GIAO AN ENGLISH 11

 Helping people in the remote or mountainous areas  Giving care and comfort to the poor and sick  Providing education for disadvantaged children  Joining in the Green Saturday Moveme[r]

Date: 8/11/2014 Period : Unit 1: friendship LESSON : READING I Objectives: Educational aim: Students should know what a friendship is, know how to keep a friend long Knowledge: - General knowledge: Students know about how to make and to keep friends long - Language: Sentences and expression for describing qualities of true friendship - New words: Words related to qualities of friendship Skills: Guessing meaning in context, scanning for specific information and passage comprehension II Method: Integrated, mainly communicative III Teaching aids: Student’s books, notebooks, chalks board, etc IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Listen to the teacher and - Ask students the questions: answer the questions: - Have you got many friends? - Yes, I have - Who is your best friend? - What your friends and you in - A is my best friend - We usualy come to the your free time? library sometimes play foot ball… - Let students understand more about activities and qualities of friends, then - Listen to the teacher and say to students: Today we learn Unit 1- open the book – Unit 1, part A: reading part A: Reading Before you read : (7 minutes) - Ask students to look at the picture and read the poem in their books - Ask students to discuss then ask and answer the question: - What you think of the friend in the poem? -Let them work in pairs - Listen to students and correct pronunciation and grammar if necessary - Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs: A: What you think of the friend in the poem? B: I think… -Show students to know about friends - Listen to the teacher While you read : (23 minutes) - Ask students to look through the passage and read in silence - Listen to the teacher then - Help students read the passage read the passage - Explain pronunciation and meaning of - Ask some new words if new words which appear in the passage necessary Task : (3 minutes) - Ask students to fill each blank with a suitable word/phrase - Let students work individual or in groups - Keep the book open - Listen to the teacher then task - Ask the teacher if necessary Notes - Help students if necessary Keys: 1-mutual; 2-incapable of; 3-unselfish; 4(1)-acquaintance; 4(2)-friend; 5-giveand-take; 6-loyal to; 7-suspicious - work individual or in group - Write down the true keys in the notebook Task 2: (4 minutes) - Ask students look through the passage then try to choose which of the choices A, B, C,or D most adequately sums up the ideals of the whole passage - Let them work in pairs - Listen to the teacher - Look through the passage again and try to choose the most adequately sums up the ideals of the whole passage - Practice with a partner then write the key down in the note book - Ask the teacher if necessary Key: B Task 3: (6 minutes) - Ask students to scan the passage and answer the questions: - Let them work in pairs - Walk round and help students - Ask some students to stand up to ask and answer each other - Walk round the classroom and correct mistakes After you read : (8 minutes) - Ask students to discuss the question: “ Why we need to have friends? ’’ - Let them work in pairs - Ask them to report the results to the class - Listen to students and correct mistakes - Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness 2/Changeable and uncertain people are incapable of … 3/ the third quality for friendship is loyalty… There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets People can’t keep a friend long because they can’t keep a secret, either of their own or others The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship - Listen to the teacher - Try to discuss the question - The students who are called to stand up to report the result to the class loudly - Listen to the teacher and Home work: (2 minutes) - Ask students to write a passage about write down homework their friendships (80 words) - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home Period : Date: 8/11/2014 UNIT 1: Friendship LESSON : Speaking I Objectives: Educational aim: Students should know how to discribe a person Knowledge: - General knowledge: Students learn about physical characteristics and personalities of a person - Language: Talking about people’s physical characteristics and personalities - New words: words related to people’s physical characteristics and personalities Skills: talking about people’s physical characteristics and personalities II Method: integrated, mainly communicative III Teaching aids: Student’s book and pictures showing friends, etc IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students to describe some students in the class - Call some students to stand to talk to the class - Introduce, listen and repair mistakes for students (We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) Task - Ask students to look at the people in the book and describe their physical characteristics - Let them work in pairs - Introduce “Useful language” to the students: + Height: tall, medium, short, … + Face: square, large, oval, … + Forehead: broad, high, … + Nose: straight, crooked, … + Hair : Black, grey, … + Appearance: handsome, beautiful, good-looking, … While-speaking : (15 minutes) Task - Help students with some new words - Ask sts to make questions and answer questions with a partner, using the information from the picture Students’ activities - Keep books close - Listen to the teacher - Try to describe some one in the class - The students who are called stand to describe a friend to the class - Try to repeat from memory - Try to describe the people in the book: + The boy is short He has a large face , … + The girl is ……… - Play roles -Present performance their - Work in groups of four - List some personalities of a person Notes - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Post-speaking : (10 minutes) Task - Have students work in pairs - Guide them to the task - Make sure that sts understand their roles - Pay attention to the suggestions : + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , goodnatured , helpful , honest , pleasant , caring ) + why he / she interests in Maths + how much time he / she spends on Maths everyday + what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm ) + what he / she does in his / her free time - Call some pairs to report - Walk round and help them - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about their daily routine (50 words) - State some reasons why they choose - Discuss and say the reasons - Report their results to the class and explain why they like that - Make pairs : one is a journalist , the other is an interviewee - Listen carefully - Practise in pairs - Pay attention to the content : + physical characteristics + personalities + reasons why the friends are famous - Role play - Perform their task - The students are called stand up and tell loudly - Listen to the teacher - Write down the homework Period : Date: 8/11/2014 UNIT 1: Friendship LESSON : LISTENING I Objectives: Educational aim: Students should know how to describe the best friend and how to keep the friendship Knowledge: - General knowledge: Students learn how to keep friendship - New words: Words related to friends and keeping friendship Skills: - To practise listening comprehension skill - To distinguish true and false statements - To take notes about given questions in order to answer II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks… IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Close the books - Ask students to close the books -Ask students some questions about - Listen to the teacher and answer the questions friendship:  Who is your best friend? What qualities & characteristics of your best friend you admire? Before you listening: (7 minutes) - Ask students to look at the part: - Listen to the Before listening teacher then and - Let them work in pairs ask and answer the answer the questions: questions in the Who is your best friend? book How did you happen to meet him or - Work in pairs her? How long have you known each other? What qualities you admire in your best friend? - Walk round, listen and help students - Read loudly the words in the books: - Ask students to repeat loudly the words - Look at the books - Listen and check pronunciation - Listen to the teacher and repeat the words -Explain some new words & phrases: -Students repeat & take Residential area, ring (n), ride/ rode/ notes ridden, motorbike, happen to infinitive (v), introduce, ever since, college, - Repeat loudly the words great sense of humour, favourite, and try to remember them interest (n), plays (n), movies, a rough time While-listening: (20 minutes) -Have students read the true-false -Students read task1, statement list and questions in silently for gist textbook silently for several minutes to make sure that every student understands them (Task1, 2) -Check again if students are able to -Elicited students raise understand main requirements of the their hands to interpret tasks -Emphasize “ you will hear Lan & Long talk about their best friends Ha & Minh Listen to their talks and the tasks below” -Students take notes -Turn on the cassette player twice -Ask some students to their tasks on during listening -Other students watch the board and give comments -Correct and give score After-listening: (10 minutes) -Have students ask & answer about the -Students work in pairs friendship between Lan and Ha, Long and Minh (How & Where they met, what they like about their friends -Ask students to rewrite their answers completely Homework: (3 minutes) - Ask students to rewrite their answers -Listen to the teacher and of tasks in their notebooks at home write down homework - Remember them to prepare PartWriting at home Key content Where & how they met What they like about their friends Lan -They used to live in the same -Ha is very friendly & helpful residential area in Ha Noi -Ha is sociable She’s got many -Lan went on a holiday to Do friends in Do Son & she introduced Son & Ha went there to visit her Lan around Long -They met in the college -Minh has a sense of humour -Minh played the guitar, Long -Minh likes to go to plays & movies was a singer -Minh is a good listener -They worked together -Minh is friendly & helpful Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t, Period : Date: 15/11/2014 UNIT 1: Friendship LESSON : WRITING I Objectives: Educational aim: Students know how to write a passage to describe a friend they like General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities - Language: The simple present of verbs to describe a friend - New words: Words related to to describe someone’s physical characteristics and someone’s personalities Skills: Writing a passage II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, chalks, board… IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Keep book close - Ask students to keep book close - Ask students some questions about - Listen to the teacher and answer the questions their best friends Pre-writing: (10 minutes) - Teacher asks students to think about a friend they like -Teacher raises a few guiding questions What is your friend name? How old is he / she? Where and when did you meet each other? -Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities ( helpful , sincere…) and some necessary structures - Listen to the teacher and answer the questions: My friend’s name is Hoa She is 17 years old We met each other at my cousin’s birthday party years ago Notes While-writing: (18 minutes) -Teacher gives a sample and has students write a passage to describe a friend they like -Students write a passage A Sample Hoa has been my best friend since many years She is quite a lively person She is fairly tall with a good fingure She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , black wavy hair and blue eyes with very long eyelashes Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail - Let them work in groups - Go round, check and help students Post-writing: (10 minutes) - Give suggestions and corrections -Teacher asks students to read / write some students’ passages on the board and Teacher gives comments - Correct mistakes and mark -Students read / write some students’ passages on the board Homework: (2 minutes) - Ask students to part writing of Unit in the student’s work book and - Listen to the teacher and prepare part Language Focus write down homework Period : Date: 15/11/2014 UNIT 1: Friendship LESSON : LANGUAGE FOCUS I Objectives: Educational aim: Students should know how to use Infinitive with to or without to to make sentences Knowledge: - General knowledge: Students learn how to use infinitive with to or without to - Language: * The Infinitive with to or without to - New words: Words related to pronunciation /dʒ / - /t∫/ Skills: Writing sentences with infinitives with to or without to II Method: Integrated, mainly communicative III Teaching aids: Student’s books, notebooks, chalks, board… IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Keep book close - Ask students to keep book close - Ask students to complete the - Listen to the teacher and complete the sentence: sentence: Notes - January is the …month of year - Children eating sweets - January is the first month of the year -Children like eating - Ask students to speak the sentence sweets loudly - Let students to get their attention on pronunciation : / dʒ /- / t∫/ - Introduce new lesson Pronunciation: (8 minutes) - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Introduce : / dʒ / - / t∫/ - Correct pronunciation for the students * Practice these sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on Infinitive with to and Infinitive without to Exercise 1: (13 minutes) - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual - Look at Practice the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher - Listen to the teacher and exercise Keys: Who wants some thing to eat? I have some letters to write I am delighted to hear the news My mother has some Exercise (13 minutes) shopping to - Introduce Exercise to students and explain how to it - Listen to the teacher and - Ask students to it exercise - Let them work individually Keys: - Check, correct mistakes 1.The police watched them get out of the car They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase Homework : (2 minutes) Ask students to Part Language Focus and prepare part Reading of - Listen to the teacher and Unit at home write down Period : Unit : PERSONAL EXPERIENCES Date :15/11/2014 LESSON :READING I Objectives: Educational aim: - Students understand the sequence of events in a story Knowledge: - General knowledge: Through this unit, students know how to write about the sequence of events in a story - Language: Sentences and expression for describing the sequence of events in a story - New words: Words related to sequence of events in a story Skills: - Guessing meaning in context - Passage comprehension II Method: Integrate , mainly communicative III Teaching aids: Tape and cassette player, pictures, English textbook 11, handouts IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students about their personal experiences? Before you read: (7minutes) - Ask students to put the pictures in the book in the correct order to make a story (work in pairs) Students’ activities - Listen to the teacher - Answer the questions - Put the pictures in the book in the correct order to make a story ( work in pairs) - Ask some students to give their - Give their answers answers ( teacher doesn’t need to give feedback) - key : d, b, f, e, a, c - Let’s begin our lesson you’ll know the - Listen to the tape whole story - Ask students to listen to the tape While you read: (20minutes) - Ask students to read the whole story - Explain some difficult words and - Read the story structures embarrass(v) - embarrassed (adj) - embarrassing (adj) - Listen, try to guess the - embarrassment(n) meaning of the new words and take notes idol (n) glance(n/v) - glance at sb/sth Be busy doing sth Be busy with sth EX: I’m sorry I can’t go with you now Notes I am busy with my homework I’m busy doing my homework note (n) banknote EX Do you want the money in the notes or coins? - The Beatles were the pop idols of the 60s Task : Fill each blank with one of the words in the box below - Firstly, ask students to study - Do Task in pairs _Take notes individually then in pairs - Walks around the class, offer ideas Key: glanced and comments when students need help makes a fuss - Give suggestions embarrassing idols Task sneaky - Work in pairs, read the small talks again and put the pictures of the events - Do task in pairs in the order they happen in the story - Ask students to work individually - Take notes Key: then work in pairs - Walk round the class and comments 1.d 2.b 3.f 4.e a 6.c when students need Task : Answer the questions in the book - Ask students to read all questions to - Read the questions silently and answer them understand the content - Ask students to read the small talks in groups again to answer the questions - Give the answers - Ask students to work with a partner - Walks around the class to help students whenever they need Suggested answers: She wished to have a red hat-a floppy cotton hat ( like the one her star idol - Take notes wore in her video clip) 2… so that she could buy the hat ( for herself.) She saw a wad of dollar notes ( exactly like the one that her father had given her) Because she thought the boy had stolen her money / it was her money She bought the pretty hat of her dream After you read: (12minutes) -Ask students to discuss the questions in group: How did the girl in the story feel - Discuss in groups when she discovered that the money she had taken was not hers? (embarrassed, sad, ashamed, unhappy, - Report before class terrible, uncomfortable, anxious, …) What did the girl have to (when she discovered that the money she had taken was not hers )? ( put a notice on T.V or at school, get on the same bus on the next day to look for him, nothing, keep it a secret, tell her father everything and ask him for advice,…) - Ask some students to represent their talk in front of class Homework : (2 minutes) - Ask students to review part reading and exercises in the workbook and prepare part speaking - Listen to the teacher and write down homework to at home Period : Unit : PERSONAL EXPERIENCES Date :22/11/2014 LESSON :SPEAKING I Objectives: Educational aim: Students can talk about their personal experiences Knowledge: - General knowledge: Through this unit, students can talk about their personal experiences - Know how to talk again a problem happened - Language: Students use sentences, words, phrases and expressions for talking about their personal experiences Skills: Talking about past experiences and how they affected one’s life II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures: Teacher’s activities Student’s activities Notes Pre-speaking: (10 ms) - Gives students some new words in Task - Reads the new words While-speaking:( ms ) Task 1: Confidence - Asks students to Task in pairs Attitude - Gives feedback Native English speaker Appreciate - Explains the meanings Task 2: - Asks students to task in pairs - Asks them to give answers Post-speaking: ( 10 ms ) Task 3: + Structure: Present Perfect ( Past simple) Have you ever………? Key: D E B - Gives students useful structures + Have you ever………….? + How did it happen ? + When/ Where did it happen? + How did the experience affect you? How did you feel? - Asks students to Task in pairs - Asks some pairs to perform their dialogues in front of the class - Corrects common mistakes and give remarks 4.F A - Work in pairs Key: B E H E G C C A F - Listen to the teacher - Answer freely - Work in pairs Key: A Have you ever felt an exam? - Yes, I have B How did it happen? - I didn’t study well enough for exam C When did it happen? - Last year D How did you feel/ How did it affect you ? - I felt disappointed/ sad/ depressed A Have you ever traveled to other parts of the country? - Yes, I have B When did you travel? - In 2002 C How did it affect you? - It make me love our country more./ I learned more about different places in our country A Have you ever talked to a famous pop star? - Yes, I have B Where did you meet him/ her ? - At a party C How did it affect you? Homework: (1 ms) - Asks students to write a paragraph to - It was interesting to talk tell their own experience in the past to famous pop stars - Asks students to prepare Listening - It changed my attitude to/ towards/ famous pop stars - Write down THE 15-MINUTE TEST *Choose the word with underlined part pronounced differently from the rest 1.A.wheel B.steel C.steal D.greet *Choose the word whose main stress is placed differently from the others 2.A.railway B.sandwich C.amount D.question *Choose the best answer among( A,B,C, OR D) that best completes each sentence 3.Big Brothers is………………… A.the name of a club B.a home the children C.the name of a film D.an organisation for boys who no longer have fathers .twice,he didn't want to try again A.had failing B.having failed C.fail D.to fail A.do not know B.had known C.knew D.know 6.People are aware …………the problem of population A.of B.about C.with D.at 7.Does the earth have enough…………to support many people? A.resources B.raising animals C.living-standards D.methods 8.My friend asked me what would I if I were a millionaire A B C D rain THE KEYS OF THE TEST 1.B 6.A 2.A 7.A 3.C 8.C 4.B 9.D 5.D 10.C Period : Unit : PERSONAL EXPERIENCES Date : 22/11/2014 LESSON :LISTENING I Objectives: Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening Knowledge: - General knowledge: Students learn about memorable experiences and the importance of family - Language: Use past simple - New words: Words related to memorable experiences Skills: Listening for specific information and comprehension questions II Method: Integrated, mainly communicative III Teaching aid: Pictures, chalk, cassette tape IV Procedures: Teacher’s activities Students’ activities Warm-up : (2 minutes) - Answer freely - Have you ever seen a fire ? - Where did it happen? - Was it frightening? Pre-listening : (8 minutes) - Asks students to look at the picture in - Look at the picture and the book and ask them some questions answer the questions + What is happening? ( The house is burning./ The house is on fire./… ) + What is she doing? ( She’s talking a little girl out of the burning house ) - Asks students to repeat the provided words and explain the words if necessary While-listening: (24 minutes) Task 1: - Asks students to read Task silently - Ask students to listen to the tape (twice) - Asks students to Task individually - Reads the sentences again to help weak students: Task 2: - Asks students to read Task silently and listen to the tape again - Read the task and it - Listen to the tape carefully Key: 1.F F F 4.F 5.F - Practice reading the sentences We talk to Christina, a successful business woman My most unforgettable experience happened 13 years ago The fire started in the kitchen where I forgot to turn off the gas stove I was sleeping when I was suddenly woke up by terrible heat I heard my mother’s voice calling my name - Read the task and listen to the tape then task Notes - Asks two students to write the answers on the board - Gives feedback After-listening: (10 minutes) - Asks students to work in groups to discuss the importance of family - Goes around to provide help if needed - Gives suggestion: Family is more important than things because it cannot be replaced… It gives you love, support… - Calls each group to speak - Gives comments and corrects mistakes - Gives marks Key: 1.grow everything family took 2.small realize replaced family - Work in groups - Present ideas in front of the class - Listen to the teacher and correct mistakes Homework: (2 minutes) - Asks students to write a paragraph - Write down about the importance of family - Asks students to prepare part Writing at home Period : Unit : PERSONAL EXPERIENCES Date : 22/11/2014 LESSON :WRITING I Objectives: Educational aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons Knowledge: - General knowledge: Students learn about the organization of content of a form - Language: Words used in a form of writing a personal letter Skills: Writing a personal letter to describe a past experience II Method: Integrated, mainly communicative III Teaching aids: Chalk, textbook IV Procedures: Teacher’s activities Warm-up : (4 minutes) - Can you write a short letter in English? - Is it interesting? - To day I want you to write a letter about your past experience in English Pre-writing: (10 minutes) - Has students give some of their past Students’ activities - Answer the questions - Gives their own past experiences Notes experiences? (being seriously ill, failing an exam; talking to a famous pop star,… etc) While-writing: (10 minutes) - Gives students some guidance: When it happened: ( It happened …years ago/in …./ when I was …years old.) Where it happened: ( in my house/ at school / in the street) Who was involved: ( your family members/ your friends/ your relatives,….) How it affected you: ( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…) - Asks students to work in groups to tell their experiences to prepare for their writing Post-writing: (20 minutes) - Asks students to write a passage about the most memorable past experience - Goes round to provide help - Corrects common mistakes - Listen to the teacher and copy down - Work in groups to discuss - Work individually and correct mistakes - Write down Homework: (2 minutes) - Do the writing part, Unit 2, workbook - Asks students to prepare part Language Focus at home Period : 10 Unit : PERSONAL EXPERIENCES Date : 29/11/2014 LESSON : LANGUAGE FOCUS I Objectives: Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / m /, / n /, / η / - pronounce the words and sentences containing these sounds correctly - distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect - use these verb tenses to solve communicative tasks Knowledge: - General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and tenses Skills: - Pronunciation: / m /- / n /- / η / - Grammar: Tense revision: the past simple, past progressive and past perfect II Method: Integrated, mainly communicative III Teaching aids: textbooks, cassette tape IV Procedures: Teacher’s activities I Pronunciation: ( 10 ms ) - Writes some sentences on the board and ask some students to read them aloud - Underlines the sounds /m/ /n / / η / Ex: - We like singing many songs on New Year’s Day - They live in a nice small house +Pre - Asks students to look at their books, listen and repeat the words in the colums +While - Asks students to read the sentences +Post - Practices reading the sentences II Grammar: (33 ms ) +Warm- up We’ve already learn the present simple tense, the past simple tense, the past progressive tense Now we are going to review TENSE REVISION - The present tense use to tell a story that happened in the past makes it more interesting and vivid +Pre -Asks students to remember the use of these tenses +While Task 1: - Asks students to exercise in pairs - Corrects the exercise and explain the use of the tenses Students’ activities - Listen to the teacher and bear in mind - Repeat in chorus then individually - Read the sentences - Listen to the teacher and review tenses - Retell the use of these tenses and bear in mind - Work in pairs Key: lives- invites- sets gets-5 waves promises carries -8 contains -9 has baked 10 is -11 is shining 12 are singing -13 is - Do the task Key: broke / was playing Notes Task 2: - Asks students to exercise - Gives feedback Exercise 3: - Asks students to exercise individually - Explains the difference between the simple past and the past perfect - Corrects the exercise and explain the use of the tenses wrote / was was working/ broke stared / were walking told / were having - Do the task - Listen to the teacher Key: had eaten / arrived found / had taken got / had closed got / had left got / had arrived - Write down +Post - Consolidate the use of tense Homework: (2 minutes) - Practice reading the sentences - Write exercise 2,3 in the notebook - Prepare in Unit part A reading in advance Period : 11 Unit 3: PartIES Date : 29/11/2014 LESSON 1: READING I Objectives: Educational aim: By the end of this lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - use the information they have read to discuss celebrations in their culture Knowledge: - General knowledge: students know how to celebrate some celebrations - New words: Words to celebrations and festivals Skills: Reading for general or specific information II Method: Integrated, mainly communicative III Teaching aids: Some photos of celebrations in the world IV Procedures: Teacher’s activities Students’ activities Pre-reading: (5 minutes) - Asks students to look at the first picture - Look at the first picture and answer the Notes in the book and ask them some questions:  Are they having a party ?  What party is it ? -Asks students to look at the second picture and ask some questions:  Are they friends ?  What are they celebrating ?  How old are the people in the picture ?  How they feel ?  How long have they been married? * The lesson today gives us some information about birthday and wedding anniversaries in the US While-reading: (25 minutes) - Asks students to listen to the tape - Asks students to read the passage silently - Explains some difficult words New words: celebrate (v)  celebration (n) joke (v/n) Ex: Don’t believe me I’m only joking anniversary (n) +silver anniversary / silver wedding / silver jubilee : 25th wedding anniversary + golden anniversary / golden wedding / golden jubilee: 50th wedding anniversary +diamond anniversary / diamond wedding / diamond jubilee: 60th wedding anniversary Task 1: - Asks students to Task in pairs - Gives feedback Task questions - Look at the second picture and answer the questions - Listen to the teacher - Listen to the tape and correct pronunciation - Pay attention to some new words - Listen to the teacher and copy down - Work in pairs Key: 1&2 (Both) 3&6(Birthday) 4&5 (Anniversary) - Work in pairs Key: eighth(seventh) brings(eats) food(presents) anniversaries(age) months(year) 5th (50th) - Asks students to task in pairs - Gives feedback silver (golden) - Work in groups to talk about their birthday party - Give answers Post-reading: (13 minutes) - Asks students to talk about their - Copy down birthday party ( work in groups)(place, time, guest, foods, drinks, activities) - Calls some students to give their answers - Corrects mistakes and gives marks Homework (2 minutes) Do the tasks again in notebooks Prepare : Part B – Speaking Period : 12 Unit 3: PartIES Date : 29/11/2014 LESSON 2: SPEAKING I Objectives: Educational aim: By the end of this lesson, students will be able to: - use appropriate language to talk about parties and negotiate how to plan them - use appropriate language to invite people to come to parties Knowledge: - General knowledge: Students know how to plan parties - Langugage: Words related to parties Skills: Talking about parties II Method: Integrated, mainly communicative III Teaching aids: Photos of some parties IV Procedures: Teacher’s activities Pre-speaking: (8 minutes) Do you like parties ? Do you like quiet or noisy parties ?  Shows the picture in the textbook and ask: Are they having a party ? What does ‘party-goer’ mean ? While-speaking: (25 minutes) Task Are you the perfect party-goer ? Which kind of parties you prefer ? Students’ activities - Answer the questions freely Listen to the teacher’s guidance and task Notes -big / small / noisy / quiet parties -parties with dancing and games You find yourself standing with a complete stranger at a party What would you ? -talk about yourself / the weather -try to get him or her talk about himself - Work in pairs or herself A: I am wondering at a party, what would you tend to where I should hold drink ? my birthday party ? -beer / soft drinks / mineral water B: Why don’t you Task have your birthday -Asks students to Task in pairs party at home ? It’s -Asks some pairs to perform their talk cosy and not very before class expensive *Where (home-cosy, not expensive, not A: I don’t know if it’s spend a lot of time to prepare, not have suitable to begin at to clean up… pm ? *What time B: *How many guests  Why don’t *What to eat / drink (soft drinks, you… mineral water…./ chicken soup, green  You ought salad, steak, fired chicken, fish, beef, to… hamburger, cake…)  You *What to wear (dress, jeans, shirts, Tshould… shirt, pullover, skirt…)  I think you *Which activities (singing, playing should… games, taking photographs, give gifts…  You’d better…  If I were you I would… Post-speaking: (10 minutes) Task 3: - Asks students to Task in groups, using the simple past tense to report the past events - Gives some suggestions - Asks some students to perform before class - Corrects common mistakes and give remarks - Work in groups to task Suggestion: -The party was held at… -It started at……and ended at… -There were about……….people -He / She served us… -We took part in some activities such as… -We were all tired but happy - Copy down Homework: (2 minutes) - Write down task in the notebooks - Prepare part C (Listening) Period : 13 Unit 3: PartIES Date :6/12/2014 LESSON 3: LISTENING I Objectives: Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information Knowledge: - General knowledge: Students know how to plan a birthday party - New words: Words related to birthday party Skills: - Deciding on True or False statements - Comprehension questions II Method: Integrated, mainly communicative III Teaching aids: Some pictures of birthday parties IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Asks students some questions : - Do you often hold your birthday party ?  Where you often hold your birthday party ?  When you like to organize your birthday party, in the morning or in the evening ? Pre-listening: (8 minutes) - Asks students to repeat the provided words Listen and repeat : gathering restaurant birthday cake prizes slices icing decorated clapped While-listening: (20 minutes) Students’ activities - Answer the questions freely - Repeat words in chorus then individually - Correct pronunciation themselves - Listen to the passage and correct pronunciation Notes - Asks students to read Task silently - Asks students to listen to the passage (twice) Task - Asks students to work in pairs to the task - Corrects mistakes and gives feedback Task - Asks students to read the questions in Task silently - Asks them to listen to the passage again and Task in groups - Asks some students to write the answers on the board - Gives feedback - Work in pairs Key: F (Mai’s birthday party was held at home in the afternoon.) F (About twenty guests were at the birthday party) F (The birthday cake was cut at about four thirty) T (The birthday party lasted about three hours).(from three to six) F ( Only the writer stayed after the party to tidy up the mess.) - Read task silently - Work in groups Key: She was 16 years old She didn’t like having the party at a restaurant because it is noisy and expensive She served them soft drinks and biscuits It was brought out at about four thirty It was beautifully decorated with pink and white icing They clapped their hands eagerly and sang “Happy birthday” It finished at about six in the evening Post-listening: (10 minutes) -Asks students to talk about Mai’s birthday party - Work in groups (-Teacher can ask some questions, if necessary : Where did Mai hold the birthday party ? How many people were invited to the party ? What time did the party start and end ? What did Mai’s mother serve the guests at the party ?) - Asks some students to retell Mai’s birthday party before class - Corrects mistakes and give feedback - Listen to their friends and correct mistakes - Write down Homework: (2 minutes) - Practice listening at home - Write down Task - Prepare Part D - Writing Period : 14 Unit 3: PartIES Date : 6/12/2014 LESSON 4: WRITING I Objectives: Educational aim: By the end of this lesson, students will be able to: - define the format and structure of an informal letter of invitation - write an informal letter of invitation Knowledge: - General knowledge: Students learn to write an informal letter - Language: Words used in writing an informal letter Skills: Writing an informal letter of invitation II Method: Intergrated, mainly communicative III Teaching aids: IV Procedures: Teacher’s activities I.Warm-up/Lead-in: ms - Gives the words and asks Ss to arrange into the right order Would/ like/ you/ the cinema/ to/ go/ me/ with? II.Pre-Writing: 10 ms Task : Work in pairs Ask and answer the following questions - Asks students to work in pairs and the task - Calls some Ss to give the answer - Gives the correct answer Students’ activities -Would you like to go to the cinema with me ? Do the task bithday, new year day, wedding, congratulations… vestons, dress, skirt, Ao dai, shirt, jean… cakes, candy, clothes, money, flowers… Task : complete the letter of invitation below with the words/ - Some ss give feedback : at my house phrases in the box to come - Asks Ss to work individually and refreshments the Task to cook Explains and checks in front of the winners whole class Notes III.While-writing:20 ms Task : You are going to hold a party You want to invite your classmates to the party Write a letter of invitation, following these guidelines °what party are you going to organise? °where and when you intend to organise the party? °How many people you plan to invite and who are they? °What activities will take place at the party? °What food and drink will be served at the party? - Has Ss to work individually to answer the questions and combine them into a letter of invitation -Goes around and helps Ss to this task by Monday -Answer the questions and then write a letter of invitation - Work individually to answer the questions and combine °what party are you going to organise? °where and when you intend to organise the party? °How many people you plan to invite and who are they? °What activities will take place at the party? °What food and drink will be served at the party? IV.Post-Writing:11 ms - Explains and checks in front of the -Suggested writing whole class Dear Lan, - Gives the feedback I am having a bithday party - Asks some students to read their at my house at p.m on writing loudly to all students in the April 24th Would you like class to hear to come? -Summarizes the main points Some of our classmates have been invited, too There will be lots of refreshments, fresh fruits and some delicacies Of course, there will be dancing and some games with nice prizes for the winners Please let me know by Thursday whether you can come Love V.HOMEWORK: ms Paul Asks the students to: + learn by heart the new words + prepare the language focus part Period : 15 Unit 3: PartIES Date : 6/12/2014 LESSON 5: LANGUAGE FOCUS I Objectives: Educational aim: By the end of the lesson, students will be able to: - distinguish the sounds /l/, /r/ and /h/ - pronounce the words and sentences containing these sounds correctly - distinguish the uses of infinitive and gerund in active and passive voices - use these structures to solve communicative tasks Knowledge: - General knowledge: Students learn to pronounce sounds and grammar Skill: fluency in pronunciation sounds and use of infinitive and gerund in passive II Method: Integrated, mainly communicative III Teaching aids: textbook IV Procedures: Teacher’s activities I Pronunciation: (14 minutes) The pronunciation of / l /, / r / and / h / - Gives students words and ask them to put the words to the right columns / l / /r / and / h / : holiday, library, run, help, Lisa, realize  Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h / Now look at your book, listen and repeat the sounds Students’ activities - Listen to the teacher and write down - Put the words in the right columns Ill /r/ /h/ library run help Lisa realize holiday II Grammar: (30 minutes) - Put the words into A- The Gerund: correct orders - Asks students to put the words in correct order to make the two sentences: Ex1 : the book / time/ return / she / on / to / failed / library / the Ex 2: work / mind / the / helping / - Listen to the teacher would / me / with / you / ? - In the lesson today you'll learn how to use the gerund and the infinitive - Work in pairs Exercise Key: - Asks students to exercise in to operate pairs having - Checks answers and gives feedback getting - Notes: to tell * Some verbs followed by To inf : practicing mean, demand, seem, want, agree, to see expect, offer, hope, refuse, receiving * Some verbs followed by V-ing getting dislike, risk, keep, appreciate, miss, mind, mention, enjoy, B Passive gerund: - to be + pp infinitive and - Listen to the teacher and copy down Notes - being + pp ( in context meaning) - Ex: I expected (invite) _to the party (to be invited) No one enjoys (laugh) _ at - Work in pairs (being laughed) Key: Exercise 2: B - Asks students to task in pairs A - Checks the answers and gives B feedback B A - Work individually Key: Exercise 3: D - Asks students to task C individually B - Lets students compare their answers B with a partner C - Checks the answers and gives feedback - Listen to the teacher and write down Homework: (1 minute) - Do the exercises again in notebooks - Prepare : TEST YOURSELF A Period : 16 Date : 13/12/2014 Test yourself A I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1, and - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself A * Have you prepared it at home? * Have you got any difficulties? Test yourself Students’ activities - Greeting Answer questions teacher’s Notes I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers: 1-A, 2-D, 3-B, 4-D, 5-C II Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to - Look at the textbook compare the answers they have already and listen to the teacher done to find the correct ones - Give the correct answers to the class: - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the board III Grammar(2.5 points) (8 minutes) - Listen to the teacher and correct the answers - Present the task: a/ Ask students to listen and put a tick - Listen to the teacher in the right box - Work in groups b/ Give the correct form of verbs - Compare the results 1, to see with the other groups 2, to be - Show the answers in 3, to phone front of the class 4, pay - Observe the keys and 5, to be met correct their anwres 6, to be appointed Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence IV Writing (7 minutes) - Present the task: - Call the students to read the suggested - Students work in groups sentences in front of the class and practise writing about the some one’s birthday - Check their writings and help them party - Two students go to the correct the mistakes if they’ve made board and write - Give the writings by reading aloud - Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups Homework (5 minutes) - Correct mistakes - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period - Study all the lessons again - Get the knowledge ready for the coming test Period : 17 45-MINUTE TEST NO.1 Date : 13/12/2014 I Choose the best answer 1.If you are invited to someone’s house , you are their …………… A guest B patient C family D classmate I passed the………… without any difficulty A term B course C exam D lesson 3.Nam ……….to find a knife when he was working yesterday A.want B.wants C.wanted D.wanting 4.My father ………….3 cigars everyday A.smoke B.smokes C.smoked D.smoking 5.They have done their homework ………… A.for a week B.in a week C during a week D.while a week 6.We ……………that building before she came here A.had built B have built C has build D has builting I’m still hungry I’ve just eaten only ……………food A a little B little C a lot D much We usually have physical …………….on Friday A lesson B schooling C educating D educate My family has great love ……………cats A much B many C few D a few 10 Our teacher gave us many…………….to in the summer holidays A homework B home work C exercise D exercises 11 Mary was waiting………… a queue when she saw her old roommate, Anne A in B at C on D for 12 They……………… studying in their classroom at o’clock yesterday morning A are B were C is D was * Choose one word that has the underlined part pronounced differently from the others 13.A detective B policeman C fireman D dentist 14 A tractor B attend C policeman D agree 15 A breakfast B lake C strange D gate * Choose the one word or phrase that must be changed in order for the sentence to be correct 16.The football match has just begun You were a bit little late A B C D 17 When your father comes back from London , I would tell him the whole truth A B C D 18………………takes care of animals A.detective B.police C.zookeeper D.nurse 19 He is……………….some flowers in his left hand A holding B picking C moving D playing 20 You need to go to the doctor if you feel ……………… A.sick B.happy C.pain D illnees 21 Mum, we’ve run out of milk I………………to go out and buy some A should B have C had better D must 22.Big Brothers is………………… A.the name of a club B.a home the children C.the name of a film D.an organisation for boys who no longer have fathers 23.People are aware …………the problem of population A.of B.about C.with D.at 24.Does the earth have enough…………to support many people? A.resources B.raising animals C.living-standards D.methods 25 He used to ……………picture stories wren he was young A read B reading C to read D will read 26 Maths and English used to be my favorite…………at high school A.courses B.lessons C.skills D.subjects 27.We ………….a lot of time preparing for the house –warming party A.spend B.spent C.take D.took 28 ………….everybody sleeping when we came home last night ? A.Was B.Were C.Is D.Are 29 I was feeding the cats…………………the phone rang A.while B.when C.untill D.since 30.Every Sunday afternoon , he and his friend go……………by a small stream in the woods A.fish B.fishing C.fishes D.to fishing * Choose one word that has the underlined part pronounced differently from the others 31.A.luck B.struggle C.unit D.ugly 32.A.row B.cow C.slow D.snow 33 By the way , are you usually free in Monday evening? A B C D 34 If your daughter don’t study harder , she will fail the exam A B C D II Read the passage and choose the best answer My best friend at high school was David Smith He used to sit next to me in all classes He was a hard-working student while I was very lazy I never took notes during the lessons , and he always lent me his notebooks when exams came ,David not only studied very well ,but he was also good at sports He could play football , baseball ,and table tennis very well Baseball was the most popular sport in my school at that time We used to play football everyday after class He and I always played in the same team and we often won At weekends , I often went fishing together David left the town for a far away city when we was in the eleventh form He gave me his telephone number but I lost it ,so we couldn’t stay in touch I have never seen him since then 36 What does the passage primarily talk about ? A.The author’ best friend at high school B.The differences between the author and his best friend C.The most popular sports at the author’ school D.What was the author like at high school? 37.What is true about David? A.He learned well but he was bad at sports B.He both learned and played sports well C.He played sports well but he was not good at learning D.He didn’t play sports because he learned too much 38.David could play all of the following sports well except A.Football B.Baseball C.Table tennis D.Basketball 39 Why couldn’t they stay in touch ? A.Because David left the town B.Because David‘s new house was too far from the author’ house C.Because the author didn’t want to keep contact D.Because the author lost David’s phone number 40.How often did they play baseball ? A.After every class B.Once a week C.At weekends D.Every week THE KEYS 1-A 2-C 3-A 4-C 5-C 6-A 7-B 8-A 9-B 10-D 11-D 12-B 13-C 14-A 15-A 16-C 17-C 18-C 19-A 20-A 21-B 22-A 23-A 24-A 25-A 26-D 27-A 28-A 29-B 30-B 31-D 32-B 33-D 34-A 35-A 36-A 37-B 38-D 39-D 40-A Period : 18 Unit 4: volunteer work Date : 13/12/2014 LESSON 1: READING I Objectives: Educational aim: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas and skimming for general information - use the information they have read to discuss the topic Knowledge: - General knowledge: Students know the information about volunteer work - Language: words related to volunteer work Skill: - Work formation - Extensive reading: multiple-choice questions - Passage comprehension II Method: Integrated, mainly communicative III Teaching aids: textbook, board, raising questions IV Procedures: Teacher’s activities Pre-reading: (5 minutes) - Shows the picture of volunteer work and ask questions : What is the old woman doing ? What does she this work for? - Checks the answers - Gives Ss the following saying : “If you me a fish, I will eat today If you teach me to fish I will eat my whole life long.” - Asks Ss what the saying implies -Checks the answer Students’ activities - Look at the picture and answer questions freely - Work in groups - Answer the questions - Read and guess the meaning of the saying in their text book -Answer the question -Take notes -Identify the pictures Notes While-reading: (25 minutes) - Supplies Ss music and some more pictures of Volunteer Work - Asks Ss to match new words with explanation Volunteer (n) Orphanage (n) Handicapped people Disadvantaged people - Checks their answers Task - Asks for filling the blanks - Gives the explanation of related words - Corrects their mistakes Task - Asks for students to read the text again silently - Asks Ss to choose the best answer - Checks their answers Task 3: - Asks Ss to discuss then answer the questions in task - Checks their answers Post-reading: (13 minutes) - Asks Ss to discuss then answer the following questions 1.Why people volunteer work ? Have you ever joined any volunteer work before ? - Asks sts to make a report in front of class - Work in groups Answer: 1-c 2-d 3-a 4-b -Individual work -Read all of these sentences in task and fill in each blank Key: Voluntary (adj) Voluntarily (adv) Volunteers (n) Volunteers (v) - Read the text again and task Key: 1-B, 2-A, 3-D, 4-B, 5-C - Work in pairs Key: 1.They usually visit hospitals, orphanages or homes for the ages They read books to the people or listen to their problems 2.They help them to overcome the difficulties and give care and comfort to them 3.During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people - Work in groups to answer the questions - Corrects their mistakes Homework: (2 minutes) - Asks students to review the text and prepare the new section: Part Apronunciation - Present answers in front of the class - Correct mistakes - Copy down Period : 19 Unit 4: volunteer work Date : 20/12/2014 LESSON : READING + PRONUNCIATION I Objectives: Educational aim: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and answer the questions - use the information they have read to discuss the topic -practice souds /w/, and /j / Knowledge: - General knowledge: Students know the information about volunteer work - Language: words related to volunteer work Skill: - Work formation - Extensive reading: Answer the questions - Passage comprehension II Method: Integrated, mainly communicative III Teaching aids: textbook, board, raising questions IV Procedures: Teacher’s activities Students’ activities Pronunciation: (15 minutes) Has students listen and repeat - Listen to the tape carefully the sounds /w/ and /j/ - Asks students to practice reading the - Practice reading sentences provided We went for a walk in the woods near the railway We wore warm clothes and walked quickly to keep warm Excuse me Did you use to live in New York? Did you use to be a tutor at the university? - Work in pairs Task 3: (15 ms ) Key: - Asks Ss to discuss then answer 1.They usually visit the questions in task hospitals, orphanages or - Checks their answers homes for the ages They read books to the people or listen to their problems 2.They help them to overcome the difficulties and give care and comfort to Notes them 3.During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people Post-reading: (13 minutes) - Asks Ss to discuss then answer the following questions 1.Why people volunteer work ? Have you ever joined any volunteer work before ? - Asks sts to make a report in front of class - Corrects their mistakes - Work in groups to answer the questions Homework: (2 minutes) - Asks students to review the text and prepare the new section: Part B - Copy down - Present answers in front of the class - Correct mistakes Period : 20 Unit 4: volunteer work Date : 20/12/2014 LESSON : SPEAKING I Objectives: Educational aim: By the end of the lesson, students will be able to talk about different kinds of activities related to volunteer work Knowledge: - General knowledge: Students know how to talk about volunteer work - Words: Words related to volunteer work Skill: - Identifying types of volunteer work - Asking and answering questions about volunteer work - Talking about volunteer work II Method: Integrated, mainly communicative III Teaching aids: textbook, board, raising questions, hand-outs IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Asks students to look at the picture in their books and answer two questions: 1.What are these students doing? 2.Are they volunteers? Pre-speaking: (8 minutes) Task 1: - Has students Task in pairs - Asks students to give their answers - Explains some activities of volunteer work Students’ activities Notes - Answer freely They are helping an old man with the housework Yes, they are - Listen carefully to - Practice reading the tape  Helping people in the remote or mountainous areas  Giving care and comfort to the poor and sick  Providing education for disadvantaged children  Joining in the Green Saturday Movement - Corrects the mistakes While-speaking: (20 minutes) Task - Has students Task in pairs - Gives some suggestions:  Providing minority children with literacy (teach them how to read and write)  Working in difficult or flooded areas (help them rebuilt houses, provide medical services, etc)  Raising money to help the handicapped or starving children (put money in a piggy bank)  Taking part in directing the traffic (stand at the crossroads during rush hour to help direct the traffic)  Volunteering in homes for the elderly (clean up/ repair their houses, the washing up, some shopping, mow their lawns, take care of them, read books, etc) - Has students perform the dialogue in front of class - Corrects mistakes and gives comments Post-speaking: (10 minutes) Task 3: - Has students Task in groups - Gives some suggestions:  What kind of volunteer work you usually take part in?  What you think about it? - Corrects common mistakes - Do Task in pairs - Give the answers - Take notes - Do the task in pairs - Listen to the teacher’s guidance - Perform in front of the class - Work in groups - Listen to their friends - Correct mistakes Homework: (2 minutes) - Review Part B carefully - Prepare Part C – Listening - Listen to the teacher and write down Period : 21 Unit 4: volunteer work Date : 20/12/2014 LESSON 3: LISTENING I Objectives: Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening Knowledge: - General knowledge: Students can listen and understand about the volunteer work in Spring School - Language: Words related to volunteer work Skill: - Gap-filling - Comprehension questions II Method: Integrated, mainly communicative III Teaching aids: textbook, board, raising questions, cassette tape IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Asks students to make questions for the given answers Do you usually take part in volunteer work? What kind of volunteer work you usually take part in? Students’ activities - Answer freely 1.Yes, I am/No, I am not 2.Helping disabled children how to read, write , taking part in directing the traffic, raising money to help people in the flooded areas, Pair works Pre-listening: (10 minutes) Complete the - Asks students to complete the questions questions in “Before you listen” Give oral - Asks students to listen and repeat answers the new words (pay attention to the Listen and pronunciation of these words) repeat - Has students carry out it - Corrects mistakes While-listening: (20 minutes) Task - Asks students to read Task - Listen to the tape and silently - Introduces the passage: It is about task Notes May School in Ho Chi Minh city Key: - Asks students to listen to the tape informal twice and fill in the missing 30 street children information 250 children (with - Gives feedback and remarks special difficulties) 1998/ volunteers Task - Asks students to scan the given questions to set the contents of the - Pair/ group works conversations need listening - Read the questions - Plays the tape and asks students to silently listen and answer the questions - Listen to the tape - Asks students to write their - Answer the questions answers on the blackboard Key: - Has students listen to the tape It provides classes again to check these answers and for disadvantaged correct mistakes children in Ho Chi Minh city Dance, theater, singing and circus classes were set up in 1999 Because they need money to continue their English and Performance Arts classes They perform circus, theater, dance and singing at one of the Post-listening: (10 minutes) largest hotels in Ho Chi Minh city - Asks students to work in groups Because they can - Asks students to retell the story contact sponsors and - Asks a representative of each help to expand the group to talk in front of class school activities - Gives remark and correct the mistakes - Group works Homework: (1 minutes) - Retell the story - Listen to the tape again at home Discuss and perform in and the exercises in the front of class workbook - Prepare part E - Write down Period : 22 Unit 4: volunteer work Date : 27/12/2014 LESSON 5: LANGUAGE FOCUS I Objectives: Educational aim: By the end of the lesson, students will be able to - distinguish the sounds /w/ and /j/ - pronounce the words and sentences containing these sounds correctly - use gerunds, present participles, perfect gerunds and perfect participles appropriately Knowledge: - General knowledge: Students can understand perfect gerund and perfect participle - Language: Words related gerund and present participle Skill: Pronounce the sound / w/ and /j / correctly II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, raising questions IV Procedures: Teacher’s activities Students’ activities Pronunciation: (15 minutes) Has students listen and - Listen to the tape carefully repeat the sounds /w/ and /j/ - Asks students to practice reading the sentences provided - Practice reading We went for a walk in the woods near the railway We wore warm clothes and walked quickly to keep warm Excuse me Did you use to live in New York? Did you use to be a tutor at the university? Grammar and vocabulary: (28 minutes) A Gerund: A gerund is the Verb – ing form Ex: There’s no point in waiting I don’t mind cooking the meals Reading French is easier than speaking it - The gerund can be used in the - Asks students review and bear in mind - Listen to the teacher and write down Notes following ways:  as subject of a sentence: - Give more examples Skiing can be dangerous  as complement of a verb: Her hobby is painting  after prepositions: He was accused of smuggling  After certain verbs (eg admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect.)  In noun compounds: My school has a swimming pool B Present participle: Form: Verb – ing Ex: Can you smell something burning? We had to leave the tree lying there He spent a fortune rebuilding that old house Use: We can use the present participle  to form the continuous tenses: I’m working right now  as an adjective: The play was boring  after a certain verbs: After the basic verbs of sensation (see, hear, feel and smell) and after listen to, notice and watch, we can use object + participle: I heard the car stopping and saw him getting out We watched the children playing I saw him crossing the road find, catch, leave + object (person or thing) I found them picking apples (They were picking apples when I arrived.) I caught them stealing my apples (They were stealing my apples when I arrived.) I left them talking (They were talking when I left.) go and come With these verbs we can use the participles of verbs of physical activity: dancing, riding, sailing, skiing, etc., also shopping Ex: Come dancing with me on Saturday I’m going shopping spend and waste + object I wasted a lot of time standing in queues be busy She’s always busy cooking or cleaning Exercise - Asks students to exercise in pairs - Checks and gives correct answers - Work in pairs Key: parking hearing bending behaving meeting spending waiting - Work individually passing burning/rising reading lying shopping preparing trying - Listen to the teacher and bear in mind, copy down Exercise - Asks students to exercise - Checks the answers and corrects - Gives feedback - Do exercise Key: having deserted having failed having made having been having been having tied having read having taken Perfect gerund and perfect participle: having + past participle Ex: a I kept you waiting so long I am sorry  I am sorry for having kept you waiting so long b After Jack had read the letter - Copy down twice, he wrote a reply  After having read the letter twice, Jack wrote a reply Exercise - Asks students to exercise - Checks the answers and corrects - Gives feedback Homework: (2 minutes) - Write down exercise 1, 2, -Prepare the U.5 -Reading Period : 23 Unit 5: Illiteracy Date : 27/12/2014 LESSON 1: Reading I Objectives: Educational aim: By the end of this lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context - use the information they have read to discuss illiteracy issues Knowledge: - General knowledge: Students learn about illiteracy - New words: Words related to illiteracy Skill : - Dictionary skills - Identifying main idea - Passage comprehension II Method: Integrated mainly communicative III Teaching aids: Student’s book, pictures showing illiteracy IV Procedure: Teacher’s activities Students’ activities Pre-reading: (10 minutes) - Asks sts to look at the picture - Answer freely - Asks sts to answer the questions: Where you think the class is? What you think of the people in the class? Are they at the same age? What you think of the teacher? What is this class different from the class? While-reading: (33 minutes) - Reads the reading text first - Read the text silently - Understand new words - Copy down Notes - Explains the new words to help the sts understand the text New words: illiteracy (n)  to illiterate compaign (n) ethnic (a) to eradicate * Task - Asks students to read the text to find the Vietnamese equivalent to the following expressions - Gives feedback * Task 2: -T asks sts to read the text again to task - Checks answers and gives feedback - Do the task Key: Phæ cËp gi¸o dôc Héi khuyÕn häc ViÖt Nam Xo¸ mï ch÷ Kü thuËt canh t¸c Kế hoạch hoá gia đình - Read the text and task Key: D - Copy down Homework: (2 minutes) - Asks students to learn by heart the new words - Asks students to prepare part A: Task +pronunciation Period : 24 Unit 5: Illiteracy Date : 27/12/2014 LESSON : Reading + PRONUNCIATION I Objectives: Educational aim: By the end of this lesson, students will be able to: - Do the task of reading - distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly Knowledge: - General knowledge: Students learn about illiteracy - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/ Skill : - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/ - Passage comprehension to answer the questions II Method: Integrated mainly communicative III Teaching aids: Student’s book, pictures showing illiteracy IV Procedure: Teacher’s activities Pronunciation: (18 minutes) - Asks students to listen to the tape once to help them distinguish the sounds - Instructs the way to pronounce: Students’ activities - Listen to the tape and practice pronouncing Notes + /pl/, /pr/ : Close your lips hard, push air forward in your mouth Then open your lips quickly + /bl/, /br/: Close your lips hard, push air forward in your mouth Then use your voice to make /b/ -Asks them to listen to the tape and repeat in chorus -Calls some students to repeat the words clearly -Asks students to work in pairs and practise the sentences -Introduces peer correction - Practice individually - Answer the questions Keys: Task 3: (15 minutes) 94% of the population - Asks sts to answer the following The campaign for sentences: illiteracy - Corrects them eradication 600 students in 2000 and 800 students in 2001 They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and Post- reading: (10 minutes) write - Asks sts to answer the following Illiteracy will soon questions be eradicated Are there any illiterate people in your neighborhood? What you think we should to - Work in groups to answer the question help them read and write? Homework: (2 minutes) - Asks students to exercise in work book - Asks students to prepare Part B at - Copy down home Period : 25 Unit 5: Illiteracy Date : 10/1/2015 LESSON 2: SPeaKing I Objectives: Educational aim: By the end of this lesson, students will be able to: - Talk about schooling and literacy related problems - Suggest solutions to these problems Knowledge: - General knowledge: Students learn about schooling and literacy problems - New words: Words related to literacy Skill: Talking about literacy problems and offering solutions II Method: Intergrated, mainly communicative III Teaching aids: textbooks, chalk IV Procedures: Teacher’s activities Warm-up: (3 minutes) - Asks students some questions How many students are there in a common class in vietnam ? How many students are there in your class ? Do you find it difficult to invest your study in such a crowded class ? Pre-speaking: (10 minutes) - Says: “Today we will discuss some problems that many schools are facing and the solutions for these” Task 1: - Some of these problems are listed in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59) - Has students sit in pairs and asks them to task While-speaking: (16 minutes) Task 2: - Before practicing, teacher asks Sts to read the information in task and to use the suggestions in Task as example Students’ activities - Listen to the teacher and answer the questions 1.Over 45sts in a class 45sts - Students’ answers may vary - Listen to the teacher - Work in pairs - Do the task individually, then in pairs they compare their answers Key: 1à b-g 2à a-e 3à d-f 4à c 5à h-i-j - A good group of students is asked to demonstrate the example to make sure the whole class understand the task - A: Many students can not buy all the required textbooks What you think we should to help them ? B: I think we should ask the school head- Notes Post-speaking: (15 minutes) Task 3: - Listens to the students and observes them - Corrects the students’ mistakes - Asks students to work in groups of five - Asks them to think of three or four problems which their class is experiencing , one student of each group will note down the information to report before class - Gives students time to think about the school problems they are experiencing - Walks around the class and observes the students’ activities , offers ideas, comments when students need help… - Chooses one student of every group to talk before class - Listens to the students and observes them - Corrects the students’ mistakes Homework: (1 minutes) - Prepare the next lesson: Listening master to provide free textbooks for students from low-income families C: We should collect used textbooks for school libraries - Thinks of some problems , their solutions and then discuss them - Stuents can use the cues given in P.60, or ask teacher for more information - Some representatives report their results before class, the others give the comment Suggestion: Many classes are overcrowded School infrustructure is underdeveloped : inadequate toilets and washrooms … Many schools have no playground equipment or extra activities - Rewrite what students have discussed in class Period : 26 Unit 5: Illiteracy Date : 10/1/2015 LESSON 3: LISTENing I Objectives: Educational aim: By the end of this lesson, students will be able to: - Develop extensive listening skills - Use the information they have listened to for other communicative tasks Knowledge: - General knowledge: - New words: Words related to literacy Skill: - Extensive listening: multiple-choice questions - Comprehension questions II Method: Integrated, mainly communicative III Teaching aids: Student’s book, tape, cassette player IV Procedures: Teacher’s activities Students’ activities Pre-listening: (5 minutes) - Listen and answer the - Shows a letter with a survey on it questions - Asks guiding questions: What people a survey for? Have you ever done a survey? - Yes / No Do you know where Perth is? - Introduces some new words / explains - Write down them: effective ( a ) maturity ( n ) » mature ( a ) » maturely ( adv ) performance ( n ) self- respect ( n ) academic ( a ) Perth ( n ) : Western of Australia - Leads ss to read the new words While-listening: (26 minutes) Task 1: - Leads ss to Task - Asks them to read it carefully ( they can guess to choose a, b, c, d ) - Has ss listen the reading times - Asks some ss to read their answers - Plays the cassette again - Gives correct answers Task 2: - Asks ss to read the questions carefully - Plays the tape times - Asks ss to read their answers - Checks again and gives correct answers - Listen - Read Task - Listen and Task - A, B , C read - Correct Key: D / B / B / C - Read - Listen - Correct Key: It took place in Perth 80 percent of the students They felt that they Notes Post-listening: (12 minutes) - Ask ss to discus questions (textbook) - Goes around and provides some new words if necessary - Calls ss to read their answers in front of the class should be allowed to give some input into school decision making - Discus - A / B read Homework: (2minutes) - Prepare part E at home Period : 27 Unit 5: Illiteracy Date : 10/1/2015 LESSON 5: Language focus I Objectives: Educational aim: By the end of this lesson, students will be able to: - understand reported speech with infinitives and use these structures to solve communicative tasks Knowledge : General knowledge: Students learn how to use reported speech with infinitive Skill : Grammar: reported speech with infinitive(s) II Method: Integrated, mainly communicative III Teaching aids: Student’s book, tape, cassette player IV Procedures: Teacher’s activities Grammar: (28 minutes) - Reviews the meanings of some verbs that are usually used in this kind of reported speech - Asks them to pay attention to the special case Students’ activities  Review: promise + to V: tell s.b that you’ll definitely or not s.th advise + O + to V:tell s.b what they should encourage + O + to V: persuade s.b to s.th that you think is good remind + O + to V: ask s.b to remember (or not to forget) to s.th warn + O + to V: tell s.b to or not to s.th in order to avoid danger Notes Exercise 1: - Asks students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given - Asks them to compare the answers with a friend - Calls some students to go to the BB and write their answers down - Corrects the answers Exercise 2: - Asks students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given by using the verbs in brackets - Asks them to compare the answers with a friend - Calls some students to go to the Board and write their answers down - Corrects the answers *The special case: S+V+O: “If I were you, I would+V’…” S+V+O: “Why don’t you + V’…?” S+V+O: “You’d better +V’…”  S+ advise + O+ to V’… - Work individually Key: They promised to come back again The lifeguard advised us not to swim too far from the shore John asked Peter to close the window The teacher encouraged Eric to join the football team John promised to give it to him the next day My mum wanted Lan to become a doctor My sister reminded me to lock the door before going to school His boss advised him to go home and rest for a while Key: He advised me not to drink too much beer She invited me to come and see her whenever I wanted John asked me not to smoke in his car He told Sue to give him her phone number Homework: (2 minutes) He reminded me to - Asks students to exercise in work give the book back book to Joe - Asks students to prepare Unit 6.Part He promised not to A- at home it again He agreed to wait for me John asked her to lend him some money - Write down THE 15-MINUTE TEST *Choose the word with underlined part pronounced differently from the rest 1.A.twenty B.train C.twin D.twelve *Choose the word whose main stress is placed differently from the others 2.A.railway B.sandwich C.amount D.question *Choose the best answer among( A,B,C, OR D) that best completes each sentence 3.Big Brothers is………………… A.the name of a club B.a home the children C.the name of a film D.an organisation for boys who no longer have fathers .twice,he didn't want to try again A.had failing B.having failed C.fail D.to fail 5.If you ………that job, you would have done it A.do not know B.had known C.knew D.know 6.People are aware …………the problem of population A.of B.about C.with D.at 7.Does the earth have enough…………to support many people? A.resources B.raising animals C.living-standards D.methods 8.My friend asked me what would I if I were a millionaire A B C D rain 9.Name ……….to find a hat when he was working yesterday A.want B.wants C.wanted D.wanting 10.My father ………….3 cigarettes everyday A.smoke 1.B 2.C 3.D 4.B 5.B B.smokes C.smoked D.smoking THE KEYS OF THE TEST 6.A 7.A 8.C 9.C 10.B Period : 28 Unit 6: Competitions Date : 15/1/2015 LESSON 1: Reading I Objectives: Educational aim: By the end of this lesson, students will be able to: - Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context - Use the information they have read to discuss the related topic Knowledge: - General knowledge: Students get information about competitions - Language: Sentences and expression for competitions - New words: Words related to some competitions Skill : - Word meaning in context - Passage comprehension - Scanning for specific information II Method: Integrated mainly communicative III Teaching aids: Textbook, some photos IV Procedure: Teacher’s activities Students’ activities Warm-up :(5 minutes) - Asks students to look at the photos in - Give answer with photos their books and match them with the words in the box * Suggested answers : a Quiz “ Road to Olympia” b London Marathon c Sao Mai Singing Contest d Olympic Games - Answer the questions in Pre-reading: (3 minutes) pairs - Asks students some questions: a Do you take part in the competitions like this? b Do you hope to win a competition? If so, which competition would you like to win? c Is winning the most important thing in a competition? Why / Why not? - Take notes While-reading: (28 minutes) - Read the new words - Asks students to read the text silently aloud Notes - Introduces some new words New words: Recite (v): to say a passage, a poem aloud from memory 2.Poem (n)  Poet (n) : a person who write poems  Poetry (n) - Asks students to read the new words - Asks students to read the text again and Task * Task 1: - Give feedback * Task 2: - Asks students to read the passage again to answer the questions in the full form - Asks students to write their answers on the board and correct them if necessary - Gives feedback - Read the text carefully - Do Task Suggested key: d f 3.e 4.c b a Suggested key: The representatives of the three classes of (the speakers’) school took part in the annual final English Competition last Saturday It aims was to stimulate the spirit of learning English among students The students’ Parents Society sponsored the competition They had to compete five activities in all On competition of each activity, they had to answer the questions in worksheet within two minutes They had to observe and score the students’ - Asks students to copy down in their notebooks Task 3: - Asks students to task - Asks representative of each group to give oral answers and write them on the board - Gives feedback Post- reading: (8 minutes) - Asks students to practice reciting the poem - Gives remarks and correct mistakes Homework: (1 minute) - Write down the questions and the answers in the notebooks - Learn the new words and questions by heart - Prepare Part B - Speaking performance The group that got the highest score would be the winner The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner’s Dictionary - Copy down the answers in their notebooks Suggested key: in activity , Hung was unable to recite the last sentence of the poem / complete the poem ( because he couldn’t remember the last sentence) Having achieved the highest score, Group B became the winner of the competition Group C lost the game They just got 60 points - Copy down in their notebooks - Recite the poem - Perform in front of the class - Write down Period : 29 Unit 6: Competitions Date : 15/1/2015 LESSON 2: SPeaKing I Objectives: Educational aim: By the end of this lesson, students will be able to: - ask for and give information about types of competitions - talk about a competition or contest Knowledge: - General knowledge: Students understand some kinds of competitions - New words: Words related to competitions Skill : - Asking for and giving information about types of competitions - Talking about a competition or contest II Method: Integrated mainly communicative III Teaching aids: Textbook, pictures, board IV Procedure: Teacher’s activities Pre-speaking :(10 minutes) - Asks students some questions: Is population explosion a big problem to us nowadays? Should the government something to solve this effectively? While-speaking: (33 minutes) Task - Introduces Task and give the meaning of some new words (If necessary) - Asks students to Task in pairs * Task 2: - Asks students to Task in pairs - Asks some pairs to present their ideas in front of the class - Gives remarks Students’ activities - Answer questions freely - Listen to the teacher - Work in pairs: General Knowledge Quiz Art Competition (Painting, drawing, sculpture…) - Work in pairs Example: A: What you think of the General Knowledge Quiz? B: Oh, It’s great It’s an opportunity to test your general knowledge Some suggestions: - What you think of the English competition? Oh, it’s great It’s a good opportunity for us to practice English - What you think of the Athletics Meeting? Oh, it’s exciting It’s a good chance for Notes Homework: (2 minutes) - Review Part B carefully - Prepare Part C – Listening physical training You will look athletic and healthy - What you think of the Art competition? Oh, it’s wonderful It’s a good chance for your creative activities - What you think of the Poetry Reading Comprehension? Oh, it’s boring It makes you feel sleepy - Write down Period : 30 Unit 6: Competitions Date : 15/1/2015 LESSON 3: LISTENing I Objectives: Educational aim: By the end of this lesson, students will be able to: - develop extensive listening skills - use the information they have listened to for other communicative tasks Knowledge: - General knowledge: Students will understand marathon competition - New words: Words related to marathon competition Skill : - Deciding on True or False statements - Comprehension questions II Method: Integrated mainly communicative III Teaching aids: Textbook, cassette player IV Procedure: Teacher’s activities Warm-up :(3 minutes) - Asks students to look at the pictures in the textbook and answer the questions What is the Boston Marathon? Who you think can take part in the Boston race? Students’ activities - Answer freely - Listen and repeat in Pre-listening: (6 minutes) - Asks students to repeat the provided chorus race (n) words athletic (n) formally (adv) clock (v) female (n) association (n) McDermott Notes Kuscsik While-listening: (25 minutes) * Task 1: - Asks students to read Task silently - Asks students to listen to the cassette player (twice) and Task -Asks students to work in pairs to compare the answers - Has students listen again to check the answers - Gives feedback * Task 2: - Asks students to read the questions in Task silently - Asks them to listen to the cassette player again and Task (Teacher can read aloud the sentences containing the information if necessary) - Asks students to work in pairs and discuss the answers - Asks some students to write the answers on the board - Has students listen again to check the answers - Gives feedback - Read Task silently - Listen to the tape and decide whether the statements are True or False - Work in pairs and discuss the answers - Listen and check the answers - Take notes 1.T F T T F F - Read Task silently - Listen to the tape and Task - Work in pairs and discuss the answers - Listen and check the answers Key: (He came from) New York (She became the first official female champion) in 1972 (women started and finished the race in 1972) 6164 (runners joined the Boston Marathon in 1984) Post- listening: (10 minutes) - Asks students to work in groups and name some famous runners in Vietnam - Work in groups and say what is special about them - Asks the representative of each group to speak in front of the class - Perform in front of the - Gives remarks and correct mistakes class Homework: (1 minutes) -Prepare the part D Period : 31 Unit 6: Competitions Date : 17/1/2015 LESSON 4: WRITing I Objectives: Educational aim: By the end of this lesson, students will be able to write a letter to reply to the request of information Knowledge: - General knowledge: Students will know how to write a reply letter - New words: Words related to replying Skill : Writing a letter of reply II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure: Teacher’s activities Pre-writing: (15 minutes) - Conducts a short discussion with the following question: If you organice an english speaking competition, what will you to attract potential competitors? - Collects ideas from every group - Tries to elicit the idea of carefully responding to letters of enquiry from potential competitors Students’ activities - Discuss -Brainstorm interesting ideas share any and * Task 1: -Work alone -Asks ss to spend minutes reading  A letter of enquiry the letter in the textbook on their own to find out whether the letter is the one -Work in group of  Number of of enquiry or reply participants -Confirms the kind of letter is an  Entry procedures enquiry one (what to to -Asks ss to work in group of four in become a minutes to answer the question that competitor) follows:  Venue What does Thu Trang want to  Date know about the English Speaking  Time Competition?  Phone number -Gets answers from all group  Email -Introduces the main lesson: “Our lesson today has the focus on how to reply to a letter of enquiry.” -Have ss work in group of and put the following elements of a letter of  The Start: reply in an appropriate order  Dear Mr, Ms (Mrs,  The Start: Miss VERY  Dear Mr, Ms (Mrs, Miss VERY IMPORTANT use Notes IMPORTANT use Ms for women unless asked to use Mrs or Miss)  Providing Requested Materials:  We are pleased to enclose  Enclosed you will find  We enclose  Closing a Letter Hoping for Future Business: We look forward to hearing from you / receiving your order / welcoming you to the competition  Providing Additional Information:  We would also like to inform you  Regarding your question about  In answer to your question (inquiry) about  Thanking the Potential Competitor for His/Her Interest:  Thank you for your letter of inquiring (asking for information) about  We would like to thank you for your letter of inquiring (asking for information) about  Signature: Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do.) Ms for women unless asked to use Mrs or Miss)  Thanking the Potential Competitor for His/Her Interest:  Thank you for your letter of inquiring (asking for information) about  We would like to thank you for your letter of inquiring (asking for information) about  Providing Requested Materials:  We are pleased to enclose  Enclosed you will find  We enclose  Providing Additional Information:  We would also like to inform you  Regarding your question about  In answer to your question (inquiry) about  Closing a Letter Hoping for Future Business: We look forward to hearing from you / receiving your order / welcoming you to the competition Signature: Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do.)  While-writing: (10 minutes) * Task 2: -Asks ss to work in group of -Conducts a competition among all groups -Announces the rule of the competition:  The competition has rounds: Qualifying one & Defining one  After the qualifying round, groups will be selected  Each group writes down their answer to the question from the teacher in 30 seconds  The best answer is the one that is written, based on the information in Task 2, correct and in full  Only one best answer for each question is chosen out of the ones -Give out the question for qualifying round  Put the words in the correct order to make a meaningful sentence latest for edition your of 12 September asking the of our thank inquiry you catalogue for Post- writing: (18 minutes) - Asks ss to write a letter to reply to Thu Trang’s letter in Task in minutes - Reminds ss to use the language they have learnt and the information in Task - Provides the information: Remember to place your address at the -Follow the instructions -Try to submit the answer for the qualifying round as soon as possible Thank you for your inquiry of 12 September asking for the latest edition of our catalogue -4 groups chosen take part in the defining round -The others also the task and help to give feedback - Write a letter of reply by themselves Kate John 106 Tran Hung Dao Street Hoan Kiem top of the letter followed by the address of the person you are writing to The date can either be placed double spaced down or to the right District Hanoi, Vietnam Thu Trang 140 Kham Thien St, Dong Da District Hanoi, Vietnam October 19, 2007 Dear Thu Trang, Thank you for your inquiry of 17 October asking for the information about the English Speaking Competition on our Language Centre’s website - Asks ss to work in pairs and correct the writing We are pleased to some details about the competition The number of participants is limited – just 25 The competition is held on 25th November 2007 It taks place at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi It starts at p.m Contestants should arrive at p.m for registration For more information, please contact at the phone the phone number: (04) 9838188 and email: info@123doc.org Write a letter to reply to the following letter Kenneth Beare 2520 Visita Avenue Olympia, WA 98501 Jackson Brothers 3487 23rd Street New York, NY 12009 We look forward to welcoming you to the competition Yours sincerely, Kate John Secrectary - Work in pairs and exchange the writing to correct September 12, 2000 To Whom It May Concern: - Copy down With reference to your advertisement in yesterday's New York Times, could you please send me a copy of your latest catalogue I would like to know if it is possible to make purchases online Yours faithfully (Signature) Kenneth Beare Administrative Director English Learners & Company Homework: (2 minutes) Prepare Unit 6: Part E: Language Focus Period : 32 Unit 6: Competitions Date : 17/1/2015 LESSON 5: Language focus I Objectives: Educational aim: By the end of this lesson, students will be able to: - distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly - understand reported speech with gerund and use these structures to solve communicative tasks Knowledge: - General knowledge: Students understand reported speech with gerund - New words: Words related to /tr/, /dr/, /tw/ Skill : - Pronunciation: /tr/, /dr/, /tw/ - Grammar: reported speech with gerund II Method: Intergrated mainly communicative III Teaching aids: Textbook, hand-outs IV Procedure: Teacher’s activities Students’ activities Pronunciation: (15 minutes) I Pronuciation: Warm up: Have students listen and repeat the - Listen and repeat in chorus sounds: /tr/ ; /dr/ ; /tw/ - Listen carefully /tr/ /dr/ /tw/ traffic drive twelve troops dreadful twenty trousers drink twin tropical dress twinkle Practice: Have students read the sentences provided (textbook, page 68) Grammar: (28 minutes) Reported speech with gerund - Listen carefully  Ex1: “It was very nice of you to help me Thank you very much”, Tom said - Take notes  Tom thanked me for helping him thank for congratulati on on of accuse + obj against +vwarn + ing prevent from stop from …  Ex2 : “I’m sorry I’m late”  Peter apologised for being late * apologised for / insist on / dream of…+ v-ing  Ex3 : “ No, I didn’t borrow your dictionary!”  Paul denied borrowing my dictionary * deny/ suggest / admit / look forward to / think of …+ v-ing John congratulated us Grammar: (25 minutes) on passing our exams * Exercise 1: Mary apologised for - Asks students to exercise in nor phoning me ealier pairs Peter insisted on - Checks answers and gives feedback driving Linda to the station Notes The teacher accused the boy for not paying attention to what he had said Bob has always dreamed of being rich I warned Ann against staying at the hotel near the airport Her mother prevented Jane from going out that night Paul denied borrowing my dictionary Miss White thanked Jack for visiting her * Exercise 2: - Asks students to exercise individually then in pairs - Work individually then - Checks answers and corrects in pairs Key: Tom insisted on paying for the meal Mrs and Mr Smith looked forward to meeting their children The boy denied breaking the window’s house The policeman stopped the customer (from) leaving the shop The thief admitted stealing Mrs Brown’s car Homework: (2 minutes) Ann suggested having - Practice reading the sentences a party the next - Write exercise 1,2 in notebook Saturday - Prepare in advance Test yourself B John and his wife were thinking of buying the house - Copy down Period :33 Test yourself B Date : 17/1/2015 I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 4, and - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself B * Have you prepared it at home? * Have you got any difficulties? Students’ activities - Greeting Answer questions teacher’s Test yourself I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers: 1A, 2B, 3D, 4C, 5B II Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to - Look at the textbook compare the answers they have already and listen to the teacher done to find the correct ones - Give the correct answers to the class: - Work in groups to - Keys: 1D, 2B, 3B, 4C, 5C discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the board Notes - Listen to the teacher and correct the answers III.Grammar(2.5points) (11 minutes) - Listen to the teacher - Present the task: a/ Ask students to listen and put a tick - Work in groups - Compare the results in the right box with the other groups - Show the answers in - Keys: a play, drive, twice, proud front of the class b/ Let students finish each of of the - Observe the keys and following sentences in such a way that correct their anwres it has the same meaning as the original sentence - Keys: b taking, to go, smoking, saying, do, going, to make IV Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class - Students work in groups and practise writing - Check their writings and help - Two students go to the them correct the mistakes if board and write - Give the writings by they’ve made reading aloud - Read the writing carefully - In groups or in pairs - Compare the results with the other groups - Correct mistakes Homework (2 minutes) - Study all the lessons - Ask students: again + to study all the lessons again + to get ready for the 45 minute-test - Get the knowledge ready for the coming test in the next period Date :22/1/2015 Period : 34 REVISION I Objectives: - Sts revise what they have learned in unit and unit II Language focus: - General knowledge in unit and unit - Language: pronunciation and grammar in the above units III Skills: Practising grammar IV Teaching aids: textbook, chalk, board,copies of paper V Procedures: I Put each verb in brackets in a suitable form.(2.5points) 1.Nick ( lie) down on the glass for a while, next to some tourists who ( feed ) …………… the ducks on the pond 2.Sorry, I (not answer)………………the phone I ( have)……………a shower 3.Last night she spent hours on her homework but she( can not)…………… it although the teacher ( explain)………………carefully in class 4.It is easy (see) …………….animals in the road in daylight but sometimes at night it is difficult(avoid)………… (hit)…………… 5.I caught him (climb)………………over my wall I asked him (explain) ………….but he refused (say)…………anything, II Rewrite the following sentences so that the meaning of them don’t change (3.point) She crossed the road I saw her ->I saw her………………………………………………… I knew that he was poor I offered( de nghi) to pay his fare -> Knowing that …………………………………………… He was foolish He left the firm -> He was ………………………………………………… The film was boring I didn’t watch it -> The film …………………………………………………… He found no one at home He left the house in a bad temper( tuc gian) -> Finding …………………………………………………………… My son has a lot of books that he can read -> My son has………………………………………………… III Read the passage and then answer the questions that follow.(2 points) Last Monday morning , Mrs Brown was in her bedroom getting ready to go to work when suddenly she saw a mouse, so she creamed and jumped up on a chair because she was frightened Then she had a good idea She jumble up and ran downstairs to get her cat, Tiger At first she couldn’t find him anywhere, but finally she found him under the kitchen table Quickly, she grabbed him under her arm and run back upstairs, Mrs Brown hurried into the bedroom and put Tiger on the floor> Then she got up on the chair again Unfortunately, Tiger was scared too( ho¶ng sî), so he leapt onto her shoulder That a coward (nhót nh¸t)! What happened to Mrs Brown last Monday? What did she name her cat? What did her cat when she got up on the chair again? What you think of her Tiger? IV Make complete sentences using the cues below It/ kind/ you/ help me The friendship/one/ most/ important things boy/ happier/ if / he/ have /another child/ play with my/personal experience/ robbing/ beautiful pen / my friend I/ sorry /disappoint you / but / I /have/ not let/ any more money/ till/ end / month THE FEEDBACK 1.Lies feed 2.Don't answer have 3.Could not explained 4.To see - to avoid - hitting 5.To explain to say 1.I saw her cross the road 2.Knowing that he was poor,I offered to pay his fare 3.He was foolish to leave the firm 4.The film was so boring that I can't watch it 5.Finding no one at home,he left the house in a bad temper 6.My son has a lot of books to read 1.She saw a mouse ,she screamed and jumped up on a chair last Monday 2.She named her cat Tiger 3.Her cat leapt on her shoulder when she got up on the chair again 4.I think that her cat is a coward 1.It is kind of you to help me 2.The friendship is one of the most important things 3.The boy will be happier if he have another child to play with 4.My pesonal experience is robbing a beautiful pen of my friend 5.I am sorry for disapointing with you but I have not let any more money till the end of the month …………………………………………………………………………………… Date : 24/1/2015 Period : 35 THE 45-MINUTE TEST NO.2 MULTIPLE CHOICE QUESTIONS(6 points ) *Choose A,B,C or D as your best choice to complete each sentence 1.She took part in the………… service last month A.voluntary B.voluntarily C.volunteer D.volunteers 2.How many ………… are there in the competition ? A.participates B participations C participants D participative 3.I want to travel because I enjoy …………people and …………new places A.meet / see B.meeting / seeing C.meeting / to see D.to meet / see 4…………….that he was poor,I offered to pay his fare A.know B having known C.knowing D.knew 5.Peter…………his homework when the phone ……… A.had just finished /rang B had just finished / had rang C.just finished/rang D just finished/ had rang 6.Are sure you told me ?I don't recall……… about it A.having told B.to have told C having been told D to have been told 7.They congratulated …………….the exams with high marks A.pass B.having passed C.to pass D on passing 8.A…………is a person chosen or appointed on behalf of anothern person or a group A.worker B.judge C representative D.team 9.Many young high school and college students spend hours helping …….aged A.the B.an C A D.these 10.When someone ………….a poem or other piece of writing ,they say it aloud after they have learnt it A.recites B.takes part in C.competes D.completes 11.During Tet holiday ,homes are often …………with plants and flowers A.Decorating B Decorated C Decorate D Decorates 12.The rain prevented us ……………climbing to the top of the mountain A.for B from C.at D.on 13."I am sorry I broke the vase, " my little son said A my little son said that he was sorry and he would break the vase B my little son refused breaking the vase and said sorry C my little son threatened to break the vase D my little son admitted breaking the vase *Identify the mistakes (A,B,C OR D) that need correcting 14.Having living here for seven years, my friend is used to speaking English with all her A B C D classmates 15.The purpose of the examination was testing the students' knowdlege of the subject A B C D 16.We spend a week to preparing for our concert A B C D *Read the passage and choose the best option to fill in the gaps My best friend Jenny…(17)……on a Tv quiz show a few nights ago.It was very exciting.We all knew that she would be on ,so our friends met at her parents' house to watch it Her parents videoed it too,of course The programme started at half past seven We screamed and clapped when we saw Jenny She looked great.She had had her hair done ,and was wearing the new hat she had bought the day before.She sat on the chair in the middle of the studio while the …(18)……… asked her some questions.The questions got harder and harder as they increased in value If she didn't make any mistakes and get …(19) ……….most difficult question right, she would win a million pounds By the time ,Jerry had won a thousand pounds That was definitely hers ,whatever happened.She answered the next question correctly, which was worth five thousand pounds I didn't know the answer ,but she did know!Then with the next question, she took a risk but got the answer wrong She was gone out of the game Still, she had her thousand pounds, and we were very proud …(20)………… her 17.A.appeared B turned C.presented D.participated 18.A.presenters B .presenting C present D presenter 19.A.a B.an C.the D.this 20.on B of C.for D.at *Pick out the word whose underlined part is pronounced differently from the other words 21.A.wet B.wheel C.answer D.away 22.A.uniform B.unique C.understand D.usually 23.A.wheel B.steel C.steal D.greet *Choose the word that has stress pattern differently from the other words 24.A.competition B.difficulty C.representative D.entertainment 25.A.among B.spirit C.final D.sponsor 26.A.railway B.sandwich C.amount D.question WRITING(4 points ) Part : Rewrite the following sentences (2 points ) 1."You didn’t pay attention to what I said " he said to his son He accused………….of………………………………………… 2."Don't stay at the house near the resort " she said to me She warned………….against………………………………………………… Part : Build up the sentences ,using the given cues ( points ) 1.The football match / organize / last morning 2.You / study / the course / years THE FEEDBACK MULTIPLE CHOICE QUESTIONS A C B B A 10 11 12 13 14 A B B D A 19 20 21 22 23 C B C C C A 15 B 24 B D 16 C 24 A C 17 A 26 C A 18 D WRITING Part : 1.He accused his son of not pay attention to what he had said 2.She warned me against stay at the house near the resort Part : 1.The football match was organized last morning 2.You have studied the course for years Period: 36 Unit : World Population Date : 24/1/2015 LESSON : Reading I Objectives: Educational aim: students should know about world population Knowledge: - General knowledge: By the end of the lesson ,students will be able to understand more about the world population - Language: - New words: Words related to world population Skills: Guessing meaning in context, and passage comprehension II Method: Integrated, mainly communicative III Teaching aids: Textbook, some photos of music IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Listen to the teacher and - Ask students close the book -Ask students to answers some questions: answer the questions Are all the people in the same family? Is it good to have many children? What will happen if every family - Listen to the teacher and have a lot of children? open the book – Unit7, -Lead in : today we are learn about part A: reading world population Before you read : (15 minutes) - Ask students work in pairs and look - Look at the book, listen to at two pictures on the book and discuss the teacher and work in pairs: the questions _discuss and give correct - Go around and help if necessary answers -Ask students to give the answers - Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes) - Ask students to look through the - Listen to the teacher - Ask some new words if passage and read in silence necessary - Help students read the passage - Explain pronunciation and meaning of - Keep the book open new words which appear in the passage -Ask students to read loudly the difficult words in chorus - Listen to the teacher then Task : task - Ask students to task - Let students work individual or in - Ask the teacher if Notes groups - Help students if necessary Keys: 1.Although 2.method 3.increases 4.resources 5.sfigures 6.limit 7.international 8,control Home work: (2 minutes) - Ask students to Reading exercise of Unit in workbook and prepare Part A-task of Reading + pronunciation at home necessary - work individual or in group - Write down in the notebook Period: 37 Unit : World Population Date : 24/1/2015 LESSON : Reading ( CONT ) +PRONUNCIATION I Objectives: Educational aim: -Students should know about world population -Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words and dialogue containing these clusters correctly Knowledge: - General knowledge: By the end of the lesson ,students will be able to understand more about the world population - New words: Words related to pronunciation /kl, gl, kr , gr , kw / Skills: -Guessing meaning in context, and passage comprehension -Pronounce the sounds: /kl, gl, kr , gr , kw / II Method: Integrated, mainly communicative III Teaching aids: Textbook, some photos of music IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Listen to the teacher and - Ask students close the book -Ask students to answers some questions: answer the questions Are all the people in the same family? Is it good to have many children? What will happen if every family - Listen to the teacher and have a lot of children? open the book – Unit7, -Lead in : today we are learn about part A: The rest world population - Open the books Pronunciation: (10 minutes) - Ask students to look at their books - Look at : Listen and Repeat then introduce to them - Repeat the words in *Listen and repeat : - Read loudly then ask students to repeat chorus then individual - Introduce : / kl, gl, kr , gr , kw / - Correct pronunciation for the students - Look at Practise the * Practise these sentences sentences - Read the sentences loudly - Listen to the teacher then - Ask students to repeat repeat in chorus then individual - Correct pronunciation for students Notes Task 2: (20 ms) -Ask students to read the passage again then answer the questions - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) After you read : (8 minutes) - Ask students to work in groups to discuss find out five world largest countries i population say where they are and which is the richest and which is the poorest country -Go around to help the groups when necessary -Call on some groups to answer the question - Listen to students and correct mistakes - Try to answer the questions Keys : 1.the population of the world in 10,000BC was 10 million In1750 it was 6225 million; in 1850 it was 1300million ,in1950 it was 2510 million (paragraph 1) 2,by the year 2015 the population of the world is expected to be over billion (last line,paragraph1) 3,some scientists say it can ,but others say it can’t (line2-4,paragraph2) no, they don’t 5,because they know of no safe way to have fewer children( line45,paragraph3) - Listen to the teacher -Discuss and find out five world largest countries in population - The students who are called to stand up to talk loudly are intelligent ones - Listen to the teacher and Home work: (2 minutes) - Ask students to Reading exercise write down homework of Unit in workbook and prepare Part A-task of Reading + pronunciation Part B : Speaking at home Period: 38 Unit : World Population Date : 29/1/2015 LESSON 2: SPEAKing I Objectives: Educational aim: Students should know how to talk about problems of overpopulation and offering solutions Knowledge: - General knowledge: Students could identify causes to population explosion and facing overpopulated countries - Language: - New words: words related to the topic Skills: talking about the causes of population explosion ,problems of population booms and solutions to these problems II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Show students the following picture and ask them two questions 1.what can you see in the picture? 2.What does the picture tell you? - We learn Unit 7, part- speaking Pre-speaking : (12 minutes) Task - Ask students to read through the causes - Let them work in pairs to order the causes and explain their order -Call on some students to give their answer in front of the class - Listen to students and correct mistakes While-speaking : (15 minutes) Task - Ask students to to list the problem facing poor and overpopulated countries in the task - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Students’ activities - Keep books close - Listen to the teacher - Answer the question -Do the task in pairs -Work in pairs and order the causes ,explain their order - Look at student’s book - Listen to the teacher - work in pairs to list the problems of poor and overpopulated countries _Suggested answer +poor living condition +low living standard +not enough/expensive food +lack/shortage of schools/hospitals/teachers /doctors/nurses +illiteracy +social evils Task3 -ask students to read the task3 and find +unemployment out the solutions to the problems of -Look at the task and overpopulation -ask them work in pairs to the task find out the solution to the problems of -Go around to offer help -Call on some students to present their overpopulation -suggested answers: group’s ideas +raise an awareness of -Give feedback the problems of overpopulation +use birth control methods +carry out population education program/family planning program +raise the people’s living standard Post-speaking : (10 minutes) Notes Task - Ask students to close books - Ask students to tell the problems and offer solutions using the results of task and task3 - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to part B in the workbooks - Ask students to prepare Part CListening and homework - Close the books - Listen to the teacher - Do task - Work in groups - The students are called stand up and tell loudly - Listen to the teacher - Write down the homework Period: 39 Unit : World Population Date : 29/1/2015 LESSON 3: LISTENing I Objectives: Educational aim: Students should know to talk about the world population Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information - New words: Words related to the topic Skills: - Comprehension questions - Listening and deciding on choosing the best answer II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to close the books - Ask students to number the following issues from 1to to describe your concern about them The first one will show that this issue is what you concern the most and so on housing Medical care AIDS Illiteracy Population Overpopulation - If you want to know more details about them we will go to Unit 7- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and make questions - Walk round, listen and help students Students’ activities - Close the books - Listen to the teacher and number the following issues from 1to to describe your concern about them -Listen to the teacher and look at the before you listen -Answer the question 1,yes our world is overpopulated because it has more than billion people Notes 2.Asia has the largest population with China the most populated country in the world and India the second - Read loudly the words: -read individually and - Ask students to repeat loudly the words then read in chorus - Listen and check pronunciation While-listening: (20 minutes) - Look at the books Task - Ask students to read and explain - Listen to the teacher - Read the statements in statements in task - Explain some words or phrases which task independently - listen to the tape students can’t understand - Ask students to listen to the tape carefully and the task -Keys:1A, 2D.3C ,4D , twice and task -Ask students to give their answer on 5A, 6C the board - Correct the answers then explain them Task - Ask students to look through the - Keep book open questions in task - Ask students to listen to the - Look at the questions typescript again and answer them - Ask students to give reasons for their and ask teacher some new words if necessary answers Key: 1.over billion 2,the population growth rates in some - Listen to the typescript and the task parts of the world are not the same 3,the reason is the improvement of public health services and medical care 4,they are shortage of foods ,lack of hospitals and schools ,illiteracy, and poor living conditions 5,there are solutions After-listening: (10 minutes) - Keep book open and - Ask students to open the books - Ask them to summarize the main listen to the teacher ideas of the listening passage -some cues :world population -The students who are today/main cause of population called stand up and talk explosion/problems caused by their idea the listening population explosion/ solutions to the passage problems - Let them work in pairs - Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes Homework: (3 minutes) - Ask students to summarize the -Listen to the teacher and write down homework points of the passage - Remember them to prepare Part- E at home Period: 40 Unit : World Population Date : 29/1/2015 LESSON 4: Language Focus I Objectives: *Knowledge: - General knowledge: By the end of this lesson, students will be able to use conditional sentences (types1,2 and 3) and conditional sentences in reported speech appropriately II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures ,hand outs IV Procedure: Teacher’s activities Grammar:(34 minutes) -“conditional types ,2 and 3” -write some sentences on the board a + If it doesn’t rain ,I will come to see you +If it didn’t rain, I would come to see you -Ask students to comment on the use of conditional types in these examples -Help students to use of them -Ask some students give some similar examples - Introduce exercises to the students Exercise 1: (15 minutes) - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark Exercise (8 minutes) - Introduce Exercise to students and explain how to it - Ask students to it - Let them work individually Students’ activities Notes - Listen to the teacher -write down notebook their -give some examples - Listen to the teacher and exercise Key: 1,would drive 2,could 3, is 4, will take 5,closed 6, will come - Check, correct mistakes - Listen to the teacher and exercise -Keys : 1,had been told 2,had realized 3, wouldn’t have been 4, would have bought 5, had studied Homework : (2 minutes) Ask students to prepare Part A – U.8 - Listen to the teacher - Write down -Take note quickly Period: 41 Unit 8: celebrations Date : 31/1/2015 LESSON : Reading I Objectives: Educational aim: Students should know more about the celebration of Tet and other festivals’ activities Knowledge: - General knowledge: - Through this unit, students know the history of tet and some kinds of celebration - New words: Words related to celebration Skills: Reading for identifying the main idea and specific information II Method: Integrated, mainly communicative III Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Let students to listen to the song and ask some questions: a What is the title of the song? b.When people often sing it? c.What is it about? -There are many things about Tet that we want to say Today, we’ll study a new lesson Unit 8- Reading Pre-reading: (7 minutes) - Ask students to look at the picture and discuss the three questions in pairs -Go around to offer help -Call on some students to present their answers and give comments from other students -Give feedback - Let students work in pairs to tell which of the activities in the book they enjoy most at Tet - Call on some students to present their answer and other students comment -Ask students to read through the passage and find some new words +positive comments +candied fruit +spread (v): to extend over a place +Lunar New Year -Let students read and copy in their notebooks While-reading: (20 minutes) You are going to read about the Tet holiday in Vietnam Students’ activities - Look at the picture - Answer the questions a Happy New Year b to welcome the New Year/it is often sung on the last days of the old year and the at the beginning of the New year c Feeling about the old year and the New Year - Listen to the teacher look at the picture and answer the questions -The answers are various 1,It is spring and it should be Tet holiday because we can se the apricot blossom and a kumquat tree full of ripe fruits 2,the people in the picture may be a family the grandmother is giving her niece and nephew some lucky money The girl, the boy and their parents may be wishing their grandparents good health and happiness -work in pair and discuss these activities they enjoy most doing in the Tet -Read individually -Listen to the teacher and write down -Read in chorus Notes -Make the class read the small talks, to scan the details and the tasks Task : -Ask students to read a passage about Tet holiday, and then underline those words which match with the definitions on the right column in the task - Firstly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to explain their answer in front of the class - Give suggestions Task - Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs - Walk round the class and comments when students need -Check the answer in front of the class as a whole -Give correct answers -Listen to the teacher -Read the passage and underline new words -Try to guess the meanings of the words -Listen to their friends’ answers -Listen to the teacher and correct -Keys:1,trọng đại, hoành tr¸ng 2,biÓu ng÷, b¨ng r«n 3,táo dầm đờng 4,thuộc vÒ n«ng nghiÖp 5,cÇu nguyÖn 6,niÒm vui thÝch, sù n« nøc -Read passage again -Work individually Keys 1F( it fall between 19thJanuary and20thFebuary) 2,F( it’s just for agrarian people) 3.T 4,F( according to the passage, lucky number tends to be given to children) 5T 6,T Task : - Ask students to read all questions to -Work individually answer the questions in task - Ask students to work with a partner - Walks around the class to help -Read carefully and give the answer students whenever they need -Give correct answer (the answer is in the passage) Post-reading: (12 minutes) - Let students work in groups to talk about their last Tet holiday ,using the following main points - Has students work in groups and discuss - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments - Call on some students to speak and give them feedback Homework : (2 minutes) -Work in discuss group and -two students present in front of the class -Ask students summarize the passage at -Copy down home and prepare the next lesson notebooks on the Period: 42 Unit 8: celebrations Date : 31/1/2015 LESSON : SPEAKing I Objectives: Educational aim: Students could talk about the celebrations of Tet and other festivals’ activities Knowledge: - General knowledge: - Through this unit, students can express their opinions about Tet holiday in Vietnam - Language: Ask and answer questions about the Tet holiday in Vietnam Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures: Teacher’s activities Student’s activities Warm-up:(6 munites) - Ask students close the book and - Listen to the teacher find words that go with -Find out the words -Suggested answer: food, “ttraditional” in groups flowers clothes ,games , Today, we will practice speaking about costumes Tet holiday in Vietnam Pre-speaking: (5 minutes) Task 1: -Ask students to speak the dialogue and ask them what points are mentioned in the dialogue - Ask student to work individually then work in groups -call on some pairs to act out the dialogue - Give suggestions While –speaking :(24 minutes) Task 2: -Ask students to look at the three pictures and work out the name of eachholiday - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practice it with a partner - Corrects students’ pronunciation if necessary Post-speaking: (13 minutes) Task 3: - read individually and then work in pairs - listen to the friend and give comments -Listen to the teacher -Answer : 1,picture 1: Mid-Autumn 2,Picture 2: thanksgiving 3, picture3 :Valentine’s Day -1cC ,2aA ,3bB Notes - Ask students to read all words in the task -Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments Homework(2 minutes): -Write about the tet holiday their like and prepare the next lesson - Do the task -Compare the answer with the partners - Work in groups -Ask the teacher if necessary -Some groups present their answer in front of the class -copy in their notebooks Period: 43 Unit 8: celebrations Date : 31/1/2015 LESSON : LISTENing I Objectives: Educational aim: Students should know more about the New Year celebration in Japan Knowledge: - General knowledge: Students listen for the main idea and comprehension questions - Language: - New words: Words related to new year Skills: Listening for gist and for specific information II Method: Integrated, mainly communicative III Teaching aid: Pictures ,text book IV Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) - Listen and answer - Ask the students question : - What is special about the New Year holiday in Japan? - Can you guess what Japanese -listen to the teacher on these days? - Lead in: we are going to listen to the talking about how the New Year celebrated in Japan Pre-listening : (6 minutes) - Let students work in pairs to guess - Work in pairs and each which of the activities the Japanese pair works in role - Listen to the often on their New year’s Day teacher -Call on some students to give their - Look at the picture answers and write them on the boards in the book and guess before -Introduce some new words from the listening listening passage While-listening: (24 minutes) Notes Task 1: -Ask students to listen to conversations - Listen to each pair - Let students listen for three times -Check the answer in front of the class as a whole -tick in the right column that best reflect their answer - Go around and remark Task 2: - Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again times and ask them to discuss in groups to answer the questions - Listen to each group and remark -Listen carefully - Work individually - Give corrects -Listen to the dialogues and then work in groups and give their answers -keys : 1,Because they want to get rid of the old year and welcome the new year 2,from TV or the radio 3,Kimonos or special dress 4,No, New year is mostly celebrates among family only After-listening: (10 minutes) - Have students sit in groups and - work in group and compare the following aspects of the discuss Vietnamese New year with those of the - each group Japanese one presents their - Go around and help if necessary answers -Call on some students tell the class again -Give comments Homework: (2 minutes) - Ask students to exercise in workbook - Listen and copy in their - Prepare the next lesson notebooks Period: 44 Unit : celebrations Date : 5/2/2015 LESSON : WRITing I Objectives: Educational aim: Students know how to describing a celebration Knowledge: - General knowledge: Students can write a passage describing a celebration - Language: -New words : Words related to celebration Skills: Describing a celebration II Method: Intergraded, mainly communicative III Teaching aids: Some models, hand outs ,pictures IV Procedures: Teacher’s activities Warm-up : (4 minutes) -Ask some questions: Students’ activities - Observe and work in Notes 1.Have you ever taken part in one of the popular celebrations in Vietnam? What Do you know about it? Lead in : To know more about the popular celebration we will learn the new lesson: Writing Pre-writing: (10 minutes) - Let students read the passage of the - Explain some new words if they not know -Let students work in pairs and write an outline for their description using the main points set in the task - Go around to help students to answer the task -Check the answers with the whole class pairs to answer - Answer the question -Listen and the task - suggested answers : - the description includes main points: + name of the festival +purpose +time +main activities /what people in the festival +foods eaten +people’s feeling about the festival While-writing: (20 minutes) Task _Ask students to gather and - Listen to the teacher organizing ideas for their paragraph -Let students write their paragraph for 10 minutes -Ask students to exchange their paragraph with a partner -Go around helping and collecting typical errors Post-writing: (10 minutes - Let students write on the board or in the papers - Go around and remark - Ask or students who may be good at English to write on the board -Write down their -Compare partners paragraph with the - Some students read aloud the form of someone - Listen and check themselves – Give general comments and - One student of one group reads aloud the remark paragraph - Discuss and correct mistakes themselves - Listen and copy Homework: (2 minutes) - Describing a celebration they have seen and prepare the next lesson Period: 45 Unit : celebrations Date : 5/2/2015 LESSON : Language Focus I Objectives: Educational aim: Students know how to distinguish the clusters /fl/ and /fr/ and/ θr/ in a word or a sentences Knowledge: - General knowledge: Students can Use pronouns :one(s), someone, no one ,anyone, everyone appropriately - Language: - New words: Words related to holiday and celebrations Skills: - Pronunciation: fl/ - /fr/ and/ θr/ - Grammar: - pronouns :one(s), someone, no one ,anyone, everyone -Vocabulary about holidays and celebrations II Method: Integrated, mainly communicative III Teaching aids: Textbook IV Procedures: Teacher’s activities I Pronunciation(10 minutes) -Model the two sounds /fr/ -/fl/ -/ θr / for a few time -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually -Give feedback +Practice these sentences -Read all the sentences and ask students to underline the words with the sounds and write /fl/ - /θr/-/fr/-/under them -Ask students to practice the sentences in pair -Go around and help - Let students read the sentences and work in groups - Listen and remark each group II Grammar: (34 minutes) Exercise1: -Ask students to comment on the use of :one(s), someone, no one ,anyone, everyone using the sentences on the board -Ask students to read it quickly -Explain the use of them +someone=somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer +no one :takes a singular affirmative verb -let students excerise1 individually and then compare their answers with another students -Go around and help -Check the answer the class as a whole Students’ activities -Listen to the teacher - Read aloud in chorus first ,then read individually -Underline the words with the sounds and write /fr/-/fl/-/ θr/ -Work in pair -Listen to their friends’ reading - listen to the teacher and comment - Listen and copy - Take note quickly -Do the task1 -Work individually -Compare with the partners -Answer: 1.anyone , 2someone ,3,anyone , 4someone, 5, no one , Notes 6,everyone 7, no one Exercise -Ask students read the sentences -Listen to the teacher and through exercise -Explain new words if any -Keys: -Call on some students to go to the 1, of he three bags, I like board and write the answers the blue one -Give a feedback 2, Mai is making a fruit cake, Huong is making one ,too 3,I like reading books, especially the ones about the natural world 4,I don’t have a computer ,and my father doesn’t want me to have one Exercise3 -ask students how to this exercise -let students work in pair to finish the exercise and compare with the person -Do the exercise3 sitting next to them - Listen to students and help them to - Some students write on it the board and others check -call on some students to give the and correct mistakes answer and give feedback -Keys: 1,traditional 2, grand 3,gifts ,4 celebrating 5,polite 6, good luck , 7excitement Homework: (2 minutes) - Let them exercises in Workbook -Prepare the next lesson - Listen and copy Period: 46 TEST YOURSELF C Date : 5/2/2015 *Aims and Objectives: - To help Ss review the lesson from to - To enable Ss to check their integrated skills - To evaluate Ss’ understanding and ability in using English language *Vocabulary: Review all vocabulary from unit to *Structures: Review all the structures from unit to PROCEDURE: I – Warm – up (1m) - Introduces the aim of the lesson II – Checking up previous exercise: (5 ms) -Asks the students to exercise : Complete the following sentences with the relative pronouns That’s the man………………helped me yesterday ( who) Please don’t tell him …………… I told you (what) The house ……………… overlooks the sea is my uncle’s (which/that) That’s the school ………………… I studied two years ago (where) Did you see the person ………………… money we found? (whose) - Gives remarks, necessary correction and marks III – Revision and exercises: (35 ms)(The exercises in textbook in the page of 111 113.) - Guides the Ss to exercise in the book - Gives time for them to In the listening part, plays the tape twice for Ss to and once for checking - Calls for the answer after each part - Gives correct answer I.Listening g b e f d j h k c 10 a 11 i II Reading They gather before midnight and select twelve grapes from a large bunch Because the twelve grapes are symbols of the twelve months of the year In Iran It lasts for thirteen days They read from the Koran, then all embrace each other and say, “May you live 100 years III Pronunciation and Grammar a) Pronunciation: glean fry thrive overthrow b) Grammar: Earth is a planet which can support life The book is about a girl who runs away from home A dictionary is a book gives you the meaning of words The man and the woman who live in flat are from Scotland c) 1.c b IV Writing Tet is one of the most important traditional holiday in our country It celebrates the Lunar New Year Actually Tet stars on the first day of the lunar year, however people always prepare for it well in advance The house is usually cleaned and decorated with beautiful things such as flowers and pictures Peach flowers and kumquat trees are always typical at Tet Almost every house has at least either peach flowers or kumquat trees, some even have both in their houses at Tet During Tet people enjoy traditional foods such as banh chung, fruit jams… On their first day of the Lunar New Year, people often go to pagodas or churches then they visit their relatives I enjoy Tet holidays because we often have “lucky money” at Tet and we can get up later than usual The only thing I don’t like at Tet is that the weather is wet and cold IV Consolidation (2’) -Summarizes the main points V Homework: (2’) - Asks Ss to review the lessons and prepare for the Review Period 47: REVIEW Date : 7/2/2015 I Objectives: By the end of the lesson, Ss will able to: - distinguish types of conditional sentences - use them correctly II Materials: - chalk and board - handouts III Anticipated problems: - Ss have difficulty in distinguishing types of conditional sentences IV Procedure: Stages Procedure Interactions Time Teams 8’ Warmer Game: Matching - Divide the class into teams, A and B - Team A make “If-clause” - Team B make main clause - Combine one of A with one of B to make conditional sentences Presentation Lead-in - T makes an example: If I were a queen, I would go round the world Or T makes a half of sentence, example: If I were a queen ) T asks: + What is the kind of this sentence? + How many types of conditional sentences are there? Example: If you need a ride to the airport, I’ll be happy to take you If he had known the meeting, he would have come there Revision * Conditional sentences  Type I: Future possible If clause Main clause Present tense Future tense  Type II: Present unreal If clause Main clause Present Simple past tense conditional (Subjunctive) (would + bare infinitive)  Type III: Past unreal If clause Main clause conditional Past perfect tense Perfect (would have + p.p) Conditional in reported speech - T makes some examples: “If you work hard, you’ll pass the exam”, the teacher said  The teacher said that if I worked hard, I would pass the exam He said to her, “You would be punished if you came late”  He said to her that she would be punished if she came late They said, “He wouldn’t have been in prison if he hadn’t stolen the car”  They said that he wouldn’t have been in prison if he hadn’t stolen the car - Ask Ss ti give the comment (Expected: + Type 1: change the tense + Type + 3: not change the tenses.) Choose the best answer in A, B, C or D: Practice If I … time, I’ll help you a have b had c had had d will have T-Ss 32’ Pairs 20’ If you are right, I … wrong a am b will be c would be d would have been If I … you, I … that a am/ will b were/ will c were/ would d had been/ would If I was offered the job, I think I … it a take b will take c would take d would have been If I had known you were in hospital, I … to see you a will go b would go c went d would have gone If I …, I would have said hello a had seen b saw c see d would see Key: 1a, 2a, 3c, 4c, 5d, 6a Production Making sentences - Make some conditional sentences in reported speech Home work Review for the final term Period 48 : THE Pairs 20’ Individuals 2’ FIRST TERM TEST Date : 7/2/2015 MULTIPLE CHOICE QUESTIONS(6 points ) *Choose A,B,C or D as your best choice to complete each sentence 1.Linda :"Excuse me !Where's the post office ?" - Mary :"…………." A.don't worry B.yes, I think so C.I'm afraid not D.It's over there 2.How many ………… are there in the competition ? A.participates B participations C participants D participative 3.I want to travel because I enjoy …………people and …………new places A.meet / see B.meeting / seeing C.meeting / to see D.to meet / see 4…………….that he was poor,I offered to pay his fare A.know B having known C.knowing D.knew 5.Peter…………his homework when the phone ……… A.had just finished /rang B had just finished / had rang C.just finished/rang D just finished/ had rang 6.Are sure you told me ?I don't recall……… about it A.having told B.to have told C having been told D to have been told 7.They congratulated …………….the exams with high marks A.pass B.having passed C.to pass D on passing 8.A…………is a person chosen or appointed on behalf of anothern person or a group A.worker B.judge C representative D.team 9.Many young high school and college students spend hours helping …….aged A.the B.an C A D.these 10.When someone ………….a poem or other piece of writing ,they say it aloud after they have learnt it A.recites B.takes part in C.competes D.completes 11.During Tet holiday ,homes are often …………with plants and flowers A.Decorating B Decorated C Decorate D Decorates 12.The rain prevented us ……………climbing to the top of the mountain A.for B from C.at D.on 13."I am sorry I broke the vase, " my little son said A my little son said that he was sorry and he would break the vase B my little son refused breaking the vase and said sorry C my little son threatened to break the vase D my little son admitted breaking the vase *Identify the mistakes (A,B,C OR D) that need correcting 14.Having living here for seven years, my friend is used to speaking English with all her A B C D classmates 15.The purpose of the examination was testing the students' knowdlege of the subject A B C D 16.We spend a week to preparing for our concert A B C D *Read the passage and choose the best option to fill in the gaps THE QUIZ SHOW My best friend Jenny…(17)……on a Tv quiz show a few nights ago.It was very exciting.We all knew that she would be on ,so our friends met at her parents' house to watch it Her parents videoed it too,of course The programme started at half past seven We screamed and clapped when we saw Jenny She looked great.She had had her hair done ,and was wearing the new hat she had bought the day before.She sat on the chair in the middle of the studio while the …(18)……… asked her some questions.The questions got harder and harder as they increased in value If she didn't make any mistakes and get …(19) ……….most difficult question right, she would win a million pounds By the time ,Jerry had won a thousand pounds That was definitely hers ,whatever happened.She answered the next question correctly, which was worth five thousand pounds I didn't know the answer ,but she did know!Then with the next question, she took a risk but got the answer wrong She was gone out of the game Still, she had her thousand pounds, and we were very proud …(20)………… her 17.A.appeared B turned C.presented D.participated 18.A.presenters B .presenting C present D presenter 19.A.a B.an C.the D.this 20.on B of C.for D.at *Pick out the word whose underlined part is pronounced differently from the other words 21.A.wet B.wheel C.answer D.away 22.A.uniform B.unique C.understand D.usually 23.A.wheel B.steel C.steal D.greet *Choose the word that has stress pattern differently from the other words 24.A.competition B.difficulty C.representative D.entertainment 25.A.among B.spirit C.final D.sponsor 26.A.railway B.sandwich C.amount D.question WRITING(4 points ) Part : Rewrite the following sentences (2 points ) 1."I'm sorry I couldn't come to visit you last summer." John said John apologized …………………………………………………………………… 2."I didn't steal the car " the boy said " I just borrowed it " The boy denied……………………….but admitted …………… Part : Build up the sentences ,using the given cues ( points ) 1.Thank you / your letter /welcome / our English Speaking Competition 2.The competition / take place/yesterday 3You/learn/that song/2 years THE KEY 1.D 2.C 3.B 4.C 5.A 6.C 7.D 8.C 9.A 10.A 11.B 12.B 13.D 14.A 15.B 16.C 17.A 18.D 19.C 20.B 21.C 22.C 23.C 24.B 25.A 26.C WRITING : Part : Rewrite the following sentences (2 points ) 2.John apologized for not coming to visit you the previous summer 3.The boy denied stealing the car but admitted borrowing it Part : Build up the sentences ,using the given cues ( points ) 1.Thank you for your letter and welcome to our English Speaking Competition 2.The competition will held on november of the 15th ,2013 at Tran Hung Dao Street,Hoan Kiem District, Hanoi 3.You have learned that song for years THE MATRIX OF THE 1ST FINAL TERM TEST TOPICS I Phonetics: -(3 questions, 0,25 mark for each correct answer)the underlined pronunciation -(3 questions, 0,25 mark for each correct answer)the stress II Reading: (4 questions, 0,25 mark for each correct answer) KNOWLEDGE COMPREHENSION APPLICATION TOTAL 1 III Structures and vocabulary: (16 questions, 0,25 marks for each correct answer) - Vocobulary - Conditional sentences - Pronouns :one, ones, someone, no one, anyone - Infinitive with to - Infinitive without to - Gerund - Perfect gerund - Perfect participle - Reported speech with infinitive and gerund 1 1 16 1 1 1 1 1 IV Writing: - Write the reported speech ( questions and 0,8 mark for each correct answer) - Write the sentences using the words given( questions and 0,8 mark for each correct answer) 1 1 1 TOTAL SENTENCES TOTAL MARKS PERCENTAGES 17 4,27 4,2,7% 3,21 32,1% 2,52 25,2% Period 49 : UNIT 9: THE POST OFFICE Date :28/2/2015 LESSON :Reading I Objectives: Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well Knowledge: - General knowledge: By the end of the students will be able to know about the services - Language: - New words: Words to the post office Skills: Reading for general or specific information II Method: Integrated, mainly communicative III Teaching aids: Some photos of famous post office and some information about them IV Procedures: Teacher’s activities Students’ activities Warm-up: (4 minutes) - Listen and try to - ask some questions 1.How far is it from your home to the answer the questions Notes 32 nearest post office? 2.Have you ever been there? 3.How often you go to the post office? what services you think the post office offer? - Recheck and introduce the new lesson: Pre-reading: (10minutes) - Ask students to look at the pictures in the book -Let students work in pairs to answer the questions - Let each student stand and speak their opinions - Go around and help them if necessary While-reading: (19 minutes) Task - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to the task1 Task - Let students read all sentences and explain some new words if necessary -Ask students to read again and stop at the lines that contains these words to guess the meaning -Let students the task individually -Call on some students to answer and explain their answers - Listen and correct if needed 1, kilometers 2,yes I have - Listen to the teacher and then discuss in their groups - Some students stand up and answer in roles - Read quickly and give some sentences in the text which are in A - Predict the meaning of words - work in pairs -Keys : 1c ,2b 3d 4c - Work in pairs and answer the questions -Work individually -Key: 1,advanced technology and a spacious and pleasant front office (lines1-2-paragraph1) 2,Mail and parcel service, express money transfer, phone calls and faxes, press distribution 3,air mail , surface mail ,and EMS mail 4,For someone to receive a phone call 5, subscribe - Listen and copy Homework (2 minutes) - Reread the passage and summary the main point (about 75 words) -Prepare the rest of reading + pronunciation Period 50: UNIT 9: THE POST OFFICE Date : 28/2/2015 LESSON : Reading + PRONUNCIATION I Objectives: Educational aim: - Students should pronounce /sp/ -/st/and /sk/ correctly and differ the use of “relative clauses’’ -Students the task of the Reading Skill: fluency in pronouncing /sp/ -/st/and /sk/ and use of “relative clauses II Method: Integrated, mainly communicative III.Teaching aids: Some words related to /st/-/sp/ and /sk/ IV Procedures: Teacher’s activities Pronunciation: (18 minutes) - Close the books! a Introduce two syllables /st/ -/sp/and /sk/ - Let students practise pronunciating these words: Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school - Listen and correct the syllables students read Practise these sentences b Let students read aloud the words given and try to pronounce syllable /sp/ -/st/or /sk/ correctly - Listen and check for pronunciation - Ask students to listen and read after these sentences Students’ activities - Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /sp/ and which have sound /sk/-/st/ - Read in silent first - Some of each groups read aloud - Read after teacher and work in groups to find the syllable st/ -/sp/or /sk/ in the word in these sentences: - Read silently and give the opinion -Listen and discuss - Students work in pairs and give the differences among them - Some students give some examples Task 3: (15 ms ) - Let students work in pairs -Read the passage again and guess where in the passage they can find information, using their knowledge of the passage -Ask students to the task individually and then check their answers with a friend -Call on some students to give and explain their answers -Give corrective feedback -Keys : 1, Open daily 7-9 p m 2,competitive rate for parcels of under 15 kg 3.EMS mail will be delivered in the shortest time possible 4, the money will be sent to your relatives in less than 24 hours Post-reading: (10 minutes) -Ask students to close their books and practise discussing the questions - Read quickly and find information to compare with their partners - Work in pairs, then one reads the sentence and the other corrects it - Work in groups and discuss which sentences go with the word given Notes - Let students give opinions -Work in small groups of - Go around to check ,help and take or and take turn to note of students typical errors talk about Thanh Ba post -Call on some students to talk and give office feedback - Listen and copy Homework (2 minutes) -Prepare the next lesson Period 51: UNIT 9: THE POST OFFICE Date : 28/2/2015 LESSON : SPEAKing I Objectives: Educational aim: Students should know how to ask and answer about the different postal and telecommunication services Knowledge: - General knowledge: Ask and answer about postal and telecommunication services ;making requests - Language: -New words : Words to speak about postal and telecommunication services Skills: expressing opinions II Method: Integrated, mainly communicative III Teaching aids: Photos of some famous postal and telecommunication, textbook , IV Procedures: Teacher’s activities Warm-up: (3 minutes) - Ask students to close the book and discuss these questions: 1,Have you ever heard someone make a request in English? What did they say? 2, Have you ever heard someone make a request in Vietnamese? What did they say? 3,Did you observe any differences in the way requests are made in English and Vietnamese ? Pre-speaking: (8 minutes) Task1 - Ask students to look the pictures in the task and the task1 - Go around and listen to them While-speaking: (20 minutes) Task - Let students open the books and look at the task2 -Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task -let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct Students’ activities - Close the books - Work in pairs and discuss and find out the answer of each question - Read these words and work in groups - Work in groups with some cues given below - Other groups go on practicing speaking - Practice interviewing as a dialogue - Others listen and write down some information they get -keys: A : Good morning, sir May I help you? B : Yes ,I would like to have a telephone line Notes Post-speaking: (10 minutes) Task - Ask students to talk again - Ask one group to the task as a model - Go around listening to some groups and help them if needed - Ask some pairs to stand in front of the class and practise speaking - Listen to each group and correct or give mark if they it well Homework: (2-4 minutes) - Let students to exercises in workbook -Ask students to prepare the next lesson Period 52: installed at home please? A : Certainly, sir Where you live? -Work and discuss in groups and one of this group asks and one of other answer -work in pairs and practise speaking - Listen and down in notebooks write their UNIT 9: THE POST OFFICE Date : 7/3/2015 LESSON : LISTENing I Objectives: Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years Knowledge: - General knowledge: Students know about some information about the development of Vietnam’s telephone system - Language: - New words: Words related to Vietnam’s telephone system Skills: Listening for general or specific information II Method: Integrated, mainly communicative III Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Give some photos and ask some questions Which is the quickest , a phone call, a fax , an e-mail or a letter? -Ask students go to board and matching some pictures with the name of telephone Pre-listening: (8 minutes) - Let students open the books and ask and answer the questions -“ Do you think more and more people are using cell phone in Vietnam nowadays? Why? - Let students read some words they’ll listen then Students’ activities - Observe the pictures and give some information about them 1, a phone call - Work in pairs and match the name of each picture -Listen and answer the question Because it become cheaper and come in a wider variety of colors and styles - Read in chorus - Some students read Notes - Listen and check themselves: - Read silently the While-listening: (22 minutes) sentences given before Task - Let students read some sentences listening given and explain some new words if - Listen the first time - No, we haven’t necessary - Listen the second time - Read or let students listen first and begin doing the task - Let students listen the second time - Listen the third time and - Check their listening - - Observe the class and listen to each choose the best answer group’s feedbacks - Give more information if students wonder or not clear _Keys: 1b(Vietnam ranks the second) 2,D ( It is among the 30 countries in the world) 3,C ( in 1996, Vietnam began upgrading its fixed telephone ) 4,D ( at present, 93% of communes across Vietnam telephone networks) 5,C ( the change of the international telephone system) Task Each group asks and - Before listening, let students read -explains why they choose quickly some sentences they’ll listen by some information and guess some answers that will be in they’ve listened the conversation Work in groups and - Let students listen the first time: Who -answer the questions can guess some words? -Keys : - Let students listen the second time has the best - Let student listen the last time and let 1,China growth in telephone them work in groups to speak out numbers - Listen and correct their listening 2,in the early 1990s, there were only 140,000 telephones in Vietnam 3,in the 1996, the fixed telephone numbers were changed from to digits in Hanoi and ho Chi Minh city as well as to digits in other provinces Post-reading: (10 minutes) Work in groups and - Ask students to summarise the main -each talk about the ideas of the listening passage using the main group ideas of the following points development in -go around and help students - - Listen to each group and correct Vietnam’s telecommunication mistakes if they’ve done - Write in groups and ask someone to speak out their writing - Other groups listen and copy some information and give some questions Homework: (2 minutes) - Ask students to write a short passage -Listen and take note their books about football player they like Period 53: UNIT 9: THE POST OFFICE Date : 7/3/2015 LESSON : Language Focus I Objectives: *Knowledge: - General knowledge: Students should use defining relative clauses and nondefining relatives clauses II Method: Integrated, mainly communicative III.Teaching aids: Some words related to the exercises IV Procedures: Teacher’s activities I Grammar: (43 minutes) -Write on the board some examples containing both defining and nondefining relative clauses -Ask students to explain the differences among them – Students’ activities - Do the exercise themselves - Each student of each group gives correct answers Exercise - Ask students to exercise themselves then discuss in groups -Introduce how to it -let them work in pairs -Walk around and check and give mark -Key: 1, a burglar is someone who breaks into the house to steal things 2,a customer is someone who buys something from to steal 3, a shop-lifter is someone who steals from a shop 4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat Exercise -ask students to read the exercise -Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose - Then the exercise2 -Call on some students go to board and write down their answers - Listen and remark - -Work in groups and give the correct answers -Do the exercise individually -Keys: 1, who ,2 whose , 3,whom/who 4, whose , 5, whom/ who -Do the exercise3 and then compare with the partners’ answer - Listen and write down -Keys : 1,the man who answered the pone told me you were away 2,the waitress who served Notes Exercise - Let students read the exercise3 and it individually - Get students to distinguish the difference between “that” and ‘which” us was very impolite and impatient 3,the building that /which was destroyed in the fire has now been rebuilt’4, the people who were arrested have now been released - Let students write the sentences 5, the bus that/ which goes to the airport runs with a peer every half an hour - Check with the whole class -listen and the exercise -compare with the partner -Listen and copy Exercise -Ask students to read the exercise and it individually -Get students complete other sentences in the same way -call on some students to write their answers on the blackboard -Give feedback from the class Homework: (2minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the Workbook Period 54 : Unit 10 : nature in danger Date : 7/3/2015 LESSON : Reading I Objectives: Educational aim: Students should know how to talk about nature in danger Knowledge: - General knowledge: Students know about how we have destroyed our environment and affected other species and to save endangered animals - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger Skills: Guessing meaning in context, scanning for specific information and passage comprehension II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to look at the pictures and answer the questions : 1, What animals can you see in these pictures? 2, where these animal often live? 3,What would happen if their habitats were destroyed? - Let students understand more about nature in danger, today we learn Unit 10- part A: Reading Before you read : (7 minutes) - Ask students to look at the pictures and match the names of the pictures in their books to work in pairs - Ask and answer questions about endangered species - Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes) - Ask students to fill each blank with a suitable word - Let students work individual or in groups - Help students if necessary Keys: 1extinct; 2protect; 3decrease; 4lpollutants ;5endangered 6, interferences Task2: (4 minutes) -Ask students read the passage again and decide the best sums up each paragraph -Go around and help if necessary -call on some students to answer -Give feedback Task 3: (6 minutes) - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Open the book - Listen to the teacher - Give the answers a tiger ,an elephant , a bear , a lion 2, they often live in the forests ,zoos or National parks if their habitats were destroyed ,animal s would die, the environment would be polluted Nature would be in danger - Listen to the teacher and open the book – Unit 10, part A: reading - Look at the book, listen to the teacher and work in pairs: - Look at the picture - Answer the questions - Listen to the teacher then read the passages - Ask some new words if necessary - Keep the book open - Listen to the teacher then task - Ask the teacher if necessary - work individual or in group - Write down in the notebook - Listen to the teacher -Do the task individually -Compare the answer with the partner’s answer -Keys : 1c,2a,3a ,4 c - Try to answer the questions - Practice with a partner then write them down in the note books - Let them work in pairs - Help students if necessary (the answers in the passage) - Ask the necessary teacher if After you read : (8 minutes) - Ask students to close their books - Ask them to find out why some animals have become extinct -Call on the groups to tell and explain their choice - Listen to students and correct mistakes - Listen to the teacher -Discuss and give reason why - The students who are called to stand up to talk loudly are intelligent ones Home work: (2 minutes) - Ask students to write a passage about - Listen to the teacher and write down homework environment (80 words) - Ask students to Reading exercise of Unit 10 in workbook and prepare Part B : Speaking at home Period 55 : Unit 10 : nature in danger Date : 14/3/2015 LESSON : SPEAKing I Objectives: Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information - New words: words related to nature in danger Skills: State their preferences and explain the reasons II Method: integrated, mainly communicative III Teaching aids: pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close -Ask students some questions 1,Why we call some animalss such as tiger, bears, elephants endangered animals ? 2, What should we to protect and save them?? - Tell students to understand more (We learn Unit 10, part- speaking) Students’ activities - Keep books close - Listen to the teacher - Answer the question: because they are hunted or killed in large number that they are in danger of becoming extinct 2, As a students you should stop eating and killing wild animals Pre-speaking : (12 minutes) Task - Ask students to put some reason why nature is threatened in the order of - Look at student’s book -Listen and the task importance -Work in pairs - Let them work in pairs Notes - Listen to students and correct A : in your opinion which mistakes the reason is the most important? B :I think burning the forest is the most important because animals and plants will die, which cause the air polluted While-speaking : (15 minutes) Task - Ask students to work in pairs to read -Listen to the teacher through the task and match the - Do task in groups problems in task with appropriate solutions in task - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes - Post-speaking : (10 minutes) Task3 -Ask students to tell about the city they prefer and give reasons -Let them work in groups - Ask some students to stand up and tell loudly -Go around and help -Call on some students report their preferences and explain their choice - Listen and correct mistakes - Close the books - Listen to the teacher - Do task -Work in group and discuss - The students who are called to stand up to talk loudly are intelligent ones Homework: (3 minutes) - Ask students to exercises in - Listen to the teacher workbook - Ask students to prepare Part C- - Write down the homework Listening and homework Period 56 : Unit 10 : nature in danger Date :14/3/2015 LESSON : LISTENing I Objectives: Educational aim: Students should know about the national parks in USA Knowledge: - General knowledge: Students learn more about the national parks - New words: Words related to the topic Skills: - Listening for specific information - deciding on true or false statements II Method: Integrated, mainly communicative III Teaching aids: Student’s book, picture showing the Statue of Liberty IV Procedure: Teacher’s activities Warm-up: (5 minutes) Students’ activities Notes - Ask students to close the books - Give a picture of national parks and ask some question about it 1.what can you see in the picture 2.Do you know where it is located ? 3.What does it look like? - If you want to know more details, we will go to Unit 10part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and answer questions - Walk round, listen and help students - Listen and check pronunciation While-listening: (20 minutes) Task - Ask students to look through the sentences in task - Ask students to listen to the typescript carefully and decide the correct answers - Ask students to give reasons for their answers Key: 1.T- 2T- 3F- 4T- 5.T Task2 -Ask students to look at the task and answer the questions -Let students listen again more time and answer -Call on some students to give answers - Close the books - Listen to the teacher - Work in groups - Listen to the teacher and answer the question: - Listen to the teacher and open textbooks - Look at the books - Work in pairs - Give correct answer -Key 1,Cuc Phuong national Park, Cat Ba National Park,Bach ma ,Phong Nha, Cat Tien - Keep book open -Listen to the teacher - Read the sentences in task and try to understand them - Listen to the typescript and choose the correct answers -Listen to the teacher and the task2 -Listen again and give correct answers -Keys : 1, 52 2,millions of people visit national parks every year 3,rare animals are killed or hunted for fur, skin or other parts 4,rare animals and treees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources After-listening: (10 minutes) - Ask students to open the books - Ask them to summarise the listening -Listen and discuss text based on their notes - Let them work in pairs - Walk round and help students - The students who are called stand up and retell about the Statue of Liberty in front of the - Ask some students to stand up and class: retell the national parks in the USA to the class - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a story about a -Listen to the teacher and national park they liked - Remember them to prepare Part- write down homework Writing at home Period 57 : Unit 10 : nature in danger Date : 14/3/2015 LESSON : WRITing I Objectives: Educational aim: Students could describe a national park General knowledge: Students learn how to write a describing a location - Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to national park Skills: Describe a national park II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students some following questions: Have you ever been to national park? What is it famous for? How did you feel when you visited it? - Check and explain them to the class: Pre-writing: (10 minutes) - Ask student to read the task - Explain some new words - Ask students to look through the passage again and answer the questions -get them brainstorm what they like to include in their description of a national park - Let them work in groups - Walk around, check and help students Help students if necessary (the answers in the passage) While-writing: (18 minutes) Task Students’ activities - Keep book close - Listen to the teacher and answer the questions Yes, I have Hanoi 3.- It is very interesting - Listen to the teacher and open the books - Read the passage - Ask the teacher if necessary - suggested : where/ how big/what(geographical ) Notes - Ask students to task - Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well - Let students work individually - Walk round and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s narrative - Ask some students to read loudly their narratives - Correct mistakes and mark - Listen to the teacher -Work individually - Listen to the teacher - Finish the narrative - Read a narrative of one classmate - Some students read loudly their products in front of the class Homework: (2 minutes) - Ask students to redo part writing of Unit 10 in the student’s work book and - Listen to the teacher and write down homework prepare part Language Focus THE 15-MINUTE TEST *Choose the word with underlined part pronounced differently from the rest 1.A.luck B.struggle C.unit D.ugly *Choose the word whose main stress is placecd differently from the others 2.A.family B.resources C.amount D.control *Choose the best answer among( A,B,C, OR D) that best completes each sentence 3.If I had time ,I…………… to the party A.went B.will C.would go D.would have gone 4.If they……………… enough money,they would have bought that house A.had B.had had C.have had D.would have 5.I will not wake you up unless I……………you want to get up early A.do not know B.had known C.knew D.know 6.People are aware …………the problem of population A.of B.about C.with D.at 7.Does the earth have enough…………to support many people? A.resources B.raising animals C.living-standards D.methods 8.My friend asked me what would I if I were a millionaire A B C D 9.I did not know Daisy were ill,so I did not come to see her A.If I knew Daisy were ill,I would come to see her B.If I had not known Daisy were ill,I would not have come to see her C.If I know Daisy were ill,I will come to see her d.If I had known Daisy were ill,I would have come to see her 10.”If it does not rain, I will go out with you “ the boy said to the girl A.The boy said to the girl I would go out with her if it did not rain B.The boy said that he would go out with you if it did not rain C.The boy told the girl he would go out with her if it did not rain D.The boy told the girl he will go out with her if it does not rain 1.C 2.A 3.C 4.B THE KEYS OF THE TEST 6.A 7.A 8.C 9.D 5.D Period 58: 10.C Unit 10 : nature in danger Date : 21/3/2015 LESSON : Language Focus I Objectives: Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ Knowledge: - General knowledge: Students learn how to use of the relative pronouns with prepositions - Language: * Non-defining vs defining relative clauses - New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ Skills: Writing a passage about national parks II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure: Teacher’s activities Pronunciation: (10 minutes) - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Introduce : /sl/-/sn/-/sm/-/sw/ - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar and vocabulary:(34 minutes) - Introduce exercises to the students Exercise 1: (8 minutes) Non-defining vs defining relative clause -Let students read the example in the textbook and then present the form and meaning and use of Non-defining vs defining relative clause For example: Hanoi, which is he capital city of Vietnam, is located on the Red river -Ask students give some examples related relative clauses - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark Students’ activities - Listen to the teacher - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher - Listen to the teacher and copy down -Give some examples about relative clauses -Do the exercise -Compare with the partners’ answers -Key : whom 2, which 3, whom ,4 who ,5 which ,6 whom ,7 ,which , Exercise (8 minutes) - Introduce Exercise to students and - Listen to the teacher and exercise explain how to it -Keys: - Ask students to it Notes - Let them work individually - Check, correct mistake Exercise -Get students to review when to use whom, who, which and that -ask students to complete the exercises individually and then find a peer to compare their answers -Check the answer with the whole class and give correct answer 1,the man to whom I talked yesterday was very kind 2, the man about whom I told you works in hospital 3,the woman about whom I am telling you teaches me English 4,the movie about which they are talking is fantastic 5,the picture at which she was looking was beautiful 6,I’ll give you the dress to which you should write -Listen and the exercise individually -Compare their answers with a partner -Keys: 1,whom/that 2, which , 3,who ,4,whom 5, which /that 6, which 7,who 8,whom Homework : (2 minutes) Ask students to Part Language Focus and prepare part Reading of - Listen to the teacher and write down Unit 11 at home Period 59: Unit 11 : sources of energy Date : 21/3/2015 LESSON 1: Reading I Objectives: Educational aim: students should know about the advantages and disadvantages of different sources of energy Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy - Language: - New words: Words related to sources of energy Skills: Guessing meaning in context, and passage comprehension II Method: Integrated, mainly communicative III Teaching aids: Textbook, some photos of sources of energy IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students close the book -Ask students complete the sentences: We use to cook We use -to run machines, cars , motorbikes Students’ activities - Listen to the teacher and answer the questions -Lead in : today we are learn about - Listen to the teacher and Notes sources of energy Before you read : (10 minutes) - Ask students work in pairs and look at two pictures on the book and discuss the questions - Go around and help if necessary -Ask students to give the answers - Listen to students and correct pronunciation and grammar if necessary While you read : (28 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage -Ask students to read loudly the difficult words in chorus Task : - Ask students to task - Let students work individual or in groups - Help students if necessary Keys: 1.released 2.alternative 3.energy 4.limited 5.exhausted open the book – Unit11, part A: reading - Look at the book, listen to the teacher and work in pairs: _discuss and give correct answers - Listen to the teacher - Ask some new words if necessary - Keep the book open - Listen to the teacher then task - Ask the teacher if necessary - work individual or in group - Write down in the notebook Task 2: -Ask students to read the text a second time and located the key words in the Listen to the teacher - Try to answer the passage questions -Gets students to check their answer with a peer -Call on students to answer and write -Compare with the partner’s them on the board -Check the answers with the whole answers class -Listen the teacher and answer the questions -Keys : Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1) 2, sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat Sun energy has the most potential because it is plentiful and infinite.At the same time , it is clean and safe to use - Listen to the teacher and write down homework Home work: (2 minutes) - Ask students to Reading exercise of Unit 11 in workbook and prepare Part A (the rest ) + pronunciation at home Period 60: Unit 11 : sources of energy Date : 21/3/2015 LESSON : Reading ( CONT ) + Language Focus I Objectives: Educational aim: -Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly -Students the task of Reading Knowledge: - General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately - New words: Words related to pronunciation /sr/ -/spl/- / spr/ Skills: -Pronounce the sounds /sr/ -/spl/- / spr/ II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures ,hand outs IV Procedure: Teacher’s activities Pronunciation: (15 minutes) - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Introduce : /sr/ -/spl/- / spr/ - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Task 3: (18 ms) -Ask students to read the passage again then answer the questions - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary Students’ activities - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher -Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box - The students who are called to stand up to talk loudly are intelligent ones -Keys: 1,energy 2, one, 3,fuels 4, limited 5, alternative, 6,sources After you read : (10 minutes) - Ask students to work in groups to 7.unlimited complete the summary of the reading 8,environment passage by filling each blank with a suitable word from the box -Go around to help the groups when - Listen to the teacher and write down homework necessary -Call on some groups to answer the question - Listen to students and correct Notes mistakes Homework : (2 minutes) Ask students to prepare Part B Period 61: Unit 11 : sources of energy Date : 28/3/2015 LESSON : Speaking I Objectives: Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future - Language: - New words: words related to the topic Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Show students the following picture and ask them questions 1.Which sources of energy is the most popular in our country? 2.Is it limited or unlimited ? What should we to be sure that we can continue to use it in the future? Students’ activities - Keep books close - Listen to the teacher - Look at the pictures and Answer the questions - We learn Unit 11, part- speaking Pre-speaking : (12 minutes) Task - Ask students to read about the advantages and disadvantages of using alternative sources of energy - Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy -Call on some students to give their answer in front of the class - Listen to students and correct mistakes While-speaking : (15 minutes) Task - Ask students to list the advantages and disadvantages of using alternative sources of energy in the task -Useful expressions : I think that…………… Why you think/believe so? It is However, - Let them work in groups -Do the task in pairs -Work in pairs and order the causes ,explain their order - Work in groups - The students are called stand up and tell loudly - Look at student’s book - Listen to the teacher - work in pairs to list the advantages and disadvantages of using alternative sources of Notes - Walk round and help them energy - Ask some students to stand up to talk -Listen to the teacher again loudly - Listen and correct mistakes Post-speaking : (10 minutes) Task - Ask students to close books - Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes -Look at the task and the advantages and disadvantages sources of energy in the future ,using - Work in groups - The students are called stand up and tell loudly the ideas in task -suggested answers: +A : I think that more people will use the solar energy B: Why you think so? A: Because it’s available , unlimited and easy to use C: But it’s expensive and we can only have it at a specific time of the year Homework: (3 minutes) - Ask students to part B in the - Listen to the teacher workbooks - Ask students to prepare Part C- - Write down the homework Listening and homework Period 62: Unit 11 : sources of energy Date : 28/3/2015 LESSON : Listening I Objectives: Educational aim: Students should know to talk about different kinds of energy Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information - New words: Words related to the topic Skills: - Comprehension questions - Listening and deciding on choosing the best answer II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Close the books - Ask students to close the books - Ask students to pick out the odd one - Listen to the teacher and from the following words and explain Answer the questions - the air wind why power The air, the sun , the land , the ocean , - the sun the house solar energy -Suggested: the house : the other words Notes can be sources of energy What kind of energy can be taken from each of these recourses? - If you want to know more details about them we will go to Unit 11- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and make questions - Walk round, listen and help students - Read loudly the words: - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task - Ask students to read and explain statements in task - Explain some words or phrases which students can’t understand - Ask students to listen to the tape twice and task -Ask students to give their answer on the board - Correct the answers then explain them Task - Ask students to look through the questions in task - Ask students to listen to the typescript again and write the missing words - Ask students to give reasons for their answers Key: 1,unlimited 2, may 3, gases 4, amounts After-listening: (10 minutes) - Ask students to open the books - Ask them to summarize the main ideas of the listening passage - Let them work in pairs - Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes - the land geothermal heat the ocean -water power -Listen to the teacher and look at the before you listen -Answer the question 1,for heating and cooling the houses, for cooking, for running electronic appliances such as washing machines, fridges… -read individually then read in chorus and - Look at the books - Listen to the teacher - Read the statements in task independently - listen to the tape carefully and the task -Keys:1C , 2C 3D ,4A , 5B - Keep book open - Look at the questions and ask teacher some new words if necessary - Listen to the typescript and the task - Keep book open and listen to the teacher -The students who are called stand up and talk their idea the listening passage -Listen to the teacher and Homework: (3 minutes) - Ask students to summarize the main write down homework points of the passage - Remember them to prepare PartWriting at home Period 63: Unit 11 : sources of energy Date : 28/3/2015 LESSON : Language Focus I Objectives: Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly Knowledge: - General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately - New words: Words related to pronunciation /sr/ -/spl/- / spr/ Skills: -Pronounce the sounds /sr/ -/spl/- / spr/ II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures ,hand outs IV Procedure: Teacher’s activities Grammar:(20minutes) relative clauses replaced by participles -write some sentences on the board a + the man who spoke to John is my brother -the man speaking to John is my brother + the sport games, which were held in India in 1851,were the first Asian Games - the sport games held in India in 1851 was the first Asian Games +Yuri Gagarin was the first man who flew into space - Yuri Gagarin was the first man to fly into space -Ask students to comment on the use of relative clauses replaced by participles Active Ving phrase Passive -Ved/Vpp phrase -The first/the last+ to infinitives phrase -Help students to use of them -Ask some students give some similar examples - Introduce exercises to the students Exercise 1: (10 minutes) - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark Students’ activities - Listen to the teacher -write down their notebook -give answers : The same in meanings and different in structures -give some examples Listen and write down - Listen to the teacher and exercise Key: 1,… playing…A 2,…coming… 3….researching… 4… surrounding… 5…overlooking… Exercise (7 minutes) - Introduce Exercise to students and - Listen to the teacher and exercise explain how to it -Keys : - Ask students to it 1,….presented… - Let them work individually 2….built… Notes - Check, correct mistakes Exercise 3: (6 minutes) - Introduce Exercise to students and explain how to it - Ask students to it - Let them work individually - Walk round and help them - Check, correct mistakes , give reasons and mark 3… published… 4… conducted… 5….sponsored…… - Listen to the teacher -Do the exercise Key: 1….to reach… 2, ….to leave… 3… to see… 4,…to B killed… 5,…to catch… Homework : (2 minutes) Ask students to Part Language - Listen to the teacher and write down Focus and prepare Test your self D Period 64: test YOURSELF D Date : 1/4/2015 I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 10 and 11 - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself D * Have you prepared it at home? * Have you got any difficulties? Students’ activities - Greeting Answer questions teacher’s Test yourself I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and complete the sentences - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences - Listen and discuss in groups to find the correct Notes - Keys: In the teacher’s book answers: II Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to answers the questions - Give the correct answers to the class: - Keys: In the teacher’s book - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups - Write the answers on the board - Listen to the teacher and III Grammar(2.5 points) (8 minutes) correct the answers - Present the task: a/ Ask students to listen and put a tick - Listen to the teacher in the right box - Work in groups - Keys: sneeze, smash, - Compare the results shrimp, with the other groups spread - Show the answers in b/ Give the correct form of verbs front of the class - Keys: living, ringing, to - Observe the keys and leave, correct their answers to drink, invited, to blown IV Writing (7 minutes) - Present the task: - Call the students to read the suggested - Students work in groups sentences in front of the class and practise writing - Two students go to the - Check their writings and help board and write them correct the mistakes if - Give the writings by reading aloud they’ve made - Read the writing carefully - In groups or in pairs - Compare the results with the other groups - Correct mistakes Homework (5 minutes) - Ask students: - Study all the lessons + to study all the lessons again + to get ready for the 45 minute-test again - Get the knowledge in the next period ready for the coming test Period 65: THE 45 –MINUTE TEST NO.4 Date : 2/4/2015 I Choose one word whose underlined part is pronounced differently by circling A, B, C or D: 1, A slang B small C snack D wall 2, A crown B snowy C swallow D slowly 3, A swing B sweat C answer D swan 4, A should B only C happily D living 5,A research B reserve C present D because II Circle A, B, C or D as your best choice to complete each sentence 6, - is a kind of energy formed from the remains of dead plants and animals A geothermal heat B fossil fuel C nuclear power D solar energy 7, Using the Express Mail Service, you can have the of your letter delivery guaranteed A punctuation B punctual C punctuate D punctuality 8, The boy went to the hospital to ask for doctor’s help A whose sick sister B, whose sister sicked C who his sister is sick D whose sister was sick 9, is a person who studies the natural relationships between the air, land , water , animals, and plants A A doctor B A therapist C An ecologist D A teacher 10, The sun, water and the wind are other sources of energy A renewable B reused C alternative D exhausted 11,The switch, -is on the back, is off A that B where C which D whose 12, She is the writer who -A I saw on TV B I saw her on TV C is her I saw on TV D saw on TV 13, People -to smoke have to leave the building A wanted B wanting C wants D to be wanted 14, I know the man who there A lives B live C living D to live 15, I think China will be the next country the Olympic Games A to host B will host C host D hosted 16.The town -we are living is noisy and crowed A in which B which C at which D where 17, The year we came to live here was 1975 A when B which C that D in the time 18, The teacher -house is next to mine died this morning A who B whom C whose D which 19, ………….present, most of our energy comes from fossil fuels A in B at C on D during 20, Grass for animals is a resource A renewable B nonrenewable C limited D clean 21, John was the last student the room A leaving B to leave C is leaving D left 22, Jose, …… you met last night, has just come back A that B who C whom D whose 23, Many national parks are danger of being destroyed A at B in C by D of 24, If you -me about the problem, I -you A had told/ would help B told / would have help C would tell/ helped D had told / would have helped 25, You try ………… this part A showing B showed C to show D show 26, The novel -by Patrick is an intererting book A writing B written C writen D wrote 27, People the world love watching TV A all over B from around C in D on 28, I thought those figures were correct -, I have recently heard they were not A although B despite C even if D However 29, An increasing number of people now go on to Egypt A visit B rest C trip D excursion 30, Water power gives energy pollution A with B without C and D including III Circle A, B, C or D to find a mistake in the four underlined parts of each sentence 31, The person sits (A )next to me (B)is someone (C)I’ve never met (D)him 32, Tom said to me (A)that if he had been (B)in my position (C), he would act differently(D) 33, There are several (A)pens on the (B)table; the black one (C)is mine, and the green two are your (D) 34, Hanoi Post Office, that (A)is in the (B)city centre, provides (C)a lot of service (D) 35, More people are protesting(A) against (B)the killing animals (C)for (D)fur and skin IV, Choose the item among A B C or D that best answer the questions about the passage: Today , going to the beach is not as simple as it used to be Our shorelines are becoming an environmentalist’s nightmare- and a threat to swimmers, too How can you decide if a beach is clean? One place to look for help is the local heath department of a coastal community it often monitors chemical and bacterial levels in water which are usually undetectable to the naked eye Also, consider the amount and type of beach debris Although there is no evidence linking debris with water pollution that could harm humans, thousands of marine animals die every year after eating or becoming tangled in plastic six-pack containers, fishnet, and other synthetic matter Plastics on the beach mean you may find dead marine life in the water Note : debris = mảnh vỡ 36, What is the topic of this passage? A beaches B water pollution C dead marine life D deciding if a beach is clean 37, What is the main idea of this passage? A The country’s shores are in environmental danger B Beach debris is harmful to marine life C There are two ways to decide if a beach is clean D The local health department monitors a community’s beaches 38, Which of the following would be the best title for the passage? A Beach debris : A Swimmer’s Hazard B A Day at the Beach C Cleaning Our Beaches D Caution! Damagers at the Beach 39, The main purpose of this passage is to A give an account of the danger of beach debris to marine animals B publicize the condition of beaches today C present suggestions for determining the condition of the beach D suggest methods of detecting bacterial levels in the water 40, The audience for this passage would most likely be -A health department officials B microbiologists C environmentalists D potential beach-goers THE FEEDBACK D 11 C 21 A 12 A 22 C 13 C 23 A 14 A 24 A 15 C 25 B 16 A 26 D 17 A 27 D 18 C 28 C 19 B 29 10 A 20 D 30 B 31 C B 32 B Period 66: B 33 D D 34 A A 35 C B 36 A A 37 B D 38 D D 39 A B 40 A Unit 12 : the Asian games Date : 2/4/2015 LESSON : Reading I Objectives: Educational aim: Students should know more about the Asian Game s Knowledge: - General knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games Skills: Reading for identifying the main idea and specific information II Method: Integrated, mainly communicative III Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Let students to look at some pictures about sports a What sports you see in the picture? B Which one you like to play ? why ? c in which sporting events are these sports competed? -There are many things about Asian Games that we want to say Today, we’ll study a new lesson Unit 12- Reading Pre-reading: (15 minutes) - Ask students to look at the picture and discuss the three questions in pairs -Go around to offer help -Call on some students to present their answers and give comments from other students -Give feedback Students’ activities - Look at the picture - Answer the questions a they are : volleyball Table tennis, rugby, hockey , tennis,,,,,,, b I like to play….because it makes me healthy c in Sea Games and Asian Games - Listen to the teacher look at the picture and answer the questions -The answers are various 1,every four years 2,the number of participating countries has increased tremendously since the first games n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries 3, Vietnam seem to well in bodybuilding, billiard Karate and wushu -Ask students to read through the passage and find some new words -Read individually +intercultural (A) : between cultures Notes +multi- sport event +solidarity (n) +promote (v) -Let students read and copy in their notebooks While-reading: (23 minutes) You are going to read about the Asian games -Make the class read the small talks, to scan the details and the tasks Task : -Ask students to read a passage about Asian games and then underline those words which match with the definitions on the right column in the task - Firstly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to explain their answer in front of the class - Give suggestions Task - Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs - Walk round the class and comments when students need -Check the answer in front of the class as a whole -Give correct answers -Listen to the teacher and write down -Read in chorus -Listen to the teacher -Read the passage and underline new words -Try to guess the meanings of the words -Listen to their friends’ answers -Listen to the teacher and correct -Keys:1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated -Read passage again -Work individually Keys 1951 2,the second Asian games in Manila, the Philippines 3.1958 4,squash, rugby Fencing and mountain biking 5.2002 Homework : (2 minutes) -Ask students summarize the passage at home and prepare the rest of Reading + Pronunciation Period 67: Unit 12 : the Asian games Date : 2/4/2015 LESSON : Reading ( cont ) + PRONUNCIATION I Objectives: Educational aim: Students know how to distinguish the clusters / str/ and /skr/ and/ skw/ in a word or a sentences Knowledge: - General knowledge: Students the rest of Reading - New words: Words related to the topic Skills: - Pronunciation: str/ , /skr/ and/ skw/ II Method: Integrated, mainly communicative III Teaching aids: Textbook IV Procedures: Teacher’s activities Pronunciation(20 minutes) -Model the two sounds / str/ and /skr/ and/ skw//for a few time -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually -Give feedback Practice these sentences -Read all the sentences and ask students to underline the words with the sounds and write / str/ and /skr/ and/ skw/ under them -Ask students to practice the sentences in pair -Go around and help - Let students read the sentences and work in groups - Listen and remark each group Task : (11 ms ) - Ask students to read all questions to answer the questions in task - Ask students to work with a partner - Walks around the class to help students whenever they need -Give correct answer (the answer is in the passage) Post-reading: (12 minutes) - Let students work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games - Has students work in groups and discuss - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments - Call on some students to speak and give them feedback Homework: (2 minutes) - Let them exercises in Workbook -Prepare the next lesson Students’ activities Notes -Listen to the teacher - Read aloud in chorus first ,then read individually -Underline the words with the sounds and write / str/ and /skr/ and/ skw/ -Work in pair -Listen to their friends’ reading -Work individually -Read carefully and give the answer the purpose is to develop intercultural knowledge and friendship within Asia 2.9,919 body building, billiard and women’s karate -Work in discuss group -two students present front of the class -Copy down notebooks on and in the Period 68: Unit 12 : the Asian games Date : 4/4/2015 LESSON : Speaking I Objectives: Educational aim: Students could talk about sports results Knowledge: - General knowledge: - Through this unit, students can ask and answer about the Asian Games and sports - Language: Ask and answer questions about the Asian Games and sports Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures: Teacher’s activities Warm-up:(6 munites) - Ask students close the book and arrange these jumbled words to make the complete questions by putting the words given in the right orders - 1, were, the ,where, Asian, held, games, when, and ,14th- ? - countries , in hw , the part, many , took Games ? - Student’s activities Notes - Listen to the teacher -Find out the words -Suggested answer: when and where were the 14th- Asian Games held? 2.How many countries took part in the games? Today, we will practice speaking about the Asian Games Pre-reading: (5 minutes) Task 1: -Ask students to read the dialogue and ask them what points are mentioned in the dialogue - Ask student to work individually then work in groups -call on some pairs to act out the dialogue - Give suggestions While –speaking :(24 minutes) Task 2: -Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 asian games ,using the information from the table below - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - read individually and then work in pairs - listen to the friend and give comments -Listen to the teacher Compare the answer with the partners Ask the teacher if necessary -Some groups present their answer in front of the class -Answer : 1,in bodybuilding, the - Ask student to practice it with a Vietnamese athletes won partner one gold medal and one - Corrects students’ pronunciation if bronze medal necessary ………… Post-reading: (13 minutes): - Ask students to talk about the Asian games and sports in which Vietnamese athletes took part in -Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments Homework(2 minutes): - Write about the Asian games their like and prepare the next lesson Period 69: - Do the task -Compare the answer with the partners - Work in groups -Ask the teacher if necessary -Some groups present their answer in front of the class -copy in their notebooks Unit 12 : the Asian games Date : 4/4/2015 LESSON : Listening I Objectives: Educational aim: Students should know more about the sports and sportsmen Knowledge: - General knowledge: Students listen for the main idea and comprehension questions - Language: - New words: Words related to the sports and sportsmen Skills: Listening for gist and for specific information II Method: Integrated, mainly communicative III Teaching aid: Pictures ,text book IV Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) - Listen and answer - Ask the students question : - Name some gymnastics you know or see? - What you call A person who -listen to the teacher display in gymnastics? - Lead in: we are going to listen to the talking about the Asian games Pre-listening : (6 minutes) - Let students work in pairs to look at - Work in pairs and each pair works in role the pictures and answer the questions - Listen to the -Call on some students to give their teacher answers and write them on the boards - Picture 1: Notes -Introduce some new words from the listening passage While-listening: (24 minutes) Task 1: -Ask students to listen to conversations - Listen to each pair - Let students listen for three times -Check the answer in front of the class as a whole -tick in the right column that best reflect their answer - Go around and remark Task 2: - Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again times and ask them to discuss in groups to answer the questions - Listen to each group and remark swimming, picture 2: high jump picture 3: long jump, picture 4: gymnastics - Look at the picture in the book and guess before listening -Listen carefully - Work individually - Give corrects 1c A A ,4 B D -Listen to the dialogues and then work in groups and give their answers -keys : 1,10.15 2,6 3,2 4,high jump 5,disappointed After-listening: (10 minutes) - Have students sit in groups and talk - work in group and about A famous athlete you know discuss - Go around and help if necessary - each group -Call on some students tell the class presents their again answers -Give comments Homework: (2 minutes) - Ask students to exercise in - Listen and copy in their workbook notebooks - Prepare the part E Period 70: Unit 12 : the Asian games Date : 4/4/2015 LESSON : Language Focus I Objectives: Knowledge: - General knowledge: Students can Use relative clauses and equivalent types of clauses with out relative pronouns appropriately - Language: - New words: Words related to the topic Skills: - Grammar: - relative clauses ( revision) - Omission of relative pronouns II Method: Integrated, mainly communicative III Teaching aids: Textbook IV Procedures: Teacher’s activities Grammar: (43 minutes) Exercise1: -Ask students to comment on the use of relative clauses and write them on the board -Ask students to read it quickly -Explain the use of them -let students excerise1 individually and then compare their answers with another students -Go around and help -Check the answer the class as a whole Students’ activities Notes - listen to the teacher and comment - Listen and copy - Take note quickly -Do the Exercise1: -Work individually -Compare with the partners -Answer: 1, you lost 2, he invited to the birthday party 3, John told 4, I bought yesterday 5, we met this morning 6, we had for lunch Exercise -Ask students read the sentences -Listen to the teacher and through exercise -Explain new words if any -Keys: -Call on some students to go to the 1, I work with board and write the answers 2, we went to -Give a feedback 3,we are living in 4,they were talking about 5.he applied for Exercise3 6,I slept in -ask students how to this exercise -let students work in pair to finish the -Do the exercise3 exercise and compare with the person sitting next to them - Some students write on - Listen to students and help them to the board and others check it and correct mistakes -call on some students to give the answer and give feedback -Keys: ,yes (we are going to see) 2, no (relative pronoun function as subject ) 3,yes 4, yes 5,yes 6, yes - Listen and copy Homework: (2 minutes) - Let them exercises in Workbook -Prepare the next lesson Period 71: Unit 13 : hobbies Date : 8/4/2015 LESSON : Reading I Objectives: Educational aim: Students can read and know about the hobbies and make questions and answer them well Knowledge: - General knowledge: By the end of the students will be able to know about the topic - Language: - New words: Words to hobbies Skills: Reading for general or specific information II Method: Integrated, mainly communicative III Teaching aids: Some photos and some information about them IV Procedures: Teacher’s activities Students’ activities Warm-up: (4 minutes) - ask students to watch the video and write - Listen and try to down what these people in the clip are answer the questions doing 1.when people these kinds of thing? 2.do they help to make more money? 3.what is your way of spending your free time? what you call things you in free time ? - Recheck and introduce the new lesson: Pre-reading: (7 minutes) - Ask students to look at the pictures in the book -Let students work in pairs to say which you like to in your free time - Let each student stand and speak their opinions - Go around and help them if necessary While-reading: (22 minutes) Task - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to the task1 - Listen to the teacher and then discuss in their groups - Some students stand up and answer in roles - Read quickly and give some sentences in the text which are in A - Predict the meaning of words - work in pairs -Keys : 1, tài hoa 2, đệm đàn 3, khiªm nhêng 4, say mê ,5, đã bị bỏ đI 6,®am mª 7, lµm cho bËn rén Task - Let students read all sentences and - Work in pairs and answer the questions explain some new words if necessarA -Work individually -Ask students to read again and stop at -Key: the lines that contains these words to 1, playing the guitar 2,No, he isn’t guess the meaning 3,because he is an accomplished guitarist -Let students the task individually and he is good at -Call on some students to answer and accompanying people singing with his guitar explain their answers 4, it is keeping fish Notes - Listen and correct if needed - Post-reading: (10 minutes) -Ask students to close their books and practise discussing the their hobbies: - Let students give opinions - Go around to check ,help and take note of students typical errors -Call on some students to talk and give feedback 5, he bought some from the shop and collected some from the rice field near his house 6,he is not an avid stamp collector 7, he collects them from discarded envelops his relatives and friends give him 8,local stamps 9.he keeps the less common ones inside A small album the common ones he usually gives away to others of if no one wants them he simply throws them away - Read quickly and find information to compare with their partners -Work in small groups of or and take turn to talk about their hobbies: Homework (2 minutes) - Reread the passage and summary the - Listen and copy main point (about 75 words) - Prepare the next lesson Period 72: Unit 13 : hobbies Date : 8/4/2015 LESSON : SPEAKing I Objectives: Educational aim: Students should know how to ask and answer about their hobbies: Knowledge: - General knowledge: Ask and answer about their hobbies and collections - Language: -New words : Words to speak about hobbies and collections Skills: expressing opinions II Method: Integrated, mainly communicative III Teaching aids: Photos, textbook , IV Procedures: Teacher’s activities Students’ activities Warm-up: (3 minutes) - Ask students to close the book - Close the books - - Work in pairs and give the verbs that go with and discuss and STAMPS find out the - To collect,to keep, to get, to buy, verbs that go yo throw, to classify……… Notes with STAMPS Pre-speaking: (10 minutes) Task1 - Ask students to say which of the following you would like /not like to and why in the task - Go around and listen to them While-speaking: (20 minutes) Task - Let students open the books and look at the task2 -Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task -let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct Post-speaking: (10 minutes) Task - Ask students to talk again - Ask one group to the task as a model - Go around listening to some groups and help them if needed - Ask some pairs to stand in front of the class and practise speaking - Listen to each group and correct or give mark if they it well Homework: (2 minutes) - Let students to exercises in workbook -Ask students to prepare the next lesson Period 73: - Read these words and work in groups - Work in groups with some cues given below - Other groups go on practicing speaking - Practice interviewing as a dialogue - Others listen and write down some information they get -Work and discuss in groups and one of this group asks and one of other answer -work in pairs and practise speaking - Listen and down in notebooks write their Unit 13 : hobbies Date : 9/4/2015 LESSON : Listening I Objectives: Educational aim: Students should know how to ask and say about the hobbies Knowledge: - General knowledge: Students know about some information about the hobbies - Language: - New words: Words related to hobbies Skills: Listening for general or specific information II Method: Integrated, mainly communicative III Teaching aids: Some pictures or some real information about them IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - ask students to make as many - listen to the teacher and sentences as possible with the give some information words provided: stamps – fish- about them Notes book- swimming 1, I like stamps / I have A lot of stamps we usually have fish for meals /what kind s of fish would you like to eat? ……… Pre-listening: (8 minutes) - Let students open the books and write -Listen and answer the down three benefits from reading books question -three benefits :-help to - Let students read some words they’ll widen our knowledge -give us valuable listen then -make our life better -Introduce some new words from the - Read in chorus - Some students read listening passage themselves: - Listen and check While-listening: (20 minutes) Task - Let students read some sentences - Read silently the given and explain some new words if sentences given before necessary listening - Read or let students listen first - Listen the first time - Let students listen the second time - No, we haven’t - Check their listening Listen the second time - - Observe the class and listen to each -and begin doing the task group’s feedbacks Listen the third time and - Give more information if students choose the best answer wonder or not clear _Keys: 1T, 2F ,3F ,4F, 5T ,6T,7T,8F Task Each group asks and - Before listening, let students read -explains why they choose quickly some sentences they’ll listen by some information and guess some answers that will be in they’ve listened the conversation Work in groups and and - Let students listen the first time: Who -write the missing words can guess some words? -Keys : - Let students listen the second time - Let student listen the last time and let 1,wonderful 2,disease them work in groups to speak out 3,jungle 4, certainly 5, - Listen and correct their listenin ignorantly Post-reading: (10 minutes) Work in groups and - Ask students to talk about the -each group talk about the disadvantages of over-reading disadvantages of over-go around and help students reading - - Listen to each group and correct - Write in groups and ask mistakes if they’ve done someone to speak out -suggested: their opinion + near-sighted - Other groups listen and +weak body(not move too much) copy some information +not having enough time for studying and give some questions -Listen and take note their books Homework: (2 minutes) - Ask students to write a short passage about football player they like Period 74: Unit 13 : hobbies Date : 9/4/2015 LESSON : Writing I Objectives: Educational aim: Students should know how to write about A collection Knowledge: - General knowledge: Students learn to write about A collection - Language: Words used in writing about the topic Skills: Writing about A collection II Method: Integrated, mainly communicative III Teaching aids: Some cues, textbook IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students to close the books - ask them to find words going with collect -then introduce the topic of the lesson, Pre-writing: (8 minutes) - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Ask students to talk about things that they like about collections using : +name if your collection +how you collect them +how you keep them +how you classify them +your plan for the future -Then check the answers with the whole class While-writing: (18 minutes) - Let students read quickly task - Explain some new words if necessary: - Ask some other groups to write A collection a using some cues below -Introduce the structure of the collection they are going to write Name , when , how, why, your plan for the future -Go around and help if necessary Post-writing: (13 minutes) - Ask students to read another’s letter -Call on some students to read loudly their writing -Give feedback and correct typical errors Homework: (2 minutes) - Write a letter about something they Students’ activities - Work in pairs and find out - Some students write down on the board -Listen to the teacher and Talk about collections - Listen to the teacher - Read silently - Read those words and copy -Listen and take note quickly -Work individually - Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other Notes like -Prepare the next lesson Period 75: - Listen and copy Unit 13 : hobbies Date : 9/4/2015 LESSON : Language Focus I Objectives: Educational aim: Students should pronunciate /pt/ -/bd/and /ps/-/bz/ correctly Skill: fluency in pronunciating pt/ -/bd/and /p s/-/bz/ / and use of Cleft sentences: II Method: Integrated, mainly communicative III Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ / IV Procedures: Teacher’s activities Students’ activities Pronunciation: (28 minutes) - Close the books! a Introduce syllables pt/ -/bd/and /ps/-/bz/ - Listen and repeat following the teacher / - Work in pairs and read - Let students practise pronunciating aloud these words then choose which words have these words: Speak speech ,stop, best ,text ,ask ,disk, sound /pt and which have sound / ps/-/bz/ dusk, skill ,school - Listen and correct the syllables - Read in silent first - Some of each groups students read read aloud Practise these sentences b Let students read aloud the words - Read after teacher and given and try to pronunciate syllable work in groups to find the syllable /pt / -bd/ps/bz/ in /pt/ -/bd/or /ps/-/bz/ correctly the word in these - Listen and check for pronunciation - Ask students to listen and read after sentences: - Read silently and give these sentence the opinion -Listen and discuss - Students work in pairs and give the differences among them - Some students give some examples Homework: (2 minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the textbook Notes THE 15-MINUTE TEST *Choose the word with underlined part pronounced differently from the rest 1.A.peas B.combs C.trees D.parks *Choose the word whose main stress is placecd differently from the others 2.A.bother B.parcel C.transfer D.secure *Choose the best answer among( A,B,C, OR D) that best completes each sentence 3.The hotel staff are friendly and courteous A.unhelpful B.impolite C.polite D.discourteous 4.We are proud of our ………staff,who are always friendly efficient A.well-trained B.well-done C.well-appointed D.well-prepared 5.EMS mail will be delivered ……… the shortest time A.in B.for C.with D.about 6.Thanhba post office provides customers………the Messsenger Call Services A.to B.for C.with D.of 7.Professor Jonhson,……I have long admired,is viting the university next week A.which B.whom C.whose D.that 8.He talks about the book………impressed him A.who B.which C.whose D.whom 9.Mrs.White,her son is a famous singer,is my neighbour A B C D *Join the two sentences into one ,using who, that ,or which 10.His mother will retire next year.She is fifty-four years old now His mother……………… THE KEYS OF THE TEST 1.D 6.C 2.D 7.B 3.C 8.B 4.A 9.B 5.A 10 His mother,who is fifty-four years old now, will retire next year Period 76: Unit 14 : Recreation Date : 11/4/2015 LESSON : Reading I Objectives: Educational aim: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic Knowledge: - General knowledge: Students should understand how some leisure activities and why recreation and entertainment are important - Language: Sentences and expression for expressing topic - New words: Words related to the recreation Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering II Method: Integrated, mainly communicative III Teaching aids: Student’s book, textbook, handouts IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5) nt which gives them T: What you often Sts’ answers may vary pleasure in your free time? T: Well, what you have mentioned are leisure activities or forms of entertainment or recreation Teacher asks students to look at the pictures on page 154 and to answer the questions: - What is she doing? - What are they doing? T asks sts to answer the questions: - Which of the following leisure activities you think Vietnamese people often in their spare time? - How about British people? T pre-teaches key words: - snooker - pool and darts (using - rugby pictures) - cricket - bricklaying - stock market decision - glass engraving T reads or plays the recording of the reading passage T has sts Task Task (15) Examples: S1: I listen to music S2: I play sports S3: I watch TV S4: I read books S5: I go shopping etc 1She is playing the guitar They are having a party They are watching T.V They are swimming They are playing football Sts work in pairs and put a tick () in the right box Sts’ answers may vary Sts writes these words down Sts listen to T or to the recording (looking at the passage) Sts circle the correct answer T conducts the correction Answers A B B A B A Task (13 ) T conducts the correction Sts read the passage again T asks sts to discuss the and answer the questions question: (work in pairs) Which of the British Answers leisure activities Because without them mentioned in the passage people will become dull / are also popular in bored Vietnam? Which are not? Football and rugby in winter, and cricket and T has groups write their athletics in summer answer on the board Walking and T gives comments swimming Because this is a new T assigns homework kind of entertainment which gives them pleasure Post-reading(10) T conducts the correction T asks sts to discuss the Sts work in groups question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not? T has groups write their answer on the board T gives comments T assigns homework Homework (2) - Prepare the part B Period 77: Unit 14 : Recreation Date : 11/4/2015 LESSON : Speaking I Objectives: Educational aim: By the end of the lesson, students will be able to Express agreements and disagreements about entertainment activities Stating the reasons for the agreements and disagreements Knowledge: - General knowledge: students will be able to Express agreements and disagreements about entertainment activities - Language: making a conversation of a famous person - New words: words related to the topic Skills: Speaking to Express agreements and disagreements about entertainment activities II Method: integrated, mainly communicative III Teaching aids: textbook, picture of the parts of the body IV Procedure: Teacher’s activities Students’ activities Notes Warm up (4) Game : “sweet talk” - Asks students to play the game - Listen to the invitation and decide -Each student goes around the class and invites others to go with who they will go with him/her -Which student has more partners will be the winner Pre-speaking (10) -Revises: +Structures: conditional sentence type -Answer and copy +Let’s can + V (bare inf) have to +Can +have to to say the reasons for agreeing or disagreeing While-speaking(20) - asks students What sentence did you say when you agreed to go with your friend (in the game)? Leads to the task Task 1: -asks students to read the requirement into Vietnamese – asks students to the exercise quickly -asks students to give answers That is a good idea or OK -Translate into Vietnamese -“A or D” +All right +Thanks I’d love to +I wish I could, but… +I’m awfully sorry, but I have other plans Task -asks students to read aloud read in pairs the conversation -asks questions: +does student B agree to go camping? +What about student C? +asks students to underline the reasons for agreeing or disagreeing +asks students to try to remember the dialogue Task -asks students to work in groups of three students , using ideas in task -asks students to practice speaking aloud -remarks Post-speaking: (10) Task 4: “From the conversation in task 3, a good student in each group can report the discussion to the class “ -Divides class into groups , one agrees and the other disagrees -asks students to speak aloud -give marks - Summarises some main points Conditional sentence type If clause:+ Simple present + main clauses: S + will + have to +V(bare inj) S + can + V (bare inj) - Assigns homework Homework (1) -Prepare part C - Have sts arrange the sentences in task into two groups: A (Agreement) & D (Disagreement) - check sts’ answers Suggested answers: A: 1, 3, 4, 6, D: 2, Have sts read these expressions aloud individually - T demonstrates the conversation with one st - Ask sts to practice the conversation in task about a two-day camping holiday in groups of - Check sts performance - Have sts underline the expressions of agreement and disagreement - Ask sts to continue the discussion by using the reasons suggested in task and expressions of agreement and disagreement - Go around and help students if necessary - Call on some sts to report their discussion in front of the class - Give feedback - Have other sts comment on their performance regarding to content and pronunciation Write a paragraph of 50 words to describe your camping holiday Prepare Part C – Listening - Period 78: Unit 14 : Recreation Date : 11/4/2015 LESSON : LISTENing I Objectives: Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening Knowledge: - General knowledge: Listening to pieces of conversation to get information about the leisure activities on their summer holiday - New words: Words related to words related to going camping Skills: Listening for specific information and comprehension questions II Method: Intergrated, mainly communicative III Teaching aid: Pictures, chalk, cassette tape IV Procedures: Teacher’s activities Students’ activities Notes Warm- up(2 mn) - Give the activities - Have Sts give some entertainment activities - T asks Sts some - Sts answer the Qs guiding questions 1/ “What you often on your summer holiday 2/ Where you often go? - Look at the pictures (work in pairs) Pre- listening(3 mn) Answer the Qs T has Sts look at the picture Picture 1 and and answer the Qs 1/ They are student 2/ They are in the country side 1/ Who are they? 3/ They are going for a picnic 2/ Where are they? Picture 3/ What are they doing? 1/ They are tourists 2/ They are in a town 3/ They are going sightseeing - Listen carefully T reads some new words and asks Sts to repeat T gives Sts the meaning of some new words While - listening(30 mn) Task T has Sts read the sentences, listen and decide whether the statements are true or false T asks Sts to listen to three American students talking about their summer holiday (twice) T has Sts write down the answers T can ask Sts : “ Why you think it’s true or false?” T’s feedback - Read the new words after teacher - Take notes - Read the sentences.(in individual) - Listen and answer - Write down the answers -Explain ! - Correct Suggested answers 1/ T 2/ T 3/ F He used to 4/ T 5/ F She doesn’t want to live in nature and she doesn’t enjoy it because of the solitude of the wilderness 6/ T -Read the Qs carefully Task T has Sts listen again and answer the Qs (twice) T asks Sts to read the Qs before listening T has Sts write down the answers T’s feedback Post – listening(8 mn) -Write down the answers -Correct Suggested answers Riding their dirk bike in the desert, taking showers in waterfalls and swimming in lakes and rivers In sleeping bags or tents Because more and people are coming to these places and leave trash in the forest and take rocks and plants with them He think nature is also important in the world In cities Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack T has Sts list three advantages of having a camping holiday Homework(2 mn) -Write about your camping holiday -Prepare part D : Writing Period 79: - Discuss (in pairs / groups) -Write about your camping holiday -Prepare part D : Writing Unit 14 : Recreation Date : 15/4/2015 LESSON 4: WRITing I Objectives: Educational aim: By the end of this lesson, students will be able to write Students can write about a camping holiday Knowledge: - General knowledge: Students learn how to organize the camping holiday - Language: Words used in a form of writing the camping holiday Skills: Writing the camping holiday II Method: Interagrated, mainly communicative III Teaching aids: Chalk, textbook IV Procedures: Teacher’s activities WARM UP (5) Students’ activities Answer -Yes, we have Ask students some questions: -Last year,…… -Cooking, playing games, playing 1/Have you ever gone camping? football… 2/When and where? 3/ What did you on camping holiday? Today we practice writing about camping holiday PRE- WRITING (5) Ask students to look at the pictures in the textbook and answer the questions -Vo Thi Sau School 1/ Which school is it? -Go camping 2/Where are they going? 3/ What are they doing then? WHILE- WRITING(23) TASK 1:Last weekend, ,class 11A2 went to Ba Vi for camping holiday.Below are some of their activities during their two –day Notes holiday Match them with the correct pictures Suggested answer a.2 d.6 g.1 b.3 e.9 h.7 c.4 f.5 i.8 Ask students to answer the questions: 1/ When and where dit the students in class 11A2 go campimg? 2/ What time did the bus leave the school? 3/ What did they first? 4/ What did they after putting up the umbrella tent? 5/ What time did they leave the campsite? Correct them POST- WRITING(10) TASK 2: Imagine you are one of the students in class 11A2 Write a passage about your class s camping holiday, using the information in Task and the questions given Ask one group to write the passage on the board and correct it HOMEWORK (2) tells students to coplete the writing at home prepare for the next period (Language focus Period 80: Suggested answer a.2 d.6 b.3 e.9 c.4 f.5 g.1 h.7 i.8 Answer the questions and write on the board Work in group Write on the board Do homework Unit 14 : Recreation Date : 15/4/2015 LESSON 5: Language Focus I Objectives: Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / ts / _ / dz / _ / t∫t/ / dzd// - pronounce the words and sentences containing these sounds correctly - distinguish the uses of conjunctions : both… and , not only …… but also either …… or , neither … nor - use these verb tenses to solve communicative tasks Knowledge: - General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and conjunctions : Skills: - Pronunciation: /ts/- /dz/- /t∫t/ - /dzd/ - Grammar: Tense revision: the past simple, past progressive and past perfect II Method: Intergrated, mainly communicative III Teaching aids: textbooks, cassette tape IV Procedures: Teacher’s activities Students’ activities Notes Warm-up(5) Group work , ( groups) Write some words on the board, show students how to pronounce /ts/, / dz/ , /t∫t / , / dzd / sound such as : needs , watched , arranged , sweets , friends , washed , rents, managed sends , Then introduce sounds that we are going to listen ( 1’) study today listen and repeat ( 2’’) Pronunciation(6) whole the class Explain the way to ( books opened ) pronounce these sounds /ts/ sits , eats , meets /dz/ reads , friends , kids / t∫t/ marched , washed , brighted ,raged , managed reached / dzd/ brighted ,raged ad first read slowly @ Ask sts to read the sentences and pick up the words containing those four sounds : ask some students to reread these sentences Grammar(32)  The conjunctions : Both ….and , either … work in pairs then or , neither … Nor Give the situation then explain : Ex: Ann was late Tom was late _ Both Ann and Tom were late Ex : She did not write and she did not phoned _ She neither wrote nor phoned Ask sts to exercise / 160 Exercise1: Combine the sentences using : both …and , neither nor , either or Walk around to check and help Correct the sentences done on the board Page 161 / students’ book Ask sts to give the conclusion about the verbs followed by both … and , neither / either ….nor /or individual Follow the instructions of the teacher, * Both + S1 and S + V ( plural ) * Either + S1 + or + S2 + V ( S2) Neither nor HOMEWORK (2) _ Redo the exercise _ Prepare Test yourself E Follow the instructions of the teacher, make the sentence Period 81: Work in pairs, discuss and the exercise on page 160 Then Do on the board ( individual ) Respond Do homework test YOURSELF E Date : 15/4/2015 I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 12, 13 and14 - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself E * Have you prepared it at home? * Have you got any difficulties? Students’ activities - Greeting Answer questions teacher’s Test yourself Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and complete the sentences - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Keys: In the teacher’s book Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to answers the questions - Give the correct answers to the class: - Keys: In the teacher’s book Grammar(2.5 points) (11 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box - Keys: street, squeeze, - meets, managed b/ Give the correct form of verbs - Keys: who, that, (that), - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences - Listen and discuss in groups to find the correct answers: - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups - Write the answers on the board - Listen to the teacher and correct the answers - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class Notes who, who, (that) Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class - Observe the keys and correct their answers - Students work in groups and practise writing - Check their writings and help - Two students go to the them correct the mistakes if board and write - Give the writings by they’ve made reading aloud - Read the writing carefully - In groups or in pairs - Compare the results with the other groups - Correct mistakes Homework (2 minutes) - Ask students: - Study all the lessons + to study all the lessons again + to get ready for the 45 minute-test again in the next period Period 82: REVISION Date : 16/4/2015 I AIMS AND OBJECTIVES Language content: -To consolidate Ss’ knowledge Language function: - To help Sts use vocabulary items and structures to the exercises Educational aim: -To help students master Omission of relative pronouns they learnt and exercises related to the grammar points appropriately Languages - Vocabulary: vocabulary related to the test - Structures: Relative clauses + Omission of relative pronouns 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 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: *Revision and Exercises: (40ms) I Circle the best answer for each sentence The Vietnamese participants took in the 14th Asian Games with great enthusiasm A notice B notes C part D role from several countries competed in many Asian Game A Spectators B Athletes C Audience D Viewers How many sports are there the 14th Asian Games? A in B on C at D to The quiet country roads are ideal for cycling The word “cycling” is closest in meani “ ” A driving a car B riding a bicycle C kicking a ball D playing footb The Olympic Games is one of the biggest sporting all over the world A problems B athletes C cultures D events Swimming is one of the sports A mountainous B aquatic C racing D running can help athlete to improve the strength of muscles and the appearance of the body A Shooting B Table tennis C Weightlifting D Playing chess On some special occasions, people often march and demonstrate to show their A nation B event C culture D solidarity Vietnam won gold in the 15th Asian Games A degrees B medals C awards D boards 10 Nearly 500 from 11 nations took part in the first Asian Games in New Delhi, India A viewers B spectators C athletes D passers-by II Underline any relative pronouns that can be left out in these sentences I think that my boss is the person whom I admire most We are taking the train that’s leaves at 6.00 Have you seen the book that I left here on the desk? My radio, which isn’t very old, has suddenly stopped working Last week I ran into an old friend whom I hadn’t seen for ages The couple who met me at the station took me out to dinner The bag in which the robbers put the money was found later I really like the tea which you made me this morning * Expected Answers: I.1.C 2.C 3.C 4.B 5.D 6.B 7.C 8.D 9.B 10.C IV Homework: ( 2ms) - Prepare for the 45-minute test Period 83: THE 45-MINUTE TEST NO.5 Date : 16/4/2015 Part I: Choose the word whose underlined part is pronounced differently from the rest in each group Mark your choice on the answer sheet (1.25points) 1/ A athlete, B thoughtful, C thin, D their 2/ A smell, B smile, C enthusiasm, D small 3/ A nicest, B largest, C hottest, D best 4/ A laughed, B organized, C caused, D raised 5/ A scatter, B species, C serious, D result Part II: Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence Mark your choice on the answer sheet (3.75 points) 6/ An orphan is a child ………… parents are dead A Whose, B who, C whom, D which 7/ Thai Binh is the province ……………………… A in which I was born, B which I was born, C where I was born in, D that I was born 8/ My brother takes better photographs than ………… A my, B I make, C me take, D me 9/ The house ……… we are living in is not in good condition A where , B who, C Ø, D in that 10/ Mr Ba shouldn’t have accused his wife ……… her mistakes A on, B of, C about, D with 11/ You will become ill ……… you stop working too hard A untill, B when, C if, D unless 12/ I don’t agree with ……… you have just said A what, B where, C who, D which 13/ The man ……… at the blackboard is our teacher A stood, B stands, C standing, D to stand 14/ Minh was the last one ……… the classroom yesterday A to leave, B leaving, C left, D leaves 15/ He is the boy ……… I went to school A with which, B with whom, C to which, D to whom 16/ The novel … over 100 years ago is still relevant today A written, B write, C writing, D to write 17/ People ……… in London are called Londoners A live, B living, C lived, D be lived 18/ The film was ……… boring ……… long A either/ or, B both/ and, C neither/ and, D either/ nor 19/ Nam …… smokes ……… drinks A neither/ nor, B neither/ or, C either/ and, D also/ and 20/ playing professional basketball, she also enjoys tennis A Moreover, B Apart, C Beside, D Together Part III: * Read the passage and choose the best answer A, B, C, or D for the following sentences Mark your choice on the answer sheet (1.25 points) Good evening It’s 10.15 and it’s time for “The Asian Games Report” It’s the rd day of the Games Well, today’s most important event was the women’s 200metre freestyle The Japanese, Yuko was first and got the gold medal She made a new world record time of minnute 58 seconds The Japanese athletes won two gold medals yesterday, and three the day before, so in the first three days they’ve won six gold medals Here we’re in the Gymnasium Lily, the Chinese gymnast, has just finished her display She’s got an average of 9.5 points That’s the best score today! Lily’s won the gold medal! And this is Lee Bong-ju coming from Korea This is the second time he competed in the long jump at the Asian Games Last time he jumped 8.5 metres Today he’s won a gold medal for men’s long jump He jumped 8.9 metres Now we’re waiting for the last high jumper, Vichai coming from Thailand The bar is at 2.30 metres and it seems too high for him Vichai has just jumped! Ooh! He’s crashed into the bar! He’s landing The bar has fallen too He’s getting up and walking away But he’s very disappointed 21/ Yuko won the gold medal in women’s swimming She set a new world record time of A 200 seconds B minute 38 seconds C minute 58 seconds D minute 48 seconds 22/ Lily got an average of points in her gymnastics event A 9.5 B 5.9 C 15 D 23/ Lee Bong-ju Jumped and he won the gold medal in men’s long jump A 8.5 m B 8.9 m C 9.8 m D 18 m 24/ The bar that Vichai had to jump over was at A 3.2 m B 2.3 m C 2.0 m D 2.5 m 25/ Which of the following sports events was NOT mentioned in the report? A swimming B gymnastics C weightlifting D long and high jumps * Read the passage again then choose the correct answer to answer the following questions by marking the corresponding letter: A, B, C, or D Mark your choice on the answer sheet (1.25 points) 26/ What time was “The Asian Games Report” programme? A It was at 15.10 B It was at 7.15 C It was at 2.30 D It was at 10.15 p.m 27/ How many gold medals have the Japanese athletes won in the first three days? A They have won five gold medals B They have won six gold medals C They have won three gold medals D They have won two gold medals 28/ How many times has Lee Bong-ju competed in the long jump? A He has competed in the long jump times B He has competed in the long jump twice C He has competed in the long jump once D He has competed in the long jump times 29/ What was the last sports event mentioned in the report? A Long jump was the last sports event mentioned in the report B Gymnastics was the last sports event mentioned in the report C Swimming was the last sports event mentioned in the report D High jump was the last sports event mentioned in the report 30/ How was Vichai after he finished his performance? A He was very happy B He was happy C He was very glad D He was very disappointed Part IV: The sentences in italics below are cues Make sentences expressing an imaginary situation by choosing from the altermatives A, B, C and D the one best way to make a meaningful sentence Identify your answer by marking the corresponding letter A, B, C or D Mark your choice on the answer sheet (1.25 points) 31/.The/ we/ England/ boy/ going/ be/ who/ see/ from/ to/ be/ A The boy who we is going to see are from England B The boy who we are going see is from England C The boy who we are going to see is from England D The boy who we are go to see is from England 32/ Nam/ be/ hobby/ young/ start/ when/ his/ he/ A Nam started his hobby when he is young B Nam will tart his hobby when he is young C Nam started his hobby when he was young D Nam start his hobby when he is young 33/ Water/ land/ on/ be/ by/ vegetable/ held/ the/ can/ planting A Water can be held on the land by planting vegetation B Water hold on the land by planting vegetation C Water can hold on the land by planting vegetation D Water holds on the land by planting vegetation 34/ book/ they/ it/ be/ the/ me/ yesterday/ that/ give A It was the book that they gave me yesterday B It was the book that they give me yesterday C It was the book that they given me yesterday D It is the book that they give me yesterday 35/ if/ go camping/ we/ bring/ lot/ equipment/ supplies/ us/ A If we will go camping, we have to bring a lot of equipment and supplies with us B If we go camping, we will have to bring a lot of equipment and supplies with us C If we go camping, we will have bring a lot of equipment and supplies with us D If we go camping, we would have bring a lot of equipment and supplies with us Part V:Complete the second sentence so that it has a similar meaning to the first, using the given words Identify your answer by marking the corresponding letter A, B, C or D Mark your choice on the answer sheet (1.25 points) 36/ My brother loves going to the mountains So I - Both ……………………………………………………………………… A/ Both my brother and I love go to the mountains B/ Both my brother and I love going to the mountains C/ Both my brother nor I love going to the mountains D/ Both my brother and I love to going to the mountains 37/ We learn at Nguyen trai school that was built in 1965 - We learn ………………………………………………………………… A/ We learn at Nguyen Trai school which built in 1965 B/ We learn at Nguyen Trai school has been built in 1965 C/ We learn at Nguyen Trai school where built in 1965 D/ We learn at Nguyen Trai school built in 1965 38/ You can call me today or you can call me tomorrow, whenever you want - You can …………… …………………………………………………… A/ You can call me either today nor tomorrow (whenever you want) B/ You can call me either today or tomorrow (whenever you want) C/ You can call me neither today or tomorrow (whenever you want) D/ You can call me either today and tomorrow (whenever you want) 39/ The dog that chases our cat belongs to those people - Those are the ……………………………………………………………… A/ Those are the people who dog chases our cat B/ Those are the people which dog chases our cat C/ Those are the people whose the dog chases our cat D/ Those are the people whose dog chases our cat 40/ I lent you a book It was written by a friend of mine She lives in England - The book I ……………………………………………………………… A/ The book I lent you was written by a friend of mine who live in England B/ The book I lent you was written by a friend of mine who lives in England C/ The book I lent you was written by a friend of mine lives in England D/ The book I lent you was written by a friend of my who lives in England THE FEEDBACK D 11 D 21 C 31 C C 12 A 22 A 32 C D 13 C 23 B 33 A A 14 A 24 B 34 A D 15 B 25 C 35 B A 16 A 26 D 36 B A 17 B 27 B 37 D D 18 B 28 B 38 B C 19 A 29 A 39 D 10 B 20 C 30 D 40 B Period 84: UNIT 15 : space conquEST LESSON :Reading Date : 18/4/2015 I Objectives: Educational aim: By the end of this lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - use the information they have read to discuss celebrations in their culture Knowledge: - General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space - New words: words/ phrases related to space and spacecraft Skills: Reading for general or specific information II Method: Intergrated, mainly communicative III Teaching aids: Some photos of celebrations in the world IV Procedures: Teacher’s activities Students’ activities Notes Warm-up :(5) Discuss in pairs and (Teacher prepares a answer the teacher’s picture of a plane, a questions spacecraft and an astronaut) Suggested answers:  T asks students to - It’s a plane/ a look at the pictures spacecraft/ an and answer the astronaut questions: - A person who flies - What can you see a plane is called a in each picture? pilot, and a person - What you call a who flies a person who flies a spacecraft is called plane/ a spaceship? an astronaut - Which job you prefer, a pilot or an astronaut? Why? ( Based on sts’ answer, teacher leads in the new lesson) Pre- Reading (10) Answer orally Activity 1: -Ask sts to match the (Order of the pictures names with the pictures from left to right: Neil in the textbook (page Armstrong, Yuri Alekseyevich Gagarin, 166) Pham Tuan) Pham Tuan Neil Armstrong Yuri Alekseyevich Gagarin Activity 2: - Have sts work in pairs, answers the questions in Answers to the questions the textbook based on the in textbook: names of people in Yuri Alekseyevich activity Gagarin - Check sts’ answer and Neil Armstrong supply the correct and Buzz Aldrin information if necessary Pham Tuan Activity 3: - Teacher introduces some new words orbit (n) weightlessness (n) enormous (a) uncertainty (n) temperature (n) occur (v) - T has sts practise reading the new words While-Reading (20)  T plays the cassette  Task 1: - Give instructions for task - Ask sts to read the passage silently to finish task - Check orally & correct if necessary  Task 2: - Ask sts to read the passage again to answer the question in pairs - Teacher walks around to give help if necessary - Listen and take notes Sts open books, listen to the text and read in silence - Read aloud their answers Suggested answers: Paragraph 1: B the lift off Paragraph 2: D A view on Earth Paragraph 3: E Uncertainties Paragraph 4: C Congratulations Paragraph 5: A The tragic accident Read silently and then work in pairs Give answers and take notes Suggested answers: - Check sts’ answers by asking some pairs of sts give the questions and answers He was 27 then He was in space for 108 minutes They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension It was more than 17 000 miles per hour Because he died in a plane crash on a routine training flight in March 1968 After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national hero Post-Reading (8) Ask sts to work in groups, complete the in space Work in summary of the reading groups and the passage by putting the task words/ phrases in the box Give answers into the blanks Suggested answers: - Teacher walks around to cosmonaut give help if necessary lasted - Check sts’ answers and success give bonus to the gravity winners view impossible named after Homework: (2) - Learn the new Learn the new words words - Read the passage again - Prepare Part B: Speaking Read the passage again Prepare Part B: Speaking Period 85: UNIT 15 : space conquest Date : 18/4/2015 LESSON :SPEAKing I Objectives: Educational aim: By the end of the lesson, students will be able to talk about possible of events - _talk about historical events on the space conquest Knowledge: - General knowledge: Students know how to talk about possible of events talk about historical events on the space conquest - Language: making a conversation of a famous person New words: Words/phrases relate to the process of launching its first manned apace craft into space Skills: Speaking to describe appearances II Method: integrated, mainly communicative III Teaching aids: textbook, picture of the parts of the body IV Procedure: Teacher’s activities Students’ activities Notes Warn-Up(5’) Listen Answer close the book _give some picture of famous astronaut _ask sts some questions and answer Question 1.Who Are They? Pict 1:He’s Pham 2.What Are They? Tuan_VietNamese 3What Are their astronaut nationalities? 2.He’s Yuri Gagarin *Ask sts rearrange Russian astronaut picture with is name 3.Buzz Aldrin_American Pict 1:He’s Pham Astronaut Tuan_VietNamese 4.Yang Liwei_Chinese astronaut Austronaut 2.He’s Yuri Gagarin 5.John Glenn_An Russian astronaut American Astronaut 3.Buzz Aldrin_American Valentina_Tereshkova Astronaut _ 4.Yang Liwei_Chinese Austronaut 5.John Glenn_An American Astronaut Valentina_Tereshkova Pre-Speaking(8’)(task 1) Listen and repeat Work in pair Now we study “Speaking Ex: of Space conquest “ S1:When did China laugh _Has sts work in pair, first manned spacecraft read the following piece into space? of news, then ask and S2:On October 15/2003 answer question(task 1) S1:what is the name of _give some new words : china’s first manned manned, spacecraft spacecraft? launch(v) S2:It’s SjemZjou milestone, S1:What is the name of _Has sts made questions the astronaut? with when, what, how S2;His name’s Yang Liuri old, how important, how S1:How old was he when many he flow into space? S2:38 years old S1:How important was the successful flight to China S2:Make a milestone in China’s space project While-speaking (22’) _ Has sts talk about the important events in space exploration _walks around the class, offer ideas and comments when sts need help _set model with students Ex: (1)T: when did Russia launching its artificial satellite? T: What is the name of 1.S: on October 4,1957 2.S: sputnik 3.S: mask the beginning of space age Russia’s first artificial individual T How important? Post-speaking (8’) Has some students come form of the class and talk about the important event in the space conquest Homework (2’) Prepare “ listening” _ Rewrite “the important event in the space conquest.” Period 86: UNIT 15 : space conquest LESSON :listening Date :18/4/2015 I Objectives: Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening Knowledge: - General knowledge: To help Ss practice listening about the 1st human moon landing - To relate the content with real life - Language: Use past simple - New words: Words related to memorable experiences Skills: Listening for specific information and comprehension questions II Method: Intergrated, mainly communicative III Teaching aid: Pictures, chalk, cassette tape IV Procedures: Teacher’s activities * Warm- up: (5) Have students close their books then ask some questions to lead in Name the 1st men to land on the moon His nationality When * Before you listen:(10) - Have students work in pairs to match the picture with the caption Students’ activities - Close their book - Answer the questions in group Neil Armstrong & Buzz Aldrin American 20 July 1989 - Work in pairs - Share as 1d – 2a – 3c – 4e – 5b - Practice reading Notes - Have students read a loud the words correct - Supply the stress (or pronunciation) and the meaning * While you listen:(20) Task - Explain the situation - Have students read through the statements quickly - Supply the meaning of some words (in need) - Play the tape thrice, for the last time, have a pause after each sentence - Play the tape again (in need) to confirm the answer Task - Ask students have a look at the questions - Have students listen to the tape again for times (with a pause * After you listen:(8) - Have students work in group to discuss the questions - Go round the class to help students (In need) - Call some students to give answer - Take notes - Listen - Read the statements - Take notes - Listen twice - Give answer after 3rd times 1F – 2F – 3F – 4F – 5T - Listen again - Read the questions - Listen to the tape - Work in groups to give answers - Share answers & take notes NASA’s Apollo Program On 16 July 1969 Controlling the oxygen - Work in groups - Ask some difficult words - Share answer & take notes Some reason: - adventure - find out another life outside the earth - precious material - other place for human beings Homework (2) Prepare Unit 15 – Language focus ise answer The three things are: - camera - water / food - tent Prepare Unit 15 – Language focus ise answer Period 87: UNIT 15 : space conquest Date : 25/4/2015 LESSON 4:writing I Objectives:  Educational aim: By the end of this lesson, Students can get to know the content and structure of one’s person biography  Students can write the biography of one identified person, based on the given information Knowledge:  - General knowledge: Students learn about the content and structure of a biography of a person - Language: The Simple Past Tense and Simple Present Tense Skills: Writing a biography II Method: Interagrated, mainly communicative III Teaching aids: Chalk, textbook IV Procedures: Teacher’s activities Students’ activities Notes Warm-up(3)  Show a short  work in groups video clip of four /picture about  suggested Neil Armstrong answers: and ask students - He is Neil some questions Armstrong about him: - He is an astronaut - Who is he? - He is American - What does he do? - In 1969 - Is he Russian or American? - When did he walk on the moon? Work in groups Pre -writing (12) - Brainstorming for -Divide sts into four needed words/phrases to groups, ask one from write one’s biography each group to the board - Suggested answers: job, to write down address, hometown, information we need to career, place of birth, date write one’s biography Others in the same group can help by shouting the needed words or phrases - Give feedback and marks to the group with correct information - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote, While writing(20) Task 1: -Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, then put each of the headings in the box in the appropriate blank - Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy - Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap) TASK - Teacher divides students into groups of four - asks sts to write a biography of Neil Armstrong from the information given in task - Ask sts to pay attention to these points: of birth, quote, marital status, family, education… -Work individually, then check with their partners -Take notes on difficult words - Suggested answers: Birth Place of Birth Known as Career Quote - Students works in groups and write the biography on a piece of paper card - Suggested answers: Neil Armstrong is an American astronaut He is known as the first person to walk on the moon He was born on August 5th, 1930 in Wapakoneta in Ohio From 1949 to 1952, he worked as a pilot in the United States Navy Armstrong received his B.S from Purdue University in 1955 He joined the NASA astronaut program in + prepositions: at-on-infrom-to-with +articles: a-an-the + words/phrases used to write biography: be known as- work asresign from+ Simple past tense +Simple present tense - move around to supervise and give help when necessary Post writing (8) 1962 Neil Armstrong became the first human to step on the moon’s surface on July 20th, 1969 He was joined by Buzz Aldrin forty minutes later Armstrong and Aldrin spent two and a haft hour on the moon’s surface Armstrong received his M.S from the University of Southern California He resigned from NASA a year later and from - ask sts to exchange 1971 to 1979, he taught at their paper card to correct the University of - ask one group to show Cincinnati In 1986 their biography on the Armstrong was appointed board vice chairman of the - Give comment and committee that correct in front of other investigated the students, ask them to pay Challenger shuttle attention to some basic disaster He is also wellgrammatical mistakes known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind” Homework (2) - Ask sts to write their own biography - Students pick out the mistakes then correct them - show their biography on the board write biography Period 88: Date : 25/4/2015 I Objectives: their own UNIT 15 : space conquest LESSON 5: Language Focus Educational aim: By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions Knowledge: - General knowledge: Students know how to distinguish sounds nt /, /nd/ /nθ /, /ns/ and /nz/and use some structures with or without “to” infinitive - New words: Words related to pronunciation nt /, /nd/ /nθ /, /ns/ and /nz/ Skills: : Pronounce the sound nt /, /nd/ /nθ /, /ns/ and /nz/ correctly II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, textbook IV Procedure: Teacher’s activities Students’ activities Notes Pronunciation :(10) Lead-in : -Says to the Ss : “Today I’ll -Listen help you know how to pronounce / nt /-/ nd /-/ nθ /-/ ns /-/ nz / ?” -Take notes -Leads to the lesson Pre-pronunciation : -Pay attention to the -Gives a model model eg eg : / nt / : went / nd / : end / nθ / : month / ns / : tense / nz / : learns -Listen to the T -Explains to help the Ss find out the difference among them 3.While-pronunciation : -Pronounce Listen and repeat -Asks the Ss to pronounce the words in chorus -Calls on some Ss to -Take notes pronounce again in front of the class -Gives feedback -Read Practise reading aloud these sentences -Practise -Asks the Ss to read these sentences after the T in chorus -Take notes -Calls on some Ss to practise the sentences again -Work in groups and find in front of the class -Gives feedback 4.Post-pronunciation : -Asks the Ss to work in groups and find out the words with the consonants / nt /-/ nd /-/ nθ /-/ ns /-/ nz / -Walks around the class , listens to the Ss’ discussion and offers ideas when the Ss need help -Asks the Ss to compare the result with other groups -Calls on some Ss to give the answers in front of the class -Gives feedback Grammar & vocabulary: (33) Could, was/were able to 1.1 Could: Ex1: My grandfather was very clever He could speak five languages Ex2: We were totally free We could whatever we wanted 1.2 Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her COULD NOT or WAS/WERE NOT ABLE TO Ex: My father couldn’t swim (=My father wasn’t able to swim.) out the words with the consonants / nt /-/ nd /-/ nθ // ns /-/ nz / -Compare the result with other groups -Give the answers in front of the class -Take notes - Listen to the tape carefully - Practise reading -Pay attention to the model egs and read the sentences aloud after the T COULD :kh¶ n¨ng nãi chung WAS/WERE ABLE TO ;kh¶ n¨ng cô thÓ 2) Tag questions Ex1: You are a student, aren’t you? Ex2: The film wasn’t very interesting, was it? Ex3: Mary does a lot of homework every day, doesn’t she? Ex4: John didn’t go to -Listen and take notes school yesterday, did he? Ex5: We have seen this film twice, haven’t we? Ex5: They can swim very fast, can’t they? Exercise - Asks students to exercise in pairs - Checks and gives correct answers - Work in pairs Key: Exercise 1 couldn’t/ wasn’t able to was able to was able to could/ Exercise was able to - Asks students to could/ was able to couldn’t/ wasn’t able to exercise in pairs - Checks and gives correct Exercise answers It’s (very) expensive, isn’t it? The film was great, wasn’t it? She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? It doesn’t look very good, doesn’t it? Exercise - Asks students to You’ve had your hair cut, haven’t you? exercise in pairs - Checks and gives correct answers Exercise doesn’t she didn’t we can’t you haven’t you won’t Homework: (2 minutes) we mustn’t it - Prepare the U.16-Reading wasn’t it - Write down exercise 1, 2, Period 89: UNIT 16 : THE WONDER OF THE WORLD Date : 25/4/2015 LESSON 1: Reading I Objectives: Educational aim: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic Knowledge: - General knowledge: reading to find the sentences that show facts and the ones that describe opinions - Language: Sentences and expression for expressing topic - New words: Words related to topic Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering II Method: Integrated, mainly communicative III Teaching aids: Student’s book, textbook, handouts IV Procedure: Teacher’s activities Students’ activities Notes Warm- up(5’) Get students to look at the - Look at the pictures pictures in the book and and discuss to answer some questions +What are they? +Where are they? +When were they built? +Why were they built? +How were they built? +Who built them? - Lead students to the topic of the reading: The wonders of the world -Listen and pay attention Pre- reading(18’) to the teacher Present key words and Brainstorm to give ideas structures in different about the meanings of the ways words, listen and note +wonder(n) down -> wonderful (a) +pyramid (n) +pharaoh (n) +tomb (n) +burial chamber +surpass (v) +spiral ramp +weight arm +proceed (v) +enclose (v) +The great Pyramid Is believed to have - Listen and read +It has been suggested that… Introduce the content of the reading and ask students to read through the text silently to get general comprehension (teacher goes around the class to help students if necessary While- reading(20’) Task -Explain the way to task -Ask students to read the text again to locate the new words given and know their meanings in context, then fill them in the blanks -Let some students give their answers together with reasons and correct them b Task -Require students to read through the questions in the book to understand them Make students silently read the text again to answer the questions -Get students to work in pairs to practice asking and answering the questions orally -Ask some students to give their answers and other students to remark these answers Finally teacher corrects them Home work (2) - Fill in each blank with a suitable word from the box unknown 2.wonder ramp chamber mysterious spiral -Some give answers, some give remarks and the others listen -Read and make sure to understand the questions -Scan the story and answer the questions -Do as they were told -Give feedback, listen, discuss, and take notes - Listen -Scan the text and say what the words given in the book refer to -Listen and take notes -Require students to write a paragraph (100 words) about what they have just discussed Period 90: UNIT 16 : THE WONDER OF THE WORLD Date :6/5/2015 LESSON : Reading (CONT) + PRONUNCIATION I Objectives: Educational aim: By the end of this lesson, students will be able to: - Students practise how to pronounce of ending sounds /ft/, /vd/, /fs/ and /vz/ Knowledge: - General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and tenses Skills: - Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/ II Method: Intergrated, mainly communicative III Teaching aids: textbooks, cassette tape IV Procedures: Teacher’s activities Students’ activities Notes Warm-up (5) Ss close their books - T uses some pictures and asks Ss: Ss look and answer: Look at the pictures and tell what 1.gift roofs they are 2.saved scarves (expected) P.1 P.2 P.3 P.4 Ss write the sounds on the board - T has Ss read the words and guess /ft/, /vd/, / fs/ and / vz/ what ending sounds they are going (expected) to learn today - T introduces the new lesson Pronunciation(23) Ss listen and repeat - T reads the sounds loudly Task - T introduces and asks Ss to practise reading the words containing these sounds /ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs Ss listen and repeat Ss listen and decide if the arrives - T has Ss exercises T gives handouts for Ss Handout: Listen carefully and make a cross (x) at the sound you hear /ft/ /vd/ /fs/ /vz/ - T reads aloud the words: left loved photographs thieves caves spacecraft proved coughs knives 10 swift - T checks in front of class - T conducts the correction Task - T has Ss practise reading these sentences and pick out the words containing these sounds They are not on the roofs now They’ve been moved to the ground Use the lift I’ll ring to say you’ve arrived I think he’s improved Still coughs but laughs a lot, of course We have plenty of laughs We miss him when he leaves He loves a nurse Her name’s Soft He wants me to bring her this gift He brought me a gift when he arrived - T conducts the correction - T gives an example on the board Task 3(10) Scanning the text - Get Ss to scan the text and say words belonging to what sounds Answers: /ft/ /vd/ x x x x /fs/ /vz/ x x x x - Ss read the sentences carefully and give answers - Check - Listen what the following words refer to Example : + He (line 3) refers to Khufu + Who (line 4) refers to …… + … - Call on some Ss to read aloud their answers (ask them to explain if necessary) - Provide corrective feedback Post-reading (5) - Get Ss to fill in the chart with the right information found in the reading text ( see the appendix below ) Homework (2) - Do exercises in the work book - Do as asked - Work in pairs - Reads the answers loudly - Listen - Summarizes the points of the lesson main Period 91: UNIT 16 : THE WONDER OF THE WORLD Date :6/5/2015 LESSON : Speaking I Objectives: Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site Knowledge: - General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person - New words: Sentences and expressions for making suggestions about events Skills: Speaking Fluency in expressing opinions and makingsuggestions about events II Method: integrated, mainly communicative III Teaching aids: textbook, picture IV Procedure: Teacher’s activities Students’ activities Notes warm up: (5) T pepare a handout with some atatements about the wonders of the world and asl Ss to give the name Before you speak (15) T introduce some wonders of the world While you speak (23) Task 1: T itroduces the task and goes over the sentences with the class.T explains -Sts’ answers : 1.The great Pyramid 2.Colosseum 3.Taj mahal some words if necessary Ask Ss to the task in pairs.T goes aroungd the class to offer help Call on some Ss to present their answers and asks others comment T gives his definitions +A fact is something that can be proven to be true ,to exist,or to have happened by evidence +An opinion is the view somebody takes about an issue ,especially when it is based solely on personal judgment Task 2; Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in task T goes around to chck and offer help Call on some pairs to preform in front of the classgive feedback Task 3: T introduce the task and ask Ss to work in group to discusspossible answers to give questions Ask them to read the useful language and the examples on page 182 T goes round and offer help Ask Ss to present their opinions and other groups to share their Home work (2) Prepare part C;listening Listen to the teacher and the task Give answer Facts:sentence 2,3,4 Opinion:sentence 1,5,6,7 Work in pairs and task Give the answers Work in pairs and task Give the answers Prepare part C;listening Period 92: UNIT 16 : THE WONDER OF THE WORLD Date :6/5/2015 LESSON : LISTENing I Objectives: Educational aim: By the end of this lesson, students will be able to: - Develop listening skills as intensive listening for specific information - Taking notes while listening Knowledge: - General knowledge: Students know how to T/F statements and listen for specific information - New words: Words related to describing Great Wall of China Skills: Listening for specific information II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, tape and cassette player IV Procedure: Teacher’s activities Students’ activities Warm up(3’) - T shows some pictures of the wonders of the world and ask sts Listen and talk to talk about name , location of these wonders Pre-listening(10’) -Ask sts to look at the picture and answer the questions What can you see in the picture ? Where you think it is ? When you think it was built? -Introduce to sts that they will listen to a passage about the Great Wall of China -Pre-teach some new words + man –made wonder + magnificence and significance + World Heritage + UNESCO +Ming Dynasty + ancient + stone roadway + Beijing - Look at the picture and answer the questions -The Great Wall -In China -During the Ming Dynasty -Listen and take notes While-listening(20’) Task -Explain task1 and ask sts to read sentences in Task carefully -Play the tape twice and ask sts -Read the sentences to the task carefully -Ask sts to exchange their answers with their friends -Give feedback -Listen to the tape and fill in the missing information -Compare their answers Notes 1.the moon; 1987; 3.the Ming with a partner Dynasty; 4.200; 200B.C; 6,000km; 11 metres; stones Task -Explain task and ask sts to read the questions carefully -Play the tape twice and ask sts -Read the questions to the task -Listen to the tape and answer the questions -Ask sts to exchange their -Compare their answers answers with their friends with a partner -Play the tape one more time and -Listen again and check the ask sts to check the answers answer -Call one st asks and the other -Ask and answer the answers loudly question -Give feedback The ancient Chinese started to build the Great Wall in 1368 Five provinces Because it can be seen from the moon The part in the northwest of Beijing is the best choice for visit because it is still in its original state Post-listening(10’) Divide sts into group of and ask sts to tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built -Call some sts to present their talks to the whole class -Give remarks Homework(2’) -Write a short passage about the Great Wall -Do as directed -Present their ideas to the class -Listen Write a short passage about the Great Wall Period 93: UNIT 16 : THE WONDER OF THE WORLD Date : 7/52015 I Objectives: LESSON : Language Focus Educational aim: - By the end of this lesson, students will be able to - Students learn how to use the structures with verb of reporting: It is said that ………… He is said …………… People say that ……… Knowledge: - General knowledge: Students learn how to use the structures with verb of reporting - New words: Words related to the Grammar Skills: - Grammar: It is said that ………… He is said …………… People say that ……… II Method: Intergrated, mainly communicative III Teaching aids: textbooks, cassette tape IV Procedures: Teacher’s activities Students’ activities Notes Warm-up (5) - T gives some games of the wonders of the world and ask sts to Listen and talk talk about name , location of these wonders Student notice and write Grammar and Vocabulary (38) down Rewrite this sentence beginning with the word provided Eg: It is said that this house was built 100 years ago  This house…………………………… - T asks one student to answer the sentence on the board - - T corrects the mistakes and explains ex.1 Exercise 1: Ss give answers individually - T has Ss exercise ( page and then check in pairs 185) Answers: Many people are said to be homeless after the floods The prison is thought to have escaped by climbing… - T walks around the class, offers ideas and comments when Ss need He is believed to have driven through the town help - Then T calls some Ss to give their at… answers on the board - T conducts the correction and explains  If the verbs of the main clause and the subordinate clause are same tenses, use To-inf  If the verbs of the main clause and the subordinate clause are different tenses (for example,M.C in present and S.C in past or perfect tenses), use To have + PP More Exercise: Rewrite the following sentences: They say that John is the brightest student in class  It is said…………………… John is said ………………… They think that he has died a natural death  It is thought ………………… He is thought …………………… 3.They declared that she won the competition  It was declared …………………… She was declared ……………… T calls some Ss to give their answers on the board T conducts the correction Homework (2) - Do exercises in the work book Period 94: Two people are reported to have been seriously injured… Three men are said to have been arrested after … The strike is expected to begin tomorrow He is said to speak English very well (expected) Summary S + V that S + V + O  It is +PP that S +V + O S + be PP + to-inf  S+be PP + to have PP Ss them Ss take note Do exercises in the work book test YOURSELF F Date : 7/52015 I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 15 and16 - Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself F * Have you prepared it at home? * Have you got any difficulties? Students’ activities Test yourself I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and complete the sentences - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Keys: In the teacher’s book - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences - Listen and discuss in groups to find the correct answers: - Keys: T, F, F, T, T II Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to answers the questions - Give the correct answers to the class: - Keys: In the teacher’s book - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups - Write the answers on the board - Listen to the teacher and correct the answers III Grammar(2.5 points) (11 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box - Keys: rent, tenth, - lives, loves b/ Give the correct form of verbs Keys: isn’t it, didn’t he c/ Rewrite the sentences … 1/ Jane is thought to be rich 2/ She is said to have won a special - Greeting Answer questions teacher’s - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their answers Notes prize 3/ He is said to know five foreign languages 4/ The thief is thought to have got in through the kitchen windown IV Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class - Students work in groups and practise writing - Two students go to the board and write - Give the writings by reading aloud - Check their writings and help - Read the writing them correct the mistakes if carefully - In groups or in pairs they’ve made - Compare the results with the other groups - Correct mistakes V Homework (2 minutes) Study all the lessons - Ask students: again + to study all the lessons again + to get ready to review all the units - Get ready to review all the units of grade 11 of grade 11 Period : 95 Date : 7/52015 REVISION FOR TERM I AIMS AND OBJECTIVES Language content: -To consolidate Ss’ knowledge from U to U.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 -To help students master Relative clauses replaced by participles and toinfinitives they learnt and exercises related to the grammar points appropriately Languages - Vocabulary: vocabulary related to U.9 – U.16 - Structures: Defining relative clauses and Non-defining relative clauses Relative clauses + Omission of relative pronouns Relative clauses replaced by participles and to-infinitives 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 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: *Revision and Exercises: (40 ms) I Circle the letter before the word that can be best replaced with the word(s) in italic Thanh Ba Post Office is equipped with advanced technology A modern B outdated C fashionable D beautiful Thanh Ba Post Office has a spacious and pleasant front office A cramped B large and with a lot of space C narrow D safe Our post office offers the best services with a well-trained staff A rule B impolite C beautiful D qualified Your EMS mail will be delivered in the shortest possible time A European Monetary System B Enhanced Messaging Service C Express Mail Service D Emergency Mail Service Express Money Transfer is a speedy and secure service for transferring money in less than 24 hours A fast and fixed B fast and protected C slow and safe D useful and confident II Choose the correct answer: 1.I can answer the question ……………… you say is very difficult A which B whom C who D whose This is Mr Jones, ………… invention has helped hundreds of deaf people A which B that C whose D whom Tom, …………… sits next to me, is from Canada A that B whom C who D whose The volunteers, …………… enthusiasm was obvious, finished the work quickly A who B whom C whose D that Many scientists have claimed that ……like music are often good at mathematics A children B children who C children whom D whose children My friend, ……………… I visited lask week, is taking a holiday soon A that B whom C which D whose The doctor re examining a patient …………… was taken to hospital last night A which B who C whom D whose A pacifist is a person …………… believes that all wars are wrong A who B whose C whom D which My friend, ……………… hated horror film, refused to go to the cinema with me A whom B which C whose D who 10 Tam, … parents died last year in an accident, has just moved ta Ha Nam to live with his uncle A whose B whom C who D which 11 We didn’t want to swim in the sea, ………………….looked very dirty A where B in which C which D that 12 The teacher …………….house is next to mine died this morning A who B whom C which D whose 13 Yesterday I went to …………………I had never been to before A Thanh Ba Post Office, that B Thanh Ba Post Office where C Thanh Ba Post Office which D Thanh Ba Post Office, which 14 Express Money Transfer is one of the quickest ways …………helps us to send money A who B whose C when D that 15 The government sent money and food to the people … houses were destroyed by the storm last week A which B that C whom D whose 16 The boy I lent my money is poor A to that B to who C to whom D whom 17 The knife we are cutting bread is very sharp A with that B which C with which D that 18 Cathy is trustworthy She’s a person upon _ you can always depend A who B whom C that D X 19 The man I introduced you to last night may be the next president of the university A whom B that C X D all are correct 20 Your career should focus on a field _ you are generally interested A on which B in which C which D that 21 What exactly is the influence of television children? A on B in C at D with 22 I have two brothers, are professional athletes A two of which B two of whom C both of whom D two of them 23 One of the people _ I admire most in the history of the world is Gandhi A that B which C whose D of them 24 Sunday is the day _ which we usually go fishing A during B at C in D on 25 The speech _ we listened last night was informative A to which B which to C to that D that th 26 The Vietnamese participants took in the 14 Asian Games with great enthusiasm A notice B notes C part D role 27 from several countries competed in many Asian Game A Spectators B Athletes C Audience D Viewers th 28 How many sports are there the 14 Asian Games? A in B on C at D to 29 The quiet country roads are ideal for cycling The word “cycling” is closest in meaning to “ ” A driving a car B riding a bicycle C kicking a ball D playing football 30 The Olympic Games is one of the biggest sporting all over the world A problems B athletes C cultures D events 31 Swimming is one of the sports A mountainous B aquatic C racing D running 32 can help athlete to improve the strength of muscles and the appearance of of the body A Shooting B Table tennis C Weightlifting D Playing chess 33 On some special occasions, people often march and demonstrate to show their A nation B event C culture D solidarity th 34 Vietnam won gold in the 15 Asian Games A degrees B medals C awards D boards 35 Nearly 500 from 11 nations took part in the first Asian Games in New Delhi,India A viewers B spectators C athletes D passers-by III Combine each sentences: The movie was interesting We went to it I met the people You told me about them I couldn’t understand the woman I talked to her on the phone I want to tell you about the party I went to it last night The music was gentle We listened to it last night Alice likes the foreign family She is living with them The market has refresh vegetables I usually go to it The man is over there I told you about him The film is fantastic They are talking about it 10 She’s the nurse We gave the flowers to her THE FEEDBACK I.1.A 2.B 3.A 4.C 5.B II.1.A 2.C 3.C 4.C 5.C 6.B 7.B 8.A 9.D 10.A 11.C 12.D 13.B14.D 15.D 16.C 17.C 18.B 19.D 20.B 21.A 22.C 23.A 24.D 25.A 26.C 27.C 28.C 29.B 30.D 31.B 32.C 33.D 34.B 35.C IV.Homework: ( 2ms) - Review the grammar from U.6 to U.16 to prepare for the term Period : 96 Date :9/5/2015 THE 2ND TERM TEST MULTIPLE CHOICE (7 Points ) *Choose the best answer 1.She …… tries her best to climb this wall A can B.could C.is able to D.can be The man I introduced you to last night may be the next president of the university A whom B that C X D all are correct 3.It is said that he attacked him A.It is said to have attacked him B.He is said to have attacked him C.It is said to attack him D.It said that he attacked him The Olympic Games is one of the biggest sporting all over the world A problems B athletes C cultures D events 5.Family members …………at a large party with roast turkey on Thanksgiving A gather B organize C wear D parade The …………………… of the world has been increasing faster and faster A popular B populate C population D populated 7.They congratulated …………….the exams with high marks A.pass B.having passed C.to pass D on passing 8.A…………is a person chosen or appointed on behalf of anothern person or a group A.worker B.judge C representative D.team 9.Many young high school and college students spend hours helping …….aged A.the B.an C A D.these 10.John, ……you need to search for,came back days ago A.who B.whom C.that D.A & C 11 They are busy ………………… the room A to decorate B decorating C decorate D being decorated 12 When the firework …………………off, the dog …………… away A had gone/ ran B went / had run C went / ran D went / was running 13 It is a beautiful day,………… ? A.isn't it B.it is C.it is not D.is it 14 Mrs Kelly didn’t want ……………… on A being operated B to be operated C to operated D to be operating 15 The bus driver was so tired of ……the same route every day that he asked for a transfer A to drive B being driven C driving D drive 16 Do you want ……………………by the doctor? A to examine B to be examined C being examined D being to examine 17 Alice didn’t expect ……………………….to pay the bill A asking B being asked C to ask D to be asked 18 The mouse family avoided …………………by coming out A catching B being caught C to have been caught D to be caught 19 My boss doesn’t …………… me to use the telephone for private calls A let B get C know D allow 20 If you were here yesterday, you would have seen Jean A B C D 21 He said that if he has more time, he would have come to see us A B C D 22.They accused him ……………having stolen the bicycle A in B for C about D of Choose the word whose underlined part is pronounced differently from the others: 23.A mutual B machine C charity D childish 24.A donation B remote C low D comfort 25.A.studied B.learned C.turned D.kissed 26.A.trips B.trousers C.names D.keys Read the passage and choose the best answer for each blank I’m going to a wedding (27) …………… Saturday my great friend, Marie, and her fiance’, George, are getting married They have known each other for five years, but they have only been going(28)……….together a short time I must say, we were all rather (29) ………… when they announced that they were engaged The wedding will be in the church near Marie’s home and afterwards there will be a party in the Church Hall There will be almost a hundred (30) ………….at the party Besides both their families, all Marie’s friends from college will be at the wedding and Marie and George have also invited a lot of people from the office where they both work The party should be great fun There will be lots of food and drink There is also going to be a band We all expect that it is will go on until late in the evening 27 A last B next C at D from 28 A.out B.in C.of D.off 29 A delightful B surprised C amazing D shocking 30 A visitors B guests C members D crowds WRITING: (3 points ) Rewrite each sentences, beginning as shown,so that the meaning stays the same He didn’t hurry, so he missed the train If……………………………………………………………………………… 2.He lives in the house that was built in 1920.(Relative clause replaced by a participle ) ……………………………………………………………………………… Because I didn’t turn left , I lost my way If ……………………………………………………………………………… 4.She is not nice She is not clever (Neither……… nor…… ) ……………………………………………………………………………… FEEDBACK C 11 D 12 B 13 D 14 A 15 C 16 D 17 C 18 A 19 10 A 20 B 21 B A 22 D A 23 B B 24 D C 25 D B 26 A D 27 B B 28 A D 29 B B 30 B 1.If he had hurried, he would not have missed the train 2.He lives in the house built in 1920 3.If I had turned left , I would not have lost my way 4.She is neither nice or clever TEST MATRIX TOPICS I Phonetics: (4 questions, 0,25 mark for each correct answer) The sounds / /, / /, and / /, / :/ II Reading: (4 questions, 0,25 mark for each correct answer) - Choose correct words to fill in the blanks (4 questions) – The writing "George and Marie’s wedding" III Structures and vocabulary: (20 questions, 0,25 marks for each correct answer) - Conditional sentences - Defining relative clause - Non-defining relative clause - Omission of relative pronouns - It is said that …… - Vocabulary - Conjunctions Could/ be able to IV Writing: - Identifying error (2 questions 0,25 mark for each correct answer) - Combine sentences into one with If clauses (4 sentences and 0,75 mark for each one) TOTAL SENTENCES TOTAL MARKS PERCENTAGES KNOWLEDGE COMPREHENSION APPLICATION TOTAL 1 2 2 1 1 1 2 20 1 1 16 4,2 42% 11 3,65 36,5% 2,15 21,5% 34