... third
had a reasonable sound, knowledge of the
tasks, which would be involved in the jobs
of their choice.
UNIT 2: THE FIRST JOB
I. PRESENTING THE LESSON
NEW WORDS:
1. play ….down (v):
2. ... aside (v):
Ex: They decided to put aside their difficulties
make st less important
eager
ignore, forget.
UNIT 2: THE FIRST JOB
Businessman
UNIT 2: THE FIRST JOB
WHY DO MOST BOYS AND GIRLS ...
UNIT 2: THE FIRST JOB
Singer
UNIT 2: THE FIRST JOB
Why those things happen to them?
The unsatisfactory nature of the guidance given
at home and in the school.
UNIT 2: THE FIRST
JOB
D. ...
... cutting the grass.
2.The activity stops after the
moment of speaking and you are
speaking about a result.
ã I have painted the room. (finished)
2.The activity started in the past and is
... ASH, and LAVA
(=melted rock) into the air through a hole at the top. Some volcanoes are not immediately
dangerous because they are not active and have become dormant. Others will never be dangerous ... businesses that
says
what each must do for the other or give to the other: hp đng
15. acclaimed /
C
/
kleImd/ (adj): publicly written and talked about in an admiring way: đc
tha
nhn, đc...
... change. The best way to deal with
stakeholder attitudes is to understand them.
2. Understanding Needs and Assessing Opportunities - 3. Assessing the user’s needs – page 12
People can have different ... will be served by and participate in the
community.
Online activities need to focus around their needs.
Why needs assessment is important
2. Understanding Needs and Assessing Opportunities - ... and social
barriers
Defining your idea: building up your team and identifying goals
2. Understanding Needs and Assessing Opportunities - 3. Assessing the user’s needs – page 10
Focus group discussions...
... technology and change
is to understand them.
2. Understanding Needs and Assessing Opportunities - 3. Assessing the user’s needs – page 12
People can have different technology attitudes.
According ... What do the other
community members think? Have they already tried
to use Internet? If they have not, maybe there is a
reason…
Dealing with people’s resistance
2. Understanding Needs and Assessing ... and social
barriers
Defining your idea: building up your team and identifying goals
2. Understanding Needs and Assessing Opportunities - 3. Assessing the user’s needs – page 14
Form to identify...
... author according to the standard
criteria of fluency and adequacy. Hereby the
scale provided by Koehn & Monz (20 06) was
used which assigns values between 1 and 5. We
then for each sentence ... completed the human judgments, we
next computed automatic judgments using the
standard BLEU score. For this purpose we used
the latest version (v 12) of the NIST tool, which
can be freely downloaded ...
By doing so we must emphasize that, as de-
scribed in the previous section, the BLEU score
was not designed to deliver satisfactory results at
the sentencelevel (Papineni et al., 20 02) , and...
... energy d.
programmer
21 . As she did so, her parents became _______.
a. the angriest b. the most angry
c. the more angry d. angrier and angrier
22 . People should eat ____ and do ____ to reduce the ... _______.
a. The more the merrier b. The more and the merrier
c. The more and merrier d. The more and more merrier
25 . I feel _______ I did yesterday.
a. much more tired than b. many more tired than
c. ... _______ the food
is, _______ he likes it.
a. The hotter / the more and more b. The hotter / the
more
c. The more and more hot / the more d. The hottest / the most
24 . Of course you can come to the...
...
Read the text and guide students to
read.
Ask them to read the text. Go around
the class and help them to read.
Call some students to read the text.
Listen to students and correct their ... experience
Unit seven: The world of work.
B/ The worker. (B 2 + B3)
I/ Objectives.
By the end of the lesson, the students will be able to read comprehension
and then compare some information ... father?
Now you read the text to know some
information about him.
@Ask students to look at the picture
and answer the question.
This is Hoa’s father. What does he
do? Where does he work?
What...
... Have the Ss listen to the tape
(two times) and write the order
(1 .2. 3.4) of the people described.
- Call some of the students to give
the answers.
- Have the Ss listen again and
check the ...
- Have the Ss practice in groups (
each group is about 10-15
students), describe themselves and
their friends.
- Control the Ss to play a game:
noughts and crosses.
1 -d
2- c
3-b
4-a ... Unit 9: The body
Lesson 2( A3-4 )
I. Objectives: By the end of the lesson, the Ss will be able to learn adjectives to
describe Physical Appearance.
II....
... stripes to the ao dai.
* Words cue drill:
1. They modernize the ao
dai nowadays.
2. Nowaday, only women
wear ao dai.
3.They added these patterns
to the ao dai.
4.They make the ao dai from ... the
sentences in to
passive voice
*Words cue drill:
Change the sentences in to
passive voice.
1 .The ao dai is modernized
nowadays
2 .The ao dai is worn by women
nowadays
3 .The ao dai ... cleaned the board
The board was cleaned by
me
3. Practice:
going to read a text about the
traditional dress of VN.
Aks students to read the text
individually
* Gap fill:
Asks students...
... to discribe
a student in the class then gets
class to listen and guess who
he/she is .
Ex:S- He is wearing a white
Listen to the
description the try to
find out the student
which is discribed ... interview their fiends
with the questions in the table
Ask Ss to report the result of
their survey in their group.
Interview fiends with
the questions in the
table
Report the result of
their ... Period 8
UNIT 2: CLOTHING
Lesson 2: Speaking
I. Aims of the lesson :
By the end of the lesson Ss will able to ask and respond to questions on
personal references.
II. Teaching aids:...
... and guess
the the meanings
of the words from
T's eliciting
Repeat in chorus
then individually
Go to the board
and rewrite the
vocabs.
- Look at the
pictures and
answer the ...
each team go to the board and write
the relative words to clothings. The
team which write more words in
limited time is the winner.
Go to the board
and write the
words of
clothings ...
II. Teaching aids:
- Textbook, board, record, tape. …
III. Teaching steps:
Teacher’s tasks Student’s tasks Display on the board
I. Warm up:
*Network
Divides class into 2 teams, Ss from...
... from?
2. What was the 60 s’ fashion?
3. Why old more and more
people begin wearing in the
-Read the text to check
the answers
Read the text to fill in
the missing dates and
words exercise ... fill in the missing
dates and words in exercise a
on page 17.
? Work individually
* Question and answer
- Have Ss to work in pairs to
answer the questions
1. Where does the words jeans ... from a kind of
material that was made
in Europe.
2 -The 60’ fashions
were embroidered jeans
*Consolidation.
V+Ving:( stop, like,love,start,)
Adj+ Prep+Ving:( fond of, proud of, good at,…)...
... teacher and recognize their
mistakes
- Ss write their answer into their notebooks
* the key: (De I)
1 A 11. D 21 . B 31. D 41. B
2.D 12. D 22 . C 32. A 42. A
3. C 13. B 23 . B 33. D 43. D
4. ... 14. C 24 . A 34. C 44. C
5. D 15. A 25 . B 35. C 45. D
6. C 16. B 26 . C 36. D 46. D
7. A 17.B 27 . C 37. D 47. D
8. A 18. D 28 . D 38. D 48. A
9. B 19. B 29 . B 39. B 49. B
10. A 20 . C 30. D 40. ... explains the purposes of the test
- T. explains each part and how to do them:
I. pick out the word which has the underlined
part pronounced differently from the rest.
II. pick out the word which...