Date :Sept 4th - So Giao duc va Dao tao Phu · Web view-Ask Ss to fill each blank with a...

SÔÛ GIAÙO DUÏC – ÑAØO TAÏO TÆNH PHUÙ YEÂN TRÖÔØNG TRUNG HOÏC PHOÅ THOÂNG PHAN BOÄI CHAÂU -------------***** ------------

Naêm hoïc: 2009 - 2010The 1 st period Date: August 24th

I. Objectives:1. Educational aim: by the end of the lesson, students will be to know about English book in grade 11

2. Knowledge: Student know: - How to learn English in grade 11

- How to do English tests - How to use student’s book and workbook

3. Skill : - Reading- Speaking- Listening- Writing- Doing English tests

II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.

III. Procedure:

Time/stage

Teacher’s activities Students’ activities

Warm-up :(7 minutes

Guiding: 35 minutes

Homework: 3 minutes

- Introduce to students about the teacher- Ask students about their names and English knowledge etc.

1. Guiding student’s book and workbook:* Introduce to students how to use their book and workbook* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books2. Guiding English tests in grade 11:* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them* The tests in grade 10 include: reading : 25%listening: 25%writing: 25%language focus: 25%3. Guiding other books and tape, disc, etc.

- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1

- Listen to the teacher- Answer the teacher’s questions

- put the student’s book and workbook on the table

- listen to the teacher and look through the books

- Listen to the teacher

- listen to the teacher and write down the things which will be prepared at home

Date: Sept 4th

Period:2 Unit 1: FRIENDSHIP Lesson : Reading

I. Objectives: By the end of the lesson, Ss will be able to talk about very special

qualities for a friendship.II. Language Focus: * Grammar:* New words: bighten up, acquaintance, incapable of, lasting, quality, unselfishness, be concerned with, two-sided, give-and-take, constancy, constant, enthusiasm, changeable, uncertain, loyalty, suspicion, suspicious, rumour, gossip, sympathy, pursuit, III. Teaching aids: textbook, handouts.IV. Procedure:Stage/Time:

Teacher’s activities: Students’ activities:

Warm-up

Before reading

While

- Ask Ss to answer questions*Questions:1. Have you got many friends?2. What do you think about your friends?3. According to you, which qualities need for a frienship?- Ask Ss to present their ideas before class- Check and lead into the new lesson- Ask Ss to look at the picture and answer some questions1. What are the boys and girls doing?2. How do they feel?3. What does the picture tell you?- Have Ss show their answers- Check- Instruct Ss to read the poem - Call on some Ss to reread it again and tell the main content- Check and give some new words* Pre-teaching Vocabulary:acquaintance(n), incapable of(v), lasting(a), quality(n), unselfishness(n), be concerned with(v), two-sided(a), give-and-take (n), constancy(a), constant(a), enthusiasm(n), changeable(a), uncertain(a), loyalty(n), suspicion(n), suspicious(a),rumour(n), gossip(n), sympathy(n), pursuit(n),- Ask Ss to practise the ponunciation in chorus and individual

Pairworks

Pairworks

The whole class

The whole class

reading

After reading

Homework

- Call on some Ss to read them again- Ask Ss to read the text in silence and do the tasks given* Task1 -Ask Ss to fill each blank with a suitable word/phrase- Go around and help if necessary- Call some Ss to present their answers- Check and give feedback

* Task2:- Instruct Ss to read the text again -Ask them to decide which of the choices A, B, C, D most adequately sums up the ideas of the whole passage- Call on some Ss to give their answers and ask other Ss to say whether they agree or disagree.- Give the feedback and the correct answer

* Task3:- Ask Ss to skim the six questions to understand them- Ask Ss to work individually to do the task - Go around and help if necessary- Call on some Ss to write their answers on the board and ask them to explain their choices- Give the correct answers - Ask Ss to work in pairs to discuss the question in the book- Go around to help Ss when necessary- When all pairs have finished, ask every pairs to share ideas- Call on some Ss to report their ideas to the class- Give feedback- Ask Ss to reread the text and redo all tasks- Ask Ss to learn by heart all of the new words.- Ask Ss to prepare the new lesson :

1. Mutal 2. incappable of 3. unselfish4. acquaintance /

friend5. give-and-take6. loyal to7. suspicious

Whole class, pairworks

Answer : B

Whole class, individual work

Pairwork, groupwork

Work at home

Speaking – answer the question : How do you describe a man?

Date :Sept 6th

Period:3 Unit 1: FRIENDSHIP Lesson : Speaking

I. Objectives: By the end of the lesson, Ss will be able to describe the physical characteristics and personalities of their fiends, using appropriate adjectives. II. Language Focus: * Grammar:* New words: III. Teaching aids: textbook, IV. Procedure:Stage/Time:


Warm-up

Before speaking

- Devide the class into small groups- Give the following puzzle handout to Ss to do in their own groups.- Call some leaders of the groups to go to the board and ask them find all the adjectives as quickly as possible

H O N E S T S I G N S A D U I U H N R O I N U B O C M T N G G F T E R U E G A O U H D E A N H B T A E R R T A L L D M E D I U M I O O N G R A B H O L T N N U N D E R S T A N D I N G S H S I N C E R E S F M U S M O U G E N E R O U S O R I M F A U D A A R L

Groupwork

Answer:* Across: 1. honest 2. tall 3. medium 4. understanding 5. sincere6. generous* Down7. humorous8. handsome9. beautiful10. caring

Whole class & pairwork

While speaking

After speaking

Homework

I D E E E U U N O U H R H M H I A M A S A U L R B L M A N E C U N T E N S E D M S

* Task1:- Ask Ss to read useful language before Ss do the task- Make sure that Ss know the meanings of the adjectives given- May ask Ss to give some more adjectives used to describe people’s appearance- Check -Ask Ss to work in pairs to describe the people in the picture- Call on some Ss to present their answers- Give feedback

* Task2:- Ask Ss to look at the list of adjectives provided- May explain the meanings to Ss quickly- Ask Ss to discuss in groups- Go around and help if necessary- Call on some representatives to report their results to the class- Ask the other groups to comment- Give feedback and provide suggested comments

* Suggested answers: The man is in his forties. He’s tall and well-built. He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips. He’s quite good-looking.

Groupworks

* Suggested comments My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends…………

Pairworks

* Task3:- Ask Ss to play role to talk about a famous friend- Ask Ss to use the following suggestions to ask and answer questions in pairs- Have Ss look at the Useful language- Ask Ss to work in pairs to perform the interview- Go around and help if necessary- Call on some pairs to perform their interview- Give feedback and provide comments

- Ask Ss to redo all tasks- Ask Ss to learn by heart all of the adjective- Ask Ss to prepare new lesson : Listening

Whole class work at home

Date :Sept 8th

Period:4 Unit 1: FRIENDSHIP Lesson : Listening

I. Objectives: By the end of the lesson, Ss will be able to develop such listening micro - skills as intensive for specific informaion and taking notes while listening. II. Language Focus: * Grammar:* New words: sense of humour, III. Teaching aids: textbook, cassette, tape, IV. Procedure:Stage/Time:


Warm-up - Devide the class into small groups of 5 Ss- Ask Ss to rearrange some inorderwords provied in a good order1. FEDNRILY 5.

Groupworks

Answer:1. FRIENDLY2. QUICK-WITTED

Before listening

While listening

HOESNT2. QUCKI-WTITED 6. CLAM3. HLEPULF 7. STDIUOSU4. CRAIGN 8. MDOSET- Call some representatives to give their answers- Check and lead into the new lesson

- Ask Ss to ask and answer the questons given in the book- Ask Ss to use the words rearranged above to answer the questions- Call some pairs t present their answers- Check- Ask Ss to listen and repeat the words given appearing in the tape

* Pre-teaching Vocabulary:Apartment building(n) , sense of humour (n): khieu hai huoc, go through a rough time : trai qua thoi ki kho khan.- Ask Ss to practise the pronunciation in chorus quickly* Task 1:- Ask Ss to read the statements to understand them and underline key words- Ask Ss to pay attention to the key words - Play the tape once for Ss to do the task- Ask for Ss’ answers- Play the tape the second time for Ss to check their answers- Ask Ss to work in groups of 5 to compare their answers- Call some Ss to give their answers and to explain them- Play the tape one more time and pause at the answers for Ss to catch.- Give the correct answers

3. HELPFUL4. CARING5. HONEST6. CALM7. STUDIOUS8. MODEST

pairworks

Whole class

Whole class

Groupworks

* Suggested answersLan’s talk :1. F; 2. F; 3. T; 4. F; 5. T; 6. F.Long’s talk: 1. F ; 2. F ; 3. T; 4. T; 5. T

After listening

Homewok

* Task 2 : - Ask Ss to listen again and note down the ideas in the table given in the book - Play the tape again for Ss to check their answers in pairs- Call on some Ss to give the answers- Play the tape again, check and give the suggested answers- Get Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend.- Go around and help and collect Ss’ mistakes- Call on some pairs to present their answers- Check and give the correct answers

- Ask Ss to learn by heart all new words and redo all tasks

Whole class

Pairworks

Whole class & pairworks


Date :Sept 10th

Period:5 Unit 1: FRIENDSHIP Lesson : Writing

I. Objectives: By the end of the lesson, Ss will be able to write about a friend, real or imaginary. II. Language Focus: * Grammar:* New words: III. Teaching aids: textbook, some pictures of people. IV. Procedure:Stage/Time:


Warm-up

Before

- Ask Ss to describe any their classmates- Ask Ss to guess the person who they described- Call on some Ss to asnwer- Check then give mark and lead into

Individual work

writing

While writing

After writing

Homework

the new lesson

-Ask Ss to read the task and answer three parts given- Instruct Ss to read it carefully before writing - Ask Ss to write about their friends about 15’- Go around and help if necessary- Pick up some writings and give mark- Ask Ss to exchange their writings with another student for correction.- Write Ss’ typical errors on the board and correct.- Provide general comments on the writings- Give suggested writing

- Ask Ss to read the “model” writing again- Ask Ss to summarize the main points

Whole class

Indiviual work

Whole class

Suggested writing:My best friend is Phuong. We met in school. We live in the same ward 5. So we worked together a lot. Phuong has a great sense of humour, she is very, very funnuy, an that is one of my favourite things about her. And over the years, we have been through gootimes and bad times with each other, and that’s one of thr things I like best about her. She has an oval face, with a high forehead, a straight nose and a wave black hair. She’s tall and thin. We have a lot of the same interests. We like to go to plays, movies and cafée together. But we’re going through a rough time, she’s really a good friend, and she’s a very sincere listener, an she

of the lesson

- Ask Ss to improve their writings at home- Ask Ss to prepare new lesson : Language Focus

always helped me through.

Whole class


Date :Sept 11th

Period:6 Unit 1: FRIENDSHIP Lesson : LanguageFocus

I. Objectives: By the end of the lesson, Ss will be able to : pronounce 2 sounds / dz / - / t /. be better at using Infinitive with to; Infinitive without to.II. Language Focus: * Grammar: Infinitive with to; Infinitive without to.* New words: III. Teaching aids: textbook, extra board. IV. Procedure:Stage/Time:


Warm-up

Activity 1:

Activity 2:

- Give Ss some pictures of a child, church, and cheese, jean, passenger, and a village- Ask Ss to answer the question: What are they? Can you put them in the correct column?- Call on some Ss to read their answers aloud- Check then give the correct answers- Lead into the new lessonI. Pronunciation:- Read the words first and make sure that Ss can distinguish the differences between the sounds in the words- Ask Ss to listen and repeat sounds and words given in the book in chorus and individual- Ask Ss to find out some more words containing 2 sounds- Correct if necessary- Ask Ss to practise reading aloud the

Individual work

/ dz / / t /village churchpassenger cheesejean child

Individual work and the whole class

Activity 1:

Activity 2:

sentences provided- Ask Ss to pick up words containing 2 sounds- Call on some Ss to read aloud these words- Check and ask for correctionII. Grammar:* Exercise 1:- Write some sentences on the board and underline the to + infinitive:+ I have some letters to write.+ Does he get anything to eat?+ There is plenty to do. - Ask Ss to comment on the use of to + infinitives in these examples.- Review the form and use of to-infinitives in thr examples.- Go on writing some examples on the board.- Ask Ss to comment.- Explain that we can put to-infinitives after adjectives.- Give some forms : Adj + to-inf ; adj + too/enough + to-inf- Ask Ss to give more some similar examples.- Ask Ss to do exercise 1 individually and then compare their answers with another S.- Call on some Ss to read out their answers.- Give correct answers.

Whole class

Whole class

Individul work

* Answers:1. Who wants

something to eat.

2. I have some letters to write.

3. I am / was delighted to hear the news.

4. My mother has some shopping to do.

5. You always have too much to talk about.

6. It’s lovely to see you again.

7. It’s / was too cold to go out.

8. I’m happy to know that you

Homework

* Exercise 2:- Call on some Ss to give some verbs followed by bare inf.- Check and give some form:feel, hear, watch, see,notice, observe, + noun/pronoun + Bare infperceive, smell,……let, make + object + Bare inf - Ask Ss to do exercise 2 in pairs.- Go around and help if necessary.- Ask Ss to compare answers with another pair.- Call on some Ss to go to the board to write their answers.- Ask other Ss to feedback and give correct answers

- Ask Ss to look at back grammar notes- Ask Ss to redo all tasks- Ask Ss to prepare new lesson : Unit 2 : Personal experiences - Lesson: Reading

have passed the exam.

Group works & whole class

Work in pairs

* Answers:1. The police

watched them get out of the car.

2. They let him write a letter to his wife.

3. I heard them talk in the next room.

4. The customs officer made him open the briefcase.

5. The boy saw the cat jump through the window.

6. Do you think the company will make him pay some extra money?

7. I felt the animal move towards me.

8. Do you think her parents will let her go on the picnic?

- Ask Ss to look up some new words: embarrass, floppy, idol, sneaky, make a fuss.


Date :Sept 13th

Period:7 Unit 2: PERSONAL EXPERIENCES Lesson : Reading

I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences by using information they have read to discuss the story.II. Language Focus: * Grammar: * New words: embarrass, experience, idol, glance at, sneaky, make a fuss, III. Teaching aids: textbook, some pictures. IV. Procedure:Stage/Time:


Warm-up

Before reading

While reading

- Give some pictures and ask Ss to guess what is happening in each of them.- Call on some Ss to present their ideas.- Check and lead into the new lesson.* Pre-teach Vocabulary:Embarrass(v) glance at(v)Experience(n) sneaky(a)Idol(n) make a fuss(exp)- Ask Ss to practise the pronunciation in chorus and individual if necessary.- Ask Ss to read the text and do the tasks given.* Task1:- Ask Ss to use the words / phrases in the box to fill the blanks in the sentences.- Go around and help when necessary.- Call on some Ss to read their answers aloud.- Check and give correct answers.

Pair works

Whole class

Individual work

* Answers:1. Glanced; 2. make a fuss3. Embarrassing; 4. Idols;5. sneaky

Work in pairs

After reading

Homework

* Task2:- Ask Ss to put the pictures of the events in the order they happened in the story.- Ask Ss to check the result which they guess in the Before reading- Call on some Ss to read their answers aloud.- Check.* Task3:- Ask Ss to read the text again and answer the questions.- Go around and help if necessary.- Call on Ss to present their answers.- Check and give correct answers.

- Teach some structures that can be used for giving suggestions.e.g: “perhaps she could”, “she might want to…”, and some adj that express feelings:e.g: “embarrassed, ashamed, confused, sad, unhappy, uncomfortable, ……”- Go around to check and offer help.- Call on the groups to tell and explain their choice.- Give correct feedback.

Work in groups

* Answers:1. A floppy cotton hat2. To buy a floppy cotton hat3. A wad of dollar notes that look exactly like those her father had given her.4. She thought that was her own money and the boy had stolen it from her. She wanted to take it back without making a fuss.5. She bought thr hat of her dream.

Work in groups of 4

* Suggested answers:1. She might feel embarrassed and guilty / ashamed because that was not her money.2. Perhaps the girl could come to the police station, tell the police the truth and ask them for help / Maybe the girl could get on

- Ask Ss to redo all tasks- Ask Ss to prepare new lesson : Speaking

the same bus the next day and look for the boy to return him the money/…

Work at home

Date :Sept 15th

Period:8 Unit 2: PERSONAL EXPERIENCES Lesson : Speaking I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences and how they affected one’s life.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, some pictures. IV. Procedure:Stage/Time:


Warm-up - Ask Ss to go around the class interviewing as many Ss as possible about their expriences. If someone say yes to their questions they write name of that person on the sheet. They should try to get many “Yes” answers as possible.- Ask Ss to use present perfect and simple past when conducting the interviews.

e.g: Have you ever see a lion not on TV? eat pizza? drive a truck? witness an armed robbery? ………………………- In the end the teacher ask Ss : “Who has ever seen a lion?”

Choose some Ss to work as an MC

Whole class

Before speaking

While speaking

After speaking

Homework

- Ask Ss to look at their sheets and answer: “Mai has seen a lion”- Ask Ss to ask Mai some more questions and make a new dialogue.e.g: “Where did you see a loin?” “ Can you tell us how you felt?” “Were you scared?”- Check and lead into the new lesson.

* Task1:- Ask Ss to work in pairs to match the things they might have done or experienced in box A with how experience might have affected them in box B.- Ask Ss to read the sentences carefully before doing.- Call on some pairs to read their answers aloud.- Check and give correct answers

* Task 2:- Ask Ss to read a jumped conversation about one of the past experiences carefully and put them in the correct order.- Go around and offer help if necessary.- Call on some pairs to present their dialogue.- Check and give correct answers, then ask Ss to practise the dialogue in pairs.

* Task 3:- Ask Ss to ask and answer questions about their past experiences, using the suggested questions on page 26.- Introduce some useful structures: Have you ever……? How did it happen? When did it happen? How did the experience affect you?…………………- Go around and offer help.- Call on some pairs to perform their

Pair works

* Answers:1d; 2c; 3a; 4b; 5e

Work in pairs

* Answers: 1b; 2d; 3h; 4a; 5e; 6g; 7c; 8f

Work in pairs

Work at home

conversation before the class.- Feedback and give final comments.

- Ask Ss to redo all tasks- Ask Ss to prepare new lesson : Listening

Date :Sept 17th

Period:9 Unit 2: PERSONAL EXPERIENCES Lesson : Listening

I. Objectives: By the end of the lesson , Ss will be able to develop such listening micro-skills as listening specific information and taking notes while listening.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, tape, cassette player.IV. Procedure:Stage/Time

Teacher’s activities Students’ activities:

Warm-up A matching game:- Divide the class into 4 groups.Then distribute the following handouts for Ss to do the matching task in their groups.- Might get Ss to give meanings of the given words. A 1. Fire fighter2. Fire alarm3. Fire escape4. Fire extinguisher5. Fire truck6. Smoke Ba. A metal stairway outside to help

people get out of a building on fire.

b. A person who fights fires.c. A bell that tells you a fire has started.d. A tube that contains special

chemicals for putting out a fire.

Group works

Before listening

While listening

After listening

e. What comes out of a fire.f. A large truck that carries firefighters

and equipment to the site of a fire.- Call on some groups to read their answers aloud.- Check , then give correct answers and lead into the new lesson.

- Ask Ss to look at the picture and say what is happening in it.- Ask Ss to listen and repeat some given words in the - Book and use them to talk about the picture.- Call on Ss to present their answers.- Check and correct.

* Task 1:- Ask Ss to listen to the interview , and decide whether the statements are true or false.- Ask Ss to read the sentences carefully before listening.- Play the tape once for Ss to listen and do the task.- Ask Ss to check their answers with a partner.- Check the answers with whole class.- Can play the tape one or two more times and pause at the answers for them to catch.- Give answers

* Task 2:- Ask Ss to do this task without listening again.- Check.- Ask Ss to listen to the tape again after Ss can guess the missing words.- Ask Ss to compare their answers with a friend.- Call on some Ss to give answers.- Check and give correct answers.

* Answers:1b; 2c; 3a; 4d; 5f; 6e

Work in groups

Individual work

* Answers:1T; 2F; 3F; 4F; 5T

Individual work

Work in pairs

* Answers:1. Small 2. everything 3. family 4. replaced 5. took 6. appreciate

Work in groups

Homewok

- Ask Ss to discuss the sentence “Christina says that family is more important than things.”- Might give Ss some useful expressions of asking and giving opinions.e.g: Asking for opinions: What do you think about…? What’s your opinion about…? What’s your feeling about…? How do you feel about…? …………………………… Expressing pinions: I think… (18) I believe… I feel… In my opinion, … Expressing agreements: I agree I think so, too That’s true, and… That’s right, and… Expressing disagreements: Well, maybe, but… That might be true, but… Well, my feeling is that… Well, I don’t think so. I think…- Give examples and get Ss to do some practice with these tructures.- Ask Ss to discuss Christina’s saying in groups.- Go around and offer help.- Call on the representatives of each group to report their peers’ ideas. - Check and correct.

- Ask Ss to learn the structures by heart.- Ask Ss to redo all tasks.- Ask them to prepare new lesson: Writing- Ask Ss to prepare one of their past experiences for next period.

Date :Sept 19th

Period: 10 Unit 2: PERSONAL EXPERIENCES Lesson : Writing

I. Objectives: By the end of the lesson , Ss will be able to write a personal letter about a past experience. II. Language Focus: * Grammar: Past tenses.* New words: III. Teaching aids: textbook, white boards.IV. Procedure:Stage/Time:


Warm-up

Before writing

A quiz about writing personal letters- Divide the class into 2 big groups.- Read out the questions and lead the game.- For each question, if their answer is quicker and correct, they get one point for their group.The quiz:1. How many parts are there in a

personal letter?2. What are these parts?3. What do we normally write in the

Salutation?4. What do we normally write in the

Closing?5. Where do we normally sign the

letter?- Ask each groups to answer the quiz questions.

Group works

* Answers:1. 5 parts2. The Heading, the Salutation,(Greeting), the body, the Closing, and the Signature.3. “Dear,…, Hello/Hi,…”…4. “Sincerely, Yours, Love, Cheers, Best wishes, See yu soon, ………”5. Under the ClosinWork in group

While writing

After writing

Homework

- Check and lead into the new lesson.- Get Ss to read the task carefully and work out what they are required to write about.- Call on Ss to answer and elicits more ideas from the class.- Might draw a network of ideas on the board for Ss. - Might remind of the uses of past tenses.- Ask Ss to give examples.- Ask Ss to plan their stories according to the questions on the board.e.g: A sample outline:

- Go around to check and offer help.- Collect some outlines and provide correct fee- Now, get Ss to write their own letters in 10 minutes.- Then ask Ss to get in pairs, exchange their letters and correct each other.- Go around to offer help.

- Choose some letters to read them to the class.- Elicite correct feedback from the class and give final comments afterwards. - Ask Ss to improve their letters by correcting the mistakes given by teacher

- Ask Ss to rewrite the letter.- Ask them to prepare new lesson: Language Focus

Individual work

Work in pairs

Whole class

Work at home

What happened? I nearly drowned

When it happened? A year ago, last summer

Where it happened? A river near my house

How it happened? When I was swimming, caught a cold, I felt dizzy and I was too weak to swim

Who was involved? Some of my friends

Date :Sept 21st

Period: 11 Unit 2: PERSONAL EXPERIENCES Lesson : Language Focus:I. Objectives: By the end of the lesson , Ss will be able to : - Distinguish the sounds / m /, / n /, / /. - Be better at using tenses: present simple for indicating the past, past simple, past continuous and past perfect.II. Language Focus: * Grammar: present simple for indicating the past, past simple, past continuous and past perfect.* New words: III. Teaching aids: textbook, white boards, handouts.IV. Procedure:Stage/Time:


Warm-up

Activity 1:

Give Ss some pictures and ask them some questions.1. What are they?2. What is she doing?- Ask Ss to look at pictures carefully.- Call on some Ss to read their answers aloud.- Check and lead into the new lesson.

I. Pronunciation:- Ask Ss to put words whose sounds belong to correct column. / m / / n / / /motorbike money fingers money childen singing- Check.- Ask Ss to practise the pronunciation in chorus and individual.- Ask Ss to work in pairs and take turn to read aloud the given sentences.- Go around to listen and take note of the typical errors.

Group works * Answers:1. They are

motorbike, money, fingers and children.

2. She is singing.

Work in groups

Work in pairs

Activity 2:

Activity 3:

Activity 4:

- Call on some Ss to read the sentences again and provide feedback. II. Grammar:- Might remind of Ss tenses.1. Present simple indicating past time Form: S + Vs/es- Ask Ss to give some examples.e.g: The train leaves every moning at 8 am.2. Past continuous:Form: S + was/were + V-inge.g: He was doing his homework at 8 pm last night.3. Simple past:Form: S + V2/ede.g: He was born in 1975.4. Past perfect:Form: S + had + V3/ede.g: She had gone to bed before 10 pm.- Ask Ss to give more examples.- Ask Ss to do the tasks provided.

Exercise 1:- Ask Ss to use correct present tense forms of the verbs in brackets in the given story.- Ask Ss to read the story carefully before doing.- Go around and offer help.- Call on some Ss to read aloud their answers.- Check and give correct answers.

Exercise 2:- Ask Ss to work in pairs to complete the sentences by putting the verbs into the

Whole class

Individual work

* Answers:1. Invites 2. sets 3. gets 4. waves 5. promises 6. carries 7. contains 8. has baked 9. is 10. is shining 11. are singing 12. is

Work in pairs

Activity 5:

Homework

past simple or past progressive.- Ask Ss to look at the examples carefully before doing.- Go around to offer help.- Call on some Ss to present their answers before the class.- Feedback and give correct answers.

Exercise 3: - Ask Ss to work in pairs to putting the verbs in each sentence into the past simple or the past perfect.- Ask Ss to follow the given example.- Call on some Ss to read their answers aloud to the class.- Check and give correct answers.

- Ask Ss to look at back grammar notes and redo all tasks.- Ask Ss to prepare for the first 45’ minutes.

* Answers:1. Broke / was playing2. Wrote / was3. Was working / broke4. Started / were walking5. Told / were having6. Didn’t listen / was thinking 7. Phoned / didn’t answer / were doing8. Didn’t wear / didn’t notice / was driving

Work in pairs

* Answers:1. had eaten / arrived2. found / had taken3. got / had closed4. got / had left 5. got / had arrived6. paid / had phoned7. went / said / hadn’t arrived8. had looked/ asked/ cost

Work at home

Date :Sept 23rd

Period: 14 Unit 3: A PARTY Lesson :Reading I. Objectives: By the end of the lesson , Ss will be able to : - Scan for specific infromation.

- Identify and correct false information.II. Language Focus: * Grammar: celebrate, anniversary, joke, silver anniversary, golden anniversary, milestone, relationship, mark.* New words: III. Teaching aids: textbook, some pictures of celebrationsIV. Procedure:Stage/Time:


Warm-up

Before reading

While reading

Matching the celebrations with the correct images in the box.

Christmas Graduation Halloween Wedding Thanksgiving Mother’s Day Birthday Valentine’s Day Easter

- Call on some Ss to read their answers aloud.- Check and lead into the new lesson.- Can talk about the celebrations quickly.- Ask Ss to look at the pictures and answer the given questions.- Call on some Ss to answer the questions and give the reasons for their answers.- Check with the class and ask them to guess what they are going to read about.

* Pre – teach VocabularyCelebrate(v) , anniversary(n) , joke(v),

Group works

* Answers:Christmas – eHalloween – aWedding – dEaster – cThanksgiving – IValentine’s Day – hGraduation – fMother’s Day – gBirthday – Work in pairs

Whole class

Work in pairs

After reading

Homework

silver anniversary(n) , golden anniversary(n) , diamond anniversary(n) , milestone(n) , relationship(n), mark(v).- Ask Ss to practise the pronunciation in chorus and individualbefore giving the meanings.

* Task 1:- Ask Ss to read the text silently and then do task 1.- Ask Ss to read the given statements carefully before doing.- Call on some Ss to write their answers on the board and ask them to explain their choices.- Check the answers with the whole class.

* Task 2:- Check if Ss can identify and correct the wrong information in Task 2 after their first reading of the passage. - (If not), Instruct Ss to go back to the passage and locate these words.- Ask Ss to read the given sentences carefully.- Get Ss to check their answers with a friend.- Call on some Ss to present and explain their answers.- Give feedback and correct answers. - Ask Ss to work in pairs to answer the questions- Go around and offer help.- Call on some pairs to tell and explain their choice.- Give correct answers.

- Ask Ss to reread the text and redo all tasks.- Ask Ss to learn new words by heart.- Ask Ss to prepare the next period : Speaking ( Talk about parties and how to plan parties)

Work in pairs

* Answers:1. sevenths 2. eats3. presents 4. ages5. years 6. 50th

7. golen

Work in pairs

Work at home

Date :Sept 25th

Period: 15 Unit 3: A PARTY Lesson :Speaking:

I. Objectives: By the end of the lesson , Ss will be able to talk about parties and how to plan parties. II. Language Focus: * Grammar: * New words: decoration, budget, convince.III. Teaching aids: textbook, some pictures of partiesIV. Procedure:Stage/Time:


Warm-up

Before speaking

While speaking

- Ask Ss some questions. - Have you ever had a party? - What did you prepare for it? - Who did you invite? - Was it fun?…………………………- Call on some pairs to present their answers.- Check and lead into the new lesson.

* Task 1:- Ask Ss to think of a party they have been to by choosing from the list the things they want to talk about.- Ask Ss to answer the questions .- Explain new words if necessary.- Go around to check and offer help.

* Task 2:- Ask Ss to tell their partner about the party based on the questions in Task 1.- Go around and offer help.- Call on some pairs to perform their conversations before the class.- Elicite feedback from the class and give final comments.

* Task 3:- Ask Ss to do task 3 in groups of 5.- Ask Ss to plan a party- Write the plan on the board.

Pair works

Work in pairs

Work in pairs an whole class

Work in groups

Whole class

- Teach useful expressions for negotiating (asking for and giving opinions, expressing agreements and disagreements, suggesting and stating preferences)e.g: Asking for opinions Giving opinions

What do you think about…? I think maybe… How do you feel about…? I feel…(cooking our own foods)

Expressing agreements Expressing disagreements

I agree Well, maybe, but… I think so, too Well, my feeling is that… That’s right, and… I don’t think so. I think…

Whole class

After speaking

Homework

Suggesting Stating preferences

Maybe we could… Perhaps I would prefer.. Why don’t we..? I’d rather… How about…? Maybe…(pizzas) could be a better choice Let’s… I would go for … (ordering food)

- Give examples.- Divide the class into groups of 5 .- Ask Ss to negotiate in order to come up with a plan for their parties.- Go around to check and offer help.- Listen and take note of their errors.- Ask Ss to present their plans.- Check and give correct answers when necessary.

* Task 4:- Ask Ss to tell the rest of the class about their parties and try to convince them to come.- Ask Ss to use “Be going to” in their plans.- Teach expressions for inviting and persuading.e.g:Would you like to come…?We would love to have you…We welcome your presence…You don’t know what you’ll miss out on if you don’t come.…………………………………- Ask Ss to do some practise with these structures.- Call on some groups to report about the parties that they planned.- Ask the other groups comment.- Check and correct.

- Ask Ss to redo all tasks- Ask them to improve their plans for parties.

Work in groups

Work in groups

Work at home

- Ask Ss to prepare the new lesson: Listening

(30)

Date :Sept 27th

Period: 16 Unit 3: A PARTY Lesson : Listening I. Objectives: By the end of the lesson , Ss will be able to devolop such listening micro-skills intensive listening for specific information . II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, tape, cassette player.IV. Procedure:Stage/Time:


Warm-up

Before listening

While litening

Group workse.g:age, ballon, birthday, cake, stars, flowers, candles, cards, candies, chocolates,, gifts, icing, dancing, song, …

Work in pairs and whole class

Work individually* Answers:1F; 2 F; 3F; 4T; 5F

Work individually

* Answers:1. She was 16.2. Because it is noisy and expensive.

After listeningHomework

3. soft drinks and biscuits at the beginning of the party.4. About 4:30 p.m.5. It was beautifully decorated with pink and white icing.6. They clapped their hands eagerly and sang “Happy Birthday”.7. At about 6 in the evening.

Work in groups

Work at homeDate :Sept 29th

Period: 17 Unit 3: A PARTY Lesson : Writing I. Objectives: By the end of the lesson , Ss will be able to write a letter of invitation. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, extra boards.IV. Procedure:Stage/Time:


Warm-up * Task 1:- Ask Ss to work in pairs , and answer the questions in the book.- Go around and offer help.

Pair works

Before writing

While writing

- Call on some Ss to give the answers.- Check and lead into the new lesson.

- Ask Ss to make an outline based on the answers in task 1.- Ask Ss to write the answers on the board / on the table like an outline.

Occasions for birthday, graduation, wedding giving parties anniversary, moving to a new house, family gathering , Chrismas, New Year, … Dressing codes Formal: dresses, high-heel shoes for women, suits and ties for men Informal: anything can do: jeans, T – shirt, skirts, ……

Presents to give anything can do: books, CDs, flowers, scarves, ties, pens, bags, paperweights, hats, … Sometimes people might want to bring wine

* Task 2:- Ask Ss to do the task individually and then compare their answers with a friend. - Call on some Ss to give the answers and write them on the board.- Elicit comments from the class and give correct answers.

- Ask Ss to make questions about its organization and language.e.g: What is the purpose of the first sentence? What about the second sentence? What exactly did Duc write to

Individual work and whole class

Work individually, pair work and whole class

* Answers:1. at my house2. to come3. refreshments4. to cook5. winners6. by Monday

Individual work & pair workShould note donw the answers in their notebooks.

After listening

Homework

express his invitation?

* Task 3:- Get Ss to read Task 3 and work out the questions.- Go around to check and offer help.- Get Ss to write their letters in 10 minutes, based on the outlines they have produced.- Then ask Ss to get in pairs, exchange their letters and correct each other.- Go around and offer help.- Choose some letters and read them to the class.- Then elicit feedback from the class and give final comments afterwards.- Should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.

- Ask Ss to study how to write a letter of invitation again.- Ask Ss to improve their letters.- Ask Ss to prepare the next period: Language Focus.- Ask Ss to prepare some real things for the Pronunciation part and review of Infinitive and Gerund.

Whole class

Work at home

Date :Oct 1st

Period: 16 Unit 3: A PARTY Lesson : Language Focus I. Objectives: By the end of the lesson , Ss will be able to: - Distinguish the sounds /l/ , /r/ , /h/. - Distinguish the uses of infinitive and gerund in active and passive voices.II. Language Focus: * Grammar: Infinitive – Gerund * New words: III. Teaching aids: textbook, extra boards.IV. Procedure:Stage/Time:


Warm-up

Activity 1

Activity 2

Activity 3

- Give Ss some real things in the box.- Divide the class into four groups and ask 4 leaders of each group to look into the box and list the names of the things.e.g: hat, horse, handbag, helicopter, ruler, glasses, chilli, eraser, rose, grass.- Ask the leaders to tell their groupmates, then the last one goes to the board and write down the told names of the things.- The group writes more correct words is the winner. - Ask Ss to put these words into the correct sound column. / l / / r / / h / lemond ruler hat ruler eraser horse glasses rose handbag chilli grass helicopter- Ask Ss to read these words aloud before the class.- Today we’ll study 3 sounds: / l / - / r / - / h /.- Lead into the new lesson.

I. Pronunciation: / l / - / r / - / h /- Ask Ss to read the words in the book in chorus and individual.- Correct if necessary.- Ask Ss to practise reading aloud the given sentences in the book.- Go around to listen and take notes of the typical errors.- Call on some Ss to read the sentences again and provide correct feedback.

II. Grammar:1. Infinitive and Gerund:Review of the verbs followed by an infinitive, gerund and both if necessary.

Group works

Whole class

Whole class

Whole class

Work in pairs

* Answers:1. having 2. getting3. to tell 4. practising5. to see

Activity 4

Activity 5

Activity 6

Activity 7

Activity 8

e.g: The verbs followed by an infinitive: agree, hope, arrange, mean, demand, manage, refuse, expect, offer, plan, seem, wait, fail, would like, promise, … The verbs followed by a gerund: admit, avoid, deny, enjoy, keep, dilike, risk, mention, love, mind, suggest, hate, finish, pratise, fancy, …, verbs followed by prepositions. The verbs followed by both : begin, start, intend, continue, / stop, like, try, foget, remember, regret. - Should point out which verbs have different meanings when are used with an infinitive or a gerund.

Exercise 1:- Get Ss to do exercise 1 in pairs.- Call on some Ss to read their answers aloud.- Check with the whole class an provide correct answers.

2. Passive infinitive: - Have Ss remind of the form and use of passive infinitive.a. Form: to be + V3/ed b. Use: to emphasise the action / event rather than the agent.- Ask Ss to give some examples.e.g: Anne hoped to be invited to the party.

Exercise 2: - Get Ss to do exercise 2 individually and then find a partner to check their answers with.- Call on some Ss to read aloud their answers and give the reasons for their choices.- Check with the whole class and give feedback.

Whole class

Work individually

* Answers:1B; 2A; 3B; 4B; 5A

Whole class

Work in pairs

* Answers:1D; 2C; 3B; 4B; 5C

Work at home

Homework

3. Passive gerund:- Have Ss to review of the form and use of passive gerund.a. Form: being + V3/edb. Use: to emphasise the action / event rather than the agent.- Call on some Ss to give some examplese.g: I don’t remember being told of their decision.

Exercise 3:- Ask Ss to work in pairs and choose the correct answer to complete the sentences in the book.- Go around and offer help if necessary.- Call on some Ss to read the answers aloud before the class.- Feedback and give correct answers.

- Ask Ss to redo all exercises.- Ask Ss to prepare the next period; Text yourself A

Date :Oct 3rd

Period: 17 TEST YOURSELF A I. Objectives: By the end of the test, Ss will be able to review the grammar notes and do all the tasks in the test to improve skills: Listening, Reading, Writing.II. Language Focus: * Grammar: Gerund, infinitive, passive and active.* New words: prominently, wrap, declare, brand-new outfit, prince, grinning, hug.III. Teaching aids: textbook.IV. Procedure:

Stage/Time:


Warm-up(4)

practice(40)

-Ask Ss some questions about their friends+ Have you got any closed friend(s) ?+ what do you like about your friend(s) best?+ How long have you known each other?_ Lead into new lesson I/ listening -Ask Ss to read all sentences and guess the answers- play the tape twice -Ask Ss to complete them and exchange the answers with their friend - Check their answers - Ask Ss to correct the mistakes - Comment and play the tape again - Give feedback II/ Reading -Ask Ss to read through the passage - Explain some new words + prominently(adv) + brand- new (a) + outfit (n) + grinning (n) + hug (v) -go around and guide Ss to answer- Call some pairs to answer - commentIII/ GrammarA/ Pronunciation-play the tape twice-Call two Ss to give their choices- commentB/ Grammar-Ask Ss to complete sentences, using infinitive- check their answers- Ask Ss to correct the mistakes- comment and give feedbackIV/ Writing-Ask Ss to write about their birthday party , using the given qwestions- Go around and give help

pair works

Ss listen to the tapepair works

Whole class

Ss read silently

Ss take notes

Pair works

Whole class listen and put a tick

Pair works

Ss write on their extra board in groups

Home work(1)

- Ask Ss to exchange their writings to correct- Call two groups to hang their writings on the board- Ask Ss to comment- comment- Ask Ss to review unit 1,2,3 for the first English text

Whole class

Ss do at home

Date :Oct 4th

Period: 18 LESSON PLAN THE FIRST ENGLISH TEST

Date: October 5Th LESSON PLAN Period: 19th CORRECT THE FIRST TEST

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

- Know how much they understand lesson 1, 2, and 3.- Estimate their marks for the test.

II. Language focus:- Grammar: Vto infinitive, V- to , past perfect, simple past, gerund……- New words: words related to the text

III. Teaching aids: hand outs.IV. Procedure:

Stage/Time Teacher’s activities Students’ activitiesI/ Choose the best answer(3.5)1. simple past 2. see+ v-to

Ss look at their paper textSs take notes

Homework (3’)

3.make+ v-to 4. past continous5. simple past , past perfect6. find+ v-to 7. would you mind+ v-ing8. why don’t we…..?= suggest +v-ing9. show + wh = Vto inf10. so that =………+ Vto inf11. loyal+ toII/ writing(2.5)-Ask Ss to read the letter again and explain the meanings of the letterIII/ Reading(2.5)-Ask Ss to read the passage again-Explain the choices and give feedbackIV/ listening (1.5)-Read the tapescript againTapeseriptHa : So …What’s important for you,Hai ?Hai : The most important thing for me is kindness , because if someone is kind,they won’t hurt you or make you unhappy.Ha : Yes, you’re right. And what do you think, is it important to be good-looking ?Hai : Mmm, actually, I prefer good taste in clothes. But that’s not the most important thing in a close friend. Personality is more important. So kindness is important to me personality, and honesty.What about you, Ha ?Ha : I agree with you – honesty – you must be sure your friend always tells you the truth and never lies to you …And a bit of intelligence,too.-Give feedbackAsk Ss to prepare unit 4 : reading+look up new words+ read the passage

feedback1.b 2.a 3.c 4. b 5.a 6. b 7.c 8.b 9. b 10. b 11.a 12. c 13.d 14.b

feedback1.e 2.b 3.d 4.a 5.c

Ss read silentlyFeedback1.d 2.a 3. d 4. b 5.aSs listen

Feedback1.hurt 2. good-looking3. truth

Ss prepare at home

Date :Oct 6th

Period: 20th Unit 4: VOLUNTEER WORK Lesson : Reading I. Objectives: By the end of the lesson , Ss will be able to: Develop such reading micro-skills as scanning for specific ideas and skimming for general information. Use the information they have read to discuss the topic.II. Language Focus: * Grammar: * New words: volunteer ,orphanage, mow, lawn, handicapped, comfort, participate, disaster.III. Teaching aids: textbook, extra boards.IV. Procedure:

Stage/Time:


Warm-up

Before reading

While reading

- Ask Ss some questions.1. Have you ever volunteered to work?2. What did you do?3. Where did you volunteer to work?………………………………- Call on some Ss to give their ideas.- Check and lead into the new lesson.

- Ask Ss to read the saying and explain what it means.- Ask Ss to look at the picture and ask them some questions:+ What is the old woman doing in the picture?+ What does this mean by”Little Moments Big Magic”?+ What does the picture tell you?- Call on some Ss to present their opinions.- May give some comments and suggestion.

* Pre-teaching vocabulary:Volunteer(n) / (v), voluntary(a) , voluntarily(adv), orphanage(n), mow(v), lawn(n), handicapped(a), comfort(v), participate(v) = take part in(v) ,disaster(v)-- Ask Ss to practise reading aloud the newwords.* Task 1:

Pair works

Ss answer individually

Pair works and whole class

Suggested answers:+ The old woman is teaching the boy to read.+ The phrase means that your little contribution and help may lead to significant results / may greatly change a person’s life.+ The picture tells me that everybody, no matter what they are young or old , can do volunteer work.+ The saying means that if you help somebody by giving them some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills.

After reading

Homework

- Instruct Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank.- Ask Ss to pay attention to the word preceding the blank to fill in the right form of the word.- Ask Ss to work individually to do the task and exchange their answers with other Ss.- Ask Ss for their answers and give the correct.

* Task 2:- Ask Ss to skim the sentences to understand them.- Ask Ss to read the text carefully and try giving it a title.- Ask Ss to work individually to do the task, then discuss their answers with their peers.- Call on some Ss to give their answers.- Ask other Ss to say whether they agree or disagree.- Ask Ss to give the reasons for their choices.- Give feedback and the correct.* Task 3:- Ask Ss to skim the questions to understand them.- Ask Ss to locate the information for the questions by finding the key words in the text and mark the place.- Ask Ss to use their own words.- Call on some Ss to write their answers on the board and ask them to explain their choices.- Give the correct answers.

Whole class

Inividual work and pair work

Answers:1. voluntary 2. voluntarily3. volunteers4. volunteered

Individual work & pair work

Answers:1A; 2D; 3B; 4D; 5B

Work in pairs

* Answers:1. They read books to the people there, play games with them or listen to their problems.2. They give care and comfort to them and help them to overcome their difficulties.3. They volunteer to work in remote

- Ask Ss to work in pairs to discuss the questions in the book.- Go around to offer help.- Ask every two pairs to share ideas.- Call on some Ss to report their ideas to the class.- Give feedback.- Ask Ss to reread the text and do all tasks again.- Ask Ss to learn the new words by heart.- Ask them to prepare the next period – Lesson : Speaking by answering the question: “What activities exactly are you doing for volunteer work?”

or mountainous areas.

Work in pairs.

Work at home

Date :Oct 7th

Period: 21 Unit 4: VOLUNTEER WORK Lesson : SpeakingI. Objectives: By the end of the lesson , Ss will be able to talk about volunteer work.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, some pictures of volunteer work.IV. Procedure:Stage/Time:


Warm-up

Before speaking

While speaking

After speaking

- Give some pictures .- Ask Ss to choose which are pictures of voluteer work.- Call on some Ss to give their choices- Check and lead into the new lesson.

* Task 1:- Ask Ss to read the sentences carefully.- Ask Ss to decide which activities are volunteer work.- Call on some Ss to read their answers aloud.- Check and give the correct.- Ask Ss to give more volunteer work. * Task 2:Ask Ss to practise the dialogue and then make similar conversations, using the activities given.Call some pairs to read the dialogue aloud.Ask Ss to read the list of volunteer activities and the exact things related to themCan explain some new words quickly. War invalid(n) : thuong binh Martyr (n) : liet si Intersection (n) : duong giao nhau, nga ba, nga tu.Notice that one activity in the first column can go with several activities in the second column.Give suggested answers. + Helping people in -teaching the children to mountainous areas read and write - giving them money+helping old or sick - cleaning up houses, people doing their hopping cooking meals+ helping - teaching the children disadvantaged to read and

Group works

Pair works

Ss take note

Pair works

Suggested answers:- Helping people in remote or mountainous areas- Giving care and comfort to the poor and the sick- Providing education for disadvantaged children - Joining the Green Saturday Movement- Donating blood- Directing traffic- Guiding foreign sports teams

Homework

write or handicapped - listening to their children problems - playing games with + taking care of war them invalids and the - taking them to families of martyrs places of interest* Task 3:- Ask Ss to read through the example in the book.- Encourage Ss to use transition signals such as also, besides, moreover, etc. to make their talk more coherent.- Ask Ss to work in groups to talk one activity their partner take part in.- Go around to offer help.- Call on some Ss to talk about the activity they take part in.- Correct and give suggested answers.

- Ask Ss to redo all tasks- Ask them to prepare the next period: Lesson : Listening.

around when they go to Vietnam to compete..

Work in groups

* Answers:Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people.

Work at home

Date :Oct 9th

Period: 22 Unit 4: VOLUNTEER WORK Lesson : Listening

I. Objectives: By the end of the lesson , Ss will be able to develop such listening micro -skills as intensive listening for specific information and taking notes while listening.II. Language Focus: * Grammar: * New words: co-operate, fund- raising ,co-ordinate. III. Teaching aids: textbook, tape, cassette, handout.IV. ProceduresStage/Time:


Warm-up

Before listening

While listening

- Give Ss handouts and ask them to tick ( ) the best answer to the questions that suit them.1. How often do you support charities? regularly from time to time never2. What’s the best way of raising money to support charities? through through taxes through donations fund-raising 3. Which of these kinds of volunteer work do you prefer? helping helping the poor helping the elderly the sick- Collect some handouts and give comments.- Lead into the new lesson.

- Ask Ss to listen an repeat the words appearing in the listening.Organisation for Educational DevelopmentDisadvantaged children sponsorSpring School co-operateFund – raising co-ordinate- May get Ss to make sentences with the words and give correct feedback.* Task 1:

Group works

Whole class

Pair work & individual work

Answers:1. informal2. 30 street

After listening

Homework

- Ask Ss to read the sentences carefully.- Ask Ss to guess which words are they going to hear - Play the tape and ask Ss to take notes of the answes.- Play the tape once for Ss to do the check.- Pause the tape at the answers for Ss to check their answers.- Ask Ss to compare their answers with other Ss.- Call on some Ss to read their answers aloud.- Give correct answers.

* Task 2:- Ask Ss to try to answer the questions with the things they remember from the previous times of listening.- Play the tape again for Ss to do the task.- Get Ss to work in pairs and check their answers.- Call on some Ss to give the answers .- Might want to let Ss listen one more time and pause at the answers for them to catch.

- Get Ss to summarize the story about Spring School, using the suggestions.- Go around to offer help.- Call on some Ss to present their summaries.- Give feedback and final comments.

- Ask Ss to improve their summaries

children3. 250 children4. 19985. volunteers / June

Individual work & pair workAnswers:1. It provides

classes to disadvantaged chldren in Ho Chi Minh City.

2. Dance, theatre, singing and circus classes

3. Because they need money to continue their English and Performance Arts classes.

4. At one of the largest hotels in Ho Chi Minh City.

5. Because they need help to contact sponsors and expand the school activities.

Group work

Work at home

again.- Ask Ss to learn by heart all new words.- Ask Ss to prepare the next period – Lesson : Writing. “How many parts are there in a letter?”

Date :Oct 15th

Period: 23 Unit 4: VOLUNTEER WORK Lesson : WritingI. Objectives: By the end of the lesson , Ss will be able to write a formal letter of expressing gratitude.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, extra boards, handouts.IV. Procedure:Stage/Time:


Warm-up Quiz – A formal letter- Prepare a handout with a quiz about writing formal letters in English.- Ask Ss to work in groups to complete the statements as quickly as possible. The group with the quickest and most correct answers will be the winner. _ Lead into the new lesson Quiz 1. You write your address in ……………… of the letter. 2. The address of the receiver should be written on …………………………… , starting below our address. 3. You can write ………………… on the right or the left on the line after the address you are writing to. 4. When the letter starts Dear Sir / Madam, you end it with ……………………………… . 5. When the letter starts Dear Dr

Group work

Answers : 1. the top left –

hand corner2. the left3. the date4. Your sincerely,5. Your sincerely,6. Contractions

Before writing

While writing

After writing

Homework

Smith, you end it with ……………………………… . 6. It is not a good idea to use …………………… such as I’m or can’t.* Task 1:- Ask Ss to read the sample letter and discuss the purpose or the letter in pairs- Call on some Ss to give the answers.- Ask Ss to read the letter again and do task 1 individually.- Ask Ss to exchange their answers with another student.- Call on Ss to read their answers aloud.- Might give answers.- May introduce some other expressions that can be used in this kind of letter. For example:+ On behalf of ………… , I would like to thank you for your generous donation of $ …………… . Your contribution makes it possible for us to …………… + Thank you very much for your generous donation of $ …………… in support of ……………………+ As a result of your gift, we will be able to continue the care for the new orphans we have taken in since the tsunami tragedy.+ I would like to take this opportunity to thank you for your generousity in donating ……………………………* Task 2:- Ask Ss to read the instruction carefully.- Get Ss to write the letter in 15 minutes.- Go around to observe and offer help.- Ask Ss to exchange their writings with another student .- Go around and collect mistakes.- Collect some writings for quick feedback.- Write Ss’ typical errors on the board.- Provide correction only when Ss are not to correct the errors.- Give general comments on the letter.- Ask Ss to learn how to write a letter of

Work individually

Whole class

Individual work & pair work

Whole class

Work at home

gratitude- Ask Ss to prepare the next period – Lesson : Language Focus- Ask Ss to find some words containing the sounds: /w/-/j/ and the differences between gerund and present participle/ perfect gerund and perfect participle.

Date :Oct 20th

Period: 24 Unit 4: VOLUNTEER WORK Lesson : Language FocusI. Objectives: By the end of the lesson , Ss will be able to : - distinguish the sounds /w/ and /j/. - use gerunds, present participles, perfect gerunds and perfect participles appropriately.II. Language Focus: * Grammar: gerunds, present participles, perfect gerunds and perfect participles* New words: III. Teaching aids: textbook, extra boards, handouts.IV. Procedure:Stage/Time:


Warm-up

Activity 1

Activity 2

- Devide the class into 4 groups.- Ask Ss to go to the board and write down the words containing the sounds /w/ and /j/ as many as possible.- Give each group two minutes to complete.- The group with the quickest and most correct words will be the winner.e.g: when, where, why, wall, well, wind, …yet, you, your, yesterday, United States,

…- Check and lead into the new lesson.I. Pronunciation:- Ask Ss to listen and repeat the words containing the sounds /w/ - /j/ in the book. / w / / j / we wheel yes

Group work

Whole class

Pair work & whole

Activity 3

Activity 4

Activity 5

years west wet yellow use wine whale young York - Call on some Ss to read the words again.- Ask Ss to practise reading aloud the given sentences.- Ask Ss to practise in pairs.- May correct if necessary.II. Grammar:1. Gerund: - Review the form and uses of gerunds.a. Form: V-ingb. Uses: - as the subject of the

sentence e.g: Reading is my hobby. - as the complement of the verb “tobe”

e.g: My hobby is reading. - after prepositions e.g: I am fond of reading. I gave up drinking.

- after some verbs: admit, avoid, deny, enjoy, keep, dilike, risk, mention love, mind, suggest, hate, finish, pratise fancy, can’t stand, no use, be worth… - in compound nounse.g: drinking water, a driving lesson, …

Exercise 1:- Ask Ss to do exercise 1 individually and then compare their answers with another student.- Call on some Ss to read out their answers.- Give correct answers is necessary

2. Present participle:- Review the form and uses of present participles.

class

Whole class

Individual work & pair workAnswers : 1. hearing 5. spending2. bending 6. waiting3. behaving 7. starting4. meeting

Whole class

Pair work

Activity 6

Activity 7

Activity 8

Homework

a. Form : V-ingc. Uses: - as part of the continuous

form of verb e.g: I am reading. - after verbs of movement / position e.g: I used to go fishing when I was 10. - after verbs of perception in the pattern: Verb + object + present participle e.g: I heard someone playing the guitar. - as an adjective e.g: It was an interesting film. - In the pattern: V + spend, waste, catch, find + present p e.g: Don’t waste time playing games. Exercise 2:- Ask Ss to do exercise 2 in pairs.- Ask them to compare answers with another pair.- Call on some Ss t go to the board to write their answers.- Ask other Ss to feedback and give correct answers. 3. Perfect gerund and perfect participle- Review the form and uses of perfect gerund and perfect participle. Perfect gerund:a. Form: having + V3/edb. Uses: The perfect gerund can be

used instead of the present form of the gerund when we

are referring to a past action. e.g: He was accused of deserting his ship. Perfect participle:a. Form: having + V3/edb. Uses: - The perfect participle can be

used instead of the present participle when one action is immediately

Answers:1. burning / rising2. reading3. lying4. shopping5. preparing6. trying7. modernizing

Whole class

Individual work & pair workAnswers:1. having made2. having been3. having been4. having tied5. having read6. having taken

whole class work at home

followed by another with the same subject.

e.g: Switching off the lights, we went to bed. - The perfect participle emphasizes that . the first action is complete before the second one starts. e.g: Having bought a bike, she cycled home. - The perfect participle is, however, necessary when there is an interval . of time between the two actions. e.g: Having failed twice, he didn’t want to try again.Exercise 3:- Ask Ss to do exercise 3 indiviually and then compare their answers with another student. - Call on some Ss to read out their answers.- Give correct answers if necessary.

- Ask Ss to redo all exercises.- Ask Ss to prepare for

Date :Nov 2nd

Period: 30 Unit 6: COMPETITIONS Lesson : ReadingI. Objectives: By the end of the lesson , Ss will be able to : - Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context. - Use the information they have read to discuss the related topic.II. Language Focus: * Grammar:

* New words: III. Teaching aids: textbook, extra boards, handouts.IV. Procedure:Stage/Time:


Warm-up

Before reading

While reading

- Get Ss to work in pairs, matching the 4 given competitions with the corret pictures on page 66.- Check the answers with the whole class.- Might want to get Ss to tell which of these competitions they like most and why.- Get Ss to name some other competitions that they know or have ever participated in and elicit their comments on the events.- Lead into the new lesson.

- Introduce the topic of the lesson and get Ss to work in pairs and answer the questions on page 67.- Call on some Ss to answer the questions.- Should ask Ss to give reasons for their answers.- Help Ss to express their ideas.- Elicit comments from the class and ask Ss to guess what they are going to read about.

- Ask Ss to read about a school’s competition and do the tasks given in the book.Task 1:- Ask Ss to read the passage in silence and do task 1.- Go around and offer to help.- Call on some Ss to read their answers aloud.- Check the answers with the whole class.- Might check Ss’ words by calling some Ss to tellthe meaning of the words in Vietnamese.Give correct answers. Task 2:

Pair work

Whole class, Pair work

whole class

Pair work

Whole class

* Answers:1d 2f 3e 4c 5b 6a

Pair work* Answers:1. The

representatives of three classes of the speaker’s school.

2. It was to

After reading

- Ask Ss to read the questions given carefully before doing the task.- Ask Ss to read the passage again and answer the questions.- Go around and offer to help.- Get Ss to check their answers with a peer.- Call on some Ss to read aloud their answers and ask them to explain their choices.- Give correct answers.

Task 3:- Ask Ss to go back to the passage and locate the key words in the passage.- Go around and offer to help.- Get Ss to check their answers with a peer.- Call on some Ss to read aloud their answers and ask them to explain their choices.- Give correct answers.

stimulate the spirit of learning English among students.

3. The students’ Parents Society

4. They had to complete 5 activities in all. On competionof each activity , they had to answer the questions in the worksheets within 2 minutes.

5. They had to observe and score the students’performance. A maximum score for each activity was 15. At the end of the competition they would announce the total score of each group. The group that got the highest scores will be the winner.

6. A set of CDs for studying English and an Oxford Advanced Learner’s Dictionary.

* Answers1. … to recite2. … became the

winner of the competition.3. … 60 points

Homework

- Read the poem aloud once and get Ss to repeat each line after him / her.- Should draw Ss’ attention to the rhythm and intonation when reciting the poem.- Let Ss practise reciting the poem in their own groups.- Go around and offer help.- Call on some groups to read the poem and ask the class to decide who the best performers are.- Call on different groups to read their translations to the class. - Check and give suggested translation.- Ask Ss to read the passage again and redo all tasks.

- Ask Ss to prepare the next period: Speaking – expressing compeitions they like or dislike.

4.… “For me the important thing was our participation in the competition and the enjoyment we had from it”

Whole class

Group work

Work at home

Date :Nov 4th

Period: 31 Unit 6: COMPETITIONS Lesson : SpeakingI. Objectives: By the end of the lesson , Ss will be able to talk about a competition or contest. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, handouts, pictures.IV. Procedure:

Stage/Time:


Warm-up - Show Ss some pictures (Who wants to be a millionaire?, 1 vs. 100, and talent show-Pop Idol) and get them to say the names of the games in Vietnamese.-Call on some Ss to read the names aloud.- Check and introduce the topic of the lesson: Talking about competitions and contest.

Whole class

Before speaking

While speaking

After speaking

Homework

Task 1:- Introduce the task and get Ss to do it individually and then compare their answers with a peer.- Should encourage Ss to guess the meanings of the new words, if any.- Might also want to get Ss to name some contests.e.g: General knowledge quiz includes “Haønh trình vaên hoùa”- Call on different pairs o report their answers.- Ask Ss to explain why they like or dislike a game / contest.- Might help Ss to express their ideas if necessary. Task 2:- Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue.- Correct errors, if any.- Go over the table of useful expressions on page 69 and explain new words to Ss when necessary.- Give some the structures that are used for asking for and giving opinions about contests.e.g:Asking for opinions: + What do you think of …? + What’s your opinion about …? + How do you feel about …? + Do you like …?Giving opinions: I think … is / are good / fun / great / wonderful / perfect / extremely interseting / stimulating / hilarious / amusingI think … is / are boring / silly / dull- Ask Ss to make similar conversations to the sample dialogue.- Go around to check and offer help.- Call on some pairs to perform their conversations.- Check and provide feedback.Task 3:- Ask Ss to talk about a competition or contest they have recently joined or seen

Individual work

Individual work, pair work & whole class

Pair work & whole class

Pair work & whole class


by using the suggestions.- Go around to offer help.- Call on each group to present their answers.- Check an correct.

- Ask Ss to redo all tasks.- Ask Ss to prepare the next period: Lesson _ Listening

Date :Nov 6th

Period: 32 Unit 6: COMPETITIONS Lesson : ListeningI. Objectives: By the end of the lesson , Ss will be able to - Develop extensive listening skills. - Use the information they have listened to for other communicative tasks.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook,cassette, tape.IV. Procedure:

Stage/Time:


Warm-up

Before listening

Jumbled words- Divide the class into groups of 4.- Give each group one card containing 10 words whose letters are jumbled.- Ask Ss to rearrange the letters to make good words.

- Check and lead to the new lesson.- Ask Ss to work in pairs and answer given questions in the book.

Group work

Answers:1. marathon2. finish3. runner4. athletic5. race6. champion7. running8. distance9. sport10. racing

1. tohamarn2. sifihn3. renurn4. chiatelt5. crae6. conpahim7. nurning8. centadis9. storp10. cirang

While listening

After listening

Homework

- Get Ss to look at the pictures carefully before doing.- Call on some Ss to read aloud their answers.- Help Ss to pronounce the words in the book correctly.Task 1:- Ask Ss to read the statements carefully before listening.- Play the tape once for Ss to listen and do the task.- Get Ss to find a partner to check their answers with.- Check the answers with the whole class. - Play the tape again and pause at the answers for Ss to catch.- Give correct answersTask 2:- Play the tape again for Ss tolisten and answer the questions.- Remind Ss to write down only the main points in note forms.- Check and pause at difficult points for Ss to catch.- Give feedback.

- Ask Ss name some famous Vietnamese runners and talk about them.- Go around to offer help.- Call on the representative of each group to talk about their favourite runners.- Provide feeback.- Ask Ss to redo all tasks.- Ask Ss to prepare the next period _ Lesson: Writing

Whole class

Individual work, pair work & whole class. Answers:1T 2T 3F4F 5T 6F

Individual work, pair work & whole class. Answers:1. New York2. In 19723. 84. 6164

Group work


Date :Nov 6th

Period: 33 Unit 6: COMPETITIONS Lesson : WritingI. Objectives: By the end of the lesson , Ss will be able to a letter of reply. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, handouts

IV. Procedure:

Stage/Time:


Warm-up

Before writing

While writing

Ask Ss to name some competitions or contests on national TV.Ask Ss some questions:Which one do you like to join?How do you do to participate in it?How do you write to participate?Ask Ss to answers the questions individually.Call on somw Ss to give the answers.Check and lead to the new lesson.

Task 1:- Ask Ss to read the letter and find out the information required for the English Speaking Competition.- Write the answers on the board.E.g:When? (the date & time)Where? (the venue)Who? (who can participate, who are the hosts / judges, who to contact, etc)How? (how to apply to participate, how the contest proceeds, how the candidates’ performanceis assesses, etc.)What? (what is expected of the candidates, what the award is)- Get Ss to read the letter and identify who wrote the letter, for what purpose, what information she requested, then compare their answers with the ideas on the board.Task 2:- Ask Ss to read the letter again and write a letter to respond to Thu trang, using the given details.- Get Ss to write their own letters in 10 minutes.ask Ss to get in pairs, exchange their letters and correct each other.-Go around to offer help.- Give the suggested letter.A sample letter:English for the World106 Tran Hung Dao St., Hoan Kiem Dist.

Individual work

The Magic Conical Hat, One hundred Aena, Vietnam Idol, Who want to be the millionaire, The price is right, …

Individual work & Whole class

Individual work & Pair work

After listening

Homework

HANOI

November 18, 2007Dear Thu Trang,Thank you for your interest in our English Speaking Competition. Here is the information that you request.Date and time: 8:30p.m, November 25, 2007Venue: 106 Tran Hung DaoNumber of participants: 25Entry procedure: Candidates fill an application form to participate.We encourage you to apply to participate by 4p.m., November 20. Because this year we limit the number of participants to only 25, applications submitted late will not be considered.For further information, please contact me on 9838188 or email me at [email protected] wish you good luck at the contest and look forward to seeing you there.Best regards,Kate JohnsonSecretary

- Choose some letters and read them to class.- Give final comments.- Should draw Ss’ attention to the format of the letter, the organisation of ideas and language use. - Ask Ss to improve their letters.- Ask Ss to prepare the next period _ Lesson: Language Focus _ review of how to change into Reported Speech.

Whole class


Date :Nov 9th

Period: 34 Unit 6: COMPETITIONS Lesson : Language FocusI. Objectives: By the end of the lesson , Ss will be able to: - Pronounce three sounds /tr/ - /dr/ - /tw/ correctly.

mailto:[email protected]

- Understand reported speech with gerund and use these structures to solve communicative tasks.II. Language Focus: * Grammar: Reported Speech with gerund* New words: III. Teaching aids: textbook, handoutsIV. Procedure:

Stage/Time:

Teacher’s activities: Students’activities:

Warm-up

Activity 1

Activity 2

Activity 3

Activity 4

- Give Ss some pictures and ask them what they see in those pictures.- Ask Ss to work in pairs and give the answers.- Check and lead to the new lesson.I. Pronunciation:- Ask Ss to listen and repeat the words given in the book. /tr/ /dr/ /tw/ traffic drive twelve troops drink twinkle trousers dress twin- Ask Ss to practise the pronunciation in chorus and individual for a few more times.- Ask Ss to work in pairs and take turn to read aloud the given sentences on page 73.- Go around to liten and take notes of the typical errors.- Call on sme Ss to read the sentences again .- Provide correct feedback.II. Grammar:* Reported Speech with gerund:- Review reported speech with gerund if necessary. Form: V + O + preposition + (not) V-ing Meaning and use: It is used to report thanking, apologies, accusations, an so on.e.g: I apologised to him for not phoning

Individual workTraffic lights, dress, trousers, train, twin, …

Individual work & Whole class

Pair work

Whole class


Activity 5

Homework

earlier.Notice that : + We don’t use “say” in this structure. + Some verbs do not need a preposition (stop, deny, admit, suggest, … ) Exercise 1:- Get Ss to do exercise 1 individually and then find a partner to check their answers with.- Check with the whole class and provide correct feedback.Answers:1. John congratulated us on passing our exam.2. Mary apologised for not phoning me earlier.3. Peter insisted on driving Linda to the station.4. The teacher accused the boy of not paying attention to what he had said.5. Bob has always dreamed of being rich.I6. warned Ann against staying at the hotel near the airport.7. Her mother prevented Jane from going out that night.8. Miss White thanked Jack for visiting her. Exercise 2:- Get Ss to do exercise 1 individually and then find a partner to check their answers with.- Check with the whole class and provide correct feedback.Answers:1. Tom insisted on paying for the meal.2. Mr. And Mrs. Smith looked forward to meeting their children soon.3. The boy denied breaking the window of the woman’s house.4. The policeman stopped the customer from leaving the shop.5. The thief admitted stealingmrs. Brown’s car.6. Ann suggested having a party the next Saturday.7. John and his wife were thinking of buying the house.



- Ask Ss to redo all exercises.- Ask Ss to prepare the next period _ Test yourself B

Date :Nov 11th

Period: 35 TEST YOUSELF BI. Objectives: By the end of the test , Ss will be able to review the grammar notes and do all the tasks in the test to improve skills: Listening, Reading, Writing.II. Language Focus: * Grammar: Infinitive – Gerund * New words: III. Teaching aids: textbook, handoutsIV. Procedure:

Stage/Time:


Warm-upListening 2.5p

Reading 2.5p

Pronunciation & Grammar 2.5p

Writing 2.5p

- Ask Ss to give answers to Test yourself B- Ask Ss to read questions carefully before listening.1A 2B 3D 4C 5B

1D 2B 3B 4C 5C

a. Pronunciation: 1. play 2. drive 3. twice 4. proudb. Grammar:1. talking 2. to go 3. smoking 4. saying 5. do 6. goingA suggested writing.I enjoy watching television and often spend one or two hours watching it everyday. I sometimes spend more time watching it at weekends. One of my favourite programmes is “The way to Olympia Peak”. It is always on from 9 o’clock to 11 o’clock on VTV3 on Sundays. I like watching it because the three competitors on each show are very intelligent. They are all advanced students from different schools. They have to answer several questions about general

Individual work

Individual work

Individual work

Group work

Homework

knowledge of natural and social sciences. Many questions are very challengingfor me. I am interested in watching it but I don’t think I am able to take part in the programme.

- Ask Ss to redo all exercises.- Ask Ss to prepare the third 45’ test


Date: Nov 12th

Period:36 THE SECOND ENGLISH TEST I/ Choose the best answer(3.5)1. He was accused of …………………………the car two months ago.a. steal b. having stealing c. stolen d. having stolen2. …………………..it several times, he didn’t want to read it once again.a. reading b. having read c.to read d. to have read 3. The police watched them ………………out of the car .a. got b. get c. getting d. to get4. My hobby is …………………….stampsa. collect b. having collected c. collecting d. to collect5. I saw him ……………….to school everydaya. to walk b. walked c. walk d. walking6. ………………… the room , he saw her reading books a. enter b. entering c.when entering d. to enter 7. The students are working the job ……………………to help the examinees a. volunteers b. voluntary c. voluntarily d. to volunteer8. They asked……………… our bags outside the exam rooma. us to leave b. to leave c. we leave d. us leaving * ANSWER:1…………2……………3…………..4……………5………….6……………..7………….8……………* Complete the second sentence so that it has a similar meaming to the first one , using the words given.9.“ You should go home and rest for a while,” said the bossHis boss ……………………………………………………………………………….10. “ Be quite” said the mother to her son.The mother …………………………………………………………………………………..11.” Why don’t we ask our teacher for help?”Jack suggested……………………………………………………………………………………..12.”I am sorry I couldn’t come to visit you last summer”Kate…………………………………………………………………………………………………………

Circle the word with a different sound in each line 13 a. plight b. blind c. blanket d. bleed 14.a. wish b. why c. who d. were

II/ Read the text and then do the exercises that follow.(2.5)The national championships are in two months. I’ll have been in hard training

for just over fourteen weeks by then. When I say hard, I mean it . I estimate that I will have done about four and a half thousands laps of the track in my fourteen week training period. Young athletes from all over the country will be attending, all of whom will, like me, be hoping to impress the national coaches . I’ve been thinking about what I am going to do before the races start. People say you have to put the crowd and other competitors out of your mind. You are supposed to focus on warming up but I want to remember every face . Coaches tell you not to think about winning, just running- but I am going to . My parents are going to be there to watch me . I hope I will be able to do my best because their help has been important and I would really like to make them proud of me . I won ’t know until next week when we start timing my running seriously what chance of winning I have . My friends say that I am an optimist and, even though it will be my first time at a big com petition such as this , I thinkthat I can get one of the first three places . This would be good enough for me to be considered for selection for the national team before the end of the year. 1. When will the national championships take place? =>…………………………………………………………………………………………………..2. How long has the writer been in hard training ?=>…………………………………………………………………………………………..3. Is the writer going to do as coaches tell him?=>…………………………………………………………………………………………* True (T) or False(F)4. The writer has been training for over five weeks now 5. According to the text, the writer isn’t going to think about winning.III/ Writing(2.5)You are Susan Smith, secretary of the English Speaking Competition.Write a letter to inform Lan , who wrote a letter to ask for the information about this competition. Use the outline below.+ Number of participants: 30+ Entry procedure: fill in application form+Venue: 9 Dao Duy Anh Street, Dong Da District, Ha Noi.+ Date: March, 25th

+ Time: (arrival time: 7pm; starting time: 8:30p.m)+ Phone number: 04. 8649159 …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………….IV/ Listening(1.5) Listen to a report on the education in South Korea and fill in the gaps with the missing information.Studying for up to 17 hours a day is a fact of life for South Korea (1)…………… …………school pupils. They live in a society where (2)………………….… is very important , and there is great competition for a place at (3)………………….. . Getting a good degree from a top university is the only way to be sure of getting a professional (4)……………………..job. The normal school day lasts (5)……………….…….. hours. But after that most parents make their children stay at school for (6)………………………..classes.

Tapescript

Studying for up to 17 hours a day is a fact of life for South Korea secondary school pupils. They live in a society where education is very important , and there is great competition for a place at university. Getting a good degree from a top university is the only way to be sure of getting a professional well- paid job. The normal school day lasts eight hours. But after that most parents make their children stay at school for extra classes.

Date: Nov 14th LESSON PLAN Period: 37h CORRECT THE SECOND TEST

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

- Know how much they understand lesson 4, 5 and 6.- Estimate their marks for the test.

II. Language focus:- Grammar: perfect gerund, perfect participle/ gerund and present participle Reported speech with infinitive and gerund- New words: words related to the text

III. Teaching aids: hand outs.IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

Homework (3’)

I/ Choose the best answer(3.5)1perfect gerund 2. perfect participle 3.watch+ v-inf 4. gerund5. see+ v-ing , 6.present participle 7. verb+ adv 8.ask+ SO +v to inf

II/ Reading(2.5)-Ask Ss to read the passage again-Explain the choices and give feedback

III/ writing(2.5)-Ask Ss to read the letter again

IV/ listening (1.5)-Read the tapescript again-Give feedback

Ask Ss to prepare unit 5 : reading+look up new words+ read the passage

Ss look at their paper textSs take notesfeedback1.d 2.b 3.b 4. c 5.d 6. b 7.c 8.a9, His boss advised him to go home and rest for a while10. Themother told her son to be quiet11, Jack suggested asking their teacher for help12. Kate apologised for not coming to visit me the last summer13 a 14. bfeedback1. The national championships will take placein two months2. The writer has been in hard training for over fourteen weeks by then 3.No, he isn’t4.T 5.FSs read silently

Feedback1.secondary 2. education3. university 4. well-paid4. eight 6. extra

Ss prepare at home

Date :Nov 15th

Period: 38 Unit 7: WORLD POPULATION Lesson : Reading I. Objectives: By the end of the lesson, Ss will be able to : - Guess meaning in context. - Use the information they have read to discuss the topic. II. Language Focus: * Grammar: * New words: birth-control method, family planning, it is time sb did sthIII. Teaching aids: textbook, handouts

IV. Procedure:

Stage/Time:


Warm-up

Before reading

Competition game – Crossword puzzle- Divide the class into small groups of 4.- Give the crossword puzzle handouts for Ss to do in their groups. Crossword 1. An area of public land in a town or a city where people go to walk, play and relax2. The noun of “poor”3. Attractive without being very beautiful4. Without a job althought able to work5. A group of students who are taught together 6. (of men) attractive7. Feeling that you would like to sleep or rest8. Not knowing how to read or write9. Not young10. The synonym of “country”Can you find out the key word hidden in the crossword? P A R K P O V E R T Y P R E T T Y U N E M P L O Y E D C L A S S H A N D S O M E T I R E D I L L I T E R A T E O L D N A T I O N- Introduce the topic of the lesson.- Get Ss to work in pairs to look at the pictures on p.80 and discuss the questions on p.81.- Call on some Ss to give their answers .- May give some suggested answers.1.We can find these scenes in countrysides or poor towns.1. The first picture tells us that if we have

a big family, we may not support our

Group work

Pair work

While reading

After reading

children properly and give them a good life and education. The second one indicates that population explosion can lead to poverty and unemployment.

2. It is not always true that the larger in population a country is, the stronger it is. The reason is that a large population can result in poverty, environmental pollution, unemloyed and social evils, which will easily weaken a country.

Pre – teaching Vocabulary.birth-control method: caùc bieän phaùp haïn cheá sinh ñeû family planning : keá hoaïch hoùa gia ñìnhit is time sb did sth : ñaõ ñeán luùc ai ñoù phaûi laøm gì- Ask Ss to read the passage and do task 1.

Task 1:- Ask Ss to read through the words in the box and give the meaning of them.- Ask Ss to read the sentences before filling the gap.- Go around to help Ss when necessary.- Ask Ss to exchange their answers with other Ss.- Ask Ss for their answers and tell them to explain their choices.- Give correct answers.Task 2:- Instruct Ss to do task 2.- Ask Ss to skim the given questions to understand them.- Ask Ss to underline the key words.- Ask Ss to read the passage again and work individually to answer the questions.Call on some Ss to give their answers and the reasons for their choices.Give correct answers.

Whole class

Individual workAnswers:1. Although2. Method3. Increases4. Resources5. Figures6. Limit7. International8. Control

Individual workAnswers:1. 10,000BC:10 million1750: 625 million1850: 1300 million1950:2510million:1985: 4760 million2000: 6.6 billion2. By the year 2015:over 7 billion3. Some scientists say it can, but others say it can’t.4. No, they don’t5. Because they know of no safe way to have fewer children.

Homework

Ask Ss to discuss and find out 5 world largest countries in population and say where they are and which is the richest and which is the poorest country.May suggest some countries.e.g: China, United States, Brazil, Pakistan, India, Bangladesh, …Call on some Ss to give their answers.Give correct answers.

- Ask Ss to read the passage again and redo all tasks.- Ask Ss to prepare the next period _ Lesson: Speaking.

Group work

Answers:* 5 world largest countries in population: 1 China, 2 India, 3 United States, 4 Indonesia, 5 Brazil.* China, India, Indonesia are in Asia.* The United States is in North America.* Brazil is in South America.* The richest country is the United States,The poorest country is India.


Date :Nov 17th

Period: 39 Unit 7: WORLD POPULATION Lesson : Speaking I. Objectives: By the end of the lesson, Ss will be able to talk about the causes of population explosion, problems of population booms and solutions to these problems.II. Language Focus: * Grammar: * New words:

III. Teaching aids: textbook, handoutsIV. Procedure:

Stage/Time:


Warm-up

Before speaking

While speaking

- Show Ss the pictures on p.80 and ask them to say again what they see in the pictures, what the pictures tell them, what we are facing.- Call on some Ss to say again their answers. - Elicit answers from Ss and comment.- Introduce the topic of speaking lesson _ population explosion

Task 1:- Ask Ss to read through the causes given .- Make sure that Ss understand these sentences.- Get Ss to work in pairs to order the causes and remind them to explain their order.- Go around to offer help.- Call on some pairs to present their order .- Ask other pairs if they agree or disagree with their friends’ answers.- There is no right or wrong answer, provide that Ss can explain their answers.

Task 2:- Instruct Ss to do task 2.- Ask Ss to skim the given useful language on p.83.- Ask Ss to list the problems of poor and overpopulated countries _ not mentioned in the book.- Call on some Ss to report their answers.- Ask other Ss to feedback.- Give suggested answers.

Pair work

Pair work

Pair work

Answers:+ Poor living condition+ low living standard+ not enough / expensive food+ lack / shortage of schools/ hospitals / teachers / doctors and nurses+ unemployment+ social evils+ illiteracy

After speaking

Task 3:- Ask Ss find out the solutions to the problems of overpopulation.

- Get Ss to read Useful language carefuly before doing task 3.- May give the meaning of some new words.Reward and punishment policy : chính saùch thöôûng phaïtTo exercise(v) : thöïc thi / aùp duïngTo carry out(v) : tieán haønh- Ask Ss to work in groups to do the task. (Ss may work out other solutions.)- Go around to offer help.- Call on some Ss to present their group’s ideas.- Elicit feedback from the class and give final comments.Suggested answers:+ raise an awareness of the problems of overpopulation+ raise the people’s living standard+ exercise / implement reward and punishment policy+ carry out population education program / family planning program+ use birth control methodsTask 4:- Ask Ss to work in groups to talk about

Whole class

Group work

Group workCauses

Overpopulation

Problems

Solutions

Homework

the problems of overpopulation and offer solutions, using the results of Task 2 and 3.- Encourage Ss to use transition connectors to make their presentation coherent.- May give some connectors.e.g: + first / firstly, second, next, + also, besides, moreover, in addition, furthermore,+ the first problem is that … / the next solution is that …+ on the other hand, on the one hand, however, but…- Go around to offer help.- Call on some group leaders to present and ask others to comment.- May give final comments.- Ask Ss to redo all tasks.- Ask Ss to prepare the next period _ Lesson: Listening.


Date :Nov 19th

Period: 40 Unit 7: WORLD POPULATION Lesson : Listening I. Objectives: By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and listening for general information.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, cassette, tapes, handoutsIV. Procedure

Stage/Time:


Warm-up

Before listening

While listening

-Ask Ss to work in pairs to discuss the questions on p.84- Call on some Ss to give their ideas.- Introduce the topic of listening lesson.- Ask Ss to listen and repeat some words appearing in the listening lesson.- Call on some Ss to read again and make sure that Ss understand the meaning or give them the meaning.Rate of population growth : tæ leä taêng daân soá Rank(v) : xeáp haïngFall(n) : decrease(v)Generation(n) : theá heä

Task 1:- Get Ss to read the options in each question carefully before listening.- Get Ss to guess the answer if possible.- Play the tape once for Ss to listen and do the task.- Get Ss to find a partner to check their answers with.- Check the answers with the whole class.- May play the tape again and pause at the answers for them to catch.- Give feedback.Task 2:- Ask Ss to listen to the tape again and answer the five questions- Ask Ss to read through all the questions, identify the information they need to look for in each question.- Play the tape again for Ss to listen ans answer the questions.- Get Ss to find a partner to check their answers with.- Check the answers with the whole class.- May play the tape again and pause at difficult points for them to catch.- Give correct answers.1. Over 7 billion

Pair work

Whole class

Individualwork & Pair work

Answers:1A 2D 3C 4D 5A 6C

Individualwork & Pair work

After listening

Homework

2. They are not the same.3. It is the improvement of public health services and medical care.4. They are shortage of foods, lack of hospitals and schools, illiteracy, and poor living condition.5. Four solutions _ they are:+ to educate people and make them aware of the danger of having more chilren+ to provide safe, inexpensive birth – control methods+ to strictly implement a family planning policy+ to exercise strict and fair reward and punishment policies.- Ask Ss to listen again and work in groups to summarize the main ideas of passage.- Might give Ss some cues t base their summary on: World population today World population by 2010 Main causes of overpopulation Problems caused by overpopulation Solutions to the problems ………- Go around to offer help- Call on some groups to present their summary.- May give final comments.

- Ask Ss to redo all tasks.- Ask Ss to prepare the next period _ Lesson: Writing

Group work


Date :Nov 20th

Period: 41 Unit 7: WORLD POPULATION Lesson : Writing I. Objectives: By the end of the lesson, Ss will be able to write descriptions of information in the chart.II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, handouts

IV. Procedure:

Stage/Time:


Warm-up

Before writing

Competition – Pie chart drawing.- Prepare a handout with a table of information.- Divide the class into small groups of 4.- Ask them to work in groups to transfer the table into a pie chart.The table shows the number of students in a class who achieved each grade.

Grade Number of students Distinction 5 Merit 8 Pass 9 Fail 2

- Call some groups to give their results.- Give the suggested answer.- Lead into the new lesson- Prepare a handout with a desciption of a pie chart.- Ask Ss to work in pairs to discuss the pie chart provided.- Give some questions on the board.1. How many parts are there in the description?2. What does the first part tell you?3. What information does the second part give you?4. What language items should you pay attention to in the second part?5. What does the last part tell you?- Elicit the answers from the whole class, focusing on the remarkable charateristics of the description.- Can give notes.- Ask Ss to use the language and structures in the book and other language items.+ make up less than … percent+ the most + adj, the second most + adj

Group work

Pair work

Whole class

Whole class, Pair work

While writing

After writing

Homework

+ … substantially / somewhat / slightly more + adj than ..+ … is about twice as + adj + as …, + … three times as + adj + as …………………- Ask Ss to work in pairs to analyse the chart on p. 86, focusing on some questions.1. What does the pie chart show?2. What is the general trend of the chart?3. Which region has the largest population? Which comes second? …4. Where does most of the world population live?- Check the answers with the whole class.- Ask Ss to work individually to write the description of the pie chart, using the sentence given in the book to begin their description.- Go around to observe and offer help.- Might give a sample writing.

- Ask Ss to exchange their writings with another S for peer correction.- Go around and collect mistakes.- Pick up some writings for mark.- Provide correction only when Ss are not able to correct the errors.- Provide general comments on the writings.

- Ask Ss to improve their writings- Ask Ss to prepare the next period _ Lesson: Language Focus

Inividual work

Pair work, whole class


Date :Nov 24th

Period: 42 Unit 7: WORLD POPULATION Lesson : Language Focus

I. Objectives: By the end of the lesson, Ss will be able to: - Pronounce sounds: /kl/, /gl/, /kr/, /gr/, and /kw/ correctly. - Be better at using conditional sentences (types 1, 2, 3) II. Language Focus: * Grammar: Conditional sentences (types 1, 2, 3) .* New words: III. Teaching aids: textbook, handouts

IV. ProcedureStage/Time:


Warm-up

Activity 1

Activity 2

Activity 3

Activity 4

- Ask Ss to work in pairs to write down some words containing sounds: /kl/, /gl/, /kr/, /gr/, and /kw/ as many as possible.- Ask some pairs to go to the board and write down their answers.- Check and lead into the new lesson.I. Pronunciation:- Play the tape once for Ss to hear the words containing these sounds.- Ask Ss to repeat these words after the tape.- Call on some Ss to read the words out loud in chorus and individually.- May correct if Ss pronounce incorrectly.- Ask Ss to work in pairs to practise reading aloud the dialogue.- Call on some pairs to read the dialogue again and provide corrective feedback.II. Grammar:1. Revision of conditional sentences (type 1, 2 and 3)Type If clauses Main clauses 1 S + Vs/es S + will/shall + bare inf “the present or future condition” e.g: If I run, I’ll get there in time. 2 S + V2/ed S + would + Bare inf “the present unreal condition” “were” is used for all persons e.g: If I studied, I’d pass the exams. 3 S + had + V3/ed S + would have + . V3/ed “the past unreal condition” e.g: If I had studied, I’d have passed the exams.

Exercise 1:- Ask Ss to do exercise 1 individually and then compare their answers with another S.- Call on some Ss to read out their

Pair work

Sslisten to the tapethen repeat

Ss practice in pairs

Whole class

Individual work & Pair work Answers:1. would drive2. could 3. is4.will take5.closed6will comePair workAnswers:1.had been told2.had realised

Activity 5

Homework

answers- Give correct answers.Exercise 2:- Ask Ss to do exercise 1 in pairs and then compare their answers with another pair.- Call on some Ss to go to the board to write their answers- Give correct answers. More exercise -hand out paper written* give the correct form of verbs1.If it had rained yesterday, I (stay )…………..at home2. If he (fail )…….the test ,he will repeat the course 3. If I (know) ………her well, I would speak to her4. He would have fewer accidents if he (drive)………. more carefully.5. I wouldn’t mention it to her if I ( be )………you6. If I (have)…………….money, I would have bought a new car last year.- Go around and help Ss- Check and comment

- Learn by heart grammar point: conditional sentences1,2,3.- Do all exercises into notebook- Prepare:conditional sentences in reported speech.

wouldn’t have been3.would have bought4.had studied

Whole class

Ss work in pairs

Ss write their answers on the board


Date :Nov 26th

Period: 43 Unit 7: WORLD POPULATION Lesson : Language Focus

I. Objectives: By the end of the lesson, Ss will be able to: - Be better at using conditional sentences (types 1, 2, 3) and conditional sentences in reported speech.II. Language Focus: * Grammar: Conditional sentences (types 1, 2, 3) & conditional sentences in reported speech.* New words:

III. Teaching aids: textbook, handoutsIV. Procedure

Stage/Time:


Warm-up

Activity 1

Activity 2

Activity 3

Activity 4

- Ask Ss to work in pairs to write down all words in their books containing sounds: /kl/, /gl/, /kr/, /gr/, and /kw/ as many as possible.- Ask some pairs to go to the board and write down their answers.- Check and lead into the new lesson.1. Conditional sentences in reported speech:+ Conditional type 1: we apply all the necessary changes as usual (changes of verb tenses, pronouns, adverbs of time and place, …)+ Conditional type 2 and 3: we do not change the verb tenses, but we follow the rules to change pronouns, adverbs of time and place, …e.g:+“If it doesn’t rain, I will go out,” she said. He said that if didn’t rain, she would go out. + “If I had a permit, I could get a job,” he said. He said that if he had a permit, he could get a job.+“If it had rained yesterday, I’d have stayed at home” said Tom. Tom said that if it had rained the day before, he’d have stayed at home.Exercise 3:- Ask Ss to do exercise 3 individually.- Ask them to compare answers with another S.- Call on some Ss to go to the board to write their sentences.- Ask other Ss to feedback and give correct answers.1. The man told her he would come to see

her if he had time.2. He asked her what she would say if

someone stepped on her feet.3. They told me if it didn’t rain they would

Pair work

Whole class

Whole class

Individual work

Activity 5

Homework

go out with me.4. The man asked the woman what she

would do if she were a billionaire.5. The man told me if I had asked him

he’d have lent me his motorbike.6. The man told his daughter they would

be very disappointed if she did not come.

7. The boy told the girl he was sure they would understand if she explained the situation to them

- Give Ss some more exercise More exercise* Change into Reported speech

1.Tam said:” If it doesn’t rain tomorrow, he will go fishing”=> Tam said………………………………………………………………………..2. My mother said to me: “ I would have given you some more money if you hadn’t failed the exam”=> My mother said to me……………………………………….3. “ I will help you if I finish early”: she said to me=> She said………………………………………………………………………4.“If I were you, I wouldn’t go there alone”:hesaid=>He advised me…………………………………………………………….5. “ what would you do if you won the lottery?”He asked her………………………………………………………………………6. “ I wouldn’t have met her if I hadn’t missed the train that day”->Joe said…………………………………………………………………………….- Go around and help Ss- Check and comment - Ask Ss to do all exercises again.

& Pair work

Pair work


- Ask them to prepare the next period .

Date :Dec 1st

Period: 44 Unit 8: CELEBRATIONS Lesson : Reading I. Objectives: By the end of the lesson, Ss will be able to - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context. - Use information they have read to discuss the topic.II. Language Focus * Grammar: * New words: III. Teaching aids: textbook, handouts.IV. Procedure:

Stage/Time:


Warm-up

Before reading

- Give Ss some small cards with words whose letters are jumped.- Ask Ss to work in pairs to rearrange these words in good order. Which pair finishes first and has a correct words will be the winner. ETT WOEMN’S YDA CHSIRTMSA MDI – ATUUNM HAOLLNEWE BRHTIDYA THNKAGGIIVN VANLEEINT

- Check and lead into the new lesson.- Ask Ss to look at the picture on p.90 and discuss the questions in pairs.- Call on some Ss to give their answers.- Give feedback if necessary.1. It is Spring and it should be Tet holiday.2. The grandmother is giving her niece

and nephew some lucky money. The girl, the boy and their parents may be wishing their grandparents good healthand happiness.

3. In the picture we can also see a five – fruit tray on

the ancestral altar, and a dish of fruits, a

Pair work

TETWOMEN’S DAYCHRISTMASMID – AUTUMNHALLOWEENBIRTHDAYTHANKSGIVINGVALENTINE

Pair work

While reading

tray of candied fruits and a banh chung on the table.- Ask Ss to work in pairs to tell which of the activities in the book they enjoy doing most at Tet and the reasons.- Call on some Ss to present their answers and other Ss to comment.Pre – teaching Vocabulary.Lunar New Year : Teát aâm lòchFall between … and … : rôi vaøo khoaûng t/gian töø … ñeán …Spread(v) : keùo daøiCandied fruit(n) : möùtPositive comment(n) : nhöõng lôøinoùi toát ñeïpPeach blossom(n) : hoa ñaøoKumquat(n) : caây quaátSticky rice(n) : neáp Fatty pork(n) : thòt môõPlum(n) : traùi maänLucky money(n) : tieàn lì xì- Ask Ss to practise the pronunciation in chorus and individual.- Might correct if necessary.- Ask Ss to read the passage and do the tasks.

Task 1:- Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.- Check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words.- Call on some Ss to read out their answers.- Give correct answers.Grand(n) : troïng ñaïi, hoaønh traùngBanner(n) : bieåu ngöõSugared apple(n) : taùo daàm ñöôøngAgrarian(a) : thuoäc veà ngheà noângPray(v) : caàu nguyeänExcitement(n) : söï noâ nöùcTask 2:- Ask Ss to read the passage again and decide whether the statements are true or

Pair work

Whole class

Whole class


Pair work

Answers:

After reading

Homework

false.- Ask Ss to read the sentences carefully before doing.- Go around and offer help.- Ask Ss to discuss their answers with their friends.- Call on some Ss to give their answers and ask them to explain their choices.- Give correct answers.Task 3:- Ask Ss to answer the questions without reading the passage again.- Might ask Ss to read the questions carefully and answer them with their own words.- Ask them to compare answers with another S.- Call on some Ss to go to the board to write their answers and the reasons for their choices.- Ask other Ss to feedback and give correct answers.1. It sometimes between 19th Jan and 20th Feb.2. Over months3. They are decorated with coloured lights and red banners.4. They buy gifts, clean and decorate their houses and cook traditional foods.5. It is made from sticky rice, green beans and fatty pork.6. Mut is candied fruit.7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, …- Ask Ss to work in groups to tell each ther about their last Tet holiday.- Remind Ss to use the past simple tense .- Go around to offer help.- Call on some Ss to report their ideas to the class.- Give feedback.- Ask Ss to do all tasks again.- Ask them to prepare the next period_Unit 8: Speaking + talking about the celebration of Tet and other festivals’activities

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


Work in groups


Date :Dec 3rd

Period: 45 Unit 8: CELEBRATIONS Lesson : Speaking I. Objectives: By the end of the lesson, Ss will be able to +Talk about the celebrations of Tet and other festival’s activities . II. Language Focus III. Teaching aids: textbook, picturesIV. Procedure:Time’/ stages

Teacher’s activities Ss activities

Warm-up

Pre- speaking

While- speaking

- ask Ss to find words that related to traditional celebrations- call on some pairs to present.TRADITIONAL :äfood

æflowers æ clothes æ games

- lead into the new lesson- ask the whole class to read the dialogue silently and ask them what points are mentioned in the dialogue - ask Ss to work in pairs to practise the dialogue .- go around to observe .- call on some pairs to read loudly in front of the class.Task 2:- ask Ss to look at the three pictures on their book and work out the name of each holiday.- check the whole class and give out the correct answers .picture1 : Mid- Autumn festival 2: Thanks giving. 3: valentinme’s Day- ask Ss to list the activities people usually do in these holidays and write them quickly on the board. - call on some pairs to give the answer and ask other feedback

Ss work in pairs

whole class Ss practise the dialogue in pairs .

Ss present the dialogue in front of the class.

Ss work individually.

Ss do the task in pairs

Ss work in pairs

Post- speaking

Homework

.answer : 1c.c 2a.a 3b.bTask 3 : - get Ss to work in pairs to ask and answer about the holidays in task 2 .- give useful expressions .1. What do you know about…?2.What is it exactly..3. What do people often do at …?- go around to observe and offer help -give Ss somebackground knowledge.- call on some pairs to act out the conversation and ask other Ss to comment .- learn the old lesson.- prepare the next period .- Listening

Ss work in pairs

Ss work at home

Date :Dec 4th

Period: 46 Unit 8: CELEBRATIONS Lesson : Listening

I. Objectives: By the end of the lesson, Ss will be able to + develop the listening micro- skill of intensive listening for specific information.II. Language Focus +New words : Shrine; longevity ; pine tree; constancy III. Teaching aids : texbook , cassette tapes , handout.IV. Procedure:Time/ stages Teacher’s activities Ss activitiesWarm-up

Pre- listening

T says -What is special about the new year holiday in Japan ?-Can you guess what Japanese do on these days?- check the whole class 1/The Apricot flower are in bloom / peach flowers are in blossom.2/+decorate their house+ make special food…- ask Ss work in pairs to guess which of the activities on page 94 the Japanese often do on

Ss work in pairs

Ss Work in pairs

While- listening

Post – listening

Homework

their New Year’s Day.- call on some Ss to give their answers .- help Ss to pronounce the words given in the book . T may read aloud first or play the tape and ask Ss to repeat in chorus -Task 1:- ask Ss to read through the statements , then instruct them to use some strategies to do the task .- play the tape once for Ss to do the task .- ask Ss to answer and write them on the board.- play the tape for the second time Ss to check their answers .- ask Ss to work in groups of 4 to compare their answers .- check Ss’ answers by calling on some Ss . T may play the tape one more time for Ss to catch the difficult phrases .- give the correct and answers.1, 2,3,4,6,8,10,12Task 2:- ask them to try to answer the questions with the things they remember from the previous times of listening .- play the tape again for Ss to do the task .- get Ss work in groups and check theirs answers .- correct :1. Because they want … new year.2. from the TV or radio.3. Kimono or special dress.4. No, New Year… only.- get Ss work in pairs to compare the aspects of the Vietnamese New Year with those of Japanese one .- go around to offer helps and collect Ss’ mistakes.

Ss read through the statements .

The whole class listen. Ss answers .

Listen again

Ss work in groups

Ss answers again.

The whole class answer.

Ss work in groups

Ss work in pairs to compare the aspect of VN

Ss work in pairs

Ss prepare at home

- call on some pairs to present their answers .- elicit feedback and give final comments .- ask Ss to learn by heart all new words.- prepare for the next period- writing

Date :Dec 7th

Period: 47 Unit 8: CELEBRATIONS Lesson :Writing

I. Objectives: By the end of the lesson, Ss will be able to + Write a description of popular Celebration.II. Language Focus III. Teaching aids : texbook , IV. Procedure:Time/ stages Teacher’s activities Ss activitiesWarm-up

Pre- writing

Competition game- Guessing game.- divide Ss into 2 groups : A and B- tell Ss the rule of the game : One member from each group will go and stand in the front of the class .T will write a word/ phrase which was learnt from the previous lesson on the board . Other Ss from each group have to explain the words . The Ss with the quickest and correct answer will get 1 point for the group . Ss take turn to be the representative . After some turns , the group with more points will be the winner .eg: ThanksgivingMid- Autumn FestivalNew Year’s EvenUncle Ho’s birthdayChildren’s DayTeachers’ Day- ask Ss to prepare for the writing task *Name and time of festival.*Purpose / meaning of festival *Main activities / what people do in the festival .

The whole class.

The whole class.

While – writing

Post- writing

Homework

- ask Ss to work individually to write an outline for their description using the main points set in the previous activity - go around and provide helps when necessary .- get Ss to describe the festival they have chosen in 15 minutes.- go around to observe and offer help with voc or structures.- ask Ss to exchange their writing with another Ss for peer correction.- choose one or two descriptions and read them to the class.- elicit corrective feedback from the class and give final comments afterwards.- ask Ss to rewrite the task into notebook - ask Ss prepare the new period

Individual work.

The whole class write .Ss prepare at home

Date :Dec 9th

Period: 48 Unit 8: CELEBRATIONS Lesson : Language focus

I. Objectives: By the end of the lesson, Ss will be able to - Distinguish the cluster / fl/ , /fr/ , and / r/ . - Pronounce the words and sentences containing these clutures correctly. - Use one(s) , someone, no one , anyone, everyone -Use voc about holidays and celebrations approprietly. II. Language Focus III. Teaching aids : texbook , cassette player IV. Procedure:

Time/ stages Teachers activities Ss activitiesWarm-up

Pronunciation

- show the pictures then ask Ss +what is it ?flower; fruit; three- lead into the new lesson.- explain the words containing cluters ./fl/ /fr/ / r/- play the tape ( or read ) once for Ss to hear the words . - read again then ask Ss to repeat


The whole class listen.

Grammar

in chorus and individually.- ask Ss to work in pairs and take turn to read aloud the given dialogue on page 97.- go around to listen and take notes of the typical errors .- call on some students to read the dialogue again and provide corrective feedback. - write some sentences on the board and ask Ss to comment on the use one(s) , someone, no one, anyone and everyone.- check the whole class Exercise 1:- ask Ss to do exercise 1 individually and then compare their answers with another student .- call on some Ss to read out their answers.- give correct answers :1. anyone 2. someone3. anyone 4. someone5. no one 6. everyone7. no oneExercise 2:- ask them to do exercise 2 in pairs .- ask Ss to compare answers with another pair.- call on some Ss to go the board to write their answers .- ask other student to feedback and give correct answers .answers:1. Of the three bags , I like the blue one.2. Mai is making a fruit cake . Huong is making one, too.3. I like reading books , especially the ones about the natural world .4. I don’t have a computer , and my father doesn’t want me to have one.5. they let me choose a pecil, and I took the red one .

Ss repeat in chorus and individual.

The whole class

Work individual then in pairs

Ss work in pairs to rewrite the sentences using the pronoun one/ ones.

Homework

6. they are several national celebrations in VN, but perhaps the most meaningful one is Tet holiday.7. We told each other both happy stories and sad ones about our lives.Exercise 3:- ask them to do exercise 3 and ask Ss to work in groups - ask Ss to compare their answers with another group.- go around and help them .- call on some Ss to give the answer and give feedback.Answers:1. traditional 2. grand3. gifts 4. celebrating5. polite 6. good luck 7. excitement- ask Ss to redo the exercises into notebook.-Prepare next period :Review for the first semester+ Review tenses, verbs (-ing/ -inf/ to inf) / gerund and present participle + Conditional sentences 1,2,3 + Reported speech (-ing/ -inf/ to inf)/ Conditional sentences 1,2,3 + write a letter of invitation

Ss work in groups to finish exercise and then compare their answers with another group.

Ss prepare at home

Date: Dec 14th

Period:49 REVIEW FOR THE FIRST SEMESTERI. Objectives: By the end of the lesson , Ss will be able to . + Improve their skills of reading, listening and writing +Review tenses, verbs (-ing/ -inf/ to inf) / gerund and present participle + Conditional sentences 1,2,3 + Reported speech (-ing/ -inf/ to inf)/ Conditional sentences 1,2,3 + write a letter of invitationII. Teaching aids : handout, III. ProceduresTime/ stages


Warm-up - Give an example

* Mary said:“if it doesn’t rain tomorrow,She will go to the beach”- ask Ss to change into reported speech- lead into review lessonA/ part II/ Change into Reported speech1. “ let’s go out and enjoy the nice weather” Rita said to her friend=>Rita suggested…………………………………………………………………………2. “ I haven’t finished the assignment yet . I am sorry.”=>He apologized…………………………………………………………………………3. “ It is not true . I didn’t take your bag”=>Theboy denied…………………………………………………………………………4. “ you should see a doctor, Hoa”=>She advised…………………………………………………………………………………5. “ why did you change your job?”Lam asked Linh=>lam wanted……………………………………………………………………………….. 6. “ If I were you ,I would help him”=>Jane said………………………………………………………………………………………7. “ you could have won the race if you hadn ’t fallen”=>She told Jim…………………………………………………………………………………8. “ If she is free tomorrow , she will visit you”=>Hetold me……………………………………………………………………………………9. “ you had better find a new job, Jane”=>He advised………………………………………………………………………………...10. “ It was nice of you to invite me to your party. Thank you very much”=>Mike thanked………………………………………………………………………………11. “ we will organise the party”

Ss work in pairs

Ss Work in pairs

Ss answer .

Ss work individually

Homework

=>They promised……………………………………………………………………………12. “ I hear you won the championship. Congratulation.”=>Dane congratulated……………………………………………………………………13. “ you are selfish”=>Jane accused…………………………………………………………………………………14. “ you should not drink too much beer”=>Marta warned………………………………………………………………………………- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments PART IIII/ Give the correct form of the verbs1. If I had any money, I ( buy) ……………you a drink2. If the baby (be)………….. a girl what will they call her?3. I won’t get any betterif I (not/ practise)………my English4. I would have been in bad trouble if Jane (not/ help)…………………me5.If I ( have)………………a more reliable car, I would drive to Spain rather than fly.6. she would have gone to the party if she (not/ be)………………..sick7. If I (be )…………you, I ( phone) ………….her.8. If you work hard ,you ( be) …………successful.- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments -ask Ss to review verbs (-ing/ -inf/ to inf) / gerund and present participle + Conditional sentences 1,2,3


Ss prepare at home

Date: Dec 16th

Period:50 REVIEW FOR THE FIRST SEMESTERI. Objectives: By the end of the lesson , Ss will be able to . + Improve their skills of reading, listening and writing +Review tenses, verbs (-ing/ -inf/ to inf) / gerund and present participle + Conditional sentences 1,2,3II. Teaching aids : handout, III. ProceduresTime/ stages


Warm-up - Ask Ss to say the forms of conditional sentences 1,2,3- Take notes- Lead into review lessonPart AI/ Rewrite sentences, using conditional sentences1. He did not listen to his parents. He failed at the exam2. The thief left his gloves at the scene. He was arrested3. She walked to the meeting. She was late4. They arrive in time. They meet their old friends5. I do not know you come to HaNoi. That is why I go on holiday.6. The weather is nice. I will go on a picnic tomorrow.- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments Part IIII complete sentences with the correct form of the verb in brackets1. I did not have enough time ( finish)…………………my work yesterday2. She made her son ( wash)…………… the windows before he could go outside (play)………… with his friends.3. She lets her children (stay)………… up very late.4. We had nothing (do)…………….yesterday5. It is important(start)……………the meeting on time6. I would rather (listen )…………….to Elvis


Ss Work in pairs


Ss Work in pairs

Homework

than the Beatles7. I was delighted (see)………………my old friends8. It is no use( wait)………………. For her9. He warned her (not/ touch)…………………. the wire10. He is thinking of (leave) ………………his job11. can you smell something (burn)………………..?12. I like (go)……………… shopping at weekend13. He told me (try) ………….(come)…………..early14. It takes me hours (write)…………………..a letter15. He made her (cry)………………a lot last night- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments Part III/III/ find an error in each sentence1. He advised to leave at 5.30 in the morning2. You had better learning a foreign language before applying for a job3. If I would have known, I could have helped you4. I will buy a villa if I were rich5. we enjoy our holiday unless it rains all the time6. He promised taking us to the restaurant to celebrate his birthday7. would you mind to help me cook the dinner?8. We regret informing you that your application has been turned down9. I made Steven to wait outside for half an hour10. She watched the thief climb through the window- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments _ Ask Ss to review tenses

Ss answer .

Ss work in groups


Ss prepare at home

Date: Dec 17th

Period:51 REVIEW FOR THE FIRST SEMESTERI. Objectives: By the end of the lesson , Ss will be able to . + Improve their skills of reading, listening and writing +Review tenses, verbs (-ing/ -inf/ to inf) / gerund and present participle II. Teaching aids : handout, III. ProceduresTime/ stages


Warm-up - Ask Ss to give the correct forms of the verbs1. My mother likes ( go ) ……to the cinema on weekends- Lead into review lessonPart APART II/ Choose the best answer1. I was sure that I………………………..him beforea. met b. had met c. have met d. was meeting2. After she……………….hospital, she had a long holidaya. leaves b. is leaving c. left d. has left3. A friend of mine phoned …………me to the partya. for invite b. to invite c. for inviting d. inviting4. Let the boy …………….it himself berofe you offer to helpa. try b. to try c. will try d. trying5. If I …………………..you I would call and apologisea. am b. were c. was d. would be6. It is lovely…………………..you againa. see b. seeing c. to see d. of seeing7. The boss made …………………….for a meeting after worka. us to stay b. us stay c. us staying d. us to staying8.After I………….finished working, I switched off the machine


Ss Work in pairs

Homework

a. have b. had c. having d. to have9. He was accused of…………………the car two months agoa. steal b. having stealing c. stolen d. having stolen10. I tried …………….the bus , but I missed ita. catching b. catch c. to catch d. catch up11. I think it is no good…………………….him about thata. to tell b. told c. telling d. having told12. I would like………………….some earings like yoursa. to buy b. bought c. buying d. to buying13.The doctor advised him………and to take up some sporta. stop smoke b. to stop smoking c. stop smoking d. to stop to smoke14 Could you ………me how to use this new telephone?a. explain b. show c. remember d. say15. She…………………him of lying to hera. threatened b. blamed c. criticised d. accused16. Jack admitted……………………….the moneya. steal b. stealing c. to steal d. stolen17. My father told………………not to stay out late againa. me b, to me c. that I d. with me18. Her mother prevented her……………….going out tonighta.against b. from c. at d. about19. what would tom do if he ……………….the truths?a. would know b. knows c. knew d. had known20. when she ……………..her mistakes she apologised.a.realised b. was realising c. did realise d. had realised

Ss answer .

Ss work in groups


Ss prepare at home

- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments Part IIII/ Give the right form of the verbs : Simple past or past perfect1. They (go) home after they (finish) their work2. He (do) nothing before he (see) me3. He (thank) me for what I (do)4. I ( be) sorry that I (hurt) him5. After they (go ) we (sit) down and ( rest)6. They ( tell) him they (not/ meet) him before7. He (ask) why I (come) so earlyGive the right form of the verbs: Simple past or past continuous 1. The lights (go) out while we ( have) dinner2. while I (walk) around the park I (see) Mr. John3. when I (go) out , the sun (shine)4. you (wear) your new hat when I (meet) you yesterday5. while you (play) the piano,I (write) a letter6. He (work) all day yesterday7. when I (go) to see them last night , they (play) cards- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments- Ask Ss to prepare reading part

Date: Dec 23rd

Period:52 REVIEW FOR THE FIRST SEMESTERI. Objectives: By the end of the lesson , Ss will be able to . + Improve their skills of reading, listening and writing + Read the passage and answer the questions II. Teaching aids : handout, III. ProceduresTime/ stages


Warm-up - Write the word “ Friend” on the board and ask Ss to expand it by adding at the beginning or at the end of what is already written to make a meaningful sentence.Ex: I like a friend who is friedly…


PART IA/Read the passage below and choose one correct answer for each question. A number of collquial terms have been used to describe friendship and the context in which a friendship is fostered. These are briefly described below. A friend who supports others only when it is easy and convenient to do so is called a “fair- weather friend” . A friend who supports his or her own friends through emotional difficulties is a “true friend”.This term also denotes a large degree of altruism,in that the true friend often sacrifices something of his or her own ( usually their time and resources) in order to help the friend in need. True friends also are known to be very rare. A true friend may not be your best friend but someone who you know will be there for you.

A “best friend” is a friend to whom one feels closest. It is usually implied that the relationship is reciprocal, but such is not always the case, and best friend relationships can often be very complex.31. A fair – weather friend is a person who …………………A. supports others when it is difficultB. supports his or her friends in easy and convenient situations C. helps his or her friends when they need.D. gives his or her friends good advice and suggestions32. A true friend is someone who …………………A . helps others only when it is easyB. benefits from his or her friendsC. supports others through emotional difficultiesD. never borrows money from his or her friends33. A friend to whom one feels closest is a …………………A . fair – weather friend B. true friend C. pen – friend D. best friend 34. The word “ colloquial” in the first line is closest in meaning to…………………

Ss Work in pairs

Ss answer .

Homework

A. common B. complex C. social D. intellectual35. Which of the following statements is NOT true ?A. There are some kinds of friends.B. A true friend is always ready to help his orher friends.C. A true friend is always a best friend D. There are not many true friend - go around and help Ss - call some Ss to answer on the board- direct others to correct the mistakes- commentsII/ Part IIB. Choose the word or phrase – a,b,c, or d, - that best fits the blank space in the following passage.Mexico City is growing quickly. In 1970, the city had about 9 million people. Now it has over 17 million. All these people are causing (1) …….. For the city. There are not (2) …………….jobs. Also,there is not enough housing. Large families have to live together in small homes. Many homes do not have water. They also do not have bathrooms or electricity. The Mexican government is (3) …………….about all these problems . It isworking hard to make (4) ………….better in the city.Why is Mexico City growing so (5) …………? Where are all these people coming from? They are coming to the city from the country. Life is hard on the farms in Mexico. Most people on farms have to live very simple life. They have no (6)………………. money for mordern things. People think life in the city must be (7)………………….So they have their farms and move to Mexico city.1.a. problems b. matters c. things d. news2.a. much b. lack c. enough d. many3.a. worried b. interested c. discussed d. known4.a. duration b. circle c. live d. life5.a. normal b. fast c. slow

Ss work in groups


Ss prepare at home

d. average6.a. bonus b. extra c. added d. given7.a. bad b. good c. better d. best- go around and help Ss - call some Ss to write their answers on the board- direct others to correct the mistakes- comments-Ask Ss to review the part - Writing

Date: Dec 24th

Period:53 REVIEW FOR THE FIRST SEMESTERI. Objectives: By the end of the lesson , Ss will be able to . + Improve their skills of reading, listening and writing + Write a letter of invitation or a letter to describe a friend II. Teaching aids : handout, III. ProceduresTime/ stages


Warm-up - Write the word “ Friend” on the board and ask Ss to expand it by adding at the beginning or at the end of what is already written to make a meaningful sentence.Ex: I like a friend who is friendly…PART IA/writing A/ Nam is a new student in your class . You are very impressed by both his appearance and personalities. Now tell your mother about him . Remember include information about the points below:+ where he is from+ your impression when he first came to your class+ his physical characteristics+ The subject(s) he is good at+ his personalities+ what you like most about him- Go around and help Ss - Ask Ss to exchange their writing with others- Check some Ss - direct Ss to correct the mistakes- CommentPartII/B/ Last week , you attended a party which left


Ss Work in groups

Ss write their on the board

Homework

a very good impression on you. Now write a passage describing a party . You can use the following cues.+ whose party was it?+ what did the party celebrate?+ where was the party held?+Who did you go with?+ what gift did you bring to the host?+what were the main activities of the party?+ what did you like most about the party?- Go around and help Ss - Ask Ss to exchange their writing with others- Check some Ss - direct Ss to correct the mistakes- Comment- Ask Ss to review all grammar points for the first semester

Ss Work in groups

Ss write their on the board

Ss prepare at home

Date :Dec 26th

Period:54

The First Semester Test

Date :Dec 27th

Period:55 Unit 9 : THE POST OFFICE Lesson : Reading I. Objectives: By the end of the lesson, Ss will be able to +Develop such reading micro- skills as scanning for specific ideas and guessing meaning in context . +Use the information they have read to discuss the topic.II. Language Focus +New words : mail and Parcel Service,Express Mail Service ,Money Transfer Service Press Distribution, Flower Telegram Service, Phone calls and FaxesIII. Teaching aids : texbook , cassette tapes , picturesIV. Procedure:Time/stages


Warm-up - show pictures then ask Ss the questions.1. What do you see in the pictures ?2. How far is it from your house to the nearest post office ?3. Have you ever been there ?

The whole class work in pairs and answer the questions.

Pre- reading

While- reading

4. How often do you go to the post office?5. What services do you think the post office offer?- ask Ss to work in pairs.- play the tape - explain the new words.New words:

- mail and Parcel Service (n)- Express Mail Service (n)- Money Transfer Service (n)- Press Distribution(n)- Flower Telegram Service(n)- Phone calls and Faxes(n)- Postal Savings(n)- Well- Trained(a)

- read the new words - call on some Ss to read individually.- ask Ss to read the passage and do the task Task1:- ask Ss to work in pairs .- go around then help them .- call on some Ss to present their answers.- give feedbackanswers:1c 2b 3d 4cTask 2: Read the text again and then answers the questions:- ask Ss to read the text carefully .- ask Ss to work in pairs - go around the class and help them answer the questions- call on some Ss to answer.- give feedbackanswers:1. Thanh Ba post office …...…………………………………for transaction2. Mail and …………..Press distribution.3. They are air for ……………..(EMS)4. It is used for ………………the

Ss listen to the tape

Ss repeat in chorus after the teacher.Ss read individually.

Ss work in pairs

Individual presents their answers.

Ss read the task .Ss work in pairs.

Ss read the task 3.


Post- reading

Homework

call.5. You will …………..magszines.Task 3: Find evidence in the text to support the statements.- let Ss read the task 3 .- ask them to work individually. Then compare their answers with another student.- go around to help them.- give feedback.Answers: 1. The post office open daily from 7am to 9pm.2. we offer ………………for under 15kg.3. we also………………possible time .4. we offer………………..than 24 hours.- ask Ss to work in groups then answer the questions on their book.- call on some Ss to present their answers- ask Ss to learn the new words by heart.-Prepare next period. Speaking

Ss work in groups

Ss prepare at home

Date :Dec 28th

Period:56 Unit 9 : THE POST OFFICE Lesson : Speaking I. Objectives: By the end of the lesson, Ss will be able to + Make requests and talk about different postal services.II. Language Focus III. Teaching aids : Extra boardIV/ ProceduresWarm-up

Pre- speaking

+ Hang an extra board written1. mali2. nomye trerfans3. ressp deervyli+ lead into new lessonTask 1:- ask Ss to act out the dialogue and then answer the question. What Service is the customer talking in the dialogue?- ask Ss to work in pairs to

Ss work in groups and rearrange them into meaningful words

The whole class.

While- speaking

Post – speaking

Home work.

practise the dialogue.- go around to help Ss.- call Ss to read the dialogue.- ask Ss to answer.- give answer.Facsimile Service:Task 2 : make the conversation.- ask Ss to read the task carefully.Then work in pairs to match the conversation from suggestions.- go around to help Ss.- call on some pairs to present their conversation.- correct and give feedback on the extra board.- ask Ss to work in pairs and make a similar conversation using one of the two situations given in their books.- go around and help them ( if they need)- call on some pairs and ask Ss to act out the conversation.- ask Ss to think of situations that they themselves need to go to the post office.- get Ss act out the conversation that may happen there- call some pairs to stand in the front of the class to act out the conversation.- correct and give marks ( if they do well).- ask Ss to find out some expressions to make request.-Prepare the next period .Listening

Ss work in pairs

Ss read the dialogue.Ss answer the questions.

The whole class.Ss read the task.Ss work in pairs

Ss present their conversation.

Ss work in pairs

The whole class

Ss work in pairs

Ss prepare at home

Date :Dec 29th

Period:57 Unit 9 : THE POST OFFICE Lesson : Listening

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

+ Listen to a monologue about the development of Vietnam’s Telephone system of details.II. Language Focus III. Teaching aids : textbook , CD player …IV. Procedure:Time/ stage


Warm-up

Pre- listening

While- listening

- ask Ss the question.Which is the quickest , a phone call, a fax , an e- mail or letter ?- give the pictures on the board then ask Ss to talk about the name .- call some Ss to do it .- give feedback.Picture 1: pay phone 2: mobile phone 3: phone box 4. fax 5.telephone- ask Ss to open their books then answer the questions .- let Ss work in pairs. - call on Ss to answer .- correct.- give the new words then read the words New words:+Commune (n)+Digit subscriber (n)+Capacity (n)+Rural network (n)- let Ss listen to the text then do the task.Task 1:- ask Ss to listen to the monologue and check their prediction.- let them listen for three times.-For the first listening, T asks Ss to do nothing but listen.- play the tape( the second time and the third)- get Ss to take notes and compare their answers with their partners.

Ss answer A phone call .

Ss work in groups to give the names of the pictures.

The whole class open their books and work in pairs.

Ss repeat after the teacher.

The whole class listen.

Ss answers and other Ss correct.

Post- listening

Homework

- asks Ss to report the results - give feedback.Answers : 1b 2d 3c 4d 5cTask 2:-Before Ss listen to the tape again , T may ask them to try to answer the questions with the things they remember from the previous times of listening.- play the tape again for Ss to do the task ( one , twice, or three times )- call on some Ss to give the answers.- give feedback.Answers:1. China2. In the early 1990s. these were only 14.000 telephones in Vietnam.3. In 1996……in other provinces.4. In 2001.5. There are 6.014…in Vietnam.- ask Ss to work in groups to talk the main ideas of the listening passage .- go around and help them.- call on some Ss to present .- ask Ss to rewrite the task into your notebook.-Prepare the new lesson.Writing

The whole class

Ss work individually-T gets Ss to compare their answers with their partners

Ss work in groups

Ss prepare at home

Date :Dec 30th

Period:58 Unit 9 : THE POST OFFICE Lesson : Writing I. Objectives: By the end of the lesson, Ss will be able to + Write a letter to express satisfaction or dissatisfactionII. Language Focus III. Teaching aids : textbook , extra board IV. Procedure:.Time/ stages Teacher ‘s activities Ss activities

Warm-up

Pre- Writing

While- writing

- Play a game:-draw 10 dashes on the extra board.- give the clue : This is a place .- ask Ss to guess each letter of the whole word.- lead into new lesson1.Do you often go to the post office?2.Why do you go to the post office ?Task1:- ask Ss to read the text about Thanh Ba post office.- help Ss to get the information about Thanh Ba post office using the questions.1. What time does Thanh Ba post office open and close?2. What is Thanh Ba post office equipped with ?3. What services are offered at Thanh Ba post office?4. What are the attitudes of the staff?- asks Ss to work in groups- go around to help them answer - call on some Ss to answer their questions .Task2:- give the outline from Ss ,the letter may have the following points + Dear Mr . director.+ state the reason for writing (I am writing about the quality of the services you’re your post office offers…).+ Say whether you are satisfied or dissatisfied with these services or both.+ list out some evidences to support your idea .+(firstly …secondly…

The whole class

Individual answers.

Work in groups

The whole class

Work in groups

Post – writing

Homework

thirdly…finally)+ your suggestion.+ end the letter politely (sincerely yours, yours faithfully etc).- ask Ss to work in groups-go around and help Ss when they need- ask Ss to exchange their letters to correct the mistakes.- go around and collect mistakes and errors.- collect some writings for quick feedback.- write typical errors on the board and elicit peer correction . - provide correction only when Ss are not able to correct the errors.- summarise the main points.- ask Ss to write the paragraph again.

Ss exchange their letter.

Ss prepare at home

Date :January 2nd

Period:59 Unit 9 : THE POST OFFICE Lesson : Language Focus

I. Objectives: By the end of the lesson, Ss will be able to + distinguish the sounds /sp/, /st/ and /sk/ + Use defining and non- defining relative clauses appropriately.II. Language Focus III. Teaching aids : picture , handoutsIV. Procedures:. Time/stages Teacher’s activities Ss activitiesWarm- up - divide the class into two

groups and ask Ss to close their books .-Ask each group to write on the board:+ four words containing the sound /sp/ like speak.+ four the words containing the sound /s t/ like street+four the words containing the sound

The whole class work in groups.

Presentation

/s k/ like ask or skim- set the time limited in 2 minutes.The group who first finishes will be the winner .- lead into the new lesson.Pronunciation- read the words and ask Ss to listen.- read the words again and ask Ss to repeat.- call on some Ss to read aloud the words.*Practise reading aloud this dialogue.- ask Ss to work in pairs to practise reading the dialogue.- call on some pairs to act out the dialogue in front of the class.- make corrections.Grammar:Jumbled words .- give the words and ask Ss to rearrange the letters to make the sentence.* Post office,/ which / is/ Thanh Ba / with / equipped/ advanced/ technology,/is/ address/ for/ realiable/ customers/a.- call on Ss to read aloud .- correct.Thanh Ba Post Office , which is equipped with advanced technology , is a realiable address for customers.- give question:How many clauses are there in the sentence?Answers:2 clauses : one main clause and one relative clause .- lead into :RELATIVE CLAUSES- review the Relative clauses.(Defining relative clauses and no- defining relative clause).Exercise 1:

The whole class listen.Ss repeat the words .

Ss Work in pairs to read the dialogue.



Ss answer the question.

Ss work in pairs

- ask Ss to do exercise 1 in pairs.- read the words in the exercise 1.- - go around to help them( if they need).- call on some Ss to answer .Answers:1. a burglar is s.o who breaks into the house to steal things .2. a customer is S.O who buys things from a shop.3. a shoplifter is someone who steals things from a shop.4. a coward is someone who is not brave5.a tenant is someone who pays rent to live in a house or flat.Exercise 2:- ask Ss to do exercise 2 in groups .- go around to help them .- call Ss to present their answers.- correct .Answers :1.who; 2. whose; 3. whom; 4. whose; 5. whom.Exercise 3 :- ask Ss to join the sentences , using who , that , or which -go around to help them.- call Ss to present their answers.- correct .Answers: 1. the man who answered the phone told me you were away.2. the waitress who served us was very impolite and impatient.3. the building which was destroyed in the fire has now been rebuilt.4. The people who were arrested have now been released.

Ss answer .

Ss work in groups

Ss work in pairs

Ss work in pairs

Home work

5. The bus which goes to the airport runs every half an hour.Exercise 4 :- ask Ss to join the sentences , using who , that , or which -go around to help them.- call Ss to present their answers.- correct .Answers :1. Peter, who has never been abroad, is studying French and German.2. You’re all met Michael Wood, who is visiting us for a couple of days.3. We are moving to Manchester, which is in the northwest.4. I’ll be staying with Adrian , whose brother is one of my closest friend.5. John Bridge, who has just gone to live in Canada, is one of my oldest friends.- ask Ss to redo exercises into your notebook.-Prepare the next period.TEST YOURSELF C.

Ss prepare at home

Date :January4th

Period: 60 Test Yourself CI. Objectives: By the end of the lesson , Ss will be able to .-Listen to the conversation.-Read the passage and answer the questions.-Write a paragraph.II. Teaching aids: textbook , cassette…III. Procedures:Time/stages


Warm up -Ask Ss some questionsI. Listening:- ask Ss to read through sentences- play the tape and ask Ss listen

The whole class


Presentation

Homework

to water conversation and complete the sentences - ask Ss to compare their answers with their friends- ask Ss to answer .- give feedback1. cannot live 2. it rains3. planting vegetation 4. hold back the water 5. dry seasonsII. Reading:- ask Ss to read the passage and answer the questions.- call on some Ss to answer.- correct.1. They gather before midnight and select twelve grapes from a large bunch.2. Because the twelve grapes are symbols of the twelve months of the year.3. In Iran.4. It last for thirteen days.5. They read from the Koran, then all embrace each other and say, “ May you live 100 years.”III. Pronunciation and Grammar A.- read and ask Ss to listen and put a tick in the right box .1. glean 2. fry 3. thrive 4. overthrowB. Join the sentences , using who or which.1. Earth is planet which can support life.2. The book is about a girl who runs away from home.3. A dictionary is a book which gives you the meaning of words.4. The man and the woman who live in flat 8 are from Scotland.C. 1c 2bWriting:-ask Ss to read the suggestions

Ss Work in pairs

Ss answers .

SsWork in pairs.Ss answer the questions.

Ss Work individually

Ss work in pairs

Ss do at home

- go around and help Ss- call some Ss to write on the board- comments- ask Ss to redo these exercise .-Prepare next Period.

Date :January 6th

Period: 61 Unit 10: NATURE IN DANGER Lesson : READING

I. Objectives: By the end of the lesson, Ss will be able to -understand the passage, identify the main ideas. -express their own ideas about nature in danger and the endangered animals. II. Language Focus - Grammar: -New words: words related to the topic.III. Teaching aids : pictures, textbook.IV. Procedures:Stages/ times

Teacher’s activities Ss’ activities

-Warm up

-Pre-reading

-While-reading

- show some pictures about wild animals in front of the class in 30 seconds, then put them away.-Ask Ss to write down the names of the animals.- show the pictures again to check Ss’ answers.- ask Ss to work in pairs : read and discuss the questions.(textbook)- call on Ss to say out their ideas.*pre-teaching vocabulary:- pollutant (n): (example)-decrease (v) : (antonym: increase)-extint (adj) :(definition)-interference(n): (translation)-endangered(adj) : (difinition)- elicit the new words by asking questions or explaining the meanings.Task 1- use task 1 to check Ss’ understanding of the new words.- ask Ss to work in pairs.- ask Ss to compare their answers.

-Ss are going to work in groups.

-Ss work in pairs: read these facts about endangered species and discuss the questions.

-Ss give the Vietnamese equivalent.

Post-reading

- call on some Ss to read the answers before the class.- give the correct answers:1.extinct 2.protect 3. decrease4. pollutants 5. endangered 6. interferencesTask 2- ask Ss to read the text silently then work in pairs to find the main idea of each paragraph.- go around to help Ss.- call on some pairs to give their answers.- give the correct answers.1.c 2.b 3.a 4.cTask 3- ask Ss to read the text again then work in groups of four or five to ask and answer the questions .- go around and give help when necessary.- call on some Ss to read their answers .- give the correct answers.1. The four ways that human being are changing the word :-They are changing the environment by building cities and villages.-They are affecting the water supply by using water for industry and agriculture.-They are changing weather conditions by cutting down trees in the forests.-They are destroying the air by adding pollutants to it.2. The serious consequences of people’s interference with the environment:-many kinds of rare animals are killed.-the environment where these animals are living is badly destroyed.- the number of rare animals are decreasing so rapidly that they are

-Ss work in pairs.

-Ss work in pairs

-Ss work in groups of four or five. Ask and answer the questions

-Ss discuss the questions carefully and give the answers.

Homework

in danger of becoming extinct.3.Many things haves been done to protect endangered nature, such as:-many organizations have been set up and money has been raised to save rare animals.-thousands of national parks have been established.-laws have been passed to prohibit killing endangered animals.- ask Ss to work in groups to find out why some animals have become extinct.- go around and give help if necessary.- call on some Ss to report their ideas to the class.- give feedback.- ask Ss to learn by heart the new words and do all exercises in workbook. Prepare the new lesson- Speaking

Ss work in groups

Whole class prepare at home

Date :January7th

Period: 62 Unit 10: NATURE IN DANGER Lesson : SPEAKING I. Objectives: By the end of the lesson, Ss will be able to - talk about endangered nature. - express their own ideas about measures for protecting endangered nature.II. Language Focus -New words: words related to the topic. III/ Teaching aids.IV/ Procedures.Stages/ times

Teacher’s activities Ss ’ activities

- Warm-up - divide the class into two groups.- One person from each group comes to the front of the class, facing their back to the board. T writes word by word on the board. The rest Ss of the group explain the word without saying the exact work on the board.The group that can say out the right word first will win the game.Words: environment, industry,

Ss work in groups.

-Ss guess the

Pre- speaking

While-speaking

Post- speaking

Homework

pollutant…- ask Ss to guess the topic they are going to discuss today.* Pre teaching vocabulary.- cultivation(n) :( definition)-to discharge (v):- to discourage (v):- to capture(v):- explain the meaning of these words and ask Ss to give the Vietnamese equivalent(if necessary).Task 1.- ask Ss to work in pairs.- let Ss say out their ideas about some reasons why nature is threatened .- call on some Ss to say out their answers.- note down Ss’ ideas on the board.Task 2.- ask Ss to work in pairs ,matching the reason in task 1 with possible measures for protecting the environment.- call on some pairs to say out their answers to the class.- check the matching if they are suitable.Task 3.- ask Ss to make a conversation, using the ideas in task1 and task 2.- ask Ss to work in pairs.- go around and give help when necessary.- call on some pairs to act their conversations.- ask Ss to find out some more information about endangered animals.-Prepare the next period- Listening

topic they are going to discuss.

-Ss give the Vietnamese meaning-Ss work in pairs: say out about some reasons why nature is threatened and put them in the order of importance.

-Ss work in pairs: one student says the reason and other says the suitable measures.

-Ss work in pairs.

-Whole class.

Date :January 9th

Period: 63 Unit 10: NATURE IN DANGER Lesson :LISTENING

I. Objectives: By the end of the lesson, Ss will be able to -listen and understand the general ideas. -pick up the specific ideas.II. Language Focus - Grammar: -New words: words related to the topic. III/ Teaching aids.IV/ Procedure.Stages/times Teacher’s activities Ss’activitiesWarm-up

Pre-listening

While -listening

- ask Ss some questions:1.What national parks in Vietnam and in the world do you know ?2. Why have many national parks in the wolrd been founded ?3. Can you tell me some danger these national parks can face with ?- call on some Ss to answer the questions.- check Ss’ answers and lead into the new lesson.- ask Ss to work in pairs ,give names of some national parks in Vietnam.* Pre teaching vocabulary.-scenic features(n):-devastating(adj):-approximately(adv):-vehicle(n):-maintenance(n):- explain and give the meaning of these words.- ask Ss to read these new words in chorus.Task 1.- get Ss to read through the statements to understand them .- play the tape once or twice for Ss to listen and do the task.- ask Ss to compare their answers with a friend.- check the answers with the whole class.Answers :1.T 2.T 3.F 4.F 5.T 6.FTask 2.

-Ss work in pairs : ask and answer the questions.

-Whole class.

-Ss listen and repeat

-Ss listen to the tape,then answer . (individual)

-Ss read the questions carefully.

Post-listening

Homework

- ask Ss to read the questions carefully.- play the tape for Ss to listen and answer the questions.-If many Ss can not answer ,T plays the tape more times and pauses at the answers for them to catch.- call on some Ss to answer the questions - check the whole class. - give the correct answers:Answers :1/ New York 2/ in 1872 3/ 8 4/ 6164- ask Ss to work in groups of five to summarise the passage, using the information in task1 and task2.- go around and give help if necessary.- call on the presentative of each group to talk about their passage.- give comments on each group.- ask Ss to write a summary of the text, based on the information in taks1 and task2.-Ss prepare the next period.

-Ss listen again and pick out information to answer the questions.(individual)

-Ss work in groups of five.-Ss come to the front of the class and present their passage.

-Whole class.

Date :January 10th

Period: 6 4 Unit 10: NATURE IN DANGER Lesson :WRITING

I. Objectives: By the end of the lesson, Ss will be able to - understand the information about Cat Ba National park and write a description of Cat Ba National park.II. Language Focus - Grammar: -New words: III/ Teaching aids.IV/ Procedures.Stages/times Teacher’s activities

Ss’activitiesWarm -up - ask Ss some questions:

1/Do you know Cat Ba National park?2/What is Cat Ba National park like?- introduce some information about

-Ss answer the questions.

Pre-writing

-While- writing

-Post-writing

Homework

Cat Ba National park.*Pre teaching vocabulary.-coastal water (n):-abundant(adj):plentiful-ha=hectare :-stone tool (n):-human bone (n):- explain and ask Ss to repeat the words in chorus.- ask Ss some questions about Cat Ba National park.1/ Where is Cat Ba National park located?2/ What are the special features of Cat Ba National park?3/ How large is it ?4/ What do you know about the animals and plants?- go around to give help or do correction.* Writing a description- ask Ss to write a short description of Cat Ba National park, using the words given.- get Ss to write their description in10 mins.-When Ss have finished ,T asks them to exchange their writing and gives correction.- call on one or two students to write their writing on the board.- elicit corrective feedback from the class.- give the final comments.- give the suggested writing. Cat Ba National park is situated on Cat Ba Island,120 km from Ha Noi and 20 km east of Hai Phong.Cat Ba National park is the only site in Viet Nam endowed with both tropical forests and coastal waters with white sand beaches ,abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15,200 ha, including 9,800 ha of land and 4,400 ha of ocean.

-Ss choral reading.

-Ss work in pairs, using the information in the text book to answer.

-Individual work.-Pair work.

-Whole class.

Cat Ba National park preserves approximately 300 species of fish,40 kinds of animals, 150 different birds and 620 species of plants.The stone tool and human bones found in the island’s limestone caves reveal that people inhabited there at least 6,000 years ago.- ask Ss to write the description of Cuc Phuong national park.-ask Ss to prepare the next period.Language Focus

-Whole class.

Date : January14th

Period: 65 Unit 10: NATURE IN DANGER Lesson :LANGUAGE FOCUSI. Objectives: By the end of the lesson, Ss will be able to -distinguish the difference between the consonan clusters /sl/, /sm/, /sn/, /sw/. -understand the use of Relative pronouns with prepositions.II. Language Focus - Grammar: -New words: III/ Teaching aids.IV/ Procedures.Stages/times Teacher’s activities Ss’

activities-Warm-up

Pronunciation

Game :Finding words- divide the class into two groups. T writes the cluster /sl/,/sm/,/sn/,/sw/ on the board. T asks Ss in each group to write on the board as many words containing these sounds as possible . T sets the time limited in two minutes. The group with more correct words wins the game.- check the words to the class and ask Ss to pronounce the words they have just found then lead into the new lesson.Activity1: Listen and repeat- write the sounds on the board and introduce them to the class.- read the sounds and ask Ss to repeat after the teacher.- read once for Ss to hear the

-Ss work in groups.-Ss in each group write the words on the board.

-Ss listen and repeat in chorus.-Individual reading.

Grammar

words.- read again and ask Ss to repeat inchorus.- calls on some Ss to read the words.Activity 2:- ask Ss to read aloud the dialogue in pairs - go around to listen and give the correct.- call on some pairs to read the dialogue to the class.*GRAMMAR.- give examples on the board and ask Ss to combine these two sentences into one.E.g:1/ The man is Tom’s teacher. Tom is talking to him.

The man to whom Tom is talking is his teacher. 2/ This is the magazine. I talked about it yesterday. This is the magazine about which I talked yesterday. - elicit the use of relative pronouns with of a preposition. Notes:+ a relatives pronoun can be the object of a preposition.+ in formal English we can put the preposition before whom or which. We cannot leave out whom or which here, and we cannot use who or that . *PRACTICE. Exercise 1. - ask Ss to work in pairs to do exercise 1.- go around to help if necessary.- call on some Ss to read the sentences aloud. - give the correct answers.1/whom 2/which 3/whom4/who 5/that 6/whom 7/whichExercise 2 - write the example on the board and explain how to do this exercise

-Ss work in pairs.

-Ss combine these sentences into one.

-Whole class

-Ss work in pairs.-some Ss read the sentences and others listen and give comments.

-Individual work.

Ss read the

Homework

and make a model.- ask Ss to do exercise 2 individually.- go around to help if necessary.- ask Ss to compare their answers with together.- call on some Ss to read the sentences aloud. Then check the class.Key:1/The man to whom I talked yesterday was very kind.2/The man about whom I told you works in the hospital.3/The woman about whom I am telling you teaches me English.4/ The movie about which they are talking is fantastic.5/The picture at which she was looking was beautiful.6/I’ll give you the address to which you should write.Exercise 3.- ask Ss to complete the sentences, using who, whom, which, that.- go around the class and give help when necessary.- ask Ss to say out their answers.- give the correction.- ask Ss to do all exercises in workbook .- ask Ss to prepare the next period.

sentences aloud.

-Ss do exercise 3.

-Whole class.

Ss prepare at home

Date :January 16thPeriod: 6 6 Unit 11: SOURCES OF ENERGY Lesson READING I. Objectives: By the end of the lesson, Ss will be able to -understand the passage, identify the main idea, guess the meaning in context,and express their own ideas about sources of energy. II. Language Focus - Grammar: -New words: III/ Teaching aids.IV/ Procedures.Stages/times Teacher’s activities Ss’activities

Warm-up

Pre-reading

While- reading

-Ask Ss to pick out the odd one from the following words and explain why?+The air, the sun , the land, the house, the ocean.- Get the answer => The house*The other words refer to sources of energy- Lead into new lesson - ask Ss to work in pairs : Ask and answer the questions on pages 124.- call on some Ss to answer the questions.- give the suggested answers.1/wind power, solar energy, water power.2/to live and work ,to run machines, to cook meals,To heat or cool the house…- read the text and give the new words.*Pre teaching vocabulary.+ alternative(adj):+ fossil fuels(n):+ geothermal heat (n):+ windmill(n):+ solar panel(n):+ reserve (n):+ potential(n):- explain and ask Ss to give the meaning of the words.Task 1: - ask Ss to work in pairs and fill in each blank with a suitable word from the box.- go around the class and give help when necessary.- call on some Ss to read their answers to the class.- give the suggested answers.1/ released 2/alternative 3/energy 4/ limited 5/ exhaustedTask 2 :- divide the class into 5 groups.(group1:nuclear energy, group2:solar energy,group3:water

Ss work in pairs,

-Ss work in pairs, give the name of the sources of energy in the pictures.

-Ss give the meaning of the new words.

-Ss work in pairs .-Ss say out their answers.

-Ss work in groups.-Each group chooses one source of energy and write down its

Post-reading

Homework

power, group4:wind power,group5:geothermal heat )- ask Ss to scan the passage to find out the advantages and disadvantages of each alternative source.-go around to give help.- call on the presentative of each group to write their answers.- correct the mistakesTask 3: - ask Ss to read the text silently and answer the questions.( Ss work in groups)-go around to help if necessary.- call some Ss to come to the front of the class and present their group’s ideas.- give comments on their ideas.- ask Ss to complete the summary of the reading passage by filling each blank with a suitable word from the box.- go around and give help when necessary.- call on some Ss to read their answer to the class.- give the suggested answers.- ask Ss to learn vocabulary by heart and do all exercises in workbook.-Ss prepare the next period.

advantages and disadvantages.

-Ss work in groups of four or five(discuss and answer the questions).

-Ss work in pairs.-Ss read the answers before the class.

Whole class.

Date :January 18th

Period: 67 Unit 11: SOURCES OF ENERGY Lesson SPEAKING

I. Objectives: By the end of the lesson, Ss will be able to -Talk about advantages and disadvantages of energy sources. -express their own ideas about alternative source of energy.II. Language Focus - Grammar: -New words: words related to the topic.III/ Teaching aids. pictures.IV/ Procedures.Stages/times Teacher’s activities Ss’

activitiesWarm-up - ask Ss to answer some questions. -Ss answer the

Pre- speaking

While-speaking

-Post-speaking

1/What sources of energy do you know? How many sources of energy are mentioned in the text? What are they?2/Who can tell me about the advantages and disadvantages of water power?- call on some Ss to answer the questions.- give the comments and lead into the new lesson.*Pre-teaching vocabulary.+ renewable(adj):+ rector(n) :+ radiation(n):+ Hydroelectricity(n):+ enormous(adj):- ask Ss to read vocabulary in chorus.(twice)Task 1- ask Ss to work in pairs.- let Ss do task 1 in 2mins.- go around and give help when necessary.-After finish, T asks Ss to compare the results with another pair.- call some pairs to read their answers aloud.- give the suggested answers.1/D 2/D 3/D 4/A 5/D 6/A 7/DTask 2:-Have Ss repeat the dialogue after the teacher.- role play the conversation with one student.- ask Ss to role play the conversation in pairs.- call on some pairs to act out the conversation in the front of the class .- ask Ss to work in pairs to substitute the underlined words with the words suggested in the Useful language to make new conversations.- ask Ss to act out their new conversation

questions in pairs.

-Ss work in pairs, decide which statement is about the advantage(A) and which is about disadvantage(D)of various sources of energy.

-Ss repeat in chorus.-role play with the T.-Ss work in pairs.

-Ss work in pairs to make the new conversations.

Homework

- give the final comments.Task 3:- ask Ss to work in groups of four or five to express their belief on the increasing use of alternative sources in the future, using the ideas in task 1,2.- go around and give help when necessary.- call on the presentative of each group to present their ideas to the class.- give the final comments.- ask Ss to learn the vocabulary by heart.Ss write a composition to talk about the alternative source of energy that they think is the most feasible one for our country.Prepare the next period.- Listening

-Ss work in groups of four or five.

-Whole class prepare at home

Date :January 20th

Period: 68 Unit 11: SOURCES OF ENERGY Lesson Listening

I. Objectives: By the end of the lesson, Ss will be able to - listen to specific information. - express their own ideas about how to protect environment. II. Language Focus - Grammar: -New words: words related to the topic.III/ Teaching aidsIV/ Procedures.Stages/times Teacher’s activities Ss activitiesWarm-up

Pre-listening

* Has Ss complete the sentences1. we use…………………..to cook2. We use…………………..to run machines , cars…1=> oil, coal, wood, natural gas2=> gas- Lead into new lesson-ask Ss to work in pairs .List some of the things they use energy in their house.- call some Ss to talk about their answers to the class.*Pre-teaching vocabulary.+ ecologist(n):

Work in pairs.

Ss answer:

Ss answer.

Ss read in chorus

-While- listening

Post- listening

Homework

+ to conserve(v):- ask Ss to read the words given.- say out definition ,ask Ss to give the VietNamese meaning.Task 1:- introduce the task.- get Ss to read the task carefully, guess the answer.- play the tape twice for Ss to listen and do the task.- ask Ss to check their answers with a friend.- check the answers to the whole class.- give the suggested answers.1/D 2/C 3/D 4/A 5/CTask 2:- give Ss three mins to read the paragraph carefully and guess the missing words.- ask Ss to listen to the tape again and fill in the gaps with the words they have heard.- call on some Ss to give their answers.- give the suggested answers.1/unlimited 2/atmosphere 3/may4/gases 5/amount- ask Ss to work in groups. Listen to the tape again and do the task.- let Ss compare their answers with other group.- check the answers with the class.Key:+ Nonrenewable: coal, petroleum, oil, gas.+ Renewable: geothermal heat, solar energy, wind energy.- ask Ss to learn the vocabulary by heart. Prepare the next period- Writing

-Ss work in pairs.

--Ss listen to the tape and circle the answer they choose.

-Ss listen to the tape again .-Ss work in groups.

-Whole class.

Date :January 22nd

Period: 6 9 Unit 11: SOURCES OF ENERGY Lesson WRITING

I. Objectives: By the end of the lesson, Ss will be able to - read the information from a chart. -write a description from a chart.II. Language Focus - Grammar: -New words: words related to the topic.III/ Teaching aidsIV/ Procedures.Stages/times Teacher’s

activities Ss’activities

Warm-up

Pre-writing

While -writing

- ask Ss some questions.1.What kind of energy is consumed the most in Vietnam ? Which one ranks next ? Why?2. Do you know how much energy your country consume in a year?- lead into the new lesson.Task 1:- explain the information in the chart.- ask Ss to work in pairs, look at the chart carefully and read the passage, contrasting the chart with the passage to find out the missing information.- ask Ss to compare the answers with a friend.- call on some Ss to read out their answers.- give the correct answers.Key:1/ 117 2/ coal 3/ smallest* Use languages:+ use the simple past tense+ to be under/ over + figure+ to make up the largest…Task 2:- ask Ss to look at the chart in the textbook on page 130.- ask Ss to write a description.- set the time limited in five mins.- go around to give help.-When Ss have finished ,ask them to exchange their writings, compare and give corrections.- give the corrections if necessary.Task 3:

-Ss answer the questions.

-Ss work in pairs.

-Ss write a description of the trends in energy consumption in the rear 2005 in Highland.

- Ss work in groups of four or five.

Post-writing

Homework

- ask Ss to work in groups of four or five.- ask Ss to compare the amount of energy consumption in two years 2000 and 2005.- let Ss write in 10mins.- go around and give help when necessary.- call on Ss to write their writing on the board.- give correction and comment on their writing.- give the suggested writing.- ask Ss to write the comparison of the chart into their notebooks.Prepare the next period- Language Focus

-Whole class.

Date : January 24th

Period: 70 Unit 11: SOURCES OF ENERGY Lesson Language Focus I. Objectives: By the end of the lesson, Ss will be able to - distinguish the consonant cluster / r /, / spl / ,/ spr /. -understand the use of relative clauses replaced by participles and to infinitivesII. Language Focus

-Grammar: relative clauses replaced by participles and to infinitivesIII/ Teaching aidsIV/ Procedures.Stages/times Teacher’s activities Ss’activities Warm-up

Pronunciation

- Give Ss some words and ask them to pick out the words that have the same sound+ spring, shrine, split, shrimp, splash, spray- ask Ss : what sounds are these words?- lead into the new lessonActivity 1: Listen and repeat-write the words that contain the sounds:/ r /,/ spl /, /spr / on the board. Then explain how to read them.- point each sound and read it aloud three times.- ask Ss to repeat the sounds.

Ss work in pairs

Ss answer

-whole class.

-individual work.

Grammar

- call on some Ss to pronounce them.Activity 2:- read out some examples of these sounds.- ask Ss to work in pairs and read aloud the given sentences.- go around to listen and take notes of typical errors.- call on some Ss to read the sentences again and provide the correction.PRESENTATION.Relative clauses replaced by participles and to infinitives. *Active participles:- write examples on the board and explain the grammar points.1. The girl who is playing with the dog is Lan’s sister.

The girl playing with the dog is Lan’s sister.Note:-We can use a present participle to replace a relative clause which has an active meaning.*Passive participles:2. The picture which was drawn by a blind has won prize.

The picture drawn by a blind has won prize.Note:-We can use a past participle to replace a relative clause which has a passive meaning.* To infinitives:3.The last person who leaves the room must turn off the light.

The last person to leaves the room must turn off the lightNote:-We can use a to-infinitive to replace a relative clause.-We often use a to-infinitive after an ordinary number, next, last after, only and superlative

-Ss pronounce the sounds.

-Whole class listen carefully.

Ss take notes

Ss work in pairs

Homework

adjectives.EXERCISES.Exercise 1. -ask Ss to rewrite the sentences in exercise 1 , using present participle.- go around to give help.- check some Ss - direct others to correct the mistakes- comment and give feedbackAnswer1. The boy playing the piano is Bend2. Do you know the woman coming ……….?3. The people waiting for the bus…………….4. The scientists researching the ………………5. The fence surrounding our house is…………6. we have an apartment overlooking ………..Exercise 2. - ask Ss to rewrite the sentences in exercise 2 , using past participle.- go around to give help.- check some Ss - direct others to correct the mistakes- comment and give feedbackAnswer1. The ideas presented in that book…………..2. I come from a city located in the …………..3. They live in a house built in…………4. The photographs published in the ……………5. The experiment conducted at the………………6. They work in the hospital sponsored…………Exercise 3 - ask Ss to rewrite the sentences in exercise 3, using an infinitive phrase

Ss work in pairs

Ss work in pairs

Ss prepare at home

go around to give help.- check some Ss - direct others to correct the mistakes- comment and give feedbackAnswer1. John was the last man to reach the top2. The last person to leave the room…………..3. The first person to see………………………4. This is the second person to bekilled…………5. The first person to caught the…………- ask Ss to do all exercises into notebook again and prepare for the next period.- Test Yourself D

Date : January 26th

Period: 71 Test Yourself DI. Objectives: By the end of the lesson , Ss will be able to .-Listen to the conversation.-Read the passage and answer the questions.-Write a paragraph.II. Teaching aids: textbook , cassette…III. Procedures:Time/stages


Warm up

Presentation

- ask Ss some questions+ can people live without water?+ what would happen if there weren’t water?- lead into new lessonI. Listening:- ask Ss to read through sentences- play the tape and ask Ss listen to water conversation and complete the sentences - ask Ss to compare their answers with their friends- ask Ss to answer .- give feedback

The whole class

Ss listen to the tapeSs Work in pairs

Ss answer .

Homework

1. cannot live 2. it rains3. planting vegetation 4. hold back the water 5. dry seasonsII. Reading:- ask Ss to read the passage and answer the questions.- call on some Ss to answer.- correct.III. Pronunciation and Grammar A/.Pronunciation- read and ask Ss to listen and put a tick in the right box .1.sneeze 2. smash 3. shrimp 4.spread B. Grammar : complete the sentences , using participle or to- inf.- go around and help Ss- check and give feedbackAnswer1. living 2. ringing 3. to leave4. to drink 5. invited 6. blownWriting:- ask Ss to read through the cues givenask Ss to write in pairs- go around and help Ss- ask Ss to write on the board - comment- ask Ss to redo these exercise .-Prepare next Period.

SsWork in pairs.Ss answer the questions.

Ss listen and put a tick

Ss work in pairs

Ss work in pairsOther Ss correct the mistakes

Ss prepare at home

Date :January 28th

Period: 72 TEST 45 MINUTESName:……………………. Class 11……………I/ Choose the best answer (3.5m)1. I must thank the man from……………………….I got the presenta. who b. that c. which d. whom2. Do you get on with the person………………………lives next door?a. whom b. which c. who d. whose3. Did you see the person ………………money we found?a. which b. whose c. that d. whom

4. Oxford, …………………attracts many tourists , is often crowded in summera. that b. which c. whose d. a and b are correct5. Lady Astor was the first woman…………………….her seat in Parliamenta. take b. to take c. taking d. who takes6. Solar energy can be changed ……………………….electricitya. in b. for c. into d. to7. The man ……………………..shoes on the pavement has been fined twicea. sell b. sold c. to sell d. selling8. The road accident …………………long delays for people travelling to worka. causing b. to cause c. cause d. caused* Find an error in each sentence9. Dr Harder, that is the professor for this class, will be absent this week because of illness A B C D10. Neil Armstrong was the first person setting foot on the moon A B C D11. The bridge , building just last year, is now in bad condition A B C D*Choose the words that has the underlined part pronounced diferrently from that of the others12. a exhaust b. source c. cause d. enormous13. a. Swallow b. switch c. sweet d. sword14.a. polluted b. consume c. nuclear d. fuel* ANSWER: 1……..…….2…………………3…………………4………………5………………..6……………….7………………… 8……………9………………….10…………….11…………..12……………..13……………..14……………..II/ Reading ( 2.5m) Read the passage and do the task s that follow Almost all of our energy comes from oil, coal and natural gas. We call them fossil fuels . The earth’s fossil fuels are running out. What will happen when there is no oil, coal and natural gas on the earth? Scientists are trying to find and use other alternative sources of energy. We can use energy from the sun , the wind and the water . Solar energy is unlimited. The sun supplies all the energy used to grow plants, to evaporate water for rain, and to maintain the temperature of the planet. All are necessary for human life. If we are able to collect solar energy , we will be able to have this abundant source of power.A/ answer the questions1. What are other words for fossil fuels ?……………………………………………………………………………………………………………………………………………………………………………………………2. What are natural sources of energy?

……………………………………………………………………………………………………………………………………………………………………………………………3. From which do plants on the earth get energy?………………………………………………………………………………………………………………………………………………………………………………………….B/ Choose the best option4. The word “ abundant” in the passage is closest in the meaning with ……………………………..A. Natural B. necessary C. plentiful D. unlimited5. We are asking the question : “What will happen when there is no oil, coal and natural gas on the earth?” because………………………A. We are looking for other alternative sources of energyB. We are looking forward to seeing great changesC. We are now depending so much on oil, coal and natural gas D. Other sources of energy can come from the sun , the wind and the water III/ Listening ( 1.5m)*. Decide whether the following statements are True (T) or False (F)1. Richard had his first job before he went to university2. He did his first job in Paris3. He had to get up very earlyIV/ Writing (2.5m) Write a letter to the director of the City General Post office to express your dissatisfaction with Telecom service . You can use the following suggestions.

Telephone bills: sometimes miscalculated Telephone connection: sometimes disconnected The security conditions of the post office: poor condition. No one to

keep vehicles for customers…… The attitude of the staff: arrogant unfriendly……….. Method of payment: inconvenient…

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

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

Date: Feb 2nd

Period: 73

CORRECT THE THIRD TEST

I. Objectives: By the end of the lesson, Ss will be able to: - Know how much they understand lesson 9, 10 and 11.- Estimate their marks for the test.

II. Language focus:- Grammar: Relative pronoun.- New words: words related to the text

III. Teaching aids: hand outs.IV. Procedures:

Stage/Time Teacher’s activities Students’ activities

Homework (3’)

I/ Choose the best answer(3.5)- guide Ss to do the test again

II/ Reading(2.5)-Ask Ss to read the passage again-Explain the choices and give feedback

III/ listening (1.5)-Read the tapescript again-Give feedback

IV/ writing(2.5)-Ask Ss to read the letter again

Ask Ss to prepare unit 5 : reading+look up new words+ read the passage

Ss look at their paper textSs take notesfeedback1.d 2.c 3.b 4. b5.b6. c 7.d 8.a 9.a 10. c 11. b 12. d 13.d 14.a

feedback1. Almost all……….natural gas2. Energy from the sun….water3. From the sun4.A 5. C

Feedback1.T 2. F 3.F

Ss prepare at home

Date: Feb 4th

Period: 74 LESSON PLAN Unit 12: THE ASIAN GAMES Lesson : Reading I. Objectives: By the end of the lesson, Ss will be able to +Guess the meaning in context

+ Remember some events about Asian games.II. Language Focus - Grammar:III/ Teaching aids: pictures, text bookIV/ Procedures Time/stages


Warm- up

Pre- reading

While – reading

-Show some pictures of Ly Duc, Hong Son and ask Ss some questions about them.+Who are they?+ Are they famous?+ Which sports do they play?+ which sports do you think are the strongest of Vietnam?- Lead into new lesson- play the tape - Ask Ss : +how often are the Asian Games held? +Are there many countries taking part in the Games?-Introduce some new words+ effort (n)= attempt (n)+ solidarity (n)+ facility (n)+ aquatic sports(n)EX: swimming and water skiing are aquatic sports+ enthusiasm(n)Ex: she is interested in teaching . She never lostenthusiasm for teaching+appreciate (v)- practise Ss reading new words- correct the mistakesTask 1:-Ask Ss to do task 1 in pairs and fill in the blank with a suitable word.- go around and help Ss - check and guide Ss to correct- give feedback1. facilities 2. aquatic 3. enthusiasm4. effort 5. advancing 6. appreciatedTask 2: - Ask Ss to read the passage silently and complete the table

Ss answer


Ss answer

Ss say vietnamese meaning

Ss repeat in chorus then individually

Ss work in pairsSs answer

Ss work in groups


Post- reading

Homework

- Ask Ss to compare the answers with other groups- ask Ss to write their answers on the board- comment and give feed back1. 1951 2. The 2nd Asian Games in Manila3. 19584. Squash, rugby, fencing and mountain biking5. 2002Task 3:-Ask Ss to read the text again and answer the questions- go around and help ss- call Ss to anwer - comment1. The purpose of the Asian games is to develop intercultural knowledge and friendship within Asia2. 9919 participants3. they won gold medal in body buiding , billards and women’karatedo at the Busan games.- Ask Ss to discuss some questions:+ Name some altheles won gold medals at the Asian Games+ Name some sports at the Asian Games+ Tell some more information about Asian Games- Check some Ss and comment- Ask Ss to remember some events about Asian games and prepare - speaking+ talk about the sports results of the Vnese athletesat the 14th Asian Games.

Ss work in pairs

Ss answer

Ss work in groups

Ss prepare at home

Date: Feb 6th

Period: 75 LESSON PLAN Unit 12: THE ASIAN GAMES Lesson :Speaking I. Objectives: By the end of the lesson, Ss will be able to - ask for and give some information about Asian Games. - express their own ideas about sport results and about their favourite games or athletes.II. Language Focus - Grammar:III/ Teaching aids: textbook , pictures. Extra board.

IV/ ProceduresTime/stages


Warm-up

Pre- speaking

While- speaking

-Jumbled words.1. 14th , were , the, where, Asian, held, Games, when, and,?2. countries, in, how ,the, part, many ,took, Game?3. were , at , Games , sports , many, completed , how , the ?- ask Ss to arrange these jumbled words to make the complete questions by putting the words given in the right orders.- call Ss to write on the board.- give feedback.1. When and where were the 14th Asian Game?2.How many countries took part in the Game?3. How many sports were competed at the Game?- ask Ss to answer questions.1. the 14th Asian Game were held in Busan, Korea.2. 44 countries. 3. 38 sports. - lead into the new lesson.Task 1:- ask Ss to look at the dialogue on page 139 and repeat the conversation.- ask Ss to use the information in the table to substitute for the suitable information.- go around to help them.- call some pairs to come to the front of the class and act out their conversation.- commentTask 2:- ask Ss to work in groups to take turns to talk about the sport results of the Vietname athletes at 14th Asian Games, using the information from the table on page 140.- read example on page 140 .

The whole class.

Ss work in groups.

Individual answers.

Work in pairs.

Ss work in groups.

Post- speaking

Homework

- go around and help them - call some Ss to come to the board to do report.- call some Ss to comment- ask Ss to talk about the 14thAsian Games.- go around and help them.1. When and where were………?2. How many countries sports………….?3. Which sports did……………………..?4. How many medals…………………..?- ask Ss to write about athletes or sports you like.-Prepare next period.Listening

Ss work in groups.

Ss work at home

Date :Feb 9th

Period:7 6 Unit 12: THE ASIAN GAMES Lesson Listening I. Objectives: By the end of the lesson, Ss will be able to - Listen to specific information. -Express their own idea about.II. Language Focus -New words: coming live, freestyle, gymnasium, land, bar. III/ Teaching aids: textbook , pictures, cassette, IV/ ProceduresTime/stages Teacher’s activities Ss’ activitiesWarm-up

Pre- listening

While-

- show pictures and ask Ss to talk about the names of some gymnastics you know or see?What do you call a person who displays in gymnastics ?Feedback:Marathon, Jumping, swimming, weighlifting …We call him/her a gymnast.- lead into the new lesson.- ask Ss to work in pairs to look at the pictures and answer the questions.1. Gymnastic, long jump, high jump, weightlifting.- ask Ss to look at the words then repeat .Task 1: Multiple choice- give Ss 2 minutes to read

Ss answer .

Work in pairs to ask and answer the questions.

The whole class

listening

Post-listening

Homework

task1 carefully.-- ask Ss to listen to the tape twice and circle the best answer.- ask Ss to compare their answers .- call Ss to read out their answers.- let Ss listen again to check the answers.- give feedback:1c 2a 3b 4b 5dTask 2:- ask Ss to read the questions carefully before they listen to the tape again.- tell them to listen and take notes the answers to the questions.- ask Ss to listen to the tape for the last time and check their answers.Feedback:1. it was at 10.15 pm.2. They have won six gold medals.3. He took part in the long jump twice.4. High-jump5. He looked very disappointed.- ask Ss to work in groups then talk about a famous athlete you know.- go around and help Ss.- call on some Ss to report in front of class.Write a report on game of football in your school.

Ss listen to the tape.

Ss compare their answers.Ss read out their answers.

The whole class.

Individual answers.

Ss work in groups.

Ss work at home

Date :Feb 12th

Period: 77 Unit 12: THE ASIAN GAMES Lesson Writing I. Objectives: By the end of the lesson, Ss will be able to -Read information from a chart. -Write a description from a chart. II. Language Focus -New words: upgrade, equip, promote and advertise, recruit

III/ Teaching aids: IV/ Procedures Stages Teacher’s activities Ss’ activitiesWarm-up

Pre- writing

- Match the verbs on column A with the noun phrases in column B.A B1. build a. the training areas2. upgrade

b. one more National Stadium

3. widen c. people to serve the Game

4.equip d. the National Sports Centres

5. advertise

e. hotels with modern facilities

6. recruit f. a competition to choose an official song

7. hold g. sports- places- dates and time.

- ask Ss to find out meaning of new words.- go around and help Ss.- call Ss to answer.- correct.1b 2d 3a 4e 5g 6c 7f.- give some questions .1. what will you ( your country) do first?2. why will have to upgrate the National Sports Centrers and stadiums?3. What about the training areas and the roads?4. What will we have to equip the hotels and guest houses with ? what for?5. which form of mass media will be used to advertise all the preparations for the Games?6. who will you recruit to serve the Games?7. what competition will we have to hold?- go around and help them.Answers:1. We’ll have to build one more

The whole class.

Ss work in pairs.

Ss answer the questions.

While- writing

Post- writing

Homework

National Stadium and some sports buildings and car parks.2. Because they are not in good condition.3. We will widen the training areas the roads and the sports building.4. We will have to equip all the hotels and guest house with modern facilities- to welcome foreign athletes and visitors.5. The radio and TV will be used for advertising.6. We should recruit university teachers and Ss with good English.7. We should hold a competition to choose an official song for the coming Asian Games.- ask Ss to look at some answers in the extraboard , the sample writing and elicit some useful language from Ss.Useful Languages : Sequence adverbs.First/ Firstly/ First of all…Then NextAfter that…Finally…* Structure : - need to be + pp = need + V-ing -Have to + inf- ask Ss to use the information in the answers to write a paragraph about 120 words to describe the preparations for the coming Asian Games in Vietname.- go around and help them.- ask Ss to exchange their letter with another Ss for correction.- go around and collect mistakes and errors.- collect some writings for quick feedback.- write Ss typical errors on the board and elicit self and peer correction . T provides correction only when Ss are not able to

Ss work in groups

Ss prepare at home

correct the errors.- ask Ss to rewrite in your notebook.-Prepare next period- Language Focus

Date :Feb 14th

Period: 78 Unit 12: THE ASIAN GAMES Lesson Language Focus

I. Objectives: By the end of the lesson, Ss will be able to - Distinguish the difference between the consonant clusters / str/, /skr/ , /skw/. - Revise the use of relative clauses. - Understand and write sentences with omission of relative pronouns.II. Language Focus -New words: coming live, freestyle, gymnasium, land, bar. III/ Teaching aids: pictures, textbook,…IV/ ProceduresStages Teacher’s activities Ss’ activitiesWarm up

Presentation

- show the picture and ask Ss to look at the pictures and tell what they are.It’s a string.It’s a screw, an ice- cream.It’s a squid- lead into new lesson.Pronunciation- read the words and ask Ss to listen.- read the words again and ask Ss to repeat.-call on some Ss to read aloud the words.* Practise reading aloud this dialogue.- ask Ss to read these sentences.- call on some pairs to act out the dialogue in front of the class.- make corrections.Grammar:I/Relative clauses and the omission of relative pronouns.- ask Ss to recall the use of Relative Clause.a. Relative pronouns as subject:ex: The woman who / that lives next door is a doctor.

The whole class .Individual answers

The whole class read .

* The pronouns who/which /that can be the subject of a relative clause.b. Relative pronouns as object:ex: The woman who/whom/ that I wanted to see was away. *note: The pronouns which/ that can be the object of a relative clause.*we can leave out the pronoun when it is not the subject of the relative clause . Clauses without pronouns are very common in informal English.Exercise 1:- ask Ss to complete each of sentences in exercise 1 to make a relative clause without a pronoun, using a suitable sentence in the box .- go around and help Ss- ask Ss to read out their answers.- comment1.Have you found the bike you lost?2. Most of classmates he invited to the birthday party couldn’t come.3. The short stories John told were very funny.4. The dictionary I bought yesterday is expensive, but very interesting.5. I didn’t like he man we met this morning.6.The beef we had for lunch was really delicious.Exercise 2:- give an example on the board .The flight……………………………. was fully booked.The flight I wanted to travel on was fully booked.- ask Ss to complete each of the sentences in exercise 2.- go around and help Ss- ask Ss to read out their answers.- comment1. I enjoy my job because I like the people I work with.2. The dinner party we went to wasn’t very enjoyable.3. The house we’re living in is not good condition.

Ss work in pairs

Work in pairs.

Homework

4. I wasn’t interested in the things they were talking about .5. He didn’t get the job he applied for.6. The bed I slept in was very modern.Exercise 3:- ask Ss to do exercise 3:- go around and help them .- call on some Ss to answer.Answers:1,2,5,6- ask Ss to redo exercises in your notebook.+Make three sentences , using R. pronouns+Prepare next period.

Ss prepare at home

Date :Feb 17 th

Period: 79 Unit 13: HOBBIES Lesson: ReadingI. Objectives: By the end of the lesson, Ss will be able to know some hobbies.II. Language Focus: New words: words related to hobbiesIII. Teaching aids: textbook, pictures, extra board.IV. ProceduresStages/Time

Teacher’s activities Ss’activities

Warm-up

5’

Pre-reading

13’

T divides the class two groups and asks each presentative to mime some activities , and the members of his/ her groups will have to guess what the activity is. Which group has more correct answers will be the winner.-T leads into the lesson-T asks Ss to look at the pictures on page 146 and call out the name of the hobbies described in the pictures-T asks Ss which of these things they like to do in their free time and why-T elicits the answers from Ss and helps Ss to express themselves correctly-T asks Ss to listen to the tape and picks up new words+ accomplished (a)+ accompanying (a)+ modest (a)

Ss work in groups

Whole class

While-reading

20’

Post-reading

15’

Homework2’

+ avid (a)+ discarded(a)+ indulge in (v)+ keep me occupied -T asks Ss to repeat new words and calls on some Ss to read them again-T asks Ss to do tasksTask 1:-T gets Ss to use the dictionary to get their meaning-T asks ss to do it individually and exchange their answers with a friend-T calls on some Ss to present their answers in front of the class-T checks the answers with the whole classTask 2:-T asks Ss to read the passage and answer the quetions-T asks ss to do it in pairs-T calls on some Ss to present their answers in front of the class-T checks the answers with the whole class-T asks Ss to work in pairs to talk about the hobbies, Ss can use the following questions+ What is your favourite hobby?+ How foten do you ………..?+ Where do you usually ……………?+ When do you usually ……………?+ Who do you usually …………… with?+ Why do you enjoy …………………?-T calls on some Ss to present their answers in front of the class-T elicits answers from different Ss-T asks Ss to learn by heart new words and prepare the next part _ Speaking

Ss repeat in chorus then individually


Ss work in pairs

Ss work in pairs

Ss do at home

Date :Feb 19 th

Period: 80 Unit 13: HOBBIES Lesson: Speaking

I. Objectives: By the end of the lesson, Ss will be able to talk about hobbiesII. Language Focus: New words: words related to hobbiesIII. Teaching aids: textbook, pictures, extra board.IV. Procedures

Time/stages

Teacher’s activities Ss’activities

Warm-up

7’

Pre-speaking

8’

While- speaking

13’

Post- speaking

15’

Homework2’

-T divides Ss in to 2 groups and tells Ss the rule of the game: One member from each group will go and stand in front of the class with their backs facing the board. T will write a word/expressionwhich describes a hobby and was learnt from the previous lesson on the board. Other Ss from each group have to explain the word by using their actions, face expressions and sounds so that their representive can guess the word. The Ss with the quickest and correct answers will get one point for group. Ss take turn to be presentative. After some turns, the group with more points will be the winner-T leads into the new lesson.Task 1:-T asks Ss work in pairs and say which of activities in the book they like or don’t like to do and why-T goes around, helps them.-T calls on some pairs to come to the front of the class and act out their conversation.Task 2:-T asks the whole class to read the dialogue on page 149, and T can explain some words:+ stall (n)+ tag (n)-T asks Ss to practise the dialogue -T calls on some pairs to practise the dialogue in front of the class and gives feedback-T asks Ss about the main contents of the dilogue: the hobby , how to collect the books, where to buy the book, how to organize the book, and what the future plan isTask 3:-T asks Ss to work in pairs to make a similar dialogue about collecting stamps and use the suggestions in the book-T goes around and offers help-T calls on some pairs to talk in front of the class -T elicits feedback from the class and gives final comments-T asks Ss to write about hobbies they like or

The whole class.

Ss work in groups.

Ss work in pairs.

Ss practise the dialogue in pairs

Ss work in pairs

Ss work in pairs.

Ss do at home

hobbies of their friends and prepare next period.-Listening

Date :Feb 20th

Period: 81 Unit 13: HOBBIES Lesson: Listening

I.Objectives: By the end of the lesson, Ss will be able to listen to specific information & express their own idea about.II. Language Focus: +New words: W ords related to the topicIII. Teaching aids: textbook, cassette, pictures…IV. Procedures:Time/stages


Warm-up

5’

Pre- listening

13’

While- listening

Post-listening

10’

Homework

-T asks Ss: + Do you often read books? + What kind of books do you often read? + What do you read books for? + when do you often read books-T leads into the lesson.-T asks Ss work to write down 3 benefits of reading book-T asks Ss to look at the words and asks them to repeat.Task 1: Multiple choice-T gives Ss 2 minutes to read task1 carefully.-T asks Ss to listen to the tape twice and choose true or false-T asks Ss to compare their answers.-T calls on Ss to read out their answers.- T lets Ss listen again to check the answers.Task 2:-T asks Ss to read the passage carefully before they listen to the recording again.-T gives Ss to read task1 carefully.-T asks Ss to listen to the tape twice and choose true or false-T asks Ss to compare their answers.-T calls on Ss to read out their answers.- T lets Ss listen again to check the answers-T asks Ss to work in pairs then talk about the disadvantages of over-reading-T goes around and helps Ss.-T calls on some Ss to report in front of class.

Ss answer.

Ss work in pairs


Ss work in pairs

Ss work individually Ss work in pairs

Ss work in pairs.

2’ - T comments-T asks Ss to write a paragraph to talk about the disadvantages and the advantages of reading book and prepare the next part-Writing

Ss do at home

Date :Feb 22nd

Period: 82 Unit 13: HOBBIES Lesson:Writing

I. Objectives: By the end of the lesson, Ss will be able to write about the collectionII. Language Focus: +New words: Words related to the topic.III. Teaching aids: textbook, cassette, pictures…IV. Procedures:Time/stages


Warm-up

5’

Pre-

wriitng

13’

-T divides class into 4 groups, and distribute the handout with a network of “Book collection” for Ss to complete in their own groups. Ss have to brainstorm all of the things they should include in their writing about a book collection and fill the network. Which group finishes first and have more correct answers will be the winner

+ BOOK COLLECTION

+ Can you tell me something that they often collect?-T leads into the lesson.-T may allow Ss to write about a book and stamp collection, using the network developed in warm-up activity and the suggestions given in the speaking lesson (p. 149)-T gets to make an outline for their writing.-T reminds Ss that they have to add one introductory sentence, for example: “I’m very much interested in collecting books and have a book collection at home”-T goes around and offers help-When Ss have finished T calls on some Ss to

Whole class.

Ss work in pairs

Ss ( books, magazines, old coins, stamps…)Ss work individually

SS work in pairs

While- writing

15’

Post-writing

10’

Homework2’

present their outline in front of the class-T gives comments-T gets Ss to write their writing about 15’, based on the outline they have produced. Ss should arrange the ideas in a logical way.-T goes around and helps Ss.-T asks Ss to exchange their writing with a friend for peer correction.-T calls some Ss to write their writing on the board-T collects mistakes and errors.-T asks the whole class to look at the writing on the board and elicits comments from Ss.-T provides general comments on the writing-T asks Ss to write a paragraph to talk about the collection stamp and prepare the next part- Writing

Ss work individually => in pairs

Ss work in pairs


Ss do at home

Date :Feb 24th

Period: 83 Unit 13: HOBBIES Lesson:Language I. Objectives: By the end of the lesson, Ss will be able to.-Distinguish the difference between the consonant clusters /pt/, /bd/, /ps/ and /bz/.-Revise the use of relative clauses.-Use cleft sentences corectly.II. Teaching aids: pictures, textbook,…III. Procedures:Stages /Time


Warm up

3’

Pronunciation

10’

-T gives some words and asks Ss to rearrange them into the meaningful words1. TPPRAED 2. BBORED 3. MASP 4. CLBUS-T gives feedback and underlines some clusters1.TRAPPED 2. ROBBED 3. MAPS 4. CLUBS-T leads into new lesson.Pronunciation-T reads the words and asks Ss to listen.-T reads the words again and asks Ss to

Ss work in pairs

Whole class

Grammar

30’

Homework2’

repeat.-T calls on some Ss to read aloud the words.* Practise reading aloud this dialogue.-T asks Ss to read these sentences.-T calls on some Ss to read them in front of the class.-T makes corrections.Grammar:-T write some examples on the board and asks Ss to draw out the format of cleft sentences with different focus.Ex: The boy visited his uncle last month+ Subject focus: It was the boy who visited his uncle last month+ object focus: It was his uncle that the boy visited last month+ Adverbial focus: It was last month that the boy visited his uncle -T calls on some Ss to comment on these examples-T explains some moreCleft construction: It + be + focus + clauseCleft sentences are particularly useful in writing where we can not use intonaton for purpose of focus or emphasis, but they are also frequently used in speech

Exercise 1:-T asks Ss to do exercise 1 individually and then compare their answers with another student-T calls on some Ss to read out their answers-T elicits peer correction and gives correct answersExercise 2.-T asks Ss to work individually and exchange their answers with a friend-T calls on some Ss to read out their answers-T elicits peer correction and gives correct answersExercise 3:

Whole class


Ss work in pairs

Ss work individually => in pairs


Ss do at home

-T asks Ss to work individually and exchange their answers with a friend-T calls on some Ss to read out their answers-T elicits peer correction and gives correct answers-T asks Ss to redo exercise in your notebook & prepare next period- Make 3 sentences using:Subject focus, object focus, and adverbial focus

Unit 14:Recreation

The periodDate : Grade 11 Theme: Recreation Lesson 1

ReadingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able

to:- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context- Use the information they have read to discuss the topic

2. Knowledge:- General knowledge: Students should understand how some leisure

activities and why recreation and entertainment are important - Language: Sentences and expression for expressing topic- New words: Words related to the recreation

3. Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering

II. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, handoutsIV. Procedure:Teacher’s activities Students’ activities Notes

T: What do you often do in your free time?T: Well, what you have mentioned are leisure activities or forms of entertainment or recreation.

1. Teacher asks students to look at the pictures on page 154 and to answer the questions: - What is she doing?- What are they

doing?

2. T asks sts to answer the questions: - Which of the following leisure activities do you think Vietnamese people often do in their spare time?

- How about British people?3. T pre-teaches key

words: - snooker- pool and darts (using - rugby pictures)- cricket- bricklaying- stock market decision

Sts’ answers may vary.Examples:S1: I listen to music.S2: I play sports.S3: I watch TV.S4: I read books.S5: I go shopping. etc.

1She is playing the guitar.1. They are having a

party.2. They are watching T.V.3. They are swimming.4. They are playing

football.

Sts work in pairs and put a tick () in the right box.Sts’ answers may vary.

Sts writes these words down.

nt which gives them pleasure.

- glass engravingT reads or plays the recording of the reading passage.T has sts do Task 1.Task 1

T conducts the correction.

Task 2.T conducts the correction.

T asks sts to discuss the question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not?

T has 4 groups write their answer on the board.T gives comments.

T assigns homework.

POSTREADING(10mn)T conducts the correction.

T asks sts to discuss the question: Which of the British leisure activities

Sts listen to T or to the recording (looking at the passage).Sts circle the correct answer.Answers1. A2. B 3. B4. A5. B6. A

Sts read the passage again and answer the questions. (work in pairs)Answers1. Because without them people will become dull / bored.2. Football and rugby in winter, and cricket and athletics in summer.3. Walking and swimming.4. Because this is a new kind of entertainment which gives them pleasure.

Sts work in groups.

mentioned in the passage are also popular in Vietnam? Which are not?

T has 4 groups write their answer on the board.T gives comments.T assigns homework.

Homework (1mn)

Homework: - Learn the vocabulary. - Prepare B. Speaking

The PeriodDate Grade 11

Theme: recreationLesson 14SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to Express agreements and disagreements about entertainment activities.

Stating the reasons for the agreements and disagreements. 2. Knowledge: - General knowledge: students will be able to Express agreements and disagreements about entertainment activities.- Language: making a conversation of a famous person- New words: words related to the topic3. Skills: Speaking to Express agreements and disagreements about entertainment activities. II. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture of the parts of the body IV. Procedure:

Teacher’s activities Students’ activities NotesWarmer(3’) Hang-man gameAsk sts to guess a word by using hang-man game:A G R E E M E N T1 2 3 4 5 6 7 8 9

Before you speak(5’) Scrambled words:

Guess the word (the whole class)

Work in pairs to arrange the words in correct order to make meaningful sentences.

Have sts arrange the words in correct order to make meaningful sentences:1) idea / I / good/ don’t / that’s / a / think.2) agree / I / you / with / quite- Give feedback.Suggested answers:1) I don’t think that’s a good idea.2) I quite agree with you.- Ask sts what is the meaning of these two expressions and when to use them

While speaking(25’)

After speaking (10’)

-Answer T’s question Task 1:

- Have sts arrange the sentences in task 1 into two groups: A (Agreement) & D (Disagreement).- check sts’ answers.Suggested answers:A: 1, 3, 4, 6, 7D: 2, 5Have sts read these expressions aloud individually.

Task 2: - T demonstrates the conversation with one st.- Ask sts to practice the conversation in task 2 about a two-day camping holiday in groups of 3.- Check sts performance.- Have sts underline the expressions of agreement and disagreement.

Task 3: (groupwork)- Ask sts to continue the discussion by using the reasons suggested in task 3 and expressions of agreement and disagreement.- Go around and help students if necessary.

Task 4: (groupwork)- Call on some sts to report their discussion in front of the class.- Give feedback.- Have other sts comment on their performance regarding to content and

HOMEWORK : (2’)

pronunciation.

Write a paragraph of 50 words to describe your camping holiday.Prepare Part C – Listening.

-

The periodDate : Grade 11

Theme: RecreationLesson ListeningTime: 45 minutes

I. Objectives:1. Educational aim: By the end of this lesson, students will be able to

develop such listening micro-skills as listening for specific information and taking notes while listening

2. Knowledge:- General knowledge: Listening to pieces of conversation to get information about the leisure activities on their summer holiday.- New words: Words related to words related to going camping 3. Skills: Listening for specific information and comprehension questionsII. Method: Intergrated, mainly communicativeIII. Teaching aid: Pictures, chalk, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm- up(2 mn)- Have Sts give some entertainment activities.

- T asks Sts some guiding questions.1/ “What do you often do on your summer holiday.2/ Where do you often go?

Pre- listening(3 mn)

T has Sts look at the picture 1 and 2 and answer the Qs.

1/ Who are they?

- Give the activities

- Sts answer the Qs

- Look at the pictures (work in pairs)

Answer the QsPicture 1

1/ They are student2/ They are in the country side3/ They are going for a picnic

Picture 2

2/ Where are they?3/ What are they doing?

T reads some new words and asks Sts to repeat . T gives Sts the meaning of some new words .While - listening(30 mn)

Task 1T has Sts read the

sentences, listen and decide whether the statements are true or false.

T asks Sts to listen to three American students talking about their summer holiday (twice).T has Sts write down the answers.T can ask Sts : “ Why do you think it’s true or false?”.

T’s feedback

Task 2T has Sts listen again

and answer the Qs (twice)T asks Sts to read the

Qs before listening T has Sts write down

the answersT’s feedback

1/ They are tourists2/ They are in a town3/ They are going sightseeing- Listen carefully - Read the new words after teacher- Take notes

- Read the sentences.(in individual)

- Listen and answer .

- Write down the answers.-Explain !

- Correct .

Suggested answers1/ T 2/ T3/ F. He used to 4/ T5/ F. She doesn’t want to live in nature and she doesn’t enjoy it because of the solitude of the wilderness.6/ T

-Read the Qs carefully.

-Write down the answers.-Correct.Suggested answers1. Riding their dirk bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.2. In sleeping bags or tents.3. Because more and people are coming to these places and leave trash in the forest and take rocks and plants with them.4. He think nature is also important in the world.5. In cities6. Because she can’t put up an

Post – listening(8 mn)T has Sts list three advantages of having a camping holiday.Homework(2 mn)-Write about your camping holiday-Prepare part D : Writing

umbrella tent in the wind or make a fire in the rain or carry a heavy backpack.

- Discuss (in pairs / groups)

-Write about your camping holiday-Prepare part D : Writing


Theme: recreationLesson 4WritingTime: 45 minutes


write Students can write about a camping holiday 2. Knowledge:- General knowledge: Students learn how to organize the camping holiday - Language: Words used in a form of writing the camping holiday3. Skills: Writing the camping holidayII. Method: Interagrated, mainly communicativeIII. Teaching aids: Chalk, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up

Ask students some questions:

1/Have you ever gone camping?2/When and where?3/ What did you do on camping holiday?

Answer-Yes, we have.-Last year,…….-Cooking, playing games, playing football…

Today we practice writing about camping holiday

PRE- WRITING

Ask students to look at the pictures in the textbook and answer the questions1/ Which school is it?2/Where are they going?3/ What are they doing then?WHILE- WRITINGTASK 1:Last weekend, ,class 11A2 went to Ba Vi for camping holiday.Below are some of their activities during their two –day holiday. Match them with the correct pictures.Suggested answera.2 d.6 g.1b.3 e.9 h.7c.4 f.5 i.8Ask students to answer the questions:1/ When and where dit the students in class 11A2 go campimg?2/ What time did the bus leave the school?3/ What did they do first?4/ What did they do after putting up the umbrella tent?5/ What time did they leave the campsite?Correct them

POST- WRITINGTASK 2:Imagine you are one of the students in class 11A2. Write a passage about your class s camping holiday, using the information in Task 1 and the questions givenAsk one group to write the

-Vo Thi Sau School-Go camping

Suggested answera.2 d.6 g.1b.3 e.9 h.7c.4 f.5 i.8

Answer the questions and write on the board

Work in group Write on the board

passage on the board and correct itHOMEWORK :tells students to coplete the writing at home prepare for the next period (Language focus

Do homework


Theme: recreation Lesson 5Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: By the end of this lesson, students will be able

to:- distinguish the sounds / ts / _ / dz / _ / tst/ / dzd//- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of conjunctions : both….. and , not only ……. but also .either ……..or , neither …..nor

- use these verb tenses to solve communicative tasks2. Knowledge:- General knowledge: Students learn 4 sounds and review some tenses- New words: Words related to 4 sounds and conjunctions :3. Skills: - Pronunciation: /m/- /n/- / /- Grammar: Tense revision: the past simple, past progressive and past perfectII. Method: Intergrated, mainly communicativeIII. Teaching aids: textbooks, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up(4’)Write some words on the board, show students how to pronounce /ts/, / dz/ , /tst / , / dzd / sound such as : needs , watched , arranged , sweets , friends , washed ,

Group work , ( 4 groups)

rents, managed . sends , Then introduce 4 sounds that we are going to study today 1.Pronunciation(6’)Explain the way to pronounce these sounds /ts/ sits , eats , meets /dz/ reads , friends , kids / tst/ marched , washed , brighted ,raged , managed reached / dzd/ brighted ,raged ad first. read slowly @ Ask sts to read the sentences and pick up the words containing those four sounds : ask some students to reread these sentencesGrammar(32’)

The conjunctions : Both ….and , either … or , neither …. Nor Give the situation then explain : Ex: Ann was late . Tom was late _ Both Ann and Tom were late Ex : She did not write and she did not phoned _ She neither wrote nor phoned Ask sts to do exercise 1 /160

Exercise1: Combine the sentences using : both …

listen ( 1’) listen and repeat ( 2’’) whole the class ( books opened )

work in pairs then individual Follow the instructions of the teacher,

Work in pairs, discuss and

and , neither .. nor , either .. or Walk around to check and help Correct the sentences done on the board Page 161 / students’ bookAsk sts to give the conclusion about the verbs followed by both …and , neither / either ….nor /or

* Both + S1 and S 2 + V ( plural ) * Either + S1 + or + S2 + V ( S2) Neither nor

Exercise 2: Change the sentences into cleft sentences in the passive Give the situation and ask :Minh : where is Lan , Dad ?Dad : Maybe she is in the kitchen Minh : What is she doing , there ?Dad: She is helping her mother prepare dinner _ It is her mother who is being helped prepare dinner .Ask sts what we call this sentence This is Cleft sentence in the passive Then ask sts to do exercise 2 / 162Walk around to check and help Correct the sentences

do the exercise 1 on page 160. Then

Do on the board ( individual ) Respond

Follow the instructions of the teacher, make the sentence

Work in pairs, discuss and do the exercise 2 on page 162. Then

Do exercise on the board ( individual ) respond

done on the board Ask sts to show the structure It is / was + S + that / who + be +PPHOMEWORK (1ms) _ Redo the exercise _ Prepare Test yourself E

Do homework

Unit 15: space conquestThe periodDate : Grade 11

Theme: space conquestLesson 1ReadingTime: 45 minutes


to:- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements- use the information they have read to discuss celebrations in their culture

2. Knowledge:- General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space.- New words: words/ phrases related to space and spacecraft 3. Skills: Reading for general or specific informationII. Method: Intergrated, mainly communicativeIII. Teaching aids: Some photos of celebrations in the worldIV. Procedures:

Teacher’s activities Students’ activities NotesWarmer

(Teacher prepares a picture of a plane, a spacecraft and an astronaut) T asks students to

look at the pictures and answer the

Discuss in pairs and answer the teacher’s questions

Suggested answers:- It’s a plane/ a

spacecraft/ an astronaut.

questions: - What can you see

in each picture?- What do you call a

person who flies a plane/ a spaceship?

- Which job do you prefer, a pilot or an astronaut? Why?

( Based on sts’ answer, teacher leads in the new lesson)

- Pre- ReadingActivity 1: -Ask sts to match the names with the pictures in the textbook. (page 166)1. Pham Tuan2. Neil Armstrong3. Yuri Alekseyevich GagarinActivity 2:- Have sts work in pairs, answers the questions in the textbook based on the names of people in activity 1.- Check sts’ answer and supply the correct information if necessary.

Activity 3: - Teacher introduces some new wordsorbit (n)weightlessness (n)enormous (a)uncertainty (n)temperature (n)occur (v)- T has sts practise reading the new words While-Reading

- A person who flies a plane is called a pilot, and a person who flies a spacecraft is called an astronaut.

-

Answer orally(Order of the pictures from left to right: Neil Armstrong, Yuri Alekseyevich Gagarin, Pham Tuan)

Answers to the questions in textbook:

1. Yuri Alekseyevich Gagarin

2. Neil Armstrong and Buzz Aldrin

3. Pham Tuan

- Listen and take notes

T plays the cassette

Task 1:- Give instructions for task 1.- Ask sts to read the passage silently to finish task 1.- Check orally & correct if necessary.

Task 2:- Ask sts to read the passage again to answer the question in pairs.- Teacher walks around to give help if necessary.- Check sts’ answers by asking some pairs of sts give the questions and answers

Sts open books, listen to the text and read in silence.- Read aloud their answers.Suggested answers:Paragraph 1: B the lift offParagraph 2: D A view on EarthParagraph 3: E UncertaintiesParagraph 4: C CongratulationsParagraph 5: A The tragic accident

Read silently and then work in pairs.Give answers and take notes.Suggested answers:

1. He was 27 then.2. He was in space for

108 minutes.3. They were what

would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension.

4. It was more than 17 000 miles per hour.

5. Because he died in a plane crash on a routine training flight in March 1968.

6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the

Post-ReadingAsk sts to work in groups, complete the summary of the reading passage by putting the words/ phrases in the box into the blanks- Teacher walks around to give help if necessary- Check sts’ answers and give bonus to the winners.

HOMEWORK: - Learn the new

words- Read the passage

again- Prepare Part B:

Speaking

Cosmonaut Training Center at Star City, Russia, was given the name of this national hero.

1. in space Work in

groups and do the task.

Give answers Suggested answers:

2. cosmonaut3. lasted4. success5. gravity6. view7. impossible8. named after

Learn the new wordsRead the passage againPrepare Part B: Speaking

The PeriodDate Grade 11

Theme: space conquest Lesson 2SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to talk about possible of events.

- _talk about historical events on the space conquest.

2. Knowledge: - General knowledge: Students know how to talk about possible of events. talk about historical events on the space conquest

- Language: making a conversation of a famous person New words: Words/phrases relate to the process of launching its first manned apace craft into space. 3. Skills: Speaking to describe appearancesII. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture of the parts of the body IV. Procedure:

Teacher’s activities Students’ activities NotesWarn Up(5’)

close the book_give some picture of famous astronaut _ask sts some questions and answerQuestion 1.Who Are They?2.What Are They?3What Are their nationalities?*Ask sts rearrange 6 picture with is namePict 1:He’s Pham Tuan_VietNamese astronaut2.He’s Yuri Gagarin Russian astronaut 3.Buzz Aldrin_American Astronaut.4.Yang Liwei_Chinese Austronaut5.John Glenn_An American Astronaut6..Valentina_Tereshkova

Pre Speaking(8’)(task 1)

Now we study “Speaking of Space conquest “._Has sts work in pair, read the following piece of news, then ask and answer question(task 1)._give some new words :.manned, spacecraft.

ListenAnswer

Pict 1:He’s Pham Tuan_VietNamese astronaut2.He’s Yuri Gagarin Russian astronaut 3.Buzz Aldrin_American Astronaut.4.Yang Liwei_Chinese Austronaut5.John Glenn_An American Astronaut6..Valentina_Tereshkova_

Listen and repeatWork in pair Ex:S1:When did China laugh first manned spacecraft into space?S2:On October 15/2003S1:what is the name of china’s first manned spacecraft?

.launch(v)

.milestone,_Has sts made questions with when, what, how old, how important, how many.

While speaking (22’)_Has sts talk about the important events in space exploration_walks around the class, offer ideas and comments when sts need help._set model with studentsEx:(1)T: when did Russia launching its artificial satellite?T: What is the name of Russia’s first artificial.

T How important?

Post speaking (8’)

Has some students come form of the class and talk about the important event in the space conquest.

Homework (2’)

Prepare “ listening”_ Rewrite “the important event in the space

S2:It’s SjemZjouS1:What is the name of the astronaut?S2;His name’s Yang LiuriS1:How old was he when he flow into space?S2:38 years old.S1:How important was the successful flight to China S2:Make a milestone in China’s space project

1.S: on October 4,1957

2.S: sputnik3.S: mask the beginning of space age.

individual

Prepare “ listening”_ Rewrite “the important event in the space conquest.”

conquest.”


Theme: space conquestLesson 3ListeningTime: 45 minutes


develop such listening micro-skills as listening for specific information and taking notes while listening

2. Knowledge:- General knowledge: To help Ss practice listening about the 1st human moon landing.

- To relate the content with real life.- Language: Use past simple - New words: Words related to memorable experiences3. Skills: Listening for specific information and comprehension questionsII. Method: Intergrated, mainly communicativeIII. Teaching aid: Pictures, chalk, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities Notes* * Warm- upWarm- up::

Have students close theirHave students close their books then ask somebooks then ask some questions to lead inquestions to lead in

1.1. Name the 1Name the 1stst men to men to land on the moon.land on the moon.

2.2. His nationality.His nationality.3.3. WhenWhen

* Before you listen

- Have students work in pairs to match the picture with the caption.- Have students read a loud the words correct.- Supply the stress (or

- Close their book.- Close their book.- Answer the questions in- Answer the questions in group.group.1. Neil Armstrong & Buzz1. Neil Armstrong & Buzz Aldrin.Aldrin.

2. American.2. American.3. 20 July 19893. 20 July 1989

- Work in pairs.- Share as.1d – 2a – 3c – 4e – 5b- Practice reading.- Take notes

pronunciation) and the meaning* While you listen:

Task 1- Explain the situation.- Have students read through the statements quickly.- Supply the meaning of some words (in need).- Play the tape thrice, for the last time, have a pause after each sentence.- Play the tape again (in need) to confirm the answer.

Task 2- Ask students have a look at the questions.- Have students listen to the tape again for 3 times (with a pause

* After you listen:

- Have students work in group to discuss the questions.- Go round the class to help students (In need).- Call some students to give answer

. - Listen.- Read the statements.

- Take notes.

- Listen twice.- Give answer after 3rd times1F – 2F – 3F – 4F – 5T

- Listen again.

- Read the questions.- Listen to the tape.- Work in groups to give answers.- Share answers & take notes.1. NASA’s Apollo Program.2. On 16 July 1969.3. Controlling the oxygen

- Work in groups.

- Ask some difficult words.

- Share answer & take notes.1. Some reason:- adventure- find out another life outside the earth.- precious material.- other place for human beings.2. The three things are:- camera.- water / food.

HomeworkPrepare Unit 15 – Language focusise answer

- tent.

Prepare Unit 15 – Language focusise answer


Theme: space conquestLesson 4WritingTime: 45 minutes

I. Objectives: 1. Educational aim: By the end of this lesson, Students can get to

know the content and structure of one’s person biography. Students can write the biography of one identified person, based on the given

information.2. Knowledge:

- General knowledge: Students learn about the content and structure of a biography of a person.

- Language: The Simple Past Tense and Simple Present Tense 3. Skills: Writing a biography II. Method: Interagrated, mainly communicativeIII. Teaching aids: Chalk, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up(3 minutes)

Show a short video clip /picture about Neil Armstrong and ask students some questions about him:

- Who is he?- What does he do?- Is he Russian or American?- When did he walk on the

work in groups of four

suggested answers:

- He is Neil Armstrong

- He is an astronaut- He is American- In 1969

moon?Pre -writing (12

minutes)-Divide sts into four groups, ask one from each group to the board to write down information we need to write one’s biography. Others in the same group can help by shouting the needed words or phrases.- Give feedback and marks to the group with correct information.- Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote,Whilewriting(20minutes)Task 1: -Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, then put each of the headings in the box in the appropriate blank.- Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy.- Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap)

TASK 2- Teacher divides students into

Work in groups- Brainstorming for needed words/phrases to write one’s biography- Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education…

-Work individually, then check with their partners.-Take notes on difficult words.

- Suggested answers:1. Birth2. Place of Birth3. Known as4. Career5. Quote

- Students works in groups and write the biography on a piece of paper card- Suggested answers: Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th,

groups of four. - asks sts to write a biography of Neil Armstrong from the information given in task 1- Ask sts to pay attention to these points:+ prepositions: at-on-in-from-to-with+articles: a-an-the+ words/phrases used to write biography: be known as- work as- resign from- + Simple past tense+Simple present tense- move around to supervise and give help when necessaryPost writing (10 minutes)

- ask sts to exchange their paper card to correct- ask one group to show their biography on the board.- Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes

Homework

1930 in Wapakoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Armstrong became the first human to step on the moon’s surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the moon’s surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind”

- Students pick out the mistakes then correct them.- show their biography on the board

Ask sts to write their own biography write their own biography

The periodDate: Grade 11

Theme: space conquestLesson 5Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to:

- Distinguish the sounds /nt / /nd/ / / / /and / /- Pronounce the words and sentences containing these sounds correctly- how to use could/be able to and tag questions

2. Knowledge: - General knowledge: Students know how to distinguish sounds / / / /

/ // /and / / and use some structures with or without “to” infinitive

- New words: Words related to pronunciation / / / / / // /and / /3. Skills: : Pronounce the sound / / / // // /and // correctlyII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, textbookIV. Procedure:Teacher’s activities Students’ activities Notes

Pronunciation: (15 minutes)- Has students

listen and repeat the sounds / // // // // /

- Asks students to practice reading the sentences providedGrammar and vocabulary: (28 minut Could, was/were able to 1.1. Could: Ex1: My grandfather was very clever. He

- Listen to the tape carefully

- Practise reading

could speak five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. Ex: My father couldn’t swim. (=My father wasn’t able to swim.) COULD :kh¶ n¨ng nãi chungWAS/WERE ABLE TO ;kh¶ n¨ng cô thÓ

2) Tag questions Ex1: You are a student,aren’t you? Ex2: The film wasn’t very interesting,was it? Ex3: Mary does a lot of homework every day, doesn’t she? Ex4: John didn’t go to school yesterday, did he? Ex5: We have seen this film twice,haven’t we

- Work in pairsKey:Exercise 1 1. couldn’t/ wasn’t able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to

? Ex5: They can swim very fast, can’t they? Exercise 1- Asks students to do exercise 1 in pairs- Checks and gives correct answers

Exercise 2

- Asks students to do exercise 2 in pairs- Checks and gives correct answers

Exercise 3

- Asks students to do exercise 3 in pairs- Checks and gives correct answers

Homework: (2 minutes)- Write down exercise 1,

Exercise 2 1. It’s (very) expensive, isn’t it? 2. The film was great, wasn’t it? 3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you?

Exercise 3

1. doesn’t she 4. didn’t we 6. can’t you 2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it

- Write down exercise 1, 2, 3- Prepare Unit 16: Part A – Reading

2, 3- Prepare Unit 16: Part A – Reading

UNIT 16: THE WONDER OF THE WORLDPart A. READING

Grade 11 Theme: THE WONDER OF THE WORLD Lesson 1

ReadingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able

to:- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context- Use the information they have read to discuss the topic

2. Knowledge:- General knowledge: reading to find the sentences that show facts and the ones that

describe opinions- Language: Sentences and expression for expressing topic- New words: Words related to topic3. Skills: Guessing meaning in context, understanding and using new

words by speaking, asking and answeringII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, handoutsIV. Procedure:Teacher’s activities Students’ activities Notes

Warm- up(3’)

Get students to look at the pictures in the book and to answer some questions.+What are they? +Where are they?+When were they built?+Why were they built?+How were they built?+Who built them?

- Look at the pictures and discuss

- Lead students to the topic of the reading: The wonders of the world.

Pre- reading(10’)

Present key words and structures in different ways .+wonder(n)-> wonderful (a)+pyramid (n)+pharaoh (n)+tomb (n)+burial chamber +surpass (v)+spiral ramp+weight arm +proceed (v)+enclose (v)+The great Pyramid Is believed to have+It has been suggested that….

Introduce the content of the reading and ask students to read through the text silently to get general comprehension(teacher goes around the class to help students if necessary

While- reading(20’)

. Task 1 -Explain the way to do task 1.

-Ask students to read the text again to locate the new words given and

-Listen and pay attention to the teacher.Brainstorm to give ideas about the meanings of the words, listen and note down

- Listen and read

- Fill in each blank with a suitable word from the box.1. unknown 2.wonder3. ramp 4. chamber5. mysterious 6. spiral-Some give answers, some give remarks and the others listen.

know their meanings in context, then fill them in the blanks.-Let some students give their answers together with reasons and correct them.

b. Task 2 -Require students to read through the questions in the book to understand them

Make students silently read the text again to answer the questions-Get students to work in pairs to practice asking and answering the questions orally.-Ask some students to give their answers and other students to remark these answers. Finally teacher corrects them

Post- reading(10’)

c. Task 3.-Instruct students to do task 3-Require students to do task 3

-Teacher correct students’ answer.

-Ask students to look at the examples and explain them. -Get students to work in groups to find the sentences that show facts and the ones that describe

-Read and make sure to understand the questions.

-Scan the story and answer the questions.-Do as they were told

-Give feedback, listen, discuss, and take notes.

- Listen-Scan the text and say what the words given in the book refer to-Listen and take notes.

.

- Do as asked.

-Some report and the others listen and give remarks.-Listen and note down

opinions.-Call the representative of each group to report the result to the class and give feedback.

Home work

-Require students to write a paragraph (100 words) about what they have just discussed.

write a paragraph (100 words) about what they have just discussed.

The PeriodDate Grade 11Theme: THE WONDER OF THE WORLD

Lesson 2SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site. 2. Knowledge: - General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person- New words: Sentences and expressions for making suggestions about events 3. Skills: Speaking Fluency in expressing opinions and makingsuggestions about events II. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture IV. Procedure:Teacher’s activities Students’ activities Notes

*warm up:

T pepare a handout with some atatements about the wonders of the world .and asl Ss to

-Sts’ answers : 1.The great Pyramid2.Colosseum3.Taj mahal

give the name

Before you speak

T introduce some wonders of the world

While you speakTask 1:T itroduces the task and goes over the sentences with the class.T explains some words if necessary.Ask Ss to do the task in pairs.T goes aroungd the class to offer helpCall on some Ss to present their answers and asks others commentT gives his definitions+A fact is something that can be proven to be true ,to exist,or to have happened by evidence+An opinion is the view somebody takes about an issue ,especially when it is based solely on personal judgment.Task 2;Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza

Listen to the teacher and do the taskGive answer

Facts:sentence 2,3,4Opinion:sentence 1,5,6,7

Work in pairs and do task 2Give the answers

Work in pairs and do task 3Give the answers

based on the information in task 2.T goes around to chck and offer helpCall on some pairs to preform in front of the classgive feedback.Task 3:T introduce the task and ask Ss to work in group to discusspossible answers to give questionsAsk them to read the useful language and the examples on page 182.T goes round and offer helpAsk Ss to present their opinions and other groups to share their

Home work :Prepare part C;listening

Prepare part C;listening


Theme: THE WONDER OF THE WORLD Lesson 3ListeningTime: 45 minutes


to:- Develop listening skills as intensive listening for specific information

- Taking notes while listening2. Knowledge: - General knowledge: Students know how to do T/F statements and

listen for specific information- New words: Words related to describing Great Wall of China

3. Skills: Listening for specific informationII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, tape and cassette playerIV. Procedure:

Teacher’s activities Students’ activities NotesWarm up(3’)

- T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders

Pre-listening(10’)-Ask sts to look at the picture and answer the questions1. What can you see in the picture ?2. Where do you think it is ?3. When do you think it was built?-Introduce to sts that they will listen to a passage about the Great Wall of China-Pre-teach some new words+ man –made wonder+ magnificence and significance+ World Heritage+ UNESCO+Ming Dynasty+ ancient+ stone roadway+ Beijing

While-listening(20’)Task 1-Explain task1 and ask sts to read sentences in Task 1 carefully-Play the tape twice and ask sts to do the task

Listen and talk

- Look at the picture and answer the questions-The Great Wall -In China-During the Ming Dynasty

-Listen and take notes

-Read the sentences carefully

-Listen to the tape and fill in the missing information

-Ask sts to exchange their answers with their friends-Give feedback1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stonesTask 2-Explain task 2 and ask sts to read the questions carefully-Play the tape twice and ask sts to do the task

-Ask sts to exchange their answers with their friends-Play the tape one more time and ask sts to check the answers-Call one st asks and the other answers loudly-Give feedback1. The ancient Chinese started to build the Great Wall in 1368.2. Five provinces3. Because it can be seen from the moon4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state

Post-listening(10’)Divide sts into group of 4 and ask sts to tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built-Call some sts to present their talks to the whole class -Give remarks

Homework(2’) -Write a short passage about the Great Wall

-Compare their answers with a partner

-Read the questions -Listen to the tape and answer the questions-Compare their answers with a partner-Listen again and check the answer-Ask and answer the question

-Do as directed

-Present their ideas to the class-Listen

Write a short passage about the Great Wall

The periodDate: Grade 11

Theme: THE WONDER OF THE WORLD Lesson 4WritingTime 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to:

- Write about a friend by using the words they’ve learnt in previous lesson

- Make a layout for a writing2. General knowledge: Sts learn about the way to describe a place.- New words: Ajectives and verb forms often used in desription of a historical place. 3. Skills: Writing a paragraph about a friendII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, hand-outsIV. Procedure:

Teacher’s activities Students’ activities Noteswarm up: (7)

T: answer T’s questions: 1.do you know Nha trang2. How is it ? 3. What is it famous for

Before you write:(10’)T sets the scene :you are going to write a report on a visit to the Ponagar Cham Towers in Nha Trang.T gets Ss to read the given information on page 184 and answer the questions1.How many parts are there in the report?2.what kind of information

Sts do the task : Suggested answers : 1. yes…………. 2. It is small town ……… 3. It is famous for a big church…,Cham towers,Bamboo Island…. - Sts sit in pairs,

1.The report has 3 parts:brief introduction,details,a

is included in each part/T calls on some Ss to answer

While you write(17)T gets Ss to read the given information again and write their reports in 15 minutesT goes around to offer help.

After you write(8’)T asks Ss to exchange their writing with another students for peer correction.T goes around and collects mistake and errorsT provide correction

Home work (3’)Asks Ss to revise their reports according to their peer’s sugeestions and submit for making in the next lesson

nd summary of the visit.2.The introduction includes the general information about the place.In the details part ,we describe the special features of the place in detailIn the last part ,we wrire how long our visit last and our feelings about the trip

Practise writing

Take note

revise their reports according to their peer’s sugeestions and submit for making in the next lesson


Theme: THE WONDER OF THE WORLDLesson 5Language Focus

Time: 45 minutes


to:- Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/

and /vz/ . - Students learn how to use the structures with verb of reporting: 1. It is said that …………. 2. He is said …………….. 3. People say that ……….

2. Knowledge:- General knowledge: Students learn 3 sounds and review some tenses- New words: Words related to 3 sounds and 3 tenses3. Skills:

- Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/ .

- Grammar: 1. It is said that …………. 2. He is said ……………..

3. People say that ………. II. Method: Intergrated, mainly communicativeIII. Teaching aids: textbooks, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up - T uses some pictures and asks Ss:Look at the pictures and tell what they are.

P.1 P.2 P.3 P.4

- T has Ss read the words and guess what ending sounds they are going to learn today.- T introduces the new lesson.PronunciationPresentation- T reads the sounds loudly.

PracticeTask 1- T introduces and asks Ss to practise reading the words

Ss close their booksSs look and answer:1.gift 3. roofs2.saved 4. scarves (expected)

Ss write the sounds on the board./ft/, /vd/, / fs/ and / vz/ (expected)

Ss listen and repeat

containing these sounds. /ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs arrives- T has Ss do exercises. T gives handouts for Ss.Handout: Listen carefully and make a cross (x) at the sound you hear

/ft/ /vd/ /fs/ /vz/1.2.3.4.5.6.7.8.

- T reads aloud the words: 1. left 6. loved 2. photographs 7. thieves 3. caves 8. spacecraft 4. proved 9. coughs 5. knives 10. swift- T checks in front of class.- T conducts the correction.ProductionTask 2- T has Ss practise reading these sentences and pick out the words containing these sounds.1. They are not on the roofs now. They’ve been moved to the ground. Use the lift. I’ll ring to say you’ve arrived.2. I think he’s improved. Still coughs but laughs a lot, of course.3. We have plenty of laughs. We miss him when he leaves.

Ss listen and repeat.

Ss listen and decide if the words belonging to what sounds.

Answers:/ft/ /vd/ /fs/ /vz/

1. x2. x3. x4. x5. x6. x7. x8. x

4. He loves a nurse. Her name’s Soft. He wants me to bring her this gift.5. He brought me a gift when he arrived.- T conducts the correction.

- T gives an example on the boardGrammar and VocabularyPresentationRewrite this sentence beginning with the word provided.Eg: It is said that this house was built 100 years ago. This house……………………………- T asks one student to answer the sentence on the board .- - T corrects the mistakes and

explainsExercise 1:- T has Ss do exercise 1 ( page 185).

- T walks around the class, offers ideas and comments when Ss need help.- Then T calls some Ss to give their answers on the board.- T conducts the correction and explains.

If the verbs of the main clause and the subordinate clause are same tenses, use To-inf.

If the verbs of the main clause and the subordinate clause are different tenses (for example,M.C in present and S.C in past or perfect tenses), use To

Ss read the sentences carefully and give answers to

ex.1.Ss give answers individually and then check in pairs.Answers:1. Many people are said to be homeless after the floods.2. The prison is thought to have escaped by climbing…3. He is believed to have driven through the town at…4. Two people are reported to have been seriously injured…5. Three men are said to have been arrested after …6. The strike is expected to begin tomorrow.7. He is said to speak English very well.(expected)

have + PP

Exercise 2: Setting situation :

Eg: People believe that 13 is an unlucky number. 13 is believed to be an unlucky number.

T has Ss do exercise 2 (page 186- T walks around the class, offers ideas and comments when Ss need help.- Then T calls some Ss to give their answers on the board.- T conducts the correction and explains.- After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting.- T’s comments.More Exercise: Rewrite the following sentences:1. They say that John is the brightest student in class. It is said…………………… John is said …………………2. They think that he has died a natural death. It is thought ………………… He is thought ……………………3.They declared that she won the competition. It was declared …………………… She was declared ………………T calls some Ss to give their answers on the board. T conducts the correction.- Homework Do exercises in the work book

Ss give answers individually and then check in pairs.Answers:1. He is thought to eat …2. The wanted man is believed to be living in New York.3. He is known to be very rich.4. The film is supposed to be ..5. Many people are thought to have been killed …6. About a million puppies are thought to be born each year.7. The factories are said to be..8. Those dogs are said to be…Summary 1. S + V that S + V + O It is +PP that S +V + O 2. S + be PP + to-inf. S+be PP + to have PP.

Ss do them.

Ss take note.

Do exercises in the work

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