GIAO AN ENGLISH 10

After you listen: - Ask sts to work in pairs and use the information in the table and the answers in Task 2 to talk about important events in Pele's life - Move round to check the activi[r]

PDate :13/11/2014 Period 1: UNIT 1: A DAY IN THE LIFE OF LESSON 1: READING I- Objectives: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practise scanning specific information in the texts II – Language focus : 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skill: -Reading: read a passage about a day in the life of a farmer IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Time Teacher's activities Students' activities Warm- up: 5’ + Aims: to introduce the topic of the lesson and to raise sts' interest - Ask sts to close their books - close their books - Deliver handouts, and ask sts to match a - match two columns noun in column A with a phrase in column B A B a teacher a does homework a doctor b works in the field a student c delivers letters a postman d looks after patients a farmer e gives lessons - Ask ss to match quickly in one minute, then ask some ss to stand up to answer T's T : What does a teacher do? questions S1 : He gives lessons T : What does a doctor do? S2 : He looks after patients T : What does a farmer do? - After the last question, T introduces the S5 : He works in the field new lesson Before you read: 10’ - Aims: to revise the present simple and to provide sts with some new words - Ask sts to open their books and look at "Before you read" , explain what they are going to - Do the first example T: What time you often get up? - Ask sts to work in pairs to ask and answer about their daily routine, using the cues in the textbook - Ask them to work in minutes, meanwhile T moves round to help if necessary - Ask some pairs to report - Ask sts to look at the picture in the textbook and guess the man's job - Introduce the topic of the reading passage: " A day in the life of a farmer" S: I often get up at six S1: What time you often go to school? S2: I often go to school at 6.30 S3: What time you often have breakfast? S4: I often have breakfast at 6.15 S11: What you often in the evening? S12: I often my homework S: I think he is a farmer 20’ - Introduce some new words: - plough (v) ( the action of the man in the picture) - 'harrow (v) : bõa - a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer - pump(v) : b¬m - trans'plant (v)( use words"plant" and "trans-" to explain) the transplanting - Ask sts to listen and repeat these words twice, then ask some sts to read again While you read: - Aims: Sts practise reading + Task 1: - Ask sts to read the passage about a farmer, Mr Vy and his wife, Mrs Tuyet and Task1 - Ask sts to work individually in minutes to this task - Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to the task effectively - Ask them to share their ideas with their parners - Ask sts to stand up to answer , then give remarks - Translate number into Vietnamese in case sts not know the word " contented with" and three options + Task 2: - Ask sts to read the passage again and - Listen and repeat - plough - peasant - harrow - pump - a plot of land - transplant C C A A S1: What is Mr Vy's occupation? S2: He is a farmer answer the questions about Mr Vy and Mrs Tuyet - Ask them to work in pairs , one asks and one answers - Move round to make sure that all sts are working and to help them if necessary - Ask some sts to report and give feedback 9’ S3: What time does he get up and what does he after that? S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea S5: What does he in the morning? S6: In the morning he ploughs and harrows his plot of land, + Task 3: drinks tea and smokes local - Ask sts to read the passage again , and tobacco during his break explain what they are going to S7: What Mr Vy and his wife - Ask them to complete the note in in the afternoon? minutes, then discuss their answers with S8: They repair the banks of their their partners plot of land Mr Vy pumps water - Ask three sts to report their answers into it while his wife does the aloud transplanting - Check and give remarks S9: Are they happy with their lives or not? Why? S10: Yes, they are Because they - Work in groups to discuss love working and they love their - Ask one member of their groups to report children if possible After you read: - In the morning: - Aims: to help sts to consolidate what + 4.30: The alrm goes off and they have read Mr Vy gets up, goes down to the - Ask sts to close their books kitchen, boil water for tea, has a - Ask them to work in small groups of quick breakfast, leads the buffalo three or four to talk about Mr Vy and Mrs to the field Tuyet's daily routines basing on their note + 5.15: he leaves the house in Task + 5.30: he arrives in the field, - Encourage them to use their own words ploughs and harrows his plot of - Ask one or two pairs to report land +7.45: He takes a rest + 10.30: he gose home + 11.30: he has lunch with his family - In the afternoon: + 2.30: they go to the field again, repair the bank of the plot of land He pumps water into it, she does the transplanting + 6.00: they finish work + 7.00: they have dinner - After dinner: + They watch TV, sometimes they see their neighbours for a cup of tea and chat with them +10.00: they go to bed 1’ Homework: - Ask sts to write full passage about Mr Vy and Mrs Tuyet basing on what they have discussed in Post- Reading Date:14/11/2014 Period 2: UNIT 1: A DAY IN THE LIFE OF LESSON 2: SPEAKING I Objectives: - Students work in pairs to ask and answer about one's daily activities using a timetable or pictures - They can talk about their daily routines II-Language focus : 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skill: -Speaking: Speak about time table of a student IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Time Teacher's activities Students' activities Warm-up: 5’ - Aims: to revise the names of school - Close their books subjects - Work in groups of three or four - Ask sts to close their books to match as quickly as possible - Deliver the first handout A B Civic education a To¸n häc - Speak aloud their answers: Technology b VËt lý 1-f ; 2-i ; - a; - g; - b; - j; Maths c Tin häc - k; - d; - e; 10 - h; 11 - c Literature d ThÓ dôc Physics e §Þa lý Biology f Gi¸o dôc CD Chemistry g V¨n häc Physical education h LÞch sö Geography i C«ng nghÖ 10 History j Sinh häc 11 Informatics k Ho¸ häc - Ask them to match one item in column A with one item in column B - Ask them to work in groups in minutes, then check this exercise in chorus - Ask sts to read aloud the names of 9’ 20’ these subjects in chorus Pre-Speaking - Aims: to introduce the verb tense and the way to tell clock time - Introduce briefly what sts are going to in this lesson - Ask sts about the verb tense to use in talking about daily routines - Remind sts of some rules of the present simple tense - Recall the way of telling time T: ( write on the board) 7.30 ans ask a st to read it aloud - Write some more examples and ask sts to read aloud - Ask sts about the question : - Ask sts to make question for the following sentence: "Mai goes to school at 6.30 a.m" - Ask sts to give more examples While- Speaking - Aims: Sts practise speaking in pairs + Task 1: - Ask sts to open their books - Introduce the requirement of the task - Ask sts to look at the timetable in the textbook and read through it - Do the first example with a student T: What time does Quan have a Civic Education lesson on Monday? T: What lesson does Quan have at 7.15 a.m on Monday? - Ask the whole class to read these sentences again - ask two pairs to read again - Ask sts to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable - Move round to hepl sts and to correct any mistakes if there are - Ask five pairs to report because of the time limit - Listen and give remarks + Task 2: - The present simple tense S: seven thirty or half past seven S: The question begins with " What time ?" S: What time does Mai go to school? - Open the textbook - Listen to the teacher - Look at the timetable and try to understand it S: He has a Civic Education lesson at 7.15a.m S: At 7.15 on Monday he has a Civic Education lesson S1: What time does Quan have a Literature lesson on Tuesday? S2: He has a literature lesson at 8.05 a.m S3: What lesson dose Quan have at 10.40 a.m on Thursday? S4: he has a Chemistry lesson S5: What time does Quan have a Physics lesson on Wednesday? S6: He has a Physics lesson at 9.55 a.m S7: What lesson does Quan have 10’ 1’ - " Quan is at school in the morning, and what does he in the afternoon? Please look at pictures in task 2" - Ask sts to work in pairs to ask and answer about Quan's activities - the first example: T: ( look at picture 1) What does Quan at 2.00 p.m? - Ask sts to work in the same way, remind sts to use the present simple tense with the third person - Move round to control the activity and to help sts if necessary - After sts have discussed, T can aks a student to talk about all Quan's activities in the afternoon Post -Speaking: - Aims: sts practise speaking freely, they can express their own ideas + Task 3: - Ask sts to think about themselves, and then work in small groups to tell their friends about their daily routines Remind sts that they are using the present simple with the first person - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to report in front of the whole class - check and give remarks Homework: - Write a paragraph ( about 80 words) about their daily routines in their workbook Date:15/11/2014 at 8.55 on Friday? S8: He has an English lesson S9: What time does Quan have a Class Meeting on Sarturday? S10: He has a class meeting at 10.40 a.m - look at pitures in task and think of the phrases to talk about Quan's activities.(eg: his homework, get up,etc) S: He gets up at 2.00 p.m " At 2.00 p.m Quan gets up, he starts to study at 2.15 p.m he studies until 4.30 and then he watches T.V At 5.00 he rides to the football yard At 5.15 he begins playing football He goes home at about 6.30 p.m ." - Think about theit daily activities and talk to their friends - Try to use English to talk UNIT 1: A DAY IN THE LIFE OF LESSON 3: LISTENING Period : I Objectives: Students know how hard manual labourer in Vietnam work and appreciate them II-Languge focus: 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skills: + Listening comprehension - Students listen and number the pictures in their correct order - Students listen and decide whether the staments are true or false IV- Teaching aids: - Tape, board, chalk, textbook V Procedures: Time Teacher’s activities 5’ Homework checking:( mins) Two sts tell the whole class about their daily routines Before you listen: Aims: focus sts on the topic and review/ 10’ introduce the words and phrases used to describe a cyclo driver’s daily activities a T asks sts to work in groups and make a list of vehicles and the people who operate them, then compare their list with other groups’ Students’ activities - work in groups and recall the vehicles and their operators then make a list on a sheet of paper - compare theirs notes - listen to the T and open their - Introduce the topic of the listening text: books ‘A day in the life of a cyclo driver’ and asks sts to open their books - Ask sts to work in pairs to ask and - Work in pairs to ask and answer answer the questions in the textbook - Some pairs stand up and report Have you ever traveled by cyclo? S1: Have you ever traveled by When was it? cyclo? Is it interesting to travel by cyclo? S2: Yes, I have Which you prefer, going by S3: When was it? bicycle or by cyclo? Give reasons S4: Last summer holiday - Move around to help sts then ask some S5: Is it interesting to travel by pairs to report cycle? - Give remarks S6: Yes, it is S7: Which you prefer, going by bicycle or by cyclo? S8: I prefer traveling by cyclo because I have time to look around and I’m not tired b T asks S to look at the words in the book and read after T - look at the words and read after T - Introduce some new words - 'passenger (n): (in the pictures) - copy the words and phrases - 'district (n): e.g.: Ba Dinh district, Thanh Mien district - drop (v): when the passenger gets off the cyclo - 'pedal (v) = cycle (v) - 'purchases (n) = the shopping: The 20’ things someone has bought - food stall (n) : (In the picture) - Read the words aloud and asks sts to repeat - Ask some sts to read the words again While you listen: + Task 1: Aims: Practise listening and ordering pictures - Ask sts to work in pairs, look at the pictures in the textbook and describe each picture - Do the first example: In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere - listen and repeat - Some individuals read the words aloud - look at the pictures and listen to the T - describe the other pictures in pairs - Introduce the situation about Mr Lam, a - listen to the teacher cyclo driver in Hochiminh city talking about his daily routines T asks sts to listen to the tape/ teacher and number the pictures in the correct order - listen to the tape / the teacher and - play the tape/ read the text twice the task - Share their answers - Ask sts to share their answers in pairs - give feedback - Get sts’ answers - check their answers , and then - play the tape once again, stop where correct their work if they have any necessary and conduct the correction wrong answers Key: – – – – – + Task 2: Aims: Practice listening for specific information by deciding if the given statements are true or false - ask sts to have a look at the statements - Read the statements , underline and read them in pairs and make sure they the key words in each sentence understand the statements - Try to guess whether each -Ask sts to listen to the tape/T again and sentence is true or false tick the box to indicate if the statements - Listen and the task are true or false - Share their answers with their - Ask sts to compare their answer in pairs partners - Checks sts’ answers - Give answers - Play the tape once again, stop where necessary and conduct the correction - Listen again and check Key: 1F; 2T; 3F; 4F; 5F After you listen: - Ask sts to work in pairs and use the 8’ 2’ suggested words to ask and answer about the cyclo driver - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the cyclo driver’s routines in front of the whole class - Check and give remarks Homework: - Write a short paragraph about Mr Lam's routines - Work in pairs to ask and answer questions such as: " What is the man's name?" " What does he do?" Date of preparing:21/11/2014 UNIT 1: A DAY IN THE LIFE OF Period : LESSON 4: WRITING I Objectives: -By the end of the lesson, students will be able to write a narrative II-Languge focus: 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III Skills: + Reading: Students read a passage to find the verbs in the past simple and the connectors + Writing a narrative using the prompts + Speaking: - Students discuss in groups to share their answers IV Teaching aids: - A picture, board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Warm- up: 5’ Aims: To raise students' interest - Look at the picture -Show a picture that teacher prepared in advance about the explosion in Twin Towers in 2001 - Ask some questions: S: The buildings are on fire T: What is happening ? S: It happened in the U.S.A T: Do you know where it happened? S: It happened on September 11th T: When did it happen? , 2001 T: How did it happen? S: Two planes carrying bombs - Tell sts that they are going to write a crashed into two buildings and narrative of past events killed a lot of people 20’ Before you write: - Aims: to provide sts with the materials ( vocabulary, grammar, form) to write - Look at Task + Task 1: - Read through the passage - Ask sts to look at Task - Ask them to read through the passage in two minutes to get the main idea - Ask one student to report - Explain some new words/ phrases in the passage: + stare death in the face ( explain the meaning of each word ,then let sts guess the meaning of the whole phrase) + 'fasten(v)( demonstrate) + dip (v) : move to a lower level - Ask sts to listen and read these words again - Ask them to read the passage again more carefully and task in minutes - Move round to make sure that all sts are working - Ask them to share their answers with their partners - Check the task by asking two sts to report - Give remarks + Task 2: - Ask sts to read the passage again and in groups to task - Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion - Ask sts to work in only minutes - Ask three representatives of three groups to report - Draw the conclusion about writing a narrative + Form: parts: - introduction - body: events, climax - conclusion + Verb tense: the past simple tense + Connectors: at that time, on that day,then, after that, a few minutes later, until, etc - Ask sts to task but before that explain some new words: + 'discotheque (n) : disco + choke (v): to be unable to breath individually - S: The most frightening experience of the writer's life when he(she) travelled on a plane on 14th July 1995 - Listen and repeat: + stare death in the face + fasten + dip - Read the passage again and task + Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed + Connectors( expressions of time): on that day, at first, then, a few minutes later - work in groups - Report the answers: + The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic + The climax: We thought we had only minutes to live + The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life - Listen and repeat these words 10’ 9’ 1’ - Ask sts to listen and read these words again While you write: - Aims: students practise cotrolledwriting + Task 3: - Ask sts to build up a narrative about a hotel fire using the prompts - Ask them to work individually - Move round to conduct the activity and to note down sts' mistakes - Ask sts to share their answers with their partners After you write: -Aims: to get feedback - Ask sts to report their work sentence by sentence - Remind sts that they should use the past simple to write - Write the passage into their notebooks Last year I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire It was Saturday evening and everyone was sitting in the discotheque on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran away toward the fire exits One door was blocked Many people began to cough and to choke Then just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life Homework : -To the exercises 1, (page 9) Date of preparing:22/11/2014 UNIT 1: A DAY IN THE LIFE OF Period : LESSON : LANGUAGE FOCUS I Objectives: - Students can distinguish the sound / i / from the sound /i:/ and pronounce them correctly - Students revise the present simple tense and the past simple tense II-Languge focus: 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skills: -Practise pronounciation and grammar IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking Exercise1: 7’ - Ask one student to exercise 1 I first went to school when I (page 9) on the board was six years old My father held my hand firmly and took me to the school gate I was frightened by all the strange faces and the large buildings I quickly found another gate - Check Ex with the whole class on the other side of the Check this exercise sentence by playground sentence Exercise 2: - Give remarks and marks Last summer so In the morning At first 17’ Pronunciation: Once in a while in the - Aims: to introduce the two sounds end and to help sts to read these sounds However On the correctly whole - Introduce two sounds / I / and / i: / - Read each sound twice and then ask sts to listen and repeat - Look at the board - Ask sts to look at the book, then - Listen to the teacher and then listen and repeat listen and repeat / I / and /i:/ - Ask sts to practise reading these - Listen and repeat words in groups /I/ / i:/ - Ask some sts to read aloud and hit kick heat give remarks repeat - Ask sts to look at part and tell bit click beat sts what they are going to read - Do the first example:( read the little interested meat sentence aloud and underline the eaten sounds) Is he coming to the cinema ? /I/ /i:/ /I/ /I/ - Ask sts to work in pairs to practise reading and to find the sounds in the rest sentences 20’ - Remind them of the intonation of the questions - move round to help if necessary - Ask some sts to read these sentences aloud - Give remarks Grammar and vocabulary: - Aims: to revise the present simple tense and the past simple tense - Ask sts to think about the present simple tense and ask some to tell the whole class about the form and the use of the tense - Ask sts about the position of adverbs of frequency - Ask sts to Ex individually in minutes, then share their answers with their partners - Explain any new words if necessary - Ask some sts to report and give remarks - Ask sts to Ex orally in pairs in minutes - Move round to conduct the activity - Ask sts to report - Present the past simple tense - Ask some students to tell the whole class about the form and the use of this tense We 'll miss the begining of the film Is it an interesting film, Jim? ( sound /ɪ/) The beans and the meat were quite cheap He's going to leave here for the Green Mountains Would you like to have meat, peas and cheese? ( sound / i:/) + Form: (+) S + V/ Vs/ Ves + (- ) S + don't/ doesn't + V + (?) Do/ Does + S + V + ? + Use: to talk about present habits or present states + Position: - after " to be" but before other verbs - " As a rule" is placed at the beginning of a sentence is catch fish go worry give up are 10 say catch 11 realise am 12 am Sample answers: He always get up early She is sometimes late for school Lan normally practises speaking English As a rule, Thao is a hardworking student - Ask sts to look at Ex and explain what sts are going to - Ask sts to this exercise in minutes , then share their answers with their partners - Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice + Form: (+ ) S + V-ed/ 1’ - Ask sts to this exercise on the V( irregular) + board ( - ) S + didn't + V - Move round to help sts if + necessary ( ? ) Did + S + V - Check and give remarks + .? + Use: to indicate that somthing happen in the past was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crep 16 found told 11 slept 17 wound Homework: sang 12 woke -To the exercises 1, ( page 6) 18 flowed Date of preparing:27/11/2014 UNIT 2: SCHOOL TALKS Period: LESSON : READING I Objectives: - Students know more about school and related problems II Language focus Vocabulary: - Words to ask for personal information in a form Grammar: - Wh- questions - V-ing and To-infinitive III Skills: - Speaking : talk in pairs and in groups - Reading comprehension: to fill in the blanks and to answer the questions IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Students’ activities 5’ Warm-up: - Aims: to raise sts' interest and to introduce the topic -Ask students to work in pairs and discuss this question: W " hen you meet your friends, which - Work in pairs orally of the following topics you often - some sts report talk about?" S1: When I meet my friends, I - Ask sts to look at the cues in the often talk about films, our study, textbook and other students - Encourage them to think of other S2: I often talk about my favourite topics singers, some film stars, or my - Ask them to work in minutes then hobbies 10’ 20’ ask some pairs to report - Check and give remarks - Introduce the topic of this lesson Before you read: - Aims: to introduce vocabulary and the grammatical item relating to the reading text a Vocabulary pre-teach: - Provide the students with these new words/phrases in this way: + Read and write each word/phrase on the blackboard then give the meaning of the word/phrase + corner shop(NP): a shop at the corner of a street + pro'fession(n): = job, occupation + stuck(adj): bÞ t¾c, bÞ kÑt + 'attitude(n): what you think about or behave toward something + mall (n): an area containing a lot of shops eg: a shopping mall - Ask sts to listen and repeat, then practise with their partners - Ask some sts read all the word/phrases aloud, listen and help the students to read the words/phrases correctly b Gerund and to- infinitive introduction: -Recall the usages of gerund and toinfinitive to the students - Ask sts to tell the teacher the cases to use gerund and to-infinitive - Ask sts to discuss quickly in minute, then one of them stand up to report - Listen and give remarks While you read: - Aims: sts practise reading and then the tasks relating to the text - Introduce briefly the content of the reading text "You are going to read three talks given by a student, a teacher and a S3: I usually talk sports and games - Copy down - Listen to the teacher then repeat - Practise reading these words with their partners - Some sts read these words aloud like love + V- ing V enjoy hope want + to- decide - Listen to the teacher - Read through the talks, then discuss their contents student’s father about school You read them and the tasks assigned." - Ask sts to read through three talks and tell teacher the main ideas of these talks Task 1: Gap-filling - Ask the students to read again these talks, then work independently and fill each blank with one of the words in the box There are more words than the blanks - Have sts compare the answer with a partner - Get feedback and give correct answers Task 2: Finding who … - Ask students to work in pairs Read the small talks again and find out who - Move round to check sts'work - Ask sts to share their answers with other pairs' - 9-10 pairs are required to give answers in front of the class(1 pair/ time/ answer) - Listen and check 8’ Task 3: Answering questions - Ask students to keep on working in pairs Read the talks more carefully and answer the questions - Move round to check the activity - Ask some pairs to report in front of the class - Get feedback and give correct answers After you read: - Aims; to give sts a chance to talk about themselves - Tell students to work in groups: Choose one of the following topics and talk about it for about minutes - Read the text again and the task - Share their ideas with their partners - Some sts read their answers aloud enjoy crowded traffic worry language - Work in pairs to discuss - Share their ideas with other pairs' - Some pairs stand up and report - S1: enjoys teaching S2: Miss phuong - S3: has to get up early S4: Phong - S5: lives far from school S6: Phong - S7: loves working with children - S8: Miss Phuong - Discuss in pairs - Some pairs report P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, Chemistry P3: Because it is an international language P4: She says that teaching is hard work, but she enjoys it because she loves working with children P5: Because his son has to ride his bike in narrow and crowded streets on the way to school - Discuss in groups of three or four one of three topics - Assign one member of each group to be the secretary to take notes their group's ideas - Some sts stand up to present their ideas 2’ a.What subjects you like learning best and why b What you like and dislike doing at school c What you worry about at school - Go round to help students with their work - Ask some sts to talk about their topic in front of the class - check and give remarks Homework: -Prepare the Part A ( page 10workbook) Date of preparing:28/11/2014 UNIT 2: SCHOOL TALKS Period : LESSON : SPEAKING I.Objectives: - Sts can make small talks in daily situations II Language focus Vocabulary: - Words to ask for personal information in a form Grammar: - Wh- questions - V-ing and To-infinitive III Skills: - Speaking: - Asking and answering in small talks - Starting and closing a conversations - Reading: - Reading the sentences and then rearranging them into a conversation IV Teaching aids: - board, chalk, textbook V Procedures: Time 5’ Teacher’s activities Students’ activities 1-Warm - up: - Aims: to focus sts on the topic of the lesson and to raise their interest - Introduce the situation and write a - Look at the board and listen short dialogue on board: "Suppose that you meet a friend at the supermarket You are very busy What will you say to open and end the conversation." A: ( 1) B: Hi Lan How are you? - Work in pairs to ask and answer A: I’m fine Thank you And you? B: I’m very well Thanks I haven’t - Some pairs stand up to report 12’ seen you for a long time Let’s go somewhere for a drink A: Sorry, ( 2) - Ask sts to complete the dialogue in pairs - Ask some pairs to report "Today we will practice speaking conversation having starting and closing sentences." 2.Before you speak: Aims: Introduce phrases used to start or to close a conversation + Task 1: - Ask sts to look at the phrases in the book and to work in pairs to put the expressions in starting and closing a conversation - Make sure that sts understand all the expressions = + How’s everything at school?= How 's your studying? + Catch you later = See you later - Move round to conduct the activity - Ask two sts to give answers - Get feedback and give remarks - Ask sts to read all the expressions aloud in chorus (1) Hello, Mai/ Hi Mai (2) I’m very busy now I really must go now, Perhaps another time - Work in pairs to put the phrases into the correct columns - Ask two sts to give feedback Starting a conversation Closing a conversation Good morning Goodbye See you later How’s everything? Well, it’s been nice talking to you Hello How are you? Sorry I’ve got to go Talk to you later Hi How is school? Great I’ll see you tomorrow 12’ While you speak: Aims: Sts can practise making a conversation using the suggested words + Task 2: - Ask sts to read through all the sentences and rearrange them into an appropriate conversation - Ask sts to the task individually and then discuss with their partners - Go around to help sts - Get feedback and give correct answers - Ask sts practise reading this dialogue in pairs - Ask some pairs to read aloud Hello What are you doing? Catch up with you later - Read and rearrange the sentences into a conversation - Share their ideas with their partners Answers : D - F - B - H - E - C G - A - Practise reading in pairs - Some pairs stand up to read the dialogue aloud + Task 3: - Ask sts to read all the given expressions and the incomplete dialogue - Ask sts to complete the conversation with suitable words, phrases or sentences in the box - Ask sts to work individually first and then work in pairs - Get feedback and give correct answers - Ask some pairs to practise in front of the class - Listen and help sts if necessary - Read all the words and phrases as well as the dialogue - Work individually ,then work in pairs - Some pairs read the dialogue aloud A: What’s the matter with you? B: I feel tired I’ve got a headache A: You’d better go home and have a rest - Listen to the teacher and try to brainstorm about the topics 15’ 1’ 4- After you speak: Aims: Sts can make small talk on suggested topics + Task 4: - Introduce the topics: The weather Last night’s TV programmes Football Plans for the next weekend - Divide the class in to four groups Each group gets one topic and use the starting and ending of a conversation to practise - Ask sts to work in pairs to make small talks about the topic they are assigned - Go round to help sts - Call on some pairs to act out the dialogues in front of the class - Ask others sts to comment on their conversations - Get feedback and correct any mistakes if there are 5- Homework: - Write down discussed what they have - Listen to the teacher - Work in pairs to make small talks - Some of sts act out in front of the class The weather: A: Hi, Lan How was your trip to Vung Tau? B: Hi Hung It was wonderful| I really enjoyed it A: What did you like most in Vung Tau? B: The weather A: What was the weather like in Vung Tau? B: It was warm I prefer the weather in Vung Tau to Nha Trang A: Oh, really? I love it, too B: By the way, you want to see my photos? : Sure Date of preparing:29/11/2014 UNIT 2: SCHOOL TALKS Period : LESSON : LISTENING I Objectives: - Sts are able to make mini conversations about daily topics such as study at school, wheather and travelling II Language focus Vocabulary: - Words to ask for personal information in a form Grammar: - Wh- questions - V-ing and To-infinitive III Skills: Sts develop the following skills: - Listening and numbering the pictures in the correct order - Listening and answering given questions - Listening and filling in the gaps - Speaking : describe the pictures and talk about their problems at school IV Teaching aids: - textbook, chalk, board V Procedures: Time Teacher’s activities Students’ activities Homework checking: 5’ Two pairs of sts make small talks about their daily life Before you listen: 10’ Aims: focus sts on the topic and review/ introduce the words and sentence models used in small talks - Ask sts to read the questions and answers in the book and work in pairs -Work in pairs and the to match the question with the matching appropriate answer, and then compare 1-c; 2-e; 3-a; 4-b; 5-d their list with other pairs’ - Work in pairs to ask and - Check sts’ work answer: - Ask sts to work in pairs to ask and - Some pairs stand up and answer present - Move around to help sts S1:What subjects are you taking - Ask some pairs to present and gives this semester? remarks S2: I’m taking maths - Introduce some new words/ phrases S1: How you like the class? + semester (n): e.g.: S2: I really like it Semester 1: Sept -> Jan Semester2: January -> May - Copy the words and phrases + enjoy oneself (n): somebody does something and likes it + go for a swim (v): e.g.: go for a 20’ walk/ a drive - Read the words sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: - Aims: Sts practise listening and numbering pictures, listenning for specific information by answering questions and by filling in the blanks with missing words + Task 1: - Ask sts to work in pairs, look at the pictures in the textbook and use the following suggestions to ask and answer about each picture What/ who/ see? Who/ they? Where/ they? What / think / talk about? - Give one example: T: What can you see in picture a? T: Who you see? T: What you think they are talking about? - Ask sts to the same - Move around to help sts - Introduce that sts will listen to four short conversations and ask sts to look at the pictures and listen to the T - Play the tape/ read the conversations once - Ask sts to compare their answer in pairs - Check sts’ answers - Play the tape once again, stop the tape after each conversation and conduct the correction + Task 2: - Ask sts to read the questions in pairs and make sure they understand the statements and know what information they need to answer the questions - Ask sts to listen to the tape/T twice and take short notes to answer the questions - Ask sts to compare their answer in - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Look at the pictures and listen to the T S: A hotel S: Two people S: Maybe they are talking about the hotel or the holiday - Ask and answer about the pictures in pairs - Listen to the teacher - Listen to the tape / the teacher and the task - Compare their answers and then correct their work if they have wrong answers - Report their answers Key: b – c – d – a - Work in pairs to read the questions - Listen and the task - Compare their notes - Report their answers 8’ 2’ pairs - Ask some sts to report the answers - Play the tape once again, stop the tape where necessary and conduct the correction + Task 3: - Ask sts to read the conversation in pairs and see what information they need to fill in the gaps They may guess the answers in some gaps - Ask sts to listen to the tape/T once and fill in the gaps - Ask sts to compare their answer in pairs - Ask some sts to report their answers - Play the tape once again, stop the tape where necessary and conduct the correction After you listen: - Ask sts to work in groups and talk about the problems they have experienced at school (difficulties in learning, having bad marks, being late for school, disobeying the regulations ) Sts may use the following suggested questions to ask and answer +What problems have you experienced at school? + What are the reasons? + What have you done to solve them? - Move round to check the activities and to make sure that sts are working effectively - Ask one or two pair to retell theirs problems in front of the whole class - Check and give remarks Homework Write a short paragraph about their problems at school (She is taking) English; (She is) in Miss Lan Phuong’s Class; (He is) at a party; (He plans to stay there) for a week No, she doesn’t She travels alone - Work in pairs to read the conversation and try to fill in the gaps before they listen - Listen and the task - Compare their answer in pairs - Report the answers 1: it here 5: travelling 2: very nice 6: No 3: big 7: alone 4: comfortable 8: for a drink - Listen to the teacher -Ask and answer in groups - One/ two pairs present Date of preparing:4/12/2014 UNIT 2: SCHOOL TALKS Period : LESSON : WRITING I Objectives: - Students know how to fill in an English form II Language focus Vocabulary: - Words to ask for personal information in a form Grammar: - Wh- questions - V-ing and To-infinitive III Skills: Sts develop the following skills: - Speaking: discuss in pairs - Writing: fill in a form IV Teaching Aids: - board, textbook, chalk V Procedures: T Teacher's activities Students' activities Homework checking 5’ - Ask one st to tell the whole class - Listen to their friend attentively about his or her problems at school in front of the whole class - Check and give marks Before you write: 10’ - Aims: To introduce the topic of this lesson, and to guide sts to fill in a - Open their books and look at the form tasks - Introduce the topic of this lesson:" Filling in a form"and ask sts to look at the textbook + Task 1: - Ask sts to work in pairs to discuss - Pair 1: two questions in minutes When you want to send some On what occasions you have to money/ parcels at a post office fill in a form? Your surname, your first name, What sort of information you your age often have to provide when you fill in - Pair 2: a form? When you apply for a job or - Move round to help sts if necessary attend an examination to a high - Ask some pairs to stand up to report school/ a university their ideas Your address, your job, your date - Add some more ideas of birth - Give remarks + Task 2: - Look at task and listen to the - Ask sts to look at the introduction in teacher task and explain more clearly - Ask them to look through column A - Read through the task and column B - Explain the phrase: "'marital 'status"= - Write this phrase in their Are you married or single? notebooks - Ask sts to listen and repeat this phrase - listen and repeat - Ask sts to match a line in A with a 10’ question in B individually minutes - Ask them to share their answers with their partners after completing the task - Get feedback and check - Ask sts to work in pairs to ask and answer about the questions in column B - Ask them to give short answers - Move round to conduct the activity - Ask some pairs to report - Give remarks + Task 3: - Tell sts that forms ask them to certain things so they should follow the requirements - Ask sts to read through five points , then explain some new words: - de'lete( v) : to omit something - 'applicable (adj): suitable - Ask sts to listen and read these words again - Ask sts to read the task again and fill in the blanks as they are required - Ask them to work individually in minutes and then compare their answers with their partners - Move round to check the activity - Ask two sts to write their answers on the board - Check and give remarks - Ask sts to look at Task and read through this task - Explain some new words: - en'rol (v): to become a member/ a student in a course en'rolment( n) - natio'nality( n): eg: Vietnamese, French, etc - 'specify (v): tell clearly - Ask sts to listen and read these words again While you write: - Aims: Sts practse filling in a form - Ask sts to read the form again and fill in it - Do the task individually - discuss in pairs - Give feedback 1- d; - f; - e; - g; - b; - c; - a S1: What you do? S2: I'm a student S3: Where are you living at the moment? S4: At 32 Tran Hung Dao Street S5: Are you married or single? S6: Single S7: What 's your first name? S8: Binh - Listen to the teacher - write these words into their notebooks - Read thes e words again - Do the task silently and the share their answers with their partners NGUYEN THI NHUNG Nhung I am a student (Delete other choices)  - Write these words in their notebooks - Listen and repeat - Fill in the form 4’ 1’ - Ask them to work individually in minutes - Copy the form on the board - Go round the classroom to make sure that all sts are writing and they know how to - Ask them to share their answers with their partners After you write: - Aims: to get feedback - Ask one st to fill in the form on the board - Ask another st to give remarks - Check and correct any mistakes - Discuss in pairs + Sample : Mr/ Mrs/ miss Surname: PHAM First name: VAN TUNG Date of birth: FEBRUARY 20th, 1991 Nationality: VIETNAMESE - Self- correct - Ask sts to read their forms again and correct the mistakes if there are Homework: - Prepare the Part D ( page 27textbook) THE 15-MINUTE TEST *Choose the word whose underlined part pronounced differently from the others A.hit B.little C.click D.like 2.A.study B.subject C.lunch D.usually A.play B.take C.family D.day *Choose the word that has stress pattern different from the other words 4.A.lesson B.student C.education D.morning * Choose the best answer (A,B,C OR D) for each sentence 5.It was a nice day,so they decided…………for a walk A.go B.to go C.going D.go to 6.I want …………her to attend my birthday party A.to invite B.invite C.inviting D.invite to 7.She ………to school at p.m yesterday A.go B.went C.has gone D.had gone 8.We always …………up early A.get B.got C.getting D.to get *Identify the mistakes (A,B,C OR D) that need correcting 9.Nam write many new words at home everyday A B C D 10.We began learning English in 2000 We have………………………………………… THE KEYS OF TEST 1.D 6.A 2.D 7.B 3.C 8.A 4.C 9.A 5.B 10.We have worked at this company since 1999 Date of preparing:5/12/2014 UNIT 2: SCHOOL TALKS Period : 10 LESSON : LANGUAGE FOCUS I Objectives: - Students can distinguish the sound /  / from the sound /a:/ and pronounce them correctly - Students revise Wh-questions and V-ing and to infinitive II Language focus Vocabulary: Grammar: - Words to ask for personal information in a form - Wh- questions - V-ing and To-infinitive III Skills: Sts develop the following skills: + Speaking: - work in pairs to ask and answer Wh- questions + Reading: - Read words and sentences aloud -Read the passages and sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Warm-up: 3’ - Aims: to introduce the topic and to raise sts' interest - Write on the boards two sentences: - Look at the board eg: My cousin is my uncle's son I want to read this example - Ask one st to read the examples - One st read the sentences aloud aloud - Check whether they pronounce - Listen to the teacher and repeat correctly, then ask the whole class to read the sentences again - Point at underlined words and introduce the topic;" Today we will practise pronouncing two sounds /  / and /a:/ Pronunciation: 10’ - Aims: to introduce two sounds // - Write down two sounds and /a:/ and help sts to practise these - Listen to the teacher and repeat sounds - Look at the book , listen and a Write two sounds on the board and repeat pronounce them clearly twice, then study far ask sts to repeat subject father - Tell sts the difference between two cousin marvellous sounds - Ask them to look at the textbook, - Read these words in pairs and listen and repeat check for their partners 30’ - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 29 in the book - Ask the to work in pairs to read the sentences and then find out the words containing sound // and the words containing sound /a:/ - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give remarks Grammar and vocabulary: - Aims: to revise Wh- questions and the use of gerund and To- infinitive as well as give sts a chance to practise these grammar issues by doing some exercises a Wh- questions: - T: What are Wh- questions? - Ask sts to give examples - Ask some sts to say aloud - Look at the book and work in pairs.Answers: / / love much cousin Charles month lunch /a:/ dancing stars Martha, dark garden - S: They are questions beginning with "what, who, where, how,etc" - S1: What 's his job? - S2: How you go to school? - S3: Who teach you maths? - Look at the textbook - make questions then ask and answer with their partners S1: When did you come? S2: Just a few days ago - Ask sts to look at Exercise in page S3: How long did you stay in 29, then make questions for the Quang Ninh? answers S4: For a few days - Ask them to work individually , then S5: Who did you come with? work in pairs to ask and answer S6: I came with a friend - Let them work in minutes and then ask some pairs to report - Check and give remarks V-ing: - After some verbs: admit, avoid,admit,give up, like, love, enjoy, finish, keep, mind, postpone, practise, suggest, b V-ing and To infinitive: consider, etc - Ask some sts to tell the whole class - Go + V-ing: go camping the cases to use V-ing: go dancing, go shopping, go swimming, etc - Ask them about the cases to use to infinitive - Check and add any information if necessary - Ask sts to read the letter in Ex.2 and then give the correct form of the verbs in brackets - Ask them to work alone in minutes and then check it with their partners - Ask two sts to write the answers on the board - Check and give remarks 2’ - Ask sts to Ex.3 in minutes - Ask sts to this exercise on the board - Tell sts to work individually , then share their answers with their parters - Ask one st to give remarks on their friends ' task - Check and give remarks Homework: - Prepare the Part B ( page 11workbook) - After prepositions To infinitive: - after some verbs: afford, arrange, choose, manage, refuse, promise, want, need, hope, agree, plan, decide, etc - V + O + to infinitive: want, advise, tell, request, order, etc Exercise 2: to hear going remembering doing worrying Exercise 3: to go waiting having to find living to pay to go visiting seeing 10 hearing making to call to lend talking 10 to post Date of preparing:6/12/2014 UNIT 3: PEOPLE’S BACKGROUND Period : 11 LESSON : READING I Objectives: - Students know more about famous scientists especially about Marie Curie, and admire her II Language focus Vocabulary: Words to describe people’s background and studying Grammar: - The past perfect tense - Past perfect vs Past simple III Skills: - Reading: read the text and Matching and True or False exercise and answer the questions - Speaking: discuss in pairs and in groups IV Teaching Aids: textbook, chalk, board V Procedures: Time Teacher’s activities Students’ activities Warm-up: Network 5’ + Aims: to raise sts' interest in the reading text - Work in groups - Ask students to work in groups of 3-4 students - Some Students report orally - Ask the students to give a list of famous scientists and their inventions - Move round to check the activity - Ask them to work in minutes and then get feedback The group which has the longest list will be the winner Before you read: 12’ - Aims; to introduce the content of the - Discuss in pairs and then answer text and provide sts with some new the questions words - Some sts stand up to answer - Students are required to work in pairs to answer the following questions: + Have you ever heard of Marie Curie? - Listen to the teacher and Copy + What you know about her? down - give the correct information - Read and write new words on the board + background (n): lai lÞch + ease (v): lµm dÞu + mature (adj): full-grown + interrupt (v): §øt qu·ng + humanitarian (adj): Nhân đạo humane (adj): Nhân đức + tragic(adj): bi th¬ng + ambitious(adj): tham väng - Repeat the words + atomic(adj): thuéc vÒ nguyªn tö - Work in pairs to check for each - Read each word times and ask the other sts to repeat it - Leave sts minute to self-practice - student/ time - Ask 4-5 sts to read all the words aloud in front of the class - Listen and help the sts to read the words correctly While you read: - Aims: Sts practise reading and the tasks 25’ + Task 1: Matching - Work individually - Ask the students to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Ask them to compare the answers with their friends - Call on some sts to read and explain their answers aloud in front of the class - Give feedback and correct answers: + Task 2: True or False - Ask the sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information - Ask the sts to highlight or underline the information in the passage that helps the students to find the correct answers - Move round to help sts if necessary, then ask them to share their answers with their partners - Ask some sts to give answers - Listen and help the students to the exercise correctly + Task 3: Answering questions - Ask students to work in pairs to answer the questions - Tell the students to compare their answers with other pairs Let them discuss and correct for one another - Call some pairs of students to read aloud the questions and answers in front of the class - Feedback and give correct answers - Discuss in pairs to share their ideas -Listen and self-correct the exercise - Copy down * Key: 1.c e a d b - listen to the teacher - Students the work individually - Discuss the answers with their partners - some sts orally while others watch + Key: T F( Her dream was to become a scientist) T F (She married Pierre Curie in 1895) T - Self-correct the work - Work in pairs orally - Share their ideas - 9-10 pairs work orally in front of the class Key: 1.Marie Curie was born in Warsaw on November 7,1867 2.She was a brilliant and mature students She work as a tutor to save money for a study tour abroad 4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium No it wasn’t her real joy was 3’ 1’ After you read: “ easing human suffering - Aims: to check sts' understanding and to summarize the text * For advanced students doing at home Homework: - Ask students to write a passage of about 60 words about a famous scientist Date of preparing:11/12/2014 UNIT 3: PEOPLE’S BACKGROUND Period : 12 LESSON : SPEAKING I.Objectives: - Sts know how to interview a person and talk about a person's background II Language focus Vocabulary: Words to describe people’s background and studying Grammar: - The past perfect tense - Past perfect vs Past simple III Skills: - Speaking: - Asking about another person's background - Talking about a person's background basing on what they have interviewed IV Teaching aids: - board, chalk, textbook V Procedures: Time 10’ Teacher’s activities Students’ activities 2.Before you speak Aims: to guide sts how to and to provide them with needed vocabulary and grammar + Task 1: - Think about people's background - Ask sts to think about people's - Work in pairs to choose the background, and then read the correct items cues in this task + family + education - Ask them to discuss in pairs to choose which items to tell about someone's background - Get feedback and give the correct answers - Ask sts to continue working in pairs to discuss what questions they can ask when they want to know about these things - Move round to conduct the activity - Ask some pairs to give answers 22’ + experience - Work in pairs to discuss the questions - Some pairs stand up to give answers Family: - How many people are there in your family? - What does your father/ mother do? Education: - Where did you study at primary school/ junior secondary school? - What subject you like best? - What degree you have? - Write the questions on the board Experience: and give remarks - How long have you been a member of our school's speaking club? - Have you ever won any prizes? While you speak: Aims: Sts can practise making an interwiew and then talking about the person they have interwiewed - Work in pairs to ask and answer + Task 2: - One pair stand up and report: - Ask sts to imagine they are S1: Hello Can you tell me journalists and ask them to work in something about yorself? pairs to interview their partners S2: Oh, of course What you about his/her background or that of want to know? a person he/ she knows well S1: When and where were you - Ask them to follow the stages in born? the textbook S2: I was born on September 11th, - Go around to suggest the 1991 in Hai Duong questions if necessary S1: How many people are there in - Ask one pair to report your family? - Give remarks so that other pairs S2: There are four: my parents, my can correct their mistakes sister and I S1: What your parents do? S2: my dad is a doctor and my mum is a nurse + Task 3: - Ask sts to work in small groups to talk about the person they have - Discuss in groups using the learnt about from the interview information they have got from the - Ask them to work in minutes interview - Move around to conduct the 10’ activity 4- After you speak: Aims: Sts present what they have discussed in the previous stage - Ask two sts to tell the whole class about the people they interviewed about - Listen to them attentively and correct the mistakes - Give remarks on the whole activity 2’ 5- Homework: - Write about the people they have interviewed about - Sample answer: "Quan's cousin, Minh, was born on November 2nd, 1985 in Hai Duong City He is the only child in his family His father is an engineer and his mother is a teacher As a brilliant student, he always got good marks when he was a student at To Hieu Primary School and then at Le Quy Don Secondary School When he was fifteen , he passed the exam to Nguyen Trai High School He said he liked all subjects at school but among them he liked English best He has attended the English Speaking Contest twice and won the first prize in 2003 At the moment he is studying at a university in Australia and he is very successful " Date of preparing:12/12/2014 UNIT 3: PEOPLE’S BACKGROUND Period : 13 LESSON : LISTENING I Objectives: - Sts know about the background of a famous person II Language focus Vocabulary: Words to describe people’s background and studying Grammar: - The past perfect tense - Past perfect vs Past simple III Skills: Sts develop the following skills: - Listening and marking True/False - Listening and filling in gaps - Asking and answering about sb’s background IV Teaching aids: - Handouts V Procedures: Time Teacher’s activities Students’ activities Homework checking: 5’ - Two sts tell the whole class about two - Two sts stand in front of the people's background class to speak 10’ 20’ - Listen and give remarks and marks Before you listen: Aims: focus sts on the topic and review/ introduce the words and phrases used to describe the background of a sports star + Ask sts to work in groups and make a list of sports and the names of the sports competitions, then compare their list with other groups’ - Work in groups and recall the names of sports and the names of the sports competitions then make a list on a sheet of paper - Compare theirs notes - Listen to the T and open the - Introduce the topic of the listening text: book ‘A conversation between a reporter and an Olympic Champion’ and ask sts to - Work in pairs open their books - Some pairs stand up and T asks sts to work in pairs to ask and report answer the questions in the textbook S1: Can you name any Olympic Can you name any Olympic champions? champions? S2: Tran Hieu Ngan, Sergey What would you like to know about Bubka… these people? S3: What would you like to - Move around to help sts know about these people? - Ask some pairs to present and gives S4: Date and place of birth, remarks study, family, achievements, - Ask sts to work in pairs and recall the hobbies… forms of question used to get the - Note down the forms of information questions: - Ask some sts to speak aloud When/where were you born? Where did you get a general education? + Ask sts to look at the words in the What achievement have you book and read after T / the tape got? - Introduce some new words What you like doing in your - Olympic champion (n): (in the free time? picture) - Look at the words and read - di'ploma (n): sb receive this when after T /the tape he finishes a course /graduates from college or university - Copy the words and phrases - ro'mantic (adj): Romeo and Juliet is a romantic play - Read the words and ask sts to repeat - Listen and repeat - Ask sts to read the words in pairs - Read the words in pairs and While you listen: correct each other’s mistakes + Task 1: - Some individuals read the Aims: Practice listening for specific words aloud information by deciding whether the given statements are true or false - Introduce the conversation between a reporter and an Olympic champion then ask sts to listen to the conversation and tick on the box to indicate True or False statements - Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false - Read/ play the tape twice - Ask sts to compare their answer in pairs - Check sts’ answers - Read/play the tape once again, stop the tape where necessary and conduct the correction + Task 2: - Aims: sts listen for specific information to fill in the blanks - Ask sts to listen to the conversation again and fill in the gaps with the suitable words/ phrases - Read the conversation twice - Ask sts to compare their answer in pairs - Check sts’ answers - Read/play the tape once again, stop the tape where necessary and conduct the correction 8’ - Work in pairs to read the statements - Listen and the task - discuss their answers in pairs - Gives their answers: 1T; 2T; 3F; 4T; 5F - Say their answers aloud, and then correct their work if they have the wrong answer - Listen to the tape / the teacher and the task - compare their answers - Give their answers a general education love stories lives; family teacher's diploma different; swimming - Check their answers, and then After you listen: correct their work if they have - Aims: to check sts'comprehension in the wrong answers the previous stage - Ask sts to work in pairs and use the information in Task and to ask and answer about the Olympic champion - Move round to check the activities and - Ask and answer in pairs to make sure that sts are working effectively - Check and give remarks - T can ask sts to ask and answer about - One/ two sts present the sports star(s) they like 2’ Homework: - Write a short paragraph about the Olympic champion Date of preparing:13/12/2014 UNIT 3: PEOPLE’S BACKGROUND Period : 14 LESSON : WRITING I Objectives: - Students can write a simple C V( curriculum vitae) - They can write about a person's background basing on a C V II Language focus Vocabulary: Words to describe people’s background and studying Grammar: - The past perfect tense - Past perfect vs Past simple III Skills: - Reading: read a model curriculum vitae - Speaking: discuss in pairs - Writing: fill in a curriculum, write about a person's background IV Teaching Aids: - board, textbook, chalk V Procedures: Time Teacher's activities Students' activities Homework checking: 5’ - Aks one st to talk about Sally in - One st speaks front of the whole class - Others listen to their friend - Give remarks and a mark - Give remarks Before you write: 20’ - Aims: to focus sts on the topic and to introduce the structure of a simple C.V, to guide sts to fill in the C.V + Task 1: - Ask sts to look at the C.V in the - look at the C.V textbook and introduce some new words: - Copy these words into their + C.V( curriculum vitae) : a form notebooks with details about somebody's past education and jobs + tourist guide (n): a person who goes with tourists to point out interesting sights on a journey + hotel telephonist (n): a person who answers the phone in a hotel + travel agency ( n) : a business of - Listen to the teacher and read organising travelling for people these words again - Read these words aloud and ask sts to listen and repeat - Read the C.V in the textbook - Ask some sts to read again and check - Ask sts to read the model C.V in the textbook about Mr Brown and then answer the questions: T: What is his full name? T: When and where was he born? T: What school did he attend? T: What exams did he pass? and answer T's questions S1: His full name is David Brown S2: He was born on November 12th, 1969 in Boston S3: He attended Kensington High School S4; He passed exams in English, French and Mathematics S5: He was a tourist guide and a hotel telephonist T: What did he before? - Ask sts another question: "What kind of information you find in the C.V?" - Ask sts to discuss this question in pairs then ask one st to answer - Give remarks 10’ - Introduce the elements of a C.V: +Personal information: name, sex, date of birth, place of birth + Education : name of a high school/ a university + Previous jobs: teacher/ tourist guide/ etc ( time) + Interest: dancing/ swimming/ etc + Task 2: - Ask sts to read the incomplete form in the book - Ask them to work in pairs in minutes to ask and answer about their partner's father/ mother then complete the form with suitable information - Move round to conduct the activity and to help if necessary - Ask some sts to read aloud the information they have collected and ask some other sts to give remarks - Check and give remarks While you write: - Aims: Sts practise writing about a person's background using the information in a C.V and the cues in - Discuss the question in pairs then one of them will answer S: We can find some information such as his name, his date of birth and his place of birth, his education and his previous jobs, etc - Copy this part into their notebooks - Read the form - Work in pairs to ask and answer - Complete the form with suitable information - Some sts stand up and read aloud, other sts listen and give remarks - Read Mr Brown's C.V again 8’ 2’ the textbook - Ask sts to look at Task again - Ask them to work independently and write a paragraph about Mr Brown ,using the suggested words and phrases - Ask sts to use the past simple to write - Move around to help if necessary - Ask sts to write in about minutes, then compare their paragraph with their partners' After you write: - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer Homework: - Because time is not allowed, the writing activity in Task will be assigned as homework - Use the suggested words/ phrases to write a paragraph about Mr Brown - Share their paragraph with their friends' - Some sts stand up and read their work aloud - Other sts give remarks "Mr Brown was born on November 12th, 1969 in Boston He went to Kensington High School and passed examed in English, French and Mathematics He worked as a tourist guide in a travel agency from June 1991 to December 1998 And from 1999 to 2002 , he worked as a hotel telephonist He likes music and dancing." Date of preparing:18/12/2014 UNIT 3: PEOPLE’S BACKGROUND Period : 15 LESSON : LANGUAGE FOCUS I Objectives: - Students can distinguish the sound / e / from the sound / æ / and pronounce them correctly - Students revise the past perfect and distinguish it from the past simple II Language focus Vocabulary: Words to describe people’s background and studying Grammar: - The past perfect tense - Past perfect vs Past simple III Skills: + Pronounciation: - Work in pairs to discuss the exercises - Read words and sentences aloud +Grammar- Read the passages and sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities 5’ 12’ 12’ Homework checking: - Ask one st to read aloud the paragraph that he/she wrote about his/ her partner's parent - Listen to him/her - Ask one st to give remarks - check and give a mark Pronunciation: - Aims: to introduce two sounds /e/ and /æ/ and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 39 in the book - Ask the to work in pairs to read the sentences and then find out the words containing sound /e/ and the words containing sound /æ / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: - Aims: To revise the past perfect tense and the past simple tense as well as to give them some exercises to - Write an example on the board "When I arrived at the cinema,the film had started" - One st read his/ her paragraph aloud - Listen to their friends - Give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat men man said sad met mat - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /e/ /æ / red fat pen man sent handbag Helen apples said pans - Look at the example - One st stands up and answers: "had started" - Form: (+ ) S + had + PII ( - ) S + had + not + PII ( ? ) Had + S + PII ? - Ask sts to look at the example and identify the verb in the past perfect - Ask sts to recall the form of the past perfect tense and to tell the whole class 7' 8' - Revise the use of the past perfect by giving some examples Eg1: When the police came , the robbers had escaped The train had left when Mary arrived at the station - Tell sts about the chronological order between the past perfect and the past simple Eg 2: I was nervous because I had never spoken before an audience.( I spoke before an audience yesterday) The house was dirty We hadn't cleaned it for weeks - Ask sts to read these examples again + EX.1: - Ask sts to read Ex in page 39, then the task - Ask them to work individually to put the verbs into the past perfect, then compare their answers with their partners - Let them work in minutes and then ask some sts to report - Check and give remarks + EX.2: - Ask sts to read the sentences in Ex and then give the correct form of the verbs in brackets - Ask sts to pay attention to the difference between the past perfect and the past simple - Ask them to work alone in minutes and then check it with their partners - Ask some sts to read the answers aloud - Uses: + The past perfect refers to a past activity or situation that took place before another past activity or situation - Copy the examples and listen to the teacher + The past perfect can be used as the past form of the present perfect - Copy the examples - Listen and repeat - Read through all sentences in this exercise - Do the exercise and then share their answers with their partners EX 1: had broken had been had done had left had met had moned hadn't turned on hadn't seen had ever seen 10.had broken in - Read the sentences carefully and the exercise individually - Share their answers with their partners EX 2: had just finished came had seldom travelled went went had already taken Did you manage had he gone had just got phoned had been - Check and give remarks 1’ Homework: - Because time is not allowed, Ex3 is assigned as homework - Part B ( page 19,20- workbook) Date of preparing: 19 /12/2014 Period: 16 TEST YOURSELF A I Objectives: - Sts revise what they have learned in unit unit and unit II Language focus: - General knowledge in unit 1, unit and unit - Language: pronunciation and grammar in the above units III Skills: listening, speaking and writing IV Teaching aids: textbook, chalk, board V Procedures: Time Teacher's activities Students' activities Homework checking: 5’ - Ask one st to Ex.3 in the textbook Sentence on the board Mistake - Ask one st to give remarks Correction - Give remarks and marks The new lesson: - Ask sts to part II, part III and part had climbed IV at home in advance to save time climbed - Give sts the time duration for each part : part II: 10 minutes, part III: 10 had turned minutes, part IV: 15 minutes turned - Ask sts to listening in class 10’ 2.1 Listening: - Ask sts to read the table in the had called textbook called - Introduce new words: + 'minister (n): priest, vicar had heard + black freedom movement (n): phong heard trµo gi¶i phãng ngêi da ®en + me'morial (n): an institute built to went remind people of a person or an event had already gone 12’ 13’ 9’ 1’ - Read the text twice and ask sts to try to complete the table in the second time - Ask sts to share their ideas with their partners - Read the text again so that sts can check their task for the last time - Ask sts to write their answers on the board - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask one st to report his/ her answers aloud - listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to to read their letters aloud - Ask some sts to give ramarks - Listen and give remarks on: + form + grammar and vocabulary + ideas + style Homework: - Part D ( Page 22- workbook) - Look at the textbook and try to understand the information in the table - Copy these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers 15th January 1929 a minister at a In 1951 the black freedom movement for years heard his speech at the he met In 1986 they got married 10 4th April 1968 - work in groups to share their ideas - one st stands up to report 1.F C A D B - Discuss in groups - Answers: to apply got am able am can 10 hearing attended reading passed know - Read their letters aloud - Listen to the teacher's remarks Date of preparing:20/12/2014 Period : 17 FORTY FIVE – MINUTE TEST no.1 I Pick out the word whose underlined part is pronounced differently from that of the other words A food B foot C school D afternoon A.here B.clear C.idea D.there A biology B ecology C historical D morning 4.A Job B.top C.more D.box A make B made C dad D date II Choose the best answer among A, B, C or D that best completes each sentence 6.The little boy is helping ……………cross the street A.the poor B.the rich C.the blind D the young I can't to her any more A talk B tell C say D utter Most of the children come from large and poor families, which .them from having proper schooling A makes B prevents C leads D gets 9.My teacher……………a successful photographer A.used to be B.uses to be C.used being D.use not to be 10 He in hospital for a week so far A was B would be C had been D has been 11 Our teacher is very proud .her work A in B at C of D with 12 The man I had seen before wasn't at the party A whom B that C Delete D All are correct 13 Information technology is very to our lives A useful B useless C use D usefully 14 A computer is a typewriter which allows you to type and print any kind of document A magically B magical C magic D magician 15 Can you help me find the man saved the girl? A which B whom C who D whose 16.The young ……………………often very enthusiastic A.is B.has C.are D.was 17 Now Peter has got a new house He ……… an old one A use to live B use to lived C used to live D used to living 18 …………… his homework yet? A Does he B Has he done C Did he D Had he done 19 I enjoy………… to the radio while I am driving A hearing B watching C seeing D listening 20 Let's………….for a walk A went B to go C go D going III Choose the underlined part among A, B, C or D that needs correcting 21 They aren't used to drive on the left A B C D 22 How long has you known the teacher? A B C D 23 Many ethnic children doesn't know how to read and write A B C D 24 She has breakfast at 8.30, then she go to work immediately A B C D 25 That's the man who daughter is studying with me A B C D IV Choose the correct sentence among A, B, C or D which has the same meaning as the given one 26 The last time she used the Braille alphabet was one year ago A She hasn't used the Braille alphabet a year ago B She haven't used the Braille alphabet a year ago C She has used the Braille alphabet for a year D She hasn't used the Braille alphabet for a year 27.There are a lot of people The people like to things together A There are a lot of people who like to things together.B There are a lot of people whom like to things together C There are a lot of people who like things together D There are a lot of people which like things together 28 She has just made this dress A She could make this dress but she didn't B She didn't make this dress before C She has never made any dress before D This dress has just been made 29 I have never seen such an interesting film A This is the first time I have seen such an interesting film B This film is the best I have ever seen C This is the first time I saw such an interesting film D This is the best film that I saw 30 I'm not used to getting up early on Sundays A I have to get up early on Sundays B I don't want to get up early on Sundays C I feel strange to get up early on Sundays D I always get up early on Sundays V Read the text below and choose the correct word or phrase for each space Computers are helpful (31) many ways First, they are fast They can work with information (32) more quickly than a person Second, computers can work with (33) .information at the same time Third, they can (34) information for a long time They not forget things the common people Also, computers are (35) always correct They are not perfect, of course, but they usually not make mistakes 31 A in B by C through D on 32 A hardly B even C wholly D entirely 33 A a little B a lot of C plenty D much of 34 A stay B remain C hold D keep 35 A most B mostly C almost D hardly VI Read the text and questions below For each question, circle the letter you choose A, B, C or D Louis Braille was born in France in 1809 His father had a small business He made shoes and other things from leather Louis liked to help his father in the store even when he was very small One day when Louis was years old, he was cutting some leather Suddenly the knife slipped and hit him in the eye He soon became completely blind When he was ten years old, he entered the National Institute for the blind in Paris One day his class went to visit a special exhibit by a captain in the army One thing in the exhibit was very interesting for Louis It showed messages in code Armies send messages in secret codes so no one else can read them The captain wrote this code in raised letters on very thickjjaper Louis thought a lot about this code Then he decided to write in the sames way so the blind could "read" with their fingers It is very difficult to feel the differences between raised letters Instead of letters, Louis used a "cell" of six dots He arranged the dots with two dots across and three down So blind people can read and write even write music by Braille 36 Louis Braille's father made things from A leather B wool C exhibit D codes 37 When Louis was ten years old he began to study A at a local school B at a university C at a special school for the blind D in the army 38 He saw a special exhibit It showed in code A messages B systems C arrangements D computers 39 It is difficult to feel the differences between A coded messages B arrangements of dots C a system of raised dots D raised letters 40 Which of these sentences is probably not true? A Braille invented a system of reading for blind people B Braille visited an exhibit of codes C Braille system is used for everyone D Louis Braille was an intelligent boy 1B 11C 21C 31A 2D 12D 22B 32B 3D 13A 23B 33B Correcting the test 4C 5C 6C 14B 15C 16C 24C 25B 26D 34D 35C 36A 7A 17C 27A 37C 8B 18B 28D 38A 9A 19D 29A 39D 10D 20C 30C 40C Date of preparing: 25/12/2014 UNIT 4: SPECIAL EDUCATION Period 18 LESSON 1: READING I Objectives: - Students know more about the study of disabled children - Students know about special education and the Braille Alphabet II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Reading: - Reading comprehension: to match words in column A with their meaning in column B, to choose the best answers IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Students’ activities Warm-up: 5ms - Aims: Sts get used to the topic - Ask sts to match an adjective in A with its meaning in B: A B - Look at the board and listen to deaf a unable to see the teacher dumb b unable to hear blind c unable to use a part of of their body normally disabled d unable to speak - Work in groups to match an - Ask sts to work in groups to match adjective in A with its meaning in the items B - Ask one st from one group to present - One st presents the ideas the ideas - b; - d; - a; - c - Ask other sts to give remarks - Listen to the teacher's remarks - Check and ask sts to read the - Listen and repeat 19ms adjectives in A aloud Before you read: - Aims: to prepare information and vocabularies for the topic - Ask sts to work in groups of three or four to list out their daily activities - Ask some sts from different groups to report their ideas - Write the list on the board ask sts to point out what activities would be difficult for disabled people to 20’ - Ask sts to study the Braille Alphabet and then work in pairs to work out the message below the alphabet - Introduce some new words: + retarded ( adj) : less developed than normal + Proper schooling(phr): enough and good study at schooling + Opposition(n): opposing ideas/ disagreeing ideas(viewpoints) Opposed to ( adj) + Make efforts (v): try, attempt + To be proud of (phr): = To take pride in + add( v) : + ; subtract ( v ) : + finger (n) ( demonstration ) - Ask sts to listen and read the words again then ask some sts to read again - Listen and check 3.While you read: - Aims: Read the passage for information to the tasks + Task 1: Matching - Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage Match them with their definition in B - Encourage sts to guess the meaning of the words in the context - Tell sts to compare their answers with a partner - Call on some sts to read their answers aloud in front of the class - Work in groups to list out Eg: get up, wash my face, have breakfast, go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV , etc - Point out some activities Eg: go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV, etc - The message: "We are the world" - Copy the words into their notebooks - listen and repeat - some sts stand up to read the words again - Read the passage and the task individually - Share their answers with their partners - Some sts give out their answers – c; – e; – a;4 - b ; - d -Listen and self-correct the exercise - Copy down 1ms - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words Homework: - Asks students to learn by heart the new words -Prepare part A (-cont ) and the pronunciation Date of preparing:26/12/2014 UNIT 4: SPECIAL EDUCATION Period 19 READING –CONT +PRONUNCIATION I Objectives: - Students can distinguish the sound /o/ from the sound / o:/ and pronounce them correctly - Students can use "the + adjective"as a noun, review "used to + infinitive"and combine two sentences with "which" -To the task - reading II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector - Pronunciation: /o/ and / o:/ 2.Vocabulary: - Vocabulary concerning special education III- Skill: Language focus - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking: - Ask one st to the homework on the - One does the exercise on the 5ms board board - Look at their friend's task - Ask one st to give remarks - Give remarks - check and give a mark - Listen to the teacher Pronunciation: - Aims: to introduce two sound /o/ and / 20ms o:/ and help sts to practise these sounds a Write two sounds on the board and - Write down two sounds pronounce them clearly twice, then ask sts to repeat - Listen to the teacher and - Tell sts the difference between two repeat sounds - Look at the book , listen and - Ask them to look at the textbook, listen repeat and repeat top call boss sport - Then ask sts to work in pairs to read doctor four the words again so that they can check for each other - Read these words in pairs and - Move around to help check for their partners - Ask two sts to read again and give - Look at the book and work in remarks pairs b Ask sts to look at sentences in page 52 in the book - Answers: - Ask them to work in pairs to read the /o/ / o:/ sentences and then find out the words socks lost containing sound /a/ and the words on doctor containing sound / o:/ top walking - Ask them to work in minutes box called - Move around to conduct the activity job sport - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks 10ms Task 2: Multiple choice - Ask the students to read the passage - Students the work more carefully and complete the individually sentences by circling the corresponding - Compare their answers with letter A, B, C, or D their partners - Move around to conduct the activity - 5-6 students orally while - Ask sts to share the answers with their others listen to them partners D B A C - 5-6 students are required to give D answers in front of the class(1 students/ - Self-correct the work time/ answer) - Listen and help the sts to the exercise correctly - Read the summary passage carefully - Give explanation to some words/ - Do the task individually phrases or expressions if needed After you read: - Aims: Give the summary of the topic - 10 students give answers - Ask sts to work individually and read orally the summary of the passage carefully disabled read - Encourage them to guess the missing write efforts 9ms words opposition time-consuming - Have sts complete the summary maths arms - Note: Sts may not be familiar with this kind of exercise T should provide help when necessary - Call on some sts to read the completed summary aloud in front of the class - Give feedback and correct answers: 1ms figures - self-correct 10 proud Homework - Part B ( Page 24- workbook) Date of preparing:27/12/2014 UNIT 4: SPECIAL EDUCATION Period 20 LESSON 2: SPEAKING I Objectives - Sts can talk about someone’s school life and actively engage in an interview II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Speaking: - Making an interview : Matching - Asking and answering about school life of a student - Reporting on results IV Teaching aids - textbook, chalk, board V Procedures Time Teacher’s activities Students’ activities Warm-up 3ms Aims: Sts recall the words on school - Asks sts to work in groups and make - Work in groups a list of words relating to school The - Suggested words: words must be correctly spelled and Subjects: English, maths, related to the topic literature, - Ask some groups to report Tests, breaks, homework, teacher, - The group with the longest list will students, Secondary school , be the winner high school 2.Before you speak: Aims: Sts can match the words, give Sts answer: 15 the correct answers - My favourite subjects are Math, ms - Asks sts some questions: English + What are your favourite subjects? - I don’t like + Which one don’t you like? - It takes me about + How much time you prepare for - Work in pairs to fill the right your lessons every day? + Task 1: Fill in blanks with the right questions - Asks sts to study the questions in the interview carefully and work in pairs - Ask some sts to give their answers in front of the class - Listen and give the correct answers - Ask sts to work in pairs and carry out the interview using the right questions While you speak: 15 Aims: Sts can ask and answer about ms school life of their partner + Task - Write the questions in task on board and ask sts to work in pairs ,ask and answer about their school life using the questions on board - Go round to help sts when necessary T can play the role of the interviewee to help sts if necessary questions into the blanks - Some sts give their answers A - ; B - ; C - ; D -6; E-3;F-5;G-7 - Two sts read the interview aloud - Work in pairs , ask and answer the questions on board using his or her own information to answer the questions - The student in role of the interviewer takes notes the information of the partner in their notebook - One pair stand up to present their interview S1: Which lower- secondary school did you go to? S2: I went to Nguyen Luong Bang - Ask one pair to present in front of lower- secondary school in Thanh the whole class Mien District - Listen and ask other sts to give remarks - Give remarks After you speak: Aims: Sts can tell about their partner’s school life 10m + Task 3: s - Ask some sts to tell the whole class what they know about their partner using the notes from the interview - Ask other sts to listen to their classmates and comment on presenters’ work - Listen and make necessary corrections 5.Homework: 2ms Write a paragraph about their partner's study at school( about 150 words) Date of preparing: 7/1/2015 - Work individually using the example in the textbook as the beginning: " Hanh went to Lequi don lower – school " UNIT 4: SPECIAL EDUCATION Period 21 LESSON 3: LISTENING I Objectives: - Sts know about a special photography club II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education - Verbs to describe everyday activities - Vocabulary on photography III- Skill: Listening: Sts develop the following skills:- marking True/false statements, filling in the gaps - retelling the story IV Teaching aids: textbook, chalk, board V Procedures: Time Teacher’s activities Students’ activities Homework checking: 5ms Two sts talk about their school Others listen and give remarks Before you listen: Aims: to focus sts on the topic and review/ introduce the words in the listening text - Work in groups to discuss the a Ask sts to discuss the following questions questions in groups: + Have you ever taken part in a club? What kind of club is it? - Some sts present + What are the club activities? + What you think of the club activities? - Ask sts to present b Introduce some words related to photographs: 15m - 'photograph (n) = photo s - pho'tography (n) : the art of taking photos - photog'raphic (adj) - pho'tographer (n): the person - Read the words after T and some whose job is to take photos read individually - photo'genic(n): looking more - Work in pairs read the text and beautiful in photos the task - Ask sts to read the words after T - Some sts give answers and give and calls on some sts to read remarks individually - Ask sts to read the text carefully and use the given words to fill in the gaps Sts work in pairs - Ask some sts to give answers and give remarks * Introduce some new words/ phrases - sur'roundings (n): everything around you/ the place where you live - 'sorrow (n): sadness - mute (v): = dumb (unable to speak) - exhi'bition (n) an exhibition of paintings/ photos ex'hibit (v) - 'labourer (n): a person who does hard work (with his hands and body) - 'stimulate(v): = encourage(v) - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: +Task Aims: Practice listening for specific information by deciding if the given statements are true or false - Introduce the talk about a very special photography club: The Vang Trang Khuyet Club T asks sts to listen and tick on the box to indicate True or False statements - Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false T 20 reads/plays the tape twice ms - Ask sts to compare their answer in pairs - Check sts’ answer - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Work in pairs to read the statement - Listen and the task - Compare their answers - Give their answers Key: 1-T; 2-F; 3-T; 4-F; 5-T - Check their answers and then correct their work if they have the wrong answers 5ms 1ms - Read/ play the tape once again, stop the tape where necessary and conduct the correction + Task - Ask sts to listen to the talk again and fill in the gaps with the suitable word - Encourage sts to fill in / guess the most suitable words to fill in the gaps - Read the conversation / play the tape twice - Ask sts to compare their answer in pairs - Check sts’ answers - Read/ play the tape once again, stop the tape where necessary and conduct the correction IV After you listen:( for advanced students} - Ask sts to work in groups and tell each other about the photography club Sts may need to use the following suggested questions: - Who are the members? - What are they doing? - How many photos are on display? - What are the photos about? - What does the passion help them? - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to present in front of the whole class - Give remarks IV Homework: - Write a short paragraph about the Vang Trang Khuyet Club/ another club - Listen to the tape / the teacher and the task - Compare their answers - Give their answers photography simple 19 peaceful exhibition chickens 50 stimulated beauty 10 escape - Check their answers, say it aloud, and then correct their work if they have the wrong answers Sts ask and answer in groups One/ two pairs present Date of preparing:7/1/2015 UNIT 4: SPECIAL EDUCATION Period 22 I Objectives: LESSON 5: LANGUAGE FOCUS - Students can use "the + adjective"as a noun, review "used to + infinitive"and combine two sentences with "which" II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Language focus - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking: - Ask one st to the homework on the - One does the exercise on the 3ms board board - Look at their friend's task - Ask one st to give remarks - Give remarks - check and give a mark - Listen to the teacher Grammar: - Read the examples a Aims: to introduce "the + - Try to guess the meaning adjective"as a noun and have sts Ex S: - The young = young people - The old = old people - Present the use of " the + adjective" by giving examples E.g: The young are very active Her real joy is looking after the - Copy these words old - Focus sts on the underlined words and ask them to try to guess their meaning - Give the answer: "we use t"he + 9ms adjective"to describe a group of people." - Ask sts to look at Ex.1 and to the task - Explain any new words if necessary - Listen and repeat + 'ambulance (n) : a kind of vehicles - Some sts read again used to carry sick/injured people EX.1: + unemp'loyed (n) : without a paid job the injured - Read these words aloud and ask sts to the unemployed listen and read these words again the sick - Ask some sts to read again and check the rich - Ask sts to the exercise individually the poor and then compare their answers in pairs - Check the exercise sentence by sentence - Listen and give remarks b Aims: to review "used to + infinitive" and get sts to Ex.2 - Ask sts to recall the use of "used to"by giving an example: 10ms "She used to get bad marks when she was at primary school" - Think about the teacher's question and answer: - S: We use "used to + infinitive" to talk about past actions or past habits that no longer exist - Do the exercise individually - Ask sts to Ex.2 individually and and compare their answers with then share the answers with their friends their partners - Move round to help if necessary - Do the exercise on the board - Ask two sts to this exercise on the used to have used to live board used to eat used to - Ask one st to give remarks be used to take used to be - Check and give remarks did you use to go 7ms c Aims: to revise the use of "which"as a connector and ask sts to exercise - Recall sts of the relative clauses with " which" used to refer to the whole of the earlier clause - Ask sts to read the requirement of Ex.2 and read the example carefully - Explain the example if necessary - Ask sts to this exercise - Go round to conduct the activity - Ask some sts to read sentence by sentence - Listen and give remarks Homework - Part A - Unit - Listen to the teacher - Read the requirement and the example carefully - Do Ex 2-c 5-a 3-f 6-d 4-g 7-b 1ms THE 15-MINUTE TEST *Choose the word that has the underlined part pronounced differently from the others 1.A.Job B.top C.more D.box *Choose the best answer to complete the following sentences 2.The little boy is helping ……………cross the street A.the poor B.the rich C.the blind D the young 3.By the time they came ,we ………… our dinner A.had finish B.finished C.have finished D.finish 4.This computer is capable………….designing sophisticated graphics A.In B.with C.of D.on 5.My teacher……………a successful photographer A.used to be B.uses to be C.used being D.use not to be 6.The young ……………………often very enthusiastic A.is B.has C.are D.was 7.Mr John wanted to become a famous ………….when he was at high school A.photograph B.photographic C.photographer D.photography 8.Some of more time-concerning jobs can now be done by machines A.taking much time B.time-consuming C.odd D.not affected by time 9.One who is unable to use a part of his /her body properly is called a…………person A.dumb B.deaf C.disabled D.retarded *Find out a mistake in the sentence by circling A,B,C or D 10.The poor always needs help from us in their daily life A B C D THE KEYS OF TEST 1.C 2.C 3.A 4.C 5.A 6.C 7.C 8.B 9.C 10.B Date of preparing: 7/1/2015 UNIT 5: TECHNOLOGY AND YOU Period: 23 LESSON 1: READING I Objectives: - Students know more about computers II Language focus: 1Vocabulary:-Words to talk about modern technology 2.Grammar: -Present perfect -Present perfect passive -Relative pronouns: who, which,that III Skills: Reading - Reading comprehension: to match words in column A with their meaning in column B, to find the best title for the reading passage and then answer the questions IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Students’ activities Homework checking 5ms - Ask two sts to EX.2 and EX.2: EX.4 in the workbook on the stimulate origin board disabled sorrow professional opposition time - consuming exhibit EX.4: She used to play the piano but she hasn't played the piano for years She used to be very lazy but she works very hard these days - Ask other sts to give remarks - Give remarks and marks - Look at the board and listen to the 17ms 22ms Before you read - Aims: to prepare information and vocabularies for the topic - Ask sts to look at the textbook and work in pairs to match each numbered item with one of words or phrases in the box - Move round to conduct the activity - Ask some sts to give feedback - Check and give remarks - Introduce some new words: + mi'raculous ( adj ) : remarkable + de'vice ( n ) : a thing for special purposes + a'ppropriate ( adj ) : suitable + 'storage ( n ) : the storing of information + 'data ( n - U ) : information + 'memo ( n ) : a record of agreement + leave ( n ) : the time that a person is permitted to be absent from work - Ask sts to listen and read the words again then ask some sts to read again - Listen and check 3.While you read: - Aims: Read the passage for information to the tasks + Task 1: Matching - Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage Match them with their definition in B - Encourage sts to guess the meaning of the words in the context - Tell sts to compare their answers with a partner - Call on some sts to read their answers aloud in front of the class teacher - Work in pairs to match the items with the words/ phrases - Key: 1- D ; - E ; - G ; - C ; 5-A;6-F;7-B;8-H - Listen to the teacher's remarks - Copy the words into their notebooks - listen and repeat - some sts stand up to read the words again - Read the passage and the task individually - Share their answers with their partners - Some sts give out their answers c; - e; – a; - b ; - d -Listen and self-correct the exercise - Copy down - Students the work individually - Compare their answers with their partners - C What can the computer do? 1ms - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words + Task 2: Passage Headings - Ask the students to read the passage more carefully and choose the best title for it - Move around to conduct the activity - Let sts dicuss the answer with their partners - Ask one st to give the answer and encourage them to explain their choice - Give further explanation and tyhe correct answer - Give explanation to some words/ phrases or expressions if needed Homework: - Part A (-cont –reading ) + pronunciation - Self-correct the work - Work in pairs to to ask and answer - Answers: S1 : What can the computer to help us in our daily life? S2: It can help us visit shops, offices and places of interest; pay bills; read newspapers S3: Why is a computer a miraculous device? S4: Because it is capable of doing anything you ask; it can speed up the caculations, ect Date of preparing:8/1/2015 UNIT 5: TECHNOLOGY AND YOU Period: 24 READING ( -CONT ) + PRONUNCIATION I Objectives: - Students can distinguish the sound / u / from the sound /u:/ and pronounce them correctly - Students the rest of the reading II Language focus: 1Vocabulary:-Words to talk about modern technology reading skills III Skill : Pronunciation + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking: 5ms - Ask one st to tell their friends how to make tea in front of the whole class - Ask one st to give remarks - Check and give a mark Pronunciation: 10ms - Aims: to introduce two sound / u / and /u:/ and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat 15ms - One st speaks aloud in front of the whole class - Give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat / u/ /u:/ put food pull school full tooth - Read these words in pairs and check for their partners - Look at the book and work in pairs - Then ask sts to work in pairs to - Answers: read the words again so that they /u/ /u:/ can check for each other could Miss June - Move around to help put Moon - Ask two sts to read again and give book shoes remarks full boots b Ask sts to look at sentences in look school page 60 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / u / and the words containing sound /u:/ - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Reading: + Task 3: Answering questions - Suggested ideas: - Ask sts to work in pairs and answer the questions using the cues Advantages: - storing data - Go around the class and provide - a means of entertainment 4ms 1ms help if necessary - Call on some pairs to report in front of the whole class - Listen and give remarks After you read - Aims: Give sts a chance to discuss the topic - Ask sts to work in groups to discuss two questions: What are the advantages of computers? What are the disadvantages of computers? - Move around to conduct the activity - Ask some representatives to report - a useful device in many services Disadvantages - a waste of time and money on games - being harmful to people's health - spam or electronic junk mail Homework - Part B ( Page 30 - workbook) Date of preparing:8/1/2015 UNIT 5: TECHNOLOGY AND YOU Period: 25 LESSON 2: SPEAKING I Objectives: - Sts know about the uses of modern inventions - General knowledge: Sts can talk about the uses of the modern inventions in daily life such as radio, TV, fax machine, air conditioner II Language focus: 1Vocabulary:-Words to talk about modern technology 2.Grammar: -Present perfect -Present perfect passive -Relative pronouns: who, which,that III Skills: + Speaking: - Asking and answering about the uses of the modern inventions -Talking about the uses of the information technology + Reading: - Using the suitable verbs to complete the sentences IV Teaching aids Textbook, chalk, board, pictures of some modern inventions V Procedures: Time 5ms Teacher’s activities Homework checking - Ask two sts to talk about the uses of computers in daily life - Listen and give the corrections Students’ activities Before you speak Aims: Sts get used to the topic and then they ask and answer 10m about the uses of modern s inventions - Give some pictures and writes the names of these inventions on board: a Electric cooker e Computer b Refrigerato f Cassette player c Television g Air conditioner d Washing machine h Fax machine - Ask sts to give name for the each modern invention - Ask some sts to read their names aloud and then give remarks + Task 1: Asking and answering - Ask sts to work in pairs to ask and answer about the uses of mordern inventions basing on the cues - Do the first example: + Have you got a cell phone? Yes, / No, +Could you tell me what the cell phone used for? Well, it’ s used to talk to people when you are away from home - Give sts the form of the questions and answer: Question: What is the used to ? Answer: It is used to + infinitive or infinitive phrase - Go around to help sts if necessary - Ask some pairs to report - Listen and give remarks While you speak Aims: Sts practice completing - Look at the board and think about these inventions - Sts read the name of the inventions in chorus and then individually - Work in pairs -Suggested answers: Could you tell me what the radio is used for? Well, it’s used to listen to the news and learn foreign languages Could you tell me what the TV is used for? Well, it’s used to watch the news, performances and football matches Could you tell me what the fax machine is used for? Well, it’s used to send and receive letters quickly Could you tell me what the electric cooker is used for? Well, it’s used to cook rice, meat, fish and keep food, rice warm Could you tell me what the air conditioners is used for? Well, it’s used to keep the air cool or cold when it’s hot or cold - Read all the new words and make sure they know them - Read the new words - Work in pairs to find the suitable verbs the suitable verbs to talk about the uses of modern inventions + Task 2: Completing sentences - Ask sts to read all the verbs in the box and explain some of 15m them: s + transmit ( v ) truyÒn th«ng tin + process( v ): xö lÝ th«ng tin + make use of: sö dông, tËn dông - Ask sts to read the new words - ask sts to work in pairs - Go around to help sts - Ask some sts to read the sentences aloud in front of the class - Listen and give correct answers: After you speak Aims: Sts can talk about the uses of modern inventions + Task 4: - Ask sts to work in groups to talk about the uses of information technology using the information above 12ms - Go around to help sts - Ask one or two sts to present in front of the class - Listen and give remarks Homework 3ms Write a passage about the uses of information technology - Some sts to read the sentences store transmit process send hold make send receive 9.design - Work in groups to discuss - Work in group - One or two students talk about the uses of information technology: - It allows us to - It can help us store transmit process Date of preparing:9/1/2015 UNIT 5: TECHNOLOGY AND YOU Period: 26 LESSON 3: LISTENING I Objectives: - Sts know how difficult it is for the elderly to learn how to use a computer II Language focus: 1Vocabulary:-Words to talk about modern technology 2.Grammar: -Present perfect -Present perfect passive -Relative pronouns: who, which,that III Skills: - Listening and marking True/False - Listening and filling in gaps - Speaking: Discussing and retelling the story IV Teaching aids: - chalk, board, textbook V Procedures: Time Teacher’s activities Homework checking: 5mi - Two sts tell the whole class about ns the roles of information technology in our daily life Before you listen: Aims: to focus sts on the topic and 10m review/ introduce the words and s phrases used in the listening text - Ask sts to work in groups and make a list of modern electronic/ digital devices that they use daily and then compare their list with other groups’ Students’ activities - Work in groups and make a list of the modern devices on a sheet of paper Sts compare theirs notes - TV - radio - camcorder - computer - camera - cell phone - Discuss in groups - Some sts stand up and give their answer - Ask sts to discuss if it is difficult to learn how to use these devices - Ask some sts to give their answer - Look at the words and read after T /the tape - Asks S to look at the words in the book and read after T / the tape - Copy the words and phrases - Introduce some new words - 'memory (n): the power to remember things - re'fuse (v): say 'no' when - Listen and repeat someone asks you to st - Read the words in pairs and correct - ex'cuse (n) saying sorry for each other’s mistakes doing st wrong - Some individuals read the words - Read the words again and ask sts aloud to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again - Listen to the T While you listen: 20m + Task s Aims: Practise listening and marking True/ false - Read the statements in pairs - Introduce the topic: An old company director talking about his - Listen to the tape / the teacher and experience of learning how to use the computer - Ask sts to listen to the tape/ teacher’ reading and decide whether the given statements are true or false - Ask sts to read the statements to see if they understand them - Play the tape/ read the text twice and ask sts to tick to the box to indicate T/ F statement and underline the false information - Ask sts to compare their answer in pairs - Check sts’ answer 8ms the task - Compare their answer - Give their answer F T T F F F - Check their answer, say it aloud, and then correct their work if they have the wrong answer - Work in pairs to read the passage and try to fill in the gaps - Listen and the task - Play the tape once again, stop the - Give their answer tape where necessary and conduct - Check their answer, say it aloud, the correction and then correct their work if they have the wrong answer + Task invited still refused Aims: Practice listening for specific excuse anything information by filling in the gaps - Ask sts to have a look at the passage and read them in pairs and make sure they understand it T - Work in pairs encourages sts guess the word to fill in the gaps - Ask sts to listen to the tape/T once or twice again fill in the gaps with - One/ two sts present the missing words - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen: - Ask sts to work in pairs and use the suggested sentence and the information in Task and to retell the story about the old director - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the 2ms story in front of the whole class - Check and give remarks IV Homework: Write a short paragraph about how they learnt to use the computer Date of preparing:14/1/2015 UNIT 5: TECHNOLOGY AND YOU Period: 27 LESSON 5: LANGUAGE FOCUS I Objectives: - Students revise the present perfect, the present perfect passive and the relative clauses with " who, which" and "that." II Language focus: 1Vocabulary:-Words to talk about modern technology 2.Grammar: -Present perfect -Present perfect passive -Relative pronouns: who, which,that III Skill : Grammar + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Grammar: 29ms a Aims: to revise the present -Give some structures out perfect tense and have sts Ex + Form: - Ask sts to think about the present ( + ) S + have/ has + PII perfect and tell the teacher the form ( - ) S + have/has + not + PII and the use of this tense ( ? ) Have/ Has + S + PII ? - Ask one st to present + Uses: - The present perfect expresses the - Ask some sts to give examples idea that something happened in the - Ask sts to look at Ex1 and to past before now at an unspecified the task time in the past - Ask sts to the exercise - Do the task individually and then individually and then compare their share their ideas with their friends answers in pairs - Two sts this task on the board - Move round to conduct the EX 1: activity He has turned on the TV - Ask two sts to this task on the He has tidied the house board He has cleaned the floor - Ask one st to give remarks - Listen and correct their work if - Listen and give remarks necessary + Form: 1ms ( + ) S + have/ has + been + PII ( - ) S + have / has + not + been + PII b Aims: to review the present perfect ( ? ) Have / Has + S +been + PII ? passive and get sts to Ex - Do the exercise individually and - Ask sts to tell the teacher the form compare their answers with their of the present perfect passive partners - Ask sts to Ex individually - Do the exercise on the board and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the book - Ask one st to give remarks A new hospital for children has - Check and give remarks been built in our city c Aims: to revise the use of "who, Another man-made satellite has which, that"as relative pronouns been sent up into space and ask sts to exercise 3 More and more trees have been cut - Recall sts of the relative clauses down for wood by farmers with " who,which, that" - Ask sts to read the requirement of - Listen to the teacher Ex3 and then the task individually - Listen to the teacher - Go round to conduct the activity - Read the requirement carefully - Do Ex - Ask some sts to read sentence by which who sentence which who - Listen and give remarks which which/ that Homework who which - Part B ( Page 30 - workbook) who 10 who THE 15-MINUTE TEST *Choose the word whose underlined part pronounced differently from the others A.climb B.blind C bridge D.kind *Choose the word that has stress pattern different from that of the other words 2.A.Cartoon B.drama C.media D.radio * Choose the best answer (A,B,C OR D) for each sentence 3.They turned off the fan …………the hot weather A.in spite of B.even though C.because of D.because 4.They have been friends…………… years A.for B.ago C.since D.during 5.We ………….each other since we left school A.did not see B.have not seen C.had not seen D.do not see 6.A ……….is a film or a television programme giving facts about something A.comedy B.documentary C.drama D.cartoon 7.We receive information from radio through ears A.visually B.orally C.aurally D.usually 8.Nowadays, more and more young people want have a university …… A.educate B.education C.educator D.educational *Identify the mistakes (A,B,C OR D) that need correcting 9.Because the bad condition of the house, the Council demolished it A B C D 10.We began working at this company in 1999 We have………………………………………… THE KEYS OF THE TEST 1.C 6.B 2.A 7.C 3.A 8.B 4.A 9.A 5.B 10.We have worked at this company since 1999 Date for preparing: 14/1/2015 UNIT 6: AN EXCURSION Period: 28 LESSON 1: READING I Objectives: - Students know more about some famous places in Vietnam and read an informal letter in English II-Language focus: 1- Grammar: - The present progressive tense ( with a future meaning) - Be going to ( Near future) 2- Vocabulary: - Words to talk about outdoor activities or activities in an excursion III- Skill: - Speaking : talk in pairs and in groups - Reading comprehension: to multiple choice exercise and to answer the questions IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Students’ activities Warm-up: 3ms Aims : Sts get used to the topic - Ask the sts to work in groups of - Work in groups of 3-4 students three or four and make a list of famous places in Vietnam - students speak aloud - representatives are required to speak out the lists in front of the - Listen to their friends and the teacher class - Check if who has the longest list wins the game Before you read: Aims: to prepare information and vocabularies for the topic and to 15ms provide students with new words/phrases a.Vocabulary: - Provide the students with new words/phrases + Lotus (n): hoa sen + resort (n): n¬i nghØ + picturesque site (n): nơi đẹp nhu tranh + cave ( n ): hang động + permission (n): sù cho phÐp to get smb’s permission : xin phÐp + persuade (v): thuyÕt phôc - Read each word twice and ask the sts to repeat it - Leave the sts minute to selfpractice - Ask 1-2 sts to read all the words/phrases aloud in front of the class - Listen and help the students to read the words/phrases correctly b Matching: - Ask sts to work in pairs to match the photos with the information given - Ask one st to report the answer and ask him/her to say the names of these places if they can - Ask some other sts to tell the teacher which of places they would like to visit and the reasons as well While you read: Aims: Sts read the letter for information to the tasks + Task 1: Multiple choice 17ms - Ask sts to read the letter individually and choose the best answer( A, B, C, or D) to complete each of the sentences - Tell sts to compare their answers with a friend - Call on some sts to report and explain their answers aloud in front of the class - Give correct answers to the sts - Listen and then copy down - Listen to the teacher and repeat - Read these words silently - Others listen - Self-correct - Work in pairs - One st report the answer: - d ( Thien Mu Pagoda) - b ( Ha Long Bay ) - a ( One-pillar Pagoda ) - c ( Da Lat ) - Some sts stand up and speak aloud - Do the task individually - Share their answers with their partners - Report their answers: Key: – C 2–D 3-A Task 2:Answering questions - Ask the students to work in pairs and answer the questions - pairs of students are required to act out orally in front of the class 9ms - Listen and check the answers in front of the class After you read: Aims: Give the summary of the topic - Ask sts to work independently and fill in each blank with a suitable group of words from the text - Ask them to read the summary carefully before doing the task - Ask the sts to compare the answers with a friend - one or two sts are required to read the completed summary - Check and give feedback Homework: ( ) - Part A ( page 35 ) - Work in pairs to ask and answer the questions They are going to have some days off at the end of the first term Because they want to understand more about rock formations and many of them have never been inside a cave It’s only over 20 kms They are going to have a two - day trip and a night campfire Lan is anxious about her parents’ permission They may not want to let her stay the night away from home - Listen and self-correct - Work individually - Work in pairs to compare the answers going to go on some caves want to see have learnt their trip only problem to persuade them her classmates 1ms Date for preparing:15/1/2015 UNIT 6: AN EXCURSION Period:29 LESSON 2: SPEAKING I Objectives: - Students know about a boat trip - Students can talk about the seat plan on a boat trip on Lake Michigan in Chicago II Skill: Speaking - Asking and answering about the seat plan on a boat trip - Talking about a boat trip abroad III Teaching aids: Textbook, chalk, board IV Procedures: Time 5ms 12ms Teacher’s activities Homework checking - Ask one st to talk about their excursion which they like best - Listen and give corrections Before you speak Aims: focus sts on the topic and introduce new words - Ask sts to look at the picture (page 67) and give the new words: + sundeck (n): platform extending from side to side of a ship + get sunburnt (v): the skin hurt or destroyed by the sunlight + travel sickness (n): the state of being sick due to traveling + non air- conditioned >< air conditioned + refreshment (n): room that serves food and drinks to refresh in a boat + occupied (adj ): being kept, in use - Read these words aloud and ask sts to listen and repeat + Task 1: a Ask sts to work in groups to get the information about the people in the pictures - Ask sts some questions: Where doesn't Mrs Andrews like to sit? What does she want? Where does Susan want to sit? What doesn't she wantt? b Ask sts to list all the seats for each person - Ask sts to work in groups - Move around to help sts if necessary - Ask some sts to report Students’ activities - One st talks about his/ her excursion - Look at their books in page 67 - Listen and take notes - Listen and read the new words and then sonme sts stand up and read again - Work in groups to read the information - Some sts answer the teacher’s questions She doesn't want to sit in the sundeck She wants to see all the students She wants to be near Mary She doesn't want to get sunburnt - Work in groups to find the best seat for each person - Some sts report S1: Mrs Andrews’ seats aren’t in the sundeck but can help see all the students: seats 46, 43, 40, 45, 34 S2: Mary’s seats have plenty of fresh air : seats 31, 37, 19, 20, 26, 32 S3: John’s seats aren’t air – conditioned; suitable for taking - Check and give remarks While you speak 15ms Aims: Sts practice asking and answering about the seat plan on an boat trip + Task 2: Deciding the best seat for each person - Ask sts to read the model in the book - Ask sts to work in groups to the task - Give sts some useful expressions: What you think?/ What is your idea? I think Mary should She’d better Seat would be better Maybe you are right but I still think that - Ask sts to make the conversation like the example in the book - Go around to help if necessary - Call on some sts to conduct the conversation in front of the class - Listen and check After you speak 10ms Aims: Sts practice making the conversation to arrange the seats on a boat trip for themselves + Task 3: Giving reasons - Ask sts to work in pairs and discuss: Which seat you think the most suitable for you? Why? Use information in Task as suggestions - Call on some sts to talk about their seat preference in front of the class - Listen and give corrections 2ms Homework-Asks Ss to learn by heart the new words and prepare “Listening” part Date for preparing: 15/1/2015 photographs: seats 10, 11, 12 S4: Tim’ seats are in the sundeck: 1, S5: Sam’ seats can help a good view, safe: seats 16, 29, 34 - Look at the seat plan and read the conversation in the textbook as an example - Work in groups to call all the suitable seats for each person - Some sts present to give the answers A: Now let’s begin with Mrs Andrew Which seat seems suitable for her? B: I think she should sit in seat 12 From here she can see all the students C: But look! It’s in the sundeck and she doesn’t like it What about seat 34? A: OK I think she will like it, so seat 34 for Mrs Andrew - Work in pairs to discuss the plan - Some sts talk about their seat preference in front of the class UNIT 6: AN EXCURSION Period: 30 LESSON 3: LISTENING I Objectives: - Sts know about a weekend picnic in the Botanical Garden - The past simple tense - Vocabulary on sts' everyday life II Skill: Listening: - Listening and ordering pictures - Listening and filling in gaps - Listening and answering questions - Discussing and making a plan for a class picnic III Teaching aids: - Textbook , tapes and cassette IV Procedures: Time Teacher’s activities Students’ activities Before you listen: 10 Aims: focus sts on the topic and ms review/ introduce the words and phrases used in the listening text - Work in groups to ask and answer the a T asks sts to work in groups and questions asks each other the following questions - Do you often go for a picnic? - Who you go with? - When is the best time for a -Some sts stand up and give their picnic? answer - Why people go for picnic? - Ask some sts to give their answer - Read after T b T asks S read after T / the tape the - Copy the words and phrases words in the textbook without looking at them - Introduce some new words +destination (n): e.g.: the train to Hanoi: Hanoi is the ~ + glorious (adj): famous / wonderful / beautiful - Listen and repeat + spacious (adj) adj of space - Read the words in pairs and correct + left-overs (n): foods left after a each other’s mistakes meal - Some individuals read the words + delicious (adj): good tasty aloud - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words - Look at the pictures and listen to the again T While you listen: 22ms + Task 1: Aims: Practise listening and ordering pictures - Ask sts to work in pairs, look at the pictures in the textbook and describe each picture - Give one example: "In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky." - Introduce the situation about a st talking about a picnic to the Botanical garden T asks sts to listen to the teacher’ reading and number the picture in the correct order - Read the text twice - Ask sts to compare their answer in pairs - Check sts’ answer - Read the text once again, stop where necessary and conduct the correction + Task 2: Aims: Practice listening for specific information by filling in the gaps - Ask sts to have a look at the given sentences and read them in pairs and make sure they understand them T encourages sts guess the words/ phrases to fill in the gaps - Ask sts to listen to T once or twice again fill in the gaps with the missing words/phrases - Ask sts to compare their answer in pairs - Check sts’ answer - Read the text once again, stop where necessary and conduct the correction + Task 3: Aims: Practice listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the - Describe the other pictures in pairs - Listen to the teacher - Listen to the teacher and the task - Compare their answer - Give their answer Key: 1a – 2e –3b– 4c – 5f – 6d - Check their answer and then correct their work if they have the wrong answer - Work in pairs to read the passage and try to fill in the gaps - Listen and the task - Give their answer was just a few to pay a visit at the school gate a short tour playing some more - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to read the questions - Listen and the task - Compare their notes - Check their answer, and then correct their work if they have the wrong answer 10ms 3ms questions - Ask sts to listen to T once/twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Read the text once again, stop where necessary and conduct the correction After you listen: - Ask sts to work in group and plan for their picnic this weekend - Ask sts to pay attention to the times, means of transport, picnic sites, food, equipment - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to report in front of the whole class - Check and give remarks Homework: Write a short paragraph about how they learnt to use the computer Date for preparing:16/1/2015 It was very nice Yes, it was It was beautiful Because it was so peaceful and quiet in the garden They took pictures, played games, talked, sang and danced - Work in groups -Two sts present UNIT 6: AN EXCURSION Period:31 LESSON 4: WRITING I Objectives: - Students can write a confirmation letter responding to a request or an invitation II Skill: Writing: write confirmation letters III Teaching Aids: - board, textbook, chalk IV Procedures: Time Teacher's activities Students' activities Homework checking : 5ms - Ask one st to talk about his/ her plans for the picnic if his/ her class could have one - Listen to their friend and give - Ask other sts to listen to their friends remarks and give remarks - Check and give remarks - Listen to the teacher Before you write: - Aims:to give sts a chance read the 20ms sample letters and to help sts to prepare vocabulary and information before they write + Task 1: - Ask sts to look at two letters in page 69 - Explain the definition of " request " and " confirmation " letters : + Request is the letter that asks for information or help + Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not - Ask sts to work in pairs to read the two letters and to find the requests in Nga's letter and confirmation in Hoa's - Ask sts to pay attention to the structure showing requests and confirmation - Move round to help if necessary - Ask sts to compare their ideas with other pairs - Ask two sts to say their answers aloud - Listen and give remarks + Task 2: - Ask sts to read the situations in this part - Explain some new words: + bunch ( n ): things of the same kind grouping together Eg: a bunch of bananas/ keys + 'wildlife ( n ) : life of fre animals/ plants in the nature + a'ccept ( v ): > < refuse - Ask sts to listen and repeat and then some sts stand up to read again - Ask sts to read the situations in minutes and then ask them some questions to make sure they understand the situations - Ask some sts to answer T's questions: T: What is Lan going to do? T: What does she ask you to do? T: Will you help her? - Listen to the teacher carefully - Copy these words into theit notebooks - Read the letters in pairs - Share their ideas with other sts Requests: "Can you go shopping with me to buy the things we need for the trip?" Confirmation: Certainly, I will help you to prepare everything you need for the trip I will be waiting for you at 2.30 p.m - Listen to the teacher - Copy these words - Read after the teacher and then some sts stand up to read them again - Read the situations thoroughly S1: She 's going to have birthday party at S2: She asks me to buy her two bunches of S3: Yes, I will S4: he wants to borrow a book about 12ms 7ms T: What does Minh want to do? - Remind sts that these are informal letters so they can use abbreviations and that they should mention the information in requests again While you write:( - Aims: Sts practise writing one of the two confirmation letters - Divide the whole class into two groups and ask sts in each group to write one letter - Let sts write in minutes - Move around to conduct the activity After you write: - Get feedback by asking two sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 1ms - Listen to the teacher and take notes - Do the writing task - Read their writing: Dear Lan, It's great to hear about your birthday party Sure, I'll help you with the shopping this Saturday It wouldn't be a problem And I'll bring them to your house befoer the party I want to help you prepare the party, too I'll see you on Saturday then Hang Dear Minh, Sure you can have my book I've just finished reading it But a.m this Saturday is not a good time I won't be home at that time Can you come later? Is 10 a.m good for you? Tell me what you think Tung Homework: ( 1min) - Write the other letter Date for preparing:21/1/2015 UNIT 6: AN EXCURSION Period : 32 LESSON : LANGUAGE FOCUS I Objectives: - Students can distinguish the sound / ə / from the sound / 3:/ and pronounce them correctly - Students revise the present progressive( with a future meaning) and be going to II Skill: - Pronunciation: / ə / and / 3:/ - The present progressive ( with a future meaning) - " Be going to" III Teaching aids: - board, chalk, textbook IV Procedures: Time Teacher's activities Students' activities 5ms Homework checking: - Ask one st to read his/her confirmation letter aloud - Ask another st to give remarks - Check and give a mark Pronunciation: 10ms - Aims: to introduce two sound / ə / and / 3:/ and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 60 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / ə / and the words containing sound / 3:/ - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: 28ms Aims: to revise the present progressive with a future meaning, " be going to" and have sts Ex 1, EX and EX - One st speaks aloud in front of the whole class - Give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /ə/ / 3:/ teacher bird together work about church - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /ə/ / 3:/ about heard pagoda excursion father birds teacher learning river German - Read the examples + The present progressive: a - Give two examples: eg: Fiona is having a birthday party next Saturday I'm feeling unwell so I'm going to see the doctor some time this week - Ask sts to think about the use of present progressive and " be going to" in these sentences - Ask one st to present - Remind sts that " be going to" can also be used to predict something with some evidence Eg: The ceiling looks unsafe I think it's going to fall - Notes: Avoid using the present progressive with "be"and "go" - Ask some sts to give examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task individually - Go round to conduct the activity - Ask some sts to read sentence by sentence - Listen and give remarks definite arrangement + "Be going to": an intention to something in the future although no definite arrangement has been made - Listen to the T attentively and take notes - Do the task individually and then share their ideas with their friends EX 1: are you doing Are you going to is getting married am going to be sick is going to - Listen and correct their work if necessary - Do the Ex individually EX 2: are going are having is going to catch are you putting isn't going to give - Listen to the teacher - Read the requirement carefully - Do Ex Are you going to see it?/ I'm visiting to see it we are going for a picnic is he going to with it / he 's going to buy a villa It's going to rain is going to clean them 2ms Homework - Part B (Page 37 - workbook) Date for preparing: 21/1/2015 Period:33 TEST YOURSELF B I Objectives: - Sts revise what they have learned in unit unit and unit II Language focus: - General knowledge in unit 4, unit and unit - Language: pronunciation and grammar in the above units III Skill: listening, reading and writing IV Teaching aids: textbook, chalk, board V Procedures: Time Teacher's activities Students' activities 5ms Homework checking: EX 3: - Ask one st to Ex in the is going to be am not using workbook on the board is going to rain are having is going to buy are doing are you leaving is coming/ is - Ask one st to give remarks travelling/ am meeting - Give remarks and marks - One st gives remarks The new lesson: - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class - Look at the textbook and try to 10ms 2.1 Listening: understand the information in the - Ask sts to read the table in the table textbook - Introduce new words: - Copy these words into their + in'habitant (n) : a person living in notebooks a place - Listen and read after the teacher + lo'cate (v) : build in a place - Listen carefully and the task location (n) - Work in pairs to discuss their + stroll (v) : walk slowly answers - Read the text twice and ask sts to 50 miles to the west of London try to complete the table in the 120,000 inhabitants/ people second time - Ask sts to share their ideas with their partners - Read the text again so that sts can check their task for the last time - Ask sts to write their answers on the board - Ask other sts to give remarks - Check and give feedback 10ms 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask one st to report his/ her answers aloud - Listen and check 2.3 Grammar: 10ms - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board 9ms 1ms - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to to read their letters aloud - Ask some sts to give ramarks - Listen and give remarks on: + form + grammar and vocabulary + ideas + style Homework: - Part D ( Page 40 - workbook) market town biscuit factory computer industry in central England 90,000 people university car factory 10 Cowley Road - work in groups to share their ideas - one st stands up to report 1.F F T F T - Discuss in groups - Answers: by scientist there is attempts all the the inventions a by it is wanted? for other which organizing developed 10 it be - Read their letters aloud - Listen to the teacher's remarks Period :34 REVISION FOR THE 45-MINUTE TEST NO.2 Date :22/1/2015 I.Objectives: Helping Ss revise the grammatical points from U4 to U6 II-Skill : Four skills III- Teaching aids: text book, copies, handouts… IV- procedure: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer about grammar REVIEW: EXERCISES MULTIPLE CHOICE QUESTIONS *Choose the word that has stress pattern different from that of the other words 1.A.excursion B.spacious C.glorious D.anxious 2.A.tenology B.magazine C.computer D.persuade I Pick out the word whose underlined part is pronounced differently from that of the other words 3.A.top B.more C.job D.boss 4.A.food B.book C.look D.cook 5.A.work B.term C.other D.early *Choose A,B,C or D as your best choice to complete each sentence 6.What he dreams of his future is to become a successful ………………… A.photographic B photographer C photography D photograph 7.-……………………………………… -Well,a microwave is used to cook or heat food A.Could you tell me what is a microwave used for? B.Please tell me how to use a microwave ? C Could you tell me what a microwave is used for ? D.Can you tell me what is used for cooking? 8.My father didn't ……………….coffee for breakfast A.use to have B.use to having C.used to have D.use be having 9.We are going on a ……………… to VungTau next week A.two day trip B two-days trip C two-day trip D two day trips 10.Computer can help you to interact …………people around the world A.for B.in C.at D.with 11.The students …………….the problem yet A.have solved B haven't been solved C has been solve D haven't solved 12.OH,NO!I don't believe it.My mobile phone……………… A.has been stolen B.was stolen C.is stolen D was being stolen 13……… mute can talk nothing A.the B.a C all D.every 14.Do you agree that ………are not always happy although they are not worrried about money A.the disabled B.the poor C.the young D.the rich 15.The students were …………into three groups and each group took over a different work A.added B.subtracted C.mutiplied D.divided 16.It rained all the time,………… was a great pity A.that B.what C.which D.who 17.It's two years since he last went home A.He hasn't gone home for two years B.The last time he went home two years ago C.He didn't go home two years ago D .He hasn't gone home two years ago *Read the passage and the best option to fill in the gaps One of the greatest advanced in modern technology has been the …(18) …….of computers They are already widely used in industry universities and the time may come when it will be common for ordinary people to use them as well.Comouters are capable …(19)…doing extremely complicated work in all branches of…(20)…….They can…(21)…the complex mathematical problem or put thousand of unrelated facts in oder.Because they work accurately and at high speeds they save research workers years of hard work 18.A.discovery B.invention C.device D.instrument 19.A.out B.in C.of D.on 20.A.learned B.learning C.to learn D learn 21.A.solve B.do C.perform D.make *Identify the mistakes (A,B,C OR D) that need correcting 22.There are a lot of black clouds in the sky It will rain A B C D 23.I have learnt English since five years A B C D 24.What you use to when you felt afraid A B C D WRITING Part :Read the passage and answer the questions Tomorrow we're all going on a bus trip I would like to give some information about the trip Our trip will begin at nine thirty in the morning It's a seven-hour trip, so we'll be back at half past four We're going to visit three places The first one is a cattle.This was built six hundred years ago and it is very interesting After that will stop at a café for lunch at one o'clock We'll stay there for about forty-five minutes We'll then drive on to our third stop It'll be at a beach and if you like you can swim there or just sit in the sun and look at the scenery It's a beautiful beach, so remember to take a camera I think I'll be able to take some excellent photograghs Questions : 1.How long will they spend on trip ? 2.Will they have lunch at a restaurant ? 3.What can they at the beach ? Part :Rewrite the following sentences without changing their meanings 1.The boy is very happy He won the race yesterday.(using relative pronoun ) 2.No one has used these rooms for ages.(chage into passive ) 3.John and I don't play tennis anymore.(use "used to " ) Part 3:Build up the sentences ,using the given cues 1.I /be / glad /hear /you / be going / have /birthday party / Dong Xanh Park /saterday 2.Certainly /I/ help /you /prepare /everything /your party THE KEY 1.A 2.B 3.B 4.A 5.C 6.B 7.C 8.A 9.C 10.D 11.D 12.A 13.A 14.D 15.D 16.C 17.A 18.B 19.C 20.B 21.A 22.D 23.D 24.A WRITING : Part 1: Read the passage and answer the questions 1.They will spend seven hours on the trip 2.No, they won't 3.They can swim (there) or just sit in the sun and look at the scenery Part 2: Rewrite the following sentences without changing their meanings 1.the boy who /that won the race yesterday is very happy 2.These rooms have not been used for ages 3.John and I used to play tennis Part 3:Build up the sentences ,using the given cues 1.I am glad to hear (that) you are going to have a birthday party at Dong Xanh Park on saterday 2.Certainly,I will help you (to) prepare everything (you need )for your party Period :35 Date :22/1/2015 Forty- five minute test I-Language focus: A-Choose the word that has the underlined part pronounced differently from the others A because B caught C laugh D autumn A wood B choose C boot D pool A picture B suggest C sunburnt D future A proper B shop C clock D morning A encourage B problem C excellent D kitchen B Find and correct the mistake in each sentence Did he used to smoke a lot when he was young? A B C D The blind is unable to see anything A B C D Every evening since last Christmas, I take my dog out for a walk in the park A B C D It's eleven o'clock and you don't finish breakfast yet A B C D The fax machine broke down yesterday, but it is working again It has repaired A B C D II Reading Choose A,B,C or D to fill each numbered space to complete the letter 14 Hillside Road,Dover December 12th, 2005 Dear sir, I am writing to complain (1) the car that I (2) from you yesterday It is just a heap (3) scrap; when I (4) to start it this morning the key wouldn’t turn in the lock, the battery was flat and two of the plugs needed (5) Then when I finally got it going, the bonnet wouldn’t stay closed and the driver’s side door fell (6) And I tried to stop to (7) up the door, the brakes didn’t (8) so I crashed into a tree and smashed the radiator Also, one of the wheels came off Do you really think this car is (9) $150? Well, if you do, I don’t What are you going (10) about it? Yours faithfully, Eric Smith 1.A about B of C on D at 2.A buy B has bought C had bought D bought 3.A for B of C in D on 4.A took B got C tried D gave 5.A changing B changed C change D to change 6.A of B off C away D on 7.A get B give C pick D come 8.A go B come C D work 9.A valuable B worth C cost D sold 10.A to B C to doing D did III Writing: A Combine the sentences to make one sentence using the relative pronouns Make any necessary changes The bus goes up Oxchard Avenue It doesn't stop at the supermarket I am lazy This annoys my parents The performance went on for three hours It was carefully prepared Jill always come to class late This makes the teacher angry The film is about a girl The girl runs away from home B Complete the second sentence so that it has a similar meaning to the first one They have taught her how to sew  She has They have built a school near our house  A new school He has just cleaned the windows  The windows have It's the first time I 've ever met such a famous person  I have never I haven't seen him since I was a student  I last Answers I Language focus: A 1.C 2.A 3.C B A he use B  are unable B  have taken C  haven't finished D  has been repaired 4.D 5.A II Reading A D B C A B C D B 10 A III-Writing: A The bus which goes up Oxchard Avenue doesn't stop at the supermarket I am lazy, which annoys my parents The performance which was carefully prepared went on for three hours Jill always come to class late, which makes the teacher angry The film is about a girl who runs away from home B She has been taught how to sew A new school has been built near our house The windows have just been cleaned I have never met such a famous person before I last saw him when I was a student Date: 23/1/2015 UNIT 7: THE MASS MEDIA Period : 36 LESSON : READING I Objectives: - Students read about TV programme schedules and complete the following tasks II Language focus: 1.Vocabulary: - Words to talk about the media: kinds of mass media,programmes of radio and TV, advantages and dis advantages 2.Grammar: - The present simple tense - Because of/ inspite of III Skill:- Reading comprehension: Read for general ideas and specific information IV Teaching aids: board, textbook, chalk V Procedures: T Teacher’s activities Students’ activities 3ms 1.Warm-up: Aims: sts get used to the topic + Jumbled words - Give words about the forms of mass media whose letters are in the wrong order and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words enslieisov rwepeapns idora agenmzia 5.evido - representatives are required to write the words on the blackboard - Check and give remarks 10ms Before you read: Aims: to prepare information and vocabularies for the topic + Pairwork: - Ask the sts to work in pairs to answer the question given in the part and some other questions - For each question, 3-4 sts are required to answer orally in front of the class ( st/ time) - Gather the ideas and give some background information about TV - Work in groups of 3-4 sts - Sts write the words individually on the blackboard television newspaper radio magazine video - Listen to the teacher - Work in pairs - Do the work orally in front of the class - Listen and copy down channels in Vitetnam + VTV1: Combination of Politics, Economics and Entertainment + VTV2: Science and Education + VTV3: Sports and Entertainment + VTV4: For the overseas Vietnamese + VTV5: For the Ethnic minority groups + Vocabulary: - Provide the students with new words/phrases + channel (n) : Kªnh ( truyÒn h×nh) + Mass media (n): public institutions that report news and other stories + Population and Development (phr): D©n sè vµ ph¸t triÓn + TV Series (n): Phim truyÒn h×nh dµi tËp + Folk Songs (n): D©n ca nh¹c cæ + News Headlines (n): ®iÓm tin chÝnh + Weather Forecast (n): Dù b¸o thêi tiÕt + Quiz Show (n): trß ch¬i truyÒn h×nh + Portrait of Life (phr): Ch©n dung cuéc sèng + Documentary (n): Phim tµi liÖu + Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d· + Around The World (phr): Vßng quanh thÕ giíi - Read each word/phrase twice and ask sts to repeat it and leave sts minute to self-practice - Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly 20ms While you read: Aims: Read the passage for information to the tasks + Task 1: Matching - Ask sts to read the TV programme schedules and task 1: Match the words in A which appear in the reading passage with their definitions in B - Sts are required to compare their results with their partners - sts are required to the task orally - Listen and then copy down - Listen and repeat - Some sts stand up and read these word aloud - Others listen - Self-correct \ - Work in pairs to read the programmes and the task - Share their answers with their friends in front of the class (1 st/ time) - Listen and help sts to the task correctly + Task 2: True or false: - Sts are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F) - sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage - Listen and check the answers orally in front of the class + Task 3: Answering questions - Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage - pairs are required to answer orally in front of the class ( pair/ time) - Listen and help sts to answer the question correctly 10ms 2ms After you read: Aims: to give the summary of the topic - Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why - 2-3 sts are required to give short talks on the given topic - Get feedback and help the students to give correct talks - Some sts present their answes: – c; – a; – d; – b - Others listen - Work individually T T F ( The Nature of Language is on VTV3.) T F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check - Work in pairs - Some pairs stand up and ask and answer: There are five films on At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3 VTV2 The Quiz Show (You should watch) VTV1 Football - Work in pairs - Some sts talk in front of the whole class - Others listen - Listen and self-correct Homework: - Write a paragraph about a programme you like best Date: 28/1/2015 UNIT 7: THE MASS MEDIA Period : 37 LESSON : SPEAKING I Objectives: - Students know about the differences and similarities of some popular types of the mass media II Skill: - Speaking about different types of the mass media - Discussing about the features the types of the mass media have in common and the main features each of them has III Teaching aids: Textbook, chalk, board IV Procedures: Time Teacher’s activities Students’ activities Homework checking 5ms - Ask one st to talk about the TV - One student talk about the TV programme they like watching best programme they like best 7ms Before you speak Aims: Sts distinguish the different types of the mass media from the others - Introduce some new words: + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask sts to read the new words orally + Task 1: - Ask sts to work in pairs and decide which items are types of the mass media - Ask sts about the definition of the mass media: Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers - Call on some sts to explain their answers in front of the class - Give sts correct answers While you speak Aims: Sts compare the features of the 18ms types of the mass media + Task 2: Work out what features the types of the mass media have in common and what main features each of them has Ask sts to use the cues below - Ask sts to read some phrases: present receive provide information and entertainment - Write the new words and read them aloud - Work in pairs - Listen and take notes - Some sts give their answer in front of the class Television Radio Newspapers The Internet - Read after the teacher and ask the meaning if they don’t know - Work in pairs to discuss some popular types of the mass media - Some sts give the answers in front of the class + The mass media: - Provide information and entertainment + The radio: get deliver - Give sts the meaning of those words if they don’t know - Ask sts to work in pairs and carry out the activity using the cues in the book - Go around the class and help sts if necessary - Call on some pairs to explain their answer in front of the class Present information and entertainment orally (through mouth) Receive information aurally(through ears) - Ask sts to look at the information above and talk about the different types of mass media eg The common feature of the mass media is that they all provide information and entertainment Television provides information and entertainment orally and visually, and we receive them through our eyes and ears After you speak 12m Aims: Talking about the different s types of the mass media + Task 3: - Ask sts to work in groups and answer the following questions: +What are the different types of the mass media? + What features they have in common? + What are their distinctive( own) features? - Work in groups to answer the questions in the book S1: Television, radio, newspapers, the Internet S2: Provide/ deliver information and entertainment S3: TV presents information and entertainment orally and visually while radio provides - Some sts answer: I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I’m interested in - Ask sts some more questions : Which types of the mass media you usually get information from? Which one you like most? Why? - Go around to help sts if necessary - Ask some sts to answer and give correct answers 3ms Homework: - Write a paragraph ( about 50 words) about the features of the types of mass media Date:28/1/2015 UNIT 7: THE MASS MEDIA Period : 38 LESSON : LISTENING I Objectives: - Sts understand news stories on the radio and di the exercises II Skill: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories III Teaching aids: - Textbook , tape IV Procedures: Time Teacher’s activities Before you listen: 10m Aims: focus sts on the topic and s review/ introduce the words and phrases used in the listening text + Pairwork: - Ask sts to work in pairss and asks each other the following questions - How often you listen to the radio? - Which program you like listening to? - Do you like listening to strange stories? - Ask some sts to give their answer + New words + Mount (n): e.g.: Mount Everest + in spite of + N (phr): = despite + N = Although + Clause - Give some examples - Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again 23ms While you listen: + Task 1: (7 mins) Aims: Practise listening and tick the word they hear - Tell sts that they are going to listen to two news stories and the words will appear in the stories - Ask sts to work in pairs, look at the words given and guess what the news Students’ activities - Work in pairs to ask and answer the questions - Some sts stand up and give their answer - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the teacher - Listen to the tape and the task - Compare their answer - Give their answer News story 1: strong, cloudy stories about - Ask sts to listen to the news and tick the right column to indicate which words appear in which stories - Play the tape twice and ask sts to compare their answer in pairs - Check sts’ answer News story 2: healthy, young, highest, wonderful - Check their answer, say it aloud, and then correct their work if they have the wrong answer - Play the tape once again, stop the - Work in pairs to read the passages tape where necessary and conduct the and try to fill in the gaps correction - Listen and the task - Give their answer + Task 2: (8 mins) News story Aims: Practise listening for specific has caused floods information by filling in the gaps has left their homes - Ask sts to have a look at the stories have risen in the textbook and read them in pairs two metres and make sure they understand them has stopped T encourages sts to guess the words/ cloudy phrases to fill in the gaps strong wind - Ask sts to listen to the tape once or News story twice again to fill in the gaps with the twenty third 4,418 missing words/phrases California wonderful - Ask sts to compare their answer in young and healthy pairs - Check their answer, say it aloud, - Check sts’ answer and then correct their work if they have the wrong answer - Play the tape once again, stop the tape where necessary and conduct the - Work in pairs to read the correction questions + Task (7 mins) Aims: Practice listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Listen and the task - Compare their notes - Some sts answer the questions: Heavy rain has caused floods all over the country Because the rivers have risen (The old lady has climbed Mount Whitney) 23 times Because it has kept her young and healthy - Check their answer, and then - Ask sts to listen to the tape correct their work if they have the once/twice and take short notes to wrong answer answer the questions - Ask sts to compare their answer in pairs - Play the tape once again, stop the Two sts present tape where necessary and conduct the correction - Listen and check 10ms 2ms After you listen: - Ask sts to work in pairs and each retell one news story - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and give remarks Homework: Write a short paragraph about a news story they have just heard on the radio or TV Date:28/1/2015 UNIT 7: THE MASS MEDIA Period : 39 LESSON : WRITING I Objectives: - Students can write a paragraph about advantages and disadvantages of television and other types of mass media II Skills: - Writing: write a paragraph about the advantages and disadvantages of the mass media III Teaching Aids: - board, textbook, chalk IV Procedures: Time Teacher's activities Students' activities Homework checking : 5ms - Ask one st to talk about one of the news stories that he/she is interested in - Listen to their friend and give - Ask other sts to listen to their friend remarks and give remarks - Check and give remarks - Listen to the teacher Before you write: - Aims:to get sts to read about the advantages and disadvantages of 15ms television and to help sts to prepare vocabulary and information before they write + Task 1: - Ask sts to read the advantages and disadvantages of television - Explain some new words: + 'memorable (adj) : easy to remember + en'joyable (adj) : pleasant + popu'larity (n) : the noun of " popular" + be a'ware of (v) : realize + brain (n) : part of the body inside the head + 'violent (adj) : fighting, killing, etc + inter'fere with (v) : get in the way of something - Ask sts listen to the teacher and repeat , then write these words into their notebooks - Ask sts to work in pairs to read about the advantages and disadvantages of television - Make sure that sts know what " advantage" and "disadvantage" are - Ask sts to pay attention to the basic structures used in the table - Move round to help if necessary - Ask sts some questions to make sure that they understand all the advantages and disadvantages of television What are the (dis)advantages of television? - Listen and give remarks + Task 2: - Divide the whole class into three groups and ask each pair in group to discuss the advantages and disadvantages of radio, each pair in group discuss those of newspapers, and each pair in group discuss those of the internet - Ask sts to work in minutes - Move round to help if necessary - Listen to the teacher carefully - Copy these words into theit notebooks - Listen to the teacher and then read these words in chorus and individually - Read the table in pairs - Structures: + help/encourage someone to something: help us to learn, encourage us to buy + make someone/ something + adjective: make things memorable, make us aware of, make us passive, make people violent S: Television helps us to learn more - Work in pairs to discuss - Some sts stand up to give their ideas * Radio: + Advantages: - It helps us to get updated news and infofmation - It helps us to listen to music, dramas, etc - It is not harmful to people's eyes + Disadvantages: - It is rather boring because we can't see anything and then ask them to share their ideas - The programmes are not very vivid, with other pairs there are no games and films, etc - Ask three three sts to present their - Listen to the teacher and take notes ideas - Ask other sts to give remarks 15ms 9ms - Do the writing task - Listen and give remarks While you write: - Aims: Sts practise writing a paragraph about the advantages and disadvantages of one of the mass media - Ask sts to write a paragraph about the advantages and disadvantages of one of the mass media they have discussed in task - Let sts write in minutes - Move around to conduct the activity After you write: - Get feedback by asking three sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks - Read their writing: ( a sample paragraph) "The Internet is now the largest source of information and entertainment for people Firstly, you can get a lot of information about any places in the world The Internet provides you with the latest changes in the markets such as the increase or decrease in the price of gold or oil You can relax by watching films or football matches, listening to music on-line or chatting to friends or relatives living thousands kilometres away However, the Internet can be dangerous because you can be exposed to harmful websites, for example, the websites containing violent scenes Moreover, chatting or playing games online can take you a lot of time In short, the Internet can be good or bad so you should know how to use it properly." 1m Homework: - Write a paragraph about another types of mass media Date: 29/1/2015 Period : 40 UNIT 7: THE MASS MEDIA LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound / ei/, /ai/ and /oi/ correctly - Students revise the present perfect and because of and in spite of II.Languge focus: - The present perfect tense - Because of and in spite of III Skill: : Pronunciation and grammar: - Work in pairs to discuss the exercises - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking: 5ms - Ask one st to tell the whole class the - One st speaks aloud in front of the advantages and disadvantages of one whole class of the mass media - Give remarks - Ask another st to give remarks - Listen to the teacher - Check and give a mark Pronunciation - Aims: to introduce three sounds - Write down three sounds /ei/,/ai/ and /oi/ and help sts to - Listen to the teacher and repeat 10ms practise these sounds - Look at the book , listen and a Write three sounds on the board repeat and pronounce them clearly twice, /ei/ /ai/ /oi/ then ask sts to repeat play time voice - Tell sts how to pronounce these today wildlife noise sounds accurately radio height toy - Ask them to look at the textbook, listen and repeat - Read these words in pairs and check for their partners - Then ask sts to work in pairs to read the words again so that they can check - Look at the book and work in for each other pairs - Move around to help - Answers: - Ask two sts to read again and give /ei/ /ai/ /oi/ remarks afraid ninety-nine noisiest b Ask sts to look at sentences in page made type Royce 79 in the book mistake Friday oil - Ask them to work in pairs to read the changed like boy sentences and then find out the words containing sound /ei/, /ai/ and /oi/ - Read the examples - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: Aims: to revise the present perfect and "because of"and "in spite of" and 28ms have sts Ex1, EX and EX3 a The present perfect tense: - Give two examples: eg: I've known her for five years We have been here since 7.00 a.m - Ask sts to think about the use of the present perfect in these sentences - Ask one st to report and recall the use of since and for b Present the use of because of and in spite of through some examples Eg1: Because of being ill Mary didn't go to school In spite of being ill Tom went to school Eg2: Because of the rain we stopped playing football In spite of the rain they continued playing football - Ask sts to think about the use of because of and in spite of in these sentences - Ask some sts to report - Distinguish because of from because and in spite of from although - Ask some sts to give examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: + The present perfect: "How long an action has lasted up to the present." - Listen to the T attentively and take notes + because of + N/NP, V-ing in spite of + Because of is used as a preposition to express the reason + In spite of is used as a preposition to express a concession - Listen to the teacher attentively and take notes if necessary - Do the task individually and then share their ideas with their friends EX 1: have been has lived have met have done have had have taken have watched - Listen and correct their work if necessary - Do the Ex individually EX 2: since ago for for 2ms - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks Homework - Part B ( Page 42 - Workbook) since for ago ago since 10 since - Listen to the teacher - Read the requirement carefully - Do Ex c, f b d a , e h j i, g Date: 29/1/2015 UNIT 8: THE STORY OF MY VILLAGE Period : 41 LESSON : READING I Objectives: By the end of the lesson, students can: - Read and understand more about the changes in the country life II Language focus: 1.Grammar: - Conditional type - Verb tenses and reported speech 2.Vocabulary: - Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud III Skill: - Speaking : talk in pairs and in groups - Reading comprehension: vocabulary matching and table completion exercises IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Students’ activities 5ms Warm-up: - Aims : - Get used to the topic - Sts are required to work in groups of or to make a list of words related to the country in written form - The group with the longest list will be the winner Before you read: - Aims: - Prepare information and vocabularies for the topic 15ms - Introduce the topic of the reading - Work in groups of 3-4 students - Give the lists to the teacher - Work in pairs - Do the work orally in front of the class Suggested answers: passage a Pair work: - Ask sts to work in pairs to answer the questions given in the part - For each question, 3-4 sts are required to answer orally in front of the class ( st/ time) - Gather the ideas and help the sts to give correct answers The farmers are harvesting the crop They are working very hard It’s a good/ bumper crop Good farming methods, good varieties, modern technology used, people work hard - Listen and then copy down - Repeat - Read silently - Others listen - Self-correct - Read the passage and then the task b.Vocabulary: - Provide the sts with new words/phrases + Straw(n): dry cut stalks of various cereals( r¬m) + Mud(n) : wet, soft soil (bïn) - Share their answers with their + Technical high school (n): trêng partners trung häc kü thuËt d¹y nhÒ + Farming method(n): ph¬ng ph¸p - Report their work canh t¸c +1–b + Brick house (n): houses made of +2–d bricks( nhµ x©y b»ng g¹ch) +3–a + Thank to(prep): = owing to = because of (nhê cã) +4–e - Read each word/phrase times and + – c ask sts to repeat it - Leave the sts minute to self- Work individually practice reading the words, then ask - Study the table 4-5 sts to read all the word/phrases - Discuss the answers with a friend aloud in front of the class - Report their answers - Listen and check a.o.c While you read: - Aims: Read the passage for before Now information to the tasks + Task 1:Vocabulary Matching 20ms - Ask sts to read the passage and houses Made of straw and mud task 1: Match the words in A which Made of bricks appear in the reading passage with their definitions in B - Sts are required to compare their R and TV results with their partners Few families had a radio or a TV - sts are required to the task set orally in front of the class (1 st/ Many families have a radio or a TV time) set - Listen and help the sts to the task correctly - Explain the meaning of these words 4ms 1ms and phrases if necessary + Task 2:Table Completion - Ask sts to scan the passage to get specific information to complete the table - Let sts to study the table carefully before doing the task - Go round the class and provide help when necessary - Tell sts to discuss the answers with a friend - Check the answers in front of the class as a whole - Give correct answers After you read: - Aims: Give the summary of the topic + Discussion: - Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better? - Clarify some terms if needed: + People with an education: people with a university study - Sts are required to look back to the passage to get the ideas for the questions - Go to groups and provide help when necessary - Ask some representatives to report the groups' ideas Homework: - Ask sts to write a paragraph about the topic they discussed in After you read F.M old New crops poor Good/ bumper travel By motorbike - Listen to the teacher - Discuss in groups - Some representatives are required to report - Give suggested answers: + Introduce new farming methods + Grow crash crops for export + Help local people apply modern technology in farming + Help community especially young people access to ways of entertainment + Raise people’s awareness about food safety and environmental hygiene Date: 30/1/2015 UNIT 8: THE STORY OF MY VILLAGE Period : 42 LESSON : READING(-CONT) +PRONUNCIATION I Objectives: Education Aims:- Students know how to pronounce the sound /au/ and /əu/ correctly -Students go on doing the task 3-reading - Students revise reported speech and conditional sentence type II Language focus: 1.Grammar: - Conditional type - Verb tenses and reported speech 2.Vocabulary: - Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud III Skill: - Work in pairs to discuss the exercises - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking 5ms - Ask one st to tell the whole class the - One st speaks aloud in front of way to their house from Hai Duong the whole class Raiway Station - Give remarks - Ask another st to give remarks - Check and give a mark 2.Pronunciation - Demonstrates the sounds / / , / / whole class 30ms by pronouncing them clearly and listen to slowly - Helps Ss to distinguish these sounds Individual In tructs the way to pronounce ( pair work) / /: / /: - Reads the sounds and asks them to repeat repeat - Calls on some Ss to repeat the sounds in front of the class - Work in pairs to ask and answer - Asks Ss to work in pairs and the questions practice the sentences - Ask sts to report their work in - Corrects mispronuncication pairs + Task 3: Answering Questions: It was poor and simple - Ask sts to work in pairs to read the Because they hope that with an passage again and answer the questions education of science and in task technology their children could - Sts are required to underline the find a way of bettering their lives information that supports the answers They introduced new farming - Sts are required to compare their methods which resulted in bumper answers with another pair crops They also helped grow - Ask 5-6 sts to read their answers crash crops for export aloud in front of the class He said their lives had changed - Give feedback and correct answers 8ms After you read: - Aims: Give the summary of the topic + Discussion: - Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better? - Clarify some terms if needed: + People with an education: people with a university study - Sts are required to look back to the passage to get the ideas for the questions - Go to groups and provide help when necessary 2ms - Ask some representatives to report the groups' ideas Homework - Ex ( page 90- sts' book) a lot thanks to the knowledge their children had brought home He told his grandchildren: “ Study harder so that you can more for the village than your parents did.” Date:4/2/2015 UNIT 8: THE STORY OF MY VILLAGE Period : 43 LESSON : SPEAKING I Objectives: - Students know about plan to improve life of a village and their possible results II Skill: - Speaking about plan and results - Discussing plans to improve life in the village III Teaching aids: Textbook, chalk, board IV Procedures: Time Teacher’s activities Students’ activities Homework checking 5ms - Ask one st to tell about the life of - One st tell about the village the village in the text - Listen and give remarks and - Listen to the teacher marks Warm-up - Work in groups 5ms - Ask sts to work in groups and make a list of the ideas that carried out to improve the village life Sts may share ideas in Vietnamese and - Listen to the teacher ask T for English equivalences - Check ideas and lead in the new lesson Before you speak: 10m Aims: Sts can match each of the s plan to improve life in the village with its possible result + Task 1: The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes) - Explain some new words: resurface (v ):put new surface on, renew widen (v ) canal (n): man-made waterway for irrigation muddy(a ): full of mud - Ask sts to the task in pairs and give explanation for their answers - Ask some sts to read the answers in front of the class - Give the correct answers 10ms While you speak: Aims: Sts practice discussing the plans to improve the life in the village and the possible results + Task 2: The villagers are discussing their plans Read and practice the conversation in groups of three - Read the conversation in the textbook - Ask sts to work in groups using conditional type and "should" - Briefly explain Conditional sentence type and should: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E g.: If the roads are widened, cars and lorries can get to our village Should or shouldn’t: to give opinions about what is the best thing to - Ask sts to practise the conversation in the textbook - Ask some groups to practice the conversation in front of the class After you speak: 12ms Task 3: Continue the conversation, using the ideas in table in Task - Listen and take notes - Work in pairs - Read the answers aloud in front of the class b g d e f c - Listen to the T - Listen and take notes - Work in groups of three - Some groups practice the conversation in front of the class - Work in groups and add some their own ideas - Some groups present in front of the class A: I think we should build a football ground, too B: I agree with you If a football ground is built, young people can play sports in the free time Add some more possible if you like - Ask sts to work in groups and continue the conversation - Write the main phrases on board and ask sts to look at these phrases to practice their conversation - medical center health - cash crops export, money - bridge shorter way to town - football ground play sports, exchange ideas - Go around to help sts if necessary Sts may add their own ideas in the conversation - Comment and give necessary corrections 3ms C: A football ground is also a place where people can meet and exchange ideas A: What about a medical centre? I think it’s necessary to build a medical centre B: Yes If a medical center is built, People’s health will be looked after better C: Yes And if we get sick we won’t have to go to the provincial hospital for treatment Homework: Write a passage about plans to improve the life in the area where you live Date: 4/2/2015 UNIT 8: THE STORY OF MY VILLAGE Period : 44 LESSON : LISTENING I Objectives: - Sts know the changes in a small town on the South coast of England II Skill: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions - Speaking: Discuss the changes in sts' hometown/ home village III Teaching aids: - Textbook , tape IV Procedures: Time Teacher’s activities Students’ activities Home work checking:) 7ms - One st talks about what people should- One st presents to - Others listen and give remarks improve life in their village/ town Before you listen: 10ms Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text - Work in groups to ask and a Focus sts on the two pictures in the compare the two pictures textbook and asks sts to work in groups to compare them to see the changes of the town following the 18ms model in the book E.g.: - There didn't use to be any hotel in the town - There used to be small houses - Cows used to graze in the field - Ask some sts to give their answer b Introduces some new words - atmosphere (n): kh«ng khÝ - resurface(v): trải lại ( mặt đờng) - turn into (v): trë thµnh - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: + Task 1: Aims:Sts practise listening and marking True/ False statements - Tell sts that they are going to listen to a talk about the changes in a small town in England - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Some sts stand up and give their answer Sts copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Work in pairs to guess if the statements are true or false - Listen to the tape and the task - Compare their answer - Give their answer F It's on the south coast of England F It's used to be a small quiet town T F The big trees have been cut down F Some people don't like the changes - Check their answer and then correct their work if they have the - Play the tape once again, stop the wrong answer tape where necessary and conduct the correction + Task 2: Aims:Sts practise listening for specific - Work in pairs to read the information by filling in the gaps with passages and try to fill in the gaps ONE word - Listen and the task - Ask sts to have a look at the - Give their answer paragraph in the textbook and to read houses hotel them in pairs and make sure they widened cut understand them T encourages sts car shop guess the words to fill in the gaps - Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words - Ask sts to compare their answer in pairs - Check sts’ answer 10ms 1ms department expensive - Check their answer and then correct their work if they have the wrong answer - Play the tape once again, stop the - Work in pairs tape where necessary and conduct the correction After you listen: -Two sts present - Ask sts to work in pairs and tell each other about the changes in their village/ town - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and gives remarks Homework: Write a short paragraph about the changes in their village/town Date: 4/2/2015 UNIT 8: THE STORY OF MY VILLAGE Period : 45 LESSON : LANGUAGE FOCUS I Objectives: Education Aims - Students revise reported speech and conditional sentence type II Language focus: 1.Grammar: - Conditional type - Verb tenses and reported speech 2.Vocabulary: - Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud III Skill: - Work in pairs to discuss the exercises - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking 5ms - Ask one st to tell the whole class the - One st speaks aloud in front of way to their house from Hai Duong the whole class Raiway Station - Give remarks - Ask another st to give remarks 10ms - Check and give a mark Grammar: Aims: to revise the reported speech and conditional sentence type and have sts Ex1, EX 2, EX3and EX4 a Reported speech: Statements - Recall the use of reported speech: to report what someone has said No quotation marks are used and some parts of speech have to be changed - Give an example: eg: "I worked late yesterday,"said Susan Susan said she had worked late the previous day - Ask sts to read the example and think about the changes when we turn a sentence into reported speech - Ask sts to complete the table below: Direct speech Reported speech (1) (2) will (3) might (4) me/you (5) last night (6) there - Ask sts to work in pairs and complete the table and then ask some sts to report and give remarks - Make clear the difference between say, tell and talk: 28ms Say + clause Tell + O + clause Talk (to sb) about sth b Conditional sentence type 1: - Review the form and the use of conditional sentence type by giving some examples: eg: If I have enough money, I will go to Hue for holiday If it rains I won't go there - Ask sts to read the examples and point out the form as well as the use of conditional sentence type - Read the example and think about the changes - Work in pairs to complete the table - Some sts report did him/her would the night before may/ might here - Listen to their friends and their teacher - Listen and copy down - Read the examples and point out the form and the use of conditional sentence type 1: + Form: If- clause , main clause S + V( P.S) , S + V( S.F) + Use: something that may happen at present or in the future - When-clause: something that will certainly happen in the future - Do the task individually and then share their ideas with their friends 2ms - Distinguish when-clause and ifclause: eg; When summer comes, he will go to Hue for holiday - Ask sts to compare this example with the first example - Ask some sts to give examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks Homework - Ex ( page 90- sts' book) EX 1: An old farmer said their lives had changed a lot children had brought home She said she was going to Ho Chi Minh City soon I thought the film would be interesting - Listen and correct their work if necessary - Do the Ex individually EX 2: 1.told said said told talked - Listen to the teacher - Read the requirement carefully - Do Ex If I more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study medicine Date: 5/2/2015 TEST YOURSELF C Period: 46 I Objectives: Aims: - Sts revise what they have learned in unit 7.and unit Knowledge: - General knowledge in unit and unit - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Time Teacher's activities Students' activities 5ms Homework checking: - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks The new lesson: - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: 10ms - Ask sts to read the requirement of the task - Introduce new words: + queue (v) : xÕp hµng + traffic (n) : cars, motorbikes, traffic lights, heavy traffic - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask sts to read the paragraph in part B and try to guess what will be filled in each blank - Play the tape again - Ask sts to write their answers on the board - Ask other sts to give remarks - Check and give feedback 2.2 Reading: 10ms - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 10ms 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on EX 4: If When if when - One st gives remarks If - Look at the textbook and read the statements - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers F 2.F T 4.F T - Read the paragraph - Listen carefully and complete the paragraph aren't evening cinemas theatres knows - work in groups to share their ideas - Some sts stand up to report because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas People can see films, plays of every kind, political discussions and the latest exciting football matches - Discuss in groups - Answers: have been haven't had haven't given have paid said had taken thought would come told have got - Read their writing aloud " When you come out of the bus the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing 10ms aloud - Ask some sts to give remarks Homework: - Part D ( Page 52 - workbook) Date :5/2/2015 Period:47 station, turn right Go straight ahead until you see the traffic lights Turn left to Redham Road, walk along this street in about 10 minutes The Indian Restaurant is the pink building on the left after the Beach Parade It is very easy to find." - Listen to the teacher's remarks REVIEW I.Objectives: Helping Ss revise the grammatical points from U1 to U8 in order to take the final exam II-Skill : Four skills III- Teaching aids: text book, copies, handouts… IV- procedure: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer about grammar 3- New lesson: Review: tenses ,passive voice, reasons,contrast,conditional sentences and reported speech T Teacher’s activities Students’ activities - Listen to T and write them , I.TENSES & PASSIVE VOICE then give the past and PP form *PRESENTATION : of them -T asks Ss to give the form of tenses that -Work individually students have learnt -Complete in the table - Listen to T’s instruction and Tenses Active Passive complete the table the form of Simple present S+V(e,es) S+is/am/are+Vpp active and passive verbs Present S+is /am/are+ S+is/am/are+bein -Give the other wexamles to continuous V-ing g+Vpp illutrate Past Simple S+Ved/V2 S+was/were+Vp Some Ss read their answers to p the class and give their Example: explanation 1.They have provided the victims with food and clothing -> The victims have been provided with food and clothing 2.People speak English in almost everycorner -Ss work individually of the world -Give the correct form of ->English are spoken in almost everycorner tenses of verbs in parentheses of the world *PRACTICE: Expected answer: +VERB FORMS st 1.We ( finish) our dinner half an hour ago 2.How many times you (see)him since he went to Edinburgh +MULTIPLE CHOICE 1.Jack me that he was enjoying his new class a told b.said c.talked d.asked 2.We friends since we at college together a.have been-were b.were- have been c.were-were d.had- been +MISTAKE CORRECTION 1.Mary is living in LonDon She have been there for 12 years 2.If Sarah knew you were here, she willnot go out II REASONS OR CONTRAST *SENTENCE TRANSFORMATION -T asks Ss to rewrite each sentence, beginning as shown , so that the mening stays the same 1.She began to play the piano years ago >She 2.He doesn’t play tennis any longer ->He used 3.John has invited us to his party tonight ->We 4.Although the children was poor, they were happy ->In spite of +FORM S: 1.S+ began /started + V-ing /toinf ago ->S+has/have/+(been)+ Ving/Ved since/for 2.Not any more/any longer -> No longer/ used to + V-inf 3.Relative pronoun: replace the clause preceding 4.Although In spite of Though +S+V-> Despite + N/Ving 1.finished seen 2.have you Expected answer: 1.told 2.have been –were 3.help 4.havemany 5.works Expected answer: 1.has been 2.would not 3.since 4.have seen -The whole class make questions for friends fine someone who used to If the answer is”yes” , you write his/her name in the column -Work individually -Expected answer: 1.She has been playing the piano years ago 2.He no longer plays tennis He used to play tennis 3.We have been invited to John party tonight 4.In spite of being poor, the children was poor -Ss give their comment s about the structures of sentences -Ss speak loudly and explanation Even though 5.Because + S+V -> because of + N/Ving 6.Used to + bare inf Be used to + Ving Be used to + Infinitive Be used for + V-ing +MISTAKE CORRECTION 1.I’m tired because I’m not used to stay up late 2.Even though the extremely bad weather in the mountains, my friend decided not to cancel their trip across the mountain pass 3.My car, that I have owned for five years , is a Ford 4.If a drop of oil is placed in a glass of water, it would float to the top 5.Unless we work harder, we will finish on time 6.Is this the person whose you asked me about? 7.Lan was absent from class yesterday because of she was ill III REPORTED SPEECH 1.Examples: a.“I saw her on my wayto school yesterday” he says to me ->He says to me he saw her on his way to school yesterday b.“I saw her on my wayto school yesterday” he said -> He said he had seen her on herway to school the day before 2.Eliciting: *When verb: say tell in the present , present perfect or simple future, no change tense of verb in the reported clause * When verb : say , tell in the past , we change the tense of verb in the reported clause( to move one tense back) - change adv of time - change pronouns , adj possessive for suitably *PRACTICE : +Change these following sentences into reported Speech 1.” I’ll see you tomorrow” -> She said -Ss work individually and compare their answer with a friend -Ss give the correct answers -Expected answer: 1.to staying 2.In spite of 3.which 4.was replaced 5.If 6.whom 7.because -Ss retalk the ways to change directed speech into indirected speech -Distinguish two sentences -Listen to T’s eliciting Ss work individually and then compare their answer with a friends -Ss go to the board and write down -The others check and correct mistakes +Change these following sentences into reported Speech 1.She said that she would see me the following day 2.” I met her about three months ago” -> He told me +Mistake correction 1.At the interview, they asked me when can you start work 2.I asked Sean how to pronounce his name? *Note: Change adv of time , place 2.He told me that he had met her about months before +Mistake correction 1.can - omiss 2.? - omiss Directed speech indirected speech Here There Before Ago/earlier Last week The previous week Next week The week after Now This These Today Tomorrow yesterday I You We My Your Our Me Then That Those That day The next day/ The following day The day before/ The previous day He/she Me They His/her My Their Him/her IV CONDITIONAL SENTENCES 1.Real conditional sentences a.Future possible If + S+V(simple present), S+ will +V-bare inf -Ss listen and give out examples Ex: If I have money, I will buy new car Ex: Ann usually walks to b.habitual school if she has enough time If + S+V(simple present), S+ V(simple present) 2.Present unreal conditional sentences Ex: If you went to the post If + S+V(simple past), S+ would/could+V-bare office, I would meet you inf Be-> were 3.If clause -> unless * negative -> affirmative(main clause doesn’t change) Ex: If you don’t study hard, you’ll fail in the exam -> Unless you study hard, you’ll fail in the exam *Affirmative -> Affirmative ( Main clause -> reverse) Ex: If I have time I’ll help you -> Unless I have time , I won’t help you 4.As if and as though * Real in present S+V(present) + as if /as though +S+V( present) * Unreal in present S+V(past) + as if /as though +S+V( past) * Unreal in the past S+V(past) + as if /as though +S+V( past perfect) *PRACTICE +WORD FORMS 1.If I (know ) his telephone number I’d give it to you 2.He could get a job easily if he (have ) a degree 3.Henry talks to his dog as if it (understand ) him 4.If she (not hurry) , she may be late -Ss pay attention to structures -Give more examples Ss work individually and then compare their answer with a friends -Ss go to the board and write down -The others check and correct mistaks Feedback : 1.Knew 2.Had 3.Understood 4.Doesn't hurry Date :6/2/2015 Period : 48 THE FIRST TERM TEST MULTIPLE CHOICE QUESTIONS(6 points ) *Choose the word whose underlined part pronounced differently from the others a read b teach c dead d sleep a picture b sunburnt c excursion d nurse a pity b children c finger d blind a shoot b book c food a spend b paid c men d smooth d can *Choose A,B,C or D as your best choice to complete each sentence 6.My parents ………… tomorrow to stay with me for a few days a are coming b come c will have come d is coming Hue is famous for its spots a beautiful b beautify c beautifully d beauty He got bad marks _his laziness a because b in spite of c although d because of 9.The street is very noisy, ……………makes sleeping difficult a it b what c that d which 10.Fax machine ………………send or receive letter quickly a.is used for b used to c is used to d used for 11.When I arrived the theatre, the play …………… I missed the first part a had started b started c was starting d has started 12 A(n) person can't hear any kind of sound a unemployed b blind c injured d deaf 13.What programme is VTV3 _7:00? a at / in b on / at c on / on d in / in 14 Now we don't go to school on foot as we a used to b did c had been d was 15 Some of the more time - consuming jobs can now be done by machines a odd b taking little time c taking much time d not affected by time 16 What when you met her yesterday? a did she b she did c has she done d was she doing 17 The little girl is helping cross the street a the rich b the young c the poor d the blind *Choose the word that has stress pattern different from that of the other words 18.A.lesson B.student C.education D.morning 19.A.family B.subject C.study D.equipment 20.A.party B.birthday C.English D.machine WRITING (4 POINTS ) III-Reading: Read the text and answer the questions below: Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when the people of Tokyo were cooking their midday meals Thousands of stoves were overturned as soon as the earth began to shake As a result, small fires broke out everywhere and quickly spread It was impossible to use fire fighting equipment because most of the water pipes had burst Consequently, over ninety per cent of the damage was caused by fire rather than by the collapse of buildings If the earthquake had occurred at night while people were sleeping, fewer people would have died Where and when did the earthquake happen? ………………………………………………………………………………………… How many people were killed? ………………………………………………………………………………………… What were people doing when the earthquake happened? ………………………………………………………………………………………… Why was it impossible to use fire fighting equipment? ……………………………………………………………………………………… What caused most of the damage, the fire or the collapse of buildings? ………………………………………………………………………………………… IV-Writing: A Put the verbs in bracket into the correct form 1) I (take) .off if the weather is nice 2) We shall buy a house if we (have) enough money 3) If I (be) you, I (tell) …………………………… Brian the truth B.Write the sentences using the words given : Marie Curie / born / November 7th,1867 / Warsaw ->……………………………………………………………… She/want / become / scientist ->……………………………………………………………… They/do/that job/4 days ->……………………………………………………………… John/participate/my party/yesterday ->……………………………………………………………… THE FEEDBACK C A D B D A A D D 11 12 13 14 15 16 17 18 19 A D B A C D D C D Reading: 1.The earthquake happened in Tokyo in 1923 2.Almost hundred of thousand people were killed 3.They were cooking their midday meals when the earthquake happened 4.Because most of the water pipes had burst 5.The fire caused most of the damage Writing: A Put the verbs in bracket into the correct form 26.Shall/will take 27.have 28.Were – would tell B.Write the sentences using the words given : Marie Curie were born on November 7th,1867 in Warsaw 2.She wanted to become a scientist 3.They have done that job for days 4.John participated in my party yesterday THE MATRIX OF THE 1ST TERM TEST 10 C 20 D for each correct answer) The topic (earthquake in Tokyo, Japan) III Structures and vocabulary: (12 questions, 0,3 marks for each correct answer) - Tences - The+Adj - Used to + inf - Which as a connector - In spite of or although - Be going to - The present progressive( with a future meaning ) 2 1 1 1 12 1 1 1 IV Writing: - Put the verbs in brackets into the correct form( questions and 0,4 mark for each correct answer) - Write the sentences using the words given( questions and 0,4 mark for each correct answer) 1 1 TOTAL SENTENCES TOTAL MARKS PERCENTAGES 15 4,5 45% 2,6 26% 2,9 29% 1 Date:25/2/2015 UNIT 9: UNDERSEA WORLD Period : 49 LESSON : READING I Objectives: By the end of the lesson, students will be able to - Have information about the undersea world - Knowledge about the oceans and the undersea world II Language focus: 32 Grammar: - Should - Conditional type 2 Vocabulary: - Vocabulary concerning undersea world like: whale, jellyfish, shark,life span,… - Words and phrases about protecting environment III Skill: - Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises IV Teaching aids: board, textbook, chalk V Procedures: T Teacher’s activities Students’ activities Warm-up: 5’ - Aim: Sts get used to the topic + Networks: - Sts are required to work in groups of or - Work in groups of 3-4 students to make a list of words related to the names of the animals in the sea in written - Give the lists to the teacher form - The group with the longest list will be the winner Before you read - Work in pairs and the work - Aim: -Prepare information and orally 15’ vocabularies for the topic - Some sts report + Work with a partner 1: + Pa'cific ocean: Th¸i b×nh d¬ng + At'lantic ocean: §¹i t©y d¬ng - Ask sts to look at the map and give + 'Indian ocean: ấn độ dơng Vietnamese names for the oceans on the + 'Arctic ocean: B¾c b¨ng d¬ng map + An'tarctic ocean ( southern - Allow sts to discuss in pairs in minutes ocean): BiÓn nam cùc - Listen and copy down - Do as they have done in the previous part - Some sts report + Work with a partner 2: - Sts are required to in the same way as + Picture1: Seal in “ work with a partner 1” to name the sea + Picture2: Jellyfish + Picture3: Turtle animal in each picture + Picture4: Shark - Ask some sts to report - Self- correct - Listen and give remarks + Vocabulary: - Provide the sts with new words/phrases: + Gulf(n): VÞnh + challenge(v): th¸chthøc + Subma'rine(n): Tµu ngÇm + 'organism(n): c¸ thÓ - Listen and then copy down + Biodi'versity(n): sù ®a d¹ng sinh häc + at stake(phr) : Cã nguy c¬ tuyÖt chñng = in danger - Read each word/phrase times and ask - Listen and repeat - Get feedback and give remarks 22’ 3' the sts to repeat it - Leave the sts minute to self-practise reading the words - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help the sts to read the words/phrases correctly While you read: - Aims: Read the passage for information to the tasks + Set the scene: - You are going to read a passage about undersea world Read it and then the tasks that follow + Task 1:Fill in each space with a suitable from the box - Ask sts to read the passage and task - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Listen and help sts to the task correctly 4.Homework: _Prepare the task and learn the new words - Read these words silently - Soms sts read these words aloud and others listen - Self-correct - Listen to the teacher - Read the passage and then the task - Share their answer with their partners - Some sts report tiny investigate gulf biodiversity samples Date: 25/2/2015 UNIT 9: UNDERSEA WORLD Period : 50 LESSON : READING +PRONUNCIATION I Objectives: By the end of the lesson, students will be able to - Have information about the undersea world - Knowledge about the oceans and the undersea world - Students know how to pronounce the sound /iə/, /eə/ and /uə/ correctly - Students revise the use of "should" and conditional sentence type II Language focus: Grammar: - Should - Conditional type 2 Vocabulary: - Vocabulary concerning undersea world like: whale, jellyfish, shark,life span,… - Words and phrases about protecting environment III Skills: - Pronunciation: /iə/, /eə/ and /uə/ - Answer the questions in the task IV Teaching aids: board, textbook, chalk V Procedures: T Teacher’s activities Students’ activities 5’ 12’ Homework checking: - Ask one st to read the text about the blue whale - Ask another st to give remarks - Check and give a mark Pronunciation: - Aims: to introduce three sounds /iə/,/eə/ and /uə/ and help sts to practise these sounds a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 101 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /iə/, sound /eə/ and sound /uə/ - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Task 2: Answering Questions: - Ask sts to work in pairs to read the passage again and answer the questions in task - Require sts to underline the information that supports the answers - Sts are required to compare their answers with another pair - One st read the text aloud in front of the whole class - Give remarks - Listen to the teacher - Write down three sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /iə/ /eə/ /uə/ here pair poor dear chair sure clear square tour - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /iə/ /eə/ /uə/ beer where sure dear wear poor - Read the sentences - Work in pairs to ask and answer - Compare their answer with other pairs - Some pairs report 75% 17’ - Ask 5-6 sts to read their answers aloud in They that by using modern front of the class (1 st / time) devices They bring samples to the scientists to study We can learn about the temperature, depth, and the - Give correct answers marine population They are : + the bottom depending + current independing + tiny organism After you read: - Aims: Give the summary of the passage - Sts are required to work in pairs to fill in each numbered space with a word/phrase 10' in the box - sts represent by reading aloud the answers - Listen and help sts to their task well - Work in pairs to the task - sts report three-quarters mysterious modern discovery plants and animals huge biodiversit closely connected - Others listen 5.Homework: - Learn the summary of the reading passage -Prepare the speaking lesson Date: 25/2/2015 UNIT 9: UNDERSEA WORLD Period : 51 LESSON : SPEAKING I Objectives: - Students know about some actions to protect the oceans - Students can talk about the protection of the oceans II Skill: - Speaking about undersea world - Reading and ordering the importance to protect the oceans III Teaching aids: Textbook, chalk, board IV Procedures: T Teacher’s activities Students’ activities Homework - checking: 7’ - Ask sts to write the new words on the - One student write the new words board on board - Ask others to answer the questions of - Others answer the questions the reading passage Before you speak: 13 Aims:to focus sts on the topic and ’ introduce the new words and phrases used to talk about the protection of the oceans + Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t - Ask sts to look at the task and give sts some new words: - rubbish (n): r¸c rëi - pollute (v): g©y « nhiÔm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u - Ask sts to read the new words aloud - Ast sts to work in pairs, using should or shouldn’t to put the actions in order of importance and talk about these actions - Go around to help sts if necessary - T may give sts some suggested phrases: What you think of How you feel about + V- ing What’s your opinion of Well, I think In my opinion we should - Ask some sts to give their opinions While you speak 15 Aims: Sts practise discussing the ’ consequences of the threats to the oceans and some solutions - Ask sts to skim the sentences in Task and find the new words - Explain some new words: hunt (v ) explosive ( n) spill ( v ) tanker ( n ) Ask sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions - Give sts some suggestions: Threats Consequences Solutions Beaches are filled with plastic bags - Listen to the T - Write down the new words and practise reading them - Work in pairs to the task - Sts may answer: I think that action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them - read the sentences and find the new words - Listen and take notes - Work in group of three or four - polluted water - place plastic bags in proper dustbins 2.Whales are hunted for food - extinct/ disappear - not hunt or sell whale products 3.Explosives are used to catch fish - a lot of fish died - be banned Oil is filled from tanks - polluted water -clean the sea water/punish captain 8’ 2’ - Some sts report their opinions in - Go around to help sts if necessary front of the class 4.After you speak: Aims: Sts report what they have discussed Task 3: Report to the class what your group has discussed - Ask some representatives to report their group’s opinions in front of the - Others listen and give remarks class - Listen and ask others to listen to give their opinions Homework: - Write a passage about the threats to our oceans and the solutions Date: 26/2/2015 UNIT 9: UNDERSEA WORLD Period : 52 LESSON : LISTENING I Objectives: - Sts know about the whales: how large they are, what they eat, where they live, and if they are in danger - Parts of the world - Vocabulary on sea animals II Skill: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales III Teaching aids: - Textbook , tape, pictures of whales and other sea animals IV Procedures: T Teacher’s activities Homework checking: 7’ One sts talks about what people should Students’ activities One st presents Others listen and to protect the oceans Before you listen: Aims: to focus sts on the topic and 10’ review/ introduce the words and phrases used in the listening text a Focus sts on the picture of a whale and ask sts to answer the following questions: - What animal is the largest in the world? - What you know about whales? - Why people think whales are not fish? - Why people keep hunting whales? - Ask some sts to give their answer b Introduces some new words - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - mig'rate(v): to move from one place to another according to season - conser'vation (n): taking care of st, the prevention of loss, damage - feeding / bearing ground (n): the place where a species of animal find food/ give birth - an/a/the increase/ decrease in st(phr): - International whaling Commission: an organization responsible for the number of whales hunted - measure(n): an action taken to achieve a purpose - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again - Ask sts to refer to the map of the world in the textbook (p 94) and revise parts of the world, the oceans and discuss where there are cold waters While you listen: + Task 1: 18’ Aims: Sts practise listening and marking give remarks - Discuss in groups Some sts stand up and give their answer Sts copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters - Listen to the T - Work in pairs to guess if the True/ False statements - Tell sts that they are going to listen to a talk about whales - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims:Sts practise listening for specific information by answering given questions - Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions - Ask sts to listen to the tape once or twice again to answer the questions Sts can note down important information - Ask sts to compare their answer in pairs - Check sts’ answer statements are true or false - Listen to the tape and the task - Compare their answer - Give their answer F It's the largest animal on earth T T F They are in danger because some people are still killing them for food T - Check their answer and then correct their work if they have the wrong answer - Work in pairs to read the questions and try to answer them - Listen and the task - Gives their answer It is about 30 metres in length and over 200 tons in weight It is because there is a lot of krill - their favourite food They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean Heavy hunting They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to talk about whales - Play the tape once again, stop the tape 9’ 1’ where necessary and conduct the correction After you listen: - Ask sts to work in pairs and tell each other about the whales using the following information: - Two sts present largest- 30 -200 -most intelligent - cold water - North - South- Pacific - Atlantic - krill - in danger - hunting - The Eskimo - not protect - disappear - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and give remarks Homework: Write a short paragraph about the whale Date: 27/2/2015 UNIT 9: UNDERSEA WORLD Period : 53 LESSON : LANGUAGE FOCUS I Objectives: - Students revise the use of "should" and conditional sentence type II Language focus: Grammar: - Should - Conditional type 2 Vocabulary: - Vocabulary concerning undersea world like: whale, jellyfish, shark,life span,… - Words and phrases about protecting environment III Skills: - Should - Conditional sentence type IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Students' activities Homework checking: 5’ - Ask one st to read the text about the - One st read the text aloud in front blue whale of the whole class - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher Grammar: Aims: to revise the use of "should"and 10’ conditional sentence type and have sts Ex1, EX and EX3 a Should: - " Should " is a modal verb that is - Ask sts to tell the T the use of used to give advice "should" - Some sts give examples: eg: You should get up early in the - Ask sts to give examples with "should" morning and "shouldn't" People shouldn't hunt whales - Ask sts to EX1 + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks - Introduce the use of "I think/ I don't think should " by using some examples: eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea You; I think you should stay at home I don't think you should go skiing thid weekend - Explain why "I don't think should "is preferred to "I think 28’ shouldn't ." - Ask sts to EX2 + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks b Conditional sentence type 2: - Review the form and the use of conditional sentence type by giving some examples: eg: If my grandfather were still alive, he would be 100 today If I had a lot of money, I would lend - Do Ex - Some sts sts report their work sentence by sentence You should look for another job He shouldn't go to bed so late You should take a photograph She shouldn't use her car so much He should put some pictures on the wall - Look at the examples and listen to the teacher - Listen to the teacher - Do this EX individually - Some sts report I think smoking should be banned, especially in restaurants I don't think you should go out this evening I think he should resign - Listen to their friends and their teacher - Read the examples and point out the form and the use of conditional you some - Ask sts to read the examples and point out the form as well as the use of conditional sentence type + Note: "were"is used with all persons - Ask some sts to give examples - Ask sts to EX3 + Exercise 3: - Ask sts to the task in pairs - Go round to conduct the activity - Ask some pairs to read sentence by sentence - Listen and give remarks 2' Homework - Prepare the unit 10 –reading -Learn the new words sentence type 2: + Form: If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future - Do Ex in pairs - Some sts report would take pressed refused wouldn't be wouldn't get didn't come closed down 10 borrowed Date: 4/3/2015 UNIT 10: CONSERVATION Period : 54 LESSON : READING I Objectives: - Students improve their knowledge about conservation II.Language focus: 1.Grammar: -Passive voices Vocabulary: - Vocabulary concerning conservation III Skill: - Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise IV Teaching aids: board, textbook, chalk V Procedures: T Teacher’s activities Students’ activities Warm-up: 3’ + Network - Ask sts to work in groups of or - Work in groups to discuss - Ask sts to give a list of the animals which are in danger of extinction - Some sts report the list in front of - After minutes, the group which has the class the longest list will be the winner Before you read: - Sts are required to answer the - Think of the answers 10’ questions given in the part: Have you ever visited a zoo or a - Students give answers orally forest? - others listen What animals are you interested in? Why? Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally + Vocabulary: - Provide the students with some new words/phrases +Variety(n): a large number of different kinds + Species(n): = kind, type + Eliminate(v): = disappear, remove + Destruction(n) destroy(v) destructive(Adj): sù ph¸ huû + Hydroelectric dam(n): ®Ëp thuû ®iÖn + Circulation(n): Sự chuyển động circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practise - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read: + Task 1: Matching 20’ - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on some sts to read and explain their answers aloud in front of the class - Get feedback and give correct answers + Task 2: True or False - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers - - sts are required to give answers in - Copy down these words into their notebooks - Listen and repeat - Practise reading these words by themselves - Some sts read these words again aloud (1 student/ time) - Work individually - Try their best to the task - Ask some sts to report 1.c 2.a 3.d 4.b -Listen and self-correct the exercise - Sts the work individually - Highlight or underline the important information - 6-7 students orally while others watch T T T T F( two last sentences of paragraph B) front of the class(1 st/ 1answer) - Listen and help sts to the exercise correctly + Task 3: Main ideas - Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph - Call on some representatives to read their choice for each paragraph in front of the class - Get feedback and give correct answers After you read: Questions - Answers 10’ - Ask sts to work in pairs to give answers to the questions - Go round to help the students with their work - 3-4 sts are required to give answers to one question orally in front of the class( st/1 time) - Listen and help sts to give correct answers 2’ F(last sentence of paragraph C) - Self-correct the work - Work in groups of 3-4 students orally - Some sts report A.3 B C - Self-correct - Work in pairs orally We wouldn't be able to use many plants to treat various dangerous diseases Animals wouldn't have a place to live in Mankind and most plants and animals can't survive without water We should stop polluting the environment and destroying plants and animals Homework: - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet Date: 5/3/2015 UNIT 10: CONSERVATION Period : 55 LESSON : SPEAKING I Objectives: - Students know about the new kind of zoo - Students can talk about the advantages and disadvantages of the new kind of zoo II Skill: Speaking - Asking and answering about the new kind of zoo - Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results III Teaching aids: Textbook, chalk, board IV Procedures: T Teacher’s activities Warm-up 3’ - Ask sts some questions: Have you ever visited the zoo? What did you see there? Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat 2.Before you speak: 8’ Aims: Sts can discuss the questions about the features of the new kind of zoo + Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs - Give sts some new words: + sensitive (adj): be affected by slight changes, influences: nhËy c¶m + imprison (v): put or keep in prison: bá tï + reconstruct (v): build again + breed (v) : g©y gièng , nh©n gièng + reintroduce (v): put a species of animal or plant back into a former habitat: ®a trë vÒ m«i trêng sèng tù nhiªn - Ask sts to read the new words orally - Ask sts to work in pairs to discuss the questions in two paragraphs - Go around to help sts - Ask some sts to present their answers - Get feedback and give remarks While you speak: Aims: Sts can show their agreement or disagreement about the new kind of zoo and 15 discuss the advantages and disadvantages of ’ the new kind of zoo + Task 2: Put a tick in the right box and share your ideas with a partner - Before sts the task T elicits some structures for asking opinions and giving the opinions Asking for opinions Giving opinions What you think of ? Do you think ? Do you agree with ? I think I don’t think Students’ activities -Sts answer: Yes, I have/ No, never I saw many animals there They are in the cages - Read two paragraphs silently - Listen and take notes - Practise reading the new words - Work in pairs - Some sts present in front of the class They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment - Listen to the T In my opinion Showing agreement Showing disagreement I agree with Yes , I think you are right Exactly I don’t really think so Yes, but I would doubt that - Ask sts to work individually to the task - Ask sts to work in pairs to share their ideas - Go around to observe and help sts - Ask some sts to talk about their ideas - Listen and give feedback - Work individually - Work in pairs to share the ideas - Say their opinions aloud I think it would be better for animals if they live in the zoo of new kind because they may have better food - Listen to the teacher - Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo After you speak: 3’ + Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below - Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo Advantages Disadvantages 1’ - Some sts present in front of the - the conditions the animals are in class: "There are some advantages of the - the animals that people can visit new kind of zoo Firstly, the - the money spent on rescontructions of the animals can live in a better animals natural environment environment and are safer than - the dangers that keepers may have when they are in nature " - Listen to their friends as well as - Go around to help sts if necessary to the teacher - Take notes of Ss’ mistakes for later correction Aims: Sts can report on their discussion results Homework Write a paragraph of the report that they have discussed in the class THE 15-MINUTE TEST *Choose the word whose underlined part pronounced differently from the others A.here B.clear C.idea D.there 2.A.tour B.sure C.pair D.poor *Choose the word that has stress pattern different from that of the other words 3.A.jerryfish B.submarine C.independent D.conservation *Choose the best answer (A,B,C OR D) for each sentence 4.If he worked more slowly ,he……….so many mistakes A.would make B.will make C wouldn't make D would have made 5.A……… is a large area of sea that is partly surrounded by land A.gulf B.lake C.river D.cave 6.Some of plants and animals live on or depend………….the botttom like the starfish A.at B.in C.with D.on 7.The police have eliminated two suspects from their investigation A.removed B.taken C.thrown D.done 8.What a beautiful view.You should ……… a photograph A.make B.give C.bring D.take *Identify the mistakes (A,B,C OR D) that need correcting 9.Icould get a job easily if I had had a degree A B C D 10.I can't speak English fluently,so I don't get that job If I………………… THE KEYS OF THE TEST 1.D 6.D 2.C 7.A 3.B 8.D 4.C 9.C 5.A 10.If I could speak English fluently ,I would get that job Date: 5/3/2015 UNIT 10: CONSERVATION Period : 56 LESSON : LISTENING I Objectives: - Sts know how a forest fire starts and what campers have to remember to to protect the forests * Language: - Some set expressions - Vocabulary on forest II Skill: - Listening: order events ,mark True/False, detect sentences - Speaking: - Discuss how a forest fire may start and what every camper ought to remember III Teaching aids: - Textbook , tape, pictures of whales and other sea animals IV Procedures: T Teacher’s activities Students’ activities Homework checking: 5’ - One st tell the whole class about the Other sts listen to their friend and advantages and disadvantages of a zoo give remarks of the new kind - Listen and give remarks 10 Before you listen: ’ Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Divide sts into groups and ask each to discuss one of the following questions: a How destructive can a forest fire be? b What can cause a forest fire? c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires every year? - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip - forester (n): the person whose job is to take cares of the forest - a heap of (n): a lot of thing on top of one another - spread (v): to move to other places very quickly] - leave sb/ st doing: leave sb/st when it/he is Ving - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again and give remarks 25’ While you listen: + Task 1: Aims: Sts practise listening and numbering the event in the correct order - Introduce sts that they are going to listen to the tape about forest fires and they have to number the given statements in the order they hear - Ask sts to read the statements in pairs and make sure that they understand - Work in groups and discuss the questions - One st from each group stands up and gives their answer - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the order of the events - Listen to the tape / the teacher and the task - Compare their answer - Give their answer Key: - - - - - Check their answer, and then correct their work if they have the wrong answer 8’ them - Play the tape twice and ask sts to put the number in the right box to indicate the order of the events - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Sts practise listening and marking True/ false - Ask sts to listen to the tape again and decide whether the given statements are true or false - Ask sts to read the statements to see if they understand them - Play the tape once and ask sts to tick to the box to indicate T/ F statement and underline the false information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 3: Aims: Sts practise listening and ticking the sentences they hear - Ask sts to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them - Ask sts lo listen to the tape again and tick in the box to indicate the sentences they hear - Play the tape once - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen: - Ask sts to work in groups and use the information in Task and to discuss the following questions: - Listen to the T - Read the statements in pairs and try to the task - Listen to the tape / the teacher and the task - Compare their answer - Give their answer F F T T F - Check their answer say it aloud, and then correct their work if they have the wrong answer - Read the sentences and find out the difference between sentences in each pair - Listen to the tape and the task - Give their answer Key: B A A - Check their answer and then correct their work if they have the wrong answer - Work in groups to discuss - One/ two sts present 2’ - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the story in front of the whole class - Check and give remarks Homework: Write a short paragraph about what people can to protect forest from fires Date: 6/3/2015 UNIT 10: CONSERVATION Period : 57 LESSON : WRITING I Objectives: - Students can write a letter of invitation * Language: - Language used to write an informal letter - Structures: "Let's ","Shall we ?", etc II Skill: Writing: - read the sentences in task and the incomplete letters in task - work in pairs to match the halves of the sentences in task and to fill each blank in these invitation letters - write an invitation letter basing on the cues III Teaching Aids: - board, textbook, chalk IV Procedures: T Teacher's activities Students' activities Homework checking :( mins) 5’ - Ask one st to talk about how a forest fire may start and what every camper ought to remember - Listen to their friend and give - Ask other sts to listen to their friend and remarks give remarks - Check and give remarks - Listen to the teacher Before you write:( 20 mins) - Aims:to get sts to write out the 20’ sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters + Task 1: - Ask sts to read the requirement of task - Listen to the teacher carefully carefully and then work in pairs to the task - Ask sts to pay attention to the meaning as well as the structure of the two halves - Copy the structures into theit - Recall some structures so that sts can the task more easily Shall we/ Can you/ Why don't you + Vinf ? Let's + V-inf Would you like/ Are you free + toV .? Do you feel like/ How about + Ving .? - Ask sts to in minutes and move around to help if necessary - Get feedback and give remarks + Task 2: - Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank - Introduce some new words/phrases: + for a while: for a period of time + 'disco (n): a club or party where people dance with pop music + 'afterwards (adv): at a later time - Ask sts to listen to the teacher and repeat , then write these words into their notebooks - Get sts to the task in minutes and then get feedback letter by letter - Listen and give remarks While you write:( 10 mins) - Aims: Sts practise writing an invitation 10’ letter - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him - Let sts write in minutes - Move around to conduct the activity After you write:( mins) 8’ Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's notebooks - Do the task in pairs - Share their answer with their friends - Present their ideas 1.c f/h a g/d h/f d/g e 8.b - Listen to the teacher - Work in pairs to read the letters and try to understand the content of the letters - Listen and repeat - Copy the words/ phrases - Report their answer: 1.3/8 2.3/8 - 4/6 2/5- - Listen to the teacher - Do the writing task - Read their writing: ( a sample paragraph) "Dear Lam, We haven't met since oyu moved And I miss you a lot We are both having some days- off between the two terms soon So if you haven't made any other plans why don't we spend a weekend together? Do you feel like visiting the forest work and give remarks 2’ near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals Do come if you find it possible and I'll make all the preparations then Please give my love to your parents Your friend, Homework: - Prepare the writing lesson Date: 12/3/2015 UNIT 10: CONSERVATION Period : 58 LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound /b/ and /p/ correctly - Students revise the passive voice II.Language focus: 1.Grammar: -Passive voices Vocabulary: - Vocabulary concerning conservation III Skill: - Pronunciation: /b/ and/p/ - The passive voice IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Homework checking: 5’ - Ask one st to read the letter they wrote at home aloud - Ask another st to give remarks - Check and give a mark Pronunciation: - Aims: to introduce two sounds / b / 10’ and / p / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these Students' activities - One st reads his/her letter aloud aloud in front of the whole class - Give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat sounds accurately / b / : a voiced sound / p / : a voiceless sound - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 110 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: Aims: to revise the passive voice and 29’ have sts Ex1, EX and EX3 + The passive voice: - Recall the form of the passive by giving an example: eg: Active: We clean this window every day Passive: This window is cleaned every day - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence - Ask sts to tell the T the form of the passive + Note: Only transitive verbs are used in the passive It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel /b/ bee ban bad /p/ pea pan Paul - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /b/ /p/ Bill Pat big pan black paper - Read the sentences - Listen to the teacher , read the example and tell the whole class their ideas + In the passive, the object of an active verb becomes the subject of the passive verb + Form: S + V ( be + p.p ) - Listen to the teacher and take note - Give examples ( intensive verbs) in the passive - Ask sts to give some examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Ask one st to give remarks - Check and give remarks + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read the dialouge - Listen and give remarks 1’ - Some sts report were reported are grown be spoken am not invited are being built - Listen and correct their work if necessary - Do the Ex individually EX 2: came had ( been) started were is standing is being photographed Have the students been told was being laid decided will be planted - Listen to the teacher - Read the requirement carefully - Do Ex EX3: was organized arrived were met taken had been cleaned had been put was excellent prepared made 10 were served Homework -Prepare the unit 11 – reading lesson -learn the new words Date: 12/3/2015 UNIT 11: NATIONAL PARKS Period : 59 LESSON : READING I Objectives: - Students improve their knowledge about national parks II language focus: Grammar: -Conditional sentence: type Vocabulary:- Vocabulary concerning natural environment and conservation III Skill: - Reading comprehension: better sts' reading skill through finding the word in the passage that best suits each of the definitions and answering questions IV Teaching aids: board, textbook, chalk V Procedures: T Teacher’s activities Students’ activities Before you read: Aims: to repare information and 12’ vocabularies for the topic - Ask sts to answer the question: Can you name some national - Listen and think of the question parks in Vietnam and in the world? - Some sts answer: - Ask some sts to answer the question Cuc Phuong National Park Bach Ma national Park Nairobi National Park - Listen and give remarks Alaska National Park - Introduce the reading text and provide sts with new words/phrases + lo'cate(v): = to place (cã vÞ trÝ) + 'butterfly(n): an insect with very big wings that can fly(con bím) + e'stablish(v): = to make/ build( thiÕt lËp) + hike(v): to walk for health - Listen and then copy down +sur'vive(v): to be alive after accident( sèng sãt )  survival(n) + 'orphan(v): to be made parentless(må c«i) orphanage(n) + Sub-tropical(Adj): cận nhiệt đới + 'wilderness(n): = wild place( n¬i/ sù hoang d·) + contami'nation(n)  contaminate(v): to make something dirty/ polluted - Read each word/phrase times and ask sts to repeat it - Listen and repeat - Leave sts minute to self-practise - Read silently to self-practise reading the words - Some sts read these words aloud - Ask 4-5 sts to read all the and others listen word/phrases aloud in front of the - Self-correct class - Listen and help sts to read the words/phrases correctly While you read: Aims: Read the passage for information to the tasks + Set the scene: - You are going to read the passages about The National Parks Read them 20’ and then the tasks that follow + Task 1:Fill in each space with a suitable from the passages - Ask sts to read the passages and task - Explain more about the definitions if necessary - Sts are required to compare their results with their partners - 5sts are required to the task orally in front of the class (1 st/ time) - Listen and help sts to the task correctly + Task 2: Answering Questions: - Ask sts to work in pairs to read the passages again and answer the questions in task - Require sts to underline the information from the passages that supports the answers - Required sts to compare their answers with another pair - Ask - sts to read their answers aloud in front of the class (1 st/1 time) - Listen and give remarks - Read the passages and the task - Compare their results with their parners - Present their answer: contain species survival sub-tropical contamination - Listen to the T and correct if necessary - Work in pairs to read the passages again and to ask and answer - Underline the information from the passages - Share their answer with other sts - Some pairs report: 1.200 square km: Because the rainy season is over They can learn about the habits of animals and how one species is dependent upon another for survival In the orphanage, orphaned and/ or abandoned animals are taken care of Everglades National Park is endangered because of the toxic levels of chemicals in the water If more chemicals are released into the water, plans and animals will die/ be killed/ destroyed - Work in groups to talk about their choice After you read: - Present his/her ideas Aims: to give the summary of the passage - Sts are required to work in groups to 10’ give reasons for their choice from one of the three national parks in the reading passages - One representative is required to give their talk orally in front of the - Others listen class - Listen and help the students to their task well Homework: - Complete the talk in written form 3’ Date: 13/3/2015 UNIT 11: NATIONAL PARKS Period : 60 LESSON : SPEAKING I Objectives: - Students know about an excursion to Huong Pagoda - Students can talk about an excursion and express their regrets Skills: - Matching sentences in column A with the coresponding consequences in column B - Talking about an excursion - Expressing the regrets III Teaching aids: Textbook, chalk, board IV Procedures: T Teacher’s activities Warm-up: 3’ - Ask sts the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts to answer Before you speak: 12’ Aims:tofocus sts on the topic and introduce the words and phrases used in the task + Task 1: Matching Last week Nga’s class went on an excursion to Huong Pagoda Unfortunately, the excursion turned out to be a disaster Most of the things they did went wrong You are required to match the thing in column A with the coresponding consequences in column B - Ask sts to read through the sentences in the two columns - Give sts some new words or expressions: + food poisoning: ngộ độc thức ăn Students’ activities - Some sts answer: Yes, ew have We prepared food, drinks, tents, cameras … - Listen to the T - Read the sentences and find some new words - Listen and copy down these words into their notebooks 14’ + fine (n ): cash paid as punishment ( tiÒn ph¹t) + get lost: unable to find way( lạc đờng ) + carsick( adj ): feeling sick because of a car’s movement ( say « t« ) - Ask sts to read the new words orally and individualy - Ask sts to work in pairs to the task - Go around to observe sts working - Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B - Listen and give remarks While you speak: Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets + Task 2: Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn’t done - Before sts the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example - Revise the conditional sentence type by giving an example: + Eg: If I had had money, I would have bought this car ( But I didn’t have money and so I didn’t buy it.) - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type - Read the new words - Work in pairs - Read the answers aloud 1- f 2- e 3- h 5- b 6- c 7- a 4- g 8- d - Listen to the T - Read the examples and listen to the T - Look at the example and tell the whole class the form and the use: +Form: If + S + past perfect, S + would/ could +have + P II +Use: The third conditional is used to talk unreal situations in the past - Work in groups - Compare the answers with others If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants If some of us hadn’t had food poisoning we could have enjoyed our visit - Ask sts to work in groups If we had had rain coats, we - Go around to help sts - Ask sts to compare their answers with wouldn’t have got wet and have got a cold another group - Call on some sts to speak out their If some of us hadn’t left our luggage on the coach when we answers in front of the class arrived, we could have had clothes and money with us If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost If we hadn’t thrown wast in the - Listen to sts and give remarks 15’ 2’ forest, we wouldn’t have got a fine If we had stayed there more than After you speak: one day, we could have visited all Aims: Sts practise telling about an the pagodas excursion to Huong Pagoda and expressing the regrets - Listen to the T + Task 3: You are Nga You are going to work in pairs Tell your partner about your class’s excursion to Huong Pagoda and - Work in pairs express your regrets about what you did or didn’t during the excursion - Ask sts to work in pairs using the third - Some sts tell about their conditional to the task - Go around to observe, offering help excursion in front of the class and collecting mistakes - Ask one or more sts to tell about their excursion in front of the class and give remarks Homework:( min) - Write down what they have discussed in task Date: 19/3/2015 UNIT 11: NATIONAL PARKS Period : 61 LESSON : LISTENING I Objectives: - Sts get: - more information about Cuc Phuong National Park - Some set expressions - Vocabulary on nature II Skill: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park III Teaching aids: - Tape, cassette, textbook, chalk, board IV Procedures: T Teacher’s activities Students’ activities Homework checking: - Ask one st to tell the whole class 5’ about his/her class excursion to - Listen to their friend and give Huong Pagoda and express his/her remarks regrets about what he/she did or did not during the excursion - Listen and give remarks Before you listen: Aims:to focus sts on the topic and review/ introduce the words and 10 phrases used in the listening text ’ a Divide sts into small groups and ask them to discuss the following questions: a Where is Cuc Phuong National Park? b What is the area of the rainforest in Cuc Phuong National Park? c When is the best time to visit Cuc Phuong National Park? d What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect - 'fauna (n): all the animals of an area - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders - 'ethnic mi'nority (n): The Tay, Nung, Dao - Read the words again and asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: 20 + Task 1: ’ Aims: Practise listening and filling in the gaps - Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Work in groups and discuss the questions One st from each group stands up and gives their answer - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the missing information - Listen to the tape and the task - Compare their answer - Give their answer 1960 160 km south west of 100,000 visitors 2,000; 450 Quen Voi - Check their answer say it aloud, - Ask sts to read the sentences in pairs and then correct their work if they and make sure that they understand have the wrong answer them Sts try to guess the missing information - Play the tape twice and ask sts to fill in the gaps - Ask sts to compare their answer in pairs - Checks sts’ answer - Play the tape once again, stop the tape where necessary and conduct the - Listen to the T correction - Read the questions in pairs and try + Task to the task Aims: Practise listening and - Listen to the tape and the task Answering questions - Compare their answer - Ask sts to listen to the tape again and - Give their answer answer the given questions It covers provinces: Ninh Binh, - Ask sts to read the questions to see if Hoa Binh, and Thanh Hoa they understand them It is about 160 km - Play the tape once and ask sts note They come to see the work being down the neccessary information done to protect endanger species - Ask sts to compare their answer in Nguyen Hue defeated the Qing pairs invaders in the spring of 1789 - Check sts’ answer They live mainly on bee keeping - Play the tape once again, stop the and farming tape where necessary and conduct the - Check their answer say it aloud, correction and then correct their work if they After you listen: have the wrong answer 8’ - Ask sts to work in groups and use the information in Task and and -Work in groups to discuss the reading text to disscus the following problems: - Time founded - Area, location - Numbers of visitors - Historical event - Local people -Move round to check the activities and to make sure that sts are working effectively - One/ two sts present - Ask one or two sts to present in front of the whole class - Check and give remarks Homework: Write a short paragraph about Cuc 1’ Phuong National Park Date: 19/3/2015 UNIT 11: NATIONAL PARKS Period : 62 LESSON : WRITING I Objectives: - Students can write a letter of acceptance or refusal II Skill: - Writing: write a letter of acceptance or refusal III Teaching Aids: - board, textbook, chalk IV Procedures: T Teacher's activities Students' activities Homework checking : 5’ - Ask one st to talk about the special features of Cuc Phuong National Park - Listen to their friend and give remarks - Ask other sts to listen to their friend and give remarks - Listen to the teacher - Check and give remarks Before you write: - Aims: to get sts to read the 15’ expressions in the table and to - Listen to the teacher carefully task and task + Task 1: - Introduce the topic of the lesson: - Copy down the words into theit Write a letter of acceptance or notebooks refusal - Introduce some new words: + a'cceptance (n): the noun of "accept" - Do the task in pairs +re'fusal (n) : the noun of " refuse" - Share their answer with their friends + dec'line (v) : refuse sth offered - Present their ideas ( politely) Accepting: Yes, I'd like/love to - Ask sts to listen and repeat and then Refusing: I'm afraid I can't come copy down these words into their because notebooks Accepting: I'd be delighted to - Ask sts to read the expressions in - Listen to the teacher the table in minutes - Remind sts of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expressions in the table - Ask sts to in minutes and move around to help if necessary - Get feedback and give remarks + Task 2: - Remind sts of the letter Nam wrote to Lam to invite Lam to spend a weekend with him And now Lam write a letter accepting Nam's invitation - Ask sts to work in pairs to rearrange the sentences into a letter - Move round to help if necessary - Get feedback and give remarks While you write: - Aims: Sts practise writing a letter of acceptance or refusal - Ask sts to read the requirement of 15’ task - Ask them to write a letter accepting or declining his/her friend's invitation - Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body ) - Suggest that they use letters in task and task as sample letters - Let sts write in 13 minutes - Move around to conduct the activity After you write: Aims: to get feedback and check sts' 8’ work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: - Prepare the writing lesson -Learn the new words - Listen to the teacher - Work in pairs to rearrange the sentences into a letter - Present their ideas: 1.d e c a f b - Listen to the teacher - Read the requirement - Listen to the teacher - Do the writing task - Read their writing: ( a sample paragraph) "Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning After that, I'm going to take her to some famous places in Hai Duong I hope that you will have a wonderful day in Cuc Phuong Remember to show me the photos you take in Cuc Phuong whem you get home Your friend, Date: 20/3/2015 UNIT 11: NATIONAL PARKS Period : 63 LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound /t/ and /d/ correctly - Students revise conditional sentence type II language focus: Grammar: -Conditional sentence: type Vocabulary:- Vocabulary concerning natural environment and conservation III Skill: - Pronunciation: /t/ and/d/ - Conditional sentence type IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Students' activities Homework checking: 5’ - Ask one st to read the letter they - One st reads his/her letter aloud wrote at home aloud aloud in front of the whole class - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /t/ and /d / and help sts to practise these sounds 10’ a Write two sounds on the board and - Write down two sounds pronounce them clearly twice, then ask - Listen to the teacher and repeat sts to repeat - Look at the book , listen and repeat - Tell sts how to pronounce these /t/ /d/ sounds accurately topic difficulty / d / : a voiced sound contain invader / t / : a voiceless sound plant spend - Ask them to look at the textbook, listen and repeat - Read these words in pairs and check for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Look at the book and work in pairs - Move around to help - Answers: - Ask two sts to read again and give /t/ /d/ remarks next to third b Ask sts to look at sentences in page restaurant dear 119 in the book counter stayed - Ask them to work in pairs to read the sentences and then find out the words - Read the sentences containing sound / t / and sound / d / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: Aims: to revise conditional sentence 29’ type and have sts Ex1 and EX2 + Conditional sentence type 3: - Recall conditional sentence type and type - Revise conditional sentence type by giving an example eg: Tom didn't study hard so he fail the exam => I can say: " If Tom had studied hard, he would have passed the exam." - Ask sts to tell the T the form and the use of conditional sentence type Note: - We can use could/might/should instead of would in main clause - We can also use the past perfect continuous in If - clause - Ask sts to give some examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write the sentences on the board - Listen to the teacher - Read the example and tell the whole class their ideas + Form: If - clause , main clause If + S + V( past perfect), S + would +have + V( PII) + Use: - to talk about something that might have happened in the past but didn't - Listen to the teacher and take note - Give examples - Some sts report had known had had would have gone would have passed could have enjoyed had known had stopped had called - Listen and correct their work if necessary - Do the Ex individually EX 2: Each st writes three sentences hadn't stopped so suddenly, the accidents wouldn't have happened that Lam had to get up early, I would have woken him up lent me the money, I would have been able to buy the car been wearing a seat belt, she would have been injured had braekfast, you wouldn't behungry now had some money on me, I would have got a taxi - Listen to the teacher - Ask two sts to give remarks - Check and give remarks 1’ Homework -Do the exercise and prepare the test yourself D Date: 26/3/2015 TEST YOURSELF D Period: 64 I Objectives: - Sts revise what they have learned in unit 9, unit 10 and unit 11 * Knowledge: - General knowledge in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units II Skills: listening, speaking and writing III Teaching aids: textbook, chalk, board IV Procedures: Teacher's activities Students' activities Homework checking: - Ask one st to Ex in the EX 3: workbook on the board If I had been working at the restaurant last - Ask one st to give remarks night, I would have waited on your table - Give remarks and marks If they had been paying attention, they would have seen the sign markin If Carol hadn't been studying, she would have answered the phone If the sun hadn't been shining, we wouldn't have gone to the beach yesterday If the music hadn't been playing loudly at the restaurant, I would have heard The new lesson: - One st gives remarks - Ask sts to part II, part III and part IV at home in advance to - Look at the textbook and read the statements save time - Try to focus on the important words - Give sts the time duration for - Copy down these words into their notebooks each part : part II: 10 minutes, part - Listen and read after the teacher III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement - Listen carefully and the task of the task - Work in pairs to discuss their answers - Introduce new words: they go to a national park to enjoy the nature + campground (n) : a place for It became a national park in 1872 camping No, it isn't It's the world's largest park + trail (n) : a path It has about 70 geysers + geyser (n): m¹ch níc phun - Play the tape twice and ask sts to They mustn't pick the flowers, feed or hunt the the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing aloud -Ask some sts to give remarks Homework: - Prepare and review the theory from the unit to 11 for the 45minute test- no.4 Date :26/3/2015 Period :65 animals - work in groups to share their ideas - Some sts stand up to report a junk and litter c highway b landscape d healthy a T b T c F d F e T f T - Discuss in groups - Answers: a has been cleaned have been turned on are waiting b knew would help knows c decided to stay would have gone out hadn't been - Read their writing aloud " Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the New Year celebration I'm sure you will be here in time to share the fun with us on that day Your sister, Helen - Listen to the teacher's remarks Forty - five minute test MULTIPLE CHOICE (6 points ) 1.Pronounciation: Choose the word whose underlined part is pronounced different others: a hair b fail c chair d air-conditioner a change b chemistry c children d choose a feature a here a mouse b take b atmosphere b close c content c bear c.show d tableland d clear d.know II Vocabulary and Grammar: A Choose the correct answer to complete sentences by circling A,B,C or D 1.Whales and dolphins are………………They eat meat and fishes A carnivores B krills C.mammals D.animals 2.We should find out the way to save the………… species from hunting pressure A danger B endangered C.dangerous D.endanger 3.Plants and forests help ………….water and prevent flood or erosion A.run-off B.flow off C.conserve D pollute 4.The goverments should…………….some laws to protect oceans A.giving B.to give C.given D.give 5.The robbers…………………….two days after they had robbed the bank A.arrested B were arrested C are arrested D.were being arrested 6.If we continue destroying the animals’ natural…………….many species will be disappeared forever A.habitat B habit C.habitual D.habitation 7.Vietnam is a……………… country which has a various flora and fauna A.tropical B.temperate sub-tropical D.hot and dry 8.Many trees………………….since Tree Planting Festival A have been grown C has been grown B.are grown D will be grown 9.I am sure that the letter…………………… tomorrow A will send B is being sent C will be sent D.was sent 10 there are many trees can be used as medicine to save people in…… in Cuc Phuong National Park A fauna B animals C.flora water B Complete the following sentences with the correct form of the verbs in brackets If she (come) late again, she will lose her job If we had enough money, we (go) to the concert Michael will phone you if he (have) time If we lived in a town, life (be) easier I know I would have felt better if I (stop) smoking WRITING (4 points ) III Reading: Read the passage and decide whether statements are True or False: What is a rain forest? 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 and mild, 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, Africa, and Asia The world's largest rain forest is the Amazon rain forest in South America It's always hot and wet in a tropical rain forest T F A rain forest is a place where it rains a lot A temperate rain forest is a place where it is cool and dry Most of the world's rain forest are temperate rain forests Tropical rain forests are located in Central and South America, Africa, and Asia No tropical rain forests in the world are larger than the Amazon rain forest in South America IV-Writing: Change the active voice into passive voice : 1.People have planted many trees in the park for an hour 2.The french drawer performed his works at the exhibition yesterday 3.John repairs this bike today 4.They are doing that task at this moment ANSWERS I-Pronunciation: 1.B 2.B 3.A 4.C II.Language Focus: A 1.A 2.B 3.C 4.D 6.A 7.C 8.A C B 1.comes would go has would be 5.had stopped 5.A 5.B 10.C III-Reading: 1.T 2.F 3.F 4.T 5.T IV-Writing: Change the active voice into passive voice : Many trees have been planted in the park by people for an hour His works were performed at the exhibition by the french drawer yesterday This bike is repaired by John today That task is being done at this moment Date: 27/3/2015 UNIT 12: MUSIC Period : 66 LESSON : READING I Objectives: By the end of the leson: - Students know more about the role of music in our life II Language focus: Grammar: - To-infinitive - Wh-questions Vocabulary: - Vocabulary concerning music, theatre,films and cinema:compose, rock 'n 'roll, mournful, solemn III Skill: - Reading comprehension: better sts' reading skill through sentence completing and answering questions IV Teaching aids: board, textbook, chalk, tape V Procedures: T Teacher’s activities Students’ activities Warm-up 5’ - Play the tape with pieces of music and ask sts to guess what types of music they - Listen to the tape and guess are - Stand up and say aloud the names - Get feedback and check of the types of music .… … … Before you read: Aims: To provide sts with words/phrases about music 12’ a Matching: - Work in pairs to match - Ask sts to work in pairs to match the descriptions to the types of music given - Give answers orally in the part: 1- b 2- e 3- d 4- a 5- For each type of music, sts from c pairs are required to give their match - Others listen orally - Listen and help sts to give correct - Listen and read after the T match b.Vocabulary - Provide sts with the new words/phrases: - Write down these words into their + Emotion(n): a strong feeling e.g.: hate, notebooks love + Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy + Funeral(n): a funaral is celebrated - Listen and repeat when someone dies + Solemn(adj): serious, not happy - Read these words and check for + Mournful(adj): sad their partner - Read each word/phrase times and ask - Read the words aloud sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read: Aims: Read for information to the 20’ sentence completing, and answering excercises + Task 1: Sentence completing - Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence) - Feedback and give remarks 8’ 1’ - Listen to the T - Work individually - Report their answers sentence by sentence Communicate Lull delights integral part solemn emotion mournful - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch Language and music It can express ideas, thoughts and feelings It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful It makes people happy and excited It delights the senses It is a billion-dollar industry - Self-correct the work + Task 2: Questions answering - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/ 1answer) - Listen and help the students to give correct answers After you read: - Work in pairs orally + Questions – Answers - Some pairs report while others Aims: Students' summary about the roles listen of music Students tell roles - Ask sts to work in pairs to give answers Students give their own ideas to the questions given in the part - Go round to help sts with their work - 2-3 pairs are required to give answers to one question orally in front of the class - Listen and help sts to give correct answers Homework: - Write about the roles of music and which role is the most important - Listen to the T Date: 1/4/2015 UNIT 12: MUSIC Period : 67 LESSON : SPEAKING I Objectives: - By the end of the lesson, students know about some favourite kind of music II Skill: Speaking: - Asking and answering questions about music - Talking about favourite kinds of music III Teaching aids: Textbook, chalk, board, pictures IV Procedures: T Teacher’s activities Students’ activities Warm- up: 5’ Aims : get used to the topic - Give sts some pictures of singers and ask sts about their names - Ask sts what they know about these singers and name some of their songs Before you speak: 10 Aims: : focus sts on the topic and ’ introduce the words and phrases used in the task + Task 1: Answering questions based on the reading text - Introduce the situation: You are going to read what Ha Anh says about music - Give sts some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud - Ask sts to work in pairs to ask and answer the questions - Go around to observe sts working - Ask some sts to present their answers in front of the class - Get feedback and give correct answers: 3.While you speak: 13’ Aims: Sts can talk about their favourite kind of music + Task 2: Asking and answering about music taste - Tell sts that they are going to ask your partners questions to get information to - Look at the pitures and give the names of some foreign singers - Talk about these singers - Listen to the T - Take notes - Listen and read the text - Work in pairs to ask and answer the questions - Some sts present She likes pop music Because it keeps her happy The Backstreet Boys She listens to music all the time - Listen to the T - Listen to the T and read the information in the table - Think of the questions and say aloud: complete the table below - Ask sts to look at the first column of the table which includes items they should ask their friend about - Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band…… + What kind of music you like? + Why you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When you listen to music? - T may introduce some adj and expressions to talk about music: + make sb excited/relaxed + help sb forget troubles and worries + relaxing/ peaceful - Ask sts to form groups of One of them will be a journalist who will interview their friends about their music taste The journalist has to ask two sts some questions and complete the table Sts can change their roles if time permits - Go around to help sts and collect the mistakes 15 After you speak: (15 mins) ’ Aims: Sts make group report + Task 3: Reporting on the information - Ask sts to report what they have got from their friends to the whole class - Before sts report T asks sts to look at the example and elicits some structures they can use: + Both A and B like … + A likes…, and so does B + A likes …and B does , too + A likes…, but B prefers… - Ask sts to prepare in one minute - Ask some sts to report what they have found out about their patners in front of the class - Correct the Ss’ mistakes - Work in groups of 3: one will be a journalist and others will be students in the class 2’ - Listen and take notes - Listen to the T - Listen to the T and take notes if necessary - Some sts report in front of the class E.g: "Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to Hoa's favourite band is Westlife but Binh like Lam Truong very much " Homework: - Write a short paragraph about their friends' music taste Date: 1/4/2015 Period : 68 UNIT 12: MUSIC LESSON : LISTENING I Objectives: By the end of the lesson: - Sts know more about Van Cao and his music II Skills: - Listening: choose True/ False statements and answer questions - Speaking: discuss the one's ideas about Van Cao's music III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: T Teacher’s activities Students’ activities Home work checking: 7’ - Ask one st to talk about what kind of One st presents Others listen and music he likes best give remarks Before you listen:(12 mins) 12 Aims: focus sts on the topic and review/ ’ introduce the words and phrases used in the listening text - Work in groups to say about the a - Focus sts on the picture in the person in the picture textbook and ask sts if they know the - Listen to the teacher and then person in it work in groups to discuss Van - Introduce Van Cao, the most famous Cao's life and career musician in the history of Vietnamese music then ask sts to work in groups and - Ask some pairs to ask and ask about Van Cao's life and works answer - Possible questions: - Where and when was he born? - Was he born in a rich or poor family? - When did he start writing songs? Some sts stand up and give their - Can you name some of his famous answer - Suèi m¬ - TiÕn qu©n ca songs? What is his most famous one? Lµng t«i Trêng ca S«ng L« - Ask sts to give their answer to the question in p 128 - Copy down the words and phrases into their notebooks b Introduce some new words - rousing (adj): hµo høng s«i næi - lyrical(adj): tr÷ t×nh - Listen and repeat - solemn(adj): trang nghiªm - national anthem(n): E.g.: TiÕn - Read the words in pairs and correct each other’s mistakes Qu©n Ca - Some individuals read the words - Read the words and ask sts to repeat aloud - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: + Task 1: 17 Aims: Practise listening and marking True/ False statements ’ - Tell sts that they are going to listen to a - Listen to the T conversation between Lan Huong and - Work in pairs to guess if the Quang Hung about Quang Hung's statements are true or false opinion towards Van Cao's music - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Listen to the tape and the task - Compare their answer - Give their answer F The guess is Quang Hung 2.F He likes some Vietnamese musicians T F It was written in 1944 F ( He always ) - Check their answer, and then correct their work if they have the wrong answer - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Practise listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Ask sts to listen to the tape once/twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction 8’ - Work in pairs to read the questions - Listen and the task - Compare their notes It is 'My favourite Musician' He likes the song 'Tien Quan Ca' most Because it is hard and solemn, it makes him feel great and proud of his country - Check their answer, and then correct their work if they have the wrong answer After you listen: - Ask sts to work in pairs and discuss Quang Hung's ideas about Van Cao's music T may introduce some sentences to show one's opinion: + Agreeing: - Work in pairs revising Quang - I (strongly) agree with him Hung's ideas about Van Cao's - I share his opinion music - I share the same point of view with him 1’ - I think his opinion is similar to mine + Disagreeing: - I'm sorry but I don't think so - I don't agree with him - I don't share his point of view Two sts present - Move round to check the activities and to make sure that sts are working effectively - Ask some pairs to present in front of the whole class - Check and give remarks Homework: Write a short paragraph about your opinion about Van Cao's Music Date: 1/4/2015 UNIT 12: MUSIC Period : 69 LESSON : WRITING I Objectives: - Students can write a profile II Skills: - Reading: read the information about Van Cao - Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao III Teaching Aids: - board, textbook, chalk IV Procedures: T Teacher's activities Students' activities Homework checking : 5’ - Ask one st to talk about his/her opinion - Listen to their friend and give about Quang Hung's ideas about Van remarks Cao's music - Ask other sts to listen to their friend - Listen to the teacher and give remarks - Check and give remarks Before you write: - Aims: to get sts to recognise what a profile is like and to read the 20’ information about Van Cao + Task 1: - Listen to the teacher carefully - Introduce the topic of the lesson: Writing a profile - Introduce some new words: + 'profile (n): a report of a person ( usu in a newspaper article) +'mixture (n) : sù hoµ quyÖn +tune (n): giai ®iÖu + Ragtime (v) : a kind of music which is a mixture of classical European and African beats + rag (n): a Ragtime song + beat (n): nhÞp + 'talent (n): a natural skill/ ability + 'talented (a): having talent + app'reciate (v): recognise sb's good qualities - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the prompts in task and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses - Allow sts to work in pairs first to make up sentences orally and the write them down into their notebooks - Move around to help if necessary - Ask sts to compare their answer with other sts - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the prompts and the task in pairs - Write down the sentences into their notebooks - Share their answer with their friends - Present their ideas He learned to play music when he was very young Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music He quickly became famous His tune 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 Scott Joplin died in 1917 - Listen to the teacher - Answer T's questions: - Get feedback and give remarks We use the past simple the date of birth/death, the place - Focus sts on some points about writing of birth, family, career, personal a profile by asking some questions: life Which tense you use? What kind of information is included - Listen to the teacher in a profile? + Task 2: - Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him - Ask them to refer to their writing in task as a sample While you write: - Work in pairs to discuss - Do the writing task - Aims: Sts practise writing about a life story of Van Cao - Ask sts to write down what they have 12’ discussed into their notebooks - Let sts write in 10 minutes - Move around to conduct the activity After you write: Aims: to get feedback and check sts' 7’ work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 1’ Homework: - Prepare the writing lesson -Learn the new words - Read their writing: ( a sample paragraph) "Van Cao was born on the fifteenth of November, 1923 in Nam Dinh His parents were poor workers However, he started composing music when he was very young His first song was written in 1939 and it quickly became famous The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944 Van Cao was also very good at other artistic works like song writing, poem writing and paintings He died on the tenth of July,1995 He was known as a very talented musician and highly appreciated by the Vietnamese people Date:2/4/2015 UNIT 12: MUSIC Period : 70 LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound /s/ and /z/ correctly - Students revise to-infinitive and Wh-questions II Language focus: + Language: - Pronunciation: /s/ and/z/ - To-infinitive and Wh-questions III Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Students' activities Homework checking: 5’ - Ask one st to read the passage they - One st reads his/her writing aloud in wrote about Eric Clapton's life aloud front of the whole class - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher Pronunciation: - Aims: to introduce two sounds /s/ and 10’ /z / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / z / : a voiced sound / s / : a voiceless sound - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 130 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks 28’ Grammar: Aims: to revise to-infinitive and Whquestions and have sts Ex1,EX2 and EX3 a to-infinitive: - Recall the use of to-infinitive by giving an example: e.g.: A: What did you buy this cassette player for? B: I bought this cassette player to study English e.g.: To keep fit, you have to morning - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /s/ /z/ Sue zoo sip zip piece peas - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /s/ /z/ Susan music classical jazz sound records - Read the sentences - Listen to the teacher - Read the example and tell the whole class their ideas + Use: - to show purpose - Listen to the teacher and take note - Give examples - Some pairs report I phoned her to tell her good news exercises every day - Ask sts to tell the T the use of toinfinitive in these sentences Note: - We can put to-infinitive at the beginning or at the end of the sentence - We can also use in order to or so as to to show purpose - Ask sts to give some examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise in pairs and then compare their answers with other pairs - Move round to conduct the activity - Ask some pairs to report I'm saving money to buy a cassette player She practise singing all day to win the singing contest - Listen and correct their work if necessary - Do the Ex individually EX 2: Each st writes three sentences to read to buy to send to invite to learn - Listen to the teacher - One st answers: Who, where, when, what, which - Listen and give remarks - Listen to the T and take note + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask some sts to report - Two sts write their answers on the - Check and give remarks board: What will you if it rains? b Wh-questions: What sort of music does your - Ask one st to name some question father enjoy listening to? words they have already known When did he leave for Ho Chi + Note: Minh City? - The question element generally comes Who wants to talk to you? first in the sentence - There is no S - operator inversion in the Wh - question asking about the S e.g.: Who gave you that present? + Exercise 3: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board 1’ - Check and give remarks Homework - Prepare the unit 13 -reading lesson -Learn the new words Date: 2/4/2015 UNIT 13: FILMS AND CINEMA Period : 71 LESSON : READING I Objectives: - Students know more about the history of films II Language focus: a General knowledge: - Knowledge about films and cinema b Language: - The past simple tense - Vocabulary concerning music: scene, camera, character III Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through finding the word meanings in contexts, answering questions and identifying the main idea IV Teaching aids: board, textbook, chalk, some pictures V Procedures: T Teacher’s activities Students’ activities Warm-up: 5’ - Show sts some pictures of famous film stars or scenes in famous films in - Look at the T's pictures Vietnam amd in the world - Stand up and say aloud the names of - Ask sts to say the names of these the films and film stars films and film stars .… … … - Get feedback and check Before you read: Aims: To introduce the topic and - Work in pairs to ask and answer provide sts with words/phrases about - Give answers orally 12’ films and cinema I want to see a film on T.V because it a Answering questions: is cheap and I may feel more - Ask sts to work in pairs to ask and comfortable answer the questions in Before you - I want to see a film at the cinema read because I can see the latest film there - Go round to help if necessary - Ask some sts to give answers - Others listen - Listen and read after the T - Listen and check Sts may give different answers b.Vocabulary - Provide sts with the new words/phrases: + 'sequence (n):chuçi + motion (n): vận động + movement (n):sự chuyển động + 'decade (n): 10 years + au'dience (n):kh¸n gi¶ + spread (v): lan réng - Read each word/phrase times and ask sts to repeat it - Write down these words into their notebooks - Listen and repeat - Read these words and check for their partner - Read the words aloud - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read: Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title 18’ for the passage + Task 1: Finding the words in the passage - Ask sts to read the passage indepently then read the definition given in task and scan the passage to find the suitable words - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: Answering questions - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - Move round to help is necessary - pairs are required to give answers in front of the class - Listen and help the students to give correct answers + Task 3: - Ask sts to read the passage again individually and choose the best title for the passage - Ask one or two sts to give answer and to explain why they choose A, B or C - Listen and check After you read:( mins) - Listen to the T - Work individually - Report their answers one by one cinema sequence a decade rapidly scene character - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch It began in the early 19th century They dicovered that when a sequence of still pictures were set in motion No, they didn't Audiences were able to see long films in the early 1910s - Self-correct the work - Read the passage again and choose the best title Answer: B ( A brief history only) - Listen to their friends and the T - Work in groups orally - Some sts report 9’ 1’ Aims: Students' summary about the history of cinema - Ask sts to look at the cues given and - Listen to the T work in groups to talk about the history of cinema basing on the cues - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen and help sts to give correct answers Homework: - Write a summary of the reading text basing on what they have discussed in After read Date: 2/4/2015 UNIT 13: FILMS AND CINEMA Period : 72 LESSON : SPEAKING I Objectives: - Students know about some kinds of film II Knowledge: a General knowledge: - Students can talk about some favourite kinds of music b Language: - The simple present tense - Vocabulary to describe films III Skills: - Asking and answering questions about film - Talking about favourite kinds of music - Expressing attitudes, preferences IV Teaching aids: Textbook, chalk, board, pictures V Procedures: T Teacher’s activities Students’ activities Warm- up: 5’ Aims : to get used to the topic - Give sts some film posters on the - Look at the posters and match the board: film with the correct types + Names of the films: Shrek (1) The adventures of Sherlock Holmes (2) - Some sts give the answers The Lord of the Rings (3) + Key: Pearl Habour ( 4) 1- cartoon 2- detective film - Ask sts to match the films with the 3- action film 4- war film correct types of films - Listen and check Before you speak: 8’ Aims: :to focus sts on the topic and to introduce the words and phrases used in - Look at the table and tick the task - Compare with their partner’s + Task 1: - Ask sts to study the table on p 134 and tick the boxes that suit their preferences for a particular type of films - Ask sts to compare their answers with a partner - Call on some sts to report their likes and dislikes - Listen and give remarks 3.While you speak: Aims: Sts can talk about their favourite 20 type of films ’ + Task 2: Find out what your friends feel about each kind of films - Give sts some new words: + violent (adj): b¹o lùc + horrifying (adj) lµm khiÕp sî + moving (adj): cảm động + find + O + Adj - Ask sts to read the new words orally and individually - Introduce sts some expressions of agreement and disagreement + Agreement: + Disagreement: I agree I don't think so Yes, exactly Yes, but Right / Sure ! I don't quite agree with you - Ask some sts to read the model conversation in the textbook - Divide the class into small groups of and ask sts to find out what the others of their group feel about the given types of films - Go around to help sts if necessary - Call on some groups to practise the dialogues - Listen and give remarks + Task 3: Find out the preferences of your friend for films - Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences - Ask sts to make sentences with the structure - Call on two sts to read the model conversation in the textbook - Ask sts to work in pairs and find out about their partner’s preference for a - Some sts report: S1: I like science fiction films very much S2: I don't like cartoons very much S3: I don't like horror films at all - Listen and take notes - Read the new words orally and individually - Listen to the T - Read the model aloud - Work in groups and ask some sts to present A: What yoy think of detective films? B: Oh, I find them exciting C: I think so I think they are good fun - Listen to the T - Make sentences with the structure - Two sts read the model conversation - Work in pairs to ask and answer the similar questions S1: Which you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers - Listen to the T particular type of films, basing on the model conversation - Go around to offer help - Ask some pairs to practise the dialogues - Listen and correct their mistakes After you speak: 10 Aims: Sts can talk about the film they ’ have seen + Task 4: Talk about a film you have seen - Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook - Ask sts to take turns to talk about the films they have seen - Go around to help sts - Ask some sts present in front of the class if the permits 2’ Homework: ( ) - Write a short paragraph about a film they have already said about - Work in groups - Some sts report in front of the class E.g: I saw "Sand life"at the cinema It is a love story film It is about the life of a soldier after the war He has already been married but after the war he returns with another woman Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its value Date: 2/4/2015 UNIT 13: FILMS AND CINEMA Period : 73 LESSON : LISTENING I Objectives: - Sts know how some people can arrange to st II Language: - Vocabulary on days of the week III Skills: - Listening: Listen for the main idea and fill in the chart - Speaking: Talk about sb's plans IV Teaching aids: - Tape, cassette player, textbook, chalk, board V Procedures: T Teacher’s activities Students’ activities Homework checking: 5’ -Ask one sts to talk about a film he - One st presents likes best - Others listen and give remarks - Listen to the T - Listen and give remarks Before you listen: Aims:to focus sts on the topic and to 10’ review/ introduce the words and - Work in groups to list the phrases used in the listening text entertainments a Ask sts to work in groups and list the types of entertainments - Note down the list on board: - Stand up and give their answers go to the cinema/ watch TV S1: I never go to the cinema listen to music/ - Ask sts to read the table in the book and put a tick on the right column - Compare their answers with a partner - Ask some sts to speak aloud b Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - guess(v): predict, give an answer but not know if it is right - instead (adv): in the place of st/ sb - Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: + Task 1: Aims: Sts practise listening and 15’ marking True/ False statements - Tell sts that they are going to listen to a conversation between two friends, Lan and Huong - Ask sts to work in pairs, look at the picture and guess what the conversation is about - Ask sts to listen to the talk and answer the question: "What are they planning to do?" T plays the tape once - Ask sts to exchange their answer in pairs - Check sts’ answer - Play the tape once again and conduct the correction S2: I often watch T.V S3: I sometimes listen to the radio - Listen to their friends - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some sts read the words aloud - Listen to the T -Work in pairs to guess what the conversation is about -Listen to the tape and the task - Exchange their answer - Gives their answer They are planning to go to the cinema together to see Titanic - Check their answer and then correct their work if necessary - Work in pairs to have a look at the chart - Listen and the task - Compare their notes Lan Huong Mon see a play + Task 2: Aims: to practise listening for Tue specific information by fillingin a chart Wed -Ask sts to have a look at the chart in pairs and make sure they know what information they need to fill in the Thu work and go to singing club blanks - Ask sts to listen to the tape once/twice and take short notes to fill in the chart - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction 4’ 1’ visit grandparents Fri take Chineseclasses Sat work (busy) Sun go on a picnic Key: Tuesday - Check their answer, and then correct their work if necessary - Study the chart and find out a day when both of the girls can go to the cinema Sts give their answer - Ask sts to look at the chart again and find out if there is a day when both Lan and Huong are free to go to the cinema together After you listen: - Work in pairs talking about the two - Ask sts to work in pairs and use the people' plans chart to talk about Lan and Huong's - Some sts present plan for nextweek - Revise some structures to show one's plans: - be going to V - be Ving - Move round to check the activities and to make sure that sts are working effectively - Ask some sts to present in front of the whole class - Check and gives remarks Homework: Write a short paragraph about your plan for week THE 15-MINUTE TEST *Choose the word whose underlined part pronounced differently from the others A.wanted B.looked C.washed D.kissed 2.A.nice B.fierce C.miss D.mars *Choose the word that has stress pattern different from that of the other words 3.A.compose B.delight C.lyrical D.defence *Choose the best answer (A,B,C OR D) for each sentence 4.I would have bought a new bike If I ( have ) ………….enough money A.had had B.had C.have D had not had 5.John can use my computer ……………information on the internet A.access B.to access C.to be accessed D.accessing 6.Music lulls babies to sleep at night and wakes students …… in the morning A.on B.of C.off D.up 7.It is difficult …………… what our lives would be like without music A.to imagine B.imagine C.imagines D.to be imagined 8.His success at school ………….everyone A.delights B.bad C.help D.take *Identify the mistakes (A,B,C OR D) that need correcting 9.The Queen of the United Kingdom would have imprisoned him if he has attacked A B C her palace D 10.We are interested on that event in spite of its fun A B C D THE KEYS OF THE TEST 1.A 6.D 2.D 7.A 3.C 8.A 4.A 9.C 5.B 10.B Date: 3/4/2015 UNIT 13: FILMS AND CINEMA Period : 74 LESSON : WRITING I Objectives: Education Aims: - Students can write a description of a film Knowledge: a General knowledge: - The film Titanic b Language: - Language used to describe a film - The present tenses Skills: - Reading: read the description of the film Titanic and then answer the questions - Writing: write about a film they have seen II Teaching Aids: - board, textbook, chalk -sub-board and hand out III Procedures: Time Teacher's activities Students' activities WARM-UP: 5’ Network -Gives instructions - Work in groups of or students -Distributes the handouts to each and find out as many words which group relate to the topic word as possible film film 17’ - Check and find out the winnner -Leads in the lesson Before you write: - Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic + Task 1: - Introduce the topic of the lesson: describing a film -Call a student to read the passage aloud in front of the class - Introduce some new words: +'tragic (a): bi th¶m +'luxury (n) : sù xa hoa +'voyage (n): a long journey by sea + ad'venturer (v) : ngêi thÝch phiªu lu + be engaged: đính hôn + 'iceberg (n): t¶ng b¨ng tr«i - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again -Use the subboard to show the questions and form of answers or write it up on the suboard - Listen to the teacher carefully -All students read through th - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the description of the film Titanic in task and to answer the questions about the film - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The name of the film is Titanic It is a tragic love story film It is about the sinking of a luxury - Allow sts to work in pairs to ask liner and answer the questions orally It is made in America - Move around to help if It is based on the true story of necessary Titanic - Ask sts to compare their answer The main character are Jack with other pairs Dawson and Rose DeWitt Bukater Jack is a young and generous adventurer Jack and Rose fall in love - Get feedback and give remarks with each other + Task 2: It has a sad ending - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task - Listen to the teacher - Allow sts to work in pairs in 13’ 9’ minutes - Move around to help if - Think of a film that they have seen necessary and to check - Correct sts' mistakes if there are any - Work in pairs to ask and answer about the films they have seen While you write: - Listen to the teacher - Aims: Sts practise writing a description of a film they have seen basing on the answers - Distributes the hand outs to ech groups - Ask sts to write down what they have discussed into their -Work in groups notebooks - Do the writing task - Let sts write in 10 minutes - Ask them to refer to the model description in task if necessary - Move around to conduct the activity After you write: Aims: to get feedback and check sts' work - Collects Sts writing and hangs them on the board - Read their writing: ( a sample - Ask some other sts to give paragraph) remarks "Of all the films I have seen, "Gone - Check and give the correct with the wind"is the film I like best " answer Gone with the wind" is a love story film It is about the change in a woman 's life during the civil war in America The film is made in America It is based on the famous novel "Gone with the wind"written by Margaret Mitchell The main - If time allowed, gives an extra character is Scallet O'hara She is a exercises( use sub board) beautiful but ambitious woman " Homework: ( 1min) - Prepare the E part 1’ - Whole class Date :8/4/2015 UNIT 13: FILMS AND CINEMA Period : 75 LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound /f/ and /v/ correctly - Students learn about: - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the II Language focus: + Language: - Pronunciation: /f/ and/v/ - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the III Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Students' activities Homework checking: ( 5mins) 5’ - Ask two sts to talk about the films they - Two sts talk about the films they have seen have seen - Ask another st to give remarks - Give remarks - Check and give a mark - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts to practise these 10’ sounds a Write two sounds on the board and - Write down two sounds pronounce them clearly twice, then ask - Listen to the teacher and repeat sts to repeat - Look at the book , listen and - Tell sts how to pronounce these sounds repeat accurately /f/ /v/ / f / : a voiceless sound fan van / v / : a voiced sound first vine - Ask sts to pay attention to the length of form view two sounds - Ask them to look at the textbook, listen - Read these words in pairs and and repeat check for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 139 in the book - Look at the book and work in pairs - Answers: /f/ /v/ feels Stephen enough driving photograph van - Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: "It is/was not until that ", articles: "a/an"and "the"and have sts Ex1,EX2 , EX and EX4 a Adjectives of attitude: 28’ - Firstly ask sts to read the instruction and the example in task - Ask them to task + Exercise 1: - Ask two sts to write the adjectival forms of the verbs on the board - Ask sts to compare their answers with other sts - Move round to conduct the activity - Look at the board and give remarks + Tell sts that there may be two adjectival forms of a verb One ends in -ing and the other ends in -ed - Ask sts to look at the example and tell the difference E.g: interest => interesting and interested - This book is interesting - I am interested in this book I 've read it twice - Ask sts to task + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask some sts to report - Check and give remarks b It is/was not until that : - Give examples so that sts can see the use as well as the form of this structure: E.g: Mary didn't know how to make - Read the sentences - Listen to the teacher - Read the instruction and the example and then task Key: fascinating exciting terrifying irritating horrifying boring surprising amusing - Listen to the T - Look at the example - One st tells the difference: + The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth) - Some pairs report depressing - depressed interested - interesting boring - bored - Listen and correct their work if necessary - Read the examples - Pay attention to the underlined parts - Tell the T that the second sentences are more emphatic - Do the Ex individually - Listen to the teacher - Read the example and the tell the T the use of these articles: 2' cakes until I taught her = It was not until I taught Mary that she knew how to make cakes I did not start to learn English until 1995 = It was not until 1995 that I started to learn English - Ask sts to read the examples and tell the teacher which sentences are more emphatic c A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog The cat is lazy and the dog is intelligent - Ask sts to Ex + Exercise 4: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report - Check and give remarks Homework - Prepare the unit 14 -Learn the grammar and structures + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Do the exercise in pairs - Some sts report: a the the an a a the the the the the the the an a a the a - Listen and correct their work if necessary Date: 8/4/2015 UNIT 14: THE WORLD CUP Period : 76 LESSON : READING I Objectives: - Students know more about the World Cup II.Language focus: a General knowledge: - Knowledge about the World Cup b Language: - The passive - Vocabulary concerning sport: tournament, final, trophy III Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through matching the words in A with the definitions in B, sentence completing and marking true/false statements IV Teaching aids: board, textbook, chalk, some pictures V Procedures: T Teacher’s activities Students’ activities Warm-up: 5’ - Show sts some pictures of the 2006 World Cup tournament - Look at the T's pictures - Ask sts what they know about the 2006 - Stand up and say aloud what they World Cup tournament know about the latest World Cup - Get feedback and check tournament Before you read: … … … 12 Aims: To introduce the topic and provide sts with words/phrases about the World Cup a Answering questions: - Ask sts to work in pairs to ask and answer the questions in Before you read - Go round to help if necessary - Ask some sts to give answers - Listen and check Sts may give different answers b.Vocabulary - Provide sts with the new words/phrases: + 'tournament (n): giải đấu + 'final (n): chung kÕt + 'witness (v): chøng kiÕn + elimi'nation game (n): trận đấu loại + 'honoured title (n): danh hiÖu cao quý + 'victory (n): chiÕn th¾ng - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read: Aims: Read for information to match the 18 words in A with the definitions in B, to sentence completing and to mark true/false statements + Task 1: Matching: - Ask sts to read the passage independently then read the words as well as the definitions given in task and scan the passage to match - Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: Sentence completing - Ask sts to scan the passage independently then complete each sentence with a word or a number - Work in pairs to ask and answer - Give answers orally It was held in Japan and Korea Brazil did Germany was - Others listen - Listen and read after the T - Write down these words into their notebooks - Listen and repeat - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers one by one - b 2-c - a - e 5-d - Listen to the T - Scan the passage and find the information - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible - Move round to help and ask sts to share their ideas - Call on sts to read and explain their answers aloud in front of the class - Feedback and give remarks + Task 3: - Ask sts to read the passage again individually and mark true/false statements - Move around to help - Ask sts to share the answers with their friends and correct the false sentences - Ask sts to give answers - Listen and check After you read: Aims: Students' summary of the reading passage 9’ - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen and help sts to give correct answers Homework: - Write a summary of the reading text on what they have discussed in After you 1’ read - Work in pairs to compare their answers - Report their answers sentence by sentence 13 32 Argentina one 26 - Listen to the T - Read the passage again and mark true/false statements - Present their ideas: F ( in 1930) F ( every four years) T T F ( has won the trophy times ) - Listen to their friends and the T - Work in groups orally - Some sts report E.g: 13 is the number of teams that took part in the first tournament 1930 is the year when the first World Cup was held - Listen to the T Date: 8/4/2015 UNIT 14: THE WORLD CUP Period : 77 LESSON : SPEAKING I Objectives: - Students know about the World Cup II Language focus: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense - Vocabulary about football III Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners IV Teaching aids: Textbook, chalk, board, handouts, posters V Procedures: T Teacher’s activities Students’ activities Warm- up: Jumble words 5’ Aims :Sts get used to the topic - Listen to the T - Divide the class into small groups of or and introduce the games: Sts are to rearrange - Work in groups and find out the the letters into meaning words words - Write some groups of letters on the board - Answers: winner, score, - Ask sts to work in groups runner-up,host country, - Ask some goups to give answers champion - Introduce the new lesson: Today we will talk about the World Cups Before you speak: Aims: :to focus sts on the topic and 12’ introduce the words and phrases used in the task + Task 1: A World Cup 2002 quiz - Ask S to name the team in the photos on page 145: - Before doing the task T give S some new words: + draw (v,n): e.g a score of 1- + lose the match to sb + defeat sb: beat sb + penalty shoot - out - Give S some handouts and in each handout T writes two questions about the four football teams: Q1 How many times has Italy won the trophy up to World Cup 2006? Q2 Who was the captain of the French national football team in World Cup 2006? Q3 What was the score of the World Cup 2006 final? Q4 Which team was the runner-up in the World Cup 2006? Q5 Who was the head coach of the German team in World Cup 2006? Q6 What nationality was the top scorer in World Cup 2006? Q7 Who was the captain of the English national football team in World Cup 2006? Q8 Who beat England in the World Cup 2006 quarter final? - Ask sts to work in groups to answer the - Answer the question of the T 1- England 3- Italy 2- France 4- Germany - Listen and write down these words into their notebooks Answer: times Zinedine Zidane - 1( Italy won the game - in a penalty shoout- out France 5.Jurgen Klinsmann German 7.David Beckam Portugal (by 3-1) - Listen to their friends and check 15’ questions - Go around to check that S work and speak English - Ask some Ss to answer the questions While you speak: Aims: Sts can talk about the World Cup tournaments + Task 2: - Ask sts to read the information about 17 World Cup tournaments in the table - Read the model dialogue aloud and then ask two pairs to read the dialogue again - Ask sts to work in pairs to make similar dialogues about the World Cup tournaments - Move round to make sure that Sts are working and to help if necessary - Ask sts to compare their answers with other pairs - Ask some pairs to report - Listen and give remarks - Read the table in minutes - Listen to the T and then some sts read the model again - Work in pairs to make similar dialogues - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy S3: Which teams played in the final match? S4: Italy and Czechoslovakia - Listen to the T - Listen to the T - Some Sts read the model - Work in group to talk about the WC winners After you speak: - Some Sts present in front of the Aim: S can talk about the World Cup class 10’ winners Suggested answer: + Task 3: The 17th World Cup was help in - Introduce the task: S are going to take turns Korea and Japan in 2002 The to talk about the World Cup winners in final match was between Brazil different years and Germany Brazil defeated - Ask Sts to read the model in the textbook Germany by to Brazil - Ask Sts to work in groups and take turns to becema the champion and talk about the WC winner in a certain year Germany was the runner- up - Go around to check and to offer help - Ask some Sts to talk about different World Cup if time permit 1' Homework: Write a paragraph to talk about World Cup 2006 Date:9/4/2015 UNIT 14: THE WORLD CUP Period : 78 LESSON : LISTENING I Objectives: - Sts know some information about Pele, the most famous footballer in the world II Language: - Vocabulary on football - The simple past tense III Skills: - Listening: Listen and fill in the table, and answer the questions - Speaking: Talk about important events in Pele's life IV Teaching aids: - Tape, cassette player, textbook, chalk, board V Procedures: T Teacher’s activities Students’ activities 7’ Homework checking: - Ask one st to talk about some World Cup - One st presents tournaments - Others listen and give remark - Listen and give remarks Before you listen: 12’ Aims: to focus sts on the topic and to review/ introduce the words and phrases used in the listening text a Ask sts to work in groups and talk about their favourite football players, the name of their football clubs, their nationalities - Ask sts to work in groups again to look at the pictures in the textbook and discuss the football players in the pictures b Introduce some new words - as a/ an : When he/ she was a/an - kick (v):( miming) -control(v): to make people/ things what you want - participate in (v): take part in - ambassador(n) - promote(v):to help the progress of st -Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen: + Task 1: Aims: Sts practise listening for specific 17’ information by filling in a table - Tell sts that they are going to listen to a talk about Pele - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks - Ask sts to listen to the tape twice and take short notes to fill in the table - Ask sts to compare their answers in pairs - Ask some sts to report - Play the tape once again, stop the tape where necessary and conduct the correction - Work in groups to talk about their favourite football players - Discuss the players in the pictures - Some sts stand up and give their answers Pele Maradona Zidane Barthez Beckham - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud Sts listen to the T Sts work in pairs to have a look at the table - Listen and the task - Compare their notes - Some sts report Year Events (1) 1940 Born in Brazil 1956 (2) Joined in a Brazilian football club (3) 1962 championship First world cup + Task 2: Aims: Sts practsce listening for specific information by answering questions - Ask sts to read the questions in pairs and make sure they understand the questions - Ask sts to listen to the tape twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Ask some sts to report - Play the tape once again, stop the tape where necessary and conduct the correction 8’ 1’ After you listen: - Ask sts to work in pairs and use the information in the table and the answers in Task to talk about important events in Pele's life - Move round to check the activities and to make sure that sts are working effectively - Ask some sts to present in front of the whole class - Check and give remarks Homework: - Write a short paragraph about Pele (4) 1974 1200th goal 1977 (5) Retired - Check their answer, and then correct their work if they have wrong answers Sts work in pairs to read the questions - Listen and the task - Compare their answer - Some sts report He was fanous for his powerful kicking and controlling the ball He participated in World Cups He played for an American football club before he retired He became an international ambassador for the sport - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to talk about Pele's life - Some sts present Date: 9/4/2015 UNIT 14: THE WORLD CUP Period : 79 LESSON : WRITING I Objectives: - Students can write an announcement II Language focus: a General knowledge: - An announcement concerning football b Language: - Language used to write an announcement - The future tenses and the passive voice III Skills: - Reading: read the model announcement - Speaking: discuss in pairs - Writing: write an announcement IV Teaching Aids: - board, textbook, chalk V Procedures: T Teacher's activities Homework checking : 5’ - Ask one st to talk about the milestones in Pele's life - Ask other sts to listen to their friend and give remarks - Check and give remarks Before you write: 20 - Aims: to get sts to know how to write an announcement + Task 1: - Introduce the topic of the lesson: Writing an annoucement - Introduce some new words: +a'nnounce (v): th«ng b¸o + a'nnouncer (n):ngêi th«ng b¸o + announcement (n): th«ng b¸o + co'mmittee (n): uû ban + post'pone (v):tr× ho·n +due to (prep): v×, + se'vere (adj) : very bad + con'tact (v):liªn l¹c + The Ho Chi Minh Communist Youth Union : §oµn Thanh niªn Céng S¶n Hå ChÝ Minh - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow - Allow sts to work in pairs to ask and answer the questions orally - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Tell sts that these four questions are the main contents of an announcement + Task 2: - Ask sts to read two situations in task - Ask them to work in pairs to answer the similar questions to those in task Students' activities - Listen to their friend and give remarks - Listen to the teacher - Listen to the teacher carefully - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the announcement in pairs and then answer the questions that follow - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The national football championship organizing committee is The match between Nam Dinh and Binh Duong The match will be played at p.m on Sunday, April 25th It will be played at My Dinh national Stadium - Listen to the teacher - Read two situations - Ask sts to create the time and the place of the meeting in the first situation - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Ask sts compare their answers with other pairs - Ask some pairs to report - Correct sts' mistakes if there are any While you write: - Aims: Sts practise writing one of the 10 two situations - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model announcement in task if necessary - Move around to conduct the activity After you write: Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: - Prepare the part E - Work in pairs to discuss two situations - Some pairs report + Situation 1: Nguyen Trai High School Football Team The team are looking for new players for the new football season The first meeting of volunteers will be at p.m on Sunday, April 15th It will be at Hai Duong Central Stadium + Situation 2: The HCM Communist Youth Union of NT High School A friendly match with New Stars Football Club It will be played at p.m on Sunday, April 20th It will be played in the football field of New Stars Football Club - Listen to the teacher - Do the writing task - Read their writing: ( a model announcement) "Nguyen Trai High School Football Team wishes to announce that the team are looking for new players for the new football season Volunteers must be good at football and are students of Nguyen Trai High School The first meeting will take place at p.m on Sunday, April 15th at Hai Duong Central Stadium.If you want any further information, you can contact Nguyen Van Ba, class 10 of Chemistry or at 860.222." 1' Date: 9/4/2015 UNIT 14: THE WORLD CUP Period : 80 LESSON : LANGUAGE FOCUS I Objectives: - Students know how to pronounce the sound /g/ and /k/ correctly - Students revise: - The uses of will - The difference between will and be going to II.Languge focus: + Language: - Pronunciation: /g/ and/k/ - The uses of will - Will vs be going to III Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: T Teacher's activities Students' activities 5’ Homework checking: - Ask two sts to read the announcements - Two sts read the announcements they wrote aloud aloud - Ask another st to give remarks - Check and give marks - Give remarks Pronunciation: - Listen to the teacher 10 - Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask - Write down two sounds sts to repeat - Listen to the teacher and repeat - Tell sts how to pronounce these sounds - Look at the book , listen and repeat accurately /g/ /k/ / k / : a voiceless sound group club / g / : a voiced sound game kick - Ask sts to pay attention to the length of together cup two sounds - Ask them to look at the textbook, listen - Read these words in pairs and check and repeat for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 150 in the book - Ask them to work in pairs to read the sentences and then find out the words - Look at the book and work in pairs - Answers: /g/ /k/ group scored goal took Uruguay cat - Read the sentences containing sound /g / and sound /k / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: 29 Aims: to revise the difference between will and be going to, and the uses of will, and have sts EX1,EX2 and EX3 a will vs be going to: - Firstly ask sts to look at the examples and tell the difference E.g: - Wife: This dress looks beautiful It must fit me well Husband: Ok I will buy it for you - A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow - Listen to the S and give remarks - Ask sts to task + Exercise 2: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks b Will: making predictions - Give an example so that sts can remember the use of will E.g: A: I like that car very much but I don't have enough money to buy it B: Ask Jack for some money, please He is rich and generous I'm sure he will lend you some - Ask sts to read the examples and tell the teacher the use of will in this situation + Exercise 3: - Ask sts to Ex2 individually and then share the answers with their friends - Listen to the T - Look at the examples - One st tells the difference: + Will: to talk about the future and the decision is made at the moment of speaking + Be going to: to talk about intentions/ decisions which are made before we report them - Some pairs report I'll get I'm going to wash are you going to paint I'm going to buy I'll show - Listen and correct their work if necessary - Read the example - Pay attention to the underlined part - Tell the T that will is used to talk about what the speaker predicts about the future - Do the Ex individually EX3: he will help won't lend me it will rain - Listen to the teacher - Read the example - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks c Will: making offer - Give an example so that sts can revise the use of will: E.g: A: I'm so tired but I still have a lot of work to B: Oh, I will help you to finish it - Ask sts to Ex + Exercise 3: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report 1’ - Pay attention to the underlined part - Tell the T the use of will in this situation: to make offer/ to show willingness - Do the exercise in pairs - Some pairs report: I will make you a glass of orange juice I'll open it I'll lend you some - Listen and correct their work if necessary - Check and give remarks Homework - Prepare the next period Date: 9/4/2015 TEST YOURSELF E Period: 81 I Objectives: - Sts revise what they have learned in unit 12, unit 13 and unit 14 II Knowledge: - General knowledge in unit 12, unit 13 and unit 14 - Language: pronunciation and grammar in the above units III Skills: listening, speaking and writing IV Teaching aids: textbook, chalk, board V Procedures: T Teacher's activities Students' activities Homework checking: 5’ - Ask one st to Ex in the EX 4: workbook on the board It will look you will like - Ask one st to give remarks you will get They'll be - Give remarks and marks we'll meet she'll come I'll be - One st gives remarks The new lesson: - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 - Look at the textbook and read the minutes, part IV: 15 minutes statements - Ask sts to listening in class 2.1 Listening: 10’ - Ask sts to read the requirement of the task - Introduce new words: + 'Jupiter (n): Sao Méc + senior citizen (n): ngêi giµ + re'duce (v): gi¶m - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to 10’ compare their answers - Ask some sts to report his/ her answers aloud - Listen and check - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers - Some sts report 8.45 students Mountain are reduced 7.30 - work in groups to share their ideas - Some sts stand up to report 1.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 - Discuss in groups - Answers: 2.3 Grammar: the 2.3.1 .3 - Ask sts to discuss their answers in 5.the a groups .7 the the - Ask some sts to report the 10 a - Compare their answers with their - Ask two other sts to give remarks parners 10’ - Check and give the correct answers - Write these sentences on the board 2.3.2 to-infinitive: I stayed in to watch a film on T.V - Ask sts to share their answers with I wrote them a letter to thank them their friends for the weekend - Ask sts to write on the board She went to university to study egineering - Check and give remarks You should go to Britain to improve 2.4 Writing: your English - Ask some sts to read their writing You should book your tickets well in aloud 9' advance to see that football match - Read their writing aloud " The monitor of class 10G wishes to - Ask some sts to give remarks announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held 1' Homework: - Prepare and review the grammar structures from the unit 12 to 14 for the 45-minute test at 7.30 p.m on Thursday, November 23rd in the school meeting hall The ticket price is 5,000 VND." - Listen to the teacher's remarks Date of preparation :10/4/2015 Period :82 Revision for the 45-minute test I AIMS AND OBJECTIVES: To help Students to : - Revise the vocabulary that they have learnt in Units 12,13 and 14 - Revise the structures that they have learnt in Units 12,13and 14 To enable Students to : - Use the vocabulary and structures they have learnt and revised for other communitive tasks I Choose the word whose underlined part is pronounced different from that of the others: A character B cheap C chair D challenge A enough B photograph C famous D Stephen II Choose the word whose stress is placed differently from the others A ambassador B audience C emotion D communicate A funeral B delight C champion D tournament II Choose the best answer : …………is a combination of African and Western music A Folk music B Jazz C Pop music D.Classical music There are two things that make humans different………all other animals They are language and music A from B of C on D to Nancy: “How much you like detective films?”- Alice: “………………” A No problem B I find them really interesting C Not at all D I quite agree with you If she didn’t need help, she ……… you A would call B would have called C wouldn’t call D ’ wouldn t have called I wish I had enough money to……… a new bicycle A send B buy C sell D post 10 John: ”…………….?”- David: ”About 50 kilometers.” A How long does it take B When does it leaveC How far is it D How much does it cost 11 The first World Cup was held………Uruguay ……… 1930 A in/in B in/on C on/on D on/in 12 I thought The Russia House was a…………book A interest B interested C interesting D to interest 13 A decade is a period of……… years A 10 B 20 C 50 D 100 14 –“Did you remember to book seats?”- “Oh, no I forgot I ……… for them now.” A am going to telephone B was going to telephone C will D would 15 ………….is a competition in which players compete against each other in a serious of games until there is a winner A Champion B Elimination C Host nation D Tournament 16 Hurry up! She ……….us for school A waiting B waits C is waiting D waited 17 I was really ……….when he got that job A amaze B to amaze C amazing D amazed 18 I have………hour and…………for lunch A a/an B an/a C the/zero article D the/a 19 – “Oh, I’ve just realized I haven’t got any money”- “………….” A Well, don’t worry I’ll lend you some B Oh, I’m sorry I forgot C A sandwich, please D Don’t tell me that 20 It was not until 1980……… to learn French A that they begin B when they begin C when they began D that they began 21 He prefers listening to music………watching football A than B to C from D over 22 I’ve bought a lot of paint………….your room? A Will you redecorate B You will redecorate C Are you going to redecorate D You are going to redecorate 23 I find horror films…………… A fascinate B fascinating C fascinated D fascinates 24 World Cup is considered………most popular sporting event in the world A the B a C an D zero article III Choose the underlined part that needs correcting: 25 You should certainly to tell them to bring their books next time A certainly B to bring C books D to tell 26 He rang a bell to tell us that the dinner was ready A a B the dinner C to tell D rang 27 There were a lot of visitors in this city since last month A a lot of B in C were D last month 28 Folk music is a tradition music of a country A is B of C a D tradition IV Read the passage and the task follow: Up to 1915, movies were short and programs were made up to several works Then D V Griffith and others began making longer films which provided the same powerful emotional appeal as did melodrama and presented spectacles far beyond what the theatre could offer Consequently, after World War I increasing numbers of spectators deserted the theatre for the movies This trend was accelerated in the late 1920 ’s as a result of two new elements In 1927 sound was added to the previously silent film, and thus one of the theatre ’s principal claims to superiority vanished In 1929 a serious economic depression began Since audiences could go to the movies for a fraction of what it cost to see a play, theatre –going became a luxury which few could afford, especially as the depression deepened By the end of the World War II, the American theatre had been reduced to about thirty theatres in New York City and a small number of touring companies originating there Choose the best answer for each question 29 One thing that movies could better than the theatre was……… A provide longer programs B provide emotion appeal C provide more melodrama D provide greater spectacular 30 Up to 1920’s one objection to film was that……… A they were too short B they were silent they were too expensive C D they did not tell a complete story 31 One thing that made people choose the movies over theatre was……… A World War I B the fact that films were less expensive C the fact that films were silent D the fact that films were short 32 By the end of World War II…………… A theatre had become entertainment for the mass B theatre-going was no longer considered a luxury C professional theatrical performances were confined mainly to New York City D there were no theatrical performances outside of New York City V Read the passage and choose the best answer from 33 to 36 Listening to music can help people recover after operations In a study at the University in California, students who took a test while listening to a Mozart sonata scored 30 percent higher than students …(33)… took the test in……(34)…… Music also …(35)……people after a stressful day Paulin Etkin, director of a music therapy center in London, says that throughout life ’s ups and downs, people always respond to music When someone is nervous or afraid, it can make them fell……… “Music rhythm is closely linked with the rhythms of the body.” 33 A whom B who C whose D which 34 A still B silent C silence D till 35 A relaxes B relaxation C entertainment D happy 36 A best B well C good D better VI Finish the second sentence so that it has the similar meaning as the first one : 37 I am buying paint I want to paint my hall doors I am buying …………………………………………………………………………… 38 I didn’t know how to drive until I was 20 It was not…………………………………………………………………………… FEEDBACK A 11 C 21 B 31 B A 12 A 22 C 32 C A 13 B 23 B 33 C A 14 A 24 B 34 C B 15 B 25 B 35 A A 16 B 26 B 36 D D 17 D 27 C C 18 A 28 B A 19 A 29 A 10 D 20 D 30 A 37.I am buying to paint my hall doors 38.It was not until I was 20 that I know how to drive Date: 15/4/2015 Period: 83 Forty five – minute test I Reading: Complete the following passage by choosing one of the given phrases to fill in each blank a was watched b elimination rounds c organised by d every four years e elimination tournaments f host nation g the sport's governing body h viewed and followed i was held k the final tournament World Cup is the most important competition in international football, and the world's most reprentative team sport event (1) Federation Internationale de Football Association (FIFA), (2) ., the World Cup is contested by men's national football teams which are FIFA members The World Cup is held (3) (except in times of war), but the (4) of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5) The (6) phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7) Only seven nations have won the World Cup Finals The most recent football World Cup (8) in Germany between June and July 10, 2006 The World Cup Finals is the most widely (9) sporting event in the world The final match of the 2002 World Cup (10) by more than one billion people II Writing: Use the prompts below to make up complete sentences about Cher, a famous American pop star Cher/ born/ May 20th, 1946/ El Centro/ the USA She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles She/ plan/ take/ acting lessons/ there However,she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19 Cher/ get married/ twice/ and/ have/ a daughter/ a son 1977/ she/ decide/ turn/ acting/ again Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987 Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star III Language Focus: A Choose the word that has the underlined part pronounced differently from the others a laugh b photo c orphan d Stephen a because b tense c nose d please a village b engineer c age d game a team b bread c meat d season a God b globe c phone d host B Complete the second sentence so that it it has a similar meaning to the first one He didn't return to his native village until the war ended It was not We couldn't relax until all the guests had gone home It was not I only recognized him when he came into the light It was not until Roger wants to buy a book, so he's gone to town Roger has gone Jane wanted to earn some pocket money, so she got a part-time job Jane got ANSWERS I Reading: (1) - c 2)- g (3) - d (4) - b (5)- e (6) - k (7) - f (8) - i (9) - h (10) - a II Writing: Use the prompts below to make up complete sentences about Cher, a famous American pop star Cher was born on May 20th, 1946 in El Centro in the USA She left high school when she was 16 and went to Los Angeles She planned to take acting lessons there However, she met Salvatore Bono there and became a famous singer when she was only 19 Cher got married twice and has a daughter and a son In 1977 she decided to turn to acting again Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987 In her long career Cher has been successful both as a serious actress and as a pop star III Language Focus: A Choose the word that has the underlined part pronounced differently from the others 1.- d ; - b; - d; - b ; - a B Complete the second sentence so that it it has a similar meaning to the first one It was not until the war ended that he returned to his native village It was not until all the guests had gone home that we could relax It was not until he came into the light that I recognized him Roger has gone to town to buy a book Jane got a part-time job to earn some pocket money Date:15/4/2015 UNIT 15: CITIES Period : 84 LESSON : READING I Objectives: Education aims: - Students know more about New York City Knowledge: a General knowledge: - Knowledge about New York City b Language: - The passive - Vocabulary used to describe a city Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through guessing words' meanings in contexts, finding specific information II Anticipated problems: - Students may not have much knowledge about New York City III Teaching aids: board, textbook, chalk, some pictures IV Procedures: Teacher’s activities Students’ activities Warm-up:(3 mins) - Ask sts some questions so that they can find - Listen to the T and find the out which city they are reading about answer What is the largest city in the USA? S1: New York City is the largest city Where is the Statue of Liberty situated? in the USA - Introduce the topic of the lesson S2: It is situated in New York Before you read:( 12 mins) - Listen to the T Aims: To introduce the topic and provide sts with words/phrases about New York City a Answering questions: - Ask sts to look at the pictures of some wellknown places in New York and then ask them some questions: - Look at the pictures and answer Do you know these places? the T What are they? Ss: Yes, we know - Encourage sts to answer freely S1: No is the Empire State - Guide sts to read the names of these places Building aloud S2: No is the United Nations - Ask them to match the names to the Headquarters pictures - Ask sts to work in pairs to ask and answer - Work in pairs to ask and answer the questions in Before you read - Give answers orally - Go round to help if necessary It is in the northeast of the USA - Ask some sts to give answers Sts' answer - Listen and check Sts may give different answers b.Vocabulary - Others listen - Provide sts with the new words/phrases: + lo'cate (v): nằm + 'harbour (n):cảng - Listen and read after the T + 'global (a): toàn cầu + 'finance (n):tài chính + 'business (n):kinh doanh - Write down these words into their +' characterise(v):đặc trưng hóa notebooks - Read each word/phrase times and ask sts to repeat it - Listen and repeat - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases - Read these words and check for aloud in front of the class( st/ time) their partner - Listen and help sts to read the words/phrases - Read the words aloud correctly - Listen to the T While you read:( 20 mins) Aims: Read and guess the meanings of the words from contexts, and find specific information + Task 1: Matching: - Ask sts to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: True or False - Ask sts to read the sentences in task first, and focus their attention on key words - Ask sts to read the passage independently and then decide whether the statements are true or false - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible - Move round to help and ask sts to share their ideas and correct the false sentences - Call on sts to read and explain their answers aloud in front of the class - Feedback and give remarks + Task 3: - Ask sts to read the passage again and work in pairs to ask and answer the questions - Move around to help - Ask sts to share the answers with their friends - Ask pairs to give answers - Listen and check After you read:( mins) Aims: to test sts' understanding about the reading passage - Ask sts to work in groups of three or four to discuss two questions If you could visit New York, which place(s) of - Work individually - Report their answers one by one - d 2-c - e -a 5-b - Listen to the T - Read the sentences first and try to focus on the key words - Read the passage again and the task - Share their ideas with their friends - Report their answers sentence by sentence T F It is ice-free in all seasons T It is on the Hudson & Passaic River T T - Listen to the T - Read the passage again and work in pairs to ask and answer - Present their ideas: It's in the southeastern part of New York state million in the city and 19 million in the metropolitan region Because it was founded by the Dutch - Listen to their friends and the T - Work in groups orally interest there would you like to see? Why?/ Why not? - Some sts report - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen to the T - Listen and help sts to give correct answers Homework:( min) - Write a paragraph to answer the questions in After you read Date:16/4/2015 UNIT 15: CITIES Period : 85 LESSON : SPEAKING I Objectives: Education aims: - Students know about diferent cities Knowledge: a General knowledge: - Students can talk about the differences between London and New York b Language: - The comparative structures - Vocabulary to describe a city Skills: - Asking and answering questions about the two cities - Making the comparisions between London and New York - Talking about the preferences and explain the reasons II Anticipated problems: Sts might have problem using the comparative form of short vs long adjectives fluently III Teaching aids: Textbook, chalk, board, handouts IV Procedures: Teacher’s activities Students’ activities Warm- up: (5 minutes) Aims : get used to the topic - Divide the class into big groups and introduce the quiz: T is going to read out the questions - Work in groups and find the about Hanoi and Ho Chi Minh City Sts need to answers quickly listen and give the answers quickly - The quiz: Which city is larger in area- Hanoi or Ho Chi Ho CHi Minh City ( Area of Minh City? HCM: 2,095 km2, Hanoi: 921 Which city has a bigger population- Hanoi or km20 Ho Chi Minh City? Ho Chi Minh City ( pop Of Which city is older- Hanoi or Ho Chi Minh HCM: milion, Hanoi: City? milion) Which city was known by more names through Hanoi ( founded in 1010) history- Hanoi or Ho Chi Minh City? Hanoi Which city has more districts- Hanoi or Ho Chi Minh City? Ho Chi Minh City Which city is closer to the sea- Hanoi or Ho Chi Minh City? Ho Chi Minh City Before you speak: (8 minutes) Aims: : focus sts on the topic and introduce the words and grammar used in the task + Task 1: Complete each question in A with a suitable word in B - Ask S to the task individually - Ask some S to go and write their answers on the board - Get feedback While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two cities + Task 2: - Ask sts to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities - In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task - Go around to check and offer help - Ask sts to share their answers with other pairs - Call on some pairs to perform in front of the class and give feedback - Listen and give remarks + Task 3: - Introduce the task: S are going to work in pairs again and compare the two cities they have just asked and answer about - Call on two students to read aloud the model conversation in the textbook - Pay attention to the words and phrases printed in bold and review the comparative forms of Adjs and nouns: a Equal Comparison + Structure: S + V + as adj / adv as + S + Modal V/Aux V/Be NP Pro - Equal comparison of nouns: as+ many/ few+ countable N+ as as+ much/ little+ uncountable N+ as Eg.: as many parks as/ as much money as b Comparative form: + Structure: S+V+ comparative adj /adv +than+ S + Modal V/Aux V/Be NP Pro - Comparative nouns: more + count/ uncount N - Listen to the T - Work individually - Some S write on board - Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b - Work in pairs to ask and answer S1: Do you know when NY was founded? S2: It was founded in 1624 And what about London? S1: It was founded in 43AD Ans what is the population of New York? S2: milion What about London? S1: milion, too What’s the area of New York? S2: It covers an area of 946 km2 And how large is London? - Read the model aloud - Pay attention to the words/ phrases in bold - Listen to the T and take notes E.g: more buildings, more money - Ask S to work in pairs to compare the two cities, basing on the model conversation - Go around to help Sts - Ask some Sts to perform in front of the class After you speak: (10 minutes) Aim: S can talk about the preferences and give the reasons + Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions - Ask S to draw this table and take notes of their friends’ opinions Name City preferred Reasons - Go around to observe and offer help if necessary - Call some S to report their findings - Give corrective feedback - Work in pairs - Compare the two cities - Some pairs present in front of the clas - Work in groups to listen and take notes their opinions into the table - some sts present: E.g.:Hoa prefers New York to London because people are friendlier and opener Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays …… Homework: (2 minutes ) Write a paragraph about New York and London Date: 16/4/2015 Period : 86 UNIT 15: CITIES LESSON : LISTENING Objectives: By the end of the lesson, students should appreciate a wonderful work of the French, the Statue of Liberty Lexical items - General knowledge: ss get the specific information about the Statue of Liberty - Language: words related to the Statue of Liberty Skills: Listen for specific information Teaching aids: pictures of the Statue of Liberty, some pictures of some famous cities, posters, textbook Teacher’s Activities Students’ Activities I.Warm up: (3minutes) Matching: - Use a poster: Match the names of the cities in column A with the names of the countries in - Go to the board and match the column B words - Correct II.Pre-listening (6minutes) - Get Ss to work in pairs to answer Qs in textbook Ss’answers may vary It is the Statue of Liberty It is the Statue of a woman /It is tall/ It is big It got a crown in her head It’s got a tablet in her left hand It’s holding a burning torch It’s wearing a robe III.While-listening (22minutes) + Task - Explain the instruction and has Ss read the task quickly in minute before listening - Play the tape twice - Listen to Ss’answers(from 1-5) and get Ss to listen the last time to make sure that they can correct their answers by themselves Answer key: B A B A C + Task - Explain the instruction - Get Ss to read quickly Task in minute - Play the tape twice - Ask Ss what they have heard - Listen to Ss’answers - Play the tape the last time to make sure that Ss can fill in the table enough with correct information Answer key Liberty Enlightening the World 46 meters 205 tons Copper (outside) and iron (frame) (Made of) stone and concrete 9.30 a.m to p.m daily (everyday) except Christmas Day - Read the task quickly - Listen and choose the correct answers - Give their answers - Listen again to correct their answers -Listen to teacher’s explanation - Read the task quickly - Listen to the tape and fill in the table - Give their answers - Listen to the tape and correct the answers III.Post- listening (13minutes) - Divide the class into groups - Have Ss sit in groups of six and retell their friends what they have learnt about the Statue of - Work in groups Liberty, using the information in the table - Go around to help students - Get representatives of 2groups to present their talks - Give feedback - Ss present their talks in front of IV.Homework :(1 ms ) class- Other Ss listen to their -Review the lesson friends’ presentation Write a paragraph (about 50 words) about the Statue of Liberty Date: 16/4/2015 UNIT 15: CITIES Period : 87 LESSON : WRITING Objectives: By the end of the lesson, students will be able to write a paragraph describing a city Lexical items - Grammar : + Defining and non defining relative clauses + Simple present, simple past - Vocabulary : Some new words related to the topic Skills: Writing a short paragraph to describe the city which students know well Teaching aids: pictures, posters, textbook PROCEDURE: Teacher’s activities Students’ activities I Warm up : (3’) - ask some questions Answer What you know about London? (individually) Do you like it? Give reason(s) II Pre - writing : (15’) - ask students to look at the pictures in the texbook - Work in groups, discuss, and - ask students to read paragraph in silence answer the questions in task - goes around class to help students - explains some structures when describing a city + (be) situated + cover an area of translation + (be) founded by + (be) famous for + The best thing about …… is …… - Ask Ss to answer the questions - Gives feedback - Answers In southern English, on river Thames It covers an are a of 1,610 square kilometres million It is a capital city It was founded by the roman in 43AD It is famous for many things : such as St paul’s cathedral and the houses of parliament, its museums and its many shops The best thing about London is the park III While - writing : (15’) - Elicit some famous cities - Give the name of some famous Give cues cities in Viet Nam * HCM city : - Population – about million people - Area : 2,092 square km - Founded : 1968 - Famous : BenThanh market, Duc Ba church * CanTho : - Population - about million people - Area : 2,964 square km - Founded : 2004 - Famous : Ninh Kieu pier, Can Tho port - ask students some questions about each of them (questions in task 1) - ask Ss to write a paragraph to describe one of the above cities (based on Qs in task 1) by using posters - Go around class to help students - ask groups of ss to exchange their writings - go around to help them if necessary - ask Ss in each group to stick the posters on the board IV Post - writing : (11’) - correct mistakes - T & ss work together V Homework : (1’) - ask students to write a short paragraph about the province of Ben Tre - work in groups to write about a city of their interest - exchange their writings and correct them each other - correct - the work at home Date:16/4/2015 UNIT 15: CITIES Period : 88 LESSON : LANGUAGE FOCUS 1.Objectives: By the end of the lesson, students will be able to pronounce two sounds /θ/, / ð / correctly; use “ Non- defining and defining Relative Clauses” and “ Although” correctly Lexical items -pronunciation: /θ/, / ð / - Non- defining and defining relative clauses -Although Teaching aids: pictures, posters, textbook PROCEDURE: Teacher, s activities Students’ s activities 1.Warm up.(3 mns) - Shows a picture of Tom’s family (3 brothers) - Asks:How many people are there in Tom ’s -five people family? - How many brothers are there in Tom’s family? -Writes this sentence on the blackboard There are three brothers in Tom’s family 2.Pronuciation(12mns) Ex: There are three brothers in Tom’s family /θ/ /ð/ - asks students to read this sentence in chorus - ask them to pronounce two sounds: - describe how to pronounce the two sounds clearly Activity 1: Ask students to open their books page 164 Ask them to listen and and repeat the words - ask students to practise in pairs - get some students to pronounce these words individually before the class Activity -Practise the sentences (These sentences are written on a poster) -ask students to listen and repeat -get some ss to go to the blackboard and use two kinds of coloured chalk to underline the words pronounced /θ/, / ð / -Teacher conduct correction -Get ss to practise minutes -Get some ss to read these sentences individually -Correct their mistakes -Get students to read these sentences in chorus again 3.Grammar(30mns) A Exercise Non-defining and defining relative clauses Relative pronouns: which, who, whom, whose, that Activity 1: -Show a picture of New York Harbour (textbook) Asks: What is it? *Says: New York Harbour, which is ice-free in all seasons, is one of the largest and finest harbours in the world - Write this sentence on the blackboard - explain the grammar note Gives another example *The man who lives next door is very friendly -explains @ Note three brothers -read in chorus -pronounce the sounds in chorus repeat after the teacher(3 times) pratise in pairs pronounce -Repeat in chorus -Practise -Read -Read in chorus -Answer: It is New York Harbour -Copy down -Write down “who lives next door” is relative clause -Work individually -Correct in pairs “That” is not used in non-defining relative clauses Activity Do exercise 1: -Give the instruction -Ask students to work individually -Get ss to correct in pairs -Get some students to this exercise before the class -Correct B.Exercise - Answer: Connecting contrasting ideas: Although It is raining Activity They are playing football -Give an example -Ask questions: It …… -Copy down What are they doing? -Say: Although it is raining,they’re still playing football S V -Write this sentence on the b.b -Take notes -Explain -Ask students to look at the example in their -Work individually -Correct in pairs textbooks -analyse and explain Do the exercises again @ notes _Although = Even though= Though ex: Though it is raining, they’re still playing football Activity Do exercise -Give the instruction -Ask students to work individually -get them to correct in pairs -correct 4.Homework: -Review the lesson -do the exercise again Date:16/4/2015 UNIT 16: HISTORICAL PLACES Period : 89 LESSON : READING I Objectives: Education aim: - Sts know about Van Mieu – Quoc Tu Giam Knowledge: a General knowledge: - Sts can talk about Van Mieu – Quoc Tu Giam b.Language: Sts can recall more about: - The simple past tense - Vocabulary to talk about historical places Skills: - Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements - Discussing in group II Teaching aids:- Textbook, blackboard, chalk, … III Anticipated problems: - Students may not have sufficient words to talk about the topic IV Procedure Teacher’s activities Students’ activities Warm-up: Network (5minutes) - Ask students to work in groups of 3-4 students - Ask the students to name some historical places in - Work in groups Vietnam - After minutes, the group which has the longest list will be the winner Before you read: (12 minutes) Aims: To provide students with words/phrases about historical places - Work in pairs - Students are required to work in pairs to answer the questions in the textbook - Go around to offer help S - Ask some S to answer the questions - Listen and help S to give correct answers - Some S answer the Suggested answers: questions Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc Yes, it is It is the first university of Vietnam Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi - Give S some new words: * The new words/phrases are: + Confucian ( a):thuộc nhà nho + engrave ( v):khắc, chạm trỗ + stelae ( n):bia + banyan trees ( n):cây đa + tortoise ( n): rùa Read each word/phrase times and ask the students to repeat it Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ time) Listen and help the students to read the words/phrases - Work individually correctly - Some S the task orally while others While you read: (26 minutes) listen Aims: Read for information to the task, and the tasks Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task - Write these words on board: Originally, representative, memorialise, engrave, flourish - Ask S to go back to the text to locate and underline these words and try to guess the meanings - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese - S are required to compare their answers with their partner - Call on students to read and explain their answers aloud in front of the class - Feedback and give correct answers: * Key: b a c b c Homework: (2 minutes) -Prepare the task and pronunciation in the part E Date:17/4/2015 UNIT 16: HISTORICAL PLACES Period : 90 LESSON : READING +PRONUNCIATION I Objectives: Education aim: - Sts know about Van Mieu – Quoc Tu Giam - Students know how to pronounce the sound / / and / / correctly Knowledge: a General knowledge: - Sts can talk about Van Mieu – Quoc Tu Giam b.Language: Sts can recall more about: - The simple past tense - Vocabulary to talk about historical places - Pronunciation: / / and/ / Skills: - Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements - Discussing in group - Read words and sentences aloud II Teaching aids:- Textbook, blackboard, chalk, … III Anticipated problems: - Students may not have sufficient words to talk about the topic IV Procedure Teacher’s activities Students’ activities Warm-up: Network (5minutes) - Ask students to work in groups of 4-5 students to write -Ask STS to take part some historical places in Vietnam in Pronunciation:( 15 mins) - Aims: to introduce two sounds / / and / / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Work in groups - Tell sts how to pronounce these sounds accurately / / : a voiceless sound / / : a voiced sound - Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 175 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / / and sound / / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat / / / / television shop pleasure machine measure Swedish - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: / / / / pleasure shouldn't Asia 3.While reading: (13m) shop Task 2: Deciding on True or False statement illusions - Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false washing information - Ask s to the task individually and then check their answers with their friend - Ask some representatives to give their choice orally in front of the class and explain their answers - Listen and help S to give the right answer Answer: F ( it was built in 1070) T F ( from 11th century to 18th century) F ( it is an example of well- preseved traditional Vietnamese architecture) T T After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam - Ask S to work in groups of or and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook - Go round to help the students with their work - Ask some S to talk in front of the class and give feedback Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae These talae were carried on the backs of giant tortoises, which can still be seen today Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam - Read the sentences - Read after the T and then read individually - Listen and take notes - Work individually - Some S the task orally while others listen - Read the text and the task individually - Check the answers with a partner - Some S present - Listen to the T - Work in groups - S take turn to talk about Van Mieu- Quoc Tu Giam Date: 22/4/2015 UNIT 16: HISTORICAL PLACES Period : 91 LESSON : SPEAKING I/ Objectives Education aims: - Sts know about the historical places Knowledge: - General knowledge: Sts can talk about a historical place - Language: The simple past tense Vocabulary on a historical place Skills: - Asking and answering questions about a historical place - Talking about historical places II/ Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic III/ Teaching aids: Textbook, chalk, board, handouts IV/ Procedure: Teacher’s activities Warm- up: (5 minutes) Aims : get used to the topic - Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations Chùa Một Cột a Presidential Palace Cột Cờ Hà Nội b Temple of Literature Bảo tàng Cách mạng c Ho Chi Minh Mausoleum Văn Miếu d National Museum of Ethnology Lăng Hồ Chủ Tịch e Co Loa Citadel Phủ chủ Tịch f National Museum of Fine Arts Bảo tàng Dân tộc học g One Pillar Pagoda Bảo tàng Lịch sử h Flag Tower of Hanoi Bảo tàng Mỹ thuật i Revolution Museum 10.Thành Cổ Loa j Vietnamese National History Museum - Go around to observe and check that S work - Check with the whole class Before you speak: (8 minutes) Aims: : focus sts on the topic and introduce the words and grammar used in the task Task 1: Ask and answer about President Ho Chi Minh Mausoleum - Ask S to study the fact sheet of the monuments and explain new words if any + stand : place + late( adj): nguyên, cố + maintenance ( n): bảo dưỡng - Ask S to read the model conversation in the textbook - Ask S some questions as examples - Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum - Go around to help S - Call on some pairs to perform in front of the class Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places Task 2: An information gap activity Students’ activities - Work in group - Give the answers.: 1-e 4- b 7- d 10- e 2- h 5- c 8- j 3- i 6- a 9- f - read the fact sheet and listen to the T - Read the model conversation - Answer the teacher’s questions - Work in pairs - Some pairs present in front of the class - Listen and take notes - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall - Give S some new words: + World Cultural Heritage:Di sản văn hóa¸ giới + Comprise (v): bao gồm + The Royal Citadel: Hoàng thành + The Imperial Enclosure: Thành ni + The Forbidden Purple City: Tử cấm thành + Reunification Hall: Dinh Thống + Chamber: phòng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task - Go around to check and offer to help - Call on some pairs to perform in front of the class and give feedback After you speak: (10 minutes) Aim: S can talk about the historical place they have been to Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to - Remind S to take notes of their friends’ talk while listening so that they can report in front of the class - Go around to help S - Call some S to report their findings - Give corrective feedback Homework: (2 minutes ) Write a paragraph to talk about a historical place Date: 22/4/2015 UNIT 16: HISTORICAL PLACES Period : 92 LESSON : LISTENING I Objectives: Educational aim: - Students should take part in maintaining and protecting the cultural and historical sites Knowledge: - General knowledge: Students learn about some historical places in Vietnam and all over the world - Language: New words: the words related to description of historical and cultural places Skill: - Listening for gist and for specific information II Methods: Integrated, mainly communicative III Teaching aids: - World map - Pictures of some historical sites in Vietnam and the world as well IV Procedure: Contents activities I Warm up: (3ms) - Tell some historical places that you - Ask know - Tell some historical places that you had chance to visit Suggested names: - The Great Wall in China - The Royal Citadel in Vietnam - Ancient Capitals of Japan II Pre-listening: (a)(8ms) - Explain the task after putting the five - Look at the pictures on pages 202, pictures on the board 203 and match the word / phrases with - Ask ss’ opinion and give feedback them Suggested answer: b 2.d 3.a 4.e 5.c - Give handouts and explain the task III While-listening:(22ms) - Play the recording the 1st time Task 1: (b) - Play the recording the 2nd time and let - Listen to a tour guide giving some ss discuss with their partners information about transportation in - Play the recording the 3rd time and give Hue and choose the correct answers feedback Suggested answers: 1.D 2.C 3.C 4.A 5.B - Write the question on the board and have Ss discuss Task 2: (c) - Listen to a tour guide talking to visitors about some attraction features of Hue & write short answers to the questions below: How long did the Nguyen Dynasty last? Are the buildings in Hue varied in styles? Where is Thien Mu Pagoda located? Besides its ancient buildings and beautiful landscapes, what has made Hue more attractive? What can tourists see in local villages? Suggested answers: - Ask ss’ opinion and not correct mistakes - Play the recording the 1st time - Play the recording the 2nd time - Check ss task - Play the recording the 3rd time, correct the task and give feedback - Let Ss listen again and help them to answer the five questions 143 years Yes, they are On the Perfume River Hue’s tradition dishes Skillful handicraft works - Assign homework IV Post-listening:(10ms) -to summarize the content of the passage V.Homework(2ms) Write a short paragraph about a historical place you have visited Date: 22/4/2015 UNIT 16: HISTORICAL PLACES Period : 93 LESSON : LANGUAGE FOCUS I Objectives: Education Aims : - Students revise: - Comparatives and superlatives Knowledge: + Language: - Comparatives and superlatives - Making comparisons Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may forget the knowledge about comparisons III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to write knowledge of the -To write the content of the passage listening passage on the board - Ask another st to give remarks - Give remarks - Check and give marks Grammar: ( 38 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts EX1,EX2 and EX3 a Comparatives and superlatives: - Firstly ask sts to look at the examples and - Listen to the T revise the comparative and superlative form - Look at the examples of the adjectives - One st tells the T the comparative E.g: My house is smaller than your house My house is the smallest in this street Exercise is more difficult than exercise Exercise is the most difficult in this book - Ask sts to tell the T the comparative and superlative form of the adjectives - Listen to the S and give remarks - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask sts to EX + Exercise 1: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks + Exercise 2: - Ask sts to read the requirement and the example carefully - Ask sts to the Ex individually - Move round to help if necessary - Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs .- er the .- est long longer the longest hot hotter the hottest Long adjs more the most expensive more expensive the most ex - Some sts report young => younger => the youngest happy => happier => the happiest big => bigger => the biggest busy => busiest => the busiest - Listen and correct their work if necessary - Read the requirement and the example carefully - Do the Ex individually My sister is younger than me Who is the oldest in the class? b Making comparisons: Concord used to be the fastest - Ask sts to EX3 passenger plane in the world + Exercise 3: - Ask sts to Ex3 in pairs and then share the - Listen to the teacher answers with their friends - Move round to help if necessary - Ask some sts to report in front of the whole class - Do the exercise in pairs - Some sts report: v so - Check and give remarks Homework ( min) - Prepare the test yourself F more the than the v of v - Listen and correct their work if necessary Date: 23/4/2015 TEST YOURSELF F Period: 94 I Objectives: Aims: - Sts revise what they have learned in unit 15 and unit 16 Knowledge: - General knowledge in unit 15 and unit 16 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities Homework checking:( mins) - Ask one st to Ex in the workbook on EX 4: the board larger the longest the - Ask one st to give remarks worst happier the most popular - Give remarks and marks The new lesson:( 39 minutes) - One st gives remarks - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Look at the textbook and read the - Play the tape twice and ask sts to the statements task - Listen carefully and the task - Ask sts to share their ideas with their - Work in pairs to discuss their answers partners - Some sts report - Get feedback and play the tape again so three friends that sts can check their answers capital - Ask other sts to give remarks crowds noisy - Check and give feedback interesting 2.2 Reading: - Ask sts to work in groups to compare their answers - work in groups to share their ideas - Ask some sts to report his/ her answers - Some sts stand up to report aloud C A A A A - Listen and check 2.3 Grammar: 2.3.1 Non-defining Relative Clauses: - Ask sts to discuss their answers in groups - Ask some sts to write on the board - Ask two other sts to give remarks - Check and give the correct answers 2.3.2 Comparisons: - Ask sts to share their answers with their friends - Ask some sts to report: - Check and give remarks 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Prepare for the 2nd final exam - Discuss in groups - Answers: Their house, which is quite big and modern, The new English teacher, who I met yesterday, Sandra has got a new job with Capital Insurers, which is a much - Compare their answers with their parners - Answers: bigger best better more polluted more stressful - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people It is famous for excellent museums." - Listen to the teacher's remarks Date : 23/4/2015 Period : 95 REVISION - THE 2ND TERM I AIMS AND OBJECTIVES Language content: -To consolidate Ss’ knowledge in Unit 9-16 Language function: - To help Sts use vocabulary items and structures to the exercises Educational aim: - To help students know more about the role of the post office in real life Languages - Vocabulary: vocabulary related to U9 – U16 - Structures: All structrures from Unit to Unit 16 Skills: integrated skills Educational factor: To make the Ss realize the importance of what they learnt II TEACHER’S AND STUDENTS’ PREPARATION Method: Communicative Approach 2.Techniques: translation, asking and answering, synonym, giving example, situation… Material needed: textbook Students’ preparation: revise the vocabulary and structures at home III PROCEDURE IN CLASS Stabilization: 3ms - makes greeting - checks Ss’ absence Checking previous knowledge: Not check the old lesson Presentation of new material: *EXERCISE : I Choose the words in each group that has the underlined part pronounced differently from the rest A field B ready C three D people A typical B family C bicycle D cycling A honest B honey C harvest D harder A complain B won C condition D profession A breathe B breakfast C already D dreamt A married B many C calculate D Japan A romantic B mature C mathematics D humanity A proper B opposite C biology D continue A ought B should C would D could 10 A potato B ro se C mo tor D.intro duce 11 A scientist B natural C tiny D plant 12 A spread B introduce C destroy D soldier 13 A plumber B establish C abroad D benefit 14 A classical B composer C answer D serious 15 A Phillip B phrase C graphic D Stephen II MULTIPLE CHOICE: Choose the best answer: 1.I’ll be at home Saturday morning You can phone me then A at B on C in D by 2.I’m going away _ the end of June A at B on C in D to 3.What time did they arrive the hotel? A to B at C in D on 4.Have you read any books Agatha Christie? A of B from C by D with 5.I’m not very good repairing things A at B for C in D about “What time will you arrive?” - “I don’t know It depends the traffic.” A of B for C from D on 7.I prefer tea _ coffee A to B than C against D over He’s very brave He’s not afraid anything A at B about C with D of Sun oil can protect the skin _ the sun A in B for C from D by 10 The apartment consists _ three rooms, a kitchen and bathroom A of B about C on D at 11 Britain has not lifted the since it last hosted the event A prize B award C trophy D victory 12.She usually had a smile on her face, but now she looks A cheerful B joyful C solemn D delightful 13 When you are stressed out at work, you should listen to something serene andrelaxing A restful B quite C gentle D sweet 14 Try to eliminate fatty foods from your diet a limit b get rid of c move d add 15 A large hydroelectric was built on the River Danube a power b dam c bank d wall 16 _air makes people unpleasant to breathe a Pollute b Pollution c Polluted d Polluting 17 We are now facing the possible of several rare species a danger b variety c existence d disappearance 18 The cattle drank from a river polluted with toxic chemicals a waste b colorless c odorless d poisonous 19 They were sent to a local right after their parents’ death a orphanage b hospital c park d prison 20 Cuc Phuong National Park is 160 km South West of Ha Noi a lied b established c abandoned d located 21 We haven′t had any with him for several years a communication b expression c excitement d entertainment 22 Van Cao is one of the most well-known _ in Viet Nam a actors b authors c musicians d singers 23 ′Tien Quan Ca′, the Viet Nam national was written by Van Cao a folk song b anthem c epic d pop song 24 Chaplin′s movies captivated throughout the world a scientists b musicians c directors d audiences 25 All the pillars of the old house were carved with ornamental designs a written b engraved c painted d decorated 26 Few businesses are flourishing in the present economic climate a growing well b setting up c closing down d taking off 27 Van Mieu is an example of well-preserved Vietnamese architecture a tradition b traditional c traditionally d traditionalism III Give the correct forms of the words in brackets He is such a monotonous speaker I was bored _ (bore) stiff 2.Most sequels are disappointing _ (disappoint) I had such a _tiring day I went straight to bed (tire) 4.Everyone is very _excited about the news (excite) His appearance really made everybody very surprised last night (appear) 6.We have to practise conservation by preserving and protecting natural resources (conserve) Nowadays most of the rivers and seas are polluted (pollution) 8.The _establishment of national parks or zoos of the new kinds is very necessary (establish) Can you measure the depth (deep) of the ocean ? 10 Dalat is famous for its attraction _ (attract) IV Put the verb in the brackets in the correct tenses If I had a typewriter I, ……would type……(type) it myself If I …knew… (know) his address I’d give it to you He …would look….(look) a lot better if he shaved more often If you ……played……(play) for lower stakes you wouldn’t lose so much If he worked more slowly, he ……wouldn’t make …(not make) so many mistakes I shouldn’t drink that wine if I …were…(be) you Sarah (not agree)…wouldn’t have agreed… with my suggestion if I hadn’t shown my ability What (you do)…will you do… if you find a burglar in your house? Jason (not be)…wouldn’t have been punished last Tuesday if he (not be) …hadn’t been… lazy V WRITING: Rewrite these sentences, using the conditional sentences with the cues She doesn’t have a bicycle so she has to walk to school  If she had a bicycle, she wouldn’t (have to) walk to school I am not a rich businessman and I can’t afford to buy an expensive car  If I were a rich businessman, I could afford to buy an expensive car My parents not allow me to go, so I have to stay at home  If my parents allowed me to go, I wouldn’t (have to) stay at home Lora gets sick because she often stays up late every night  If Lora didn’t often stay up late every night, she wouldn’t get sick Mr William drove very fast last week, so he had a car accident  If Mr William hadn’t driven very fast last week, he wouldn’t have had a car accident Mai and her friends weren’t allowed to come in the theatre because they didn’t have tickets  If Mai and her friends had had tickets, they would have been allowed to come in the theatre Rewrite the following sentences using “It was not until…that…” Maria didn’t become an actress until 1985 → It was not until 1985 that Maria became an actress My son didn’t start working until I came home → It was not until I came home that my son started working Lan didn’t go abroad until she was 35 → It was not until Lan was 35 that she went abroad The students didn’t go home until they finished their duty → It was not until the students finished their duty that they went home Change these active sentences into the passive ones Ferry doesn’t drive that red car to work every day  That red car isn’t driven to work by Ferry every day They are building a bridge over the canal in our village at the moment  A bridge over the canal is being built in our village at the moment We will welcome all the visitors warmly tomorrow  All the visitors will be welcome warmly tomorrow People must protect children and the old  The children and the old must be protected The company is developing many new projects  Many new projects are being developed by the compan Date :24/4/2015 THE 2ND TERM TEST Period : 96 * MULTIPLE CHOICE (5 POINTS ) I Choose the word whose underlined part is pronounced differently from that of the others: 1.A.scholar B.champion C.chocolate D.challenge A.cinemas B.lamps C.trees D.characters II.Choose the word whose stress is placed differently from the others 3.A.stimulate B.flourish C.movement D.memorial 4.A humane B.miraculous C competition D.announce III.Choose the best answer : 5.Beckham was the runner-up in the vote for……best football player in the world in 1999 A.the B.a C.an D.zero article 6.President Ho Chi Minh’s mausoleum was built in…… A.1973 B.1972 C.1971 D.1975 What time did they arrive the hotel? A to B at C in D on 8.The stone stelae in Van Mieu were……with the names of the top students in royal examinations A.engraved B.printed C.witnessed D.written ’ 9.If the weather…… fine, we d have stayed at home A.hadn’t been B.wasn’t C.weren’t D.wasn’t been 10.A submarine is a type of ship that travel………water A.under B.in C.on D.at 11 I’ll be at home Saturday morning You can phone me then A at B on C in D by 12.Meryl Streep is a very…… actress A.interesting B.interested C.exhausted D.exhausting 13.If he ………harder last year, the result would be better now A.had worked B.were working C.worked D.has worked 14.It is said that music is a powerful means of ………… A.communicate B communicates C communication D.communicator 15.I don't think you …………….any proplems at the airport A.are having B.have C.are going to have D.will have 16.They ………….each other for ten years A.not B.didn't see C.hadn't seen D.haven't seen 17.If my grandfather………… still alive, he would be a hundred years old today A.be B.were C.had been D.is 18.By 1974, Pele had……………1,200 goals and became a Brazilian national hero A.shot B.scored C.kicked D.played 19.Nam :Why did you buy this paint yesterday? Lan :I…………my room tomorrow A.shall paint B.will be paint C.will paint D.am going to paint 20 Sun oil can protect the skin _ the sun A in B for C from D by *WRITING (5 POINTS ) IV.Choose the underlined part that needs correcting: 21.Quoc Hung always feels proud from his country when hearing " Tien Quan Ca " A B C D 22.I didn’t find the situation funny I was not amusing A B C D 23.When I arrived at the station, she is waiting for her A B C D 24.These houses have been damaged because there was a storm last night A B C D 25.The 2002 World Cup final tournament was join by Japan and South Korea A B C D 26.My family lives in a old house in a small village A B C D 27.They were all horrifying when they heard about the disaster A B C D V Read the passage and the task follow: A >I'm Jose Lopez I come from Australia I'm in Vietnam for a holiday now, having just completed the film " The Hero Returns " To tell the truth, I'm often very ……(28)…at the end of the shooting of a film and have to take a long rest…(29)…… I take on another part in another film You may be surprised you know that I was born here,in Vietnam You see, my parents,being circus performers, were always traveling from place to place, country to country I was born while they ……(30)…in this country.I have never been here since then, I'm looking forward to ……(31)…to the country of my birth 28.A.crazy B.boring C.surprised D.tired 29.A.after B.because C.if D.before 30.A.performed B.would perform C were performing D had performed 31.A.coming B.came C.having come D.come B>Listening to music can help people recover after operations In a study at the University in California, students who took a test while listening to a Mozart sonata scored 30 percent higher than students …(32)… took the test in……(33)…… Music also …(34)……people after a stressful day Paulin Etkin, director of a music therapy center in London, says that throughout life ’s ups and downs, people always respond to music When someone is nervous or afraid, it can make them fell… (35)…… “Music rhythm is closely linked …(36)… the rhythms of the body.” 32 A whom B who C whose D which 33 A still B silent C silence D till 34 A relaxes B relaxation C entertainment D happy 35 A best B well C good D better 36 A.with B.on C.at D.of VI Finish the second sentence so that it has the similar meaning as the first one 37 I am buying paint I want to draw a picture I am buying………………………………………………………………………… 38 I didn’t know how to drive until I was 20 It was not……………………………………………………………………… A 13 A 25 C B 14 C 26 C A 15 D 27 A C 16 D 28 D FEEDBACK A A B 17 18 19 B B D 29 30 31 D C A A 20 C 32 B 37.I am buying paint to draw a picture 38.It was not until I was 20 that I knew how to write A 21 C 33 C 10 A 22 D 34 A 11 B 23 C 35 C 12 B 24 A 36 A THE TEST MATRIX TOPICS KNOWLEDGE COMPREHENSION APPLICATION I Phonetics: (4 questions, 0,25 mark for each correct answer) The sounds / /, and / / 1 II Reading: (4 questions, 0,25 mark for each correct answer) - Choose correct words to fill in the blanks (4 questions) – The writer of "The Hero Returns" - Reading comprehension(5 questions) – Music III Structures and vocabulary: (16 questions, 0,25 marks for each correct answer) - Tenses - Conditional sentences - Be going to/present progressive - To-infinitive: express purpose - Preposition - Adjectives of attitude - Vocabulary - Articles - It was not until……… - Communicative structure IV Writing: - Identifying error (7 questions 0,25 mark for each correct answer) - Rewrite sentenes with the same meaning( questions and 0,5 mark for each correct answer) TOTAL SENTENCES TOTAL MARKS PERCENTAGES TOTAL 2 1 1 16 1 1 14 3,5 35% 1 1 1 2 1 12 3,25 32,5% 12 3,25 32,5% 38