Giao an tieng Anh 10 Hai cot

Objectives: By the end of the lesson Ss will be able to: - learn more new words to talk about the World Cup - know about history of the World Cup and make questions and answer them well.[r]

Week: 01 Period: 01 Date of preparation: 18/08/ 2012 Date of teaching: 20 - 21/08/ 2012 REVISION I Aim: By the end of the lesson, Ss will be able to remember the structures and uses of two tenses: the present simple and the past simple II Methods: Integrating, mainly communication III Language content: the present and past simple,… IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Contents T and Ss’ activities The present simple (10’) - T asks Ss about the present simple form of * Structures: “TO BE” and ordinary verbs that they have - With “TO BE”: (+): S + is/am/are + … learnt ( - ): S + isn’t/ am not/ aren’t + … - Ss listen and answer ( ? ): Is/Am/ Are + S + …? - T corrects Ss’ mistakes if their answers are Ex: I am a teacher wrong Are you a teacher? - Ss copy - With normal verbs: (+): S + V/Vs/es + (O) (- ): S + don’t/doesn’t + V + (O) (?): Do/Does + S + V + (O)? Ex: She often gets up early Do they always go to school by bus? * Usage: - T reminds Ss the usages and adverbs of the - express an obvious truth present simple and gives examples to - express a repeated action at present illustrate - express a description, comment - Ss remind and copy * Adverbs: usually, sometimes, often, always, every (day/ night/ week, …), rarely, seldom,… Ex: I seldom go to school late My father drinks a cup of coffee every morning The past simple (10’) * Structures: - With “TO BE”: (+): S + was/were + … ( - ): S + wasn’t/ weren’t + … ( ? ): Was/Were + S + …? Ex: I was in grade last year They weren’t at home last night - With normal verbs: (+): S + V/Ved/2 + (O) (- ): S + didn’t + V + (O) (?): Did + S + V + (O)? Ex: Yesterday she went to school by bus They didn’t like the film on TV last night Did you buy a pen? * Usage: express an action that happens and ends in the past with a clear time * Adverbs: yesterday, ago, last (night/ week, …), in … Exercise (23’): Give the correct form of verbs in brackets She (be) is always happy when she meets her parents Did You (speak) speak to Mrs Baker yesterday? My father (drink) drinks tea everyday - T calls Ss to go to the board and write the structures of the past simple - Ss remember and write - Ss copy - T gives exercises and has Ss give correct forms of verbs in brackets - Ss copy and exercises - T calls Ss to give their answers on the board He (not like) didn’t like the movie last week They seldom (go) go to bed early She (be) was born in 1980 It (be) is often hot in summer All the students (go) went to the cinema last night Sometimes Lan (go) goes shopping with her mother 10 He often (catch) catches a train to work 11 He usually (water) waters the trees in the morning 12 Did She (do) her homework last night? 13 Last weekend Harry (fly) flew to London 14 Mark and George (play) play soccer twice a week 15 In 1994 Jill and Sally (be) were in San Francisco Homework - Review two tenses - Prepare for the test and corrects - Ss write down the correct answers on their notebook - T reminds Ss to review two tenses and prepare for the test - Ss listen and remember Remarks: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …… ……………………………………………………………………………………………………………………… …… Week: 01 Period: 02 Date of preparation: 20/08/ 2012 Date of teaching: 22 - 24/08/ 2012 TEST AND GUIDING I Aim: By the end of the lesson, Ss will be able to: - give the correct tenses of verbs in sentences, based on adverbs of frequency - know how to learn English in grade 10 - know how to English tests II Methods: Integrating, mainly communication III Language content: IV Teaching aids: test paper, English 10 textbook, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Contents T and Ss’ activities A Test I Give the correct tenses of verbs in brackets - T distributes test papers and has Ss When your family usually (have) ………… lunch? it We (fly) ……… to Spain every summer - Ss receive test papers and it in 35 How much money she (earn) ………… every month? minutes The sun (rise) in the East, remember She (go) ………… shopping every two weeks She (get) ………… married last year? The students (finish) …………… their work two hours ago My younger brother sometimes (wonder) ……… about his future I (not go) ………… to school last Sunday 10 Frank always (get) up at a.m II Translate into English Mẹ tôi chợ buổi sáng Chúng tôi không thích bóng đá Hôm qua họ học xe buýt Tối qua bạn có xem TV không? Tôi đã gặp cách đây ba ngày Keys: I does your family usually have did she get fly finished does she earn wonders rises didn’t go goes 10 gets II My mother goes to market every day We don’t like soccer They went to school by bus yesterday Did you watch TV last night? I met him three days ago B Guiding - Tiếng Anh 10 biên soạn Tiếng Anh 6, 7, và - T introduces to Ss contents and how - Tiếng Anh 10 gồm có 16 đơn vị bài học (Unit 15 giảm tải) và to prepare for their lessons bài ôn - Ss listen and remember - Mỗi đơn vị bài học phân các kĩ năng: Nghe, Nói, Đọc, Viết, Language focus (trọng tâm ngôn ngữ gồm phát âm và ngữ pháp) * Cách học: Rèn luyện kĩ năng: - Nghe (listening) - Nói (speaking) - Đọc (reading) - Viết (writing) Học bài và chuẩn bị bài nhà: - Soạn và học từ vựng - Đọc lại bài - Học các cấu trúc ngôn ngữ - Làm bài tập * Kiểm tra và đánh giá - T tells Ss the test they have in each - Kiểm tra miệng: ngày semester and how to prepare foe them - Kiểm tra 15 phút: 2-3 bài/ học kỳ - Ss listen and ask if they have - Kiểm tra 45 phút: bài/ học kỳ - Kiểm tra học kỳ: bài/ học kỳ C Homework Prepare for unit 1: A Reading questions Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 01 Period: 03 Date of preparation: 21/08/2012 Date of teaching: 23 – 25/08/2012 UNIT A DAY IN THE LIFE OF … A Reading I Aim: improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to: - Learn more new words to talk about daily activities - Understand daily activities of farmers Skills: Guessing meaning in context, scanning for specific information and passage comprehension II Methods: Integrating, mainly communication III Language contents: go off, be contented with, occupation,… IV Teaching aids: books, chalks, board, cassette,… V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: UNIT – Reading Contents T and Ss’ activities I Warm-up (5’) T’s questions: - T asks Ss some questions about daily What you often everyday? activities What time you get up? - Ss answer What you in the morning/ afternoon/ evening? - T introduces new lesson and has Ss guess the => Ss’ answers are different activities of a farmer II Before you read (15’) * Vocabulary - go off (phv): = ring - It + to take + O + period of time + to V Ex: It takes me fifteen minutes to go to school - get ready (phv) = prepare - be contented with = be satisfied with - lead (v) - buffalo (n) - plough (v) - harrow (v) - peasant (n) = farmer - pump (v) Task Choose the best answers C C A A III While you read (20’) Task Answer the questions He is a farmer/peasant He gets up at 4:30 and then he goes down to the kitchen to boil some water for his morning tea In the morning, he ploughs and harrows on his plot of land, drinks tea and smokes tobacco during his break In the afternoon, they repair the banks of their plot of land Mr.Vy pumps water into it while his wife does the transplanting Yes, they are Because they love their working and their children IV Afer you read (4’) Talk about of Mr Vy and Mrs Tuyet’s daily routine VI Homework (1’) - Learn by heart new words - T plays the tape of the passage one time for Ss to listen - T provides new words and has Ss guess the meanings - Ss give the meanings and copy the words - T pronounces correctly and has Ss repeat in chorus 3-4 times, then repeat individually - Ss repeat and T corrects their pronunciation -T has Ss read the sentences and guess the meaning of the italicized words - Ss read and answer - T corrects - T has Ss read the passage again individually and find out the answers - Ss read and give their answers - T asks Ss for their evidences - Ss give their evidences and T corrects - Ss close the book and remember the text to retell their partners about Mr Vy and Mrs Tuyet’s daily routine - T goes around and listens - Prepare for Speaking Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………  Week: 02 Period: 04 Date of preparation: 24/ 08/ 2012 Date of teaching: 27 - 29/ 08/ 2012 UNIT A DAY IN THE LIFE OF … B Speaking I Aim: to improve Ss' speaking skill Objectives: By the end of the lesson, Ss will be able to talk about their daily activities Skill: Ask and answer about timetable and daily activities II Methods: Integrating, mainly communication III Language content: Civic Education, Information Technology, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: New words and question about Mr Vy and Mrs Tuyet’s daily routines New lesson: Unit – B SPEAKING Contents T and Ss’ activities I Warm up (3’) Matching Maths Tiếng Anh - T provides some subjects in English and History Thể dục Vietnamese and has Ss match them English Toán - Ss read and match Physical Education Lich sử - T corrects and introduces new lesson II Before you speak (10’) * Vocabulary - Civic Education (n) - Information Technology (n) - Physical Education (n) - Geography (n) III While you speak (20’) Task Ask and answer about Quan’s timetable Ex1: A: What time does Quan have a Physics lesson on Tuesday? B: (He has a Physics lesson ) at 7:15 Ex2: A: What lesson does Quan have at 7:15 a.m on Tuesday? B: (At 7:15 a.m on Tuesday he has) a Physics lesson Task Practise speaking * Suggested answers Quan gets up at 2:00 p.m He reads books at 2:15 p.m He watches TV at 4:30 p.m At 5:00 p.m he rides away home He plays soccer at 5:15 p.m He comes home at 6:30 p.m - T provides new words and explains for Ss to guess meanings - Ss copy new words and guess the meanings - T pronounces correctly and has Ss repeat in chorus, then individually - Ss repeat and T corrects their pronunciation - T introduces the way to the task: ask and answer about the information from the timetable - Ss look at the timetable, using the cues to practice in pairs - T listens and corrects Ss’ pronunciation - T has Ss look at the pictures and talk about Quan’s activities - Ss look at the pictures and talk - T provides Ss with some verbs to describe the pictures -Ss practice and T corrects (notes them to use the present simple) He takes shower/has a bath at 6:45 p.m At 7:00 p m he has dinner At 8: 00p.m he does his homework IV After you speak (5’) talk about your daily routines - T asks Ss to talk to their partners their daily activities - Ss talk - T goes around to help Ss with verbs, pronunciation,… Homework (1’) - Practise talking about your timetable and daily activities - Prepare for Listening Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 02 Period: 05  Date of preparation: 26/ 08/ 2012 Date of teaching: 28 - 30/ 08/ 2012 UNIT A DAY IN THE LIFE OF … C Listening I Aim: to improve Ss' listening skill through exercises Objectives: By the end of the lesson, Ss will be able: - Learn more new words - Understand daily activities of a cycle driver Skill: Listen to the main ideas II Methods: Integrating, mainly communication III Language content: drop, routine, pedal, food stall, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Ask and answer about your timetable New lesson: Unit – C LISTENING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss three questions related to cyclo Do you know cyclo? - Ss think and answer Do you like traveling by cyclo? Why? - T introduces new lesson Is it interesting to travel by cyclo? => Ss’ answers might be different II Before you listen (10’) * Vocabulary - T gives new words that appear in the listening passage and - district (n) has Ss guess meaning through T’s cues - drop (v) - Ss copy and guess meanings - passenger (n) - T pronounces the words correctly, had has Ss repeat in - pedal (v/n) chorus then individually 3-4 times - park (v) - Ss repeat - purchase (v/n) II While you listen (20’) Task Number the pictures in their correct order * Answers Picture e - Picture f - Picture a - Picture c - Picture b- Picture d- Task True (T) or false (F) * Answers F T F F F F IV After you listen (5’) talk about Mr Lam’s activities, using the cues Ex: Mr Lam is a cyclo driver He often starts work at a.m… - T plays the tape the first time for Ss to listen to the whole passage - T plays the tape again for Ss number the pictures in order they hear - Ss give their answers - T has Ss give their evidences for their answers (the verbs or information they hear) - Ss answer - T plays the tape again, pauses after each activities of Mr Lam for Ss to realize the order of the pictures -T introduces the task and has Ss translate all statements into Vietnamese - Ss translate - T notes Ss the information they need to hear to decide whether the statements are true or false - Ss listen and take notes - T plays the tape again for Ss to listen, then has them give their answers - Ss answer - T has Ss give the information that they hear to illustrate for their answers - Ss give evidences - T plays the tape again for Ss to check and correct the false information - T has Ss use the cues in textbook to talk about Mr Lam’s activities in front of class - Ss talk - T can give example VI Homework (1’) - Learn by heart new words Prepare for writing Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 02 Period: 06 Date of preparation: 27/ 08/ 2012 Date of teaching: 29/ 08 – 01/ 09/ 2012 UNIT A DAY IN THE LIFE OF … D Writing I Aim: to improve Ss' writing skill through exercises Objectives: By the end of the lesson, Ss will be able use the past simple and connectors to describe an event Skill: Writing a narrative II Methods: Integrating, mainly communication III Language content: narrative, connectors, … IV Teaching aids: Textbook, chalks, board, hand-out, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Unit – D WRITING Contents T and Ss’ activities I Warm up (5’) * T’ questions: - T asks Ss some questions Have you ever seen a(n) frightening/ interesting event? - Ss listen and answer When did you see that event? - T comments Ss’ answers and introduces new How did you feel about that event? lesson => Ss’ answers might be varied II Before you write (15’) *Vocabulary - stare death in the face - get on (phv) - take off (phv) - air-hostess (n) - shake (n) - fasten (n) - seat belt (n) - scream (v) - Panic (n) = fear (n) - gain (v) - announce (n) - overjoyed (adj) - relieved (adj) Task Read the following passage and find all the verbs that are used in the past simple and the connectors (time expressions) in the story - Verbs: stared, was, arrived, got, took off, were, began, thought, seem, realized, screamed, had, felt, gained, felt, announced, landed - Connectors: when, at first, then, just when, a few minutes later, one hour later III While you write (18’) Task 2: Rearrange the following sentences to make a complete paragraph a  The movie started at 7:00 sharp, so we got there just in time to find our seats b  Last summer, we went to the sea for our holiday We stayed at a lovely hotel right on the beach c  Once in a while, we went to the movie at a cinema very far away However, we arrived there in no time at all by car We sat in the middle of the cinema d  In the morning, we would get up at 9:30 We would have something light for breakfast e  On the whole, it was an enjoyable evening - T has Ss read task in hand-out and find out the new words - Ss read and find out new words - T pronounces correctly and has Ss repeat in chorus - T has Ss read and task - Ss read and find all the verbs that are used in the past simple and the connector - T corrects - T has Ss read task in hand-out and rearrange the sentences to make a complete paragraph - Ss work in group of four and the task - T provides meanings of some words/phrases - Ss give answers f  At first, I thought I would not enjoy it, but in the end, it turned out to be a very interesting movie Keys: - b, - d, - c, - a, - f, - e IV After you write (5’) Correction VI Homework (1’) - Learn by heart new words - Prepare for Language focus - T has Ss translate into Vietnamese to understand the passage and correct their answers - Ss translate - T corrects - T reminds Ss homework - Ss listen and remember Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 03 Period: 07 Date of preparation: 01/ 09/ 2012 Date of teaching: 03 - 04/ 09/ 2012 UNIT A DAY IN THE LIFE OF … E Language focus I Aim: By the end of the lesson, Ss will be able to: - pronounce correctly and distinguish two sounds /i/ and /i:/ - put adverbs of frequency in right position - use correct form verbs in the present and past simple II Methods: Integrating, mainly communication III Language content: adverbs of frequency, the present and past simple IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Unit - LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (3’) T’ s sentences: - T writes two sentences that have two sounds /i/ and Please sit at your seat /i:/, then has Ss read them, notice the underlined part Lan keeps her clip - Ss pronounce => /i/: sit, clip - T asks for the different between two sounds and /i:/: seat, keep introduces new lesson II Pronunciation (10’) - T introduces the sounds and has Ss find the words /i/ /i:/ that contain two sounds Hit kick heat repeat - Ss speak out the words they know Bit click beat read - T corrects and has them find out the rules to Little interest meat bee distinguish two sounds => Rules: - Ss think and answer /i/: the words contain “i” or “e” Ex: important, - T corrects extension, … - T pronounces or plays the tape for Ss to listen and /i:/: the words contain “ea”, “ee” Ex: mean, bee, … practice * Practise these sentences We’ll miss the beginning of the film The bean and the meat were quite cheap He’s going to leave here for the Green Mountains III Grammar (30’) The present simple - T has Ss give structures of the present simple Forms: S + is/am/are + … - Ss give structures on the board and T provides S + V/Vs/es + (O) … examples Ex1: We are not lazy - Ss copy and repeat the usages of the present simple Ex2: She buys this shirt at that shop Usage: - to express a repeated action at present - to express an obvious truth - to give comment, description at present Exercise 1 is catch give up - T has Ss exercise 1, complete the blanks in the fish am 10 say passage, use the present simple form of verbs in the worry catch 11 realize box are go 12 am - Ss exercise and T has Ss to translate to correct Adverbs of frequency Express the frequency of action Stand after TO BE, before normal verbs or between auxiliary and main verbs Ex: She is often late for school They always go home at 11:30 a.m She doesn’t always come late Exercise He always/ usually/ often gets up early She is often/ never late for school => As a rule, normally often stand at the beginning of the sentences - T gives examples for Ss to realize the position of adverbs of frequency - Ss look at examples and realize the positions of adverbs of frequency - T corrects and has Ss exercise The past simple Forms: S + was/were + … S + Ved/2 + (O) … Usage: - to express a habit in the past - to express an action that happened and finished at a period in the past - express an action that happened when another action is happening in the past Ex: Lan went to her grandmothers’ house yesterday Exercise was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flew VI Homework (1’) - Review the sounds, present and past simple - Prepare for Unit – Reading - T has Ss remind and rewrite structures of the past simple - Ss write - T corrects and copy - T introduces the exercise and has Ss it - Ss exercise and give answers - T corrects - T reminds Ss homework - Ss listen and remember Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 03 Period: 08 Date of preparation: 02/ 09/ 2012 Date of teaching: / 09/ 2012 UNIT SHOOL TALKS A Reading I Aim: By the end of the lesson, Ss will be able to talk briefly about or introduce themselves II Methods: Integrating, mainly communication III Language content: international, narrow, crowded, traffic, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Unit – A READING Contents T and Ss’ activities I Warm up (5’) - T writes the word “oneself” on the board and asks Ss Name what they will talk when they want to introduce themselves Age - Ss think and answer onesel - T comments and introduces new lesson f Hobbies … Address II Before you read (8’) * Vocabulary: - international (adj) - language (n) - narrow (adj) - crowded (adj) - traffic (n) Task Gap filling enjoy worry traffic crowded language II While you read (25’) Task Find the name of people whose information is mentioned Miss Phuong Phong Phong Miss Phuong Phong Phong Phong Miss Phuong Hong Ha Task Answer the questions He studies at Chu Van An high school He studies: Maths, Physics, Chemistry, Biology, Literature, Hisstory, Geography, … Because it is an international language She says that teaching is hard work, but she enjoys it because she loves working with children Because his son has to ride his bike in narrow and crowded streets to get to school IV After you read (3’) Talk about : - What subjects you like best and why - What you like or dislike doing at school - What you worry about at school VI Homework (1’) - Learn new words - Talk about themselves briefly - Prepare for Speaking - T provides new words and Ss guess the meanings - T pronounces correctly and has Ss repeat in chorus for 3-4 times - Ss repeat and T corrects their pronunciation - T asks Ss to read all the words and fill in the blanks - Ss give their answers - T has Ss to translate to understand their choices - T has Ss read the passage one time and then give the name of people whose information is mentioned - Ss read the all talk again and the task - T has Ss read the small talks again and answer the questions - Ss read the questions and talks to the task - T asks Ss to give their answers on the board - Ss give their answers - T has Ss speak out the sentences that they find the answers and corrects - T has Ss work in groups of four and choose one topic to talk - Ss discuss and talk in front of class - T listens and corrects - T summarises the main points and assigns homework - Ss listen and remember Remarks: ………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……… ……………………………………………………………………………………………………………………… Week: 03 Period: 09  Date of preparation: 04/ 09/ 2012 Date of teaching: /09/ 2012 UNIT SHOOL TALKS B Speaking I Aim: By the end of the lesson, Ss will be able to start and end a short conversation II Methods: Integrating, mainly communication III Language content: conversation, library, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: New words and information in reading passage New lesson: Unit – B SPEAKING Contents T and Ss’ activities I Warm up (5’) - T gives questions and has Ss give answers T’s questions: - Ss answer and T comments, introduces new lesson What you when you meet your friends in a shop/ bus stop? What you say to start talking with her/him? => Ss’ answers are different II Before you speak (10’) - T introduces new words and has Ss guess the * Vocabulary meaning through T’s cues - headache (n) - Ss guess and T corrects - matter (n) = problem - T pronounces and has Ss repeat in chorus - backache (n) - toothache (n) -awful (adj) Task Place the expressions under the appropriate heading Starting a conversation Closing a conversation - Good morning./ Hi - Sorry, I’ve got to go - How’s everything at Talk to you later school? - We’ll, it’s been nice - Hello What are you meeting you doing? - Goodbye See you - Hello How are you? later - Hi How is school? - Great I’ll see you tomorrow - Catch you later III While you speak (25’) Task Practise Hi, Minh Did you have a nice weekend? Hello, Quan Yes, I did It’s great What did you do? I went to Lan’s birthday party The food was good and the people were interesting What did you do, Quan? Oh, I stayed at home and did my homework - T has Ss read the expressions and place them in right columns - Ss read and answers - T corrects - T has Ss rearrange the sentences (notice them the order of a conversation) - Ss rearrange and explain their answers - T has 2-3 Ss pairs of Ss practice in front of class to correct their pronunciation Nothing special Where are you going now? I’m going to the library to borrow some books Sorry, I’ve got to go Talk to you later Bye See you later - Ss practice Task Gap – filling and practise A: Hello, Hoa You don’t look very happy What’s the matter with you? B: Hi, Nam I feel awful/ tired/ sick/ cold I’ve got a cold/ a headache/ backache/ toothache A: Sorry to hear that You should/ You’d better go home and have a rest B: Yes That’s a great idea Goodbye, Nam A: See you later VI After you speak (3’) Making a conversation Model conversation: A: Hi, Lan Did you see the dancing programme on TV last night? B: Hello, Hoa Yes, I did It’s quite interesting A: Which part of the programme you like best? B: I like the second one They danced so well How about you? … VI Home work (1’) - Learning the new words - Practise expressions to start and end a conversation - Prepare for Listening - T introduces the task and has Ss use the phrases in the box to complete the conversation - Ss complete - T corrects and has Ss practice in pairs - Ss practice and T corrects their pronunciation - T has Ss choose one topic to make a small talk, using the starting and ending of a conversation - Ss work in pairs to make conversation Remarks: ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 04 Period: 10 Date of preparation: 09/ 09/ 2012 Date of teaching: 12 - 15/09/ 2012 UNIT SHOOL TALKS C Listening I Aim: improve Ss’ listening skill Objective: By the end of the lesson, Ss will be able to: - learn more new words related to daily conversations - listen for specific information Skill: mini conversation listening II Methods: Integrating, mainly communication III Language contents: semester, have a drink, plan, … IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Ways to start and close a conversation New lesson: Unit – C LISTENING Contents I Warm up (5’) * Answers: c e a b d II Before you listen (8’) * Vocabulary: - Semester (n) - whose = of whom - really (adv) - have a drink (phv) = drink (v) - go for a swim (phv) - comfortable (adj) - go for a drink (phv) III While you listen (25’) Task Listen and match * Answers: - Conversation 1: Picture b - Conversation 2: Picture c - Conversation 3: Picture d - Conversation 4: Picture a T and Ss’ activities - T has Ss read and match a question in A and its response in B - Ss read and match - T has Ss explain by translating - Ss translate and T introduces new lesson - T provides new words and gives uses for Ss to guess meanings - Ss copy new words and give meanings - T pronounces new words correctly and has Ss repeat in chorus – times - T has Ss look at the pictures and guess the contents of the conversation in each picture - Ss guess - T plays the tape for Ss to listen the whole conversations - Ss listen - T plays the tape again and Ss match - T asks Ss’ answers - Ss give their answers and explain the reason they match (the word/ information they hear) - T plays the tape again, pause after the key words of conversation for Ss to check their answers Task Listen and answer the questions * Answers: She is talking English She is in Miss Lan Phuong’s class He is at a party He plans to stay there for a week No, she doesn’t she travels alone - T has Ss read the questions and try to understand all of them - Ss read the questions and find the information that they need to answer - T plays the tape again and Ss listen to give answers - Ss give answers they hear - T plays the tape again and Ss finish the rest - T plays the tape again and pauses after key words of each answer for Ss to check Task Gap – filling * Answers: it here very nice big comfortable - T has Ss read the conversation and guess the information to fill in - Ss read and guess - T plays the tape and Ss fill in - Ss give their answers - T plays the tape again for Ss to check their answers traveling No Alone for a drink IV After you listen (3’) Information you talk about friends, school, holiday, party VI Homework (1’) - Learn new words - Prepare for writing - T has Ss work in groups of four to discuss about information that they will talk about each topic - Ss discuss and give answers - T comments - T gives homework - Ss remember Remarks: …………………………………………………………………………………………………………… …………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 04 Period: 11 Date of preparation: 11/ 09/ 2012 Date of teaching: 13 – 19/ 09/ 2012 UNIT SHOOL TALKS D Writing I Aim: improve Ss’ writing skill Objective: By the end of the lesson, Ss will be able to understand and fill personal information into a form Skill: gap - filling II Methods: Integrating, mainly communication III Language contents: material status, date of birth, place of birth, … IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Unit – D WRITING Contents T and Ss’ activities I Warm up (5’) * T ‘s questions: Have you written a form? What sort of information you often write in a form? => Ss’ answers are different II Before you write (15’) * Vocabulary: - first name (n) - surname (n) - date of birth - place of birth - address (n) - Material status - T gives questions and has Ss answer - Ss listen, think and answers - T comments and introduces new lesson Task Matching d e f g a - T has Ss match a line in A with a question in B - Ss read and match, then present their answers - T asks Ss to translate the questions to make sure that they understand all the information - Ss translate b c III While you write (20’) Task Writing Write your name in block capitals: NGUYEN THI A Sign you name Delete where not applicable I am a student/ an employee/ an employer Put a cross if you are female Put a tick if you are male - T gives new words/ phrases and explains for Ss to guess the meanings - Ss copy and guess the meanings - T pronounces and has Ss repeat in chorus, then individually 3-4 times - T introduces to Ss the task and has them fill in the form with their personal information - Ss read the form and fill the form with their information Task Fill in the form THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM PLEASE WRITE IN CAPITAL LETTERS Mr./ Mrs./ Miss* Surname _ First name _ Date of birth _ Nationality Language(s) Address in your country Reason for learning English: Business/ Please/ Exams/ Others* (If others, please specify) _ How many hours a day you want to stay at the school? _ What date you want to start? - T has Ss read the form and try to understand all information that they need to fill in - Ss read and fill in the form - T explains some words/ phrases * Delete where not applicable IV After you write (5’) Correcting - T has Ss write their form on the board and correct Homework (1’) - Review the way and kinds of information to write the form - Prepare for language focus - T gives homework - Ss remember Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 04 Period: 12  Date of preparation: 16 / 09/ 2012 Date of teaching: 18 – 21/ 09/ 2012 UNIT SHOOL TALKS E Language focus I Aim: Ss pronounce correctly two sounds /^/ and /a:/, use gerund and to infinitive correctly Objective: By the end of the lesson, Ss will be able to: - distinguish and pronounce the sound /^/ and /a:/ correctly - use Wh-words to make questions - use Gerund and to-inf appropriate Skill: pronunciation II Methods: Integrating, mainly communication III Language contents: /^/ and /a:/, Gerund and to-inf appropriate IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) - T provides some words that are in incorrect bcjsuet ydstu spelling and has Ss rewrite tfahre girtua - Ss look at the words and rewrite them in => answers: subject study order to have meaning father guitar II Pronunciation (8’) - T introduces the sounds and has Ss find the // /a:/ words that contain two sounds Study far - Ss listen, repeat and find out other words the Subject father words that contain two sounds Cousin marvelous - T has Ss repeat in chorus the sounds and the Love target words Wonderful guitar * Practise these sentences I love my school very much They are dancing under the stars Martha and Chalse are dancing in the dark III Grammar (30’) Gerund and To-infinitive a Gerund (V-ing) - used after some verbs: Hate, love, like, dislike, enjoy, practice, deny, suggest, consider, mind, have trouble, … Ex: I love working with children They avoid fighting each other - used after prepositions: in, at, on, by, without, against, … Ex: He is interested in watching cartoons We can’t go to bed without brushing our teeth b To-infinitive (to-V) used after some verbs: decide, hope, expect, plan, threaten, agree, seem, manage, would like, … Ex: She agrees to go with me They threatened to kill me Notes Try + V-ing: thử Try + to-V: cố gắng - T asks Ss to practice reading sentences, notice the words that have two sounds - Ss practice - T corrects Ss’ pronunciation - T introduces the form of gerund and the use of it in sentences - Ss listen, copy - T has Ss speak out some verbs that are followed by a gerund - Ss answer and T corrects - T provides the verbs that followed by to-inf and has Ss find out the other verbs - Ss listen and find Ex: I try opening the box Ex: I try to learn English grammar Stop + V-ing: ngừng làm Stop + to-V: ngừng để làm gì gì Ex: The bus stops to pick up Ex: Ss stop talking passengers + remember / forget / regret + V-ing: nhớ / quên/ nuối tiếc việc đã xảy (trong quá khứ) Ex: I regret telling you the secret He remembers sending the letter + remember / forget / regret + to-inf: nhớ / quên/ nuối tiếc việc chưa, xảy (trong tương lai) Ex: Remember to buy me a stamp I regret to tell you that you are fail Exercise to hear going remembering doing worrying to pay to go visiting seeing 10 hearing Exercise to go waiting having to find living making to call to lend talking 10 to send VI Homework (1’) - Practise the sound // and /a:/ - Learn by heart verbs that followed by gerund and infinitive - T provides some verbs that can be followed by both gerund and to-V and explain the differences between them - Ss listen and copy - T has Ss read the letter and give the correct form of verbs in brackets - Ss give answers - T corrects - T has Ss read the sentences then use the correct form of verbs in brackets to complete the sentences - Ss translate and answer - T corrects Ss’ answers - T gives homework - Ss remember Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 05 - 06 Period: 13 - 14 Date of preparation: 17/ 09/ 2012 Date of teaching: 19 - 24/ 09/ 2012 UNIT PEOPLE’S BACKGROUND A Reading I Aim: improve Ss’ reading skill Objective: By the end of the lesson, Ss will be able to: - learn more new words to talk about people’s background - improve their reading skill through matching and true/false exercises Skill: guess the meaning through context, scanning for specific information II Methods: Integrating, mainly communication III Language contents: to be born, interrupt, determine, … IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Old lesson: To-V or V-ing New lesson: Unit – A READING Contents I Warm up (5’) Matching Name Job Mr Nam a scientist Tra Giang b teacher Quang Dung c writer Marie Curie d actor Nam Cao e singer II Before you read (37’) Answering questions Have you ever heard of Marie Curie? What you know about her? Expected answer: 1.Marie Curie is a famous scientist Ss’ answers are different ( They can speak in Vietnamese) T and Ss’ activities - T has Ss work in groups of six and match the name of famous people and their jobs - Ss discuss and answer Brainstorming: Marie Curie -The whole class answer T’ questions - T corrects and leads in new lesson -Work individually -Speak them in chorus and takes notes * Vocabulary - general education (n): - determine (v) /di'tə:min/ - mature (adj) /mə'tjuə/ - habour (v) => habour the dream - to be born (phv) Ex: I was born in 1987 - brilliant(a): clever, quick at learning - private tutor (n): - to interrupt (v) /,intə'rʌpt/ - PhD: Doctor of Philosophy - with flying colours = excellent (adj) - tragic death: die painfully - to be awarded - atomic weight of radium - humanitarian (adj) /hju:,mæni'teəriən/ -T plays the tape for Ss to listen to the passage, then provide new words and explanation - Ss copy new words and try to guess the meanings through T’ examples or explanations - T pronounces and has Ss repeat in chorus, then individually 3-4 times - Ss repeat and T corrects their pronunciation Task Matching -T asks Ss to read the passage individually and match the words or phrases in A with their meaning in B - Ss read the words in A and definition in B, then match - T encourages them to try to guess the meanings of the words in the context of the reading - Call on some Ss to read and explain their answers aloud in front of the class - Ss answer and T give feedback and corrects their answers 1.c 3.a 2.e 4.d 5.b III While you read (40’) Task True or False Answers 1.T F (Her dream was to become a scientist) T F (She married Pierre Curie in 1895) T Task Answering questions - T has Ss read the passage more carefully and decide whether the statements are true (T) or false (F), correct the false information - Ss read and decide - T asks Ss to highlight or underline the information in the passage that helps Ss find the correct answers - Ss give answers and their evidences from the passage -T gives feedback and gives correct answers MC was born in Warsaw on November 7, 1867 She was a brilliant and mature student She worked as a private tutor to save money for a study tour abroad She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium No, it wasn’t Her real joy was “easing human suffering” - T asks Ss to the task in pairs to answer the questions - Ss work in pairs, read the passage again and answer the questions - T tells Ss to give their answers on the board - Ss give their answers and find evidences to illustrate - T gives comments and corrects their answers VI Homework (1’) - Learn by heart new words - Prepare for Speaking - T reminds Ss homework - Ss listen and remark Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 06 Period: 15 Date of preparation: 22 / 09/ 2012 Date of teaching: 25 - 28/ 09/ 2012 UNIT PEOPLE’S BACKGROUND B Speaking I Aim: improve Ss’ speaking skill Objective: By the end of the lesson, Ss will be able to: - learn more new words to talk about people’s background - ask and answer about background of friends Skill: interviewing II Methods: Integrating, mainly communication III Language contents: appearance, education, primary school … IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Old lesson: New words and information about Marie Curie New lesson: Unit – B SPEAKING Contents I Warm up (5’) T’s question: which items can you tell about somebody’s background? => family, hobbies, … II Before you speak (10’) Task Choose the items to talk about sb’ s background  Family  Education  Experience Suggested questions:  Family + How many people are there in your family? + What does your father/ mother do?  Education + Where did you study at high school? + What subjects you like best? + What degree you have?  Experience + How long have you worked as a doctor/ teacher .? + What experience you have? III While you speak (20’) Task Set the scene + date birth of: what’s your date of birth?/ when were you born? + place of birth: where were you born? + parents: What does your father/mother do? + bothers: how many brothers/sisters you have? / What they do?/ How old are they? + primary school: which primary school/secondary school did you go to? + Subjects: What’s your favourite subject? Note: Before carrying out the interview, Ss should study the items of information carefully and find the questions for each item IV After you speak (7’) Task Report an interview VI Homework (1’) - Practice asking and answering about someone’s background - Prepare for listening T and Ss’ activities - T has Ss answer a question - Ss listen to T and answer T’s question - T comments and introduces new lesson - T encourages Ss to discuss the items and choose the appropriate ones - Ss discuss and point out which items they tell about sb’ s background - T asks Ss to discuss the questions that can be used to get information for each item - Ss discuss and give answers - T comments and gives correct questions for each item - T has Ss Imagine they are a journalists, use the cues below to interview a classmate about his/her background or that of a person he/ she knows well - Ss listen to T’s requirements and give some questions for each item - Ss make interview - T listen to some pairs of Ss practice and corrects their pronunciation, grammar, words, … - Ss correct their mistakes -T asks Ss to work in groups and talk about the person they have known through the interview - Ss report the information of their friends that they have just interviewed - T comments on Ss’ performance and makes necessary corrections - T reminds Ss to homework - Ss memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 06 Period: 16  Date of preparation: 24/ 09/ 2012 Date of teaching: 26 - 29/ 09/ 2012 UNIT PEOPLE’S BACKGROUND C Listening I Aim: improve Ss’ listening skill Objective: By the end of the lesson, Ss will be able to: - learn more new words - listen and choose the correct information Skill: listening for gist II Methods: Integrating, mainly communication III Language contents: sport teacher, diploma, romantic, … IV Teaching aids: cassette, textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Old lesson: Interviewing someone’s background New lesson: Unit – C LISTENING Contents T and Ss’ activities I Warm up (5’) T’ s questions: -T gives a picture about Olympic Champions and Who is she? asks Ss to work in pairs and answer T’s questions Where is she from? - Ss look at the pictures, think and give answers What you know about her? - T listens and leads in new lesson Suggest the questions: She is Nellie Kim She is from Russia She is five time Olympic champion II Before you listen (7’) * Vocabulary + Olympic Champion + sports teacher: a teacher who teaches sports + Diploma (n) + romantic (adj) + Degree (n) + Certificate (n) + join (v) = take part in = participate in (phv) III While you listen (25’) Task TRUE Or FALSE Expected answers: 1.T T F( I don’t have much free time) T F( I want to be a sports teacher) Task Gap- filling Answers: general education lives - family different - swimming loves stories teacher’ s diploma - T gives new words/ phrases and explains for Ss to guess the meanings - Ss copy and guess the meanings - T pronounces and has Ss repeat in chorus, then individually 3-4 times -T asks Ss to read all statements and try to understand all of them, then guess - Ss read and guess whether they are true or false - T plays the tape twice and has Ss give their answers - Ss listen to the conversation between Bob and Sally and answer - T plays the tape again for Ss to listen and check their answers - T tells Ss to read the sentences carefully and try to guess the missing words in the blanks - Ss read and guess - T asks Ss to listen to the conversation again and fill the blanks - Ss listen to tape and give answers - T plays the tape again for Ss to check their answers - Ss explain their answers - T gives feedback and corrects answers IV After you listen (4’) Ask and answer about Sally Suggested questions: Who is Sally? When was She born? What has she got at local school? What did she when she was 15? Where is her house? How many members are there in her family? Who are they? What does she like in her family? VI Homework (1’) - Review information about Sally - Prepare for Writing - T asks Ss to work in pairs - Ss role- play: Ask and Answer about Sally - T listens and comments, corrects Ss practice - T reminds Ss to homework - Ss memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 06 Period: 17 Date of preparation: 26/ 09/ 2012 Date of teaching: 27/ 09 – 02/ 10/ 2012 UNIT PEOPLE’S BACKGROUND D Writing I Aim: By the end of the lesson, Ss will be able to write a curriculum vitae II Methods: Integrating, mainly communication III Language contents: telephonist, travel agent, pass exam in, … IV Teaching aids: textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit – D WRITING Contents T and Ss’ activities I Warm up (5’) * T ‘s questions -T asks Ss if they know curriculum vitae or not What is this? - Ss think and answer How many parts does this curriculum vitae have? - T comments and introduces new lesson => It’s a V.C It has four parts II Before you write (7’) * Vocabulary: - curriculum vitae (n) /kə,rikjuləm'vi:tai/ - tourist guide (n) - travel agency (n) - pass exam in (phv) - work as - from … to … III While you write (25’) Task Complete the form Name Mr/Ms Date of birth Place of birth Education: School attended Exams passed: Previous job: Date from/ date to Interest: Task Practise writing a paragraph about your partner IV After you write (5’) Correction - T presents new words/ phrases and has Ss give meanings - Ss copy and give meanings - T introduces to Ss how to pronounce new words and has them repeat - Ss repeat and T corrects their pronunciation -T has Ss ask their partners to get his/ her information and complete the form - Ss work in pairs, ask and answers, then complete the form - T has Ss write a paragraph about their partner, using structures in task - Ss write in their notebook and then present their writing on the board -T has Ss write their paragraph on their note book and on the board - Ss write and T gives help, corrects their writing VI Homework (1’) - Review structures and words to write a paragraph about someone - Prepare for Language focus Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 07 Period: 18 Date of preparation: 29/ 09/ 2012 Date of teaching: 02 – 05/ 10/ 2012 UNIT PEOPLE’S BACKGROUND E Language focus I Aim: By the end of the lesson, Ss will be able to pronounce the sound /e/ and /æ/ correctly and distinguish the use of past simple t and past perfect tense II Methods: Integrating, mainly communication III Language contents: the past perfect, the past simple … IV Teaching aids: textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm-up (5’) - T gives some words and gets Ss to make full a Mary /her bag/ left/ school/ at/ yesterday sentences b Mrs Black/ has/ from/ a message/ Jen - Ss the exercise Key: - T lets Ss read aloud the sentences a Mary left her bag at school yesterday - Ss read the sentences b Mrs Black has a message from Jen II Pronunciation (15’): a Introduce two syllable /e/ and / æ/ Key: /e/: end, left, bed, ten… /æ/: and, bag, bad, tank … b Practice: /e/ /æ/ men bed man bad said pen sad pan met send mat sand Practice these sentences: The fat man has a red pen This handbag will be sent to Helen Sam said apples were very expensive then There are ten pans on the shelf II Grammar (23’) The past simple Form: S + Were/ Was S + Ved/2 + (O) Usage: thì quá khứ đơn diễn tả hành động đã xảy quá khứ, chấm dứt và biết rõ thời gian chuỗi hành động diễn lien tiếp quá khứ Ex: Tom went to Paris last summer My mother left this city two years ago He died in 1980 Usages: diễn tả hành động đã xảy quá khứ, chấm dứt và biết rõ thời gian Adverbs: last week/month/year, ago, yesterday The past perfect Form: S + Had + V3/ed S + HAD’N + V3/Ved HAD + S + V3/Ved? Ex: After I had prepared my new lessons, I played computer game last night Usage: diễn tả hành động xảy và chấm dứt trước hành động khác QK Adverbs: after, before, by the time, as soon as, … Exercise 1: had broken hadn’t met had ever seen had done hadn’t turned had been Exercise 2: Put the verbs in brackets in the past simple or the past perfect had just finished/came had seldom traveled/ went went/had already taken it managed/ had gone/got had just got/phoned/was - T lets Ss practice pronouncing these words: end, and; left,; bag bad, bed, ten, tank, … - Ss work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/ - T listens and corrects the syllables Ss read - Ss listen and repeat following the teacher - T lets Ss open the books and read aloud the words given and try to pronounce syllables /e/ and /æ/ correctly - Ss read after T and find the syllables /e/ and /æ/ in the word in these sentences - T listens, checks pronunciation and ask Ss to repeat after these sentences - T asks Ss to remind the form and usage of simple past tense - Ss remind and write down the form and usage of simple past tense - T gives some examples and Ss copy - T gives the form, usage and examples of the past perfect - Ss write down - T calls Ss to give the correct form of the verbs in brackets in the past tense and write the answers on the board - Ss go to the board and write their answers - T corrects Ss’ answers and Ss correct the answers on their notebooks - T asks Ss to read the sentences carefully and decide which action happens first and which one later in each sentence to put the verbs in brackets in correct tenses - Ss read and speak out their answers T corrects and Ss write the answers on notebooks - T reads the story and asks Ss in which sentences Exercise 3: Find and correct the mistakes in the use of tenses in the story While George was reading in bed, two thieves climbed into his kitchen When they had entered the house, they went into the dining room It was very dark, so they turned on a torch Suddenly, they heard a voice behind them “What’s up? What’s up?” a voice called out The thieves dropped the torch and ran away as quickly as they could George heard a noise and came downstairs quickly He turned on the light but he couldn’t see any body The thieves had already gone But George’s parrot, Henry, was still there “What’s up?” he called “Nothing, Henry,” George said and smiled “Go back to sleep.” VI Homework (2’) - Study the simple past and past perfect - Do test yourself A there is a mistake and ask Ss to check - Ss listen to the story and find out the mistakes to correct - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 07 Period: 19 Date of preparation: 29/ 09/ 2012 Date of teaching: 02 – 05/ 10/ 2012 TEST YOURSELF A I Aim: By the end of the lesson, Ss will be able to review all knowledge they have learnt in Unit 1, 2and II Method: Integrating, mainly communication III Language contents: tenses, gerund, to-V,… IV Teaching aids: textbook, board, chopsticks,… V Procedure: Contents T and Ss’ activities I Listening (10’) Listen and complete the table - T presents the task Key: - Ss look at the book and listen to the task, th 15 January, 1929 understand the task In 1951 - T tells Ss the topic of the table for years - T gets Ss to look through the table he met - T explains the meaning of words, after that they got married read the passage aloud twice a minister at a the black movement freedom heard in his speech at the In 1964 10 4th April 1968 II Reading (10’) Key: F C A D B - Ss listen to the T’s reading carefully - Let Ss fill in the blanks with the words they have just heard - Ss fill in the blanks with the words they’ve just heard - T goes around class to control the work - T reads the passage the last time for Ss to check their results - T corrects mistakes - Ss correct mistakes - T presents the task, get Ss to work in groups, discuss about the passage - Ss listen to T, work in groups to discuss the passage - T goes round class to control the discussion - Ss finish the task, compare their result with the other groups and with the key - T states the best option - T corrects mistakes III Grammar (10’) Key: to apply attended got reading am able am passed can know 10 hearing - T presents the task: use the correct form of the verbs in brackets to complete the letter of application - Ss listen to teacher - T gets Ss to discuss the letter in pairs - Ss work in pairs to complete the letter - T goes round to control Ss’ activities - T states the key and corrects mistakes - Ss correct mistakes and finish the letter IV Writing (10’) 120 Hang Gai Street, Hue, Vietnam, 10th October, 2006 Dear Sally, I am glad to be your pen-friend I am sixteen years old and I am 1.60 meters tall I have got dark short hair and brown eyes I live in the centre of Hanoi with my parents and my younger sister She is a student at Thang Long Primary School I am a student at Chu Van An High school It is a big and beautiful school in Hanoi There are about thousand students and two hundred teachers in my school I study many subjects: English, Chemistry, Physics, Maths, History, etc I like English most because I want to sing English songs I go to school in the morning and have classes every day from 7:15 to 11:30 In the afternoon I study at home and help my parents with the house work I hope that you will write to me soon Give my best wishes to your parents and two sisters Love, Phong Homework (1’) Prepare for one period test No - T presents the task: Sally Green writes Phong a letter Read the letter carefully and then in Phong’s name, write her a reply - Ss listen to teacher - T asks Ss to read the letter carefully - Ss read the letter carefully - T gets Ss to write Sally Green a reply in Phong’s name - Ss work in pairs to write Sally Green a letter - T goes round to control Ss’ activities - T corrects mistakes - T asks Ss to study all lessons again and ready for one period test - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 08 Period: 20  Date of preparation: 04/ 10/ 2012 Date of teaching: 09- 10/ 09/ 2012 ENGLISH TEST No I Aim: By the end of the lesson, Ss will be able to: - check their knowledge they have learn in Unit 1, and - use knowledge they have learnt to one period test II Methods: Writing III Language contents: all knowledge Ss have learnt in Unit 1, and IV Teaching aids: board, hand-out, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: I Choose the word whose underlined part is pronounced differently from that of the other words (1m) A drink B kitchenC like D sandwich A cake B habit C far D guitar A seven B email C send D dentist A study B subjectC much D student II Choose the best answers (4m) I go home after work, I usually …………… a short rest, watch TV or listen to the radio A give B get C take D spend Would you like ………… your holiday with my family in Da Lat? A to spend B spendC spending D spent Albert Einstein was born …………… March 14, 1879 A in B on C at D by I very tired because I too much A am/study B was/studied C were/studied D was/ had studied Many ……… organizations send their aid to the war zone A humanity B humansC human D humanitarian Students often ………… a three-month holiday every summer A to have B have C has D had I ………… him go to the bank yesterday A see B seeing C saw D seen I can’t stand …………… to his complaints any longer A listen B listensC listened D listening My favourite ……………… at school is English A classroom B topic C song D subject 10 Lan doesn’t ………… play badminton on weekends A always B as a ruleC already D seldom 11 By the time they came, we ……… our dinner A worked B had worked C work D would work 12 I ……… the washing up before my mother ………… home A had done/came B did/cameC have done/come D did/had done 13 She ……… seldom late for class A was B were C is D are 14 The fire alarm went off when smoke rose A exploded B shouted C rang D burned 15 I’ll remember …………… you a postcard when I reach London A to send B sendingC send D sent 16 I wrote him a letter about it after we ……… on the phone A discussed B have discussed C had discussed D discussing III Reading comprehension (2ms) Bill Gates was born in Seattle, Washington on October 28, 1955 He is best known as the founder and the head of Microsoft Corporation He is one of the world’s wealthiest men Gates married Melinda French, a Microsoft employee on January 1994 The couple has three children The Bill and Melinda Gates Foundation has focused on global health matters, especially on preventing malaria and AIDS in poor countries In 2005, ABC News reported that he had given away over six billions dollars in the previous five years For the philanthropic activities, Time magazine named Bill and Melinda Gates, along with rock star and activist Bono, its Persons of the Year in 2005 Where and when was Bill Gates born? ……………………………………………………………………………………………………………………… …… How many children does he have? ……………………………………………………………………………………………………………………… …… What has The Bill and Melinda Gates foundation focused on? ……………………………………………………………………………………………………………………… …… Who is Bono? ……………………………………………………………………………………………………………………… …… IV Make question for the underlined part (1m) She went to the doctor because she had a backache  ……………………………………………………………………………………………………………… Mrs Robinson bought a poster  ……………………………………………………………………………………………………………… V Give the correct form of verbs in brackets (1m) My friend (study) English for an hour every night Catherine (invite) _ her boyfriend’s parents for dinner last Sunday? VI Choose the underlined part A, B, C or D that needs correcting (1m) She sometimes bought vegetables at this market A B C D After his accident last year, he would never consider to buy another motorcycle A B C D By the time he arrived at the pub, they have ran out of beer A B C D How much does your daughter always wash her hair? - Twice a week A B C D Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 08 Period: 21  Date of preparation: 05/ 10/ 2012 Date of teaching: 11 – 12/ 10/ 2012 UNIT SPECIAL EDUCATION A Reading I Aim: to improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to: - Learn more new words - understand how hard the disabled students are in studying Skill: guessing meaning, answering questions II Method: Integrating, mainly communication III Language contents: disable, dumb, make effort, to be proud of,… IV Teaching aids: Textbook, chalks, board… V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: Unit – A READING Contents T and Ss’ activities I Warm up (5’) Questions - T gives questions What are they doing? - Ss guess and answer Is it easy or difficult for them to these activities? Why - T corrects and introduces new lesson (not)? => Ss’ answers might be varied II Before you read (10’): - T gives Vocabulary on the board and asks Ss Vocabulary: for the meanings - disabled (adj): = be unable of doing sth - T pronounces vocabulary correctly and asks - dumb (adj): = not being able to speak Ss to repeat - proper schooling (n): = enough and good study - Ss write down the new words, give the - opposition (n): = opposing ideas meanings and repeat after teacher - oppose /ə'pouz/ (v) -T calls 2-3 Sts to repeat and correct their - make effort (v): = try pronunciation if they pronounce incorrectly - demonstration (n) - Ss volunteer to pronounce the new words and => demonstrate (v) correct their pronunciation - to be proud of (adj): = to take pride on Ex: we are proud of our class III While you read (16’): Task 1: Matching - T asks Ss to read the passage individually and Key: task 1.C 2.E 3.A - Ss read and match, then explain their answers 4.B 5.D - T listens and give feedback Task Choose the best answers Thuy’s class is different from other classes because the children are disabled (D) At first the parents were opposed to the idea of sending their children to the special class (B) It can be inferred from the second paragraph of the reading passage that there has been a change in parents’ attitude towards the class (A) The write describes how Thuy teaches the children to add and subtract in order to prove that the teacher is proud of her work (B) The writer’s attitude towards Thuy’s work in the passage can be described as admiring ( D) III After you read (10’) Gap - filling Key: 1.disabled 2.read 3.write 4.efforts 5.opposition 6.time-consuming 7.maths 8.arms 9.fingers 10.proud Homework (1’) - Ss read the questions and give their answers on the board - T asks Ss to give explanations for their choice - Ss explain what paragraph that they get information - T corrects and speaks out Ss’ answers - T asks Ss to work in pairs and read the summary of the passage - Ss read the full massage - Read the passage again - Learn by heart new words - Prepare for speaking - T reminds Ss homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 08 Period: 22  Date of preparation: 08/ 10/ 2012 Date of teaching: 10 - 13/ 10/ 2012 UNIT SPECIAL EDUCATION B Speaking I Aim: By the end of the lesson, Ss will be able to - talk about school life a student - actively engage in an interview II Methods: integrated, mainly communication III Language content: lower secondary school, oral test, forty-five minutes test, honest, break,… IV Teaching aids: Textbook, chalks, board… V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Asking Ss to write the new words on the board then read the text and answer T’s Question New lesson: Unit – B SPEAKING Contents T and Ss’ activities I Warm up (3’) Question: What you think about when someone - T gives questions and asks Ss to answer ask you about subjects, texts, break, homework, - Ss answer teacher, …? Suggested answers: SCHOOL II Before you speak (6’): Vocabulary: - T gives Vocabulary on the board and asks Ss for the - lower secondary school (n) meanings - class (n) - T pronounces vocabulary correctly and asks Ss to - oral test (n) repeat - semester (n) - Ss write down the new words, give the meanings and - honest (adj) repeat after teacher - break (n) -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation III While you speak (20’): Task 1.: Choose the right questions - T asks Ss to read the questions and the answers of Key: Hanh carefully, then decide which questions are A: Which lower-secondary school did you go to? suitable for each of Hanh’s answers B: What were your subjects then? - T has Ss give the meaning of questions C: What was your timetable? - Ss translate the questions and the task D: Can you tell me about the tests and examinations at - T listens and asks the whole class comment your school then? - T corrects and speaks out Ss’ answers E: What about homework? F: What part of the school life didn’t you like then? G: What did you like best about your school then? Task Practice interviewing your partners, using the question in Task Structure to ask: Name?: School? How many subjects? Morning or Afternoon? Do after school? III After you speak (10’): Task Tell the class what you have known about your partner Homework (1’): - Learning the new words - Review the content of the passage - Prepare for Listening - T asks Ss to work in pairs, using the questions in Task to ask and get information about their partners - Ss practice interviewing their partners, using the questions in Task - T can give some instructions for Ss to ask, remind Ss remember to greet before interviewing - T calls one S to tell about what he knows about his partner - T listens and corrects their pronunciation - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 09 Period: 23 Date of preparation: 13/ 10/ 2012 Date of teaching: 15 - 17/ 10/ 2012 CORRECTION OF ONE PERIOD TEST I Aim: By the end of the lesson, Ss will be able to realize and correct their mistakes in the test II Methods: integrated, mainly communication III Language content: knowledge in unit 1, and IV Teaching aids: Hand-out, chalks, board… V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: I Choose the word whose underlined part is pronounced differently from that of the other words (1m) A drink B kitchenC like D sandwich A cake B habit C far D guitar A seven B email C send D dentist A study B subjectC much D student II Choose the best answers (4m) I go home after work, I usually …………… a short rest, watch TV or listen to the radio A give B get C take D spend Would you like ………… your holiday with my family in Da Lat? A to spend B spendC spending D spent Albert Einstein was born …………… March 14, 1879 A in B on C at D by I very tired because I too much A am/study B was/studied C were/studied D was/ had studied Many ……… organizations send their aid to the war zone A humanity B humansC human D humanitarian Students often ………… a three-month holiday every summer A to have B have C has D had I ………… him go to the bank yesterday A see B seeing C saw D seen I can’t stand …………… to his complaints any longer A listen B listensC listened D listening My favourite ……………… at school is English A classroom B topic C song D subject 10 Lan doesn’t ………… play badminton on weekends A always B as a ruleC already D seldom 11 By the time they came, we ……… our dinner A worked B had worked C work D would work 12 I ……… the washing up before my mother ………… home A had done/came B did/cameC have done/come D did/had done 13 She ……… seldom late for class A was B were C is D are 14 The fire alarm went off when smoke rose A exploded B shouted C rang D burned 15 I’ll remember …………… you a postcard when I reach London A to send B sendingC send D sent 16 I wrote him a letter about it after we ……… on the phone A discussed B have discussed C had discussed D discussing III Reading comprehension (2ms) Where and when was Bill Gates born? => He was born in Seattle, Washington on October 28, 1955 How many children does he have? => He has three children What has The Bill and Melinda Gates foundation focused on? => The Bill and Melinda Gates Foundation has focused on global health matters, especially on preventing malaria and AIDS in poor countries Who is Bono? => He is a rock star and activist IV Make question for the underlined part (1m) She went to the doctor because she had a backache => Why did she go to the doctor? Mrs Robinson bought a poster => Who bought a poster? V Give the correct form of verbs in brackets (1m) My friend (study) studies English for an hour every night Did Catherine (invite) invite her boyfriend’s parents for dinner last Sunday? VI Choose the underlined part A, B, C or D that needs correcting (1m) She sometimes bought vegetables at this market A B C D After his accident last year, he would never consider to buy another motorcycle A B C D By the time he arrived at the pub, they have ran out of beer A B C D How much does your daughter always wash her hair? - Twice a week A B C D Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………  Date of preparation: Date of teaching: Week: 09 Period: 24 / 10/ 2012 / 10/ 2012 UNIT SPECIAL EDUCATION C Listening I Aim: improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to: - get information about Vang Trang Khuyet Club - know more forms of the word “photograph” II Methods: integrated, mainly communication II Language content: labourer, sorrow, passion, exhibition, surroundings, mute, photogenic,… III Teaching aids: Textbook, chalks, board, CD player… IV Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Asking Ss to write new words and answers questions New lesson: Unit LISTENING Contents I Warm up (5’) Find the different words that derive from following roots: sorry second: decide : able : Suggested answer: sorry - sorrow, sorrily second - secondary, secondly, secondhand decide - decision, decisive, decisively, able - disabled, disability, II Before you listen (15’) - photograph (n) : ảnh, ảnh - photographer (n) : người chụp ảnh, nhà nhiếp ảnh - photography (n) : môn nhiếp ảnh, nghệ thuật nhiếp ảnh - photogenic (a) : ăn ảnh - photographic (a) : thuộc nhiếp ảnh Correct answers: photographic photography photographer photograph photogenic Vocabulary: - surroundings (n) :môi trường xung quanh - sorrow (n) : nỗi buồn - passion (n) : niềm đam mê - labourer (n) : người lao động - mute = dumb (adj) : câm - exhibition /eksi'bi∫n/ (n) : triển lãm - escape /is'keip/ (v) T and Ss’ activities - T asks Ss to work in groups of three to four and find the different words that derive from the following roots - Ss work in group of three or four to find the words that derive from the roots T provided - Ss give answer on the board and T correct to find the winner - T tries to encourage Ss to find the words they have learned - T asks Ss to work in pairs and fill each of the blanks with one word from the box - T calls on some Ss read the answers aloud in front of the class - Ss read the paragraph and fill in the blanks with words from the box - Ss give answers and T corrects - T gives Vocabulary on the board and ask Ss for the meanings - T pronounces vocabulary correctly and ask Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - stimulate /'stimjuleit/ (v) - Ss volunteer to pronounce the new words and correct their pronunciation III While you listen (20’) Task True or False Correct answers : T F T F T Task Gap - filling Correct answers: photographic exhibition beauty peaceful - T lets Ss read the statements carefully - T asks Ss to listen to the tape times and decide whether the statements are true or false - Ss listen and choose true or false, and then compare their answers with a friend - T plays the tape more times and ask Ss which words they heard to choose true or false - T checks the answers as the whole class 19 50 simple chickens V Homework (1’): - learn new words - prepare for writing - T asks Ss to read a part of the talk carefully and have a guess of the missing words - T has Ss listen to the tape and write in each blank with a suitable word - T calls on some Ss to read the answers aloud in front of the class - T reminds Ss their homework - Ss listen and remember Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 09 Period: 25 Date of preparation: 09/ 10/2012 Date of teaching: 11 - 17/ 10/2012 UNIT SPECIAL EDUCATION A Writing I Aim: to improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to read and understand a simple letter of complaint about the poor quality of the service at an English Centre Skill: writing letter skill II Language contents: native teacher, air-conditioned,… III Teaching aids: Textbook, chalks, board, … IV Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit WRITING Contents T and Ss’ activities I Warm-up (7’) Adjectives: bad, helpful, expensive, lazy, hard-working, - T gives ten or more adjectives and asks Ss to good, careful, poor, unhappy, beautiful put them under two headings: compliments Correct answers : and complaints - T asks Ss to work in groups and put the Compliments Complaints adjectives in the right columns helpful bad hard-working good careful beautiful expensive lazy poor unhappy - Ss work in group of three or four to put the adjectives that T gave in to right column - Ss give answer on the board and T correct - T introduces new lesson: writing a letter of complaint II Before you write (10’) Vocabulary: - native teachers (n) - air-conditioned (adj) - advertisement /əd'və:tismənt/ (n) - refund /ri:'fʌnd/ (v) - require /ri'kwaiə/ (v) - enclose (v) Task Complete the dialogue A: Are you happy with your study at English for Today Centre? B: No, (1) I'm definitely not happy with it at all A: Are teachers native ones only? B: No, (2) There are only few native teachers, not all of them are native ones A: The advertisement says there are no more than 20 students in a class Is that true? B: No, (3) in fact there are more than 30 students in my class A: Do you get free books and cassette tapes? B: No, (4) I have to pay for them A: What about the classrooms? Are there air-conditioned? B: No, (5) the room is not air-conditioned There is only one ceiling fan in my classroom It is very hot A: What don't you like most about the Centre? B: It's the time They say the class time is from 5:30 p.m to 8:30 p.m, but in fact classes often start late and finish early Sometimes it starts 20 minutes late A: Well Everything is different from what the advertisement says What are you going to do? B: I am going to write a letter of complaint to the director of the centre III While you write (15’) Task Complete the letter of complaint Some connector that Ss can use in their writing: first of all, second, furthermore, finally ,… Suggested answer: 53 Ho Xuan Huong Street, Hanoi, Vietnam, The Director English for Today Center 731 Van Xuan Street, Hanoi, Vietnam 22 February, 2006 Dear Sir, I am writing to complain about the quality of service at your center Everything seems to be worse than what you say in the advertisement First of all, you say that there are only native teachers, but my class has - T gives Vocabulary on the board and asks Ss for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation - T lets Ss read the dialogue carefully and asks them to complete with suitable answers - Ss read and complete the dialogue with their own answers - T calls Ss to write their answers on the board and correct T may encourage them to speak naturally - T has Ss read the letter of complaint in the book and complete it basing on the dialogue in Task - T asks Ss to use appropriate connectors to make the writing smoother - T picks up some writings to check the mistakes one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class Furthermore, in the advertisement, you say we can have free books and cassette tapes but in fact we has to pay for them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement Finally, what I not like most about your center is the time The class time is not from 5:00 p.m as the same as what the advertisement say Classes not only start late but also finish early To resolve the problem, I require you to give me a refund Enclosed is a cop of the receipt I look forward to hearing from you and to getting a quick resolution of this problem Please contact me at the above address or by phone at (04) 7.222999 Your faithfully, Do An Duc IV After you write (7’) Correction - T corrects Ss letters - Ss listen and correct their letters V Homework (1’): - learn new words - review the format of the letter of complaint - prepare for language focus Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 09 Period: 26 Date of preparation: 13/ 10/2012 Date of teaching: 17 - 23/ 10/2012 UNIT SPECIAL EDUCATION E Language focus I Aim: to improve Ss’ pronunciation, grammar points Objectives: By the end of the lesson, Ss will be able to: - distinguish and pronounce the sounds /ɔ/ and /ɔ:/ correctly - use the + adjective as a noun, combine two sentences with which and review used to + infinitive Skill: pronouncing II Language contents: the + adjective, which, … III Methods: Integrating, mainly communication IV Teaching aids: Textbook, chalks, board, CD player, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) Picture 1: box - T shows four pictures and has Ss answer the doctor questions four - Ss look at the pictures and answer ball - T has Ss pronounce all the words to find the differences - Ss answer, T comments and introduces new lesson II Pronunciation (12’) Presentation the sounds: /ɔ/ is a short sound Put, pull, full, foot, look, cook, … /ɔ:/ is a long sound Call, walking, sport, more, four, talk, store, hall, door… Practices these sentences Put the socks on top of the box He lost his job as a doctor in the hospital What’s wrong with you, boss? Is walking called a sport? he can’t talk to her any more Four of us have walked for fourteen miles II Grammar (30’) The + adjective: Ex: The young have the future in their hands The young = young people We use The + adjective to describe a group of people as a whole: e.g the blind, the rich, the poor So the rich means a group of people who are rich * Note: These adjectives are followed by a plural verb Exercise Using the + adjective to complete the sentences Feedback and give correct answers Ambulances arrived at the scene of the accident and took the injured to hospital Life is all right if you have a job, but things are not so easy for the unemployed Julia has been a nurse all her life She has spent her life caring for the sick In England there is an old story about a man called Robin Hood It is said that he robbed the rich and gave money to the poor Used to + infinitive We use used to + infinitive to express a past action and state It has no present equivalent E.g: When I was a child, we used to go holiday to the seaside * Notice the negative and the question : Where did you use to go? We didn't use anything interesting - T introduces the sounds /ɔ/ and /ɔ:/ to class - T demonstrates the sounds / ɔ / and / ɔ:/ by pronouncing them clearly slowly - Ss listen and copy the presentation in their notebook - T asks Ss to practice pronouncing the sounds / ɔ / and / ɔ:/ and the sentences in textbook - T calls some Ss to repeat the sentences to check and correct their pronunciation - T presents the example and asks Ss how they understand the example -> T gives the use of the + adjective - Ss listen to teacher and copy the example and the use of the + adjective in their notebook - T asks Ss to work individually and complete the sentences using the + one of the adjectives in the book - T has Ss compare their answers with a friend - T calls on some Ss to read their completed sentences and asks for the meaning of the + adjective they chose - T presents the use of used to + infinitive on the board - Ss listen and copy - T gives examples to illustrate - T presents the use of which and give example Which as a connector on the board to illustrate to Ss Which can be used to replace a preceding clause - Ss listen and copy E.g: She arrived on time, which amazed everybody => Sheila couldn't come to the party, which was a pity Exercise Using which to join a sentence in column A with one from B to make a new sentence - T asks Ss to work in pairs and exercise 3: Correct answers : Join a sentence from A with one from B to Jill isn't on the phone, which makes it difficult to contact her make a new sentence using Which Neil has passed his examinations, which is good news Our flight was delayed, which meant we had to wait for hours at the airport Ann offered to let me stay in her house, which was very nice of her The street I live in is very noisy at night, which makes it difficult to sleep Our car has broken down, which means we can't go away tomorrow Homework (1’) - review the + adjective Used to + infinitive Which as a connector - prepare for unit 5- reading - T calls on some couples to read their sentences - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 10 Period: 27 - 28 Date of preparation: 20/ 10/2012 Date of teaching: 22 - 27/ 10/2012 UNIT TECHNOLOGY AND YOU A Reading I Aim: to improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to use a number of words about computers such as CPU, VDU, CD ROMS, floppy… and talk about them in our modern life Skill: Matching and Answering questions II Language contents: the + adjective, which, … III Methods: Integrating, mainly communication IV Teaching aids: Textbook, chalks, board, CD player, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Asking Ss to combine these sentences using "which" as a connector New lesson: Unit – A READING Contents T and Ss’ activities I Warm up (12’): Matching - D visual display unit (VDU) or computer - T asks Ss to work in pairs: Look at the illustrations screen (màn hình máy tính) of different parts of a computer system and match - E mouse /maus/ (chuột) each number with one of the words or phrases in the - G printer /'printə/ (máy in) box - C keyboard /'ki:bɔ:d/ (bàn phím) - Ss work in pairs to match - A central processing unit (CPU) (bộ vi xử lí) - T corrects Ss' answers and give the meaning of some - F floppy disks (đĩa mềm) phrases - B CD ROMS short for Compact Disk-Read Only Memory (đĩa CD ROMs dùng để đọc) - H speaker /'spi:kə/ (loa) II Before you read (30’) * Vocabulary: - miraculous /mi'rækjuləs/ = extraordinary /iks'trɔ:dnri/ (adj): kì diệu - calculating machine (n) :máy tính - calculation /kælkju'lei∫n/ (n): phép tính - lighting speed (n) : thiết bị lưu giữ thông tin - memos = memorandums (n): sổ ghi nhớ, tin nhắn - request for leave (n): xin phép nghỉ học nghỉ làm Task 1: Matching magical – c in a strange or mysterious way places of scenic beauty – e places where the scenes are interesting and beautiful interact – a link or act on each other software – b programmes performed by the computer hardware – d the physical part of the computer system III While you read (45’) Task Read the passage and choose the best title for the passage Key: Paragraph 1: computer in our daily life Paragraph 2, 3: computer – a miraculous device -> C What Can the Computer Do? Task Work in pairs: answer the question based on the cues provided Correct answers : It (Computer) can help us visit shops, offices, and places of interest; pay bills; read newspapers and magazines, receive and send letters and learn foreign languages It is a miraculous device because it is capable of doing anything you ask; it can speed up the calculations; it can manage large collections of data, it allow us to type and print any kind of document, it helps us to interact with other computers and with people around the world.… Homework (1') - Read the passage again - Learn by heart new words - Prepare for Speaking - T gives the new words on the board, explain and ask Ss for the meanings - T pronounces vocabulary correctly and ask Ss to repeat in chorus 3-4 times - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation - T asks Ss to task individually: match the words in column A with their definitions in column B - Ss task individually and answer - T listens to Ss’ answers and speaks it aloud to correct other Ss’ answers - T asks Ss to read the passage again to get the main ideas of each paragraph and then decide which of the three options on textbook is the best title for the passage - Ss read the passage and find out what is talked about in each paragraph and decide the best title for the passage - T listens and corrects Ss’ answer - T asks Ss to work in pairs and answer the questions, using the cues provided - Ss work in pairs to the task - T calls some pairs to practice asking and answering in front of class - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………  Week: 10 Period: 29 Date of preparation: 22/ 10/2012 Date of teaching: 23 - 31/ 10/2012 UNIT TECHNOLOGY AND YOU B Speaking I Aim: to improve Ss' speaking skill Objectives: By the end of the lesson, Ss will be able to talk about the uses of modern inventions and information technology in daily life Skill: asking and answering about the uses of modern inventions II Methods: Integrating, mainly communication III Language contents: screen, transmit, message, participant, process,… IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Asking Ss to write the new words and answers a question New lesson: Unit – B SPEAKING Contents T and Ss’ activities I Warm-up (3’): Ask and answer Questions: 1.What modern invention that you know? - T asks Ss to answer question individually What you use them for? - Ss give their answers about modern invention =>Ss give the answers they know that they know orally Ex: TV, radio, electric cooker, fridge, cell - T asks for their uses? phone, washing machine, car, microware oven, - Ss think and answerer We use TV to watch films, radio to listen to - T comments and introduces new lesson music, II Before you speak (7’) * Vocabulary: - T presents new words on the board and has Ss - performance /pə'fɔ:məns/ (n): guess the meanings through T's explanations - electric cooker (n): - Ss copy and give the meanings they guess - air conditioner /'eəkən'di∫ənə/ (n): - T pronounces correctly the new words and has - transmit /træns'mit/(v): Ss repeat in chorus then individually 3-4 times - process /'prəuses/ (v): - Ss repeat and T corrects their pronunciation - store /stɔ:r/ (v): III While you speak (25’) Task Asking and answering - T has Ss to work in pairs: Ask and answer Suggested answers : questions about the uses of modern inventions - Can / Could you tell me what the radio is used for? following the example Well, it's used to listen to the news and learn foreign - Ss read the example and prompts in the languages textbook carefully - Can / Could you tell me what the TV is used for? - T calls on some pair to ask and answer in front Well, it's used to watch football matches, and TV game of the class shows - Ss listen to their friends’ practice - Can / Could you tell me what the fax machine is used for? - T listens to Ss’ practice to check Well, it's used to sent and receive letters quickly pronunciation - Can / Could you tell me what the electric cooker is used for? Well, it's used to cook rice and keep rice warm - Can / Could you tell me what the air conditioner is used for? Well, it's used to keep the air cool when it's hot and vice versa - T asks Ss to read the words in the box and give their meanings - T asks Ss to use the words in the box to complete the sentences - Ss the task individually and give their answers - T listens and corrects Ss’ answers Task Use the words in the box to complete the sentences Key: Store very large amounts of information, transmit information quickly process information as soon as we receive it With the development of information technology we can now : send messages from one computer to another, hold long distance meetings in which the participants can see each other on a screen, make use of central stores of information, sent TV programmes to other countries, receive TV programmes from other countries design houses, bridges, gardens and buildings IV After you speak (10’) Task Talk about the uses of information technology, use - T has Ss work in groups, talk about the uses of the information in task and information technology, use the information in task and - Ss work in groups and talk - T goes around and gives help if necessary Homework (1’) - Practise talking about the uses of information - T reminds Ss their homework technology - Ss listen and memorize - Prepare for listening Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 11 Period: 30 Date of preparation: 27/ 10/2012 Date of teaching: 29/ 10 - 02/ 11/2012 UNIT TECHNOLOGY AND YOU C Listening I Aim: to improve Ss' listening skill Objectives: By the end of the lesson, Ss will know how a man learns to use a computer Skill: Listening for main points II Methods: Integrating, mainly communication III Language content: worried, refuse, excuse, make an excuse, headache, IV Teaching aids: Textbook, chalks, board, cassette player… V Procedure: Settlement: Greeting the class & checking students’ attendance Checking: Asking a student to name some modern inventions and their uses New lesson: Unit – C LISTENING Contents T and Ss’ activities I Warm-up (3’): Ask and answer Question: - T asks Ss to work independently and answer the How often you use each of the items below? question by checking the right column Very sometimes never - Ss work individually or in pairs and speak out their often answers Radio Cell phone Camcorder Computer TV Fax machine II Before you listen (7’) * Vocabulary: - refuse (v): từ chối - excuse (n): cớ - make an excuse (phv): kiếm cớ - headache (n): đau đầu - have a headache (phv): bị đau đầu - T gives Vocabulary on the board and asks Ss for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation III While you listen (25’) Task True or False F ( He wasn’t worried) T T F ( He understood about computers and very helpful) F ( He didn’t understand the lesson very well) F ( He began to feel tired after a few lesson) - T plays tape first time for Ss to prepare for the task - T pays tape the second time for Ss to the task - Ss write down their answers on the board - T plays tape again and pause tape after each sentence for Ss to check their answers - Ss correct their answers - T asks Ss to read the story carefully and decide what kind of part of speech that they need to fill in the blanks - Ss listen and answer - T plays tape first time, Ss listen and fill in the blanks the words that they hear - Ss give their answers and T plays tape again to check, pause after each sentence for Ss to listen and answer Task Filling the missing words Key: invited still refused excuse anything IV After you listen (5’) Work in groups: Retell the story Questions that Ss can use to answer that retell the man’s story: What did the man’s son buy? When did the man become worried? Did the man know what the VDU was? What happened to the man’s memory? What did the man suggest? Homework (1’) - review new words - retell the man’s story - prepare for writing - T asks Ss to retell the man’s story by answer these questions - Ss answer the questions and then connect them into a paragraph - T listens and corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 11  Date of preparation: 28/10/2012 Period: 31 Date of teaching: 30/ 10 - 03/11/2012 UNIT TECHNOLOGY AND YOU D Writing I Aim: to improve Ss' writing skill Objectives: By the end of the lesson, Ss will be able to write simple instructions on how to use some household appliances Skill: Using the connectors and imperative form of verbs II Methods: Integrating, mainly communication III Language content: lift, receiver, emergency, ambulance, remote control, plug in, cord, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Checking: Asking a student to tell something about the man in the story they have heard New lesson: Unit – A WRITING Contents I Warm-up (3’): Matching A insert make press hear Key: 1.c 2.d 3.b 4.a II Before you write (10’) B a long pips b button c card d a call * Vocabulary: - lift (v): nhấc lên - receiver (n): ống nghe - insert (v): đưa vào, chèn vào - slot (n): khe - press (v): ấn nút, nhấn nút - emergency (n): khẩn cấp - ambulance (n): xe cấp cứu - remote control (n): điều khiển từ xa - cord (n): dây dẫn - plug in (phv): cắm phích Task 1+2 Read the set of instructions on how to use a public telephone and find Connectors & Imperatives form of verbs Suggested answers : Connectors: first, next, then, until Imperatives: lift, insert, press, wait III While you write (23’) Task 3: Answer the questions - If you want to operate the TV with the remote control, you have to make sure that the cord is plugged in and the main is turned on - To turn on the TV, press the POWER button T and Ss’ activities - T asks to work in groups and match the words in A with the words in B - Ss read the word carefully and match - T corrects Ss’ answers - T gives Vocabulary on the board and asks Ss for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation - T asks Ss to read the set of instructions on how to use a public telephone and translate them into Vietnamese - Ss read the instructions and translate them into Vietnamese - T asks Ss to find out the connectors and imperatives - Ss read the instruction and find out the connectors and imperatives - Ss present their results and T corrects - Ss Look at the TV & the remote control & answer the questions on how to operate the TV - To turn off the TV, press the POWER button again - To select a programmer, press the PROGRAMME button - To watch VTV1, VTV2, VTV3, andVTV4, press button number 1, 2, and To adjust the volume, press the VOLUME button up or down If you don’t want to hear the sound, press the MUTE button Task Write a set of instructions on how to operate a TV with a remote control Ss may begin as the example in textbook: If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turned on IV After you write (5’) Present writing - T asks Ss to write a set of instructions on how to operate a TV with a remote control - Ss read the task and start to write, use the pictures in the book and the answers in task as suggestions - Ss write their writing on the board - T gives comments and corrects Ss’ writings Homework (2’) - Finish writing - Review new words - Prepare for language focus - T reminds Ss their homework - Ss listen and memorize Remarks: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 11 Period: 32 Date of preparation: 29/10/2012 Date of teaching: 31/ 10 - 07/11/2012 UNIT TECHNOLOGY AND YOU E Language focus I Aim: to improve Ss' pronunciation and grammar points Objectives: By the end of the lesson, Ss will be able to: - distinguish and pronounce the sounds /u/ and /u:/ clearly and correctly - use the present perfect and present perfect passive appropriately - use relative pronouns in relative clauses Skill: pronouncing and changing an active sentence into the passive, combine sentences using relative pronouns II Methods: Integrating, mainly communication III Language content: /u/ and /u:/, who which, that, IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Checking: Asking a student to instruct on how to use a public telephone New lesson: Unit – E LANGUAGE FOCUS Contents T and Ss’ activities I Pronunciation (10’) Presentation the sounds: - T introduces the sounds /u/ and /u:/ to class /u/ is a short sound: pull, put, full, foot, look, cook, - T demonstrates the sounds /u/ and /u:/ by /u:/ is a long sound: food, school, tooth, fruit, June, afternoon, … playing tape Practices these sentences - Ss listen and copy the presentation in their Could you tell me where you’re put my book? notebook Miss June is looking at the Moon - T asks Ss to practice pronouncing the Both your shoes and your boots are dirty sounds /u/ and /u:/ and the sentences in textbook - T calls some Ss to repeat the sentences to check and correct their pronunciation II Grammar (30’) 1.The present perfect Ex: We have learnt English for five years => Form: S + have/has + Ved/3 + (O) S + have/has + not + Ved/3 + (O) Have/has (not) + S + Ved/3 + (O)? Usage: - to express an action that has just happened - to express an action that happened in the past, lasted to present and could continue in the future - to express an action that happened in the past without a definite time Ex: I have just told her about that We have learnt English for five years They have gone to London Adverbs: just, jet, already, since, for Exercise Write the sentences, using the present perfect Tan has turned the TV on Tan has tidied the house Tan has cleaned the floor Tan has turned the lights on Tan has laid two bottles of water on the table The present perfect passive Ex: Hoa has had an English lesson -> An English lesson has been had by Hoa Active: S + have/has + Ved/3 + O Passive: S + have/has +been + Ved/3 + (by + O) * Notes: Khi chủ ngữ câu chủ động là đại từ nhân xưng (I, you, we, they, he, she it, people) đại từ bất định (someone, somebody, anyone, anybody, …) thì chuyển sang câu bị động ta bỏ nó cùng giới từ "by" Khi câu chủ động có trạng ngữ nơi chốn thì chuyển sang câu bị động ta đặt trạng ngữ này trước "by + O", còn là trạng ngữ thời gian thì ta đặt sau "by + O" Exercise Building sentences A new hospital has been built in our city Another man- made satellite has been sent up into space More and more trees have been cut down for wood by farmers Thousands of animals have been killed in the forest fire More than 50 films have been showed in Hanoi since June Some ink has been pilled on the carpet Who, which, that - They are relative pronouns - who là đại từ người làm chủ ngữ câu Ex: This is the man He lives next door -> This is the man who lives next door - Which là đại từ vật, có thể làm chủ ngữ tân ngữ Ex1: That is the game I like the game best -> That is the game which I like best Ex2: Lan bought a knife It is very sharp -> Lan bought a knife which is very sharp - That có thể thay cho which and who in Mệnh đề liên hệ xác định - T gives an example and has Ss identify the verb of the sentence - Ss look at the example and give their answers - T corrects Ss' answers and introduces new tense: the present perfect - Ss copy example and think of the use of it - T represents the use of the present perfect and the whole class copy - T asks Ss read the exercise and write on the board what they think Tan has done before Quang comes - Ss write on their notebooks and on the board what they think Tan has done before Quang comes - T corrects SS’ answers - T gives an example and changes that sentences into the passive, then has Ss speak out the rules - Ss look at T's example and answers - T corrects Ss' answers and presents the way to change an active sentence into the passive voice - T has Ss build sentences in exercise as the model - Ss read the model and build the sentences, then present their answers on the board - T corrects Ss’ answers - T presents the usage of Who, which, that to Ss and give example to illustrate - Ss listen and copy down Ex: - That is the book that I like best - I can see a girl and her dog that are running in the park Note: When they refer to the subject, they can not normally be omitted Exercise which, who or that which/that which/that which/that who/that who/that who/that that/ who that/which which/ that 10 who/that - T has Ss read the sentences carefully and fill in the blank with Who, which, or that - Ss give their answers orally - T asks the Ss to explain and corrects their answers Homework (1’) - Complete the rest of exercise - Review: the present perfect, present perfect passive : who, which and that - Prepare for unit 6- reading - T reminds Ss their homework - Ss listen and memorize Remarks: ………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Week: 12 Period: 33 Date of preparation: 02/11/2012 Date of teaching: 06 - 10 /11/2012 UNIT AN EXCURSION A Reading I Aim: to improve Ss' reading skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words - improve reading comprehension skill through multiple choices and answering questions exercises Skill: reading comprehension II Methods: Integrating, mainly communication III Language content: lotus, picturesque, excursion, day off, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Checking: Change into the passive voice and put the appropriate relative pronouns into the blanks New lesson: Unit – A READING Contents T and Ss’ activities I Warm-up (3’) Matching Match the photos with the information and speak out which - T asks the class to match and answer place(s) you would like to visit and give reasons - Ss give their answers Keys: - T corrects and has Ss give the name of each 1- d: Thien Mu pagoda (Hue) place - b: Ha long Bay (Quang Ninh) - Ss give answers - a: The One - Pillar pagoda (Hanoi) - T comments and introduces new lesson - c: Dalat (Lam Dong) II Before you read (7’) * Vocabulary: - T gives Vocabulary on the board and asks Ss - lotus (n) /'loutəs/: hoa sen - Picturesque /pikt∫ə'resk/ (adj): đẹp, gây ấn tượng mạnh - excursion /iks'kə:∫n/ (n): du ngoạn, chuyến tham quan - day off (n): ngày nghỉ - cave (n): hang động - two-day trip (phn): chuyến ngày - suppose (v) /sə'pouz/: cho rằng, nghĩ là - pagoda (n) /pə'goudə/: chùa - campfire (n) /'kæmpfaiə/: lửa trại - persuade (v) /pə'sweid/ = convince /kən'vins/: thuyết phục III While you read (25’) Task 1: Choose the best answers C Lan wrote the letter to tell Minh about the plan for her class trip A The students decided to go on an excursion because they wanted to understand their geography lessons better B The students have changed their destination as it is impossible to visit caves near Thay Pagoda Task Answer the questions They are going on a trip when they have some days-off after the 1st term They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave It’s only over 20 km They are going to make a two- day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap Lan is anxious about her parents' permission because they may not want to let her stay the night away from home IV After you read (6’) Gap filling Key: going to go on some caves want to see have learnt their trip only problem to persuade them her classmates Homework (1’) - Learn new words by heart - Prepare for speaking for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation - T asks Ss to read the letter carefully and choose the best answers - Ss task individually and give their answers - T asks for Ss’ explanation for their choices: where they get the answers and speak the sentences aloud for the whole class to correct their answers - T asks Ss to read the passage again to answer the questions - Ss read the passage and find out the answers - T asks Ss to write down their answers on the board - Ss give their answers on the board - T asks for the sentences that Ss get the answers - Ss read out the sentences that they get the answers - T corrects Ss’ answers - T asks Ss to read the group of words in the box carefully and choose one of them to fill in each blank in the summary of the letter - Ss read the group of words and try to translate it into Vietnamese - T calls Ss to present their answers in front of class - Ss speak out their answers - T corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 12 Period: 34  Date of preparation: 03/11/2012 Date of teaching: 07 – 14/ 11/2012 UNIT AN EXCURSION B Speaking I Aim: to improve Ss' speaking skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words - express their opinion Skill: expressing opinion II Methods: Integrating, mainly communication III Language content: sundeck, occupied, get sunburnt, travel sickness,… IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Checking: Asking Ss to write the new words and answers a question New lesson: Unit – B SPEAKING Contents T and Ss’ activities I Warm-up (2’): Ask and answer Question: T asks Ss to brainstorm about things which - T asks Ss to answer question individually they can plan for an excursion? - Ss give their answers about things they will prepare Answers: tickets, tickets, money, food, drink, for an excursion II Before you speak (10’) * Vocabulary: - sundeck (n) boong tàu - get sunburnt (phv) /'sʌnbə:nt/ the skin hurt or destroy by the sunlight - travel sickness (n) the state of being sick due to travelling - refreshment (n) /ri'fre∫mənt/: room that serves food and drinks to refresh in a boat - occupied (adj) /'ɒkjʊpaied/: being kept, in use III While you speak (25’) Task1 and Conversation conduct Giving opinions: - I think … - … should … - Is better because … - That’s (not) a good idea + I think Mrs Andrew should sit in seat 46/43/40/34 because she doesn’t want to be in the sun deck and see all the students + Mary should sit in seat number 31/7/19/20/26/32 because she needs plenty of fresh air + Seat 33 is better for Susan because she wants to sit near Mary and not want to get sunburnt + That’s a good idea to put John in seat 10/11/12 because he doesn’t like air-conditioning and he would like to take photographs + Seat 1/6 is best for Tim because he likes to sit in the sun + Sam should sit in seat 16/ 29/34 to have a good view IV After you speak (3’) Work in pairs: Talk about your suitable seat, using the suggestions in task to - T gives Vocabulary on the board and asks Ss for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation -T asks Ss to read the information about Mrs Andrews, Susan, Mary, Tim, John, Sam - Ss read the information about Mrs Andrews, Susan, Mary, Tim, John, Sam and translate it into Vietnamese - T asks Ss to work in groups: Read the seat plan carefully & decide the best seat for each person, using the information in Task - Ss read the seat plan and work in group to discuss - T provides Ss with some structures to give opinions and tells Ss to express their ideas about seats for each person in task - T goes around the class and provides help when necessary - T calls on some Ss to stand up and express their ideas in front of class - T comments and gives correct answers -T tells Ss to work in pairs and discuss explain Ex: A: Which seat is suitable for you? B: I choose the seat number 45 because I like airconditioning Homework (1’) - review new words - prepare for listening - Ss work in pairs to decide their suitable seats and explain based on suggestions in task - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 12 Period: 35 Date of preparation: 05/11/2012 Date of teaching: 08 - 16/11/2012 UNIT AN EXCURSION C Listening I Aim: to improve Ss' listening skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words - improve their listening skill through Ordering, Gap-filling and Answering questions exercises Skill: listening comprehension II Methods: Integrating, mainly communication III Language content: glorious, assemble, left- overs, delicious, spacious, IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit – C LISTENING Contents T and Ss’ activities I Warm-up (3’): T’s questions: - T asks Ss some questions - Do you like to go for a picnic? - Ss listen and answers - Who you go with? - Do you always go to the beach or the mountain for a picnic? - Do you bring food with you when you go for a picnic? - What you like to at your picnic? II Before you listen (8’) - T gives Vocabulary on the board and asks Ss for the * Vocabulary: meanings - glorious (adj) /'glɔ:riəs/: đẹp trời - T pronounces vocabulary correctly and asks Ss to repeat - left-overs (n) = the rest : thức ăn còn thừa - delicious (adj) /di'li∫əs/ = tasty (adj) : ngon miệng - Ss write down the new words, give the meanings and repeat after teacher - Botanical Garden (n): Vườn bách thảo - spacious (adj) /'spei∫əs/ = large, have a lot of space: rộng, nhiều không gian - merrily (adv) /'merili/: vui vẻ III While you listen (25’) Task Pictures ordering 1.a 4.c 2.e 5.f 3.b 6.d -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation - Ss practice to check pronunciation - T introduces the situation and then asks Ss to work in pairs and guess the order of the pictures carefully - Ss work in pairs to order the pictures - T plays tape first time for Ss to number the pictures in order they hear - T plays tape the second time for Ss to check - Ss write down their answers on the board - T calls on some Ss to explain their answers in front of class - T plays tape again and pause tape after each sentence for Ss to check their answers - Ss correct their answers - T gives correct answers Task Gap -filling was just a few to pay a visit at the school gate a short tour playing some more -Before listening, T asks Ss to read the sentences carefully and have a guess of the missing words first - Ss read the sentences and speak out the word that they guess to fill in the blanks -T plays the tape twice times and asks Ss to compare their answers with a partner - T calls on some Ss to read aloud their answers - T plays tape again for Ss to check their answers Task Answer the questions The weather was very nice Yes, it is The garden was beautiful They could sleep soundly because it was so peaceful and quiet in the garden They took pictures, plays games, talked, sang and danced IV After you listen (5’) Work in group: talk about your preparation for a picnic Suggestions: + destination: + Means of transport: + How many: + How long: + Who with: + What activities: + Bring any foods? Homework (1’) - review new words - prepare for writing - T asks Ss to read the questions and answer - Ss answer the questions and then give their answers on the board - T corrects Ss’ answers - T gives the questions and asks Ss to the task - Ss try to give their answers - T provides some suggestions - T has Ss work in group of four, discuss things they will prepare for a picnic - Ss discuss and give their answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 13 Period: 36  Date of preparation: Date of teaching: UNIT /11/2012 / 11/2012 AN EXCURSION D Writing I Aim: to improve Ss' writing skill Objectives: By the end of the lesson, Ss will be able to write a confirmation letter Skill: writing letter II Methods: Integrating, mainly communication III Language content: convenient, fortunately, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance Checking: New words of listening lesson New lesson: Unit – D WRITING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T gives Ss three questions to answer Have you ever received a letter? - Ss listen and give answers Do you send a letter of reply to the sender? - T corrects Ss’ answers and introduces new lesson What you write in your letter of reply * Suggested answers: Yes, I have Yes, I Ss’ answers might be different II Before you write (15’) - T asks Ss to read the two letters of Nga and Hoa in Vocabulary: the textbook on page 69 to find out Nga’s requests and - request (n): yêu cầu Hoa’s confirmation - confirmation (n): xác nhận - Ss read the two letters and give their answers - Convenient (a): thuận tiện - T provides some new words that are used in two - pick sb up (phv): đón letters and help them to pronoun - Fortunately (adv): cách may mắn - If Ss can not find out the requests or confirmation, T - bunch (n): nhánh, bó may introduce to them the structure of request Task Read the two letters and find out the requests sentence: CAN/COULD + S +V? or explain the meaning of and confirmation words * Requests in Nga’s letter: - Can you go with me to buy the things we need for the trip? * Confirmation in Hoa’s letter: Certainly, I will help you to prepare everything you need for the trip III While you write (25’) Task Writing a confirmation letter - T asks Ss to read Hoa’s letter again to find out the * Model of a confirmation letter: model of a confirmation letter - opening: Dear …, - Ss read and find the model - Body: - T provides the model of a confirmation letter and Ss + I’m glad/happy/ delighted to hear that you are copy going to have … - T has Ss read the situation in task 2, choose one of + Certainly/Of course/ Surely, I will help you to … them to write a letter + I hope to see you soon/ I look forward to seeing - T asks Ss to explain the situations so they can write you soon well - closing: Love/Best wishes/ Yours, - T gives Ss 10-12 minutes to work in pairs, write their Sign confirmation letter - Ss work in pairs, write confirmation letter IV After you write (5’) Present writing and correction V Homework (1’) - finish writing - prepare for language focus - T calls three Ss to present their letters on the board - Ss present - T corrects Ss’ letters: spelling, grammar, … - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 13 Period: 37 Date of preparation: Date of teaching: /11/2012 /11/2012 UNIT AN EXCURSION E Language focus I Aim: to improve Ss' pronunciation and grammar points Objectives: By the end of the lesson, Ss will be able to: - distinguish and pronounce the sounds /ə/ and /З:/ clearly and correctly - use the present progressive (with future meaning), be going to + V appropriately Skill: pronouncing and using present progressive, be going to II Methods: Integrating, mainly communication III Language contents: /ə/ and /З:/, the present progressive (with a future meaning), be going to + V IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: Unit – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm-up (5’) - T gives two groups of words and asks Ss to choose T’s words: from each group a word whose underlined part a award b saw c claw d draw pronounced differently from the others a writer b term c preserve d - Ss read the words and give their answers reserve - T corrects Ss’ answers and introduces new lesson * Key: 1a , 2b II Pronunciation (10’) /ə/: teacher, together, other, pagoda, about, today, … - T asks Ss to find words that contain the sounds they /З:/: bird, term, work, shirt, church, early, … have learnt * Practise these sentences - Ss remind and speak out the words that contain two Have you heard about our excursion to Thay sound /ə/ and /З:/ pagoda? - T helps Ss pronounce the sounds and words correctly Her father is learning German with a teacher then has them practice sentences The girls work in the church on Thursdays III Grammar (30’) 1.The present progressive (with a future meaning) - T gives examples, using the future simple and the Ex1: A: Hoa is in hospital B: I know I’m coming to visit her this afternoon => Usage: to express a plan that is arranged before talking Form: S + is/am/are + V-ing (common verbs: go, come, see, visit, meet, have, leave) The future simple Ex2: A: Hoa is in hospital C: Really? I’ll come to visit her this afternoon => Usage: to express an intention or decision coming out at the moment of speaking * Form: S + will/shall + V present progressive tenses for Ss to distinguish - Ss write examples on their notebooks and try to present the usages of two tenses based on T’s translation - T corrects SS’ answers - T give example and translates them into Vietnamese for Ss to realize the form and usage of be going to - Ss coy the example, listen to T’s translation and point out the usage of be going to Be going to + V Ex3: A: Hoa is in hospital B: I know I’m going to visit her this afternoon => Usage: to express an intention or decision thought about before the moment of speaking Ex4: Look at those black clouds! It’s going to rain => to express an prediction based on available evidences Form: S + is/am/are + going to + V - T has Ss read and all exercises in the book carefully Exercise - Ss read and all exercises on textbook are you doing is getting married - T asks Ss give their answers and try to translate to Are you going to watch am going to be correct their answers is going to rain - Ss give their answers and translate Exercise - T corrects their answers are going are having is going to catch are you putting isn’t going to give up Exercise Are you going to watch/ I’m visiting my grandparents I’m going to my homework is he doing?/he is going to buy a new car It’s going to rain I’m going to clean it Homework (1’) - Review: the sound /ə/ and /З:/ - T reminds Ss their homework The usage of the present progressive and - Ss listen and memorize be going to - Prepare for test yourself B Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 14 Period: 38  Date of preparation: Date of teaching: /11/2012 /11/2012 TEST YOURSELF B I Aim: By the end of the lesson, Ss will be able to remember all knowledge they have learnt in three units: 4, and II Methods: Integrating, mainly communication III Language contents: The + adj, used to, Which as a connector, relative pronouns, the present perfect and the present perfect passive, … IV Teaching aids: chalks, board, hand-out, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: TEST YOURSELF B Contents T and Ss’ activities I Listening Answers: - T has Ss read the table and guess the information that 50 miles to the west of London they need to fill in 120,000 inhabitants/people - Ss read and guess market town - T plays the tape once for Ss to hear all the whole biscuit factory passage computer industry - T plays the tape again and has Ss listen to complete the in central England table 90,000 people - Ss listen for the second time and complete the table university - T has Ss write their answers on the board, then plays car factory the tape again, pause after each sentence for Ss to check 10 Cowley Road and correct their answers - Ss listen, try to give correct answers II Reading Answers: - T has Ss read the passage and decide whether the F F statements are true or false F T - Ss read the passage carefully and give their answers T - T asks Ss find evidences for their answers - Ss give their evidences and T corrects III Grammar Answers: - T has Ss read the photograph carefully and try to find out by scientists the missing words in each line opportunities for other - Ss read the photograph carefully and give their there is answers which attempts - T has Ss explain their answers all the - Ss explain and T corrects organizing the invention as/per/every developed by it is 10 it be wanted IV Writing Suggested answer - T has Ss read the situation carefully, and read the Dear uncle, outline to make sure what information they have to Our class is planning to visit your computer factory mention in their request letter on our next weekend on October 10th We all are - Ss read and confirm which information they have to joining the trip by our school’s car We have write in each part of the letter, the tenses and useful recently studied Information Technology and we ant expressions to give their requests to know more about computers - Ss write their letters on the board and T corrects We are staying in the factory the whole morning - Ss copy and correct their letters on the notebooks and visiting the production Can you let us have a guide for the visit? It’ll be great if we can have meetings with workers If there aren’t any changes, we’ll arrive at about eight in the morning Is everything convenient for you? Please let me know as soon as possible Love, Nam Homework (1’) - Review all they have learnt in unit 4, 5, and - T reminds Ss their homework - Prepare for test No - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 14 Period: 39 Date of preparation: Date of teaching: UNIT /11/2012 / 11/2012 THE MASS MEDIA A Reading I Aim: to improve Ss' reading skill Objectives: By the end of the lesson, Ss will be able to: - Learn some words to talk about the media - Improve their reading skill matching and answering tasks Skill: reading comprehension II Methods: Integrating, mainly communication III Language content: cartoon, comedy, news, headline, … IV Teaching aids: Textbook, chalks, board, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit – A READING Contents T and Ss’ activities I Warm-up (5’) T’s questions: - T gives some questions for Ss to answer Do you often watch TV? - Ss listen, think and give their answers How many channels are there on our national TV? - T listens for Ss’ answers, comments and introduces Which programme you often watch? new lesson => Ss’ answers depend on each on II Before you read (10’) Vocabulary: - Channel (n) - Cartoon (n) - Comedy (n) - Headline (n) - Forecast (n) - Drama (n) - Documentary (n) - T gives Vocabulary on the board and asks Ss for the meanings - T pronounces vocabulary correctly and asks Ss to repeat - Ss write down the new words, give the meanings and repeat after teacher -T calls 2-3 Sts to repeat and correct their pronunciation if they pronounce incorrectly - Ss volunteer to pronounce the new words and correct their pronunciation III While you read (20’) Task Matching cartoon – a film made by photographing a series of changing drawings drama – a play for theatre, television or radio comedy – a film or play that is intended to be funny, usually with a happy ending documentary – a film or a television programme giving facts about something Task True (T) or false (F) T T F (The Nature of Language is the documentary programme at 15:15 on VTV3) T F (VTV1 starts at 5:35 and the last programme starts at 23:30) Task Answer the questions Five films are on At 9:00a.m., 12:00, 7:00 p.m., 11 p.m on VTV1 and 7:00 p.m on VTV 3 VTV2 The Quiz Show VTV1 Football IV After you read (7’) Work in groups of four: Talking about the TV programme they like watching best and explain why Suggestion: There are some interesting programmes on TV every day, but I like watching cartoons best because they help me to reduce stress and feel the life is more comfortable Homework (1’) - Learn all new words - Read and answer the questions again - Prepare for Speaking - T has Ss read all phrases in B carefully, then match a word in A with their definition ins B - Ss read and match - T calls Ss to translate the phrases in B to check their understanding - Ss translate phrases in B into Vietnamese to illustrate their answers - T corrects - T has Ss read the TV programme carefully, then decide whether the statements are true or false - Ss read and give their answers - T has Ss find out the evidences - Ss point out the evidences - T corrects - T has Ss read the TV programme again to find out the answers for questions - Ss read and give their answers - T has Ss find out the evidences to illustrate their answers - T has Ss work in groups and discuss the question - Ss discuss and try to give their reasons - T calls 1-2 Ss to speak in front of class and correct their pronunciation, grammar,… - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 15 Period: 40  UNIT THE MASS B Speaking I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to - Learn some words to talk about the media - Talk about features of types of the mass media Date of preparation: 23/11/2012 Date of teaching: 27/11 – 01/ 12/2012 MEDIA Skill: talking about features of type of the mass media II Methods: Integrating, mainly communication III Language contents: aurally, orally, visually, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Vocabulary and questions about the three channels of our national TV New lesson: UNIT – B SPEAKING Contents T and Ss’ activities I Warm-up (5’) T’s questions: - T has Ss answer two questions related to the What you often use a TV for? mass media If you don’t have a TV, how can you get information? - Ss listen and give their answers - T comments and introduces new lesson II Before you speak (15’) Vocabulary: - T provides new words and explains their - orally (adv) = through mouth meanings in English for Ss to guess - aurally (adv) = through ears - Ss copy the new words and find the - visually (adv) = through eyes meanings based on T’s explanation - feature (n) - T pronounces correctly and has Ss repeat in - deliver (v) chorus, then individually 3-4 times - distinctive (adj) - Ss repeat after T - T corrects Ss’ pronunciation Task Put a tick next to the box next to the types of the mass media dictionaries books newspapers television plays magazines films radio the Internet IV While you speak (20’) Task Speak about common features of types of the mass media and mains features of each one The radio - provide information and entertainment orally (through mouth) - receive information aurally (through ears) Newspapers - present information and entertainment visually (through eyes) - receive information visually (through eyes) Television - present information and entertainment orally (through moth) and visually (through eyes) - get information aurally (through ears) and visually (through eyes) The mass - provide/ deliver information and media entertainment Ex: TV presents information and entertainment visually and we receive them through our eyes Task Answer the questions The mass media includes TV, the radio, newspapers and the Internet The feature they have in common is that they provide information and entertainment to people The radio provides information and entertainment orally - T has Ss read all the things and decide which one(s) are types of the mass media - Ss read and decide by put a tick on the box - T asks Ss for explain and corrects Ss’ answers - T has Ss think about the common features of all types of the mass media and main features of each one - Ss think and answer - T has them present their answers, using the cues given and example - Ss read the example and make the same presentation - T calls Ss to speak out their answers in front of class - Ss practice - T corrects their answers and pronunciation - T has Ss to retell about the mass media by answering the questions - Ss practice in pairs, as and answer the questions - T corrects (through our mouth) and we receive them aurally (through our ears), … Homework (1’) - Learn new words - Practise talking about feature of the mass media and its types - Prepare for listening - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 15 Period: 41 Date of preparation: Date of teaching: UNIT THE MASS C Listening /11/2012 /11/2012 MEDIA I Aim: Improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to - Learn more some words - Improve their listening skill Skill: gap-filling exercises II Methods: Integrating, mainly communication III Language contents: in spite of, although, rise, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: talk about common features and main features of each type of the mass media New lesson: UNIT – C LISTENING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss three questions about the frequency of How often you listen to the radio? using the radio How many hours per week you listen to it? - Ss listen and give their answers What programme you like listening to and why? - T listens and gives comments, then lead in the new lesson II Before you listen (10’) - T provides new words and asks Ss to guess the *Vocabulary: meanings by giving examples - cause (v) - Ss listen and guess the meanings - wonderful /'wʌndəfl/ (adj) - T speaks out the new words and asks Ss to - Because of + N/V-ing = Because + Clause (S+V) repeat 3-4 times Ex: Because my bad marks, my parents are not happy - In spite of + N/ V-ing = Although + Clause (S+V) Ex: In spite of my parents’ permission, I don’t want to go out at night - flood (n) >< drought (n) - rise- rose – risen (v) III While you listen (25’) Task Tick the words you hear in the right column New story New story  Healthy  Strong Young  Cloudy  Highest  wonderful  Task Gap – filling Keys: Story 1 has caused flood have left their homes have risen two metres has stopped cloudy strong wind Story twenty – third 4.418 California wonderful young and happy Task Answer the questions Heavy rain during the night has caused flood all over the country today Because rivers have risen 23 times Because the mountain kept her young and healthy Homework (1’) - Learn new words - Prepare for writing - T asks Ss to read carefully all the words in the first column - T plays the tape for the first time - Ss try to listen all the words in the first column - Ss listen and try to give answers - T plays the tape again and pauses after key words for Ss to check - Ss listen and correct their answers - T asks Ss to read the two radio new stories in text book and guess the part of speech that needs filling in the blank - Ss read and give their suggestions - T plays the tape for Ss to listen and fill in - T has Ss read all the questions, try to understand all of them - Ss read and translate questions - T plays the tape again and Ss give their answers - Ss listen and give their answers - T plays the tape one more time, pauses after the sentences for Ss to listen, check and correct - Ss listen again and correct - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 15 Period: 44  Date of preparation: Date of teaching: UNIT THE MASS D Writing 26 /11/2012 /12/2012 MEDIA I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to write a paragraph about advantages and disadvantages of television and other types of mass media Skill: write a paragraph about advantages and disadvantages II Methods: Integrating, mainly communication III Language contents: popularity, responsible, interfere, violent, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT – D WRITING Contents T and Ss’ activities I Warm-up (3’) - T asks Ss to answer three questions T’s questions What are some kinds of the mass media? Which one is the most popular? What are advantages and disadvantages of TV? II Before you write (10’) Task Read the advantages and disadvantages of television Vocabulary - effective (adj): - popularity (n): - responsibility (n): - violent (adj): - interfere (v): - aware of (n): III While you write (25’) Task Work in groups Write down the advantages and disadvantages of the Radio, Newspapers and The Internet - Structures: + help sb do/ to Sth + make sb/st/do st /adj Ex: he makes me tired/cry -Expected answers: Types of the Advantages Disadvantages mass media Radio: Newspapers : Internet: - make people happy - Life easier /relax - get /enlarge /broaden knowledge - get information on many fields: culture, art, business - relax and entertainment - get information on many fields - provide quick and daily access to information and entertainment - waste time - make people passive - harm people eyes - be short-sighted - cost time and money - make people passive - T gives Vocabulary on the board and gives some example for Ss to guess the meanings - T pronounces vocabulary correctly and ask Ss to repeat - Ss write down the new words, give the meanings and repeat in chorus - T asks Ss to read the advantages and disadvantages of television and translate them into Vietnamese - Ss read the instructions and try to translate them into Vietnamese - T elicits some structures for Ss to write -T divides the whole class into four groups and discuss about advantages and disadvantages of the following mass media - Ss work in groups of four and discuss about the mass media - T goes around to help Ss if necessary - The representative of each group presents their ideas in front of class - T comments and Ss correct their answers - cost a lot of time and money - make people passive - influence on the way people think and talk - take times away from activities Task 3: Writing Useful language : * There are some advantages and disadvantages that radio brings us * Updated information , conveniences * Firstly/secondly/next to/ Lastly * In conclusion, Homework (2’) - Ss listen and give their answers - T listens and comments -T asks Ss to write a paragraph about advantages and disadvantages of the following mass media Discussed in Task - T lets Ss work individually and write a paragraph about advantages and disadvantages of one of the mass media in task -Peer correction -Ss work individually and exchange their writing into another S to correct mistake together - T picks up some writing to correct in front of class - finish writing - review new words - prepare for language focus - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 16 Period: 45 - 46 Date of preparation: Date of teaching: 01/12/2012 /12/2012 UNIT THE MASS MEDIA E Language focus I Aim: Improve Ss’ pronunciation and grammar point Objectives: By the end of the lesson, Ss will be able to - pronounce the sounds /ei/, /ai/ and /oi/ clearly and correctly - remind the use of the present perfect and because of/ because and despite/ in spite of Skill: pronouncing and II Methods: Integrating, mainly communication III Language contents: popularity, responsible, interfere, violent, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) T’s words: today, find, say, choice, hate, die, boy, radio, cry, - T provides a group of words and asks Ss to mind, soil, cake divide them in three columns separately Suggested answers: - Ss read the words and write them in the - /ei/: today, say, hate, radio, cake columns of the three sounds /ei/, /ai/ and /oi/ - /ai/: find, die, cry, mind - T reads the answers and corrects - /oi/: choice, boy, soil II Pronunciation (15’) /ei/: play, newspapers /ai/: time, wildlife, height, buy, type /oi/: voice, noise, enjoy * Practise these sentences I’m afraid you’ve made a mistake They change the timetable at the end of April This is the noisiest Rolls Royce I’ve ever heard - T introduces the three sounds Ss have just found and asks Ss to give some more words that contain these sounds - Ss speak out the words they know and T corrects - T has Ss practice reading the sentences - Ss practice and T corrects their pronunciation III Grammar (70’) The present perfect (25’) Form: S + have/has + Ved/3 + (O) S + haven’t/hasn’t + Ved/3 + (O) Have/ Has + S + Ved/3 + (O)? - T calls one Ss to go to the blackboard and give the forms of the present perfect - Ss go to the board and give the form of the present perfect Adverbs: just, yet, already, never, ever, as long as, as soon as, since, for, … Exercise 1 have been has lived have met have done have had have taken have watched - T calls one Ss to remind some adverbs that often go with the present perfect - T has Ss read the verbs in the box and use the present perfect of them to complete the letter - Ss read the verbs and the letter, then give their answers - T corrects Exercise since for Since ago since - T has Ss to remind some the adverbs that are use with the present perfect and the past simple - Ss remind and answer - T has Ss to complete the sentences, using since, for or ago - Ss give answers and explanation ago for for ago 10 since Because of and in spite of (43’) a Because of Because of + N/ N- phrase/ V-ing, S + V Phrase of reason <=> Because + Clause (S + V), S+V Clause of reason Ex: Because of my bad marks, my mother gets angry with me  Because my marks are bad, my mother gets angry with me b In spit of/ Despite In spit of/ Despite + N/ N- phrase/ V-ing, S + V Phrase of concession  Although Even though + Clause (S + V), S+V Though Clause of concession Ex: In spite of being sick, I went to school  Although I was sick, I went to school Exercise Because of the cold weather, we kept the fire burning all day In spite of the cold weather, we all wore shorts Because of his illness, he had to cancel the appointment In spite of his illness, he managed to come to school Because of the large crowds, we could not see what was going on In spite of the large crowds, there were enough seats for everyone Because of the meat shortage, everyone is living on beans In spite of the meat shortage, we managed to get beef Because of the bad condition of the house, the council demolished it In spite of the bad condition of the house, they enjoyed living there Homework (1’) - Review all the sounds and grammar points - Prepare for Unit – Reading - T gives examples to introduces Ss new grammar points - Ss listen and copy, then point out the structures - T corrects and presents the use of Because /Because of, Although/ In spite of - Ss listen and copy - T has Ss use the suitable sentences in the box to complete the sentences - Ss read and give their answers - T has Ss to translate their answers to make sure that they are corrects - Ss translate and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 16 Period: 47 Date of preparation: Date of teaching: UNIT THE 02/12/2012 /12/2012 STORY OF MY VILLAGE A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to - Learn more new words to talk about their community - Talk about changes in the life of community Skill: reading for specific information, matching II Methods: Integrating, mainly communication III Language contents: make ends meet, straw, mud, farming method … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT – A READING Contents T and Ss’ activities I Warm up (3’) * Questions: - T asks Ss to look at the picture in What the people in the picture doing? textbook on page 82 and answer the four How are they working? questions What you think of the crop? - Ss look at the picture and give their What helps produce good crops? answers * Suggested answers: - T listens to Ss answers and comments, They are harvesting crops introduces new lesson They are working hard The crop is good New farming methods/ technology II Before you read (10’) - T provides new words, give examples or * Vocabulary: cues for Ss to get meanings, or give - make ends meet (phv) meanings directly - to be in need of (phv) = need (v) - Ss listen to T’s cues and guess the Ex: They are in need of money to continue going to school meanings - straw (n) - T pronounces vocabulary correctly and - mud (n) asks Ss to repeat in chorus - crop (n) - Ss write down the new words and listen - result (v) to T - farming method (n) - T asks Ss repeat after T some times, then - bumper crop (n) call 3-4 Ss to repeat, listens and corrects - cash crop (n) - brick (n) - thanks to = due to - knowledge (n) - better someone’s life III While you read (20’) Task Match a word in A with its definition in B make ends meet = b have just enough money to pay for the things that you need in need of many things = d having to have many things that you not have bettering one’s life = a making one’s life better bumper crops = e good crops cash crops = c crops to be sold, not for use by the people who grow it Task Complete the table Areas of Before change house Made of straw and mud Radio and Few families had a TV radio or a TV set Farming old methods crops poor travel On foot - T has Ss read the passage and the definition in B carefully, then match a word in A with its definition in B - T has Ss to give their answers on the board, asks for Ss’ translation and corrects - Ss the task, give answers, listen to T’s comments and correct their answers After Made of bricks Many families had a radio or a TV set new Good/ bumper By motorbikes Task Answer the questions It was poor and simple Because they hope that with an education of science and technology their children could find a way of bettering their lives They introduced new farming methods, which resulted in bumper crops They also helped the villagers grow and cash crops for export He said their lives had changed a lot thanks to the knowledge their children had brought home He told his grandchildren “Study harder so that you can even more for the village than your parents do.” Homework (‘) - Learn by heart the new words - Review the content of the passage - Prepare for Listening their pronunciation - Ss repeat after T, then volunteer to repeat individually, listen to T’s comments and correct their pronunciation - T asks Ss to read the passage again, note the changes in the village and complete the table in the task - Ss read the passage again, then complete the table with the information that they find out from the passage - T has Ss write their answers on the board for the whole class to comment and correct - T has Ss read the passage again and find out the answers for each question in textbook page 84 - Ss read the passage and questions carefully and answer - T asks Ss to give their answers on the board, T corrects them - T can introduce/ explain questions number 4: reported grammar point we’ll learn in part – Language focus - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 17 Period: 48 Date of preparation: Date of teaching: 08/ 12/ 2012 / 12/ 2012 UNIT THE STORY OF MY VILLAGE B Speaking I Aim: improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to: - Learn more new words to talk about changes of lives in the community - Talk about plans to improve living standard of the community Skill: use conditional type to talk about real supposition at present II Methods: Integration, mainly communication III Language contents: widen, raise, resurface, canal … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: new words and questions about changes in the life of villages New lesson: UNIT – B SPEAKING Contents T and Ss’ activities I Warm up (3’) T’s questions: What can we to make the life of our - T asks Ss the ways to improve the life of community better? the community that they know => Ss’ answers might be different - Ss think and give the solutions that they Suggested answers: know To repair roads, build more hospitals and schools, change farming method, use modern technology in production, … II Before you speak (15’) * Vocabulary - T pronounces vocabulary correctly and - widen = broaden = enlarge (v) asks Ss to repeat in chorus - raise (v) - Ss repeat after T in chorus times - resurface (v) - muddy (n) Task Matching a plan with its possible result Plans Possible results widen the roads a children have better learning conditions raise and resurface the b cars and lorries can get to the roads village c villages have a shorter way to build a medical centre town d people’s health is looked after build a football ground e young people can play sports grow cash crops f people can export the crops and have more money build a bridge over the g roads will not be muddy and canal flooded after it rains, and people build a new school get around more easily III While you speak (20’) Task Practise the conversation * language note: Conditional sentence type Main clause , If clause S + will/ can/ may + V-inf, S + V (the present simple) =>usage: to describe possible consequences that are possible in the present or future - T asks Ss to read the plans and possible results, try to understand all of them then match - Ss read the plan and possible results, try to translate them into Vietnamese - T reads the conversation once, Ss listen and follow T’s reading in the book - T introduces new grammar point - Ss copy new grammar point - T has Ss work in groups of three, practice the conversation - Ss work in group of three and practice - T calls groups of Ss to practice the conversation in front of class, listen and correct their pronunciation Task Making a conversation, using ideas in the table in Task *Giving agreement : - I think that we should - That’s a good ideas - I think so We should … - I completely agree with you … A: I think we should build a football ground B: I completely agree with you If it is built, young people can play sports and improve their health C: A football ground is a place where people meet and exchange ideas A: What about a medical centre? I think it’s necessary to build it B: That’s a good ides If it is built, people’s health can be looked after and better C: Yes, and If we are sick, we not have to go to other district or provincial hospital for treatment Homework (1’) - Learn by heart the new words and new grammar point - Prepare for listening - T asks to choose one plan in task and its possible results to make a conversation similar to one in task 2, then practice speaking - Ss choose plans and their possible results in task to make a conversation, then practice in front of class - T listens to Ss’ new conversation and correct if necessary - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 17 Period: 49  Date of preparation: Date of teaching: 08/ 12/ 2012 / 12/ 2012 UNIT THE STORY OF MY VILLAGE C Listening I Aim: improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to: - understand the changes in a small town - improve listening skill through gap – filling listening exercise, listening for specific information Skill: listening for specific information II Methods: Integration, mainly communication III Language contents: atmosphere, narrow, suburb, ugly, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: plan to improve community’s life and possible results New lesson: UNIT – C LISTENING Contents T and Ss’ activities I Warm up (3’) Discuss the differences between the two pictures of - T asks Ss to look at the pictures in textbook on page 86 the same town and talk about the differences * Suggested answers: - Ss look at the pictures and discuss the differences - In the past, the town used to have only small between them houses, but now there are tall buildings - T listens to Ss’ answers, comments and introduces new - In the past, there weren’t any hotels, but now there is a hotel in the town - In the past, the roads used to be narrow, but now they are wide - There wasn’t a car park in the town, but now there is a car park II Before you listen (10’) * Vocabulary - atmosphere (n) - narrow >< wide (adj) - suburb (n) - ugly >< beautiful (adj) III While you listen (25’) Task True (T) or false (F) Corrected answers: F (It’s on the south coast of England) F (It used to be a small quiet town) T F (A lot of trees have been cut down for wider streets) F (Some people don’t like the changes, they miss the quiet and peaceful life of the old town) Task Gap – filling Corrected answers: houses widened car department Homework (1’) - Learn by heart the new words - Prepare for writing hotel cut shop expensive lesson - T introduces new words, give examples or the synonyms/ antonyms for Ss to guess the meanings - Ss write down the new words, listen to T’s cues and guess the meanings - T pronounces new words correctly and asks Ss to repeat in chorus for some times - T plays the tape once for Ss to listen the whole talking, try to listen to the information in the task - Ss read the statements carefully and listen to the talk first time - T plays the tape again for Ss to listen, pause after each sentence that contains the statement in the task - Ss listen again and give their answers on the board - T plays the tape again for Ss to check their answers (If the statements are difficult for Ss to decide true or false, T might plays the tape some more times) - T asks Ss to read the passage on page 87carefully and try to guess the words to fill in the blanks - Ss read the passage and speech out the part of speech that they need to fill in each blank - T plays the tape again for Ss to listen and complete the passage - T asks Ss to write down the answers on the board - If Ss can’t finish the task in the first time, T plays the tape again for Ss to listen In case they can not fill the words in all blanks, T plays the tape and pause after each sentence for them to write - T corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 18 Period: 50 Date of preparation: 16/ 12/ 2012 Date of teaching: 18 - 19/ 12/ 2012 REVISION I Aim: By the end of the lesson, Ss will be able to remember all grammar points they have learnt and practice doing exercises II Methods: Integrating, mainly communication III Language contents: tenses, relative pronouns, the present perfect passive, … IV Teaching aids: chalks, board, hand-out, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: REVISION Contents I Tenses - present simple: Is/ am/ are V/ Vs/es - present progressive: Is/am/ are + V-ing - present perfect: Have/has+ Ved/3 - past simple: Was/ were Ved/2 - past perfect: Had + Ved/3 - be going to: Is/ am/ are + going to + V We (finish) finished our dinner half an hour ago How many times have you (see) seen him since he went to Edinburgh? The farmers (work) are working in the field now Rivers usually (flow) flow to the sea Mrs Green always (go) goes to work by bus It's too dark It (rain) is going to rain right now She said she (forget) had forgot something at home yesterday When we (see) see Mr Taylor tomorrow, I (remind) will remind him of that II Gerund and to-infinitive - V + gerund (V-ing): like, dislike, love, hate, enjoy, miss, mind, delay, deny, suggest, can’t help, can’t bear, look forward to, it’s no good/ it’s no use, have trouble, be/ get used to, avoid, … - V + to-infinitive: plan, decide, would like/love, expect, hope, used to, promise, … - V + gerund/ to-inf with two different meanings: remember/ forget, stop, try, regret My friend promised (return) to return the book very soon Most people enjoy (write) writing letters to their friends Tom avoids (study) studying his lessons as long as possible David finished (write) writing the report about four o’clock How soon you expect (leave) to leave for South America? She must remember (call) to call her parents I need you to stop (talk) talking during the quiz T and Ss’ activities - T has Ss remind tenses and form of them - Ss speak out - T corrects and gives examples for Ss to complete with the correct form of verbs - Ss complete - T corrects - T gives some examples and has Ss to give the correct form of verbs in brackets - Ss remind and give the answers - T corrects and asks Ss to list the verbs that followed by gerund and to-infinitive - Ss note down Should we stop (have) to have a drink I can’t stand (listen) listening to his complaints any longer 10 My father is retired He stops (working) working now III The present perfect passive Active: S + have/has + Ved/3 + O Passive: S + have/has + been + Ved/3 + (by+ O) We have visited this shop many times => This shop has been visited many times The computers have produced newspapers and magazines => Newspapers and magazines have been produced by the computers She has already bought a printer => A printer has already been bought Somebody has taken away some of my books => Some of my books have been taken away - T gives examples and has Ss rewrite the sentences without changing the meanings - Ss think and give their answers - T corrects and reminds Ss the structure and notes to change an active sentence to passive voice - Ss take note and exercise Homework (1’) - review all grammar points - prepare for although/ in spite of, because/ because of, the present perfect passive - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 18 Period: 51  Date of preparation: 17/ 12/ 2012 Date of teaching: 19 - 21/ 12/ 2012 REVISION I Aim: By the end of the lesson, Ss will be able to remember all grammar points they have learnt and practice doing exercises II Methods: Integrating, mainly communication III Language contents: although/ in spite of, because/ because of, … IV Teaching aids: chalks, board, hand-out, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: REVISION Contents T and Ss’ activities I Although/ in spite of – Because/ because of Because + S + V = because of + N/ V-ing - T has Ss remember the usages of clause and phrases of reason and concession Ex: Unfortunately, she had to give up singing because she had a - Ss rewrite the structures on the board serious throat problem - T corrects and Ss note down  Unfortunately, she had to give up singing because of having a serious throat problem Although/ though/ even though + S + V = in spite of/ despite + N/ V-ing Ex: Ex: Mark bought an expensive car although he is jobless  Mark bought an expensive car in spite of being jobless II IV Relative pronouns: who, whom, which, that - who: người, làm chủ ngữ - T has Ss to retell relative pronouns and - whom: người, làm tân ngữ their function as well as their place in - which: vật, làm chủ ngữ và tân ngữ sentences - whose: thay cho tính từ sở hữu người và vật - Ss remember and answers - that: thay cho who, whom, which mệnh đề liên hệ xác định Exercise Choose the best answer Our meeting started half an hour late ……… an earthquake - T provides exercises and has Ss them, A since B on account C because of D for exchange the result with their friends and Although the traffic was bad, I managed to arrive on time give their answers A Despite of the traffic, I managed to arrive on time - Ss the exercises, exchange the results B In spite the traffic, I managed to arrive on time and write their answers on the board C In spite of the bad traffic, I managed to arrive on time - T corrects Ss’ mistakes D In spite of the traffic, I manage to arrive on time … his old age, Mr Brown goes jogging every day A In spite B Although C However D Despite She applied for the job as a personal manager … she liked meeting people A in spite of B because C although D because of …… they thought the exams had been easy, they all failed A Although B Even though C though D All are correct Exercise Rewrite the sentences Although many people know the harm of smoking, they can’t give it up => In spite of knowing the harm of smoking, they can’t give it up He was not successful though he tried his best => He was not successful despite trying his best Though the weather was bad, we decided to set off on our trip => Despite the bad weather, we decided to set off on our trip Although it got dark, they kept on working => In spite of the dark, they kept on working She was angry because he behaved badly => She was angry because of behaving badly Their project hasn’t been finished because there was a lack of money => Their project hasn’t been finished because of the lack of money He caused a serious accident because he drove so fast => He caused a serious accident because of driving so fast We didn’t go fishing because the water was rough => We didn’t go fishing because of the rough water Exercise Combine these pairs of sentences, using relative pronouns My friend took me to a classical concert It was very boring => My friend took me to a classical concert which was very boring The architect designed these flats He has moved to Ho Chi Minh City => The architect who designed these flats has moved to Ho Chi Minh City The young man lives on the corner He rides an expensive motorbike => The young man who lives on the corner rides an expensive motorbike I’m reading the book I bought it in Sydney in 1996 => I’m reading the book which I bought in Sydney in 1996 I will introduce the man to you He is sharing the flat with me => I will introduce the man who is sharing the flat with me to you He found a wallet in the street It contained a large sum of money => He found a wallet which contained a large sum of money in the street The film is about a king His ambition was to rule the world => The film is about a king whose ambition was to rule the world That is the woman Her son is my classmate => That is the woman whose son is my classmate Homework (1’) - review all grammar points - prepare for the present perfect and past simple - T has Ss combine pairs of sentences, using relative pronouns - Ss combine - T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 18 Period: 52  Date of preparation: 18/ 12/ 2012 Date of teaching: 20 - 22/ 12/ 2012 REVISION I Aim: By the end of the lesson, Ss will be able to remember all grammar points they have learnt and practice doing exercises II Methods: Integrating, mainly communication III Language contents: although/ in spite of, because/ because of, … IV Teaching aids: chalks, board, hand-out, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: REVISION Contents T and Ss’ activities I The past simple S + V2/ed - T has Ss remind structures and adverbs Ex: They went on an excursion last weekend of the past simple Were you at Lan’s birthday party last week? - Ss think and give answers He didn’t buy a car two years ago Adverbs: yesterday, last …, ago, in + time II The present perfect S + have/ has + V3/ed - T has Ss remind structures and adverbs Ex: They haven’t been on a boat before of the present perfect Have you bought a dictionary yet? - Ss think and give answers Mary has gone to church since she was ten Adverbs: just, yet, already, since, for, up to now, … Một số công thức chuyển đổi từ hoàn thành sang quá khứ đơn và ngược lại - T introduces some structures to rewrite * Dạng 1: the sentences, using the past simple and S + haven’t/ hasn’t + V3/ed + for + thời gian the present perfect without changing => It’s + thời gian ….+ since …+ last + V2/ed meaning Ex: I haven’t seen my father for one month - Ss listen and copy => It is one month since I last saw my father - T provides some sentences for Ss to * Dạng 2: rewrite S + have/ has + V3/ed + for + thời gian - Ss rewrite and exchange their results  S + began / started + V-ing + thời gian + ago - T corrects Ss’ answers Ex: I have worked here for ten years  I began working here ten years ago * Dạng 3: S + haven’t/ hasn’t + V3/ed + before  It/ this is + the first time + S + have/ has + V3/ed Ex: I haven’t seen that man here before  It is the first time I have met that man here * Dạng 4: - S + haven’t/ hasn’t + V3/ed + since / for + …  S + last + V2/ed …+ when + S + V2/ed  The last time + S + V2/ed + was + thời gian Ex: I haven’t heard him since August – The last time I heard him was in August Exercise: Rewrite the sentences Tom hasn’t had his hair cut for over three months => It is three months since Tom last had his hair cut It’s ages since I last saw a good action film => I haven’t seen a good action film for ages It started raining two days ago => It has rained for two days We started to write to each other three years ago => We have written to each other for three years ago I haven’t seen him since I left school => I last saw him when I left school I have worked here for ten years => I started working here ten years ago I haven’t seen that man here before => This is the first time I have seen that man here I haven’t met such a famous person before => This is the first time I have met such a famous person It is the first time I have read this book => I haven’t read this book before 10 I haven’t heard him since August => The last time I heard him was in August 11 I haven’t seen him since I left school => I last saw him when I left school 12 I last went to the cinema two moths ago => I haven’t gone to the cinema for two months 13 The last time I met him was a week a go => I haven’t met him for a week 14 He last had his eyes tested a year ago => He hasn’t had his eyes tested for a year 15 I last saw him when I was a student => I haven’t seen him since I was a student Homework (1’) - review all grammar points - prepare for first term examination - T reminds Ss their homework - Ss listen and memorize Remarks: ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Week: 20 Period: 54 Date of preparation: 30/ 12/ 2012 Date of teaching: 02 – 06/ 01/ 2013 UNIT THE STORY OF MY VILLAGE D Writing I Aim: improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to: - learn words and phrases to give direction - write a letter to give directions Skill: giving direction II Methods: Integration, mainly communication III Language contents: turn left/ right, keep + V-ing, go over, walk pass, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: new words and questions about changes in the life of villages New lesson: UNIT – D WRITING Contents T and Ss’ activities I Warm up (4’) - T presents some pictures and asks Ss to talk about the things that they think of when they see the pictures - Ss look at the pictures signs and give the names of the things they think of - T gives the key and introduces new lesson => Signs used to give directions II Before you write (10’) * Vocabulary: - enclose (v) - map (n) - direction (n) Task + Find out words and phrases used to give directions and Ann’s house Suggested answers - come out of/ get out of - turn left/ turn right - keep (on) + V-ing - go over - walk past - take the first/ second turning - opposite - next to - go along - go ahead => Ann’s house is H It’s on Parker Avenue II While you write (13’) Task Write a giving directions letter Model of a giving directions letter: - Opening: Dear …, - Body: giving directions - Closing: Looking forward to seeing you soon./ I hope to see you soon Love/ Best Wishes, Signature IV After you write (5’) Suggested writing Dear Jim, I’m very happy to hear that you will come here for the summer holiday I’m writing to tell you how to get to my house from the Roston Railway Station Now when you come out of the station, turn right Keep walking for about minutes, you will see a small bridge ahead Go over the bridge, go along the street past the medical centre and car park then take the second turning on the left Walk past the Souvenir shop and you will see my house It’s on the right, next to the shop You can’t miss it I enclose the map so that you can follow my directions easily Looking forward to seeing you soon Love, Homework (1’) - Complete the letter - Learn by heart words/ phrases used to give directions - Prepare for Language focus - T presents new words, pronounces them correctly and asks Ss to repeat in chorus times - Ss write down new words, listen to T’s pronouncing and repeat - T introduces the situation and asks Ss to read the letter to find out the words/phrases used to give directions - Ss give their answers and the meanings - T provides Ss with some other words/ phrases to give direction - Ss listen and copy - T asks Ss to read the letter again and find Ann’s house on the map - Ss read the letter again, using the words/ phrases to give directions to find Ann’s house - T asks Ss to speak out where Ann’s house is and how they can find it - Ss give their answers, explain the way to Ann’s house that they find - T comments and corrects Ss’ answers - T introduces the situation, asks Ss to confirm the house on the map (the red box) and find the way to A from Roston Railway Station - T gives Ss model to write a giving direction letter (the way from Roston Railway Station to A on the map) - Ss write down the model and start writing, using useful language in task - T asks Ss to write their letter on the board and gives comments then corrects - Ss present theirs letters on the board and correct their mistakes - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 20 Period: 55 - 56 01/ 2013 Date of preparation: 01/ 01/ 2013 Date of teaching: 04 – 08/ UNIT THE STORY OF MY VILLAGE E Language focus I Aim: improve Ss’ pronunciation and grammar points Objectives: By the end of the lesson, Ss will be able to: - distinguish and pronounce correctly the two sounds /aʊ / and /əʊ/ - report a statement into reported speech - use conditional sentence type to describe possible consequences that are possible in the present or future Skill: pronouncing, practice grammar points II Methods: Integration, mainly communication III Language contents: conditional sentence type 1, reported speech with statement IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (4’) T’s words: now, found, sound, count, show, flow, boat, - T presents a group of words and asks Ss to although, no, … pronounce them => now, found, sound, count: /aʊ/ - Ss pronounce T’s words Show, flow, boat, although, no /əʊ/ - T corrects Ss’ pronunciation and introduces the new sounds II Pronunciation (8’) * The two sounds - T asks Ss to find more words that contain /aʊ/ /əʊ/ the two sounds / / and / / Town no - Ss speak out the words that contain / / and / Mouse those / Download nose - T pronounces and read the words correctly House bone for Ss to repeat Practice these sentences Don’t shout so loudly Ours is the nicest house in the town At last we found the mouse under the couch Look at the red rose on the snow Come over the window I’ll put my coat and go out II Grammar (25’) Conditional sentence type Ex: If I have much money, I will buy a big house for my - T gives Ss an example about conditional sentence type and explains its meaning family If clause , main clause S + is/ am/ are S + will/shall + V V/ Vs/es can/ might => used to describe a possible sequence that is possible in the present or future - “when” is used to describe an action that happens certainly - “if” is used when we want to talk about an action that has ability to happen * With A1 - We place should at the beginning of sentences if should appears in if clause Ex: If he should ring, I will tell him the news => Should he ring, I will tell him the news - If there is no should, we use should and V Ex: If she comes early, we’ll start => Should she come early, we’ll start Exercise Make sentences, using conditional sentence type If I don’t go out much, I’ll more homework If I more homework, I’ll pass the exam If I pass the exam, I’ll go to medical college If I go to the medical college, I’ll study medicine If I study medicine, I’ll become a doctor If I become a doctor, I’ll cure diseases and help sick people Exercise If If when when if Reported speech: Statement Ex: “I’ll see you tomorrow,” Linh said to me => Linh said to me (that) she would see me the following day => Reported speech (câu tường thuật/ câu gián tiếp): là câu diễn đạt lại ý người nói * Note: when changing a direct speech into reported speech, we have to change tenses of verbs, pronouns, possessive adjectives, adverbs of time and places Changes Direct speech Reported speech Pronouns, I he/she possessive You (S) he/ she adjectives, … We they me him/ her You (O) him/ her us them my his/ her your his/ her our their myself himself/herself yourself himself/herself ourselves themselves mine his/hers yours his/ hers ours theirs - Ss read the example and give their comments (number clauses, the tenses in each clause,…) - T introduces new structure: conditional sentence type - T introduces to Ss another form of conditional sentence type - Ss listen and note down - T gives more examples to illustrate - T has Ss look at exercise and make sentences, using conditional sentence type like examples - Ss look at the exercise and it, follow the examples - T explains the usages of when and if for Ss - Ss take notes and exercise - T corrects their answers - T gives examples of reported speech and asks Ss what it is - Ss can guess and answer - T listen to Ss’ answers and comments, then introduces reported speech - Ss listen to T and copy all examples and notes on their notebooks Adverbs of time and place now Today/ Tonight Tomorrow/ next week/ month … ago Yesterday/ last night/ week … then that day/ that night the next day/ week/ month … the following day/ week/ month … before The day/ night/ week … before the previous day/ night/ week … There that those Ved/2 Had + Ved/3 Here This These Tense of V/Vs/es verbs V2/ed Have/has + Ved/3 Is/am/are + V-ing Was/ were + V-ing Was/were + VHad been + V-ing ing Will/ shall/ can/ Would/ should/ could/ may + V might + V must Had to * Some verbs are used in reported speech: say, tell, think, explain, … Exercise Report these statements, using the verbs suggested Suggested answers An old farmer said their lives had changed a lot thanks to the knowledge their children had brought home She said she was going to Ho Chi Minh city soon I thought the film would be interesting She said she couldn’t help me because she had too much to Rick told me Anne had written Jim a letter He told me it had taken him three hours to get there because the roads had been muddy and slippery She said she thought it was a crazy idea and that wouldn’t work He announced that breakfast was served between 7:00 and 9:00 Exercise Complete the sentences, using the correct form of say, tell or talk - say + (to + O) - tell + O - talk + ( to + O) + about + sth Suggested answers told said said told talked Homework (1’) - Review reported speech and conditional sentence type - Learn by heart all changes when reporting a statement - Complete all exercises on notebooks - T asks Ss to read the exercise carefully and it - Ss read the exercise and use their understanding of reported speech to exercise - T asks Ss to sentence number 1, 3, 6, and on the board - Ss give their answers on the board - T corrects Ss’ answers - T notices Ss the differences between “say” and “tell”, then has Ss exercise - Ss take note then exercise and give answers - T corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …… Week: 19 Period: 53 Date of preparation: 18/ 12/ 2012 Date of teaching: 26/ 12/ 2012 FIRST SEMESTER TEST I Objectives: By the end of the lesson, Ss will be able to check their knowledge they have learnt through the test II Methods: written test III Language contents: vocabulary and grammar Ss have learnt IV Teaching aids: hand-outs V Procedure: Mã đề thi 132 I Choose the word which has the underlined part pronounced differently from the rest: Câu 1: A A sky B church C chemistry D school Câu 2: A teacher B great C street D receive Câu 3: A watched B knocked C stopped D tried Câu 4: A turns B looks C plays D drives Câu 5: A A town B how C know D brown II Read the passage carefully and choose the best option A, B, C or D to answer: When robots are widely used in the home, they will probably be used to the cleaning, table-laying, scrubbing and washing-up, but it is considered unlikely that they will be used to the cooking - at least, not in the near future In factories, mobile robots ale already used to carry out a large number of the distribution and assembly tasks while human beings carry out research and produce plans for new products Among the numerous jobs on the farm, robots will drive tractors, keeping their eyes on the ground in front of guide the tractor along a straight line The majority of the robots used at present not look like human beings at all because their design is chiefly functional Câu 6: According to the passage, what can’t robots do? A laying the table B washing the clothes C scrubbing D cooking Câu 7: In factories what are robots used to do? A carry out assembly tasks and research B drive tractors C carry out assembly tasks D carry out research Câu 8: Where can robots carry out assembly tasks? A In the home B On the ground C In factories D On the farm Câu 9: Why don't robots at present look like human beings? A Because they are widely used al home B Because their design is chiefly functional C Because they are mainly used in factories D Because they are only used to guide tractors Câu 10: Which of the following statements is NOT true about robots? A They will be used to drive the tractor B They will be used to the cleaning C They are already used to carry out the distribution tasks D In the near future they will be used to cook III Choose the word or phrase - A, B, C, or D - that best fits the blank space in the following passage: All of early television was broadcast in black and white Color television was possible, but it was too expensive and very poor quality until the middle of the 1950s Color television broadcasts (11)……… in the United States in 1954 in Japan in 1960, and (12)……… Europe in 1967 The first landing on the moon was broadcast live on (13)…………in 1969, and now television programs are transmitted all over the world immediately through the system of satellites that transmit the signals from the earth, through space, and back to the earth More people now (14)…… their news and information through television than (15)…… newspapers and radio The development of television is one of the most rapid and exciting events of our century Câu 11: A began B begins C begun D begin Câu 12: A at B on C in D of Câu 13: A the internet B radio C the newspapers D television Câu 14: A provide B present C get D send Câu 15: A by B at C through D away IV Choose the best answer: Câu 16: “What’s your favorite subjects?” A “I like Math and History.” B “I live in Nha Trang” C “No, I have to homework.” D “Thank you very much.” Câu 17: After I…………my homework, I……………my favorite program on television A finished/had watched B finish/watch C finished/watched D had finished/watched Câu 18: She usually …………… the house with her mother at the weekend A clean B has cleaned C cleans D cleaned Câu 19: “Look at those dark clouds!” “Yes, It looks like any minute.” A it rains B it will rain C it is raining D it is going to rain Câu 20: Last year, they ……… their holiday in a seaside town A spent B has spent C spend D spends Câu 21: A big cake……………….by my mother A makes B has made C has been made D have been made Câu 22: We worked very hard all day but we could hardly ……… ends meet A get B come C D make Câu 23: Don’t worry, I’m sure you will get used to ………… on a continental keyboard A type B types C typed D typing Câu 24: “Are you single or married?” A “Yes, I do” B “I’m tired.” C “Because I like reading.” D “ I’m single.” Câu 25: Phong usually comes to class late, ……….makes his form teacher angry A which B who C that D whom Câu 26: She is looking forward to…………….on a boat trip A going B goes C go D went Câu 27: “I'd better get back to the hotel room before the storm.” “OK .you tomorrow.” A I'm seeing B I will see C I see D I saw Câu 28: The man house is over there may be the next president of the university A which B whom C that D whose Câu 29: The children agreed ………… the candy equally A dividing B divide C to divide D to dividing Câu 30: Please remember …………………this letter A to post B post C posting D to have posted Câu 31: The blind in this club………………… always happy with their lives A is B was C were D are Câu 32: Mr Brown has moved to New York …………… three years A for B since C ago D then Câu 33: To improve our village’s life, we should widen the…………….so that cars and lorries can get to the village more easily A schools B roads C grounds D crops Câu 34: Mr Brown ……… by air several times in the past A travels B had traveled C has traveled D traveled Câu 35: Last year we had a bumper crop of strawberries A record crop B good crop C poor crop D early crop st Câu 36: That hotel will open …………… October 21 A on B at C in D by Câu 37: The building ……… was decorated by Mr Pike looks terrible A which B whom C whose D what Câu 38: My father used to …………… a short rest after lunch A took B taking C takes D take Câu 39: Jane didn’t go to school yesterday …………….he was sick A because B though C because of D in spite of Câu 40: In the 19th century, it was ………… for a woman to become a doctor A unable B impossible C couldn't D incapable V Choose the sentence which has the closest meanings to the original one: Câu 41: The man is a computer expert He talked to you yesterday A The man which is a computer expert he talked to you yesterday B The man which is a computer expert talked to you yesterday C The man who talked to you yesterday is a computer expert D The man who he is a computer expert he talked to you yesterday Câu 42: Although the weather was cold, they went out A In spite of they went out, the weather was cold B In spite of the cold weather, they went out C In spite of weather cold, they went out D In spite of the weather was cold, they went out Câu 43: They have bought a new English dictionary A A new English dictionary have been bought B A new English dictionary had been bought C A new English dictionary has been bought D A new English dictionary had been bought by them Câu 44: We no longer went to the mountains for our holidays A We used to go to the mountains for our holidays B We are used to going to the mountains for our holidays C We used to going to the mountains for our holidays D We were used to go to the mountains for our holidays Câu 45: I started studying English years ago A I have started studying English for years B I have studied English for years C I have studying English for years D I have study English for years VI Identify the one underlined word or phrase - A, B, C, or D - that must be changed for the sentence to be corrected: Câu 46: I couldn’t come to the party because of I was very busy A B C D Câu 47: After they finished their picnic, they took their rubbish home with them A B C D Câu 48: They decided to sell the house whom they had lived for a long time A B C D Câu 49: She always make a list of the things she has to buy A B C D Câu 50: I’m not interested in learn English, it’s too hard A B C D Week: 21 Period: 57 Date of preparation: 06/ 01/ 2013 Date of teaching: 09 – 10/ 01/ 2013 TEST YOURSELF C I Aim: By the end of the lesson, Ss will be able to remember all knowledge they have learnt and practice their skills II Methods: Integrating, mainly communication III Language contents: reading comprehension, listening for missing words, writing a giving direction letter, grammar points IV Teaching aids: chalks, board, hand-out, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: TEST YOURSELF C Contents T and Ss’ activities I Listening (10’) Answers - T introduces the task (make sure they understand all new A F T T words), and directs them how to each part of the task F F - Ss listen to T’s introduction and try to understand all B aren’t cinema knows information in the task evening theatres - T plays the tape twice for Ss to listen and the task - Ss give heir answers - T plays the tape again for Ss to check and correct their answers II Reading (15’) Answers -T asks Ss to read the passage and five questions first and Because people can sit comfortable at understand them carefully home, watching TV They don’t have to go out - Ss read the passage and questions carefully and pay for expensive seats at the theatre or in - T has Ss go back to the passage and find the answers Then the cinema They can see plays and films of every kind, give their answers on the board - Ss give their answers exciting football matches, current events, the - T goes around the class and encourages help, explains some latest developments in science and politics, etc new words if necessary Because he has everything presented to him -T calls some Ss to give answers, point out evidences they while he needs to nothing find TV will dominate our lives, and we won’t - Ss give their evidences and T corrects have time to talk to each other and other things TV in itself is neither good nor bad It is as good or as bad as we make it III Grammar (10’) -T explains how to the exercise: One word is missing from * Suggested answers each line, fill in each blank with the correct form of a verb in have been/ hadn’t had the box have not given/ have paid - T lets them have minutes to practise and encourage them to said compare their answers with a partner had taken -T calls some Ss to give answers in front of the class thought/ would come told /have got - Ss give their answers and explanation, T gives feedback and corrects answers IV Writing (10’) Suggested writing When you come out of the bus station, turn right, and walk along King Street until you reach the traffic lights Turn left at the traffic lights into Redham Road Go straight along the road The restaurant is on the left, after Beach Parade It’s quite easy to find -T guides Ss to retell how to write a letter about directions (how many parts, form, content .) -T asks Ss to work individually and classmates’ correction - T calls Ss to go to the blackboard and write down their writing - T checks and corrects their mistakes Homework (1’) - Review all new words and grammar points - Prepare for the unit - reading - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 21 Period: 58  Date of preparation: 08/ 01/ 2013 Date of teaching: 11 - 14/ 01/ 2013 UNIT UNDERSEA WORLD A Reading I Aim: improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words to talk about sea creatures - get the main ideas of the passage Skill: guessing the meaning, reading for specific information II Methods: Integration, mainly communication III Language contents: investigate, maintain, submarine, mystery, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT READING Contents T and Ss’ activities I Warm-up (5’) * Correct answers: - T asks Ss to work in pairs: look at the map and give Pacific Ocean /pə'sifik'ou∫n/: Thái Bình Dương the Vietnamese names of the oceans on the map - Ss look at the map and speak out the Vietnamese Atlantic Ocean /ət'læntik'ou∫n/: Đại Tây Dương names of the oceans on the map Indian Ocean /'indjən'ou∫n/: Ấn Độ Dương - T gives correct answers Antarctic Ocean – Nam Băng Dương Artic Ocean – Bắc Băng Dương II Before you read (15’) - T read the passage or plays the tape once and * Vocabulary: provides new words With each word, T gives - divide (sth) into (phv): meaning directly or gives examples for Ss to guess the Ex: They divide the cake into five parts meaning - gulf = bay (n) - Ss copy new words, listen to T’s cues or examples to - cover (v) - mystery /'mistri/ (n) => mysterious /mis'tiəriəs/ (adj) - overcome – overcame – overcome (v) - submarine /sʌbmə'ri:n/ (n) - investigate /in'vestigeit/ (v) - satellite /'sætəlait/ (n) - wide range of (phn) Ex: The new shop has a wide range of clothes - precious /'pre∫əs/ (adj) - Starfish /'stɑ:fi∫/ (n): biển - shark (n): cá mập - tiny (adj) = very small - organism /'ɔ:gənizm/ (n): sinh vật - jellyfish (n): sứa - biodiversity /baidəudai'və:səti/ (n); đa dạng sinh học - at stake = at risk: bị đe doạ III While you read (18’) Task Fill in the blanks with the words in the box * Suggested answers tiny investigate gulf biodiversity sample Task Answer the questions * Suggested answers 75% By using modern devices They send submarines to investigate the seabed and bring samples of marine life back to the surface for further study We can know a wide range of information, including water temperature, depth and the undersea populations They are marine plants and animals that live on or depend on the bottom like the starfish, those that move independently of water currently and those that are carried along by the currents If the sea biodiversity were not maintained, marine life would be at stake IV After you read (7’) * Suggested answers three-quarters mysterious modern discoveries biodiversity huge plants and animals closely connected Homework (1’) - Learn by heart new words - Prepare for speaking guess the meanings - T pronounces all new words correctly and asks Ss to repeat in chorus - Ss listen to T and repeat in chorus for three times - T calls – Ss to repeat alone, corrects their pronunciation - T asks Ss to read the sentences carefully and choose the words in the box to fill in - Ss read all the sentences carefully, base on their meanings to choose the words to fill in - T calls Ss to speak out their answers and give explanation for each answer or translation - Ss give answers and explain or translate the sentences - T asks Ss to read the passage and question in task carefully, then give answers on the board - Ss read the questions carefully and find out the answers on the board - T looks at Ss’ answers and asks them to give the evidences and corrects Ss’ answers - T asks Ss to read the words or phrases in the box carefully, try to guess their meanings to complete the summary - Ss read the words or phrases in the box carefully and complete the summary - T provides new words if necessary - Ss speak out their answers and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 21 Period: 59 Date of preparation: 08/ 01/ 2013 Date of teaching: 11 - 15/ 01/ 2013 UNIT UNDERSEA WORLD B Speaking I Aim: improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words to talk about actions that should be taken to protect oceans - talk about protection the oceans and sea organisms Skill: Making discussion II Methods: Integration, mainly communication III Language contents: dustbin, sparingly, herbicide, dispose, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words to talk about marine life New lesson: UNIT SPEAKING Contents T and Ss’ activities I Warm-up (5’) T’ s questions - T provides questions about pollution of oceans for Ss Do you think our oceans are polluted? to answer What are causes? - Ss give answers they think Do you have any solutions to protect oceans? - T comments and introduces new lesson * Suggested answers Yes, I People throw rubbish into the sea, use poison to kill fish… Collecting rubbish, not using chemical to fish, … II Before you speak (10’) - T provides new words With each word, T gives * Vocabulary meaning directly or gives examples for Ss to guess the - dustbin (n): thùng rác meaning - sparingly /'speəriηli/ (adv); tiết kiệm - Ss copy new words, listen to T’s cues or examples to - dispose of (v) = get rid of : loại bỏ guess the meanings - herbicide /'hə:bisaid/ (n): thuốc diệt cỏ - T pronounces all new words correctly and asks Ss to - litter /'litə/ (n/v): rác/ vứt bừa bãi repeat in chorus - pesticide /'pestisaid/ (n); thuốc sâu - Ss listen to T and repeat in chorus for three times - fertilizer /'fə:tilaizə/ (n): phân bón - T calls – Ss to repeat alone, corrects their - release /ri'li:s/ (v): giải thoát pronunciation - limited (adj): hạn chế - threatened (adj): bị đe doạ - endangered /in'deindʒəd/ (adj): bị nguy hiểm II While you speak (25’) Task Decide which actions that we should or - T asks Ss to read all the statements and decide should not what we should or should not , using SHOULD Ex: We should place rubbish and plastic bags in proper (NOT) + V dustbins - Ss read the statements and speak out what we b We should use water sparingly and shouldn’t pollute it should or should not as examples c We shouldn’t fish for species that are limited, threatened or endangered d We should dispose of fishing lines and nets properly, not in or near the water e We should not use herbicides, pesticides and fertilizers that harm the environment f We should learn all we can about the oceans g We should keep only the fish that you will eat; release the rest h We should be a smart shopper and choose your seafood responsibly Task + Discuss the consequences that might occur and offer some solutions Useful expressions + to make sth/ sb + adj Ex: This makes the ocean polluted + to cause Ex: Oil spills cause ocean pollution Example: A: Beaches are filled with plastic bags, pieces of glass and cigarette butts This makes the sea polluted and endangers sea plants and animals B: We should clean beaches and tell other people not to litter them Homework (1’) - Learn by heart new words - Practise talking about what we should or should not - Prepare for listening -T asks Ss to work in groups and discuss the consequences that might occur and offer solutions - Ss work in group and discuss the consequences that might occur and offer solutions - T goes around to help them with new words or structures - Ss report to the class what their group has discussed - T listens, comments and corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 22 Period: 60 Date of preparation: 12/ 01/ 2013 Date of teaching: 16 - 17/ 01/ 2013 UNIT UNDERSEA WORLD C Listening I Aim: improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to know more about whales Skill: listening for specific information II Methods: Integration, mainly communication III Language contents: mammal, conservation, krill, migrate, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words to talk about solutions to protect oceans New lesson: UNIT LISTENING Contents T and Ss’ activities I Warm – up (5’) * T’s questions: - T asks Ss some questions about whales Do you think whales are fish? Why not? Why people keep hunting for whales? * Suggested answers: No, I don’t Because whales raise their children on milk Because they want to catch whales for food, oil, leather, … II Before you listen (7’) * Vocabulary: - mammal /'mæml/ (n) - huge /hju:dʒ/ (adj): khổng lồ - migrate /mai'greit/ (v): di trú, di cư - conservation / ,kɔnsə:'vei∫n/ (n) - krill /kril/ (n): loài nhuyễn thể - whale (n/v): cá voi/ săn bắt cá voi - feeding ground (n): khu vực kiếm ăn - give birth (v) = bear (v): sinh - measure /'meʒə/ (n): biện pháp - to be in danger (phv): gặp nguy hiểm III While you listen (25’) Task True or False - to be said + to_V: cho là * Answers F T T F T Task Listen and answer the questions * Suggested answers: 30 metres in length and 200 tons in weight Because there are a lot of krill Cold waters in the North and South Atlantic Ocean and the North and south Pacific are their favorite feeding grounds Heavy hunting to stop most whaling Whales disappear forever IV After you listen (2’) Talk about whales, using cues below - their length and weight - their feeding grounds and food - the reasons for protecting whales - Ss listen, think and answers - T listens to Ss’ answers and introduces new lesson - T provides Ss with the new words that appear in the listening passage - Ss copy - T pronounces new words and asks Ss to repeat - Ss repeat in chorus and individually - T asks Ss to read all statements carefully - Ss read and try to understand all of them - T plays the tape once time for Ss to listen to the whole text - Ss listen for the first time - T plays the tape again for Ss to give answers - Ss give their answers on the board - T plays the tape one more time for Ss to finish choosing - Ss write all their answers - T plays the tape and pauses after key words for Ss to check their answers - T has Ss read the questions carefully and try to guess the answers - Ss read questions, try to understand all of them and guess for the answers - T plays the tape once for Ss listen again - Ss give the answers they hear on the board - T plays the tape again for Ss to complete the other questions - Ss finish their answers - T plays the tape last time for Ss to check and correct their answers * With A1 - T lets Ss talk about whales based on the information they have heard in task - Ss speak out the information they hear - T lets Ss listen three more times to give the answers - T asks Ss to retell some main information about whales they have heard in the lesson - Ss remember the information they have heard and retell - T listens and corrects Home work (1’) - Learn by heart all new words - Prepare for writing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 22 Period: 61 Date of preparation: 13/ 01/ 2013 Date of teaching: 18 – 22/ 01/ 2013 UNIT UNDERSEA WORLD D Writing I Aim: improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to: - know more about sperm whale - write a description of dolphin Skill: writing a description about 100 – 120 words based on suggestions II Methods: Integration, mainly communication III Language contents: sperm whale, habitat, offspring, life span, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words to talk about solutions to protect oceans New lesson: UNIT WRITING Contents T and Ss’ activities I Warm up (5’) * T’s questions - T asks Ss to look at the pictures on pages What are they? 99, 100 and answer the questions What you know about them? - Ss look at the pictures, listen to T’s => They are sperm whale and dolphin question and answer Ss’ answers are different II Before you write (15) - T provides new words, gives the synonyms, * Vocabulary examples or meanings directly for Ss - sperm whale /'spə:m'weil/ (n): cá nhà táng - Ss copy - carnivore /'kɑ:nivɔ:/ (n): animals eating meat - T pronounces new words correctly and asks - gestation period (n) /dʒes'tei∫n 'piəriəd/ (n): thời gian mang Ss to repeat in chorus thai - Ss repeat after T - entrapment /in'træpmənt/ (n): việc mắc bẫy - T calls 2-3 Ss to repeat and corrects their - offspring /'ɔ:fspriη/ (n): non pronunciation if necessary - range /reindʒ/ (n): phạm vi, lĩnh vực - habitat /'hæbitæt/ (n): môi trường sống, chỗ - coastal /'koustəl/ (n): thuộc bờ biển Task Read the description of the sperm whale and complete the table RANGE AND HABITAT SIZE FEEDING HABITATS SPERM WHALE All oceans; prefer water with high squid populations Male: 18m in length; 54,000 kg in weight Female: 12m in length; 17,000 kg in weight Carnivores; eat mainly squid Can eat up 1,500 kg of food daily - T asks Ss to read the passage and complete the table - Ss read and the task - T corrects Ss’ answers OFFSPRING Give birth to one calf every 5-7 years Gestation period: 14 – 19 months LIFE SPAN Up to 60 -70 years SPECIAL Biggest animals that have teeth on Earth; FEATURES have the largest brain of mammals CONSERVATION At risk due to hunting and accidental fishing CONCERNS and entrapment III While you write (20’) Task Write a description of dolphin, using the information and answering the questions * Questions Where dolphins live? What is the length and the weight of a male/female dolphin? Do you think dolphins are fish? If not, what are they? What are their favorite foods? How much they eat a day? How long is a gestation period? How long can a dolphin live? What are special features of dolphins? Why should people be concerned about endangered dolphins? IV After you write (5’) Model writing Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kg in weight and 1.2 metres in length while the largest one can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets Homework Learn by heart new words Prepare for Language focus - T introduces the task and provides the questions - Ss read the questions, using the information in the table to give answers - T corrects Ss’ answers and directs them to connect sentences into a paragraph - Ss listen and connect - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 22 Period: 62 Date of preparation: 16 / 01/ 2013 Date of teaching: 18 – 22/ 01/ 2013 UNIT UNDERSEA WORLD E Language focus I Aim: By the end of the lesson, Ss will be able to: - pronounce the three sounds /iə/, /eə/ and /ʊə/ - know how to use SHOULD/ SHOULDN’T and conditional sentence type II Methods: Integration, mainly communication III Language contents: conditional sentence type 2, Should/ shouldn’t IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) a fear b clear c cheat d dear - T provides three groups of words and asks a hair b chair c pair d mail Ss to find out the words whose underlined a tour b our c mouse d house parts are pronounced differently from the => Answers: c /i:/ others d /ei/ - Ss read the words and give their answers a / ʊə / - T corrects and introduces new lesson II Pronunciation (10’) /iə/ /eə/ /ʊə/ Here where sure Dear there tour Clear share usually Atmosphere carefully casually * Practice these sentences Let’s have some beer, dear Where are my shoes? They are nowhere here? I am sure he is far from poor Well, actually he usually wears causal clothes II Grammar (25’) Should Ex: You should study harder to get good marks Children should go to bed early => SHOULD + V is used to express an advise I think government should something to improve the economy => SHOULD + V is used to ask or express an idea * Note: We say: I think/ I don’t think/ you think S+ should…, not I think + S + shouldn’t… Exercise I don’t think they should get married I think smoking should be banned, especially in restaurants I don’t think you should go out this evening I think the boss should resign Conditional sentence type - T introduces the three sounds and gives some examples - Ss copy and find out other words that consist the three sounds - T reads all the sounds and asks Ss to repeat - Ss repeat - T asks Ss to repeat the sentences and corrects their pronunciation - T gives examples, asks Ss to translate them into Vietnamese and speak out the usage of SHOULD - Ss read the examples and give their answers - T explains the usage of “I don’t think …” for Ss, asks them to exercise - Ss give their answers - T corrects Ss’ answers Ex: If I (have) have much money, I (buy) will buy a new motorbike If today (be) were Sunday, I (stay) would stay at home => Conditional sentence type 2: Were (not) IF + S + , S + would/could/might (not) + V V2/ed (didn’t + V) Used to describe an unreal action at present Ex: I am a man If I were a bird, I would be a pigeon * Note: If … not = UNLESS EX: If you didn’t come to Ann’s party, should be very sad  Unless you came to Ann’s party, should be very sad * With A1 - If conditional sentence has “were”, we can bring “were” to the beginning of the sentence Ex: If I were a bird, I would fly → Were I a bird, I would fly - If the sentences has no “were”, we use “were’ and “to V” Ex: If I learnt Russian, I would read a Russian book → Were I to learn Russian, I would read a Russian book Exercise Put the verbs into the correct form They would be rather offended if I didn’t go to see them If you exercised more, you would feel better If I were offered the job, I think I would take it I’m sure Amy will lend you the money, I’d be very surprised if she refused If I sold my car, I wouldn’t get much money for it A lot of people would be out of work if the factory closed down What would happen if I pressed that red button? Liz gave me a ring She would be very upset if I lost it Mark and Carol are expecting us They would be disappointed if we did not come 10 Would Tim mind if I borrowed his bicycle without asking him? 11 If somebody walked in here with a gun, I’d be very frightened 12 I’m sure Sue would understand if you explained the situation to her Homework (1’) - Review three sound / /, / / and / / - Review SHOULD and conditional sentences type & - Prepare for Unit 10 Reading - T provides two examples and asks Ss to give the correct forms of verbs in brackets - Ss give the answers - T comments and introduces new structure - Ss copy and give examples themselves - With Ss in class A1, T introduces another form of conditional sentence type - Ss listen, look at the example and take notes - T asks Ss to read and exercise carefully - Ss exercise and give their answers on the board - T corrects Ss’ answers - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 23 Period: 63 Date of preparation: 20/ 01/ 2013 Date of teaching: 23 – 24/ 01/ 2013 UNIT 10 CONSERVATION A Reading I Aim: improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to - learn more new words to talk about conservation - understand the text and remember main ideas Skills: Guessing meaning in context, scanning for specific information and passage comprehension II Methods: Integration, mainly communication III Language contents: destruction, eliminate, run-off, defense, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 10 READING Contents T and Ss’ activities I Warm up (5’) * Questions - T has Ss look at three pictures in textbook Have you ever visited a zoo or a forest? and answer the questions What animals are you interested in? - Ss look at the pictures and give answers Do we need to protect animals and forest? - T listens to Ss’ answers and introduces new Suggested answers lesson Ss’ answers may be different Ss’ answers may be different Yes, we II Before you read (15’) - T provides new words, gives examples for * Vocabulary: Ss to guess or asks Ss the meaning directly - destroy /di'strɔi/ (v) => destruction /dis'trʌk∫n/ (n) - Ss copy new words, guess the meanings Ex: The flood has destroyed the village - T pronounces new words correctly and asks - hydroelectric dam /,haidroui'lektrik/ (n) Ss to repeat in chorus 3-4 times - run-off (v) - T calls 2-3 Ss to repeat individually and - damage /'dæmidʒ/ (v) corrects their pronunciation if necessary - defense /di'fens/ (n/v) - vegetation /,vedʒi'tei∫n/ = plants, trees - cancer /'kænsə/ (n) - erosion /i'rouʒn/ (n) - circulation /,sə:kju'lei∫n/ (n) - eliminate /i'limineit/ (v) Task Matching * Answers A eliminate circulation run-off hydroelectric B a the movement of sth around a closed system b concerning or producing electricity by the power of falling water c remove or get rid of completely d liquid which follows off or from (sth) - T asks Ss to read the words and definitions carefully and match - Ss read and match - T asks to translate their answers and corrects - Ss read their translation to support their answers With A1, the word eliminate, circulation, run-off and hydroelectric are introduced in task - T has Ss find out the words in A in the passage, guess the meaning through the sentences containing them and match - Ss find out the words in the passage and try to guess the meaning from the passage and match III While you read (15’) Task True or false Answers T T T T F F Task Choose the suitable main idea for each paragraph Answers A–3 B–4 C–2 IV After you read (9’) * Answers destroying the earth’s plant and animal variety Man and most animals need a constant supply of water to live We should pass laws in nature’s defense Homework (1’) - Learn new words - Prepare for speaking - T asks Ss to read the statements, and the passage carefully, then decide whether they are true or false - Ss read and give their answers - T asks Ss for evidence - Ss speak out the sentences that contain true information - T asks Ss to read the passage again and find out the main ideas for each paragraph - Ss give their answers - T listens, gives comments and corrects - T asks Ss read the passage again and answer the questions - Ss give their answers and on the board - T reads Ss’ answers and asks for the evidences - Ss read the evidence of their answers and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 23 Period: 64 Date of preparation: 20/ 01/ 2013 Date of teaching: 23 – 24/ 01/ 2013 UNIT 10 CONSERVATIONS B Speaking I Aim: improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to talk about advantages and disadvantages of the zoo Skills: giving opinion and showing agreement/ disagreement II Methods: Integration, mainly communication III Language contents: imprison, endangered, species, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words and questions about the information of the reading passage New lesson: UNIT 10 SPEAKING Contents T and Ss’ activities I Warm up (5’) T’s list of animals: horse, elephant, monkey, sheep, pig, - T provides a list of animals and asks Ss to hen, tiger, giraffe, fish, snake, lion, cat, parrot, panda classify them to the right column * suggested answers - Ss read the name of animals and answer on the - Farm animals: horse, sheep, pig, hen, fish board - Wild animals: elephant, monkey, tiger, giraffe, snake, - T asks Ss a question to introduce new lesson lion, panda - Ss answer - Pets: cat, parrots Questions: What animals can you see in the zoo? What animals can you see in the wild? What animals are in danger? What are zoos opened for? II Before you speak (15’) Vocabulary - sensitive /'sensətiv/ (adj): nhạy cảm - imprison /im'prizn/ (v) = put/ keep in prison: nhốt, bỏ tù - endangered species (n) - reconstruct /'ri:kən'strʌkt/ (v) = build again : xây dựng lại - gorilla /gə'rilə/ (n): khỉ đột - breed /bri:d/ (v): chăn nuôi - policy /'pɔləsi/ (n): chính sách Task Work in pairs Read the paragraph and answer the questions * Answers: They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment III While you speak (20’) Task Practise showing agreement or disagreement T’ s model: A: I think it would be better for animals if they live in the zoo of the new kind because they may have better food B: I agree with you/ I don’t really think so Useful language: + Giving opinions: I think … I don’t think … - T provides new words and gives synonym or explanation in English for Ss to guess the meaning - Ss guess or copy T’s meanings directly - T pronounces correctly and asks Ss to repeat and corrects their pronunciation if necessary - T asks Ss to read the paragraph to get the ideas - Ss read the paragraphs and answer the questions - T corrects - T asks Ss to read and decide whether they agree or disagree with the statements by putting a tick in the right box - Ss read the statements and give answers - T asks Ss to work in pairs, sharing their ideas as model In my opinion … + Asking opinions: What you think of …? Do you think …? Do you agree with …? + Showing agreement: I agree with you Yes, I think you are right Exactly + Showing disagreement: I don’t really think so Yes, but … Task + Discuss the advantages and disadvantages of zoos of new kind Suggested answers: Advantages: + the conditions the animals are in: good, animals are cared carefully and treated when they are sick, have enough food, … + the animals that people can visit: animals can be save from hunters, people can see rare animals that only live in forests,… Disadvantages: + the money spent on reconstructions of the animals natural environment: expensive zoos, people have to spend a lot of money on reconstructions of the animals natural environment, … + the dangers that the keeper may have: keepers are attacked by animals, … Homework (1’) - Learn by heart new words and useful language - Prepare for listening - Ss look at the model and practice in pairs - While Ss practice, T listens to correct their pronunciation - T asks Ss to read all statements and discuss the advantages and disadvantages of zoos of new kind - Ss work in pairs, read all the statements and discuss the advantages and disadvantages of zoos of the new kind - T goes around the class and provide help if necessary - T calls on some Ss to report their results - Ss make some dialogues, expressing their ideas of the advantages and disadvantages of zoos of new kind - T gives comments and suggestions - Ss listen and correct their discussing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 24 Period: 65 Date of preparation: 23/ 01/ 2013 Date of teaching: 25 – 29/ 01/ 2013 UNIT 10 CONSERVATION C Listening I Aim: Improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to - learn more new words to talk about forest fire - talk about some one cause of a forest fire and know how to save forest from fire Skills: Listening for gist and specific information II Methods: Integration, mainly communication III Language contents: heap of leaves, valuable, spread,… IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 10 LISTENING Contents T and Ss’ activities I Warm up (5’) T’s question: - T gives a series of pictures and asks Ss to talk about What are pictures about? causes of a forest fire What causes a forest fire? - Ss think and answer What are the consequences of a forest fire? - T introduces new lesson II Before you listen (7’) - T provides new words, pronounces correctly and * Vocabulary asks Ss to repeat in chorus - forest /'fɔrist/ (n): rừng - Ss copy and repeat - forester /'fɔristə/ (n): người giữ rừng - T calls 2-3 Ss to pronounce again and corrects their - campfire (n): lửa trại pronunciation - valuable /'væljuəbl/ (adj): có giá trị - awful /'ɔ:ful/ = unpleasant (adj): khủng khiếp - heap (n) -> a heap of leaves (phn): đống lá - spread /spred/ = last (v): trải ra, lan - put out (phv): dập tắt Ex: He is putting out the fire - camper (n): người cắm trại III While you listen (25’) Task Listen and number the events in order - T asks Ss to read the statements carefully, and plays Answers the tape once for Ss to listen the whole passage A campfire near a heap of leaves may easily cause a - T plays the tape again and pauses after each sentence forest fire for Ss to write In last summer, fire is the greatest danger to forests, - Ss listen, the task then give their answers and sometimes people are not allowed to go into them - T plays the tape again for Ss to check and correct All of us must care for our great forests and save their answers them from fire It’s an unpleasant thing to see a great forest fire A forest fire destroyed valuable wood, wildlife and good soil Task True (T) or false (F) Answers F (it spreads quickly) F (summer) T T F (camper) Task Listen again and tick the sentence you hear Answers a b a IV After you listen (5’) Discuss about a forest fire - What causes a forest fire? - When does forest easily catch fire? - What does forest fire destroy? - What does every camper to save forest from fire? - T plays the tape again for Ss to answer - Ss listen again, the task and give answers on the board - T plays the tape again for Ss finish the whole task - Ss listen again and finish - T plays the tape again for Ss to check their answers - T asks Ss to read the pairs of sentences carefully, notice the differences between them - Ss read the sentences carefully and find out the differences - T plays the tape again, pauses after each sentences for Ss to answer - Ss give answers - T plays the tape again for Ss to check and correct their answers - T has Ss answer some questions related to forest fire - Ss listen, remember the information they have heard to answer - T listens, gives comments - Ss listen to T’s comments and remember Homework (1’) - Review the new words - Prepare for writing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 24 Period: 66 Date of preparation: 23/ 01/ 2013 Date of teaching: 25 – 29/ 01/ 2013 UNIT 10 CONSERVATION D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to write a letter of invitation Skills: Writing a letter of invitation II Methods: Integration, mainly communication III Language contents: structures to invite IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 10 WRITING Contents T and Ss’ activities I Warm up (5’) T’s words: - T gives a range of words and asks Ss to put them in us/ like/ to/ tonight/ would/ go/ with/ out/ you? the right order => Would you like to go out with me tonight? - Ss think and give answers What is this sentence used for? - T corrects and asks Ss what the sentence is used for - Ss answer - T introduces new lesson II Before you write (15’) - T provides new words, gives meanings * Vocabulary - Ss copy - join sb (v) - T pronounces words correctly and has Ss repeat in - for a while (adv) chorus 2-3 times - take a walk = go for a walk (phv) - afterwards Task Matching Answers c h/ f f/ h d/ g a e g/ d b => Ways to give invitations: + How about + V-ing ? + Do you feel like + V-ing ? + Would you like + to V ? + Are you free + to V ? - T has Ss work in pairs to the task then speak out their answers - Ss work in pairs to find out the answers - T explains some new structures - Ss copy down With A1 - T lets Ss point out all structures used to give invitation + Why don’t you + V ? + Shall we + V ? + Can you + V ? + Let’s + V Task Gap-filling Answers Would you like/ Are you free Would you like/ Are you free Can you/ Why don’t you/ Shall we III While you write (15’) Task Writing an invitation letter, using provided cues Suggested answer Dear Lam, We haven’t met since you moved I miss you a lot We are both having some days - off between the two terms soon If you haven’t made any other plants, why don’t we spend a weekend together? Do you feel like visiting the forest near my grandfather’s home again? It looks quieting different now because very many young trees have been planted at the Tree-Plant Festivals Do come if you find it possible and I’ll all the preparations then Your friend, Nam IV After you write (5’) Homework - Complete the letter - Learn new words - Prepare for language focus - Ss find out structures - T introduces more structures - T asks Ss to read each letter carefully and use expressions in task to fill in - Ss read the letters carefully and the task, then speak out their answers - T corrects Ss’ answers - T asks Ss to write a letter of invitation, using the provided cues - Ss write sentences by sentences, then connect into a letter - T introduces tenses for Ss to write - T asks Ss to write their letters on the board - Ss write - T corrects Ss’ letters (grammar, spellings, words, …) - Ss correct their letters - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 24 - 25 Date of preparation: 29/ 01/ 2013 Period: 67 - 68 02/ 2013 Date of teaching: 31/ 01 – 19/ UNIT 10 CONSERVATION E Language focus I Aim: Improve Ss’ pronunciation and grammar point Objectives: By the end of the lesson, Ss will be able to - pronounce the sounds /b/ - /p/ clearly and correctly - transform the active voice sentences into the passive voice sentences Skills: Fluency in pronouncing and changing active voice sentences into the passive voice ones II Methods: Integration, mainly communication III Language contents: the passive voice IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 10 LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (3’) T’s questions: What are they? - T takes a pen and a book to ask Ss Answer: They are a book and a pen - Ss look at the pen and book and give answers - T introduces two sounds /b/ and /p/ from Ss’ answer II Pronunciation (15’) /b/ /p/ - T introduces two sounds and asks Ss to Book bring pink stop find out words that contain /b/ and /p/ Ban black pick drop - Ss think and speak out words that contain Buy ball pay hope /b/and /p/ Beer bomb provide put - T reads aloud all sentences once and asks * Practise these sentences Ss to repeat Pat buys Bill a big pad of paper - Ss repeat after T A black bee is picking some pollen - T has Ss practice in pairs Put the blouses in the paper bags Paul borrowed a book about puppies from the library The beautiful carpet is my brother’s present Is the picture painted on the pupil’s caps? III Grammar (70’) THE PASSIVE VOICE Ex1: The dog bites him  He is bitten by the dog - T gives two examples about the passive Ex2: They have sold all the books  All the books have been sold voice for Ss to recognize the structure of the passive voice => Structure: - Ss look at the examples and find out the Active: S + V + O structure of the passive voice - T introduces the structure of the passive voice and Ss copy Passive: S + to be + Ved/3 + (by+O) => The passive voice is used to emphasize object that is suffered from actions * Notes: - The pronouns “him, her, them, me, you, us, someone, somebody, everyone, everybody, no one, nobody, anyone, anybody”: omitted - T notes Ss something that they have to remember when changing active sentences with by in the passive voice into the passive voice - Adverbs of place: placed before “by + O” - Ss listen and remind - Adverbs of time: placed before “by + O” With A1 We have to determine complete subject or objective in case there are and and of in the active sentence Ex: - Active: He and I see the film => Passive: The film is seen by him and me - Active: He bought a box of chocolates last week => Passive: A box of chocolates was bought last week Table of changes of verbs Active Passive V, Vs/es Is/ am/ are + Ved/3 Is/ am/ are + V-ing Is/ am/ are + being + Ved/3 Ved/2 Was/ were + Ved/3 Was/ were + V-ing Was/ were + being + Ved/3 Have/ has + Ved/3 Have/ has + been + Ved/3 Had + Ved/3 Had + been + Ved/3 Can/ could/ will/ would/ Can/ could/ will/ would/ shall/ shall/ should … + V should … + be + Ved/3 Is/am/are going to + V Is/am/are going to + be + V3/ed Ex: 1/ My sister is cleaning the door => The door is being cleaned by my sister 2/ He sent a letter yesterday => A letter was sent yesterday Exercise 1 were reported be spoken are being built grow am not invited Exercise came; had started/ had been started; were is standing; is being photographed Have … been told was being laid; decided will … be planted Exercise was organized arrived were out taken had been cleaned Homework (1’) - Review the passive voice - Complete the exercises - Prepare for unit 11 – Reading - T provides Ss with a table of changes of verbs when changing active sentences into the passive voice - Ss copy - T has Ss to read and exercises individually - Ss exercises and give their answers on the board - T asks Ss to translate their answers to know whether they are right or wrong has been put was prepared made 10 were served - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 25 Period: 69 Date of preparation: 17/ 02/ 2013 Date of teaching: 20/ 02/ 2013 UNIT 11 NATIONAL PARKS A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson, Ss will be able to - learn new words to talk about nature conservation - explore three famous national parks in the world with some special features of each Skill: Reading for general or specific information II Methods: Integration, mainly communication III Language contents: butterfly, contamination, abandoned, … IV Teaching aids: chalk, board, textbook, cassette, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Changing two sentences into the passive voice New lesson: UNIT 11 READING Contents T and Ss’ activities I Warm up (5’) T’s questions - T asks Ss some questions Have you ever been to a national park? - Ss listen, think and give their answers Do you know some national parks in Vietnam? - T listens to Ss’ answers and gives comment, What can you see in national parks? then introduces new lesson Suggested answers Yes, I have/ No, I haven’t Cuc Phuong, Cat Ba, Cat Tien, Kon Ka King, … Plants and animals II Before you read (15’) - T provides new words and asks Ss to give * Vocabulary meanings or guess the meanings from the T’s + to be located in = to be in a particular place examples or explanation + rainforest (n) = tropical forest - Ss copy and guess the meanings + orphan /'ɔ:fn/ (n): a child without parents - T pronounces the words correctly and asks Ss to + toxic /'tɔksik/ (adj) = poisonous /'pɔizənəs/ repeat in chorus 3-4 times + butterfly /'bʌtəflai/ (n) - Ss repeat + take care of (v) = look after - T calls 3-4 Ss to repeat and corrects their pronunciation if necessary Task Find the words establish /is'tæbli∫/(v) = set up: to start an organization that is intended to continue for a long time contain /kən'tein/ (v): to have something inside species /'spi:∫i:z/ (n): a group/ groups of animals or plants survival /sə'vaivl/ (n): a state of continuing to live or exist => survive /sə'vaiv/ (v) sub-tropical: related to an area near tropical area contamination /kən,tæmi'nei∫n/ (n): a state of being polluted II While you read (15’) Task Answer the questions 200 km Because the rain season is over They can learn about the habits of animals and how one species dependent upon another for survival In the orphanage, orphaned or abandoned animals are taken care of Everglades National Park is endangered because of the toxic level of chemicals in the water - T asks Ss to read all definitions in the task and make sure that most of them were understood - Ss read the exercise and try to understand all definition then find the words from the passage - T calls Ss to write their answers on the board and corrects - T has Ss read the passage again and find out the answers - Ss read the passage and give their answers on the board - T asks Ss the meanings of questions and their supports for answers - Ss speak out the paragraph from which they get information - T comments and corrects If more chemicals are released into the water, plants and animals will be killed IV After you read (5’) Discuss the question: “Which of the three national parks - T has Ss work in groups and discuss the would you like to visit most? Why? questions - Ss discuss in groups and give their reasons - T listens and comments, corrects their grammar and pronunciation Homework (1’) - Learn by heart new words - T reminds Ss their homework - Prepare for speaking - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………  Week: 25 Period: 70 Date of preparation: 20/ 02/ 2013 Date of teaching: 24/ 02/ 2013 UNIT 11 NATIONAL PARKS B Speaking I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to talk about regret of (un)happened action in the past Skill: Use conditional sentence type II Methods: Integration, mainly communication III Language contents: get a fine, get carsick, get wet, get a cold, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New word and information about the three national parks New lesson: UNIT 11 SPEAKING Contents T and Ss’ activities I Warm up (5’) Brainstorming - T gives Ss a situation and asks food them what they will prepare drink - Ss think and answer - T leads in new lesson tents Preparation for an excursion … Medicines … II Before you speak (10’) Task Matching New words: - get a fine (phv): to pay money because of doing something prohibited - get lost (phv): unable to find your way - get wet (phv): covered with liquid, especially water - get carsick (phv): to be sick because of travelling in a car - T introduces the task and asks Ss read the statements carefully, then match - Ss read the task and it - T has Ss speak out their answers, try to translate them into - luggage /'lʌgidʒ/ (n): bags or cases that contain sb’s clothes and things Vietnamese - Ss give answers and translate when they are travelling A B them They went by coach They didn’t bring enough food and drinks Some had food poisoning They had no raincoats Some left their luggage on the coach when they arrived Some weren’t careful when walking in Huong Pagoda Some threw waste in the forest They stayed there only one day f Most of them got carsick e They had to spend a lot of money in expensive restaurants h They didn’t enjoy their visit g They got wet and some got a cold b They had no clothes or money with them c They got lost a They got a fine d They wouldn’t visit all the pagodas III While you speak (20’) Task Practise talking about what they wish they had or hadn’t done Conditional sentence type 3: express an unreal thing in the past If + S + had(not) + Ved/3, S + would/could/might (not)+ have + Ved/3 If we hadn’t gone by coach, we couldn’t have got carsick If we had brought enough food and drinks, we wouldn’t have spent a lot of money eating in expensive restaurants If some of us hadn’t had food poisoning, we would have enjoyed our visit If we had had raincoats, we wouldn’t have got wet and got a cold … IV After you speak (8’) Task Model: Last weekend, my class went on an excursion to Huong Pagoda It would have been a wonderful trip if there hadn’t been unfortunate things If some of us hadn’t left their luggage on the coach, they would have clothes and money… Homework (1’) - Review conditional sentence type - Prepare for Listening - T asks Ss to read the examples carefully and talk about what they wish they had done or hadn’t done, using conditional sentence type - Ss read the examples carefully and practice speaking, using ideas in task and the structure of conditional sentence type - T asks Ss to work in pairs, practice talking about their class’s excursion to Huong Pagoda and express what they did or did not during the excursion - Ss work in pair to practice, using ideas in task - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 26 Period: 71 Date of preparation: 23/ 02/2013 Date of teaching: 25/ 02/ 2013 UNIT 11 NATIONAL PARKS C Listening I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson, Ss will be able to: - learn more new words - explore Cuc Phuong National Parks Skill: Listening for gist, gap-filling II Methods: Integration, mainly communication III Language contents: flora, fauna, army, attack, ethnic minority, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 11 LISTENING Contents T and Ss’ activities I Warm up (5’) - T asks Ss to give some information about Cuc location Phuong National Park - Ss listen to the questions and speak out the answers Cuc Phuong they know National Park plants - T introduces new lesson and animals … Opened II Before you listen (8’) * Vocabulary - flora (n) = plants - fauna (n) = animals - attack (n/v) - enemy /'enəmi/(n) - defeat = beat (v) - ethnic minority /'eθnik,mai'nɔrəti/ (phr) - invader /in'veidə/ (n) - live on (v) - station /'stei∫n/ (v) = to work in a place for a period of time III While you listen (25’) Task Filling the missing information Cuc Phuong National Park was officially opened in 1960 Cuc Phuong is located 160 km south west of Hanoi In 2002, nearly 100,000 visitors visited Cuc Phuong There are 2,000 different species of flora and 450 species of fauna Nguyen Hue’s army was stationed in Quen Voi before it made its surprise attack on Thang Long Task Answer the questions Cuc Phuong National Park belongs to3 provinces: Ninh Binh, Hoa Binh and Thanh Hoa It is about 160 km to see the work being done to protect endangered species - T presents new words and asks Ss to guess meanings or present their meanings through examples, synonyms, or preparation - T pronounces all the words and phrases carefully and has Ss to repeat in chorus 3-4 times - T introduces the task and asks Ss to read the statements carefully - Ss read the statements and try to understand all of them to guess the missing information - T plays the tape first time for Ss to listen to the whole passage - Ss listen for the first time and give the answers they hear - T plays the tape again and asks Ss to present all answers - T plays the tape again, pauses each sentence for Ss to finish and check their answers - Ss listen and correct - T has Ss read the questions carefully and underlines the Wh-words for Ss to state the information - Ss read the questions and guess - T plays the tape again for Ss to answer - T plays the tae again, pauses after sentences that Ss need time to answer for Ss to write down in the Spring of 1789 bee keeping and farming - Ss write their answers on the board - T plays the tape one more time for Ss to check and correct their answers IV After you listen (7’) Talk about the special features of Cuc Phuong National Park - When was Cuc Phuong National Park officially opened? - How many species of animals and plants are there in Cuc Phuong National Park? - Which ethnic minority live there? - What they for their living? Homework (1’) - Learn new words - Prepare for Writing - T has Ss close the books and notebooks and try to answer the questions - Ss listen to the questions, think and give answers - T listens and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 26 Period: 72 Date of preparation: 25/ 02/ 2013 Date of teaching: 28/ 02/ 2013 UNIT 11 NATIONAL PARKS D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson, Ss will be able to - give acceptance or refusal - write a letter of acceptance or refusal Skill: writing letter II Methods: Integration, mainly communication III Language contents: Words or phrase-words used in writing a letter IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words and information about the Cuc Phuong national parks New lesson: UNIT 11 WRITING Contents T and Ss’ activities I Warm up (5’) * The ways to give invitation? - T asks Ss the ways to give invitation - Let’s + V - Ss remember and answer - How about + V-ing? - T comments and introduces new lesson - Would you like + to-V? - Shall we + V? - Can you + V? II Before you write (10’) Task Gap-filling - T introduces the task, has Ss to read the three letters + Ways of accepting: carefully and use the expression in the box to fill in each - Yes, I’d like to/ love to blank - Yes, that’s a great idea - Ss read and use the ways of accepting and refusing to - Yes, I’d be delighted to complete the blanks + Ways of refusing: - I’m afraid I can’t come because… - I’d love to, but… - I’m sorry I can’t because… Letter 1: I’d like/love to Letter 2: I’m sorry I can’t because … (I’d love to but…) Letter 3: I’d be delighted to * Form of a letter of acceptance or refusal - Opening: + Dear, + Thanks, give attitude with the letter - Body: Accepts, confirm time and place Refuse, give reason - Closing: + wish/ promise … + Sign III While you write (20’) Task Order making 1.d: Thank for your letter 2.e: It’s lovely to hear that you are going to spend the next weekend in the country 3.c: I would really like to come 4.a: you know how much I love spending a weekend in the country after a long and hard term 5.f: I will catch the usual train on Friday evening 6.b: Give my best regards to your parents and hope to see you soon - Ss give their answers, T listens and corrects (asks them to give the signal to realize a letter of acceptance or refusal) Task Write a letter of acceptance or refusal Model writing Dear Huong, Thank you for your invitation to visit Huong pagoda I’d like to go but I cannot because I’m very busy revising all the lessons for my first term Let’s go another time Love, Nam IV After you write (10’) Correction - T introduces the situation and has Ss write a letter to accept or refuse, based on the form in task - Ss write letter Homework - Learn by heart the ways of accepting and refusing - Prepare for language focus - T gives the form of a letter of acceptance or refusal - Ss take note - T asks Ss to read all the sentences carefully, then arrange them in right order of a letter of acceptance - Ss read and arrange based on the form give by T in task - T has Ss give their answers and translate sentences - Ss write their letters on the board - T corrects grammar, spelling, the use of word … - Ss complete their letters - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 26 Period: 73 Date of preparation: 27/ 02/ 2013 Date of teaching: 02/ 03/ 2013 UNIT 11 NATIONAL PARKS E Language focus I Aim: Improve Ss’ pronunciation and new grammar points Objectives: By the end of the lesson, Ss will be able to - Distinguish the sounds /t/ and /d/ - Use Conditional sentence type appropriately Skill: Pronounce the sounds: /t/ - /d/ correctly, Conditional sentence type II Methods: Integration, mainly communication III Language contents: Words related to sounds /t/ - /d/ IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: UNIT 11 – E LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) T’s group of words: time, stopped, drink, smiled, typical, - T gives a range of words and asks Ss to destination, download, hoped, believed arrange them in right column => /t/: time, stopped, typical, destination, hoped - Ss look at words and arrange => /d/: drink, smiled, destination, believed, download - T calls Ss to pronounce words to check and introduces new lesson II Pronunciation (8’) /t/: topic, toxic, contain, plant, worked, … - T presents the two sounds and asks Ss /d/: spend, dentist, lived, different, … to find out words that contain /t/ and /d/ * Practise these sentences - Ss find out and answer It’s next to the restaurant on the third floor - T has Ss to read the words and practice They’re on the next counter on your left, dear the sentences in text book It’s exactly twenty-two minutes to ten - Ss practice They stayed at home and played cards with the children - T listens and corrects Sidney and I listened to the radio and studied Donald and I had a bad cold, so we decided to stay at home III Grammar (30’) Examples: - T gives examples and asks Ss to give If you (change) changed you job, would it affect your pension? the correct form of verbs in brackets => Conditional Sentence type 2: unreal at present - Ss give their answers If Peter had had a map, he (not get) wouldn’t have got lost => - T corrects and asks them to speak out Conditional Sentence type 3: unreal in the past the form of conditional sentence type => Form: - Ss copy would could If + S + had (not) + Ved/3, S + might (not) + have + Ved/3 should * Note: - UNLESS = If … not - In conditional sentence type 3, we can bring “had” to the beginning of the sentence Ex: If it had rained yesterday, we would have stayed at home → Had it rained yesterday, we would have stayed at home If he had trained hard, he would have won the match → Had he trained hard, he would have won the match Negative form: “not” stands after Subject Had it not been so late, we would have called you - MIX CONDITIONAL SENTENCE: unreal condition in the past, unreal result at present If + S + had + V3/ed, S + would + V Ex: If I had taken an aspirin, I wouldn't have a headache now Exercise 1 had known had had - T asks Ss to complete the sentences, using correct form of verbs in the brackets would have gone would have passed could have enjoyed had known had stopped had killed Exercise If the driver in front hadn’t stopped so suddenly, the accidents wouldn’t have happened If I had known that Lam had to get up early, I would have woken him up If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the car If Mary hadn’t been wearing a seat belt, she would have been injured If you had had breakfast, you wouldn’t be hungry now If I had had some money on me, I would have got a taxi Exercise If I had been working at the restaurant last night, I would have waited on your table If they had been paying attention, they would have seen the sign marking their exit from the highway Carol would have answered the phone if she hadn’t been studying If the sun hadn’t been shining, we wouldn’t have gone to the beach yesterday If the music hadn’t been playing loudly at the restaurant, I would have heard everything Mr Lee said during dinner Homework - Complete the exercises - Review Conditional sentence type - Prepare for test yourself D - Ss exercise and give their answers on the board - T corrects - T introduces the exercise and explains the way to it for Ss - Ss the exercise and give their answers on the board - T corrects - T instructs Ss to the exercise, using conditional sentence type - Ss the exercise, following examples and T’s instructions - Ss give their answers on the board and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 27 Period: 74 Date of preparation: 03/ 03/ 2013 Date of teaching: 05/ 03/ 2013 TEST YOURSELF D I Aim: By the end of the lesson Ss will be able to: - all the exercises that they have learnt in unit 8, 9, 10, 11 - improve their skills II Methods: Integration, mainly communication III Language contents: Conditional sentences, the passive voice, words related to conservation IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: TEST YOURSELF D Contents T and Ss’ activities I Listening (10’) 1.They go to a national park to enjoy nature -T asks Ss to look through the questions and It became a national park in 1872 understand them first No, it isn’t It’s the world’s largest park -T can help Ss by explaining new words if It has about 70 geysers necessary They must not pick the flowers, feed or hunt the - T asks Ss to guess the answer without listening animals - T plays the tape twice and calls some Ss to give * geyser (n): mạch nước answers - Ss listen and answer the questions - Some Ss read their answers to the class - T feedbacks and gives correct answers II Reading (10’) a junk and litter -T asks Ss to read the passage the the exercise b landscape below c highway - Ss read the passage carefully, the exercise d healthy - T asks Ss to give their answers and find out the a T b T c F sentences/ evidences to support their answers d F e T f T - Ss answer - T corrects III Grammar (15’) A has been cleaned - T asks Ss to read the sentences and give the have been turned on correct form of the verbs in brackets are waiting - Ss exercise and give their answers B 1.knew - T asks Ss to explain their answers and corrects 2.would help - Ss copy and correct answers 3.knows C decided I would have gone out to stay I had not been IV Writing (15’) Dear Alex, - T asks Ss to use the cues in textbook to write a You are delighted to know that your father is giving a letter of invitation party to celebrate the new Year .He has invited some - Ss write letters relatives and his friends to make the party a success -T asks Ss to work individually and peer correction I too have invited a number of my friends in the - T calls Ss to go to the blackboard and write neighborhood Mother has asked me to tell you to come down your writings home for the New Year celebration - T checks and corrects their mistakes I’m sure we you will be here in time to share the fun with us on that day Love, Helen Homework (1’) - Review all grammar points and new words in unit 9, 10, - T reminds Ss their homework 11 - Ss listen and memorize - Prepare for test No Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 27 Period: 75  Date of preparation: 04/ 03/ 2013 Date of teaching: 07/ 03/ 2013 UNIT 12 MUSIC A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson Ss will be able to: - know about some types of music and the role of music in our lives - know more words to talk about music Skills: Guessing meaning in context, scanning for specific information and passage comprehension II Methods: Integration, mainly communication III Language contents: communicate, lull, mournful, integral part, IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 12 READING Contents T and Ss’ activities I Warm up (5’) * T’s questions: - T asks Ss something about music Do you like listening to music? - Ss give answers How many types of music you know? What are - T listens to Ss’ answers and introduces new they? lesson What is the use of music? => Ss’ answers might be varied II Before you read (15’) - T plays the tape one for Ss to listen to the passage * New words and find out the new words - classical music - Ss listen to the tape one - folk music - T presents the new words, give examples or - emotion (n): a strong feeling such as love, fear or synonyms, explanation for Ss to guess meanings anger - Ss listen and use their preparation to guess the - communicate /kə'mju:nikeit/ (v): to exchange meanings information, news, ideas, etc with sb - T pronounces all new words correctly and has Ss Ex: Greeting is a good way to communicate repeat in chorus 3-4 times - express (v): show one’s ideas or feelings - T calls 3-4 Ss to repeat again and correct their - convey /kən'vei/ (v) : to make ideas, feelings, etc pronunciation known to sb - Ss correct their pronunciation - integral /'intigrəl/ (adj): being an essential part of sth part - joyfulness /'dʒɔifulnis/ (n) - funeral /'fju:nərəl/ (n): a ceremony for burying or cremating (= burning) a dead person - solemn /'sɔləm/ (adj) = serious >< cheerful (adj) not happy or smiling - mournful /'mɔ:nful/ (adj): very sad - delight /di'lait/ (v): to give sb a lot of pleasure and enjoyment Task Gap-filling communicate lull delights integral part solemn emotion mournful - T has Ss read all sentences and the words in the box carefully, try to understand all of them and complete - Ss the task and speak out their answers - T has Ss explain their answers - Ss explain and T corrects III While you read (15’) Task Answer the questions Language and music It can express ideas, thoughts and feelings It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful It makes people happy and excited It delights the senses It is a billion –dollar industry IV After you read (7’) Answer the questions below How many roles of music are mentioned in the text? => In your opinion, which of the roles of music is the most important? => The answers depend on Ss ideas Homework (1’) - Learn by heart new words - Prepare for speaking - T asks Ss to read all the questions and passage carefully to find out the answers - Ss read and give answers - T asks Ss to give their evidences for the answers and corrects - T asks Ss to work in pairs, answer the questions - Ss discuss and give answers - T corrects by asking them for evidences from the passage or their ideas - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 28 Period: 76 Date of preparation: 09/ 03/ 2013 Date of teaching: 11/ 03/ 2013 UNIT 12 MUSIC B Speaking I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson Ss will be able to learn more phrases to talk about use of music Skills: Ask and answer about music II Methods: Integration, mainly communication III Language contents: words related music IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: new words and types of music, roles of music New lesson: Unit 12 SPEAKING Contents T and Ss’ activities I Warm up (5’) reason - T has Ss to talk about their favorite kind of kind favorite songs music - Ss answer Interest of music favorite band II Before you speak (10’) … * New words - easy to listen - cheer sb up - keep sb happy - have the radio on Task Read the passage and answer the questions She likes pop music Because it keeps her happy The Backstreet Boys She listens to music all the time III While you speak (17’) Task Practise Some questions to ask about sb’s interest of music: What kind of music you like? Why you like it? What’s your favorite band/singer? When you listen to music? * Some adjectives to talk about music: Lyrical help sb forget troubles Rousing make sb excited Exciting make sb feel relaxed Task Talk about your friend’s interest of music Ss can begin their talk: Lan likes rock ‘n’ roll because it makes her exciting She often listens to it when she has free time Her favorite band is The Wall IV After you speak (5’) Talk about your interest of music Homework (1’) - Review way to ask and answer about music - Prepare for listening - T gives some phrases used to talk about features of music - Ss copy - T has Ss read what Ha Anh says about music and answer the questions - Ss work in pairs to find out the answers - T has Ss write their answers on the board and corrects - T has Ss work in pairs, ask and answer about their favorite kind of music, using the questions and T provided - Ss practice in pairs then T calls some pairs to practice in front of class - T may provide some useful for Ss to answer - When Ss practice speaking, T corrects their pronunciation - T has Ss to repeat the information that they get from their friends - Ss talk about their friends - T listens and corrects their pronunciation - T has Ss talk about themselves - Ss present - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 28 Period: 77  Date of preparation: 11/ 03/ 2013 Date of teaching: 14/ 03/ 2013 UNIT 12 MUSIC C Listening I Aim: Improve Ss’ listening skill Objectives: By the end of the lesson Ss will be able to get more information of Van Cao, a well-known musician Skills: - Comprehension questions - Listening and deciding on True or False statements II Methods: Integration, mainly communication III Language contents: compose, composer, author,… IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Interview someone’s interest of music New lesson: Unit 12 LISTENING Contents T and Ss’ activities I Warm up (5’) * T’s questions: - T has Ss some questions about Van Cao What song all students always sing on every - Ss give their answers Monday morning? - T comments and introduces new lesson Do you know who the composer was? What you know about his music? => Tien Quan Ca Van Cao The answers depend on Ss’ knowledge II Before you listen (7’) * New words - T reads loudly the words: sweet and gentle, rousing, - author (n) exciting, boring, lyrical, solemn and asks Ss to repeat - sweet (adj) loudly the words - gentle /'dʒentl/ (adj) - Ss repeat - lyrical /'lirikl/ (adj) - T listens and checks pronunciation - rousing /'rauziη/ (adj) III While you listen (25’) Task True or false - T introduces Ss to the task, read the statements all F The guest of the show is Quang Hung understand all of them F He likes some of them - Ss read and translate statements, T notes them the key T words F 1944 - T plays the tape first time for Ss listen to the whole F He always feels proud of his country when he dialogue hears the song - T has Ss give answers they hear on the board - Ss answer - T plays the tape again for Ss to fulfill their task - plays the tape again, pauses after sentences for Ss to check and correct their answers Task Answer the questions It is “My Favourite Musician” Tien Quan Ca It is hard and solemn; It makes him feel great proud of his country - T has Ss read the questions and understand all of them - Ss read and translate the questions - T plays the tape first time, pauses after sentences have key words for the questions for Ss to the task - Ss listen and answer - T plays the tape again, asks them the words or phrases that they hear - Ss give answers - T plays the tape again for Ss to check and correct their answers IV After you listen (5’) Work in group: Answer the questions What does Quang Hung talk about? How does he feel about Van Cao’s songs? When did Van Cao write “Tien Quan Ca”? Homework (1’) - Review information about Van Cao and his songs - Prepare for writing - T asks Ss to work in pairs and discuss some questions - Ss discuss and answer - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 28 Period: 79 Date of preparation: 14/ 03/ 2013 Date of teaching: 16/ 03/ 2013 UNIT 12 MUSIC D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson Ss will be able to write a profile based on prompts provided Skills: Writing a profile II Methods: Integration, mainly communication III Language contents: The simple past of verbs and the connectors often used in a profile; words related to music IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Interview someone’s interest of music New lesson: Unit 12 WRITING Contents T and Ss’ activities I Warm up (5’) * Song written by Van Cao: - T has Ss talk about Van Cao and his song Suoi Mo - Ss name songs written by Van Cao and their Tien Quan Ca features Truong Ca Song Lo - T listens and lead in new lesson Lang Toi II Before you write (15’) Task Complete the sentences - T has Ss complete the sentences about Scott * Structure and new words: Joplin, using the prompts given - compose /kəm'pouz/ (v) -> composer /kəm'pouzə/ (n) - Ss complete sentences, using structures and - artistic work (phr) words they have learnt and were given - mixture (n) - T instructs Ss some structures - to be born on/ at/ in … into … - Ss complete sentences and write their answers - n + of + n: on the board - v + to + v: - become + adj - simple past of verbs He learnt to play music when he was young Scott learnt to play the works of composers like back, Beethoven and Mozart as well as to compose music He quickly became famous His tunes were wonderful mixture of classical European and African beats which were known as Ragtime All in all, he wrote 50 piano rags and was called the King of Ragtime He died in 1917 III While you write (20’) Task Write about the life story of Van Cao - T has Ss write about the life story of Van Cao, * Suggested answer: using structures and prompts provided Van Cao was born on the 15th of November, 1923 in Nam - Ss write and give their answers on the board Dinh, into poor workers He started composing music when he was very young He composed his first song in 1939, and quickly became famous with the song “Tien Quan Ca”, the National Anthem of Vietnam in 1944 His artistic works includes songs, poems and paintings He died on the 10th of July, 1995 Van Cao is known as a very talented musician and highly appreciated by the Vietnamese people IV After you write (5’) Correction Homework (1’) - Complete the writing - Prepare for language focus - T corrects Ss’ writings (grammar, tenses, spelling, form of verbs,…) - Ss listen, take note and copy the correct writing on notebook - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 29 Period: 81  Date of preparation: 16/ 03/ 2013 Date of teaching: 18/ 03/ 2013 UNIT 12 MUSIC E Language focus I Aim: Improve Ss’ pronunciation and grammar points Objectives: By the end of the lesson Ss will be able to: - recognize and pronounce the two sounds /s/ and /z/ correctly - use to-inf to ask for purpose Skills: Pronounce the sounds: /s/-/z/, making question II Methods: Integration, mainly communication III Language contents: Words related to pronunciation /s/ - /z/ IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: pronounce words contain /b/ and /d/ New lesson: Unit 12 LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) * T’s words: Susan, music, select, hands, piece - T asks Ss to pronounce some words that => /s/: Susan, select, piece contain /s/ and /z/ /z/: Susan, music, hands - Ss pronounce and T corrects II Pronunciation (10’) /s/: Sue, sing, said, piece, price, thinks, cuts, coughs, … - T has Ss find out some words contain /s/ /z/: zoo, pleasure, peas, prize, hands, leg, tables, … and /z/ they have learnt singular verb and plural noun +s - Ss give answers and T corrects /s/ : /p/, /k/, /t/, /f/, /b/ - T has Ss repeat all the words contains the S /z/ còn lại sounds /s/ and /z/ in chorus, then practice /iz/ : /s/, /z/, / the sentences * Practise these sentences I like to listen to jazz records But my cousin prefers going to concerts He’s won the first prize for singing folk music I’d like a piece of bread and some peas, please III Grammar (30’) Phrase of purpose - T gives examples and has Ss translate T’s examples: them into Vietnamese a Nam is studying English to go to the USA next year - Ss look at the examples and translate b He has to catch the first bus so as not to be late for school - T has Ss point out the purpose of each => We use to-infinitive to talk about the purpose of the action action We can put to-infinitive at the beginning or at the end of the - Ss give answers and T corrects then sentences, depend on the stressed meaning presents the new grammar points Note: to-V = so as to + V = in order to + V Negative form: so as not to + V = in order not to +V Exercise 1 I phoned her to tell/ so as to tell/ in order to tell her good - T asks Ss to answer the questions, using news the words in brackets I’m saving money to buy/ so as to buy/ in order to buy a - Ss answer cassette player - T has Ss write their answers on the board She practises singing all day to win/so as to win/ in order to to correct win the singing contest I’m learning French to sing/ so as to sing/ in order to sing French songs The monitor always goes to class on time to set/ so as to set/ in order to set a good example for the class Exercise My father didn’t have time to read the newspaper I wish I had enough money to buy a new bicycle I went to the post office to post a letter He telephoned to invite me to the party She’s going to Britain to learn English Clause of purpose V/ Vs/es can/ will S1 + so that/ in order that S2 + + V V2/ed could/ would Ex1: Ali borrowed an eraser so that he could erase a mistake in his composition Note: - If S1 and S2 are the same, we can use a phrase to replace clause of purpose Ex1  Ali borrowed an eraser to erase a mistake in his composition - If S1 and S2 are not the same, we have to use for + O before a phrase of purpose Ex3: I wish we have a garden so that the children can play in  I wish we have a garden for the children to play in Exercise Change phrases of purposes to clauses of purpose or vice versa Melanie was hurried in order not to miss her bus Most people work to earn money She is learning English so that she can study in the United States The staffs are working at weekends so as not to delay the project any more He wore glasses and false beard so that he wouldn’t be recognized Homework (1’) - Review phrase and clause of purpose - Prepare for Unit 13 Reading - T asks Ss to read all statements carefully and complete each of them with the right form of a suitable verb - Ss read and the exercise - T has Ss to translate their sentences to correct - T introduces to Ss structure and usage of clause of purpose - Ss listen to the teacher and note down - T gives some examples and has Ss use phrase of purpose to replace clause of purpose - Ss read the examples and give their answers - T checks, corrects mistakes, give reasons and marks - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 29 Date of preparation: 19/ 03/ 2013 Period: 82 Date of teaching: 21/ 03/ 2013 UNIT 13 FILM AND CINEMA A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson Ss will be able to: - Learn more new word to talk about cinema - know the history of the cinema and some kinds of films Skills: Reading for identifying the main ideas and specific information II Methods: Integration, mainly communication III Language contents: set sth in motion, decade, cinema, audiences, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New lesson: Unit 13 READING Contents I Warm up (5’) * T’s questions: Do you like film? Why? What kind of film you like most? What you know about industry of making film? => Ss’ answers are different II Before you read (15’) * Vocabulary: - cinema (n) /'sinimə/: a building in which films/ movies are shown - discover (v) /dis'kʌvə/: to find out about sth; to find some information about sth - still (adj): silent - sequence /'si:kwəns/ (n): a set of events, actions, numbers - set sth in motion (phr) - scene (n): a part of a film / movie, play or book in which the action happens in one place or is of one particular type - decade (n) /'dekeid/: a period of ten years - audience (n) /'ɔ:djəns/ = viewer (n) - It was not until … that + S + Ved/2 Ex: It was not until 2011 that I bought a cell phone - replace (n) /ri'pleis/: to be used instead of sth/sb else III While you read (20’) Task Find the word cinema Film-making industry sequence Series of related events or actions decade A period of ten years rapidly Quickly and in a short time scene Part of a film character A person in a film Task Answer the questions In the early 19th century (line1) At that time the scientist discovered that when a sequence of still pictures were set in motion ,they could give the feeling of movement No, they did not In the early 1910s At the end of the 1920s The musical cinema Task Choose the best title for the passage B A Brief History of cinema IV After you read (5’) Summarise the passage, using the cues provided 19thcentury: The history of cinema began 1905: Films were about five minutes long T and Ss’ activities - T asks Ss some questions related to film - Ss listen and answer - T comments, corrects and introduces new lesson - T provides new words, gives examples or asks Ss’ preparation to give the meanings - Ss guess the meaning based on T’ examples, pictures - T pronounces one time for the whole class to listen, then asks them to repeat in chorus 3-4 times - Ss listen and repeat - T calls Ss to repeat individually and corrects their pronunciation if necessary - Ss correct their pronunciation - T has Ss read the passage and find out the words that have definitions in the column - Ss read and give answers - T asks Ss to translate the definition to support their answers - Ss translate and T corrects - Ss write the correct answers on their notebooks - T introduces the task and has Ss read the passage again and find out the answers - Ss read the passage again and write their answers on the board - T has Ss find evidences to support their answers - Ss give their evidences - T comments and corrects - T asks Ss to read the passage again and choose the best title for the passage - Ss give answers - T has Ss to explain for their answers and corrects - T has Ss summarise the passage, using the cues given - Ss read the cues and summarise 1910s: Audiences were able to enjoy the first long films 1920s: Sound was introduced 1915: Cinema really became an industry Homework - Learn by heart the new words - Understand the history period of cinema - Prepare for speaking - T has Ss read out their summary in front of class and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 29 Period: 83  Date of preparation: 20/ 03/ 2013 Date of teaching: 23/ 03/ 2013 UNIT 13 FILM AND CINEMA B Speaking I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson Ss will be able to: - tell what kinds of film they like or dislike - express their attitude about different kinds of films Skills: express opinion and attitude about favourite films II Methods: Integration, mainly communication III Language contents: detective, fiction, horror, thrill, … IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words and information about history of cinema New lesson: Unit 13 SPEAKING Contents T and Ss’ activities I Warm up (5’) Brainstorming - T asks Ss think of adjectives to describe Love story film cartoon films - Ss think and answer KINDS - T comments, corrects and introduces new OF FILMS Action film lesson Documentary … II Before you speak (15’) * Vocabulary: - fiction film (n) /'fik∫n/ - detective film (n) /di'tektiv/ - horror film (n) /'hɔrə/ - action film (n) - thriller (n) /'θrilə/: - terrifying (adj) - science fiction film /'saiəns/ (n) Task How much you like each kind of film - T provides new words and gives name of a film in each kind for Ss to guess the meanings - Ss write new words and guess the meaning - T pronounces correctly and has Ss repeat in chorus 3-4 times - Ss listen and repeat - T calls Ss to repeat individually and corrects their pronunciation if necessary - Ss correct their pronunciation Model to interview: A: What kind of film you like? B: I like … A: How much you like it? B: I like it very much/ don’t like it very much/ don’t like it at all III While you speak (20’) Task + Practise speaking about feeling about film and preferences for film - S + to find + O + adj Ex: I find learning English interesting - S + have/ contain + N Ex: Cartoon films have good fun - S + to prefer + O + to + O Ex: She prefers Maths to Literature Model of dialogue: A: What you think of horror film? B: Oh, I find them really terrifying A: I don’t agree with you I find them exciting (I agree with you/ You are right.) B: Which you prefer, detective films or science fiction films? A: Well, it’s difficult to say But I suppose I prefer science fiction films to detective ones IV After you speak (5’) Talk about film you have seen, use the suggestions Suggested answer: Last night, I saw a good film on TV It’s cartoon film It is about rabbit that was small but very intelligent and a fox that was cruel but stupid The fox always found out the way to catch the rabbit but he was defeated all the time I find it exciting and funny I like it because it makes me relaxed Homework - Learn by heart the new words about kind of films - Practice expressing attitude of films and ask for preferences for films - Prepare for Listening - T has Ss interview their partner to complete the table, using the model T given - Ss interview and complete the table - T calls 2-3 Ss to practice to know their results - T introduces the task and has Ss work in pairs, practice asking and answering the feeling about films and preferences for films, use the words in table and model given - Ss work in pairs and practice in front of class - T listens, comments and corrects - T asks Ss to answer all the questions in Task - Ss give answers - T listens, corrects their pronunciation - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 30 Period: 83 Date of preparation: 23/ 03/ 2013 Date of teaching: 25/ 03/ 2013 UNIT 13 FILM AND CINEMA C Listening I Aim: Improve Ss’ listening skill Objectives: By the end of the lesson Ss will be able to: - learn more new words - know how to talk about plans for next week Skills: Listening for gist and for specific information II Methods: Integration, mainly communication III Language contents: suppose, guess, instead, … IV Teaching aids: chalk, board, textbook, cassette tape, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Ask and answer about feeling about film and preferences for films New lesson: Unit 13 LISTENING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss some questions related to What you in your free time? cinema Have you ever gone to the cinema with your friends? - Ss think and answer What will you before go to the cinema with them? - T comments and introduces new lesson => Ss’ answers are different II Before you listen (10’) How often you …? often sometimes never Go to the cinema Watch TV Listen to the radio Go dancing Chat on the Net Listen to music * Vocabulary: - Titanic (n) /tai'tænik/ - suppose (v) /sə'pouz/ - guess (v) /ges/ - instead (prep) /in'sted/ - plan (n/v) /plæn/ III While you listen (25’) Task 1+ Listen and write Lan and Huong’s plans for the next week Lan Huong Mon See a play Tue Wed Work and go to the singing club Thu Visit grandparents Fri Take Chinese classes Sat busy sun Go on a picnic Task Answer the question: On what day they can meet? => They can meet on Tuesday (because they are both free on that day) - T has Ss to ask and answer about their habit in free time - Ss practice in pairs, ask and answer - T provides new words and gives examples for Ss to guess the meanings - Ss copy - T pronounces correctly and has Ss repeat in chorus then individually 3-4 times - Ss listen and repeat - T corrects their pronunciation if necessary - Ss correct their pronunciation - T has Ss look at the picture and guess what they are talking about - Ss look at the picture and guess - T plays the tape for the first time and Ss listen to the whole dialogue once - Ss listen and give answer - T plays the tape again for Ss to complete the plans of Lan and Huong - Ss present plans of Lan and Huong that they hear - T plays the tape again for them to fulfill the task (ask them the key words they hear) - Ss speak out their answers - T plays the tape one more time, pauses after key words for Ss to listen and check their answers - T has Ss discuss and give answers - Ss look at the calendar, discuss and give answers - T asks for explanation and comments IV After you listen (5’) Talk about Lan and Huong’s plans for the next week Homework - Learn by heart the new words - Practice making plans - Prepare for writing - T asks Ss to work in group and talk about Lan and Huong’s plans for the next week, use the information on the calendar - Ss discuss and talk in front of class - T listens, comments and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 30 Period: 84  Date of preparation: 23/ 03/ 2013 Date of teaching: 25/ 03/ 2013 CORRECTION OF TEST I Aim: By the end of the lesson, Ss will be able to realize and correct their mistakes in the test II Methods: integrated, mainly communication III Language content: knowledge in unit 8, 9, 10 and 11 IV Teaching aids: Hand-out, chalks, board… V Procedure: Settlement: Greeting the class & checking students’ attendance New lesson: I Read the passage below carefully, then answer the questions: (2ms) A rain forest is a place where there is lots of rain One kind of rain forest is called a temperate rain forest You can find temperate rain forests where the weather is cool, mind and very wet There is a temperate rain forest growing near the Northwest coast of the United States Just few kinds of evergreen trees grow there Most of the world's rain forests are tropical rain forests with many kinds of trees Tropical rain forests grow in warm places near earth's equator The equator is an imaginary line that goes around the middle of the planet There are tropical rain forests in Central and South America It is always hot and wet in a tropical rain forest What is a rain forest? → A rain forest is a place where there is lots of rain Where can you find temperate rain forests? → You can find temperate rain forests where the weather is cool, mind and very wet Are there many kinds of evergreen trees in a temperate tropical rain forest near the Northwest coast of the United States? → No, there aren’t (Just few kinds of evergreen trees grow there.) What is the equator? → The equator is an imaginary line that goes around the middle of the planet II Choose the word whose underlined part is pronounced differently from that of the other words: (1m) A wear B here C where D pair A worked B played C stayed D loved A booked B hoped C laughed D studied A bee B pea C bad D back III Find out a mistake in the underline each of sentence: (1m) If we work harder, we don’t finish on time A B C D The teacher said the class that hot air rises and cold air sinks A B C D Mary and Peter are so busy with their work I don’t think they shouldn’t get married now A B C D A new zoo is being build near my village now A B C D IV Choose the best answer: (4ms) Sperm whale populations are at risk due to hunting A in extinction B in danger C on the decrease D in fewness The sea is polluted, which sea plants and animals A endangers B dangerous C dangers D dangerously The life of sperm whale can be up to seventy years A distance B period C length D span It is …………… to know that they also have the largest brain of any mammals A interested B interesting C interests D interest You should clean this room every day A This room should been cleaned everyday B This room be should cleaned everyday C This room should is cleaned everyday D This room should be cleaned everyday “I’m coming back to my home town tomorrow,"Mai said A Mai said that she is coming back to her home town the next day B Mai said that she was coming back to her home town the following day C Mai said that she was coming back to her home town tomorrow D Mai said that I am coming back to my home town tomorrow He didn’t listen to the lecture yesterday, so he can’t the test easily A If he had listened to the lecture yesterday, he could the test easily B If he had listened to the lecture yesterday, he could have done the test easily C If he listened to the lecture yesterday, he could have done the test easily D If he listened to the lecture yesterday, he could the test easily Someone was cleaning the room when I arrived A The room was been cleaning when I arrived B The room were being cleaned when I arrived C When I arrived, the room was being cleaned D When I arrived, the room is being cleaned If Lien a raincoat, she wouldn't have got a cold A has worn B had worn C wears D wore 10 If I didn’t want to go to the party, I ………………… go A don’t B didn’t C won’t D wouldn’t 11 You look tired You ……………… go to bed so late A should have B should be C shouldn’t D should 12 We sat at the table until all the food ………………… A were eating B was eating C were eaten D was eaten 13 If the weather nice tomorrow, we swimming A will be - will go B is - go C is - will go D will be - go 14 He said that he going to the country soon A has been B is C will be D was 15 - “Would you like to have dinner with me?” - “ .” A Yes, I’d love to B Yes, so I C I’m very happy D Yes, it is 16 “Let’s go to the movie now.” – “Oh, ” A I don’t B Good idea C Why's that? D I need it V Rewrite these sentences with the words given: (2ms) “John left here an hour ago,” she said to me → She told me (that) John had left an hour before She can't find the way because she doesn't have a map → If she had a map, she could find the way The scientists are studying the problem carefully → The problem is being studied carefully (by the scientists) He didn't prepare for the interview, so he didn't get the job → If he had prepared for the interview, he would (could/ might) have got (gotten) the job Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 30 Period: 85  Date of preparation: 24/ 03/ 2013 Date of teaching: 27/ 03/ 2013 UNIT 13 FILM AND CINEMA D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson Ss will be able to know how to describing a film they have seen, based on prompts Skills: Describing a film II Methods: Integration, mainly communication III Language contents: tragic, luxury, disaster, iceberg, … IV Teaching aids: chalk, board, textbook, cassette tape, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 13 WRITING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss some questions about film Do you like film? What is your favorite film? - Ss listen, think and answer What you know about that film? - T comments and introduces new lesson Why you like that film? => Ss’ answers are different II Before you write (15’) * Vocabulary: - Tragic (adj) /'trædʒik/: making you feel very sad - luxury (n) /'lʌk∫əri/: a thing that is expensive and enjoyable but not essential - voyage /'vɔiidʒ/ = journey (n) - disaster (n) /di'zɑ:stə/: unexpected event, such as a very bad accident, a flood or a fire - to be engaged /in'geidʒd/: having agreed to marry sb - to fall in love: - iceberg (n) /'aisbə:g/: an extremely large mass of ice floating in the sea - sink- sank – sunk (v) - occur /ə'kɜ:(r)/ = happen (v) Task Read the description, then answer the questions It’s Titanic It’s a tragic love story film It’s about the sinking of a luxury liner (ship) on it first voyage across the Atlantic Ocean It is made in America It is based on the true story of the Titanic disaster that occurred in 1912 The main characters are Jack Dawson and Rose Dewitt Bukater Jack Dawson is a young and generous adventurer It has a sad ending - T reads the paragraph in Task and presents the new words, gives examples or explanation, synonyms for Ss to guess meanings - Ss copy - T pronounces correctly and has Ss repeat in chorus then individually 3-4 times - Ss listen and repeat - T corrects their pronunciation if necessary - Ss correct their pronunciation - T has Ss read the description of the film Titanic and answer the questions - Ss read and find the answers - T has Ss write their answers on the board and corrects III While you write (20’) Task Describe a film you have seen based on the questions and suggestions in Task * Model: Of all the films I have seen, Journey to the West is the one I like best It is about the journey of a group of four characters: one Teacher and four students to the west to get Books of changes The film is made in China The main characters are Ngo Khong, Ngo Nang, Ngo Tinh and Duong Tang After a hard and long journey, the groups get the things they want IV After you write (5’) Correction Homework - Learn by heart the new words - Complete the description - Prepare for Language focus - T has Ss work in pairs: write a paragraph to describe the film they have ever seen, use the description of Titanic and the questions as suggestions - Ss write about a films they have seen and present them on the board - T asks for explanation and comments - T corrects Ss mistake: spellings, grammar, parts of speech - Ss listen and copy - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 31 Period: 86 - 87 2013 Date of preparation: 29/ 03/ 2013 Date of teaching: 01 - 04/ 04/ UNIT 13 FILM AND CINEMA E Language focus I Aim: Improve Ss’ pronunciation and new grammar points Objectives: By the end of the lesson Ss will be able to: - pronounce the two sounds /f/ and /v/ correctly - use adjectives of attitudes appropriately - use the structure “It was not until that….” - use “a an/ the” in contexts Skills: Pronunciation: /f/ - /v/ Use attitudinal adjectives, structure ‘It was not until that ”, articles II Methods: Integration, mainly communication III Language contents: attitudinal adjectives, articles, … IV Teaching aids: chalk, board, textbook, cassette tape, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 13 LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) T’s words: find, laugh, Stephen, enough, leave, voice, vote - T gives some words and has Ss /f/: find, laugh, enough pronounce for them /v/: leave, voice, Stephen, vote - Ss pronounce - T listens, corrects Ss’ answers and introduces new lesson II Pronunciation (20’) /f/: fan, fence, find, cough, laugh, photography, feed, … - T introduces the two sounds and has Ss /v/: vote, view, vine, leave, … find the words that contain those sounds - Ss think and answer * Practise these sentences - T pronounces the sounds clearly all the He feels happy enough words correctly, then has Ss repeat in I want a photograph for myself and my wife chorus Would you prefer a full photograph or a profile? - Ss repeat Stephen is driving a van full of vine - T has Ss practice reading some They used to live in a village in the valley sentences to correct their pronunciation They arrived in the village on a van if necessary III Grammar (65’) Adjectives of attitude - T gives examples and resents the type of - Adjectives of attitude can be set up from verbs attitudinal adjectives - Two types of adjectives of attitude: - Ss listen and copy + “_ing” form: used to refer to things implying the active - T has Ss write their answers on the meaning active feeling board and corrects Ex: exciting, interesting, boring, … + “_ed” form: used to refer to people implying the passive meaning Ex: interested, excited, bored, … - T has Ss give the right forms of Exercise attitudinal adjectives depressing/ depressed excited/ exciting - Ss give answers and explain for their interested/ interesting exhausting/ exhausted answers boring/ bored - T listens and corrects It is/was not until … that: mãi … Ex: The cinema did not become an industry until 1915 (Điện ảnh - T gives examples and has Ss translate it đã không trở thành nghành công nghiệp năm 1915 into Vietnamese tức là đến năm 1915, điện ảnh trở thành nghành công - Ss translate nghiệp) - T introduces new structure  It was not until 1915 that the cinema became an industry - Ss copy => Structure: It is/ was not until + time (in the past) + that + S + V/ will + V/Ved/2 Note: If we use is instead was in the structure, we have to use the - T has Ss rewrite the sentences using “It future form of verb in clause after that was not until …that …” Exercise - Ss the exercise It was not until 1990 that she became a teacher - Ss correct some of the sentences It was not until he was 30 that he really knew how to swim It was not until 1980 that they began to learn English It was not until his father came home that the boy did his homework It was not until the flights were on that the football match started Articles: A/ an and the Ex: I have an English grammar book He wishes he would have a computer The boy you saw yesterday is my cousin => “A/AN” stands before singular noun A: before a noun begin with a vowel A house, a book, a pen, … AN: before a noun begin with a consonant Ex: an egg, an eraser, … (five vowels: u, e, o, a, i) THE stands before a noun that we have known or a common thing Ex: The earth is round The fruit I like is apple Note: 1/ We don’t use the with names of meals (breakfast, lunch, dinner) 2/ We don’t use the with nouns have common concepts: school, hospital, college, university, church, … Ex: She has just gone to hospital But: He went to the hospital to visit her grandmother Exercise a the 13 the the the 14 an the the 15 a an 10 the 16 a A 11 the 17 the a 12 The 18 a Homework - Practise pronouncing /f/ and /v/ - Complete the exercises - Prepare for Unit 14 Reading - T gives examples and has Ss comment the usage of a/an and the - Ss give their comments - T listens and presents new grammar point - Ss listen, copy and find out other examples - T has Ss fill a/an or the in the blank - Ss give their answers and explain - T listens and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 31 Period: 88 Date of preparation: 04/ 04/ 2013 Date of teaching: 06/ 04/ 2013 UNIT 14 THE WORLD CUP A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson Ss will be able to: - learn more new words to talk about the World Cup - know about history of the World Cup and make questions and answer them well Skills: Reading for general or specific information II Methods: Integration, mainly communication III Language contents: elimination game, finalist, champion IV Teaching aids: chalk, board, textbook, cassette tape, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Complete the sentences with a/ an or the New lesson: Unit 14 READING Contents I Warm up (5’) T’s questions: Do you like football? Which team you like? Do you like the World Cup? What you know about the World Cup? => Ss’ answers might be varied II Before you read (15’) * Vocabulary: - tournament (n) / 'tuə:nəmənt/ - passionate (adj) /'pæ∫ənət/: having or showing strong feelings of enthusiasm for sth or belief in sth - governing body (n) - host nation (n) - witness /'witnis/: to see sth happen - champion /'t∫æmpiən/: a person, team, etc that has won a competition, especially in a sport - elimination games (n) /i,limi'nei∫n/ - trophy /'troufi/ (n): an object such as a silver cup that is given as a prize for winning a competition - occur /ə'kɜ:(r)/ = happen (v) - globe (n): the world Task Matching A B jointly a a competition in which players compete the globe against each other in a series of games until tournament there is a winner host nation b involving two or more people or groups trophy c the world d a prize for winning a competition e a country that provides the necessary place, facilities, etc for a special event – b, – c, – a, – e, - d III While you read (20’) Task Gap filling Only 13 teams competed in the first World Cup Today the final tournament of the World Cup has 32 teams The team which was defeated in the first World Cup final was Argentina The final match of the 2002 World Cup attracted a television audience of over one billion viewers After FIFA’s first meeting, 26 years has passed before the first World Cup was held in Uruguay Task True or false F -> 1930 F -> every four years T T (line 11-12, paragraph 2) F -> won the trophy five times IV After you read (5’) talk about the events mention in passage, using the given figures - 1904 is the year when FIFA was set up - 13 is the number of teams which competed in the first World T and Ss’ activities - T asks Ss some questions related to the World Cup - Ss listen, think and answer - T comments and introduces new lesson - T provides new words, give explanation or synonyms, examples for Ss to guess the meanings - Ss copy and guess the meanings - T pronounces correctly and has Ss repeat in chorus then individually 3-4 times - Ss listen and repeat - T corrects their pronunciation if necessary - T has Ss find out the word in A from the passage and then match them with their definition in B - Ss find, match and try to guess the meanings of words in A - T listens and corrects - T has Ss scan the passage then fill in the missing information into blanks - Ss scan and fulfill the task - T asks for explanation and corrects - Ss give explanation - T has Ss scan the passage, read all statements carefully and decide whether they are true or false - Ss scan the passage and give their answers - T asks for Ss’ explanation or evidences for their answers - Ss give explanation or evidences to support their answers - T corrects - T has Ss work in groups of four, using the figures to talk about the events - Ss discuss then report their answers in Cup - 1930 is the year when the first World Cup was held - 17 is the number of World Cup tournaments until 2002 - 32 is the number of teams that compete in each World Cup tournaments - 2002 is the first time the World Cup was jointly held by Japan and South Korea Homework (1’) - Learn by heart the new words - Read the passage to remember the events of the World Cup - Prepare for Speaking front of class - T listens and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 32 Period: 89 Date of preparation: 04/ 04/ 2013 Date of teaching: 07/ 04/ 2013 UNIT 14 THE WORLD CUP B Speaking I Aim: Improve Ss’ speaking skill Objectives: By the end of the lesson Ss will be able to ask and answer about the history World Cup and to talk about World Cup winners Skills: expressing information of a football match II Methods: Integration, mainly communication III Language contents: Names of countries IV Teaching aids: chalk, board, textbook, cassette tape, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New words and information about the World Cup New lesson: Unit 14 SPEAKING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss some questions related to the Where was the 2006 World Cup held? World Cup Which teams played in the final match? What was the scores of the match? => In Germany France and Italy - II Before you speak (15’) * Vocabulary: - Czechoslovakia (n) - Switzerland (n) - Mexico (n) - Germany (n) - Netherlands - Uruguay - Argentina (n) - Chile (n) Task What you know about these football teams? Picture England France Italy Germany III While you speak (20’) Task Work in pairs Ask and answer Model dialogue: A: Where was the first World Cup held? B: It was held in Uruguay A: Which teams played in the final match? B: Uruguay and Argentina A: Which team became the champion? B: Uruguay A: What was the score of the match? B: – * Way to read scores – 2: four to two – 0: three to nil – 0: nil to nil – 2: two all … VI After you speak (5’) Task Work in groups Take turn to talk about the World Cup winner, using the information in the table in Task Example: The first (1) World Cup was held in Uruguay (3) in 1930 (2) The final match was between Uruguay (4) and Argentina (6) Uruguay (4) defeated Argentina (6) by to (5) Homework - Practice asking and answering about the World Cup - Prepare for Listening - Ss listen and answer - T comments, corrects and introduces new lesson - T provides names of countries and has Ss repeat after T in chorus - Ss copy and repeat - T has Ss look at the pictures and name the team - Ss look at the pictures and answer - T asks Ss to explain their answers and corrects - T has Ss work in pairs, look at the table in the textbook and ask and answer, using T’s model - Ss use T’s model and information in table to make a dialogue - Ss practice asking and answering in front of class - T listens and corrects their pronunciation - T has Ss talk about the World Cup winners, using information in the table in task and T’s example - Ss work in groups of four, talk about the World Cup winners - T calls 2-3 Ss practice talking in front of class - Ss practice talking and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 32 Period: 90  Date of preparation: 06/ 04/ 2013 Date of teaching: 10/ 04/ 2013 UNIT 14 THE WORLD CUP C Listening I Aim: Improve Ss’ listening skill Objectives: By the end of the lesson Ss will be able to how to ask and say about famous football player’s background Skills: Listening for general or specific information II Methods: Integration, mainly communication III Language contents: goal-scorer, hero, ambassador, … IV Teaching aids: chalk, board, textbook, cassette tape, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: Ask and answer about the World Cup New lesson: Unit 14 LISTENING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss some questions related to the World Cup What are the names of the football players? - Ss listen and answer What you know about them? - T comments, corrects and introduces new lesson => They are Pele, Maradona, Zidans, Barthes and David Beckham Ss’ answers might be different II Before you listen (10’) - T provides new words and gives examples, * Vocabulary: - goal-scorer (n): a player in a sports game who scores synonyms or explanation for Ss to guess meanings - Ss copy and guess the meanings a goal - T pronounces correctly and has Ss repeat in chorus - hero (n): a person, especially a man, who is admired and individually 3-4 times by many people for doing sth brave or good - ambassador (n) /æm'bæsədə/: an official who lives in a foreign country as the senior representative there of his or her own country - retirement (n) /ri'taiəmənt/: the fact of stopping work because you have reached a particular age -> retire (v) - promote (v) /prə'məut/: help sth to happen or develop - kick (n/ v) - control /kən'trəul/: - participate in = take part in - to be famous for: Ex: My Tam is famous for her songs III While you listen (25’) Task Listen and complete the table - T introduces the task and help Ss guess the information they need to hear Year Events - Ss read the table, listen and give answers they hear (1) 1940 Born in Brazil - T plays the tape once for Ss to listen the whole 1956 (2) joined a Brazilian football club passage (3) 1962 First world cup championship th - Ss listen and take note then give the answers they (4) 1974 1,200 goal heard on the board 1977 (5) retired - T plays the tape again for Ss to check and fulfill the task - Ss complete the task - T plays the tape one more time, pauses after key words for Ss to check their answers (ask for the key word they heard) Task Answer the questions As a football player, Pele was famous for his powerful kicking and controlling the ball He participated in three World Cups He played for an American football club He became an international ambassador for the sport, working to promote peace and understanding through friendly sport activities VI After you listen (3’) Talk about the milestones in Pele’s life When and where was Pele born? Which World Cup did he participate in? How many goals did he score? What did he after his retirement? Homework (1’) - Review Pele’s background - Prepare for Writing - T has Ss read the questions carefully, notice the Wh-word to know which type of information that they need to hear - Ss read the questions and take notes - T plays the tape for Ss listen the two fist questions two times then give their answers - Ss listen for questions number and first two times then give answers they hear - T plays the tape, pauses after each sentence for Ss to listen, check and corrects their answers - T plays the rest for Ss to listen and answer the last two questions - Ss give answers, T plays the tape again for them to check and correct their answers - T has Ss work in groups of four, talk about Pele’s life, using the cues in task and - Ss discuss and give their talking in front of class - T listens and corrects their pronunciation, grammar - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 32 Period: 91 Date of preparation: 10/ 04/ 2013 Date of teaching: 13/ 04/ 2013 UNIT 14 THE WORLD CUP D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson Ss will be able to know how to write an announcement about a sport event Skills: Writing an announcement II Methods: Integration, mainly communication III Language contents: announcement, announce, announcer, postpone, … IV Teaching aids: chalk, board, textbook, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 14 WRITIING Contents T and Ss’ activities I Warm up (5’) T’s questions: - T asks Ss some questions about announcement Have you ever read an announcement about football? - Ss listen and answer What did the announcement tell you? - T comments, corrects and introduces new lesson => Ss’ answers might be different II Before you write (15’) * Vocabulary: - announcement (n) /ə'naunsmənt/: a spoken or written statement that informs people about sth - announce (n) /ə'nauns/: to tell people sth officially, especially about a decision, plans, etc - announcer (n) /ə'naunsə/: a person who gives information about sth in a station, an airport, etc - committee (n) /kə'miti/: a group of people who are chosen, usually by a larger group, to make decisions or to deal with a particular subject - postpone (v) /pə'spəun/: to arrange for an event, etc to take place at a later time or date - volunteer (n/v) /vɔlən'tiə/: a person who does a job without being paid for it Task Answer the question The announcer is the National Football Championship Organizing Committee The announcement is about the match between Nam Dinh and Binh Duong It will be played at p.m on Sunday, April 25 It will be played at My Dinh National Stadium III While you write (15’) Task Writing Situation - announcer: the captain of the school football team - about: call for volunteers, time and place for the first meeting of the team and how to contact Situation - announcer: Ho Chi Minh Youth Union of Quang Trung high school - about: announcing the friendly football Club VI After you write (7’) Correction Model announcements Situation The captain of Quang Trung school football team wishes to announce that our team needs more players for the new football season The first meeting of the team will be at class 10A7 at p.m on Sunday, April 15 Please contact us at 01665566778 or email: info@123doc.org Situation The Ho Chi Minh Communist Youth Union wishes to announce that our football team is going to play a friendly match with New Stars Football Club The match will be played at p.m on Sunday, April 20th in the football field of New Stars Football Club Homework (1’) - Complete the two announcements on the notebooks - Prepare for Language focus - T provides new words and gives meanings or ask Ss to guess through examples or explanation - Ss copy and guess the meanings - T pronounces correctly and has Ss repeat in chorus and individually 3-4 times - T has Ss read the announcement and answer the questions below - Ss read and answer - T corrects Ss’ answers - T has Ss read the two situations and choose one of them to write about - Ss read and choose the situation to write - T goes around and help - T has Ss write their announcement on the board - Ss write - T corrects Ss’ mistakes (spelling, tenses, structures, ) - Ss copy the model paragraph - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 33 Period: 92  Date of preparation: 13/ 04/ 2013 Date of teaching: 15/ 04/ 2013 UNIT 14 THE WORLD CUP E Language focus I Aim: Improve Ss’ pronunciation and grammar points Objectives: By the end of the lesson Ss will be able to: - pronounce the two sound /g/ and /k/ correctly - use will or be going to appropriately Skills: pronouncing /g/ and /k/ and use of will and be going to II Methods: Integration, mainly communication III Language contents: The difference between will and be going to IV Teaching aids: chalk, board, textbook, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 14 LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) T’s words: - T gives two groups of words and has Ss point out A go B group C get D damage the words whose underlined part that pronounced A corn B excited C cool D came differently from others => D /dʒ/ B /s/ - Ss look at group of words and find out - T listens, corrects and introduces new lesson Others /g/ /k/ II Pronunciation (10’) /g/: goal, together, again, Uruguay, dog, … - T has Ss found out the words that contain the / k/: cup, com, corn, school, chemistry, sound /g/ and /k/ * Practice these sentences - Ss find and speak them out Our group hasn’t scored a goal - T listens and corrects Ss’ answers Uruguay will lose another game again - T pronouns the words correctly and has Ss repeat Magaret took the dog and the cat for a walk in chorus and practice reading the sentences Can your school club compete in the next tournament - Ss practice and T corrects Ss’ pronunciation He can’t kick the ball because he’s too weak He has got a ticket for the next World Cup in Germany II Grammar (25’) Will vs going to - T gives examples and has Ss to translate them into Ex1: Wife: This dress looks beautiful It must fit me well Vietnamese Husband: Ok I will buy it for you - Ss read and translate Ex2: - A: Why did you buy so much paint? - T introduces the use of will and going to - B: I'm going to repaint my bedroom tomorrow - Ss copy and exercise at home + Will + V: to talk about the future and the decision is made at the moment of speaking + Be going to + V: to talk about intentions/ decisions which are made before we report them Will + V: making predictions - We use will + V to make predictions Ex: You don’t need your umbrella today I don’t think it will rain Exercise he will help she won’t lend you it will rain - T gives examples then has Ss translate them into Vietnamese - Ss translate and take note the use of will in making predictions - T has Ss exercise 2: use will or won’t and any other words to complete the sentences - Ss read and the exercise - T asks Ss to explain and corrects their answers will have to wear glasses will have a headache won’t like it I won’t pass it Will + V : making offers Exercise I’ll give you something to drink/ a glass of water I’ll lend you some I’ll open it I’ll give you a lift I’ll carry them for you Homework (1’) - Review grammar points - Prepare for Test yourself E - T introduces another use of will and Ss use it to exercise3 - T has Ss translate the answers in Vietnamese then corrects them - Ss the exercise and translate them - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 33 Period: 93 Date of preparation: 15/ 04/ 2013 Date of teaching: 18/ 04/ 2013 TEST YOURSELF E I Aim: By the end of the lesson Ss will be able to: - remind all grammar points in unit 12, 13 and 14 - pronounce the sounds /s/, /z/, /g/ and /k/ correctly - improve their English skills II Methods: Integration, mainly communication III Language contents: to-infinitive, will vs going to, articles, … IV Teaching aids: chalk, board, textbook, pictures, cassette player, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: TEST YOURSELF E Contents T and Ss’ activities I Listening 8.45 students - T plays the tape 1st time for Ss to listen the whole Mountain are reduced passage 7.30 - Ss look at the table and guess the information that they have to fill in - T plays the tape again for Ss to the task - Ss write their answers on the board - T plays the tape again for Ss to check and correct their answers II Reading He/She has to a lot of practice and often spends a Saturday or Sunday away from home They are often played on Saturdays and Sundays To play against other school teams No Sometimes parents, friends and other students will travel with them The whole school does III Grammar A Articles x a the the x the x the the 10 a B Rewrite the sentences, using to infinitive I stayed in to watch a film on television I wrote them a letter to thank for the weekend She went to university to study engineering You should go to Britain to improve your English You should book the tickets well in advance to see that football match IV Writing The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall The ticket price is 5,000 VND Homework (1’) - Review all grammar points and the sounds - Prepare for Test No - T has Ss read the passage and questions carefully to answer - Ss read and give answers on the board - T asks for Ss’ evidences - Ss give their evidences and corrects - T has Ss read the conversation carefully and complete it with a, an or the - Ss it and speak out answers - T corrects Ss’ answers - T has Ss to rewrite the sentences, using toinfinitive - Ss write their answers on the board and T corrects - T has Ss read the given cues to write an announcement - Ss write the announcement then write it on the board - T corrects Ss’ writing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 34 Period: 94  Date of preparation: 17/ 04/ 2013 Date of teaching: 20/ 04/ 2013 UNIT 16 HISTORICAL PLACES A Reading I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson Ss will be able to: - know more about Van Mieu – Quoc Tu Giam - know more words related to historical places Skills: Reading for gist and for specific information II Methods: Integration, mainly communication III Language contents: steale, dynasty ,banyan ,memorialize, IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 16 READING Contents I Warm up (5’) * T’s questions: Can you list some historical places of Vietnam? Is Van Mieu – Quoc Tu Giam a historical place? What you know about this place? => Ss’ answers might be varied II Before you read (15’) * New words - representative (n) /repri'zentətiv/ - Confucian (adj) /kən'fju:∫n/ - talented (adj) /'tæləntid/ - memorialize (v) /mə'mɔ:riəlaiz/ - brilliant (adj) /'briliənt/ - scholar (n) - engrave (v) /in'greiv/ - tortoise (n) /'tɔ:təs/ - stele/ stelae (n) - banyan (n) /'bænjən/ - feudal (adj) /'fju:dl/ - originally (v) /ə'ridʒnəli/ - carve (n) /kɑ:v/: to make objects, patterns, etc by cutting away material from wood or stone - dynasty (n) /'dinəsti/: a series of rulers of a country who all belong to the same family Task Choose the best answers 1.B 4.B 2.A 5.C 3.C III While you read (15’) Task True or false F (line 2, paragraph 1) T (line 4, paragraph 1) F (11th to 18th century) F (line 1-2, paragraph 3) T (line 3, paragraph 3) T (the banyan) IV After you read (10’) Answer the questions - Because it is a famous historical and cultural site It was preventative of Confucian ways of thought and behavior - It was built in 1070 in the Ly Dynasty in Hanoi - Its functions were educating talented men for Vietnam and memorializing the most brilliant scholars of the nation - The names, places of birth and achievements of top students in Royal examinations were engraved on the stone stelea, which were carried on the backs of giant tortoises Homework (1’) - Learn by heart new words - Prepare for speaking T and Ss’ activities - T has Ss work in pairs and answer some questions - Ss listen and answer (their answers might be in Vietnamese) - T listens to Ss’ answers, comments and introduces new lesson - T plays the tape one for Ss to listen to the passage and find out the new words - Ss listen to the tape one - T presents the new words, give examples or synonyms, explanation for Ss to guess meanings - Ss copy new words and guess the meanings - T pronounces all new words correctly and has Ss repeat in chorus 3-4 times - T calls 3-4 Ss to repeat again and correct their pronunciation - Ss correct their pronunciation - T asks Ss to read all sentences carefully then find the word that has the same meaning with italicized word - Ss the task and speak out their answers - T has Ss translate the sentences - Ss translate and T corrects - T asks Ss to read the passage carefully then decide whether the statements are true or false - Ss read and give answers - T asks Ss to give their evidences for the answers and corrects - T has Ss talk about Van Mieu – Quoc Tu Giam by answering questions - Ss answer and T corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 35 Period: 95  Date of preparation: 20/ 04/ 2013 Date of teaching: 22/ 04/ 2013 UNIT 16 HISTORICAL PLACES B Speaking I Aim: Improve Ss’ reading skill Objectives: By the end of the lesson Ss will be able to: - ask and answer question about a historical places - know more words related to historical places Skills: Fluency in expressing about historical places II Methods: Integration, mainly communication III Language contents: mausoleum, maintenance, comprise, Imperial Enclose, IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance Old lesson: New word and information about Van Mieu – Quoc Tu Giam New lesson: Unit 16 SPEAKING Contents T and Ss’ activities I Warm up (5’) Matching - T asks students to match the names and A B places of interest in Hanoi with their 1.Temple of Literature a Lăng Chủ tịch Hồ Chí Minh English translations Ho Chi Minh Mausoleum b Cột cờ Hà Nội - Ss listen to the teacher and match the One Pillar Pagoda c Văn Miếu names or place of interest in Hanoi with Flag Tower of Hanoi d Thành Cổ Loa their English translations Co Loa Citadel e Chùa Một Cột - T gives the correct answers and Key: 1-c, 2-a, 3-e, 4-b, 5-d introduces new lesson II Before you speak (13’) - T presents the new words, give examples * New words: or synonyms, explanation for Ss to guess - Mausoleum /,mɔ:sə'liəm/ (n) meanings - maintenance /'meintənəns/ (n) - Ss copy new words and guess the - World Cultural Heritage /'heritidʒ/ (n): meanings - Comprise kəm'praiz/ (v): - T pronounces all new words correctly - The Royal Citadel: and has Ss repeat in chorus 3-4 times - The Imperial Enclosure: - T calls 3-4 Ss to repeat again and correct - The Forbidden City: their pronunciation - Admission fee /əd'mi∫n fi:/ (n): - Ss correct their pronunciation - Reunification Hall /ri:ju:nifi'kei∫n hɔ:/ (n): - damage /'dæmidʒ/ (v) - Air bombardment /bɔm'bɑ:dmənt/ : - Chamber /'t∫eimbə/ (n) III While you speak (15’) Task Ask and answer about President Ho Chi Minh’ - T introduces the task and has Ss use the notes about President Ho Chi Minh’ Mausoleum Mausoleum to make a dialogue Example: A: Where is President Ho Chi Minh’ Mausoleum - Ss read the notes, try to find out the questions to ask for the information situated? B: It is situated in Ba Dinh Distric in Hanoi A: When did the construction of the Mausoleum start? B: It started in September 1973 Suggested questions: + Where is it located? + When did the construction start? + When did the construction finish? + How many floors are there? + What is the use of each floor? + What time is it opened? + What time is it closed? + Is photography allowed inside? Task Practice asking and answering about Hue Imperial City and Thong Nhat Conference Hall Some more questions: + How far is it from …… to …… ? + How much is the fee admission? + What is other name of …….? IV After you speak (8’) Task Talk about a historical place Ss have been or know about Homework (1’) - Learn by heart new words - Prepare for Listening - Ss might provide more questions for Ss to practice - Ss practice and T corrects their pronunciation, grammar, … - T introduces the task: Ss going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall - Ss work in their pairs, take turn to ask and answer about two historical places using the questions in task - T goes around to check and offer to help - T calls on some pairs to perform in front of the class and give feedback - T has Ss talk about a historical place they have been to or know about - Ss work in group, discuss and give their report - T listens, comments and corrects - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 35 Period: 96  Date of preparation: 22/ 04/ 2013 Date of teaching: 25/ 04/ 2013 UNIT 16 HISTORICAL PLACES C Listening I Aim: to improve Ss’ listening skill Objectives: By the end of the lesson, Ss will be able to: - know more about Hoi An - talk about a historical place based on the given information Skills: Listening for gist and for specific information II Method: Integrated, mainly communication III Language contents: ancient, merchant, pillar, ornamental, … IV Teaching aids: Pictures, English textbook 10, cassette player, … V Procedure: Settlement: Greeting the class and checking Ss’ attendance New lesson: UNIT 16 LISTENING Contents I Warm-up : (4’) T’s questions: What are the names of the places? Which of the places have you been to? Which one would you like to visit most? why? Answers: Notre Dame Cathedral, Ha Long bay, The Huc Bridge, Noon Gate in Hue Imperial City & Ss’ answers are different II Before you listen: (7’) * Vocabulary: - merchant (n) /'mə:t∫ənt/ - vessel (n) /'vesl/ - pillar (n) /'pilə/ - ornamental (adj) /ɔ:nə'mentl/ - certified (adj) /'sə:tifaid/ - ancient (adj) /'ein∫ənt/ >< modern (adj) - tile-roofed house (n) - Tan Ky House (n) - Assembly Hall of Cantonese Chinese Congregation: - Japanese Covered Bridge III While you listen (25’) Task Choose the best answer Hoi An is located 30 kilometres south of Da Nang Hoi An used to be an important trading centre in Southeast Asia Hoi An is well-known for its old houses which are small and tile-roofed The Japanese Covered Bridge was built in the 16th century Tan Ky House was built as a house for a Vietnamese merchant Task Answer the questions It lies on Thu Bon River, 30 km south of Da Nang It was known as a major trading centre in Southeast Asia between the 16th and the 17th centuries Hoi An is now famous for its old temples, pagodas, small tile-roofed houses and narrow streets They were made of wood and their pillars were carved with ornamental designs It was built in 1885 It was built nearly two centuries ago The house now looks almost exactly as it did in the early 19th century In 1999 IV After you listen (8) - located on Thu Bon River, 30 km south of Da Nang - a major trading centre in the past - famous for old temples, pagodas, … T and Ss’ activities - T gives pictures, questions and has Ss answer - Ss listen, think and answer - T listens and gives comments, introduces new lesson - T provides new words and gives examples, synonyms or explanation for Ss to guess meanings - Ss copy and guess the meanings - T pronounces correctly and has Ss repeat in chorus and individually 3-4 times - T gets Ss to read the questions carefully and work out what information they need to concentrate on while listening - T asks Ss to listen carefully and choose the correct answer - Ss listen to each pair - T lets Ss listen for three times - Ss give their answers after each time they listen and listen again to check - T corrects and plays the tape, pauses after each sentences for Ss to check and correct their answers - T asks Ss to listen again and answer the questions - T lets Ss read the questions first and quickly- work in pairs - Ss read quickly and discuss in pairs or groups to find the answers which can be listened before - T lets Ss listen again times and ask them to discus in groups to answer the questions - Ss can guess what will be heard again - Ss work in groups and talk about the ancient town of Hoi An: location, role, features, tourist attractions, - T listens to each group and remarks, plays and pauses the tape for Ss to check their answers and correct - Ss listen and copy in their notebooks - T has Ss sit in groups and prepare the conversation or a paragraph about the ancient town of Hoi An - Ss work in groups and practise answering them - T asks them to talk about Hoi An by answering questions related to its location, role in the past, attractive characteristics at resent, … Homework (1’) - Learn by heart new words - Review all information about Hoi An - Prepare for Writing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 34 Period: 97 Date of preparation: 20/ 04/ 2013 Date of teaching: 26/ 04/ 2013 TEST No4 I Aim: By the end of the lesson, Ss will be able to: - check their knowledge they have learn in Unit 12, 13 and 14 - use knowledge they have learnt to one period test II Methods: Writing III Language contents: all knowledge Ss have learnt in Unit 12, 13 and 14 IV Teaching aids: board, hand-out, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: I Choose the word that has the underlined part pronounced differently from others (1m) A phone B geography C Stephen D photograph A perhaps B looks C students D dogs A knock B kick C skin D look A divided B stopped C replaced D cooked II Choose the best answers (4ms) Music helps … me up when I’m in a bad mood A cheer B raise C bring D move Jessica is going on a diet She wants to lose weight A Jessica is going on a diet to lose weight B Jessica is going on a diet in order not to lose weight C Jessica is going on a diet not to lose weight D Jessica is going on a diet so as not to lose weight I won’t come home until 10 o’clock A It is not until 10 o’clock that I come home B It was not until 10 o’clock that I come home C It is not until 10 o’clock that I will come home D It is not until 10 o’clock that I won’t come home As a football player, Pele was famous ……… his powerful kicking and controlling the ball A on B at C in D for David is not … with his position in the national football team A satisfies B satisfied C satisfying D satisfaction “What kind of music you like?” A “I like pop music” B “Because it’s easy to listen” C “Van Cao” D “in my free time” I saw …… car crash this morning Fortunately, nobody hurt in …… accident A the/ an B the/ the C a/ an D a/ the She has saved a sum of money for her …… A retire B retirement C retired D retiring Anne: “I don’t have enough money to pay for my lunch.” Peter: “I … you some.” A will lend B am going to lend C am lending D lend 10 She shows considerable talent for performing so she has become famous rapidly A excitedly B interestingly C boringly D quickly 11 She didn’t recover her confidence until that morning A It is not until that morning that she recovers her confidence B It is not until that morning that she recovered her confidence C It was not until that morning that she recovered her confidence D It was not until that morning that she recovers her confidence 12 “It’s Julia’s birthday next week, so we …… her some flowers.” A will buy B buy C are going to buy D bought 13 My brother wants to be ………… engineer A a B an C the D V 14 “Would you like to go to the cinema with me, Huong?” A “I like horror film.” B “That’s a good idea.” C “to buy some books” D “I find it boring” 15 …………………have you stayed here? – For two years A How often B How far C How long D How 16 They all laughed because the film was very …… A amusing B amused C amusingly D amusement III Rewrite these sentences (2ms) South Africa is trying best to have a successful World Cup (Make question for the underlined part) => ……………………………………………………………………………………………………………… He didn’t return to his native village until the war ended => It was……………………………………………………………………………………………………… We lower the volume of the radio We don’t want to bother our neighbours (Combine sentences, using to infinitive) => ……… I went to see him I wanted to find out what happened (Combine sentences, using to infinitive) => …… ……………………………………………………………………………………………………… IV Choose the underlined part - A, B, C or D that needs correcting (1m) We had dinner together at the good restaurant yesterday A B C D Where you come to work every morning? – I always come by car A B C D I felt embarrassing when he invited me to the cinema A B C D “It’s rather cold here, isn’t it?” – “Yes, you’re right I am going to close the window.” A B C D V Reading comprehension (2ms) Motion pictures - also called movie, films or the cinema – are one of the most popular forms of entertainment They enable people to enter an imaginary world for a short period of time Millions of people around the world go to the movies every day However, movies should not be seen only as a form of entertainment Movies are also considered a major art form, and those who make motion pictures take great pride in their creative work Like artists who express themselves by painting, moviemakers express their ideas by making movie The cost of creating a movie that is an art as well as a business is generally greater than the money needed to create any other work of art like a piece of music or a painting Although the movies only date back to the late 1980s, the motion – pictures industry is now a common one A good movie can cost several million dollars and require the skills of hundreds of workers and a long period of time before it is compose When the movies date back to? => ………………………………………………………….…… What are motion pictures also called? => …………………………………………………………… How much does a good movie cost? => ……………………………………………………………… How moviemakers express their ideas? => ……………………………………………………… Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 34 Period: 98 Date of preparation: 25/ 04/ 2013 Date of teaching: 27/ 04/ 2013 UNIT 16 HISTORICAL PLACES E Language focus I Aim: Improve Ss’ pronunciation and grammar points Objectives: By the end of the lesson Ss will be able to: - know how to spell two syllables /ʒ/ and /∫/ in a word or sentences - use comparatives and superlatives of adjectives Skills: Making comparisons II Methods: Integration, mainly communication III Language contents: /ʒ/ and /∫/, comparatives and superlatives, IV Teaching aids: chalk, board, textbook, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 16 LANGUAGE FOCUS Contents T and Ss’ activities I Warm up (5’) * T’s words: - T gives two groups of words and has Ss A special B cup C come D cook point out the words whose underlined part that A sure B some C revision D sick pronounced differently from others => A - Ss look at group of words and find out C - T listens, corrects and introduces new lesson II Pronunciation (10’) /ʒ/ /∫/ - T has Ss found out the words that contain the Television pleasure shop washing sound /ʒ/ and /∫/ Measure massage machine special - Ss find and speak them out => /ʒ/: -sion, -sure, -age, … /∫/: sh-, - cial, -ch-, … * Practise these sentences It’s his pleasure to visit Asia You shouldn’t have any illusions about television A massage can be a good measure to help you relax Does this shop sell washing machine? Is he English or Swedish? Is there anything special on TV tonight? III Grammar (28’) Comparatives: With short adjectives (big, fat, hot, tall…): S + to be + adj_er + than + N/pronoun Ex: Mai is 1.57 metres Hoa is 1.6 metres => Mai is shorter than Hoa  Hoa is taller than Mai With long adjectives (intelligent, beautiful, dangerous…): S + to be + more + adj + than + N/pronoun Ex: Lan is more intelligent than Hoa Superlatives: With short adjectives: S + to be + the + adj_est Ex: Mai is 1.57 metres Hoa is 1.6 metres Lan is 1.7 metres => Lan is the tallest girl With long adjectives: S + to be + the + most + adj/adv Ex: Duyen is the most beautiful in my class - T listens and corrects Ss’ answers - T pronouns the words correctly and has Ss repeat in chorus and practice reading the sentences - Ss practice and T corrects Ss’ pronunciation *Một số tính từ/trạng từ bất quy tắc Adj/adv Comparative Superlative - good/well better the best - Bad/badly worse the worst - Many/much more the most - Little less the least * Notes: - Gấp đôi phụ âm cuối tính từ âm tiết kết thúc phụ âm đơn (trừ w, x, z) và đứng trước là nguyên âm đơn trước thêm “er” “est” Ex: big -> bigger -> the biggest hot -> hotter -> the hottest - Khi tính từ có hai âm tiết kết thúc phụ âm + “y”, đổi “y” thành “i” và cộng thêm “er” “est” Ex: happy -> happier -> the happiest dry -> drier -> the driest - Tính từ trạng từ có âm tiết mà tận cùng “er/ow/le” sử dụng tính từ ngắn Ex: clever -> cleverer slow -> slower Exercise Put the words in the correct order to make sentences or questions I am the oldest in my family My sister is younger than me Who is the oldest in the class? Concord used to be the fastest passenger plane in the world Your book is more interesting than my book Peter bought the most expensive watch in the shop The weather today is much better than yesterday - T gives examples and has Ss translate them - Ss translate the examples and find out the way to express superlatives - T presents the structures and Ss copy - Ss find out more examples to understand structures - T gives examples and has Ss to translate them into Vietnamese - Ss read and translate - T introduces the ways to make comparison in equal degree - Ss copy and give more examples - T gives examples and has Ss translate them - Ss translate the examples and find out the way to express comparative between two things/people - T presents the structures and Ss copy - Ss find out more examples to understand structures - T provides some irregular adjectives for Ss to copy and learn by heart - Ss copy - T gives some notes and has Ss copy - Ss copy the note and exercise at home - T asks Ss to read the exercise2 and put the words in the correct order to make sentences or questions - Ss read and make sentences - T corrects some of them Exercise Find out the mistake  so more the the  than of  10 it 11 and 12 the 13  14  15 that Homework (1’) - Learn by heart new words - Prepare for Writing - T lets Ss read the sentences given and find out the mistake - Ss read and find the mistakes - T listens to Ss and helps them to it, check to the whole class - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 36 Period: 99 Date of preparation: 30/ 04/ 2013 Date of teaching: 02/ 05/ 2013 UNIT 16 HISTORICAL PLACES D Writing I Aim: Improve Ss’ writing skill Objectives: By the end of the lesson Ss will be able to know how to describe a chart Skills: Describing a chart II Methods: Integration, mainly communication III Language contents: chart, arrival, … IV Teaching aids: chalk, board, textbook, pictures, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Unit 16 WRITING Contents T and Ss’ activities I Warm-up (5’) Have you ever seen a chart? - T shows and gives some kinds of form and let Have you read/describe? Ss practise answering the questions When did you use it? - Ss observe and work in pairs to answer => The answers can be various II Before you write (15’) Task Answer the questions - T explains what information to describe a The USA chart 99,700 - Ss continue working in pairs Australia - T listens and explain some new words if they No, it isn’t not know France - T asks Ss answer the question in the task1 The number of American visitors to Vietnam in 2002 - Ss ask and answer increased by 29,497 in comparison with that in 2001 - T gives correct answers III While you write (20’) Task Writing a description of the chart The chart shows the number of visitor arrivals in Vietnam from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vietnam National Administration of Tourism It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111, 546 in 2002 Australia had a little fewer visitors than France although the number of Australia visitors to Vietnam increased from 84,085 in 2001 to 96,624 in 2002 IV After you write (15’) Correction - T lets Ss read quickly the task - Ss read quickly themselves - T asks Ss to write a description of the chart provided in task individually then compare in groups - Go around, and help - Ss write a description of the chart provided in task - T lets Ss work in group to write a description - Ss write their writing on the board - T reads and corrects Ss’ writing Homework (1’) Do the writing part, and prepare Test yourself F - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 36 Period: 100 Date of preparation: 02/ 05/ 2013 Date of teaching: 04/ 05/ 2013 TEST YOURSELF F I Aim: By the end of the lesson Ss will be able to: - all the exercises correctly - improve their English skills II Methods: Integration, mainly communication III Language contents: to-infinitive, will vs going to, articles, comparatives and superlatives, … IV Teaching aids: chalk, board, textbook, pictures, cassette player, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: TEST YOURSELF F Contents T and Ss’ activities I Listening three interesting - T plays the tape 1st time for Ss to listen the whole friends streets passage capital flowers - Ss look at the table and guess the information that crowds enjoy they have to fill in noisy 10 modern - T plays the tape again for Ss to the task - Ss write their answers on the board - T plays the tape again for Ss to check and correct their answers II Reading C - T has Ss read the passage and questions carefully A to answer A - Ss read and give answers on the board A - T asks for Ss’ evidences A - Ss give their evidences and corrects III Grammar A Articles x a the the x the x the the 10 a B Rewrite the sentences, using to infinitive I stayed in to watch a film on television I wrote them a letter to thank for the weekend She went to university to study engineering You should go to Britain to improve your English You should book the tickets well in advance to see that football match IV Writing The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall The ticket price is 5,000 VND Homework (1’) - Review all grammar points and the sounds - Prepare for Reported speech - T has Ss read the conversation carefully and complete it with a, an or the - Ss it and speak out answers - T corrects Ss’ answers - T has Ss to rewrite the sentences, using toinfinitive - Ss write their answers on the board and T corrects - T has Ss read the given cues to write an announcement - Ss write the announcement then write it on the board - T corrects Ss’ writing - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 36 Date of preparation: 04/ 05/ 2013 Period: 101 Date of teaching: 06/ 05/ 2013 REVISION I Aim: By the end of the lesson Ss will be able to: - rewrite a sentence in reported speech - use conditional sentences correctly II Methods: Integration, mainly communication III Language contents: reported speech, conditional sentences IV Teaching aids: chalk, board, textbook, pictures, cassette player, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Contents I Reported speech S + Vreport + (that) + S +V say + (to + O) tell + O Ex: She said to me, “My family went on holiday in Vung Tau last year” => She told me her family had gone on holiday in Vung Tau the year before Khi đổi từ câu trực tiếp sang câu gián tiếp, chúng ta phải chú ý đổi thì động từ, đại từ nhân xưng, tính từ sở hữu, đại từ làm tân ngữ, trạng từ thời gian và nơi chốn II Conditional sentences Type 1: If + S + V (simple present) , S + V (future simple) would T and Ss’ activities - T reminds grammar point and gives example to illustrate - Ss remember and give some examples - T provides some notes and changes for Ss to write on their notebooks - T has Ss remind the structures and usages of conditional sentences Type 2: If + S + V (past subjunctive) , S + could (not) + V might Type 3: If + S + V (past perfect) , S + - Ss remind and write down the structures - T corrects would could (not) + have + Ved/3 might Exercise 1: Report the sentences Tom said: “My wife went with me to the show.” She said: “I want to bring my children” Minh said: “I’m hungry.” Nam said “I am told to be at school before o’clock.” Thu said: “All the students will have a meeting next week.” Phong said “My parents are very proud of my good marks.” The teacher said: “All the homework must be done carefully.” Her father said to her: “You can go to the movie with your friend.” Hoa said: “I may visit my parents in the summer.” 10 The teacher said: “We can collect old book for the poor students.” 11 She said: “She doesn’t buy this book.” 12 The boys said: “We have to try our best to win the match.” 13 Her classmate said: “Lan is the most intelligent girl in our class.” 14 They told us: “Our friends will get the award for their highest scores.” Exercise Give the correct form of verbs in brackets If the weather (be) …… nice, they would have played football If we had gone to a good restaurant, we (have) …………… a better dinner If John (learn)……… more words, he would have written a good report If the teacher (explain) ……… the homework, I would have done it If you had bought fresh green vegetable, your salad (taste) ……… better If Alex (ask) …… me, I would have emailed the documents If I (be) …… in your position I would act differently If he (work) ………… less hard, he might enjoy himself more If father (be) …………… alive he would be horrified 10 The boss couldn’t fire you if you (try) …………… your best 11 You mom wouldn’t be sick if she (not, take) ………… care of you 12 What (happen) …………… if there were no gravity 13 We (see) ………………… the tiger now if we visited the zoo 14 If I were you, I (not worry) …………… about going to the university 15 If I (not go) ……………… out last night, I would have met him Exercise Rewrite these sentences, using the given words I don’t have a computer, so I don’t play computer games Ben has to get up early on Mondays, so he doesn’t go out on Sunday evenings Kate doesn’t have a ticket for the Madonna concert, so she isn’t going There isn’t a football match on TV this evening, so they’re going out People can’t visit Dam Sen because it is closed She doesn’t finish the test because she is absent I am not a rich businessman and I can’t afford to buy an expensive car My parents not allow me to go, so I have to stay at home They don’t behave themselves so their parents are not happy about that 10 He didn’t go on an excursion because he didn’t have time 11 She couldn’t go to the party because she had a lot of work to 12 She couldn’t sleep because her next-door was very noisy 13 Susan felt sick because she caught in the rain on the way home yesterday - T provides exercise and has Ss report them - Ss the exercise and give their answers on thee board - T corrects Ss’ answers - Ss correct their answers - T provides exercises on conditional sentences for Ss to - Ss the exercises and write their answers on the board - T corrects 14 I couldn’t buy that book because I didn’t have enough money 15 He lost his job because he was late every day Homework - Complete all exercise - Prepare for the passive voice - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 36 Period: 102 - 103 Date of preparation: 06/ 05/ 2013 Date of teaching: 08/ 05/ 2013 REVISION I Aim: By the end of the lesson Ss will be able to: - rewrite a sentence in the passive voice - use to infinitive to talk about purposes - use the correct form of comparison II Methods: Integration, mainly communication III Language contents: the passive voice, to infinitive, comparison, IV Teaching aids: chalk, board, textbook, pictures, cassette player, … V Procedure: Settlement: Greeting the class and checking the Ss’ attendance New lesson: Contents T and Ss’ activities I The passive voice - T has Ss remind the structure of the passive ACTIVE S V O voice - Ss remind and T gives example for Ss to change PASSIVE S’ II To infinitive + to be V3/ed + (by + O’) so as to +V = in order to + V = to-V Negative form: so as not to + V = in order not to + V To ask for purpose, we can use question with “What … for?” III Comparison Comparatives: S + to be + adj_er + than + N/pronoun - T has Ss remind the structure of to infinitive of purpose - Ss remind and T gives example for Ss to rewrite - T has Ss remind the structure of comparison - Ss remind and T gives example for Ss to S + to be + more + adj + than + N/pronoun Superlatives: S + to be + the + adj_est S + to be + the + most + adj/adv IV Articles Indefinite articles a/ an stand before a singular noun - a + noun begins with a consonant - a + noun begins with uni…, eu… Definite article the stands before nouns that are mentioned before - the is used in superlatives (the highest mountain, the most dangerous way, …), the only thing (the sun, the moon, the earth, …), countries that are in plural form (the USA, the Netherlands, …) - the is used before name of a musical instrument, ordinary number: the violin, the guitar, the piano, … Exercise Change these sentences into the passive People don’t use this dictionary very often -> This dictionary They have found oil in the Antarctic (South Pole) -> Oil Someone gave Mary this present an hour ago -> Mary -> This present They will translate her new book into a number of foreign languages -> Her new book They told me that our teacher was sick -> I Exercise Rewrite the sentences using infinitive of purpose I’m going to Moscow because I want to see the Kremlin Paul is going to London because he wants to buy some clothes Roger went to India because he wanted to visit the Taj Mahal Tracey often goes to the disco because she wants to dance Tim is going to America because he wants to see the Niagara Falls Exercise Complete the sentences with suitable articles Do you go to church on Sundays? This is exactly job I was looking for There was time when I enjoyed skating The worst part of living in a tent is lack of space _ Prime Minister will give a speech this afternoon _ Tower of London is one of main attractions of London I haven’t been to concert like that before I was in _ pain after I twisted my ankle Neil Armstrong made first footprint on moon Exercise Give the correct form of adjective in brackets My mother is (old) …………….than my teacher The Amazon River is the (deep) …… river in the world The Summer is the (hot) ……… season in a year change - T has Ss remind the usages of articles - Ss remind and T gives example for Ss to fill in with the articles - T gives exercises for Ss to - Ss these exercises and give their answers on the board - T corrects Nga and Lan are (short)……………… than Minh My mother is (young)……………… than my father This boy is (tall)……………… than that boy A dictionary is (thick)……………… than a notebook The Great Wall is the (long) …….structure in the world Buildings are (high)………… than houses 10 Lan is the (happy)………………… student in my class 11 Our parents are the (good)………… people 12 This girl is the (thin)………… in her class Homework - Complete all exercise - Prepare for The 2nd term examination - T reminds Ss their homework - Ss listen and memorize Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Week: 36 Period: 104 Date of preparation: 05/ 05/ 2013 Date of teaching: 08/ 04/ 2013 CORRECTION OF TEST No I Aim: By the end of the lesson, Ss will be able to realize and correct the mistakes they have made in the test II Methods: Writing III Language contents: all knowledge Ss have learnt in Unit 12, 13 and 14 IV Teaching aids: board, hand-out, … V Procedure: Settlement: Greeting the class and checking students’ attendance New lesson: I Choose the word that has the underlined part pronounced differently from others (1m) A phone B geography C Stephen D photograph A perhaps B looks C students D dogs A knock B kick C skin D look A divided B stopped C replaced D cooked II Choose the best answers (4ms) Music helps … me up when I’m in a bad mood A cheer B raise C bring D move Jessica is going on a diet She wants to lose weight A Jessica is going on a diet to lose weight B Jessica is going on a diet in order not to lose weight C Jessica is going on a diet not to lose weight D Jessica is going on a diet so as not to lose weight I won’t come home until 10 o’clock A It is not until 10 o’clock that I come home B It was not until 10 o’clock that I come home C It is not until 10 o’clock that I will come home D It is not until 10 o’clock that I won’t come home As a football player, Pele was famous ……… his powerful kicking and controlling the ball A on B at C in D for David is not … with his position in the national football team A satisfies B satisfied C satisfying D satisfaction “What kind of music you like?” A “I like pop music” B “Because it’s easy to listen” C “Van Cao” D “in my free time” I saw …… car crash this morning Fortunately, nobody hurt in …… accident A the/ an B the/ the C a/ an D a/ the She has saved a sum of money for her …… A retire B retirement C retired D retiring Anne: “I don’t have enough money to pay for my lunch.” Peter: “I … you some.” A will lend B am going to lend C am lending D lend 10 She shows considerable talent for performing so she has become famous rapidly A excitedly B interestingly C boringly D quickly 11 She didn’t recover her confidence until that morning A It is not until that morning that she recovers her confidence B It is not until that morning that she recovered her confidence C It was not until that morning that she recovered her confidence D It was not until that morning that she recovers her confidence 12 “It’s Julia’s birthday next week, so we …… her some flowers.” A will buy B buy C are going to buy D bought 13 My brother wants to be ………… engineer A a B an C the D V 14 “Would you like to go to the cinema with me, Huong?” A “I like horror film.” B “That’s a good idea.” C “to buy some books” D “I find it boring” 15 …………………have you stayed here? – For two years A How often B How far C How long D How 16 They all laughed because the film was very …… A amusing B amused C amusingly D amusement III Rewrite these sentences (2ms) South Africa is trying best to have a successful World Cup (Make question for the underlined part) => What is South Africa trying best for? He didn’t return to his native village until the war ended => It was not until the war ended that he returned to his native village We lower the volume of the radio We don’t want to bother our neighbours (Combine sentences, using to infinitive) => We lower the volume of the radio so as not/ in order not want to bother our neighbours I went to see him I wanted to find out what happened (Combine sentences, using to infinitive) => I went to see him in order to/ so as to/ to find out what happened IV Choose the underlined part - A, B, C or D that needs correcting (1m) We had dinner together at the good restaurant yesterday A B C D Where you come to work every morning? – I always come by car A B C D I felt embarrassing when he invited me to the cinema A B C D “It’s rather cold here, isn’t it?” – “Yes, you’re right I am going to close the window.” A B C D V Reading comprehension (2ms) When the movies date back to? => They date back to the late 1980s What are motion pictures also called? => They are also called movie, film or cinema How much does a good movie cost? => A good movie can cost million dollars How moviemakers express their ideas? => Moviemakers express their ideas by making movie Remarks: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………