple simple Present progressi ve Past progressive Future simple tense Would verb these here those there now then - Set the scene: Lan’s father held a party to celebrate his mother’s birthday, unfortunately Mrs Thu, her grandmother, has a hearing problem and she couldn’t hear what people were saying After the party, Lan reported everything to her grandmother - Ask Ss to exercise in pairs and then call some pairs to call out their sentences (one with direct speech and the other with reported speech) - Give feedback and correct * Set the scene : This morning Nga has an interview for a summer job, when she arrived home, she told her mother about the interview - Have Ss exercise in pairs to change the direct speech into reported questions - Call on some pairs to practice before the class - Give feedback and correct Can/ may Could/might today That day Must Had to tomorro w The Following day Eg : I may have a new job He asked he mgiht have new job * Answers : a Uncle Hung said that the birthday cake was delicious b Miss Nga said she loved those roses c Cousin Mai said she was having a wonderful time there d Mr Chi said he would go to Hue the following day e Mrs Hoa said she might have a new job f Mr Quang said he had to leave then * Answers : a She asked me how old I was b She asked me if ( whether ) my school was near there c She asked me what the name of my school was d She asked me if I went to school by bike e She asked me which grade I was in f She asked me if I could use a computer g She asked me why I wanted that job h She asked me when my school vacation started IV/ Summary: - T Tasks ss to review all the structures that they have learn and the exercise above V/ Homework: - Do all exercises in textbook again - The main ideas from unit to unit and prepare test one period E Evaluation: Date of preparing: 24/11/13 Period 26 Written test A Objectives: I Knowledge: - Ss have a chance to check their knowledge II Skills: - Improve all skills B Teaching aids: Test papers C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 27/11/13 II/ The test: I Listen to the teacher and fill into the gaps (2.5 points) When I was a school girl, children always hated wearing school uniform, but …… (1) wanted them to wear it because they said all of them looked …… (2) And the …… (3) or the …… (4) were the same In recent years, many schools ask their students to wear school uniform in some days and they can wear what they like in the others so it makes schools more colorful and lively That means it is more …… (5) for students II Circle one underlined letter which has different pronunciation with others (1 point) A university institute use busy B hamburger about bamboo academy C study banyan fly rainy D collect organization store October III Choose the most correct words and circle it to complete these sentences (1.5points ) I wish Peter ………(doesn’t live / didn’t live) so far away from the city center I ……………………(have been / was) here for 12 years She asked me …………(what day was it / what day it is / what day it was) They…(learnt/have learnt) hard, but they ……(didn’t have/ haven’t had) good grades, last year 5.The girl asked me …………………(if I like the guitar / whether I liked the guitar) IV Read the text carefully and answer these question below ( 2.5 points ) Television is one of man's most important means of communication It brings pictures and sounds from around the world into millions of homes A person with a TV set can sit in his house and watch the President make a speech or visit a foreign country Through television, home viewers can see and learn about people, places and things in far-away lands In addition to all things, TV brings its viewers a lot of programs that are designed to entertain In fact, TV provides many more entertainment programs than any other kinds Is it one of man's most important means of communication? Why is television one of man's most important means of communication? What can home viewers see and learn? Does your house have a TV set? Is it Toshiba or Sony? VI Rewrite the sentences but not change the meaning basing on the word given (2.5 points) Miss Lan said: " I work very hard everyday." Miss Lan said she……………………………………………………………………… " Can you give me your hat? " Tom asked Mary Tom asked Mary …………………………………………………… " What are you going to with the ruler ? " he asked me He asked me what I was…………………………………………………………… Answer key I (5 x 0.5) teachers alike poor rich convenient II (4 x 0.25) A B C D III (6 x 0.25) didn’t live what day it was whether I liked the guitar have been learnt/ didn’t have VI (4 x 0.5) Yes, it is Because it brings pictures and sounds from around the world into millions of homes They can see and learn about people, places and things in far-away lands Sts’ answer V Miss Lan said she worked very hard everyday Tom asked Mary if she could give him her hat He asked me what I was going to with the ruler V/ Homework: - Prepare for Unit E Evaluation: Unit 5: the media I/ Objectives: After the unit, students will be able to: - Agree and disagree - Ask for and give opinions - Write a passage - Tag questions - Gerunds after some verbs II/ Teaching aids: - Charts, cards, colour chalks III/ Proceduce: - Period 27/ Lesson 1: Getting started + Listen and Read - Period 28/ Lesson 2: Speak - Period 33/ Lesson 3: Listen - Period 34/ Lesson 4: Read - Period 35/ Lesson 5: Write - Period 36/ Lesson 6: Language Focus Date of preparing: 24/11/13 Period 27: Unit 5: the media Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: By the end of this lesson Ss will be able to know and understand the words in media, using them uderstanding the content of the text II/ Skills: - Practice reading skill B Teaching aids: - Pictures, chart C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 27/11/13 II/ Warm up: Brainstorming: - T gives the topic and models - Ss write on the board - Show Ss some pictures and ask them to say the activity - Let Ss answer the Qs Which is your favorite activity in your free time? How many hours a week / a day you spend…….? - Have Ss work in pairs Ask and answer about the favorite activity in their free time - Ss look at the pictures and say what the activity is it - Ss work in pairs - Some pairs perform before the class * Possible answers: - Listening to music radio - Reading newspapers / magazines - Chatting with friends - Watching TV - Using the Internet *Introduce the lesson: Newspapers, TV, Internet are the media Listen and try to remember to answer the Qs + What kinds of magazines/ newspapers you read? + What’s your favorite type of media? Why? III/ New lesson: T’s and Ss’ activities I Pre – reading Pre – teach: - situation - example - example - picture - situation * Check: ROR Ordering: - Set the scene: You will listen passage and then answer the question: - T gives the question and hangs the chart on the board - T explains how to - Explain some new words in the passage - Give the poster of statements on the board - Get Ss to work in pairs to put the Board display I Vocabulary: - crier (n) - channel (n) - interactive (adj) - remote control (n) - benefit (n) + What’s each passage about? A It’s about newspaper before the invention of printing B It’s about the most popular magazine in Viet Nam C It’s about television D It’s about interactive TV a Television is a cheap and convenient entertainment b Vietnamese enjoy reading “Kien thuc statements in correct order - T collects some ideas and writes on the board II While – reading: - T asks Ss to read the passages on P 40 and 41 - T explains some new words - Ss check their guess - T calls on some Ss to give their answer - T and Ss correct together - T has Ss complete the table with the passage letters in which these facts or events are mentioned in exercise 2a - T asks Ss to work individually then share with their partner * Comprehension questions: - T has Ss work in pairs to answer the questions in exercise 2b - T runs through all the questions and checks their meanings - T calls on some pairs of Ss to ask and answer the questions III Post – reading: - T hangs on the board, asks Ss to work in group and then complete the passage with the suitable words - Call some representatives to give the answers “ One of the most popular magazines c Long time ago, criers had to shout the latest news as they were walking in the street d Interactive is the developement of TV II Read: * Answers : c , b, a , d * Answers : D–B–B–C –A–D * Answers: A town crier was The newspapers, magazines, televisions, radio and internet are the (1)…… Before the invention of newspapers, people got the news by listening to the town (2) ……… They shouted the latest (3) ……….while they were walking the city streets TV is an (4)……… and convenient way to get the latest information With (5)……… TV, viewers can be able to ask questions (6) ………….the show using their remote control In Viet Nam, the Kien Thuc Ngay Nay is widely (7)……….by both (8) …… and adults * Answer: - media, criers, news, inexpensive, interactive, about, read, teenagers IV/ Summary: - Retell the text by theirown language V/ Homework: - Learn by heart the Vocabulary and translate the text E Evaluation: Date of preparing: Period 28: Unit 5: the media Lesson 2: Speak A Objectives: I/ Knowledge: By the end of this lesson Ss will be able to use tag questions to ask and answer about their favorite programs on TV II/ Skills: - Practice speaking skill B Teaching aids: - Pictures, chart C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 27/11/13 II/ Warm up: Brainstorming: - T gives the topic and models - Ss write on the board - Show Ss some pictures and ask them to say the activity - Let Ss answer the Qs Which program you like best? How many hours a week / a day you spend…….? - Have Ss work in pairs Ask and answer about the favorite activity in their free time - Ss look at the pictures and say what the activity is it - Ss work in pairs - Some pairs perform before the class III/ New lesson: T’s and Ss’ activities Board display I Pre – speaking Pre – teach: I Vocabulary: - violent (adj) (situation) - violent (adj) b¹o lùc - documentary (n) (example) - documentary (n) phim tµi liÖu - informative (adj) (translation ) - informative (adj) cã nhiÒu th«ng tin - wildlife (example) - wildlife (n) - pear ( n ) (situation) - pear ( n ) c©y, qu¶ lª * Check: What and Where Presentation dialogue: II Dialogue: - T sets the scene: Lien and Trung L : you like watching sports, are talking about their favorite …………………? programs on TV T : not really Some sports are so violent And I don’t……………watching them I prefer documentaries L :I’m opposite I love……….sports and………….seem quite boring to me T : But you….the news,…………? L :Yes, everyday It’s very………………… T : I enjoy it too You don’t like foreign film……… L : No……………………………… II While – speaking: - Have some Ss read the dial before * “Comprehension Questions” the class What does Trung like? - Let Ss answer the questions: What about Lien? - Have Ss pick out sentences What both Trung and Lien like? showing agreement and KEY: disagreement and ask them to He likes documentaries practice She loves watching sports - Ask Ss to elicit the programs on TV They both like the news the know * Agree : I prefer…… / I love……/ I - Have Ss talk to each other about the enjoy……… programs they like or dislike, make * Disagree : not really/ I don’t like… / similar dial I’m opposite… - Call some pairs to perform before the class III Model sentences III Post – speaking: You like watching sports, you? -Ask Ss to write about the programs Yes, I / No, I don’t on TV they like or dislike and give You don’t like foreign film, you? the reasons No, I don’t * Sample: I like watching TV programs They are useful I can * Example exchange learn many things from these S1: Ba likes watching T.V, doesn’t he? programs They an help me find the S2: Yes, he does solution to my problem in life, They You friend give me entertainment afterYour a hard working day - You sports, - Yes, of course - ? Call some Ss to read There their writing was a at Complete the writing after speakingit, ? you watched - No, … You - No, I did … about and ? Jerry, ……? IV/ Summary: - Sure, It’s my - Retell the usage of tag questions V/ Homework: At 13.00, on VTV - Yes, I will You - Learn by heart Vocabulary write a passage about their favorite programs 2,they teachthe E Evaluation: English songs, you you? listen, ? - T elicits - Ss say in choral - T writes on the board - Ss practice in choral and pairs - No, I don’t Date of preparing 27/11/13 Period 29: Revision A Objectives: I/ Knowledge: By the end of this lesson Ss will be able to review their knowledge II/ Skills: - Practice all skills B Teaching aids: - Charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 30/11/13 II/ Revision: T’s and Ss’ activities Board display I Activity I Reported speech: - T reminds how to uses the reported * Lan wants to report everything to her speech andspeech asks: Direct Reported speech grandma ?Simple Whichpresent verbs weSimple usuallypast use in - Example statements reported speech? Pre progressive Past progressive “I’m happy to see you” ( Aunt Xuan) -Simple Ss answer orally: Would + verb future  Aunt Xuan said she was happy to see you To report which verb can / may statement, could / might II Reported speech with questions can we use? must had to * Model sentences - SsDirect answerspeech orally: Reported speech - He asked you where you often How about the tenses? played football this that - Ss answer orally: - The teacher asked you if these those How about the adverbs? you liked playing football whether -here Ss answer orally: there + Concept check today day - T shows out the that poster - Form: the3following *tomorrow Word cues Drill: LF – P 39 day - Usage: to change a direct question into + asked smb if/ 3whether/ - TSasks Ss to+do the+LF a reported one “ Wh/H ” + S + V - Ss work in pairs III “Wish”: - T calls on some pairs to act out - Model sentence - T corrects I wish you could go swimming with me - Form: II Activity - Usage: expresses wishes about the - T asks one of Ss:+ clause( S +Ved/ were S + wish(es) present / future that are not true at Dợ.) you like playing football? present What d you want to say to him? Answer key Is it a direct question? a She wishes she knew a lot of student in her class - Ss repeat sentence by sentence b They wish they had the key to open the lab c We wish we lived in the countryside d I wish I could go to Huong’s party - T lets them Ex – 29 in e She wishes she was fine / wasn’t sick Workbook III Activity + Set the scene: It’s very hot Minh wants Nam to go swimming with him, but Nam can’t go, so what does Minh wish for? - Ss say out - T asks sts to give the form - T asks sts Ex – P 20 in Workbook - T corrects IV/ Summary: - Retell the structures which used in the exercises V/ Homework: - Do Ex – P 20 and Ex – P.30 in your workbook E Evaluation: Date of preparing:1/12/13 Period 30 Revision A Objectives: I/ Knowledge: By the end of this lesson Ss will be able to review their knowledge II/ Skills: - Practice all skills B Teaching aids: - Charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 4/12/13 II/ Revision: I Matching: A B Have you been to Da Lat? a Don’t worry You’re working very hard Why don’t we go out for dinner tonight? this term I feel very sick b You should regular morning exercise I don’t think I will be able to pass the c I enjoy it, too exams d Yes I went there last year I weigh 60 kilos! e That’s a good idea! I watch the news on TV every day f You should go and see the doctor II Put the verbs in the right form: English (speak) .all over the world She was writing a letter when the telephone (ring) I (not see) Lan since June She asked me what my hobbies (be) III Fill a suitable preposition for each gap: We go to school Monday Friday I stay up very late I don’t go to bed 11 o’clock every night We have learnt English four years We love to watch the stars night He planned to have the trip to Ha Noi the summer IV Use given words to rewrite the sentences, keeping their meanings: She went to bed early because she was tired last night She was tired I’m sorry I’m not good at English I wish 3.” I’m having a wonderful time here.” said Nga Nga said “When does your vacation start?” asked she She asked me They have just built a supermarket here A supermarket V Read and answer the questions below: London has a population of about 7,500,000 It lies on the river Thames From about 1800 until World War II, London was the biggest city in the world, but now, there are many cities which are much bigger London is famous for many things Tourists come from all over the world to visit its historic buildings such as St Paul’s Cathedral, the Houses of Parliament, where you can see and hear the famous clock, Big Ben They also come to visit its theatres, its museums its many shops such as Harrods, where you can buy anything Like many big cities, London has problems with traffic and pollution Over 1,000,000 people a day use the underground, but there are still many cars on the streets The air isn’t clean, but it is cleaner than it was 100 years ago London is famous for its fog or “smog” which is a mixture of smoke and fog Is London the biggest city in the world? What is Harrods? What is smog? Where can you hear and see the famous clock, Big Ben? Was London cleaner 100 years ago than it is now? KEY: I d e f a b c II is spoken rang haven’t seen were III from – to until for at in IV She was tired, so she went to bed early last night I wish I was/were good at English Nga said she was having a wonderful time there She asked me when my vacation started A supermarket has just been built here V No, it isn’t It is a shop It is a mixture of smoke and fog I can hear and see the Big Ben from the Houses of Parliament No, it wasn’t IV/ Summary: - Retell the structures which used in the exercises V/ Homework:- Review all the structures E Evaluation: Date of preparing: Period 31 The first semester test A Objectives: I Knowledge: - Ss have a chance to check their knowledge II Skills: - Improve all skills B Teaching aids: Test papers C Methods: D Contents: I/ Organization: Class Date of teaching Absent students II/ The test: I Listen to Ba’s trip and reorder the words you hear from to 4: (2,0p) Bamboo forest Big old banyon tree Green paddy fields Big store TAPE: At 6:30 in the morning, the bus collected Ba from his home After 40 minutes running, it crossed the Dragon Bridge Then it left the Highway and turned left onto a small road This road ran between green paddy fields The road ended before a big store so the bus turned left again onto a road which went through a small bamboo forest Finally, the bus dropped everyone off under a big old banyan tree It parked there to wait for people to come back in the evening II Find out the word that has the underlined part pronounced differently from the others in each group: (1,0p) a thing b they c there a watched b cleaned c worked a leave b beach c instead a littering b environment c rubbish III Reorder these sentences to form a meaning dialogue: (2,0p) Yes, I have had it since 2008 Yes, I think so At least I have never had an accident We know you really like the job And you have a driving license? And would you say you are a careful driver? IV Choose the correct word in the brackets to complete sentences below: (1,0p) We couldn’t go on a picnic as planed it was raining hard (but/ however/ because) An English man invented television, .? (doesn’t he/ didn’t he/ hasn’t he) I dislike .advertisement program on TV (watching/ watched/ watch) She has two children to look after, so she is looking for a job in her neighborhood (full-time/ skilled/ part-time) V Using the passive form to rewrite sentences, keeping the meaning similar to the first: (1,5p) They built our school in 1997 You must take that suit to his home on Sunday People wear sunglasses in summer VI Read and fill in each gap with one suitable word given in the box to complete the text: (2,5p) Smoked; talked; tried; played; stayed; didn’t own; finished; discussed; visited; stopped When I was a child, we didn’t stay inside watching TV in hot weather We (1) an air conditioner, so on warm summer evenings, we (2) outside on the porch for hours We (3) games or looked at comic books My dad relaxed in his chair and (4) his pipe Sometimes he (5) to a crossword puzzles in the newspaper Occasionally some neighbors (6) us on the porch Then Dad (7) reading the newspaper and (8) current events with them They argued about current social problems After my Mom (9) .the dinner dishes, she usually joined us on the porch She and my father (10) .about the house, the neighborhood, and us III/ Homework: - Redo the test E Evaluation: Date of preparing: Period 32: Checking The first semester test A Objectives: I Knowledge: - Check Ss’ writing II Skills: - Improve all skills B Teaching aids: Test papers C Methods: Ask and answer D Contents: I/ Organization: Class Date of teaching Absent students II/ The test: I Listen to Ba’s trip and reorder the words you hear from to 4: (2,0p) 3–4–1-2 II Find out the word that has the underlined part pronounced differently from the others in each group: (1,0p) a b c b III Reorder these sentences to form a meaning dialogue: (2,0p) 3–1–4–2 IV Choose the correct word in the brackets to complete sentences below: (1,0p) because didn’t he watching part-time V Using the passive form to rewrite sentences, keeping the meaning similar to the first: (1,5p) Our school was built in 1997 That suit must be taken to his home on Sunday Sunglasses are worn in summer VI Read and fill in each gap with one suitable word given in the box to complete the text: (2,5p) didn’t own Stayed Played smoked Tried Visited stopped Discussed Finished 10 talked III/ Homework: - Do all exercises again - Prepare for next lesson E Evaluation: Date of preparin 4/12/13 Period 33 Unit 5: the media Lesson 3: listen A Objectives: I Knowledge: At the end of the lesson, Ss can be able to know the time of some famous inventions in the world II Skills: - Improve listening skill B Teaching aids: charts C Methods: Whisper, ROR, D Contents: I/ Organization: Class Date of teaching Absent students 7/12/13 II/ Revision: Whisper - T explains how to and divides the class into groups - Ss read a sentence and then whisper to their friends, the last one writes on the board - T corrects and praises the winner I like reading newspaper and watching television III/ New lesson: T’s and Ss’ activities Board display I Pre – listening: Pre – teach: I Vocabulary - explaination - telegraph (n) (m¸y) ®iÖn b¸o - example - newsreel (n) phim thêi sù - situation - force (n) søc m¹nh, quyÒn lùc - situation - viable (adj) có thể làm đợc - example - assignment (n) nhiÖm vô, c«ng viÖc đợc giao - example - commercially (adv) th¬ng m¹i * Check: ROR True/ False Prediction: - Set the scene: Chau is doing an assignment about the media He wants to ask his father some information to the assignment - Have Ss work in pairs to fill in the table on page 43 They have to guess before listening - T collects Ss prediction II Listen II While – listening: a The late 19th century - Get Ss to listen to the tape and check b Radio and newsreel their prediction c In the 1950s - Give feedback and correct d The internet * True or False: * True or False: - T hangs the chart on the board and asks Chau and his father are talking Ss to listen again about the media - Ss work in pairs Printed newspaper was invented in - T reads the text twice USA - T collects Ss’ answers Internet becomes a major force on - T and Ss correct together journalism Finally, Chau can’t the assignments III Post – listening: -Ask Ss to talk about their favorite type of media and the reason, why KEY: T F T F * Example exchange: - What kind of media you like best? - How often you ? - How long you spend ? - When you ? IV/ Summary: - T asks Ss to retell how many inventions and their time which are mentioned in the lesson V/ Homework: - Students have to get information about the internet: “What they use the internet for?” and base on the box in P 43, write down E Evaluation: Date of preparing: 10/12/13 Period 34 Unit 5: the media Lesson 4: read A Objectives: I Knowledge: - By the end of the lesson, students will get some knowledge about the internet II Skills: - Improve reading skill B Teaching aids: charts C Methods: Chatting, Matching, True/ False Prediction D Contents: I/ Organization: Class Date of teaching Absent students 11/13/13 II/ Revisn: Chatting - T uses the picture of computer and asks Ss about it: - What is this? - Can you use compute? - What subjects help you to use computer? - Have you ever use Internet? - Do you find the internet useful? - What you use the internet for? III/ New lesson: T’s and Ss’ activities Board display I Pre – reading: Pre – teach: I Vocabulary: - situation - surf (v) lít m¹ng - situation - deny (v) phñ nhËn - situation - wander (v) ®i lang thang - situation - time – consuming (adj) mÊt thêi - situation gian - situation - suffer (v) chịu đựng - situation - risk (n) khã kh¨n, ®iÒu r¾c rèi - situation - spam (n) th r¸c - situation - electronic junk mail: th qu¶ng c¸o - situation linh tinh * Check: matching - leak (n) sù rß rØ True/ False prediction: - alert (adj) cảnh giác, đề phòng - Set the scene: There is a forum on the True/ False statements: Internet You will read some a.The internet is a wonderful invention opinions about the advantages and of mordern life disadvantages of the Internet b The internet is available not only in - T hangs the chart and asks Ss to run cities but also in the countryside through the statements c People use the internet for two - Ss guess purposes: education and entertainment - T collects some ideas and writes on the d Bad program is one of the board limitations of the internet II While – reading: e.You should be alert when using the - T asks Ss to open their books and read internet - T explains new words * KEY: a.T - Ss compare their answers with their b.F The Internet is available only in partners cities - T collects Ss’ answers and asks Ss to c.F people use the internet for many correct the False Statements purposes :education, information, * Comprehension questions: d.T e.T - T asks Ss to read the text again and runs through all the questions - Ss work in pairs, one asks and one answers - T calls on some pairs to act out * Answwer the questions: Sandra uses the internet to get information and to communicate with friends and relatives Because she lives in the countryside where the Internet is unavailable People use the Internet for education, communication, entertainment, and commerce benefits :- fast and convenient way to get III Post – reading: communication / education / - T divides class into groups, give them information/ entertainment/ commerce the questions and ask them to discuss in Disadvantages : time consuming/ costly/ groups dangerous because of viruses and bad - “Do you agree or disagree with the responses? What are your responses to this forum? IV/ Summary: - T calls on one S to retell the content of the text V/ Homework: - Learn by heart the vocab and write your responses in your notebook E Evaluation: Date of preparing: 11/12/13 Period 35 Unit 5: the media Lesson 5: write A Objectives: I Knowledge: - By the end of the lesson, students will be able to write a passage about the benefits of the Internet II Skills: - Improve writing skill B Teaching aids: charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 14/12/13 II/ Revision: - T calls on some Ss to write the vocab on the board - T corrects and gives marks III/ New lesson: T’s and Ss’ activities Board display I Pre – writing: - Chatting: T gives the questions and calls on some Ss to answer * Which is your favorite activity in your free time? * What you use the internet for? The Internet is used for : + Information: news, articles, weather forecast…… + Entertainment: music, movies, games… + Education: learn foreign language, self study, on- schools, on-line lessons * What are the advantages of the Internet? + fast / convenient / get / information + fast / cheap / communicate / people + learn / foreign language + look up a dictionary + self study II While – writing: - Have ss use the ideas they’ve just discussed to write a passage about the benefits of the Internet - Monitor and help Ss with words or structures while they are writing - Give feedback and correct III Post – writing: Discussion: The disadvantages of the internet I Write: * Suggested ideas: Benefits of the Internet: - A very fast and convenient way to get information - A very fast and cheap way to communicate with you friends/relatives by means of email, chatting, etc - A very updated source of information : you can get the latest local or global news; you can check weather conditions before you go camping/fishing/outdoors… You can find a timetable and maps of the buses you want to take; you can book your tickets for the next concert/ soccer match/ trip,/ hotel/ ,etc - A source of entertainment : you can listen to music, to the radio, watch videos, play games, read novels/ poems, virtual sight seeing, etc - A rich source of educational materials/courses: you can learn English, look up new words in a dictionary, take a training/learning course, etc * Suggested ideas: + time – consuming + costly + viruses + bad programs + spam/ electronic junk mail + personal information leaking IV/ Summary: - T calls on one S to retell the content of the text V/ Homework: - Write a passage about the disadvantages of the Internet E Evaluation: Date of preparing: 25/12/13 Period 36 Unit 5: the media Lesson 6: language focus A Objectives: I Knowledge: - By the end of the lesson, students will be able to write a passage about the benefits of the Internet II Skills: - Improve writing skill B Teaching aids: charts C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 28/12/13 II/ Revision: - T asks Ss to write as many activities in their freetime as possible - Ss write on the board - T checks and gives feedback III/ New lesson: T’s and Ss’ activities Board display I Tag questions: I Tag questions: - Give Ss the form and the intonation of the tag question - Give some examples - You like reading magazines, don’t - Ask Ss to give some examples you? - She doesn’t like films, does she? - Lan enjoys listening to music, didn’t she? 1- Have Ss exercise on page 45 - Ask Ss to complete the dialogue in KEY: pairs b didn’t he - Get Ss to practice the dialogue in pairs c wasn’t it - Give feedback and correct d you - Ss look at the table and practice in pairs e aren’t you Example: a Tuan likes news, doesn’t he? Yes, he does b Mai and Anh don’t like news, they? No, they don’t 2- Have ss look at the table on page 45 and get them to ask and answer questions about television programs these people like or dislike, using tag questions II Gerunds after some verbs II Gerunds after some verbs - Revision of gerunds after some verbs by giving some examples * like / love / enjoy/ dislike/ hate + V- Remind some other verbs : mind/ ing finish/ suggest/ practice…… 3- Get Ss to exercise on page 46 - Have Ss ask and answer question about each item in the box -Give an example - Give feedback and correction -Have Ss write true sentences about their family members, relatives, friends and themselves - Ask Ss to kook at the words in the three * My father likes watching sports but boxes on page 46 and use them as cues my mother doesn’t She loves listening - Give example to music IV/ Summary: - T calls on one S to retell the usage of tag questions and gerunds V/ Homework: - Write sentences about your friends using like… E Evaluation: Unit 6: the environment I/ Objectives: After the unit, students will be able to: - Express reasons with adverb clause of reason: as, because, since - Persuade somebody to something - Complete a survey - Write a letter of complaint II/ Teaching aids: - Charts, cards, colour chalks III/ Proceduce: - Period 37/ Lesson 1: Getting started + Listen and Read - Period 38/ Lesson 2: Speak - Period 39/ Lesson 3: Listen - Period 40/ Lesson 4: Read - Period 41/ Lesson 5: Write - Period 42/ Lesson 6: Language Focus Date of preparing: 27/12/13 Period 37: Unit 6: the environment Lesson 1: getting started + listen and read A Objectives: I/ Knowledge: - By the end of this lesson, students will know more about the environment problems and the solutions II/ Skills: - Listen and practice B Teaching aids: - Pictures, chart C Methods: D Contents: I/ Organization: Class Date of teaching Absent students 30/12/13 II/ getting started: Brainstorming - T gives the topic and asks Ss to say out - T calls on some Ss to write out - T adds more if necessary - T asks Ss to open their books and look at the pictures on P 47 - T explains some phrases - Ss work in pairs; match the phrases with the pictures - T corrects and gives the KEY a) Air pollution b) Spraying pesticides c) Garbage dump d) Water pollution e) Deforestation f) Dynamite fishing III/ New lesson: T’s and Ss’ activities I Pre – reading Pre – teach: - picture Board display I Vocabulary: - garbage dump (n) b·i r¸c - pictures - deforestation (n) sù tµn ph¸ rõng - picture - dynamite (n) thuèc næ - picture - spray (v) phun - example - pesticide (n) thuèc s©u - picture - shore (n) bê biÓn - situation - disappointed (adj) thÊt väng - example - spoil (v) lµm háng - picture - rock (n) hòn đá - example - pollution (n) sù « nhiÔm * Check: Matching IV/ Summary: - Retell the text by theirown language V/ Homework: - Learn by heart the Vocabulary and translate the text - Rewrite Language focus on Page 12 E Evaluation: Date of preparing: 1/1/14 UNIT : The environment Period : 38 Lesson : Speak A Objectives: - By the end of the lesson, students will be able knơ about environment problems - Sts knows how to protect the environment and have good behavior to it B.Teaching aids: Posters C Methods: D Contents: I.Organization Class Date of teaching Absence 3/1/14 II.Check the old lesson: - sts go to the board and write two sentences with 'if' III.New lesson T and sts' activities Blackboard display Step 1: Pre speaking Vocabulary: *Pre-teach: exhaust fume (n): khí thải exhaust fume (n): khí thải reduce (v) giảm reduce (v) giảm dissolve (v) phân hủy dissolve (v) phân hủy energy (n) lượng energy (n) lượng avoid (v) tránh avoid (v) tránh *Discussion:(poster) -What should we to protect the environment? Ss decide and put the statements into the right column Speak: should Step 2: While speaking *Questions and Answers: (ss practice inpairs) S1 : Should we save paper? S2 : Yes, we should S1 : Should we throw litter onto the water? S2 : No, we shouldn’t * Discussion: (Ss work in groups of 5,6) - Have ss use the expressions and the ideas (in the pink box) to discuss the questions: Ex: S1 : What should we to ? S2 : I think we should save paper S1 : How can we that? S2 : I think we should recycles old papers and magazines S1 : Why don’t we use banana leaves for wrapping? S2 : Oh, yes That’s a good idea And I think save paper water shouldn’t throw litter onto the Save paper Throw litter onto the water Go to work or school by cars Use dynamite fishing Put garbage bins in the puplic places Cut down trees Recycle botles and cans Use public transport means *Discussion: - What should we to protect the environment? - How can we that? (Sts' notes) Step 3: Post speaking *Poster exhibition - Sts work in groups and come to agreement on what we should to protect the environment Sts write their ideas on posters and share in class IV.Consolidation -How can we reduce water pollution/air polution? V.Homework E.Evaluation Ngµy soan 3/1/14 UNIT : The environment Period : 39 Lesson 3: Listen A.Objectives: By the end of the lesson, students will be able to: - Listening and speaking about how the oceans are polluted and the reasons - Be aware of how the oceans are polluted and how to protect them B.Teaching aids: -Posters,cassette,tape C.Methods: - jumbled words, T/F predictions, table completion D.Contents: I.Organization Class Date of teaching Absence 6/1/14 II.Warm up: *Jumbled words: prevent <= tpnreev oceans <= soncae III.New lesson T and sts' activities Step 1: Pre listening *Pre-teach: pump (v): translation/situation raw sewage (n): example oil spills (n): translation marine life (n): explanation - Check: ROR *T/F prediction: - T puts the statements on the board and asks sts to discuss if they are true or false - Collect the guesses on the board pollution garbage <= <= iontplluo gebarag Blackboard display Vocab: pump (v): bơm raw sewage (n): nước thải, nước cống (chưa qua xử lý) oil spills (n): dầu tràn marine life (n): sống biển Listening: * True or false? People dump raw sewage directtly into the sea Every year ships drop about million tons of garbage into the sea Oil spills from ships donot kill the marine life Factories let the waste materials run into the rivers Oil which is washed from the land does not pollute the oceans Guess Listen T T F T F Step 2: While-reading *Ss listen to the tape and check their predictions -Answer key: a.T b.T c.F d.T e.F *Ask ss to complete the notes about the reasons why ocean is polluted by listening to the tape then compare their answers with their parners *Call on some ss to read aloud the anwers *Grid: How the ocean is polluted Firstly: raw sewage is pumped directly into the sea Secondly: garbage is dropped into the sea Thirdly: oil spills come from ships at sea Next: waste materials come from factories Finally: oil is washed from the land * Write a paragraph on how the ocean is polluted: Step 3: Post listening Write it up "How the ocean is polluted" -Ask ss to work in pairs,use the note as the outline and make a short presentation on how the ocean is polluted *Tape transcript: Our oceans are becoming extremely polluted.Most of this pollution comes from the land, which means it comes from people.firstly,there is raw sewage,which is pumped directly into the sea.many countries,both developed and developing ,are giulty of doing this.Secondly,ships drop about million tons of garbage into the sea each year.Thirdly,there are oil spills from ships.A ship has an accident and oil leaks from the vessel.This not only pollutes the water but also kills maarine life.Next, there are waste materials from factories.Without proper regulations,factory owners let the waste run into the rivers,which then leads to the sea and finally,oil is washed from the land.This can be the result of carelessness or a deliberate dumping of waste IV.Consolidation: Recall how the ocean is polluted and how important it is to our life V.Homework: Complete the paragraph to retell how the ocean is polluted E.Evaluation Ngày soạn: 7/1/14 Period :40 UNIT : The environment Lesson 4: Read A.Objectives: By the end of the lesson ss will be able to: - understand a poem about the environment - Reading for general ideas and speaking about the environment B.Teaching aids: Posters,pictures C.Methods: Chatting, D.Contents: I.Organization Class Date of teaching 10/1/14 Absence II.Warm up: *Chatting Do you like poetry? Which poet you like best? Name some poems that are your favorite? Do you think it is easy to understand a poem? Have you ever read an Enlish poem?Do you understand it? Doyou like it? III.New lesson T and sts' activities Blackboard display Step 1: Pre reading Vocabulary: - junk yard (n) bãi phế thải Vocab - treasure (n) kho báu - junk yard (n) explanation - hedge (n) hàng rào - treasure (n) example - nonsense (n) điều vô nghĩa, dại dột - hedge (n) picture - foam (n) bọt, bong bóng - nonsense (n) translation *Check:RO/R - foam (n) situation *Check:RO/R * Setting the scene Read: -Two people are going on the picnic.They are talking about the pollution What is their relationship? Where are they? -Have ss work inpairs to guess the answers -Give feedback Step 2: While reading *Ss read the poem and check their anwers -They are mother and son -They are in the park/woods *Matching *Matching: -Have ss practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B - Collect sts' answers on the board and 1.c 2.g 3.f 4.e 5.d 6.a 7.b check - Correction *Lucky number: *Comprehension questions.(Lucky - If the pollution goes on,the world will numbers) end up like a second hand junk yard 1.L.N - The mother thinks other folk pollute (are 2.According to the mother,what will responsible for the solution of)the happen if the pollution goes on? 3.Who does the mother think pollute the environment? 4.L.N 5.What will happen to the boy if he keeps on asking his mother such questions? 6.Do you think the boy’s question is silly? Why not? 7.L.N 8.what does the poet want us to learn about keeping the environment unpolluted? Step 3: Post reading *Discussion -Divide the class into four groups -Have ss discuss the question:’What could you in your school /house to minimize pollution?’ environment but not her or her son - His mother will take him home right away - No,because he’s right,if he throws the botles that will be polluting the woods - The poet wants us to learn that everyone is responsible for keeping the environment from pollution *Discussion: "What could you in your school /house to minimize pollution?" IV.Consolidation -The content of the poem V.Homework -Ask ss to write things that they have to to keep the environment unpolluted E.Evaluation Date of pre : 11/1/14 UNIT : The environment Period :41 Lesson : Write A.Objectives - By the end of the lesson ss will be able to write a complain letter and have the right point of view about the responsibility to protect the environment B.Teaching aids: Posters, pictures C.Methods: D.Contents: I.Organization Class Date of teaching 13/1/14 II.Warm up: *Chatting Have you ever written a letter?(Yes) Who you often write ? Absence you .If you see someone in your class throwing garbage in your class/school,who will write to?(Headmaster/Form teacher) If someone damages the road near your house, who will you write to?(TV station Manager) III.New lesson T and sts' activities Blackboard display Step 1: Pre writing Vocab *Pre-teach: - complain (v): than phiền, -complain (v): phàn nàn -complication (n) : - complication (n) : điều rắc rối -resolution (n): - resolution (n): giải pháp -prohibit (v) : - prohibit (v) : ngăn cản,ngăn cấm * Check: RO/R *Matching (Poster) - Ss match sections of a complain letter with the definition Read: (compare with the orginal p52) A B *Setting the scene Situation makes a suggestion -Mr Nhat wrote a letter to the director of L and P company in Ho Chi Minh Citi.The sections of Complication ends the letter the letter are not in the right order.Label each politely section with the appropriate letter S,C,R,A,P Resolution states the reason for -Ask ss to work inpairs writing -Give feedback:Call on a student to read aloud the Action mentions the letter ( in the correct order):R-S-A-C-P problems Politeness tatks about future Step 2: While writing actions * Part b, p.53 -Let ss read the production and ask them some questions to make sure that they know what they have to write .What people in the lake behind your house these days? (They begin to catch fish) What makes you worried? (They use electricity to catch fish) To whom you write the letter to? (To the head of the local authorities) What suggestion you want to make? (we suggest) the local authorities should prohibit and fine anyone using electricity to catch fish) What you look forward to? (We look forward to seeing the protection of the environment from the local authorities) *Writing: In group ss write a complain letter to Write: head of the local authorities.) Dear Mr president, -Sample: I am writing to you Step 3: Post writing *Sharing and comparing (Sts write by themselves) IV.Consolidation - The main parts of a formal letter: Sender’s address; Reciver’s address; Salutation; Body of the letter; Signature V.Homework: Finish the letter and write another if have time E.Evaluation Date of pre: 14/1/14 UNIT : The environment Period :42 Lesson : Language Focus A.Objectives By the end of the lesson ss will be able to use adverbs correctly; review the conditional type 1; that clause after adjectives and use "because/as/since" B.Teaching aids: Posters, pictures C.Methods: Crossword, matching, gapfill, sentence combining, consequence speaking D.Contents: I.Organization Class Date of teaching Absence 17/1/14 II.Warm up/Revision: Crossword lượng? thuốc nổ bao phủ không khí rác thải làm ô nhiễm bãi phế thải bọt, bong bóng tái chế 10 11 nước ==> Down: ENVIRONMENT III.New lesson T and sts' activities Activity 1: *Matching: ↓ Blackboard display Language focus 1: *Matching: - T asks sts to match the adverbs to the original adjectives - Collect the answers on the board * Have sts fill in the gaps with a suitable adverb from the given ones - Collect sts' answers and correct Activity 2: - T sets the scene and gives a model *Language focus 1: b slowly c sadly d happily e well Language focus 2: Ex: He is unhappy because he has bad marks as since *Language focus 2: b Nam has a broken leg because/as/since he fell over while he was playing basketball c Lan's going to be late for school because /as/ since the bus is late d Hoa broke the cup because/as/since she was careless e Mai wants to go home because/as/since she feels sick f Nga is hungry because/as/since she hasn't Activity 3: eaten all day - T sets the scene and gives a model Language focus 3: sentence: - T elicits sts to find out the new structure Ex: I'm pleased that you are working hard adj that clause - Let sts practice the new structure b (I'm) excited that I'm going to DaLat - Collect and correct c (I'm) sorry that I broke your bicycle d (I'm) disappointed that you didn't phone Activity 4: e (I'm) amazed that I won the first prize - Have sts match each half-sentence in column A with a suitable one in column B Language focus 4: - Collect and correct sentence: - T elicits sts to find out that as and since can be used instead of because - Let sts practice using because, as and since Activity 5: - Ask sts to complete the sentences - Collect and correct 1-e 2-c 3-c 4-d 5-b Language focus 5: b the environment will become seriously polluted c we will have more shade and fresh air d the vegetables will become poisonous and inedible e we will live a happier and healthier life IV.consolidation - T calls sts to repeat the structures they've learnt and practiced in the lesson V.Homework: Do all language focus exercises into notebooks E.Evaluation UNIT : SAVING ENERGY I Objectivesai: Helping students: -To give and respond to suggestions -To write a speech -To discuss the solution to saving energy II.Teaching aids: cassette, pictures, cues, posters, textbook, lesson plan, tape III Procedure: 1/Lesson 1: 2/Lesson 2: 3/Lesson 3: 4/Lesson 4: 5/Lesson 5: 6/Lesson 6: Getting started + Listen and read Speak Listen Read Write Language Focus Date of pe :17/1/14 UNIT : SAVING ENERGY Period 43: Lesson 1: Getting started-listen and read A Objectives: By the end of the lesson, students will be able to understand the dialogue and about the way to save energy B.Teaching aids: Posters, cassette.tape… C Methods: Ordering, T/F predictions, comprehension questions, picture cues D Contents: I.Organization Class Date of teaching Absence 20/1/14 II.Getting started *Chatting -Asking some questions about the pictures on page 57 Is the tv on? Is the light still on? Is the radio working? What happens to the faucet? Must we pay for water and electricity we use in our house? What should we to save enery? III.New lesson T and sts' activities Step 1: Pre-reading: *Pre-teach: -water bill (n) situation -pipe (n) picture -plumber (n) picture -dripping faucet (n) picture -crack (n) example -enormous (a) explanation * Ordering vocabulary: Water bill Enormous Plumber Crack Pipe Dripping faucet *T/F prediction *Setting the scene:Mrs Ha is talking to her neighbor,Mrs Mi,and Mrs Ha looks very worried -Ss predict T/F - Collect sts' guesses on the board Step 2: While reading (Listen and read) *Ss listen and check their predictions -Answer key: 1.T 2.T 3.F (Mrs Ha hasn’t checked the pipes in her house ) 4.F (Mrs Mi suggests getting a plumber to check cracks in the pipes.) 5.T -Have ss correct false statements *Comprehension questions Blackboard display Vocabulary: - water bill (n) Hóa đơn tiền nước - pipe (n) ống nước - plumber (n) thợ sửa đường nước - dripping faucet (n) vòi nước bị nhỏ giọt - crack (n) vết nứt - enormous (a) to, khổng lồ Listen and read: *T/F: Mrs Ha is worried about her water bill Mrs Mi gives Mrs Ha advice on how to save water Mrs Ha has checked the pipes in her house and found no cracks Mrs Mi suggests getting some tool to check cracks in the pipes Mrs Mi suggests taking showers to save water Why is Mrs Ha worried? (Because her recent water bill is enormous) How much money does she pay for her water bill? (200.000 dongs) What does Mrs Mi advise her to do? What does she say? (She suggests taking showers instead of bath to save water) Practice: Ex: I suggest taking showers (She suggests ) Step 3: Further practice T elicits the modal sentences: - Concept check: Form: S + suggest + V-ing Picture cues IV .Summary: suggest + V-ing V Homework: - Write things you would suggest your family/friends to to save energy in the home and school E.Evaluation Date of pre : 21/1/14 UNIT : SAVING ENERGY Period 44: Lesson 2: Speak A Objectives: - By the end of the lesson, students will be able to make and respond to suggestions and give suggestion with’’suggest that sb should smt” B.Teaching aids: -Textbooks,cues C Methods: Matching, Picture cues (p59), D Contents: I.Organization Class Date of teaching Absence 24/1/14 II.Warm up *Hangman: save energy - T elicits so that sts talk about "How we to save energy?" III.New lesson T and sts' activities Step 1: Pre speaking *Matching: Ss in groups go to the board stick the suitable phrases next to the right pictures(A-H) (You have known how to save energy.Can you suggest ways to save energy?And you know the ways to make suggestions and respond?) Blackboard display Matching: Pictures We should A turn off the faucet fix the faucets B use public transport C go to school by bike instead of motorbike D turn off the air conditioner turn off the lights before going E turn off the fan after using F keep the gas fire suitable/lower the gas fire G H - Elicit from ss how to give suggestions Suggestions: Suggestion I suggest V-ing Why don’t we ? I think we should Response OK That’s a good idea All right No I don’t want How about V ing ? Let’s Shall we What about V ing ? to I prefer to Let’s Step 2: While speaking -In groups ss make suggestions about how to save ennergy (using picturesAH,p.59) Ex: Ex: S1:I think we should take a shower I suggest turning off the faucet instead of a bath to save energy that she should turn off the faucet S2:That’s a good idea S3:How about making posters on evergy saving and hanging them around S + suggest + that + sb +should + Vo our school? S4: Great! Let’s that - Call on 1- groups to speak in front of the class -Correct mistakes (if neccesary) Step 3: Post speaking Write it up sts writes a poster on how they would save energy * SAVING ENERGY  Taking showers instead of bath  Turning off the light when we don’t need it  Using bikes or public buses instead of mortorbikes/cars   IV.Summary: Suggest doing smth Suggest that sb should smth V.Homework E Evaluation Date of pre : 4/2/14 UNIT : SAVING ENERGY Period 45: Lesson 3: Listen A Objectives: - By the end of the lesson, students will be able to know more about solar energy B.Teaching aids: -Textbooks,posters,cassette,tape C Methods: Jumbled words, T/F, Gapfill D Contents: I.Organization Class Date of teaching 7/2/14 II.Warm up *Jumbled words: sag = gas, iol = oil, triteelcily = electricity, pulolonti = pollution, III.New lesson T and sts' activities Step 1: Pre listening * Pre-teach: - solar energy (n) explanation - solar panel(n) situation - roof(n) picture - nuclear power(n) translation - coal(n) example - install(v) explanation - store(v) translation * What and where *T/F statements prediction: - Sts think about what they know about solar energy and guess which statements are true, which are false Solar energy can be cheap and clean Most of our electricity now comes from nuclear power The solar energy that gets to the Earth cannot provide enough power for the world’s population Solar energy can be used on cloudy days All buildings in Sweden will be heated by solar energy in 2050 Absence reuocs = source, thea = heat Blackboard display Vocabulary: - solar energy (n) lượng mặt trời - solar panel (n) panô(tấm KL) lượng mặt trời - roof (n) mái nhà - nuclear power(n)năng lượng hạt nhân - coal (n) than - install (v) cài đặt, lắp đặt - store (v) tích trữ, lưu giữ Listen: Statements Guess Listen T F F T F Most of our electricsity now comes from gas,oil,coal and nuclear power - Let sts guess if the information is true or The solar energry can provide enough false All buildings in Sweden in 2015 - Have sts guesses on the board Step 2: While listening *Ss listen and corrects the predictions - Have sts correct the false statements to make true ones *Gap fill(p.60) -Ss listen and fill in the gaps,T collects and corrects *Gap-fill: effective countries roof pollution store instead Discussion “Why should we use solar energy” (sts' writing) Step 3: Post listening Discussion - Sts discuss the topic and retell IV.Summary: What you know about solar energy? V.Homework: Write it up (T asks sts to write about solar energy according to what they know and what they've learnt in the listening tape of the lesson) E.Evaluation Date of pre :7/2/14 UNIT : SAVING ENERGY Period 46: Lesson 4: Read A Objectives: - By the end of the lesson, students will be able to know more how North American and European countries save money and natural resources B.Teaching aids: -Textbooks,posters,cassette,tape C Methods: T/F predictions, Comprehesion questions, lucky numbers D Contents: I.Organization Class Date of teaching Absence 10/2/14 II.Check the old lesson: retell about "solar energy" III New lesson T and sts' activities Step 1: Pre reading *Pre-teach: - consumer (n) - bulb (n) - scheme (n) - innovation(n) - conserve (v) *Concept check: What and where *T/F predictions: - Have sts guess the statements are T or F - Collect the predictions from sts Step 2: While reading *Ss read and check ordering statements * Summary: - T asks sts to choose the best summary for Blackboard display Vocabulary: - consumer (n) người tiêu dùng - bulb (n) bóng đèn tròn (bđ dây tóc) - scheme (n) kế hoạch - innovation(n) đổi mới, cải cách - conserve (v) bảo tồn, trì, giữ gìn Read: *T/F predictions: 1.Lighting accounts for 20% of the electricity bill 2.The electricity bills can be reduced by using ordinary bulbs 3.The consumers only want to save money An energy-saving bulb uses 1/4 of the electricity of a standard bulb Statements Guess Read F F F T a Choose the best summary (p61) North America and European countries are interested in saving money and natural resources the passage from the statements p61(a) - Collect sts' answer and correct (Why?) *Comprehension questions(Lucky Number): - Have sts discuss the answers for the questions p61-b in minutes - Collect and correct the answers by Lucky Number game LN Q1 Q5 LN Q3 LN Q2 Q4 - St-to-st and T-to-St correction b Answer the questions: Western consumers are interested in products that will not only work effectively but also save money We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting She will pay US$2 for lighting if she uses energy-saving bulbs instead The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy Suggested answer: We should save energy because by saving energy we can conserve the Earth’s resources *Discussion: "What should (shouldn't) we to save energy?" - - Step 3: Post reading *Discussion about saving energy(2 groups), -(sts ideas) using should and shouln’t Suggested ideas: -use solar energy -save bulb -use public transport -label scheme for appliances -turn the lights on all day -use motorbikes and cars everyday -use energy -turn off the fan affer using IV.Summary It's obviously that we should and must save energy There are many ways we can to save energy at home and offices It not only helps to save energy but also help save us money V.Homework: -Ex 1,2,3(w.b) E.Evaluation UNIT : SAVING ENERGY Period 47: Lesson 5: Write A Objectives: - By the end of the lesson, students will be able to write a simple speech about saving energy B.Teaching aids: -Textbooks,posters, C Methods: Ordering, sharing and comparing D Contents: I.Organization Class Date of teaching 14/2/14 II.Warm up *Network Absence Saving energy III New lesson Teacher and sts’ activities Step 1: Pre-writing *Pre-teach: - detail (n) explanation - sum up (v) explanation - draft (v) mime - attention (n) situation - speech (n) example * Checking vocabulary: R&R *Matching:Ex 6a (p61) Blackboard display Vocabulary: - detail (n) chi tiết - sum up (v) kết luận - draft (v) nháp, làm nháp - attention (n) tập trung chú ý - speech (n) bài thuyết trình/phát biểu Write: 1.Introduction 2.Body - B - C 3.Conclusion - A * Ordering(Ex6b-p61)-using the network -Ss read the mixed speech, then put them into the correct order.(3-2-1) - Elicit sts to see the form “V-ing” at the beginning of each clue Step 2: While writing * Writing: (Ex6b-p62) - Have sts run through the ideas on each topic (p62) - Have sts discuss and add more ideas to the ones given (1-3) (9D1) *Ss work individually writing one of these topics - Reducing garbage - Reusing paper - Saving energy in the kitchen Step 3: Post writing Sharing and comparing - Sts swap their books and share the ideas, correct mistakes, … Model writing: Reducing garbage “Good morning boys and girls.I am teacher Lan and this morning I’m going to tell you how to reduce garbage Most of us produce too much gabage.You can reduce this amount by: + collecting plastic bags and reusing them + avoiding using overpackaged products + not keeping solid waste with food waste + putting different kinds of waste in different places If you follow these simple rules,not only you will save money but also the environment will be cleaner” IV Summary: Saving energy means: reuse, reduce and recycle V Homework: Complete the two other speeches E.Evaluation Date of pre: 14/2/14 UNIT : SAVING ENERGY Period 48: Lesson 6: Language Focus A Objectives: - By the end of the lesson, students will be able to use common connectives,phrasal verbs and suggestions through sentences completion and suggestion making B.Teaching aids: laptop, projector C Methods: Matching, gap-fill, discussion D Contents: I.Organization Class Date of teaching Absence 17/2/14 II.Warm up: Greetings III New lesson Teacher and sts’ activities Activity 1: Brainstorm Blackboard display - T elicits sts to connectives and gives examples with however and therefore to show them the usage of each connective a1 I was tired, so I went to bed early a2 I was tired Therefore, I went to bed early b1 I like films but I don’t like comedies b2 I like films However, I don’t like comedies Activity 2: Gap-fill - T asks sts to complete the sentences with the correct connectives from the network - Check and correct: However but and so because Therefore or Connectives: Complete the sentences with the correct connectives: and, but, so, or, however, therefore It rained a lot … …… ,we enjoyed the vacation very much He is rich … …… he isn’t happy I like oranges … …… apples She went home … …… she was tired She is English, … …… she speaks English fluently The weather was cold … …… ,we couldn’t go out Would you like tea … …… milk? Activity 3: Matching: tắt go on bật / mở turn off chăm sóc look after tìm kiếm turn on tiếp tục look for - T asks sts to match the verbs to the meanings and check Activity 4: Sentence completion Phrasal verbs Complete the sentences Use the right tense form of the phrasal verbs in the box and the pictures (p63) turn on turn off look for look after go on - Have sts read through the sentences and Hanh can’t go to the movies with us tonight She will have to ………… her choose the right phrasal verbs in the correct forms to complete the sentences little sister If we ……… wasting water, there will be a shortage of fresh water in a few decades “3 I think I’ve lost my new pen I’ve look after go on look for ……… it everywhere and I can’t find it Turn on turn off anywhere.” “……… the TV for me, will you? I want to watch the weather forecast.” Mrs Yen forgot to ……… the faucet when she left for work Activity 5: Discussion - T elicits from sts how to make suggestions with “ I suggest + V-ing” and then have them discuss on how to help the poor in the neighborhood - T collects some ideas on the board Making suggestions: a Your class wants to help the poor in the neighborhood of your school The following ideas may help you I suggest collecting some money  Collect some money  Collect unused clothes  Orgarnize a show to raise money  Give lesson to poor children  Help poor families with their chores  Give poor children books,notebooks and school things b Your friend wants to improve his/her English The following ideas may help you to advise him/her Example: I suggest (that) you should work harder on your pronunciation • • • • • - T continues eliciting on how to make Write sentences with new words Speak English in class Buy a good dictionary Do some reading everyday … suggestions with “I suggest that ….” And asks sts to discuss how their friends improve English - Collect some ideas on the board IV Summary: - The connectives: therefore, however,… - Phrasal verbs (verb + prep) - Suggestions IV.Homework  Ex:1,4,5(w.b) • Prepare Unit E.Evaluation Date of preparing: 17/2/14 Period 49: written test A Objectives: - By doing the test, sts can self-evaluate their progress in studying English and the teacher knows their strength and weaknesses to fill up later B.Teaching aids: test papers C Methods: Individual work D Contents: I.Organization Class Date of teaching Absence 21/2/14 II.Warm up: Greetings + Handling the papers III New lesson *The contents of the test: I Listen and fill in each gap with one word you hear (2.5ps) motorcycles one of the main causes of air pollution The great number of (0)……………is Smoke coming out from vehicles contains a big amount of lead which is very (1) … to health Besides, (2) … in the cities release so much carbon dioxide into the atmosphere every day These factories pollute not only the (3) …… but the water as well Poisonous (4) …… from factories flows directly into rivers without any treatment Moreover, tons of (5) … are thrown into rivers, turning them into huge garbage dumps II Underline the best word to complete each sentence below (2.5ps) If the (pollution / pollute / polluting / polluted) continues, what will happen? It was raining heavily (However / Therefore / But / So) we stayed at home I suggest (go / to go / going / went) to the movies Don’t forget to turn (on / in / of / off) the light when you leave the room She turned on the (topic / faucet / draft / machine) and washed her hands carefully I'm disappointed (that / when / how / this) you don’t clean your class today If people stop using dynamite for fishing, a lot of sea creatures will be well …… (preserve / preservation / preserved / preservative) They learn English … (and / or / so / because) they intend to go abroad This newspaper is published every day It’s a … (day / weekly / daily / monthly) newspaper 10 We should use … (save-energy / saving-energy / energy-save / energy-saving) bulbs to save energy III Read the passage carefully then decide if the statements are true or false (2.5ps) Are you looking for a cheap, clean, effective source of power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun At present, most of our electricity comes from the use of coal, gas, oil or nuclear power This power could be provided by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population Many countries are already using solar energy Solar panels are placed on the roof of a house and the sun’s energy is used to heat water The energy can be stored for a number of days, so on cloudy days you can use solar energy too … Solar energy doesn’t cause pollution … Solar energy is cheap but it isn’t effective … 3.Solar energy panels are installed on the wall of a house … Most of our electricity now comes from the sun … The earth needs only 1% of the solar energy that reaches the earth … Solar energy is being used in many nations … It’s impossible to store solar energy … Solar energy can be used to replace coal, gas and oil … Solar energy can’t be used on cloudy days … 10 We can save natural resources by using solar energy V Complete the 2nd sentences so that the meanings are the same to the 1st ones (2.5ps) She was very tired so she went to bed early - She went Smoking is not allowed in public places - You must not I suggest going to school by bike - I think we Why don’t you play for our school team? - He suggests that I Hanh has to take care of her little brother - Hanh has to look *The answer key and the marking scheme: I Listen and fill in each gap with one word you hear (2.5ps) harmful factories air sewage garbage - Each correct word gets 0.5 point II Underline the best word to complete each sentence below (2.5ps) pollution Therefore going off faucet that preserved because daily 10 energy - Each correct word gets 0.25 point III Read the passage carefully then decide if the statements are true or false (2.5ps) T F F F T T F T F 10.T - Each correct answer (T or F) gets 0.25 point V Complete the 2nd sentences so that the meanings are the same to the 1st ones (2.5ps) She went to bed early because she was very tired You must not smoke in public places I think we should go to school by bike He suggests that I play for our / their school team Hanh has to look after her little brother - Each correct answer gets 0.5 point *The listening text: The great number of motorcycles is one of the main causes of air pollution Smoke coming out from vehicles contains a big amount of lead which is very harmful to health Besides, factories in the cities release so much carbon dioxide into the atmosphere every day These factories pollute not only the air but the water as well Poisonous sewage from factories flows directly into rivers without any treatment Moreover, tons of garbage are thrown into rivers, turning them into huge garbage dumps IV Homework: - Prepare unit 8: Celebrations E Evaluation: …………………………………………………………………………………………… … …………………………………………………………………………………………… … …………………………………………………………………………………………… … UNIT : celebrations I Objectives:ai: Helping students: - to give and response to compliment - todiscribe events - to express opinions - to write a letter II.Teaching aids: - cassette, pictures, cues, posters, textbook, lesson plan, tape III The procedure: 1/Lesson 1: Getting started - listen and read 2/Lesson 2: Speak+Listen 3/Lesson 3: Read 4/Lesson 4:Write 5/Lesson 5: L.F UNIT : celebrations Period : 50 Lesson 1: Getting started-listen and read +Listen A Objectives:: By the end of the lesson, students will be able to know more about the popular celebrations in the world B.Teaching aids: Posters, cassette.tape C.Methods: laptop, projector D Teaching procedures: I.Organization Class Date of teaching Absence 24/2/14 II.Warm up: Chatting: Do you know the names of these days? - T elicits from sts the names of some special days ( 8/3; 20/11; 2/9; 1/5; 1/6; 14/2) to focus the attention to the name of unit 8: celebrations *Getting started: Matching - Have sts match the icons to the right celebrations they present III.New lesson: Teacher and sts’ activities Step Pre- reading: *Pre-teach: - occur (v) = happen -freedom (n) picture -slavery (n) antonym -parade (n,v) picture -Jewish (adj) translation - decorate (v) picture Blackboard display Vocabulary: - occur (v) xảy -freedom (n) tự do, tự -slavery (n) chế độ nô lệ -parade (n,v) diễu hành, đám rước -Jewish (adj) người Do Thái, thuộc người Do Thái - decorate (v) trang trí, trang hoàng *Open prediction: - Have sts guess if the information is about Tet, Passover or Easter celebrations While reading: * Listen and read: Check the guesses - a, c – b, f – d, e * Grammar awareness: - T elicits the model sentences and explains T gives two more examples to make it clearer for sts about how to use “who” and “which” as relative pronouns - Let sts practice making relative clause with “who/which” - Answer key: a I love the film which was shown on TV last night b Do you know the man who is standing near the window? c That is the woman who taught me English last year d Thank you for the present which you sent me yesterday e Where are the eggs which were in the fridge? f We have just met a little girl who spoke English perfectly g I have some friends who are good at painting h This is the book which I like best i Those are the trees which were planted last year IV.Summary Listen and read: a It is the most important celebration for Vietnamese people b It is celebrated by Jewish people c It occurs in late Jan or early Feb Passover d This celebration is celebrated in many countries e Children receive chocolates or sugar eggs Easter f Seder is the name of the special meal of this day Tet Grammar: Ex1: Tet is the festival which occurs in late January or early February Ex2: Family members who live apart try to be together at Tet *Đại từ quan hệ (relative pronouns) Who: thay cho danh từ / đại từ người Which: thay cho danh từ / đại từ vật, vật, việc *Mệnh đề quan hệ xác định (defining relative clause) - Bắt đầu đại từ quan hệ; dùng để bổ nghĩa cho danh từ / đại từ mệnh đề chính và đứng sau từ bổ nghĩa * Combine the two sentences using a relative pronoun a I love the film It was shown on TV last night b Do you know the man He is standing near the window? c That is the woman She taught me English last year d Thank you for the present You sent me the present yesterday e Where are the eggs They were in the fridge? f We have just met a little girl She spoke English perfectly g I have some friends They are good at painting h This is the book I like the book best i Those are the trees Those trees were planted last year - Celebrations around the world - Relative pronouns and relative clause V.Homework Ex1 (wb) E.Evaluation UNIT : celebrations Period : 51 Lesson 2: Speak A Objectives: :By the end of the lesson ss will be able to practice in giving and responding to compliments B.Teaching aids: _Posters,pictures C.Methods: D.Teaching procedures: I.Organization Class Date of teaching Absence 28/2/14 II Check the old lesson: 15-minute test Read the passage carefully, then answer the questions below it Tet is a national and family festival It is an occasion for every Vietnamese to have a good time while thinking about the last year and the next year At Tet, spring fairs are organized, streets and public buildings are brightly decorated and almost all shops are crowded with people shopping fro Tet At home, everything is tidied, special food is cooked, offerings of food, fresh water, flowers and betel are made on the family altar with burning joss-sticks scenting the air First-footing is made when the first visitor comes and children are given lucky money wrapped in a red tiny envelope Tet is also time for peace and love During Tet, children often behave well Friends, relatives and neighbors give each other best wishes for the new year *Questions: Why is Tet a national and family festival? What people to prepare for Tet? What is first-footing? What children often receive at Tet? What people during Tet? III New lesson: T and sts’ activities Step 1:Pre - speaking *Pre-teach: - active (a) example - activist (n) translation - nominate (v) translation - charity (n) example *R&R *Setting the scene: - Trang has just won the first prize in the English Speaking contest What does Mai say to pay Trang a compliment? And how does Trang respond? Blackboard display Vocabulary: *Preteach vocab: - active (a) động - activist (n) người động - nominate (v) bổ nhiệm, tiến cử - charity (n) (lòng) từ thiện Mai: Well done, Trang Trang: Thanks - Ask ss how to give and respond to compliments Step 2: While speaking * Ss pratice in pairs,following the situations 1.Minh ‘s got the most good marks this month.He is the best student in your class 2.Your sister has just won the first prize in the cooking contest 3.your brother has just pass the final exam 4.Your mother made a big cake on your birthday 5.Your father bought a new bike for you on your birthday 8.After practice speaking,ss write the compliment for each situation above Speak: Give a compliment - Well done - That a great excellent - Let me congratulate you on (st/doing st) - Congratulations on Respond to a compliment - Thanks/Thanks a lot - It is very nice of you to say so - That is very kind of you Step 3:Post speaking: Write it up - Sts write complete dialogues IV.Summary: - T calls some sts to retell how to give compliments and how to respond to compliments V.Homework: - Think more situations in which you can give and respond to compliments and write complete dialogue E.Evaluation Date of preparing:28/2/14 Period : 52 UNIT : celebrations Lesson 3: Listen A Objectives: : By the end of the lesson ss will be able to practice in filling the missing words by listening to a song and learn to sing the famous song “Auld Lang Syne” B.Teaching aids: - Posters,pictures C.Methods: gapfilling, singing along D.Teaching procedures: I.Organization Class Date of teaching Absence 3/3/14 II.Warm up: Chatting + Do you often listen to music? + What is your favourite song? + Do you listen to English songs? Can you name some famous English songs? … III.New lesson: T and sts’ activities Step 1: Pre-listening *Pre-teach: - Auld Lang Syne = The Good Old Days - due to = caused by : - trustly - acquaintance - bring to mind = remember: *Prediction: - Have sts predict the gaps and collect on the board Step 2:While listening: - Ss listen to the song and check their predictions: a) days b) take c) mind d) hand e) kindness *Ss learn how to sing along Blackboard display Vocabulary: - Auld Lang Syne = The Good Old Days - due to = caused by : , - trusty (adj) đáng tin cậy - acquaintance (n) quen biết - bring to mind = remember: ghi nhớ, nhớ lại Listen: Gap a b c d e Guess Listen days take mind hand kindness Step 3: Post listening Sts sing the song without the tape IV.Summary -Call on 1,2 ss sing the song V.Homework: practice singing the song E.Evaluation Date of preparing: 3/3/14 UNIT : celebrations Period : 53 Lesson 4: Read A Objectives: By the end of the lesson ss will be able to know more about the opinions, feelings, and memories of children about their father on the Father’s Day in the USA and in Australia B.Teaching aids: - Posters,pictures C.Methods: Matching, lucky numbers, … D.Teaching procedures: I.Organization Class Date of teaching Absence 7/3/14 II.Warm up: Kim’s game - T shows sts some days on the board (8/3, 2/9, 1/6, 1/5, 14/2, 20/11, 24/12, ) - T rubs out all the days and calls sts to go to the board to recall them (groups) - Check and correction III.New lesson *Comprehension questions: Have ss practice asking and answering the questions in open pairs and closed pairs * Lucky numbers LN b LN c e f a d LN 10 g Guess Read a b c d e f F T F F T T *Comprehension questions: a Who you think Rita sends this card to? b Does Rita love her father? c Has Jane got married? d What quality makes Bob’s father different from the others? e Who said his(her) father was the best person in the world? f Who you love most in your family? g What you often to make your father happy? Step 3: Post reading * Discussion -Have ss discuss what qualities make a good father IV.Summary - The Father’s Day is celebrated for children to show their feelings and their gratitude to their fathers V.Homework: Write a postcard to your father to show your love to him E Evaluation : Date of preparing: 7/3/14 Period : 54 UNIT : celebrations Lesson 5: Write A Objectives: : By the end of the lesson ss will be able to write a letter to a friend/pen pal to share their ideas B.Teaching aids: _Posters,pictures C.Methods: D.Teaching procedures: I.Organization Class Date of teaching Absence 10/3/14 II.Warm up: - T asks sts to match the information - Have sts make sentences like this: “Rita’s father is the man who teaches his children how to love.” III.New lesson: T and sts’ activities Step 1:Pre-writing *Pre-teach: -enhance(v) ~ improve -have a day off (v) example -nationwide (adj) nation=> adj? *Ordering: -Ss put the parts in the correct order *Give details about: + When to celebrate, in what season,or what month?(why?) + How to celebrate: having parties,sending cards + What special gift to give? what special food to offer + State whether or not you think your idea will be supported and you hope the day will be celebrated nationwide * Tell your friend the reason for celebrating this day -Keys: a.2 b.3 c.1 Blackboard display Vocabulary: - enhance(v) nâng cao, thúc đẩy - have a day off (v) nghỉ ngày - nationwide (adj) khắp nước, nước Write: Example writing: In my opinion, it is essential to have a day to celebrate for our parents On these occasions,children will have a special day to expess their feelings,memories and love for ther parents we have an opportunity to enhance family traditions.Members of families can have a chance to get together, to know one another and to help one another I think first Sunday of April is suitable.Sunday is a day off so everybody is free from work or study.April is late spring or early summer,and the weather is generally fine at this time of the year,many activities can Step 2:While-writing *Ss work in groups of 5, writing a letter using the given ideas Step 3:Post-writing Sharing and comparing - Let sts compare in pairs/groups and correct mistakes happen outdoors It is not necessary to have parties but it’s a good idea to have lunch or dinner with all members of the family.Children should give their parents flowers,send them cards or bring them special cake.Moreover,children should serve their parents the food that they like best I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want their parents to be happy IV.Summary -Get ss to give their opinions V.Homework - Complete the writing into notebooks - Additional: Write about Mother’s day E.Evaluation Date of preparing: 11/3/14 Period : 55 UNIT : celebrations Lesson 6:Language Focus A Objectives: By the end of the lesson ss will be able to use relative clauses and adverb clauses of concession B.Teaching aids: Posters, pictures C.Methods: Guessing game, … D.Teaching procedures: I.Organization Class Date of teaching Absence 14/3/14 II.Warm up: Guessing game: Use the picture on page Ex:The girl is wearing a pink dress.Who is she? – Linda -T reviews ‘who,which’clauses from the guessing game Ex:Who is Linda?(Uncle Tom/Aunt Judy/granmother/Jack)? Linda is the girl who is wearing a pink dress III.New lesson: T and sts’ activities Blackboard display Activity 1: Pre-teach - compose(v) example Vocabulary: - culture(n) example - compose (v) sáng tác - satisfy (v) situation - culture (n) văn hóa, văn hóa - satisfy (v) thỏa mãn, làm cho vừa lòng Activity 2: *Language focus 1: Practice: - Let sts the exercise and check the *Language focus 1: a Auld Lang Syne is the song which is sung on answers Activity 3: *Set the scene:Thu Ha is not satisfied with her preparations for Tet Thu Ha has decorated her house and made plenty of cakes -Ask ss to combine sentences into one by using a connective-even though New Year's Eve b This watch is a gift which was given to me by my aunt on my 14th birthday c My friend Tom, who sings Western folk songs very well, can compose songs d Wse often go the the town cultural house, which always opens on public holidays e I like reading books which tell about different peoples and their cultures f On my mom's birthday my dad gave her roses, which were very sweet and beautiful g Judy like the full-moon festival, which is celebrated in mid-fall, very much h Tomorrow I'll go to the airport to meet my friends, who come to stay with us during the Christmas *Language focus 3: b Although we don't have a Mother's Day in Viet Nam, Dad and I have special gifts and parties for my mom every year on the 8th of March c We went to Ha Noi to watch the parade on *Practice: +L.F 3: - Sts the exercise in groups - Collect sts’ answers on the bb and check - Correction the National Day las year even though we live in Nam Dinh d Many tourists enjoy festivals in Viet Nam though they not understand Vietnamese culture very much e Even though in Australia Christmas season is in summer, Australians enjoy Christmas as much as people in European countries f Although Jim came to the show late due to the traffic jam, he could see the main part of the show + L.F 4: - T elicits and shows sts how to the task and explain new words - Have sts the task in pairs (closed pairs and open pairs) - Delayed correction *Language focus 4: a Although Mrs Thoa was tired, she helped Tuan with his homework b Even though Liz has an exam tomorrow, she is still watching TV now c It rained yesterday although the weather bureau predicted the weather would be fine d Ba ate a lot of food though he wasn't hungry e Even though the keyboard wasn't working well, Mary tried to finish her letter V.Homework: Ex 4,5 (w.b) E Evaluation : Unit : Natural Disasters A.Objectivesai: Helping students: - to make predictions - to talk about the weather forecast - to discribe events - to write a story B.Teaching aids: cassette, pictures, cues, posters, textbook, lesson plan, tape C.Teaching procedure: 1/Lesson 1: Getting started - listen and read 2/Lesson 2: Speak+Listen 3/Lesson 3: Read 4/Lesson 4: Write 5/Lesson 5: Language Focus -Date of preparing: 14/3/14 Period : 56 Unit : Natural Disasters Lesson 1: Getting started + Listen and read A Objectives: By the end of the lesson, students will be able to get the information about the weather forecast from the weather forecast B Teaching aids: Posters, cassette.tape C Methods: T/F predictions, gapfill, roleplay D Contents: I.Organization Class II Warm up: Date of teaching 17/3/14 Absence Brainstorm weather Hot sunny III New lesson T and sts’ activities Step 1:Pre-listening: *Pre-teach: - earthquake(n) picture - volcano(n) picture - typhoon(n) picture - thunderstorm(n) picture Blackboard display Vocabulary: - earthquake (n) động đất - volcano (n) núi lửa - typhoon (n) bão nhiệt đới - thunderstorm (n) bão có mưa to, sấm sét - turn up (v) điều chỉnh tiếng to lên - turn up(v) - expect(v) - trust(v) situation explanation >< nghi ngờ *Getting started:Matching *Setting the scene: -Thuy is talking to her grandmother They are watching the weather forecast and talking to each other *T/F statement predictions: - Run through the statements - Sts guess - Collect the guesses Step 2: While listening + reading - Sts listen and check their predictions - Let sts read the dialogue again to correct themselves - Correction *Gap fill (page75) - Have sts read through the gapped sentences and find the suitable words from the dialogue to complete them - Collect and correct: - expect - trust (v) chờ đợi, chờ đón (v) tin tưởng Getting started: Matching: Match the names of disasters to the correct pictures (texbook p74) Listen and read: *T/F statement predictions: Thuy is listening to the radio Ha Noi and areas to the north will be sunny The south central coast can expect snowstorms Thuy’s grandmother never misses weather forecasts Thuy is going to have a picnic with her new friends Thuy won’t bring a raincoat Statement Guess Listen *Gap-fill: a turn up - weather forecast b raining c Central highlands d experience/have temperatures e weather forecasts - watching them Step 3: Post reading: Roleplay - Have sts ask and answer questions about the weather in some places like this: Q: What will the weather be in Ha Noi tomorrow? A: Ha Noi will be sunny It will have temperatures between 23oC and 27oC IV.Summary: Talking about the weather V.Homework -Write a weather forecast for Mong Cai tomorrow E Evaluation : Date of preparing: 18/3/14 Unit : Natural Disasters Lesson 2: Speak Period : 57 A Objectives: By the end of the lesson, students will be able to talk about what they want to buy and what they should prepare for a typhoon B.Teaching aids: Posters, C Methods: D Contents: I.Organization Class Date of teaching Absence 21/3/14 II.Warmer *Brainstorming: buy food III.Newlesson T and sts’ activities Step 1:Pre-speaking: *Pre-teach: - leak (n): chỗ thủng - bucket (n): cái xô - tie (v) thắt chặt - latch (n) cái chốt cửa - damage (v) làm hư hại - container (n) vật chứa - doorway (n): ô cửa *RO/R Setting the scene: -Have there been any typhoon in your home town? -What should we when there is a typhoon? Preparations for a typhoon store water Blackboard display Vocabulary: - leak (n): - bucket (n): - tie (v) - latch (n) - damage (v) - container (n) - doorway (n): Speak: *Matching The things to - buy some canned food, - fix the leak in the roof - tying the roof to Step 2:While speaking: the ground with -Elicit some questions and get ss to ask and robes - cut down some answer in pairs branches of trees chỗ thủng cái xô thắt chặt cái chốt cửa làm hư hại vật chứa ô cửa Why - there must be strong winds - it will be heavy rain - there may be a power cut - the market may be closed -Ask ss to use the expressions on page 77 when talking a)why we need to buy food? b)What we need to buy? c)Why we to buy candles/ a ladder? -Go around and help ss,encourage them to show their own ideas - fill all the buckets with water - check all the window &door latches - buy candles or matches - buy a ladder - the water pipes may be damaged - big trees may fall down - there may be a flood Step 3:Post speaking Write it up - Sts write a short paragraph on what we should to prepare for a typhoon IV Summary: - What would you if there is a storm / flood coming? - You must be well-prepared when there is a storm coming V Homework: -Ex: 1.2 (w.b) E.Evaluation Date of preparing: 21/3/14 Unit : Natural Disasters Lesson 2: Listen Period : 58 A Objectives: By the end of the lesson, students will be able to listen for details : How to live with earthquake B.Teaching aids: Posters, cassette.tape C Methods: D Contents: I.Organization Class Date of teaching Absence 24/3/14 II.Warmer *Brainstorming: Preparations for a typhoon buy food store water III.Newlesson: T and sts’ activities Blackboard display Step 1:Pre-listening Pre-questions: *Setting the scene: Today we are going to listen to an expert talking about how to live - Do you know anything about with earthquakes First, I would like you to earthquakes? - In which country earthquakes occur answer some questions: freequently? - T elicits from sts and collects the answers - Have any earthquakes occured in VN recently? where? on the board - What would you if there was an earthquake? Listen: Step 2:While listening *Complete the table: Living with earthquakes SS listen and complete the table Heavy fixtures, furniture and appliances: - Check the answers  Place heavy books on the (1) - Correction  Block the rollers on your (2) and (3) *Answer key: Flying glass: bottom shelf of your bookself  Check the (4) _ fridge  Don’t put your bed near (5) _ washing machine Earthquakes drill: mirrors  Stay (6) _ a window  Sit (7) _ or (8) _ under a strong table doorway corner of a room *Comprehension questions: - Let sts listen again and answer the questions - Check and correct: a to prevent them from moving b We should put hanging potted plants in plastic containers c The first thing to remember during an earthquake is to stay inside d We should sit under a strong table or doorway, or stand in the corner of a room  Stand in the (9) _ *Questions: a.Why we have to block the rollers on the fridge and washing machine b.What should we put in plastic containers: c.what is the first thing to remember during an earthquake? d.If you were in an earthquake zone, where should you sit or stand? Step 3:Post listening: *Write it up -Imagine you live in an earthquake zone,write some advice to your friends ,telling what we should or what shouldn’t do? IV.Summary: - If you live in an earthquake zone, you should take some time to look around your house and be well-prepared for an unexpected earthquake at any time; plan where you are during an earthquake is very important V Homework -Ex:1.2(w.b) E.Evaluation Date of preparing: 25/3/14 Unit : Natural Disasters Lesson 4: Read Period : 59 A.Objectives: By the end of the lesson, students will be able to get more information about the natural disasters in the world B.Teaching aids: Posters, pictures C Methods: Matching, T/F, comprehension questions, recall, D Contents: I.Organization Class Date of teaching Absence 28/3/14 II.Warmer *Brainstorming earthquakes Natural disasters III.New lesson: T and sts’ activities Step 1:Pre reading Pre-teach: - tidal wave (n) pic - abrupt (adj) explanation - tornado (n) pic - funnel- shaped (adj) pic - suck up (n) situation - shift (n) mime * Matching: - Ask sts to match the English words to Vietnamese meanings - Check and correct * T/F predictions: - Let sts guess the T/F p79 - Collect sts’ guesses on the bb Step 2:While reading *Ss read and check T/F statements 1-T, 2-T, 3-F, 4-T, 5-F, 6-T - Have sts correct the false statements: A huge tidal wave traveled from Alaska to California world's largest volcanic eruption in more than 50 years *Complete the sentences: (p79) - Let sts work in pairs to complete all sentences with appropriate words or snowstorm Blackboard display Vocabulary: - tidal wave (n) sóng thần - abrupt (adj) bất ngờ, đột ngột - tornado (n) loc xoay - funnel- shaped (adj) có hình phễu - suck up (n) hút lên - shift (n) dịch chuyển * matching: Earthquake bão Tidal wave động đất Typhoon lốc xoáy Volcano sóng thần Tornado núi lửa * T/F statements Predictions(page79) Statements Guess Read T T F T F T *Complete the sentences occur around the Pacific Rim people were killed when homes,office blocks and highways phrases from the text - Check and correct Step 3:Post reading Recall - Have sts close their books and recall from their memories about the natural disasters - Call some sts to represent what they know/remember about the disasters (English + Vietnamese) collapsed there is an abrupt shift in the underwater movement of the earth a cyclone the word ‘typhoon’ passes overland below a thunderstorm and sucks up anything that is in its path IV Summary: *Natural disasters are disastrous We should protect our environment to avoid these disasters as much as possible V.Homework: Translate the text into Vietnamese E.Evaluation Date of preparing: 29/3/14 Unit : Natural Disasters Period : 60 Lesson 5: Write A.Objectives: By the end of the lesson, students will be able to write a story using given pictures and cues about a typhoon B.Teaching aids: Posters, pictures C.Methods: Speaking practice, group writing D Contents: I.Organization Class Date of teaching Absence 31/3/14 II.Warmer: Have you ever been caught in a typhoon? If yes, how did you feel? - T uses the two questions above to elicit the topic of the writing today III.New lesson: T and sts’ activities Step 1:Pre writing: *Pre-teach: - shelter (n) situation - behave (v) example - scared (adj) situation - strangely (adv) translation - clever (adj) translation - circle (n) mime *Questions and answers: a How you feel before the storm/during the storm/after the storm? b What’s the weather like before the storm/during the storm/after the storm? -Run through the pictures and cues given (T explains new words if there are) *Speaking -Ask ss to use the cues and the pictures to tell the story Step 2:While-writing *Ss write a story in groups of - T goes round to monitor and helps Step 3:Post- writing Exhibition/swap among the groups Blackboard display Vocabulary: - shelter (n) nơi ẩn nấp, chỗ trú - behave (v) cư xử - scared (adj) sợ, sợ hãi - strangely (adv) lạ, lạ lùng - clever (adj) thông minh, nhanh trí - circle (n) vòng tròn, hình tròn Write: *Model writing: It was a beautiful day Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kept running around in circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen, said that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and tell them to find shelter in the house Suddenly, the sky became very dark The storm came with strong winds and heavy rain Mrs Quyen and her family were scared But soon the storm finished - Let sts compare between groups/tables Everyone was glad What clever dog Skippy is! She saved Lan from being caught Delayed correction in the typhoon * IV Summary: Do you think Skippy is clever? Why? V Homework: Write a story in your notebooks E Evaluation : Date of preparing: 1/4/14 Unit : Natural Disasters Period 61 Lesson 6: Languge focus A.Objectives:Further practice in defining relative clauses and non-defining relative clauses B.Teaching aids: Posters, pictures C.Methods: D.Contents: I.Organization Class Date of teaching Absence 4/4/14 II.Warmer *Knowledge game: 1.Which city in Japan was struck by a huge earthquake? (Kobe) 2.Which country won the 1998 Tiger Cup? (Singapore) 3.Who discovered America? (Christopher Columbus) 4.Which planet is closest to the earth? (Venus) 5.Which ASEAN country is divided into regions by the sea? (Malaysia) 6.Which animal in Vn was chosen to be the logo of SEA games 2003? (buffalo) III.New lesson T and sts’ activities Activity 1: Presentation: *Pre-teach: - border (v) example - extensive (a) example - distroy (v) situation - sweep (v) translation - chewing gum (n) realia - ancient (a) synonym - disastrous (a) translation * Model sentences: (Defining and non defining Blackboard display 1.Vocabulary - border (v) biên giới - extensive (a) rộng lớn, mở rộng - distroy (v) phá hủy - sweep (v) quét qua, tràn qua, quét - chewing gum (n) kẹo cao su - ancient (a) cũ, cổ xưa - disastrous (a) tai hại Grammar: relative clauses) -Give ss pairs of sentences and ask them to use RP “who,which” to combine them *Defining Relative clauses identify nouns clauses tell us which nouns,these clauses tell us which person or things the speaker means *Non Defining Relative clauses give more information about a person or thing already indentified.When we write these clause,we put commas at the begining of the clause (we can not use”that” in non defining clause Activity 2: Practice: - Let sts the exercises in groups (speaking) - Check and correct one by one - Let sts speak and say out their a.The book has been lost.you gave me the book on my birthday => The book which you gave me on my birthday has been lost => defining relative clause b.Vietnam exports rice.Vietnam is in the southeast Asia => Vietnam,which is in the southeast Asia,exports rice => Non-defining relative clause Practice: Language focus1: b The country which won the 1998 Tiger Cup is Singapore c The animal which has one or two horns on its snout is rhinoceros d The explorer who discovered America is Christopher Columbus e The planet which is clesest to the Earth is Venus f The animal which was chosen to be the logo of SEA games 2003 is the buffalo g The ASEAN country which is devided into two regions by the sea is Malaysia h The food which you can chew but you cannot swallow is the chewing gum; and the thing you can swallow but you cannot chew is water + Language focus 2: 2-g It snowed in Lang Son, which is on the Ky Cung River, in the winter of 2002 3-f Pompeii, which is an ancient city of Italy, was completely destroyed in A.D 79 by an eruption of Mount Vesuvius 4-a Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200,000 homeless 5-c The cyclone of November 1970 in Bangladesh, which killed about 500,000 people, was one of the worst natural disasters of the 20th century 6-d The most disastrous earthquake in Japanese history, which occurred in 1923, damaged Tokyo and Yokohama and killed about 150,000 people 7-b The October 1989 Loma Prieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area + Language focus 3: - Defining: d, f - Non-defining: b, c, e, g + Language focus 4: ideas IV.Summary: *Call on some ss give examples,using defining and non defining clauses V.Homework Ex 3,4,5(w.b) E.Evaluation Date of preparing: 4/4/14 Period 62 written test A.Objectives: To evaluate sts' study and give marks B.Teaching aids: Copied papers of the test C.Methods: Individual writing D.Contents: I.Organization Class Date of teaching 7/4/14 Absence II The contents of the test: I Listen and fill in the gaps with the information you hear: (2pts) A birthday is the day when a (1) … was born In many places, on a person’s birthday, he or she celebrates with (2) … and family at a party, where they eat cake or other foods, and gets (3) … In many English-speaking (4) …., people sing the song “Happy birthday to you” to the person celebrating his birthday There are similar songs in other (5) … A birthday cake is usually (6) … and covered with candles Most of the time, the (7) … of candles is the same as the (8) …… of the birthday person II Underline the best answer to complete each sentence: (2 pts) There are many celebrations ( in / throughout / over) the year Family members ( that / whom / which) live apart try to be together at Tet Most of earthquakes in the world (happens / occur / erupt) in the Ring of Fire I have no money ( though / so / because ) I can't buy my mother a present Sunday is a day ( off / of / out ) so everybody is free from work or study I am so ( enjoy / proud / interested ) of my father and love him so much A tropical storm is called a ( typhoon / cyclone / hurricane) in Asia We think that Mother's Day should be celebrated (nation wide / nationality / national ) III Match a half sentence in A with one in B to make a complete sentence (1pt) A B We are studying sentences a who wears a brown suit? Do you know any stores b which sells academic English books? Do you happen to see a man c who likes sea food very much We had dinner with a woman d which contain relative clauses IV Rewrite the sentences, using the given words without changing (2,5pts) He has an English name He is French (although) Mr Ha is sitting in a chair The chair is very comfortable (which) We lost the game We played better (Even though) The student looks very happy now He won the 1st prize in the competition (who) I was tired, so I went to bed early (Because) V Read the passage carefully and answer the questions below it: (2,5pts) Almost a hundred thousand people were killed and half a million homes were destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when the inhabitants of Tokyo were cooking their lunch Thousands of stoves were overturned as soon as the earth began to shake As a result, small fires broke out everywhere and quickly spread The fire engines were prevented from going to help because many of the roads had cracked open It was impossible to use fire fighting equipment as most of the water pipes had burst Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of the buildings Most of those who died were not killed in the earthquake itself but in the fires, which followed When did the earthquake occur in Tokyo? How many people died in that earthquake? Why couldn't fire engines help? What was the damage caused by? Were most of the people killed in the earthquake itself? * Listening text: A birthday is the day when a person was born In many places, on a person’s birthday, he or she celebrates with friends and family at a party, where they eat caked or other foods, and gets gifts In many English-speaking countries, people sing the song “Happy birthday to you” to the person celebrating his birthday There are sililar songs in other languages A birthday cake is usually decorated and covered with candles Most of the time, the number of candles is the same as the age of the birthday person III The marking scheme and the answer key: I Listen and fill in the gaps with the information you hear: (2pts) - Each correct word gets 0.25 person friends gifts countries languages decorated number age II Underline the best answer to complete each sentence: (2 pts) - Each correct word gets 0.25 throughout who occur so off proud typhoon nationwide III Match a half sentence in A with one in B to make a complete sentence (1pt) - Each correct answer gets 0.25 d b a c IV Rewrite the sentences, using the given words without changing (2,5pts) - Each correct answergets 0.5 Although he has an English name, he is French Mr Ha is sitting in a chair which is very comfortable We lost the game even though we played better Or: Even though we played better, we lost the game The student who won the 1st prize in the competition looks very happy now Because I was tired, I went to bed early V Read the passage carefully and answer the questions below it: (2,5pts) - Each correct answergets 0.5 The earthquake occurred just before noon Almost a hundred thousand people were killed The fire engines were prevented from going to help because many of the roads had cracked open The damage was caused by fire No, they weren't (They were killed in the fires.) IV.Summary: T gives comments of sts’ behavior in the period V Homework: Prepare unit 10 E Evaluation : Unit 10 : Life on other planets A Objectivesai: Helping students: - to talk about possibility - to seek information - to write an exposition - to use modal verbs: may, might - to understand and distinguish conditional sentences type and type B.Teaching aids: -cassette, pictures, cues, posters, textbook, lesson plan, tape C.Teaching procedure 1/Lesson 1: Getting started - listen and read 2/Lesson 2: Speak 3/Lesson 3: Listen 3/Lesson 4: Read 4/Lesson 5:Write 5/Lesson 6: L.F (There are two review periods after the first two lesson of unit 10) Ngày soạn: 8/4/14 Unit 10 : Life on other planets Period : 63 Lesson 1: Getting started - listen and read A.Objectives: By the end of the lesson, students will be able to know more about UFOs B.Teaching aids: Posters, cassette.tape C.Teachniques: Chatting, ROR, Ordering, D Contents: I.Organization Class Date of teaching Absence 11/4/14 II.Warm up: Chatting what can you see in the picture? What we call them in Vietnamese? Do you know another word for UFOs? Do you think they really exist? Have you ever seen any films o UFOs? III.New lesson T and sts’ activities Step 1: Pre-reading *Pre-teach: - spacecraft(n) pic - alien(n) pic - meteor (n) pic - evidence(n) explanation - device(n) translation - claim(v) situation - capture(v) pic *Check:RoR *Setting the scene(page 83): There are many people saying that they have seen UFOs or aliens There are some events that happened to them Put the statements in order of time Step 2: While-reading Ordering checking: - Have sts read the text and check the order of the statements The correct order is: c - b - f - e - g - a – d * reading comprehension: - Sts read the text again and find words which have the same meanings to the given words a evidence b meteor c alien d collecting e captured f disappeared Step 3:Practice Conditional sentences Type2: Blackboard display Vocabulary: - spacecraft(n) - alien(n) tinh - meteor (n) - evidence(n) chứng - device(n) - claim(v) - capture(v) tàu vũ trụ người ngoài hành băng, chổi chứng cứ, thiết bị tuyên bố, thông báo bắt giữ Listen and read: a A pilot disappeared after sighting a UFO b People see over 1,500 UFOs all over the world c A pilot saw objects near Mount Rainier d A man saw a plate-like device near his garden e A farmer saw an object which looked like an egg f A woman saw aliens in a spacecraft g Two people said they were captured by aliens *Find the words in text which have the same meanings to a roof,support - T elicits the model sentence from sts by asking the question: “What would you if you met an alien?” b falling star,or shotting star c unknown/strange people or thing d bring together or gathering e caught as a prisoner f became impossible to see =>Câu điều kiện không có thực tại: Chỉ điều kiện không đúng với -Could có thể dùng thay cho would *Practice: Matching - let sts match two halves of a sentence together then make it unreal conditional one - Check and correct * if I saw a UFO, I would believe in their story If there were water on Mars, there would be a form of life there If there were UFOs, there would be traces of their landing If I had a million dollars, I could take a space trip If I met an alien, I would take him to visit my home If people could live on the moon, we would have more place to stay *Model sentence: If I met an alien, I would invite him to my home ==> Present unreal conditional sentence If clause Result clause S + V (simple S + would + past) V (could) * Practice: I see a UFO There is water on Mars There are UFOs I have a million dollars I met an alien People can live on the moon a We have more place to stay b I believe in their stories c I can take a space trip d There are traces of their landing e I will take him to visit my home f There will be a form of life there IV.Summary: - The content of the text + the present unreal conditioal V.Homework: Language focus E Evaluation: Ngày soạn: 11/4/14 Unit 10 : Life on other planets Period : 64 Lesson 2: Speak A.Objectives: By the end of the lesson, students will be able to talk about the things that may exist on Mars B.Teaching aids: Posters, pictures C.Methods: Matching, discussion, picture drill, D.Contents: I.Organization Class Date of teaching Absence 14/4/13 II.Warmer *Brainstorming plane ts III.New lesson T and sts’ activities Step 1:Pre-speaking *Pre-teach: - microorganism(n) translation - creature(n) example - gemstone(n) picture - trace(n) situation - mineral(n) example - spot(n) picture - sparkling (adj) picture check: What and where *Matching: - sts match the words to possible symbols Step 2: Speaking *Picture drill - T elicits the examples T:What does this drawing say? S:There may be water in Mars T:What about this one? S:Well, there might be gemstones - T elicits and explains the difference between "may" and "might": (to talk about possibility but "might" is less possible than "may") - Let sts continue the same dialogues with other symbols - Let sts say aloud the other sentences from the pictures and cues Blackboard display Vocabulary: - microorganism(n) vi sinh vật - creature(n) loài sinh vật, sinh vật - gemstone(n) đá quý - trace(n) dấu vết - mineral(n) khoáng chất, khoáng sản - spot(n) điểm, chấm - sparkling (adj) lấp lánh Speak: *Language Focus 1: - T models the first two pictures: a It may be a book or it might be a game b It may be a box of crayons or it might be a box of paints c It may be a fooball or it might be a basketball d It may be a boat or it might be a train e It may be a flying saucer or it might be a meteor f It may be an evening star or it might be - Check and correct: a spacecraft *Discussion -What you think there might be on mars? on the moon? on other planets? I think there may be Step 3: Post speaking: Chaingame - Divide the class into groups of five Number the members of each group from to The sts No1 says one sentences to tell what (s)he thinks there may/might be on the moon or another planet The sts No2 repeats and add more things Ex: S1: I think there might be water on (Mars) S2: I think there might be water and plants on (Mars) S3: I think there might be water, plants and on (Mars) S4: IV.Summary May/Might + V(inf) V Homework -LF1 (p89-90) E Evaluation Ngày soạn: 3/5/2010 Period : 65 Revision A.Objectives: Helping ss to revise vocabulary and grammar in English B.Teaching aids: Posters, pictures C.Methods: D.Contents: I.Organization II.Warmer Class Date of teaching Absence 18/4/14 III.New lesson: T and sts’ activities Blackboard display Activity 1: Revision of tenses - T asks sts to an exercise to give the correct forms of the verbs given - Let sts the task individually - Pair-compare - T collects sts’ answers on the board and correct Answer key: have had tidied have moved has left - rang have you ever baked lived didn’t make would know Tenses: Give the correct forms of the verbs in brackets I (have) these shoes since my eighteenth birthday I(tidy) my desk,but now it’s in a mess again We (move) here in 1993 Ruby(leave) a message for you.He (ring) last night (you/ever/bake) your own bread La wishes he (live) in Hanoi I wish I (not make) mistakes If he phoned me last night, I (know) about this Activity 2: Revision of reported speech - T asks sts to an exercise to change the direct speech into the reported ones - Let sts the task individually - Pair-compare - T collects sts’ answers on the board and correct Speeches: Put the following sentences in to reported speech a "Is this your father's car?’ The policeman asked Sandra b "I don’t know where Thomas is’ said Nam c "Where are you going for your Answer key: holidays?” asked Martha a The policeman asked Sandra if that was d "Listen to me and don’t make a noise” her father’s car said the teacher to his students b Nam said he didn’t know where e "You must your homework Thomas was everyday” said Miss Bond to us c Martha asd me where I was going or f "there isn’t much rain in the south of the my holidays country” said Harry d The teacher asked/told his sts to listen g "How you go to work?” askes Long to him and not to make noise.Miss Bond said we had to our homework everyday e Harry said there wasn’t much rain in the south of the country f Long asked how I went to work Activity3: Revision of the passive The passive: - T asks sts to an exercise to change the active sentences into the passive ones Change these sentences into the - Let sts the task individually passive voice - Pair-compare a They should help Jane with the sewing - T collects sts’ answers on the board and b The mechanic is repairing Judy’s car correct Answer key: a Jane should be helped with the sewing b Judy’s car is being repaired by the mechanic c Something must be done before it’s too late d These artificial flowers are made of silk e The floor was being cleaned (by him) when I arrived f I was paid a lot of money to the job / A lot of money was paid to me to the job g This letter has been written by Lan c We must something before it’s too late d They make these artificial flowers of silk e He was cleaning the floor when I arrived f They paid me a lot of money to the job g Lan has written this letter IV.Summary - Revise the tenses of English, the passive and reported speech V.Homework.: Revision E.Evaluation Ngày giảng: 5/5/2010 Unit 10 : Life on other planets Period : 66 Lesson 3: Listen A Objectives: By the end of the lesson, students will be able to listen to a passage for details and get more information about the moon B.Teaching aids: Posters, pictures C.Methods T/F statements, comprehension questions, gap-fill D.Contents: I.Organization Class Date of teaching Absence 9D3 9D4 9D5 II.Warmer: Chatting -What you think there might be on the moon? I think there may be III New lesson: T and sts’ activities Blackboard display Step 1:Pre-listening *Pre-teach: Vocabulary: - crater (n) pic - crater (n) lỗ/hố hình miệng chén - jump (v) mime - jump (v) nhảy - find out (v) = discover - find out (v) tìm ra, phát * Rub out and remember *T/F predictions: - Let sts read through the statements and guess if they are true or false - Collect sts' guesses onto the bb Listen: No Guess Listen Correct a T b There are no rivers b F or lakes on the Step 2:While listening c T moon * T/F checking: d T e.During the day, the - Let sts listen to the tape and check T/F e F temperature rises to - Collect sts' answers and correct f T 100oC - Have sts copy the task into their g F g.There are high notebooks h F mountains on the i T moon j T h.You will weigh one sixth of what you weigh on earth *Comprehension questions: *Comprehension questions: 1.Why there are no sounds on the moon? - Ss listen to the tape again and anwser the - Because there is no air on the moon questions by themselves 2.How many craters are there on the moon? - Let sts discuss the answers in - There are about 30,000 craters on the tables/groups moon - T collects sts' answers and corrects 3.How much will you weigh on the moon if you weigh 50 kilos on the earth? - If I weigh 50 kilos,I’ll weigh only a little more than kilos 4.Will you sleep well on the moon ?Why? Why not? - No, (maybe) we won’t Because one day lasts for weeks on the moon Step 3:Post listening : Gap-fill On the moon - Have sts fill in the gaps in the following On the moon, there is (1) air passage with suitable words Therefore, there will be no music, no sounds There are no rivers and no - T collects sts' answers and corrects (2) because there is no (3) Answer key: The temperature changes from 151oC at no night to 100oC during the (4) lake There are over 30,000 great holes called water (5) on the moon There are also high day (6) , too crater On the moon, you weigh one (7) of mountains what you weigh on earth You will be eight (8) to jump very high, higher than an able Olympic Champion But if you were on the well moon, you wouldn't sleep (9) 10 two because one day on the moon lasts for (10) weeks IV.Summary: There is no kinds of life on the moon V Homework - Learn vocabulary by heart - Get ready for "Read" E Evaluation : Ngày giảng: 6/5/2010 Period : 67 Unit 10 : Life on other planets Lesson 4: Read A Objectives: By the end of the lesson, students will be able to understand the text about going on a space trip B.Teaching aids: Posters, pictures C.Methods: Ordering, comprehension questions, discussion D.Contents: I.Organization Class Date of teaching Absence 9D3 9D4 9D5 II.Warmer *Chatting: 1.Do you want to travel? 2.Have you ever traveled in our country or abroad? 3.Have you ever dream of a trip to space? 4.Do you want to be an astronaut? 5.Do you think travelling into space takes a lot of money? III.New lesson T and sts’ activities Step 1: Pre-reading *Pre-teach: - push-up (v) pic - orbit (n) pic - totally (adv) completely - marvelous (a) = wonderful - physical condition (n) translation - space (n) pic *check:R &R *Ordering 5.a) –page 87 -Show the poster of statements on the board -have ss work in pairs to put the statements in order to show what they need and get in joining a trip into space -give feedback Blackboard display Vocabulary: - push-up (v) hít đất, chống đẩy - orbit (n) quỹ đạo - totally (adv) hoàn toàn = completely - marvelous (a) tuyệt vời - physical condition (n) điều kiện thể chất - space (n) vũ trụ Read: a Ordering: Step 2:While reading (a.4 -b.1 - c.5 - d.2 *Have ss read the text and check their -e.3) guess *comprehension questions (page 87) –pair work b Answer the questions: you have to run a lot,swim everyday,and aerobics and push-ups to have an exellent physical condition you must get a letter from the doctor you can see pictures of the earth:your country,interesting places, the oceans, the big rivers,the tall mountains 16 times a day we can walk on the wall or on the ceiling Step 3:Post reading Discussion “If you were able to take a space trip what would you to prepare for the trip? what would you like to bring along? IV Summary -The content of the text V Homework: Prepare the next lesson E.Evaluation Ngày soạn: 8/5/2010 Period : 68 Unit 10 : Life on other planets Lesson 5: Write A.Objectives: By the end of the lesson, students will be able to write an exposition about the existance of UFOs B.Teaching aids: Posters, textbooks C.Methods: Matching, exposition building, delayed correction D.Contents: I.Organization Class Date of teaching Absence 9D3 9D4 9D5 II.Warmer *Jumble word ucinionttrod = introduction oybd = body nculcoonsi = conclusion III.New lesson T and sts’ activities Blackboard display Step 1:Pre-writing *Pre-teach: Vocabulary: - imagination (n) tưởng tượng - imagination (n) tưởng tượng - trick (n) trò lừa đảo, lừa - trick (n) trò lừa đảo, lừa dối dối - flying sauce (n) đĩa bay - flying sauce (n) đĩa bay - man like creature (n) sinh vật giống - man like creature (n) sinh vật người giống người - mysterious (a) bí hiểm, bí mật - mysterious (a) bí hiểm, bí mật *Matching: 6.a (p88) Introduction(2) Body(3) Conclusion(1) *Reading the dialogue + Comprehension questions Does An believe there are UFOs? Does Ba believe in UFOs? What does An think about UFOs? Why does Ba think UFOs exxist? What evidence makes Ba belive in UFOs? Write: Step 2:While writing 1.I/ believe/ UFOs/ exist/ because/ articles/ *Ss use Ba’s opinion to write an reports/ newspapers/ talk/ their appearance exposition about the existence of First/ people/ different country / report/ UFOs they/ once/ see/ flying saucers - Let sts write individually into their Second.there/be/photos/flying saucers/ notebooks some/ photographers/ say/ they/ see/ man like Suggested writing: creatures/ get/out of/ the saucers I believe UFOs exist because Moreover/ people/ discuss/ mysterious articles and reports in newspapers /cirles/ field/ countyside/ Great Britain talked a lot about their apperance Firstly, many people from different countries reported that they once saw flying saucers Secondly, there are many photos of flying saucers and some photographers said the saw manlike creatures get out of the vehicles Moreover, people are discussing those mysterious circles on the fields in the countryside of Great Britain So I think UFOs are not our imagination They are real; and, we should be ready to see their visit so/ I/ think/ UFOs/be/ not/ human’s imagination./ They / real/ we/ be/ ready/ see/ their visits Step 3:Post writing -Collect some writings to check and correct mistakes before the class IV.Summary: There may be UFOs or not You can write to support your ideas V.Homework: Write an exposition using An’s opinion E.Evaluation Ngày soạn: 9/5/2010 Period : 69 Unit 10 : Life on other planets Lesson 6: Language Focus A.Objectives: Further practice with modal verbs: may/might and Conditional sentences: Type and type B.Teaching aids: Posters, pictures C.Methods: D.Contents: I.Organization Class Date of teaching Absence 9D3 9D4 9D5 II.Warmer *Guessing game:What may it be? - Sts look at each picture and make a guess: a It may be a book or it might be a game b It may be a box of crayons or it might be a box of paint c It may be a football or it might be a basketball d It may be a boat or it might be a train e It may be a flying saucer or it might be a meteor f It may be an evening star or it might be a space craft III.New lesson T and sts’ activities Blackboard display Activity *Setting the scenes: Language focus 2: -T gives example: b will miss / does not hurry I won’t go out if it c is not / will drop rains tonight d will join / finishes -Ss ex - page 90 individualy e writes / won’t foget -T asks some ss to go to the board to show their ideas -T gives feedback and emphasizes on the first conditional sentences Activity *T elicits from the ss: Conditional sentences (type 2) Form : If clause: Past simple Main clause: would + V Use : To talk about a condition that is not real in present *Chain game: (Ss work in group of 6) Nam / rich travel around the world meet many people learn many things get more knowledge get a good job Chain game:     If Nam were rich, he would travel around the world If Nam traveled around the world, he would meet many people If Nam met many people, he would learn many things If Nam learnt many things, he would get be/rich   Activity Finding friends -T divides the class into groups, one group write "if-clause" and the other write "main clause" After minutes, let sts go around to find partners who have a suitable ending/beginning to their clause (Sometimes the sentence is fun.) For example: Group 1: If I were a Queen, Group 2: I’d live in a palace more knowledge if Nam got more knowledge, he would get a good job If Nam got a good job, he would be rich Finding friends: (sts take notes) IV.Summary: The present unreal conditional sentences V.Homework: Finish all exercises in the workbook E.Evaluation