2013 Period 1: initial test

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Lesson 2: Speak and listen

. True or false statements:

(Today we will listen and read about Liz's trip to the countryside with Ba's family. You listen and read then decide the statemens in a) True or False. Correct the false ones.)-

F. Ba and his family had a day trip to their home village.

2. T

3. F. There is a big old banyan tree at the entrance to the village.

on the board.

-Ss. Crossing and consult

-T. correct and give them marks

-Ss. Consult and copy.

-T. Lets Ss listen to the text and chosse true or false.

-Ss. And choose the the correct keys.

-T. lets Ss go to the board and write their keys on the board.

_ T. corrects and gives them marks.

-Ss. Crossing –check and copy the keys.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

-Ss. Listen and copy.
4. Post –Reading: (10’):

. True or False

1.. Ba's village is to the south of Hanoi.

2. A lot of people like going to the village on weekends.

3. There is a small old Banyan tree at the entrance to the village?

4. Liz had lunch at Ba's uncle's house.
Keys:

1: F. It is to the west of Hanoi.

2: T. ; 3: F ; 4 : F

4. F. People had a snack under the banyan tree.

5. F. People had a picnic on the riverbank.

7..F. Liz took a lot of photos to show the trip to her parents.

9. T

1. It's 60 kilometers to the north of Ha Noi.

2. Ba and his family got to the village by bus.

3. The banyan tree is at the entrance to the village.

4. They saw the shrine of Vietnamese hero on the mountain.

5. They had a picnic on the river bank. Liz took a lot of photos to show the trip to her parents.

6.Liz wishes she could visit Ba 's village again.

7. T

8. F. Liz took a lot of photos to show the trip to her parents.

9. T

Network:

factory

ield

III. WRAPPING-UP (8’)

- Ask students to talk to each other about the activities they can see in the pictures on P22 or on their way to the home village and tell their friends whethwe they like going there or not

IV. HOMEWORK (2’)

T assigns homework

3. Home work: (5’): -Learn by heart all the voc and grammar points

- Simple past tense: S + V-ed (Past column)

-Do exercises in the work books Unit 3

- Write a passage about your nearest vocation.

Feed back

...............................................................................................................................................................................................................................................................................................

______________________________________________
Date of teaching: ...../……./ 2012
UNIT 3: A TRIP TO THE COUNTRYSIDE

Period 15 Lesson 2: - Speak / Page 24

I. Objectives:

By the end of the lesson, students will be able to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Review the old vocabulary: home village (translation): que nha (a)bamboo forest ( picture): rung tre (a) banyan tree (picture): cay da (a) shrine (picture): ñeàn, töôïng ñaøi (a) riverbank (picture) bo song

- Language: Review old grammar points:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP

2. Skill(s): use the skill(s) they have learnt to do the tasks required: listen and read.

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about some the countryside in the world, street map.

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up : (5’)

-T. lets Ss look at the picture and say in English.

-Ss. Look at the pictures and write in English vocabulary.

-T. asks Ss some guiding questions

-Ss. Listen and answer the questions

-T.reminds Ss some difficult words.

-What do think about this picture?

-Is it in Vietnam?

- Are there many differences between our country and in the picture?

Ss: Answering.

-T. asks Ss some questions about their home town.

-Ss. Listen and answer.

-T. reminds some( Wh-questions)

-Ss. Listen and copy the model

Date: ……………….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 2: - Speak / Page 24 - Listen / Page 25

II.NEW LESSON

1. Pre-Speaking (10’)

-What are they? -Where is your home village?

- What can you see on the way to your village?

-What some activities in the countryside?

- When do you often go to your village?

- How often is the village fair held?

- How far is it from the city?

- Are there any banyan trees / interesting places / in your village?

- Is there a village gate?

- Which of the places would you like to show us?

-Ss: Answering.

2. While-Speaking (15’)

(You have revised The commonly - used

Vocabulary:
- route (n) (explanation: a way from one place

to another):tuyen during, lo trinh
- pond (n) (realia): ao

- parking lot = carpark (picture):khu vuc de xe o to

- (to) pick somebody up (translation) : don ai

I. Speaking
Example:

A: Where is your home village?
B: It's to the west of the city.

A: How far is it from the city?

structures. Now you work with a partner. Read the questions. Then play the role of A and B, ask and answer about your partner's home village using the information in the boxes.)

-T. guides Ss some explainings.

- Have students read the questions in exercise a) on page 24, work in pairs, play the role of A and B, ask and answer about their partner's home village, using the information in the box.

- Tell students to cover the role that they don't play.
-Ss. Practice in pairs.

-T lets Ss base on the conversation and build the same dialogue.

- T . Helps Ss how to use intonation and pronounce the difficult words.

-Ss. Play the role and exchange the role

3Post- Speaking (10’):(Now you ask and answer about your real home village. If you don’t have a home village, make up information similar to those in box A or B.)

-T. lets Ss base on the previous dialougues and do the same dialogue.

- Ss. Base on the dia and practice in pair.

-T . corrects and give them marks

-Ss. Consult and copy the keys.

-T. guids Ss how to play the role, pronounce and intonation.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

B: It's about 15 kilometers from the city.

A: How can you get there?

B: We can get there by bus.

A: How long does it take to get there?

B: It takes an hour.

A: What do people do for a living in your

A: Where is your home village? * Marks(10ms)

B: It's to the west of the HCM city.

A: How far is it from the city?

B: It's about 140 kilometers from the city.

A: How can you get there?

B: We can get there by bus.

A: How long does it take to get there?

B: It takes four hours.

A: What do people do for a living in your village? =>B.They grow sugar cane,rubber trees and cassava (manioc)

Matching

- Answers:

A: banyan tree B: airport C: Highway N 1

D: Dragon bridge E: gas station
F: store G: pond
H: bamboo forest I: parking lot

III. WRAPPING-UP (8’)

- Ask students to answer some questions

-Draw your home village map and explain it in English.

- What are they? -Where is your home village?
- What can you see on the way to your village?

-What some activities in the countryside?

- When do you often go to your village?

- How often is the village fair held?

- How far is it from the city?

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): -Learn by heart about the dialogue and wh-questions;

- Do the exercises in the work book unit 3.
- Learn by heart all the voc and the content of the lesson.

Feed back

_______________________________________________________
Date of teaching: ...../……./ 2012
UNIT 3: A TRIP TO THE COUNTRYSIDE

Period 16 Lesson 3: - Listen / Page 25
I. Objectives:

By the end of the lesson, students will be able to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Review the old vocabulary

- Language: Review old grammar points:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up : (5’)

-T. lets Ss look at the picture and say in English.

-Ss. Look at the pictures and write in English vocabulary.

-T. asks Ss some guiding questions

-Ss. Listen and answer the questions

-T.reminds Ss some difficult words.

-What do think about this picture?
-Is it in Vietnam?

- Are there many differences between our country and in the picture?

Ss: Answering.
-T. asks Ss some questions about their home town.

-Ss. Listen and answer.

-T. reminds some( Wh-questions)

-Ss. Listen and copy the model

Date: ……………….

UNIT 3: A TRIP TO

THE COUNTRYSIDE

Lesson 3: Listen / Page 25

II.NEW LESSON

1. Pre-Speaking (10’)
-What are they? -Where is your home village?

- What can you see on the way to your village?

-What some activities in the countryside?

- When do you often go to your village?

- How often is the village fair held?

- How far is it from the city?

- Are there any banyan trees / interesting places / in your village?

- Is there a village gate?

- Which of the places would you like to show us?

-Ss: Answering.

Vocabulary:
- route (n) (explanation: a way from one place

to another):tuyen during, lo trinh
- pond (n) (realia): ao

- parking lot = carpark (picture):khu vuc de xe o to

- (to) pick somebody up (translation) : don ai

Matching

- Answers:

A: banyan tree B: airport C:

4 Pre-Listening (10’):
Set the scene:

You will listen to the trip to Ba's village.
Prediction

Write students' guesses on the board
-T. asks Ss some guiding questions.

-Ss. Listen and practice.

-Ask students to ask and answer about their home village.

Tell them they can use thequestions they have made in the game to ask their partner.

Those who don't have a home village can make up information similar to those in box A or B.

Teacher goes round the class to take notes for delayed correction

- Ask students to look at the map. guess where the places on the map are and compare with their partners.

5. While-Listening (15’) :
Get the students lo listen to,the tape and check their predictions.

Match the places on the bus route with the letter on the map.
-T. lets Ss relisten the tape T may read the passage again.

-Ss. Listen and get the content of the lesson.

-Ss. Translate the lesson into Vietmanese

6.Post-Listening: (10’):

On the way from my house to school, there is a big banyan tree and two bamboo forests. There are also green paddy fields on both sides....

Map:…….

Give feedback
-T.Asks students to show each other the bus route they have just listened to.

-T.has students draw a simple map of their neighborhood show their partner the way to their house.

-Ss. Go to the board and write their home town on the board, others write the map,

-T. lets Ss crossing-check and correct.

-T. gives them marks

-T. recommends Ss some things Ss listen and copy.

Highway N 1

D: Dragon bridge E: gas station
F: store G: pond
H: bamboo forest I: parking lot

* Tape transcript:

At 6.30 in the morning, the bus collected Ba and his family from their home. After picking everybody up. The bus continued north on the HighwayNumber 1. It crossed the Dragon Bridge and stopped at the gas station to get some more fuel. Then, it left the highway and turned left into a smaller road westward. This road ran between green paddy fields, so people on the bus could see a lot of, cows and buffaloes. The road ended before a big store beside a pond. Instead of turning left towards a small airport, the bus went in the opposite direction. It didn't stay on that road for very long, but turned left onto a road which went through a small bamboo forest. Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree. It parked there and waited for people to come back in the evening.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write their home village , and then draw the village map.

-Ss. Listen and copy.

III. WRAPPING-UP (8’)

- Ask students to answer some questions

-Draw your home village map and explain it in English.

- What are they? -Where is your home village?

- What can you see on the way to your village?

-What some activities in the countryside?

- When do you often go to your village?

- How often is the village fair held?

- How far is it from the city?

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): -Learn by heart about the dialogue and wh-questions;

- Do the exercises in the work book unit 3.
- Learn by heart all the voc and the content of the lesson.

Feed back

_____________________________________________

Teaching date:…../……/2012

PERIOD: 17 TEST No 1 Corrections
I- Objectives

- By the end of this lesson, Ss will be able to understand and remember the main knowledge Ss have learnt in Unit 1, Unit 2 through the test and prepare for the new lessons in Unit 3. Ss do the test individually and silently.

1. Knowledge:

- Vocabulary: Revise unit1-2’s vocabulary.

- Language: Revise unit 1-2’s grammar .

2. Skill(s): Listen , read, write, language focus.

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

Teacher : The test and answer keys

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Exercise 1. (1 points )

1. B 2. C 3. B 4. C

Exercise 2. (1.5 point )

1. B 2. A 3. B

4. A 5. C 6. A

Exercise 3. ( 2,5 points)

1. T 2. F 3. T 4. F 5. T

Exercise 4. ( 2,5 points)

Dear Mary,

1. I'm very happy to get your mail. I have been back from a holiday to the countryside.

2. It was one of the most interesting trips I have ever had.

3. I played lots of traditional games and ate a lot of fresh fruits.

4. What about you? Did you have a nice weekend?

5. Please write back to me as soon as possible.

Love, Linh

Exercise 5. ( 2,5 points)

A: Hey! I’d like your (1) shirt.

B. Thanks, It’s new., I (2) bought it last week. Ah! Did you get any thing else?

A: No, Just a shirt; Where did you (3) get it?

B: I got it in the weekend at the (4) market

A: How much does it (5) cost?

B: It costs about 12 dollars.
Feed back

Date of teaching: ...../……./ 2012

UNIT 3: A TRIP TO THE COUNTRYSIDE

Period 18 Lesson 4: Read / Page 25, 26
I. Objectives:

By the end of the lesson, students will bable to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Review the old vocabulary: Review the old vocabulary: maise = corn (n)

- Language: Review old grammar points:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP

2. Skill(s): use the skill(s) they have learnt to do the tasks required: read.

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about some the countryside in the world, street map.

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm Up : (5’)

Net works:

-T. lets Ss play the games.

-Ss. Play the games net work.

-T. asks Ss some guiding questions.

-Ss. Work the hold class.

-T. lets Ss go to the board and write their answer keys on the board.

-T. remarks and corrects

Jumbled words

- geehnaex = exchange - yrrgcoe = grocery

- edef = feed - llcocte = collect

- zamie = maize

Date: ……………….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 4: Read / Page 25, 26

II.NEW LESSON

Pre-Reading : (10’)

(Today we will study about the life on a farm of an American family. You work in pairs and have a guess about the differences between life on American farms and Vietnamese ones.)

Matching:

- Ask students to work in pairs, read the text match the

words in column A with the explanation in column B.
-T. asks Ss go to the next parts.

-T. guides Ss how to supply the voc.

-Ss.go to the board and write the new words in the book.

-T. supplies the new word by using guessing games.and jumble words

-Ss. Guess the meaning of the voc.

- Tell students what "exchange students” means.
- Introduce the text which is about Van, an exchange student. He is from HCM City. He is now studying in the USA. He is living with the Parker family on a farm outside Columbus, Ohio.

- Have students tell the class what they know

about life in the country

While-Reading (15’):

(Now you read the text and do exercise a). Match the words in column A with the word or groups of words in column B having the same meaning.)
-T. guides some sentences

-Ss. Listen and copy the voc concern about the text.

-T. lets Ss read the text quietly.

-T. lets Ss listen to the text in the Ss palmtop.

-Ss. Scane the passages and then answer the questions.

-T. asks Ss some questions.

-Ss answer the questions.

-Ss. Work in groups

-Ss. Go to the board and write their answer

A: Comprehension questions
Ask students to read the text to answer the

questions

1. How long will Van stay there? (He will stay there till the beginning of October.)

2. What do Mr & Mrs Parker do? (Mr. Parker is a farmer, and Mrs. Parker works part - time at a grocery store?

3. How many children do they have? (two girls)

4. What does Van do after finishing his homework? (He feeds the chicken and collect their eggs)

5. How do the Parker family spend their

Weekend?

(They eat hamburger or hot dog while they watch Peter play.)

- Give feedback B.

- Answers:

corn = maize

give food to eat = feed ; Collect = bring things together

where people buy food = grocery store and small things.

shorter or less than = part – time standard time

keys.
- T. corrects and gives the correct answer

-Ss. Crossing-check and copy the correct keys.

-T. lets Ss translate into Vietnamese.

-T. supplies difficult words.

-T. guides Ss how to complete the missing words.

-Ss. Scane the passages then complete the missing words.

-T. lets Ss. Work in groups.

-Ss. Go to the board and write their answer keys on the board.

- T. remarks and corrects then give the correct answers keys.

-Ss. Consult and copy the keys

- Ask students to read the summary, and then the text, complete the summary, using the information from the passage.

- Ask one student to read the completed summary in front of the class.

-Ss. Read the completed summary.

- T. corrects and explains the summary.

-Ss. Translate the summary.

-T. remarks and gives them marks

- Give feedback.

3. Post-Reading : ( 10’): Role play:

Ask students towork in pairs. One is Van who has just come back from the USA and has Answers the questions. The others play the role

of a student who is going to the USA as an Exchange student.

The interview can begin like the following

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write their home village, and then draw the village map.

-Ss. Listen and copy

b. Completing the summary.

- Answer:

A Vietnamese boy named Van is living with the Parker family in the American state of Ohio. Mr. Parker is a farmer and Mrs Parker works part-time at a grocery store in a nearby town.They have two children, Peter and Sam. Van often does chores after schoool.Sometimes,he also has to help on the farm. The family relaxes on Saturday afternoon and they watch Peter play baseball.Van likes the Parkers, and he enjoys being a member of their family.

S1: Hi, Van. I'm going to the USA next month as an exchange student. I want to know what I Should do when being there.Can you help me?
Van: Sure. Where are you going to stay?

S1: I'm going to stay with the Brown

family.They live in a suburb 80 kilometers

from.....

III. WRAPPING-UP (8’)

Choose the best answer

a. Hien never seems to get tired. I wish I ........... her energy.
A. have B. am having

C. had D. have had

b. I’m really sleepy today. I wish I .... in bed

A. will be B . were

C. am D. have been

c. I wish my pen pal .......... here.

A.comes B.will come

C.is coming D.would come

d. My aunt lives in Ho Chi Minh City. I wish I ...... her.

A.visit B.am visiting C.have visited D.could visit

e. It rain a lot here. I wish it .... so often.

A. doesn’t rain B. isn’t raining

C. didn’t rain D. won’t rain

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): - Learn by heart the voc and the passage translate the passage in Vietnamese.
-Review the old grammar points. - Past simple tense: S + V-ed (Past column of the irregular Verbs)

Ex: We played badminton last Sunday.

-Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP

Ex: He washes his face every day; .They have just already finished their home work.

-Do the exercise in the work book.

-Write a paragraph about country side.

Feed back

_______________________________________________

Date of teaching: ...../……./ 2012
UNIT 3: A TRIP TO THE COUNTRYSIDE

Period 19 Lesson 5: Write / 26, 27
I. Objectives:

By the end of the lesson, students will be able to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: When did you come back home? Did you enjoy it? -(a) blanket (pictures): chan, men (to) lay out (mime) trai, don; (to) gather (translation): thu löôïm, thu hai (mua mang); site (translation): dia diem

- Language: Review old grammar points:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

Ex: We played badminton last Sunday.

Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP

Ex: He washes his face every day; .They have just gone to HCM city.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: write.

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about some the countryside in the world, street map.

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

- Chatting:

• Have you ever gone on a picnic?

When did you go?

Where did you go?

How did you get there? What did you do?

When did you come back home? Did you enjoy it ?

-T. guides Ss how to play the games chatting

- Ask students some questions about going on a picnic.
-Ss. Listen and answer the questions

-T. asks Ss answer.

-T. lets Ss go to the board and write their key on the board.

-T. remarks and then gives the correct keys

-Ss. Consult and crossing –check and then copy the keys

Date: ……………….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 5: Write / Page 26, 27

II.NEW LESSON

1. Pre-Writing (10’):

(As we know, narrative writing is a very familiar in English. In this period, we will further practise this kind of writing.)
-T. guides Ss some sentences.

-Ss. Listen and write down.

- T. supplies Voc.

-T.has students repeat the words in chorus then rub out word by word but leave the circles. Remember to let students repeat

Pair work

- Checking vocabulary: What and Where
Before and after rubbing out each word.

- Go on until students can remember the words.

-Get students to write the words again in the

correct circles

- T. guides Ss how to write the passage.

2. While -Writing : (15’)

- Ask students to look at the pictures, one by one, read the cues.

- Have students describe the pictures to their partners.
- Ask students to talk to the class about what they can see in each picture.

- Ask students to write a passage entitled "A country picnic".
-Ss. Go to the board and write them on.

-T. corrects Ss. Crossing-check and copy the keys

-T. lets Some good Ss translate the passage.

-T. guides Ss how to write a passage base on the previous passage.

- Write the starting sentence on the board. It was a beautiful day, my friends and I decided to go on a picnic.

-Ask students some questions to make sure they understand their task. + Who went on a picnic? + When did you go? +What do you do now?

Ask students to use the pictures and cues to write the passage.

- Suggested writing:

-Ss. Go to the board and write on their keys.

-T. corrects then gives them marks.

- Ss. Consult and copy the keys

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write their home village, and then draw the village map.

-Ss. Listen and copy

3. Post-Writing (10’)

- Ask student to wrap their writing and compare with theri partners and correct if they can.

- Choose some writing to correct in front of the class.

1. Vocabulary:

- blanket (n) (pictures): chan, men

- lay out (v) (mime) trai, don

- gather (v)(translation): thu löôïm, thu hai (mua mang)
- site (n) (translation): dia diem

2. Writing
It was a beautiful day, my friends and I decided to go on a picnic. We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river. We put down the blanket and laid out the food. After meal we played the games "What song is it?' and blind man's buff. Late in the afternoon we went fishing. We enjoyed our picnic. When we look at the time, it was nearly 6.30 pm. We hurriedly gathered our things and ran to the bus stop. We were lucky to catch the last bus and we arrived home very late in the evening

III. WRAPPING-UP (8’)

Describing

Sentence / used / events/ happened / organized

Narration is a kind of writing in which you report (I)....... (i.e you tell someone about

Something that happened). Narration is (2)........... In many different situations. A

narrative paragraph is usually (5)..........in

Chronological (time) order. That means the exact name and place are introduced right in the topic(4) ..............and the details are

Written in the same order that really (5)................

Answers:
1. Events 2. used

3. organized 4. sentence

5. Happened

IV. HOMEWORK (2’)
T assigns homework

3. Home work: - Learnt by heart voc and the structures Past simple tense: S + V-ed (Past column of the irregular Verbs)Ex: We played badminton last Sunday.-Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP Ex: He washes his face every day; .They have just gone to HCM city. -Do the exercise in the work book.-Write a paragraph about country side

Feed back

________________________________________________
Date of teaching: ...../……./ 2012
UNIT 3: A TRIP TO THE COUNTRYSIDE

Period 20 Lesson 6: Language Focus / Page 28 – 31
I. Objectives:

By the end of the lesson, students will be able to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: - (to) pass the exam (opposite of the verb "fail the exam"): thi do, (to) win the contest (translation): thang cuoc ñua

itinerary (picture): lich trinh, (to) depart (explanation: to leave a place, usually at the beginning of a journey): khôûi haønh

- Language: Review old grammar points:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

Ex: We played badminton last Sunday.

Simple present tense. Present perfect tense. S + V (-s or es); S + has/ have + PP

Ex: He washes his face every day; .They have just gone to HCM city.

Wish + Past clause . Ex: I wish I were a doctor.

2. Skill(s): use the skill(s) they have learnt to do the tasks required

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop,

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

Matching

Each sentence begins with:I am................ (real situation)

I wish................

-Those who have the funniest matching will be the winner.
-T.guides Ss how to play the game

-Divide class into teams

- Ask the students to write down two sentences on two different pieces of paper

- Collect these pieces and put them into two different bags.

- Ask students to pick up the paper one at a time, read it loudly to the whole class.

Date: ……………….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 6: Language Focus / 28 - 31

II.NEW LESSON

1.Activity 1 (10’)

-T. present Voc.

-Ss. Guess the meaning and practice.

-T. explains how to pronoun and Ss. Repeat after T pronouns the difficult voc.

-Ss play the game to check their knowledge

-T .reminds Ss the old grammar point.

-Ss. Go to the board and write on

- Checking vocabulary: What and where

- Pick one example from the Matching game.

- Elicit from students
-T. introduces the next part

-Ss. Listen and practice

. Work with a partner.

2. Activity 2: (15’)

(Look at Mr. Thanh’s itinerary for his business trip to Singapore. Base on the information in the itinerary, you complete the sentences in a) by using the prepositions in the box.)

(Now you revise the use of some prepositions of time by doing exercise 3. Complete the sentences with on, at, in and for.)

-Ask the students to look at the pictures, study the real situation by answering the questions

- Ask students to do exercise 1 on page 28, 29 in pairs. Give feedback.

pair work

- Ask students to match the prepositions with words on the list:

_ T. guides Ss how to do the exercises.
-Ss . listen and do the exercises.

- Ask students to look at the itinerary on page 30 and answer the questions.

3. Activity 3 :( 10’)

- Ask students to use the prepositions in the box to do exercise a) Give feedback.

- Ask students to complete the sentences with on, at, in, for.

- Ask students to work in pairs talk to each other about itinerary for a two- day trip to Hoi An, using the cues

- Ask students to look at the sentence: Everyone felt tired, so they sat down under the tree and had a snack.
-Ask the question to elicit the answer

-T. corrects and gives the keys.

-Ss. Consult and copy the keys.

-T. explains how to use So.

-Ss. Listen and copy the instructions.

-T. lets Ss do the exercises.

-Have students match the half- sentences.

-Ss. Do the exercises

-T. lets Ss go the board and write on their keys. And write the translation

-T. remarks and gives them marks.

-Ss. Consult and copy the correct keys.

-T. recommends Ss some things

-Ask students to write all the correct sentences

- Ask student to make three wishes about the present or future.

- Have students copy the itinerary into their notebook.
-Ss. Listen and copy the T advises

I. Vocabulary:
- (to) pass the exam (opposite of the verb "fail the exam"): thi do

- (to) win the contest (translation): thang cuoc ñua

- itinerary (picture): lich trinh

- (to) depart (explanation: to leave a place, usually at the beginning of a journey): khôûi haønh
What do these people wish?

- Revision:

I am hungry. I wish I were at home and had lunch.

WISH: expresses wishes about the present / future.

Form: WISH + S + SIMPLE PAST/ WERE

VD: Ba wishes he could have a new car.

(This is Ba 's wish because he doesn 't have a new car now)

(Look at the pictures and suggestions. Discuss what these people wish. Complete the wishes.)
b) Where is Hoa now? How does she feel?

c) What is the boy doing? What does he have in his mind?

- Answers:
a) Ba wishes he could have a new bicycle.

b) Hoa wishes she could visit her parents

c) I wish I could pass the exam.

d) We wish it did not rain.

e) He wishes he could fly.

f) They wish they stayed in Hue.

in the twentieth century Christmas day
on 1924 Saturday

2. Activity 2:

* Answers

On 10 October, weekend, Christmas day,

Sunday, Sunday evening

In the twentieth century, 1924, winter,

September, the evening

At seven o' clock

1.What does he do on the first day? The second day? The third day? And the last day?

2.What time does the meeting at Raffles Center begin? Finish?

3.What about the meeting at Lion City Restaurant?

4. What time does the meeting in Ray a Palace begin? Finish?
5. What about the meeting at Little India Restaurant?

* Answers:

a) Mr Thanh leaves Ha Noi at 2 pm.

b) He arrives in Singapore on Monday evening.
c) On Tuesday morning, there is a meeting between 11 am and 1 pm.

d) On Wednesday, Mr.Thanh has appointments at 10 pm

.e) He returns to the hotel at 10 pm.
pair work

f) He will be in Singapore from Monday till Thursday.
- Give feedback

- Answers:

a) Goodbye! See you on Monday.

b) The bus collected us at 5 o'clock in the morning.

c) We usually go to our home village at least once in the summer.

d) We walk for half an hour to reach the waterfall.

e) They planned to have the trip in June.
f) She loves to watch the stars at night.

. + On the first day: Depart? Arrive?

What time / visit / places. + On the second day: What time / visit / places Depart? Arrive?

3. Activity 3

Match the half- sentences.

. What did everyone do when they felt tired? They felt tired so they sat down under the tree and had a snack

SO:

Use: to express the result of the statement before.

Meaning: do do
- Give feedback.

- Answers:
l._e 2._a 3._d 4._b 5._c

1-e

Hoa worked hard, so she passed her exam.

2-a

It was hot, so I turned on the air conditioner.

3-d

Nga is sick today, so she won't go to school.

4-b

Na woke up late, so she didn't have time for breakfast.

5-c

The new camera didn 't work, so Mrs. Robinson took it back to the shop.

III. WRAPPING-UP (8’)

Rewrite the following sentences

1. It’s a pity. I can’t play chess.

I wish ................................................................
2. “ Where does Mai live?”

He ask me ................................................................

3. They are going to hold the 23^rd SEA Games in the Philippines.

The 23^rd SEA Games ............................................................

4. People think the climate is changing.

The climate ............................................................................

IV. HOMEWORK (2’)
T assigns homework

3. Home work: - Learn by heart all the structures and grammar points.
- Form: WISH + S + SIMPLE PAST/ WERE

VD: Ba wishes he could have a new car

And prepositions:

Complete the sentences with on, at, in and for.)
- Past simple tense: S + V-ed (Past column of the irregular Verbs)

Ex: We played badminton last Sunday

Feed back

UNIT 4: learning a foreign language

Period 21 Lesson 1: Getting started+ Listen & Read ( P. 32-33)

I. OBJECTIVES:

By the end of the lesson, Ss will be able to practice reading the dialogue, get acquainte with learning a foreign language, talk about methods study

1. Knowledge : - Vocabulary : an examiner , aspect of learning English ,written examination oral examination , a candidate.

- Language : + Direct speech into reported speech.

+ Model sentences : “ She asked Lan what her name was”

2. Skills : Listening and reading.

3. Attitude: To help the students know more about language study.

II. PREPARATION:

Teacher: Pictures , poster, tape..

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

- Ss may have some mistakes on pronunciation and practice speaking slowly

IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. GETTING STARTED:

Brainstorming (5’- GW)

-T asks Ss to go to board and write some way of learning English.

- Ss play game in 3 groups.

Date: ……………..

Period 21

UNIT 4: learning a foreign language

LESSON 1: GETTING STARTED + LISTEN & READ ( P. 32-33)

do the homework

II. NEW LESSON:

1. Presentation: ( 10’)

* Pre teach: Vocabulary

( Explanation)

( Antonym)

( Explanation)

( Antonym)

(Example)

* Checking vocab: R.O.R

* Set the scene: Lan is talking to Paola, a foreign student, about the oral exam that she has just taken.

- T puts 2 questions on the board

- Ss work in pairs to answer .

2. Practice: ( 15’)

- Ss listen to the tape once then T asks Ss to read the dialogue between Lan and Paola /p 32,33 and check if their answers correct or not.

- T gets Ss to read the list of questions for the oral exam of Royal English college .

- Ss to read the dialogue again and decide what questions examiner ask Lan

Ss read / do then compare with partners .

- T gives answer key Ss check and correct

- T: What did the examiner ask Lan the first questions?

- Ss: She asked Lan what her name was.

- T asks Ss to tell what kind of this sentence?

- Ss : reported speech

- T gives the model and the form on the board.

* Concept check : + meaning :

+ form :

+ use :

3. Production: Role play (7’/PW)

- T asks Ss to work in pairs to practice: one student in the role of examiner and an other plays the role of Lan .

- Ss practice. T moves round class and help Ss

- T calls some pairs to play before class .

- T guides Ss to do home work.

1. Listen and Read

a. Vocabulary:

- oral exam (n): kì thi vấn đáp

- written exam (n): kì thi viết

- candidate (n): thí sinh

- examiner (n): giám khảo

- aspect (n): lĩnh vực, khía cạnh

b. Pre-questions :

1. Were the questions in oral exam easy or difficult ?

2. How many questions did the examiner ask Lan ?

* Answer:

1. They are difficult. ( according to Lan )

2. About over 7 questions .

2. Read:p32-33

* Answer:

Royal English college

1. What 's your name ?

v

2. Where do you come from ?

v

3. Where do you love ?

4. Do you live with your parents ?

5. When did you begin studying English?

6. Why are you learning English ?

v

7. Do you speak any other language ?

v

8. How did you learn English in your country ?

v

9. How will you use English in the future ?

v

10. What aspect of leaning do you find most difficult ?

v

11. What are you going to learn ?

12. What are your hobbies ?

13. Look at this picture. Describe it ?

14. Read this passage

v

* Model sentence :

- She asked Lan what her name was.

* Form :

a) Yes/ No questions :

S + asked + (O) + If / Whether + S + V

b) Wh – questions :

S + asked (O ) + Wh + S + V ……

* Note : Reported verbs are : asked , wondered , inquired , wanted to know … If the reported verbs are “said / said to” or

“ told”, they should be changed into “asked”

III. WRAPPING- UP: ( 5’- PW)

- T asks Ss to discuss in pairs, to find out mistake, then correct it

Find the mistake then correct it.

1. Charlie said that he is living in London then.

2. She said she would go to Canada next day.

3. He asked me if it is raining.

4. It was say that he would have money problem.

5. They asked me how old is she.

IV. HOMEWORK: ( 3’)

T guides Ss to do the homework

Homework:

- Practice the dialogue again

- Write the direct questions and their reported speech ( in the dialogue ) in note book .

e.g. What is your name ?

--> She asked me what my name was

- Be ready for Speak.

V. FEEDBACK:

……………………………………………………………………………………………..

_______________________________________________________________

Teaching date: ……/……/…

UNIT 4: learning a foreign language

Period 22 LESSON 2: Speak ( P. 34 - 35)
I. OBJECTIVES: By the end of the lesson, Ss will be able to persuade their friends to

attend the school they like.

1. Knowledge : - Vocabulary : dormitory, campus, reputation, scholarship, (to) persuade native speaker.

- Language: Structures : I think …. / Why do not we ....?/ We should…../ Let^’s ……

2. Skills : Speaking

3. Attitude: To help the students know more about a course abroad.

II. PREPARATION:

Teacher: Pictures, poster

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I.WARM - UP: ( 8’)

- T. Tomorro T : Tomorrow is Sunday Lan and her friends want to go some where . Lan enjoys going to the seaside. What does she say to persuade her friends to go with her?

What expressions are used to persuade

someone to do sth ?

- Ss one by one go to board to write

+ I agree / disagree ....

+ Why don't we/ you ... ?

+ I think ....

+ What about .....?

+ If we go to .... we can ...

+ What do you think .... ?

+ Let’s …………….

T asks Ss to copy

Date……………………..

Period 22 UNIT 4:

learning a foreign language

LESSON 2: SPEAK ( P. 34 - 35)

II. NEW LESSON

1. Pre-speaking. ( 7’)

* Pre- speaking: Vocab.

( money you get from school by your excellent studying )

( to get SO to accept / follow your idea )

( place where students in college live )

( person who speak their mother tongue

* Checking vocab: R.O.R

2. While - speaking. (12- GW)

* Set the scene: T gets Ss to look at 3/p.34: Who are they ?

What are they talking about ?

T: You are Thu , Tam and Kim , and you are awarded a scholar ship of US$ 2.000 to attend an English language summer course a board .

T: Try to persuade your partners to attend the school you would like to go

( use expression in the box p.34 )

T/Ss go through information of each school

T divides class in to groups of three .

T asks Ss in each group to play the roles of Thu , Tam and Kim

3. Post-speaking. ( 8’- GW)

- T asks Ss to discuss about the topic:

" Where will our class will go this Summer holiday ? "

- Some of you want to go to the Do Son beach but some want to go to Ha Long bay and some want to go to Cat Ba island.

- T. Now you discuss and give reasons for your choice to persuade your friends.

- Ss discuss.

1.Vocabulary:

- scholarship (n): học bổng

- persuade (v): thuyết phục

- dormitory (n): kí túc xá

- reputation (n): danh tiếng

- native speaker (n): người nói tiếng mẹ đẻ

2. Speak: ( poster)

Thu: I think we should go to the Brighton language center in the UK because the school there has excellent reputation ,and we can live in the dormitory ...

Tam : Why don't we go to the Seattle school of English -USA , you can stay with Vietnamese friends .

Kim: I disagree . If we go to the Brisbane institute of English -Australia .It is quite close to Viet Nam and the course is the cheapest .

III. WRAPPING- UP: ( 8’- GW)

Ss asks Ss to discuss in groups of 4, fill in the gaps with the words given.

* Fill in each gap with one suitable word. There are three extra words you do not need to use.

knows – undersanding – things – subjects – written – many – to – know – friendship – in - what

English is a very useful language. If we (1)………… English , we can go to any countries we like. We will not find it hard to make people understand (2)………….

we want to say. English also helps us to learn all kinds of (3)……………Hundred of books are (4)……………. in English every day in (5)………… countries. English has also helped to spread ideas and knowledge (6)………. all corners of the world. Therefore, the English language has helped to spread better (7)……….and (8)……… among countries of the world.

V. HOMEWORK ( 2’)

T guides Ss to do home work .

Home work :

- Learn by heart vocabs

- write a short paragraph show reasons why you learn English .

- Prepare : Listen + L.F 1

V. FEEDBACK:

………………………………………………………………………………………………

______________________________________________________________________
Teaching date: ……/…../……

UNIT 4: learning a foreign language

Period 23 LESSON 3: LISTEN + LANGUAGE FOCUS ( P. 35)
I. OBJECTIVES: By the end of the lesson, Ss will be able to listen to a dialogue

between Kate and Nga to identify the correct information to check true- false statement

1. Knowledge : - Vocabulary : dormitory, campus, reputation, scholarship, (to) persuade native speaker.

- Language: + Expressions : I think …. / Why do not we ....?/ We should…../ Let^’s …

+ Conditional sentences with Modal verbs. 2. Skills : Listening

3. Attitude: To help the students know more about a course abroad.

II. PREPARATION:

Teacher: Pictures, poster, tape

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

- Ss may have difficulties in correcting the false statements IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM- UP: Jumbled words.

( 5’ - Team work)

- Ss work in 2 teams, go to the board and write the right words

Date: ….

Period 23

UNIT 4. learning a foreign language

LESSON 3: LISTEN + LANGUAGE FOCUS ( P. 35)

Jumbled words

bank	b a k n
terrible	t r r e i b l e
international	i n t e r n a t i n o l a
understand	u n d r e s a n d t
national	n a i t o a n l
understand	i m r p o ve

II. NEW LESSON:

1. Pre-listening. ( 8’- PW)

T/ F prediction statemnets:

T asks Ss to look at (4/p.35 )

T: Nga is talking to Kate about her studying English ...

T gets Ss to go through the statements and predict which statements are true and which ones are false .

- Ss work in pairs and predict.
2. While-listening ( 10’- individually)

- Ss listen to the tape twice and check their predictions

- T asks Ss to correct the false statement .

3. Post-listening: ( 8’- GW)

- T asks Ss to work in groups by using the questions :

1. What aspects of learning English do / do not like ? Why / Why not ?

2. Which skills are you good at ?

3. What can you do to improve your listening / speaking / writing / reading ?

- Ss discuss in groups to speak about aspects of learning English

- T calls on some pairs to practice in front of class.

4. Language focus 1 (p. 38) ( 7’ - PW)

- T asks Ss to tell some modal verbs

- T asks Ss to repeat the form and use of the conditional sentences type 1.

+ Form :

+ Use: In the conditional sentences type 1, we can use Modal verb in main clause to talk abbout ability, certainly, permission and necessity.

- T asks Ss to read and complete the sentences L.F 1, using the modal verbs in brackets and the information n the box.

- T asks Ss work in pairs.

- T calls on some pairs to demonstrate in the front .

- T gives feedback

1. T/ F prediction statemnets:

1. Nga's studying English for her work

2. She learn English at school and university .

3. She work for a national bank in HN

4. She needs to improve her writing .

5. Her listening is excellent .

6. She hopes she can talk to people from over the world and understand her favorite songs .

2. Listen:

a. Check prediction.

1. T 4. T

2. T 5. F

3. F 6. T

b. Correct the false statements

3. She works for an international bank in Ha Noi .

5. Her listening is terrible . ( This is the biggest problem . People talk very quickly and she can not understand them

3. Answer the questions:

4. Conditional sentences with Modal verbs: Language focus 1 (p. 38)

* Model sentence

Ex: If you want to get good grades , you must study hard .

* Form :

If + S + V ( Present simple tense ) , S + modal verbs ( must, ought to, should, can, have to …) + V

b. Complete the sentences, using the modal verbs in brackets and the information n the box./p 38

c) … you should do a lot of exercises .

d) … he might miss the train .

e) ….you ought to stay in bed .

f) ….you must do your home work

III. WRAPPING- UP: ( 5’- GW)

- T checks Ss’s understanding of the lesson by giving a short exercise:

* Multiple choice

1. Please let us know if the new teacher ….

a. will come b. comes c. coming

2. If you ….. to pass the exam, you should try harder.

a. wanted b. want c. will want

3. They have to ask for their parents' permission if they …… to go out

a. went b. go c. want

4. If Lan ……. to lose some weight, she must do more exercise.

a. wanted b. wants c. want

5. Learn more vocabulary if you want ….. good at English.

a. be b. to be c. being

IV. HOMEWORK ( 2’)

T guides Ss to do the homework

Ss copy

Homework

- Prepare the next lesson: Read

V. FEEDBACK:

………………………………………………………………………………………………

_________________________________________________________________

Teaching date: …/……/……

Period 24 UNIT 4: learning a foreign language

LESSON 4: READ ( P. 36)

I. OBJECTIVES: By the end of the lesson, Ss will be able to read to get the information about the English classes from the advertisements.

1. Knowledge : + Vocabulary : intermediate (adj); advance (adj); well-qualified (adj);

tuition (n); academy (n)

+ Language:

2. Skills : Reading

3. Attitude: To help the students know more about a course abroad.

II. PREPARATION:

Teacher: Pictures, poster, tape

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

Ss may have difficulties in correcting the false statements IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM UP: Chatting (5’- TWC)

- Have you ever read an advertisement on newspaper?

- Have you ever read an advertisement of an English class?

- How is the information? Is it long or short?

- What’s the advertisement of an English class about? (time, date, teaching-staff...)

=> Today we are going to read some advertisements about English classes.

Date …………………….

Period 24

UNIT 4: learning a foreign language

LESSON 4: READ ( P. 36)

II. NEW LESSON

1. Pre-reading : Vocabulary (10’)

T presents some vocabulary.

T/Ss read

- Ss read individual, chorally.

* Check vocabulary: Matching

* True or False prediction.

- T: “ Mr Lam wants to attend a foreign language course. Do you know what he needs for his class ?”

- T asks Ss to guess what Mr. Lam needs for his class.

- Ss close their books and guess .

2. While-reading : (15’- individually)

- T asks Ss to read the note Mr. Lam made and check their predictions.

- T/Ss correct false statements .

- T asks Ss to note down information about the English classes from the advertisement .

- Ss read and fill

- T gets Ss to give their answers

- T/Ss check or correct .
* Ex:5b /p.36

- T gets Ss to read the note again then look at the advertisement and choose a suitable language course for him .

- give reasons for your choice .

3. Post-reading: (5’)

- T gets Ss to ask their friends about their English course and fill in the table

+ What time can you go to your English class ?

+ Which level do you choose ?

+ When do you want to start learning

1. Vocabulary:

- intermediate (adj): trình độ trung cấp

- advance (adj): trình độ cao

- well-qualified (adj): chất lượng cao

- tuition (n): việc dạy kèm

- academy (n) : trường chuyên ngành

2. True/ false statements prediction:

1. Mr. Lam needs to learn French.

2. Mr. Lam needs the intermediate level class.

3. He wants to learn English in the morning.

4. He wants the course begin late November.

3. Read and check prediction:

1. F ( He needs to learn English .)

2. T

3. F ( He wants to learn early evening )

4. F ( He wants the course to begin late October early November . )

4. Filling the form:

Schools	class time	language level	Time to start
Academy of language	morning afternoon evening	advanced	First week of Nov
Foreign language council	morning evening	beginner intermediate	Nov
New English institute	afternoon weekend evening	beginner	(today)

5. Ex (5 b/p. 36):

- Foreign language council

6. Survey:

Name	Class time	Language level	Time to start
Nam	evening	beginner	early June
Hoa

IV. HOMEWORK: (2’)

- Ss copy the homework.

Homework:

- Learn by heart vocabs / read 6/p. 37

- Write a short paragraph about one of partners from the survey :

e.g. " Nam wants to attend English class ....”

- Prepare the next lesson: Lesson 4: Write

V. FEEDBACK:

…………………………………………………………………………………………………………………………………………………………………………

Teaching date: …../…../….…

Period 25 UNIT 4: learning a foreign language

LESSON 5: WRITE ( P. 37)

I. OBJECTIVES: By the end of the lesson, Ss will be able to write a letter of inquiry to the institution requesting for more information about the courses and fees.

1. Knowledge : + Vocabulary : edition(n); detail(n); fee (unc)

+ Language:

2. Skills : Writing

3. Attitude: Ss have polite letter

II. PREPARATION:

Teacher: Textbook, poster.

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

Ss may have difficulties in writing individually. IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES	BOARD DISPLAY
I. WARM UP: Chatting: (4’- TWC) - What’s this? (a letter) - Yes, it’s a letter of inquiry. - When we write this letter? (to ask for sth) - How we can write?	Date: ……………………….. Period 25 UNIT 4: learning a foreign language LESSON 5: WRITE ( P. 37)
II. NEW LESSON: 1. Pre writing: Vocabulary (5’) translation translation money for study * Checking vocab: R.O.R * Present the letter. (8’- PW) - Ss read Mr Robinson’s letter. - T checks understanding by giving some questions: - Ss work in pairs - TWC: correct. * Key: 1. He saw the school’s Ad in today’ s edition of VN news . 2. He wants to learn Vietnamese . 3. He wants to learn to read and write 4. He wants to learn know some details of the courses and fees . - T. How many parts of a inquiry letter ? What are they? - Ss : four. They are: Introduction , Request Further information, Conclusion. - T asks Ss to divide the letter ( written by Robinson ) in to 4 parts and match each paragraph with a suitable headline . - Ss work in pairs . - T gives answer / Ss check ( poster ) 2. While-writing (12’- GW) - T asks Ss to read again ( foreign language council ) consider they choose this school to improve their English . - Ss write in groups of 4. - T moves around class and help Ss. 3. Post-writing ( 8’- TWC) - T chooses 3 letters and hangs on. - T/ Ss check / correct	1. Vocabulary: - edition (n): bản in - detail (n): chi tiết - fee (unc): phí, học phí 2. Read the letter: 1. Where did Robinson see the school’s advertisement? 2. What language does he want to learn ? 3. What aspect of Vietnamese does he want to improve ? 4. What does Robinson want to know? 3. Matching: 1. Introduction " I ......... Vietnamese news" 2. Request " I am ..... your school " 3. Further information " I speak .... necessary " 4. Conclusion " I look ..... from you " 4. Write : * Suggested letter: Dear sir , I saw your institute's advertisement on today' s TV programmer I am very interested in learning Vietnamese and I would like some information about your institute. I can speak a little English but I read very slowly and my writing is bad, so I want to improve my reading and writing. Could you please provide more information about the course and fee? I can complete a spoken English test if necessary. Your faithfully.
IV. HOMEWORK: (2’)	Homework. - Learn by heart vocabs / read the letter written by Robinson - Write the letter they have made in your note books . - Prepare: Language Focus.

V. FEEDBACK:

…………………………………………………………………………………………………………………………………………………………………………

_________________________________________________________________
Teaching date: …/……/……

Period 26 UNIT 4: learning a foreign language

LESSON 6: LANGUAGE FOCUS ( P. 38, 39)

I. OBJECTIVES: By the end of the lesson, Ss will be able to use reported speech properly.

1. Knowledge : + Vocabulary : none

+ Language: Directed speech and Reported speech

2. Skills : Speak, Reading and Writing

3. Attitude: Ss have habit of revision after each Unit

II. PREPARATION:

Teacher: Textbook, poster.

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

Ss may not have enough time to finish all the exercises before class. IV. PROCEDURE:

I. Warm up - Revision. Complete the table (L.F.1) (5’)

directed speech ( tense )	reported speech	directed speech	reported speech
present simple	past simple	this	That
present progressive	past progressive	These	Those
future simple	would + V ...	here	there
may / can	might / could	now	Then
must	had to	today tomorrow	that day the following day

TEACHER & STUDENTS’ ACTIVITIES	BOARD DISPLAY
II. NEW LESSON: 1. Presentation. (9’) T: “Lan's father held a party for his mother 's birthday , Mr. Thu . But she can't hear what people were saying . After the party Lan reported every thing to her” - T gives example . - T: How to change direct in to in directed speech ? Ss: 2. Practice Ex 3/p.39 ( 12’- PW) - T guides Ss to do - Ss work in pair to practice - T asks some Ss to go to the board to write - T/ other Ss check or correct . - T gives example . - T: How to change ? Ss: - T: What is different between statement / question ? - T asks Ss to change the sentences a - h /p.39 . - Ss change then compare with partners . - T asks some Ss to write on board - T/ Ss check / correct 3. Production: ( 7’- GW) - Ss work in 2 groups to write the reported sentences (3 kinds) as many as possible TWC: correct and give mark.	Date: ……………………. Period 26 UNIT 4: Learning a foreign language LESSON 6: LANGUAGE FOCUS ( P. 38, 39) 1. Reported statements .( Ex 3/p.39 ) Uncle Hung: " This birthday cake is delicious " Lan : -> Uncle hung said , that birthday cake was delicious . 1. Change personal pronouns / possessive adjs . eg. I --> she , he / my --> her , his 2. Change verb tense ( the verb move one tense back ) 3. Change demonstrative / adverb . ( as the table above ) * Ex 3/p.39 b. Miss Nga said she loved those roses c. Cousin Mai said she was leaving a wonderful time there d. Mr Chi said he would gp to Hue the following day e. Mrs Hoa said she might have a job f. Mr Quang said he had to leave then. 2. Reported questions :(Ex 4/p.39 ) a. Yes-No question . " Is your school near here ? " asked the interviewer. --> The interviewer asked me if ( whether ) my school was near there . b. Wh - question: " How old are you ? " She asked me --> She asked me how old I was . * Note: In reported question we leave question mark . * Key: c. She asked me what the name of my school was. d. She asked me if I went to school by bike. e. She asked me which grade I was in . f. She asked me if I could use a computer g. She asked me why I wanted that job . h. She asked me when my school vacation started .
III. WRAPPING - UP ( 7’) - T checks Ss’s understanding of the lesson by giving a short exercise:	* Multiple choice 1. They asked me how many children ........ a. I had b. had I c. I have 2. He asked me ……. to her birthday party the night before. A. whether I come B. if I would come C. if I come D. whether I had come 3. She asked me …………….. A. where did I come from ? B. where I came from C. where I came from ? D. where I came from . 4. The police asked them where ………. A. does Jack stay B. Jack stays C. is Jack staying D. Jack was staying
IV. HOMEWORK (2’) Ss copy homework	Homework: - Make 5 sentences in reported. - Revision for the second test

V. FEEDBACK:

………………………………………………………………………………………………………………………………………………………………………………

Teaching date: …/……/……

Period 27 45’ WRITTEN EXAM N02

I. Objectives: By the end of the lesson students will be able to review already and yet in the present perfect tense, distinguish the difference between the past simple and the present perfect tense; and be able to use the passive form of the present perfect, simple present, simple past and simple future; practice passive modal auxiliaries. Practice ALREADY and YET in the present perfect tense,.Train Ss writing-Reading-Listening skills.....

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision vocabulary

- Language: use sentence structures to ask and answer questions:

- Reported speech

- Present perfect tense. S + Have/Has + PP or (V-ed) + for or since/yet / already/ ever..

-Wish + clause. “ S+ Wish + Simple past clause.” And Prepositions

2. Skill(s): use the skill(s) they have learnt to do the tasks required

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop,

Students: …………...

III. Anticipated problems:

Exercise 4

IV. Procedures

Feedback:

………………………………………………………………………………………………………………………………………………………………………………

_____________________________________________________________________

Teaching date: ……./……/201

Period 28 UNIT 5: THE MEDIA

LESSON 1: GETTING STARTED + LISTEN & READ ( P. 40- 42)
I. OBJECTIVES: By the end of the lesson, Ss will be able to understand the content of the main topic and know more about the media.

1. Knowledge : + Vocabulary : crier (n); remote control (n); interact (v); interactive (adj)

benefit (n)

+ Language:

2. Skills : Listening, speaking, reading and writing

3. Attitude: Ss know the benefits of some media.

II. PREPARATION:

Teacher: Pictures , textbook, poster , cassette.

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

Some Ss may have difficulties in answering the questions ( p.42) IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM UP: Brainstorm: (5’)

T: What do you do in your free time ?

S: Watching TV.

T: How many hours a week do you spend watching TV ?

Date: ……………………..

Period 28 UNIT 5: the media

LESSON 1: GETTING STARTED + LISTEN & READ ( P. 40- 42)

Brainstorm
w

atching TV

II. NEW LESSON

1. Presentation: Vocabulary (6’)

picture

visual

explanation

translation

- T/ Ss read

* Check the vocab: R.O.R

2. Open prediction: ( 7’- PW)

* Set the scene:You are going to read 4 passages about media. These sentences are about them, predict the passage letters in which the facts or events are mentioned.

- SS work in pairs, then give out the prediction.

3. Practice: ( 11’- PW)

- SS listen the 4 passages silently and check their prediction.

- TWC: correct
- SS read the passage : one by one

then answer the questions.

- Teacher monitors

- Ss work in pairs: ask - answer

4. Production: Dictation gap (7’)

Teacher gives a short passage with some gaps. Ss write and fill in the gaps.

- Ss work in pairs

TWC: correct and give keys

One student reads the passage again.

1. Vocabulary:

- crier (n): người rao tin

- remote control (n): chiếc điều khiển từ xa

- interact (v) : tương tác, tác động qua lại

- interactive (adj): có tác động qua lại

- benefit (n): lợi ích

2. Open prediction:

1. Remote controls are used to interact with TV

2.One of the most popular magazines

3. People of different ages like this magazine.

4. Benefit of TV

5. People got the news from town criers.

6. Interactive TV is available now.

3. Listen and read:

a. Check prediction to complete the table:

Key:

2.B 3.B 4. C 5. A 6. D

b. Questions:/p. 42

1. A tower crier was a person whose job was to go through city streets ringing a bell to shout the latest news as he was walking

2. The KTNN is one of the most popular magazines and is widely read by both teenagers and adults.

3. People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way.

4. Write it up:

The newspapers, magazines, televisions, radios and internets are the (1)...... Before the invention of newspapers, people got the news by listening to the town (2).......They shouted the latest (3)…....while they were walking the city streets. Television is an (4)…....and convenient way to get the latest information (5) ….....the show using their remote (6) …...... In Vietnam, the KTNN is widely (7)...... by both (8)......and adults.

* Keys

1. media 2. criers 3. news

4. inexpensive 5. about 6. read

7. control 8. teenagers

III. WRAPPING UP: (7’)

- T checks Ss’ understanding by giving a test.

- Ss do individually.

- T gives feedback.

* Multiple choice:

1.The Kien Thuc Ngay Nay is …… read by both teenagers and adults. A. wide

B. widely C. widen D. widing

2. People can get ………..from the Internet

A. inform B. informative C. informations D. information

3. T.V viewer are able …… questions about the show A. ask

B. to ask C. asking D. asked

4. Through television ….. can see and learn about people , places and things in faraway lands.

A. TV seers B. home viewers

C. audience D. TV lookers

IV. HOMEWORK: (2’)

Homework:

- Get information about the media

- Write the answers ( p.42)

- Be ready for Speak + Listen

V. FEEDBACK:

……………………………………………………………………………………………………………………………………………………………………………....

Teaching date: ……./……/201

Period 29 UNIT 5: the media

LESSON 2: SPEAK + LISTEN ( P. 42 - 43)

I. OBJECTIVES: By the end of the lesson, Ss will be able to talk to their friends about

the programs that they like or dislike, using tag questions and others and listen about the

media.

1. Knowledge : + Vocabulary : violent (adj) ; documentary (n); informative (adj):

+ Language: Grammar : Tag question/ Gerund

2. Skills : Listening, speaking

3. Attitude: Express hobbies about the good programmes.

II. PREPARATION:

Teacher: Pictures , textbook, poster , cassette.

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

The lesson is so long, so Ss may have enough time to listen to the tape carefully. So it’s hard for them to get exactly information.

IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES	BOARD DISPLAY
I. WARM UP: Net words: ( 5’) - T asks Ss to think of TV programs then go to board to write (one by one) - T/ Ss check.	Date: ………………………… Period 29 UNIT 5: the media LESSON 2: SPEAK + LISTEN ( P. 42 - 43) safe traffic news cartoon drama wild life world learning E
II. NEW LESSON 1. Pre - speaking: ( 4’) - T introduces the vocab. - explanation: showing great physical force. - synonym: newsreel. - translation. - SS practice the vocabulary. * Check meaning: SS write the Vietnamese meanings of vocab ( one by one) * Presentation a dialogue: ( 5’- PW) - T sets the scene: “Lien and Trung are talking about TV programs they like” - SS read the dialogue and answer the questions: + Does Trung like sports? (no) + How does Lien ask him? + Does Lien like foreign film? (no) + How does trung ask Lien? - SS practice the dialogue in pairs. - SS pick out the sentences showing agreement or disagreement 2. While-speaking: ( 8’) - SS work in pairs, look at the “ Daily TV guide” p.42 then make similar dialogues about the programs you like or dislike and why. - Teacher monitors. 3. Post-speaking: (5’) - Call Ss to practice in the class. - TWC: correct and give feedback 4. Pre - listening: ( 4’- PW) - T sets the scene: “Chau is doing an assignment about the media, she wants to ask her farther some information to do the assignment”. Before you listen their conversation, please work in pairs to predict and complete this table. * Check understanding: + What is Chau doing? + What does she want to ask her father? - SS work in pairs, some pairs give their ideas. 5. While - listening: (5’) - SS listen to the conversation twice then they check their prediction. 6. Post - listening: Role play (5’- PW) - One acts as Chau. Other acts as her father make questions and answers. S1: When was the first newspapers appeared? S2: It appeared in 7^th or 8^th century. - T monitors and helps them.	1. Vocabulary: - violent (adj): bạo lực - documentary (n): tài liệu, phim tài liệu - informative (adj): nhiều thông tin 2. Model sentences: - You like watching sports, don’t you? - You don’t like foreign films, do you? => tag question. ) We normally put a negative question tag with a positive statement and a positive question tag with a negative statement. ) Intonation : - If we are asking a real question, we use a rising tone. - If we are sure about the answer, we use a falling tone. * Agreement : - I prefer documentaries. - I love watching sports - I enjoy it, too. * Disagreement: - Not really - I don’t like watching sports - I’m the opposite - Documentaries seem quite boring to me 3. Practice. * Make similar dialogues with partners: Nam: You enjoy folk music, don’t you? Tom: No, I don’t. It’s boring Nam: You don’t enjoy watching TV, do you? Tom: Yes, I do * Ask questions to guess what people enjoy. Ex: - You_______, don’t you? - You don’t ____, do you? 4. Open - prediction: 5. Listening (P. 43) * Answer keys: a- The late 19^th century. b- Radio and newsreel. c- In the 1950s. d- The Internet.
III. WRAPPING- UP ( 4’) - T checks Ss’ understanding by giving a test. - Ss do individually. - T gives feedback	* Multiple choice: 1. Most children enjoy ….. advertisements on TV. A. to watch B. watch C. watching 2.The first printed newspaper ….. in China. A. appeared B. was appeared C. has appeared 3. This book isn`t very interesting, ……. ? A. isn’t it B. is it C. is this 4. Thanks to Television we can enjoy various international programs on different ……………. A. channels B. ways C. forms
IV. HOMEWORK (2’)	Homework: - Learn by heart the vocabulary. - Write the dialogues you’ve made - Revise tag question - Be ready Lesson 3: Read

V. FEEDBACK:

…………………………………………………………………………………………………………………………………………………………………………

_________________________________________________________________

Teaching date: ……./……/201

Period 30 UNIT 5: the media

LESSON 3: READ ( P. 43 - 44)

I. OBJECTIVES: By the end of the lesson, Ss will be able to read some forums on the Internet for details and get some more knowledge about the Internet.

1. Knowledge : + Vocabulary : forum (n); surf (v); get access to.. (v); wander (v)

deny(v); limitation (n); spam (n); alert (adj)

+ Language:

2. Skills : Reading

3. Attitude: Know the benefits of Internet and be alert with the bad programmes when using Internet.

II. PREPARATION:

Teacher: Pictures , textbook, poster , cassette.

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS: No problem IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM UP: Chatting (4’- TWC)

T shows a picture of a computer and asks Ss:

- What is this? (Computer)

- Can you use a computer?

- What subject helps you to use computers? (Computer Science)

- Have you ever used Internet?

- Do you find the Internet useful?

- What do you use the Internet for? (Getting information, studying…….)

=> Today we’ll read about it

Date: ……………………….

Period 30

UNIT 5: the media

LESSON 3: READ ( P. 43 - 44)

II. NEW LESSON

1. Pre-reading: a. Vocabulary. (7’)

Example

Translation
Translation

Translation

Translation

Synonym
Translation

Translation

* Checking vocab: Matching

b. T/ F statements prediction. (5’)

T sets the scene: There is forum on the

Internet. You will read some opinions

about the advantages and disadvantages of

the Internet.

- T presents the text, then asks Ss to close their books.

- T/ Ss go through T/F statements .

- T asks Ss to guess which sentences are true / false.

2. While -reading. (10’- PW)

- Ss read the text and check prediction.

- SS work in pairs to ask and answer the questions

- TWC: correct

3. Post reading: Discussion (10’- GW)
- T asks Ss to discuss the advantages or disadvantages of the internet-your own ideas.

- Ss work in groups of 6 – 8

1. Vocabulary :

- forum (n) : diễn đàn

- surf (v): lướt mạng - get access to.. (v): tiếp cận với - wander (v): đi lang thang

- deny(v): phủ nhận

- limitation (n): giới hạn - spam (n): thư rác - alert (adj): cảnh giác
2. T/ F statements prediction.

3. Read. a. True or False?

1. Internet is a wonderful invention of modern life.

2. The Internet is available not only in cities but also in the countryside.

3. People use the Internet for two purposes: education and entertainment.

4. Bad program is one of the limitations of the Internet.

5. You should be alert when using the Internet.

Key:
1.T

2.F => The Internet is available only in cities
3. F => 3. People use the Internet for many purposes: education, information, communication, entertainment, commerce

4.T
5.T

b. Answer the questions:

1. to get information and to communicate

with her friends and relatives.

2. Because she lives in the countryside

where the Internet is unavailable.

3. for education, communication,

entertainment and commerce.

4. for getting information, for

communication, education, entertainment

and commerce.

5. Yes. There are some disadvantages: time - consuming, costly, dangerous because of viruses and bad programs

4. Discussion

"Do you agree or disagree with the responses?

" What is your response to this forum ? "

III. HOME WORK (2’)

Homework

- Learn by heart the vocabulary

- Write a short passage to show your ideas about the internet.

- Be ready for Lesson 4 – Write

IV. FEEDBACK:

…………………………………………………………………………………

______________________________________________________________

Period 31 Exam n02 correction

Exercise 1 (1p)

1. A 2. A 3. B 4. A

Exercise 2 (1.5 p)

1.C 2.C 3.A 4.B 5.D

6.D 7.C 8.B 9.C 10.A

Exercise 3. (2.5 p)

1.He comes from Hanoi .

2.Because he needs it for his job .

3.No , he doesn’t .

4.The biggest problem he has with English is listening .

5.Yes , it is .

Exercise 4. (2.5 p)

1.She doesn’t eat breakfast ; so he is very hungry now .

2.Tuan said he would go to Lan’s house the following day .

3.If he is not hurry , he may miss the train .

4.Aunt said she was happy to see you.

5.She asked me If I liked pop music.

Exercise 5. (2.5 p)

1.T 2.F 3.F 4.T 5.F

*Transcript tape :

On Sunday, Minh invited Hung to join his family on a day trip to his home village. The journey to the village was very interesting. They crossed the green paddy fields and a small bamboo forest before they reached a big old banyan tree at the entrance to the village. Then, they walked up the mountain to visit the shrine of a Vietnamese hero and enjoyed the fresh air there. In the afternoon, they went boating in the river and had a picnic on the river bank. Liz took a lot of photos to show the trip to her parents.

Preparing date: ……./……/ 201

Teaching date: ……./……/201

UNIT 5: the media

Period 32 LESSON 4: WRITE ( P. 44)

I. OBJECTIVES: By the end of the lesson, Ss will be able to write a passage about the benefits of the Internet.

1. Knowledge : + Vocabulary :

+ Language:

2. Skills : Writing

3. Attitude: Know the benefits of Internet and be alert with the bad programmes when using Internet.

II. PREPARATION:

Teacher: Textbook, poster

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

No problem IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM UP: Chatting (5’- TWC)

- Do you often use internet?

- How often?

- What information can you get from internet?

- Can you tell me some benefits of internet?

- Make a list of the advantages of Internet:

+) Getting information

+) Communication

+) Education

+) Entertainment

+) Commerce

Date: ……………………….

Period 32

UNIT 5: the media

LESSON 4: WRITE ( P. 44)

II. NEW LESSON

1. Pre-writing : ( 8’ - TWC)

T asks Ss to read the text at p. 43 - 44 again

- T gets Ss to answer the questions /p . 44 make a list of benefits of the internet.

- T asks Ss to discuss the benefits of the internet ( Ss can use the suggestions 6/ p. 44 )

2. While -writing : ( 13’- TWC)

- T: How many parts in a passage ? What are they ?

- Ss: three: opening; body of the passage; closing.

- T asks Ss to use the ideas they have just discussed to write a passage about the benefits of internet .

- T monitors , guideS Ss with the words / phrases while they are writing .

- After Ss finish , T calls some Ss to read

their passages aloud before class.

- T/ the others Ss check or correct if any.

3. Post-writing: Discussion ( 12’- GW)

- T gets Ss to discuss the disadvantages of the Internet .

- Ss discuss in groups of five

- T monitors

- After discussing , the speakers from groups have to present their ideas before class .

1. Reading and discussing :

“ Benefits of internet”

* Possible answer:

+ The internet as a source of information

( news , article , weather forecast , get information for all subjects .... )

+ As a source of entertainment ( movies , music , game , chatting ...)

+ As a mean of education ( self study , on line school , on line lesson ...)

+ Buying on line, make a phone call, make friends ....

2. Writing :

*Suggested ideas :

Benefits of the internet

The internet has increasingly developed and become part of our life, and no one can deny the benefit of the internet.

The internet is a source of information. It is very fast and convenient way to get information. You can get the latest news easily or check the weather forecast , buying ...

Internet is a cheap way to communicate with friends or relatives by mean of email, charting or webcam. Besides, the internet is a source of entertainment, you can listen to all kind of music, the radio, videos ... we use internet not only to play games but also to read novels .

The internet is also a rich source of education. We can learn English through many interesting programs. We can look up a dictionary, take training course on internet .

The internet is a wonderful invention of modern life, and it make our world a small village .

3. Discussion:

" The disadvantages / limitations of the Internet”

* Possible ideas :

+ time consuming

+ costly / viruses

+ bad programs

+ personal information leaking .

III. HOMEWORK (2’)

- Ss copy homework

III. Homework:

- Complete the writing.

- Write the same passage about the limitations of Internet.

V. FEEDBACK:

…………………………………………………………………………………………………………………………………………………………………………

_________________________________________________________________

Preparing date: ……./……/ 201

Teaching date: ……./……/201

UNIT 5: the media

Period 33 LESSON 5 : LANGUAGE FOCUS ( P. 45 - 46)

I. OBJECTIVES: By the end of the lesson, Ss will be able to know how to use tag questions and do the exercises well.

1. Knowledge : + Vocabulary : website (n); publish (v); cable TV (n); quiz (n)

+ Language:

2. Skills : Integrated skills, especially writing.

3. Attitude: Ss have habit of revision after each Unit

II. PREPARATION:

Teacher: Textbook, poster

Students: Text books, notebooks …

III. ANTICIPATED PROBLEMS:

No problem.

IV. PROCEDURE:

TEACHER & STUDENTS’ ACTIVITIES

BOARD DISPLAY

I. WARM UP: * Net words ( 5’)

- T asks Ss to think and write activities they like doing in free time.

* Chatting:

T: Do you like watching TV ?

Do you like going shopping?

Do you like using internet?

Date ……………………………..

Period 33

UNIT 5: the media

LESSON 5 : LANGUAGE FOCUS

( P. 45 - 46)

* Net words

listen to music go fishing

using internet watching TV go shopping

chatting with friends play sports

II. NEW LESSON

1. Presentation: ( 8’- TWC)

T presents some vocabs ( explain )

T/Ss read after

Ss read individual, chorally.

* Check vocab: R.O.R

- T presents the dialogue:

- T: Who 's this ?

Ss: Lan and Trung.

- T: What are they talking about ?

- Ss: Lan is asking Trung about his favorite activities.

- T ask some pairs to read the dialogue

- T: How many parts are there in a tag question?

- If the main clause is in positive, what about tag ?

- If the main clause’s ordinary verb , what about tag ?

- Full verb ? ( have / be )

2. Practice : (14’- PW)

a. Word cues drill :

- T/Ss go through the word cues

- T: You like reading books, don't you ?

Ss: Yes, we do.

- Open pairs ( T asks 2 pairs perform before class)

- Close pairs : (T asks Ss to work in pairs to practice )

b. Complete the dialouge :

- T asks Ss to read the dialogue and complete the tag questions.

- Ss work in pairs to complete.

- T asks Ss to give answer.

- T/ Ss check

- Ss practice the dialogue .

c. Ex ( 2/p. 45 )

- T gets Ss to ask and answer questions about TV programs these people like or dislike.

* T sets the scence: “ Hoa and Lan are talking about their favorite activities in their free time” . Look at the open dialogue and complete it using the right words.

- T hangs the poster with the open dialogue on the board.

* Check understanding:

+ What are Hoa and Lan talking about?

+ What do you have to do?

+ How many blanks are there?

- SS work in pairs to complete.

- T: Now, make a list the verbs used in the dialogue.

- T: Which form of verbs after these verbs.

- SS answer, T writes on the board.

3. Production: ( 5’- individually)

- T: Now, you are going to write true sentences about their family members, relatives, friends and them selves, look at the words in the three boxes at page 46 and use them as cues.

* Check understanding:

T: What do you write about?

- T models: My father likes watching

sports but my mother doesn't. She loves

listening to music.

- T asks SS to speak first, then write down.

- T monitors, checks and helps them.

- T asks some SS to write on the board.

- Others correct.

1. Vocabulary:

- website (n): trang web

- publish (v): xuất bản

- cable TV (n): truyền hình cáp

- quiz (n): cuộc thi đố vui

2. Tag question:

* Dialogue :

Lan : You like sports , don't you ?

Trung : Yes, I do .

Lan :You haven't played tennis, have you?

Trung: No, I haven’t.

3. Practice:

a. Word cues drill

1. You like reading books , ...... ? / V

2. You don't watch TV , ............? / X

3. She like film , . ...................? / V

4. He is a doctor , ........... ? / X

5. You can play tennis , ........... ? / V

c. Complete the dialouge :(1/p.45)

* Key :

b. ... didn't he ? d. ... do you ?

c. ... wasn't it ? e. ... aren't we ?

d. Ex ( 2/p. 45 )
4. Gerund: L.F 3 / P 46: Dialogue build:

* Answer keys:

1. do 5. do 9. do

2. like 6. you 10. enjoy

3. playing 7. watching 11. never

4. hate 8. love 12. it

* Form:

S + like/ love/ enjoy/ hate/ dislike +

V… ing ( gerund)

* Some other verbs:

- mind - practice

- finish - keep on (= continue)

- stand (bear) - suggest

- consider - miss

- can't help - deny

5. L.F 4 / P 46: Writing

III. WRAPPING - UP (5’)

- T checks Ss’ understanding by giving a test.

- Ss do individually.

- T gives feedback

* Multiple choice

1. Lan enjoys watching television after dinner, …… ?

a. does she b. doesn't she c. did she

2. Tarn didn't go to school yesterday, …..?

a. did he b. didn't he c. does he

3. They will buy a new computer, …….?

a. will they b. don't they c. won't they

4. She can drink a lot of tomato juice everyday, ….. ?

a. doesn't she b. can't she c. could she

IV. HOMEWORK (2’)

- Ss copy homework

Home work :

- Write tag questions / answer about

Tuan, Hanh, Mai and Anh base on the chart p. 45 ( 6 sentences ) .

V. FEEDBACK:

…………………………………………………………………………………….…………………………………………………………………………………….

Preparing date: ……./……/ 201

Teaching date: ……./……/201

Period 34 Revision
I- Objectives

- By the end of this lesson, Ss will be able to review the main knowledge they have learnt in the first semester (Units 1-3) and do exercises.

1. Knowledge:

- Vocabulary: Revision

- Grammar: Revision

2. Skill(s): write

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher: posters,

- Students: book , exercise book…..

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Teacher and Student’s activities

Blackboard display

I. Warm-up

- Jumbled words

thegalrep = telegraph

recspodnor = correspond

netefib = benefit

sedgin = design

ruppeso = purpose

trencane = entrance

retenint = internet

minexaer = examiner

II. Revision:

- Revision: - T helps Ss review unit by unit about vocabulary, grammar, topic…and explain if necessary.

1. Unit 1: A visit from a pen pal

a. Vocabulary
T encourages Ss to rewrite as many words of unit 1 as possible. Then ask them to see Glossary-P.100-T.Anh 9 for details.

b. Grammar
+ The Past Simple Tense: Form, Uses, Meanings and Irregular verbs.

+ The Past Simple Tense with Used to/ Would + Vo

+ The Past Simple Tense with Wish - Unreal present desires

S + wish_(s/es) + S + Ved.

c. Exercises

T has Ss redo exercise 3-P.12-T.Anh 9 using wish (Orally)

2. Unit 2: Clothing

a. Vocabulary See Glossary-P.102-T.Anh 9 for details.
b. Grammar

+ The Present Perfect Tense: Form, Uses, Meanings and Irregular verbs in past participle. S + have/has + V2 + since/for + time. (V2 : Verb in past participle)

+ The passive: Form, Uses, Meanings in different tenses.

c. Exercises

T has Ss redo exercises 4,5 -P.21-T.Anh 9. (Orally)

3. Unit 3: A trip to the countryside
a. Vocabulary: See Glossary-P.103-T.Anh 9 for details.

b. Grammar

+ Modal 'could' with 'wish':

S + wish_(s/es) + S + could Vo.

+ Review Past Simple with wish.

+ Prepositions of time: at, on, in, till, before…

+ Adverb clauses of result: so and because.

c. Exercises

T has Ss redo exercises in Language Focus -P.28-31-T.Anh 9. (Orally)

III. Practice
- T explains any questions about the lesson if necessary.

- Revision
- T has Ss do exercises in workbook:

3,4-P.7-8 2-P.13

5-8-P.17-19

IV. Further Practice
- T summarizes main knowledge Ss should remember in this lesson and redo exercises if necessary.

- Ss can ask T any questions about Units 1-3 that they still don't understand.

V. Homework

- Redo exercises in T.Anh 9 and in workbook.

- Review units 4,5.

Date: ………………

Revision
* Jumbled words

I. Revision:

1. Unit 1: A visit from a pen pal.

a. Vocabulary

b. Grammar
*Past simple tense:

From: S + V(QK) + O

*The Past Simple Tense with Used to/ Would + V(infni)

*The Past Simple Tense with Wish - Unreal present desires

S + wish_(s/es) + S + Ved.

c. Exercises
(3-P.12)

2. Unit 2: Clothing

a. Vocabulary
b. Grammar

* The Present Perfect Tense

S + have/has + V2 + since/for + time. (V2 : Verb in past participle)

* The passive

c. Exercises
4,5 -P.21

3. Unit 3: A trip to the countryside
a. Vocabulary

b. Grammar

+ Modal 'could' with 'wish':

S + wish_(s/es) + S + could Vo.

+ Review Past Simple with wish.

+ Prepositions of time: at, on, in, till, before…

+ Adverb clauses of result: so and because.

c. Exercises
( P.28-31)

III. Practice
3,4-P.7-8

2-P.13
5-8-P.17-19

* Feed back

………………………………………………………………………………………

Preparing date: ……./……/ 201

Teaching date: ……./……/201

Period 35 Revision
I- Objectives

- By the end of this lesson, Ss will be able to review the main knowledge they have learnt in the first semester (Units 4-5) and do exercises.

1. Knowledge:

- Vocabulary: Revision

- Grammar: Revision

2. Skill(s): write

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher: posters,

- Students: book , exercise book…..

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Teacher and Student’s activities

Blackboard display

I. Warm-up

* Chatting
II. Revision:

1. Unit 4: Learning a foreign language

a. Vocabulary: T encourages Ss to rewrite as many words of unit 4 as possible. Then ask them to see Glossary-P.104-T.Anh 9 for details.

b. Grammar

+ Modal verbs with If.

+ Direct and reported speech: here, now, reported questions…

c. Exercises

T has Ss redo exercises 3, 4-P.39-T.Anh

9.(Orally)

2. Unit 5: The media

a. Vocabulary

See Glossary-P.104,5-T.Anh 9 for details.

b. Grammar

+ Tag questions + Gerunds after some verbs

c. Exercises : T has Ss redo exercises 1-3-P.45,6-T.Anh 9. (Orally)

3. Practice
- T explains any questions about the lesson if necessary.

- Revision
- T has Ss do exercises in workbook:

1,2, 5, 7, 9-P.20-24

1-5,7-P.27-34

2,4-P.35-38

4. Further Practice

- T summarizes main knowledge Ss should remember in this lesson and redo exercises if necessary.

- Ss can ask T any questions about Units 4-5 that they still don't understand.

5. Homework

- Redo exercises in T.Anh 9 and in workbook.

- Review units 4,5.

Date: ………………

Revision

* Chatting

I. Revision:

1. Unit 4: Learning a foreign language

a. Vocabulary
b. Grammar

+ Modal verbs with If.

+ Direct and reported speech: here, now, reported questions…

c. Exercises

(3, 4-P.39)

2. Unit 5: The media

a. Vocabulary

b. Grammar
+ Tag questions + Gerunds after some verbs

c. Exercises
(1-3-P.45,6)

3. Practice
* Do exercises in the work book.

1,2, 5, 7, 9-P.20-24

1-5,7-P.27-34

2,4-P.35-38

* Feed back

…………………………………………………………………………………………………………………………………………………………………

Date of test: ……./……/201

Period 36 first TERM EXAMINATION
I. Ojectives:

- To test the main knowledge Ss have learnt, Ss’ understanding on English grammar, structures and vocabulary in Unit 1,2,3,4 and Unit 5 so that T will have suitable methods to teach Ss and Ss know where they are to try more in the next lessons.

1. Knowledge:

- Vocabulary: Revision

- Grammar: Revision

2. Skill(s): Listen , read, write, language focus.

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher : The test and answer keys

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Feed back:

………………………………………………………………………………………………………………………………………………………………………………

___________________________________________________________________
Prepairing date: 28/ 12/2013

Teaching date: 30/ 12/2013

UNIT 6. THE ENVIRONMENT

Period 37 Lesson 1 - Getting started

- Listen and read

I- Objectives

- By the end of this lesson, Ss will be able to use some vocabulary about the environment and conditional type 1.

1. Knowledge:

- Vocabulary: deforestation, dynamite, pesticide, (to) spray, a dump, a conservationist, (to) be disappointed…

- Grammar: Conditional type 1

2. Skill(s): listen and read

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher: posters, pictures and cassette

- Students: book , exercise book…..

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Teacher and Student’s activities

Blackboard display

I. Warm-up - Students work in groups to discuss the topic:

Brainstorming

What are we doing to our environment?

- Suggested answer

+ cutting down the forests/ trees

+ destroying wild animals and plants

+ burning too much coal, oil and gas

+ polluting the land with chemicals…

II. New lesson

1. Pre- teach : vocabulary

- Teacher uses some situations to elicit vocabulary from students.

- Rub out and remember

2. Listen and read

1. Who is the speaker?

2. Who are the listeners?

3. Where are they?

4. What are they going to do?

- Ss listen to the disc and follow the text on P.47-48 to find the answers to the pre-questions.

- Ss read the text again in silence and do the matching in section a)- P48.

Answer key: 1-f 2-e 3-b 4-a 5-c 6-d

Eg: 1-f Group 1 walks along the shore.

2-e Group 2 checks the sand. …

- Model sentences

T elicits the model sentence from the answer to

the comprehension questions.
- Checking meaning, use and form.

3. Practice

- Repetition drill using cues
Eg:- throw trash/ pollute the rivers

Ò If we throw trash into the rivers, we will pollute the rivers.
- Students work in groups.

4. Further Practice

- Noughts and crosses
* Example exchange:

S1: If we spray pesticides,

S2: We will pollute the land

- Ss work in groups.

5. Homework

- Study this lesson again.

- Do exercise 1- W.B.

Date: ……………

Unit 6 - The environment

Lesson 1 – Getting started

Listen and read

1. Vocabulary

Deforestation(n): sự phá rừng

(to) spray(v): phun

(to) be disappointed(v): thất vọng

Pesticide(n): thuốc trừ vật hại

a dump(n): đống rác

dynamite(v): làm phá huỷ hoàn toàn

a conservationist(n): người ủng hộ công cuộc bảo vệ môi trường.

2. Listen and read

Answer key: 1-f 2-e 3-b 4-a 5-c 6-d
Eg: 1-f Group 1 walks along the shore.

2-e Group 2 checks the sand. …

* Model sentences

“What will they achieve if they work hard today?”

~ If they work hard today, they will make the beach a clean and beautiful place again.

3. Practice
Eg:- throw trash/ pollute the rivers

Ò If we throw trash into the rivers, we will pollute the rivers.
- turn the lights off before leaving/ save electricity

- plant more trees/ have more fresh air

- spray pesticides/ pollute the land

- cut down trees/ damage the forests

- use dynamite to catch fish/ pollute the water

- put trash, trash cans/ make the environment clean

- collect waste food / have more food to feed pig

4. Further Practice

- Noughts and crosses

spray/ pollute

Plant / have

Work/ make

Turn off / save

Cut down/ damage

Put trash/ make

Throw/ pollute

Use dynamite/ pollute

Collect/ have

* Feed back

…………………………………………………………………………………………………………………………………………………………………

Prepairing date: 28/ 12/ 2013

Teaching date: 2/ 1/ 2014

UNIT 6. THE ENVIRONMENT

Period 38 Lesson 2 – Speak and listen
I- Objectives

- By the end of this lesson, Ss will be able to persuade other people to do sth to protect the environment, ss listen and understand the report on how our oceans are polluted.

1. Knowledge:

- Vocabulary: (to) dissolve, (to) persuade, exhaust fume, raw sewage, (to) pump, (to) be guilty of, (to) spill,(to) leak, marine life, deliberate …

- Grammar structures: I think you should…; Why don’t you..?, Present Simple

2. Skill(s): speak and listen

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher: posters, pictures and cassette

- Students: book , exercise book…..

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Teacher and Student’s activities

Blackboard display

1. Warm-up

- Students work in groups to discuss the topic:

- Network plant trees

Reuse milk bottles Collect scrap metal

II. New lesson

A. Vocabulary
- Teacher uses some situations to elicit vocabulary from students.

- Rub out and remember

B. Speaking

1. While-Speaking

a) Ss work in pairs to persuade their partner into doing sth to protect the environment. Use the expressions and the ideas in the box..

- Mapped Dialogue
b) Ss work in groups to discuss the answers to the questions in the Questionnaire (P.49). The class is divided into some groups. The groups on the right discuss the first 3 questions, the groups on the left discuss the last 3 questions, then cross group them.
c) Ss work in pairs to discuss the best way to protect the environment using what they have done in section a) and b).

2. Post-Speaking
- Ss share, compare and make a list of the best ways to protect the environment.

C. Listening

1. Pre-Listening
- Ss work in groups.

Answer key
1T 2F 3F 4T 5F 6F

2. While-Listening
- Ss listen to the tape and check their prediction.

- Ss listen again and complete the notes (P.50).

- Ss compare with their partner.

- T checks with the whole class.

3. Post-Listening

- Ss work in groups to talk about reasons that cause ocean pollution.

- Retell story
Eg: ~ Waste materials come from factories…

D. Homework
- Complete sentences in speak and LF 4,5.

- Study the lesson again.

- Do exercises 2-5 in WORKBOOK.

Date: ……………

Unit 6 - the environment

Lesson 2 – Speak and listen

I. Vocabulary
dissolve(v): phân huỷ

persuade(v): thuyết phục

exhaust fume(n): ống khói

pump(v): bơm

(to) be guilty of(v): có tội, có lỗi

(to) spill(v) làm tràn, làm đổ

(to) leak(v): lọt qua, rỉ ra

Deliberate(adj): có suy nghĩ cân nhắc, thận trọng

2. Speaking

You Your partner

I think you should… Why?

Because……

Example exchange
You: I think you should go to school by bike.

Your partner: Why?

You: Because we don’t have to use any petrol. If we go by bike, we can save energy and we will keep the environment cleaner.

Example exchange
S1: How can we save paper?

S2: We can save paper by writing on both sides of the paper or recycling used paper. How can we use fewer plastic bags?

S1: We can use fewer plastic bags by saving plastic bags, cleaning and reusing them. How can we reduce water pollution?

S2: …
~ Don’t throw waste and garbage into

streams, lakes, and even ocean.

~ Throw garbage in waste bins.

~ Use fewer private vehicles and don’t release pollutants into the air.

~ Try to reuse and recycle things.

3. Listening

- T/F statements
1. Most of the pollution comes from people.

2. Many countries are worried about raw sewage flowing into the sea..

3. Little garbage is dropped into the sea.

4. Oil spills pollute the water and kill marine life.

5. Waste from schools runs directly into the rivers.

6. Oil is washed from the land.

Answer key

4. Homework

- Complete sentences in speak and LF 4,5.

- Study the lesson again.

- Do exercises 2-5 in WORKBOOK

How the ocean is polluted
Firstly: Raw sewage is pumped directly into the sea.

Secondly: Garbage is dropped into the sea.

Thirdly: Oil spills come from ships at sea.

Next: Waste materials come from factories.

Finally: Oil is washed from the land.

Feed back

……………………………………………………………………………………………………..

Preparing date: ……./……/ 201

Teaching date: ……./……/201
UNIT 6. THE ENVIRONMENT

Period 39 Lesson 3 – Read
I- Objectives

- By the end of this lesson, Ss will be able to read & understand the poem about the environment.

1. Knowledge:

- Vocabulary: a junk-yard, a treasure, foam, a hedge, (to) litter, ……….

- Grammar: Conditional type 1

2. Skill(s): read

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

- Teacher: posters, pictures and cassette

- Students: book , exercise book…..

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. PROCEDURES:

Teacher and Student’s activities

Blackboard display

1. Warm-up

- Word Snake

Topic: the environment

2. Pre-Reading

- Pre-teach: vocabulary
- Teacher uses some situations to elicit vocabulary from students.

- Rub out and remember

- Slap the board

- Open prediction

What will happen to the world/ to us if

all the pollution goes on?

- Ss write down 2 or 3 things, then compare with their partner.

Eg:

- We will have no clean water to drink.

- We will have more serious diseases…

3. While-Reading

- Ss read the poem and compare their

prediction with the mother’s answers.

- Matching

- Ss do the matching in section a (P.51) in pairs.

- Comprehension questions
- Ss read the poem again to find the answers to the questions from 1 to 5 in section b (P.51).

Answer key

1. If the pollution goes on, the world will end up like a second-hand yunk-yard.

2. The mother thinks other folk pollute the environment but not her and her son.

3. If the boy keeps asking such questions, his mother will take him home right away.

4. No. Because he is right. If he throws the bottles that will be polluting the woods.

5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution.

4. Post-Reading
- Ss work in groups to discuss the

answers to the questions 6 in

5. Homework
- Study ‘Read’ again.

- Prepare ‘Write’: Copy the model letter in Tieng Anh 9 on P. 52.

Date: ………………

Unit 6 - the environment

Lesson 3 – Read

1. Vocabulary

a junk-yard(n): nơi để đồ đồng nát

a hedge(n): hang rào, bờ giậu

a treasure(n): vàng bạc, châu báu

(to) litter(v): vứt rác bừa bãi

Foam(n) : bọt (nước biển, bia...)

2. Reading
Eg:

- We will have no clean water to drink.

- We will have more serious diseases…
- Matching a (P.51)

Answer key

1- c junk-yard ~ a piece of land full of rubbish

2- gendup~reach a state of

3- ftreasure~ valuable or precious things

4- efoam ~ mass of bubbles of air or gas

5- dstream~a flow of water

6- ahedge~ a row of things forming a fence

7- bfolk ~ people

- Comprehension questions

* Discussion: section b (P.51).

What could we do in our school/house to minimize pollution?
Eg: - Clean our classrooms/ schoolyard everyday.

- Throw trash into bins around the schoolyard.

- Should not litter / spit on the ground.

* Feed back

………………………………………………………………………………………………………………………………………………………………………

Preparing date: ……./……/ 201

Teaching date: ……./……/201
UNIT 6 – THE ENVIRONMENT

Period 40 Lesson 4. Write P.52 -53
I. Objectives:

- By the end of the lesson, Ss will be able to write a complaint letter with the right format and language. Skills: Reading, speaking and writing.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Complain (v) —> complaint (n): express dissatisfaction, Truck (n): strong lorry for heavy goods, Refreshment (n): rest to make spirit freshed again, Fly (n) (translation): two - winged insect Response (v): make an answer Break (n): pause or interval at work. Introduce the format of a complaint: Situation: states the reason for writing Complication: mentions the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely

- Language: Revision old grammar points. : Simple present and Present continuous tense :

S + V (s or es ) Ex: He drives the truck.

S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: Computer and student Palmtop

Students: Books

III. Anticipated problems:

S + V (s or es ) Ex: He drives the truck.

S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.

IV. Procedures:

Teacher and Students’ Activities	Board Display
I. Warm up : (5’) Warm up : (5’) What's in a formal letter? Divide class into small groups. Answers: -T. guides Ss how to play the games. -T.Gives them an A4 size paper, Asks them to write the main parts of a formal letter on the paper in good position. Ex: sender's address,... The team which has enough necessary details and finish in the shortest time is the-winner	Date: ………………. UNIT 6. the environment Leson 4: - Write/ Page 52,53
II.NEW LESSON 1. Pre – writing(10’) : T. lets Ss scane the letter and then choose the voc -Ss. Choose the voc. -Ss . Write voc on the board. -T. guides Ss how to pronounce the voc. -Ss. Practice. -T. corrects and reminds how to pronounce. -T. lets Ss play the games to check their voc. -Ss. Play the games -T. reminds Ss how to play the games. *Checking vocabulary: Rub out and Remember- T .Sets the scene Mr. Nhat wrote a complaint letter to the director of L&P Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S, C, R, A or P.-T. explains the parts of the format camplaint letter.-Ss. Listen and copy .-T. lets some good Ss translate the letter and the form. -Ss. Translate -Others crossing-check. -T. corrects and explains. -Ss. Listen and copy. Have Ss work in pairs and do the labeling and ordering. Call on some pairs (one after another) read the aloud the letter with the correct order. Each pair reads aloud one part. -T. lets Ss scane the complaint letter and translate the letter into Vietnamese. -T. corrects and remarks. 2 . While -writing Group work Monitor and help students with words or structures while they are writing. After students finish, call on some -students to read their passages aloud before the class. Discussion: Ask students to discuss the disadvantages of the Internet -Ss. Work in groups. -Ss. Go to the board and write their answer keys. -Ss. Crossing check. -T. gives some suggested ideas. -Ss. Consult and copy them write a passages. -Ss. Copy. -T. gives the correct keys. -Ss. Crossing-check and copy the keys. -T. lets Ss translate the passages. -Ss. Scan and translate the passage. -Ss. Copy. Let students read the production 6b on page 53. Ask some questions to make sure the students know what they have to write. -Ask Ss to read the situation in the textbook Have Ss work individually, write a letter to the head of local authorities to complain about the way of catching fish in the lake behind your house. Follow SCRAP format. -Ask Ss to compare the writing. If time allowed, introduce peer correction. Ask students to write the letter individually. Get students to share with their partners and correct if possible. 3 . Post – Writing : (10’) Ask Ss to read their writing aloud. Ask for comments from other students. Whole class and individual work -T. lets Ss do the exercises. -T. divides the class into groups. -T. lets Ss work in groups . -T . gives Ss . Exercises. -Ss. Do exercise. -Ss.go to the board and present their keys. -Ss. Crossing-check. -T. crrects and give them marks. -Ss. Consult and copy the keys. T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -Ss. Base on them and do the exercisesThis can be organized in form of a competition: Which is the most impressive reading?A. Read the following letter to a local newspaperDear Editor, I am sick and tired of the traffic in this city! It is so bad that I can never get anywhere on time. There are too many cars on the road, and most of them have only one person in them. Another problem is the buses. They are so old and slow that nobody wants to take them. They are noisy and very dirty. You can't even see out the windows! Also, the taxi drivers are rude. They never know where they are going, and they take a long time to get someplace. Taxis are expensive, too. And the subway is just too crowded and dangerous. What are we going to do George Grady Oakville	I. Vocabulary : Complain (v) —> complaint (n): express dissatisfaction Truck (n): strong lorry for heavy goods Refreshment (n): rest to make spirit freshed again Fly (n) (translation): two - winged insect Response (v): make an answer Break (n): pause or interval at work. Introduce the format of a complaint: Situation: states the reason for writing Complication: mentions the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely II . Writing (15’) Answer key: Dear Sir/Madam R:1 would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving. S:I am writing to you about the short stop of your trucks around my house on their way to the north. A:I look forward to hearing from you and seeing good response from your company. C:When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment. When the truck leave the place, the ground is covered with trash and a few minutes later there is smell and flies. P:Faithfully, Tran vu Nhat * Questions: a. What do people do in the lake behind your house these days? (They begin to catch fish) b. What makes you worried? (They use electricity to catch fish.) c. To whom do you write the letter to ? (We write to the head of the local authorities) d. What suggestion do you want to make? (We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish. e. Any future plan you want to make? (We look forward to seeing the protection of environment from the local authorities). * Sample: Dear Mr. President. I am writing to you about the catching of fish of many people in the lake behind my house. I am very worried because they use Give feedback and suggested writing: Dear Mr. President, I am writing to you about the problem of fish catching in the lake behind my house. I am very worried because they don't use fishing rod or net but use electricity to catch fish. After a short time they leave the lake, a lot of small fish die and float on the water surface. Other animals such as frogs, toads, and even birds have also died from electric shock waves. I would suggest the local authorities should prohibit and find heavily anyone using this way of catching fish. I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority. Sincerely. Suggest five ways to solve the transportation problems in Oakville. Example: Taxis drivers should take classes to learn how to be friendly.
IV. HOMEWORK (2’) T assigns homework	3. Home work: - Learn by heart all the vocabularies. And the grammar points. Simple present and Present continuous tense S + V (s or es ) Ex: He drives the truck. S + Be ( am , is , are ) + V-ing Ex: He is driving his truck. - Write a complaint letter about pollution in your home town.

* Feed back

………………………………………………………………………………………………………………………………………………………………………….

Preparing date: ……./……/ 201

Teaching date: ……./……/201

Unit 6 - The environment

Period: 41 Lesson 4: Language Focus Page 53-56

I. Objectives:

- By the end of the lesson, Ss will be able to use the adverbs correctly.Understanding the use of adjectives and adverbs, adverb of clause and the conditional sentence type 1.. Skills: Reading, speaking and writing

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Assignment (n): exercise; Sigh (n): long deep breath

- Language:

If S + do , S+ will do Example:

If the pollution goes on, the world will end up like a second hand junk yard. :

- Adjective + that clause

S + be + adjective + that clause Ex: I'm pleased that you are working hard.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: Computer and student Palmtop

Students: Books

III. Anticipated problems:

S + V (s, es ) Ex: He drives the truck.

S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

Write the words whose letters are not in good order on the board / or on the card.

Jumbled words

1. Wols —» slow 2.Asd -____> sad

3. Dogo —> good 4. Pahapy -» happy

5. Termexe —> extreme

Ask Ss to work in groups and arrange the letters to make complete words.

Groups with more correct words first will be the winner

Date: ……………….

UNIT 6. The environment

Leson 5: - Language focus/ Page 53-56

II. NEW LESSON

-T asks Ss what is adverd, what is adjective?

-Ss. Listen and answer.

-T. explains the different between Adjective and adverb.

-Ss. Listen and copy the note

-T. explains how to use adjective and adverb.

-Ss. Listen and answer.

-T. lets Ss give form

- T give the correct keys.

-Ss. Copy.

-Ss . base on the parttern and do some examples.

-T. gives the secret methods how to use adverbs and adjectives.

-Ss. Listen and copy.

- Ask students to use the adverbs provided in "Pelmanism game" to complete the sentences on Language Focus 1 on page 53. Get students to work in pairs. Give feedback.

Have students do the Language Focus 2 exercise on page 54 — 55. Let students work in pairs and join the pairs of sentences together using Because, Since or As. Call on some students to read aloud their sentences. Correct if necessary.

He failed the exams. He is too lazy.

Ask Ss about the relation between two clauses.

—>reason.

Introduce the words expressing clauses of reason: Because = as = since

Ask Ss to do exercise 2. Join the pairs of sentences together. Use because, as or since.

- Set the scene to introduce the structure: adjective + that clause

Ba: Dad! I got mark 9 on my test

-Let Ss practice the structure by completing the dialogues in the book.

Call on some Ss to read the completed dialogues aioud in class.

Have Ss do exercise 4. Match each half -sentence in column A with a suitable one in

Whole class and pair work 15'
-Ask Ss to compare their answers with a friend

-T. reminds the structures.

-Ss . listen and copy .

-T. reminds how to use the grammar point.

-Ss. Base on the structures so Ss. Do some exrcises and the examples.

-T. lets Ss crossing-check and correct.

-T. gives the correct answer , Ss. Consult and copy.

-Ask Ss to compare their answers with a friend

-T. reminds the structures.

-Ss . listen and copy .

-T. reminds how to use the grammar point.

-Ss. Base on the structures so Ss. Do some exrcises and the examples.

-T. lets Ss crossing-check and correct.

-T. gives the correct answer , Ss. Consult and copy

- T. asks Ss when do people use conditional sentences.

-Ss.answer.

-T. gives the correct answer.

Ss. copy and copy.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises

-Ask students to write 5 sentences using the structure adjective + that clause.

I. Vocabulary :

Complain (v) —> complaint (n): express dissatisfaction

Truck (n): strong lorry for heavy goods

Refreshment (n): rest to make spirit freshed again

Fly (n) (translation): two - winged insect Response (v): make an answer

Break (n): pause or interval at work.

Introduce the format of a complaint: Situation: states the reason for writing

Complication: mentions the problem

Resolution: makes a suggestion

Action: talks about future action

Politeness: ends the letter politely
2. Activitiy : 1 ( 5’):

Revision of adverbs

Review the formation

and the use of adverbs

of manner through questions:

How are adverbs formed?

What do we use adverbs for?

Formation:

Adjective + ly - adverb

Introduce the examples by asking Ss to do

exercise 1 (part 1) in the book. Change the adjectives into adverbs:

Adjective Adverb

Extreme Extremely

Good Well

Happy happily

Sad Sadly

Slow Slowly

We use adverbs of manner to modify the verb.

It usually goes after the main verb.

Ask Ss to go on with exercise 1". Use the adverbs to complete the sentences.

Give feedback and correct Answers:

Hoa wax extremely pleased that she got an A for her assignment.
Revision of adjectives and adverbs * Adj. + LY = Adverb of manner

Adjectives can come in two places in a sentence.

* Before a noun : a nice girl

new shoes

* After the verb be, look, appear, seem, feel, taste, sound, smell...

These shoes are new. That soup smells good. Adverbs normally go after the direct object.

I read the letter carefully. If there is no direct object, the adverb goes after the verb

She walked slowly.

* Answer key:

b. The old man walked slowly to the park.

c. Tuan sighed sadly when he heard that he

failed the test.

d. The baby laughed happily as she played with

her toys.

e. Mrs. Nga speak English quite well.

3. Activity 2 : (10’)

PRESENTATION AND PRACTICE 2 Revision of adverb clauses of reason;

Give out two clauses:

Example:

Ba is tired because I as /since he stayed up

late watching TV.

Have Ss compare the answers with a friend.

Feedback and give the correct Answers:

b) I have a broken leg because/as/since I fell over while I was playing basketball.

c) I'm going to be late for school because/since/as the bus is late.

d) I broke the cup because/since/as I was careless.

e) I want to go home because/as/since I feel sick.

f) I'm hungry beca use/as/since I haven't eaten all day.

Whole class and individual work

4. Activity 3 : (10’)

PRESENTATION AND PRACTICE 3

Adjective + that clause

Explicit the structure:

S + be + adjective + that clause

Ex: I'm pleased that you are working hard.

Feedback and give correct Answers:

b)Mrs. Quyen: When are you going on vacation with your family, Sally?

Mrs. Robinson: Tomorrow. I'm excited that I can go to Da Lat this time.

c)Lan: I'm sorry that I broke your bicycle yesterday.

Tien: Don't worry. I can fix it.

d)Liz: I forget to tell you I was going to Lan's place.

Mr. Robinson: I'm disappointed that you did not phone me about it.

e)Miss Lien: Congratulation!

Nga: Thanks. I'm amazed that I could win the first price.

Revision of conditional sentence type 1

If + main clause, subordinate clause

(simple present tense) (will infinitive)

column B. If it is OK, this activity can be done orally through the game Matching.

. Feedback and give correct Answers:

1-e If we pollute the water, we will have no fresh water to use.

2-a If we cut down the trees in the forests, there will

be big flood every year.

3-c If there is too much exhaust fume in the air, more and more people will cope with respiratory problems.

4-d If you can keep your neighborhood clean, you will

have an ideal place to live.

5-b If people stop using dynamite for fishing, a lot of sea creatures will be well preserved.

5 . Activity 4 (10’)

(If there is not enough time, this exercise can

be assigned as homework)

Answers:

b) If we go on littering, the environment will

become seriously polluted.

c) If we plant more trees along the streets, we will

have more shade and fresh air,

d) If we use much pesticide on vegetables,

the vegetables will become poisonous and inedible.

If we keep our environment clean, we will live a happier and healthier life.

II. WRAPPING-UP (8’)

Make up sentences with the suggested words, using : adj + that – clase.

a.I/ happy/ you/ phone me

b. Her parents/ shocked/ she/ failed/exam.

c. I/ amazed/ I/ meet/ you/ here.

d. I/ sorry/ I break/ the vase.

e. She/ disappointed/ he / leave without saying good bye.

IV. HOMEWORK (2’)

T assigns homework

- Learn by heart all the structures and do the exrcises in the exercises books.

- Write 10 sentenses about If clause.

- Write 10 sentenses about Adjective + that clause

- Model sentence : I'm amazed that you win the game.-

3. Home work:

- Learn by heart all the structures and do the exrcises in the exercises books.

- Write 10 sentenses about If clause.

- Write 10 sentenses about Adjective + that clause

- Model sentence : I'm amazed that you win the game.-

Feed back

……………………..........................................................................................................................................................................................................................................

________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

UNIT 7. SAVING ENERGY

Period: 42 Leson 1: - Getting started/Page 57

- Listen and read/ Page 57,58
I. Objectives:

- By the end of the lesson students will be able to use the words and phrases relating to energy-saving, understand the dialogue and the ways to save energy.

1. Knowledge: (3 basic levels: recognization, comprehension, application)

- Vocabulary: water bill (n): statement of charges for water used, enormous(a) : big, huge; crack(v): to break without complete separation of parts, fissure, pipe(n): tube of metal for conveying water; plumber(n): person who installs and repairs pipes and plumbing; Dripping faucet(n): the tap with falling drop of water.

- Language: suggest+ Ving

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Listen and read

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about some recreations in the world.

Students: Books

III. Anticipated problems:

Suggest + Ving

IV. Procedures:

Teacher and Students’ Activities	Board Display
I. Warm up : (5’) Brainstorming Ask Ss look at picture in part 1 Getting started P.57 Have them work in pairs and make a list of things the family could do to save energy. Call on some students to read the list aloud. Ss may use sentences with modal verbs such as: must, should Answer: - Save water by turning off the faucet when there is enough water supply. - Turn off the lights when unnecessary? Reduce light bulbs	Date: ………………. UNIT 7. SAVING ENERGY Leson 1: - Getting started/57 - Listen and read/ 57 - 58
II.NEW LESSON 1. Presentation : (10’) -Teacher uses some situations to elicit vocabulary from students. * Checking vocabulary: Matching 2. Practice (15’) Set the scene: Mrs Mi is talking to her neighbor, Mrs.Ha about the water bill this month. Ask Ss to practice the dialogue with a partner. Call some pairs to practice the dialogue aloud. Feedback on S’s pronunciation and intonation. Correct the mistakes if any. Ask Ss to read the dialogue again and decide the statements in the book T/F. Correct the false ones. Have Ss compare the answers with a friend. Call some Ss to read their answers in class. Ask them to expain their choice. Write some words in the dialogue on the board . Ask Ss to close the book and recall the dialogue base on the words given. Call some pairs to practice the conversation in class.	I. Vocabulary: - water bill (n): statement of charges for water used - enormous(a) : big, huge; crack(v): to break without complete separation of parts, fissure, - pipe(n): tube of metal for conveying water - plumber(n): person who installs and repairs pipes and plumbing - Dripping faucet(n): the tap with falling drop of water. II. Practice ( (15’) 1. T/F statements Answer 1T; 2T; 3. F.( Mrs.Ha hasn’t check the pipes yet) 4. F. (Mrs.Ha suggests taking showers) 5. T 2. Mapped dialogue Matter Worried ……. water bill Reduce …. Plumber …. cracks
II. WRAPPING-UP (8’) Summarize main points
IV. HOMEWORK (2’) T assigns homework	3. Home work: - Learn voc by heart - Practice the dialogue again.

______________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

UNIT 7. SAVING ENERGY

Period: 43 Leson 2: - Speak/58 – 59

I. Objectives:

- By the end of the lesson students will be able to use suggestions to suggest ways to save energy through group discussion.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision

- Language: suggest+ Ving; Passive voice Be + PP Ex: Energy is used by us

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Speak and Listen

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - whiteboard markers, posters, pictures.

Students: Books

III. Anticipated problems:

Suggest + Ving, Passive voice

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

Guessing game

Date: ……………….

UNIT 7. SAVING ENERGY

Leson 2: - Speak/58 - 59

II.NEW LESSON

1.Presentation:

T Asks Ss questions about solar energy

-Ss. Listen and answer

-T. gives them marks; T .corrects

-T.guides Ss how to answers.

-T. supplies the difficult words.

-Ss. Listen and copy.

-T. lets Ss choose the voc.

-Ss go to the board and write on the voc.

-T. guides Ss how to pronounce the voc.

-Ss. Imitate the T.

-T. corrects and explains how to pronounce.

-Ss. Listen and copy.

Checking technique : Rub out and remember 2. Speak

Review the ways to make suggestions

Ask Ss to make some sentences with the structures above.

3.Practice

Have Ss look at the expressions in above tables and pictures in the book to make suggestions about how to save energy. Follow the example:

Call some Ss to read the suggestions aloud.

Feedback and give suggested Answers:

-Ss . Listen and write the instructions of the Teacher explaining.

-T. reads the passage slowly and clearly.

-Ss. Listen and repeat the true statements loudly.

-T. reads the statements one by one.

-T. stops every statement one by one.

-Ss. Think and repeat or not.

-T. says “sorry or Oh no…” if the sentence is wrong. And “ great or correct or excellent if the sentences is correct”

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

I.Speak

Suggestion	Response
I suggestion + V-ing I think we should … Shall we ….? Why don’t we …? How about +V-ing …? What about + V-ing….? Let’s ……	OK That’s a good idea All right No, I don’t want to. I prefer to… Let’s ....

I think we should turn off the faucet.

I suggest fixing the faucet.

b) I think we should turn off the gas fire.

c) I sugegest turing off the fan.

d) I think we should off the air conditiinner when no one is in.

e) Why don’t we turn off the TV when no one watches it.

f) I think we shouldn’t go to school by motorbike.

g) Let’s go to school by bus or bicycle.

II. WRAPPING-UP (8’)

Summarize main points

IV. HOMEWORK (2’)

T assigns homework

3. Home work:

- Learn by heart all the voc and the structures Passive Voice : ( Be + PP ) Ex: Energy is used by us ; Prepare next period Read ; Do exrcises in the work book unit 7 Think and write a new energy that you are going to invent in the future.( write a passage)

_______________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

UNIT 7. SAVING ENERGY

Period: 44 Leson 3: - Listen / 60

I. Objectives:

- By the end of the lesson students will be able to use suggestions to suggest ways to save energy through group discussion.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Solar (a): belongs to the sun Solar energy (n): energy like electricity received from the sun Nuclear power (n): power derived from nuclear energy Solar panel (n): device like walls or doors for receiving solar radiation Advanced (a): ahead of time I high level Roof (n): upper covering of a house

- Language: suggest+ Ving; Passive voice Be + PP Ex: Energy is used by us

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Speak and Listen

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - whiteboard markers, posters, pictures.

Students: Books

III. Anticipated problems:

Suggest + Ving, Passive voice

IV. Procedures:

Teacher and Students’ Activities	Board Display
I. Warm up : (5’) Whispering Game Divide the class inro two teams A and B and live up the players. (If there’s an odd numberred player, one can be the teacher’s “helper’’.	Date: ………………. UNIT 7. SAVING ENERGY Leson 3: - Listen / 60
II.NEW LESSON 1.Presentation: T Asks Ss questions about solar energy -Ss. Listen and answer -T. gives them marks; T .corrects -T.guides Ss how to answers. -T. supplies the difficult words. -Ss. Listen and copy. -T. lets Ss choose the voc. -Ss go to the board and write on the voc. -T. guides Ss how to pronounce the voc. -Ss. Imitate the T. -T. corrects and explains how to pronounce. - Ss. Listen and copy. Checking technique : Rub out and remember 2. Listen:What is solar energy? What are advantages of solar energy? Is solar energy operated in Viet Nam? -Lets Ss read the statements in a) carefully. –Make sure Ss understand all the statements. –Ss. Work Individual work Instruct the task: - Listen to the news on solar energy and decide whether the statements are true or false. Check (V) the boxes and correct the false ones. - Plays the tape more than once if necessary. - Asks Ss compare the answers with a friend. - Plays the tape again and ask Ss to task 2: Fill in each blank with one word you hear. Before playing the tape, ask Ss to guess the missing words. Useful question is: What is the part of speech of the missing words? - Calls on some Ss to read the completed sentences aloud. Whole class work . - Lets Ss go to the board and write their answer key on the board. - Lets Ss crossing-check. - Crossing-check. - Gives the correct answers; - Consult and copy the keys. - Lets Ss listen to tape transcript. - Listen and translate the tape transcript into Vietnamese. - Helps Ss voc. Tape transcript: Are you looking for a cheap, clean, effective source of power that doesn't cause pollution or waste natural resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the use of coal, gas, or nuclear power. This power could be provided by the sun. One percent of the solar energy that reaches the Earth is enough to provide power for total population. Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun's energy can be stored for a number of days, so on cloudy day you can use solar energy too. Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar energy instead of gas by the year 2015. Read aloud 5 to 7 statements about content of the listening. If the statements are true, Ss repeat after teacher. If the statements are false, Ss stay silent. Any Ss don't follow this rule, They will be given a kind of "punishment" by class members or teacher -T. guides Ss how to do the exercises. -Ss . Listen and write the instructions of the Teacher explaining. -T. reads the passage slowly and clearly. -Ss. Listen and repeat the true statements loudly. -T. reads the statements one by one. -T. stops every statement one by one. -Ss. Think and repeat or not. -T. says “sorry or Oh no…” if the sentence is wrong. And “ great or correct or excellent if the sentences is correct” T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises. -Ss. May ask T some difficult voc and structures ; T explains	I.Vocabulary Solar (a): belongs to the sun Solar energy (n): energy like electricity received from the sun Nuclear power (n): power derived from nuclear energy Solar panel (n): device like walls or doors for receiving solar radiation Advanced (a): ahead of time I high level Roof (n): upper covering of a house II.Liten True or false Feedback and give the correct Answers: 1. True 2. False. (Most of our electricity comes from the use of coal, gas, oil or nuclear power.) 3. False. (It is enough to provide power for total population.) 4. True 5. False, (in 2015) Gap filling Give correct Answers: 1. The sun can be an effective source of power. 2. Solar energy doesn't cause pollution. 3. A lot of countries in the world are already using solar energy. 4. It is possible to store solar energy for a number of days 5. Solar panels are installed on the roof of the house to receive the energy from the sun. 6. We can save natural resources by using solar energy instead of coal, gas and oil. True /False repetition drill Solar enery - advantages and difficulties The first advantage of solar energy is that it is infinite and readily available. For example, if only 1 % of the never-ending solar energy falling on the Sahara Desert could be converted into electrical power. It would supply all the world projected energy needs for the year 2020. Second, solar energy is the cleanest and safest of all energy sources. In particular, unlike fossil fuels and nuclear power, solar energy produces no air or water pollution. Third, solar energy could be used to produce hydrogen gas as a replacement for oil, natural gas and petrol. Besides the advantages, solar power also has some problems. First, solar energy reaching the Earth's surface is widely scattered/ separated. As a result, it has to be collected over a very large area, and has to be concentrated so that it can be used. A second problem with solar energy is that it is not available at night when electrical needs are highest. Furthermore, its supply varies with the amount of cloud and with the season of the year. So because its supply changes, we must develop a method of storing solar energy received on sunny days for use at night, during cloudy weather, and in winter.
II. WRAPPING-UP (8’) Summarize main points
IV. HOMEWORK (2’) T assigns homework	III. Home work: - Learn by heart all the voc and the structures Passive Voice : ( Be + PP ) Ex: Energy is used by us ; Prepare next period Read ; Do exrcises in the work book unit 7 ; Think and write a new energy that you are going to invent in the future.( write a passage)

Feed back: ..........................................................................................................................................................................................................................................................................

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 7. SAVING ENERGY

Period: 45 Lesson 4: Read/ P 60 – 61
I. Objectives:

- By the end of the lesson, Ss will be able to get general idea of the reading through choosing the best summary and answering questions Reading for gist and details about ways to save energy.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Luxury > < Necessity, Consumer (n): user of product or service, Household (n): family, Account for (v): represent, Labeling scheme (n): campaign that gives labels to products,Tumble dryer (n): machine that drys things usually hair or clothes, Innovation (n): bringing in new ideas, making changes

- Language: Passive voice Be + PP Ex: Energy is used by people.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Read

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop.

Students: Books

III. Anticipated problems:

Passive voice Be + PP

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

Find someone who Name

Do you usually...?

turn off the light when it is not necessary? ………….

go to school by bus?

put garbage into dust bin? ………….

use banana leaves to wrap food?

-T Preparse a two column table with Yes/No questions and Name.

-T.Lets Ss go around the class and ask other Ss what they usually do to save energy. If the answer is YES, write his /her name in the table.The winner is the first one who completes the name colum

Date: ……………….

UNIT 7. SAVING ENERGY

Lesson 4: Read/ P 60 – 61

II.NEW LESSON

1/ PRE – READING (5’)

-T.Asks Ss work in pairs and make sentences with the new words they have learned.

-T.Calls on some Ss read their sentences aloud.

-T.Gives comment to make sure Ss understand the use of the words.

Checking technique

Sentence modeling

2/ WHILE –READING (15’)

Scanning and skimming

Ask Ss to read the passage very quickly and answer the following questions:

Call on some Ss to answer the Qs. Give the correct answers

Choosing the best summary ( Reading for main idea)

Have Ss read the passage more carefully and choose the best summary for it among four following options:

Ask Ss to give explanation for their choice. Give the correct answer:

Explaination

3 is the best answer because three others are too specific. They only cover one part of the passage.

Tell Ss to read the passage again and answer the questions.

Ask Ss to compare their answers with a friend.

Call on some Ss to read their answers aloud in front of class.

Make necessary corrections and give correct Answers:

3. POST – READING (10’)

Expand the topic by opening a discussion on question:

Suggested Answers:

-T.Asks Ss to work in group to list the reasons for saving energy.

Group work

-T. Calls on representative of some groups to present in front of class.

Whole class work/

Whole class WRAPPING

Summarize main points. Assign homework

- T. lets Ss go to the board and write their answer keys on .

- Ss. Crossing –check.

- T. corrects and gives them marks.

T. recommends Ss some things Ss listen and copy.

- Ss. Base on the structure and build the sentences.

- T. reminds Ss the voc and the structures.

- Ss. Base on them and do the exercises.

- Ss. May ask T some difficult voc and structures ; T explains

I. Vocabulary:

Luxury > < Necessity

Consumer (n): user of product or service

Household (n): family

Account for (v): represent

Labeling scheme (n): campaign that gives labels to products

Tumble dryer (n): machine that drys things usually hair or clothes

Innovation (n): bringing in new ideas, making changes

II. READING (15’)

1. Which continents are mentioned in the text?

2. Are electricity, gas and water luxuries or necessities?

/. America and Europe.

They are necessities.

1. Energy -saving bulbs should be used to save electricity.

2. In western countries, electricity, gas and water are necessities.

3. North American and European countries are interested in saving money and natural resources.

4. Labeling schemes help save energy.

3.North American and European countries are interested in saving money and natural resources.

Answering questions (Reading for details)

1. Western consumers are interested in products that will not only work effectively but also save money.

2. We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting.

3. She will pay US$2 for lighting if she uses energy-saving bulbs instead.

4. The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy.

Why should we save energy?

Save money

Conserve the Earth's resources

Protect environment \ Prevent natural disasters

Match the word in A to the word in B to make complete words.

electricity
washing

3.energy

4. Tumble

5.western

Bill
saving
machine
dryer
countries

Answer keys:

1-a ; 2- c ; 3 – b ; 4 – d ; 5- e;

II. WRAPPING-UP (8’)

Summarize main points

IV. HOMEWORK (2’)

T assigns homework

3. Home work:

- Learn by heart all the vocabularie and structures: Passive voice Be + PP Ex: Energy is used by people.

- Do exercises in the work books.

___________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

UNIT 7. SAVING ENERGY

Period: 46 Lesson 5: Write/ P61 – 62
I. Objectives:

- By the end of the lesson, Ss will be able to write a short, simple speech with clear organization and present it in front of the whole class Writing a speech about energy saving and other school-related topics.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision

- Language: Passive voice Be + PP Ex: Energy is used by people.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop.

Students: Books

III. Anticipated problems:

Passive voice Be + PP

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up : (5’)

-T.Draws a table containing 9 words in each cell.

Noughts and Crosses

Electricity	Freezer	Consumer
Gets	Washing machine	Household
Water	Dryer	Dryer

- T. Divides class into two groups: Noughts (O) and Crosses (X)

- T. Asks Ss to choose word in the cell and make a sentence with that word. A correct sentence with the given word will get one O or X. The group with 3 O or X vertically, horizontally or even diagonally will be the winner

Write the words whose letters are in a random order on the board. Divide the class into two team. Students from two teams go to the board and write the correct words. The team which write more correct words first win the game.

Date: ……………….

UNIT 7. SAVING ENERGY

Lesson 4: Write/ P61 – 62

II. NEW LESSON

1/Pre-Writing : ( 10’)

Vocabulary revision

Jumble words

sum up (express briefly)

- T. Asks Ss to work individually, match each part of a speech in column A to a suitable function in column B.

Implicit the functions of the parts a speech by questioning:

- T . Reminds Ss how to make a speech.

- T. explains.

Definition of a speech

It is the act of delivering a formal spoken communication to an audience. A speech usually has three parts: Introduction, Body and Conclusion.

What do we do in Introduction?

What is included in Body?

-T. lets Ss work in groups.

-Ss. Go to the board and write their answer on the board.

-Ss. Crossing-check.

-T. gives the correct answers.

-Ss. Consult and copy

2/ While-Writing

-T. Asks Ss to work in pair, put the sections in the correct place to complete a speech.

-T. Calls on some Ss to deliver the speech in front of class.

Comment and correct any necessary mistakes. Give suggested answer:
Preparing and delivering a speech

Writing speeches - Exhibition
Tell Ss to choose one of the topics in the book: Reducing garbage, Reusing paper and Saving energy in the kitchen and then prepare a speech for the class.

Ask Ss to eompare the writing with a friend.

-T. Divides the class into 3 groups, asks each group to a speech about one of these topics

• Reduce garbage.

• Reusing paper.

Saving energy in the kitchen.

Introduce Peer correction. Have Ss check and comment on each other writing.Go around class and offer help if necessary

Give comments on S's performance regarding
pronunciation, body language, eye contact...
Give suggested

If you follow these simple rules, you'll not only save money, but also conserve the resource.

* Correction:

- Have a volunteer from each group

present his/her group's speech before class. Correct their mistakes Give feedback

Ask students to copy down one of these speeches in their notebooks.

T- lets Ss work whole class

-T. lets Ss reread the passages.

-T.lets Ss translate the passages into Vietnamese.

-Some Ss go to the board and write on their answer keys.

-Other Ss crossing-check.

-T. presents the keys.

-Ss . Compare and copy the correct keys.

3/ Post-Writing: (10’)

Write and read a passage “ How to save Energy at your house or your School”

- T. lets Ss write a passage how to save energy in our houses or our school.

- Ss . work in 7’ .

- T. lets Ss stand up and read their methods how to save energy at their home or their school.

- T. lets Ss go to the board and write on others read their methods.

- Ss. Remark and correct.

- T. remarks and corrects then give them marks.

- Ss. Consult and copy .

T. recommends Ss some things Ss listen and copy.

- Ss. Base on the structure and build the sentences.

- T. reminds Ss the voc and the structures.

- Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures

T explains

1.Vocabulary revision

usm pu = sum up

ioatnetnt = attention

aeidtl = detail

diosl = solid

fradt = draft

* Matching

A:	B:
Parts of a speech I. Introduction 2 Body 3. Conclusion	Functions A. summing up what you have said B. . getting people's attention • and telling them what you are going to talk about C. giving details in easy-to understand language

1. B, 2.C, 3. A

2/ Writing : (15’)

Ordering

3. Good evening, ladies and gentlement. I'm Professor Roberts and tonight I'm going to tell you how to save money.

2. Most of us use too much gas. You can reduce this amount by:

• traveling by bicycle or public transport.

• having mechanic check your motorcycle regularly.

1. If you follow these simple rules, not only will you save money, but also the environment will be cleaner.

Answers:
Reducing garbage

Good morning, ladies and gentlement. Thank I you for coming here today. I'm Professor Hung, President of Friends of the Earth. I’m going to tell you about the ways of reducing garbage.

• As we know that reducing garbage is necessary. W e can reduce garbage Collecting plastic bags • Not keeping solid waste with food waste.

Putting different kinds of waste in different places.

I hope that you will be able to find the most suitable way to reduce the amount of garbage we produce.

Reusing paper

Good evening everybody. I'm glad to be here this evening. My name is' Nam. I come from grade 9A. I'm going to talk to you about reusing paper.

There are three ways to reuse paper. Firstly, we should have a separate wastebasket for wastepaper. Secondly, we should keep sheets with single printed page for drafting.

If' you follow these simple rules, not only will you save money, but also the environment will be cleaner

Saving energy in the kitchen.

Hi everybody. It's a pleasure to be here with you today. My name is Tuan. Our topic today is ways of saving energy in the kitchen.

|Saving energy is our responsibility. We can | save energy in the kitchen by:

• Turning off the lights

• Preparing food carefully before turning on the stove

• Keeping refrigerator door close.

If you follow these simple rules, not only will you save money, but also the environment will be cleaner

* Write and read a passage “ How to save Energy at your house or your School”

I am a student in class 9 A , I would like to tell you how save energy in our School.

I think we should prepare our School’s water pipes and rewire our electric wire. Now every classroom’s electricity wire is bad , the fuses are damaged ,some lights and fans do not work, some water pipes and faucets are dripped and damaged . Every student must have good character such as we should turn off the fans or lights when we are out of the classroom.

For me: all the students in Suoi Day Junior Secondary School must follow this rule we should save money and energy in our school.

II. WRAPPING-UP (8’)

Summarize main points

IV. HOMEWORK (2’)

T assigns homework

3. Home work:

- Learn by heart all the voc and grammar points

-Write a passage how to save energy in your home town or your country.

__________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 7. SAVING ENERGY

Period: 47 Lesson 6: Language Focus /P62 – 64
I. Objectives:

- By the end of the lesson, Ss will be able to further improve their understanding about common connectives, phrasal verbs and suggestions through sentence completion and suggestions-making. Revision of connectives, phrasal verbs and making suggestions.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision

- Language: Making suggestions: Suggest + V-ing ; Suggest (that) +S + should

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop.

Students: Books

III. Anticipated problems:

Passive voice Be + PP

IV. Procedures:

Teacher and Students’ Activities	Board Display
I.Warm up : (5’) Brainstorming. Explain function of the connectives: And: to add a similar or another idea But however: to add an opposite idea Because: to give a cause (reason) So, therefore: to give an effect Or: to give an alternative Brainstorming: however therefore moreover because look after turn off belong to go on talk to * Suggested list of verbs + prepositions look for ;turn on; want for; depend on; listen to dream about	Date: ………………. UNIT 7. SAVING ENERGY Lesson 6:Language Focus /P62 – 64
II.NEW LESSON 1/ Activity 1 -Ask students to think of connectives that they've learnt. -Have students go to the board and write down the connectives. Give feedback. -Ask students to give Vietnamese meanings.Have students work individually to do the exercise Language focus 1 on -Tell Ss to do exercise 1. Complete the sentences. Use the correct connectives. -Ask Ss to compare the answers with a friend 2 /Activity 2 Implicit the meanings of the phrasal verbs through examples:56 Now. can you guess the meaning of those of phrasal verbs in the following context? Provide students 5 verbs + prepositions and then ask them to match the verbs with the pictures on page 64. Have Ss do exercise 2. Complete the sentences. Use the right tense form of the phrasal verbs in the box and the pictures. Have Ss compare their answers with a friend. Correct any necessary mistakes Individual and pair work - Ask students to work in pairs to compare their answers. - Give feedback. Have some students read aloud the completed sentences, check their pronunciation and the meanings. 3/ Activity 3: Review some structure to make suggestions. Note: Ss are advised to use different structures to make suggestions. -Divide class into 2 teams. Each team takes charge of one part. Team 1 make suggestions to help the poor in the neighborhood of their school. Team 2 make suggestions to improve their English. Ideas in the textbook may be useful. -Ask Ss do the task in groups or in pairs of each team. -Call on some Ss to read aloud their suggestions. Whole class T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises. -Ss. May ask T some difficult voc and structures ; T explains and structures ;	1/ Activity 1 Answers: a) Mrs. Quyen bought corn, potatoes and cabbages al the market. b) I'd love to play volleyball but I have to complete an assignment. c) Nam got wet because he forgot his umbrella. d) Hoa failed the math test. Therefore she has to do the test again. e) Do you want Vietnamese tea or milk tea? f) It's raining, so I can't go to the beach. g) Ba's hobbies are playing football and collecting stamps. h) Na is very tired. However, she has to finish her homework before she goes to bed. 2 /Activity 2 It's dark here. Can you turn on the light? Please turn off TV when you finish watching. It's important to look for a job after graduation. My sister looks after the pet when I am away. He goes on talking about himself. Turn on: switch onistart Turn off: switch off/stop Look for: try to find Look after: take care of Go on: continue Answers: 1. Hanh can't go to the movies with us tonight. She will have to look after her little sister. 2. If we go on wasting water, there will be a shortage of fresh water in a few decades. 3. "Turn on the TV for me , will you? I wan) to watch the weather forecast." 4. "I think I've lost my new pen. I've looked for it everywhere and I can't find it anywhere." 5. Mrs. Yen forgot to turn off the faucet when she left for work. Answer keys: Picture 1: look after the baby Picture 2: go on (wasting paper). Picture 3: turn on TV. Picture 4: look for. Picture 5: turn off the faucet Have students work in pairs to do They have to complete the sentences by using correct connectives. Noughts and Crosses: Divide the class into two teams. One team is Nought (O) and the other is Cross (X). Have two teams choose the words in the boxes in turns. And make sentences with the connectives given. If the sentence is correct, they will get one mark. The team which has 3 Noughts or 3 Crosses in a line will win the game. Draw this chart on the board and the game begins. 1 or 2 and 3 so 4 but 5 therefore 6 however 7 so 8 because 9 and 3/ Activity 3: Review some structure to make suggestions. Note: Ss are advised to use different structures to make suggestions. A/ a/I suggest collecting some money. b/ I suggest organizing a show to rise money/ c/ I suggest giving lessons to poor childen. d/ We suggest helping elderly people and war invalid with their chores. B/ a/ I suggest(that )you should work harder on your pronounciation. b/ I suggest that you should write sentences with new words. c./ I suggest that you should speak English in class. d/ I suggest that you should buy a good dictionary. e/ I suggest that you do some reading every day.
II. WRAPPING-UP (8’) Summarize main points
IV. HOMEWORK (2’) T assigns homework	3. Home work: -Learn by heart all the new words and the structures - Making suggestions: Suggest + V-ing ; Suggest (that) +S + should verbs + prepositions look for ;turn on; want for; depend on; listen to dream about

Feed back:

……………………………………………………………………………………………………………………………………………………………………………….

___________________________________________________________

Preparing date: ……./……/ 2014

Date of test: …./…./2014

Period 48 Written test 45’ n0 3
I. Ojectives:

- By the end of this lesson, Ss will be able to understand and remember the main knowledge Ss have learnt in Unit 6, Unit 7 and through the test - Ss do the test individually and silently.

- Evaluate the Ss studying results with knowledge, skill. Apply one’s knowledge, skill in the test.

- Bring up sense of self improved ,teach one self , and apply one’s knowledge

II. Teaching aids:

- The test and answer keys

III. Procedures

* Feed back

_____________________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 8. Celebrations

Period: 49 Lesson 1: Getting started + listen and read/p65,66
I. Objectives: By the end of the lesson, Ss will be able to:

1. Knowledge:

- Vocabulary: - Sticky rice cake, Occur,Live apart Israel,Jewish,Passover,

Slavery,Joyful ,Parade

- Language:

2. Skill(s): Get further information about celebrations in the world,practice reading comprehension skill for details to complete a table

3. Attitude: Ss will be interested celebrations.

II. PreparationS:

Teacher: poster, pictures, cassette

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the way to write the speech .

IV. Procedure:

Teacher’s and ss’ activities

Board display

I. Getting started (5’)

T: Ask Ss to work in groups and make a list of famous celebrations in Vietnam and world wide.

In the time allowed, group with the longest list will be the winner.
T: Ask Ss further questions about facts of the above celebrations

Eg: In which country do people celebrate..?

What do they do?

Unit 8: celebrations

Lesson 1: - Getting started

- Listen and read/p65,66

Christmas

Valentine
Easter

Mother's day
Thanksgiving day

Halloween

...........

II. New lesson:

1. Listen and read:10’

* Vocab
T: Teach vocabulary,using some techniques
* Check: Matching

2, Listen and read
T: Have Ss listen and read the passage about

I. Listen and read:

1. Vocab
- Sticky rice cake (n): traditional chung cake

- Occur (v): happen, take place

- Live apart (v): far away

- Israel: níc Israel

- Jewish (adj) ngêi do th¸i

- Passover (n): LÔ qu¸ h¶i (ngêi do th¸i)

- Slavery (n): condition or work of slave.

- Joyful (adj): cheerful

- Parade (n,v): march with display

2. Listen and read

II.Practice:
1, Getting started

celebrations in Vietnam and in other countries

II.Practice:20’

1. Getting started
T: Asks Ss to work with a partner. Match the icons with the names of the celebration they present

Correct the Answers

2, Complete the table

T: Have Ss listen and read the passage about celebrations in Vietnam and in other countries and ask them to complete the table with five heading.

- Helps Sts to complete

- Gives some new words, explains and asks Sts to read

3,Answer the questions:
- T: Asks Ss to work in groups. Read the passage in the book and then give the answers.

1. Easter 2. Wedding
3. Birthday 4. Christmas

5. Mid – fall 6. Lunar New Year

2, Complete the table

Celebration

When?

Activities

Food

Country

Tet

In late January or early February

Clean and decorating homes, and enjoying special food

Sticky rice cake

Vietnam

Passover

Late march or early April

(not available)

Special meal called the Seder

Israel

Easter

Around the same time as Passover

People crowd the streets watch colorful parade

Chocolate or sugar eggs

In many countries

3,Answer the questions:

Ex:

S1:When does Tet occur ?
S2: It occurs in late January or early February

- T models first.
- Calls some Sts to write down their answers

- Corrects the mistake and give answers

III. Wrapping-up (GW)(8’)

* Retell the text: Ss retell the text .

* Retell the text.

IV. Homework(2’)

T assigns homework.

Homework- Use vocab to make sentences

Feed-back:

……………………………………………………………………………………………………………………………………………………………………………....

__________________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 8: Celebrations

Period: 50 Lesson 2: Speak /P66
I. Objectives:By the end of the lesson, Ss will be able to:

1.Knowledge:

- Vocabulary:

- (to) congratulate: chóc mõng

- (to) nominate: lùa chän

- a charity program: ch¬ng tr×nh tõ thiÖn

- an effective activist: ngêi ho¹t ®éng hiÖu qu¶ nhÊt.

- Language: congratulate somebody on….

2.Skill(s): give a compliment and reponses,

3.Attitude: Ss will be in writing speech.

II. Preparations: Teacher: poster, pictures.

Students:

III. Anticipated problems:

1. Ss may not remember vocab

2. Ss may not remember the way to write the speech .

IV. Procedure:

Teacher’s and ss’ activities

Board display

I.warm up (5’)

* Back to the board

- T divides class into 2 teams

- Each teams send 2 members to the board (sit back to the board)

Unit 8: celebration

Lesson 2: Speak P66

- T writes anynames of festival to the board.
- Ss at desk describe the festival.

- Ss sitting at board call out the name of the festival.

Eg:

T writes: "Christmas" Ss may say:

- Children put their stockings under their beds to receive presents

- It occurs on No.24^th

II. New lesson:

I.Speak:20’

1. Vocab:
T elicits words from Ss

- (situation)

- (translation)

- (example)

- (example)

* Ss read the vocab chorally then individually:

Checking the Vocab = What and where

2. Model sentences:
* T elicits some compliments and respond to compliments.

Ss read aloud.

3. Practice:

* Picture cues

- Ss look at the pictures, read the situations and practice giving compliments and responses.

- T - Ss

- Ss - Ss (closed pairs)
- Open pairs

*Situations

- Ss think of other situations to practice.

- Ss practice in groups of 3

- 1 gives situation.

- 1 make a compliment

- 1 respondses.

-T may suggest by giving some situations

I. Speak:

1. Vocab:

- (to) congratulate: chóc mõng

congratulation

- (to) nominate: lùa chän

- a charity program: ch¬ng tr×nh tõ thiÖn

- an effective activist: ngêi ho¹t ®éng hiÖu qu¶ nhÊt.

2. Model sentences:

Give a complement

Respond to a compliment

1. Well done !
2.Congratulations !

3. That's a great / an excellent.....!

4. Let me congratulate. you on….. !

5. What(a/an) + n !

-Thanks

- It's very kind of you

- It's very n-ice of you to say so.

3. Practice:

* Answer:

b. Mother: Well done, Huyen

Huyen: Thank, Mom

c. Friends: Congraturations, Tuan

Tuan: It's very nice of you to say so.

d. You: That's an excellent drawing, Hoa.

Hoa: That's very kind of you.

* Situations: Suggestions:

- pass the final exam with the best results.

- win the cooking contest

- win the running race

- buy a new watch.

- make progressive in English.

III. Wrapping-up (GW)(8’)
- Ss give some complements

IV. Homework(2’)
T assigns homework

Homework- Use vocab to make sentences.
- Make 3 similar dialogues as in your books.

- Learn by heart the song.

Feed-back:

………………………………………………………………………………………………………………………………………………………………………………

______________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014
Unit 8: Celebrations

Period: 51 Lesson 3: Listen/p. 68
I. Objectives:By the end of the lesson, Ss will be able to:

1. Knowledge:

- Vocabulary: - Auld Lang Syne: (n): tªn 1 bµi h¸t: The Good Old Days, due to (adj): do, bureau (n): v¨n phßng, trô së, acquaintance (n): ngêi quen biÕt, trusty: (adj). ®¸ng tin cËy

- Language:

2. Skill(s):listen to an English song: Auld Lang Syne and fill in the blanks to comlete the song.

3. Attitude: Ss will be in writing speech.

II. PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1. Ss may not remember vocab .

2. Ss may not remember the way to write the speech .

IV. Procedure:

Teacher’s and ss’ activities

Board display

I.warm up (5’)

* Back to the board

- T divides class into 2 teams

- Each teams send 2 members to the board (sit back to the board)

- T writes anynames of festival to the board.

- Ss at desk describe the festival.

- Ss sitting at board call out the name of the festival.

Unit 8: celebration

Lesson 3: Listen/P66,67

Eg:

T writes: "Christmas" Ss may say:
- Children put their stockings under their beds to receive presents

- It occurs on No.24^th

I. New lesson:

1. Vocabulary

T elicit Vocab from the students

( explanation)

(synonym): caused by

(synonym): a business office

( example)

( translation)

Ss read the Vocab chorally ten individually.

Checking the vocab: Slap the board.

2. Listen to the song and fill in the missing words

* T introduces the song.

Tape transcript
Auld lang Syne

Should auld acquaintance be forgot and never brought to mind?
Should auld acquaintance be forgot and days of auld lang syne?

For auld lang syne, my dear, for auld lang syne, we'll take a cup of kindness yet, for auld lang syne.

Should auld acquaintance be forgot and never brought to mind?

Should auld acquaintance be forgot and days of auld lan syne?

And here's a hand, my trusty friend and gie's a hand o'thene.

We'll take a cup o'kindness yet. For auld lang syne.

* Ss have to fill in the gaps to complete the songs.

* Ss guess first

* Ss listen to the tape twice and compare with their partners.

* T .WC check

I. Listen

1. Vocabulary

- Auld Lang Syne: (n): tªn1bµi h¸t: The Good Old Days

- due to ( adj): do,

- bureau (n): v¨n phßng, trô së

- acquaintance (n): ngêi quen biÕt

- trusty: (adj) ®¸ng tin cËy

2. Listen to the song and fill in the missing words
a. days

b. take
c. mind

d. hand
e. kindness

III. Wrapping-up (GW)(8’)

Learn to sing the song: Auld Lang Syne.
- T plays the tape again and again

- Ss sing after in chorus.

- Some Ss sing ind

3. Learn to sing the song: Auld Lang Syne.

IV. Homework(2’)
T assigns homework

Homework- Use vocab to make sentences.
- Make 3 similar dialogues as in your books.

- Learn by heart the song.

Feed-back:

………………………………………………………………………………………………………………………………………………………………………….

____________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Period: 52 Test 3 correction
I- Objectives

Ss will be able to understand and remember the main knowledge Ss have learnt in Unit 9, Unit 10 and Unit 11 through the test - Ss do the test individually and silently.

- Evaluate the Ss studying results with knowledge, skill. Apply one’s knowledge, skill in the test.

-Bring up sense of self improved ,teach one self , and apply one’s knowledge

1. Knowledge:

- Vocabulary: Revision

- Language: Present Participle, Past Participle

2. Skill(s): listening, reading, writing

3. Attitude: work hard, love learning this subject.

II. PREPARATIONS

Teacher : posters, text book , pictures , cassette.

III. Anticipated problems:

1. Greeting.

2. Checking attendance: 9

IV. Procedures:

Teacher and S’s activities

Board display

A. Language focus (2,5points)

I. Choose one word whose underlined part is pronounced different from the others.

(1 point)

- Students work in groups

-Teacher checks and corrects.
II. Choose the best answer ( 1,5 points)

- Ss work in pairs.

- T checks and corrects

B. Reading

Read the passage and answer the questions ( 2,5 points)

-Students work in pairs.

-Teacher checks and correct

C. Writing

*Make questions for the underline words ( 2,5 points)

-Students work in pairs.

-Teacher checks and corrects.

D. Listening

Listen and decide if the sentences are True (T) or false (F) ( 2,5points)

-Students work in groups.

-Teacher checks and corrects

* Homework (2’)

- Learn by heart the structures

- Do exercises in workbook

- Review the structures from unit 6 to unit 7.

Date: ……………

corrections

A. Language focus( 2,5 points)

I. (1point)
1.B 2.C 3.D 4. A

II . (1,5 points)

^{1. a 2. d. 3. c.}

^{4. c. 5. c 6. b}

B. Reading( 2,5 points)

^{1T 2 T 3 T}^4F^{5 T}

C. Writing ( 2,5 points)

^{1. If she practises Enghlish regularly, her Enghlish will improve}

^{2. Rice is grown in tropical coutries.}

^{3. I have seen David since 1989}

^{4. Let him do what he wants.}

^{5. Nick suggested go to the swimming pool.}

D. Listening ( 2,5 points)

^{1. years 2. fresh 3. different 4. environment 5. dangerous}

* Homework (2’)
- Learn by heart the structures

- Do exercises in workbook

-Review the structures from unit 6 to unit 7

*Feed back

…………………………………………………………………………………………………………………………………………………………………….

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 8: Celebrations

Period: 53 Lesson 4: read/P68 -69
I. Objectives:By the end of the lesson, Ss will be able to:

1. Knowledge: -Vocabulary: - considerate (adj): chu ®¸o, ©n cÇn, (to) distinguish ... from: ph©n biÖt ai víi ai, priority (n ): sù u tiªn, terrific (adj) = wonderful, alive >< dead (adj): cßn sèng >< chÕt, qua ®êi, hug (n): «m khi chµo nhau, a groom: chó rÓ

- Language:

2. Skill(s): Reading for information about read the opinions, feelings and memories of children about their fathers on Father's day in Australia and the USA .

3.Attitude: Ss will be in reading.

II.PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the way to write the speech .

IV.Procedure:

Teacher’s and ss’ activities

Board display

I.warm up (5’)

Chatting about the Father's Day

Eg: T asks, and Ss answer .

- Do Vietnamese people have a special day for fathers of the families?

- Do people in many countries in the world have a day to celebrate for fathers of the family? If so, what do you call this day?

- What do you think they often do for their fathers on that day?

( Give thanks / gifts, flowers, greeting cards.)

Unit 8: celebrations

Lesson 4: read/P68 -69

ii.new lesson:

I.Read:

1. Vocabulary

T elicits words from Ss

(example)

(example)

(translation)

(synonym)

(antonym)

(drawing)

(picture)

* Ss read the Vocab. chorally, then individually.

Checking the vocab: matching

2. Read: T sets the sence: On the Father's Day in Australia and in the USA, children show their love to their fathers by giving their fathers presents, cards....

*True - False prediction-

T asks Ss to read the opinions, feelings and memories of children about their fathers on Father's day in Australia and the USA.Then predict Which sentence is true and which one is false.

+ Check Ss's understanding:

? Do you read the text now? ( no)

? What do you have to do now?

( Predict T or F statement.

II. Practice

1,True - False

- Ss read and discuss in pairs

- Ss read the text and listen to the text at the same time to check their prediction.

- T. WC check the Ss' prediction

2, Matching:
Ss read the text again and match each word phrase to one suitable meaning.

Ss read and do matching.

T.WC check:

Ask Ss to read the word phrases again.

3,Comprehension questions

Ss read again, discuss in pairs to answer the comprehension questions

* Answer:

a) To her dad

b) He's possibly dead. These ideas may tell you that:

How much you're missed...

Now I've children...

c) His sense of humor.

d) A father as a teacher, a friend, a mother...

I.Read:

1. Vocabulary

- considerate (adj): chu ®¸o, ©n cÇn

- (to) distinguish ... from: ph©n biÖt ai víi ai.

- priority (n ): sù u tiªn.

- terrific (adj) = wonderful

- alive >< dead (adj): cßn sèng ><

chÕt, qua ®êi.

- hug (n): «m khi chµo nhau.

- a groom: chó rÓ
2. Read

*True - False prediction

1. Rita's father teaches him how to love, cry and laugh.

2. Rita's father loves him so much that no words can describe.

3. Jane's father cried on her wedding day.

4. Bob's father's very mean.

II. Practice

1,True - False => Answer key:
1 T

2. T
3. T

4.F (he's considerate and generous)

2, Matching

a) lose heart

1. tÝnh hµi híc

b) the feeling that

2. chÝnh gi©y phót ®ã

c) a moment in time

3. cảm giác rằng

d) in a word

4. ®¸nh mÊt niÒm tin

e) sense of humor

5. nãi tãm l¹i

3,Comprehension questions
a. Who do you think Rita sends this card to?

b. Is Jane's father alive or head? How do you know?

c. What quality makes Bob's father different from others?

d. What image of a father can you draw from the 3 passages?

III. Wrapping-up (GW)(8’) * Discussion:

- Ss think of their fathers, mothers then talk about their fellings to them.

Ss talk about their fathers before class.

* Discussion:

IV. Homework(2’)

T assigns homework

Homework- Write a short passage about how you feel about your father and mother (5 - 10 sentences)
Use vocab to make sentences.

Feed-back:

……………………………………………………………………………………..........................................................................................................................................

__________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 8: Celebration

Period: 54 Lesson 5: Write P.70
I. Objectives: By the end of the lesson, Ss will be able to:

1. Knowledge:

-Vocabulary: - (to) enhance: r¨ng cêng, t«n lªn- (to) support: ñng hé

(to) have a day off: nghØ 1 ngµy- nationwide: trªn c¶ níc

- Language:

2. Skill(s): write a letter to show their opinions about holding a party or celebrate Father's & Mother's Day.

3. Attitude: Ss will be in writing speech.

II.PreparationS:

Teacher: poster, pictures.

Students:

III.Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the way to write the speech .

IV.Procedure:

Teacher’s and ss’ activities

Board display

I. Warm up

* Brain storming

Chatting:

? What do you do on Mother's Day/ Father's Day?

- Give(send) gifts, flowers, postcards.

- cook, prepare a special meal.

Date:

Unit 8: CELEBRATION

Lesson 4: Write P.70

II. Newlesson: I.Write: (15’)

1. Vocab:
(translation)

(translation)

( explanation)

( translation)

Ss read the Vocab chorally then individually.

Checking the Vocab: R.O.R

2. Answer the questions.

+ Set the scene:

In Viet nam We do not celebrate Mother's Day or Father's Day. But you think that it is necessary to have a day to celebrate for your Mom and another for your Dad. Write to your friend to share your ideas.

+ Guiding questions:

* Ss discuss those questions in groups.

- One secretary takes notes

II. Practice:15’

1.Write:
* Ss individually write a passage to express their opinions. T model the first sentence

- T monitors, helps weak students.

I.Write:

1. Vocab:

- (to) enhance: r¨ng cêng, t«n lªn

- (to) support: ñng hé

- (to) have a day off: nghØ 1 ngµy

- nationwide: trªn c¶ níc

2. Answer the questions.

a. Why is it necessary to have a day to celebratefor your Mom and another for your Dad?

- express feelings, memorie loves for papents.

- enhance the family traditions.

- bring family members together.

b. When should you celebrate these days?

- The weather's fine.

- parents are free

c. How should you celebrate?

- have parties

- prepare special food

- sing favorite song....

d. What should you give your father or mother?

- flowers, gifts...

e. Do you think your answer will be supported.

II. Practice

1.Write:

* Suggestions:

In my opinion I think it is important to have a day to celebrate for our parents.

It'll be a day for us to express our fellings, memories and love for our parents.Family members can have a chance to get together and help one another. I think the first Sunday in August is suitable for everyone because it's a day off, everyone is free from work and study, the weather's OK.

It's a good idea to have a lunch or dinner with all family members. Our parents should be given flowers, greeting cards and special gifts...

I believe that the idea will be supported and

III. Wrapping-up (GW)(8’) Correction.
- T choose one or two writings to correct.

-T shows the typical mistakes

Correction

IV. Homework(2’)

T assigns

Homework:
- Complete the letter.

Feed-back:

………………………………………………………………………………………………………………………………………………………………………….

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 8: Celebrations

Period: 55 Lesson 5: Language focus (P70,73)
I. Objectives:By the end of the lesson, Ss will be able to:

1. Knowledge:

-Vocabulary:

-Language: relative clauses, adverb clause of concessions: though, although,

even though.

2. Skill(s): 4 skills

3. Attitude: Ss will be interested in grammar.

II. PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember …. .

IV, Procedure:

Teacher’s and ss’ activities

Board display

I.warm up

* Chatting

a. Why is it necessary to have a day to celebratefor your Mom and another for your Dad?

b. When should you celebrate these days?

c. How should you celebrate?

d. What should you give your father or mother?

e. Do you think your answer will be supported.

Unit 8: celebrations

Lesson 5: Language focus (P70,73)

ii.newlesson:

I. Relative clauses:

1. Language focus 1.P70

(10’)

* Ss match the sentences a -> h.

- Ss work in groups

Answer:

a) Auld lang Syne is a song which is sung on New Year's Eve.

b) This watch is a gift which was given to me by my aunt on my 14^th birthday.

c) My friend Tom, who sings... can compose songs.

d) We often go to the town cultural house, which always opens on public holidays.
e) I like reading books which tell about different people and their cultures.

f) On my mom's birthday, my dad gave her roses which were sweet and beautiful.
g) Judy liked the moon festival, which is ...

h) Tomorrow, I'll go to the airport to meet my friend, who comes to stay with us...

2. Language focus 2. P71

- Ss look at the pictures, describe each person in the pictures.

II. Adverb clause of concession

3,Language focus 3. P72
Ss read the samples

- T checks concept

- Ss do exercise in pairs

4. ,Language focus 4. P73

I. Relative clauses:

1. Language focus 1.P70

eg1: Jane liked the full-moon festival which is celebrated in mid-fall.
Tomorrow I'll go to the airport to meet my friends who come to stay with usduring the Christmas.

Defining relative clause
=> Defining relative clause.

eg2: Tom, who sings Western songs well, can compose songs
=> Non - defining relative clause.

2. Language focus 2. P71

Eg:
- Moms is the woman who is standing.

- Linda is the little girl who is wearing...

- Grandmother is the woman who is wearing...

- Uncle John is the man who...

- Jack is a little boy who...

II. Adverb clause of concession

3,Language focus 3. P72
b) Although we don't ..., Dad and I have...

c) We went to ... eventhough we live in...

d) Many tourists enjoy ... though they...

e) Even though in Australia Christmas…,

f) Although Jim came to ..., he could see...

4,Language focus 4. P73
a) Although Mrs Thoa was tired, she...

b) Even though Liz has an exam...

c) it rained yesterday although...

III. Wrapping-up (GW)(8’)
*Making sentences using above grammar.

-Ss write in 2 teams

T sums up.

*Making sentences

IV. Homework(2’)
T assigns homework .

Homework:
- Make sentences (Relative clauses, Adverb clause of concession)

Feed-back:

………………………………………………………………………………………………………………………………………………………………………………

_________________________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 9. Natural disasters

Period: 56 Lesson 1: - Getting started P74-76

- Listen and read
I. Objectives: By the end of the lesson, Ss will be able to:

1.Knowledge: -Vocabulary: - weather forecast ( n): du bao thoi tiet- coast (n): bê biÓn

- thunderstorm (n): b·o cã sÊm sÐt- (to) trust: tin tëng- in case: phßng khi

- Language: Simple future tense.

2. Skill(s): Reead to report a weather forecast in English.

3. Attitude: Ss will be interested in reporting a weather forecast in English.

II.PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the future simple tense .

IV. Procedure:

Teacher’s and ss’ activities

Board display

I.getting started (5’)

* Getting started P74

* Remembering

- T has Ss remember the

names of nature

disasters.

- Ss take turns to go to the

board and write.

- T.WC check

Date:

Unit 9: Natural disasters

Lesson 1: - Getting started Listen and read P74-76

II. Newlesson:

1. Listen and read

Vocabulary:

(film)

(picture)
(picture)

(synonym)

(translation)

Ss read the Vocab chorally then individually.

-Checking the Vocab.

R.O..R

2. Listen and read
T sets the scene:

Thuy and her grandmother are watchingTV. Thuy's grandmother asks her to turn up the volumn

? Why does Thuy's grandma ask her to turn up the volumne?

S: Because she wants to listen to the weather forecast

II. Practice

1. Match the English words with Vietnamese meanings

Ss read the dialogue and match

2. Fill in each blank with one word or phrase from the dilogue.
Ss in groups discuss to fill in the gap (basing on the dialogue)

* T notes the tense of verbs used to talk about WF.

I. Listen and read

1. Vocabulary:

- weather forecast ( n): du bao thoi tiet

- coast (n): bê biÓn

- thunderstorm (n): b·o cã sÊm sÐt

- (to) trust: tin tëng

- in case: phßng khi

2. Listen and read
- Why does Thuy's grandma ask her to turn up the volumne?

II. Practice

Match the English words with Vietnamese meanings

1.Areas to the north
2.The South - central coast

3. The central highlands

4. Cuu Long Delta

a. Cao nguyªn miÒn Trung
b. Khu vùc ®ång b»ng s«ng Cöu Long

c. C¸c tØnh B¾c Bé

d. BiÓn bê Nam Trung Bé

Answer key:
1.c, 2.d, 3.a, 4b

2. Fill in each blank with one word or phrase from the dilogue.
* Answer:

1. Turn up -> weather forecast

2. rainy

3. central highlands
4. have temperatures

5. Weather forecast, watching them.

* Eg: Hanoi will have temperature between...- It'll be rainy along the coast of...- The South central coast can expect thunderstorms.

- Hue will experience temperatures between..........

- There will be thunderstorms...........

III. Wrapping-up (GW)(8’)
* Ss report the weather forecast.

IV. Homework(2’)
T assigns homework

Homework:
- Write the report again.

- Use vocab to make sentences.

Feed-back:

…………………………………………………………………………………………………………………………………………………………………….

_____________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 9: Natural disasters

Period: 57 Lesson 1: Lesson 2: Speak and Listen/P76,77

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

1.Knowledge:

- Vocabulary: tie, leak (in the roof), candle,door latches, canned food, block, earthquake

zone,mirror, look round, heavy fixtures, roller

- Language:

2. Skill(s): talk about preparations for a storm, listen for details about the advices about

what to do when an earthquake happens.

3. Attitude: Ss will be interested in natural resources.

II.PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1. Ss may not remember vocab .

2. Ss may not remember to give ideas .

IV,Procedure:

Teacher’s and ss’ activities

Board display

I.getting started (5’)

* Brain storming:

T ask: "What may happen to our life when there's a typhoon?"

Ss come to the board to write their answers

(phrases)

? Is it important to have good preparation for a storm?

Ss: Yes.

Unit 9: Natural disasters

Lesson 2: Speak and Listen/P76,7

Eg:

No food available
No electricity

No fresh water

Houses collapse

Trees fall down

II. New lesson:

*Speak:

1. Vocabulary:

(mine)

(relia) (exp)
(relia)

(relia)
(relia)

* Ss read the Vocab chorally then individually,
* Check: what and where

2. Discussion
? What preparations do you think you should make or do ofr a typhoon?

Ss tick (V) in the listed things /P76

3. Speak

1. Practice the model dialogue in pairs

- Open pairs

- Closed pairs

2. Practice making similar dialogues using given information

- T models first

- Ss: open pairs

- Ss closed pairs

- T checks some

II. Listen

1. Vocabulary:

(translation)

(translation)

(relia)

(mime) (explain)
(examples / relia)

( tranlation)

* Ss read the vocab chorally then individually

* Check vocab: what and where

2. Complete the table:

? Where should we put the things in your house if you live in an earthquake zone?

- table, fridge, washing machine,

bed?

? Where should you stay?
* T introduces the topic and asks Ss to read the summanize of what we need to do in order to live in the earthquake zone.

- Ss predict the missing words

* T plays the tape 2 times.

* Ss listen to check their predictions.

* T & WC check predictions

3. Answer the questions
T shows the questions on the board and asks Ss to answer them.

- Ss discuss in pairs to answer.

( closed pairs, open pairs)

+ Answer key:

a. on the bottom shelf of your bookshelves.

b. to prevent them from moving.

c. check the mirrors in your bathroom and bedroom

- Don’t put your bed near the window.

d. under a strong table or doorway.

I. Speak:

1. Vocabulary:
- (to) tie: buéc

- the leak (in the roof): chç dét

- candle (n): nÕn

- door latches.(n) then cöa sæ

- canned food: (n): ®å hép

2. Discussion
Eg:

T: Do you buy some food ?
S: Yes

T: Do you paint your house?
Ss: Of course not/ No.

3. Speak
Eg:

S1: I think we should buy some canned food.
S2: Yes, I think so because the market'll be closed no food will be available.

S1: I think we should buy a ladder, too.

S2: What for?

S1: Just in case we need to fix the roof. There must be strong wind blowing,

etc.

II. Listen

1. Vocabulary:
- (to) block: chÆn. chÌn

- earthquake zone ( n): khu vùc

cã ®éng ®Êt.

- mirror (n ): c¸i g¬ng

- (to) look round: nh×n xung quanh

- heavy fixtures (n): ®å ®¹c cè ®Þnh nÆng.

- roller (n ): trôc l¨n, xe l¨n

2. Complete the table:
* Answer:

1. bottom shelf of your bookshelves.

2. on your fridge and to prevent them from moving.

3. washing machine

4. mirrors in your bathroom and bedroom.

5. a window

6. inside

7. under a strong table

8. doorway

9. corner of the room.

3. Answer the questions.

a. What should we do with heavy fixtures, furniture and appliances if we live in an earthquake zone?

b. Why do you have to block the rollers on your fridge and washing?

c.What should we do to avoid flying glass?

d. What should we do during an earthquake?

III. Wrapping-up (GW)(8’)

* Retell the listening

-Ss retell the listening.

* Retell the listening

IV. Homework(2’) * Write it up:
- Ss write down their ideas

- Ss work in groups of 1.

-> T calls some groups to read aloud their writing.

Homework:
- Use vocab to make sentences.

Feed-back:

………………………………………………………………………………………………………………………………………………………………………………

_____________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 9: Natural disasters

Period: 58 Lesson 3: Read/p78,79
I. Objectives:By the end of the lesson, Ss will be able to:

1. Knowledge:

-Vocabulary: Pacific Rim, collapse, majority, abrupt, shift, hurricane, erupt, funnel, baby carriage.

-Language:

2. Skill(s): Practice reading skill to get general background information on some common natural disasters such as earthquakes, tidal waves, typhoon, volcanoes and

tornadoes through 2 comprehension exercise: "true/ false and" " sentence completion"

3.Attitude: Ss will be interested in natural diasters.

II.PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab

2. Ss may not remember the.

IV. Procedure:

Teacher’s and ss’ activities

Board display

I.Warm up (5’)

T: Give definition of 4 natural disasters that Ss will learn in the

Unit 9: Natural disasters

Lesson 3: Read/p78,79

1. Earthquake

a. mountain or hill with openings through which ashes and gases ejected

2. tidal wave

b. violent storm especially in east Asian seas

3. typhoon

c. violent storm over small area

4. volcano

d. another word for tsunami, waves caused by tides

5. Tornado

e. sudden and violent movements of the earth surface

Lesson
- Ask Ss to match the names of the disasters to its correct definition

T: gives correct answers

T: Asks Ss to look at the passages and pictures then

introduce the new words

Answers:

1. e 2.d 3.b 4.a 5.c

II. New lesson: I.Read:

1.Vocab

Introduces new words

* Ss read the vocab chorally then individually

* Check vocab: match

2. Read
T: Set the scene "you are going to read a passage about 5 disasters that we have mentioned earlier. Read and do the comprehension tasks assigned.

II.Practice:

1. true or false
T: Ask Ss to highlight or underline the information in the passage for their answers.

3. Complete the sentences
T: Helps Ss to compete
T: Calls some pair of students t

I.Read:

1.Vocab
Pacifc rim: c¸c quèc gia ë th¸i b×nh d¬ng

Collapse (v): sôp ®æ

Majority (n) nhiÒu, rÊt nhiÒu

Abrupt (v): ®ét ngét xÈy ra

Shift (n) sù dÞch chuyÓn, thay ®æi

Hurricane (n) = cyclone = typhoon

Erupt (v): Eruption (n): Phun trµo

Funnel (n): C¸i phÔu

Baby cariage (n) xe n«i

2. Read

II.Practice:

1. true or false* answers:
1. true

2. true
3. false: the tidal wave traveled from Alaska to California

4. true
5. false: the eruption of mount Pinatubo is the world's largest volcanic eruption in more than 50 years

6. true

2. complete the sentences

1. ___ occur around the pacific Rim

2. ___ homes, office blocks and highways collapsed

3. ___ there is a abrupt shift in the underwater movement of the earth

4. _____ a cyclone

III. Wrapping-up (GW)(8’) Retell

Ss retell the text

- Retell

IV. Homework(2’)
T assigns homework.

Homework- Use vocab to make sentences.
- Summarize the main point points

- Do exercise at workbook

Feed-back:

…………………………………………………………………………………………………………………………………………………………………………..

_____________________________________________________

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 9: Natural disasters

Period: 59 Lesson 4. Write p79

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

1. Knowledge: -Vocabulary: - Circle (n): vßng trßn, Shelter (n): chç Èn nÊp, Scare (a): sî

Behave (v): cã c sö, hµnh ®éng c sö

-Language: simple past .

2. Skill(s): write a short story by using guided information and pictures.

3. Attitude: Ss will be in writing speech.

II.PreparationS:

Teacher: poster, pictures.

Students:

III.Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the simple past .

IV.Procedure:

Teacher’s and ss’ activities

Board display

I.Warm up (5’)

Ask Ss some questions to lead in the lesson.

+ Have you ever written a story? What is it about?

+ How long did it take to you write it?

+ Did you write it in Vietnamese or in English?

+ Do you think it is a successful one?

Unit 9: natural disasters

Lesson 4 – WRITE/p79

ii.newlesson: I.Write: (10’)

1. Vocabulary
Introduces new words

* Ss read the vocab chorally then individually

* Check vocab: R.o.R

2.Answer
T: Have Ss work in pairs to ask and answer about the pictures 1 to 6.

Example

II. Practice:20mints

1.writeT: Ask Ss to turn back on page 79 and study the outline of the story

T: Have Ss write the story individually. Note that Ss can make changes and add more details to the story to make it more interesting.

- Ask Ss to compare their story with a friend

- Give suggested writing

I.Write:

1. Vocabulary
- Circle (n): vßng trßn

- Shelter (n): chç Èn nÊp

- Scare (a): sî

- Behave (v): cã c sö, hµnh ®éng c sö

2. Answer

1. Picture 1:

What do you see in the first picture?

Who is she? What's she doing?

What's the weather like?

2. Picture 2:

what's wrong with the dog?

Is he behave strangely

What do you think is going to happen?

3. Picture 3:

who is in the picture with Lan?

What does she say?

4. Picture 4:

what is happening?

Where are Lan's family members?

5. Picture 5:

is the wind strong?

What is the weather like?

6. Picture 6:

What do you see in the picture?

What are Lan and her parents doing now?

Does the weather become good again?

II.Practice:

1.write

III. Wrapping-up (GW)(8’) Correction
T: Call on some Ss to read their own story

T: Correct the mistakes

2.Correction

It was a beautiful day. The sun was shining, the sky was blue and the weather was perfect. Lan was outside playing with her dog, Skippy. All of a sudden, the dog began behaving strangely. She kept running around in circle. Lan ran home with her dog to tell her mother what Skippy was doing. Lan's mother, Mrs. Quyen told Lan that she heard,,

IV. Homework(2’)
T assigns homework.

Homework- Use vocab to make sentences.
- Review the lesson.

- Write your own story.

Feed-back:

…………………………………………………………………………………………………………………………………………………………………………

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Unit 9: Natural disasters

Period: 60 Lesson 5: Language focus
I. Objectives:By the end of the lesson, Ss will be able to:

1.Knowledge:

- Vocabulary: Horn (n)Snout (n): mòi, mâm, Rhinoceros (n): con tª gi¸c, Logo (n): biÓu tîng, Swallow (v): nuèt, Tail (n): ®u«i

- Language: further practice with pronouns "who, that, which" and clearly "defining" and "non defining clauses"

2. Skill(s): 4 skills

3. Attitude: Ss will be interested in grammar.

II.PreparationS:

Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember relative clauses .

IV.Procedure:

Teacher’s and ss’ activities

Board display

I. Warm up (5’)

- Let Ss play the game Knowledge Game-short answers.

- Tell Ss to work with anoth-

-er partner to answer the following questions about general understanding.

* Answers:

1. Kobe
2. Singapore

3. rhinoceros

4. Christopher Columbus

5. Venus

6. buffalo

7. Malaysia

8. water

Unit 9: Natural disasters

Lesson 5: Language focus/p 80,81,82

Questions

Answers

1. Which city in Japan was struck by a huge earthquake?

2. Which country won the 1998 Tiger Cup?

3. Which animal has one or two horns on its snout?

4. Which explorer discovered America?

5. Which planet is the closest to the earth?

6. Which animal in Viet Nam was chosen to be the logo of SEA Games 2003?

7. Which ASEAN country is divided into two regions by the sea?

8. Which food you can chew but you can not swallow and which one you can swallow but you can not chew?

II. Newlesson:

Vocabulary
Introduces new words

* Ss read the vocab chorally then individually

* Check vocab: R.o.R

II. Practice
T: Help Ss to review relative clauses and pronouns definition of relative pronouns and asks them to give some examples to make sure

that they understand the use of relative clauses

Practice 1:

T: Asks Ss to use relative pronouns "who, which, that" to answer the questions. Start with the words given like the example

Ss:Do exercise, thencompare
the answers with a partner

T: Call on some Ss to read their whole sentences

- Feedback and give correct answers

I. Vocabulary
Horn (n): song

Snout (n): mòi, mâm

Rhinoceros (n): con tª gi¸c

Logo (n): biÓu tîng

Swallow (v): nuèt

chew (v): nhai

Extensive (a): nhiÒu, ®a d¹ng

Tail (n): ®u«i

II. Practice

Example

The city which was struck by a huge earthquake in 1995 in Japan is Kobe.

*LF1. Answers:
b. The country which won the 1995 tiger cup is Singapore.

c. The animal which has one or two horns on its snout is rhinoceros.

d. The explorer who discovered America is Christopher Columbus.

e. The planet which is closest to the earth is venues

f. The animal which was chosen to be the logo of SEA games 2003 is the buffalo.

g. The ASEAN country which is divided into 2 regions by the sea is Malaysia.

h. The food which you can chew but you cannot swallow is the chewing gum, and the thing you can swallow but you cannot chew is water.

III.Wrapping-up (GW)(8’)
T: Set the scene "You rewrite the sentences in exercise 3, replace each underlined clause with a clause you have written. You may use fact or your imagination"

4. Rewrite the sentences in exercise 3

IV. Homework(2’)

Homework- Use vocab to make sentences.
- Review all the lesson (unit 8 and unit 9)

Feed-back:

.....................................................................................................................................

Preparing date: ……./……/ 2014

Teaching date: ……./……/2014

Period: 61 Test 45’ N04
I. Objectives:

- By the end of the lesson, Ss will be able to do the test well and correct the mistakes.

II. Preparations:

- Paper tests (for Ss)

III. Procedure:

1. Matrix:

* Vocabulary: Kien thuc bai 8,9

* Reading: §äc hiÓu ®o¹n v¨n nãi vÒ mot ngay le.

* Grammar: Kien thuc bai 8,9.

* Writing: ViÕt l¹i c©u sao cho nghÜa kh«ng ®æi.
Ma trËn

®Ò kiÓm tra sè 2 hkIi n¨m häc 2012 - 2013

M«n: English 9

M«n	Chñ ®Ò	NhËn biÕt		Th«ng hiÓu		VËn dông		Tæng
M«n	Chñ ®Ò	TN	TL	TN	TL	TN	TL	Tæng
English 9	A. Language focus	10 2,5						10 2,5
	B. Reading				5 2,5			5 2,5
	C. Writing						5 2,5	5 2,5
	D. Listening			5 2,5				5 2,5
	Tæng	10 2,5		10 5		5 2,5		25 10

Date of teaching: ……../……./2013

Unit 10 Life on the other planets

Period: 62 Lessson 1: getting started- Listen and read. P/ 83,84

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

1. Knowledge: -Vocabulary: + Meteor (n): sao b¨ng

+ Alien (n): xa l¹, ngêi ngoµi hµnh tinh

+ Sample (n): mÉu, lµm vËt mÉu

+ Spacecraft (n): tÇu vò trô

+ Egg – shape (a): h×nh qu¶ trøng

+ Plate – like (a): h×nh ®Üa

-Language: Conditionalsentences

2. Skill(s): talk about UFOs with basic information received through discussion and the reading.

3. Attitude: Ss will be interested in other planets.

II.PreparationS:Teacher: poster, pictures.

Students:

III,Anticipated problems: 1.Ss may not remember vocab .

2. Ss may not remember the simple past .

IV,Procedure:

Teacher and students’ activities	board display
I.Warm up (5’) - Ask Ss to look at the pictures and explicit the meaning of UFOs. - Asks Ss to work in pairs and discuss the following questions. a. Have you ever heard of UFOs? Do you thing they really exist? b. Have you ever seen any films on UFOs? What are they about? c. What do you want about UFOs? d. If you saw a UFO, what would you do? - Gather ideas and provide some facts about UFOs (see supplements)	Date: Unit 10: Lesson 1: Getting started-Listen &Read ( P.83,84 )
II.New lesson: I.Listen and read: I. Vocabulary - Ask Ss to look at Listen and read. - Explicit the new words. Checking: ROR	I.Listen and read: I. Vocabulary + Meteor (n): sao b¨ng + Alien (n): xa l¹, ngêi ngoµi hµnh tinh + Sample (n): mÉu, lµm vËt mÉu + Spacecraft (n): tÇu vò trô + Egg – shape (a): h×nh qu¶ trøng + Plate – like (a): h×nh ®Üa + Treetop (n): ngän c©y
2. Listen and read: - Play the tape and set the scene: "UFOs are strange flying objects that some people report that they have seen in the sky and believed to be spacecraft from another planet, Many scientists do not believe so, they say that if people see a UFO, it might be an aircraft, a weather balloon or a meteor however, there is still evidence for people believe in the existence of UFOs" II. Practice: a). Find contextual meanings of the words: - Individual work and pair work. - Tell Ss to work individually and find the words in the text having meanings as in the book instructed. - Ask Ss to compare their answers with a friend. Encourage Ss to guess the meaning of the words in the context of the passage - Call on some Ss to read aloud their answers in front of class. Ask Ss to explain their answers: - Feedback and give correct answers. b) Completing the notes: Ask Ss to work in pairs T &Ss correct - Call on some Ss to read aloud the complete sentences	2. Listen and read: II. Practice: a). Find contextual meanings of the words: * Answers: Evidence meteor aliens collecting captured disappeared b) Completing the notes: a. An aircraft, a weather balloon or a meteor can be mistaken for an alien spacecraft. b. …. nine large round objects traveling at about 2.800 meters an hours c. …. over 1.500 sightings .... d. ... saw a UFO above their … e. ... Saw an egg – shaped object in one of his fields and also aliens collecting soil samples .... f. …. claimed they were captured by aliens and taken abroad a spacecraft. g. …. and his plane disappeared after sighting a UFO… h. ... that he saw a plate like device at a treetop 30 meters away …
III.Wrapping-up (GW)(8’) - Divide class into small groups. Ask them to match the timeline in A to the events in B when the game is finished, ask Ss to recall the passage and present it to class.	Group work. Do b
	- * Answers: C 6-D E 5-F A 7-G B
IV.Homework(2’)	Homework- Use vocab to make sentences. - Summarize the main points - Imagine and describe to answer the questions: 1. What are UFOs? 2. What do UFOs look like?

V.Feed-back: ..........................................................................................................................................

__________________________________________________________

Date of teaching: ……../……./2013

Unit 10 Life on the other planet

Period: 63 Lessson 2: speak and listen/ 85,86

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

1.Knowledge: -Vocabulary: Minerals (n): chÊt, kho¸ng s¶n, Microorganism (n): vi sinh vËt, Gemstones (n): ®¸ qói, Little creatures (n): sinh vËt nhá, Sparking spots (n): vÕt lÊp l¸nh, Trace (n): dÊu vÕt, Precious (n): quÝ, quÝ gi¸, Science for fun program: chuong trinh khoa hoc vui, Crater (n): miÖng nói löa, Olympic champion (n): ngoi vo dich thi Olympic.

- Language: + Speak with a friend about things which might be on Mars such as water, little creatures, minerals,...

+ Be update with background knowledge about Mars and solar system.

+ Listen to a rather long talk about the moon and be more confident in true or false listening comprehension exercise.

+ Get more information about the moon.

2. Skill(s): speak and listen.

3.Attitude: Ss will be interested in other planets.

II. PreparationS:Teacher: poster, pictures.

Students:

III. Anticipated problems: 1.Ss may not remember vocab .

2. Ss may not remember the way .

IV. Procedure:

Teacher and students’ activities	Board display
I.Warm up (5’) - Ask Ss to work in group of 3 to 4 and make good guesses about Math Suggested questions: + What do you thing might be on the Mars? + Are there any people? Any plants? - Gather ideas and comments.	Unit 10: Lesson 2: Speak and listen
II.New lesson: I.Speak 1.Vocab - Introduce the new words. Checking: ROR 2.Speak - Ask Ss to work in pairs and practice the dialogue in the book. - Keep Ss in groups and ask them to make up similar dialogues about the drawings, using the cues in section as - Go around the class and provide help if necessary. - Feedback and give suggested answers * Ask Ss to work in group and discuss: tell each other what you think might be on Mars on the moon and on other planets - Encourage Ss to share and exchange ideas and background knowledge that they know about planets. - Call on some Ss to make a presentation in front of class - Give addiction about solar system (see supplements) I.Litsen: 1.Vocab: - Introduce the new words. Checking: ROR 2. Listen: - Have Ss listen to the description of the moon. Then check (✓) the correct statements about the moon. - Play the tape several times if necessary - Ask Ss to compare their answers with earlier guesses with a friend. - Feedback and give correct answers	I.Speak 1.Vocab + Minerals (n): chÊt, kho¸ng s¶n + Microorganism (n): vi sinh vËt + Gemstones (n): ®¸ qói + Little creatures (n): sinh vËt nhá + Sparking spots (n): vÕt lÊp l¸nh + Trace (n): dÊu vÕt + Precious (n): quÝ, quÝ gi¸ 2.Speak * Suggested answers: 1. Phuong: What do these drawings say, Minh? Minh: There might be plants in Mars Phuong: And what about those dark shapes on the left conner? Minh: Well they migh be sight of gas, there maybe some plants in Mars 2. Hung: What do these pictures say? Hao: There may be mountains and Mars. Hung: And what about the wavy lines on the right corner? Hao: Well, they might be water. There may be some litter creatures in Mars I.Litsen: 1.Vocab: + Science for fun program chuong trinh khoa hoc vui + Crater (n): miÖng nói löa + Olympic champion (n): ngoi vo dich thi Olympic. 2Listen: *Key: a, c, d,f, i,,j
III.wrapping-up (GW)(8’) - Asks Ss to work in groups and make a short presentation about the moon, encourage Ss to use as much information in the listening as possible. However, they also use their own knowledge to make the presentation more information and interesting - Call on some Ss to make the presentation in front of class. - Comment and have feedback on Ss’ performance	3.Retell:
IV. Homework(2’)	Homework - Rewrite the listening in the notebook - Using vocab to make sentences.

Period: 64 Test corrections

I. Objectives:

- By the end of the lesson, Ss will be able to know the answers of the exercises in the written test, then understand them more clearly.

1. Knowledge: - Vocabulary: Review

- Language: Review

2. Skill(s): Practice writing skill

3. Attitude:

II. PreparationS: Teacher: poster, pictures.

Students: Textbook, workbook.

III, Anticipated problems:

- Ss may not remember vocab .

IV.Procedure:

Keys and points

Answer key

I. Phonetics(1p)

1. B 2. A 3. D 4. B

II. Vocab and grammar:(3p)

1. isn’t it 7. although

2. listening 8. whose

3. which 9. going

4. left 10. between

5. on 11. won’t go

6. who 12. was

III. Reading: (2p)

It is known as Tet Nguyen Dan or Tet.
It begins between January twenty – first and February nineteen.
On the New Year’s Eve, people sit up to midnight to see the New Year in, then they put on new clothes and give one another the greetings of the season.
Tet lasts five days.
Yes, they are

IV. Writing; ( 2,5p)

Where is the girl who sells the tickets?
The festival which is in late March or early April is called Easter.
The woman whose dog I ran over was angry.
She didn’t eat much although she was hungry.
I have two brothers both of whom are married.

V. Listening:( 1,5p)

Christmas is the biggest festival of the year in most Britain. Celebrations start properly on 24th December, Christmas Eve, although there have been several weeks of preparation beforehand. The Christmas tree and all the present, food, drinks and decorations have been bought. Christmas cards have already been sent to friends and relations. About a week before Christmas, people usually put up their preparations and decorate the Christmas tree with lights, various colored decorations and an angle on the top.

Feed- back:

………………………………………………………………………………………………………………………………………………………………………………

_____________________________________________________________

Date of teaching: ………/………./2013

Unit 10 Life on the other planets

Period: 65 Lessson 3: read /p 86,87

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

1. Knowledge:

-Vocabulary: + Physical condition (n): t×nh tr¹ng søc khoÎ

+ Plush up (n): hÝt ®Êt

+ Orbit (n): quÜ ®¹o

+ Cabin (n): ca bin, khoang

+ Marvelous (a): tuyÖt vêi

-Language:

2.Skill(s): enhance reading skill through ordering and answering questions exercises.

3.Attitude: Ss will be interested in other planets

II. PreparationS:Teacher: poster, pictures.

Students:

III. Anticipated problems:

1.Ss may not remember vocab .

2. Ss may not remember the way .

IV,Procedure:

Teacher and students’ activities

Board display

I.Warm up (5’)

- Ask Ss questions about space trip.

+ Have you ever heard of a space trip?

+ What do people go there for?

+ What should we have to prepare if we want to take a trip to the space?

+ What can we do there?.

Unit 10 Life on the other planets

Lessson 3: read /p 90

ii.newlesson: I.Read: (10’)

1.Vocab
- Introduce the new words.

Checking: ROR

II.Practice:

1.Order:
- Individual work.

- Compare the answers with a partner.

2. Practice

- Ss work in pairs to answer.

- T & Ss correct.

1. if you decide to take part a space trip, you will have to run a lot, swim everyday, and do aerobic and push ups to have an excellent physical education.

2. If you want to show you are in perfect health you must a letter from doctor

3. You can see pictures of the earth: your country, interesting places, the oceans, the big rivers, the tall, mountains.

4. We can see those scenes 16 times a day.

5. We can walk on the walls or on the ceiling

I.Read:

1.Vocab
+ Physical condition (n): t×nh tr¹ng søc khoÎ

+ Plush up (n): hÝt ®Êt

+ Orbit (n): quÜ ®¹o

+ Cabin (n): ca bin, khoang

+ Marvelous (a): tuyÖt vêi

II.Practice:

1.Order:

Answers:
4 – 1 – 5 – 2 – 3

2.

III.Wrapping-up (GW)(8’)

* Topic discussion
- Group work.

If you were able to take a space trip, what would you do to prepare for the trip?

What would you like to bring along?

What would you do there?

* Do exercise:

* Topic discussion

* Fill in the blank with the most suitable words:
1. Many people say that they once saw... Flying objects

2. If you want to take the trip to a space, you must be in good ... Condition

3. We call people from other planet …

4. ..., earth’s outer neighbor, is the fourth planet from the sun.

IV.Homework(2’)

Homework

- Rewrite the reading in the notebook.

- Using vocab to make sentences.

V.Feed-back:

............................................................................................................................................

_______________________________________________________

Date of teaching: ………/………./2013

Unit 10 : Life on the other planets

Period: 66 Lessson 4 : write /p 88,89

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

1.Knowledge:

-Vocabulary:

-Language:

2.Skill(s): know how to write an argumentative exposition using the right format and language structures

3.Attitude: Ss will be interested in writing .

II.PreparationS:Teacher: poster, pictures.

Students:

III. Anticipated problems: 1.Ss may not remember vocab .

2. Ss may not remember the way to write.

IV. Procedure:

Teacher and students’ activities

Board display

I. Warm up (5’)

- Let Ss play the game Networks.

- Ask Ss to work in groups of 3 to 4.

Note: The words must be correctly spelled and related to the topic.

Unit 10:

Lesson 4: Write ( P.88,89 )
Planets

* Answers:

Mercury

Venus

Earth

…

II.New lesson: I.Write: (10’)

a)Matching:

- Explain the definition of an argumentative writing

In writing, there is a argumentative writing which presents one’s ideas, opinions and make them persuasive to readers. At the same time, this kind of writing has to successfully protect the opinions and refuse the opposite once. An argumentative writing should basically consist of three parts: introduction, body and conclusion…

b)Read the dialogue

-Ss read .

- Ask Ss to work in pairs and read the dialogue between An and Ba about the sentence of UFOs. Make sure Ss understand the dialogue especially Ba’s opinions about existence of UFOs.

II.Practice:

1,Write

- Tell Ss to use Ba’s opinions in the dialogue to write exposition independently

- Go around the class and pick up some typical writings to read aloud and have some necessary corrections

- Give suggested answers

- Individual work.

- Compare the answers with a partner.

I.Write:

a)Matching:

* Answers:

+ Introduction -> (ii)

+ Body -> (iii)

+ Conclusions -> (i)

b)Read the dialogue

II.Practice:

1,Write

2,Correction:* Suggested answers:

I believe UFOs exit because articles and reports in newspapers talk a lot about their appearance.

Firstly,manypeoplefromdifferencountries reported that they oncesaw flying saucers

III.Wrapping-up (GW)(8’) 2,Correction:

- Ask Ss to work in pair and introduce cross check (students correct for each other)

- Comment and point out the most common mistakes that Ss make in their writing. Suggest the ways what Ss can avoid those mistakes in their later writing practices

Secondly, there are many photos of flying saucers and some photographers said they saw man like creatures get out of vehicles. Moreover, people are discussing those mysterious circles on the fields in the countryside of Great Britain

So I think UFOs are not our imagination. They are real, and we should be ready to see their visit.

IV. Homework(2’)

Homework- Rewrite the passage.

V. Feed-back:

.......................................................................................................................................

____________________________________________________

Date of teaching: ………/………./2013
Unit 10 : Life on the other planets

Period: 67 Lessson 5 :Language focus/p89,90,91,92

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

1.Knowledge: -Vocabulary:

-Language: + Master the use of modal verbs: “may” and “might”

+ Distinguish the deference between conditional sentences type 1 and type 2 and use them properly

2.Skill(s): 4 skills

3.Attitude: Ss will be in writing speech.

II.PreparationS:Teacher: poster, pictures.

Students:

III.Anticipated problems: 1.Ss may not remember vocab .

2. Ss may not remember the way to write the speech .

IV.Procedure:

Teacher and students’ activities

Board display

I. Warm up

- Let Ss play the game Jumbled words.

- Write the new words in the wrong order.

Example:

1. aolobnl

2. ecrasru

3. ertnmgau

4. nilea

5. …….

Unit10

Life on the other planets

Lessson 5 Languagefocus/p89,90,91,92

* Answers:

1. balloon

2. saucer

3. argument

4. alien 5. …….

II.New lesson:

1.LF!/p 89 May and might:

- Help the Ss to review the usage of modal verbs “may” and “might”.

- Ask Ss to work with a partner. Use “may” or “might” and talk about Andy’s presents.

- Tell Ss to compare their answers with a friend

- Call on some Ss to read their answers in front of class.

- Feedback and give correct answers

2.LF2/ p89 Complete the sentences. Use the verbs in the box.
- Help Ss review the form and the usage of conditional sentence type 1.
- Ask Ss to make sentence using conditional sentence type 1. Make sure Ss use the correct verb form in “if clause” and “main clause”.

- Tell Ss to do exercise 2.

- Call on some Ss to read the complete sentences aloud in front of class.

- Correct mistakes if any.

- Feedback and give correct answers.
3.LF 3/ p91 Look at the pictures. Complete the sentence

- Compare and explain the 2 types of conditionals.

- Ask Ss to look at the pictures in the book and complete the sentences by using conditional sentences type 2

- Tell Ss to exchange the exercise and correct for each other.

- Call on some Ss to read their answers

- Make necessary corrections and give correct answers.

1.LF!/p 89 May and might:

=> may/might + V_inf

Answers:

b. It might be a box of crayons, or it might be a box of paint

c. It’s might be a football, or it might be a basketball.

d. It may be a boat, or it might be a train.

e. It may b a flying saucer, or it might be a meteor.

f. It might be an evening star, or it might be a spacecraft.

2.LF2/ p90 Complete the sentences. Use the verbs in the box.

Conditional sentence: type 1
Form:

If clause

Main clause

Present simple
If + S1 + V(es,s)

Future simple
S2 + will + V
Use:

+ Conditional sentence type 1 can be used to describe situations and consequences that are possible in the present or future.

- Whole class and pair work.

Answers:

b. will miss, doesn’t hurry

is not, will drop
will join, finishes
writes, won’t forget

3.LF 3/ p91 Look at the pictures. Complete the sentence

conditional sentence: Type 2
form:

If clause

Main clause

Past simple
If + S1 + V(ed, irrg)

Future in the past
S2 + would + V
use

+ Conditional sentence type 2 can be used to describe imaginary and unreal or untrue situations / actions at present or in the future

Comparison

If Lan works hard, she will pass the exam

If I had a lot of money, I would buy a house in the center of the city.

* Answers:

b. If Mr. Loc Had a car, he would drive it to work

c. If Lan lived in HCM city, she would visit Sai Gon park water.

d. If Nam had an alarm clock, he would arrive at school on time.

e. If Hoa lived in Hue, He would visit her parents everyday.

f. If Nga owed a piano, she would play it very well.

g. If Tuan studied harder, he would get better grades

h. If Na had enough money, she would buy a new compute.

III.Wrapping-up (GW)(8’)

- Summarize main points.

IV.Homework(2’)

Homework

- Summarize main points.

- Write the answer to question: What would you do if you met an alien from outer space?

V. Feed-back:

........................................................................................................................................ Date of teaching: …../ ……/ 2013

Period: 68 REVISION

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

1.Knowledge: -Vocabulary: Unit 6

- Language: Unit 6

2.Skill(s): 4 skills

3.Attitude: Ss will be interested in rivision

II.PreparationS:Teacher: poster, pictures.

Students:

III,Anticipated problems: 1.Ss may not remember vocab .

2. Ss may not remember grammar.

IV,Procedure:

I.Adjective and Adverb ( TÝnh từ và Trạng Từ)

Adjective

Tính từ là loại từ dùng để miêu tả tính chất, màu sắc, trạng thái, kích cỡ của 1 người hay 1 vật nào đó.

VỊ TRÍ CỦA TÍNH TỪ:

Tính từ thông thường được theo sau bởi các động từ như:

Tobe, look, feel, get, become, taste, smell…etc.

Vị trí thứ 2: Tính từ thường đứng trước 1 danh từ để bổ nghĩa cho danh từ theo sau nó

Adverb

Trạng từ là loại từ bổ nghĩa cho động từ và miêu tả cách thức của một hành động diễn ra như thế nào

CÁCH THÀNH LẬP TRẠNG TỪ

Trạng từ thông thường được thành lập bằng cách thêm “LY” vào sau 1 tính từ.

Example:

Bad + ly = Badly

Slow + ly = Slowly

Happy + ly = Happily

Note:

Good -> Well (Tốt, giỏi)

Hard -> Hard (chăm chỉ)

Fast-> Fast ( nhanh)

CÁCH CHỌN TÍNH TỪ VÀ TRẠNG TỪ ĐIỀN VÀO CHỖ TRỐNG:
+ Nhìn phía sau chổ trống (kế bên ) nếu gặp DANH TỪ thì điền TÍNH TỪ .Nếu gặp TÍNH TỪ hoặc ĐỘNG TỪ thì điền TRẠNG TỪ .
Ví dụ:
I have a ________ book .( beautiful/beautifully )
Nhìn phía sau có book là danh từ nên ta điền tính từ .
I have a ____beautiful____ book.
It was ___ done .( careful / carefully ).
Nhìn phía sau có động từ done nên chọn trạng từ

=> It was __carefully_ done .(câu này nhiều bạn vội vàng nhìn thấy was ở trứoc điền tính từ vào là trật lất )

+ Nếu nhìn phía sau không có các loại từ trên thì nhìn từ từ ra phía trước:
- Nếu gặp ĐỘNG TỪ thì chọn TRẠNG TỪ
- Nếu gặp BE,LOOK, FEEL, SEEM,GET,BECOME ... thì chọn TÍNH TỪ ( lưu ý chữ look có at thì vẫn dùng trạng từ,còn không có at thì mới dùng tính từ )

EXERCISE:

Điền vào 1 tính từ hoặc trạng từ.

1.I have just bought an______ book. ( interesting/interestingly )

2. These are _______ students. ( good /well )
3. It was raining ______. ( heavy / heavily )
4. The dog looks ________ .( fierce/ fiercely )
5. He works ________. ( hard / hardly )
6. I looked________ at him .( careful /carefully )
7. They did it very________ .( bad / badly )
8. The man was ________ injured ( serious / seriously )
9. It was really a ______party . ( awful / awfully )
10. She seemed very ________ when she saw me . ( happy / happily )

ADVERB CLAUSES OF REASON (AS/SINCE/BECAUSE)

Mệnh đề trạng từ chỉ lí do: As/Since/Because

Đây là 1 mệnh đề phụ, thông thường nó bổ nghĩa cho động từ chính trong 1 câu phức. Nó giải thích bằng cách cho nguyên nhân để làm rõ mệnh đề chính.

Note: (Lưu ý)

Nếu mệnh đề phụ đứng ở đầu câu làm trạng từ chỉ nguyên nhân thì giữa câu có dấu chấm phẩy. Nếu nó đứng sau mệnh đề chính thì ở giữa 2 mệnh đề không có dấu phẩy.

EXERCISE

Combine these pairs of sentences. Use “Because/ Sin/ As”.

1.The water is highly polluted. We can not swim in this part of the river.

…………………………………………………………………………………………

2.It started to rain. We could not keep on the cleaning the beach.

…………………………………………………………………………………………

3.We want people to be aware of the problem of pollution. We have “a green week” three times a year.

…………………………………………………………………………………………..

4.Mr. Minh is admired. He dedicates all his life to protecting the environment.

…………………………………………………………………………………………

5.The area around the beach is full of trash. No one wants to go swimming or sunbathing there.

…………………………………………………………………………………………

2. ADJECTIVE + THAT CLAUSE

Đây là 1 mệnh đề phụ danh từ, nó nối với mệnh đề chính ở trước nó bằng liên từ “THAT” mang nghĩa “Rằng, là, mà”.

Thông thường nó đứng sau 1tính từ và bổ nghĩa cho tính từ này.

S + tobe + Adjective + That + S + V

Example:

Mrs. Johnson is afraid that Mr. Johnson is out.

I’m disappointed that people have spoiled this area.

3. Conditional Sentences Type 1 ( Câu điều kiện loại 1 )

Câu điều kiện thông thường được chia ra làm 2 phần:

Một phần nêu lên điều kiện thường bắt đầu với IF và ta gọi nó là mệnh đề chỉ điều kiện (IF CLAUSE)

Phần còn lại nêu lên kết quả và ta gọi nó là mệnh đề kết quả (Result Clause )

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Date of teaching: /8/2013 Period 1: initial test

. True or false statements:

Lesson 2: Speak and listen