... WORK?
4. They can avoid the < /b> supervision of teachers
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
Teacher
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
3.Children are keen on going to work although
they encounter the < /b> ...
about starting work
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
Singer
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
Why those things happen to them?
The < /b> unsatisfactory nature of the < /b> guidance given
at home and in the < /b> school.
UNIT < /b> ...
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
WHY DO MOST BOYS AND GIRLS WANT TO WORK?
3. The < /b> keenness to go to work in order to
“help Mum out with the < /b> money at home”.
UNIT < /b> 2:< /b> THE < /b> FIRST JOB
Engineer
UNIT < /b> 2:< /b> THE...
... Months of the < /b> year
January
February
March
April
May
June
July
August
September
October
November
Decmber
What’s the < /b> date today?
It’s October 10
th
20< /b> 08
Matching (Ex 2 < /b> WB pages ...
november
20< /b>
20< /b> 08
Homework
Homework
Do exrcise 1 ( 12)< /b>
Do exrcise 1 ( 12)< /b>
May
August
October
July
March
June
july
3
20< /b> 08
February
1
20< /b> 08
THE < /b> END
... What’s the < /b> date today?
It’s October 10
th
20< /b> 08
Matching (Ex 2 < /b> WB pages 23< /b> )
a- 1
st
1- sixth
b- 2
< /b> nd
2-< /b> ninth
c- 3
rd
3- seventh
d- 4
th
4- first
e- 5
th
5- tenth
f-...
... đu, ban đu
21< /b> . biography /
baI
/
OgrCfI/ (n): [count] a book that someone writes about someone else’s
life. A
book that someone writes about their own life is called an autobiography.
21< /b> . ... have been cutting the < /b> grass.
2.< /b> The < /b> activity stops after the < /b>
moment of speaking and you are
speaking about a result.
ã I have painted the < /b> room. (finished)
2.< /b> The < /b> activity started in the < /b> past ... into the < /b> air through a hole at the < /b> top. Some volcanoes are not immediately
dangerous because they are not active and have become dormant. Others will never be dangerous
again because they are...
...
glitch, instead of blaming
themselves, they have fun
solving the < /b> problem.
They prefer to wait until a new
technology is proven before they
try it. Even then, they may resist
until they are convinced ...
community project for a
community radio should be
focused on the < /b> needs of its
members: the < /b> radio
broadcasters.
It is critical to the < /b> success of your online community project to identify
the < /b> ... classify the < /b> attitude of the < /b> following radio
broadcaster towards the < /b> use of Internet in the < /b> community?
Eager
Hesitant
Resistant
Click on the < /b> answer of your choice
I’m able to use the < /b> computer, but...
...
glitch, instead of blaming
themselves, they have fun
solving the < /b> problem.
They prefer to wait until a new
technology is proven before they
try it. Even then, they may resist
until they are convinced ... what bias they
bring that may affect the < /b> way they
responded to questions.
Maybe there is a sub-group of
people who are less versed in use
of the < /b> Internet and this had a
major impact on the < /b> ... classify the < /b> attitude of the < /b> following radio
broadcaster towards the < /b> use of Internet in the < /b> community?
Eager
Hesitant
Resistant
Click on the < /b> answer of your choice
I’m able to use the < /b> computer, but...
...
BACK-TRANSLATION
FLU-
ENCY
A
DE-
QUACY
MEAN NIST BLEU
O
RTHO-
B
LEU
NIST BLEU
ORTHO-
B
LEU
2,< /b> 49 3,06 2,< /b> 78 1,31 0,01 39, 72%< /b> 2,< /b> 90 0 ,25< /b> 68,94%
Table 2:< /b> Average BLEU, NIST and OrthoBLEU ...
analogous scores for the < /b> back-translations. In this
case the < /b> English source sentences served as the < /b>
reference. As can be seen from the < /b> table, the < /b> val-
ues are higher for the < /b> back-translations. ... such as BLEU are well established,
but have the < /b> drawbacks that they do not per-
form well at the < /b> sentence < /b> level < /b> and that they
presuppose manually translated reference texts.
Assuming that the...
... faster / the < /b> more
b. The < /b> faster / the < /b> more probable
c. The < /b> more and more fast / the < /b> more and more probable
d. The < /b> more fastly / the < /b> probable
Choose the < /b> sentence < /b> which has the < /b> closest meaning to the < /b> ... plays well but the < /b> others play better.
b. John as well as other players of the < /b> team plays very well.
c. Everyone in the < /b> team, but John, plays very well.
d. John is the < /b> best player of the < /b> team.
33. ... _______ the < /b> food
is, _______ he likes it.
a. The < /b> hotter / the < /b> more and more b. The < /b> hotter / the < /b>
more
c. The < /b> more and more hot / the < /b> more d. The < /b> hottest / the < /b> most
24< /b> . Of course you can come to the...
... note
these answers.
Work with a partner
Talk about two jobs.
Listen and write into notebooks.
V/ Draw experience
Unit < /b> seven: The < /b> world of work.
B/ The < /b> worker. (B 2 < /b> + B3 ) ... + B3 )
I/ Objectives.
By the < /b> end of the < /b> lesson, the < /b> students will be able to read comprehension
and then compare some information .
II/ Language contents.
1, Vocabulary: feed, buffalo, pig, ... students talk about two jobs:
mechanic and farmer.
Call some students to practice in front
of the < /b> class.
Listen and correct their mistakes.
@ Rewrite two jobs into notebooks
and learn by heart....
... Unit < /b> 9: The < /b> body
Lesson 2(< /b> A3-4 )
I. Objectives: By the < /b> end of the < /b> lesson, the < /b> Ss will be able to learn adjectives to
describe Physical Appearance.
II. Language ... crosses:
tall old fat
thin heavy big
light short new
+ Remember:
S + be + adj
* Homework:
- Learn vocabulary by heart.
- Write the < /b> sentences to describe the < /b> people in
... Check vocabulary:
7'
- Have the < /b> Ss listen to the < /b> tape
(two times) and write the < /b> order
(1 .2.< /b> 3.4) of the < /b> people described.
- Call some of the < /b> students...
... drill:
1. They modernize the < /b> ao
dai nowadays.
2.< /b> Nowaday, only women
wear ao dai.
3.They added these patterns
to the < /b> ao dai.
4.They make the < /b> ao dai from
silk.
Change the < /b>
sentences ...
Read the < /b> text
individually
Read the < /b> text
again and
complete the < /b>
sentences,
using the < /b>
information
from the < /b> text
Read the < /b> text
again to
prepare the < /b>
answers
2.< /b> Gap fill: ... cue drill:
Change the < /b> sentences in to
passive voice.
1 .The < /b> ao dai is modernized
nowadays
2 < /b> .The < /b> ao dai is worn by women
nowadays
3 .The < /b> ao dai is added these
patterns
4 .The < /b> ao dai is made...
... interview their fiends
with the < /b> questions in the < /b> table
Ask Ss to report the < /b> result of
their survey in their group.
Interview fiends with
the < /b> questions in the < /b>
table
Report the < /b> result of
their ... 8
UNIT < /b> 2:< /b> CLOTHING
Lesson 2:< /b> Speaking
I. Aims of the < /b> lesson :
By the < /b> end of the < /b> lesson Ss will able to ask and respond to questions on
personal references.
II. Teaching aids:
Textbook, ... last
section of the < /b> survey about what
ss wear
Questions
1. what do you usually wear
on the < /b> weekend
2.< /b> Why do you wear these
clothes
3. what is your favorite type of
the < /b> clothing? why...
... guess
the < /b> the meanings
of the < /b> words from
T's eliciting
Repeat in chorus
then individually
Go to the < /b> board
and rewrite the < /b>
vocabs.
- Look at the < /b>
pictures and
answer the < /b>
questions. ...
2.< /b> Guessing.
Period 9
UNIT < /b> 2:< /b> CLOTHING
Lesson 3: Listening
I. Aims of the < /b> lesson :
- By the < /b> end of the < /b> lesson, Ss will be able to listen for specific information,
describe what ... Textbook, board, record, tape. …
III. Teaching steps:
Teacher’s tasks Student’s tasks Display on the < /b> board
I. Warm up:
*Network
Divides class into 2 < /b> teams, Ss from
each team go to the < /b> board...
... the < /b> board
I. Warm up:
*Pelmanism
Get Ss to play in 2 < /b> groups,
find out the < /b> numbers that
content the < /b> same verbs
Play in 2 < /b> groups, find
out the < /b> numbers that
content the < /b> same verbs
... will be able to understand the < /b> text for details
about jeans.
B. Teaching aids:
pictures, poster, chalk, board, textbook,….
C. Teaching steps:
Teacher’s tasks Students’ tasks Display on the < /b> ... to
answer the < /b> questions
1. Where does the < /b> words jeans
come from?
2.< /b> What was the < /b> 60 s’ fashion?
3. Why old more and more
people begin wearing in the < /b>
-Read the < /b> text to check
the < /b> answers...
... recognize their
mistakes
- Ss write their answer into their notebooks
* the < /b> key: (De I)
1 A 11. D 21< /b> . B 31. D 41. B
2.< /b> D 12.< /b> D 22< /b> . C 32.< /b> A 42.< /b> A
3. C 13. B 23< /b> . B 33. D 43. D
4. A 14. C 24< /b> . A ... 34. C 44. C
5. D 15. A 25< /b> . B 35. C 45. D
6. C 16. B 26< /b> . C 36. D 46. D
7. A 17 .B 27< /b> . C 37. D 47. D
8. A 18. D 28< /b> . D 38. D 48. A
9. B 19. B 29< /b> . B 39. B 49. B
10. A 20< /b> . C 30. D 40. A 50. C ... different
from the < /b> rest.
III. choose the < /b> text and choose the < /b> best option to
fill in the < /b> blank
- after explaining their mistakes, teacher gives
the < /b> answer to them.
- Ss listen to the < /b> teacher...