GIÁO ÁN 10

Teacher: Lê Văn Ngọc English group Lesson plan 10

TUẦN IPeriod:1

INTRODUCING THE PROGRAMS OF ENGLISH 10

****** I.OBJECTIVE:

Guiding students how to learn English 10II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to answer some questions:3- New lesson:

T Teacher’s activities Students’ activities WARMER -UP: Lucky Number

-T divides the whole class into two groups and play game1.Lucky Number2.How many boys are there in your class?3.Do you know what your English teacher’s name is?4.Lucky Number5.What do you prepare for this semester?6.Do you like studying English ?Why or Why not ?7.How do you learn English well?8.Do you speak English fluently?

PRESENTATION:I-Content: Including six topics1.You and me2.Education3.Community4.Recreation5.Nature and Environment6.People and places-> six topics are divided into sixteen unitsII-The design of each unit in textbook:1.Unit: express the theme2.Reading:developing reading skill3.Speaking:developing speaking skill4.Listening:developing listenning skill5.Writing:developing writing skill6.Language focus:learning grammar and pronounciation-After 3 unit , you have one period for

-Work in group of two.The leader of each group chooses a number for your own group and do the following requirement in each question.If the answer is correct,they will get 10 marks.

-Students listen to T’s explanation about six topics

-Listen and take notes in their notebooks.

-Listen and take notes in their notebooks.

Năm học:2009 – 2010 Page1 THPT Thống Nhất

Ngày soạn :08./08/2009Ngày dạy : 12./08/2009


test yourself.It helps you test yourself about what you’ve learnt.III-Test:1-check frequence knowledge for the previous lesson.2-Fifteen minutes test (3 times)3-One period test (2 times )4-Semester test (Once for each semester)IV-The new point in learning E 10-Communicative method /approach-Task - based method /teaching-The book is designed with 4 skills-Commplete and various tests- Learner - centered approachV-Results: PRODUCTION-T asks Ss to work in pairs and make acquainted with a friend by using suggested questions:1.What’s your name?2.How old are you?3.Where do you live?4.Where do you study?5.What subjects do you study at school?6.What’s your favourite subject?Why do you like it?7.What do you often do in your free-time?8.What do you want to be in the future?

Work in pair and make a small conversation with a friend.

4-Consolidation:-Retell what you’ve learnt and what you willprepare for this semester 5-Homework -Prepare Unit1 Lesson1:READING



TUẦN I Unit 1.A DAY IN THE LIFE OF...........Period:2

A.READING

I.OBJECTIVES:By the end of the lesson Ss will be able to improve reading skills as scan for specific information and guessing meaning of words based on context

II.TEACHING AIDS: text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: No check3- New lesson: Lesson 1 :READING

T Teacher’s activities Students’ activitiesWARM UP-T asks Ss to close your textbooks and then share handouts.-T asks Ss to match the work and places together. 1.teacher a.market 2.doctor b.school 3.worker c.hospital 4.seller d.field 5.farmer e.factory-After 3 minutes ,T goes around the class and asks Ss T:Where does a teacher work? S:He/she works at a school.............................................................-T : to understand more about the life of a famer, today we learn Unit 1.PRE-READINGActivity1:Describe the picture-T asks Ss to look at the picture on page 12 and talk about the activities of people in the picture * Who is he /she? * What is he/ she doing? * where is he/ she doing?...Activity2:Present vocabulary:T helps Ss to explain some newwords+ peasant [ pezent]= farmer+to lead the buffalo to the field.+to plough and harrow:+to repair the banks of the pilot of land ( translation):+ fellow peasant(n) farmer working in the same field.

Ss listen to T’s requirementSs work in groups of four

-Ss work in pair:Ask and answer the same model.

Ss answer T’s questions and Brainstorming:Farmer->He leads the buffalo to the field.

Ss read silent through the text and find newwords and phrasesSs listen to teacher’s explanation and take notes

The whole class pronounce all words in chorus.

-Work individually and compare the answer with a partner.


Ngày soạn :...../08/2009Ngày


+to pump water:+To take a short rest(translation):to have a rest for a short time.+transplant (v):grow rice-T asks Ss to pronounce above words and phrases loudly in chorusWHILE- READING-T asks Ss to read through the text and practise TASK in textbookTASK1:Multiple choice-T asks Ss to read the passages individually and choose the option A,B or C that best suits the meaning of the italicised words.-T goes around the class and provides helf if necessary.-T calls on some Ss to read aloud their answers. Ask them to explain their choice.TASK2:Answering Questions:-Have Ss work in pair and ask and answer about the passages-Call on some pair to do the task in front of the class.-Give feedback and suggested answersTASK 3:Note completion-T ask Ss to scan the passage and make a brief note about Mr Vy and Mrs Tuyet’s daily routines.-Tell Ss to compare their notes with a friend.-Give correct answerPOST- READINGT asks Ss to close your textbooks and discuss about the activities of daily life Mr Vy and Mr Tuyet.Talking about activities of daily life of your parents.

Expected answer:1C ,2C ,3A ,4A

-Work in pairsExpected answer:1.He’s a peasant or farmer2.He gets up at 4.30 and then he goes down.......-Work in groups

-Work in small groups of four and then representive of each group present their ideas in front of class.

4-Consolidation:-Talk about activities of somebody’s daily life 5-Homework -Learn newwords and phrases by heart - Prepare next lesson SPEAKING

TUẦN I Unit 1.A DAY IN THE LIFE OF...........Period:3




B. SPEAKING I.OBJECTIVE:

By the end of the lesson Ss will be able to:- speak about one’s daily life

II.TEACHING AIDS:handouts; text bookIII.PROCEDURE

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to talk about your parent’s activities of

daily life3- New lesson: Lesson 2 :SPEAKING

T Teacher’s activities Students’ activitiesWARM UP-T gives handouts that writes ten subjects on the blackboard.1.Civic education 6.Biology2.Technology 7.Chemistry3.Mathematics 8.History4.Physics 9.Geography5.Literature 10.Physical education-T intoduce the new- lessonPRE-SPEAKINGHow to say the time-to help Ss to revise how to say the time,T asks Ss to match a number A with a suitable phrase in BHandout1:

A B7:158:058:559:4510:4017:006:0018:30

a.a quarter to tenb.five to ninec.five past eightd.a quarter past sevene.twenty to elevenf.half past six p.mg.five o’clock p.mh.six o’clock a.m

-T can help Ss remember the ways to say the timeWHILE- SPEAKING-T asks Ss to practise TASK in textbookTASK1:Set the scene-T asks Ss to look at Quan weekly timetable on page 15.Ask and answer questions with a partner,using the information from the timetable.Model:T makes a short dialogue with a student

Ss work in group of twoSs have 3 minutes to remember all subjects and then write down them on the blackboard.If the group has more correct words,they will be winner.

-Ss work individually and the compare their answers with a friend.Expected answer:1d,2c,3b,4a,5e,6g,7h,8f

.

Ss look at Quan weekly timetable and work in pairs.

Ss work individually and talk about Quan’s activities, using the picture .Note :Use some



T: What time does Quan have Civic education less on Moday?S:He has Civic education at a quarter past seven on Monday.T:What lesson does Quan have at quarter past seven on Monday?S:He has Civic education lesson .TASK2:Describe the picture-T keeps Ss work in pair and ask them to study the picture.T may help by asking questions such as:*What is Quan doing in picture A?* Is he getting up ?*What time does he getup?.........-T goes around the class and provides helf if necessary.-T calls on some Ss to Speak aloud their answers. POST- SPEAKINGT asks Ss to close your textbooks and tell your classmates about your daily rountine.Note:Ss only talk about their main / important activities.-T calls some Ss to present in front of class and give them mark.

conjunctions such as:Then.......... After.......... After that.. Last.........-Ss work individually and then present in front of class.

.

4-Consolidation:-Ask and answer about somebody’s daily routine 5-Homework -Write a short passage about 50 words about your daily life - Prepare next lesson LISTENING



TUẦN 2 Unit 1. A DAY IN THE LIFE OF...........Period:4 LISTENINGI.OBJECTIVES:

By the end of the lesson Ss will be able to develop such listening skill as listen for specific information

II.TEACHING AIDS: text book; cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Calling 2students to go to the blackboard:Ask abd answer about

someboby’s daily life.3- New lesson: Lesson 3 :LISTENING

Teacher’s activities Students’ activitiesWARM UP:Categorising-T asks to work in groups and put the sentences into the correct column:He is a teacher

He is a farmer

He is a cyclo driver

He gets up very early He works in the schoolHe works in the streets He gets people from one place to He works with children another.He lives in the country He meets a lot of peopleHe corrects homework He works in a farm.PRE-LISTENINGActivity1:Ask and answer - Tell Ss to work in pair to ask and answer the following questions:1.Have you ever travelled by cyclo?2.When was it ?3.Is it interesting to travel by cyclo?4.Which do you prefer, going by bicycle or by cyclo ? give reasons.Activity 2:Pronounce these words ( textbook)-T can explain these words quickly and asks Ss to listen and repeat+ district (n): smaller than a province+drop (v):leave somebody at a place:+ pedal ['pedl] (n): baøn đạpWHILE- LISTENING-TASK1:Matching pictures-T asks Ss to open their textbooks and describe the pictures first.Then T asks Ss to discuss the groups to guess the correct order of pictures.-Play the tape twice and checks the class.

Ss work in group of threeEach group put the sentences into the column of their group

Work in pairs.

Listen and repeat after TTake notes some meaning of newwords

Work in group and describe the pictures in textbook

Listen to the tape and give their answers.


Ngày soạn :...../..../2009Ngày dạy : :...../.../2009


-Play the tape the last time and give feedback.

TASK2:True or false-T asks Ss to read the statements carefully first.-Play the tape again and ask Ss to listen and decide whether the statements are true or false.-Call on some Ss to explain their answers

AFTER- LISTENINGTell Ss to work in pairs and ask and answer questions about Mr.Lam’s Activities by using the cues below.Name............................start......................work......................lunch......................occupation......................passengers......................rest-T goes around the class and offer help if necessary.-Call on some pairs and ask and answer in front of class.Suggested answers:1.What is the man’s name?2.What does he do?3.What time does he start work?4.Who are his passengers?Is his first passenger an old man?5.Where does he have lunch?6.Does he take a rest?-From above imfotmation ,retell the story in front of class.

Expected answer:1e,2f,3a,4c,5b,6dExpected answer:1F(not given)2T3F( He takes his passengers from District 5 to District 1)4F( His first passenger is an old man)5F(He has lunch at a food stall near Ben Thanh Market)6F(He takes a short a rest)

Pair-work

.

4-Consolidation:-Retell the story that you have just listen 5-Homework -Write a story about 50 words about Mr Lam - Prepare next lesson WRITING



TUẦN 2 Unit 1.A DAY IN THE LIFE OF....Period:5

D.WRITING I.OBJECTIVES:

By the end of the lesson Ss will be able to:-write a narrative

II.TEACHING AIDS: text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to retell the story about Mr Lam3- New lesson: Lesson 4 :WRITING

T Teacher’s activities Students’ activities

4’

6’

WARM UP:Answer questions-T asks Ss to close their textbooks and answer Qs:1.Have you ever heard a frightening story / an interesting story ?2.When did it happen?3.Where did it happen?4.How did you feel about that?-T introduces the situation.Now we study a frightening storyPRESENTATIONActivity 1:Read the story-T helps Ss to read the story and find all the verbs that used in the past simple and the connectors( time expressions)in the story.-T goes around to help if necessary-T calls on some Ss to give answers-T can explain the form and uses of the Simple Past*It is used to express a habit ,an action in the pastActivity 2:Vocabulary+ be due to (a): because of, owing to+ stare death in the face(v): so scared, afraid+ take off (v) (plane) leave the ground+ air hostess(n) person who takes care of passengers on a plane+ be in danger(v) to be in dangerous situation

PRACTICEActivity 1: Practise TASK in textbookTASK2-T explains to Ss the format of a narrative: the vents, the climax, and the conclusion.-T instructs the requirement in task 2 and skim the text and then identify the events, the climax,

-Ss listen to T’s Questions and answer :1.Yes, I have/ No, I haven’t2.It happened when I was young ../when I was in the 10th grade...3.At my house/in my school/ In my neighbourhood...4.It made me frightened/ happy / bored.-Work in groups and list all verbs and the connectorsExpected answer:Started took of was/wereAnnounced began gotArrived felt realized-At first,then,just,on that day, a few minutes later, one hour later.-Ss listen to T’s eliciting-Ss copy down

-Work in groupsExpected answer:The events:got on plane, plane took off, hostesses


Ngày soạn :...../.../2009Ngày dạy : :...../..../2009


7’

and conclusion-T goes around the class and offer help ifr necessary

-T asks Ss to report their results

PRODUCTION:TASK3:Write a narrative

-Ask them to work individually , use the promts in task 1 to build up a narrative about a hotel fire.

-Encourge Ss to finish the writing under time presure-Ask Ss to have peer correction- Call on some Ss to read aloud their writng in front of calss-T comments and corrects mistakes if necessary.

were just begginning to serve lunch when began to shake, plane seemed to dip,people sreamed in panic.The climax:We thought we had only minutes to live.The conclusion:Pilot announced that everything was all right, we landed safely-Work individually, then the whole class.

4-Consolidation: -How to write a narrative? -Which tenses do you use in your passage

5-Homework: -Complete your writing - Prepare next lesson LANGUAGE FOCUS

TUẦN 2 Unit 1 A DAY IN THE LIFE OF...........Period:6 E. LANGUAGE FOCUS


Ngày soạn :...../..../2009Ngày


I.OBJECTIVE:

By the end of the lesson Ss will be able to :-identify the sounds :/ I / and / i : /-Reviewing the present and past simple tense and adverbs of frequency

II. TEACHING AIDS: text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Writing a sentence with suggested words3- New lesson: Lesson 4 :LANGUAGE FOCUS

Teacher’s activities Students’ activitiesWARMER:Categorising-T asks Ss to work in groups and give out 10 to 15 words and tell Ss to put them under correct headingAdv of manner

Adv of frequency

Adv of time

Advebs:tommorow, sometimes, carefully, beautifully. Yesterday,always,never, a few days ago,usefully.......PRONOUNCIATION: /I/ - /i:/1.Example: sheep ship /i:/ /I/-T helps Ss to distinguish two sounds-Ask them to listen and repeat2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR AND VOCABULARYReview the present simple tense and past tense-T asks Ss to work in pairs and discuss the form and use of the present simple tense, past tense- T takes notes on the blackboard.Exercise 1:complete the blanks in the passage, use the correct present simple form of the verbs in the box.-Ask Ss to compare the answers with a friend.-Calls on some Ss to read the completed passageExercise 2 -T asks Ss to revise the adverbs of frequency:Note: the position of advs+As a rule:at the beginning+Usually, sometimes, always.....:stand

-Group work

-Listen and repeat in chorus-Note: /ea/->meat /e/ ->we,equal.me, these /ee/ ->sheep, need,bee / i:/ /ie/ ->releive, believe-Work individually-Then speak loudly

-Ss listen to T and cope notes

-Work individuallyExpected answer:1is, 2 fish,3worry,4 are,5 catch,6 am, 7 catch,8 go,9 give up,10 says, 11 realize.12am.

Work individuallyExpected answer:1.He usually gets up early2.She is never late for school3.Lan sometimes practises speaking English4.Thao is always a hard -working student.



after be, before ordinary Verb, between an auxilary V and the main V-T asks Ss to do exercise 2-Feedback and give suggested answerExercise 3 -T asks Ss to work in pairs and supply the correct past simple form of the verbs in the blanks Note :verb past: Regular verb

Irregular verb -Calls on some Ss to read the completed passage aloud in front of class

Work in pairsExpected answer:1.was done 10.crept2.cooked 11.slept3.were 12.woke4.smelt 13.was5.told 14.leapt6.sang 15.hurried7.began 16.found8.felt 17.wound9.put out 18.flowed

4-Consolidation:-Pronounce:/i:/-/I/ -Tenses: simple present and simple past(form, use and adverbs)

5-Homework: -Practise all exercises again and completely - Prepare Unit 2 lesson 1 READING

TUẦN 3 Unit 2. SCHOOL TALKS Period:7 A. READINGI.OBJECTIVES:

I-By the end of the lesson Ss will be able to:


Ngày soạn :...../...../2009Ngày


-Develop such micro reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS: Text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to answer some questions about daily life.3- New lesson: Lesson 1:READING

Teacher’s activities Students’ activitiesWARMER:Brainstorming:SCHOOL-T asks Ss to give a picture about school and asks Ss to descride it school yard

teachers school playing

games

plants

-Tasks:When you meet your friend, Which topics do you often talk about? SCHOOL TALKSPRE-READINGActivity 1 Present vocabulary-T asks Ss to read through the text and find out newwords and phrases+ international language(n)+hard(adj)+ to be far + from (exp)+ traffic(n)-T asks Ss to pronounce these wordsWHILE YOU READTASK 1: GAP- FILLING-T asks Ss to complete each one blank with one of the words in the box .There are more words than the blanks.- Have Ss compare the answers with a friend- Feedback and give correct answers

TASK2 :Finding who ..........-T asks Ss to work in pairs .Read the small talks again and find out who.......-Encourage Ss to discuss with their partners to get the correct answers- Call on some pairs to explain their answers to class.-Give correct answers

-Group work of four and give more words that are related to school

-Work individually-Ss read all words in chorus-take notesLikeEnjoy + V-ingLove WantHope + to-infDecide

-Work in silent and then compare the answers with a friendExpected answer:1.enjoy 4.crowed2.traffic 5.language3.worry

-Work in pairsExpected answer:Enjoy teaching Miss PhuongHas to get up early Phong........................................................

-Work in pairsExpected answer:



TASK 3: Answering questions-T asks Ss to keep on working in pairs .Read the talks more carefully and answer the questions-Calls on some Ss to read aloud the answers of the class-Feedback and give correct answers

POST- READING*Tell Ss to work in groups : choose one of the following topics and talk about 5 minutes.-T goes to different groups and offer help if necessary.

1.He studies at Chu Van An High school2.He studies many subjects such as Math, Physics, Chemistry..3.Because it is an international language.4.She says that teaching is hard work, but she enjoys it beacause she loves working with children.5.Beacause his son has to ride his bike in narrow and crowed streets on the way to school.

-Work in groups and one representative of each group will present their topic

IV-Consolidation:-Talk about the problems in school

V-Homework -Write a paragraph about yourself ,using a first paragraph as a frame - Prepare Unit 2 lesson 2 SPEAKING

TUẦN 3 Unit 2.SCHOOL TALKS Period:8 B.SPEAKINGI.OBJECTIVE:

By the end of the lesson students will be able to make small talks in daily life.

II. TEACHING AIDS: Text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to answer some questions in previous lesson.3- New lesson: Lesson 2:SPEAKING




Teacher’s activities Students’ activitiesWARMER:Jumpled words-T asks Ss to work in groups and rearrange the jumpled words to make complete sentences1.has,nice,to,you,talking,been,it,very.2.weekend,did,nice,have,a you?3.up,later,catch,you,with.4.school,everything,how,at is?-T corrects and asks Ss to give the open and end conversation=> Today we will practise speaking conversation having starting and closing conversationPRESENTATIONTASK 1:Giving Instruction-T asks Ss to to give the expressions to open or end a dialogue.-Have Ss work in pairs to put the expressions which are commonly used in making small talks under appropriate headingStarting a conversation

Closing a conversation

-Have Ss to practise these expressions with his/ her partner.-Feedback and give correct answers TASK 2 :Rearranging Sentences-Tasks Ss to work in pairs to rearrange the sentences to make an apprpriate conversation.Let them have 3 minutes , then calls on some pairs to practise the conversation in front of class.-Comment on Ss’s performance and give feedback

TASK 3: Conversation Completion-T asks Ss to keep on work in pairs : Complete the conversation with suitable words, phrases or sentences in the box.-Calls on some pairs to practise the completed conversation in front of the class.

POST- SPEAKING-Work in groups :Make small talks on the following topics, using the starting and closing conversation- T divides the whole class into 4 groups and each group choose one of the topics and discuss

-Pair-workExpected answer:1.It has been very nice talking to you.2.Did you have a nice weekend?3.Catch up with you later.4.How’s everything at school?-Listen to T

-Work in pairsExpected answer: Starting Closing-Good morning/Hi Sorry, I’ve got to go -How’s everything Talk to you laterat school Goodbye,See you -Hello, how are you? later-Hello!What are you Great.I’ll see you doing? tomorrow.-Hi,how is school? Catch up with you later

-Work in pairsExpected answer:1D 4H 7G2F 5E 8A3B 6C

Pair - workExpected answer:A.......What’s the matter with you ?B........I feel tired.I’ve got headacheA........You’d better go home and I have a restB........

-Work in groups ,discuss the topics and then 2 representatives of each group to practise a conversationTopic 2:A:Hello, Lan.How are you?B: Fine, thanks.And you?



- Then 2 representatives will practise their conversation-the weather-last night’s TV programmes- football- plan for next weekend

-

A:Well.What did you do last night ?B:I watched a football match on TV.A:It is interesting.I love it.B:Oh, really? I wish I could see itA:See you later.

IV-Consolidation:-How to start and end a conversation -Retell the expressions about starting and ending a conversation

V-Homework -Make a conversation about one of the topics that you have learnt - Prepare Unit 2 lesson 3 LISTENING

TUẦN 3 Unit 2. SCHOOL TALKSPeriod:9

C.LISTENINGI.OBJECTIVES:

By the end of this lesson students will be able to listen to mini conversations for specific information.

II. TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to present what they like or dislike doing at school.3- New lesson: Lesson 3:LISTENING

T

Teacher’s activities Students’ activities

WARMER:Make questions for these Work in pairs




sentences1.I’m taking English.2.I really like it3.For two weeks.4.No,I’m travelling alone 5.That’s great.-T goes around the class and encourges them to make a lot questions-T calls some Ss to read their answers- T introduces the new- lesson PRE- LISTENINGActivity 1:Matching-T asks Ss to work in pairs and match a question in A with a response in B- T calls on some pairs to read aloud the qustion and response in front of the class.-Feedback and give correct answersActivity 2:Describing pictures-Keep Ss to work in pairs and ask them to ask and answer about pictures.T may also directly ask Ss Suggested questions:1.What do you see in the pictures?2.Who are they ?3.What are thay doing?4.Can you guess what are they taking about ?-Make sure Ss see all the details of the pictures clearly before playing the tape.WHILE-LISTENING:TASK 1: Matching-T asks Ss to listen to the conversations and match them with the pictures.-Play the tape more than once if necessary.- Tell Ss to listen for main ideas and key words- Call on some Ss to explain their answers to class.-Feedback and give correct answersTASK 2:Answering questions-Have Ss to listen to the tape again and answer the questions -Let Ss listen the tape once and have a pause between conversations to make it easied for Ss while they are doing the task.- T calls on some ss to read aloud their answers in front of class.TASK3:Conversation Completion-T asks Ss to work in pairs and study the conversation.-Encourage them to guess the missing words.- Play the last co0nversation again.

Expected answer:1.What are you taking this semester?2.Do you like watching football? travelling ?3.How long are you staying there?4.Are you travelling with your parents ?5.Would you like to go somewhere for a drink?

-Work in pairs- Expected answer:1C 4B2E 5D3A

-Work in pairs beforelistening the tape.

Work individually after listening the tape.-Expected answer:Conversation 1:Picture bConversation 2:Picture cConversation 3:Picture dConversation 4:Picture a-Work individually and answer questionsExpected answer:1.She takes English2.She is in Miss Lan Phuong’s class.3.He is at a party.4.He stays there for a week.5.No, she doesn’t .She travels alone.

- Work in pairs after listening the last time.



-Ask Ss to listen and complete the conversation by filling in the missing information.-Comment on Ss’s performance and give correct answers.POST-LISTENING-T asks Ss to work in groups of 4 and discuss the problems they have experienced at school.-Suggested problems:* What problems have you experienced at school?* difficulties in learning* having bad marks* being late for school

-Expected answer:1.it here 4.comfortable2.very nice 5.travelling3.big 6.No7.alone 8.for a drink

-Work in groups of 4 and discuss about four topics.

IV-Consolidation:-Retell about problems that you have experienced at schoolV-Homework -Make a conversation about one of the topics that you have learnt

- Prepare Unit 2 lesson4 WRITING

TUẦN 4 Unit 2 SCHOOL TALKS Period:10

D. WRITINGI.OBJECTIVE:

I-Knowledge: Helping students to fill a form. II-Skill : Writing skill

II.TEACHING AIDS: text book, teacher’s book,some kinds of formIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to speak some difficult problems at school.3- New lesson: Lesson 4:WRITING

Teacher’s activities Students’ activitiesWARMER:Questions & answer-T supplies for students some kinds of forms and asks1.What are they?2.Have you ever filled in a form?

The whole classExpected answer:1.They are forms2.to apply for a job To open accounts


Ngày soạn :...../...../2009Ngày


When?3.What sort of imformation do you often have to provide when you fill in a form?

PRE-WRITINGActivity 1:Present vocabulary+ country of origin: queâ quaùn+ Present address:ñòa chæ hieän taïi+ Marital status:tình traïng hoân nhaân+ Block capital: chöõ vieát hoa+ Applicable:thích hôïp-T asks Ss to read the newwords loudly Activity 2:Matching-T asks Ss to do TASK2 .Match a line in A with a question in B-Have Ss compare their answers with a partner .-T can explain: Forms do not usually ask questions, but they ask for information-Call on Ss to read their answers-Tchecks and give correct answersPRACTICETASK 3: Doing what Forms ask-Have Ss do the task individually -Go around the class and provide help if necessary.-Further explain and translate into VietNamese if necessaryTASK 4: Filling in a form -T asks Ss to study the form carefully and fill the form using their own information.-Call 2 students to fill the form on the blackboard while others doing the task in the textbook.- Let them have 4 minutes and then tell Ss to look at the board and comment on their performance.-Correct the form as the whole class.PRODUCTION-Write a form to apply for a job / attend a club.-Let Ss write in 3 minutes and T goes around to help if necessary.-Peer correction-T collects five Ss to correct and give

To send or receive money at the post office To attend to a club To change school ..etc..3.Firstname,surname,address,age, occupation, maritalstatus, telephone number, reason...

-Pair - work and then the whole class.-Expected answer:1-D 5-B2-F 6-C3-E 7-A4-G

Work individually-Some Ss speak and explain their ieads for this form in front of class

-Work individually. And then compare their answers with a partner.

Work individually and write down their writings on the blackboard



them marks.

IV-Consolidation:-How to write a form ? - What sort of information do you often write?

V-Homework - Complete your writing by T’s requirement. - Prepare Unit 2 lesson 5 LANGUAGE FOCUS

TUẦN 4 Unit 2. SCHOOL TALKSPeriod:11

E . LANGUAGE FOCUSI.OBJECTIVE:

By the end of the lesson students will be able to: -pronounce the sounds /^/ and /a:/ correctly

- Using regund and to – infinitive appropriately

II.TEACHING AIDS: text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2.Checking: Asking 2 Ss to retell sortb of information of a form3- New lesson: Lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activitiesWarmer : Jumpled letter-T asks Ss to work in group of six and rearrange the jumpled letter to make a meaningful word.1. bsutcej------------subject2.skat ------------task3.imeeaf ------------female4.ctarfif ------------traffic

Work in group of sixEach group which finishes the task first with the most correct words will be winner.


Ngày soạn :...../...../2009Ngày dạy : :...../.../2009


5.evlo ------------ love6.tearfh ------------fatherPRONOUNCIATION1.Example: love father /^/ /a:/-T helps Ss to distinguish two sounds-Ask them to listen and repeat2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correction

GRAMMAR AND VOCABULARYI-Revise the form how to make questions1.Example:Make questions for these responses* Yes, I am tired.* I like listening to pop music*Yes,I have got.* I learn English to get a good job.-T asks: What do you call theses questions ? Yes-No question Wh -question2.Form:WH-word+auxiliary V/be+S+V ?3.Exercise 1:Make question for the following responsesII-Distinguish the infinitive and gerund1.The verbs can only be followed by to-infinitiveAgree decide planRefuse hope expectManage seem tendFail pretend want2.The verbs can only be followed by gerundEnjoy consider practiseAvoid miss postponeMind risk like3.The to -infinitive and -ing never mean the same when we use after theses verbs:Remember Stop ForgetRegret try mean4.The to-inf and V-ing has the same meaning after some verbs

-Note: distinguish two sounds /^/ /a:/-o:wonderful, son, -a+r:farm,far,alarmmonth, some,something start,star,hard..-u:bus,fun,husband, -a+p,b,d or ckcut,duck,button habit,establish,log-oo: blood,flood rapid,pocket-ou:country,couple,young - au: laugh,aunt,enough,trouble,touch-oe: does-a:was

-The whole calssand make questions for responses-Are you tired today?-What kinds of music do you like?-Do you have you got many subjects today ?Why do you learn English?

Listen to T’s eliciting and takes notesWork individually

Listen to T’s eliciting and takes notesWork individually and supply the correct form of verbsExpected answer:Exercise1:1.to hear 2.going 3.remembering4.doing 5.worring 6.to pay7.to go 8.visiting 9.seeing 10.hearingExercise 2:1.to go 2.waiting 3.having4.find 5.living 6.making7.to call 8.to lend 9.talking10.to post



Begin start like dislikeLove 4.Exercise 2,3:Supply the correct form of verbs in the parenthese-T asks Ss to work individually and the compare their answers with a friend- Call on some Ss to read their answers in front of class.- Feedback and give correct answers:

IV-Consolidation:-Practise the sounds /^/and /a:/ -Make wh-question -Use the infinitive and gerund of verb V-Homework - Do all exercises 1,2,3 4,5,in Workbook. - Prepare Unit 3 lesson 2 READING

TUẦN 4 Unit 3 PEOPLE’S BACKGROUNDPeriod:12 A.READINGI.OBJECTIVES:

By the end of the lesson Ss will be able to improve such micro reading skills as skimming for general ideas and sanning for specificvspecificv information

II.TEACHING AIDS: text book, teacher’s bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: 3- New lesson: Lesson 1:READING





3’

6’

7’

WARMER: Matching Name Job

1.Mr Nam2.Tra Giang3.Quang Dung4.Marie Curie5.Nam Cao

a.scientistb.teacherc.writerd.actore.singer

PRE-READINGActivity 1 Answering questions1.Have you ever heard of Marie Curie?2.What do you know about her ?* Marie Curie - scientist - famous -physicist -cancer -Nobel.Activity 2:Presenting Vocabulary -T helps Ss to explain some newwords and phrases+general education(n):giaùo duïc phoå thoâng+brilliant(a):clever, quick at learning+ private tutor (n):gia sư+ to interrupt(v) giaùn ñoaïn +PhD:Doctor of Phylosophy:tieán só+tragic death: die painfully: caùi cheát ñau khoå+to be awarded: ñöôïc trao giaûi+atomic weight of radium:troïng löôïng nguyeân töû+humanitarian wish : mong muoán nhaân ñaïoWHILE-READINGTask 1:Matching-T asks Ss to read the passage individually and match the words or phrases in A with their meaning in B.

-Encourage them to try to guess the meanings of the words in the context of the reading.- Call on some Ss to read and explain their answers aloud in front of the class.- Feedback and give correct answers:TASK 2:TRUE or FALSE-Have Ss read the passage more carefully and decide whether the statements are true (T) or false(F).Correct the false information.-T asks Ss to highlight or underline the information in the passage thet helps Ss find the correct answers.-Feedback and give correct answers:TASK 3:Answering questions:-T asks Ss to do the task in pairs to answer the qustions.

Work in group of six and match the name of famous people and their jobs

Brainstorming: Marie Curie

-The whole class answer T’questions-Expected answer: 1.Marie Curie is a famous scientist2.She is a physicist3.Cancer made her become famous and was the first person who found radium4.She was awarded a Nobel Prize in Chemistry

-Work individually-Speak them in chorus and takes notes

Work individuallyExpected answer:1.c 2.e 3.a 4.d 5.b

Individual workExpected answer:1.T2F (Her dream was to become a scientist)3T4F (She married Pierre Curie in 1895)5T

-Work in pairs-Expected answer:



-Tell Ss to compare their naswers with other pairs. Let them discuss and correct for one another.-Feedback and give correct answers:

POST-READINGWork in groups: Retell the background of MC, using these questions:1.Where was she born? when?2.Why did she become so famous ?3.What made her become famous ?4.Who was her husband ?5.When did she found radium?6.When did she die?

1.MC was born in Warsaw on November 7, 1867.2.She was a brilliant and mature student.3.She worked as a private tubor to save money for a study tour abroad.4.She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium.5.No, it wasn’t. Her real joy was “ easing human suffering”

Work in groups, then role play

IV-Consolidation:-Retell the background about Marie Curie V-Homework - Write a short passage about 100 words about Marie C

- Prepare Unit 3 lesson 2 SPEAKING

TUẦN 5 Unit 3 PEOPLE’S BACKGROUNDPeriod:13 B. SPEAKING

I.OBJECTIVES:By the end of this lesson Ss will be able to :- talk about someone’s background

II.TEACHING AIDS: text book, III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance. 2-Checking: Asking a student to retell some information about Marie Curie 3- New lesson: Lesson 2:SPEAKING





WARMER: Jumpled Words-T asks Ss to arrange jumpled words to make a meaningful sentences1.born,Marie Curie, November 7th,Warsaw, in was ,on,1867.2.become,she,to,dream,her,was,a famous,scientist.3.a PhD,receive,the first,to,Marie,became,from,woman,from,the Sorbonne.-Tasks :Where can we get information of one famous person?->in books, magazines, newspapers, from an interview.Now we practise the concluding of an interview.PRESENTATIONTASK 1:Expliciting the term-T asks Ss to work in pairs and decide which items can tell somebody’s background.-Encourage Ss to discuss the items and choose the appropriate ones.

Family Education Experience

-Ask Ss to discuss the questions that can be usedto get information for each item.

PRACTICE:TASK 2:Set the scene-Imagine you are a journalist.Use the cues below to interview a classmate about his/her background or that of a person he/ she knows wellNote: Before carrying out the interview, Ss should study the items of information carefully and find the questions for each item.-Then Ask Ss to carry out the interview in pairs.-Make sure that all Ss have the form filled before moving to the next activity.

PRODUCTION

-The whole class Expected answer:1.Marie Curie was born in Warsaw on November 7th,18672.She wanted to become a famous scientist.3.She was the first woman to receive a PhD from the Sorbonne.

-Listen to T and answer t’s questionWork in pairsGive correct qustions for each item

Family+How many people are there in your family?+What does your father do?

Education+Where did you study at high school ?+What subjects do you like best?+What degree do you have?

Experience+How long have you worked as a doctor/ teacher.......?+What experience do you have?-Ss listen to T’s requirements and give some questions for each item.+ birth of date:what’s your birthday?/when were you born?+place of birth:where were you born?+parents:What does your father/mother do?+bothers: how many brothers/sisters do you have?what do they do?How old are they?+primary school:which primary school/secondary school did you go to?+Subjects:What’s your favourite subject?-Ss can begin : The person I interview ic Lan.She was born in 1991 in Hanoi.There



TASK 3: Report an interview-T asks Ss to work in groups and talk about the person they have known through the interview.-Call on some Ss to give a small talk in front of the class.-Comment on Ss’s performance and make necessary corrections.

are five members in her family..........

IV-Consolidation:-How to get information from a person through an interview. V-Homework - Write a short passage about information of a person that you have interviewed - Prepare Unit 3 lesson 3 LISTENING

TUẦN 5 Unit 3 PEOPLE’S BACKGROUNDPeriod:14 C.LISTENING

I.OBJECTIVES:After this lesson Ss will be able to improve listening skills as listening for specific

information about Olympic ChampionII.TEACHING AIDS: : text book, tapescript, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 students to make an interview about

background 3- New lesson: Lesson 3:LISTENING





WARMER:Answering Questions-T gives a picture about Olympic Champions and asks Ss to work in pairs and talk about them.Suggest the questions:+What do you know about Olympic ?( When did the Olympic start ? How often is it held ?)+ Do you know any Olympic Champions ?+Can you name any Olympic Champions?+ What would you like to know about these people?

PRE- LISTENINGActivity 1:Presenting Vocabulary+Olympic Champion+ sports teacher: a teacher who teaches sports+ Diploma(n) chứng nhận,văn bằng+ romantic (adj)+ Degree:bằng cấp+ Certificate:giấy chứng nhậnActivity 2:Listening and repeating

WHILE -LISTENINGTASK 1:TRUE Or FALSE-T asks Ss to to listen to the conversation between Bob and Sally. Decide whether the statements are true or false.-Before listening to the tape, T asks Ss to read all statements and understand clearly.- Encourage Ss to guess the statements if they are T or F-Play the tape several times if necessary-Have Ss compare their answer with a friend-Call on some Ss to explain their answers in front of the class.-Feedback and give correct answers:

TASK 2:GAP- FILLING-Tell Ss to read the sentences carefully and try to guess the missing words in the blanks.- Ask Ss to listen to the conversation again and fill the blanks.- Play the tape once - Feedback and give correct answers:

The whole class answer T’s questions

Listen to T’s eliciting and copy down

Listen and repear these words

-Work individually-Read all statements and guess them

Listen to tape and give answers-Expected answer:1.T2T3F( I don’t have much free time)4T5F( I want to be a sports teacher)

-Work individually and then compare their answers with a partner.

-Expected answer:1.general aducation2.lives - family



POST-LISTENINGAsk Ss to work in pairs :Ask and answer about SallySuggested questions:1.Who is sally?2.When was She born?3.What has she got at local school?4.What did she do when she was 15?5.Where is her house?6.How many members are there in her family ? who are they?7.What does she like in her family?

3.different - swimming4.loves stories5.teacher’s diploma.

-Work in pairs

-Role- play :Ask and Answer about Sally.

IV-Consolidation:- Report something what you have listened about Sally V-Homework - Write a short passage about Sally

- Prepare Unit 3 lesson 4 WRITING

TUẦN 5 Unit 3 PEOPLE’S BACKGROUNDPeriod:15 D.WRITINGI.OBJECTIVES:

By the end of this lesson Ss will be able to write a CV about people’s background.II.TEACHING AIDS: text book, chalksIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 students to make an interview about Sally’s

background 3- New lesson: Lesson 4:WRITING

T Teacher’s activities Students’ activitiesWARMER:Matching-T asks Ss to close their textbook and match the items in A with the information in B

A B

Work in groups and match the items in A with their information in B

Expected answer:1e




1.Name2.Date of birth3.Place of birth4.School attended5.Exams passed6.Previous jobs7.Interests

a.Bostonb.Kengsinton Highschoolc.English, Maths,Frenchd.Tourist guidee.David Brownf.12/11/86g.Music and dancing

-T checks and asks Ss where these information are listed. Someboby’s backgroundPRESENTATION:TASK 1:How to write somebody’s background-T explains the elements of a C.V by asking Ss to read Mr Brown’s C.VC.V:cirriculum vitae -a form with details about somebody’s past education and jobs: lí lòchC.V normally consists of following items Personal information/data: Education: Previous jobs: Interests:-T asks Ss to work independently and write a paragraph about Mr Brown, using the cues below.Be born............like...........go to.....school.........from .........to.........pass exams in......travel agency.......work as.-Have Ss compare their wrting with a friend. PRACTICE:TASK 2:-T asks Ss to work in pairs and ask the partner for the information about his/her parents and complete the form.-Go around the class and provide help by giving suggested Qs*Education: which school did you go to ? when?* Exams: which exams did you pass? When?*Hobby: what’s your hobby ? what do you do in your free time?* Sports:Do you like play sports? What sports do you like playing?* Job: What did you work ? when?- Call 2 students to go the blackboard and write their writing-Peer correction

2f3a4b5c6d7g

Give correct answer:Mr Brown was born on 12th November, 1969 in Boston.He went to Kengsinton High school and passed exams in English, French, and Mathematics.He worked in a travel agency from June 1991 to December 1998. And from 1999 to 2002, he worked as a hotel telephonist. He likes music and dancing.

Work in pairs- Complete the information in a form- Go to the blackboard and write them

Name Mr/MsDate of birthPlace of birthEducation:School attendedExams passed:Previous job:

Date from/ date to



PRODUCTION:TASK 3Write a paragraph about your partner’s parents. Then ask him/her to read the paragraph and check whether the information is correct.

Work individually

IV-Consolidation:- Write about somebody’s background what sort of information to write? V-Homework : - Complete your writing - Prepare Unit 3 lesson 5 LANGUAGE FOCUS.

TUẦN 6 Unit 3 PEOPLE’S BACKGROUNDPeriod:16

E.LANGUAGE FOCUSI.OBJECTIVES:

After this lesson Ss will be able to:- distinguishing the sounds /e/ and /„/ ,

Using the past perfect tense correctlyII.TEACHING AIDS: text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to read a paragraph about sb’s background3- New lesson: Lesson 5:LANGUAGE FOCUS

T Teacher’s activities Students’ activitiesWARMER:Table completion-Ask Ss to work in groups and give each group a table containing 10 verbs-Tell Ss to complete the table following the instruction

-Work in groups-The group which completes the table first and has more correct verbs will be winner.Verb infinitive

Past form

Past participle




PRONOUNCIATION /e/ and /„/1.Example: pen hat /e/ /„/-T helps Ss to distinguish two sounds-Ask them to listen and repeat2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR AND VOCABULARYReview the past perfect tense1 Form:+ affirmative:S + had + PP + negative: S + had + not + PP + question: Had + S + PP ?2.Use:The past perfect tense can be used to describe : * an action before a point of time in the past:EX:I had done all my homework before 7 p.m last night* An action that had happened before another past action:EX:I had done all my homework before I watched TV.3.Adv: BY + time Before, after, when,as soon as + clausePRACTICE:Exercise 1:Use the verbs in brackets in the past perfect.-Note that the action in the past perfect is always before another past action-Have Ss compare their answers with a friend. -Make sure all the verbs have been put the correct form.- Call on some Ss to read aloud their answers in front of the class.-Feedback and give correct answers:Exercise 2: Put the verbs in brackets in the past simple or the past perfect.-Tell Ss to do the exercise carefully and then compare the answers with a friend.-Feedback and give correct answers:

takemet

Leftcome

brokeListen to T’s explanation-Take notes+ /e/ -> e:pen bell,tell,went, expensive, better,seven,depend,telephone.

-> a:many, any,anyone,said+/„ / ->a:hat,bank, family ,example , happen,natural,fat,camera

Work individually and the compare their answer with a friendExpected answer:1.had broken 6.had been2.had done 7.had left3.had met 8.had moved4.hadn’t turned 9.hadn’t seen5.had ever seen 10.had broken in

-Work individually and then compare the answers with a friend .-Expected answer:1.had just finished /came2.had seldom travelled/went3.went/had already taken



Exercise 3:Correcting mistakes-T asks Ss to read the story carefully and ask them some questions about the story to make sure Ss have general understanding+ What is the story about ?+ Who are in the story ?..............-Have Ss work in pairs and find five mistakes in the use of tenses in the story.- Ask Ss to join another pair to make a group and compare and discuss the answers.- Call on some Ss to explain their answers in front of the class.- Feedback and give correct answers:

4.Did you manage/ had he gone5.had just got/ phoned /had been-Work in pairs and then compare the answers with another pairsExpected answer:Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard 9:went -> had already gone

IV-Consolidation:- Retell all grammatical points that you have learnt V-Homework - Complete these sentences 1.He had already known her before.................... 2.When he came back,...................

3.No sooner had she come back................... 4.I didn’t know what................... 5.He thanked me for what I.........

TUẦN 6 Period:17 TEST YOURSELF A

I.OBJECTIVES:Helping students to test yourknledge from unit 1 to 3II.TEACHING AIDS: Text book , II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 students to give the correct form of verbs3- New lesson: TEST YOURSELF A





WARMER:Answering questions-T asks Ss to answer the questions1.What have you learnt about grammar and topic:you and me?2.What are they?

PRESENTATION:I-LISTENING:Completing the table-T asks Ss to look through the information of a famous person and guess what words are suitable to complete.-T can help Ss by asking some questions and explains newwords+ fall in love:yeâu, phaûi loøng+ get married: keát hoân+the black freedom movement:phong traøo töï do cuûa ngöôøi da ñen-T plays the tape twice and calls some Ss to give answers-Feedback and give correct answers:

II-READING: Reading the passage and completing the blanks-T asks Ss to read the passage and choose one appropriate phrse in the box for each blanks .Note there are more phrases than needed.-First, Ask Ss to work in group and discuss what kinds of phrase are suitable to complete in each blank.-T goes around the class and encourages help if necessary.-T explains some newwords:+to be married with: laäp gia ñình+ to do research:nghieân cöùu+ principal: hieäu tröôûng+ technical college: tröôøng cao ñaúng kó thuaät+ Public Health Council:Hoäi ñoàng söùc khoeû coâng coäng-T calls some Ss to give answers

III-GRAMMAR:Using the correct form of the verbs in brackets to complete the letter of application:-T can explain the part of speech of word in each blank and ask Ss to work in pair-T calls some Ss to give answers in front of the class.

The whole class

-Work individually and compare their answers with a friend.-Expected answer:1.15th,January19292.in 19513.for 4 years4.he met5.they got marrired6.a minister at7.the black freedom movement8.heard his speech at the9.in 196410.4,April 1968

-Work in groups

-Expected answer:1.F2.C3.A4.D

-Work in pairs-Expected answer:1.to apply 7.reading2.am 8.know3.attended 9.am able4.passed 10.hearing5.got6.can



-Feedback and give correct answers:

IV-WRITING:Writing a letter of reply-T guides Ss to retell how to write a letter of reply.( how many parts, form,content.........)-T asks Ss to to work individually and peer correction- T calls 2 Ss to go to the blackboard and write down your writing .- T checks and corrects their mistakes

IV-Consolidation:- What you have learnt in Unit 1,2 and 3 V-Homework - Review all grammtical points and vocabulary. - Prepare ONE PERIOD TEST 1.

TUẦN 7 LESSON PLANPeriod 20th ******

A.OBJECTIVE:I-Knowledge: Helping students to correct ONE PERIOD TEST 1II-Skill : Reading,speaking,listening and writing skill

B.PROCEDUCE:I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Sharing papers with Students III- New lesson: Correcting ONE PERIOD TEST 1





De -1I-Pronunciation : (1m)1.C2.B3.C4.AII-Multiple choice (2ms)1.C2.B3.C4.B5.C6.C7.B8.DIII-Mistake corrections1.C-reading2.C- where3.A-usually have4.A -had finishedIV-Writing(2ms)1.What did you do yesterday?2.They never do to school on Sundays3.He doesn’t enjoy playing sports in his free time4.She had spent her youth in France before she moved in USAV-READING:(2ms) Gap -filling1.born2.rich3.in4.who5.death6.impotant7.from8.wonVI-Listening(2ms)1.born2.from3.New York4.single/computer5.works6.tennis7.In

De-2I-Pronunciation : (1m)1.A2.D3.A4.DII-Multiple choice (2ms)1.C2.A3.D4.C5.A6.D7.D8.AIII-Mistake corrections1.C-has2.B-became3.B-from4.C-locking5.B-to changeIV-Writing(2ms)1.Before she became a teacher, she had worked as a private tutor.2.Father usually plays tennins at weekends.3.How many children do you have?4.Mr Brown bought a car two years ageV-READING:(2ms) Gap -filling1.born2.rich3.in4.who5.death6.impotant7.from8.wonVI-Listening(2ms)1.born2.from3.New York4.single/computer5.works6.tennis7.In

IV-Consolidation:- What have you learnt inUnit 1,2 and 3 V-Homework - Review all grammtical points and vocabularies. - Prepare Unit 4 lesson 1: READING



TUẦN 7 UNIT4: SPECIAL EDUCATIONPeriod: 21st

A.READING

I. OBJECTIVES:By the end of the lesson Ss will be able to develop such micro reading skills as

scanning for specific information and guessing meaning in context

II.TEACHING AIDS: Text book, picturesIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: 3- New lesson: lesson 1:READING

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1/ WARM UP WARMER:Brainstorming”disabled”-T asks Ss to work in groups and make a list of the people that are related to disabledmentally deaf lisp(nãi

-Work in group and discuss about disabled.-Ss are encouraged to give a lot of words that are related to




2/ BEFOR YOU READ

3/ WHILE-READING

ngäng)retarded Disabled

Dumb blindPRE-READING:Activity1:Look at the Braille Alphebat .Then work out the message that follows.(textbook)Activity2:Close your textbooks and asks Ss to look at activities .Which ones do you think would be difficult for blind, deaf and mute children.

Activities Deaf Mute BlindListen to teacher

V

Pronounce wordsRaise armsClose/open fingersPhone friendsLook at blackboard

Activity3: Vocabulary:+dumb(adj) not being able to speak+proper schooling(n):enough and good study (học hành đầy đủ)+opposïition(n) : sự đối lập -> to oppose(v)to+to try one’s best =to make effort(v) +to be proup of(adj)=take pride on:TASK 1:Matching-T asks Ss to read the paasage individually and to do Task 1.The words in A appear in the reading passage.Match them with their definition in B.- T encourages Ss to guess the meaniong of the words in the context.- Tell Ss to compare their answers with a friend.- Call some Ss to read their answers aloud in front of the class.-Feedback and give correct answers:TASK 2:Multiple choice-Tell Ss to read the passage again more carefully and complete the

the topic.

-Work individually and then compare with a friend-Work in groups of six, Stick (v) into the column that disabled people can’t do.

-Listen to T’s eliciting and copy down

-Work individuallyExpected answer:1.C2.E2.A4.B5.D

-Work individuallyExpected answer:1.D2.B3.A4.C5.D

-Work in pairs.



4/ POST -READING sentences by circling the corresponding letter A,B,C or D-Ask Ss to explanation for their choice.-Feedback and give correct answers:-Call on some Ss to read the passage aloud in front of the calss.1.Summary the text-T asks Ss to work in pair and read the summary of the passage carefully.-Encourage Ss to guess the missing words.-Have Ss complete the summary in pairs.

2.Answer question* What would happen to the disabled children if a special class wasnot organized for them.

-Expected answer:1.disabled 6.time-consuming2.read 7.Maths3.write 8.arms4.efforts 9.fingers5.opposition 10.proud-Work individually-Ss are encouraged to give a lot .of different ideas.

IV-Consolidation:- Call 2 Ss to read the text aloud in front of class.

V-Homework - Learnt newwords by heart - Prepare Lesson 2:SPEAKING.

TUẦN 8 UNIT 4 SPECIAL EDUCATIONPeriod:22 nd

B. SPEAKINGI.OBJECTIVES:

By the end of the lesson Ss will beable to talk about school lifeII. TEACHING AIDS: Text book, III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 Ss to read the text and answer T’s Question3- New lesson: lesson 2:SPEAKING


1/ WARM UP WARMER:Matching:

A B1.Maths2.Physics3.History4.Geography5.Physical education6.English7.Chemistry

a.Plants and animalsb.gymnaticsc.25x2+3x+10=0d.E=mc2

e.H20f.the countries of the words.

-Work in group and match the words in A with their expressions in B




2/ PRESENTATION

3/ PRACTICE:

4/ PRODUCTION:

8.Biology9.Information Technology

g.the 2nd World Warh.computers and their applicationsi.reading,writing and spelling

-T asks Ss to give feedback and answer T’s questions.1.What are your favourite subject?2.Which one don’t you like ?3.How much time do you prepare for your lesson everyday?PRESENTATIONTASK 1:Study the conversation-Have Ss study the questions in the interview carefully.-Ask Ss to work individually and fill in the blanks with the right questions.-GiveSs tips by asking them to r5ead the answers before deciding the best question in the blanks.-Give correct answer

TASK2: Make an interview-T asks Ss to work in pairs and carry out the interview, using the questions in task 1.Note:Ss are suggested to use his/ her own information to answer the questions. However , they may use the answer in the book as samples:Hanh went to Long Bien Lower-secondary school.She had 10 subjects to learn at scholl. She went to school in the morning and often had 5 classes each morning.-Go around the class and provide help when necessary.TASK3: Report the interview-Tell your class about what you know about your partner.-Call on some Ss to use the information in the interview to make a mini-presentation about his/ her partner.-Tell the whole class to comment on presenter’s preformance.-Make necessary corrections.

-The whole class answer questions

-Work individually-Expected answer:A.4 B.1 C.2D.6 E.3 F.5 G.7

-Work in pairs

Work individually-Ss imitate the example in textbookSs report the information of your partner.

IV-Consolidation:- Ask and answer about activities at school. - Report about your work and your partner.



V-Homework - Write a short paragraph about 50 words about your studying

at school - Prepare Lesson 3:LISTENING

TUẦN 8 UNIT 4 SPECIAL EDUCATION

Period:23rd C.LISTENING

I.OBJECTIVES:By the end of the lesson Ss will be able to develop such micro listening skills as

listening for specific information about a special class for disabled children.

II. TEACHING AIDS:Text book, Cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 Ss to play a conversation about activities at their school3- New lesson: lesson 3:LISTENING


1/ WARM UP

2/ BEFORE LISTENING

WARMER:Word form-T asks Ss to work in groups of three to four and find the different words that derive from the following roots: Sorry: Second: Decide: Able:PRE-LISTENING:Activity1:Explain the newwords in the box+photograph(n):a picture or imagine taken by photographers:+photographer(n):a person who

-Work in group and the group with the longest list of correct words will be the winner.-Expected answer:Sorry -sorrow-sorrily.......Second-secondary-secondly-secondhand.Decide-decision-decisive-decisively......Able-disabled-disability......-The whole class and listen to T’s eliciting




3/ WHILE-LISTENING:

4/ POST-LISTENING

takes pictures +photography(n):nhiếp ảnh+photogenic(adj):ăn ảnh+photographic(adj):belong to photography-T asks Ss to work in pairs and fill each of the blanks with one word from the box.-Call on some Ss to read the answers aloud in front of the class.-Feedback and give correct answers:Activity2:Vocabulary-T explains the following words that will appear in the recording .+surroundings(n) conditions, objects that make the living environment:mäi træåìng xung quanh+ sorrow(n) pain or distress caused by loss or disability:nçi buån+passion(n) great love for something: niÒm ®am mª+exhibition(n):a display, a public showing-Listen and repeat them.

TASK1:True or false-T asks Ss to read the statements carefully.-Encourage Ss to guess whether the statements are true or false.-Play the tape three times and then tell Ss to compare their answers with a friend.-Check the answers as the whole class.

TASK2:Gap-filling:-T asks Ss to read a part of the talk carefully and have a guess of the missing words.-Have Ss listen to the tape and write in each blank with a suitable word.-Call on some Ss to read the asnwers aloud in front of the class.-Feedback and give correct answers:

-Pronounce all words in chorus.

-Work in pairs-Expected answer:1.photographic2.photography3.photographer4.photograph5.photogenic

-Listen to T’s eliciting and copy the meaning of these words-Repeat after T in chorus.

-Work individually and then compare their answers with a friend.-Expected answer:1.T2. F(Information not given)3. T4.F (The subjects of their photos about people and scenery)5.T-Work individually-Expected answer:1.photographic 6.simple2.19 7.peaceful3.exhibition 8.chickens4.50 9.stimulated5.beauty 10.escape.

-Listen to T’s questions and answer them.-The whole class.



Questions and answer:-T asks Ss to answer the following questions:1.Who are the members of the club ?2.What are they doing in HaNoi?3.How many photographs are on display ?4.What are their photos about ?5.What does their passion of taking photographys help them ?

IV-Consolidation:- Retell the information what you’ve listened about Vang Trang Khuyet’s Club.

V-Homework - Write a short paragraph about 50 words about this club. - Prepare Lesson 4:WRITING

TUẦN :...8..... Unit 4 SPECIAL EDUCATION Period:24th D.WRITINGI.OBJECTIVES:

By the end of the lesson Ss will be able to write a letter of comlaintII. TEACHING AIDS: Text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 Ss to give the correct form of words 1.My father is one of the most famous (photograph) in the

city. 2.I have been studying (photograph) for 5 years. 3.The beauty of (day) life has been captured by disabled

children. 4.The members of the club are the ( mental) retarded

children. Answer: 1.photographers,2.photography,3 daily,4.mentally3- New lesson: lesson 4:WRITING


1/WARM UP

WARMER:categorising-T asks Ss to work in groups of four. Give ten or more adjectives and ask Ss to put them under two headings: compliments(khen ngîi) and complaints(phµn nµn)

Work in groups and put the given word into right box

compliments

complaints




2/ BEFORE WRITING

3/ AFTER WRITING

Bad, helpful, expensive, lazy, hard-working, good, careful, poor, unhappy, beautiful, clever,clear-Feedback and give correct answers:-T gives definition and format of a letter of complaint:Complaint is a kind of formal letter used when you are not happy with a service, a contract,a course,...A letter of complaint usually includes three main parts:+ Opening+ Explaining the problem+ Suggesting a resolutionPRESENTATION:Activity1:Study the advertisement:-T asks Ss to read advertisement and discuss. Then complete in the box.

Advertised( promising things)

Reality(disappointed things)

Teachers Native teachers VietNamese teachersNumbers No more than 20

studentsMore than 30 students

Books and cassetterplayer

free Had to buy /expensive

Classrooms All air - conditioned No air -conditionedClasstime 3 hours< 5.30 -

8.30>Only two hours<6.00-8.00>

-T can explain some difficult words:+ native teachers:teachers who come from English- speaking countries+air -conditioned(adj) to be equipped/furnished with air-conditionersActivity2: Complete the dialogue in Task 1:-T asks Ss to use the information in column to complete the dialogue.- Ask Ss to work in pair and then call some Ss to practise aloud in front of class.-Feedback and give correct answers:PRACTICE:TASK2:Complete the letter of complaint -Have Ss read the letter of complaint in the book and complete it basing on the dialogue in task 1.-Ask Ss to use appropriate connectors to make the writing smoother.-Tell Ss to exchange their writing with a friend .-Introduce peer correction.- Pick up some writing to check the mistakes as the whole class.PRODUCTION:-T gives a short passage and asks Ss to set out and punctuate the following formal complaint letter. Divide it into paragraphs if you think it is necessary.

HelpfulHard- working

BadExpensive

-Listen to T’s eliciting

-Work in groups

-Take notes and copy down

-Work in pairs-Expected answer:B.I’m definitely not happy with it at allB.there are only few native teachers, not all of them are native ones.B.in fact there are more than 30 students in my class.B.I have to pay for them.B.the room is not air conditioned .There is only one ceiling fan in my class room. It is very hot.B.in fact classes often start late and finish early.Sometimes it starts 20 minutes late.

-Work individually

-Work individually



IV-Consolidation:- How to write a letter complaint. - How many parts are there in this kind of the letter?

V-Homework - Write a letter of complaint fully. - Prepare Lesson 5:LANGUAGE FOCUS.

TUẦN :..9...... Unit 4 SPECIAL EDUCATIONPeriod:25th E. LANGUAGE FOCUS I.OBJECTIVES: By the end of the lesson Ss will be able to distinguish the sounds /ɔ:/ and/ ɔ /

Using The+ adjective, used to+infinitive and whichII. TEACHNG AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 Ss to complete these sentences: 1.Thank/your letter/inform/me/poor/service/center. 2.We /examine/the/situation/and/find/what/say/true.

3- New lesson: lesson 5:LANGUAGE FOCUSSTAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1/ WARM UP

2/ PRESENTATION

WARMER: Bingobottle not dogsport stop corner

morning

walk boss

box Shop more-T asks Ss to distinguish two sounds /ɔ:/ and/ ɔ /

PRONOUNCIATION:/ɔ:/ and/ɔ /

1.Example: bottle sport / ɔ / /ɔ:/

-T helps Ss to distinguish two

-Ss work in groups of 4 and listen to T’s pronounciation and write words that they listen clearly down on a small paper of each group .If any group has more six words,they will shout “bingo”and become a winner.




3/ PRACTISING

sounds*/ ɔ /:a short vowel*/ɔ:/ :a long vowel(o+r,l)-Ask them to listen and repeat2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR:1:The +adjective:a.Example:The young have the future in their hands.b.Use: to describe a group of people as a whole The young = young peopleThe blind, the rich ,the poor......- These adjectives are followed by a plural verb.c.Practice:Exercise1-Ask Ss to work individually and complete the sentences using the + one of the adjs in the book-Have Ss compare their answers with a friend.-Call on some ss to read their completed sentences.-Feedback and give correct answers:2.Revision of used to + infinitivea.Example:When I was a chyild, we used to go to school on foot.b.Use:to exprexx a past action and state .It has no present equivelent.Note:the negative and question:+What did you use to go on foot?+ We didn’t use to do anything interesting.c.Practice:Exercise 2-Ask Ss to do exercise 2.Complete the sentences with Used to.........+ a suitable verb.-Tell Ss to compare their answers with a friend.-Check the answers as the whole class.-Give correct answer:3.WHICH:as a connectora.Example:She arrived on time, which amazed everyboby.

-Listen to T’s eliciting andtake notes

-Work individually and speak aloud


-Work individually-Expected answer:1.the injured2.the unemployed3.the sick4.the rich5.the poor


-Work individually-Expected answer:1.used to have2.used to live3.used to eat4.used to be5.used to take6.used to be7.did you use to go

-Work in pairs



Sheila can’t speak English, which is disadvantage .b.Meaning:c.Use:to replace a preceding clause.d.Practice:-Ask Ss to work in pairs and do exercise 3. Join a sentence from A with one from B to make a new sentence using which-Call on some Ss to read their sentences.-Feedback and give correct answers:

IV-Consolidation:- What have you learnt in this lesson? V-Homework - Do exercise 1,2, 3 again - Prepare UNIT 5:Lesson 1:READING

TUẦN 9 UNIT:5 TECHNOLOGY AND YOUPeriod:26th

A.READINGI.OBJECTIVES: - By the end of this lesson Ss will be able to get information about computers II.TEACHING AIDS: - Text book,computer, projectorIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 Ss to combine these sentences

3- New lesson: lesson 1:READINGSTAGES Teacher’s activities Students’ activities

1/ WARM-UP

2/ PRE-READING

A/Guessing game-T gives Ss 4 facts ang asks Ss to guess what it is?+This is a machine that is used to do the calculations.+to play games+to watch a film+to listen to musicB/ Activity1:Answering questions1.Do you have a computer?2.Do you know to use it?3.What do people use it for?-T asks Ss to work in groupsActivity2.Matching pictures

-Ss guess what it is=>It is a computer

-Ss answer the questions3.- to get information -to send or receive mail -to type documents - to entertain




3/ WHILE- READING

4 / POST- READING:

-T asks Ss to work in groups and match the words or phrases with each number-T explains some words+ visual display unit+ keyboard+floppy disks-Call on some Ss to speak their answers in front of classActivity 3:Vocabulary+miracle(n)->miraculous(adj)-> miraculously(adv)+calculating machine(n) a machine used for adding , substracting...+lightning speed(n): very fast speed like the lightning +storage device (n) a thing used to keep or store information: thiÕt bÞ lu tr÷ th«ng tinTASK1: Matching vocabulary-T asks Ss to read the passage and match the words in A ( which appear in the reading passage) with the definition in B-Encourage Ss to guess the meaning of the words in the context in which they appear.-Call on some students to read and explain their answers in front of the class.-Feedback and give correct answers:TASK2:Title for passage-Tell Ss to read the passage more carefully and choose the best title for it- Let Ss discuss their answer with a friend .Encourage them to explain their choice.- Give correct answer:Task3:Answering questions-Have Ss work in pairs and answer the questions using the given cues.-Go around the class and provide help if necessary.-Comment and give suggested answers:

Answer questions1.Do you usually use computers ?2.What can a computer do to help us in our daily life?3.What uses of computer may bring bad effects to its users?

-to teach or study - to cure disease -to design houses ,bridges or building-Work in groups -Expected answer:1.D 4.C 7.B2.E 5.A3.G 6.F-Listen to T’s explanation and copy down

-Then pronounce these words in chorus

-Work individually-Expected answer:1.c2.e3.a4.b5.d

-Work in group -Key: C: What can the computer do?

Work in pairs-Expected answer:1.It helps us visit shops , offices and places of interests, pays bills , read newspapers , receive letters.2.Because it is capable of doing anything you ask, it can speed up the calculations, allow you to type and print any kind of document...



Ss discuss in pairs and then make a small dialogue in front of the class

IV-Consolidation:- Retell the uses of the computer in our daily life.

V-Homework - Learnt newwords by heart - Prepare UNIT 5:Lesson 2:SPEAKING

TUẦN 9 UNIT:5 TECHNOLOGY AND YOU Period:27th

B. SPEAKINGI.OBJECTIVES -Helping students to talk about the uses of modern inventionsII. TEACHING AIDS: -Tïext bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to read the passage and answer T’s questions

3- New lesson: lesson 2:SPEAKINGTeacher’s activities Students’

activities1/ WARM-UP

2/ PRESENTATION

:What is it?-T divides the whole class into two big teams:A and B-Give team A a list of 10 words about modern inventions:1.TV 2.refrigerator3.television 4.washing machine5.radio 6.electric cooker7.air condition 8.car9.computer 10.fax machine-Team A has to explain the words and team B has to guess what the word is.TASK1:Asking and answering-T asks Ss to work in pairs : Ask and answer questions about the uses of modern inventions following the example.- T elicits the expressions

-Work in group of two

-Work in pairsExpected answer:2.Can/could you tell me what the TV is used for?-Well,It’s used to




3/ PRODUCTION:

+ S+ be used for+ V-ing the use of s.thing+ S+ be used to +V-ingModel:A:Can/Could you tell me what a cell phone is use for?B:Well, it is used to talk to people when you are away from homePRACTICE:TASK2:Sentence Completion-Tkeeps Ss in pairs and asks them to complete the sentences by using the words in the box.-Ask Ss to study the sentences carefully before deciding which word to be used.-Call on some pairs to read the sentences aloud in front of the class.-Give correct answers;TASK3:Ordering ideas-T asks Ss to work in groups by joining two pairs .Ask them to look at the ideas in task 2 and then rank them in order of important.-Encourage Ss to actively discuss in groups to give the reasons to support their ideas and persuade the others that your order is the right one.-Suggest some structures in discussion.T:In what way is important technology the most useful to our lives?S:I think/believe that the most important use of important technology is..................................................................T Why do you think so?S: Because......................................................................

PRODUCTION -Have Ss work in groups and talk about their most favourite invention of our daily life.-Comment on Ss’ performance and make necessary corrections

watch football matches, and TV game shows.3.Can/could you tell me what the fax machine is used for?-Well, it’s used to send and receive letters quickly.4.Can/could you tell me what the electric cooker is used for?-Well’it’s used to cook rice and keep rice warm.

-Work in pairs-Expected answer:1.store 6.make2.transmit 7.send3.process 8.receive4.send 9.design5.hold

-Work in groups-Example :Because It can help us store ........

IV-Consolidation:- Talk about the importance of information technology to our daily life.

V-Homework - Learnt newwords by heart - Prepare UNIT 5:Lesson 3:LISTENING



TUẦN : 10 UNIT:5 TECHNOLOGY AND YOU Period:28th

C.LISTENINGI.OBJECTIVES: Helping students to listen for gist and specific information about using a computerII.TEACHING AIDS: text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to name some modern inventions and

their uses 3- New lesson: lesson 3:LISTENING


1/ WARM-UP

2/ PRE-LISTENING

:Ask and answer-T asks Ss to work independently and answer the question by checking the right column. *How often do you use each of the items below?

Very often

sometimes

never

RadioCell

phoneCamcorde

rComputer

TVFax

machineTell ss to comparetheir answer with a

The whole class





3/ WHILE-LISTENING

4/ POST-LISTENING

friend and further discuss the uses of these items.Activity1:Vocabulary:+to be worried(adj):to be anxious+shy(adj) uneasy in front of other people +memory(n) +to refuse(v): reject to do something+ to make an excuse(v): to say sorry+ headache(n) pain in head-Ask Ss to repeat the words several times to make sure they pronounce them correctly.Activity2: Rub out and rememberTASK1:TRUE or FALSE-T asks Ss to read the statements carefully before listening to the tape.- Play the tape more than once if necessary- Ask Ss to compare their answers with a friend- Give feedback and give correct answers:

TASK2:GAP-FILLING-Play the tape again and ask Ss to do task2 :Write the missing words.-Tell ss to write the exact word for the blanks.-Let ss discuss the answers with a friend.-Give correct answers:

POST-LISTENING-T asks Ss to work in pairs and ask and answer about the man’s story.1.What did the man’s son buy?2.why did the man become worried?3.What didn’t the man know?4.What happened to the man’s memory?5.What did the man suggest?

Ss look at the VietNamese one and recall all the English words-The whole class-Expected answer:1.F(he wasn’t worried)2.T3.T4.F( He understood about computers and became the man’s teacher.)5.F( He didn’t understand the lesson very well.)6.FWork individuallyExpected answer:1.invited2.still3.refused4.excuse5.anything

-Work in pairs-Expected answer:1.a computer2.his secretary asked him for a computer in his office3.about computer screen.4.he didn’t understand things which his son told5.He suggested we should leave the lesson

IV-Consolidation:- Retell the old man’s story. V-Homework - Learnt newwords by heart

- Prepare UNIT 5:Lesson 4:WRITING




D.WRITINGI.OBJECTIVES: Helping students to be able to write simple instructions II. TEACHING AIDS: - Text book;III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to tell the man’s story again in listening

3- New lesson: lesson 4:WRITING STAGES TEACHER’S ACTIVITIES STUDENTS’

ACTIVITIES1/ WARM-UP

2/ PRESENTATION

:Matching-T asks Ss to work in groups and match the words in A with the words in B

A B1.insert a.long bip2.make b.button3.press c.card4.hear d.a call

Note:All the verbs are commonly used in the language instructionsActivity1:Vocabulary:+ to life(v) : raise to higher level+ receive(n):èng nghe+ insert(v) put things into another + slot(n) khe, r·nh+ to press(v)+emergency(n) -> ambulance: xe cÊp cøu+ remote control(n) a device totune in , switch on and off the TV from a distance + cord(n) thick string used as TV wire:

-Work in group of two-Expected answer:1.card2.a call3.button4.long bip

-Listen to T’s eliciting and copy the meaning of newwords- Repeat after T in chorus-Rub out and remember




4/ PRODUCTION

-Tasks Ss to open your textbook and asks:1.What is it?2.Have you ever seen /used a public telephone?3.Can you show me hoe to use it?Activity2:TASK2:Finding connectors and Imperatives-T asks Ss to read the following set of instructions on how to use a public telephone.-T goes around the class and provide help if necessary-Tell ss to work in pairs to find out the connectors and the imperative forms of the verbs from the instructions- Call on some Ss to read their answers aloud in front of the class.-Feedback and give correct answers:PRACTICE TASK3 : Answering questions-T asks Ss to work in groups : Look at the TV and the remote control and answer the questions on how to operate the TV-Let them have 4 minutes, then call some Ss to answer them carefullyFeedback and give correct answers:

TASK4 :Writing instructions-T asks Ss to write a set of instructions on how to operate a TV with a remote control.Use the picture in the book and the answers above as suggestions-Tell ss to compare their writing with a friend- Peer correction-Feedback and give correct answers:PRODUCTION- Call on some Ss to write their writing on the blackboard and the whole class correct together.

-The whole class answer T’s questions

-Work in pairs and work individually-Expected answer:Connectors: first, next, then, untilImperatives:life, insert, press, wait

-Work in groups of four-Expected answer:1.If you want to operate the TV with the remote control, you have to make sure that the cord is plugged in and the main is turned on2.-Press the POWER button - to turn off the TV , press the POWER again3.Press the PROGRAMME button4.Press the number 1,2,3,4...5. Press the VOLUME button up and down6.Press the MUTE button

-Work individuallyEX:If you want to operate a TV with a remote control, you must make sure that.............To turn on the TV , press......

- Correct their mistakes in writing

IV-Consolidation:- Howto write instructions V-Homework - Make the instructions on how to use an ATM card



- Prepare UNIT 5:Lesson 5:LABGUAGE FOCUS


E.LANGUAGE FOCUSI.OBJECTIVES: - By the end of the lesson Ss will be able to - Distinguishing the suonds /u:/ and /u/ - Review the present perfect and present perfect passive II. TEACHING AIDS - Text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to instruct on hoe to use a public telephone

3- New lesson: lesson 5:LANGUAGE FOCUS Teacher’s activities Students’ activities

1/ WARM-UP

2 / EXPLAINATION

3/ PRESENTATION - CORECTION

:Categorising-T gives out 10 to 15 words and asks Ss to put the words under the appropriate heading:

who which where

PRONOUNCIATION:/u/ and /u:/1.Example: sugar ruler / u / /u:/

-T helps Ss to distinguish two sounds*/ u/:a short sound*/u:/ :a long sound-Ask them to listen and repeat several times2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR AND VOCABULARYThe present perfect-T asks Ss to revise the form and use of the present perfect1.Form: +S + have/has + V(pp) +S + have /has not +

- Work in group and put the words order the heading+who: nurse, teacher, Lan, Mary’s parents, professor+ which: book, school ruler,+ museum, house, hospital-Listen to T's eliciting and copy down

-The whole class and give answers

-Listen to T's eliciting and takes notes- Give examples




V( pp) + Have/ Has+ S + V(pp) ?2.Use: to express an action which began in the past and still continutesADV: “for” with a period of time, “since” a point in time3.Exercise 1:Study the situation and put the verbs in the present perfect tense- Call on some ss to give correct answers

The present perfect passive:1.Form:AV: S+have/has +V(pp) +O

S+ have/ has+ been + V(pp) + by OEx: They have built a new bridge across the river

->A new bridge across the river has been built.

2.Exercise 2: Build the sentences after the model.Use the present perfect passive- Check and give feedback

Relative Clause: WHO ,WHICH and THATRelative pronoun

person

thing

function

Who x SubjectWhich x ObjectWhom x S.OWhose x x Possessi

vethat x x S,O

-T asks Ss to do exercise 3: Fill in the blanks with who which or that.- Call on some Ss to read their sentences aloud in front of the class.- Give correct answers:

Expected answer:1.Tan has opened the door.2.He has turned / swiched on the TV3.he has tidied the house4.he has cleaned the floor5.He has turned/ swiched on the lights6.He has laid two bottles of water on the table.

Work individuallyExpected answer:1.A new hospital for children has been built in our city2.Another man made satellite has been sent up into space3.More and more trees have been cut down for woods by farmers......

-Work individually-Expected answer:1.which 7.whom2.which 8.which



3.which 9.which4.who 10. who5.who6.who

IV-Consolidation:- Game :Lucky Number V-Homework - Do exercise 1,2,3

- Prepare UNIT 6Lesson 1:READING

CHƯA SỮA ĐƯỢC

D.P:01/11/08 Period:31D.T:3/11/08 clas10A5;4/11/08 class10A9

UNIT 6. AN EXCURSION A. READINGI.OBJECTIVES:

By the end of the lesson, Ss will be able to:- get information about some famous places in Vietnam through activities Before and After you read.- improve reading comprehension skill by doing Multiple choice and Answering questions exercises.II. TEACHING AIDS: Textbook…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to give correct forms of verbs

3- New lesson: lesson 1:READING Teacher’s activities Students’ activities

WARMER:Matching-T promts six pictures and asks T: What is it? andWhat are they located?

Place Location1.Thien Mu Pagoda2.The One Pillar Pagoda3.Valley of Love4.Ha Long Bay5.Japanese Covered Bridge6.Huong Pagoda

a.DaLatb.HaNoic.Hued.Quang Ninhe.Hoi Ang.HaTay

-T goes around the class and asks them 1.Which places do you like to come best?1.Do you usually have an excursion?When?Where?T introduces the new lesson: Nowadays We are going to read a letter from Lan to her friend ,Minh about his

-The whole classP1: It is Thien mu pagodaP2:The one Pillar pagadaP3:Valley of loveP4:Ha Long BayP5:Japanese Covered BridgeP6.Huong Pagoda-Ss work in groups of 4, then go to the blackboard and write their answers-Expected answer: 1.c 2.b 3.a 4.d 5.e 6.g



recent interesting excursion to cave near HaNoi.We will come to read the letter : EXCURSIONPRE-READINGActivity 1:Brainstorming-T asks Ss to answer the questions what activities do you often do when you have a few days off. Activites when you have some days offActivity2 : Teaching vocabulary-T asks Ss to work in pairs and match a verb with an object

Verb Object1.to have2.to make3.to give4.to make5.to stay

a.an excursionb.our love to themc.a two -day tripd.some days offe.the night away from home

-T helps them to elicit the meaning of phrases - pronounce the in chorus-Check their understanding by giving the correct form of above verbsChecking Vocabulary: Gap-filling1.We are going to make an excursion when we have some days off after the first term.2.My family has stayed the night away from home at a hotel near beach3.When we come home, please give my love to your parents.4.We will make a four-day trip by air port to Australia.WHILE-READINGTASK1:Multiple choice-After asking Ss to read a letter silently in 3 minutes. T asks to choose the best answer A,B,C or D to complete each of the sentences- Tell ss to compare their answers with a friend.- call on some ss to read and explain their answers in front of the class.-Feedback and give correct answers:TASK2 Answer questions-T asks Ss to work in pairs and answer the questions-Call on some pairs to act out the activity in front of class- Check their answers

POST-READING: TASK3 :Summary Completion-Have Ss to work in group and fill each blank with a suitable group of words from the text

-The whole class-Ss answer T’s questions by brainstorm of activites+ going aboard / visiting a foreign country+ visiting friends/ relatives+ travelling to cities/ travelling through their own coutry by car or train-The whole class read through the box and match them-Ss give equivalent Vietnamese meaning if necessarily-Expected answer: 1.d 2.a 3.b 4.c 5.d- Repeat after T

-Ss read the letter silently in 3 minutes after that doing task 1-Ss compare their answer with a partnerKey:1.d ,2.b ,3.a ,4.c

-Work in pairs-Expected answer:1.After the 1st term ends 2. Have a two day trip and ......Campfire3.Her parent’s permission. They may



-Exchange their paper into another group to correct mistakes - Ask Ss to look at the board and correct -T corrects their comment of each group- Feedback and give correct answers:CONSOLIDATIONGame: Find someone who likes...Find someone who likes... Name Visiting a famous placeTaking a bicycle tourGoing fishingVisiting relativesRelaxing at the beachHaving a picnicStaying at home and reading a book

not want to let her stay the night away from home.- Work in groupsSs write their answers on a small paper.Then exchange into another group to correct mistakes -Expected answer:

Ss work in group of four and make “yes-no” questions about your excursion .If one answers”yes”, write his/her name into your paper. The reprentative will stand up and report their group’s result.

IV-Consolidation:- Ask Ss to close your textbook and retell a letter again V-Homework - Learn newwords by heart - Prepare UNIT 6 Lesson 2:SPEAKING

D.P: 01/11/08 Period:31D.T:4/11class 10A5; 5/11/08; class 10A9

UNIT 6. AN EXCURSION B. SPEAKINGI.OBJECTIVES:

By the end of the lesson, Ss will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago.II.TEACHING AIDS:textbook….III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to read the text and answer T’s

questions 3- New lesson: lesson 2:SPEAKING

Teacher’s activities Students’ activitiesWarmer:Brainstorming-T asks Ss to brainstorm about things which they can plan for an excursion.

Preparation for an excursion

PRESENTATION:Activity1:Vocabulary-T helps Ss to explain some newwords+ sundeck(n) boong taìu+toget sunburnt(v) the skin hurt or destroy by the sunlight+ travel sickness (n) the state of being sick due

-Work in groups of four* tickets, money, food , drink, .....

-Listen to T's eliciting and take notes- Repeat these words in chorus



to travelling + air -conditioned >< non- airconditioned+ refreshment(N) room that serves food and drinks to refresh in a boat.+ occupied(adj) being kept, in useActivity2: Slap the board-T draws the diagram of the ship in textbook and asks Ss to slap the places in the blank.-air-conditioned ---toilet-non-air conditioned ----refreshment- sundect ----exitActivity3.Task 1&2 Conversation conduct-T asks Ss to work in groups . Read the seat plan carefully and decide the best seat for each person, using the information in Task 1* Suggest some structures I don’t think so To be suitable for....... Why? Why not? What do you think?What’s your idea?Had better-Tells Ss to conduct the conversation like the example the book- Go around the class and provide help when necessary.-Call on some groups to conduct the conversation in front of class.-Comment and give correct answers:Example:A: I think seat 1 is most suitable for Mary.B: Why?C.Because she suffers from travel sickness so she can get a lot fresh air from that seat.......PRODUCTIONTask 3: Give reasons-Tell Ss to work in pairs and discuss:-T supplies some suggested questions* Which seat do you think the most suitable for you?* Why?* Use information in task 1 as suggestions-Call on some Ss to talk about their seat reference in front of the class.-Comment and make necessary corrections.

-Read the information for suitable person-Ss make plan suitable seats for each person+ Mrs Andrew: aren’t in the sun deck , can help see all the students( seat: 46,43,40,35,34)+ Mary: have plenty of fresh air( seat : 31,37,19,20,26,32)+ Susan: near Mary , not want to get sunburnt ( seat:33)+ John: aren’t air-conditioned, suitable for taking photographs(seat:10,11,12)+ Tim: are in the sundeck(seat:1,6)+Sam: a good view( seat 16, 29, 34)

-Ss work individually and work in pairs-Ss choose a suitable seat on a boat for yourself and give reason-Free- talk

4-Consolidation:- Summarise the main points 5-Homework - Learn newwords by heart - Prepare UNIT 6Lesson 3:LISTENING



D.P: 02/11/08 Period:32D.T:5/11class10A5; 6/11 class 10A9

UNIT 6. AN EXCURSION C. LISTENINGI.OBJECTIVES:

By the end of the lesson, Ss will be able to improve their listening skill through Ordering, Gap-filling and Answering questions exercises.II. TEACHING AIDS:textbook; cassette….III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 students to ask and answer about a plan for an

excursion 3- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activitiesWarmer:Find someone who...?DO YOU........ NAMElike to go for a picnic?go with your family /friends?always go to the beach for a picnic?always go to the mountain for a picnic?bring food with you when you go for a picnic?like to take a lot of photos and sing together?

Hai

PRE-LISTENINGActivity1: Questions and answer-T asks Ss to work in pairs and discuss the following questions* Do you often go to for picnic?* When is the most important time for a picnic?* Why do you go for a picnic?* What do you prepare for you’re a picnic?Activity2:Present vocabulary+ glorious( adj) beautiful, shining

-The whole class-Ss go around the class and ask other Ss what used to do when they were small.If the answer is YES, write his/ her name in the table.-The winner is the first one who completes the Name column

-Work in pairs.Ask and answer questions-Free- talk

-Listen to T's eliciting and take notes- Repeat these words in



+ assemble(v) = gather+destination(n) a place to which a person is going to+ left-over(n) the rest+ delicious(a) tasty+Botanic Garden ( translation)+spacious(a) large, have a lot of space+ sleep soundly(v) to be in deep sleep-T asks Ss to repeat these and introduce these words will appear in the listeningActivity3:Rub out and rememberWHILE-LISTENINGTASK1: Pictures ordering-T introduces the situation and then asks Ss to work in pairs and study the pictures carefully- Make sure Ss have ideas about the pictures and they can tell the differences among them-Have ss to listen to the tape and number the pictures in order you hear.Let Ss do the task in pairs-Call on some Ss to explain their answers in front of class.-Feedback and give correct answers:TASK2:Gap -filling-Listen again and fill the blanks with the exact words you hear.-before listening,T asks Ss to read the sentences xarefully and have a guess of the missing words first.-Play the tape twice times and asks Ss to compare their answers with a partner-Call on some Ss to read aloud their answers-Check and give feedbackTASK3: Answering questions-T asks Ss to work in pairs .Ask and answer the questions-Let them have 2 minutes to practise and then call on some Ss to practise aloud in front of class- Feedback and give correct answers:POST-LISTENINGWork in groups: If your class could go for a picnic this weekend, what would your plan be?+ destination:+ Means of transport:+ How many:+ How long:+ Who with:+What activities:+Bring any food?

chorus

-Ss remenber the deleted words and rewrite on the board

-Work in pairs .Listen and make order the pictures-Expected answer:1.a 2.e 3.b4.c 5.f 6.d

-Work individually-Expected answer:1.was just a few2.to pay a visit3.at the school gate4.a short tour5.playing some more-Work in pairs .Ask and answer questionsExpected answer:1.The weather was very nice2.Yes, it is.3.The garden was beautiful4.They could sleep suondly beacause it was so peaceful and quiet in the garden5.They took pictures plays games, talked sang and danced- Work in groups and talk about their plan in front of class.

4-Consolidation:- Retell a short talk about a picnic that you have just listened 5-Homework - Learn newwords by heart - Prepare UNIT 6Lesson 4:WRITING



D.P: 03/11/08 Period:33D.T:

UNIT 6. AN EXCURSION D. WRITINGI.OBJECTIVES:

By the end of the lesson, Ss will be able to write a confirmation letter responding to a request and an invitaion.II. TEACHING AIDS:textbook; cassette….III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking 2 students to ask and answer about a plan of your picnic at weekend 3- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activitiesWARMER:NetworkT asks Ss to combine these words with LETTERBussinessFriendlyInvitationApologyThank you LETTERComplaintLoveConfirmationGet wellPRE-WRITING:Activity 1:-Tasks: When do you write a request letter? When do you write a confirmation letter?- T explains the defintion of request and confirmation letters.Activity 2: Presenting vocabulary+ to pick someone up;(v)+ to be convenient for (exp)

-Work in groups- Ss read their answers

- The whole class listen and answer T’s questions- Ss discuss with another friend to find out their definition-Expected answer: Request: is the letter that asks for information for helpConfirmation:is the letter that responds to the request. It confirms whelther



+ Let s.one have an early reply: meaningWHILE-WRITINGActivity 1:TASK1: Finding out the request and confirmation in two letters-T asks Ss to work individually .Read the two letters and find out the request and confirmation in Nga’s letter and confirmation in Hoa’s letter.-T calls on some Ss to read their answer.- T listens and checks themActivity 2: Useful language+ I am glad / happy to receive/ join/ know........next Saturday.+ Certainly , I will help you to ................everything for.....+ I am willing to help you ......for..+ Firstly , let me congratulate you on your 15th birthday.+ I look forward to seeing you soon .+ I will be waiting for you tomorrow ..........................Activity 3: Reading two situations in the textbook- T asks Ss to read two situations in the textbook and explain the request in both two letters.- Choose one situation that they want to write and make an outline first.- T goes around and help them- T can collect their mistakes and then writes them on the blackboard to correct and gives commentsPRODUCTIONWriting a full letter- Let them have 10 minutes towrite , T calls on two Ss to write them on the board.- T asks Ss to look at carefully and give their ideas- Finally , T checks again and give their comments with the class.

the help is provided or the information is avaiable or not.

- The whole class read two letters silents-Ss read their answers-Expected answer: - Listen to T's eliciting and copy down

- Work individually and the whole class- Choose one situation that they want to write and make an outline first.

- Write their writing on the board while the others checks and correct mistakes

4-Consolidation:- How to write a confirmation letter 5-Homework - Learn newwords by heart - Write your writing fully - Prepare UNIT 6:Lesson 5:LANGUAGE FOCUS



D.P: 04/11/08 Period:34D.T:

UNIT 6. AN EXCURSION E. LANGUAGE FOCUSI.OBJECTIVES:

By the end of the lesson, Ss will be able to:- pronounce the sounds /ə / and / З: / correctly- distinguish the present progressive (with a future meaning) and be going

to and use them appropriately.II. TEACHING AIDS:textbook; III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss about tenses that you learnt

3- New lesson: lesson 5:LANGUAGE FOCUS Teacher’s activities Students’ activities

WARMER: - T asks Ss to pick out the word whose underlined part is different the others1a.award b.thaw c.claw d.draw2a.writer b.term c.preserve d.reserve3a.earn b.bird c.fir d.other4a.today b.nurse c.from d.ofPRONUNCIATION /ə:/ and /ə/

-T helps Ss to distinguish two sounds*/ə /:a short sound*/ə:/ :a long sound

-Ask them to listen and repeat several times2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR: Future tenses1 Examples:T gives some situations and asks Ss to give the correct form of verb in parenthesea.Tom: I hear Mary is in hospital now

- The whole class - Some Ss read their answers aloud-Expected answer: 1A 2.B 3.D 4.B

-Ss distinguish two sound and listen to T’s elicit- Listen and repeat the words in ther textbookNote :minimal pairs

/ə/ /ə:/

WasSomeDoesfrom

weresirdirtfir

-Ss give the correct form of verb in parenthese



Jim: Really ? I (see)............. her tomorrowb.Mary : Let’s go to the cinema tonight Mai: Sorry.I ( help) ............my sister with her homework tonight.c.Look! It’s cloudy and windy. It (rain) ........very hardd.Tom: Where are you going now? Jack: I ( buy).........something for my birthday party at weekend.2.Form and use:a.S+ will/ shall -bare infinitive-> talking about St coming out the moment at speakingb.S+ am/is/are + V-ing + adverb of time with a future meaning-> talking about plan as in agenda(phaíi coï/ laìm viãûc gç)-is used to replace to verbs:go , come, arrive in near future.Ex: He is going to arrive at 11.30 He is arriving at 11.30c.S + am/ is /are + going to + bare infinitive-> talking about something planned before the moment of speaking or something which is surely to happy soon.-> talking about prediction(dæûa vaìo nhæîng caïi coï åí hiãûn taûi)PRODUCTIONExercise 1,2,3Exercise 1:Choose the best option -Ask Ss to work individually and choose the best option.Encourage Ss to give explanation.-Have Ss compare their answers with a friend.-Call on some ss to read their completed sentences.-Feedback and give correct answers:Exercise 2,3: Verb tense-Ask Ss to work individually andgive the correct form of verbs in parentheses .Encourage Ss to give explanation.-Have Ss compare their answers with a friend.-Call on some ss to read their completed sentences.-Feedback and give correct answers

- Ss read and give their explanation- Expected answer: 1.I will see2.I am helping3.It is going to rain4.I am going to buy

- The whole class discuss in pairs and give the their forms and uses of future tenses- Ss write them into their notebooks

- Work individually

4-Consolidation:- Retell the form and uses of future tenses 5-Homework - Do all exercises again and do more in workbook - Prepare TEST YOUR SELF B



D.P: 11/11/08 Period:35D.T:17/11 class10A5;18/11 class 10A9

TEST YOURSELF BI.OBJECTIVES:Helping Ss test their knowledge that you learnt in unit 4,5,6II.TEACHING AIDS: textbook…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to answer about grammar

3- New lesson: TEST YOUR SELF B Teacher’s activities Students’ activities

WARMER:Answering questions-T asks Ss to answer the questions1.What have you learnt about grammar and topic:Education?2.What are they?PRESENTATION:I-LISTENING:Listening and completing the table -T asks Ss to look through the information in the table and understand them.-T can help Ss by asking some questions and explains newwords+ location:What is reading located?+ Population: How many people / inhabitants are there in the reading?+Noted for: What is this town famous for?- T asks Ss to guess what kind of word to complete in echa item?-T plays the tape twice and calls some Ss to give answers-Feedback and give correct answers:

II-READING: Reading the passage and dicide whelther the following staterments are true or false-T asks Ss to read five statements and understand them carefully - Go back to the passage and find its

- The whole class retell what they have learnt from U4-U6

-Work individually - Listen and complete the information in the table-Some Ss read their answers to the class-Expected answer:

Reading Oxford50 miles to the

west of London

In the central England

120.000 inhabitants/

people

90.000 people

Market townBiscuits factory

Computer industry

UniversityCar factory

Cowley Road

- Work in groups-Expected answer:



location .Then give their answer-T goes around the class and encourages help if necessary.-T explains some newwords:-T calls some Ss to give answersIII-GRAMMAR:Mstake correction -T can explain how to do the exercise in grammar- One word is missing from each line . Put a stoke (/) where thw word has been omitted and write the missing word in the space provided.-Let them have 5 minutes to practise and encourage them to compate their answers with a peer.-T calls some Ss to give answers in front of the class.-Feedback and give correct answers:

IV-WRITING:Writing a letter of permission-T guides Ss to retell how to write a letter of permission( how many parts, form,content.........)-T asks Ss to to work individually and peer correction- T calls 2 Ss to go to the blackboard and write down your writing .- T checks and corrects their mistakes

1F( too much)2.F( unneccessary)3.T4F(repeat)5T

-Work in pairs-Expected answer: 0-inventions are carried1.out by scientists2.opportunities for other people3.there is a weekly4.television programme which /that attempts5.all the various6.oranizing the programme7.inventions a /per year8.developed by private9.However, it is important10.Will it be wanted?- Listen to T's eliciting and work individually - After finshing , Two Ss go to the board and write them down.

4-Consolidation:- Retell all grammatical points from U4 to U6. 5-Homework - Do all exercises again and do more in workbook - Prepare ONE PERIOD TEST 2



Date ....../....../200period:37th

LESSON PLAN******

A.OBJECTIVE:I-Knowledge: Helping students to correct ONE PERIOD TEST 2II-Skill : Reading,speaking,listening and writing skill

B.PROCEDUCE:I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Sharing papers with Students III- New lesson: Correcting ONE PERIOD TEST 2

Teacher’s activities Students’ activitiesDe -1I-Pronunciation : (1m)1.C2.D3.A4.BII-Multiple choice (3ms)1.A 7.B2.C 8.D 3.A 9.C4.D 10.D5.B 11A6.A 12.A

III-Writing(2ms)1.First, put the clothes in the machine2.Next to, add some detergent to the clothes3.Check the back of the detergent box to see how much you should use4.After that set the water temperature5.Then put some coins in the slot to start the machine6.wait for the machine to finish7.Then take out the clothes8.Finally put them to dry in a drier

IV-READING:(2ms) Gap -filling1.at2.picnic3.washes4.family5.countryside6.in7.end

De-2I-Pronunciation : (1m)1.C2.A3.A4.DII-Multiple choice (3ms)1.B 7.D2.A 8.B3.C 9.A4.D 10.C5.B 11.C6.C 12.C

III-Writing(2ms)1.First wash the rice in cold water2.Then put the rice in a pot3.Next , pour water into the pot4.And after that you bring it to the owen.5.Cook ot about 20 minutes slowly6.Bring the spot out of the oven7.Finally, you can serve your meal.

IV-READING:(2ms) Gap -filling1.T2.F3.F4.F5.T6.NG7.F



8.hungryV-Listening(2ms)1.on2.catching3.cinema4.used to be5.play6.use7.buy8.which

8.TV-Listening(2ms)1.on2.catching3.cinema4.used to be5.play6.use7.buy8.which

IV-Consolidation:- What have you learnt inUnit 4,5 and 6 V-Homework - Review all grammtical points and vocabularies. - Prepare Unit 7 lesson 1: READING

D.P: Period:38 D.T:

UNIT 7:THE MASS MEDIAA.READING

I. Objectives By the end of the lesson, Ss will be able to :



- update with names of some popular TV programmes such as Quiz Show, Portrait of life…

- able to talk about their favourite programmes. II. Materials

Textbook, whiteboard markets,…TV schedules extracted from newspapers

III. Procedure.1.Settlement: Greeting the class & checking students’ attendance.2-Checking: No

3- New lesson: lesson 1:READING Teacher’s activities Students’ activities

WARMER: Jumpled letters-T asks Ss to work in groups of two and arrange these jumpled letters into a meaningful words1.N T E N I E R T->2.K B OO->3.N P A E W S E R P->4.D O I A R->5.Z I N E M A A G->6.L T E E I S O N V I ->- T asks: 1.What are they? 2.Have you got a TV? Which programme do you usually watch? 3.Which channel do you like most? Why?

PRE-READINGActivity 1: Vocabulary: RUB OUT AND REMEMBER+ TV series: + population and development: + folk song: + News headlines: + Weather forecast: + Quiz show: + Portrait of life: + Documentary: + Wild life World: + Around the world: - T deleles the VietNamese equivalent and asks Ss to go to the board and write all of them again- T asks Ss to read them carefullyActivity 2: TASK 1: MATCHING VOCABULARY-Ask Ss to match the words in A appear in the reading passage with their definitions in B- Have Ss compare their answers with a friend- Calls on some Ss to stand up and read their answer aloud- Feedback and give correct answers: WHILE- READING

- Work in groups of two and arrange these jumpled letters into a meaningful words- Go to the board and write their answers quickly- Expected answer: 1.Internet2.book3.newspaper4.radio5.magazine6.television* They are THE MASS MEDIA- The whole class answer T’s questions-The whole class read through the TV programme on VTV1, VTV2 and VTV3 and find out thenewwords-Give the VietNamese equivalent of some TV programme- Rub out and remember- Read them carefully

- Work individually and pair work- Expected answer: 1.e 2.a 3.d 4.b



Activity 3: TASK2:TRUE OR FALSE-Tells Ss to read the programme carefully and decide whether the staterments are true or false.Correct the fasle information- Ask Ss to explain their answer by giving evidence in the reading passage- Call on some Ss to give feedbackActivity 4: ANSWERING QUESTIONS- Ask Ss to work in pairs and ask and asnwer the questions in their textbook- Call some pairs to practise aloud in front of class- Listen and give the correct answers

POST -READING :ROLE-PLAY- T gives some given words and asks Ss to work in pairs to make a dialogue.A: You/ often / watch/ TV?B:...............................................................................A:How often/ you/ watch/it?B:...............................................................................A:Which programme/ you / like / best?B:...............................................................................A: Why?B:..............................................................................

- Work individually and give answers1.T 2.T3.F( on VTV3)4.T5.F( the last programme starts at 23:30)- Work in pairs1.There are five films on2.At 9.00a.m , 12.ooat noon, 7.00p.m on VTV1, and 7.00 p.m on VTV33.on VTV24.The quiz show5.on VTV16.The football- Role play- Make a dilogue with your partnerIn pairs

4-Consolidation:- Retell the programme on TV that you like best and the reason why 5-Homework - Learn vocabularies by heart - Prepare Lesson 2: SPEAKING

D.P: Period:39D.T:

UNIT 7:THE MASS MEDIAB.SPEAKING

I.OBJECTIVES:: Helping Ss talk about the differences and similaries of some popular types of the mass media



II. TEACHING AIDS: TextbookIII.PROCEDURE:1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Telling what the programme on TV that you like best and the reason why

3- New lesson: lesson 2:SPEAKING Teacher’s activities Students’ activities

Warmer: LUCKY NUMBER , 1 2

What is it ?

4 5

Questions:1.It was invented in 19252.We can listen to the news but we can’t see it3.It contains information and pictures 4.We use it to find information quiclky, chat with friends and send email.PRE-SPEAKINGActivity 1: TASK 1- Ask Ss to work in pairs . Which of the following are the types of the mass media ? Why?- T helps Ss elicit the reason why* Mass media or mass communcations refer to publi institution that report news and other stories . Mas media also keep people updated( cáûp nháût , cho ai nhæîng thäng tin måïi)Activity 2: Vocabulary:+ to present(v): + to provide(v): + to deliver(v): + orally( adv) = through mouth+ aurally(adv) = through ears+ visually(adv) = through eyes- T asks Ss to read these words in chorusWHILE -SPEAKINGTASK 2: Cross (x) in the right column- T asks Ss to look the table and cross the types of the mass media with its features.- T goes around to help them

Features The mass mediaTV Radio Internet book

1.provide information and entertainment orally

X X X

2.receive information aurally X X3.present information and entertainment visually.

X X X

4.receive information visually X X X5.present information and X

- Work in group of two and choose the number- Listen to T's questions and answer-Expected answer: 1.Television2.Radio The mass media3.Newspaper4.The internet

- Work in pairs and give their answers+ television+ the internet+ newspaper+ magazine+ radio

- Read through the features the types of the mass media in task 2 have in common and find out some newwords- Read them carefully

-Ss work in group and decide which features of the mass media in the table and cross- Some Ss read their answers in front of class.

- Work in pairs . Ask and



entertainment orally and visually6.get information aurally and visually

X

7.provide/ deliver information and entertainment

X X X X

*T asks Ss to look at the table and answer T’s questionsT:When do you often get information ?S: From TVT: What is the difference between getting information from TV and radio?S: TV presents information and entertainment visually and we receive them through eyes*Substitution drills- T asks Ss to practise the same dialogue that T has made in pairs- Calls on some pairs to practise again in front of classPOST -SPEAKINGWork in groups : Talk about different types of the mass media .Ask and answer the questions in textbook.

answer about the features of the mass media- Some pairs practise a dialogue again in front of class- Role- play:A: What are the different types of the mass madia?B.TV, films, books, magazines, radio, newspaper, plays, the internetA. What features do they have in common?B.Provide information and entertainmentA.What are their own features?B. TV presents information and entertainment visually

4-Consolidation:- Retell the features of mass media 5-Homework - Learn new words by heart - Prepare Lesson 3: LISTENING

D.P: Period:40D.T:

UNIT 7:THE MASS MEDIAC.LISTENING

I.OBJECTIVES: Helping Ss listen two news on radio and get information

-improve listening skill II.TTEACHING AIDS: TextbookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to tell about the features of TV

3- New lesson: lesson 3:LISTENING



Teacher’s activities Students’ activitiesWARMER: Guessing game

What is it?

Questions:1.It is one of the radio programme2.It broadcasts daily and live from redio station3.It updates you with the lastest informatin , current affairs domestically and internationally-> NEWS/ NEWS BROADCASTPRE-LISTENINGActivity 1: Answering the questions1.How often do you listen to the radio?2.How many hours per week do you listen to it?3.What programme do you like listening to and why?* T instructs to the new lesson: News broadcast is a popular programme on the radio. Today you will listen to a short news edition. You will listen and do the tasks assignedWHILE -LISTENINGTASK1: Ticking in the right column- Elicit the items of the news and understand them clearly- Help Ss explain some newwords in the table+ health(n) -> healthy( adj)+ strong (adj)+ cloud(n) -> cloudy(adj) - Ask Ss to read them carefully and notice that these words appear in the tape- Play the tape three times for Ss listening - Check their answers in front of class

TASK 2: Gap-filling- Let Ss read the two news stories carefully and have the guess of the missing words- play the tape again and ask Ss to fill in the missing words.- EncourageSs to compare their answers with a peer- call on some Ss to read completed stories loudly

-The whole class listen to T’s questions and guess what it is- Give the explanation about it

-Free-talk- Answer the questions in the textbook

- Listen to T's eliciting

- Work individually -Look at the table and understand them- Give the meaning of the words- Read them in chorus

News story 1

News story 2

HealthyStrongYoungCloudyHighestWonderfully

V

V

V

V

V

V

- Work individually and pair- work- Expected answer: *.News story 1 *.News story 21.has caused floods 1.twenty third2.have left their house 2.4.4183.have risen 3.California4.two metres 4.Wonderful5.has stopped 5.young



- Listen to their comments- feedback and give correct answers:

TASK3: Answering the questions- Ask Ss to work in pairs and answer the question without textbook.- Call on some pairs to practise loud in frontof class- Give the correct answersPOST -LISTENING:Work in groups : Choose one of the new stories and tell your classmate about it.

and 6.cloudy health7.strong wind

- Work in pairs-Expected answer: 1.Heavy rain has caused floods all over the country during the night2.Beacause riverts has risen3.The old woman has climbed Mount Whiteney twenty three times4.Beacause it has kept her young and healthy

4-Consolidation:- Summary two news stories in groups 5-Homework - Learn new words by heart - Prepare Lesson 4: WRITING

D.P: Period:41D.T:

UNIT 7:THE MASS MEDIAD. WRITING

I.OBJECTIVES:Helping Ss write advantages and disadvantages about mass media.

II. TEACHING AIDSIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.1-Checking: Asking a student to retell about two stories in previous

lesson 3- New lesson: lesson 4:WRITING




WARMER: QUESTIONS-T asks Ss to close their textbook and answer T’s questions1.What are some kinds of the mass media?2.Which one is the most popular?3.What are advantages and disadvantages of TV?PRESENTATIONTASK1: BRAINSTORMING-T asks Ss to close their textbook again - T divides the whole class into groups , asks them list advantages and disadvantages of TV on small paper- Let them have 3 minutes and then exchange their paper into another group- Open their book and check - T elicits some newwords and structures+ help sb do/ to do Sth+ make sb/st/do st /adjEx: he makes me tired/cry+ the popularity = to be famous for -> popular( adj)+ to be aware of+ brain(n)+ to encourage(v)-> encouragous(adj)+ to interfere(v) = to preventTASK2:Talk about advantages and disadvantages of mass media-T divides the whole class into four groups and discuss about advantages and disadvantages of the following mass mediaHandout:Mass media advantag

esdisadvantages

1.Listening to radio2.Reading newspaper3.Using a computer4.Using The internet

-T asks Ss to discuss and write their ideas in the handout-T lets them have 3 minutes .then calls on a representative of each group present their ideas in front of class- Listen and give commentsWRITING

- Work in pairs :Ask and answer the questions in the textbook- Some pairs practise loudly

-Work in groups of two.Brainstorm about and disadvantages of TV Group 1 Group 2

Advantages disadvantages of TV of TV

-Listen to T's eliciting and copy down-Read them in chorus

-Work in groups of four-Discuss about the mass media-The representative of each group present their ideas in front of class-Expected answer: Radio: * - make people happy - Life easier /relax -get /enlarge /broaden knowledge understanding *waste time Make people passiveNewpaper: *get information on many fields :culture, art, bussiness Relax and entertainment *harm people eyes Be short-sighted Cost time and money Make people passive Internet: *get information on many fields Provide quick and daily access to information and entertainment

*cost a lot of time and money make people passive Influence on the way people Take tmes away from



-T asks Ss to write a paragraph about advantages and disadvantages of the following mass mediaDiscussed in Task 2Useful language : * There are some advantages and disadvantages that radio brings us..........* Updated information , conviences.....*Firstly/secondly/next to/ Lastly* In conclusion,..-Let Ss work individually and write under time pressure-Peer correction-Pick up some writing to correct in front of class

activitesWork individually and exchange their writing into nather student to correct mistake together

4-Consolidation:- Summarize their main points 5-Homework - Write a letter completetly - Prepare Lesson 5: LANGUAGE FOCUS

D.P: Period:42D.T:

UNIT 7:THE MASS MEDIAE. LANGUAGE FOCUS

I.OBJECTIVES: Helping Ss revise the present perfect and using because of and although.

II.TEACHING AIDSIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance. 2-Checking: Talk about advantages and disadvantages of the following mass media 3- New lesson: lesson 5:LANGUAGE FOCUS




WARMER: Categorising-T asks Ss to work in geroups of 4 and decide which words go with SINCE or FOR 1990 Monday the age of five Three months many years Last week 2005 Last Summer a long time two hoursPRONUNCIATIONActivity 1:Table completion-T gives the words and asks Ss to put them in tie right column/ei/ ,/ai/, /oi/Wildlife enjoy day styleDemonstration place toy flyAfraid time climb destroyPaper noise railway height Buy airline play lie-Help Ss to distinguish thses three sounds -Instructs the way to pronounce them-Ask the whole class listen and repeat them in chorusActivity 2:Practise the sentencesGRAMMAR:Activity 1: Review the present perfect1.ExamplesWe have just finished lesson 7 for 45 minutesWe have not finished lesson 7 for 45 minutesHave you finished lesson 7 for 45 minutes?2.Form : S+have/ has + V(3) S+ have/ has +not+V(3) Have / has + S+ V(3) ?Adv: for / since Already/ not /yet/ never/ ever......3.use: express an action happened in the past and still last in the present and future4.Practice : Ask Ss to do exercise 1,2Activity 2: Because and although1.Examples:a.Mary looks happy. She has just get good marks-> b.He is very wealthy. He is not happy

-Work in groups of four - Put the given words which go with Since or for-give explanation for them

- Ss work individually and compare their answer with a peer-Ss read them in front of class

/ei/ /ai/ /oi/day

Demonstration

AfraidPaperPlace

railwayplay

WildlifestyleBuy

airlineclimb

flyheight

lie

Enjoynoise

destroytoy

-Ss retell the form and use the present perfect-Ss go to the blackboard and write them down-While the others give another ideas-Ss can give another examples-Ss work individually and do exercise 1-read their answers in front of class

- The whole class listen to T’s guidance-Combine two pairs of sentences-Expected answer: 1.Mary looks happy because she has just get good marks-> Mary looks happy because of having just get good marks2.Although he is very wealthy,he isnot happy.-> In spite of being very wealthy,he isnot happy.



->2.Forma.Clause and phrase of reason:because + S+V-> because of + noun/ V-ing b.Clause and phrase of concession:Athough DespiteEven though + S+V-> in spite of + noun/ V-ing Though3. Practice :Ask Ss to do exercise 3-Ask Ss to work individually andcomplete the sentences using the information in the box. - Encourage Ss to give explanation and transtale VietNamese meaning -Have Ss compare their answers with a friend.-Call on some ss to read their completed sentences.-Feedback and give correct answers

-Work individually and read their answers in front of class

4-Consolidation:- Summarize their main points 5-Homework - Practise exercise 1,2 and 3 again and carefully - Prepare Lesson 1: READING

D.P:3/12/08 Period 43D.T:05/12/08

UNIT 8:THE STORY OF MY VIILAGE A.READING

I.OBJECTIVES:By the end of the lesson Ss will be able to understand the main content of the passage and hold on some new wordsII. TEACHING AIDS: Text book,…III.PROCEDURE:



1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking a student to rewrite the clauses and phrases from T.

3- New lesson: lesson 1:READINGTeacher’s activities Students’ activities

Warm up: NETWORK-Ask Ss to work in groupd of three or four and make a list of words related to the “country”.

COUNTRY

PRE-READINGActivity 1: Picture description-Look at the pictures -have Ss work in pairs and discuss the questions in the book.Call on some pairs to read their answer aloud in front of class-feedback and give correct answers: Activity 2: presenting vocabulary+ straw(n) = dry cut stalks of various cereals: råm+ mud(n) -> muddy(adj)= wet, soft soil: buìn+ technical high school (n): træåìng trung hoüc KT+ farming method(n): PP canh taïc+ brick house; house made of brick+ thanks to(exp): nhåì vaìo- T asks Ss to pronounce them loudly- Rub out and rememberWHILE-READINGTASK1: MATCHING VOCABULARY:- Ask Ss to read the passage and match the given words which all appear in it in A with their definitions in B-Encourage Ss to guess the meaning of the words in the context-Have ss compare their naswers with a peer.-Call on some ss to explain their answers in front of class-Feedback and give correct answers: TAÏSK2: TABLE COMPLETION-Ask Ss to scan the passage to get specific information to complete the table-Let ss to study the table carefully before doing the task-Go around the class and provide help

Work in groupThe group with the longest list will be winnerCrop- harvest- farmers- plough- cows- buffalo- mud- machine

-Work in pairs-Expected answer: 1.The farmers are harvesting the crop2.They are working hard3.It’s good crop/ bumper crop4.Good farming methods , good varities, modern technology used, people work hard

- Ss read through the passage and find out the newwords and give their meaning- Write all new words based on the VietNamese meanings

-Listen to T's eliciting and do the task 1- Read their answers -Expected answer: 1b 2.d 3.a 4.e 5 c-Give VietNamese equivalent :1234.5.- Work individually and pair work-Expected answer:

Areas of change

Before Now

houses Made of straw

and mud

Made of bricks



when necessary- Tell Ss to discuss the answers with a friend-Check the answers in front of class-Give the correct answersTASK3: ANSWERING QUESTIONS-Get Ss to work in pairs : Read the passage again and answer the questions in task 3- Tell Ss to underline the information that suport the answers-Call on some Ss to practise loudly- Give feedback and give correct answers: POST -READING-Ask Ss to work in groups and discuss the questions“ How can people with an education help make the life their community better?”- Go to groups and provide help when necessary

Radio and TV

Few families

Many

Farming methods

old New

crops poor Good/bumper

travel no By motobik

e- The reprentative of each group stand and present their group’s ideas-Expected answer: + introduce new farming methods+ grow cash crops for export+ help local people apply modern technology in farming+ Raise people’s awareness about foor safety and environmental hygien..

IV-Consolidation:- Retell the changes in your own hometown or home village V-Homework - Learn new words by heart - Prepare Lesson 2: SPEAKING

D.P:08/12/08 Period 44D.T:15/12/08

UNIT 8:THE STORY OF MY VIILAGE B. SPEAKING

A.OBJECTIVES:By the end of the lesson Ss will be able to talk about the plans to to improve the

villageB.PROCEDURE:



I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking a student to read the passage and answer T’s questions

III- New lesson: lesson 2:SPEAKINGTeacher’s activities Students’ activities

WARMER:BrainstormingT asks Ss to close your textbook and make a list of the ideas that can be carried out to improve the village life- Encourage ss to have ideas of their own PRE-SPEAKINGActivity 2: TASK1:Matching-Ask Ss to open their books and look at the situation in Task 1“The village of Ha Xuyen are discussing plans to improve life in the village “Match the plans with possible results.-Explain some new words:+ resurface(v) =renew, put new surface on+ cannal(n) =man made waterway for irrigation+ muddy(adj) full of mud-Have Ss do the task in pairs . Tell Ss to give explanation following the modelA: Why should we widen the roads?B:We should we widen them so that cars and lorries can get to the villagePRACTICE:-Ask Ss to work in groups of three: Read and practise the conversation-Call on some groups to practise the conversation in front of class- T elicits Conditional sentences type 1:If S + V(present) + S+ will/ can + V(bare-infinitive)

Ex: If the roads are widened , cars and lorries can get to our village- T provides some useful language:*Giving agreement : I think that we should....... That’s a good ideas I think so. We should I completedly agree with youPRODUCTION: Conversation completionA:I/ think/ we/ build/ football groundB:I /completely/ agree with you. If /it/ built/ young people/play sports/ improve/ health.C: A football ground/ a place/ where/

Roads crops

medical centre Improvement Of the village houses

bridges schools

-Work in pairs by practising the model- Some pairs practise loudly-Expected answer: 1.B 2.G 3.D4.E 5.F 6.C

-Work in groups of three - Talk aboput the plans and possible results in the village- Practse it in front of class

- Listen to T's eliciting and copy down

-Work in groups again and complete the conversation by using the given words from T- Practise it in groups again



people meet/ exchane ideas.A: What about/ medical centre? I/ think/ necessary/ built/it.B:That’s a good ides. If/ it /built/ people’s health/ looked after/ better.C:Yes, and If/ we/sick. We/ not/have /go/district/ provincial hospital/for treatment.

IV-Consolidation:- Retell the plans and results in your village V-Homework - Learn vocabularies by heart - Prepare Lesson 3: LISTENING

D.P:09/12/08 Period 45D.T:15/12/08 Day bu

UNIT 8:THE STORY OF MY VIILAGE C. LISTENING

I.OBJECTIVES:By the end of the lesson Ss will be able to listen and understand the information about changes in a small town.

II. TEACHING AIDS: Text bookIII.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.



II-Checking: Asking a student to tell about the plans to improve your village in future.

III- New lesson: lesson 3:LISTENINGTeacher’s activities Students’ activities

WARMER: Find someone whoDid you use to........? Name

1.have a favourite toy when you wrer a child2.have a nickname?3.have a pet?4.cry at night when you were a child?5.hate school?6.hate doing homework7.play hide and seek?

PRE-LISTENINGActivity 1: Pictures description- T asks Ss to look at two pictures in the text book and talk about the differences between them in the past and nowadays- Call on some Ss to share their findings in front of class.- T gives the comments and writes them on the board

WHILE-LISTENINGTASK1:True Or False-Before listening to the tape, T asks Ss to read all staterments carefully and understand them.- play the tape several times if necessary-have Ss compare their answers with a friend and correct the false ones-Call on some ss to read their naswer aloud-Feedback and give correct answers:

TASK2:Gap-filling-Tell ss to read a part of thetalk carefull and have a guess of the missing words.- Ask Ss to listen to the tape again and fill the gaps with the words they hear.-Play the tape more than once if necessary

-Work in groups of four- Ss go around the class and ask the other.Then complete their name.- Report results in front of class

-Work individually - Give their ideas about the picturesIn the past nowadays-No cars, hotels

- small houses-buffalos on the roads and cows grazing so the roads are dirty-the roads are narrow.-a lot of trees

There is a hotel in the town.Tall buidingsNo cows, buffalos- the roads are widen, bigger, clearner

-no trees

-The whole class-Ss read the staterment and guess they are true or false- Stand up and speak loudly-Expected answer: 1.F(It ‘s on the south coast of England)2.F( It used to be a small quite town)3.T4.F( A lot of trees have been cut down for wider streets)5.F( Some people don’t like the changes , theymiss the quiet and peaceful life of the town)

-Work individually and compare their answer with a peer.- Expected answer:



- Call on some Ss to read their answers-Feedback and give correct answers: POST-LISTENINGWork in groups:Discuss about the changes in your own hometown or home villageUseful structures:+ Used to+ There is/ are used to+ there didn’t use to+ have /has done /been done.....- Have Ss work in group and talk about the changes in your own hometown or home village- Call on some Ss to present their ideas’ groups in front of class.-Listen their comments and correct mistakes

1.houses 2.hotel 3.widened 4.cut5.car 6.shop7.department 8.expensive

-Work in group- present their ideas’ groups in front of class.

IV-Consolidation:- Retell the changes in your own hometown or home village V-Homework - Learn new words by heart - Prepare Lesson 4: WRITING

D.P:09/12/08 Period 46D.T:15/12/08 dạy bu

UNIT 8:THE STORY OF MY VIILAGE D. WRITING

I.OBJECTIVES: - By the end of this lesson, Ss will able to write a letter giving directions. Improve writing skillII.TEACHING AIDS: Text bookIII.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking a student to tell about the changes in your own

hometown III- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activitiesWARMER:Asking the questions -Some Ss answer T’s questions



1.Where is your house?2.Could you tell me the way to your house?PRESENTATIONTASK 1: Reading the letter - T introduces the situation and asks Ss to work in pairs .Find Ann’s house on the map by reading letter.-Note: Ss can draw the directions while discussing-Ask them to read the letter again and give directions.-T provides some useful expression about directions* Asking for directions:+Could you tell me the way to ....................?+ Can you show me how to get to ..................?* Answering for directions: + turn left/ right+ come out of +keeping walking/ riding/ driving+ go over/ pass/ walk past/go through+ take the first /second/third turning.+turning on the left/ right+ It’s opposite/ near/ next to/ in front of TASK2: Asking and answering about directions on the map-T asks Ss to work in pairs .Ask and answer about directions on the map in order to find where the bookshop , sourvenir shop.- T goes aroung and help them-Call some pairs to practise in pairs aloud- Listen and correct errorsPRODUCTIONTASK3 Writing a letter giving directions- T asks Ss to read the requirement in task 3and explain it- Ask Ss to write independently and go around the class , provide help when necessary-Have Ss compare their writing with a peer- Peer correction-Pick up some writing and correct in front of class-Feedback and give correct answers:

-The whole class read the letter-Find Ann’s house on the map -give directions ans some expressions

-Listen to T's eliciting and copy down

-Work in pairs-Ask and answer about directions on the map in order to find where the bookshop , sourvenir shop.

-Work individually and pair work- Exchange their writing into another friend- Correct their mistake from T



IV-Consolidation:- Summarize their main points V-Homework - Write a letter completetly - Prepare Lesson 5: LANGUAGE FOCUS

D.P:09/12/08 Period 47D.T:15/12/08 Dạy bù

UNIT 8:THE STORY OF MY VIILAGED. LANGUAGE FOCUS

IOBJECTIVES: I-Knowledge: Distinguish two sounds/əu/ and /ou/

Review the conditional sentence type I and Reported speech with statement

II-Skill : Practising skillII. TEACHING AIDSIII. PROCEDURE

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss about tenses that you learnt

III- New lesson: lesson 5:LANGUAGE FOCUS Teacher’s activities Students’ activities

WARMER: Jumpled sentences- T asks Ss to arrange given words into a

- The whole class - Some Ss read their



meaning sentence 1.counted/ coming/ cows/ mountain/the/ Mr brown / down.->Mr Brown counted cows coming down the mounted2.knows/ Joe/ Rose/ phones/ Sophie/ Sophie/ and Joe/ but/ don’t know/ knows/ Rose.-> Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows.PRONUNCIATION /əu and /ou/

-T helps Ss to distinguish two sounds*/əu/ ->/a/ and /u/

*/ou/->/o/and /u/

-Ask them to listen and repeat several times2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionGRAMMAR: I-REPORTED SPEECH WITH STATEMENTS1 Examples:a.I say, “ You have to work harder, Nam”-> I say to Nam that he has to work harderb.I said, “ You have to work harder, Nam”-> I said to Nam that he hadto work harder2. Eliciting: Direct -> indirect speech* say , tell in the present : no change tense of verb in reported clause*say , tell in the past : + change tenses of verb by moving “one tense back” + change pronouns : S, O and possesive adj + change adv of time and place3. Practice: Ask Ss to do exercise 1,2-T asks Ss to do exercise 1,2 in their text book-Call on some ss to read their completed sentences.-Feedback and give correct answers:II- CONDITIONAL SENTENCES:1.Examples:T: What will you do if you have a lot of money?S: If I have a lot of money, I will buy a new bicycle2.Form and use- T elicits Conditional sentences type 1:If S + V(present) + S+ will/ can + V(bare-infinitive)- To express Sthing that can happen in futureNote: Unless= If......not3.Distinguish : When -clause & If- clauseWhen -clause : refers to “ all time” , not just

answers aloud-Expected answer: 1A 2.B 3.D 4.B

-Ss distinguish two sounds and listen to T’s elicit- Listen and repeat the words in ther textbookNote :minimal pairs

/əu/ /ou/

CowHouseTownMouseCouchHow

CoatBowl

PhoneNoteBoneClose

- Listen to T's eliciting and change into reported speech-compare two senteces and give the forms- Give explanation of the way - practise exercise 1, 2 in their textbookNote: say ( to s.o)that tell s.o talk to s.o

- Work individually - Ss read loud their answers in front of class- The others listen and correct mistakes

- Listen to T's eliciting amd copy down- Give the form and use

- Work individually - Ss read loud their answers in front of class- The others listen and



the present or future . They express a situation that is always true. It means wheneverEx: When winner comes, It ‘ll be very cold4.Practice : Ask Ss to do exercise 3,4-T asks Ss to do exercise 3, 4 in their text book-Call on some ss to read their completed sentences.-Feedback and give correct answers:

correct mistakes

IV-Consolidation:- Summarize the main points of grammar in lesson V-Homework - Do all exercises again and do more in workbook - Prepare TEST YOUR SELF C

D.P:14/12/08 Period:48D.T:16/12/08

TEST YOURSELF CA.OBJECTIVES: I-Knowledge: Helping Ss test their knowledge that you learnt in unit 7,8

II-Skill : Four skillsB.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammar

III- New lesson: TEST YOUR SELF C Teacher’s activities Students’ activities

WARMER:Answering questions-T asks Ss to answer the questions1.What have you learnt about grammar and topic:Entertainment?2.What are they?PRESENTATION:I-LISTENING:A-TRUE OR FALSE


-Work individually



-T asks Ss to look through the staterments and understand them in 3 minutes- T helps Ss to guess they are true or false-T plays the tape twice and calls some Ss to give answers-Feedback and give correct answers:B-GAP- FILLING-Listen again and fill each blank with the word you hear.

II-READING: Reading the passage and answering the questions below-Work in pairs and practise them-T asks Ss to read five questions first and understand them carefully - Go back to the passage and find its location .Then give their answers-T goes around the class and encourages help if necessary.-T explains some newwords if necessary-T calls some Ss to give answersIII-GRAMMAR:GAP -FILLING -T can explain how to do the exercise in grammar- One word is missing from each line . Fill in each blank with the correct form of a verb in the box.-Let them have 5 minutes to practise and encourage them to compare their answers with a peer.-T calls some Ss to give answers in front of the class.-Feedback and give correct answers:

IV-WRITING:Writing a letter about directions-T guides Ss to retell how to write a letter about directions ( how many parts, form,content.........)-T asks Ss to to work individually and peer correction- T calls 2 Ss to go to the blackboard and write down your writing .- T checks and corrects their mistakes

- Listen and decide if they are true or false-Some Ss read their answers to the class and give their explanation-Expected answer: A-1.F( Sheila lives in a small village called Henfield)2.F(You never have to queue..)3.T4.F(There is not much heavy traffic)5.TB-1.arenot 2.evenings 3.cinemas4.theatres 5.knows- Work in pairs and then exchange their answers with another pairs-Expected answer: 1.Because people don’t have to go out to watch TV. They don’t have to pay for expensive seats t the theatres and in the cinema.And there is no transfort to arrange.2.They can see plays, films of every kind, political discussions and football matches.3.Because they need to do nothing. They don’t even use their legs and make no choice. Everything is presented to them.-Work in pairs- Listen to T's eliciting and work individually --Expected answer: 1.have been/ hadn’t had2.havenot given/ have paid3.said4.had taken5.thought/ would come6.told /have got

-Work individually -Look at the map in the book and write a letter about direction for your friend - After finshing , Two Ss go to the board and write them down.



IV-Consolidation:- Retell all grammatical points from U7 to U8. V-Homework - Do all exercises again and do more in workbook - Prepare REVIEW

D.P:15/12/08 Period:49D.T:18/12/08

REVIEWA.OBJECTIVES I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.



III- New lesson: REVIEW: TENSES & PASSIVE VOICETeacher’s activities Students’ activities

Warmer: BINGO-T asks Ss to work in group of eight-Ss listen to write on a small paper and give the Past and Past participle form of thses verbsMake

finish

go Leave

run SeePlay

learnPRESENTATION

- Listen to T and write them , then give the past and PP form of them

-Work individually - Listen to T’s instruction and



-T asks Ss to give the form of tenses that students have learnt.-Complete in the table

Tenses Active PassiveSimple present

S+V(e,es)

S+is/am/are+Vpp

Present continuous

S+is /am/are+V-ing

S+is/am/are+being+Vpp

Past Simple

S+Ved/V2

S+was/were+Vpp

Example:1.They have provided the victims with food and clothing-> The victims have been provided with food and clothing2.People speak English in almost everycorner of the world.->English are spoken in almost everycorner of the world.PRACTICE:I .VERB FORM1.We ( finish) our dinner half an hour ago.2.How many times you (see)him since he went to Edinburgh.3.The farmers (work) in the field now.4.Rivers usually (flow) to the sea.5.Mrs Green always (go) to work by bus.6.She (sit) under a tress when it began to rain.7.She said she (forget) something at home yesterday.8.When we (see) Mr Taylor tomorrow, I (remind) him of that.II-MULTIPLE CHOICE1.Jack ..............me that he was enjoying his new class.a. told b.said c.talked d.asked2.We..............friends since we........ at college together.a.have been-were b.were- have beenc.were-were d.had- been3.If you..............me with this exercise ,I will do the same for you one day.a.helped b.would help c.help d.will help4.The English ..............good traditionsa.have much b.have many c.has much d.has many5.If he .............., the results will be bettera. worked b.works c.has worked

complete the table the form of active and passive verbs-Give the other wexamles to illutrateSome Ss read their answers to the class and give their explanation

-Ss work individually -Give the correct form of tenses of verbs in parentheses

Expected answer:1.finished 2.have you seen3.are working 4.flow5.goes 6.was sitting7.had forgot 8.see/ willremind

Expected answer: 1.told2.have been –were3.help4.havemany5.works

Expected answer:1.has been2.would not3.since4.have seen



d.will workIII-MISTAKE CORRECTION1.Mary is living in LonDon. She have been there for 12 years.2.If Sarah knew you were here, she willnot go out3.I have lived in a small house near the coast for 1990.4.I see this film three times up to now.

IV-Consolidation:- Retell all grammatical points from U7 to U8. V-Homework - Do all exercises again and do more in workbook - Prepare REVIEW: STRUCTURES

D.P: 20/12/08 Period:50D.T:22/12/08

REVIEWA.OBJECTIVES: I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.



III- New lesson: REVIEW: STRUCTURESTeacher’s activities Students’ activities

WARMER:Find someone who......Did you use to........? Namehave a favourite toy when you were a child?have a nickname?cry at night when you were a child?hate school?play hide andseek?have a pet?

PRESENTATIONI SENTENCE TRANSFORMATION-T asks Ss to rewrite each sentence, beginning as shown , so that the mening stays the same.1.She began to play the piano 3 years ago.-

-The whole class make questions for friends fine someone who used to..If the answer is”yes” , you write his/her name in the column

-Work individually -Expected answer: 1.She has been playing the piano 3 years ago2.He no longer plays tennis



>She ......................................................................2.He doesn’t play tennis any longer ->He used.............................................................3.John has invited us to his party tonight.->We.............................................................4.Sharah got lost and this made her parents very worried.->Sharah got lost ..............................................5.Although the children was poor, they were happy.->In spite of.............................................................6.Look at these louds !There ‘s no rains on the way.-> Look at these clouds! It’s ...................................7.Because he works harder, he will pass the exam.-> Because of..........................................................II-FORM : 1.S+ began /started + V-ing /to-inf................ago->S+has/have/+(been)+ Ving/Ved..............since/for2.Not.....any more/any longer-> No longer/ used to + V-inf3.Relative pronoun: replace the clause preceding4.Although In spite of Though +S+V-> Despite + N/Ving Even though 5.Because + S+V -> because of + N/Ving6.Used to + bare inf Be used to + Ving Be used to + Infinitive Be used for + V-ing III-MISTAKE CORRECTION1.I’m tired because I’m not used to stay up late2.Even though the extremely bad weather in the mountains, my friend decided not to cancel their trip across the mountain pass.3.My car, that I have owned for five years , is a Ford.4.If a drop of oil is placed in a glass of water, it would float to the top.5.Unless we work harder, we will finish on time

He used to play tennis3.We have been invited to John party tonight4.Sharah got lost which made her parents very worried.5.In spite of being poor, the children was poor.6.Look at these clouds! It’s going to rain on the way.7.Because of working harder, he will pass the exam-Ss give their comment s about the structures of sentences-Ss speak loudly and explanation

-Ss work individually and compare their answer with a friend -Ss give the correct answers-Expected answer: 1.to staying2.In spite of3.which4.was replaced5.If6.whom7.because8.In spite of



6.Is this the person whose you asked me about?7.Lan was absent from class yesterday because of she was ill.8.Although his illness , he managed to come to school

IV-Consolidation:- Retell all grammatical points from U7 to U8. V-Homework - Do all exercises again and do more in workbook - Prepare REVIEW: REPORTED SPEECH

D.P: 20/12/08 Period:51D.T:23/12/08

REVIEWA.OBJECTIVES: I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.



III- New lesson: REVIEW: REPORTED SPEECHTeacher’s activities Students’ activities

PRESENTATION1.Examples:a.“I saw her on my wayto school yesterday” he says to me->He says to me he saw her on his way to school yesterday.b.“I saw her on my wayto school

-Ss retalk the ways to change directed speech into indirected speech-Distinguish two sentences



yesterday” he said-> He said he had seen her on herway to school the day before 2.Eliciting:*When verb: say tell in the present , present perfect or simple future, no change tense of verb in the reported clause* When verb : say , tell in the past , we change the tense of verb in the reported clause( to move one tense back)- change adv of time - change pronouns , adj possessive for suitablyPRACTICE : I.Change these following sentences into reported Speech1.” I’ll see you tomorrow”-> She said.................................2.” I met her about three months ago”-> He told me.................................3.” I must go out to post thisbetternow, Mum,” he said-> He said .................................4.” If you want to lose weight , you should eat less meat”-> The doctor advised her.................................5.” We cannot finish th etest in forty five minutes”->They said.................................6.”My husband has gone on business”-> Mary said .................................7.” I am doing a business couse now”-> She told me.................................8.Mary said “ I canot go to the movie with you , John”-> Mary said.................................II.Mistake correction1.At the interview, they asked me when can you start work.2.She wanted to know whether I have seen Paul recently3.I asked Sean how to pronounce his name?4.The teacher said to her students how many people there were in their class.5.He asked me how long had I been waiting for him

-Listen to T’s eliciting

Ss work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistakesNote: * Change adv of time , place

Directed speech

indirected speech

HereBeforeLast weekNext weekNowThisTheseTodayTomorrowyesterday

ThereAgo/earlierThe week beforeThe next weekThenThatThoseThat dayThe next dayThe day beforeThe previous day

IYouWeMyYours truly, ourme

He/sheMeTheyHis/herMyTheirHim/her

IV-Consolidation:- Retell all grammatical points from U7 to U8. V-Homework - Do all exercises again and do more in workbook



- Prepare REVIEW: CONDITIONAL SENTENCES

D.P: 23/12/08 Period:52D.T:25/12/08

REVIEWA.OBJECTIVE: I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.

II-Skill : Four skillsB.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammarII- New lesson: REVIEW: CONDITIONAL SENTENCES

Teacher’s activities Students’ activitiesCONDITIONAL SENTENCES1.Real conditional sentencesa.Future possible If + S+V(simple present), S+ will +V-bare inf

b.habitual If + S+V(simple present), S+ V(simple present)

2.Present unreal conditional sentencesIf + S+V(simple past), S+ would/could+V-bare inf Be-> were

-Ss listen and give out examples

Ex: If I have money, I will buy new car.Ex: Ann usually walks to school if she has enough timeEx: If you went to the post office, I would meet you

Ex: If we hadn’t attended



3.Past unreal conditional sentencesIf + S+V(past perfect), S+ would/could+have +Vpp

4.If clause -> unless* negative -> affirmative(main clause doesn’t change)Ex: If you don’t study hard, you’ll fail in the exam-> Unless you study hard, you’ll fail in the exam*Affirmative -> Affirmative ( Main clause -> reverse)Ex: If I have time . I’ll help you -> Unless I have time , I won’t help you5.As if and as though* Real in presentS+V(present) + as if /as though +S+V( present)* Unreal in presentS+V(past) + as if /as though +S+V( past)* Unreal in the past S+V(past) + as if /as though +S+V( past perfect)PRACTICEWORD FORM1.If I (know )........his telephone number . I’d give it to you2.Hecould get a job easily if he (have ) ........ a degree.3.Henry talks to hisdog as if it (understand ) ........ him4.If she (not hurry) ........, she may be late5.Water ( not run ) ........down hill if there were not gravity6.He looked tired as if he ( work ) ........very hard7.If you ( turn ) ........out the light , we shall be in the dark.8.He might get fat if he (stop) ........smoking9.I ( accept) ........ if they invite me to the partyREWRITING SENTENCES:1.Alan always ate breakfast , he wouldnot overeat at lunch-> If.............................................................................2.The wind is blowing hard , so I won’t take the boat out for a ride.-> If.............................................................................3.We don’t visit our parents very often

the course , we would have failed the exam

-Ss pay attention to structures -Give more examples

Ss work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistaks



IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson V-Homework -Do more exercises in work book - Prepare REVIEW 5

D.P: Period:53D.T:

REVIEWA.OBJECTIVE: I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.

II-Skill : Four skillsB.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammarII- New lesson: REVIEW: EXERCISES

Teacher’s activities Students’ activitiesPRONUNCIATIONI -Choose the word whose underlined part is pronounced differently from that of the others1a.around b.mouse c.count d.country2a.mechanic b.achievement c.chemistry d.school3a.cut b.fun c.pull d.button4a.camera b.famous c.glad d.family5a.seat b.leave c.increase d.readyII-Stress:6a.computer b.important c.village d.condition7a.television b.community c.atmosphere d.damage8a.persuade b.relax c.research

Ss work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistaks* Expected answerpronunciation1.d 2.b 3.c 4.b 5d6.c 7.b 8.dmultiple choice1.a 2.c3.c 4.b5.b 6.b7.cmistake correction



d.exportMULTIPLE CHOICE1.Yesterday , when I ........at the station , the train........for 15 minutesa. arrived/ had left b.arrived /leftc.had arrived /left d.arrived/ has left2.Would you mind........me hand with these bags?a. give b.to give c .giving d.to giving3.When I was a child I........fishing with my father on Sunday morning.a. went b.had gone c.used to go d. was used to going4.Marie Curie harboured the dream of a ........career which was impossible for a woman at that time.a. scientist b. scientific c. science d. scientifically5.This computer isnot capable ........running this software.a.on b.of c.in d.for6.Students for ........English is a secon language should consider taking the course.a. who b. whom c.that d.whose7.If I ........John tonight , I ........him my plansa.saw/told b.will see/will tellc.see/will tell d.will see/tellMISTAKE CORRECTION1.Even though the extremely bad weather in the mountains , my friends decided not to cancel their trip across the mountain pass2.Have the play already started when you got to the theater?3.My car, that I have owned for five years, is a Ford.4.The installation of the new computer systerm will completed by next month5.She wanted to know if I saw Paul resently

1.Even though-> Despite, In spite of2.Have -> Had3.that-> which4.will completed->will complete5.saw-> had seen

IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson V-Homework -Do more exercises in work book - Prepare THE FIRST SEMESTER TEST



D.P:28/12/08 Period:55 D.T:05/01/09 UNIT 9: UNDERSEA WORLD

A. READINGI.OBJECTIVES: - Helping Students get knowlegde about undersea world -Use vocabulary items related to the undersea world to read and talk about the topicII.TEACHING AIDS: text book……III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: No

3- New lesson: Lesson 1: READINGTeacher’s activities Students’ activities

Warmer: Brainstorming-T asks Ss to give words that are related to the sea and write into a small paper- T calls on some Ss to write on the blackboard shark

UNDER dolphin SEA Fish

Seal whale

StarfishPRE-READING

- Ss work in groups of six and write the words related to the sea and write into a small paper- Write them on the board

- Work in group again and write the names



Activity 1: Names of the oceans on the map-T asks Ss to look at the map carefully and give the VietNamese names for the oceans on the map- Work in groups of five- The winner is the group who finds the correct answers in the shortest period of time- Rub out and rememberActivity 2: Names of sea animals- T asks to give the VietNamese names of the animals in the pictures- Then T asks Ss for the English names of these animals -If Ss donot know them in English , T should provide themActivity 3:Pre-teaching vocabulary+ Bay(n): + mystery(n): + beneath(pre) [bi'ni:θ]: under st/sb : +Submarine: + Marine: life in the sea: + fall into: to be able to be divided into sth: + water current (n): + organism(n) ['ɔ:gənizm]:

+ at stake : at risk : bi de doa -T may delete the English words and asks Ss to write them again -Read them carefully WHILE READINGTASK 1: GAP-FILLING-Read the passage quickly and stop at the lines that contain these words to guess their meanings- Then read the sentences carefully to understand and choose the most suitable one to fill in the blank.- T asks Ss to work individually to do the task- T goes around to help Ss when necessary- Encourage Ss to exchange their answers with other Ss- Tell them and explain their choicesTASK 2: ANSWERING QUESTION-T instructs Ss to use some strategies to do the task- Go back the passage to find out the information for the questions- T asks Ss to work individually first and then discuss their answers with peers- T calls on some Ss to write their answers on the board and ask them to explain their answers-Feedback and give correct answers: POST READING :SUMMARY THE TEXT -Complete the passage by filling each blank with the word or phrase given in the box .- Work in groups

of the oceans on the map- Expected answer: 1. Arctic Ocean:['ɑ:ktik]

2.Antartic Ocean: [æn'tɑ:ktik]

3.Pacific Ocean: [pə'sifik]

4.Atlantic Ocean: [ət'læntik]

5.Indian Ocean: ['indjən]

-Expected answer:

1.Seal: [si:l]

2.Jellyfish: ['dʒelifi∫]

3. Turtle: ['tə:tl]

4.Shark: [∫ɑ:k]

- Work individually - Pronounce these words in chorus-Rub out and remember

- Work individually - Expected answer: 1.tiny2.investigate3.gulf4.biodiversity5.samples

-Expected answer: 1.three- quarters2.mysterious3.modern4.discoveries5.biodiversity6.huge7.plants and animals8.closely connected

4-Consolidation:- Summarize the main points of the text 5-Homework - Learn by heart vocabularies



- Prepare Lesson 2: SPEAKING


B. SPEAKING I.OBJECTIVES:

By the end of the lesson Students will be able to + offer solutions to sea problems using should / shouldn’t + talk about causes and consequences of sea problems + report on discussion results II.TEACHING AIDS: text book,picture III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Reading the passage and answering the questions without textbook

3- New lesson: Lesson 2: SPEAKINGTeacher’s activities Students’ activities

Warmer: Pictures description

-T asks Ss to work in groups to discuss 1.What can you see in the pictures 2.What problem is it?PRESENTATIONTASK 1: OFFERING SOLUTIONS- Work in pairs to put the actions in the order of importance and then say what we should or should not do- Before the task , T asks Ss to read through the actions- Elicits vocabulary+ to place= to put

- Work in groups - Picture 1 & 3: Rubbish in the shore-Picture 2: oil spill- Ss speak their ideas in front of class

- Before doing the task, Ss read through the staterments and understand them- Pronounce the newwords - give the Vietnamese meaning of them- Ss represent their ideas about problems


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http://images.google.com.vn/imgres?imgurl=http://www.clarkson.edu/news/photos/oilspill.jpg&imgrefurl=http://www.clarkson.edu/news/view.php%3Fid%3D1095&h=1193&w=1654&sz=503&hl=vi&start=2&tbnid=iL8bTpBXJ9wleM:&tbnh=108&tbnw=150&prev=/images%3Fq%3D%2522%2Boil%2Bspill%2522%26gbv%3D2%26svnum%3D10%26hl%3Dvi

http://images.google.com.vn/imgres?imgurl=http://www.lonelyplanet.com/blogs/travel_blog/uploaded_images/water_bottles_rubbish-719667.jpg&imgrefurl=http://www.lonelyplanet.com/blogs/travel_blog/labels/Sustainable%2520and%2520responsible%2520tourism.html&h=284&w=426&sz=61&hl=vi&start=60&tbnid=K4wzjw1c8snmlM:&tbnh=84&tbnw=126&prev=/images%3Fq%3D%2522%2Brubbish%2522%26start%3D40%26gbv%3D2%26ndsp%3D20%26svnum%3D10%26hl%3Dvi%26sa%3DN


+ sparingly (adv) + to threaten (v) = endanger(v)+ herbicide(v) thuoâc dieât coû+ to dispose of(v): loai bỏ+ pesticide (n): thuốc saâu* In your opinion, which action should you do to protect oceans at first?* which action should not you do - T goes around and help them if necessary- T asks Ss to reprsent their answersTASK2: DISCUSSING CONSEQUENCES AND OFFERING SOLUTIONS-T asks Ss to work in groups and discuss the consequences that might occur and offer solutions - Useful expressions+ to make sth/ sb + adj : this makes the ocean polluted+ to result in +N: Over-fishing results in the extinction of some fish species+ to cause: Oil spills cause ocean pollution- T might give the handout to help them in discussing

Threats consequences

solutions

1.beaches filled with plastic bags

Polluted water Place plastic bags in proper dusbins

2.whales and hurnted for food

Extinct/ disappear

Don’t let people sell whale products

3.Explossives used to catch fish

Polluted water Be banned

4.oil spilled from tankers

Polluted water Punish captain

POST-SPEAKINGTASK3: REPORTING THE RESULTS- T calls on the representative of each group will present their group’s ideas in front of class - T listens their comments and gives feedback

a.we shouldb.we shouldc.we shouldd.we should note.we should notf.we shouldg.we shouldh.we should

-work in group and discuss the consequences that might occur and offer solutions -Ss write simple ideas into the box- Give more other consequences and solutionsExample:A: Beaches are filled with plastic bags , pieces of glass and cigarette butts .This makes the sea polluted and endanges sea plants and animalsB. We should clean beaches and tell other people not to litter them.

-Report their result of their group- The others listen and supply more ideas

4-Consolidation:- Summarize the main points of the text 5-Homework - Talking about the consequences and solutions of sea problems - Prepare Lesson 3: LISTENING




C. LISTENINGI.OBJECTIVES: I-Knowledge: Helping Ss get information about sea animals

II-Skill : Listening skillII.TEACHING AIDS: cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about threats , consequences and solutions of oceans

3- New lesson: Lesson 3: LISTENINGTeacher’s activities Students’ activities

WARMER: Answering the questions-T asks Ss to look at the picture and answerT’s questions first

1.Do you think whales are fish?Why not?2.Why do people keep hunting for whales?

PRE-LISTENINGActivity 1:Vocabulary-Before eliciting some newwords, T helps Ss to pronounce the words given in the book.-T read aloud first and ask Ss to repeat in chorus and individually+to keep+V-ing:Ex: We keep working hard in this course+ krill(n) :nhuyãùn thãø+ whaling(n) hunting for whales: sàn caï voi+to migrate(v) to move from one habitant to another according to the seasons: di cæ+conservation(n) : sæû baïo täönWHILE-LISTENINGTASK1:TRUE OR FALSE STATEMENTS-T instructs Ss to listen to a passage about the whales.Listen and decide whether the staterments

The whole class look at the pictures and answer Qs+ They are not fish because they raise their young on milk+ Because they catch whales for food , oil ,leather and other products

-Work individually - Speak aoud the newwords and elicit ther meaning- Guess what topic you will listen today

- Work individually - Read all statements


http://images.google.com.vn/imgres?imgurl=http://www.hickerphoto.com/data/media/42/orca_whales_T8067.jpg&imgrefurl=http://www.hickerphoto.com/orca-whales-6709-pictures.htm&h=312&w=468&sz=25&hl=vi&start=3&tbnid=yif4QybyjkGb1M:&tbnh=85&tbnw=128&prev=/images%3Fq%3D%2522whales%2522%26gbv%3D2%26svnum%3D10%26hl%3Dvi

http://images.google.com.vn/imgres?imgurl=http://www.chrisabraham.com/dontSaveTheWhales-thumb.jpg&imgrefurl=http://chrisabraham.com/2007/08/18/my-selfish-attitude-to-life-on-whales/&h=300&w=300&sz=101&hl=vi&start=15&tbnid=4Kee5wyPOvlJNM:&tbnh=116&tbnw=116&prev=/images%3Fq%3D%2522whales%2522%26gbv%3D2%26svnum%3D10%26hl%3Dvi

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provided are true or false.-Before listening , T asks Ss to read all statements to understand and underline key words.-Play the tape three times-Call on some Ss to answer-Feedback

TASK2: ANSWERING QUESTIONS- You are going tolisten to the tape again to answer the question in the textbook-Ss read through the questions and underline key words.-Guess the answers to the question based on the previous times of listening- Play the tape again- T asks Ss to work in pairs to exchange answers- T checks their answersPOST-LISTENING-Work in groups to talk about whales using the cues provided+ their length and weight+their feeding grounds and food+the reasons for protecting whales-T goes around to offer help-T asks some Ss to give a talk about whales- Feedback and give correct answers:

to understand and underline key words.- Expected answer: 1.F( it is the largest animal)2.T3T4F(because of heavy hunting pressure)5.T-Work in pairs-Guess the answers first-Listen to the tape again and answer the questions-Expected answer: 1.30 metres in lengthand 200 tons in weight2.Because there are a lot of krill 3.Cold waters in the North and South Atlantic Ocean and the Noth and south Pacific are their favourite feeding grounds4.Heavy hunting5.to stop most whaling6.Whales disappear forever

4-Consolidation:- Summarize the main points of the text 5-Homework - Talking about the information of whales and write a short paragraph -Learn by heart new words - Prepare Lesson 4: WRITING

D.P:02/01/09 Period:58



D.T: UNIT 9: UNDERSEA WORLD

D. WRITINGI.OBJECTIVES: By the end of the lesson Ss will be able to write a descriptive paragraph about dolphins by using the facts and figures from tableII.TEACHING AIDS: text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about information of whales from listening

3- New lesson: Lesson 4: WRITINGTeacher’s activities Students’ activities

WARMER:Brainstorming-T divides the whole class into 8 groups -In 3 minutes , Ss write many piecies of information about dolphins as possible-The group with the most details will be winner

Dolphin

PRESENTATIONTASK1:Exploiting the model1.Vocabulary-T elicits some newwords that appear in the text or in the table+ sperm whale(n) caù nhaø taùng+ squid(n) :möïc+ gestation(n) : thôøi kì thai ngheùn+ entrapment(n) :bò mace baãy +habitant(n) :moâi tröôøng soáng+offspring(n)= a child , the young of an animal+ Life span(n)= the length of time that sth is likely to live: tuäúi thoü

2.Format of a descriptive paragraph + Topic sentence: what you want to derscribe about( provides the name of sthing you are going to write about and its most remarkable feature)+ the other sentences : describe the sthing’s details+the last sentence: problems , concerns and people and you want to

-Work in groups of 8-Write the words that are related to the words “ dolphin”+ Length and weight+ their food and feeding grounds+ populations+ reasons for protecting

-Work individually -Give the VietNamese meaning of the words from the paragraph-Read them carefully

-Ss format the paragraph by asking the teacher-Work individually

-Work in pairs and complete the table

SPERM WHALERange& habit

All oceansPrefer waters with high squid populations

Size Male:18m in length : 54,000kg in weightFemale:12m. 17,000 kg



write 3.Filling in the table -T asks Ss to read the paragraph carefuly and complete the information in the table-T gets ss to exchange with another peer-T checks Ss answers by asking some Ss to go to the board to write their answers-Feedback and give correct answers: 4 TASK2:Writing :-T asks Ss to write the topic sentence for the paragraph -T checks their topic sentences nd provide feedback and give correct answers:back- Then ask Ss to write the paragraphs : remind them to refer to the model paragraph in task 1-While Ss write , T goes around to observer and provide help.-If Ss find it difficult, T may ask them to write sentence by sentence and combine them laterPOST-WRTING- T asks Ss to exchange their paragraph with another student for peer correction-Collects mistakes and errors-T gives general cooments

Feeding habits

Carnivores :eat mainly squid.Eat up to 1500 kg of food daily

Offspring Give birth to one calf every 5-7 years.Gestation period :14-19months

Life span Up to 60-70 yearsSpecial features

Biggest animals that have teeth on Earth.Have the largest brain of all mammals

Conversation concerns

At risk due to hunting and accidental fishing net entrapment

4-Consolidation:- Summarize the main points of the text 5-Homework - Rewrite a a descriptive paragraph -Learn by heart newwords - Prepare Lesson 5: LANGUAGE FOCUS

D.P:02/01/09 Period:59 D.T: UNIT 9: UNDERSEA WORLD

E. LANGUAGE FOCUS



I.OBJECTIVES:By the end of the lesson Ss will be able to distinguish the sounds/i /and /u /

- Grammar: should or shouldn’t andconditional type 2II.TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about information of whales from listening3- New lesson: Lesson 5: LANGUAGE FOCUS

Teacher’s activities Students’ activitiesPRONUNCIATION:Activity 1 *Examples:Bear meat fear sure pure/ea/ /i:/ /i / /u / /u /-Help Ss to distinguish these the sounds -Instructs the way to pronounce them-Ask the whole class listen and repeat them in chorusActivity 2:Practise the sentencesGrammar:I-SHOULD and SHOULDNOT1.Examples:a.She looks tired.->She should go to bedb.Peter has got avery bad cold-> He shouldnot go out2.Form: SHOULD SHOULDNOT V-(bare infinitive)3.Meaning:SHOULD do sth= It is a good thingSHOULD not do sth= It isnot a good thing4.Practice : do exercise 1&2 in the textbook-T asks Ss to do exercise 1 &2 -T goes around and help them - call on some Ss to write their answer on the board-feedbackII-CONDITIONAL SENTENCE : TYPE21.Example :a.Today peter is ill, he cannot go to the school-> If today Peter werenot ill, he would go to schoolb.She eats too much sugar, she is very fat->If she did not eat too much sugar, she wouldn’t be fat2.Form: If S+V(past subjunctive ) , S+ would/could + V(bare infi)-> to express things or action that are unreal (not true or not possible) in the present or in the future

-Distinguish the sounds-Repeat after T-Practise the sentences

-Listen to T’s eliciting and copy down- Do exercise 1&2 in the textbook

-The whole class make the conditional sentences- Give the form and uses- Practise exercise 3 in the textbook-Expected answer:1.didn’t go2.would feel3.would take4.refused5.wouldn’t let6.closed down7.pressed8.would be9.didnot come10.borrowed11.walked



Not : be ->were for all Subjects3 Practice : do exercise 3(textbook)Put the verbs into the correct formPRODUCTION: Matching game-T asks Ss to read the If-clause in the left column and the main clause in the right column and matching themIf clause Main clause1.If I had a big house2.If she didn’t est much sugar3.If he did morning exercises4.If the students worked harder

a.They would give the good marksb.He would be fit c.I could invite many friends to my housed.She would be fat

12.would understand

4-Consolidation:- Summarize the main points of the text 5-Homework - Review the conditional clauses -Do exercise 1,2 and 3 again and do more in workbook - Prepare Lesson 1: READING

D.P:01/02/09D.T:02/02/09

UNIT 10: CONSEVATIONPeriod:60 A.READING

I.OBJECTIVES: By the end of this leson Ss will be able to improve reading skills as scanning for specific information about Conversation and guessing meaning in contextII.TEACHING AIDS: Text book, picturesIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Rewriting the conditional sentences

3- New lesson: Lesson 1: READING



Teacher’s activities Students’ activitiesWARM UP: BRAINSTORMING-T asks Ss to give some difficult problems which people have all over the world(poverty, hungry, Aids, ..)-T asks Ss to work in group by brainstorming that related to environment-T says : One of solutions about environmet is “Consevation”* What is consevation?PRE-READINGActivity 1: Answer the questions-Look at the pictures, and then answer the questions:1.Have you ever visited a zoo or a forest?2.What animals are you interested in ? why?3.Do you need to protect animlas and forests? Why or why not?-T goes around and to provide help-T calls on some ss to answer the question in front of classActivity 2:Present vocabulary-T asks Ss toread through the passage and present vocabulary+ to destroy(v) end sth, kill sb/ sth-> destruction(n) sự phá hoại+ to play an important in Sth+ to clean up (v) : to make sth clean and neat+ to consever(v) to protect sth from harm+ to pass law(exp)-To worsen(v) to become worse-T asks Ss to read these words aloud-Rub out and rememberWHILE-READINGTASK1: MATCHING-T asks Ss to amtch the word in column A with a suitable defition in column B-T writes the words on the borad - Call on some Ss to give the correct answer-feedbackTASK2: TRUE OR FALSE-T asks Ss to read the passage clearly and decide if the staterments are ture or false -Let them have 3 minutes to work in silent annd then encourage them to compare with a friend- T calls on some Ss to give ther answer in front of class-FeebackTASK3:MAIN IDEAS FOR EACH PARAGRAPH-Choose the most suitable main idea for each paragraph

pollution

Environmental forest floods problems fire

Answer: Consevation is the protection of naturalthings , such as plants and animals -Look at the pictures and answer T’s questions-Some Ss speak their ideas in front of class

-Read through the passage and find out the newwords-Give the VietNamese meaning -Pronounce them aloud

-The whole class-Read the passage and give the part of speech of words in task1- Match them with defition-Expected answer:1.C 2.A 3.D 4.B

-Th e whole class read the statements and decide if they are true or fasle-Some Ss speak out their answer and explanation-Asnwer:1.T(line2 ) 2.T(line 3-5)3.T(line11-12) 4.T(line15-16)5.F(line 11-12) 6.F-Work in pairs



and get some evidents from the passage-Calls some ss to give the correct annswer and support ther explanationPOST-READINGWork in groups : Answer the questions1.What is the consequence of losing forest?2.How important is water in our life?3.What should we do for the future of our planet?

-Answer:A-3 B-4 C-2

-Work in groups of 6

4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart newwords - Prepare Lesson 2: SPEAKING

D.P:01/02/09D.T:03/02/09

UNIT 10: CONSEVATION Period:61 B.SPEAKING

I.OBJECTIVES: By the end of this leson Ss will be able to talk about advantages and disadvantages of the new kind of zooII.TEACHING AIDS:text book… III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Checking their new words

3- New lesson:Lesson 2: SPEAKINGTeacher’s activities Students’ activities

WARM UP:CATOGORIES-Instruction: Below is the list of animals .Classify them to the following catogoriesHandout:Farm animals Wild animals Pets

Horse, elephant, monkey, sheep, pig, hen, tiger, graffe, snake, lion, cat, pirrot, tortoise, fish, panda, shinoceros...

-Make questions and answer them1.Have you ever been to the zoo?2.What animals can you see in the zoo and in the wild?3.What are zoo opened for?4.What animals are in danger?PRESENTATIONTASK1:DiscussionInstruction: You are required to work in pairs to put the actions in the order of importance and

-Work in groups - Go to the blackboard and write down quickly- Another Ss check and correct*Expected answer

Farm animals

Wild animals

Pets

Horse, sheep, pig, hen, fish

Elephant, monkey, snake, lion, tortoise, panda, shinoceros

Cat, parrot, fish

-Listen and answer T’s questions



then say what we should or shouldnot do-T reads through two paragraphd loudly-presents vocabularies:+sensitive(adj)quick to response to: nhaïy caûm+Imprison(v) put or keep prison+reconstruct(v) build again+reintroduce(v)tha ûveà moâi tröôøng cuõ+to be famous for (exp)-T asks Ss to answer Ss questions by discussing the information in paragrapg A-B-Call on some Ss to give the correct answers-FeedbackTASK2: Agreement and disagreement-T asks Ss to put a stick (v) in the right column to show your agreement and dis agreement. Then share your ideas with a partner.-T asks to use structures to express someone’s opinion*Useful language+ Asking opinions:What do you think of.....? Do you think.....? Do you agree with.....?+ Giving opinions: I think..... ..... ..... I don’t think..... ..... ..... In my opinion..... ..... .....+Showing agreement: I agree with you Yes, I think you are right Exactly+ Showing disagreement:I don’t really think so Yes, ..but.. I would doubt that-T set the modelT:I think It would be better for animals if they live in the zoo of the new kind because they may have better foodS: I agree with youTASK3: Advantages and disdavantages-T asks Ss to work in groups again to discuss the advantages and disdavantages of the new kind of zoo using the cues provided in the textbook-Then share group reports in front of the classPRODUCTION : REPORTING

-Listen to T’s instruction

-Work in pairs*expected answer: 1.They are opened to help endangered species develop2.The animals are not kept in cages .They can live in their natural environment

-Listen and practise in pairs-Ask and answer as the model by using the useful language

-Work in groups -Talk about advantages and disdavantages of the new kind of zoo using the cues -The representative of each group will present their group’s ideas

4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart newwords - Prepare Lesson 3: LISTENING

D.P:02/02/09D.T:05/02/09



UNIT 10: CONSEVATIONPeriod:63 C. LISTENING

I.OBJECTIVES: By the end of this lesson Ss will be able to get specific information about forest fires -Improve listening skillII.TEACHING AIDS: text book, cassette playerII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to speak your ideas about a new kind of zoo

3- New lesson: Lesson 3: LISTENINGTeacher’s activities Students’ activities

WARM UP: NOUGHT and CROSSES-T puts a grid on the board with nine words which Ss have learnt from the previous lessonsConserve Clean up Destroyimprison reintroduce SensitiveHydroelectric worsen destruction

PRE-LISTENING1.Discussion-T asks Ss to work in groups to discuss what may cause a forest fire.-T calls on some Ss to present their answer2.Present vocabulary+ forester(n) a person in charge of a forest or skilled in forestry+ awful(adj) very bad or pleasant+ to put out(v) :dập lửa-T asks Ss to listen and repeat the given words in the textbookWHILE-LISTENINGTASK1: NUMBERING EVENTSInstruction:You are going to listen to a passage about forest fire .Listen and number the events in the order you hear-First, T asks Ss to read through the sentences to understand what each of them is about-Underline key words-Then play the tape sothat Ss listen clearly-Call on some Ss to give their answers-Listen and give the correct answerTASK2: TRUE OR FALSE STATEMENTS-Now listen again and decide whether the following statements are true or false-Before listening again , T asks Ss to read through the sentences to underline words-Play the tape again --Call on some Ss to give their answers-Listen and give the correct answer

-Ss work in pairs .One of the students copies the grid in his /her book-make sentences with these words If the sts is correct , she /he puts the mark “O” or “X” in that square

-Work in groups

The cause campfireof forest fire butts of burning cigarettes lighting -Give the meaning of these words-pronounce them after T’s eliciting

-Listen to T’s eliciting-Work individually and then compare their answer with a peer-Expecetd answer:3-2-5-1-4

-Read the sentences and decide whether they are true



TASK3: CHOOSE THE SENTENCES HEARD-T asks Ss to put a tick (v) in the appropriate box after listening again -Read through the sentences you understand-Check and give feedbackPOST-LISTENINGWork in pairs : Say how a forest fire may start and what every camper ought to rememberStudent A: a journalistStudent B:a forester

or false- Give the correct answer and explanation- Pay attention to key words*Expected answer:1F(It spreads quickly)2F( in late summer)3.T4T5F( It is the duty of everyone of us)-Read them silently -Pay attention to the different parts-Give the correct answer1.A 2.B 3.A

-Work in pairs 4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart newwords - Prepare Lesson 4: WRITING

D.P:02/02/09D.T:09/02/09

UNIT 10: CONSEVATIONPeriod 63 D. WRITING

I.OBJECTIVES: By the end of the lesson Ss will be able to write a letter of invitation to a friend II.TEACHING AIDS: Text book…. III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about some causes of a forest fire

3- New lesson: Lesson 4: WRITINGTeacher’s activities Students’ activities

WARM-UP:Jumpled sentences-T asks Ss to work individually and arrange these jumpled words into a meaningful sentence*Dinner/ evening/ for/ go/ like/ out/ this/ to/ you/ would?-> Would you like to go out this evening for dinner?*Ask some questions:1.What purpose of this question is it?2.Have you written a letter of invitation ? On which occasion?3.What do you often write in a letter of

-Work individually and speak out the sentence-Give the VietNamese meaning of the words from the paragraph-Read them carefully

-The whole class listen to T and answer Qs



invitation?4.What are some expressions do you write in a letter of invitation?PRESENTATIONTASK1:Matching1.Vocabulary-T asks Ss to read the requirements to understand .Then match the first half in A with the suitable half in B-T writes their answers on the board and gives any correction-T gives the form of the verb in the structures1.Let’s + bare infinitive.2.Why don’t you/ we + bare infinitive?3.Would you like + to- infinitive?4.Do you feel like + V-ing?5. Can you/ could you + bare infinitive?6.How about/ What about +V-ing?7.Shall we + bare infinitive?8.Are you free + to -infinitive?9.I suggest + V-ing.Task 2: Letter completionInstruction: You are required to fill each blank in thses invitation letters with a suitable expression provide in task 1. For each blank you can have more than one answer.- First T asks Ss to read through the letters to understand the content of them-Pay attention to the form of the verb that follows the blank and then find the suitable expression to complete.-T gets ss to exchange with another peer-T checks Ss answers by asking some Ss to go to the board to write their answers-Feedback and give correct answers: 4 TASK3:Writing :-T asks Ss to write an invitation in which Nam invites Lam to spend a weekend with him, using the cues provides.-T reminds Ss that they sholud use all the language items provides together with other items to produce meaningful and grammatically( tense of verbs, articles, prepostion...) correct sentences-T goes around and help them-While Ss write , T goes around to observer and provide help.-If Ss find it difficult, T may ask them to write sentence by sentence and combine them laterPOST-WRITING

-Listen to T's eliciting and copy down-Give another example

-Work individually -Encourage Ss to exchange their answers with another peer- Give correct answers1.Are you free/ Would you like2.Would you like/ Are you freeHow about/ What about3.Can you / Why don’t you/ Shall we

-Work individually -Peer-correction



- T asks Ss to exchange their paragraph with another student for peer correction-Collects mistakes and errors-T gives general comments

4-Consolidation:- Summarize the main points of the text 5-Homework - Complete your letter at home -Learn by heart the strutures - Prepare Lesson 5: LANGUAGE FOCUS

D.P:04/02/09 D.T:10/02/09

UNIT 10: CONSEVATIONPeriod:64 E.LANGUAGE FOCUS

I.OBJECTIVES: By the end of the lesson Ss will be able to distinguish two sounds /b/&/p/, using Passive Voice correctly II.TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Checking their newwords

3- New lesson: Lesson5: LANGUAGE FOCUSTeacher’s activities Students’ activities

PRONUNCIATIONActivity 1:Pronounce the two sounds separately-T models the two sounds twice or three times- T pronounces the sounds and asks Ss to repeat-T gives feedbackNote: p, b stand after m-> they are not pronoucedActivity 2:Practise the sentences-T reads the sentences and asks Ss underline the words with the sounds and write/ b/or /p/ under them-T asks Ss to practise the sentences in pairs-T goes aroung to provide helpGRAMMAR: PASSIVE VOICE1.Examples:-T asks Ss to change thses sentences into passive voicea.My mother wrote this article yesterday.->b.She can use English everyday.->c.We have used this car for ages->

The whole class listen and repeat the words in their textbooks.-Some Ss read them loudly-Practise the sentences individually

- Work individually -Change the sentences into passive voice-Go to the board and write their answers-Give feedback1.This artice was writtenby my mother yesterday2.English can be used by her everyday3.This car has been used for ages



2.Form and use:a.Form: AV: S + V + O

PV: S be+past participle by O

-T elicits the form and meaning , use of the passive voice-T revises the ways to change a active sentece into a passive one+The passive can be used in various tenses+ Meaning: Passive +Use: express what happening , not who or what did it3.Practice : do exercise 1 and2 in textbook- T goes around and help them-T asks Ss to compare their answers with another student-T calls on Ss to write and give the correct commentPRODUCTIONMistake correction: Find out the mistake in the following sentences and correct them1.This room has been used by nobody for age2.The article was written yesterday by my mother3.Is beef eaten by people in India.4.Books may be borrowed from our library by readers.5.The chickens often are fed twice a day.

-Retell the form , use and tenses in passive sentences.

-The whole class do exercise 1,2,3 - Compare their answers with a peer- Read their answers in front of class and give explanation-Work in groups

4-Consolidation:- Summarize the main points of the text 5-Homework - Practise exercises in textbook again and in workbook -How to change a passive voice - Prepare unit 11- READING

D.P:11/02/09 Period:65 D.T:13/02/09

UNIT 11: NATIONAL PARKS A. READING

I.OBJECTIVES: By the end of the lesson Ss will be able to improve reading skills as scanning for specific information and guessing meaning in contextII.TEACHING AIDS:text book, pictures…



III.PROCEDURE:1-Settlement: Greeting the class & checking students’ attendance.2-Checking:

3- New lesson: A.READINGTeacher’s activities Students’ activities

PRE-READINGActivity 1:Answering the questions1.Name some national parks in VietNam you know or hear about2.What trees and animals can you see in a national parks?-T asks Ss to look at the pictures of three national parks on page 112 and asks:3.Where are they of them located?4.What are the most important feature of them?Activity 2: Presenting new words+to be located in =to be in a particular place+ establish(v) = set up+ rain forest (n) = tropical forest = temperature forest+ orphan(n) = a child without partentsAn animal without mother-> orphanage(n) = home for orphan+ toxic (adj) = poisonousActivity 3: Rub out and rememberWHILE READINGTASK1: WORDS’ DEFINITION-T asks Ss to read the definition intask 1 and guess their meaning .Then turn back the passage and find the words that express its definition- Encourage Ss to compare their answer with a partner-Call on some Ss to speak and give the VietNamses meaning if necessary- Give the correct answers TASK2; COMPREHENSION QUESTIONS-T asks Ss to read the passage carefully again and answer the questions in the textbook in pairs- Call on some pairs to practise them- Feedback and give correct answers:

TASK3: COLLECTING INFORMATION-T asks Ss to work in groups of 4 and find the simple information about three national parks-Complete the following table

Cuc phuong

Nairobi Everglades

Locatio In south In kenya In the

The whole class listen to T’s questions and answer Expected answer: cuc phoung, cat Ba, Cat Tien , phong Nha -Ke bang, Bach Ma, U minh.2.Old trees and rare and endangered animals-Discuss in groups about two questions

- Read through the three passage and find out newwords that don’t mention in task 1- Give the meaning and make sentences with them- Pronounce them in chorus- Rewrite them after T deletes English words

The whole class do task 1.-Expected answer: 1.establish 4.survival2.contain 5.sub-tropical3.species 6.contamination

- Read the passages and answer the questions in pairsexpected answer: 1.200 square km(line4)2.because the rainy season is over3.They can learn about the habits of animal, how to recognise the different and how one species is dependent upon another for survival(11-13)

-Work in groups



n west of HaNoi-Vn

south easten US

Special features

-butterflies , caves, mountains, 1,000 year old tree.-contain 200 km2of rainforest

-large variety of animals & plants-lots of orphaned animals are taken care of

-both tropical & temperate forest-toxic levels of chemical in the water

POST-READING-Asnwering the questions in groups1.In three national parks you’ve learnt what park would you like to visit? Why?2.Why do government set up national parks in their country ?*to protect wildlife

-Work in groups

4-Consolidation:- Summarize the three passages 5-Homework - Learn by heart newwords - Prepare part B: SPEAKING

D.P:11/02/09Period:66

D.T:17/02/09

UNIT 11: NATIONAL PARKS B.SPEAKING

I.OBJECTIVES: By the end of this lesson Ss will be able to use conditional sentences type 3 to talk about an excursion Improve Ss’ speaking skillII. TEACHING AIDS: Text book…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Reading the passage and answerin gthe questions

3- New lesson: Part B: SPEAKINGTeacher’s activities Students’ activities

WARM-UP:Brainstorming-T divides the whole class in two groups and give the situation:Last year we had a camping terip at school ( or

-Listen to T's eliciting and play gameIn groups



picnic with your friends or class) .Tell me what you prepared for that trip?- The representative of each group will present their result.-T gives comment and supplies other ideasPRESENTATIONActivity 1: TASK1: Matching-T asks Ss to Ss to comebine the things in column A with the corresponding consequences in column B and say out the sentences-T goes around and helps them-T can explains some newwords+ go by( bus, car, coach.....)+ fine: + food poisoning+ get lost= unable to find way+ carsick(adj)= feeling sick on the car-Call on some Ss to talk loudly as a modelModel: They went to Huong Pagoda by coach so they got carsickActivity 2: TASK2: Showing regretsInstruction: You are Nga’s classmates and you are not happy with the excursion to Huong Pagoda.Now you are talking with some friends about what you wish had or hadn’t done as modelModel:If we had not gone by coach , we would not have got carsick If we had gone by bike , we would not have got carsick- before Ss do the task 2, T asks Ss to read model and tell the grammatical structure is used - Work in groups to do the task - Go around and help them - Call some Ss to speak loudly their sentencesPOST-SPEAKINGTASK3: Asking and answering( look and say technique)- T asks Ss to work in pairs .One of you is Nag and the other in another school.Ask and answer about an excursion- T gives the dialogue on the blackboard and asks Ss to make the sameModel:Nga’sfriend: Last Saturday, I phoned you but you weren’t at home . Your dad said that you were going on an excursion. Where did you do?Nga.I went to Huong Pagada with my class.A: Really? Was that fun?B Not really?A: Why so?

drinks food tents

luggage Preparation for money a camping trip

candles blankets

-Work individually and peer- comparation- Talk about the things as model after matching

-Listen to T's eliciting and express their regrets about an excursion

-Note : Type 3:If + S+ had + past par , S+ would + have + past parUse: to express about unreal situation in the past

-Work in pairs



B: Most of the things we did went wrongA: Tell me, How did you do there? 1B: If we had not gone by coach , we would not have got carsick. 2Nag’s friend Nga-Ask about the means of transport-.Ask about the food- Ask about the duration of the excursion-Ask what they did in Huong Pagoda

-Answer

-Answer -Answer

-Answer

4-Consolidation:- Express your regrets about an excursion by using the conditional sentences 5-Homework - Asking and answering about an excursion - Prepare part C: LISTENING

D.P:14/02/09 Period:67D.T:18/02/09

UNIT 11: NATIONAL PARKS C. LISTENING

I.OBJECTIVES: - By the end of the lesson Ss will be able to get specific information about Cuc phuong National Park - Improve listening skillII.TEACHING AIDS: Text book, cassete player pictures …III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to ask some Qs about an excursion

3- New lesson: Lesson3: LISTENINGTeacher’s activities Students’ activities

WARM-UP: Matching pictures-T divides the class into 4 groups and gives each group a handout Ss are required to match the name of each national parks in Vietnam with suitabl description. -The first group to have the correct nswer will be the winner

PRE-LISTENINGActivity 1: Answerring the questions- T asks Ss to read the questions in textbook and work in pairs-Call some pairs to practise loudly in front of class- T listens and checks their answer

- Work in groups of four-Listen information and match picturesA:Phong nha- Ke BangB:Ba BeC: Bai Tu LongD: Ba viE: Con Dao- Work groups -Discuss and give the naswers for Qs in textbook-Expected answer: 1.Is is the South West of HaNoi2.It contains over 200 square



- T writes their answers on the boardActivity 2: Vocabulary- Ask Ss to listen and repeat the newwords before explaining their meaning+ threatened and endangerd species:những loài bị nguy hiểm và đe dọa+ ethnic minority: daân tộc thiểu số+flora(n) : heä thöïc vaät+ fauna(n): heä ñoäng vaät+defeat(v) to win a victory over a competitor+ the Qing invaders:quaân xaâm löôïc nhaø ThanhWHILE LISTENINGTask 1: Filling missing information-T: You are going to listen to the passage about Cuc Phuong National Park in VietNam and fill in the missing information -Before listening , T asks Ss to read all sentences in task 1 and try to work out what they are going to hear . Then anticipate the grammatical form as well vocabulary Ex: in + year located+ number nearly+ number there are +number its+ noun-Play the tape twice so that Ss listen the passage clearly-Call on some Ss to give their answers- FeedbackTask 2: Answering questions- T asks Ss to read the questions first and understand them -Underline the keywords- Guess the answers without listenning -If not, T plays the tape again - Encourage Ss to compare their answers with a friend- Check and give feedback

POST-LISTENING: Summary the listening-T asks Ss to summarize the main point to talk about the special features of Cuc phuong National Park bu using cues below+ Cuc Phuong is the first.......................................................+ It covers.....................................................+In 2002, Nearly.....................................................+ There are

Km of rainforest3.It is during the dry season , from October to April when rainy season is over4.Visit Caves, see butterflies, hike mountains and look at 1000 year old tree-Listen to T's eliciting and copy down-Pronounce the words after T

- The whole class - Listen to T's eliciting and guess their answers- Listen to the tape and give the correct answers-Expected answer: 1.19602.160 km 3.100,000 visitors4.2,000- 4505.surprise attack

-Thewhole class read the questions and answer without listening- Listen to the tape again and give answer- Expected answer: 1.It covers 3 provinces : Ninh Binh, Hoa Binh and Thanh Hoa2.It is about 160 km 3.tosmee the work being done to protect endangered species4.17895.on bee keeping and farming- Work individually and peer- correction- Report again in front of class



about .....................................................+Nguyen Hue’s army .....................................................

4-Consolidation:- Talk about the special features of Cuc Phuong National Park 5-Homework - Write a short passage about Cuc Phuong National Park - Prepare Lesson 4: WRITING

D.P:16/02/09 Period:68D.T:20/02/09

UNIT 11: NATIONAL PARKS D. WRITING

I.OBJECTIVES: By the end of this lesson Ss be able to write letters of acceptance or refusal -Improve writing skillII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to ask some Qs about Cuc phuong national park

3- New lesson: Lesson4: WRITINGTeacher’s activities Students’ activities

WARM- UP: NETWORK-T prepares a handout with a network of the word “ letter”

LETTER

PRESENTAIONTASK1: FILING THE BLANK-T asks Ss to completet the letters on page 117 by filling each blank with one of the ways to accept or refuse an invitation provides in the table- T asks Ss to work in apairs and reminds them that for each blank they have more than one answer-T calls some Ss to go and write their answers on the boardTASK 2: MAKING ORDERLY-Rearrange the following sentences to make a letter accepting an invitation to spend a weekend in the country- Ss do work individually and exchange their

-Ss are divided into 2 groupd and give each group a handout -Ss complete the network with different types of letter they know-The winner will be the group with the quickest and correct answers*Expected answer: thanking

invitation LETTER love acceptance .....-Ss read through the expressions in the table firstly to understand them-The fill them in the blank and give feedback -Expected answer: 1.That a great idea2.I’d love to, butI/m soory I can’t (come ) because



answer with another student when they’ve finished-Call on some Ss to speak out the letter* Note : Features of a letter of acceptance or refusal1.Write a letter of acceptance:-Thank their friends for invitation :- use one of the ways of accepting to say they agree to join their friend2.Write a letter of refusal- Thank their friends for invitation - use one of the ways of refusal to say they can’t join their friend-Give out the reason TASk 3: WRITING A LETTER- T asks Ss to read the situation and ask them to write a reply letter accepting or declining his /her invitation- T reminds them that they should pay attention to all the features of this type of letter( 5 parts)PRODUCTION+ Peer- correction+ Write their writing on the board+ Correct in front of class

I’d love to/ I ‘d likeI’d be delighted to

- Ss give the contents that they can write this letter-Listen to T's eliciting and copy down

-Work individually - Make an outline - Write their writing silently

-Peer- correction-Give their comment

4-Consolidation:- How to write a letter of acceptance or refusal 5-Homework - Complete their writing at home - Prepare Lesson 5: LANGUAGE FOCUS



D.P:16/02/09 Period:69D.T:

UNIT 11: NATIONAL PARKS E. LANGUAGE FOCUS

I.OBJECTIVES: By the end of the lesson Ss will be able to distinguish the two sounds /t/ and /d/ and practise conditonal sentences Type 3 - Improve writing skillII. TEACHING AIDS: text book , cassette playerIII.PROCEDURE:



PRONUNCIATION1.Present the two sounds /t/ and /d/: -T asks Ss to close textbook and read the requirementT: Listen to me carefully and write the words that you’ve listened( play game “ listen and write”)+ team, ten , top , tooth, plant , protect, indirect, intention. hoped+ damp, door, damage doctor, intend, depend, cleaned, student - The student writes 6 words correctly in all , T gives him/ her marks2. Elicit: + t -> /t/ : ten ,top, table -> / t / : nature, question -> / / potential, essential Regular verb: ed ->/t/ when the end sound /p//k/f/s/ / /+ Regular verd: ed -> /d/ ex: arrived, cleaned, played3.Practise the sentecesGRAMMAR: The third conditional sentence1.Examples T: Did you go to school yesterday? S: Yes, I did/ No, I did not T : What would havehappen if you hadnot gone to school yesterday? S: I would not have understood the lesson.-T writes this sentence on the board If you had not gone to school yesterday, you would not If-clause main -clausehave understood the lesson.

-Play game :Listen and write- Distinguish two sounds in the words that they have listened

-Listen to T's eliciting and copy down

- Work in pairs- Retell the form and use the third conditional sentence

-Give the form and use



2.Form: S+ could/ would + have + V3, If +S + had+ V3

3.Use: to express the thing or action that was unreal in the past4.Practise : do exercise 1,2,3 in the textbookExercise 1: Complete the following the senteces , using the correct form of the verbs in blanks- Work in pairs-T goes around and help themExercise 2&3; Write the sentences with If for each situation-T asks Ss to work individually and then compare a peer- T goes around and offer to help- feedback and give correct answers: PRODUCTIONMake conditional sentences for each of the following situations1. He crashed his car because he fell asleep while driving-> If2.We couldn’t go to the concert because we didn’t have enough money->3.The wind was so strong that the bridge collaped->

- Work individually and compare their answer with a peer- Give feedback and explanationExpected answer: Ex1: 1.had known 2.had had3.would have gone4.would havepassed 4.could have enjoyed 6.had known 7.had killed 8.had stopped

-Work in pairs-Expected answer: 1.If he hadnot fallen asleep while driving, he wouldnot have crased2.If we had had enough money , we could have gone to the concert3.If the wind had not been strong , the brigde wouldnot have collaped

4-Consolidation:- How to distinguish two sounds /t/ and /d/ -The form , use of the third conditional sentence 5-Homework - Practise exercise 1,2,3 again and in workbook - Prepare TEST YOURSELF D

D.P:22/02/09 Period:70D.T:25/02/09

TEST YOURSELF DI.OBJECTIVES:



By the end of this lesson Ss will be able to do all the exercises that they have learnt in unit 9,10,11

-Improve four skillsII. TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to rewrite the conditional sentencesa.I was lost because I did not have a map of a city.->If………………………… b.He couldnot call Lan because he did not have her number->If…………………….c.We was carsick because we went there by coach.-> If…………………………………………

3- New lesson: TEST YOUR SELF D Teacher’s activities Students’ activities

WARM- UP:Answering questions-T asks Ss to answer the questions1.What have you learnt about grammar and topic:Education?2.What are they?PRESENTATION:I-LISTENING:Listening and answering the questions -T asks Ss to look through the questions and understand them first.-T can help Ss by explaining newwords if necessary+ geyser: - T asks Ss to guess the answer without listening -T plays the tape twice and calls some Ss to give answers-Feedback and give correct answers:

II-READING: Reading the passage and doing the requirements1.Find the words or phrases which mean following-T asks Ss to read 4 words or phrases and understand them carefully - Go back to the passage and find its location .Then give their answer-T goes around the class and encourages help if necessary.-T explains some newwords:-T calls some Ss to give answers2.True or false- T asks Ss to read the statements and decide if it is true or false and give correct evident from the passage III-GRAMMAR:VERB-FORM -T can explain how to do the exercise in grammar- Giving the correct form of verb in


-Work individually - Listen and and answer the questions-Some Ss read their answers to the class-Expected answer: 1.They go to a national park to enjoy nature2.It became a national park in 18723.No, it isn’t .It’s the world’s argest park4.It has about 70 geysers5.They mustnot pick the flowers, feed or hunt the animals - Work in groups-Expected answer: 1a.junk and litterb.landscapec. highwayd.healthy

-Work in groups -Expected answer: a.T b.T c.F d.Fe.T f.T

- Listen to T's eliciting and work individually and compare their



parenthese-Work in pairs.-Let them have 5 minutes to practise and encourage them to compare their answers with a peer.-T calls some Ss to give answers in front of the class.-Feedback and give correct answers:

IV-WRITING:Complete a letter of invitation-T guides Ss to completethe letter of invitation, using the words and phrses given cues-T asks Ss to to work individually and peer correction- T calls 2 Ss to go to the blackboard and write down your writing .- T checks and corrects their mistakes

answer with a peer- After finshing , Two Ss go to the board and write them down.-Expected answer: a1.has been cleaned b1.knew2.have been turned on 2.would help3.are waiting 3.knowsC 1.decided 3.I would have gone out 2.to stay 4.I had not been- Two students go to the board and write it down- Give their commentDear Alen,a.You are delighted to know that your father is giving a party to celebrate the new Year.b.He has invited some relatives and his friends to make the party a success.c.I too have invited a number of my friends in the neighbourhood. Mother has asked me to tell you to come home for the NewYear celebration.d.I’m surwe you will be here in time to share the fun with us on that day.Love, Helen

4-Consolidation:- Retell all grammatical points from U9 to U11. 5-Homework - Do all exercises again and do more in workbook - Prepare ONE PERIOD TEST 3

D.P: Period:72D.T:

CORRECT THE 45 MINUTES TEST-NO3

I.OBJECTIVES: Helping Ss check their knowledge in One Period Test 3

II.TEACHING AIDS:III.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: NoIII- New lesson: TEST CORRECTION 3




- T gives some comments before correcting in front of class+ Most students understood about the knowledge that they have learnt in Unit 9 and 11+ They used four skills( pronunciation, reading, writing, and grammar ) well to do this test+ They mastered the content of two topics about nature and environment to test vocabularies and word formBesides Some students are bad at their vocabularies and grammar such as Passive Voice and conditional sentences.They can rewrite the sentences, using given words and understand how to use passive and conditonal sentences DeAI- PRONUNCIATION (1M)1.A.tomb2.B.beer.3.A.worked4.A.travelledII-MULTIPLE-CHOICE(3MS)1.A would buy2.B.investigating3.B.won4.C.in5.C.sickness6.Adestruction7.A.polluted8.A.buying9.D injured10.B.of11.A watched12.B has workedIII-MISTAKE CORRECTION(1M)1.B.be2.B.has->have3.A.play-> plays4.B.to buy-> buyIV-SENTENCE TRANSFORMATION(3MS)1.If he weren’t ill, he wouldn’t stay at home.2.If Laure hadn’t eaten so much , she wouldnot have put on weight3.The film was being watched on TV4.Three books have been written by my sister recently5.If he had a bicycle , he would walk to school

- The whole class listen to T’s commentsand remember

DeBI- PRONUNCIATION (1M)1.A.tomb2.B.beer.3.A.worked4.A.travelledII-MULTIPLE-CHOICE(3MS)1.A would buy2.B.investigating3.B.won4.C.in5.C.sickness6.Adestruction7.A.polluted8.A.buying9.D injured10.B.of11.A watched12.B has workedIII-MISTAKE CORRECTION(1M)1.B.be2.B.has->have3.A.play-> plays4.B.to buy-> buyIV-SENTENCE TRANSFORMATION(3MS)1.If he weren’t ill, he wouldn’t stay at home.2.If Laure hadn’t eaten so much , she wouldnot have put on weight3.The film was being watched on TV4.Three books have been written by my sister recently5.If he had a bicycle , he would walk to school6.Newwords are learnt by heart by her everyday.



6.Newwords are learnt by heart by her everyday.V-READING (2m): 1.D2.A3.B4.C

V-READING (2m): 1.D2.A3.B4.C

4-Consolidation: -Summarize the main point of this lesson 5-Homework -Revise all grammatical points from unit 9-11. -Learn the forms and uses by heart -Prepare Unit12 Lesson1:READING

D.P:01/03/09 Period:73D.T:04/03/09 UNIT 12:MUSIC A. READINGI.OBJECTIVES: By the end of this lesson Ss will be able to improve reading skills as scanning for specific information and guessing meaning in context II.TEACHING AIDS: Text book, picturesIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: No

3- New lesson: Lesson1: READINGTeacher’s activities Students’ activities

WARM-UP:Completing game Jazz music

Pop music MUSIC rock music

Blue music-T can ask Ss some questions :1.Do you like listening to music ?

-Ss close their tewxtbook and complete a diagram with key word:MUSIC-jazz music-Classical music-pop music-rock music-folk music

-Listen to T’s questions and answer them in front of class



2.What band do you like best?3.What singer do you like best?4.What sort of music do you often listen to ?5.Can mane some singers or bands who play pop music?PRE-READINGActivity 1: Matching-T asks Ss to hear some songs then matxch them with a kind of following music1.Yesterday ( the Bettles)2.Baby Once More Times( Britney Spears)3.Ly NguaNgo (dan ca nam bo)4.Turkish March (Morazt)5.Narah JohnsActivity 2: Presenting Vocabulary-T asks Ss to read through the passage and find out the new words- Give the meaning of them +express(v) :show meaning by gesture, behaviour+ convey(v) express sth:+ funeral (n)âñaùm tang+ sense(n)giaùc quanWHILE-READINGTASK1: Matching-T asks Ss to read the words in the box and give the part of speech- T writes these words on the board and asks Ss to guess their meaning-Then complete them in the sentences-Ask Ss to pronounce them in chorus

TASK2: Answering the questions-T asks Ss to read the passage again and answer the questions in the book-Call on some Ss to answer in front of the class-Listen and give feedbackPOST-READINGMake the dialogue: Work in pairsA:How often/you.listen/music?B:.....................................................A:What type/ music/like?B:.....................................................A:Why?B:.....................................................A: What /you /think/music?B:.....................................................

-Listen to the songs and give the kind of music

-> Rock’n roll->Pop->Folk->classical music-> Jazz

-Find out the newwords and give the meaning- Pronounce them after T’s eliciting

-The whole class guess the meaning of the words from the box-Give the VietNamese meaning if necessary-Fill them in the sentences-Expected answer:1.communicate 2.lull3.delights 4.intergral part5.solemn 6.emotion7.mournful-Read the questions and answer them - Some pairs practise aloud -Expected answer:1.Language and music2.It can express ideas , thought and feelings3.It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful4.It makes people happy and excited .It delight the senses5.It is a billion -dollar industry



4-Consolidation:- Summarize the main points 5-Homework - Learn by heart newwords - Prepare Lesson 2: SPEAKING

D.P:01/03/09 Period:74D.T:06/03/09 UNIT 12:MUSIC B. SPEAKING

I.OBJECTIVES: I-Knowledge: Helping Ss ask and answer about music II-Skill : Speaking skillII.TEACHING AIDS: Text book,…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to make the dialogue

3- New lesson: Lesson2: SPEAKINGTeacher’s activities Students’ activities

WARM-UP:Matching pictures-T gives some pictures about famous singers around the world and their names: T asks them to a match1.Mick Carter2.Quang dung3.Britney Spear4.Alicia Keys5.Backstreet boysPRESENTATIONTASK1: Reading The Passage And Answer The Questions-T asks Ss to read through the passage that talk about what Ha Anh says about music.-T reads aloud the passage and explains some newwords* Newwords:+ keep sb happy= make sb happy+ cheer sb up + band (n) =a group of musicians+easy to listen to--T asks Ss to work in pairs to answer 4 questions in the book-T calls on some pairs to practise loudly-T gives feedbackTASK2: Ask And Answer About The Music-Before do the task , T asks them to look at the first column of the table which includes 5 items. They should ask their friends

-The whole class look at the pictures and match them-Speak out their answer

-Listen to T- Give the meaning of the newwords from the passage- Listen to T’s elicitingKey:1.She likes pop music2.because it keeps her happy3.The Backstreetboys4.She listens to music all the time



Ex: kind of music:What type/ kind of music do you like?Classical musicI like classical musicT tells Ss to form of groups of three and make the questions and answer Items Asking Answerin

gKind of music

What kind of music do you like?

reasons Why do you like it?Favourite band / musician

Who is your favourite singer/ musician?

Favourite song/ piece of music

What is your Favourite song/ piece of music?

When listen to music

When do you listen to music

-T goes around observing , offering help and collecting any mistakes and errors for later correction -T provides Ss with adjectives and expressions+ make sb excited/ feel relaxed/ comfortable/ happy+help sb forget troubles and worries+ relaxing-T calls on some pairs to practise a dilogue in front of classPRODUCTIONTASK3: Reporting On The Information-Now report what you have found out to the whole class-Before Ss report, T elicits the structures they can see+ Both A and B like+ A likes ....... so does B+ A likes .......and B does ,too+ A likes .......but B prefers ..+ A likes .......but B likes...

- Listen to T’s eliciting-Make the dialogue with the items- Make the questions and answer-Practise in parirs

-Work in group of fout and then a journalist of each group will report the information what they’ve found out about their partner.

4-Consolidation:- Summarize the main points 5-Homework - Learn by heart newwords - Prepare Lesson 3: LISTENING



D.P:08/03/09 Period:75D.T: UNIT 12:MUSIC C. LISTENINGI.OBJECTIVES:

By the end of this lesson Ss will be able to listen to get specific information about listening passage -Improve Ss’ listening skillII. TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to make the dialogue about the music


WARM-UP: Network

Foreign Musician VietNamese

PRE-LISTENINGActivity 1: Talk about Van Cao-T asks Ss to look at the picture on pae on 127and tell the class anything they know about Vancao-T reads the names of the sons on page 128 out lod .Whenever T speaks oput a song name ,Ss say whether it is a Vancao or not.-If the songis not one by Vancao , T asks Ss if they know who wrote that songActivity 2: VocabularyT presents vocabulary+ rousing(adj): phaán chaán+lyrical(adj): tröõ tình + rural(adj) : + sweet and gentle(adj) : ngoït ngaøo vaø nheï nhaøng-T asks ss to repeat them in chorusWHILE-LISTENINGTASK1:TRUE OR FALSE-before listening , T asks Ss to read through the sentences to understand clearly- Ss give the prediction for the sentences- Play the tape three times and pay attention keywords- T calls on some ss to give the correct answer-Feedback

-T asks ss to work in groups to complete a network with the word “ musician “ as quickly as possible .T can print this handout one copy to each group-The 1st group to produce the correct and complete network will be the winner

-Look at the picture and talk about him- Expected answer+Van cao’s songs: Soui Mo, Tien Quan Ca, Truong Ca Song Lo, Lang Toi+Tinh Ca-> Hoang Viet+ Ha Noi Mua Thu-> Vu Thanh

-Explain the meaning of the words-Pronounce them in chorus

-The whole class read all the statements and understand- Guess if they are trueor false-Listen to the tape and give their answer



TASK2: ANSWERING THE QUESTIONS-T asks ss to read the questions first and answer them -If not, T plays the tape again - Calls on some Ss to answer and give explanation-T checks and gives feedbackPOST-LISTENINGGame: FIND OUT SOMEONE WHOQuand Hung’s ideas Person

who agrees

Person who disagrees

Reasons

1/The best VietNamese musician of all times is VanCaoTien Quan Ca is hard and solemn3/His songs about rural life in VN are sweet and gentle and very lyrical

* Asnwer: 1F( the guest is Quang Hung)2.F( he likes some VietNamese musician)3.T4.F (1994)5.F( he always feels pround of his country when he hears the songs )- Answer the questions in pairs-Answer:1.It’s “ my favourite Musician”2. Tien Quan Ca3.It’s hard and solemn, it makes him feel great amnd pround of his country

-Play game -Ss go around and interview different students to complete the table - Report the names of their friends

4-Consolidation:- Summarize Van cao’s information and his music 5-Homework - Learn by heart newwords - Prepare Lesson 4: WRITING

D.P:08/03/09 Period:76D.T: UNIT 12:MUSIC D.WRITINGI.OBJECTIVES: By the end of this lesson Ss will be able to write a profile based on prompts provided -Improve teir writing skillII. TEACHING AIDS:text book,…III.PROCEDURE:



1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Asking Ss to talk some information about Van Cao


WARM-UP: MATCHING PROFILES-T divides the whole class into 4 groups and gives each group a handout-T asks Ss to read the profiles and find name of each singer and musician as quickly as possible-The winner will be the group with the quickest and correct answersPRESENTATIONTASK 1: SENTENCES COMPLETION-Instruction:You are required to make up complete sentences about Scott Joplin, a famous American musician using the prompts provided-T divides the whole class into groups of six-Each group member will write a sentenc-T goes around to help Note: Tense of verb Articles in each sentence Prepositions-T calls on 6 groups to go to the board and each of them will write down a sentence-T elicits self and precorrectionHOW TO WRITE A PROFILE1.Name 2.place of bith/ date of birth3.Family4.Profession5.Interests6.Works7.date /place of deathWRITINGTASK2: Writing about the life story of Van cao-T asks Ss to read the information below and write a profile about the life story of Van cao--Before writing , T asks them to read through prompts. T reminds Ss to use the right tense4 of verbs, supplement, articles, prepositions......when necessary- T asks Ss write it in 10 minutesFFEDBACK ON WRITING-T asks Ss to exchange their writing with

-Work in ngroups of four -Listen and match the name with its profile-Answer:1.My Tam2.Trinh Cong Son3.Celine Dion4.My Linh

-Listen to T’s eliciting- Complete the sentences , using the cues-Work in groups-The representative of each group will go to the borad and write the sentences-Correct and give their comments

-Listen to T’s eliciting- Givethe information that a profile has- Pay attention the tenses, supplement, articles, prepositions......when necessary

-Work individually-Exchange their writing into another student-Peer-correction



another student for a peer correction- T goes around and collects mistankes and errors

4-Consolidation:- How to write a profile 5-Homework - Complete their writing - Prepare Lesson 5: LANGUAGE FOCUS

D.P:10/03/09 Period:77D.T: UNIT 12:MUSIC E. LANGUAGE FOCUSI.OBJECTIVES: By the end of the lesson Ss will be able to distinguish the sounds /s/ and /z/ And use To- infinitive and clause of purpose II.TEACHING AIDS: text book, cassette playerIII.PROCEDURE:



PRONUNCIATION1.Examples: find out the different word -The whole class



that pronounce the others1a.peas b.zoo c.relax d.prize2a.Susan b.spring c.sad d.solf3a.fiction b.listens c.wish d.mission4a.music b.finish c.option d.depression2 Eliciting: /s/ and /z/-T helps Ss to distinguish two sounds /s/ see, sight , slow /z/ has, is, was, jobs, reason* s / ∫/ sure, sugar, wash / ʒ/ usually, dicision, vision* singular verb and plural noun +s /s/ books, stops, laughs, months S /z/ coìn laûi /iz/ +es glasses, boxes, churches3/Listen and repeat-T asks Ss to read the words in the book-Practise the sentences -T reads the sentences and asks Ss to underline the words with the sounds and write /s/ or /z/GRAMMAR:I- To infinitive and clause of purpose1.Examples:T: What do you learn English for ?S1: to get knowledgeS2:to find out the a good job2.Form : a.Phrase of purpose to in order to + bare infinitive so as to Negative formIn order not to + bare infinitiveSo as not to b. clause of purpose so that + clause(S+ can /could +bare-inf) in order for 3.Meaning : to express a purpose of an actionII-WH-question1.Examples: What are you doing? When was you born?2.Form : Wh-word + auxiV+ S +V?3.MatchingWhen timeWhere mannerWho reasonWhy personHow many/ much quantityWhat place

-Expected answer:1.C 2.A 3.B 4.A

-Listen to T’s eliciting and copy down-distinguish the sounds- Give the other examples

-Listen and repeat -Practise the sentences-Work individually

-Ss answer the questions and give the meaning of the sentences-Give the form and use of phrase and clause of purpose

-Give the other examplsEX:She got up early so that she could not be late for meeting-> She got up early in order not to be late for meeting

-The whole class read the questions and give the form -Match Wh- word and its meaning



How object/idea/ actionPRACTICEExercise 1: Give the correct words in brackets to answer questions-T reminds them to use a suitable verb for each the sentencesExercise 2.Gap-fillingExercise 3: Make wh-questions for the underlined words / phrases in the following sentences

-The whole class do exercise 1,2 and 3- Go to the board and write their answer down-The others give comment and the correct feedback

4-Consolidation:- Retell the grammatical points 5-Homework - Practise exercise 1,2,and 3 again and prepare lesson 1: READING

D.P:15/03/09 Period:78D.T:17/03/09 UNIT 13:FILMS AND CINEMA A. READINGI.OBJECTIVES: By the end of the lesson Ss will be able to develop such micro-reading skills as scanning for specific information and guessing mezning in contextII.TEACHING AIDS: text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Making Wh-questions for the sentneces


WARM-UP: NET WORK-T divides the whole class into two groups and asks Ss tocompletet network releted to the cinema Horror film

Cartoon CINEMA science film

Drama PRE_READINGActivity 1: Answering the questions

-Work in groups of two-List the kinds of film that they know-The group has more words and quickest , will be the winner

-Listen to T’s questions and answer them in front of class



-T asks Ss to listen and answer the questions in pairs1.What do you see in the picture in the textbook?2.Why do people come here?3.Do you want to see a film at the cinema or on TV? Why?4.What kind of film do you like?5.Can you name some of the films you have seen? Activity 2:Presenting vocabulary -T asks Ss to read through the passage and find out the newwords -Help them give the meaning of these words+motion(n) the act of moving : chuyeån ñoäng+ set sth in motion(exp)=move sth+ still(adj) =silent+ audience(n) =viewer: people watch film in the theatre+ spread (v) =to extend over a place + to replace(v) =to take place ofWHILE-READINGTASK1:Find the word and match -T asks ss to read the passage silently and then do the task 1- Find the word in the passage that can match with the definition on the right column- T goes around and help them if necessary- T calls on some ss to give their answer-feedbackTASK2: Answering the questions-T asks Ss to work in pairs : Ask and asnwer the questions in their book- T calls on some pairs to practise aloud - T listens and give the correct feedbackTASK3: Main idea- Tasks Ss to read the option A,B,C and find out the differences betewwn them-T can help them explain newwords- Get Ss’s information from the passage -T gives feedbackPOST-READING :Summary the history of cinema

time Events and film formIn the early 19th C

(1).................................Moving photographs, 1 minute long

1905 (2) .................................Early 1910s (3) .................................1915 (4) .................................Late 1920s Sound was introduced , old


-The whole class guess the meaning of the words from the right column-Give the VietNamese meaning if necessary- Find the word and match-Expected answer:1.cinema 2.sequence3.decade 4.rapidly5.scene 6.character-Read the questions and answer them - Some pairs practise aloud

-The whole class -Expected answer:B A brief History of cinema

-The whole class read the history ofcinema and complete the chart- Work in groups - Write their answer on the board



silent films were replaced by spoken ones . (5).................................

4-Consolidation:- Talk about the history of cinema , using the cues below 5-Homework - Learn new words by heart -Prepare lesson 2: SPEAKING

D.P:15/03/09 Period:79D.T:18/03/09 UNIT 13:FILMS AND CINEMA B. SPEAKINGI.OBJECTIVES: By the end of the lesson Ss will be able to talk about the kind of film that they like and the reason -Improve speaking skillII.TEACHING AIDS: text book…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about the history of cinema


WARMER: BRAINSTORMING-T divides the whole class into four groups and brainstorm of the adjectives describing of film

Boring FILMS interesting

-T asks:How much do you like each kind of film ? why?PRESENTATION:Activity 1: Tick the table-T asks Ss to open their book and tick in the table that suit the preferences for a particular type of films-Then T asks Ss to move around the class room and find as many friends that have the same preferencesas them as possible-T calls on some Ss to report their likes and dislikes and the number of friends who have the

Work in groups of four-List the adjs describing films that they know-The group has more words and quickest , will be the winner* Asnwer: boring, exciting, interesting, surprising, violent, moving, terrifying, disappointing, funny, thrilling, bad,..

-Work individually and mingling activity-Ss have to take notes of who and have many friends like or dislike the same types of films as them



same tables as themTASK2: Practise the dialogue-T explans Ss how to make a dialogue about asking and answering of feeling films- T asks Ss to read the given words in the tavble and understand clearly* Vocabulary+ structures+ Sb+ Find + sth/sb+ adj: to express one’s opinion about sth or sbEx: I find horror film fascinatingNote: I don’t agree I agree with you I disagree You are right- T asks Ss to make a small group and practise the model conversation A:What do you think of .........................?B:Oh, I find them ......................C: I don’t agree with you .I find them ........ I agree with you .I find them ........TASK3: Talk about the preferences for film* Note: Prefer sth/V-ing to sth/V-ing:thêch ......hånEx: I prefer romantic film to action film-T asks Ss to practise the dialogue as the model:A: Which do you prefer, .......................or....................?B: Well, it’s difficult to say .But I suppose I prefer.....to........PRODUCTION:TASK4: Work in groups:Talk about a film you have seen.Use the suggestions below

-Listen to T’s guiding and practise the same

-Remember structures- Work in groups

-Work in groups

-Work in pairs

* Expected answer: I saw a very good film on TV last night .It’s an educational film.It is about a man who felt sorry for what he had done in the past and then he tried to do sonething as a compensation for his terrible mistakes.It is moving film I like it and learn many things from it .It also gives me good lessons for life

4-Consolidation:- Talk about a film you have seen 5-Homework - Practise the dialogues again -Prepare lesson 3: LISTENING



D.P:17/03/09 Period:80D.T:20/03/09 UNIT 13:FILMS AND CINEMA C. LISTENINGI.OBJECTIVES: By the end of the lesson Ss will be able to master infromation about plan of Lan and Huong next week -Improve listening skillII. TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about the film that you have seen


WARM-UP: FIND SOME ONE WHO LIKES ......in free timeFind some one who likes.....

Name

Going shoppingWatching TVChatting on the NetReading booksCookingGoing to the cinema with friendsGoing swimming

PRE-LISTENINGActivity 1: TABLE COMPLETION-T asks Ss to look at the table on page 136 and goes over the points together with the whole class by asking questions such as:How often do you go to the cinema?How about listening to the radio?-T calls on some Ss to answer their ideasActivity 2:LISTEN AND REPEATT asks Ss to listen and repeat the words given- Then T helps them explain the meaning of these words+ Titanic: the name of film+ instead(conj): thay vì+ suppose(v) cho raèng + guess(v)+ picnic(n) -T asks Ss to pronounce them in chorus

-Ss go around and ask the other what they do in their free time .Then write their names in the paper-Report the result in front of class

-The whole class- complete the table and answer T’s questions

- listen and repeat the words given-Give the meaning of these words- pronounce them in chorus

- look at the picture in the textbook abd predict the content of the conversation-Listen to the tape and answer the questions



WHILE-LISTENINGTASK1: PREDICTION-T asks Ss to look at the picture in the textbook abd predict the content of the conversation- T elicits by asking questions such as:1.What can you see in the picture?2.What film may they want to see?-Then T plays the tape and Ss answer the question in the textbook TASK2: PLAN COMPLETION-T asks Ss to remember what Lan and Huong talk about their plans from the previous listening-T writes answers on the board and check with the whole class if they are correct-Listen again and write Lan and Huong plans for the next week on the calendar-T calls on some Ss to write their answer on the board-T gives the correct feedbackTASk3: ASNWER THE QUESTIONT: What day can Lan and Huong meet ?-Look at the calendar and answer the questionPOST-LISTENINGMake the dialogue : Plan for the next weekA: I’m going to give a picnic with my family for the next week.Can you go with me ?B:(Busy)A:Are you free on ........?B: :(Busy)A:.....................................

Answer: Titanic ison Thang Tam Cinema next week .They are going to there to see

-Work in pairs - Compare their answer with another pairs

Day Lan HuongMon See a playTuesWed Work and

go to the singing club

Thurs

Visit grandparents

Fri Study chinese

Sat Work (busy)Sun Go on a

picnic

-Key: Tuesday because they are both free on Tuesday

-Pair work : Ask and answer the question to plan for the next week- Practise as the model

4-Consolidation:- Talk about your plan for the next week 5-Homework - Learn vocabulary by heart -Prepare lesson 4: WRITING

D.P: Period:81D.T:



UNIT 13:FILMS AND CINEMA D. WRITINGI.OBJECTIVES: By the end of the lesson Ss will be able to write a descriptive paragraph about a film they have seen -Improve Ss’ writing skillII.TEACHING AIDS: Text book…III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about the plan that you are going to make with friends next week


WARM-UP: Talk about the film-T asks Ss to close their book T asks : What do you know about the Titanic?

PRESENTATION:TASK1: Working with the model-T asks Ss to open their textbook and read through the passage .-T helps them to elicit some newwords:+ sink (v): chìm+ disaster(n): thaûm hoïa +generous(adj): phoùng khoaùng+ occur(v)=happen+ engaged(adj):-T asks Ss to read these words after T’s explanation-T asks Ss to answer the questions and draw the table of summary on the borad-T goes around to help Ss to complete the task-T calls on some ss to answer and gives the correct answerHOW TO WRITE A DESCRIPTIVE PARAGRAPH OF FILM1.The title of film2.Type 3.Plot4.Filmimg : where the film is made5:Based on: what the film based on6.Main charaters MAKE AN OUTLINE-T asks ss to work in groups of four and make an outline by using the table

-Dicusee in groups *expected answer: -Large luxury liner-famous-Sink-Icebery-Lovers-Many people died

-The whole class- Read the passage and understand - Answer the qeustions and complete the table - Write them on the boardTitle TitanicType Love story filmPlot A tragic story of

love and the sinking of a luxury ship in the Atlantic Ocean , causing more than 1,5000people died

Filming(place) AmericaBased on The true story

of the Titanic diaster in 1912

Main charater Jack: young and generous adventure who died in the disaterJose: was saved by Jack and with whom she fell in love later



below about the film that they have seen.TitleTypePlotFilming(place)Based onMain charater

_ T asks ss to do in 5 minutes and then calls on 3 students to go the board and write them- T helps ss to correct their mistakes and give the commentWRITING- T introdues the task: Then T asks Ss to spend 10 minutes gathering and organizing for paragraph, using an outline above-T asks Ss to exchange their paper ibnto another group to check their mistake - T goes around and help them - Calls on 2 students and write their writing on the board-T corrects their mistakes in front of class

-Work in group -Make an outline about a film that they have seen- Write their on the board

-Work in group again-Encourage them to exchange their writing- Peer-correction

4-Consolidation:- How to write a descriptive paragraph about a film they have seen 5-Homework - Learn vocabulary by heart -Complete their writing -Prepare lesson 5: LANGUAGE FOCUS

D.P: Period:82D.T: UNIT 13:FILMS AND CINEMA E. LANGUAGE FOCUSI.OBJECTIVES: By the end of this lesson Ss will be able to distinguish the sounds/f/and /v/ and use some attitudinal adjectives, article, and some structures II.TEACHING AIDS: Text book, cassette playerIII.PROCEDURE:





PRONUNCIATION1.Examples: find out the different word that pronounce the others1a.laugh b.cough c.orphan d.though2a.phone b.photo c.enough d.weigh3a.loaf b.leave c.over d.live2 Eliciting: /f/and /v/-T helps Ss to distinguish two sounds gh /f/ ph F*/f/ is silent: gh stand after: i ou :sight, weigh, neighbor, though , although/v/ -> of3/Listen and repeat-T asks Ss to read the words in the book-Practise the sentences -T reads the sentences and asks Ss to underline the words with the sounds and write /f/ or /v/GRAMMAR:I- ATITUDINAL ADJECTIVES1.Examples:a.This film is interesting-> We are interested in thins filmb. He found this trip boring-> His trip makes him bored2.Form and meaning:* Adjectives ending with V-ing used with nouns refering to things implying the active meaning* Adjectives ending with V-ed used with nouns refering to people implying the passive meaningII-Structure: It was not until ...1.Examples:a.I did not graduate from University before 1996-> It was not until 1996 that I graduated universityb.Her did not know to play the piano until he was ten years old-> It was not until he was ten years old that he knew to play the piano2.Form : It was not until +time / clause of time that +S+ V2III-ARTICLES:

-Read the words - Distinguish two sounds in the words that they have listened

-Listen to T's eliciting and copy down-Practise the sentences

- Work in pairs- Give the different between two adijectives in each sentences

-Give the form and meaning

-Listen to T’s explanation -Give the form of structure

- Work individually and compare their answer with a peer- Give feedback and explanation



1.Examples: complete a/an or the I have ........dog.............dog is very intelligent. It likes to play with .......orange2.Eliciting:a.A/AN: indifinite aritcles a +consonant + singular noun an + vowelNot: an Mp a uniform An hour a university A unionb.THE:+noun( singular, plural, uncountable noun) + definite noun + the + a vowel .->/ i:/PRACTICE:do exercise 1,2,3-The whole class do exercise 1,2 and 3- Go to the board and write their answer down-The others give comment and the correct feedback

-Work individually and compare their answer with a friend-Speak their answer in front of class

4-Consolidation:- Retalk the grammatical points in this lesson 5-Homework - Practise grammar and do exercise in the workbook -Prapare Lesson 1: READING

D.P:23/03/09 Period:83D.T:26/03/09

UNIT 14:THE WORLD CUP A. READING

I.OBJECTIVES: By the end of the lesson Ss will be able to develop their reading skills as scanning for specific information and guessing meaning in contextII. TEACHING AIDS: text book,picturesIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking:


WARM-UP: -T plays the music and asks 1.What is the name of the song?2.What is the song about ?3.Do you know any information about World

-The whole class listen to the music and answer T’s questionsExpected answer:



Cup?T: to understandmore about the Wrold Cup .Let’s move to the nnew lesson, The World CupPRE-READINGActivity 1: Multiple Choice1.How often is the World Cup held?a.every year b.every four year c.every two year2.Where was the 2002 World Cup held?a.Japan b.Uruguary c.Argentina d.Japan and South Korea3.Brazil defeated ...............and won the World Cup in 2002.a.Holand b.Germany c.Italy d.Japan4.When did the first World Cup take place?a.1930 b.1951 c.1966 d.19985.The World cup is watched by millions of people around....a.Asia b.Europe c.Africa d.Globe6......................organizes World Cupa.WHO b.UNESCO c.WTO d.FIFAActivity 2:Presenting vocabulary -T asks Ss to read through the passage and find out the newwords -Help them give the meaning of these words+ Championship(n) :state of being a champion+ witness(n) to see -> witness person + elimination game :+continent(n)Asia, africa, European+finalist : the team who goes to the final match+ honoured title(n) : danh hieäu cao quí WHILE-READINGTASK1: Matching -T asks ss to read the passage silently and then do the task 1- Find the word in the passage that can match with the definition on the right column- T calls on some ss to give their answerTASK2:Gap-filling-T asks Ss to scan the passage and complete each of the following sentences with one word or number - T asks Ss to give the part of speech of each blank before to do this task- T goes around and help them if necessary-T calls on some ss to answer in front of classTASK3: True or false-T asks Ss to work individually and read all the

1.The cup of life2.About football/ World Cup

-Listen to T’s questions and choose the best answer them in front of class-Expecetd answer:1.B 2.D 3.C4.A 5.D 6.D


-The whole class guess the meaning of the words from the right column-Give the VietNamese meaning if necessary- Find the word and match-Expected answer:1.b :âäöìng täø chæïc 2c:toaìn cáöu 3.a:giaíi thi âáúu 4.e:næåïc chuí nhaì5.d:cuïp-Work individually and then compare their answer with another friend-Read their answer1.13 2.32 3.Argentina 4.one 5.26-Read the questions carefully and give the correct answers- Some Ss practise aloud-Key:1.F->1930



sentences and decide whether they are true or false.Then correct the false ones- T goes around and help them if necessary- T listens and give the correct feedbackPOST-READING :Summary the table

Year Events(1)......... FiFa was set up1930 Only(2) ......took part in the

first tournament1930 (3) .................................(4)........... The world witness 17 world

cup tournamentUp to now National football teams must

compete in elimination games within their own region beforwe becoming one of the .......(5)

2002 (6)....................................

2.F-> every four years3.T4.F-> 32national teams compete in the final tournament5.F->Brazil was awarded the gold cup in the 2002 World cup

4-Consolidation:- Talk about the history of World cup , using the cues below 5-Homework - Learn vocabulary by heart and Prepare lesson 2: SPEAKING

D.P:28/03/09 Period:84D.T:

UNIT 14:THE WORLD CUP B. SPEAKING

I.OBJECTIVES: By the end of this lesson Ss will be able to practise asking and answering about World Cup II.TEACHING AIDS: Text bookIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking some information about the World Cup


WARMER: JUMPLED WORDS1.W-E-R-N-N-I2.O-I-C-H-P-A-M-N3.R-C-O-E-R4.N-N-E-R-U-R-P-U5.T-O-H-S T-O-C-U-R-N-Y-T asks Ss to rearrange jumpled words into the meaningful wordsAsk:Can you guess what topic will we discuss today?-> Today we will talk about World Cup PRESENTATION

-Work in groups of two and rearrange jumpled words into the meaningful words-Then answer the question



Activity 1: A World Cup 2006 quiz-T can write the questions on a different cardsQ1: which team do you like best in World Cup 2006?Q2: Who was the captain of the French national football in World Cup 2006 final ?Q3:What place did Germay hold in World Cup 2006?Q5:Who was the head coach of the German team in World Cup 2006?Q6:How many times has Italy won the trophy up to World Cup 2006?Q8:Which nationality was the top scorer in World Cup 2006?Activity 2: Present vocabulary:-T helps Ss to explain some newwords+ draw(v,n) a score of 1-1+lose the match to sb+defeat sb= beat sb: đánh bại ai đó+ penalty shoot cut+ quarter final:+ semi final:hieäp phuïPRACTICE:TASK1: Asking And Answering About World Cup -T asks Ss to ask and answer Qs as model by following table- Before doing the task , T asksSs to look at the table and explain- T sets the modelT: Where was the first World Cup held?S:It was held in ...............T: Which teams played in the final match ?S:.....................and ......................T:Which team became the champion?S:.......................T: What was the score of the match?S: .......................TASk 2: Complete the diagram (1)

Korea and (2)

Final (3)

defeated BRAZIL (4) was defeated

(5) 0

(6) Runner-up-Then complete the diagram , T asks Ss to look at it and talk , beginning

-Work in groups of two-Play the game and choose the number for groups -Answer the questions about the World Cup 2006-Expected answer:2.Zidan3.5-34Jurgen Klinmann5.Miroslav Klose6.Four times7.David Beckham8.German

-Give the VietNamese meaning of the words

-Work in pairs-Listen to the model and practise the sameNote : pronounce the score0-0:nil-nil2-0: two-nil1-1:one all

The whole class complete the diagram-Expected answer:1.20022.Japan3.match4.Germany5.26.championEx: The 17th World Cup was held in 2002 in Korea and Japan.The final match was between Brazil and Germany. Brazil defeated Germay by 2-0.Brazil was the champion and Germany was the runner up.



The 17th World Cup was held in ................................... ......... .............. ........................................ ............ ....... .........

4-Consolidation:- Talk about World cup , using the diagram 5-Homework - Learn vocabulary by heart and Prepare lesson 3: LISTENING

D.P:28/03/09 Period:85D.T:

UNIT 14:THE WORLD CUP C.LISTENING

I.OBJECTIVES: Helping Ss develop such listening micro skills as intensive listening for specific information II.TEACHING AIDS: Cassette playerIII.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about the World Cup winners


WARMER:Answer the questions-T asks Ss some questions 1.Name some Of the famous football players in the world?2.Who do you like best? Why?3.Among some famous football players , who is the greatest players of all time?PRE-LISTENINGActivity 1 :Answer the questions about PELE-T asks Ss to look at the picture about PELE and answer the questions1.Do you know anything about Pele?2.Who is he ?3.Where was he born ?4.Was he an ambassador for the sport?5.What was he good at in football?6.How many scores did he get?Activity 2:Listen and repeat-T helps Ss to explain the words and then repeat them+goal-scorer(n):ngæåìi ghi baìn+hero(n)+ambassador(n):âaûi sæï+to kick(v)+retirement(n) -> retire(v)

-The whole class-Free-talk

-Asnwer the questions Answer: Pele is the greatest player of all time .He was born in Brazil He was an ambassador for the sportHe was good at kicking and controlling the ball.He scored 1200 goals and has become a national hero

-Thewhole class listen to T’s eliciting and pronounce them after T



+promote(v)+championship(n)WHILE-LISTENINGTASK1:COMPLETE INFORMATION:-T introduces the task and gets to study the table before they listen-T gets across to Ss that while they listen and take notes-T plays the tape twice and asks Ss to complete-T calls on some Ss to give their answer-Listen and give feedbackTASK2: ANSWER QUESTIONS-T asks Ss to read all the questions and answer them before listening again-If not , T plays the tape again and asks Ss to answer them aloud- Then work in pairs-T calls on some pairs to practise in front of classPOST LISTENING: SUMMARY INFORMATION

PELE194019561958196219701974before 19771977

-T asks Ss to summary the information about Pele by completting the table above- Calls on 2 Ss to go to the board and write their answer

-Work individually -Expected answer1.19402.joined a Brazilian culb3.19624.19745.retired-Work in apirs-Expected answer:1.Pele was famous for his powerful kicking and controlling the ball2.He participated in 3 World Cup 3.He played for an American football culb before he retired4.He became an international ambassador for football. He works to promote peace and understanding through friendly sport activities

4-Consolidation:- Talk about Pele, a famous football player 5-Homework - Learnt vocabulary by heart -Prepare lesson 4: WRITING



D.P:30/03/09 Period:86D.T:

UNIT 14:THE WORLD CUP D. WRITING

I.OBJECTIVES: - Helping Ss write a short announcement about a sport event -Improve writing skillII.TEACHING AIDS:III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.2-Checking: Talking about the Pele


WARMER:-T gives an announcement and asks 1.What is it ?2.Where do you often see the announcement?3.What do we use announcements for?4.Have you ever read any English announcements?->Today we learn how to write to announce something.

PRESENTATIONTASK1:Read and answer the questions-T asks Ss to read Task 1 and answer the questions -Then T checks the answers with the whole class

HOW TO WRITE AN ANNOUNCEMENT-T elicits from Ss what possible details to include in an announcement1. who announcers?2.What event?3.When?4.Where?5.Why?-T might also want to remind Ss of the structure of a paragraph of this type:S+would like +to announce + phrase wishes (to) + clause is/are sorry to regret to is/are pleased to

-ss answer T’s questions after looking at announcement-Expected answer:1.It’s an announcement2.we often see announcement on newspaper, TV, notice board, magazine3.to announce something such as news4.free talk-Ss work silently-Expected answer1.The national football championship organizing committee2.The postponing of the match between Nam Dinh and Bing Duong which was initially schedule on Sunday......due to the bad weather3.at 3p.m Sunday April 25




Ex: The Youth Uniopn is pleased to announce their first meeting on Sunday 24 December ,2008TASK2: WRITING-T asks Ss to read the topices individually and then work with a partner to analyse the topices, using the following table os Summary to help them take notesWho?what?when? where? Why?-Then calls on some Ss to write their notes on the board

PRODUCTIONWrite an announcement to raise money for people in flooded areas

Announcer: the monitor of class 10B4Contents: the musical performance of class 10B4 to raise money for flooded areas.Place: school meeting hallTime: 7.30 pmThursday 23th AprilTicket prize: 2,000VND

-Work in pairs-Peer-corrrection-Encourage Ss to make an outline before writing their writing

TopicA Topic BWho? The school

football team

The HCM Communist...

What?

Seek new players, then 1st meeting of the team

A friendly amtch with New Stars Football Culb

When?

Up to you 5p.m Sunday April 20th

Where?

Up to you In football field of the Club

Why? For new football reason

-Two Ss write their writing down the board

-Read an anouncement and write it

4-Consolidation:- How to write an anouncement 5-Homework - Complete their writing -Prepare lesson 5: LANGUAGE FOCUS

D.P:02/04/09 Period:87D.T:07/04/09

UNIT 14:THE WORLD CUP E. LANGUAGE FOCUS



I. Objectives: - Students know how to pronounce the sound /g/ and /k/ correctly.

- Students revise: - The uses of will. - The difference between will and be going to. II. Anticipated problems: - Students may not know the difference between will and be going to.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask two sts to read the announcements they wrote aloud.- Ask another st to give remarks.- Check and give marks.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / k / : a voiceless sound / g / : a voiced sound- Ask sts to pay attention to the length of two sounds.- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 150 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /g / and sound /k / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, and the uses of will, and have sts do EX1,EX2 and EX3.a. will vs. be going to:

- Two sts read the announcements aloud.

- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / g / / k / group club game kick together cup ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: /g/ /k/ group scored goal took Uruguay cat ...............................- Read the sentences.

- Listen to the T.- Look at the examples.- One st tells the difference:+ Will: to talk about the future and the decision is made at the



- Firstly ask sts to look at the examples and tell the differenceE.g: - Wife: This dress looks beautiful. It must fit me well. Husband: Ok. I will buy it for you.- A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow.- Listen to the S and give remarks. - Ask sts to do task 1.+ Exercise 2:- Ask sts to do Ex 1 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some pairs to report.

- Check and give remarks.b. Will: making predictions- Give an example so that sts can remember the use of will.E.g: A: I like that car very much but I don't have enough money to buy it. B: Ask Jack for some money, please. He is rich and generous. I'm sure he will lend you some.- Ask sts to read the examples and tell the teacher the use of will in this situation.+ Exercise 3:- Ask sts to do Ex2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to write their answers on the board.

- Check and give remarks.c. Will: making offer- Give an example so that sts can revise the use of will:E.g: A: I'm so tired but I still have a lot of work to do. B: Oh, I will help you to finish it.- Ask sts to do Ex 3.+ Exercise 3:- Ask sts to do this execise in pairs.- Move round to help if necessary.- Ask some sts to report.

- Check and give remarks.5. Homework ( 1 min)- Part B( page 81 - workbook)

moment of speaking.+ Be going to: to talk about intentions/ decisions which are made before we report them.

- Some pairs report.1. I'll get 2. I'm going to wash3. are you going to paint4. I'm going to buy 5. I'll show ...................................- Listen and correct their work if necessary.

- Read the example.

- Pay attention to the underlined part.

- Tell the T that will is used to talk about what the speaker predicts about the future.

- Do the Ex individually.EX3: 1....he will help .....2. ... won't lend me .....3. ... it will rain....... .................................- Listen to the teacher.

- Read the example.

- Pay attention to the underlined part.- Tell the T the use of will in this situation:to make offer/ to show willingness.- Do the exercise in pairs.- Some pairs report:1. I will make you a glass of orange juice.2. I'll open it.3. I'll lend you some. ................................- Listen and correct their work if necessary.



D.P: 04/04/09 Period 88D.T:07/04/09

TEST YOURSELF E

I. Objectives: 1. Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14. 2. Knowledge: - General knowledge in unit 12, unit 13 and unit 14.

- Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing.II. Teaching aids: textbook, chalk, board.III. Procedures: Teacher's activities Students' activities1. Homework checking:( 5 mins)- Ask one st to do Ex 4 in the workbook on the board.- Ask one st to give remarks.- Give remarks and marks.

2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time.- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.- Ask sts to do listening in class.2.1. Listening:- Ask sts to read the requirement of the task.- Introduce new words:+ 'Jupiter (n): Sao Méc+ senior citizen (n): ngêi giµ+ re'duce (v): gi¶m- Play the tape twice and ask sts to do the task.- Ask sts to share their ideas with their partners.- Get feedback and play the tape again so that sts can check their answers.- Ask other sts to give remarks.- Check and give feedback.2.2. Reading:- Ask sts to work in groups to compare their answers.

- Ask some sts to report his/ her answers aloud.

EX 4:2. It will look ....... 3. you will like...4. you will get ....... 5. They'll be....6. we'll meet ..... 7. she'll come......8. I'll be..........- One st gives remarks.

- Look at the textbook and read the statements.- Try to focus on the important words.- Copy down these words into their notebooks.- Listen and read after the teacher.

- Listen carefully and do the task.- Work in pairs to discuss their answers.- Some sts report.1. 8.45 2. students3. Mountain 4. are reduced5. 7.30

- work in groups to share their ideas.- Some sts stand up to report.1.He/She has to do a lot of practice



- Listen and check.

2.3. Grammar:2.3.1.- Ask sts to discuss their answers in groups.- Ask some sts to report.

- Ask two other sts to give remarks.- Check and give the correct answers.2.3.2. to-infinitive:- Ask sts to share their answers with their friends.- Ask 2 sts to write on the board.

- Check and give remarks.2.4. Writing:- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

3. Homework: ( 1 min)- Part A ( Page 80 - workbook)

and often spends a Saturday or Sunday away from home.2. They are often played on Saturdays and Sundays.3. To play against other school teams.4. No. Sometimes parents, friends and other students will travel with them.5. The whole school does....

- Discuss in groups.- Answers:1. 0 .................2. the ..............3. 0............4. 05.the ..............6. a..................7. the .........8. the9. the .................10. a

- Compare their answers with their parners.- Write these sentences on the board.1. I stayed in to watch a film on T.V.2. I wrote them a letter to thank them for the weekend.3. She went to university to study egineering.4. You should go to Britain to improve your English.5. You should book your tickets well in advance to see that football match.

- Read their writing aloud " The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall. The ticket price is 5,000 VND."- Listen to the teacher's remarks.



Forty five – minute testI. Listening:You are going to listen to a talk about Maximilian. Listen carefully and decide if the following statements are true or false. Tick in the right box to indicate your answer. You will listen to the tape twice.

T F

1. After leaving school, Maximilian worked on his brother's farm.

2. He left the village when he was 18.3. The ship he worked on was sailing to the UK.4. He made a lot of money on Wall Street. 5. He became a millionaire when he was 35. 6. His first wife was a model. 7. He lives with his first wife now.8. Both of his daughters have become drug addicts. 9. He loves travels and he has visited every country in

the world.10.

Neither he nor his brother is happy.

II. Reading: Complete the following passage by choosing one of the given phrases to

fill in each blank.

a. was watched b. elimination rounds c. organised by d. every four years e. elimination tournaments f. host nation g. the sport's governing body h. viewed and followed i. was held k. the final tournament



World Cup is the most important competition in international football, and the world's most reprentative team sport event. (1) ...................... Federation Internationale de Football Association (FIFA), (2)................., the World Cup is contested by men's national football teams which are FIFA members. The World Cup is held (3) ................... (except in times of war), but the (4)................... of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5).....................

The (6) ............... phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7).................... Only seven nations have won the World Cup Finals. The most recent football World Cup (8).................. in Germany between June 9 and July 10, 2006. The World Cup Finals is the most widely (9).................. sporting event in the world. The final match of the 2002 World Cup (10).................. by more than one billion people.III. Writing:Use the prompts below to make up complete sentences about Cher, a famous American pop star.1. Cher/ born/ May 20th, 1946/ El Centro/ the USA. .........................................................................................................................................................2. She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles ............................................................................................................................................................3. She/ plan/ take/ acting lessons/ there. .............................................................................................................................................................4. However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19. ...........................................................................................................................................................5. Cher/ get married/ twice/ and/ have/ a daughter/ a son. .............................................................................................................................................................6. 1977/ she/ decide/ turn/ acting/ again. .............................................................................................................................................................7. Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987. .............................................................................................................................................................8. Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star. .............................................................................................................................................................IV. Language Focus:A. Choose the word that has the underlined part pronounced differently from the others.1. a. laugh b. photo c. orphan d. Stephen2. a. because b. tense c. nose d. please3. a. village b. engineer c. age d. game4. a. team b. bread c. meat d. season5. a. God b. globe c. phone d. hostB. Complete the second sentence so that it it has a similar meaning to the first one.



1. He didn't return to his native village until the war ended. It was not...........................................................................................................................................2. We couldn't relax until all the guests had gone home. It was not ............................................................................................................................................3. I only recognized him when he came into the light. It was not until.....................................................................................................................................4. Roger wants to buy a book, so he's gone to town. Roger has gone ................................................................................................................................5. Jane wanted to earn some pocket money, so she got a part-time job. Jane got ..............................................................................................................................................ANSWERSI. Listening:+ key: 1- F 2 - T 3 - F 4 - T 5 - F

6 - T 7 - F 8 - F 9 - F 10 - F+Tape script:When he left school, Maximilian also started work on the family farm. But he soon became bored. Country life wasn't for him. And so at the age of 18 he left the village. He's only been back three times since then. He went to Buenos Aires and there he got a job on a ship that was sailing to the USA. On the ship he met a rich American businessman. He liked Maximilian and offered him a job. Maximilian learnt quickly and in the next ten years he made a lot of money on Wall Street. He became a millionaire when he was only 25. Since then he has been part of the international jet set. He's had three wives. When he was 30 he married a beautiful model, but she died two years later in a car crash. His second and third marriages both ended in divorce. For the last ten years he has lived alone in his luxury villa in the Bahamas. His family life has not been happy. Two years ago his son went to prison. One of his two daughters has become a drug addict. He's been on television several times and the newspapers have followed his life closely. For the whole of his life he has loved to travel. He's visited almost every country in the world. ' Yes, I've made a lot of money. I've been everywhere and I've done everything. But has it made me happy? Not really. Now look at my brother, Emilio. For several years his life hasn't changed at all. But he's happy. Yes, Emilio is a happy man.'II. Reading:(1) - c 2)- g (3) - d (4) - b (5)- e

(6) - k (7) - f (8) - i (9) - h (10) - aIII. Writing:Use the prompts below to make up complete sentences about Cher, a famous American pop star.1. Cher was born on May 20th, 1946 in El Centro in the USA.2. She left high school when she was 16 and went to Los Angeles.3. She planned to take acting lessons there.4. However, she met Salvatore Bono there and became a famous singer when she was only 19.5. Cher got married twice and has a daughter and a son. 6. In 1977 she decided to turn to acting again.



7. Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987.8. In her long career Cher has been successful both as a serious actress and as a pop star.IV. Language Focus:A. Choose the word that has the underlined part pronounced differently from the others.1.- d ; 2 - b; 3 - d; 4 - b ; 5 - a.B. Complete the second sentence so that it it has a similar meaning to the first one.1. It was not until the war ended that he returned to his native village.2. It was not until all the guests had gone home that we could relax.3. It was not until he came into the light that I recognized him.4. Roger has gone to town to buy a book.5. Jane got a part-time job to earn some pocket money. ....................................................................................................................

D.P: 10/04/09 Period 91D.T:15/04/09

UNIT 15: CITIESA. READING



I. Objectives: 1. Education aims: - Students know more about New York City. 2. Knowledge:

a. General knowledge: - Knowledge about New York City.b. Language: - The passive.

- Vocabulary used to describe a city.II. Teaching aids: board, textbook, chalk, some pictures.III. Procedures:Teacher’s activities Students’ activities1. Warm-up:(3 mins)- Ask sts some questions so that they can find out which city they are reading about. What is the largest city in the USA? Where is the Statue of Liberty situated?- Introduce the topic of the lesson.2. Before you read:( 12 mins)Aims: To introduce the topic and provide sts with words/phrases about New York City.a. Answering questions:- Ask sts to look at the pictures of some well-known places in New York and then ask them some questions: Do you know these places? What are they?- Encourage sts to answer freely.- Guide sts to read the names of these places aloud.- Ask them to match the names to the pictures.- Ask sts to work in pairs to ask and answer the questions in Before you read.- Go round to help if necessary.- Ask some sts to give answers.- Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases:+ lo'cate (v): ®Æt ë+ 'harbour (n):bÕn c¶ng+ 'global (a): belong to globe+ 'finance (n):tµi chÝnh+ 'business (n):kinh doanh+' characterise(v):®Æc trng ho¸- Read each word/phrase 3 times and ask sts to repeat it.- Leave sts 1 minute to self-practice.- Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time)- Listen and help sts to read the words/phrases correctly.3. While you read:( 20 mins)Aims: Read and guess the meanings of the words from contexts, and find specific

- Listen to the T and find the answer.S1: New York City is the largest city in the USA.S2: It is situated in New York.- Listen to the T.

- Look at the pictures and answer the T.Ss: Yes, we know.S1: No 1 is the Empire State Building.S2: No 2 is the United Nations Headquarters. ...................- Work in pairs to ask and answer.- Give answers orally.1. It is in the northeast of the USA.2. Sts' answer. ...................................- Others listen

- Listen and read after the T.

- Write down these words into their notebooks.

- Listen and repeat.

- Read these words and check for their partner.- Read the words aloud.- Listen to the T.



information.+ Task 1: Matching:- Ask sts to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match.- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text.- Ask sts to share their answers with their partners.- Call on 5 sts to read their answers aloud in front of the class.- Get feedback and give remarks.+ Task 2: True or False.- Ask sts to read the sentences in task 2 first, and focus their attention on key words. - Ask sts to read the passage independently and then decide whether the statements are true or false.- Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible.- Move round to help and ask sts to share their ideas and correct the false sentences.- Call on 5 sts to read and explain their answers aloud in front of the class.

- Feedback and give remarks.+ Task 3:- Ask sts to read the passage again and work in pairs to ask and answer the questions.- Move around to help.- Ask sts to share the answers with their friends - Ask 5 pairs to give answers.- Listen and check.4 . After you read:( 9 mins) Aims: to test sts' understanding about the reading passage.- Ask sts to work in groups of three or four to discuss two questions.If you could visit New York, which place(s) of interest there would you like to see? Why?/ Why not?- Go round to help sts with their work.- Some presentatives of the groups are required to report in front of the class.

- Work individually.

- Report their answers one by one.1. - d 2 - c 3 - e4 - a 5 - b- Listen to the T

- Read the sentences first and try to focus on the key words.- Read the passage again and do the task.- Share their ideas with their friends.- Report their answers sentence by sentence.1. T2. F. It is ice-free in all seasons.3. T. It is on the Hudson & Passaic River.4. T5. T- Listen to the T

- Read the passage again and work in pairs to ask and answer.- Present their ideas:1. It's in the southeastern part of New York state.2. 7 million in the city and 19 million in the metropolitan region.3. Because it was founded by the Dutch. ...............................- Listen to their friends and the T.

- Work in groups orally.

- Some sts report.



- Listen and help sts to give correct answers.5. Homework:( 1 min)- Write a paragraph to answer the questions in After you read.

- Listen to the T.

D.P: 11/04/09 Period 92D.T:16/04/09

UNIT 15: CITIESB. SPEAKING

I. Objectives: - Students can talk about the differences between London and New York. - Asking and answering questions about the two cities.

- Making the comparisions between London and New York..II. Teaching aids: Textbook, chalk, board, handouts.IV. Procedures:Teacher’s activities Students’ activities1. Warm- up : (5 minutes) Aims : get used to the topic.- Divide the class into 2 big groups and introduce the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh City. Sts need to listen and give the answers quickly.- The quiz:1. Which city is larger in area- Hanoi or Ho Chi Minh City?2. Which city has a bigger population- Hanoi or Ho Chi Minh City?3. Which city is older- Hanoi or Ho Chi Minh City?2. Before you speak: (8 minutes)+ Task 1: Complete each question in A with a suitable word in B- Ask S to do the task individually.- Ask some S to go and write their answers on the board.- Get feedback.3. While you speak: (20 minutes)Aims: Sts can ask and asnwer about the two cities .+ Task 2:- Ask sts to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities- In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task 1.

- Work in groups and find the answers quickly.

1. Ho CHi Minh City. ( Area of HCM: 2,095 km2, Hanoi: 921 km202. Ho Chi Minh City. ( pop. Of HCM: 6. 2 milion, Hanoi: 3 milion)3. Hanoi ( founded in 1010)-Listen to the T- Work individually.- Some S write on board- Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.

- Work in pairs to ask and answer.S1: Do you know when NY was founded?S2: It was founded in 1624. And what about London?S1: It was founded in 43AD. Ans what is the population of



- Go around to check and offer help.- Ask sts to share their answers with other pairs.- Call on some pairs to perform in front of the class and give feedback.- Listen and give remarks.

+ Task 3:- Introduce the task: S are going to work in pairs again and compare the two cities they have just asked and answer about.- Call on two students to read aloud the model conversation in the textbook.- Pay attention to the words and phrases printed in bold and review the comparative forms of Adjs and nouns:a Equal Comparison+ Structure:

S + V + as adj /

adv as +

S + Modal V/Aux V/Be

NP

Pro

- Equal comparison of nouns:......... as+ many/ few+ countable N+ as ..........as+ much/ little+ uncountable N+ asEg.: as many parks as/ as much money asb Comparative form:+ Structure:

S+V+ comparative adj

/adv +than+

S + Modal

V/Aux V/Be

NP

Pro

- Comparative nouns: more + count/ uncount - N E.g: more buildings, more money - Ask S to work in pairs to compare the two cities, basing on the model conversation.- Go around to help Sts.- Ask some Sts to perform in front of the class. 4. After you speak: (10 minutes)Aim: S can talk about the preferences and give the reasons.+ Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions.- Ask S to draw this table and take notes of

New York?S2: 7 milion. What about London?S1: 7 milion, too. What’s the area of New York?S2: It covers an area of 946 km2. And how large is London? ....................................................

- Read the model aloud.

- Pay attention to the words/ phrases in bold.- Listen to the T and take notes.

- Work in pairs.- Compare the two cities.- Some pairs present in front of the class.

- Work in groups to listen and take notes their opinions into the table.



their friends’ opinions .Name City preferred Reasons

- Go around to observe and offer help if necessary.- Call some S to report their findings.- Give corrective feedback.

5. Homework: (2 minutes ) Write a paragraph about New York and London.

- some sts present:E.g.:Hoa prefers New York to London because people are friendlier and opener. Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays ……

D.P: 11/04/09 Period 93D.T:

UNIT 15: CITIESC.LISTENING

I. Objectives:By the end of this lesson Ss will be able to get the specific information about the Statue of LibertyII.Method: Integrated, mainly communicativeIII.Teaching aids: pictures of the Statue of Liberty, some pictures of some famous cities, lesson plan, textbookIV. Procedure:

Teacher’s activities Students’activities

Warm up: (3minutes) Matching:- Uses a poster: Match the names of the cities in column A with the names of the countries in column B- Corrects* Pre-listening (6minutes)

- Gets Ss to work in pairs to answer 6 questions in textbook

* While-listening (23minutes) + Task 1.- Explains the instruction and has Ss read the task quickly in 1 minute before listening- Plays the tape twice

- Go to the board and match the words

Ss’answers may vary1. It is the Statue of Liberty2. It is the Statue of a woman /It

is tall/ It is big3. It got a crown in her head4. It’s got a tablet in her left

hand5. It’s holding a burning torch6. It’s wearing a robe

- Read the task quickly



- Listens to Ss’answers(from 1-5) and get Ss to listen the last time to make sure that they can correct their answers by themselves.

+ Task 2- Explains the instruction- Gets Ss to read quickly Task 2 in 1 minute- Plays the tape twice

- Asks Ss what they have heard. - Listens to Ss’answers- Plays the tape the last time to make sure that Ss can fill in the table enough with correct information

* Post- listening (13minutes) - Divides the class into 2 groups

- Has the students sit in groups of six and retell their friends what they have learnt about the Statue of Liberty, using the information in the table.- Goes around to help students - Gets 2 representatives of two groups to present their talks- Gives feedback

- Listen and choose the correct answers

Answer key:1. B2. A3. B4. A5. C

- Give their answers- Listen again to correct their answers

-Listen to teacher’s explanation- Read the task quickly

- Listen to the tape and fill in the table

- Give their answers

- Listen to the tape and correct the answers

Answer key1. Liberty Enlightening the

World2. 46 meters3. 205 tons4. Copper (outside) and iron

(frame)5. (Made of) stone and

concrete6. 9.30 a.m to 5 p.m daily

(everyday) except Christmas Day

- Work in groups - 2 Ss present their talks in front of class

- Other Ss listen to their friends’ presentation



Homework Assigns homework

Comment

Write a paragraph (about 50 words) about the Statue of Liberty

D.P: /04/09 Period 94D.T:

UNIT 15: CITIESD. WRITING

I. OBJECTIVES : By the end of the lesson, students will be able to write a paragraph

describing a city.II. KNOWLEDGE :

* General knowledge : students learn how to describe a city* Language : - Grammar :

+ Defining and non defining relative clauses + Simple present, simple past.

- Vocabulary : + Some new words related to the topic

III. Teaching aids : pictures, texbook. IV. PROCEDURE :


I. Warm up : (3’) - asks some questions Answer

1. What do you know about London?

(individually)

2. Do you like it? Give reason(s)II. Pre - writing : (15’)

- asks students to look at the pictures in the texbook

- asks students to read paragraph in silence.

- Work in groups, discuss, and answer the questions in task 1

- goes around class to help students

- explains some structures when describing a city

+ (be) situated+ cover an area of + (be) founded by+ (be) famous for+ The best thing about …… is

……

- Answers1. In southern English, on river thames 2. It covers an are a of 1,610 sguare kilometres 3. 7 million4. It is a capital city5. It was founded by the roman in 43AD 6. It is famous for many things : such as St paul’s cathedral and the houses of parliament, its museums and


translation


its many shops 7. The best thing about London is the park

- Gives feedback III. While - writing : (15’)

- Elicits 2 famous citiesGive cues

* HCM city : - Population – about 8 million people

- Area : 2,092 square km - Founded :

1968 - Famous : BenThanh market, Duc Ba church.

* CanTho : - Population - about 2 million people

- Area : 2,964 square km - Founded : 2004

- Famous:NinhKieupier,Canhoport

- Give the name of two famous cities

- asks students some questions about each of them (questions in task 1)

- asks students to write a paragraph to describe one of the two above cities (based on questions in task 1) by using posters.

- Goes around class to help students

- asks ss to exchange their writings

- goes around tohelp them if necessary

- asks one student in each group to stick the posters on the board

- work in groups to write about a city of their interest

- exchange their writings and correct them each other

IV. Post - writing : (11’)- corrects mistakes- T & ss work together - correct

V. Homework : (1’)- asks students to write a short

paragraph about the province of Ben Tre

- do the work at home.



D.P: /04/09 Period 95D.T:

UNIT 15: CITIESE. LANGUAGE FOCUS

I.Objectives: By the end of the lesson, students will be able to pronounce two sounds /θ/, / ð / correctly; use “ Non- defining and defining Relative Clauses” and “ Although” correctly

II. Skills : listening, speaking, readings , writing. III. Teaching aids: pictures, posters, lesson plan, textbook, etc.IV. Proceture

Teacher, s activities Students’ s activities.Pronuciation(12mns)-There are three brothers in Tom’s family. /θ / / ð / - asks students to read this sentence in chorus.- asks them to pronounce two sounds:- describe how to pronounce the 2 sounds clearly.A. Exercise 1 Non-defining and defining relative clauses.Relative pro: which, who, whom, whose,that.Activity 1:Shows a picture of New York Harbour (textbook)Asks: What is it?.*Says: New York Harbour, which is ice-free in N – R - Clause all seasons , is one of the largest and finest harbours in the world.- Writes this sentence on the blackboard- explain.Gives another example.*The man who lives next door is very friendly.

-explains.Theory: Mñeà quan heä giôùi haïn (defining relative clause) cung caáp thoâng tin raát caàn thieát. Ñeå ñaûm baûo nghóa cuûa caâu, ta khoâng theå boû meänh ñeà naøy.

-read in chorus.-pronounce the sounds in chorus

Who, whom, that ,which,…

It is New York Harbour

“Who lives next door” is relative clause

-

Work individually Correct in pairs Answers:1.Washington, D.C., which is located on the East Coast of the United States, has many interesting and historical places to visit.2. Brasilia, which is the capital of Brazil, is less than 50 years old.



@ Note“That” is not used in non-defining rela clauses

Activity 2. Do exercise 1:Gives the instruction.Asks students to work individuallyGets students to correct in pairs.Gets some sts to do this exercise before the class.Correct

B.Exercise 2Connecting contrasting ideas: Although.Activity 1

Gives an exampleAsks questions: It …… What are they doing?Says: Although it is raining,they’re still playing football. S VWrites this sentence on the b.bExplainsAsks ss to look at the example in their textbooksEx: Although New York is not the capital of the S V U.S.A, it is the home of the United Nations.-analyses-explainsTheory: Although ( maëc duø) laø moät lieân töø duøng ñeå noái hai meänh ñeà coù nghóa traùi ngöôïc nhau trong moät caâu. Sau Although ta duøng meänh ñeà.@ notes_Although = Even though= Though ex: Though it is raining, they’re still playing football.Activity 2.Do exercise 2Gives the instructionAsks students to work individually-gets them to correct in pairs-corrects

3.Mexico City, which has a population of nearly 20,000,000, is the largest metropolitan area in the world.4. Seoul, which hosted the 1988 Summer Olympics, is well-known for its shopping centres.5. Kyoto, which used to be the capital of Japan, has many temples. It is raining They are playing football

Answers:1. Although there is not much to do in the countryside, I prefer living in there.2. Although there is a lot of pollution in Los Angeles, it is an ideal place to live.3. Although the shops are crowded, people are not buying much.4. Although the city is a favourite tourist destination for many people, it has its problems.5. Although it is a safe neighbourhood, it is best to be careful

Do the exercises again



Homework:Teacher assigns homework.

Comments.

D.P: 02 /05/09 Period 96D.T:05/05/09

Unit 16: Historical placesA.READING

I. Objectives: - Reading for general ideas and specific information. - Choosing the best suitable words and guessing in context. - Deciding on True or False statements. - Discussing in group.II. Teaching aids: - Textbook, blackboard, chalk, ...….III. ProcedureTeacher’s activities Students’

activities1. Warm-up: Network..(5minutes)- Ask students to work in groups of 3-4 students .- Ask the students to name some historical places in Vietnam.- After 2 minutes, the group which has the longest list will be the winner2. Before you read: (8 minutes)Aims : To provide students with words/phrases about historical places. - Students are required to work in pairs to answer the questions in the textbook.- Go around to offer help S.- Ask some S to answer the questions.- Listen and help S to give correct answers.Suggested answers:1. Co Loa Citadel. Hoa Lu Capital. Con- Son- Kiep Bac Site. Den Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City, etc.2. Yes, it is. It is the first university of Vietnam.3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry. It is one of the most visited places in Hanoi.- Give S some new words:* The new words/phrases are: + Confucian ( a): ngêi theo ®¹o Khæng, nhµ nho + engrave ( v): kh¾c, tr¹m træ + stelae ( n): bia ®¸ + banyan trees ( n): c©y ®a + tortoise ( n): con rïaRead each word/phrase 3 times and ask the students to repeat it.Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ 1 time)

- Work in groups

- Work in pairs.

- Some S answer the questions

- Read after the T and then read individually.- Listen and take notes



Listen and help the students to read the words/phrases correctly.3. While you read: (20 minutes)Aims : Read for information to do the task, and do the tasks.Task 1: Guesing in context- Ask the students to read the passage indepently then find the italicised words in task 1.- Write these words on board:Originally, representative, memorialise, engrave, flourish.- Ask S to go back to the text to locate and underline these words and try to guess the meanings.- T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese.- S are required to compare their answers with their partner.- Call on students to read and explain their answers aloud in front of the class.- Feedback and give correct answers:* Key:1. b 2. a 3. c 4. b 5. c Task 2: Deciding on True or False statement- Ask S read the text more carefully and decide whether the statements are true (T) or false (F). Correct the false information.- Ask s to do the task individually and then check their answers with their friend.- Ask some representatives to give their choice orally in front of the class and explain their answers.- Listen and help S to give the right answer.Answer: 1. F ( it was built in 1070)2. T3. F ( from 11th century to 18th century)4. F ( it is an example of well- preseved traditional Vietnamese architecture)5. T6. T4. After you read: (10 minutes)Aims : S can talk briefly about Van Mieu- Quoc Tu Giam.- Ask S to work in groups of 3 or 4 and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook.- Go round to help the students with their work.- Ask some S to talk in front of the class and give feedback.Suggested talk:

-

- Work individually- Some S do the task orally while others listen.

- Read the text and do the task individually- Check the answers with a partner.

- Some S present.

-

- Listen to the T- Work in groups- S take turn to talk about Van Mieu- Quoc Tu Giam.



Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year. Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi. Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam. Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae. These talae were carried on the backs of giant tortoises, which can still be seen today.5. Homework: (2 minutes)- Write a passage about Van Mieu- Quoc Tu Giam.

D.P: 02 /05/09 Period 97D.T: /05/09

Unit 16: Historical placesB.SPEAKING

I/ Objectives- Asking and answering questions about a historical place.- Talking about historical places. II/ Teaching aids:

Textbook, chalk, board, handouts.III/ Procedure:Teacher’s activities Students’ activities1. Warm- up: (5 minutes)Aims : get used to the topic.- Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations.1. Chïa Mét Cét a. Presidential Palace2. Cét Cê Hµ Néi b. Temple of Literature3. B¶o tµng C¸ch m¹ng

c. Ho Chi Minh Mausoleum

4. V¨n MiÕu d. National Museum of Ethnology

5. L¨ng Hå Chñ TÞch e. Co Loa Citadel6. Phñ chñ TÞch f. National Museum of Fine

Arts7. B¶o tµng D©n téc häc

g. One Pillar Pagoda

8. B¶o tµng LÞch sö h. Flag Tower of Hanoi9. B¶o tµng Mü thuËt

i. Revolution Museum

10. Thµnh Cæ Loa j. Vietnamese National History Museum

- Go around to observe and check that S work.- Check with the whole class.

- Work in group.

- Give the answers.:

1-e 2- h 3- i4- b 5- c 6- a7- d 8- j 9- f10- e



2. Before you speak: (8 minutes)Aims: : focus sts. on the topic and introduce the words and grammar used in the task.Task 1: Ask and answer about President Ho Chi Minh Mausoleum.- Ask S to study the fact sheet of the monuments and explain new words if any. + stand : place + late( adj): nguyªn, cè cùu + maintenance ( n): b¶o dìng- Ask S to read the model conversation in the textbook.- Ask S some questions as examples.- Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum.- Go around to help S.- Call on some pairs to perform in front of the class.Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside?3. While you speak: (20 minutes)Aims: Sts can ask and asnwer about the two historical places .Task 2: An information gap activity- Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall.- Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tö cÊm thµnh + Admission: gi¸ vÐ vµo cöa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ huû nÆng nÒ + Air bombardment: nÐm bom + Chamber: phßng- Ask S to work in pairs- In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task 1.- Go around to check and offer to help.- Call on some pairs to perform in front of the class

- read the fact sheet and listen to the T.

- Read the model conversation.- Answer the teacher’s questions.- Work in pairs.- Some pairs present in front of the class.

- Listen and take notes.



and give feedback.

4. After you speak: (10 minutes)Aim: S can talk about the historical place they have been to.Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to.- Remind S to take notes of their friends’ talk while listening so that they can report in front of the class.- Go around to help S .- Call some S to report their findings.- Give corrective feedback.5. Homework: (2 minutes ) Write a paragraph to talk about a historical place .

D.P: 05 /05/09 Period 98D.T: /05/09

Unit 16: Historical placesC.LISTENING

I. OBJECTIVES:To help Ss listen and understand about Hoi An, a historical place in Vietnam (listening

for specific information).II.TEACHING AIDS: text book,cassette

III. PROCEDURE:1. Settlement: Checking attendance2. Checking: New words

3. New lesson: ListeningTeacher’s Activities Students’ Activities

* Warm up: Guess the word - Have Ss play the game "Guess the word" (A word consists of 11 letters with some available.)

D I O N- T gives some cues: + This word has 11 letters. + It begins with a letter D. + It ends with the suffix -ION.- T asks some lead-in questions: 1. Do you know about the world cultural heritage sites in Vietnam? 2. Can you name the one in Middle Vietnam, its name begins with an H and ends with an N? 1. Before you listen: a. Have Ss look at the pictures in textbooks and answer the questions: - What is the name of the place? - What places have you been to? - Which one would you like to visit most and why? b. Vocabulary:

Group work

Key: DESTINATION

Hue, Ha long Bay, Hoi An, Phong Nha, My Son

Hoi An

Individual work Key: Pic 1: Notre Dame Cathedral in Ho Chi Minh CityPic 2: Bo Nau Grotto, Ha Long Bay Pic 3: The Huc Bridge, Hoan Kiem



- tile-roofed (a) picture : mái ngói - well-preserved (a) Example : được bảo quản tốt - carve (v) picture : khắc - construct (v) explanation : xây dựng2. While you listen: a. Task 1(textbook): Listen and choose A, B or C that best completes the sentences:- Have Ss work in pairs- Have Ss read the MCQ for a few minutes.- Have Ss guess the answers.- Have Ss listen the text twice.- Have Ss discuss the answers in pairs.- T gives feedback b. Task 2 (textbook): Listen and answer the following questions - T divides the class into groups of 4 .- The text is divided into 2 parts: Part 1: " The ancient town ...................designers" Part 2: "One of the main ...................... Cultural Heritage site" - T turns on the part 1, asks the groups to listen and answer the questions 1 4. - T does the same for the part 2.- Have Ss listen the whole text for checking.- T gives feedbacks.

3. After you listen: - Have Ss work in 3 groups to talk about the ancient town of Hoi An, using the following cues: its location and roles in the past its attractive characteristics at present its main tourist attractions and their features

Lake, Ha noiPic 4: Ngo Mon Gate, Imperial City in Hue.Copy down

Pair work

Guess the answer

Listen to the tapeKey: 1. B 2. A 3. C 4. C 5.CGroup works

Ss listen twice.- Key:1. Its lies on the Thu Bon River, 30 km south of Da Nang.2. It was known as the major trading centre in Southeast Asia between the 16th and 17th centuries.3. Hoi An is now famous for its old temples, pagodas, small tile-roofed houses and narrow streets.4. They were made of wood and their pillars were carved with ornamental designs.5. It is 153 years old.6. It was built nearly two centuries ago.7. The house now looks almost exactly as it did in the early 19th century.8. In 1999.

Group work

IV. Consolidation: V. Homework: Prepare "Writing" p.174 in textbook.



D.P: 07 /05/09 Period 99D.T: /05/09

Unit 16: Historical placesD.WRITING

I. Objectives: 1. Education Aims: - Students can describe a chart. 2. Knowledge:

a. General knowledge: - Student knows how to read the information in a chart.b. Language: - Language used to describe a chart.

- The past tenses. 3. Skills: - Reading: read the model description.

- Speaking: discuss in pairs.- Writing: write a description.II. Anticipated problems:

- Students are not familiar with this type of writing.III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about the ancient town of Hoi An.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.2. Before you write:( 20 mins)- Aims: to get sts to know how to write a description of a chart.+ Task 1:- Firstly, ask sts to look at the chart and explain the information in the chart.- Ask them to look at the chart and then answer the questions in pairs.- Move around to help if necessary.- Ask sts to compare their answer with other pairs.

- Get feedback and give remarks.- Introduce some useful words/expressions that sts can use when describing a chart.+ Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows.................

- Listen to their friend and give remarks.

- Listen to the teacher.

- Read the chart and try to understand the information in the chart.- Work in pairs to ask and answer and then share their answer with their friends.- Present their ideas.1. The USA had the biggest number of visitors to Vietnam in 2001.2. 99,700 visitors.3. Australia did.4. No, it isn't.5. France did.6. The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001.- Listen to the teacher.



The chart presents some information ....+Expressions: As we can see from the chart, ............. It can be seen from the chart that ......... According to the chart, .................+ Verbs: increase >< decrease reduce, rise, .....+ Adverbs: rapidly, quickly, sharply, steadily, etc.+ Comparatives and superlatives.3. While you write:( 10 mins)- Aims: Sts practise describing the chart.+ Task 2:- Ask sts to write a description of the chart.- Ask them to use the answers to the questions above to write.- Let sts write in 10 minutes.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.

5. Homework: ( 1min)- Part D (page 95 - workbook).

- Copy down these words into their notebooks.

- Do the writing task.

- Read their writing: ( a model description)" The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam National Administration of Tourism. It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002....... "



D.P: 09 /05/09 Period 100D.T: /05/09

Unit 16: Historical placesE.LANGUAGE FOCUS

I. Objectives: Students know how to pronounce the sound /ʒ / and / ʃ / correctly.

- Students revise: - Comparatives and superlatives. .II. Anticipated problems: - Students may forget the knowledge about comparisons.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask two sts to read the description of the chart they wrote at home aloud.- Ask another st to give remarks.- Check and give marks.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /ʒ / and / ʃ / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / ʃ / : a voiceless sound / ʒ / : a voiced sound- Ask sts to pay attention to the length of two sounds.- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 175 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ / .

- Two sts read the announcements aloud.

- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / ʒ / / ʃ / television shop pleasure machine measure Swedish ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: / ʒ / / ʃ / pleasure shouldn't Asia shop illusions washing ...............................



- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1,EX2 and EX3.a. Comparatives and superlatives:- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives.E.g: My house is smaller than your house. My house is the smallest in this street. Exercise 1 is more difficult than exercise 2. Exercise 1 is the most difficult in this book.- Ask sts to tell the T the comparative and superlative form of the adjectives. - Listen to the S and give remarks. - Notes:Irregular adjs good => better => the bestbad => worse => the worstfar => further/farther => the furthest/farthest- Ask sts to do EX 1.+ Exercise 1:- Ask sts to do Ex 1 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some pairs to report.

- Check and give remarks.

+ Exercise 2:- Ask sts to read the requirement and the example carefully.- Ask sts to do the Ex individually.- Move round to help if necessary.- Ask sts to share their ideas with their friends.- Ask two sts to write the sentences on the board.- Ask other sts to give remarks.

- Read the sentences.

- Listen to the T.- Look at the examples.- One st tells the T the comparative and superlative form of the adjectives:Adjectives Comparatives SuperlativesShort adjs .....- er the .....- estlong longer the longesthot hotter the hottest.... ..... .........Long adjs more ..... the most ....expensive more expensive the most ex. ....... .......... ...........

- Some sts report.1. young => younger => the youngest2. happy => happier => the happiest3. big => bigger => the biggest4. busy => busiest => the busiest ...................................- Listen and correct their work if necessary.

- Read the requirement and the example carefully.- Do the Ex individually.2. My sister is younger than me.3. Who is the oldest in the class?4. Concord used to be the fastest passenger plane in the world.



b. Making comparisons:- Ask sts to EX3.+ Exercise 3:- Ask sts to do Ex3 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some sts to report in front of the whole class.

- Check and give remarks.5. Homework ( 1 min)- Part B( page 91 - workbook)

.................................- Listen to the teacher.

- Do the exercise in pairs.- Some sts report:1. v 2. so 3. more4. the 5. the 6. v7. than 8. of 9. v ................................- Listen and correct their work if necessary.

D.P: 02 /05/09 Period 101D.T: /05/09

TEST YOURSELF FI. Objectives:- Sts revise what they have learned in unit 15 and unit 16.

- General knowledge in unit 15 and unit 16.- Language: pronunciation and grammar in the above

units.II. Teaching aids: textbook, chalk, board.III. Procedures: Teacher's activities

Students' activities

1. Homework checking:( 5 mins)- Ask one st to do Ex 4 in the workbook on the board.- Ask one st to give remarks.

- Give remarks and marks.2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time.

EX 4:3. larger 4. the longest 5. the worst 6. happier 7. the most popular ...........................- One st gives remarks.



- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.- Ask sts to do listening in class.2.1. Listening:- Ask sts to read the requirement of the task.- Play the tape twice and ask sts to do the task.- Ask sts to share their ideas with their partners.- Get feedback and play the tape again so that sts can check their answers.- Ask other sts to give remarks.- Check and give feedback.2.2. Reading:- Ask sts to work in groups to compare their answers.- Ask some sts to report his/ her answers aloud.- Listen and check.2.3. Grammar:2.3.1. Non-defining Relative Clauses:- Ask sts to discuss their answers in groups.- Ask some sts to write on the board.

- Ask two other sts to give remarks.- Check and give the correct answers.

2.3.2. Comparisons:- Ask sts to share their answers

- Look at the textbook and read the statements.- Listen carefully and do the task.- Work in pairs to discuss their answers.- Some sts report.1. three 2. friends 3. capital4. crowds 5. noisy 6. interesting ............................

- work in groups to share their ideas.- Some sts stand up to report.1. C 2. A 3. A 4. A 5. A

- Discuss in groups.- Answers:1. Their house, which is quite big and modern, ....2. The new English teacher, who I met yesterday, .....3. Sandra has got a new job with Capital Insurers, which is a much ..... ..........................................

- Compare their answers with their parners.- Answers:1. bigger 2. best3. better 4.



with their friends.- Ask some sts to report:.

- Check and give remarks.2.4. Writing:- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

3. Homework: ( 1 min)- Part A ( Page 85 - workbook)

more polluted5. more stressful

- Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century. It has a population of 2.3 million. It is the country's most exciting city, but the weather there is very humid and not very pleasant. Taipei is a busy city, and the streets are always full of people. It is famous for excellent museums."- Listen to the teacher's remarks.

D.P: 05 /05/09 Period 102D.T: /05/09

REVIEW***

A. OBJECTIVES:I. Knowledge: Students revise conditional sentencesII. Skills: Speaking, writing, reading

B. PROCEDURE:I. Settlement: Checking attendanceII. Checking: Who is absent today?

III. New lesson: Lesson 1Teacher’s activities Students’ activities

I- Revision:- Teacher gives examples and asks: “What tenses are used in the second and in the third conditional sentences?”

Activity 1: Group work - Sts discuss the form, use of the first, second and the third conditional sentences.- Students answer the question: the simple



Ex: If I were a bird, I would be a while pigeon.(I’m sorry I can’t be a bird)

If I had studied harder, I would have passed the exam.(I failed the exam, because I didn't study hard enough)- Teacher notes:+ If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma.+ We use WERE for the verb TOBE in the second conditional sentence.II- Practice:Exercise 1: Complete the sentences with the verbs in parentheses.1. There would be less crime if everyone (have) .........

a job.2. If I (not, go) ....... out so late last night, I (not be,

punish) ..............3. I (meet) ...... my old friend in the party yesterday if I

(not, leave) .......... so early.4. If all the factories (be, move) ..... out of the city

centre, the air pollution (be) ....... less serious.5. - Nga, please answer the phone.

- I (will) ....... if I (can) ...... . I’m in the bathroom.6. If there (be) ......... no sunlight, life (not, exist) ........7. If I (not be) ........ tired last night, I (go) ..... out to

have a coffee with my friend.8. Mr Nhan is a poor worker but if he (have) .......

enough money, he (buy) ........ a motorbike.9. It (be) ........ very hot if there (be) ........ two suns.10. If I (know) ...... that you arrived in HCM last

Saturday, I (pick) ....... you up at the station.Exercise 2 : Choose the correct answer1. I want to buy a car, but I don't have enough money.a. If I have enough money, I buy a car.b. If I have enough money, I will buy a car.c. If I had enough money, I would buy a car.d. If I had had enough money, I would have bought a car.2. He stepped on the mine and it exploded.a. If he doesn't step on the mine, it doesn't explode.b. If he doesn't step on the mine, it won't explode.c. If he didn't step on the mine, it wouldn't explode.d. If he hadn't stepped on the mine, it wouldn't have exploded.3. Unfortunately, I don't know Philosophy, so I can't answer your question.a. If I know Philosophy, I can answer your question.

present tense, the simple future, the past perfect and past future perfect tenses- The leader writes down on the board* The second conditional sentence:

If clause Main clauseS + simple past tense

S + should/would/ could + infinitive

* The third conditional sentence:If clause Main clause

S + had + PPS + would/ could/ might have + PP

- Sts give some more examples

Activity 2: Pair work - Students do practice in pairsExpecting answer

1. had2. had not gone/ wouldn’t have been

punished3. would have met/ hadn’t left4. were moved/ would be5. would/ could6. were/ wouldn’t exist7. hadn’t been/ would have gone8. had/ would buy9. would be/ were10. had known/ would have picked

Pair work- Some students write down on the board.Answer key

1. c2. d3. d4. c



b. If I know Philosophy, I will be able to answer your question.c. If I knew Philosophy, I would be able to answer your question.d. If I had known Philosophy, I would have been able to answer your question.4. - I have never been to a job interview before.a. If I were you, I will dress formally.b. If I were you, I could dress formally.c. If I were you, I would dress formally.d. If I were you, I can dress formally.

IV. Consolidation: V. Homework: Revise the lesson again1. Mr. Mills lost his job because he was late every day.

If Mr. Mills.....................................................2. Without this treatment, the patient would have died.

If he ..............................................................3. You can’t visit the United States unless you get a visa.

If you..........................................................4. Unless he phones immediately, he won’t get any information

If ..............................................................5. Unless someone has a key, we can’t get into the house.

We can only get..........................



D.P: 06 /05/09 Period 103D.T: /05/09

REVIEWA. OBJECTIVES:

I. Knowledge: Students revise the relative clausesII. Skills: Speaking, Writing



1. Revision:- Teacher asks students: “What relative pronouns can you use in the relative clauses?- Teacher explains:a. Defining Relative Clauses

(Also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression.

- are not put in commas.

* Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.

Do you know the girl who is talking to Tom?

- Defining relative clauses are often used in definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.b. Non-Defining Relative Clauses

- (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it.

- are put in commas.

Activity 1: Group work- Student discuss in groups of four and explain:

Relative pronoun

Use Example

whosubject or object pronoun for people

I told you about the woman who lives next door.

which

subject or object pronoun for animals and things

Do you see the cat which is lying on the roof?

whichreferring to a whole sentence

He couldn't read which surprised me.

whosepossession for people animals and things

Do you know the boy whose mother is a nurse?

whom

object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)

I was invited by the professor whom I met at the conference.

that

subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)

I don't like the table that stands in the kitchen.


http://www.ego4u.com/en/cram-up/writing/comma?13

http://www.ego4u.com/en/cram-up/writing/comma?13

http://www.ego4u.com/en/cram-up/writing/definitions


* Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

- Who/ Which may not be replaced with that.

Object pronouns in non-defining relative clauses must be used.

Jim, who/whom we met yesterday, is very nice.

2. Practice:Exercise 1: Combine the sentences using relative clauses 1. We bought a car last week. The car is blue.

The car .........................................................2. The girl is a singer. We met her at the party.

The girl ....................................................3. The bananas are on the table. George

bought them.The bananas .................................................

4. We watched a film last night. It was really scary.The film .......................................................

5. A monk is a man. The man has devoted his life to God.A monk (tháöy tu)...........................................

6. I have one black cat. His name is Blacky.I have ..........................................................

7. A herbivore is an animal. The animal feeds upon vegetation.A herbivore (âäüng váût àn coí)............................

8. Carol plays the piano brilliantly. She is only 9 years old.Carol ...........................................................

9. Sydney is the largest Australian city. It is not the capital of Australia.Sydney ....................................................

10. I have to learn new words. They are very difficult.The new words ............................................

Exercise 2: Choose the correct relative pronoun or relative adverb.

- Students take notes

Activity 2: Pair workExpecting answer

1. The car which we bought last week is blue2. The girl whom we met at the party is a singer3. The bananas which George bought are on the

table4. The film which we watched last night was

really scary5. A monk is the man who has devoted his life to

God.6. I have one black cat whose name is Blacky.7. A herbivore is an animal which feeds upon

vegetation.8. Carol, who is only 9 years old, plays the piano

brilliantly.9. Sydney, which is not the capital of Australia,

is the largest Australian city.10. The new words which I have to learn are very

difficult.



1. The woman..................is sitting at the desk is Mr. Winter's secretary.

2. I cannot remember the reason ....................he wanted us to leave.

3. Jane, .......................mother is a physician, is very good at biology.

4. She didn’t see the snake ......was lying on the ground.

5. Do you know the shop ..............Andrew picked me up?

Expecting answer1. who2. why

3. whose4. which5. where

IV. Consolidation: V. Homework:



D.P: 06 /05/09 Period 104D.T: /05/09

REVIEWA. OBJECTIVES:

I. Knowledge: Students revise the passive form and to- infinitive of purposes.II. Skills: Speaking, Writing



I- PASSIVE FORMS :- Teacher gives example and asks students to write out the form of the passive1. Break the glass into small pieces. V O-> The glass is broken into small pieces.2. Open the boxes with a knife.

V O-> The boxes are opened with a knife.3. Use a hammer.

V O-> A hammer is used.It will be finished next week.The film will be shown tomorrow.- Teacher gives some more examples and asks students to give the specific form.Ex1: Films are shown at the cinema. Bread is sold at the baker’s.Ex2: My watch was made in Japan. My shoes were made in Vietnam.Ex3: The letters will be mailed next week. The meeting will be held tomorrow.1. Active: Tom painted the chair. Passive: The chair was painted (by Tom).2. Active: Tom painted the chair carefully yesterday. Passive: The chair was carefully painted (by Tom) yesterday.3. Active: They dry the beans in the sun. Passive: The beans are dried in the sun.4. Active: They have turned on the lights Passive: The lights have been turned on.II- Infinitive of purposesFor + noun/ To + infinitive: individual

- Students work in pairsBe + V3 (past participle)ACTIVE S V O

PASSIVE S’ (to be V3) (by O’)

1. Simple Present: Subject + am / is / are + V3

2. Simple pastSubject + was / were + V3

3. Simple future:Subject + will be + V3 - Students take notes



purpose If we want to express individual purpose with a verb pattern, we are obliged to use to + infinitive: I stopped by at the supermarket to buy some

apples on the way home. I popped into his office to have a chat about

our marketing policy.I decided to save up to buy a new computer. For is commonly used with nouns to express individual purpose: I popped into the supermarket for some

apples on the way home.(Not: I popped into the supermarket for buying some apples)

I stopped by at his office for a chat about our marketing strategy.(Not: I stopped by at his office for having a chat about marketing.)

I decided I would save up for a new computer.(NOT: I decided I would save up for buying a new computer.)

Exercise 1: Rewrite the sentences using infinitive of purposeExample: I went to Holland because I wanted to see the tulips.-> I went to Holland to see the tulips. 1. I’m going to Moscow because I want to see the Kremlin.2. Paul is going to London because he wants to buy some clothes.3. Roger went to India because he wanted to visit the Taj Mahal.4. Tracey often goes to the disco because she wants to dance.5. Tim is going to America because he wants to see the Niagara Falls.Exercise 2: Change these sentences into the passive1. People don’t use this dictionary very often-> This dictionary ................................................2. They have found oil in the Antarctic (South Pole)-> Oil ...................................................................3. Someone gave Mary this present an hour ago.-> Mary ................................................................-> This present .....................................................

- Students listen to the teacher’s explanation and copy.

- Students work individually.Answer key

1. I’m going to Moscow to see the Kremlin.2. Paul is going to London to buy some clothes. 3. Roger went to India to visit the Taj Mahal.4. Tracey often goes to the disco to dance.5. Tim is going to America to see the Niagara Falls.

- Students work in pairs1. This dictionary isn’t used very often2. Oil has been found in the Antarctic3. Mary was given this present an hour ago(or) This present was given to Mary an hour



4. They will translate her new book into a number of foreign languages.-> Her new book ..................................................5. They told me that our teacher was sick.-> I .......................................................................

ago4. Her new book will be translated into a number of foreign languages.5. I was told that our teacher was sick

IV. Consolidation: V. Homework:



Procedure:T Stages & Content T’s activities Ss’ activities31515102I. WARM UP: Slap the picturesII. PRE-READING:1. Look at the map and give the Vietnamesenames for the oceans on the map2. Name the sea animals in the pictures3. Vocabulary:- biodiversity (n) : ña daïng sinh hoïc- gulf (n) : vònh- submarine (n) : taøu ngaàm- at stake (exp) : bò ñe doïa- investigate (v) : ñieàu traIII. WHILE-READING:* Task 1: Gap-fill* Task 2: Comprehension questionsIV. POST-READING:- Complete the summary- Draw the pictures of the undersea world& tell how to preserve the sea environmentV. HOMEWORK:Complete the lesson-Set the scene-Introduction-Elicit-Model-Ask Ss to repeat- Slap the board-Pair work-Two-groups-Listen-Repeat-Copy-Pair work-Group work-Pair wo




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