In giao an 11 ca nam

Preparation date:Teaching date:

GUIDING HOW TO STUDY ENGLISH 11I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to :- Know the curriculum in English 11.- Have an overview about the textbook & workbook.- Know how to do the oral tests, the 15- minute tests, the 45- minute tests and the term examination tests.2. Knowledge:- Vocabulary:- Grammar/ Structures: - Pronunciation: 3. Skills: listening & writing.II. PREPARATION:1. Teacher: textbook, workbook, tests, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (8’) Guessing game: WHO AM I?- Divide the class into 2 groups.- Choose a student in the class, write his/her name on a piece of paper, don’t show it to the Ss.- Have Ss to ask the YES/NO questions in turn to find out that student.- Answer by saying YES/NO.- The group finding out that student first will be the winner.2. New lesson:

Teacher’s activities Students’ activities

A. The curriculum (25’)1. The textbook- The textbook is composed on theme-based- Contain 16 units and 6 consolidation units- In each unit, there are five parts: reading, speaking, listening, writing, language focus- Each unit contains a topic such as friend, party, competitions, etc.2. Some important grammar points in English 11: Infinitive and Gerund Reported speech with infinitives Reported speech with gerund Conditional sentence type 1, 2, 3 and conditional in reported speech Pronouns Relative clause Relative pronouns with preposition Relative clauses replaced by participle and to infinitive Omission of relative pronoun

- Listen to the teacher and coppy down.

Trường THPT Tô Hiến Thành Giáo án tiếng anh cơ bản lớp 11 1

Cleft sentence Conjunctions Tag questions3. Language in action: Describing physical characteristic and personality Talking about past experiences and how they affected one’s life Talking about parties and how to plan parties Talking about volunteer work Talking about literacy problems and offering solutions Talking about a competition or contest Talking about problems of overpopulation and offering solutions Talking about the celebration of Tet and other festivals’ activities Talking about different postal and telecommunication services Talking about nature in danger Talking about measures for protecting endangered nature Talking about advantages and disadvantages of energy sources Asking for and giving information about the Asian Games Talking about sports results Talking about a hobby Talking about collections Expressing agreement and disagreement about entertainment activities and stating the reasons Talking about historical events in the space conquestUsing facts and opinions to talk about features of man-made placesB. Tests (10’)- Kinds of test:+ Oral tests (Speaking)+ 15-minute tests (only one skill or grammatical point)+ 45-minute tests (R, L, W, LF)+ End-of-term tests (R, L, W, LF)- format of a test: Reading: 25%, Listening: 25%, Writing: 25%, Language focus: 25%.

IV. HOMEWORK ASSIGNMENT: (2’)- Revise the knowledge in English 10 to do the test.


- Prepare textbooks, workbooks & notebooks.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

TESTI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to :- Do a test to revise the knowledge in English 10.2. Knowledge:- Vocabulary:- Grammar/ Structures: past simple, past continuous and past perfect- Pronunciation: /u/-/u:/, /3:/-/∂/, /∂u/-/au/3. Skill: doing the test.II. PREPARATION:1. Teacher: textbook, workbook, tests, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson: (45’)I. CHOOSE THE WORD WHOSE UNDERLINED PART PRONOUNCED DIFFERENTLY FROM THAT OF THE OTHER WORDS.1. A. cook B. school C. afternoon D. food2. A. teacher B. river C. term D. father3. A. made B. radio C. eight D. height4. A. cow B. bowl C. how D. town

II. GIVE THE CORRECT TENSES OF THE VERBS.

A. Past simple and past continuous

1/ I (sit) __________ in a bar when he (come) __________ .2/ When I (go) __________ out, the sun (shine) __________.3/ The light (go) __________ out while I (have) __________ tea.4/ When it (rain) __________ , she(go) __________ to school.5/ We (walk) __________ to the station when it (begin) __________ to rain.6/ He (teach) __________ English last year. 7/ The house (burn) __________ fast, so we (break) ___________ the window to get out.8/ He (eat) __________ three sandwiches while you (talk) __________ to him.

B. Past simple and past perfect

1/ They (go) __________ home after they (finish) __________ their work.2/ He (do) _________ nothing before he (see) ___________ me.


3/ He (thank) __________ me for what I (do) __________ for him.4/ I (be) __________ sorry that I (hurt) __________ him.5/ After they (go) __________ , I (sit) __________ down and took a rest.6/ When I (arrive)___________, the dinner (already, begin) ______________.7/ My friend (not see) _______ me for many years before he (meet) __________ me last week.8/ He (learn) __________ English before he (leave) __________ for England.

IV. HOMEWORK ASSIGNMENT:- Prepare the textbooks, workbooks and notebooks.- Prepare the next lesson – unit 1: Reading. V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 1: FriendshipLesson A: Reading 1

I. OBJECTIVES:1. Aim: By the end of this 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:- Vocabulary: acquaintance, quality, unselfish, constant, loyal, give-and-take, suspicion.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalks.2. Students:textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (8’)- T writes the sentence on the board and request Ss to fill the missing word into the blanks. A ............. in need is a ................... indeed.- Ss work individually first, then they compare with their friends.- T calls the volunteer to present the answer.- T gives the feedback: “friend”.- T introduces the new lesson.2. New lesson:



A. Pre-reading (10’)- Teacher gives handouts:1. Task 1: Complete the sentences:- Teacher asks students to give their ideas about a good friend.Handout:a. My friend is someone who is .................................b. I think a good friend is someone who is .................Suggested answer:Understanding, caring, easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish- Teacher teaches the new words above.2. Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences:- Teacher asks students to close their books and gives handout1. Every person can have a number of acquaintances but no one has many friendsa. persons we know but they are not our

close friendsb. close friends c. neighbors d. classmate2. For friendship to be intimate and lasting both friends must have some very special qualities.a. good b. truec. very close & friendly d. real3. Some people do not seem to be constant. One minute they like something and the next minute they feel tired of it and are interested in something else.a. easy b. changingc. understandable d. unchanging

- close their books and work in groups, discuss about the features of a good friend.

- copy the adjectives that indicate the features of a good friend.

- Students work individually first, then they exchange in pairs.

Suggested answer:1- a. persons we know but they are not

close friends2- c. very close and friendly3- d. unchanging

B. While-reading (15’)- Teacher asks students to read the text and do the tasks.1. Task 1: Scanning the text and answer the questions: What qualities of a friend are mentioned in the reading text?

- Students scan the text and answer the question

Suggested answerUnselfishness, constancy, loyalty, trust, sympathy


2. Task 2: Go through the reading text and finda. the reason why a selfish person can’t have a true friendship.

b. qualities that can spoil a true friendship.3. Task 3: Choose A, B, C or D which most adequately sums up the ideas of the whole passage:- Teacher asks students to work individually.

- Students work in groups:a. Because friendship is a two- sided

affair; it lives by give- and take; A friendship which gives on one side or takes on the other side cannot last long.

b. Changeability, suspicion, talkativeness.- Students work individually to find out the idea and compare.

Answer keyB. Conditions of true friendship

C. Post-reading (10’)- Teacher asks students to work in groups to answer the question: “What does the text tell you about a true friendship?”

- Students discuss in groups and give their ideas.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Do exercises in workbook.- Prepare the next lesson – unit 1: Reading 2.V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 1: FriendshipLesson A: Reading 2

I. OBJECTIVES:1. Aim: By the end of this 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:- Vocabulary: acquaintance, quality, unselfish, constant, loyal, give-and-take, suspicion.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalks.2. Students:textbooks, workbooks, notebooks, pens.


III. PROCEDURE:1. Warm-up: (2’) Gap-filling- T writes the sentence on the board and request Ss to fill the missing word into the blanks. A ............. in need is a ................... indeed.- Ss work individually first, then they compare with their friends.- T calls the volunteer to present the answer.- T gives the feedback: “friend”.- T introduces the new lesson.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)- Teacher gives handouts:1. Task 1: Complete the sentences:- Teacher asks students to give their ideas about a good friend.Handout:a. My friend is someone who is .................................b. I think a good friend is someone who is .................Suggested answer:Understanding, caring, easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish- Teacher teaches the new words above.2. Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences:- Teacher asks students to close their books and gives handout1. Every person can have a number of acquaintances but no one has many friendsa. persons we know but they are not our

close friendsb. close friends c. neighbors d. classmate2. For friendship to be intimate and lasting both friends must have some very special qualities.a. good b. truec. very close & friendly d. real3. Some people do not seem to be constant. One minute they like something and the next minute they feel tired of it and are interested in

- close their books and work in groups, discuss about the features of a good friend.

- copy the adjectives that indicate the features of a good friend.

- Students work individually first, then they exchange in pairs.

Suggested answer:1- a. persons we know but they are not

close friends2- c. very close and friendly3- d. unchanging


something else.a. easy b. changingc. understandable d. unchangingB. While-reading (20’)- Teacher asks students to read the text and do the tasks.1. Task 1: Scanning the text and answer the questions: What qualities of a friend are mentioned in the reading text?

2. Task 2: Go through the reading text and finda. the reason why a selfish person can’t have a true friendship.

b. qualities that can spoil a true friendship.3. Task 3: Choose A, B, C or D which most adequately sums up the ideas of the whole passage:- Teacher asks students to work individually.

- Students scan the text and answer the question

Suggested answerUnselfishness, constancy, loyalty, trust, sympathy

- Students work in groups:a. Because friendship is a two- sided

affair; it lives by give- and take; A friendship which gives on one side or takes on the other side cannot last long.

b. Changeability, suspicion, talkativeness.- Students work individually to find out the idea and compare.

Answer keyB. Conditions of true friendship

C. Post-reading (5’)- Teacher asks students to work in groups to answer the question: “What does the text tell you about a true friendship?”

- Students discuss in groups and give their ideas.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Do exercises in workbook.- Prepare the next lesson – unit 1: Speaking.V. COMMENTS:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:


UNIT1: FriendshipLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Describe the physical characteristics and personalities of their friends, using appropriate adjectives.- Make a dialogue talking about a famous friend.2. Knowledge:- Vocabulary: + Words to describe physical characteristics, personalities and friendship.- Grammar/ Structures:- (Pronunciation):3. Skill: speakingII. PREPARATION:1. Teacher: textbook, workbook, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (8’)Game: “Take Them Home”

- T divides the class into 4 groups.

- T gives each group a poster and 20 cards then gives the rule of the game.Poster:

Card:

- Ss work in groups, take turns to choose the cards then stick them in the right categories.

- Ss can organize the words into four different categories as follows: FACE: square, oval, round

HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, greyNOSE: straight, flat, turned-up, pointed

HEIGHT: tall, short, medium - T asks:


tall square shoulder-lengthoval wavy mediumcurly round straightdyed grey pointedflat sleek heart-shaped

short large turn-uplong fair

FACE HAIR

HEIIGH

T appropria

te language HT

NOSE

+ Which other words are used for describing physical characteristics?2. New lesson:

Teacher’s activities Students’ activitiesA. Pre – speaking (10’)- Help Ss to read those words.- Help them use those words in their own sentences to describe one of their friends in their class.- Elicit them by asking: + What does he / she look like? + What is / she like? + Is he / she tall?

- Describe one of their friends.- Take part in the teacher’s work.Model dialogue:

T: Could you tell me something about your friend? What’s he like?S: Oh, he is friendly.T: What does he look like?S: Tall and good-looking.

B. While – speaking (15’)Task 1: Describe the four persons:- Give them some useful expressions:+ He is of medium height.+ He has got a square face with blue eyes..

+ She wears her hair in a bony tail.( đuôi ngựa)

- Ask Ss to work in pairs, then call some Ss to present their answers.

Task 2 : Describing personalities(Task 2, textbook, p.16)

- T asks Ss to work in groups, do Task 1- textbook, page 15. - Elicit or explain some adjectives quickly:* Caring: kind, helpful, showing that you care about other people.* Hospitable : pleased to welcome guests, generous and friendly to visitors.* Modest: not talking much about your own abilities or personalities.* Sincere: saying only what you really think or feel

Expected answers:

1. The boy is about 16 . He may be short- sighted because he is wearing glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin. He’s quite good – looking.2. The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon. She’s has an oval face with a straight nose, full lips and a pointed chin. She’s quite pretty.3. The man is in his late forty. 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. 4.The woman is in her late twenty. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart – shaped lips and a small chin. She’s very beautiful.- Ss work in groups, discuss and number the personalities in order of importance in friendship. - Each group’s representative will report

their results to the class and explain orally why. (Ss’ answers may be different.)

Expected answer:My group thinks that being caring is the


* Understanding: showing sympathy for other people’s problems and being willing to forgive them when they do something wrong

-Ask Ss to work in groups, discuss and take notes of the ideas.

-Call some Ss to present their answers.

most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends.

C. Post – speaking (10’)Task 3: Make an interview- T helps Ss review some questions about physical characteristics, personalities, hobbies, ....- Ask Ss to work in groups to make questions or facts about a famous friend based on the suggestions in the textbook before doing the task

- Elicit some questions they may ask:

* his/her physical characteristics :

* his/her hobbies.

*His/her personalities:

- Ask Ss to work in pairs to perform the interview .

-Call some Ss to present their answers.

- Elicit feedback from the class and give final comment

- Ss make questions, using the suggestions (textbook, page 17).

Expected answer:* What’s your friend’s/ his/ her name?* When was he/ she born?* What does he/ she look like?* What are his/ her hobbies?* What’s he/ she like?* What makes him/ her a good friend?* What made him/ her successful?* How much time does he spend on Math every day?* What does he do in his free time?

- Ss work in pairs: Journalist & Interviewee.

IV. HOMEWORK ASSIGNMENT: (2’)- Practise the dialogue talking about a famous friend.- Prepare the next period – unit1: Listening.V. COMMENTS:................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Preparation date: Teaching date:

UNIT1: Friendship


Lesson: ListeningI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening.2. Knowledge:- Vocabulary: apartment building, guitarist, sense of humour, motorbike, around, favourite.- Grammar/ Structures:- (Pronunciation):3. Skills: ListeningII. PREPARATION:1. Teacher: textbook, workbook, a CD, a CD player, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (8’) Matching

Ask the Ss to look at the words in column A and phrases in column B, then match them together.

A B

1.good- nature

2. friendly

3.quick-witted

4. hospitable

5. modest

6. patient

7. studious

8. helpful

a. able to think quickly

b. spending a lot of time studying or reading

c. showing kindness; making you feel relaxed and as though you are among friends

d. willing to help somebody

e. able to wait for a long time or accept annoying behaviour or difficulties without angry

f. kind, friendly and patient when dealing with people.

g. not talking much about your own abilities or possessions

h. pleased to welcome guests, generous and friendly to visitors

Expected answers

1 – f; 2 – c ; 3 – a ; 4 – h ;

5 – g ; 6 – e ; 7 – b ; 8 – d

2. New lesson:Teacher’s activities Students’ activities

A. Pre – listening (10’)- ask Ss some questions. + Who is your best friend? + How did you meet him / her? + How long have you known each

- Ss present their own answers.Expected answer:+ My friend is…+ I met him/her at…


other? + What qualities do you admire in your best friend?- set the scene to teach the new words:

Apartment building (translation)

Guitarist ( picture)

Motorbike ( picture)

Sense of humour (translation)

Favourite (example )

To share (situation)

To introduce ( situation)

- Help Ss to read those words- Help them use those words in their own sentences to describe one of their friends in their class.- Get the Ss to guess what they are going to listen about.

+ We have known each other since…+ I admired his/ her… the most.

- repeat after the teacher.- make sentences with each word.Ex:- I am living in an apartment building.

B. While-listening (15’)1. Task 1: T / F - Ask students to read through the statements- Elicit the key words so that they focus on listening.- Have them listen to the tape twice- Ask Ss to write the answers on the board.

- Ask other students to remark and correct the answer.

- Give feedback

Pair work

- Listen to the tapes. Decide if the sentences are T or F.

- Tell the answers in front of the class

Expected answers

* Lan’s talk:

1. F ( They used to live in the same building there.)

2. F ( It’s what people think)

3. T

4. F ( Lan went to Do Son first and then called Ha, so Ha rode her motorbike to Do Son to meet Lan)

5. T

6. F ( They have been best friends since Lan’s trip to Do Son )

* Long’s talk


2. Task 2: Fill in the table

- Ask Ss to try to fill in the table with the things they remember.

- Play the tape again.

- Get Ss to work in pairs and check their answers.

- Call some Ss to give their answers.

- Give feedback.

1. F ( They met in the college.)

2. F ( Minh was a guitarist. )

3. T

4. T

5 T

Feedback

How / where they met What do they like....

Lan - used to live in the same residential area in Hanoi.- Lan in Doson, Ha went to help - friendly and helpful.- Ha knew many people and introduced Lan around.

Long - met in college.- Minh played the guitar - Long sang. - a great sense of humour.- good listener.- friendly and helpful.

C. Post-listening (10’)

- Ask the SS to work in group. Use the information in the tasks above.

- Talk how you and your friend have become best friends.

- Call on one representative from each group to talk about their best friend in front of class.

Group work

- Work in group of four.- Present their talk in front of the class.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the vocabulary.- Prepare next period- unit 1: writing.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date:


Teaching date:UNIT1: FriendshipLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write about a friend, real or imaginary, using the words and expressions that they have learned in previous lesson.2. Knowledge:- Vocabulary: words to describe physical characteristics and personalities.- Grammar/ Structures:- (Pronunciation):3. Skills: writingII. PREPARATION:1. Teacher: textbook, workbook, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (8’) Noughts and crosses

1 2 34 5 67 8 9

Adjectives:

1. friendly 2. cheerful

3. pleasant 4. modest

5. active 6. hardworking

7. studious 8. responsible

9. selfish

Describe emotions and actions as ideas development for that adjective.

a. My mother gets up at 6 every day and never stops working until dinner-time.

b. Minh never wants to share anything with us. Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”

c. It’s nice to be around with Tam for his polite and friendly manner.

d. He’s very close to us. Though he’s our teacher, he treats us almost like his friends.

e. I like working with Lan. She always tries her best to finish her part of the work.

f. She is a lively person who engages in almost all the community activities.

g. I love spending time with Linh and looking at her broad smiles.

h. He spends a lot of time studying or reading.

i. She doesn’t talk much about her own abilities or possessions.

Key:


1-d 2-g 3-c 4-i 5-f

6-a 7-h 8-e 9-b


A. Preparing to write (10’)Making an outline :

- Ask the Ss to use the given information to make an outline.

-For column one, think of the possible places and situations in which you may have met your best friend. Write down as many of them as possible.

-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column.

-For column 3, think of the personalities of your friend that you like most about him/her.

- Ask Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity.

-While Ss are writing, T goes around the class to see how well Ss work and whether they need some help.

- Ask 2 groups to write their outlines on the board.

- Note: the past tenses are used to write.

-T comments and gives feedback.

Group work- Work in groups of four and write an outline.- 2 representatives write the outline on the board.Model outline:

Where/ When first met Physical characteristics

Personalities

-in school extra-activities

-at a football match - round face

-wide forehead

- high nose

- short, black hair

-very tall - good-natured

- unselfish

-sympathetic

- friendly

- humourous

B. While-writing (15’)

- Ask Ss to work in groups of 4 and write a paragraph about a friend on a poster based on the outline given.

-While Ss are writing, T goes round to see if anyone needs help.

Group work

- In groups of 4, Ss write a paragraph about a friend on a poster based on the outline given.

Sample writing:

Probably my best friend is Ha. We first met each other 4 years ago, in a football match between my school and his.

He is very tall. He has a round face


with wide forehead and a high nose. His hair is short and black. He is good - natural , he’s always willing to help me if I need.

I hope my friendship will last forever.

C. Post-writing (10’)- T asks Ss to exchange their writing with another student for peer correction.- T goes around and collects mistakes and errors.- T collects some writings for quick feedback.- T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors.- T provides general comments on the writings.

Peer correction- SS exchange their writing with another and give correction for their peer’s writing.- Note down the correction from the typical mistakes.

IV. HOMEWORK ASSIGNMENT: (2’)- Rewrite the passage about your friend, taking into consideration your classmate’s and T’s suggestions and correction.- Prepare next period, unit 1- language focus.V. COMMENTS:................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT1: FriendshipLesson: Language focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Distinguish the sounds /dʒ / and /t∫/.- Pronounce the words and sentences containing these sounds correctly.- Use some structures containing infinitive with to and without to appropriately.2. Knowledge:- Vocabulary:- Grammar/ Structures: infinitive with to and infinitive without to - Pronunciation: /dʒ / and /t∫/3. Skills: Pronouncing, writing


II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Name pictures- T shows 2 pictures:

- T asks Ss to name the objects in the pictures.- T asks Ss to tell the differences between the sounds /dʒ / and /t∫/ in the words.Expected answers:CHAIR & BRIDGE2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (15’)Pronouncing the two sounds separately.- T introduces and models the two sounds / t∫/ and /dʒ/ / a few times and explains the differences in producing them.- T plays the tape ( or reads ) once for Ss to hear the words containing these two sounds. Then T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T)Pronouncing the words containing the sound.- T reads the words in each column all at once- T reads the words again and asks Ss to repeat them.- T asks Ss to practice pronouncing the words in pairs. T goes around to provide help.- T asks Ss to pronounce the words and gives correction if necessary. Pronouncing sentences containing the sounds- T reads the sentences and asks Ss to

- Ss listen to T and repeat.TASK 1 :* Listen and repeat :/ t∫/ / dʒ /Children jammutual dangerousChangeable passengerCheese jokeCheap justChaos bridge

Practice reading aloud these sentences.1. Just outside the village, there’s a


http://4.bp.blogspot.com/-6KGg_0-DxZc/TfvrDExwsKI/AAAAAAAAAyQ/Qqacomu5aCc/s1600/ChiavariChair-Mahogany-HT51-053.jpg

http://www.google.com.vn/imgres?imgurl=http://wirednewyork.com/images/bridges/hell-gate-bridge/hell_gate_bridge_triborough_7apr02.jpg&imgrefurl=http://wirednewyork.com/bridges/hell_gate_bridge/&usg=__hnBg_k9DZlgruDlJE3qh82Wig3k=&h=600&w=800&sz=84&hl=vi&start=17&zoom=1&tbnid=ZNQYH7br23YQVM:&tbnh=107&tbnw=143&ei=Zy1jTsnDN6ipiAfv1cSTCg&prev=/search%3Fq%3Dbridge%26um%3D1%26hl%3Dvi%26sa%3DN%26tbm%3Disch&um=1&itbs=1

underline the words with the sounds and write / t∫/ and /dʒ/ under them- T asks Ss to practice pronouncing the words in pairs. T goes around to provide help.- T asks Ss to read the sentences and gives feed back.

bridge.2. Jane always enjoys George’s joke3. Two jeeps went over the edge of the bridge.4. Which picture do you think the child wants to change?5. Mix the mushrooms, chilli and cheese.6. Do you like French salad and fish and chips?

B. Grammar (20’)

I. To – Infinitive

1. Presentation:

- Hang a poster on the board.

+ I have some homework to finish.

+ It’s lovely to see you again.

- Ask Ss to underline the to + infinitive

- Ask the Ss to comment on the use of to + infinitive in these examples.

- Supplement Ss with some more use of “to-inf”.

“To- inf “ is used :* to indicate the purpose :Ex: I get up early to walk . * as a modifier to replace a relative clauseEx: I have a lot of work to do ( which I have to do)* as an object of a verb Ex: I like to walk.* as an subjectEx: It is healthful to walk every morning.* in idiomatic expression :Ex: The weather is too bad for me to walk today.

2. Practice:

Exercise 1:

- Ask Ss to work individually and put the correct form of the verbs in brackets.

- Comment on the use of to + infinitive

1. The to + infinitive can be placed after nouns/pronouns.

2. The to + infinitive can be placed after adjectives.

Individual work

- Ss to work individually and put the


- Call on some Ss to give their answers.

- Give feedback

II. Bare infinitive ( without to )

1. Presentation:

- Hang a poster on the board.

+My father doesn’t let me use his car.

+Her boss made her finish the report by 5 p.m

+He saw the cat catch a fish.

+You had better not smoke.

+ He felt his feet freeze.

+ Her father made her laugh a lot.

- Ask Ss to underline the infinitive without to.

- Ask the Ss to comment on the use of infinitive without to in these examples

- Write the structure on the Bb

S + Perceptive verbs + Object + Bare inf - see - hear - listen to - watch - feel - smell - taste - observe , notice - had better , would rather, perceptive verbs ( see, smell, feel, watch…)* Other verbs : let make , help

correct form of the verbs in brackets.

- Ss give the answers in front of the class.

Feedback:

1. Who wants something to eat?

2. I have some letters to write.

3. I am 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 is too cold to go out.

8. I’m happy to know that you have passed the exam.

-Copy down and underline the infinitive without to part.

Expected answers

+ My father doesn’t let me use his car.

+ Her boss made her finish the report by 5 p.m

+ He saw the cat catch a fish.

+ You had better not smoke.

+ He felt his feet freeze.

+ Her father made her laugh a lot.

- Comment on the use of infinitive without to

1. infinitive without to can be placed after verbs of perceptions such as feel, hear, see, watch, smell, notice,.... -> refer to the complete action.

2. infinitive without to can be placed after let/make somebody; had better (not)/ should....


2. Practice:

Exercise 2:

- Ask Ss to work in pairs and do the exercise.


- Give feedback

Pair work

- Ss to work in pairs and do the exercise.

- Ss give the answers in front of the class.

Feedback:

1. The police watch 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 ....

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

6. Do you think the company will make him pay

7. I felt the animal move towards me.

8. Do you think her parents will let her go for a picnic.

IV. HOMEWORK ASSIGNMENT: (2’)- Pick out the inf in the following sentences and describe the function of each 1.To find fault is easy.2.It is delightful to hear the sound of the see.3.The dog wants something to eat.4.I saw him run the mile in four minutes.5.Everybody wishes to enjoy life.6.He is too ill to do any work.7.I am not afraid to speak the truth.8.He went to Paris to perfect his knowledge of French.- Prepare the next lesson, unit 2- reading.V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


..................................................................................................................................Preparation date: Teaching date:

UNIT 2: PERSONAL EXPERIENCELesson: Reading

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.- use the information they have read to discuss the story.2. Knowledge:- Vocabulary: make a fuss, sneaky, glance, embarrassing, idol.- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (5’) Brainstorming- Ask Ss to find suitable words to fill in the chart below:

- Ask some question to lead in the reading: a. If you got bad marks, how would you feel? b. If you made a mistake, how would you feel?

Lead in

- In today’s reading, we’ll get to know about the things that have happened to you that influence the way you think and behave. It is “Personal experiences”.


A. Pre-reading (10’)*Pre- teaching vocabulary:- help Ss to read some new words.- elicit the meanings and parts of speech of the words from Ss.- Embarrassing (a): (situation)- To make a fuss about: làm om sòm

Individual work- repeat the words after the teacher.- give the meanings and parts of speech of the words from Ss.- note down the words.


Feelings

happy

confusedworry

sad

- To imitate:( translation)

- sneaky ( adj ) vụng trộm

B. While-reading (18’)Activity 1: Gap-filling- ask Ss to make a guess the part of speech of each blank.- ask Ss to work in pairs to do the exercise.- call on some Ss to give the answers.- give the feedback.Activity 2: Answering the question- check if Ss can answer the comprehension questions in task3 without having to read the passage again. T gets them to read the questions carefully and gives them some tips to do the task.- ask Ss to work in groups of four to give the answers.- call on some Ss to write their answers on the board and ask them to explain their choices.- ask Ss to give the position of the answers in the passage to make sure that they understand the text.

Pair work- work in pairs to do the exercise.- give the answers in front of the class.

Feedback

1. glanced 4. idols 2. making a fuss 5. sneaky3. embarrassing

Group work- work in groups of four and discuss the answers together.- give the answers in front of the class.Expected answer 1. She wished to have a floppy cotton hat.2. Her father3. Because she thought that the boy had stolen her money.4. She bought the pretty hat of her dream.5. She discovered her money on the table.

C. Production (10’)Discussion

- ask Ss to work in groups of four and discuss the questions in the book.- call on some Ss to give the answers.- give comment on Ss’ answer.

Group work- Ss work in groups of four and discuss the questions in the book.- give the answers in front of the class.Suggested answerShe might feel ambarrassed and guilty because that was not her money.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Prepare next lesson, unit 2- speaking.V. COMMENTS:................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Preparation date:


Teaching date:UNIT 2: PERSONAL EXPERIENCELesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- identify structures that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with “Make”.- use these structures to talk about a past experience and how it affects their life.2. Knowledge:- Vocabulary:- Grammar/ Structures: present perfect and past simple, structure with “Make”.- (Pronunciation):3. Skill: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (5’) - Ask Ss some questions to lead to the lesson, such as: Have you ever been ill? When were you ill? Why? What do you think after that?Lead-in: To day, we will continue the topic of personal experiences by talking about past experiences and how they affect your life. 2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’)* Task 1: Matching phrases:- Ask Ss to work in pairs to match things they might have done or experience.- Call on some Ss to give their answers.- Give feedback.

* Eliciting and introducing useful structures

- Ask the Ss :

* What do you say to ask about someone’s experience that might have affected them ?

- Write the questions on the board.

Pair work- work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B.- give the answers in front of the class.

Expected answer

1 – d 2 – e 3 – b

4 – f 5 – a 6 – c

Expected answer

- Have you ever....... ?

- When did it happen ?

- What were you thinking and feeling when it happened ?

- How did the experience affect you ?

B. Practice (18’)


Activity 1: Re – ordering & role – play drilling

* Re – ordering

- Ask the Ss to work in pairs to put the lines of the dialogue in the correct order.


- Give feedback.

* Role – play drilling

- Hang on a chart with the dialogue.

- Ask the Ss to work in pairs to practice

the dialogue.

- Put the chart away.

- Call on some Ss to act out the dialogue

in front of the class.( without looking at

the chart or books )

- Give comment.

Pair work- work in pairs to reorder the dialogue.- give the answers in front of the class.Expected answer 1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f

Model dialogueA: Have you ever spoken English to anative speaker?B: Yes. I talked to an English girl last summer.….A: How did the experience affect you?B: Well, it made me more interested in learning English.

C. Production (10’)Make a dialogue

- ask Ss to work in pairs to talk about their experiences based on the notes in task 1.T goes around and helps them if they have difficulties.T calls on a pairs to perform in front of the class.T comments and corrects the mistakes if necessary.

Pair work- underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task 1 to make similar dialogues.- act out the dialogue in front of the class.

IV. HOMEWORK ASSIGNMENT: (2’)- Write a paragraph ( 50 words) about your own experiences.- Prepare next lesson, unit 2- listening.V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



UNIT 2: PERSONAL EXPERIENCELesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking note while listening.2. Knowledge:- Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, unforgetable, protected.- Grammar/ Structures:- (Pronunciation):3. Skill: ListeningII. PREPARATION:1. Teacher: textbook, workbook, chalk, CD, CD player.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’)- Divide the class into two groups A and B and ask them to guess what it is.- Read aloud some facts about the thing one by one.The facts they hear:1. It destroys buildings, houses, and forests.2. It can kill people.3. It gives out a lot of smoke.4. You need water to put it out.Expected answer: A FIRE* Lead – in - Have you ever seen a fire ?- What will you do if there is a fire ?- The listening today is about the fire happening to Christina’s family 13 years ago.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’)

Describe the picture- Get Ss to work in pairs to describe the picture.- Elicit some questions : + What can you see in the picture ? + What is happening ? + Who are the people ?- Call on some Ss to describe the picture .- Give comment.- Get the Ss to guess what they are going to listen about.* Vocabulary:- memorable (a) = unforgettable (a)

Pair work- work in pairs and describe the picture.- give the answers in front of the class.Expected answer+ A fire is burning a house.+ A mother and her daughter are trying to run out of the fire.+ Firemen are putting out the fire.

Whole class- repeat the words after the teacher.- give the meanings and parts of speech of the words from Ss.- note down the words.


- Terrified (a) sợ hãi

Example

Most people feel terrified when they see

snakes.

- Scream (v): (explanation) la thất

thanh, hét.

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

Example

The prisoner ran away after escaping from the prison.* Checking vocabulary1. The child ……….her mother tightly

because of fear.

2. April 30th 1975 is a ……….day of Vietnamese people.3. I feel …whenever I stay at home

alone

4. The fans …….with excitement when

they saw their idols.

5. They were trying to ……….from a

burning house.

Pair work- work in pairs and fill the suitable words into the blanks.- give the answers in front of the class.Key

1. embraced 2. memorable

3. terrified 4. screamed 5. escape

B. While-listening (15’)Activity 1: T/F statements-Ask the Ss to read through all the

questions and underline key words.

- Ask them to guess T / F.

- Play the tape once / twice for the Ss to

listen and do the task.

- Ask the Ss to check their answers with

partners.

- Go over the answers with the class.

Activity 2: Gap-filling

- Tell the Ss to read through the passage and guess the words in each gap.- Tell the Ss to listen to the recordings and fill in the gaps.


- Correct and give feedback.

Individual work- Read and underline key words.- Write their guess on the board.- Listen to the tape.- give the answers in front of the class.Feedback1. T2. F ( 13 years ago )3. F ( in the kitchen.)4. F ( She was sleeping .)5. TIndividual work- guess the part of speech of each word in each blank.- listen and fill in the missing words.- give the answers in front of the class.Expected answer1. small 2. everything3. family 4. replaced5. took 6. appreciate


C. Post-listening (10’)Agreeing or disagreeing- Ask the Ss to work in groups.- Call some Ss to report their answer:- Give comment.

Group work- work in groups of four and discuss the question.- give the answers in front of the class.Expected answerFamily is more important than things because it can’t be replaced. It give you mutual love, support and sincere understanding.. It brings the individual place and happiness.Nothing is more precious than the sweet moment when every member of the family finds themselves among their dear ones, taking a good meal and getting through a peaceful night.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Prepare new lesson, unit 2- writing.

V. COMMENTS:................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 2: PERSONAL EXPERIENCELesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lesson.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skill: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’)The quiz


1. How many parts does a personal letter have ?2. What are these parts ?3. What do we normally write in the Greeting?4. What do we normally write in the Closing?5. Where do we normally sign the letter ?Answer1. 5 parts.2. The Heading, the Greeting, the Body, the Closing and the Signature.3. We normally write “ Dear” or “ Hello/ Hi”plus the name of the person we are writing to and a comma at the end.4. We normally write something like “ Sincerely” , “ Yours”, “ Love”, “ Best wishes”......and after that we put a comma.5. Our signature normally goes under the Closing.2. New lesson:



Teacher’s activities Students’ activitiesA. Preparing to write (10’)* Eliciting: - Elicit the steps of a personal letter from the quiz. - Write on the board.

* Giving network - ask Ss to answer the following questions: 1. What happened?2. When it happened?3. Where it happened?4. How it happened?5. Who was involved ?6. How it affected you

Whole class- Give the steps of a personal letter:1. Heading2. Greeting3. Body4. Closing5. Signature

Group workSample answer1.-I nearly drowned.2. A year ago, my last summer vacation.3. A river near my grandparents’ house.4. When I was swimming, I suddenly caught a cold, I felt dizzy and I wastoo weak to swim.5. Some of my friends were also swimming at that time, one tried to save me.6. I learned that life is so important.

B. Practice writing (15’)-Ask the Ss to write a letter based on the outline they have written.- go around the class and give help if needed.

Individual work- write a letter based on the 5 parts of a letter.Sample writing Hanoi, 15 July 2008Dear Ha,How have you been doing ? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside. I haven’t seen them since my last school holiday.Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most unforgettable experiences.My parents live in a small village , which has a large river . I often go swimming every afternoon when I spend my vacation with them.One day when I was swimming with some of my friends, I suddenly caught a cold. I felt so dizzy and was too weak to continue swimming, so I started to sink. One of my friend saw that and shouted for help. Immediately , another friend who swim the best among us swam towards me tried to pull me up. Then other friends helped him to push me in. My life was finally saved.Now recalling the moment I thought I was going to die, I understand how precious life is. This event definitely

IV. HOMEWORK ASSIGNMENT: (2’)- Rewrite the letter to a friend to tell about you own experience.- Prepare new lesson, unit 2- language focus.V. COMMENTS:............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 2: PERSONAL EXPERIENCESLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Distinguish the sounds /m/, /n/, /η/.- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.2. Knowledge:- Vocabulary:- Grammar/ Structures: present simple for indicating the past, past simple, past continuous and past perfect.- Pronunciation: /m/, /n/, /η/3. Skills: Pronouncing, writingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Game tongue twisters- Ask Ss to read the sentence “Singing Samsung songs on the sinking sampan” as quickly as they can. - Ask the Ss to pick out the words containing the ending sounds/ m /, / n / and / η / - The student who can speak the sentence 10 times within 15 seconds is the winner.2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)A. Pronunciation :

- Model the two sounds / m/ ,/ n/ and / η / for a few times, explain the differences in producing them.

- Play the tape once for Ss to hear the words containing these sounds. Then play the tape again and the Ss repeat after the tape.

* Pronouncing the words

Whole class / m / / n / / η / Sam on singing sampan samsung sinking

- listen and repeat after the teacher.


- Read the words in each column all at once.

- Read and ask the Ss to repeat them.

- Ask the Ss to pronounce the words and give correction if necessary.

*Practising sentences containing the sounds.

-Read the sentence and ask the Ss to underline the words with the sounds/ m/ ,/ n/ and / η / and write under them.

- Ask some Ss to read the sentences and give feedback.

- underline the words with the sounds/ m/ ,/ n/ and / η /, then list them into 3 columns.1. Good morning. I want an apartment in central London.2. We have an inexpensive apartment in Northend Avenue.3. I remember meeting him on a nice summer afternoon.4. Mr. King is singing next door.5. He’s holding a string in his fingers.6. He loves spending his holidays in his small summer house / m / / n / / η / morning an meeting summer next spending

B. Grammar (15’)I. Presentation- present the use and the form of the present tense and the past tense.1. The present tense:*The simple present : - present habits, hobby, a daily event, natural event, a story happening in the past to make the events more dramatic and lively.* The present continuous : an action happening now or at the speaking moment.*The present perfect : an action happened at an unspecified time before now.2. The past tense:* The simple past:- form: With “ normal V”: (+): S + V2/ Ved; (-) : S+ didn’t+V1; (?): Did+ S+ V1?Ex: She went to visit her grand parents last month. With “ to be”: (+): S + was/ were;

Individual work- note down the use and the form of the present tense and the past tense.


(-) S+ was/were; (?) Was/were + S…..?- Usage: The simple past is used to talk - about an action that took place in the past:Ex: I didn’t read the letter. It can be used with + last night/ Monday/ week/ month…/ 2 months/ years …..ago/ in 2000, 1999…..- about an action that happened regularly in the past: Ex: I often played tennis with her.* The past continous:- Form: (+) S+ was/were +Ving; (-) S+ was/ were+ not +Ving; (?) Was/were + S+ Ving?- Usage :Past continous is used to talk about: - an action that was in progress at a particular time in the past;; it can be used with at …o’clock/ this time/ at that time/ moment+ past time:Ex: At this time last night, we were watching TV - an action that was already in progress(past continous) when somethingelse happened( simple past); it can be used with : when, while,as.. Ex: When I was walking in the park, I met Tom.* The Past perfect: - form:(+) S + had +V3/ed…..(-) S+ had not + V3/ed (?) Had+ S + V3/ed?-Note: had= ’d, had not= hadn’t-Usage: To tallk about an action that happened before another action or a time point in the past. -Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000Eg: He died after he had been ill for a long time.II. PracticeExercise 1- ask Ss to work individually, then discuss to their partners.- check in front of class

Individual work- read through the passage, then put the correct form of the verbs.- give the answers in front of the class.Expected answer :1. invites 2. sets 3. gets 4.


- give feedback.

Exercise 2- ask Ss to use the simple past and past continuous tenses to give the correct form of the verbs in brackets.- ask Ss work individually, then discuss in pairs.- call on some Ss to give the answers in front of the class.

Exercise 3- ask Ss to use the simple past and past perfect tenses to give the correct form of the verbs in brackets.- ask Ss work individually, then discuss in pairs.- call on some Ss to give the answers in front of the class.

waves5. promises 6. carries 7. contains 8. has baked9. is 10. is shining 11. are singing 12. is

Pair work- read through the sentences, then put the correct form of the verbs.- give the answers in front of the class.Expected answer 1. broke, was playing2. wrote, was3. was working, broke4. started, were walking5. told , were having6. didn’t listen, was thinking7. phoned , didn’t answer, were doing8. wasn’t wearing , didn’t notice, was driving

Pair work- read through the sentences, then put the correct form of the verbs.- give the answers in front of the class.Expected answer 1. had eaten, arrived 2. found, had taken 3. got , had closed 4. got , had left 5. got, had arrived6. paid, had phoned7.went ,said, hadn’t arrived8. had looked , asked , cost

C. Production (10’)Making sentences

- Give some adverbs:Yesterday, before 2000, at 7:00 p.m last night- Ask Ss work in groups of four and make sentences using those adverbs in 3 minutes, which group have the correct answers first will be the winner.- Call on the Ss to give the answers.- Comment on Ss’ answers.

Group work- Work in groups of four and make sentences using the 3 adverbs.- Give the answers in front of the class.Feedback1. I met Long at the school gate yesterday.2. Mary had graduated from the university before 2000.3. I was having dinner at 7:00 p.m last night.

IV. HOMEWORK ASSIGNMENT: (2’)- Do the exercise in part “Language focus” in workbook (page 15).- Prepare next period, unit 3 – reading.V. COMMENTS:..................................................................................................................................


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UNIT 3: A PARTYLesson: Reading 1

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements.2. Knowledge:- Vocabulary: mark, milestone, lasting, silver, golden, wedding anniversary.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) A Matching Game- T divides the class into small groups of 3-4 students. Then T distributes the handouts for Ss to do the matching task in their own groups. Which group finishes it first and has all the correct answers will be the winner. Match the celebrations with the correct images below:

1. Christmas

a.

2. Birthday

b.

3. Halloweenc.

4. Graduationd.

Expected answer:


http://www.google.com.vn/imgres?imgurl=http://feministphilosophers.files.wordpress.com/2010/12/christmas-tree-decoration.jpg&imgrefurl=http://feministphilosophers.wordpress.com/2010/12/17/christmas-trees-not-so-harmless/&usg=__eHLufYn6LXA-IKRFUKqhB6oxo8o=&h=366&w=365&sz=30&hl=vi&start=7&zoom=1&tbnid=j1W4899mrG1FrM:&tbnh=122&tbnw=122&ei=nzaATvHkM-LUmAX1-vWiBQ&prev=/images%3Fq%3DChristmas%2Btree%26hl%3Dvi%26gbv%3D2%26tbm%3Disch&itbs=1

http://www.google.com.vn/imgres?imgurl=http://www.clker.com/cliparts/d/6/1/1/119498631918056439birthday_cake.svg.hi.png&imgrefurl=http://www.clker.com/clipart-4108.html&usg=__ekgWW3J1-UIDDZJS0tiaXQwlvFc=&h=586&w=600&sz=94&hl=vi&start=7&zoom=1&tbnid=U5Rqqp9VfezahM:&tbnh=132&tbnw=135&ei=7DaAToaLKo-HmQW0oOWiBQ&prev=/images%3Fq%3Dbirthday%2Bcke%26hl%3Dvi%26gbv%3D2%26tbm%3Disch&itbs=1

http://www.google.com.vn/imgres?imgurl=http://alignment.files.wordpress.com/2010/10/halloween-pumpkin.jpg&imgrefurl=http://haloween.biz/game-halloween/game-halloween-trang-tri-bi-ngo.html&usg=__eG5zr0LKERkrtI1X9R3KOf9IlMo=&h=400&w=361&sz=97&hl=vi&start=11&zoom=1&tbnid=UpvRRRHWTmTdbM:&tbnh=124&tbnw=112&ei=HzeATqHbBrD0mAWYw-WiBQ&prev=/images%3Fq%3Dhalloween%26hl%3Dvi%26gbv%3D2%26tbm%3Disch&itbs=1

1-b, 2-c, 3-d, 4-a.


A. PRE-READING (10’)- Have the Ss to work in pairs to make sense of the pictures .- Call some Ss to answer the questions.- check with the class and ask them to guess what they are going to read about.

- Have Ss read some vocabulary.* Vocabulary:+ mark (v):+ blow out (v): to put out a flame+celebrate (v): to do something enjoyable because of a special occasion or to mark someone’s success+ milestone (n): an important event or stage in one’s life.+ lasting (adj): continuing a long time+ anniversary ( n): yearly celebration

Pair work

- Work in pairs and answer the questions.Suggested answers:1. *The people in the first picture might belong to a family. The young woman and the young man might be the parents and the three kids might be their children.* The people in the second picture might belong to a family. The old lady and the old man who are standing might be the parents. The woman and the man who are sitting in front might be their son and daughter – in – law. The boy and the girl might be their grandchildren.2. The people in the first picture are celebrating a birthday. The people in the second picture are celebrating a wedding anniversary.

Individual work- Read the words, then find out the meanings and their parts of speech.

B. WHILE-READING (15’)Activity : Reading and ticking -Ask the Ss to work in pairs and do the task 1.- Call on some Ss to give their answers.- Give feedback

Pair work- Read through the passage and put the tick mark into the right position.- Give the answers in front of the class.Expected answers

Birthday party Wedding

anniversary party

1

2

3


4

5

6

7 C. POST-READING (10’)Activity:PREPARE A BIRTHDAY PARTY- Ask Ss to make a plan to prepare a birthday party.- Give Ss some suggestions as follow.* Time to start* Place to celebrate your birthday party* Number of guests* Foods and drinks* Interesting activities - Ask Ss to give the answers.- Check and give comments.

Pair work- Work in pairs and make a plan to prepare a birthday party.- Act out the plan in front of the class.Expected answers

* Time to start: at…oclock, in the afternoon/evening.* Place to celebrate your birthday

party:

in a park, at home, at a restaurant, at a

coffee shop.

* Number of guests: * Foods and drinks: coke, cake, candies, milk, …* Interesting activities:playing games, singing, dancing, taking photos

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the vocabulary.- Prepare next lesson, unit 3- Reading 2.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 3: A PARTYLesson: Reading 2

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able 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:


- Vocabulary: mark, milestone, lasting, silver, golden, wedding anniversary.- Grammar/ Structures:- (Pronunciation):3. Skill: readingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Network Ask the Ss to find words related to PARTY

Expected words :- birthday, wedding, anniversary....- candles, flowers,......- cakes, fruits, sweets,...- food, drinks,....- photographs,- songs, games, wishes.....2. New lesson:

Teacher’s activities Students’ activitiesA. PRE-READING (5’)- Have Ss read some vocabulary.* Vocabulary:+ make cake (v):+ lasting (adj): continuing a long time+ silver anniversary ( n): + golden anniversary ( n):

Individual work- Read the words, then find out the meanings and their parts of speech.- Listen to the teacher and repeat in chorus, then individually.

B. WHILE-READING(20’)Activity: Recognizing the wrong words- Ask the Ss to work in pairs and underline the wrong words in each sentence and provide the correct ones.- Call on some Ss to give their answers.- Give feedback

Pair work

- Read through the statements and find

out the mistakes, then give the

correction for each mistake.

- Give the answers in front of the class.

Expected answers

Mistakes Correction

1 eighth seventh


PARTY

2 makes eats

3 foods presents

4 anniversaries ages

5 months years

6 5th 50th

7 silver golden

C. POST-READING (10’)- Ask Ss to work in pairs, one is an interview and the other is an interviewee.- Ask Ss to talk about the celebration of a birthday or a wedding anniversaries, using the available questions.- Call on some pairs to act in front of the class. - Give comments.

Interviewing- Work in pairs and make an interview.- Act out the interview in front of the class.ModelA: Where do you prefer to celebrate your birthday, at home or in the restaurant?B: At home A: Do your parents celebrate their wedding anniversaries?B: Yes, they do.A: Are you going to celebrate your wedding anniversaries in the future? Why? or why not?B: Yes, I am. Because…

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the vocabulary.- Prepare next lesson, unit 3-speaking.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT3: A PARTYLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Use appropriate language to talk about parties and negotiate how to plan them.- Use appropriate language to invite people to come to parties.2. Knowledge:- Vocabulary:


- Grammar/ Structures: - (Pronunciation):3. Skill: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Making questions about a party- T sets the scene:“ Yesterday, I went to a party. Please ask some questions to get as much information about the party as you can”. The host The occasion Gift

Place Number of people TimeSuggested questions:- Whose party was it?- What was the occasion?- Did you take the gift for the host?- Where was the party?- How many people were there at the party?- When did it finish? 2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’)- Provide Ss with some useful language.* Useful expressions:+ We are planning a party .Let’s talk about what each of us will do to prepare for it.+Let’s have a discussion about our party next Saturday.+ Why don’t we have a surprise party ?+ Why don’t we hire the ground floor of a bar and we could get the band in ?+ Why don’t we make our food ?+ Shall we have some music ?+ How about ....?+ That’s a nice idea.+ Would you like to come...?+ We would love to have you....+ We welcome your presence .....+ Please do come....+ It’s our pleasure to invite you...+ You don’t know what you’ll miss out

Whole class- Write down the provided expressions.


A party

on if you don’t come .....B. While-speaking (15’)Task 1: Make a dialogue- Set the scene: “ Supposed your friend has ever been to a party, ask him/her about that party based on the available questions.”- Ask Ss to make a dialogue about a party.- Call on some pairs to act out in front of the class.- Comment on Ss’ action.

Task 2: Plan a party- Set the scene: “What do you think of when you want to plan a party?”- Tell Ss to think of a party they are going to plan.- Ask Ss to work in groups of four to discuss about planning a party.- Elicit some useful language used to ask for information or making suggestions.- Move around the class to give help.- Go round to control and give help.- Call on some groups’ representatives to speak out their ideas in front of the class.- Make corrections and give comments.

Pair work- Work in pairs, one asks and the other answers about a party.- Some pairs act out the dialogue in front of the class.ModelA: Have you ever been to a party?B: Yes, I have.A: Whose party was it?B: It was my friend’s.…A: Did you stay to the end?B: Yes, I did.

Group work- Work in groups of four and make a discussion about the plan.- Some representatives from each groups present their goups’ ideas in front of the class.Suggested answersThese are the steps in planning a party:- Choose a place to hold the party (at home or away?)- Set the number of guests (who to invite)- Determine how much you can spend (budget)- Decide food and drink you want to serve at the party.- Send invitation cards (Give the time, date, address, derections, your phone number for RSVPs)- Plan plenty of short game.s- Have extra treats (someone unexpected might show up)Note: RSVP = Please reply

C. Production (10’)Activity: Write an invitation - Set the scene: “Supposed you are going to hold a party. Write an persuading invitation to your friend so that he/she can come.” - Ask Ss to work in groups of four and write an invitation in 5 minutes, then write them into a poster. Which group has finished first and has the most

Group work- Ss to work in groups of four and write an invitation in 5 minutes, then write them into a poster.


persuading invitation will be the winner.

IV. HOMEWORK ASSIGNMENT: (2’)- Write a short passage to answer the questions above. “In your opinion, what is your ideal party? What is it like?”- Prepare for next period, unit 3-Listening.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 3: A PARTYLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information.2. Knowledge:- Vocabulary: gathering, clap, icing, slices, prizes.- Grammar/ Structures:- (Pronunciation):3. Skills: listeningII. PREPARATION:1. Teacher: textbook, workbook, CD, CD player, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Networds- Find out as many words as possible that related to the birthday party.

Expected answers:

-age, balloon, birthday cake, blow out, candle, cards, candies, cookies, chocolate, confetti, decoration, fun songs, etc.

Lead in:- What do you think of when you read these words?- In today’s lesson, you’ll listen to a passage about Mai’s birthday party.2. New lesson:


Birthday party

Teacher’s activities Students’ activitiesA. Pre-listening: (10’) * Preteaching vocabulary- help Ss to read some new words.+ icing (n) sweet, creamy spread for covering cakes.+ clap (v) (miming)+ decorate (v) (example)Ex: The children decorate the Christmas tree with colorful electric lights.+ slice (n) (realia)Ex: Bring along some slices of bread. - elicit the meanings and parts of speech of the words from Ss.* Checking: Slap the board* Discussion:- Ask Ss to work in pairs to discuss the following questions :+ When would you like to organize your birthday , during the day or in the evening ?+ What foods and drinks are often served at the party?+ What activities do you often have at the party ?- Call on some Ss to give the answers.- Give feedback.

Individual work- repeat the words after the teacher.- give the meanings and parts of speech of the words from Ss.- note down the words.

Pair work- work in pairs to discuss the questions.- give the answers in front of the class.

B. While-listening (15’)Activity 1: T / F ? - Ask the Ss to read through all the statements, underline the key words.- Ask them to guess their answers.- Play the tape once / twice for Ss to listen and do the task.- Get Ss to find a partner to check their answers.- Check the answers with the whole class.- Give feedback

Individual work- read through the statements, underline

the key words, then guess the

answers.

- listen and do the exercise.

- give the answers in front of the class.

Expected answers

1. F ( the party began at about 3 in

the afternoon. )

2. F (over 20 )

3. F ( at 4.30 they cut the cake )

4. T

5. F ( other kids left, only one stayed to


Activity 2:Answering the questions - Check if Ss can answer the questions without listening again. - Encourage Ss to read through all the questions, identify the information they need to look for in each question, predict the answers.- Play the tape again for Ss to listen and answer the questions.- Call on some Ss to give their answers. - Correct and give feedback.

help).

Individual work- read through the questions, underline

the key words, then guess the

answers.

- listen and do the exercise.

- give the answers in front of the class.

Expected answers

1. 16 years old.2. Because it’s noisy and expensive.3. Soft drink and biscuits.4. At about 4:30.5. It was beautifully decorated with white and pink icing and 16 colorful candles in the middle.6. They clapped their hands eagerly and sang “ Happy birthday “.7. At about 6p.m.

C. Post-reading (10’)Talk about Mai’s birthday party- ask SS to work in groups of four and retell the story about Mai’s birthday party.- call on some Ss from each group to talk in front of the class.- give comment on Ss’ presentation.

Group work- work in groups of four and retell the story about Mai’s birthday party.- some representatives from some group talk about Mai’s birthday party.

Expected answer:

Mai’s birthday party was at her house. It lasted about 3 hours from 3 in the afternoon to 6 in the evening. About 20 guests came to the party. They gave her gifts and she opened them. The guests played cards, and served themselves. At 4:30, Mai cut the cake and the guests clapped and sang “ Happy birthday”. The party came to end at 6p.m. They were very happy. Most of the kids left, only one stayed to help Mai tidy up the mess.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Prepare next period, unit 3 – writing.V. COMMENTS:..................................................................................................................................


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UNIT 3: A PARTYLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Define the format and structure of an informal letter of invitation.- Write an informal letter of invitation.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skill: writingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) The jumbled letter- give Ss the handout.- ask Ss to rearrange the sentences so that they become a complete letter.

Handout: The jumbled letter1. This is my address: 150A Au Co Road.2. It's beautiful house and it looks over the West Lake and the Water Park.3. Dear Mariana,4. Guess what! I 've just moved to a new house in Tay Ho District.5. Would you like to come?6. Please let me know your answer as soon as possible.7. See you.8. My parents are giving a house-warming party this Saturday evening, around 6:30 p.m.9. Hoa.10. I think Chris and Kim are coming, too.11. We'll have "Pho" and some other special dishes.

Expected answers

3- 4 -2 - 8 - 11 - 5 - 10 - 1 - 6 - 7 - 9.2. New lesson:



A. Preparing to write (10’)- Set the scene: “You are going to write a friendly letter to invite your classmates to a party that you hold”.- Get Ss to work out the content of their letters by answering the questions in Task 1- Call on some Ss to answer the questions and elicit more ideas from the class by writing them in the handouts with the chart.- Put Ss to go on in groups to find out the ideas to fill the chart in the handouts.- Walk around the class , offer ideas and comments when Ss need help.- Then call on some Ss to present their answers in front of the class.

Whole class- discuss the answers with the partners.- answer the questions in front of the class.Suggested answers

Occasions for giving parties Birthday, graduation,

wedding anniversary, moving to a new house, family gathering, Christmas, New Year,…

Dressing codes Formal: dress, high-heel shoes for women, suit and ties for men.

Informal: anything can do : jeans. T-shirt, skirts, ….Presents to give Any thing can do: books, CDs, flowers, scarves, ties, paperweights, pens, bags, hats, …

B. Practice (15’)Activity 1: Gap-filling- Get Ss to do the task individually and then compare their answers with a partner.- Call on some Ss to give the answers and write on the board. And elicit comment from the class and give the correct answers.

Activity 2: Writing an invitation letter- Ask Ss to use the chart and the letter in Task 2 to make an outline for their writing individually.- Walk around the class and provide help when they need.- Have Ss compare their outline with a partner. - Call on some Ss to read their

Pair work- Do the task individually and then compare

the answers with a partner.

- Comment and listen to teacher's correction.

Answer:1. at my house.

2. to come.

3. refreshments.

4. to cook.

5. winners.

6. by Monday.

Individual work

- Write the letter to invite a classmate to the

party.

A sample letter :

Dear Lan,

I am having a New Year party at my house at

around 8 p.m on December 29. Would you

like to come ? Most of our classmates have


information loudly in front of the class. - Listen and provide more information to Ss if necessary.- Ask Ss to practise writing individually.- Walk around the class , offer ideas and comments when Ss need help.

been invited, too. There will be lots of

refreshments and some special foods that I

myself am going to cook. Of course, there will

be dancing and some games with nice prizes

for the winners.

Please let me know by Wednesday if you can

come.

Love ,

Hoa.C. Production (10’)- Choose one letter and read it to the class.- Then elicit corrective feedback from the class and give final comments afterwards. - Draw Ss’ attention to the format of the letter and the organization of ideas and language use.

Whole class- Compare the writing to another.

- Then take the note of checking

- Observe to the corrections of some the

others' writing.

IV. HOMEWORK ASSIGNMENT: (2’)- Write a letter to one of your friend to invite him/her to your gathering family party.- Prepare next period, unit 3-language focus.V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 3: A PARTYLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- distinguish the sounds /l/, /r/ and /h/.- pronounce the words and sentences containing these sounds correctly.- distinguish the uses of infinitive and gerund in active and passive voices.- use these structures to solve communicative task.2. Knowledge:- Vocabulary:- Grammar/ Structures: infinitive and gerund in active and passive voices.- Pronunciation: /l/, /r/ and /h/3. Skill: pronouncing & writingII. PREPARATION:


1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Game “ BINGO”- Hang on a poster with the following words: house / holiday / library / lemonade / hospital / husband / ready / really / restaurant / like / lovely / lunch - Ask Ss to look at the words on the poster, choose five words and write them down on a piece of paper.- Read the words aloud for Ss to cross out.- Ask Ss to say BINGO if they have crossed out all the five words they have choosen.- Ask Ss to give some more words having the same initial sounds as the words on the posters.2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)Activity 1: Listen and repeat- Read aloud the words and have Ss listen.- Read again and ask Ss to repeat.- Call on some Ss to read and make correction if necessary.

Activity 2: Practice reading aloud these sentences.- Ask Ss to work in pairs to practice reading the sentences- Go around to give help if necessary.- Call on some Ss to read aloud the sentences.- Give comments.

+Whole classActivity 1: Listen and repeat

/l/ /r/ /h/lunch pretty hitlovely Europe houselemonade parent holidayjelly really hospitalglass restaurant husband

Activity 2: Practice reading aloud these sentences.1. Hello, Mr. Allen. You’re early for lunch. It’s only eleven o’clock.2. I’d like a plate of salad, a glass of lemonade, slice of melon and some jelly, please.3. Laura is a really pretty librarian in the public library.4. Her parents own a restaurant in a country in Central Europe.5. Hello, Harry. Have you heard the news? There’s been a horrible accident. A helicopter has hit Hellen’s house.6. Helen and her husband will have to spend their holiday in hospital.

B. Grammar (15’)1.To ininitive and Gerund:a. To ininitive:Form: Verb + to – infinitive Usage: To add information to what is expressed in certain verbs.b. Gerund:Form: Verb + V + ing (gerund)

Whole classlisten to T’s instruction and note down the form and the usage of+ to-infinitive+ gerund+ passive infinitive+ passive gerund


Usage: To add information to what is expected in certain verbs2. Passive infinitive and passive gerund:a. Passive infinitive:Eg: Nam expected to be promoted next month.Form: Verbs + to be + V3/ed Passive infinitiveUsage: To add information to what is expressed in certain verbsb. Passive gerund.Eg: They appreciate being given this chane very much.Form: Verbs + being + V3/ed Passive infinitiveUsage: To add information to what is expressed in certain verbsC. Production (10’)Activity 1: Infinitive and gerund- ask Ss to work in pairs and do the exercise 1.- go around the class and give help if needed.- ask Ss to give the correct answers.

Activity 2: Passive Infinitive- ask Ss to work in pairs and do the exercise 2.- go around the class and give help if needed.- ask Ss to give the correct answers.

Activity 3: Passive Infinitive and Gerund- ask Ss to work in pairs and do the exercise 3.- go around the class and give help if needed.- ask Ss to give the correct answers.

Pair work- work in pairs and do the exercise 1.- give the answers in front of the class.Expected answer1. having2. getting3. to tell4. practising5. to see

Pair work- work in pairs and do the exercise 2.- give the answers in front of the class.Expected answer1 2 3 4 5B A B B A

Pair work- work in pairs and do the exercise 3.- give the answers in front of the class.Expected answer1 2 3 4 5D C B B C

IV. HOMEWORK ASSIGNMENT: (2’)- Practise pronouncing the sounds /l/, /r/ and /h/ in the words and in the sentences.- Prepare next lesson, Test yourself A.V. COMMENTS:........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


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..................................................................................................................................Preparation date: Teaching date: TEST YOURSELF AI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and 3- Improve the techniques of doing the simple tests.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening, WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Listening (15’)- Ask students to read all the sentences first.- Ask students to listen to the tape once.- Ask students to listen again and speak out the statements are true or false.- Ask students to listen in the third time, then work in pairs to compare and discuss the answers with each others to find the correct answers.

Pair work- Look at the exercise in textbook and listen to the task.- Read the questions. - Listen to the tape.- Listen again and say the statements if they are true or false.- Listen and discuss the answers in pairs to find out the correct answers.Expected answers:

1 2 3 4 5A D B D C

B. Reading (15’)- Present the task.- Ask pupils to work in groups to compare the answers they have already done to find out the correct ones.- Give the correct answers to the class.

Group work- Look at the textbook and listen to the teacher.- Work in groups to discuss about the passage to finish the task.- Compare their results with the other groups.- Write the answers on the board.- Listen to the teacher and correct the answers.Expected answers:1. Because they had been childless for 10 years after they were married.


2. To take some photographs of the happy family.3. The boy was dressed in a smart , brand,new outfit and looked ike a little prince.4. Because he was interested in the toys.5. he felt that it was delightful and looked forward to the next day to have the films developed.

C. Pronunciation and grammar (13’)* Pronunciation- Read the words and ask Ss to tick in the right box.- Ask Ss to give the correct answers.- Give the feedback.

* Grammar- Ask Ss to read through the sentences, then fill in the gaps with the suitable form of the words.- Ask Ss to give the correct answers.- Give the feedback.

Individual work- Listen to teacher and tick in the right box.- Give the correct answers.Expected answers:1. nine 2. Hour 3. matching 4. jam

- Read through the sentences, then fill in the gaps with the suitable form of the words.- Give the correct answers in front of the class.Expected answers:1.to see 2. to be 3. to phone 4. pay 5. to be met 6. to be appointed

IV. HOMEWORK ASSIGNMENT: (2’)- Do the part writing (page 45 in textbook).V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION UNIT 1, 2,3I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Revise the knowledge in unit 1, 2, 3.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):


3. Skills:II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (15’)*Choose one word whose underlined part is pronounced differently from the rest.

A B C D1 culture acquaintance constant

talkative2 gossip village dangerous

passenger3 sing glance turn sneaky

* Choose one word whose stress is different from the rest.

A BC D

4 merrily wonderful interest retreat5 silly advice behind bamboo

Individual work- Do the exercise.- Give the answers in front of the class.Expected answers:1.A 2.A 3.A 4.D 5.A

B. . VOCABULARY (15’) Choose the best answer (A, B, C or D) that best completes each sentence.1. I can hear a cat …………….. at the windowA. scratches B. to scratch C. scratching D. was scratching2. The children seem to be totally .................. of working quietly by themselves.A. unable B. impossible C. incapable D. not able3. John refused to..................his children go to the concert.A. allow B. permit C. let D. enable4. The dentist told him..................his mouth wide.A. open B. to open C. opening D. to opening5. His parents never allowed him...................A. a smoking B. smoking C. some smoke D. to smoke6. Do you..................my turning the television

Individual work- Do the exercise.- Give the answers in front of the class.Expected answers:1.C 2.C 3.C 4.B 5.D6. A 7. C 8. A 9.B 10.B11.C 12A 13.D 14.D 15.A


on now?A. mind B. disapproved C. want D. object7. He..................me to buy my air ticket immediately or it would be too late.A. convinced B. insisted C. advised D. suggested8. I..................my friend to lend me his caravan for my trip to the country.A. persuaded B. suggested C. proposed D. offered9. They would..................go by plane than spend a week travelling by train.A. always B. rather C. prefer D. better10. Her guest apologized for causing her so much...................A. problem B. trouble C. complication D. obstacle11. You eat the olives; everybody..................them. A. hate B. is hating C. hates D. are hating12. Her latest documentary is primarily .................. with youth unemployment.A. concerned B. involved C. engaged D. related13. I can't see the..................of sitting on the beach all day.A. attract B. attractive C. attractively D. attraction14. He is always loyal..................his principles whatever happens.A. with B. about C. on D. to15. You should inform the police if you see anything...................A. suspicious B. uncertain C. afraid D. unbelievableC. GRAMMAR (13’)* Complete the sentences with the correct form of

the verb in brackets.

1. She lets her children ________ (stay) up

very late.

Individual work- Do the exercise.- Give the answers in front of the class.Expected answers:

1. stay


2. We had nothing ________ (do) except

look at the cinema posters.

3. We both heard him ________ (say) that

he was leaving.

4. It made him angry ________ (wait) for

people who were late.

5. I couldn't understand what the passage

said, so I had my friend ________

(translate) it for me.

6. It's important ________ (start) the

meeting on time.

2. to do3. say4. wait5. to translate6. to start

IV. HOMEWORK ASSIGNMENT: (2’)- Revise the knowledge in unit 1, 2, 3.- Prepare for 45-minute test No.1.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

45-MINUTE TEST No. 1I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to recall the knowledge they have learnt in unit 1, 2, 3.2. Knowledge:- Vocabulary: sense of humour, embarrassing, make a fuss, idol,…- Grammar/ Structures: tenses, infinitive, gerund- (Pronunciation):3. Skills: Speaking, writing, reading.II. PREPARATION:1. Teacher: textbook, workbook, tests, chalk.2. Students: textbooks, workbooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson: (45’)A. The testI. CHOOSE THE BEST ANSWERS.(2.5ms)1. Mary has long black hair and an ____________ .A. face oval B. oval face C. face round D. round face2. Good friendship should be based on ____________ understanding.


A. mutual B. other C. different D. your3. I love Mai’s __________ of humour.A. tense B. ten C. sense D. son4. It was the most __________ experience of my life.A. to embarrass B. embarrass C. embarrassed D. embarrassing5. The girl just glanced ________ him and looked away.A. at B. on C. in D. from6. I saw a _________ of dollar notes on my table.A. paper B. wad C. wads D. bags7. She is the type of person who is always _______ a fuss.A. going B. go C. making D. make8. Teenagers nowadays often have their own ________ who they love and imitate in different ways.A. teachers B. parents C. videos D. idols9. Speaking English to a native speaker makes me more interested ______learning English.A. of B. for C. in D. oncotton hat. He seemed to like the hat very much, so he wore it on his head immediately. At exactly 8:00 p.m, it was declared that the cake would be cut. The candles were blown out and the food began to be brought out. His parents moved around to make sure that everyone was having a good time10. People call the twenty-fifth wedding anniversary the ________ anniversary.A. bronze B. silver C. golden D. diamondII. CHOOSE THE WORD WHICH HAS THE UNDERLINED PART PRONOUNCED DIFFERENTLY FROM THE OTHERS.(1m)1. A. jam B. joke C. village D. children2. A. school B. cheese C. church D. child3. A. make B. small C. made D. may4. A. snow B. know C. now D. snowyIII. CHOOSE THE WORD WHICH HAS THE STRESS SYLLABLE DIFFERENT FROM THE OTHERS.(0.5m)1. A. lovely B. really C. parents D. eleven2. A. mutual B. humour C. arrive D. partyIV. PUT THE CORRECT FORM OF THE VERBS IN BRACKETS.(5ms)1. We _____________ (have) lunch when we heard the news.2. By the time you got her letter, she _____________ (arrive) in London.3. They had eaten everything by the time I ___________ (come) at the party.4. It is too cold ___________ (go) out. 5. The police watched them _________ (get) out of the car.6. Do you think her parents will let her ________ (go) for picnic?7. Mai suggested ____________ (have) a coffee.8. Would you mind____________ (open) the window, please?9. Ms. Jenny allowed Laura _________ (use) her car.10. His son wanted _____________ (eat) an apple.V. CHOOSE THE BEST ANSWERS.(1m)I was invited by my neighbours to attend their son’s sixth birthday party. The party was held happily at a small restaurant near my house on the last Monday Evening.


Little John, the birthday boy, was excited and wanted to leave his finger prints on the cake. There were also many people at his birthday such as his parents, his uncle, his aunt and his sister. They gave the little John many presents wrapped in colourful boxes. He kept grinning and open the presents. He chose to open mine first. It was a white floppy .The party came to an end at 10:30 p.m. I went home feeling that it had been a delightful evening.

1. How old is John?A. sixth B. six C. sixteen D. sixty2. How many people were there at John’s birthday party?A. five B. six C. seven D. eight3. Whose present did John open first?A. his uncle’sB. his aunt’s C. his sister’s D. the writer’s4. What time did the birthday party finish?A. on Monday B. in the evening C. at 8:00 p.m D. at 10:30 p.m

----- THE END-----B. The Matrix of the test

Unit

Total Recognition ComprehensionApplicationLow High

MC W MC W MC W

1

- Periods: 6- sentences: 8

- Marks: 2,75

- Sentences:+ Pronunciation: 2+ Vocabulary: 3- Marks: 1,25

- Sentences:+ Grammar: 3

- Marks: 1,5

2

- Periods: 5-Sentences: 11

- Marks: 3,5

- Sentences:+ Pronunciation: 2+ Vocabulary: 6- Marks: 2

- Sentence:+ Grammar: 3

- Marks: 1,5

3

- Periods: 5-Sentences: 11- Marks: 3,75

- Sentences:+ Stress: 2+ Vocabulary: 1- Marks: 0,75

-Sentences:+ Reading: 4- Marks: 1

- Sentences: + Writing: 4

- Marks: 2

IV. HOMEWORK ASSIGNMENT:- Prepare next period, unit 4 - Reading 1V. COMMENTS:....................................................................................................................................................................................................................................................................


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UNIT 4: VOLUNTEER WORKLesson: Reading 1

I. OBJECTIVES:1. Aim: By the end of this lesson, students 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.2. Knowledge:- Vocabulary: volunteer, voluntary, voluntarily.- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Describing pictures - Show Ss some pictures and ask them question:What are the people in the pictures doing?- Ask Ss to work in groups to answer the question.- Go around to control and give help.- Call on the representative of each group to report their ideas- Comment and correct the answers if necessary.Expected answers: Picture 1: He is helping the blind children to read.Picture 2: The students are helping the handicapped.Picture 3: These people are helping the AIDS patients.Lead-in: - These people are doing the work without being paid for it. What do you call this kind of work?(Expected answer): VOLUNTEER WORK- In our lesson today, you will know about the volunteer work in the USA2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)1.Explaining the saying:- Let Ss to work in groups of four to read the saying and explain what it means.- Go around to control and give help.

Group work- Read the saying and explain what it means.- Give the answer in front of the class.Expected answers: If someone gives you something to eat,


- Call on some groups to report their ideas.We can express the saying in another way like this:“Give a man a fish and you feel him for a day. Teach a man to fish and you feed him a lifetime”2. Pre-teaching vocabulary:-volunteer(n) (picture + explanation)- volunteer (v) (definition): - voluntary (a)(situation)- mow (v) (picture + example) - lawn-mower (n) - remote (a) synonym) = “far away”

you will not feel hungry anymore, but this won’t last long. If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time.

Whole class- Read the words, then find out the meanings and their parts of speech.

B. While-reading (15’)Activity 1: (Task1): Filling in the gaps- Elicit different parts of speech of the words “volunteer”on the board.- Instruct Ss to read through the sentences provided in the task to identify the part of speech to fill in each blank.- Ask Ss to work individually to do the task and exchange their answers with other students.- Ask Ss for their answers and give the correct answers.Activity 2: (Task 2): Multiple Choice- Ask Ss how to do this task. If they don’t remember, T may instruct them some strategies to do the task.- Ask Ss to work invidually to do the task, then discuss their answers with their peers.- Call on some Ss to give their answers and ask other students to say whether they agree or disagree.- Give the feedback.

Individual work- Give different parts of speech of the words “volunteer”.- Give the answers in front of the class.Expected answers: 1. voluntary2. voluntarily3. volunteers4. volunteered

Individual work- Read through the passage to choose the answers for each sentences.- Give the answers in front of the class.Expected answers: 1. A 2. D 3. B 4. D 5. B

C. Post-reading (10’)Activity: Discussion - Ask Ss to work in groups to discuss the following questions- Go around the class to listen and help the groups with vocabulary- Call some representatives to report their group’s ideas

Group work1. What kind of volunteer work do you usually do at school?2. What do you usually do in each kind of volunteer work?Suggested ideas- Collecting donations from friends, family and involving them in


- Give comments. fundraising activities (to help the poor students)- Taking part in the Red Cross of the school (to give presents to the best students living in remote areas on New Year’s Festival / to help the agent orange victims. . .)

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the vocabulary.- Prepare next lesson, unit 4 – Reading 2. V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 4: VOLUNTEER WORKLesson: Reading 2

I. OBJECTIVES:1. Aim: By the end of this lesson, students 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.2. Knowledge:- Vocabulary: orphanage, the aged, disadvantaged, handicapped, overcome.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (8’) Describing pictures - Show Ss some pictures and ask them question:What are the people in the pictures doing?- Ask Ss to work in groups to answer the question.- Go around to control and give help.- Call on the representative of each group to report their ideas- Comment and correct the answers if necessary.Expected answers: Picture 1: He is helping the deaf children to read.Picture 2: The students are helping the disadvantaged children.Picture 3: These people are helping the aged.


Lead-in: - These people are doing the work without being paid for it. What do you call this kind of work?(Expected answer): VOLUNTEER WORK- In our lesson today, you will know more about the volunteer work in the USA.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’) Pre-teaching vocabulary:- teach the following words.- orphanage (n) (explanation)- overcome (v) ( example) - the aged (n) (picture)- handicapped (a)


B. While-reading(15’)Activity: (Task3): Reading race- Ask Ss how to do this task. If they don’t remember, T may instruct them some strategies to do the task.( underline the key words, decide necessary information, look for questions words…)- Ask Ss to work in pairs to do the task.- Call on some pairs to give their answers and asks other students to say whether they agree or disagree.- Give the feedback and the correct answers.

Pair work- Read through the passage to give the answers for each questions.- Give the answers in front of the class.Expected answers:1. They read books to the people there, play games with them and listen to their problems2. The gave care and comfort to them and help them overcome their difficulties.3. During summer vocations, they volunteer to work in remote or mountainous areas to provide education for children.

C. Post-reading (10’)- Ask Ss to work in groups to discuss the following question.Why do people do volunteer work?- Go around the class to listen and help the groups with vocabulary- Call some representatives to report their group’s ideas.- Give comments.

Discussion Why do people do volunteer work?Suggested ideas- Because they want to help those who have a lot of difficulties in their lives.

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the vocabulary.- Prepare next lesson, unit 4 – Speaking. V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


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UNIT 4: VOLUNTEER WORKLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about different kinds of activities relared to volunteer work.2. Knowledge:- Vocabulary: invalid, martyr, interaction, disadvantaged - Grammar/ Structures:- (Pronunciation):3. Skill: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (5’) Game: Cross word- Give a poster to the Ss.- Give Ss each clues and ask Ss to guess the answers.

1

23456789

Clues:1.You often ....... your friends to a party.2. The Greek of Love is ........3. The First Day of May is........4. The writer of a book or a play is called ......5. A national song is an ......6. “ My heart will go on “ is the theme song in the film .......7. Manchester is United is the richest football.....8. The moon moves round the .......9. My father joined the ....... in the war.

Keys:1 i n v i t e

2 E R O S3 L A B O U R4 A U T H O R


5 A N T H E M6 T I T A N I C7 T E A M8 E A R T H9 A R M Y

Lead-in:- Today, you are going to speak about the volunteer work.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’) 1. Vocabulary - invalid ( n) a person wounded while fighting in the war- martyr (n) liệt sĩ- interaction (n ) ngã tư- disadvantaged(adj.) 2. Reading and distinguishing- Have them discuss the way to do this task.- Let Ss do the task in pairs to decide which the activities in the book are volunteer works. - Call on some present their own opinions in front of the class.


Pair work- Work in pairs to decide which activities in the book are volunteer works. - Some Ss present their own opinions in front of the class.Expected answers:1. No. 2. Yes. 3. Yes.4. No.5. Yes.6. Yes.Other volunteer activities:+ Taking part in environmental conservation activities+ Donating blood+ Directing traffic+ Guiding foreign sport teams around when they go to Viet Nam to compete

B. Practice (20’) Activity 1: Matching- Ask Ss to match each activity on the left with corresponding activities on the right.-Call some Ss to give answers and give feedback.

Individual work- Match each activity on the left with corresponding activities on the right.- Give the answers in front of the class.

Expected answer:

Helping people in mountainous areas.- teaching the children to read

and write.- giving them money.

Helping old or sick people - cleaning up their houses.


Activity 2: Role – play :- Ask Ss to work in pairs to practice speaking the dialogue .- Call on some Ss to act out their conversation in front of the class.- Ask Ss to work in pairs to make a similar conversation, using the activities in task 2.- Call on some present their own opinions in front of the class.

- doing their shopping.- cooking meals.

Helping disadvantaged or handicapped children - teaching the children to read and write- listening to their problems - playing games with them.- taking them to places of interest.

Taking care of war invalids and families of martyrs - listening to their problems - cleaning up their houses.- doing their shopping.- cooking meals.

Taking part in directing the traffic - direct vehicles at the intersections.- helping old people and young children to across the road.

Pair work- Work in pairs to practice speaking the dialogue .- Some Ss act out their conversation in front of the class.Sample dialogue:A: What kind of volunteer work are you participating?B: We are helping old and sick people.A: What exactly are you doing?B: We are cleaning up their houses.

C. Production (8’) Discussion

- Put Ss into groups of four, ask them to discuss the question:“ What should we do to help children in poverty in your hometown? “- Call on some present their own opinions in front of the class.

Group work- Work in groupd of four, and discuss the question.- Give the answer in front of the class.


- Give feedback

IV. HOMEWORK ASSIGNMENT: (2’)- Practise the dialogue in activity 2.- Prepare for next lesson, unit 4-writing.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 4: VOLUNTEER WORKLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening.2. Knowledge:- Vocabulary: fund-raising, co-operate, co-ordinate, participate in.- Grammar/ Structures:- (Pronunciation):3. Skill: ListeningII. PREPARATION:1. Teacher: textbook, workbook, CD, CD player, chalk.2. Students: textbooks, workbooks, pens.III. PROCEDURE:1. Warm-up: (5’)Game: Jumbled words- Ask Ss to rearrange the words.1.awr2. vaindil, 3.rytamr,4.tineretnsco5. fersfeu. - Call Ss to write the answers on the board.Expected answer:1. war 2. invalid.3. martyr4. intersection.5. suffer 2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’) Pair work


a. Tick the best answers to the questions.- Ask Ss to read through the questions and choices.- Have Ss work in pairs then call on some Ss to answer the questions and explain their answers.b. Vocabulary :- co – operate (v) : hợp tác- co- ordinate (v) : săp xêp; phôi hơp- fund-raising (n) : hoạt động gây quỹ - sponsor (n) nhà tài trợ- Play the tape and then ask Ss to repeat after the tape in chorus and individually.- Correct errors, if necessary - Check if Ss know the meaning of the words.

- Work in pairs to answer the questions on page 51. - Call in some Ss to give the answers.

Whole class- Listen to the tape and repeat after the tape in chorus and individually.- Give the meaning of the words.

B. While-listeng (20’)Activity 1: Listen and fill in the blanks - Ask Ss to read through all the statements to find out what they might hear. - Ask Ss to do individually then compare the answer with a partner. - Play the tape again, have students

listen and check the answers

- Call some Ss to give the answers.- Checks and gives feedback.

Activity 2: Answer the questions - Ask Ss to read the questions carefully and discuss the way to do the task in groups. - Call on some to present in front of the class. - Listen and explain some difficult questions if necessary - Have Ss to read the questions again to make sure that they understand the task clearly.- Ask Ss to compare their answers with a partner.- Call on some Ss to check their answers.- Play the tape the third time and stop in

Individual work- Read through all the statements and make guesses the words to be filled in the blanks.- Listen to the tape and fill the missing words into the blanks. Expected answer:1. informal 2. 30 street children.3. 250 children (with special difficulties)4. 1998.5. volunteers; June.

Pair work- Read the questions carefully and discuss the way to do the task in pairs. - Listen to the tape and give the answers for the questions.- Give the answers in front of the class.

Expected answer:1. It provides classes to disadvantaged

children in Ho Chi Minh City.

2. Dance, theatre, singing and folk

music classes were set up in 1999.

3. B/c they need money to continue their


the right answers to check the last time. - Give feedback .

English and Performance Arts classes.

4. They dance, sing and play music at

one of the largest hotels in Ho Chi

Minh City.

5. They are needed because the school

need help to organise dinner held

annually.C. Post-listening (8’)

Error Recognition- Deliver handouts with the following sentences:1. Spring school provides classes to all children in Ho Chi Minh City.2. Speaking, theatre , singing and circus classes was set up a year later.3. Spring School requires people to help organize their fundraising dinner.4. More schools like Quoc Hoc will soon be found in other cities in Viet Nam. - Ask Ss to listen and underline an error in each sentence and correct it.- Call some Ss to write the answers on the black board.- Correct and give feedback.

Group work- Work in groups of four and find out the mistakes from the sentences.- Give the answers in front of the class.

Expected answers

1.all ----> disadvantaged

2. Speaking-----> Dance

3. people ---- -> volunteers

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart the new words.- Prepare next lesson, unit 4-writing.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 4: VOLUNTEER WORKLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write a thank-you letter to donor to acknowledge the donor’s contribution.2. Knowledge:


- Vocabulary: donor, donate, donation, cooperation.- Grammar/ Structures:- (Pronunciation):3. Skill: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (5’)Game: Jumbled word - Ask Ss to rearrange the word. Stanhk- Call Ss to give the answer.Expected answer: THANKS* Lead – in :When do you say “ Thanks ?” - When someone give a present.- When someone does me a favor.- When someone help me with something.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’)Activity 1: * Discussing the purpose of the letter- Ask Ss to read the sample letter on page 52 and discuss the purpose of the letter in pairs.- Call on some Ss to answer the questions and elicit more ideas from the class. - Give comments and feedback .

Activity 2: * Underlining the sentences expressing the given points.- Ask Ss to work individually.- Call on some Ss to give the answers.- Correct and give feedback.

Whole class- Discuss the purpose of the letter in pairs.- Give the answers in front of the class.Expected answers :1.The sample letter is written to thank-you a donor for donating money.2. Thank-you letters to a donor serve two important purposes: + they acknowledge the donor's contribution and help cultivate a relationship, making it more likely for the individual/ orgarnization to donate again, and they serve as proof of the donation for income tax purposes.

Individual work- Read the letter and underline the given points.- Give the answers in front of the class.

Expected answers

- The opening the letter: sentence 1.- The donate amount: sentence 2.- The way (s) the money is used: sentence 2.


Activity 3: * Eliciting some useful expressions used to express gratitude or thanks.+ On behalf of ......., I would like to thank you for your ....... Your contribution makes it possible for us to ..... + Thank you very much for your generous donation of $...... in support of ......+ As a result of gift, we will be able to continue the care for .......+ I would like to take this opportunities to thank you for your generosity in donating.....

- The way the receipt is issued sentence 3.- The gratitude to the donor : sentence 4.- The closing of the letter : Yours faithfully.

Whole class- Note down the useful expressions.

B. Practice (18’)- Get Ss to read the instruction carefully.- Ask Ss to use the sample letter in Task 1 to make an outline for their writing individually.- Have Ss compare their outline with a partner. - Have Ss write their letter individually.- Walk around the class and provide help when they need.

Individual work- Make the outline of the letter.- Write the letter individually.Sample letter

Quang Tri ,

42 HungDao Street

December 15, 2011 .

Dear Sir,

On behalf of New Future School, I

would like to thank you for generous

donation of VND 500 million. Your

contribution will make it possible for

us to build our school library. A good

library can help the students very

much in their studying.

I would like to express our faithful

thanks for the donation from your

organization and hope to get more

assistance and cooperation from your


organization in the future.

I look forward to hearing from you

soon.

Your faithfully,

Secretary,

School Building FundC. Production (10’)- Choose one letter and read it to the class.- Then elicit corrective feedback from the class and give final comments afterwards. - Draw Ss’ attention to the format of the letter and the organization of ideas and language use.

Whole class- Compare the writing to another.

- Then take the note of checking

- Observe to the corrections of some the others' writing.

IV. HOMEWORK ASSIGNMENT: (2’)- Rewrite the letter expressing gratitude.- Prepare next lesson, unit 4-language focus.V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT6: COMPETITIONSLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing these sounds correctly.- understand reported speech with gerund and use these structures to solve communicative tasks.2. Knowledge:- Vocabulary: words containing sounds /tr/, /dr/, /tw/ and verbs used with gerund.- Grammar/ Structures: Reported speech with gerund - Pronunciation: /tr/, /dr/, /tw/ 3. Skills: speaking, writingII. PREPARATION:1. Teacher: textbook, projector, cassette, chalk.2. Students: textbooks, notebooks, pens.


III. PROCEDURE:1. Warm-up: (5’) Game: Match the pictures with their names- Divide the class into 2 groups.- Give 5 pictures.

- Give 5 names:a. tree b. dress c. twin d. train e. drum- Ask Ss to match the pictures with their names in 2 minutes.- Declare the winner with more correct answers. Suggested answers:1-c, 2-b, 3-a, 4-e, 5-d- Ask the question: “What are the initial sounds of these words?”Suggested answers: /tr/, /dr/, /tw/Lead-in: Today, you will learn how to pronounce the words containing the sounds /tr/, /dr/, /tw/.2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation /tr/, /dr/, /tw/ Activity 1: (5’)Listen and repeat- Model the sounds /tr/, /dr/, /tw/ and explain how to make these sounds.- Ask Ss to listen to the tape and repeat in chorus.- Call on some Ss to pronounce these words./tr/ /dr/ /tw/traffic drive twelvetroops dreadful twenty

- The whole class listen and repeat the words in chorus.- Some Ss read the words loudly.


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trousers drink twintropical dress twinkleActivity 2: (5’) Practise reading the sentences.1. John always enjoys travelling by train.2. Jane’s teeth are troubling her.3. Goerge is driving dangerously.4. Her new dress is an absolute dream.5. She has an amused twinkle in her eyes.6. Think twice before doing something.- Ask Ss to listen to the sentences from the tape and underline the words containing the sounds /tr/ - /dr/ - /tw/.- Call on some Ss to give the words containing the target sounds. - Call on some Ss to read the sentences loudly.- Comment and give correction if necessary.

- Work individually, listen to the tape and underline the words containing the sounds /tr/ - /dr/ - /tw/, then some Ss go to the board and write down the answers.Expected answers: /tr/ /dr/ /tw/travelling driving twinkletrain dress twicetroubling dream- Some Ss read the sentences in front of class.

B. GrammarReported Speech with Gerunda. Presentation:Activity 1: Reporting (3’)- Give 3 situations:1. Daisy said: “I want to be a famous singer.”2. Jim said to Mary: “You won the game. Congratulation!”3. Susan said: “Why don’t we stop smoking?”- Ask Ss to report the words in each situation by eliciting the questions:1. What did Daisy dream of?2. On what chance did Jim congratulate Mary?3. What did Susan suggest?- Show the answers on the screen and introduce about the Reported Speech with Gerund.- Elicit the usage of reported speech with gerund.- Give a direct speech sentence and ask Ss to change it into reported speech.“It was very nice of you to help me with my homework yesterday”, Son said to Hoa.

- Read each situation and give the answers.Suggested answers:1. Daisy dreamed of being a famous singer.2. Jim congratulated Mary on winning the game.3. Susan suggested stopping smoking.

- Give the usage.Usage: We usually use a gerund structure to report thinking , congratulation, suggestion, apology, accusation and so on. - Give the answer:Son thanked Hoa for helping him with his homework the day before.- Give the note.Note:When changing a direct speech into a repoted speech , we need to pay attention to the changes of pronouns

Trường THPT Tô Hiến Thành Giáo án tiếng anh cơ bản lớp 11 71 S+ V + O + prep + V-ing S+ V + prep + V-ing S+ V + V-ing

- Ask Ss to pay attention to pronouns, possessive pronouns and adverbs, then elicit the changes of these functions. Activity 2: Giving formations & verbs/phrasal verbs followed by prepositions. (2’)- Give the examples and the formations of reported speech with gerund.- Elicit the verbs/phrasal verbs followed by gerund from the Ss.

Ex1: Jim congratulated Mary on winning the game.Ex2: Daisy dreamed of being a famous singer.Ex3: Susan suggested stopping smoking. b. Practice:Activity 1: Change the direct speech into reported speech. (7’)Exercise 1 (page 74, textbook)- Ask Ss to do the exercise individually and then compare and check their answers with a peer.- Go around and help them.- Call on some Ss to speak out their answers in front of the class.- Comment and give correct answers.

Activity 2: Report the dialogues (7’)Exercise 2 (page 75, textbook)- Ask Ss to do the exercise in pairs.- Go around and help them.- Call on some Ss to speak out their answers in front of the class.- Comment and give correct answers.

and possessive pronouns and adverbs of time and places.

- Give the the verbs/phrasal verbs followed by gerund.Phrasal verbs with object and preposition: accuse … of, congratulate … on , warn … against, thank … for, stop/prevent … from,…

Phrasal verbs with preposition: apologize for, insist on, dream of, think of, look forward to…

Verbs: admit, deny, suggest , regret, appreciate

- Do the exercise individually.- Compare and check the answers with a peer.Suggested answers:1. John congratulated us on passing our

exams.2. Mary apologised for not phoning me

earlier.3. Bob has always dreamed of being

rich.4. I warned Ann against staying at the

hotel near the airport.5. Her mother prevented Jane from

going out that night.

- Work in pairs to do the exercise.- Give the answers in front of class.Suggested answers:1. Tom insisted on paying for the meal.2. Mrs and Mr. Smith looked forward to meeting their children.3. The boy denied breaking the


window’s house.4. The policeman stopped the customer (from) leaving the shop.

C. Production (10’)Role play- Give the instruction to Ss.- Divide the class into 5 groups, then deliver each handout to each group.Handout 1. A: I must see the doctor. B: Ok!C. ____insisted on __________. 2. A: Thank you for giving me lucky money. B: You are welcome.C. ___thanked ___for_________.3. A: You steal my money. B: No!... Not me.C. _____denied _____________.4. A: What shall we do on Sunday? B: Let’s go to the zoo.C. ___suggested____________.5. A: I’m sorry I forget the boy’s name! B: His name is Tom.C. __appologised ___for______.- Model with a student, then elicit Ss to report teacher’s word.Teacher: You didn’t pay attention to what I said.The boy: I’m sorry.Suggested answers:The Teacher accused the boy of not paying attention to what she said.- Ask Ss to do their duties.- Call on the representatives from each group to act out their answers in front of the class.(2 Ss practise the dialogue and 1 S reports their companion’s words).- Comment on each group’s answer.

- Work in groups.- Representatives from each group act out their answers in front of the class. Suggested answers:1. Peter insisted on seeing the doctor.2. The girl thanked Mr. Jack for giving

her lucky money.3. The boy denied stealing Mrs.

Brown’s money.4. Ann suggested going to the zoo.5. Mai appologized Lan for forgetting

the boy’s name.

IV. HOMEWORK ASSIGNMENT:(1’)- Do exercise 1, 3 in English workbook 11.-Prepare TEST YOURSELF B.V. COMMENTS: ......................................................................................................................................................................................................................................................................................................................................................................................................


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TEST YOURSELF BI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to consolidate knowledge and skills that they have just learnt in unit 4 & 6.2. Knowledge:- Vocabulary: words in unit 4 & 6- Grammar/ Structures:+ gerund, present participle+ perfect gerund, perfect participle+ reported speech with gerund- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/3. Skill: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks.III. PROCEDURE:1. Warm-up: (4’)GAME :Crossed WordsO L Y M P I C T E AC R O D C G A M E SN U T E H E S T G HS N I S A T H L R LT N G A M E S E E EE E E A P R E S E TT R V E I S O C K IS S O T O P A R S CC O M I N E P T I S-T divides the whole class into 2 groups and asks them to find out the meaningful words from the table .-Tasks: 1.What topic will you listen? 2.Do you know about Olympic Games? 3.How often is it took place?- Expected answer: 1.Olympic games2.Athletics3.Competitions4.runners5.Greek6.Champion7.Contestants 2. New lesson:


Teacher’s activities Students’ activitiesA. LISTENING(2,5): (10’) Listening and choosing the best answer A,B,C-T instructs Ss to read all the sentences and understand first.- T can supply some new words:+ olive wreath:+ battle (n) + to interrupt (v) + to glorify (v) -> glorious (adj)+ crown (v,n): + to discus (v)= to throw the dish+ skating (n) = a sport that a competitor ski on the ice- Let them have 2 minutes to work in silent and guess the answers- T reads the listening tape twice- Then calls on some Ss to give correct answers- T listens to them and give feedback

- Work individually - Expected answer: 1.A( They had olive wreath placed on their heads)2.B3.D4.C5.B

B. READING( 2,5) (10’) Reading the passage answer the following questions:-T asks Ss to read all the questions first and understand clearly.Then turn back the passage to find the ideas to answer.- T asks Ss to exchange the answers with a partner to check together.- T calls on Ss to answer the questions in front of class.-Feedback and give correct answers

- Work individually and pair work-Expected answer: 1.D 2.B 3.B 4.C 5.C

C. PRONUNCIATION AND GRAMMAR (10’)I. Pronunciation-Listening and putting a tick (v) in the right box , paying attention to the pronunciation of the underlined part of the word.1.pray play2.bright drive3.twice wise4.proud blouseII-Grammar:- Completing the sentences, using the right form of the verbs in brackets.

- Listen to t’s pronunciation and put the right box the words that they have heard- Distinguish a pair of sounds

-Work individually and compare their answer with a friend-Expected answer: 1.to talking 2.to go3.smoking 4.saying5.do 6.going 7.to make


- T instructs and asks Ss to work individually - T calls on some ss to read their answer aloud and have explanationT checks and give correct feedback. D. WRITING (10’)Write about one of the completions for secondary school students on TV. The following guidelines might help you.

• Time and channel on TV• Length of the show , parts of the

show• Number of the competitors• Content of the questions• The feeling you have for it?

- Work individually and write the passage.

IV. HOMEWORK ASSIGNMENT: (1’)- review unit 4 and unit 6.- prepare for the forty-five-minute test.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION UNIT 4 & 6I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise the knowledge in unit 4 and unit 6.2. Knowledge:- Vocabulary: words in unit 4 & 6.- Grammar/ Structures:+ gerund, present participle+ perfect gerund, perfect participle+ reported speech with gerund- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/3. Skill: writingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (4’)- Ask Ss to do the exercise.


Choose the best answers.1. The English competition was...........by the students’ parents society.A. made B. created C. sponsored D. supposed 2. The competition’s aim is to ......the spirit of learning English among students A. grow B. present C. offer D. stimulate3. Which word whose underlined part is pronounced differently from the rest:A. dressing B. trend C. twenty D. frequent4. Each year many people..........take care of the old and disabled.A. volunteer B. volunteerly C. voluntarily D. voluntary5. Which word whose underlined part is pronounced differently from the rest:A. yearly B. wear C. dear D. fear6. Some high school students take part in helping the handicapped.A. participate B. compete C. experienceD. support 7. Each nation has many people who voluntarily take care of others.A. bring along B. get on with C. keep up with D. look after8. Which word whose underlined part is pronounced differently from the rest:A. twice B. twin C. twinkle D. twist9. All students can take part in the annual English speaking competition.A. happening once a year. B. happening once a termC. happening once a monthD. happening once every six months.10. My brother and his friends spend hours a week helping.......or hadicapped children in the city.A. advantage B. disadvantage C. disadvantaged D. advantagedExpected answers:1-C, 2-D, 3-D, 4-C, 5-B6-A, 7-D, 8-A, 9-A, 10-C2. New lesson:

Teacher’s activities Students’ activitiesA. Gerund (10’)1. John denied............. ( throw) stone at the neighbor’s window. 2. ........... ( smoke) is harmful to health. 3. His habbit is ..... .....( get) up early to take morning exercises.4. He insisted on ... ..............( pay) for the meal.

- Work individually and do the exercise.- Give the answer in front of the class.Expected answers:1. throwing2. smoking3. getting4. paying

B. Present participle (10’)1. I saw a small girl .................in the pond. ( stand)2. While...............the newspaper, he found that interesting news. ( read) 3. I found a coin...............on the sidewalk. (lie) 4. They spent a lot of money ..............................the house. (modernize)

- Work individually and do the exercise.- Give the answer in front of the class.Expected answers:1. standing2. reading3. lying4. modernizing

C. Perfect gerund & perfect


participle (10’)1. They now regret..................(spoil) their son by providing too many material possessions.2. We decided not to travel,...........................( hear) the terrible weather forecast.3. ........................( sleep) for twelve hours, I felt marvelous. 4. He was blamed for ...............................( break) the glass.

- Work individually and do the exercise.- Give the answer in front of the class.Expected answers:1. having spoiled-PG2. having heard – PP3. having slept - PP4. having broken - PG

D. Reported speech with gerund (10’)1. “ Why don’t you organize an English competition for my students ? “ said Mrs LienMrs Lien suggested......................2. “ Me? No, I didn’t take Sue’s calculator,” said BobBob denied...............................3. “ I must see the manager,” he criedHe insisted..............................4. “ you won the scholarship. Congratulations,” Mary told meMary congratulated......................5. “ It was kind of you to help me with my homework,” Lan said to HoaLan thanked.........…..............

- Work individually and do the exercise.- Give the answer in front of the class.Expected answers:1. organizing an English competition four her students.2. taking Sue’s caculator.3. on seeing the manager.4. me on winning the scholarship.5. Hoa for helping her with her homework.

IV. HOMEWORK ASSIGNMENT: (1’)Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases1. “ I’m sorry that I broke the glass,” said PeterPeter apologised.............................2. “ you mustn’t eat too much fat food” the doctor said to meThe doctor warned ......................3. “ I always want to be rich “ David said. David dreamed ............................. V. COMMENTS: .............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:


45-MINUTE TEST N0. 2I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- do the test exactly and fluently by using what they learnt.- evaluate their knowledge learnt from unit 5 and 6.2. Knowledge:- Vocabulary: mountainous, stimulate, in all, the aged, sponsor.- Grammar/ Structures:+ gerund, present participle+ perfect gerund, perfect participle+ reported speech with gerund- (Pronunciation): /w/, /j/, /tr/, /dr/, /tw/3. Skill: writingII. PREPARATION:1. Teacher: 45-minute tests, chalk.2. Students: pens.III. PROCEDURE:A. MATRIX OF THE TEST

Unit Total Recognition ComprehensionApplicationLow High

MC W MC W MC W

4

- Periods: 6- sentences:20

- Marks: 6

- Sentences:+ Pronunciation:2+ Vocabulary: 2- Marks: 1

-Sentences:+Grammar: 8- Marks: 4

Sentences:+ Reading: 4- Marks:1

6


- Marks: 4

- Sentences:+ Pronunciation: 2+ Vocabulary: 2- Marks: 1

-Sentences:+Grammar: 8- Marks: 2

Sentence:+ Grammar:2Marks: 1

B. THE TESTI. Choose the best answers. (3ms)1. The English competition was...........by the students’ parents society.A. made B. sponsored C. created D. supposed 2. The competition’s aim is to ......the spirit of learning English among students. A. stimulate B. grow C. present D. offer3. The winner will be _______ a set of CDs.A. award B. awarding C. awarded D. reward4. In activity 3, Mike had _______ reciting the poem.A. different B. differently C. difficult D. difficulty5. He _____ on seeing the manager.


A. insisted B. dreamed C. accused D. warned6. Bob _______ taking Linda’s money.A. denied B. dreamed C. accused D. warned7. David _________ of being a millionaire. A. denied B. dreamed C. accused D. warned8. Doctor _______ me against eating too much fat food.A. denied B. dreamed C. accused D. warned9. The thief admitted __________ the car.A. stolen B. stealing C. steal D. stole10. Miss white thanked Mary_____ visiting her.A. at B. on C. for D. in11. Her mother prevented her _____ going out.A. at B. on C. for D. from12. Mary apologised _____ not phoningA. at B. on C. for D. inII. Choose the word which has the underlined part pronounced differently from the others. (1m)1. A. wine B. wrong C. who D. whose2. A. use B. understand C. university D. excuse3. A. twin B. twinkle C. twice D. twist4. A. address B. dress C. dreadful D. dream III. Put the verbs in brackets in the correct form. Decide whether the “V- ing” form is gerund or present participle? (2ms)

1. John denied.............. (throw) stone at his neighbour’s window. 2. I saw a small girl ............. (stand) in the fish pond. 3. I found a coin................(lie) on the sidewalk. 4. He insisted on ...............(pay) for the meal. IV. Put the verbs in brackets in the correct form. Decide whether the “Having + V3/-ed” form is perfect gerund or perfect participle? (2ms) 1. ...............(hear) the terrible weather forecast, we decided not to travel. 2. .................(sleep) for twelve hours, I felt marvelous. 3. He was blamed for ...................(break) the glass. 4. …………. (travel) a lot, she knows a lot about other countries. V. Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases. (1m)1. “ Why don’t we go to the movie theatre? “ said Mrs Lien.Mrs Lien suggested............................................2. “ You won the game. Congratulations,” Mary told me.Mary congratulated..........................................VI. Read the passage and choose the best answers for the questions.(1m) Summer School is an informal school. It provides classes to disadvantaged children in Danang city. Around 30 street children live and study at the school and about 250 children with special difficulties from District 3 regularly attend classes. The Organiation for Education Development co-operated with Summer School to set up English classes in 1998. Dance, theatre, singing and circus classes were set up


a year later. Children from these classes paricipate in fundraising performances. They raise money to continue their English classes. Summer School requires volunteers to help organize their fundraising dinner held annually in June. This is an exciting night in which children perform circus, dance and singing at one of the largest hotels in Danang city. It is hoped that more schools like Summer School will soon be found in other cities in Vietnam.1. How many street children live and study at Summer School?A. 30 B. 40 C. 250 D. 2802. Where is the Summer School?A. in Ho Chi Minh City B. in Danang CityC. in District 3 D. in Vietnam3. What class was not set up in 1999?A. Dance B. theatre C. singing D. drawing4. Why do children participate in fund-raising performances?A. to continue their English classes B. to continue their Math classesC. to continue their History classes D. to continue their French classes

IV. HOMEWORK ASSIGNMENT:- Prepare next lesson, unit 7- Reading 1V. COMMENTS: ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATION Lesson: Reading 1I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- scan for specific information and guess the meaning of words based on context.- use the information they have read to discuss the topic.2. Knowledge:- Vocabulary: method, limit, increase, control.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)T gives the the number and asks sts to read them.* Numbers: 10.000.000 300.000.000 625.000.000


1.300.000.000 2.510.000.000 4.760.000.0006.600.000.000 7.000.000.000 - T asks some questions:+ What do these numbers tell you about ?+ The world population. What do you think about it?+ How fast is it ?+ The population of the world has been increasing faster and faster. Is that good or bad ? What should we do ?*Expected answer: + The population of the world is increasing so fast.+ Faster and faster+ That is very bad . T leads in the lesson.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)1) Describing the pictures in the textbook: T asks sts to look at the pictures in the book to describe themSts answer the questions given in pairs.T goes over the answers with the class.

2) Pre-teaching vocabulary:T introduces some vocabulary+ to double (v): + It take + time + to do st: + to support (v): + average (n)= of the ordinary or usual standard : + resource (n): T explains the wordsT can asks sts to give the meaning if they can or use the antonym, explanation , situation and give examples to explain

- Work in pairs : Ask and answer the questions- Expected answer: 1.Picture 1st: the scene that we can see in a family with too many children . They have six children and live in old house with nothing valuable2.Picture 2nd: the scene that we can see in a poor town with hard life. Some people are working and some are unemployed3.The first P tells us that if we have a big family , we may not support our children properly and give them a good life and education. The second P indicates that population explosion can lead to poverty and unemployment.4.The reason is that a large population can result in poverty, environmental population, unemployed and social evils which will easily weaken a country

- Read the new words carefully- Note down the words into notebooks.


T asks sts to repeat the words in group and in individualT corrects if they have mistakes in reading B. While-reading (20’)Task 1 : Gap- filling- Instruction: you are going to read the passage about world population and fill each blank with one of the words in the box+First, read through the sentences provided in the task to identify the part of speech of the words to fill in a blank .+ Understand the sentences and choose the suitable word in a box to complete , paying attention the right form .- T goes around to help them.- call on some ss to read their answers- Feedback and give correct answers

- Do the exercise.- Give the answers in front of the class.Expected answer :1. although 2. method3. increase 4. resources5. figures 6. limit7. international 8. control

C. Post-reading (9’)Finding the best title for each paragraph.- Have Ss work in pairs.- Ask Ss to read through the passage and find out the title for each paragraph.- Call on some Ss to give the answer.- Give the feedback.

- Work in pairs and find out the title for each paragraph.- Give the answer in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson – Unit 7-Reading 2V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATION Lesson: Reading 2I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- scan for specific information and guess the meaning of words based on context.- use the information they have read to discuss the topic.2. Knowledge:


- Vocabulary: support, birth-control, family planning.- Grammar/ Structures:- (Pronunciation):3. Skill: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, notebooks, pens.III. PROCEDURE: 1. Warm-up: (5’)Game: Hangman- Divide the class into 2 groups, have Ss guess the word corresponding to 10 cells.

1 2 3 4 5 6 7 8 9 10 - Tell the Ss from each team to take turns to guess the letter of the word.

3

4

2 5

6 7

10 91- If the letter appears in the word, teacher will write it in the cell.- Each time they get wrong letter, a part of the body is drawn. If the picture is complete, the Ss will lose the game.Suggested answer: 1 2 3 4 5 6 7 8 9 10 P O P U L A T I O N

Lead-in: Today, you will continue to read the passage about population.


A. Pre-reading (8’)- Elicit some vocabulary from Ss.+ B.C ( before Christ) =/= A.D+ available (a) có sẵn+ decrease (v) giảm xuống+ support (v) cung cấp- Help Ss read the words correctly.

- Read the words carefully.- Note down the words.

B. While-reading (17’)Activity: Answering the questions- Ask Ss to work in pairs to ask and

- Work in pairs- Some pairs practise loudly in front of


answer the questions.+ Read the questions firstly and understand them. + Go back to the passage to find its information and answer. - Call on some Ss to read their answers and ask them to give their explanation.- Feedback and give correct answers

the class (one asks and the other gives the answer).Expected answers: 1. 10.000BC: was 10 million , in 1750 was 625 million......2. 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.

C. Post-reading (13’)- Write the names of 5 countries on the board.a. The USAb. Indiac. Indonesiad. Chinae. Russia- Ask Ss to work in groups to order these countries according to their population. (number 1 is the most populated country)+ Work out where these countries are+ Work out which is the richest country and which is the poorest one.

- Work in groups.- Put the list in order by entering the numbers 1 through 5 in the names of the countries provided.Expected answers:1. d 2. b 3. a 4. e 5. c+ China, India and Indonesia are in Asia+ The USA is in North America+ Russia is in Europe and Asia+ The richest coutry is America+ The poorest country is India

IV. HOMEWORK ASSIGNMENT: (2’)- Learn by heart new words - Prepare next lesson- Unit 7- SpeakingV. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATIONLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about problems of overpopulation and offer solutions.2. Knowledge:- Vocabulary: living standard, awareness, exercise, implement, reward and punishment policy.- Grammar/ Structures:


- (Pronunciation):3. Skill: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Ask Ss some questions:1. How many children do your parents have?2. Do you want to have more brothers/ sisters? Why?3. Do you know any family that has more than 10 children nowadays?4. According to you , what are the causes to population explosion? Lead-in:Today, you will talk about the problems of overpopulation and solutions to them.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak: (10’)- Ask Ss to read the causes of population explosion in the textbook to see if their ideas are similar to the opinions given.- Elicit some useful language.Giving opinion:In my opinion ……As for me …………From my point of view, I think ……It would seem/ appear to me that ……Connectors:+ First, Second, Third, ...+The first problem is that...+ The next solution is that…+ Also/ besides/ moreover/ in addition/ furthermore+ On the other hand/ on the one hand, however, but...- Let Ss put them in order of importance and explain why.- Move around and help Ss if needed.- Call on some Ss to give the answers and explain their answers.- Give comments.

- Read the causes of population explosion in the textbook

- Note down the useful language.

- Do the task 1 in pairs.- Order the causes and explain their answers.- Give the answers in front of the class.Suggested ideas:In my opinion, the most important cause of overpopulation is that….

B. While-speaking (19’)Activity 1: List the problems about overpopulation- Ask Ss to read the useful language on page 83. T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the right.

- Work in pairs.- Give the answers in front of the class.- Give the words indicating cause-result.+ result in+ lead into+ cause


- Elicit Ss to give the words indicating cause-result.- Ask Ss to work in pairs to list the problems of poor and overpopulated countries. T may ask them to think of other problems not mentioned in the book.- Call on some Ss to report their answers and gives corrective feedback.

Activity 2: Talk about solutions to the problems of overpopulation- Get Ss to read useful language. T may elicit some words or phrases.* Vocabulary:+ raise the awareness (v) nâng cao nhận thức+ reward and punishment policy(n) chính sách thưởng và phạt+ to exercise = to implement (v) thực thi+to carry out (v): tiến hành- Ask Ss to work in pairs to find out the solutions to the problems of overpopulation.- Go around to help them.- Call on some Ss to present their group’s ideas.- Elicit feedback from the class and give final comments.

+ because of + N+ due toExpected answers: - Poor and overpopulated countries can cause the following problems:+ poor living conditions+ low living standards+ not enough/ expensive food+ lack / shortage of schools/ hospitals/ teachers/ doctors and nurses+ unemployment+ social evils + illiteracy- Work in pairs- Ss read the useful language and talk about the solutions of overpopulation.- The representative of each group present their ideas in front of the class.- The other groups listen and supply the other ideas.Expected answers: There are a number of solutions to the problems.+ raise an awareness of the problems of overpopulation+ raise the people’s living standards+ exercise/implement reward and punishment policy+ carry out population education program/ family planning program+ use birth control methods

C. Production (10’)Talk about the problems of overpopulation and offer solutions- Divide the whole class into six groups and ask them to talk about the problems of overpopulation and offer solutions, using the results of Task2 and task 3- Encourage Ss to use connectors to combine their ideas.-Let them have 3 minutes to discuss, T calls on some Ss to present their group’s ideas.- Give the feedback on Ss’ presentations

- Work in groups. - The representatives of each group present their ideas in front of the class.- The other groups listen and supply the other ideas.


and correct the mistakes and errors collected.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a paragraph about the problems of overpopulation and the solutions to those problems.- Prepare next period: Unit 7-Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATIONLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to develop such listening micro-skills as extensive listening for specific information and summarize the listening passage.2. Knowledge:- Vocabulary: particularly, inexpensive, developing countries, punishment, rank,improvement, shortage, generation.- Grammar/ Structures:- (Pronunciation):3. Skills: listening, speakingII. PREPARATION:1. Teacher: textbook, workbook, Cd player, Cd, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Write the names of ten countries on the board.a. Indonesiab. Chinac. Pakistand. Brazile. United Statesf. Russiag. Japanh. Nigeriai. Bangladeshj. India- Ask Ss to order these countries according to their population.Suggested answers: 1. China 2. India 3. United States 4. Indonesia 5. Brazil


6. Pakistan 7. Bangladesh 8. Russia 9. Nigeria 10. JapanLead-in: Today, you will listen to Dr. Brown talk about the world population.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’) Activity 1: Discussing the questions- Ask Ss to discuss the questions on page 17 in pairs.- Call on some Ss to give their answers and comments on the answers.

Activity 2: Preteaching vocabulary-Before teaching vocabulary, T asks Ss to pronounce the new words given in the book- T elicits them + Latin America:+ Rate of population: + developing countries >< developed countries.+ to rank (v): to have a position on a scale according to quality, importance, success..-> rank(n): + generation (n) all the people who were born at about the same time

-Work in pairs and discuss the questions.- Give the answers in front of the class.-Expected answers: 1.Yes, our world is overpopulated because it has more than 6 billion people.2. Asia has the largest population with China - the most populated country in the world and India - the second one.

-The whole class listen and repeat the words.- Give the meaning of the words based on T’s suggestion.

B. While-listening (20’)Activity 1: Choose the best answers- Ask students to read the statements in task 1.- Explain some words or phrases which students can’t understand.- Ask students to listen to the tape twice and do task 1.-Ask 2 students to give their answer on the board- Correct the answers then explain themActivity 2: T/F statements- Deliver handouts to Ss.1. It will be over 7 million people.2. The population growth rates in some parts of the world are the same3. The reason for a fall in the death rates is the improvement of public health services and medical care.4. They are shortage of goods, lack of

- Look at the exercise in the books.- Read the statements in task 1 independently. - Listen to the tape carefully and do the task.- Give the answers in front of the class.Keys:1A 2D 3C 4D 5A 6C

- Work individually.- Listen to the passage and do the exercise.- Give the answers in front of the class.Keys:1. F (million billion)2. F (the same not the same)


hospital and schools, illiteracy, and poor living conditions.5. There are 4 solutions. They are to educate people , 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 to the tape and decide if the statements are true or false.- Call on some Ss to give the answers.- Comment Ss’ answers and give the feedback.

3. T4. F (goods foods)5. T

C. Post-listening (9’)Summarizing the listening passage- Ask Ss to divide into 6 groups and to summarize the main ideas of the listening passage. Some cues to base their summary on: + the content of the interview

+ world population today+ world population by 2015+ main cause of population explosion+ problems caused by population explosion

+ solutions to the problem- Let them work in pairs- Walk round and help students if needed.- Ask some students to stand up and retell their summary to the class.- Listen and correct mistakes

- Work in groups.- Ss may base on the cues to summarize the listening passage.- Give the answers in front of the class. Suggested answers:

The interview is about_________. There are over ________ people today. By the year 2015, the world population will be over ______ people. The main cause of population explosion is ______. The overpopulation has caused many problems such as________. There are a number of solutions to the problems. The first is _____.. The second is_____. The third is ____. The fourth is ____.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a summary about the listening passage.- Prepare for next lesson: Unit 7-Writing.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATION


Lesson: WritingI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to read and describe the information in a chart. 2. Knowledge:- Vocabulary: make up, account for, unevenly, distribution- Grammar/ Structures:- (Pronunciation):3. Skill: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Pie chart drawing-T prepares a handout with a table of information .T divides the class into small groups of 4 students and asks Ss to work in groups to transfer the table into a pie chart.The group with quickest and most correct answer will be winner.Grade Number of studentsDistinction 5Merit 8Pass 9Fail 2Expected answer: Fail 8% Distinction 21%

Pass 38%

Merit 33%Lead-in: Today, you will write a description about the information in a chart.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (15’) Activity 1: Gap- filling- Give Ss the following handout and ask Ssto fill the words into the gaps.

Rank account distributed be seen ranks first nearly half of more than double

- Work individually and compare their answers with a peer.-Read their answers in front of class.

Expected answer:


1.it can ..........that the population of VN is..........unevenly.2.In my class , the boys ..........for about 35% .It means that the number of the girls ..........the number of the boys3.Tom has twenty books while Peter has 2 books and David has 9 books .Tom ....................with twenty booksThe number of David’s books are ..........the number of Tom’s ones.Activity 2: Useful language- Elicit some useful languages from Ss.+ it can be seen that+ distributed unevenly+ account for = make up+ more than double the population of+ nearly half of/ half as much as+ ranks first / second, ...lastActivity 3: Outline- Elicit the outline of the passage.+ Introduction:1.What does the pie chart about?2. What is the general trend of the chart?+ Body:1. Which region has the largest population?2. Which comes second?… 3. Which region has the smallest population?+ Conclusion:5.Where does most of the world population live?

1. be seen - distributed2. account - more than double3. ranks first - nearly half of

- listen to T's eliciting and give their meaning.

- Write down the outline and try to give the answers of the questions.

B. While-writing (15’)- Let students work individually to write the description of the pie-chart, using the sentences given in the book to begin their description.- Walk round and help students.

- work individually to write the description of the pie chart, using the sentences given in the book to begin their description.

C. Production (9’)- Ask Ss to exchange their writing with another student for peer correction.- Go around and collect mistakes and errors- Finally , provide general comments on the writings.

- Work individually and exchange their writing with another student for peer correction-Listen to T's comments and correct them.


IV. HOMEWORK ASSIGNMENT: (1’)- Rewriting the passage at home.- Prepare next lesson, unit 7-language focus.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 7: WORLD POPULATIONLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words anddialogue containing these clusters correctly.- use conditional sentences (types1,2 and 3) and conditional sentences in reportedspeech appropriately.2. Knowledge:- Vocabulary:- Grammar/ Structures:+ conditional sentences (types1,2 and 3) + conditional sentences in reported speech- Pronunciation: /kl/ -/gl/- /kr/ -/gr/ -/kw/ 3. Skills: Reading, writingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Odd one out1. a. clean b. increase c. crash d. nice2. a. government b. glass c. enough d. grow3. a. question b. technique c. queue d. quickly4. a. figure b. average c. green d. group5. a. sight b. groom c. high d. height- Ask the whole class pronounce all words and odd one out the word that is pronounced different the others.Expected answers: 1.D 2.C 3.A 4.B 5.BLead-in: Today, you will learn the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/.2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)Examples: Picture prompt -Ss look at the pictures from T and tell what it


- Supply some pictures and asks: What isit? P1 P2 P3 P4clown groom glass queen- Ask students to look at their books then introduce to the the sounds.*Listen and repeat : - Read loudly then ask students to repeat.- Introduce the clusters / kl/, /gl/, /kr/, /gr/ , /kw/.- Correct pronunciation for the students* Practise these sentences- Ask Ss to work in pairs to practise reading the diologue.- Correct pronunciation for students

is.

- Listen and repeat them in chorus.

- Practise the dialogue in their textbook in pairs.

B. Grammar (20’)Conditional Sentences Types 1 ,2 and 3- Write some sentences on the board.+ If it doesn’t rain, I will come to see you.+ If it didn’t rain, I would come to see you. + If it hadn’t rained yesterday, I wouldn’t have stayed at home.- Ask students to comment on the use of conditional types in these examples. - Help students to use of them.Conditional in reported speech - Write some conditional sentences in reported speech on the board and asks Ss to comment on the changes of the verbs, pronouns and verbs of time and places.Examples:a. Peter said to me “If it doesn’t rain, I will go out”.->Peter said to /told me ( that) If it didn’t rain, he would go out.b. Peter said to me “If it didn’t rain today, I would go out”.

* Conditional sentences:- Give the structures.Type If clause Main clause1. real Simple present will/ can/ shall/ may + bare - inf

2. Unreal in present Simple past WereV2 / ed would / could / sould/ might + bare – inf

3. Unreal in past Past perfectHad + P.P Would/ could / should / might + have + P.P

Conditional in reported speech * Note :+ conditional type1: changes of the verbs, pronouns and verbs of time and places as usual+ conditional type2,3: we don’t change the verb tenses but we follow the rules to change pronouns , averbs of time , place.


->Peter said to /told me ( that) If it didn’t rain that day, he would go out.c. Peter said to me “If it hadn’t rained yesterday, I would have gone out”.->Peter said to /told me ( that) If it hadn’t rained the day before, he would have gone out.- Introduce exercises to the studentsExercise 1: - Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give markExercise 2:- Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually- Check, correct mistakesExercise 3: - write some conditional sentences in reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places-“If I had a permit , I could get a job’ he saidHe said that if he had a permit , he could get a job- Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and mark.

Suggested answers:Exercise 1:1. would drive 2. could 3. is4. will take 5. closed 6. will come

Exercise 2:1. had been told 2. had realized3. wouldn’t have been 4. would have bought5. had studied

Exercise 3:1. The man said to her he would come to see her if he had time.2. He asked her what she wuld say if someone stopped on her feet.3. They said to me if it didn’t rain they would go out with me.4. The man said the women what she would do if she were a billionaire5. The man said to me if I had asked him he would have lent me his motorbike.6. The man said to his daughter they would be very disappointed if she did not come.

C. Production (9’)Reporting the Conditional Sentences- Ask Ss to divide into 2 groups.- Ask one group to speak conditional sentences, the other groups to report them.

- Work into 2 groups. One group speak conditional sentences, the other groups report them. Suggested answers:


“If I have time, I will meet you”. “If I had money now , I would buy a car”.“ If you had met her, she would have been happy”.

She said that if she had time she would meet me. She said that if she had time she would meet me.She said that if she had had time she would have met me.

IV. HOMEWORK ASSIGNMENT: (1’)Finish the sentences by adding a clause :1. If I had a camera , _____________.2. ________, you’d have enjoyed it.3. If you are joking, _______________.4. If we drove through the town center, ______________.V. COMMENTS: ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

45-MINUTE TEST No. 2 CORRECTIONI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to evaluate what they have gained in unit 4, 5, 6. 2. Knowledge:- Vocabulary: Vocabulay in units 4, 5 6.- Grammar/ Structures:- (Pronunciation):3. Skills: writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, 45-minute tests No 2.III. PROCEDURE:1. Warm-up:2. New lesson: (45’)A. Marking

I. Choose the best answers. (3ms)0.25 marks/ correct sentence1. B, 2. A, 3. C, 4. D, 5. A, 6. A, 7. B, 8. D, 9. B, 10. C, 11. D, 12. CII. Choose the word which has the underlined part pronounced differently from the others. (1m)0.25 marks/ correct sentence1. A, 2. B, 3. C, 4. DIII. Put the verbs in brackets in the correct form. Decide whether the “V- ing” form is gerund or present participle? (2ms)


0.5 marks/ correct sentence 1. throwing2. standing3. lying4. payingIV. Put the verbs in brackets in the correct form. Decide whether the “Having + V3/-ed” form is perfect gerund or perfect participle? (2ms)0.5 marks/ correct sentence1. having heard2. having slept3. having broken4. having travelled V. Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words or phrases. (1m)0.5 marks/ correct sentence1. Miss Lien suggested going to the movie theatre.2. Mary congratulated me on winning the game.VI. Read the passage and choose the best answers for the questions.(1m)0.25 marks/ correct sentence1. A, 2. B, 3. D, 4. A

B. The result & experience- The result:Class 0 - < 3 3 - < 5 5 - < 6.5 6.5 - < 8 8 - < 10111111- The experiece:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

IV. HOMEWORK ASSIGNMENT:- Prepare next lesson, unit 8 - ReadingV. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



UNIT 8: CELEBRATIONSLesson: Reading

I. OBJECTIVES:1. Aim: By the end of this lesson, students 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 topic2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Brainstorming- T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree and real objects such as red envelops, a box of candied fruits.- T points to the pictures and real objects and ask questions:+ What do you think of when you see this?+ Why so?+ What do you often do before Tet?Suggested answers:+ I think of Tet holiday+ Because they are the symblols of Tet+ Clean and decorate the house, go shopping to buy new clothes, candied fruits, make Banh Chung.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)Discussing about Tet holiday- Ask Ss to look at the picture on page 90 and discuss the 3 questions in pairs- Go around to offer help- Call on some Ss to present their answer and elicits comments from other Ss. T gives feedback if necessary

Pre -teaching vocabulary

- Discuss in pairs.- Give the answers.Suggested answers:1. It is Spring and it should be Tet holiday because we can see peach blossom and kumquat tree full of ripe fruits2. The grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents good health and happiness3. In the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table.


+ Lunar New Year + To fall between…..and………+ Candied fruit+ Peach blossom /pi:t∫'blosəm/+ Apricot blossom /'eiprikot 'blosəm/- Help Ss to pronounce and find the meaning of the words.- Ask Ss to make sentences with the above words to check their understanding

- Listen and repeat after the teacher.- Try to make sentences with the words.

B. While-readingSetting the sceneYou are going to read a passage about Tet holiday in Vietnam. While you are reading, do the tasks in textbookTask 1 (7’)Find the meanings of the words. You can also use your dictionary- T writes these words on the board- Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning.- Call on Ss to give the answers.- Comment on Ss’ answers.

Task 2 (10’) - Ask Ss to work individually to do the task and discuss their answers with their partners- Call on some Ss to give their answers and ask them to explain their choices.- Comment on Ss’ answers and give the feedback.Task 3 (8’)- Ask Ss to work individually to do the task, then discuss their answer with their peers- Call on some Ss to write their answers on the board and ask them to explain their choices.- Comment on Ss’ answers and give the feedback.

- Think of the meaning of the words.- Give the answers.Suggested answers:1. grand: impressive and large2. banner: along piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for st3. sugared apples4. agrarian: connected with farming and the use of land for farming5. pray: to speak to God especially to give thanks or ask for help6. excitement: the state of feeling excited.

- Work individually to do the exercise.- Discuss with their partners.- Give the answers.Suggested answers:1. F, 2. F, 3. T, 4. F, 5. T, 6. T

- Work individually to do the exercise.- Discuss with their partners.- Give the answers.Suggested answers:1. It falls sometime between 19th January and 20th February2. Tet’s preparations and celebrations used to be pread over months


3, They are decorated with coloured lights and red banners4. They buy gifts, clean and decorate their houses and cook traditional foods5. It is made from sticky rice, green beans and fatty pork6. Mut is candied fruit7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games.

C. Post-reading (4’)- Ask Ss to work in groups to tell eachother about their last Tet holiday- When all groups have finished, T calls on some Ss to report their ideas to the class

- Work in groups to tell each other about their last Tet holiday.- Some Ss report their ideas to the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson, unit 8 – Speaking.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 8: CELEBRATIONSLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about the celebrations of Tet and other festivals’ activities.2. Knowledge:- Vocabulary: words related to the celebrations of Tet and other festivals’ activities.- Grammar/ Structures:- (Pronunciation):3. Skills: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) Noughts and crosses- Ask Ss to make sentences from the words in the tablePeach Kumquat tree Candied


blossom fruitsLucky money

Exchange wishes

Banh chung

Relatives and friends

Special Tet foods

pray

- Declare the winner with more correct answers.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’)Task 1/p.93- Let’s study the following dialogue- Put the cues of the dialogue on the board (using chart)- Ask Ss to word in pair to build the dialogue from the cues given.Worksheet:Mai: Tet/holiday/next month?Anna: What/Tet?Mai: Vietnamese people/celebrate/beginning/spring/also/start/lunar new yearAnna: When /exactly?Mai: This year/9th of FebruaryAnna: What/you/usually/do/Tet?Mai: eat/a lot of special foods: dress up/visit friends and relatives, also play/traditional games.Anna: sound/interesting- Ask Ss to open the book and compare with the dialogue in textbook.- Ask Ss to take notes some useful expressions.

- Work in pairs to build the dialogue.- Open the book and compare with the dialogue in textbook.- Take notes some useful expressions. +Do you know that….+ It’s the time when +What do you usually do at……+That’s sound really

B. Practice speaking (20’)- Have Ss look at each picture and tell its name.- Give feedback.- Help Ss to pronounce and know the meaning of some difficult and confusing words.- Ask students to close their textbook, then play roles in the dialogue.Task 2/p.93- Show each picture and ask:

+ What is it about? (give correct answer and guide Sts to pronounce and remind the meaning of some words)

- Ask students to read the information in the chart (explain the key words)and match….- Ask students to work in group to share information.

- Look at each picture and tell its name.- Work in pairs and play roles.

C. Production (9’)


Playing roles- Call on 2 pairs of Ss to act out their dialogues.- Give comments.

- Act out the dialogue in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a short paragraph (50-80 words) about your favorite celebration. - Prepare next lesson, unit 8 – Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 8: CELEBRATIONSLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know Japanese customs and have background knowledge about difference cultures all over the world. 2. Knowledge:- Vocabulary: - Grammar/ Structures:- (Pronunciation):3. Skills: Listening II. PREPARATION:1. Teacher: textbook, workbook, Cd player, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: Matching (5’)- Show 4 pictures of traditional costumes on board: + aodai

+ hanbok


+ kimono

+ Chinese dress

- Ask Ss to match the pictures with country names: Vietnam, Japan, Korea, China.Suggested answers:+ aodai - Vietnam+ hanbok - Korea+ kimono - Japan+ Chinese dress - China-Ask the questions: + When do the Japanese wear kimonos? + What do the Japanese do on their New Year’s Day?2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (5’)- Ask Ss to read activities the Japanese often do at the New Year silently.- Read activities in turns loudly.- Teach some new words and guide Ss to pronounce them: Similarities (n) Kimonos(n) Shrine (n) Longevity (n) Represent (v)- Ask Ss to answer the question:

- copy down the new words

- give Vietnamese equivalents to the words.


What other things do Japanese do at the New Year?To know more about the things the Japanese do at the New Year, look at the information in task 1. B. While-listening (25’)Task 1- Ask students to read and guess the answer “yes” or “no” before listening- “To have the right answers, let’s listen to the tape”.- Play the tape the first time.- Ask students to compare their answer with their partners.- Play the tape the third time sentence by sentence.Task 2- Introduce task (explains question if necessary) read the question in silence- Ask Ss to guess the answers- Check Ss’ guesses- Play tape- Check answers- Confirm the correct answers.

- Listen to the conversation and do the task.- Work with a partner and compare the answers.Answer keys:1, 2, 3, 4, 6, 8, 10, 11

- Listen to the tape and answer the questions.Answer keys:

1. Because they want get rid of the dirt of the old year and welcome the New Year.

2. From TV or the radio.3. Kimonos or special dress

4. No. New Year's Day is mostly celebrated among family only.

C. Post-listening (9’)- T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one.- Before Ss take part in the activity, T elicits of the transition signal/phrases to talk about the similarities and differences between two things.- Go around to offer help and collect Ss’ mistakes.- Call some pairs to present their answers- Elicit feedback from the class and give final comments.

- Work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one.- Present their answers in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a passage ( 70-80 words) about the activities the Japanese do at The New Year.- Prepare next lesson, unit 8 – Writing.V. COMMENTS: ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



UNIT 8: CELEBRATIONSLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write about some popular celebrations in Vietnam.

2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) Game: “Match pictures with their names”+Mid-Autumn Festival+National In dependence Day+Teacher’s Day+Women’s DayLead-in: Today, you will write a passage to describe one of the popular celebrations in Vietnam.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’) Activity 1- Hang on an extra board (chart).Name Mid-Autumn

Teacher’s Day Tet Holiday(When) Time

(What … for ) Purpose

(What Activities

(how) Feeling

-Suggest Ss questions to complete the chart.1. When does Mid-Autumn festival occur?2. What do people celebrate it for?3. What are some popular activities on this celebration?4. How do you feel about this celebration.

- Work in pairs to give the answers.- Give the answers in front of the class.


Hang on extra board with correct answers.- Give a Model Writing: Among many festivals celebrated in Vietnam, Teacher’s Day is a special day for teachers. It’s always celebrated on a fixed day In November. It’s the 20th of the month. It’s been celebrated in Vietnam for many Years to show respect and love to teachers. On this occasion, schools often have meetings for teachers and talk about Teacher’s Day. Students often give their beloved teachers flowers and beautiful wishes. I myself enjoy the festival very much as it’s a chance for friends to gather and visit our teachers. We always have a great time.-Ask students to underline name, time, purpose, activities feeling in writing model.- Elicit the outline from the Ss.

- Read the model and underline name, time, purpose, activities feeling of the celebration.- Give the outline of the writing.Outline:+ name of the festival + purpose + time+ main activities /what people do in the festival+ foods eaten+ people’s feeling about the festival

B. Practice writing (20’)- Divide the class into four groups and ask them to write the similar passages about the celebrations. Group 1/3 -> topic 1 : Mid – Autumn Group 2/4 -> topic 2 : Tet holiday-Move around and help Ss if necessary.

- Work in groups and write the similar passages about the celebrations.

C. Production (9’)- Ask Ss to hang on their extra boards on the board.- Ask Ss in groups to give comment based on: + 5 main points

+ typical errors :grammar, vocabulary….

- Give feedback for each groups.

-Listen carefully and take notes.

IV. HOMEWORK ASSIGNMENT: (1’)- Rewrite the passage about the celebrations.- Prepare next lesson, unit 8 – Language Focus.V. COMMENTS: ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


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UNIT 8: CELEBRATIONSLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Distinguish the clusters [fl], [fr] and [θr] - Pronounce the words and sentences containing these sounds correctly. - Use one (s), someone, no one, anyone, and everyone appropriately - Use vocabulary about holidays and celebrations appropriately.2. Knowledge:- Vocabulary: Words and phrases related to celebrations and holiday.- Grammar/ Structures: Pronouns: one(s), someone, no one, anyone, everyone- (Pronunciation): [fl], [fr] and [θr]3. Skills: Reading, WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)-Model the two sounds /fr/ -/fl/ -/ θr / for a few times.-Pronounce the sounds and ask students to repeat-Ask students to practice pronouncing the sounds in chorus and individually-Give feedback+Practice the dialogue- Read all the sentences and ask students to underline the words with the sounds and write /fl/ - /θr/-/fr/-/under them- Ask students to practice the dialogue in pairs.- Go around and help- Call on some pairs to act out the dialogue.- Comment on Ss’ mistakes.

-Listen to the teacher

- Read aloud in chorus first ,then read individually

-Underline the words with the sounds and write /fr/-/fl/-/ θr/

-Work in pairs and practice the dialogue.

-Listen to their friends’ reading

B. Grammar (34’)-Ask students to comment on the use of :one(s), someone, no one ,anyone, everyone using the sentences on the

- Listen to teacher and take note the use of the pronouns.


board-Ask students to read it quickly- Explain the use of them + Someone=somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer+ No one :takes a singular affirmative verb.+ One and ones are used to replace a previously mentioned noun when we do not want to repeat that noun. One repleaces a singular noun, and ones replaces a plural noun.+ These expressions have a singular meaning and take a singular verb.Exercise1:-Let students do excerise1 individually and then compare their answers with another students-Go around and help-Check the answer the class as a whole.

Exercise 2-Ask students read the sentences through-Explain new words if any-Call on some students to go to the board and write the answers-Give a feedback

Exercise3- Ask students how to do this exercise - Let students work in pairs to finish the exercise and compare with the person sitting next to them.

-Work individually-Compare with the partnersKeys: 1. anyone 2. someone3. anyone 4. someone5. no one 6. everyone 7. someone-Listen to the teacher and do exercise 2Keys:

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, espeacially 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 pencil, and I took the red one.

6. There are serveral national celebrations in Vietnam, but perhaps the most meaningful one is Tet holiday.

7. We told each other both happy stories and sad ones about our lives.

- Some students write on the board and others check and correct mistakes-Keys:

1. traditional


- Listen to students and help them to do it.- Call on some students to give the answer and give feedback.

2. grand3. gilfs4. celebrating5. polite6. good luck7. excitement

IV. HOMEWORK ASSIGNMENT: (1’)- Revise the use of the pronouns and do the exercise again.- Prepare next lesson – Revision 1.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION 1I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise the use of reported speech with gerund and the use of indefinite pronouns.2. Knowledge:- Vocabulary:- Grammar/ Structures: + Reported speech with gerund.+ Indefinit pronouns.- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Presentation (15’)1. Reported speech with gerund :- Remind the structures used in reported speech.* V + O + prep + V-ing( not V-ing)* V + prep + V-ing ( not V-ing)* V + prep + V-ing - Ask Ss to recall the verbs used in reported speech with gerund.* Note : Some changes when the

- Recall the structures and give the verbs used in the reported speech with gerund.+ Verbs:- congratulate …. on, apologize….for, insist…on, accuse….of, warn …against, prevent…from, thank…for.- dream of , suggest, deny, think of.


reported vorbs in the past:+ Personal pronouns : I, my me / we, our, us -> speakerYou,you your -> listener+ Words :+ this/ these -> that / those+ here -> there+ ago -> before+ today -> that day+ tonight -> that night+ yesterday -> the previous / the day before+ last -> the .. before / the previous…+ tomorrow -> the following day / the day after+ next -> the following …/ the … after.- Tenses :+ present -> past+ simple past -> past perfect+ will / can / may / must -> would / could / might / had to.2. Someone, anyone, no one, everyone, one (s)

* Pronouns : someone, everyone are used in affirmative from

* anyone is used in negative form

* no one is followed by a singular verb

* One (s) is used to replace to a noun to avoid repeat the same word in a sentence.

- Recall the uses of the indefinite pronouns.

B. Practice (29’)- Give Ss some exercises and ask them to finish.Exercise 1Change the following sentences into reported speech:1. “ Don’t go near the water , children.” said she.2. “ You take my car “ She accused me3. “ Thank you very much. You help me to do this exercise.” She said.4. 'It was nice of you to invite me to your birthday party. Thanks very much.'5. 'I must have made a mistake in the calculations."6. 'I'll pay for the meal.'

- Work individually and do the exercise.- Give the answers in front of the class.Answers:1. She warned the children against going near the water.2. She accused me of taking her car.3. She thanked me for helping her to do that exercise.4. Mike thanked me for inviting her to my birthday party.5. Mr Forest adnitted having made a mistake in the calculations.6. Sarah insisted paying for the meal.


7. 'Perhaps we can go to Paris for the weekend.'8. 'I'm sorry I couldn't come to visit you last summer.'9. 'I hear you won the championship. Congratulations!'10. 'I wish I'd asked for his name and address.'11. 'You're selfish.'12. 'You mustn't drink too much caffeine.'

Exercise 2Find the words that are not correct :1. When I arrived, I didn’t see someone there. Everyone had gone home.2. Of the two shirts , I prefer the white ones.3. Anybody want to stay home on such a lovely summer day.4. I’m looking for everyone who can help me out of the trouble.5. She is not so kind and lovely that everyone wants to be her friend.6. There are not someone in the room.7. I don’t think someone likes the smell. It’s so disgusting.8. Do everyone know where he’s now?

7. Neil suggested going to Paris for the weekend.8. Kate apologized for not coming to visit me last summer.9. Dane congratulated me on winning the championship.10. I regretted not asking for his name and his address.11. Jane accused me of being selfish.12. Marta warned me against drinking too much caffeine.

- Work in pairs and find out the mistakes from the sentences.Answers:1. When I arrived, I didn’t see someone there. Everyone had gone home.2. Of the two shirts , I prefer the white ones.3. Anybody want to stay home on such a lovely summer day.4. I’m looking for everyone who can help me out of the trouble.5. She is not so kind and lovely that everyone wants to be her friend.6. There are not someone in the room.7. I don’t think someone likes the smell. It’s so disgusting.8. Do everyone know where he’s now?

IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next lesson – Revision 2.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION 2I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise the conditional clauses and conditional in reported speech.2. Knowledge:- Vocabulary:


- Grammar/ Structures:+ Conditional clauses + Conditional in reported speech.- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Divide the class into two big groups: group A and group B. Group A will write the a half of the sentence beginning with if, Group B will write the other half with a main clause. Then T will match two halves to make a conditional sentence. Example: If I were Hoa, I would receive that large sum of monney.2. New lesson:

Teacher’s activities Students’ activitiesA. Presentation (15’)1. Conditional sentences T reviews the use and some other form of the conditional sentences.a. Conditional type 1: structure as followsIf + S + V(s/es),S + will/can/ may/might/shall + V1

b . Conditional type 2: structure as followsif + S + V(qk)/were, S + would/should/might/could + VFor to be, we have another structureWere + S + …., S would/should/might/could + V1

eg: If he were a millionaire, he would buy a big house= Were he a millionaire, he would buy a big house.c. Conditional type 3: structure as followsif + S + had P2, S + would/should/might/could have P.PWe have another the structure for this type of conditional sentence.= Had + S +P.P, S would/should/might/could have P.Peg: If I had learned harder last year, I would have received a present.2. Conditional in reported speech- Give three conditional sentences and

- Review the use and the form of conditional of three types.- Take notes and give examples.

eg. If the weather is fine tomorrow, we will go to the beach

- Take notes and give exampleseg. If I were you, I wouldn’t do that.

- Take notes and give examples.eg: If I had been at home yesterday, I would have met my friends.

- Rewrite the sentences in reported


ask Ss to rewrite them in reported speech.Example:1. “If the concert is boring, we won’t stay for all of it”.2. “That student would get much higher marks if he studied harder”.3. "If there had been any complaints, we would have heard about them”.- Ask Ss to recall the way to use conditinal in reported speech.

speech.1.They said that if the concert were boring, they wouldn’t stay for all of it.2.She said that student would get much higher marks if he studied harder.3. They said that if there had been any complaints, they would have heard about them.

B. Practice (24’)Exercise 1Give the correct form of the verbs in the brackets:1. If today ( be ) ……Sunday, we would go to the seaside.2. If we ( invite ) ……her, she may go dancing with us.3. If I finished the work in time, I ( go) ……to the club.4. If he ( have ) …… money, he will travel more.5. They ( make ) …… fewer mistakes if they were more careful.6. If they ( not pass) …… the exams, they would join the army.7. If I (be) …… busy, I would have come to the party.8. If you had more practice, you (speak) ….. French better.9. If there ( be ) …… a lot of sunshine, I shall go sightseeing.10. You would catch the train if you (leave) …… earlier.11. If anybody (have) … question, please ask me after class.12. If it is rainy, the children (go) … swimming.13. If she had had his address, she (write ) … to her.14. If I (see ) … the movie last night , I ( tell ) … you .Exercise 2Change the following conditional sentences into reported speech

1.“If I had the day off tomorrow, I

- Work individually and do the exercise.- Give the answers in front of the class.Answers:1. were2. invite3. would go4. has5. would make6. didn’t pass7. had been8. would speak9. is10. left11. has12. will go13. would have witten14. had seen – would

- Work individually and do the exercise.- Give the answers in front of the class.Answers:


would go to the beach”.2. “If I had a million dollars right

now, I would retire”.3. “If George had had the money,

he would have lent it to me”.4. “If the weather is good, we

probably will go to the beach”.5. “I would have spoken to Frank if

I saw him yesterday”.6. “If I were the mayor of this city,

I would change certain things”.

1.She said that if she had the day off the next day, she would go to the beach.2.He said that if he had a million dollars right then, he would retire.1. She said that if George had had

the money, he would have lent it to her.

2. They said if the weather were good, they probably wouldl go to the beach.

3. She said that she would have spoken to Frank if she saw him the day before.

4. He said that if he were the mayor of this city, he would change certain things.

IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next lesson – Revision 3.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION 3I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise some basic knowledge they have learnt by doing some exercises.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:



A. Phonetics (10’)Choose the word that has the underlined part pronounced differently from that of the others.1. a. country b. lunar

c. luck d. plum2. a. special b. breath c. peach d. pleasure3. a. sugar b. such c. spring d. similar4. a. exchange b. children c. peach d. machine5. a. shrine b. ripe c. agrarian d. polite

- Work individually and do the exercise.- Give the answers in front of the class.Answers:1. b2. c3. a4. d5. a

C. Vocabulary (15’)Fill in each blank of the sentences with one word from the box.

preparations decorate celebrate excited popular wrapped represent influence traditional exchange

1. How do people ______ New Year in your country?

2. On the first days of Tet, people often visit relatives and friends to ______ New Year wishes.

3. Japanese usually ______ their houses with some small pine trees, which ______ constancy and longevity.

4. People believe that what they do on the first day of the year will ______ their luck during the whole year.

5. People usually make ______ for Tet several weeks beforehand.

6. Tet is also the time for children to receive lucky money ______ in red envelopes.

7. Besides the ______ flowers for Tet such as peach flowers and apricot flowers, the kumquat trees are also ______ throughout the country.

8. Children are always ______ about the Tet holiday.

- Work individually and do the exercise.- Give the answers in front of the class.Answers:

1. celebrate2. exchange3. decorate - represent4. influence5. preparations6. wrapped7. traditional8. popular9. excited

B. Grammar (19’)Choose the one word or phrase -a, b, c, - Work individually and do the exercise.


or d- that best completes the sentences or substitutes for the underlined part.1. Family members who live apart try to get together ______ Tet.a. in b. at c. on d. during2. Most towns put ______ a Christmas tree, a pine tree decorated with colored lights, shiny balls, tinsel and bows.a. on b. in c. with d. up3.On Christmas Eve children go to bed full ______ excitement.a. of b. with c. up d. in

4. Agrarian people depend on the lunar calendar to prepare for their crops.

a. gardeners b. planters c. farmers d. highlanders5. There is a ______ mood

everywhere on New Year's Day.a. popular b. good c. optimistic d. festive

6. In Britain and America, it is ______ for everybody to sing 'Auld Lang Syne' on New Year's Eve.a. tradition b. traditionalc. traditionally d. traditionalism7.Children are always ______ about Tet holiday.

a. excited b. interested c. keen d. concerned8.I shook hands and ______ a few words with the manager.

a. uttered b. expressed c. exchanged d. converted

9. Jane is a very sociable girl. She likes parties and ______.

a. rituals b. ceremonies c. traditions d. celebrations

- Give the answers in front of the class.Answers:

1. d2. d3. a4. c5. c6. b7. a8. c9. d

IV. HOMEWORK ASSIGNMENT: (1’)- Do the exercises again.- Prepare for the first-term test.V. COMMENTS:..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


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


UNIT 9: THE POST OFFICE Lesson: Reading

I. OBJECTIVES:1. Aim: By the end of this lesson, students 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 topic2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) NetworkAsk Ss to work in groups of 4 to complete the network about some services of the post office:


A. Pre-reading (10’)- Ask Ss to look at the pictures in textbook page 100 and ask them questions:What can you see in the pictures?- Ask Ss to work in pairs, ask and answer the questions in textbook (page 100)Vocabulary

Whole class

There is a post office and some services of it


EMS

Post office Mail &Parcel service

Telephone& fax service

Phone cards&internet cards

Postal savings

Flower telegram service

+ Spacious (a) = large+ Express Mail Service (EMS)+ Speedy (a)=fast+ Secure (a) /si'kjuə/+ Recipient (n) /ri'sipiənt/=receiver+ Facsimile (n,v) /fæk'simili/+ To surscribe /səb'skraib/- Ask Ss to practice reading vocabulary and make sentences with them

Whole class- Read the words after the teacher.- Note down the words.

B. While-readingTask 1 (5’)- Ask Ss to work individually to circle the letter (A,B,C or D) before the word that has the opposite meaning to the italicized word- Then call some Ss to speak out their answers- Listen and give feedbackTask 2(10’)- Ask Ss to read again the text and answer the questions- Ask them to work pairs to practice asking and answering - Call on some Ss to go to the board and write their answers- Ask the other to remark and give feedback

Task 3(9’)- Ask Ss to read the statements in task 3 and read the text again to find evidence in the text to support these statements- Ask Ss to work individually and then discuss the answers with their partners- Call on some Ss to speak out their answers

Individual workSuggested answers:1. C 2. B 3. D 4. C

Individual work and pair workSuggested answers:1. Thanh Ba Post Office is equipped with advanced technology and a spacious and pleasant front office2. Mail and Parcel Service, Express Money Transfer, Phone Calls and FaxesPress Distribution3. They are air mail, surface mail, EMS mail4. It is used for notifying the reciepient of the time and the place to receive the call5. You will have subsribe to your favourite newspapers and magazinesIndividual work and pair workSuggested answers:1. The post office opens daily from 7a.m to 9p.m2. We offer a very competitive rate for parcels of under 15kg3. We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time4. We offer a speedy and secure service of transfering mone in less than 24 hours

C. Post-reading (5’) - Ask Ss to work in groups to answer the questions

Group work- Work in groups of four and discuss the


- Go around the class and offer help- Call on a representer of each group to answer the questions

questions.- Present the answers in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare next period, unit 9 – Speaking.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 9: THE POST OFFICE Lesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know how to ask and answer about the different postal and telecommunication services.2. Knowledge:- Vocabulary: Words to speak about postal and telecommunication services.- Grammar/ Structures:- (Pronunciation):3. Skills: expressing opinionsII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Ask students to close the books and discuss these questions:1. Have you ever heard someone make a request in English? What did they say?2. Have you ever heard someone make a request in Vietnamese? What did they say?3. Did you observe any differences in the way requests are made in English and Vietnamese?2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-speaking: (8’)Task1:- Ask students to look the pictures in the task 1 and do the task1.- Go around and listen to them.

- Read these words and work in groups.

- Work in groups with some cues given below.- Other groups go on practicing speaking.

B. While-speaking: (20’)Task 2:- Let students open the books and look

- Practice interviewing as a dialogue- Others listen and write down some


at the task 2 - Explain the task and new words- Ask students to work in pairs and write the dialogue together based on the information given in the task- Let students act out the dialogue together firstly in close pairs and then in open pairs- Listen and correct

information they getKeys: A: Good morning, sir. May I help you?B: Yes, I would like to have a telephone line installed at home please?A: Certainly, sir. Where do you live?....................................

C. Post-speaking: (10’)Task 3:- Ask students to talk again- Ask one group to do the task as a model- Go around listening to some groups and help them if needed- Ask some pairs to stand in front of the class and practise speaking- Listen to each group and correct or give mark if they do it well.

- Work and discuss in groups and one of this group asks and one of other answer.

- Work in pairs and practise speaking.

IV. HOMEWORK ASSIGNMENT: (2’)- Do exercises in workbook.- Prepare the next lesson. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 9: THE POST OFFICE Lesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Develop extensive listening skills and understand about the development of - Vietnam’s telephone system over past few years- Use the information they have listened to answer the questions- Summarise the content of the listening in speaking or writing2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening


II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (3’)- Ask Ss to answer the question:Which is the quickest, a phone call, a fax, an e-mail or a letter?Suggested answer: A phone callLead-in: Today, you will listen a passage about the telephones in Vietnam.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (7’)- Ask Ss to work in pair to discuss 3 questions in textbook- Go around the class and offer help- Call on some Ss to answer the questions- Help Ss practice reading the words in “Listen and repeat”

- Work in pairs and discuss the questions.- Give the answers in front of the class.

- Practice reading the words.B. While-readingTask 1 (10’)- Ask Ss to read the statements or questions in task 1 to understand them- Explain some key words and practice reading them- Play the tape once for Ss to get information- Play it again and ask Ss to answerTask 2(15m)- Before having Ss listen the tape again, ask Ss to read the questions and understand them- Ask Ss to listen again and answer the questions- Call on some Ss to go to the board and answer the questions- Play the tape again if they don’t answer correctly- T listens and gives feedback

Individual work

Suggested answers:1. B 2. D 3. C 4. D 5. C

Individual work and pair workSuggested answers:1. China has the best growth in telephone number2. In the early 1990s, there were only 140.000 telephones in VN3. In the 1996, the fixed telephone nubers were changed from 6 to 7 digits in HN and HCM City as well as 5 to 6 digits in other provinces4. In 20015. There are 6.014 communal post offices in VN

C. Post-listening (9’)- Ask Ss to work in group and base on provided suggestions to summarise the

Group work- Summarise the main points of the


main points of the listening passage. listening passage.- Report in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare next period, unit 9 – Writing.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 9: THE POST OFFICE Lesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Understand the content and structure of a letter to express satisfaction(or

dissatisfaction)- Write a letter to express satisfaction (or dissatisfaction) with the services of the

post office2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Deliver the handouts and ask Ss to do the exercise.Handout- Read the following adjectives and underline those can make people/things satistified Polite, rude, cold, helpful, spacious, cramped(chât hep), large, small, good, bad, reasonable (hơp ly), expensive, cheap, arrogant, punctual, reliable /ri'laiəbl/ (chăc chăn, đang tin cây)Suggested answers:spacious, cramped, large, small, good, bad, reasonable (hơp ly), expensive, cheap, arrogant, punctual, reliable (đang tin cây)2. New lesson:



A. Preparing Ss to write (10’)- Ask Ss to open their book and read again the text about Thanh Ba Post Office to get information.- Ask them some suggested 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?

Whole classSuggested answers:1.It opens daily at 7a.m and closes at 9 p.m2.It is equipped with advanced technology and a pacious, pretty place for transaction (sư giao dich)3. They are Mail and Parcel Services, EMS, Express Money Transfer, Phone Calls and Faxes, Messenger Call Services, Press Distribution4. The staff are always thoughtful and courteous to the customers.

B. Practice writingTask 1(10’)Ask Ss to work in pair to discuss the abilities which make the customers satisfied or dissatisfied with the services at Thanh Ba post officeT goes around the class and offer helpThen call some Ss to say their opinionsTask 2(10’)Ask Ss to work in group to write letters to the director of Thanh Ba post office to describe the quality of the services they have receivedAsk Ss to work in group of 5 Ss to write the satisfaction or dissatisfaction or both using ideas in task 1T goes around the class and offer help.

Pair workSuggested answers:+ The opening hours of the post office:It is too early when closing at 9 p.m. It would be much better if the post office opened until 10 p.m so that customers can have more access to the services.+The quality of the equipmentIt is a well-equipped and reliable address for the postals and telecommunication needs+ The security conditions of the post officeThe parking area of Thanh Ba is not a good and security place( Although the parking area is large, it has no security guards+ The attitudes of the staffThe staff are always helpful and polite to the customers/ the attitude of the staff sometimes seems a bit cold and not very helpful

C. Production (9’)- T asks Ss to exchange their writing

with another student for peer correction

- T goes around and collects mistakes and errors

- Choose one or two descrition and read it/them to the class

- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’attention to the organization

Peer correction- Exchange their writing with another Ss for peer correction.


of ideas and language use.IV. HOMEWORK ASSIGNMENT: (1’)- Rewrite the letter again.- Prepare the next period, unit 9 – Language Focus.V. COMMENTS: .............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 9: THE POST OFFICE Lesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Distinguish the clusters /sp/, /st /, and /sk/- Understand the uses of defining relative clauses and non-defining relative clauses and do exercise correctly2. Knowledge:- Vocabulary:- Grammar/ Structures:- Pronunciation: /sp/, /st /, and /sk/3. Skills: reading, writingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)HandoutT gives Ss some pictures, then give them a crossword puzzles which has the words concern with the pictures. a. b. c.

d. e. f.

S T A T U E


http://images.google.com.vn/imgres?imgurl=http://www.visitingdc.com/images/statue-of-liberty-address.jpg&imgrefurl=http://www.visitingdc.com/new-york/statue-of-liberty-address.asp&h=540&w=371&sz=44&hl=vi&start=1&tbnid=oh5kVI9Tk2HbeM:&tbnh=132&tbnw=91&prev=/images%3Fq%3Dstatue%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://mocoloco.com/archives/dish_book_dec_04.jpg&imgrefurl=http://mocoloco.com/archives/000781.php&h=569&w=468&sz=29&hl=vi&start=23&tbnid=zClmEKDgAeEKOM:&tbnh=134&tbnw=110&prev=/images%3Fq%3Ddish%26start%3D18%26gbv%3D2%26ndsp%3D18%26hl%3Dvi%26sa%3DN

http://images.google.com.vn/imgres?imgurl=http://charlestonsamplers.com/Rice_SpoonBa.jpg&imgrefurl=http://charlestonsamplers.com/RiceSpoons.htm&h=362&w=500&sz=13&hl=vi&start=3&tbnid=1NoHFlXU4dpmwM:&tbnh=94&tbnw=130&prev=/images%3Fq%3Dspoon%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://www.netbanker.com/Images/scanner.jpg&imgrefurl=http://www.netbanker.com/remote_deposit_capture/&h=501&w=747&sz=31&hl=vi&start=2&tbnid=7ncxwVkg5Y5iGM:&tbnh=95&tbnw=141&prev=/images%3Fq%3Dscanner%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://apgar.net/virginia/images/apgar%2520stamp.gif&imgrefurl=http://apgar.net/virginia/Stamp_Article.html&h=400&w=335&sz=67&hl=vi&start=2&tbnid=bIwX8MG6Fx-s2M:&tbnh=124&tbnw=104&prev=/images%3Fq%3Dstamp%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://blog.willamette.edu/stories/images/2005/101/full/Sparrow.jpg&imgrefurl=http://blog.willamette.edu/stories/gallery.php%3Fid%3D2005-101-2&h=421&w=500&sz=44&hl=vi&start=1&tbnid=hhIKCUNwMWD_CM:&tbnh=109&tbnw=130&prev=/images%3Fq%3Dsparrow%26gbv%3D2%26hl%3Dvi%26sa%3DG

T P I N K GA A O S I GM L I O N RP D E A N T

Suggested answers:a. statue b. dish c.spoon e. stamp


A. Pronunciation: (10’)- T reads the words which they have found and introduces the clusters /sp/, /st /, and /sk/Distinguish sounds- T models the three clusters /sp/, /st/, and /sk/ for few times and explains how to pronounce them- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the dialogue- Go around to listen and take notes of the typical errors- Call on some pairs to read the dialogue again and provides corrective feedback

- Individual work, pair work and whole class

- Pair work

B. GrammarA. Presentation (10’)Defining relative clauses and non-defining relative clauses1. Defining relative clauses

SubjectObject possessive

For personFor thing Who/ thatWhich/ that Who(m)/thatWhich/that WhoseWhose/ of which

Ex: The girl who is wearing glasses is my daughter 2.Non- defining relative clauses

Subject Objectpossessive

Whole class- Give examples.Ex: The students who/that come from Japan work very hard

Ex: I like the ruler which my mother bought from China very much

Ex: Is there anything that we must pay attention to?


For personFor thing WhoWhichWho(m)WhichWhoseWhose/ of which

+ Không dùng that thay cho who, whom, whichEx: He keeps asking a lot of questions, which annoys me

B. PracticeExercise 1 (4ms)- Ask Ss to do exercise 1 individually and then compare their answers with another student. - Call on some Ss to read out their answers

Exercise 2 (5’)- Ask Ss to work individually to complete the sentences using who, whom, whose- Call some Ss to say loudly their answers- Lisen and give feedbackExercise 3 (5’)- Ask Ss to do exercise individually and then compare the answer with their partners- Call on Ss to go to the board and do exercise- Ask them to correct if necessary

Exercise 4 (5’)- Ask Ss to do exercise 1 individually and then compare their answers with another student. - Then T calls on some Ss to go to the board and do exercise

Ex: William Shakespeare, who was in Stratford-on-Avon, wrote the play”Romeo and Juliet”

Ex: He told me about Susan, who he just met at the party

Ex: There were a lot of students gathering at the hall, all of whom looked excitedHe was studying all the cameras in the shop, some of which attracted him

Individual workSuggested answers1. A burglar is someone who breaks into the house to steal things2. A customer is someone who buys something from the shop3. A shoplifter is some one who steals from the shop4. A coward /'kauəd/ is someone who is not brave5. A tenant /'tenənt/ is someone who pays rent to live in a house

Individual work and pair workSuggested answers1. who 2. whose 3. whom 4. whose 5. whom

Pair work and individual workSuggested answers1. The man who answered the phone told me you were away2. the waitress who served us was very impolite and impatient3. the building which was destroyed in the fire has now been rebuilt4. the people who were arrested have now been released5. The bus which goes to the airport runs every half an hourIndividual workSuggested answers1. Peter, who has never been abroad, is studying Frech and German.


After finishing ask them to correct if necessary

2. You’ve all met Michael Wood, who is visiting us for a couple of day3. We are moving to Manchester, which is in the north west.4. I’ll be staying with Asrian, whose brother is one of my closest friends.5. John Bridge, who has just gone to live in Canada, is one of my oldest friends.

C. Production (4’)- Ask Ss to work in groups of four and do the following exercise.Complete the sentences with your own words1. My friend knows a man who……..2. I have a friend whose……….3. I returned the book that……….4. The people whose………..5. Do you know Mr Hung, who………….?

- Work in groups of four.- Give the answers in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Do exercise 5 (page 61, workbook).- Prepare next period – Test tourself C.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

TEST YOURSELF CI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- revise all the language skills and grammatical points which they have studied and used in the three units: 7, 8 and 9.- improve their techniques of doing the simple tests.2. Knowledge:- Vocabulary: - Grammar/ Structures: Relative clauses, Conditional sentences.- (Pronunciation): /gl/, /cl/, /fl/, /fr/, /dr/, /Өr/, /fl/, /Өr/.3. Skills: reading, speaking, listening, writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.


III. PROCEDURE:1. Warm-up: (2’)- Ask students something about the test yourself C* Have you prepared it at home?* Have you got any difficulties?2. New lesson:

Teacher’s activities Students’ activitiesA. Listening (10’)- Ask students to read all the sentences first.- Ask students to listen to the tape once.- Ask students to listen again and speak out the statements are true or false .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.

- Look at the book and listen to the task- Understand the task- Read the questions - Listen to the tape- Listen again and say the statements are true or false.- Listen and discuss in groups to find the correct answers:1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i

B. Reading(10’)- Present the task. - Ask Ss to work in groups to compare the answers they have already done to find the correct ones.- Give the correct answers to the class:- Keys:

1. They gather before midnight and select 12 grapes from a large bunch.

2. Because the 12 grapes are symbols of the 12 months of the year.

3. In Iran.4. It lasts for 13 days.

5. They read from the Koran, then all embrace each other and say, “May you live 100 years”.

- Look at the textbook and listen to the teacher- Work in groups to discuss about the passage- Compare their results with the other groups, and then with the keys- Write the answers on the board- Listen to the teacher and correct the answers.

C. Grammar (10’)- Present the task. a/ Activity 1:- Ask students to listen and put a tick in the right box.- Keys: 1. glean, 2. fry, 3. thrive, 4. overthrow. b/ Activity 2:- Ask Ss to join the sentences, using who or which

1. Earth is a planet which can

- Listen to the teacher- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their answers.


support life.2. The book is about a girl who

runsaway from home.3. A dictionary is a book which

gives you the meaning of words.c. 1.b, 2.c, 3.a.D. Writing (12’)- Present the task- Call the students to read the suggested sentences in front of the class.- Check their writings and help them correct the mistakes if they’ve made.

- Students work in groups and practise writing. - Two students go to the board and write.- Give the writings by reading aloud.- Read the writing carefully.- In groups or in pairs. - Compare the results with the other groups- Correct mistakes

IV. HOMEWORK ASSIGNMENT: (1’)- Revise the lesson again.- Prepare next period, unit 10 – Reading 1V.COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 10: NATURE IN DANGERLesson: Reading 1

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:

- identify the main idea

- guess the meaning of words in context2. Knowledge:

- Vocabulary: pollutant (n), decrease (v), extinct (adj), interference (n), co-exist(v)

- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION: 1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (10’) Matching


- Ask Ss to match word-cards with the pictures:

1 2 3

4 5

Suggested answers:1. cheetah 2. panda3. rhinoceros 4. elephant5. tigerLead-in: Today, you will read a passage about the endangerd species.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)- Read the text in silence (p. 114)- Answer the questions+ What do you understand from the facts above?+ What would happen if the habitats were destroyed?

- Introduce some new words+ pollutant (n)+ decrease (v)+ extinct (a)+ interference (n)+ co – exist (v)- Have Ss pronounce new words.

- Listen to questions and give the answers.* Suggested answers:+ The facts above show that the numbers of some wild / rare animals such as cheetahs, pandas and Siberian tigers become small/ extinct.+ The numbers of these animals have become small because they are killed for food, fur or skin.- Copy the words

- Repeat

B. While-reading (15’)Task: Gap-filling - Work individually and fill the suitable


rhinoceros cheetah panda tiger elephant

http://images.google.com.vn/imgres?imgurl=http://gallery.hd.org/_exhibits/natural-science/_more2005/_more03/elephant-African-savannah-drinking-in-waterhole-water-hole-in-Addo-Elephant-Park-Eastern-Cape-South-Africa-1-JR.jpg&imgrefurl=http://gallery.hd.org/_c/natural-science/_more2005/_more03/elephant-African-savannah-drinking-in-waterhole-water-hole-in-Addo-Elephant-Park-Eastern-Cape-South-Africa-1-JR.jpg.html&h=1944&w=2592&sz=2134&hl=vi&start=7&tbnid=u1s0X7I_A3s_QM:&tbnh=113&tbnw=150&prev=/images%3Fq%3Delephant%26gbv%3D2%26hl%3Dvi%26sa%3DG

- Ask Ss to work individially.- Ask Ss to guess the part of speech of the words in the blanks, then fill in the suitable words.- Call on some Ss to give the answers.- Give the feedback.

words into the blanks.* Suggested answers:1. extinct 2. protect 3. decreasing 4. pollutants 5. endangered 6. interference

C. Post-reading (9’)- Ask Ss to work in groups and answer the questions:a. How are people affecting the water supply?b. What have people done to protect animals?

- Work in groups of four and give the answers for the questions.* Suggested answers:a. By using water for industry and agriculture.b. They have:- Set up many organizations- Raised fund- Established national parks- introduced new laws- Built wild life preserves

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Read the passage again and prepare for the last tasks.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 10: NATURE IN DANGERLesson: Reading 2


- identify the main idea

- guess the meaning of words in context2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills:ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (10’)


T shows some pictures of animals and ask them to look at the pictures and answer the questions:

1. What animals can you see in these pictures?2. Where do these animals often live?3. What would happen if their habitats were destroyed?Suggested answers:1. a. A tiger b. A lion c. A bear d. An elephant e. A panda f. A cheetah2. They often live in the forests, zoos or National Parks3. If their habitats were destroyed, animals would die/ the environment would be polluted/the nature would be in danger2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)Vocabulary - Help Ss to learn the vocabulary.+ Species (n) ['spi:∫i:z] loai+ Consequence(n) ['konsikwəns] hâu qua, kêt qua+ To prohibit [prə'hibit]= ban( to prohibit somebody / something from doing something) câm; ngăn câm+ to have a great influence on+ result in+ as the result- Help Ss to pronounce the words.

- Read the words after the teacher.- Note down the words.

B. While-reading (15’)Task 1: Choose the best sums of each paragraph- Ask Ss to work in pairs.- Ask Ss to read each paragraph, then choose the best sums up each paragraph.- Call on some Ss to give the answers.- Give the feedback.Task 2: Answering the questions- Ask Ss to work in pairs.

- Work in pairs and do the exercise.- Give the answers* Suggested answers1. c 2. b 3.a 4. c


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http://images.google.com.vn/imgres?imgurl=http://www.quantum-conservation.org/EEP/Cheetah.gif&imgrefurl=http://www.quantum-conservation.org/EEP/CHEETAH.html&h=386&w=400&sz=127&hl=vi&start=4&tbnid=cfvch_26feMsJM:&tbnh=120&tbnw=124&prev=/images%3Fq%3Dcheetah%26gbv%3D2%26hl%3Dvi%26sa%3DG

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- Ask Ss to read the text again and answer the questions- Call on some Ss to give the answers.

- Work in pairs and do the exercise.- Give the answers* Suggested answers1. Four ways that people change the world are:- 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 condition by cutting down trees in the forests- They are destroying the air by adding pollutants like smoke from factories and fumes [fju:m] khoi, hơi khoi from cars2. The serious consequences of people’s interference with the environment are:- many kinds of rare animals are killed- the environment where these animals are living is badly destroyed- the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct3. Many things have 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.

C. Post-reading (9’)- Ask Ss work in groups of four to discuss why some animals have become extinct.- Ask Ss to present their ideas in front of the class.

Group work* Suggested answers:- people kill animals for fur, skin and

food- people keep animals as pets people

hunt or capture (băt giư)- animals for recreation or

entertainment

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare for the next period – unit 10 - Speaking V. COMMENTS: ....................................................................................................................................................................................................................................................................


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UNIT 10: NATURE IN DANGERLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about nature in danger and the measures for protecting endangered nature.2. Knowledge:- Vocabulary: cultivation (n), discharge (v), discourage (v), capture (v) - Grammar/ Structures:- (Pronunciation):3. Skills: Speaking II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Brainstorming- Ask Ss to list verbs related to destroying and protecting nature

Suggested answers:Destroying nature

Protecting nature

- to hunt- to kill- to burn- to cut

- to keep- to use- to protect- to save


A. Preparing to speak (10’)-Ask students some questions: 1. Why do we call some animals such as tigers, bears, elephants endangered animals ?2. What should we do to protect and

- Listen to the teacher- Answer the questions:1. Because they are hunted or killed in large number that they are in danger of becoming extinct.


Destroying nature

Protecting nature

save them?- Call on some Ss to give the answers.

2. As a student, you should stop eating and killing wild animals.

B. Practice speaking (20’)Task 1- Ask Ss to do Task 1/p.118 in pairs.- Ask Ss to answer the questions:In your opinion, which reason is the most important?- Comment Ss’ answers.

Task 2- Ask ss to match the reason in Task 1 with possible measures for protecting the environment in Task 2. - Explain the way to do the exercise.- Set a model with a studentModel:A: It is said that people are killing animals for fur, skin and food.B: I think killing endangered animals for fur, skin and food should be banned - Go around and help Ss if necessary.- Call on some pairs to act out the dialogue.- Comment on Ss’ conversation.

- Work in pairs and discuss the answers.- Give the answers in front of the class.Suggested answers:A : In your opinion which the reason is the most important?B: I think burning the forests is the most important. Because animal and plants will die, which causes the air polluted.

- Work in pairs to discuss the answers.- Practise based on the model.- Some pairs act out the dialogue in front of the class.Suggested answers:Task 1: Reasons Task 2: Measures

1. killing animals for fur, skin and food.

2. keeping animals as pets.

3. hunting or capturing animals for recreation and entertainment4. cutting down trees for wood and burning the forests

5. using fertilizers and pesticides for cultivation

6. discharging chemicals pollutants into the environment - killing endangered animals for fur, skin and food should be banned- keeping animals as pets should be discouraged- animals shouldn’t be captured for recreation and entertainment- cutting down trees for wood and burning the forests should be banned and planting trees should be encouraged.- decreasing the use of fertilizers and pesticides for farming cultivation.


- discharging chemicals pollutants into the environment should be prohibited.

C. Production (9’)- Ask Ss to work in pairs to state the negative impacts made by people on the environment and suggest measures to protect it.- Go around the class and offer help- Call some pairs to practice- Listen and give feedback

- Work in pairs and discuss the answers.- Give the answers in front of the class.Suggested answers:A : Killing endangered animal for fur , food or skin.B : Killing endangered animal for fur, food or skin should be banned, All kinds of animals and plants should be protected.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a short paragragh about measures for protecting the environment.- Prepare next lesson, unit 10 – Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 10: NATURE IN DANGER Lesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to be aware of protecting endangered nature. 2. Knowledge:- Vocabulary: Scenic features, approximately, devastating, vehicles, maintenance, completely- Grammar/ Structures:- (Pronunciation):3. Skills: ListeningII. PREPARATION:1. Teacher: textbook, workbook, Cd player, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Describe the pictures about Cuc Phuong National Park and ask Ss questions:1. What are the pictures about? They are in the forest or a national park?2. What can you see in the pictures?3. Why do governments set up these places?


Suggested answers:1. It’s about a national park2. We can see trees, plants and animals3. They set up national parks to protect and save endangered amimals.Lead-in: You are going to hear a passage about nationals parks in US.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’)- Ask Ss to name some national parks in Vietnam by seeing the pictures.- Call on some Ss to give the answers.- Give the feedback.

a. b.

b. d.

- Introduce new words+ scenic features (n)+ devastating (a)+ approximately (adv)+ vehicles (n)+maintenance(n)- Explain the meaning and read the words as a model.- Ask Ss to practice reading these words.

- Work in pairs, discuss together to guess which national parks they are.- Give the answers.Suggested answers:a. Cat Ba National Park- hai phongb. Cat Tien National Park –lam dongc. Bach Ma National Park-hued. Phong Nha National Park –quang binh

- Read the words after the teacher.- Note down the words.

B. While-listening (20’)Activity 1: True – false statements


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http://images.google.com.vn/imgres?imgurl=http://www.dalat.gov.vn/web/portals/0/images/cattien4.jpg&imgrefurl=http://www.dalat.gov.vn/web/Tint%25E1%25BB%25A9c/tabid/108/Add/yes/ItemID/875/categories/5/Default.aspx&h=259&w=300&sz=28&hl=vi&start=27&tbnid=XiXD_yGtJ0aaMM:&tbnh=100&tbnw=116&prev=/images%3Fq%3Dcat%2Btien%26start%3D21%26gbv%3D2%26hl%3Dvi%26sa%3DN

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http://images.google.com.vn/imgres?imgurl=http://www.vietlandscape.com.vn/news/images/stories/tour/taynguyen/DakLak.jpg&imgrefurl=http://www.vietlandscape.com.vn/news/content/view/33/&h=300&w=300&sz=37&hl=vi&start=25&tbnid=j-95O4Eu2jeszM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dcat%2Btien%26start%3D21%26gbv%3D2%26hl%3Dvi%26sa%3DN

http://images.google.com.vn/imgres?imgurl=http://www.bachma.vnn.vn/images/BM_summit.JPG&imgrefurl=http://www.bachma.vnn.vn/&h=480&w=640&sz=65&hl=vi&start=1&tbnid=P-Y0WdVRoqx9QM:&tbnh=103&tbnw=137&prev=/images%3Fq%3Dbach%2Bma%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://www4.ttvnol.com/uploaded2/hongsonn/dsc_9710.jpg&imgrefurl=http://vespavn.com/forums/3/7636/ShowThread.aspx&h=480&w=640&sz=75&hl=vi&start=39&tbnid=sJqW6HJq6vu_4M:&tbnh=103&tbnw=137&prev=/images%3Fq%3Dphong%2Bnha%26start%3D36%26gbv%3D2%26ndsp%3D18%26hl%3Dvi%26sa%3DN

- Play the tape/ read tapescript twice- Ask ss to share the answer with their partners- Ask ss to give the answer (if it is false, say why)- get feedback

Activity 2: Multiple choice- Deliver the handouts- Ask ss to read the questions and guess the answer before listening again.- Play the tape / read tapescript- Check the answer key.

- Work in pairs to discuss the answers.- Give the answers in front of the class.Suggested answers:1. T 2. T3. F (Many national parks, not all national praks)4. T 5. T

- Work in pairs to discuss the answers.- Give the answers in front of the class.Suggested answers:1-b, 2-c, 3-d, 4-c

C. Post-listening (9’)Discussion:- Ask Ss to work in groups of 5 to discuss these questions. A secretary from each group will note down Ss' ideas. - Have you ever visited a national park in our coutry? Or Have you ever seen a national park in Vietnam on TV?- What is there in the National park? - Does it have the same problems as the other national parks?- What should we do to protect as the other national parks an What should't we do to destroy them?- Call on one representative from each group to come in the front of the class and presents their ideas. - Ask other Ss to share ideas - Give comments on each group’s answers.

- Work in groups of five to dicuss the answers.- Give the answers in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Based on the information in task 1 and task 2, write a summary about the text. - Prepare next period, unit 10 – Writing.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:


* Handout:Task 2: Multiple choice:1. How many national parks are there in the United States?

a. 50 b. 52 c. 53 d. 552. How many people visit national parks every year?

a. five thousand b. three thousand c. millions of visitors d. billions of visitors

3. Can you name some of the problems which national parks are currently facing?a. Rare animals are killed or hunted for fur, skin and other parts.b. Trees are cut down for wood.c. Devastating fires are caused by careless people.d. All are correct

4. What should be done to protect national parks?a. Increase the number of visitors to earn more money for the parks.b. These problems should be solved graduallyc. Money should be raised for the park’s staff and maintenance of their resourcesd. If there is not enough money, some national parks should be destroyed.

Period: 65th Date of preparation: January 11th , 2012UNIT 10: NATURE IN DANGER Lesson: Writing


- understand the information about Cat Ba National Park

- write a description of a location.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) Guessing game - Show the back of a picture of a National Pak to the Ss. Teacher gives some information about the piture.

1 2

3 4

- Ask Ss to guess what the national park is + It has a lot of tropical forests, beautiful landscapes rare animals + It is in the North- East of Vietnam + it is on an island 20 km east of Hai phong Expectect answer: It is Cat Ba National Park


Lead in: Have you ever been to Cat Ba?If Ss say yes, ask Ss: When did you go? What is Cat Ba like? If Ss say No: Would you like to know some information about Cat Ba ?To day I would like to introduce to you some more information about Cat Ba national park.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’)Pre teaching Vocabulary:1. coastal waters(n): ( drawing) 2. abundant:(adj) = plentiful, more than enough (synonym)3. Ha = hectare 4. stone tool (n): (picture): 5. human bone (n) (picture): Checking Vocabulary: What and where Write 5 words in cirles on the board, ask Ss repeat and then erase words. Ss try to remember what and where each word is then write them again on their correct positions Questions and answers: Pair work - Ask Ss to work in pairs, taking turns asking answer about Cat Ba National Park, using the information in the text book 1- Where is Cat Ba Nationl park ?- Where is it located?- What are the special features of Cat Ba National Park?- How large is it?- What do you know about the animals and plants in Cat Ba National Park ?- What are some of the historic features of the Park?Teacher moves around to give help or do correction Elicit from Ss what they would include

- Listen and repeat the new words.- Write down the words into the notebooks.

- Remember what and where each word is then write them again on their correct positions.

- Work in pairs, take turns asking answer about Cat Ba National Park, using the information in the text book.


in a description of a location :* Outline:1. Location 2. Total area 3. Special features 4. Animals and plants 5. Historic * Useful language: Use simple present B. Practice writing (20’)Writing a description of a location - Ask Ss to write a short desciption of Cat Ba National Park, using following prompts:Cat Ba national Park/ situated/ Cat Ba island. 120 km/ Ha Noi/ 20 km east/ Hai Phong Cat Ba/ The only site/ Vietnam/ endowed/ tropical forests/ coastal waters with sand beaches/ / abundant natural resources/ landscapes/ rare animals/ plants./ It/ cover/ 15,200 ha. Cat Ba/ preserve / 300 species of fish / 40 kinds of animals / 150 birds / 620 plants.Stone tools / human bones / found / island's limestone cave / reveal / people / inhabit / 6,000 years ago.(Teachers can use the writing in the teacher's book on page 103 as a sample)

- Read the prompts carefully and write the description about Cat Ba national park.

C. Production (9’)Peer Correction- When Ss have finished, ask them to exchange their writings and give corrections.- Correct the Ss’ typical mistakes.

- Exchange their writings and give corrections.

IV. HOMEWORK ASSIGNMENT: (1’)- Write the description of Ba Be National Park.Basic facts:Location: Bac Kan Province, Northeast VietnamDistance from Hanoi: about 250 km, 6 - 7 hours driveYear established 1977, as a national park in 1992Area: 10,048 haLake area: 500 haTypical habitats: Freshwater lake, limestone forest, and lowland evergreen forest- Prepare next lesson, unit 10 – Language Focus.V. COMMENTS: .................................................................................................................................


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UNIT 10: NATURE IN DANGER Lesson: Language Focus


- distinguish the difference between the consonant clusters /sl/, /sm/, /sn/, /sw/.

- understand the use of Relative Pronouns with prepositions.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Reading, WritingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Divide the class into 4 groups.- Ask Ss to write the words contain /sl/, /sm/, /sn/, /sw/ in 60 seconds. - Declare the winner with more correct answers.2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’) - Hang on a flipchart of the sounds on the board and introduce the sounds to the Ss. T reads the sounds three times./ sl / / sm / / sn / / sw /

slaveslimsliceslow smartsmellsmokesmile sneezesnookerssnowsnap swingswitchswear

- Listen and repeat after the T.- Read the words individually.


swallow

Repetition:- Ask the whole class to repeat the sounds after the T.- Ask some Ss to repeat the words. The others listen and give remarks if they are pronounced correctly.- Move around to give help.

2- Practise reading aloud the sentences.- Practise reading aloud the dialogue.- Ask Ss to make 5 new sentences which contain as many sounds above as possible.- Ask Ss to write the sentences on the board.- Check and correct the answers.

- Work in pairs and practice the dialogue.- Make sentences containing the sounds /sl/, /sm/, /sn/, /sw/.- Write the sentences on the board.

B. Grammar (29’)1. PresentationRelative Pronouns with prepostitions- Show this picture about the talk between a pupil and a teacher on the board.- Point to the boy and tell Ss: This is Tom. This man is his teacher.Then ask Ss: - Who is Tom talking to ? - He is talking to the teacher.Write on the board:The man is Tom's teacher. Tom is talking to him - Ask Ss: Who can combine these 2 sentences into 1 ? The man to whom Tom is talking is his teacher.- Write some other examples on the board.e.g: + I'll introduce you to the man. I share a flat with him.+ This is the magazine. I talked about it yesterday.- Ask Ss to combine the sentences into one.- Copy these sentences on the board.

- Listen to the T’s guidance.

- Combine the sentences into one.a - Formal:* I'll introduce you to the man with whom I share a flat.* This is the magazine about which I talked yesterday.


a - Formal:* The man to whom Tom is talking is his teacher.b - Informal: * The man whom/who/that Tom is talking to is his teacher.- Elicit the use of relative pronouns with prepositions from Ss.Notes:- A relative 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.- In informal English: the preposition can come after the verb or the object of the verb. We can also leave out the relative pronoun. (Whom is formal and rather old-fashioned. In everyday speech we often use who )

b - Informal: * I'll introduce you to the man whom/who/that I share a flat with.* This is the magazine about which/that I talked yesterday.

C. Practice* Exercise 1:- Ask Ss to work in pairs to do exercise 1.- Give enough time for Ss to do it.- Move around to help if necessary.- Call on Ss to read the sentences aloud . Others listen and give comments.* Exercise 2:- Copy the example on the board, explain how to the exercise and make a model.Example;a- She is the woman. I told you about her. She is the woman about whom I told you.b- The song was interesting . We listen to it last night. The song to which we listened last night was interesting.- Ask Ss to do exercise 2 individually.- Move around to help if necessary.- Ss compare their answers together.- Call on Ss to read the sentences aloud. Others listen and give comments.

* Exercise 1:- Do the exercise individually.- Give the answers infront of the class.Key: 1. whom 2. which 3. whom 4. who 5. that 6. whom 7. which* Exercise 2:- Do the exercise individually.- Give the answers infront of 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 fantasic 5. The picture at which she was looking was beautiful 6. I'll give you the address to which you should write.


IV. HOMEWORK ASSIGNMENT: (1’)- Do exercise 3.- Prepare next lesson, unit 11- Reading 1.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 11: SOURCES OF ENERGYLesson: Reading 1

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to understand moreabout the different sources of energy.2. Knowledge:- Vocabulary: Words related to sources of energy.- Grammar/ Structures:- (Pronunciation):3. Skills: Reading II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Elicit Ss to answer the question:What sources of energy do you know ?

coalwind

oil

natural nuclear

Lead-in: Today we are learning about sources of energy.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’) - Ask Ss to look at the pictures of the sources of energy on page 124 and name them.

Expected answers:+ wind turbine wind power, + solar panel solar energy,+ dam water power


Sources of energy

Pre-teaching vocabulary:1- alternative (adj): that can be used instead of something else2- reserve (n): supply of something that is available to be used in the future or when it is needed3- to exhaust (v): to run out of, to weaken, to empty exhausted4- released (adj): be free5- limited (adj): (situation)eg: We have only 45 minutes for this lesson.We have .................................time for it. Checking vocabulary: Gap - Fill: Prepare a poster beforehand then hang on the board.Ask Ss to work in pairs and fill in each blank with a suitable word from the vocabulary.Gap - fill:1- Six hundred balloons were ..............at the ceremony.2- We are looking for ..............methods of making it.3- Fuel supplies are nearly ...................................... .4- The food in the restaurant is cheap but the rather.................. .5- Our company doesn't have a great .................of capital.

( hydroelectric power)

- Listen and repeat after the teacher.- Note down the words and its meaning.

- Work in pairs and complete the exercise.Expected answers:

1-released 2-alternative 3-exhausted 4-limited 5-reserve

B. While-reading (20’)* Activity: Answering the questionsAsk Ss to read the text silently and answer the pre-questions with a partner.

1- What is our major source of energy ?2- Is this major source limited ? Why ?3- How many sources of energy are mentioned in the text ?4- Which one do you think is the most potential energy of all the alternative sources of energy ?

- Work in pairs and answer the questions.- Give the answers in front of the class.Expected answers:1. Our major source of energy is fossil fuels (oil, coal, natural gas)2. Yes, It is limited. Because our demand is increasing very quickly and fossil fuels will be exhausted within a relative short time.3. The sources of energy mentioned in the text are : Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power .


4. I think solar energy is the most potential energy of all the alternative sources of energy.

C. Production (9’)Discussion:Which of these alternative energy sources is the most feasible in Vietnam ? Why?- Ask Ss to work in groups and take notes their group's ideas.- Mix the group to share ideas.- Ask a representative of each group to come to the front of the class and present their group's ideas.- Give comments on their ideas.

- Work in groups of six to answer the question.- Some representatives from some groups present their ideas in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson, unit11- Reading 2V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 11: SOURCES OF ENERGYLesson: Reading 2

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to understand moreabout the different sources of energy.2. Knowledge:- Vocabulary: Some words related to the sources of energy.- Grammar/ Structures:- (Pronunciation):3. Skills: ReadingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Ask Ss to give the answers for the questions:1.What do you call the group of oil, coal, natural gas?2.What do you think about fossil fuels?3.What should we do to preserve them?


4.What energy can replace fossil fuels?Suggested answers:1-Fossil fuels2-They are available but they are going to be -exhausted in the future3-We should find new sources of energy which can replace them4- They are geothermal heat, wind energy, water energy, nuclear power, solar energyLead-in: Today, you will learn more about the alternative sources of energy.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’) Pre-teach some vocabulary.Hydroelectricity (n) [haidrouilek'trisiti] thuy điênFossil fuel (n) Geothermal heat [,di:ou'θə:məl hi:t]Windmill(n) ['winmil]Plentiful(a) ['plentifl]Infinite(a) ['infinit]Potential(a) [pə'ten∫l]- Help Ss to pronounce them correctly.

- Listen and repeat after the teacher.- Note down the words.

B. While-reading (17’)Write down the advantages and disadvantages of each alternative sources of energy.- Ask Ss to read passage again and complete the table.- Call on some Ss to write their answers on the board.- Comment on Ss’s answers and give the feedback.

- Work in pairs to discuss the answers.- Give the answers in front of the class.Suggested answers:Sources of energy

Advantage(s) Dis dvantage(sNuclear power unlimited

dangerousSolar energy Plentiful, clean infinitve, safe Possible during the day timeWater power Clean &unlimited

expensiveWind power Clean &unlimited No wind no energyGeothermal heat avialable

Possible in some places

C. Post-reading (12’)Gap-filling- Ask Ss to complete the summary of

the reading passage by filling each blank with a suitable word from the box

- Work in pairs to discuss the answers.- Give the answers in front of the class.Suggested answers:1. energy 3. fuels 5. alternative 7. unlimited


- Call on some Ss to stand up and speak out their answers.

- Listen and give feedback.

2. one 4. limited 6. sources 8. environment

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson, unit 11- Speaking.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 11: SOURCES OF ENERGYLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about advantages and disadvantages of source of energy as well as express their own ideas about alternative source of energy.2. Knowledge:- Vocabulary: - Grammar/ Structures:- (Pronunciation):3. Skills: SpeakingII. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Game: Bingo- Give the game rule: “You each are having a piece of paper in which there are 10 words. I will read 5 words. If you see the words in your piece of paper . Put a tick next to it . The winner is the person who has 5 words ticked”.Handout:

Hydroelectricity Solar energyFossil fuel Geothermal heat WindmillWater powerPlentifulInfiniteWind powerPotential


Nuclear powernswers:

- Declare the winner with the 5 correct answers. - Ask some questions to elicit the lesson: + How many sources of energy are mentioned in the text reading? What are they? + Who can tell me about the advantages and disadvantages of these sources of energy ?- Lead-in: To day , We are going to talk some more about the advantages and disadvantages of these sources of energy ?2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’) Task 1- Ask students to read about the advantages and disadvantages of using alternative sources of energy- Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy- Call on some students to give their answer in front of the class- Listen to students and correct mistakes

-Do the task 1 in pairs.-Work in pairs and order the causes, explain their order.

- Work in groups- The students are called stand up and tell loudly

B. Practice speaking (20’)Task 2- Ask students to list the advantages and disadvantages of using alternative sources of energy in the task 2-Useful expressions :I think that……………Why do you think/believe so?It is ----------However,---------- Let them work in pairs.- Walk around and help them if necessary.- Ask some students to stand up to talk again loudly- Listen and correct mistakes.

- Look at student’s book.- Listen to the teacher.- Work in pairs to list the advantages and disadvantages of using alternative sources of energy - Some pairs act out the answers in front of the class.

C. Production (9’)


Sources of energy

Nuclear power

Geothermal heat

Wind power

Solar energy

Water power

Task 3- Ask students to close books- Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task 2 - Walk round and help them- Let them work in groups- Ask some students to stand up and tell loudly- Listen and correct mistakes.

- Work in groups- The students are called stand up and tell loudlythe ideas in task 2Suggested answers:A : I think that more people will use the solar energyB: Why do you think so?A: Because it’s available , unlimited and easy to use.C: But it’s expensive and we can only have it at a specific time of the year…

IV. HOMEWORK ASSIGNMENT: (1’)- Write a paragraph about your belief on the increasing use of alternative sources in the future.- Prepare next lesson, unit 11-Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 11: SOURCES OF ENERGYLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know about source of energy.

2. Knowledge:- Vocabulary: - Grammar/ Structures:- (Pronunciation):3. Skills: Listening II. PREPARATION:1. Teacher: textbook, workbook, chalk, CD, CD player.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (3’)Pick out the odd one from the following words and explain why.The sun, the air, the land, the ocean, the houseAnswer: The house. Because the other words can be sources of energy.2. New lesson:



A. Pre-listening (6’)- Pre-teach some vocabulary.Ecologist(n) nha sinh thai hocFertilize(v) ['fə:tilaiz] lam cho phi nhiêu; lam cho mau mơ (đât)Source (n): NguồnUnlimited (a) Vô hạn Renewable (a) Có thể tái sử dụngFossil fuels (n): Các năng lượng hóa thạch.

- Listen to the teacher and repeat.- Note down the words.

B. While-listeningYou are going to hear a monologue about the importance of some vital natural resources.Task 1 (15’)- Before listening, ask Ss to read through the statements to understand them and underline keys words.- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catchTask 2 (10’)Ask Ss to work in pairs to read though the passage and guess the missing words- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch.

Individual work- Listen to the CD and choose the best answers.- Give the answers in front of the class.Answers:1. D 2. C 3. D 4.A 5. C

Individual work- Listen to the CD and fill the answers into the blanks.- Give the answers in front of the class.Answers:1. unlimited 2. atmosphere3. may 4. gases 5. amount

C. Post-listening (10’)- Ask Ss to decide which group these souces of energy belong to - renewable or nonrenewable.

- Work in groups of four.- Discuss and give the answer.Answers:+ Renewable: Geothermal heat, Solar energy, Wind energy.+ Nonrenewable: Coal, Petroleum, Oil, Gas.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson – Unit 11: Writing.


V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 11: SOURCES OF ENERGYLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to learn how to write descriptions of a chart. 2. Knowledge:- Vocabulary: Words related to the sources of energy. - Grammar/ Structures:- (Pronunciation):3. Skills: Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Ask students to keep book close. - Give them handout with a table of information.

Students in class 11A Quantity Boys 25Girls 15

- Ask them to work in pairs to transfer the table into a pie chart.- Check and explain them to the class.

Lead-in: In order to understand them we learn how to interpret and compare date described in chart form and write a report of the data analysis.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’)Task1- Ask student to read the hand-out with a description of a pie chart and discuss

Read the prompts- Ask the teacher if necessary - Work in groups and answer the


the organization and other characteristics of the description- Explain some new words- Ask Ss to answer the questions.1. How many parts are there in the description? What are they?2. What does the first part tell you?3.What language items should you pay attention to in the second part?4.What does the last part tell you?- Let them work in groups.- Walk around, check and help students.

questions. - Useful language:+ make up less than...percent+ the most+ adj, the second most +adj+ The chart shows that………+ make up the largest/ smallest/ proportion/ amount contribute the larges……Key: 1. 117 2.coal 3.smallest

-Work in pairs and analyze the chart-Give answers.

B. Practice writing (19’)Task 2- Ask students to work in pairs to analyze the chart using the following questions.+ What does the chart show?+ What is the general trend of the chart?+ Which consumption has the largest energy Which comes second?+ Which consumption has the smallest?+ Where does most of the world consumption ?- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description- Walk round and help students.

- Work individually to write the description of the chart, using the sentences given in the book to begin their description.

C. Production (10’)- Give suggestions and correction.- Ask students to read their profile. - Ask some students to read loudly their description- Correct mistakes and mark.

- Some students read loudly their products in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Rewrite the the description again.- Prepare next lesson, Unit 11 – Language focus.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date:


Teaching date:UNIT 11: SOURCES OF ENERGYLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- distinguish the clusters /Sr/ -/spl/- / spr/ and pronounce the words and dialoguecontaining these clusters correctly. - use relative clauses replaced by participles and to infinitives correctly and

appropriately. 2. Knowledge:- Vocabulary:- Grammar/ Structures: relative clauses replaced by participles and to infinitives. - (Pronunciation): /sr/ -/spl/- / spr/ 3. Skills: Reading, Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)Activity 1:Listen and repeat - Read loudly then ask students to repeat- Introduce : /sr/ -/spl/- / spr/- Correct pronunciation for the studentsActivity 2: Practise these sentences- Read the sentences loudly- Ask students to repeat- Correct pronunciation for students.

- Repeat the words in chorus then individually.

- Listen to the teacher then repeat in chorus then individual

B. Grammar (34’)Activities 1: Presentation Relative clauses replaced by participles- Write some sentences on the board .+ The man who spoke to John is my brother The man speaking to John is my brother+ The sport games, which were held in India in 1851,were the first Asian Games The sport games held in India in 1851 was the first Asian Games+Yuri Gagarin was the first man who flew into space Yuri Gagarin was the first man to fly into space-Ask students to comment on the use of relative clauses replaced by participlesActive Ving phrase

- Listen to the teacher- Write down in their notebook- G ive answers :The same in meanings in different structures

- Give some examples

Listen and write down


Passive Ved/Vpp phrase-The first/the last+ to infinitives phrase-Help students to use of them-Ask some students give some similar examples- Introduce exercises to the studentsActivities 2: PracticeExercise 1: - Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give mark

Exercise 2 - Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually- Check, correct mistakes

Exercise 3: - Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and mark.

- Listen to the teacher and do exercise 1Key: 1,…..playing…A2,…coming….3….researching….4…..surrounding….5…overlooking…

- Listen to the teacher and do exercise 2-Keys :1,….presented….2….built….3…..published….4…..conducted…5….sponsored…… - Listen to the teacher

-Do the exercise 3Key: 1….to reach….2, ….to leave….3…..to see…4,…to be killed…5,…to catch…..

IV. HOMEWORK ASSIGNMENT: (1’)- Do the exercises again.- Prepare next lesson – Test yourself D. V. COMMENTS: ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

TEST YOURSELF DI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Check themselves their skills in reading, speaking, listening, writing- Improve their knowledge through the test yourself.


2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening, Reading, Writing.II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (2’)- Ask students something about the test yourself D* Have you prepared it at home?* Have you got any difficulties?2. New lesson:

Teacher’s activities Students’ activitiesA. Listening (10’)- Ask students to read all the sentences first- Ask students to listen to the tape once.- Ask students to listen again and complete the sentences .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.- Keys: In the teacher’s book.

- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the right sentences.- Listen and discuss in groups to find the correct answers.

B. Reading (10’)- Present the task: - Ask pupils to work in groups to answers the questions.- Give the correct answers to the class:- Keys: In the teacher’s book.

- Look at the textbook and listen to the teacher- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups. - Write the answers on the board.- Listen to the teacher and correct the answers.

C. Grammar (10’)- Present the task: a/ Ask students to listen and put a tick in the right box.

- Keys: 1. sneeze, 2. smash, 3. shrimp,

4. spread.b/ Give the correct form of verbs.

- Keys: 1. living, 2. ringing, 3. to leave,

- Listen to the teacher- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their answers.


4. to drink, 5. invited, 6. to blown. D. Writing (12’)- Present the task: - Call the students to read the suggested sentences in front of the class.

Check their writings and help them correct the mistakes if they’ve made.

- Students work in groups and practise writing. - Two students go to the board and write.- Give the writings by reading aloud.- Read the writing carefully.- In groups or in pairs. - Compare the results with the other groups- Correct mistakes.

IV. HOMEWORK ASSIGNMENT: (1’)- Study all the lessons (unit 9, 10, 11) again. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION UNIT 9, 10, 11I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise the knowledge learnt in unit 9, 10, 11.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills:II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Exercise 1 (15’)1. This hotel has got a very ……….kitchen.A. spacious B. spaceC. spaceship D. spacing2. A ……is someone who sells meat. A. baker B. butcher

- Do the exercise 1 individually.- Give the answers in front of the class.Answers1. A2. B3. A


C. chemist D. shopkeeper3. A person who sells flowers is called a ………. A. florist B. farmerC. vegetarian D. biologist4. We call a man who delivers the mail a …………A. newsman B. mailboxC. mailman D. officers5. We’d like to buy the house……..overlooks West Lake.A. who B. whoC. where D. which6. The woman………daughter Jack loves is very kind.A.whose B. whoC. whom D. which7. The letter………. she received this morning is from the USA. A.whose B. whoC. whom D. which8. I don’t know the girl…….is wearing a long blue dress.A. whom B. whoseC. which D. who9. Would you mind …… this parcel to Mr.Brown, please?A. send B. sendingC. to send D. sent10. I would like to have my mails and newspapers……..early in the morning.A. deliver B. deliveryC. delivered D. to deliver

4. C5. D6. A7. D8. D9. B10. C

B. Exercise 2 (15’) 1. Has she bought the dress………?

A. that she is fond inB. which she is fond of

C. who she wants to give toD. which you made of

2. My father is the man…………A. who I belive of B. whom I belive inC. whom I belive into D. that I belive at3. The man………is the headmaster of that school.

A. who I am introduced B. to who I am introduced

- Do the exercise 1 individually.- Give the answers in front of the class.Answers1. B2. B3. D4. B5. C6. B7. C8. A


C. whom you are introduced about D. to whom I am introduced4. There are a lot of species of being in the ………world.

A. alive B. livingC. live D. lived

5. Human being have great………on the rest of the world.

A. focus B. attentionC. influence D. attraction

6. Some snakes lay eggs, but others give birth to live……….

A. pesticide B. offspringC. species D. survival

7. Some chemical………which farmers use to make the soil reacher can pollute our environment.

A. medicines B. elementsC. fertilizers D.

proportion8. Farmers use ……….to kill insects that devastate their crops.

A. pesticides B. toothpaste C. cheese D. plumsC. Exercise 3 (14’)1. Oil, coal and natural gas are ……..

A. nuclear energy B. fossil fuels C. plentiful D. infinite2. We try to make full use of our local……….

A. ecology B. potential C. economics D. geothermal3. Scientists have done researches on ……. activities of the world’s volcanoes.

A. sport B. ecological C. geothermal

D. geodetic4. Vietnam is rich in ….. such as coal, apatite, bauxite, etc.

A. natural resources B. seasC. land

D. fish5. Some people think nuclear power is the only real……..

A. alternation B. energetic

- Do the exercise 1 individually.- Give the answers in front of the class.Answers

1. B2. B3. C4. A5. D6. D7. C8. B


C. alternative D. fossil fuel6. Do you know the girl ……..a long white dress?

A. wears B. to wearC. wear D. wearing

7. The house……….40 years ago is still in good condition.

A. which built B. to build C. built D. building8. I like the food…………by my mother.

A. was cooked B. cooked C. which cooked D. cooking14. Linda was the last student……….at the oral exam.

A. to be asked B. asking C. asks D. to ask

15. The man…… .the bank is a millionaire.

A. is entering B. enteringC. to be entered D. enters

IV. HOMEWORK ASSIGNMENT: (1’)- Get ready for the 45 minute-test in the next period. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

FORTY FIVE MINUTE TEST No 3I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to :- Do a test to revise the knowledge in unit 9, 10, 11.2. Knowledge:- Vocabulary: Words in unit 9, 10, 11.- Grammar/ Structures: + Defining relative clauses.+ Defining relative clauses.+ Relative pronouns with prepositions.


+ Relative clauses replaced by participles and to infinitives.- Pronunciation: /sl/, /sm/, /sn/, /sw/, /sr/, /spl/, /spr/.3. Skill: Doing the test.II. PREPARATION:1. Teacher: textbook, workbook, tests, chalks.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson: (44’)A. The matrix of the test

Unit

Total Recognition Comprehension

Application

LowHigh

MC W MC W MC W

9

- Periods: 5- Sentences: 11

- Marks: 3,25

- Sentences:+ Pronunciation: 2+ Vocabulary: 1

- Marks: 0,75

- Sentences:+ Speaking: 6

Marks:1,5

-Sentences: + Grammar: 2

- Marks: 1

10

- Periods: 6-Sentences: 10- Marks: 3



- Sentence:+ Grammar: 1- Marks:0,25

-Sentences:+ Writing: 2

- Marks: 1

11

- Periods: 6-Sentences: 9- Marks: 3,75



-Sentences: + Writing: 2- Marks: 1

B. The test

I. Choose one word whose underlined part is pronounced differently. (1.25 M)1. A. population B. commune C. punctuality D. stimulation2. A. dissatisfaction B. spacious C. fasimile D. telegram3. A. pesticide B. city C. centre D. campaign

4. A. plenty B. energy C. only D. hydropower 5. A. heat B. nuclear C. bean D. cleanII. Match the saying/questions in A with the responses in B (1.5 M)

A B Answer1. Could you send this document to my office by fax ?2. Thank you for the nice present. 3. Excuse me!4. How much is monthly fee?

A. Your’re welcome.B. I would like to make a phone call, please.C. It is thirty thousand dongs.D. Yes? What can I do for you,

1. ____2. ____3. ____4. ____5. ____


5. Good morning, sir. What can I help you?6. Can I give you some more coffee?

Madam?E. Certainly!F. No, thanks.

6. ____

III. Choose the best option to complete the following passage. (1 M) Life on earth could not exist if there (1) ____ any plants. Both human beings (2) ______ animals need plants for food and oxygen. The bread we eat and the juice we drink for breakfast, and even the blue jeans we (3) ____ every day are all taken from plants. Therefore, we can say for sure that plants provide us with nearly everything we need for (4) _____.1. A. was B. weren’t C. are D. have been2. A. nor B. or C. and D. but3. A. watch B. wash C. try D. wear4. A. survival B. survive C. survived D. survivorIV. Choose the word or phrase – A, B, C, or D - that needs correcting (1.25 M)1. The vegetables to sell in this supermarket are grown without chemicals.

A B C D2. The man to speak to Mary is my brother. A B C D3. He is the last person be killed in that way. A B C D 4. All fossil fuels are renewable resources that cannot be replaced after use. A B C D5. That is the hotel at whom we stayed last night. A B C DV. Complete the following sentences. (1 M)

1. There / be / many kinds / animals / plants / Cat Ba National Park .---------------------------------------------------------------------------

2. We / have / something / tell / you / your post office.--------------------------------------------------------------------------- VI. Rewrite the following sentences without changing the meaning of the original ones.(2 M)1.The man was our new geography teacher. We were speaking to him in the schoolyard.The man …………………………………………. (Use relative clause)2. New Zealand was the first country that gives women the vote. New Zealand ……………………………………. (Use to- infinitive)3. The young lady who is talking to the police officer is a famous fashion model. The young lady…………………………………… (Use V-ing)4. The birthday party was too noisy. We went to it last night. The birthday party ………………………………… (Use relative clause)


VII. Read the passage and answer the questions. (2 M)In many parts of the United States, large areas of land have been made into national parks to protect and preserve the natural beauty of land. National parks usually contain a variety of scenic features, such as mountains, caves, lakes, rare animals, and plants. Today, there are 52 national parks in the United States, covering approximately 3 percent of the total land area of the country. National parks are all open to the public and have millions of visitors each year. Many national parks, however, are in danger of being destroyed. Rare animals in national parks are killed for fur, skin, or other parts. Trees are cut down for wood. Large areas of national parks also experience devastating fires caused by careless people. The increasing number of visitors is harming the parks due to the pollution from their vehicles. If these problems are not solved immediately, and if there is not enough money for the park’s staff and maintenance of their resources, many national parks will be completely destroyed.1. What do national parks protect and conserve?----------------------------------------------------------------------2. How many national parks are there in the United States?----------------------------------------------------------------------3. How many people visit national parks every year?---------------------------------------------------------------------4. Are national parks being in danger of destroyed?--------------------------------------------------------------------IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next period, unit 12 - Reading V. COMMENTS:............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 12: THE ASEAN GAMESLesson: Reading

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know some information abour the Asian Games.2. Knowledge:- Vocabulary: Words related to the Asean games. - Grammar/ Structures:- (Pronunciation):3. Skills: Reading II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:


1. Warm-up: (5’)- Ask Ss to look at the pictures in textbook (page 136) and answer the questions.1. What sport do you see in the pictures?2. Which one do you like to play? Why?3. In which sports events are these sports competed?Answers1. They are : volleyball, basketball, table tennis, rugby, hockey, tennis, football, wushu, bodybuilding.2. I like to play………, because it makes me healthy. 3. In Sea Games and Asian Games. 2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)- Ask Ss to answer the questions.1. How often are the Asian Games held?2. How many countries participated in the 14th Asian Game?3. What sport do you think are the strongest of Vietnam?Give feedback2. Preteaching new words- Provide some new words+ intercultural knowledge: kiến thức liên vhoa+ solidarity (n): sự đoàn kết+ to promote: tăng cường, thúc đẩy+ aquatic sport (n): tt dưới nước+ rugby(n): bong bầu dục+ squash: bong quần- Ask Ss to listen and write.- Read aloud the new words- Have Ss listen and repeat

- Work in pairs to answer the questions.Answers1. Every four years. 2. 42. 3. Wushu, body building

- Listen and repeat the words.- Note down the words.

B. While-reading (20’)Task 1: Gap – filling- Choose the words in the box fill in the blank with a suitable- Call one to read the title - Guide them to do- Offer to help- Read the sentences1. The hotel has special facilities for disabled athletes- Give feed back

Task 2: Complete the table- Call one read the title and fill in the table

- Work in pairs read the text again to choose- Keys:1. facilities2. aquatic3. enthusiasm4. effort5. advancing6. appreciated

- Whole class to work* Answers:2. the 2nd Asian Games in Manila, The


- Example1. 1951- Guide them to do - Read the text again- Offer to help- Give feed back

Task 3: Q&A- Answer these questions- Guide them to answer- Go round to help- Give feed back

Philippines in 19543. 19584. Squash, rugby, facing and mountain biking5. 2002

- Whole class to work

1. The purpose of the Asian Games is- to develop intercultural knowledge and friendship within Asia- To gather young Asian people together to compete. - To test strength and sport skills. 2. The improvements of the 14th Asian Games- the number of participants has been increasing. 3. They won the gold medals in bodybuilding, billiards and women’s karatedo at the Games in Busan, Korea.

C. Post-reading (9’)- Ask Ss to talk about of the sports in which Vietnamese athletes have won medals at Asian Games.

- Work in pairs and give the answers.AnswersBody building , wushu, women football, karatedo, ….

IV. HOMEWORK ASSIGNMENT: (1’)- Write a summary about the history of the Asian Games.- Prepare next lesson, unit 12 – Speaking.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 12: THE ASIAN GAMESLesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- talk about the Asian Games.- talk about the sports results of the Vietnamese athletes at 14th Asian Games.


2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Speaking II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Use the suggested to write these sentences1. 14th /were/ the/ where/ Asian /held/ Games/ when /and?2. Countries/ in/ how / the/ part/ many/ took/ games?3. were/ at/ Games/ sport /many/ completed/ how/ the?Answers:1. When and where were the 14th Asian Games held?2. How many countries took part in the Games?3. How many sports were completed at the Games?2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’) - Ask Ss to work in pairs and answer the questions.- Call some pairs to ask and answer in front of the class.

- Work in pairs to ask and answer. Suggested answers 1. in 2002 in Korea.2. 44 countries3. 38

B. Practice speaking (20’)Task 1- Help Ss to remind how to read the ordinal numbers , years and names of the countries- Deliver some different handouts to practice asking and complete some information (page 200)-Set model - Ask Ss to practice in pairs.- Go around to help and check- Check in front of class.

Task 2- Set the scene (poster)Information the numbers of medal gained in the 14th Asian Games (page 211)Set model-Go around to help and check-Check in front of class

- Work in pairs to make the dialogue.Model dialogueA: When and where were the 1st Asian Games held ?B: in 1951 in India.A : How many countries took part in the Games ?B : elevenA :How many sports were completed at the Games ?B : six

- Work in pairs to make the dialogue.Model dialogueA: In which sport did Vietnamese athletes win medal.B : Bodybuilding, billards, Karatedo, shooting, wushu.A :How many medal did they win ?


B : 10A: : In which sport did Vietnamese athletes win 2 gold and 1 bsonze medalsB : Karatedo

C. Production (9’)* Take turns talking about the sports results of the Vietnamese athletes at 14th

Asian Games.- Give the suggested questions1.When and where were………?2. How many countries ………?3. How many sports …………?4.Which sports did …………?5.How many medals …………?-Go around to help and check-Call one or two groups to check in front of class.

- Work in groups of four to talk about the sports results of the Vietnamese athletes at 14th Asian Games.- Each representative acts their talk in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a short paragraph about the sports results of the Vietnamese athletes at 14th Asian Games.- Prepare next lesson, unit 12 – Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 12: THE ASIAN GAMESLesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know more about the sports and some sportsmen. 2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)


Ask and answer the following questions:1. What are name of these sports? a. b.

c. d.

2. Have you ever watched sports like these on television?3. Which sport do you like best? Why?- Ask Ss to work in pairs to ask and answer the questions- Go around check and offer help- Call some pairs of Ss to stand up and practice asking and answering the questions.Answers: 1. a. long jumpb. high jumpc. gymnasticsd. weightlifting2. yes, I have3. I like the running, because ……2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’)-Elicit the words given: + coming live+ land+ freestyle+ bar+ gynasium+ gymnast- Help Ss to readand repeat.-T asks Ss to tell the meaning of these words if they have difficulty, T helps them.-T lets Ss guess what the listening text is about.

- Listen and repeat after the teacher.- Guess the meaning of the words.- Note down the words.

B. While-listening (20’)Task 1: -Ask students to listen to conversations- Listen to each pair- Let students listen for three times-Check the answer in front of the class

-Listen carefully- Work individually- Give correct answers.Answers1 2 3 4 5


http://images.google.com.vn/imgres?imgurl=http://z.about.com/d/esl/1/0/e/2/longump.gif&imgrefurl=http://esl.about.com/od/engilshvocabulary/ig/Visual-Dictionary---Sports/Long-jump.htm&h=394&w=480&sz=23&hl=vi&start=4&tbnid=NSSjtY5EYMp5HM:&tbnh=106&tbnw=129&prev=/images%3Fq%3Dlong%2Bjump%26gbv%3D2%26ndsp%3D18%26hl%3Dvi%26sa%3DN

http://images.google.com.vn/imgres?imgurl=http://www.pch.gc.ca/special/jeux2005/place-time/photos/images/2005-12-16/2005-12-16_01.jpg&imgrefurl=http://www.pch.gc.ca/special/jeux2005/place-time/photos/12-16_e.cfm&h=367&w=450&sz=67&hl=vi&start=9&tbnid=_2PQ1KOfY4PuqM:&tbnh=104&tbnw=127&prev=/images%3Fq%3Dhigh%2Bjump%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://z.about.com/d/esl/1/0/V/2/gymnastics.gif&imgrefurl=http://esl.about.com/od/engilshvocabulary/ig/Visual-Dictionary---Sports/Gymnastics.htm&h=379&w=490&sz=6&hl=vi&start=10&tbnid=GpDLCankYSgYVM:&tbnh=101&tbnw=130&prev=/images%3Fq%3Dgymnastics%26gbv%3D2%26hl%3Dvi%26sa%3DG

http://images.google.com.vn/imgres?imgurl=http://z.about.com/d/esl/1/0/C/2/weightlifting.gif&imgrefurl=http://esl.about.com/od/engilshvocabulary/ig/Visual-Dictionary---Sports/Weightlifting.htm&h=311&w=490&sz=8&hl=vi&start=1&tbnid=X7F_zJ4J0qRt0M:&tbnh=83&tbnw=130&prev=/images%3Fq%3Dweightlifting%26gbv%3D2%26hl%3Dvi%26sa%3DG

as a whole-tick in the right column that best reflect their answer- Go around and remarkTask 2:- Ask students to listen again and answer the questions- Let students read the questions first and quickly- work in pairs- Let students listen again 3 times and ask them to discuss in groups to answer the questions.

C A B B D

-Listen to the dialogue and then work in groups and give their answers.Answers1. It was at 10. 15 p. m.2. They have won 6 gold medals.3. He has participated in the long jump 2 times.4. High Jump was the last sports event mentioned in the report.5. He looked very disappointed.

C. Post-listening (9’)- Have students sit in groups and talk about a famous athlete they know. - Go around and help if necessary. - Call on some students to tell the class again. -Give comments.

- Work in group and discuss the answer.- Each presentative from each group presents their answers in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare next lesson, unit 12 – Writing.V. COMMENTS: .............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 12: THE ASIAN GAMESLesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know how to describe the preparations for the coming Asian Games.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)


-T asks Ss to work in groups. T gives Ss some letters and asks them to arrange the letters into the meaning words.IUDLB, GRAEDPU, ENWID, TISEVERAD, RUITECR, LDHO -T asks Ss to stick their words on the board.AnswerBuild, Upgrade, Widen, Equip, Advertise, Recruit, Hold. -T introduces the new lesson.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’) -T asks Ss to work in pairs to match a word in A with a line in B to find out the meaning of new words.1.to upgrade

2.to promote

3.to recruit a. to advertise sth in order to make it popular.b. to find new people to join an organization.c.to change something so that it is of a higher standard.

Checking vocabulary: Vietnamese equivalents-T asks Ss to look at some activities suggested in the box, the sample writing and elicits some useful language from Ss. T copy on the board.

- Work in pairs and give the answers.Answer1. c 2. a 3. b

- Give the useful language.*Useful language: Sequence adverbs:- First/ Firstly/ First of all…-Then…., Next…., After that…., Finally…. *Structure: -need to be + V(pp) = need + V-ing -have to + inf.Example: The national stadium needs to be upgraded.

B. While-writing (20’)1. Writing sentences.- T asks Ss to use the information in the box and write a meaningful sentences, combining the verb in column 1 with the phrases in column 2. (page 143)-T moves around to give help.-T asks Ss to compare their answers.-T asks Ss to write their sentences on the board. -T gives some comments or corrections. 2. Writing a composition:-T asks Ss to work in groups of four to write a paragraph about 120 words to describe the preparations for the coming

- Write the sentences based on the cues.*Some suggested sentences:-One more National stadium needs to be built.- National sports centers and local stadium needs to be upgraded because they are not in good conditions.-We have to build more hotels and guest houses with modern facilities to welcome foreign athletes and visitors.

- Work in groups and write the composition.Sample writing:


Asian Games in Vietnam.-T moves around to give help if necessary.-T gives Ss the limited time.-T asks Ss to exchange their writing to correct the writings.-T asks Ss to give comments on other's writing.

To prepare for the coming Asian Games, we will have a lot of things to do. First of all, we will build one more National Stadium, some sports buildings and car parks. The National Sports Centres and local stadiums are not good condition so they need upgrading. And we will widen the training areas the roads and the sports buildings. Then we will have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. The hotels should also have special service for disable athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and television. Finally we need to recruit volunteers to serve the Games- These people should be university teachers and students with good English. One more important thing is that we will have to hold a competion to choose and official music for welcoming the Asian Games.

C. Production (9’)DiscussionImagine Vietnam is going to hold the coming Asian Games . What should we do to meet the need of modern facilities for the Games.-T asks Ss to work in groups to talk about the preparations for the next Asian Games.-T mixes the groups to share ideas.-T asks Ss to give their group's ideas in front of the class.

-Work in groups.- Some Ss practise to the class. The others listen and comment.Cues1. What will your country do first?2. Why will we have to upgrade the National Sports Centres and stadiums?3. What about the training areas and the roads?4. What will we have to equit 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?

IV. HOMEWORK ASSIGNMENT: (1’)


- Rewrite the composition at home.- Prepare next lesson, unit 12 – Language focus. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 12: THE ASIAN GAMESLesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Distinguish the clusters /str/, /skr/, and /skw/. - Pronoun the words and sentences containing these clusters correctly. - Be consolidated relative clauses do exercise correctly. - Understand about omission of relative pronouns.2. Knowledge:- Vocabulary: - Grammar/ Structures: Relative clauses - Pronunciation: clusters /str/, /skr/, and /skw/ 3. Skills: Reading, Speaking II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Handout:Listen carefully and make a cross (X) at the sound you hear.

/str/ /skr/ /skw/123456789

10T reads aloud the words which have the clusters /str/, /skr/, and /skw/1. squire ['skwaiə] đia chu, điên chu2. scram [skræm] (tư long) cut nhanh!, xeo!3. squeak [skwi:k](v,n) rit lên


4. straight [streit]5. scroll [skroul]6. strict [strikt]7. squeal [skwi:l](n,v) kêu re lên, thet lên8. stress [stres]9. scrunch (v) nghiên (răng)10. straw Answers

/str/ /skr/ /skw/1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X


A. Pronunciation (10’) Distinguishing the sounds- T models the clusters/str/, /skr/, and /skw/ for a few times and explains how to pronounce them- Play the tape once for Ss to hear the words containing these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T)- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation

Practicing sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the sentences- Call on some pairs to read the sentences again and provides corrective feedback.

-Listen to the teacher

- Read aloud in chorus first ,then read individually

- Work in pairs to practice reading the sentences.


- Some Ss read the sentences aloud in front of the class.- Underline the words with the sounds and write / str/ and /skr/ and/ skw/

B. Grammar (19’)1. Presentation Relative clauses (revision)Setting the sceneT: Do you know the man?T: The man whom you met in the street yesterday T: So the man you met yesterday is your cousin- T gives some examples for Ss to do.EX1: - I enjoy the book which / that you lent me yesterday.EX2: - The school which I used to go to is very big.- The school to which I used to go is very big.2. PracticeExercise 1- Ask Ss to work individually and then ask them to read loudly before classListen and give feedback

Exercise 2- Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun.- Ask Ss to work individually and then ask them to read loudly before class- Listen and give feedback

Exercise 3

- Listen to the example and give a definition.Definition- A relative pronoun in defining/ restrictive relative clauses can be omitted if it is Object of the verb.- A relative pronoun in defining/ restrictive relative clauses can be omitted if it is Object of the preposition and the preposition stands at the end of relative clause.Answers I enjoy the book you lent me yesterday. The school I used to go to is very big.

- Work individually and give the answers in front of the class.Answers1. Have you found the bike you lost?2. Most classmates he invited to….3. The short stories John told were….4. The dictionary I bought yesterday is..5. I didn’t like the man we met this….6. The beef we had for lunch was……

- Work individually and give the answers in front of the class.Answers1. I enjoy my job because I like the people I work with2. The dinner party we went to wasn’t very enjoyable3. The house we’re living in is not in good condition4. I wasn’t interested in the things they were talking about5. He didn’t get the job he applied for


- Ask Ss to tick the sentences in which the relative pronoun can be omitted- Ask Ss to work individually then work in pairs to discuss- Then T calls on some Ss to stand up to answer. - T corrects if necessary.

6. The bed I slept in was very modern

- Work individually and give the answers in front of the class.AnswersThe relative pronoun in sentence 1, 3, 5, 6 can be omitted.

IV. HOMEWORK ASSIGNMENT: (1’)- Revise the exercises.- Prepare next lesson, forty-five minute test correction.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

45-MINUTE TEST No. 3 CORRECTIONI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to evaluate what they have gained in unit 9, 10, 11 . 2. Knowledge:- Vocabulary: Vocabulảy in units 9, 10, 11.- Grammar/ Structures:- (Pronunciation):3. Skills: writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, 45-minute tests No 2.III. PROCEDURE:1. Warm-up:2. New lesson: (44’)A. MarkingI. Choose one word whose underlined part is pronounced differently. (1.25 M)- 0.25 mark / correct sentence.1. C 2. B 3. D 4. D 5. BII. Match the saying/questions in A with the responses in B (1.5 M)- 0.25 mark / correct sentence.1. E 2. A 3. D 4. C 5. B 6. F III. Choose the best option to complete the following passage. (1 M)- 0.25 mark / correct sentence.1. B 2. C 3. D 4. AIV. Choose the word or phrase – A, B, C, or D - that needs correcting (1.25 M)


- 0.25 mark / correct sentence.1. A 2. B 3. B 4. B 5. CV. Complete the following sentences. (1 M)- 0.5 mark / correct sentence.1. There are many kinds of animals and plants in Cat Ba National Park.2. We have something to tell you about your post office.VI. Rewrite the following sentences without changing the meaning of the original ones. (2 M)- 0.5 mark / correct sentence.1. The man to whom We were speaking to him in the schoolyard was our new geography teacher. 2. New Zealand was the first country to give women the vote. 3. The young lady talking to the police officer is a famous fashion model.4. The birthday party to which we went last night was too noisy.

VII. Read the passage and answer the questions. (2 M)- 0.5 mark / correct sentence.1. The natural beauty of land. 2. 52 national parks.3. Millions of visitors. 4. Yes, they are.

---THE END---B. The result & experience- The result:Class 0 - < 3 3 - < 5 5 - < 6.5 6.5 - < 8 8 - < 10111111- The experiece:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next lesson, unit 13 – Reading 1. V. COMMENTS: ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 13: HOBBIES


Lesson: Reading 1I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know about some hobbies. 2. Knowledge:- Vocabulary: Words related to hobbies. - Grammar/ Structures:- (Pronunciation):3. Skills: Reading II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Ask Ss to look at the the pictures in textbook, page 146.- Give some questions: 1. When do people do these kinds of things?2. What is your way of spending your free time?3. What do you call things you do in your free time?Answers1. In the free time2. Do something3. It is hobby.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)*Pre-teaching vocabulary:1. guitarist (n ) (question)What do you call a person who plays the guitar?2. glass fish tank (picture )

3. admire (v) ( gap-fill )My Tam is my favourite singer, I … her a lot.4. throw st away (miming )*Checking vocabulary: Gap-filling - T gives Ss handouts and asks them to work in pairs to complete the sentences, using the words/ phrases they have just learned. Handout1.My uncle is a good … He often accompanies his wife singing with his


guitar.2.Almost everyone in my class … Hoa because she is very good at maths.3.We keep fish in a … 4.Their car is old and out of fashion. They intend to… away. Task 1- Let students open the books and read silently while teacher reads aloud and correctly.- Ask students to read themselves and write down some information- Let students work in pairs to do the task 1.

B. While-reading (20’) a. Activity1: Matching test. -T asks Ss to skim read the text and do the matching test in pairs. 1. accomplished a. keep me busy 2.accompanying (đệm đàn) b. well-trained

3. modest (nhỏ, khiem ton)c. allow oneself the

pleasure of 4.avid (say me) d. thrown away

5.discarded (da bi bo di)6.indulge in (dam me vao mot viec gi)

e. going with a singer, using a musical instrument.

7. keep me occupied ( lam cho toi ban ron)

f. eagerg. humble

b.Activity 2: True/ False statements:-T gives handouts and asks Ss to read the text individually to decide if these statements are true or false.1.The writer is an accomplished guitarist.2. The writer didn't collect fish from the rice field.3. The writer has more local stamps than foreign ones.4. The writer is an avid stamp collector.

- Work in pairs to do the exercise.- Give the answers in front of the class.Suggested answers: 1. b 2. e 3. g 4. f 5. d 6. c 7. a

- Work in pairs to do the exercise.- Give the answers in front of the class.Suggested answers:1. F ( his uncle is) 2. F (he did)3. T 4. T

C. Post-reading (9’)-Ask students to close their books and -Work in small groups of 3 or 4 and


practise discussing the their hobbies: - Let students give opinions- Go around to check ,help and take note of students typical errors-Call on some students to talk and give feedback

take turn to talk about their hobbies.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare next lesson, unit 13 – Reading 2. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 13: HOBBIES Lesson: Reading 2

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about their hobbies. 2. Knowledge:- Vocabulary: Words related to hobby. - Grammar/ Structures:- (Pronunciation):3. Skills: Reading II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) Hangman game-T tells the whole class that he has 7-letter word in his mind. - G"ive some clues about the words and Ss have to guess the letters forming that word.*Clues: +It is a noun. +It is a way to relax ourselves. +It is related to free time. +Collecting stamps, reading books, going fishing are examples of this noun.-Lead-in: T asks Ss : “What do you often do in your free time?” -T introduces the new lesson. 2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)


- Give Ss a question:“What are your hobbies?” - Call some Ss to list their hobbies in front of the class.

- Listen to the question and give the answers.Suggested answersGoing fishing, playing the guitar, singing, talking care of the plants, swimming, keeping fish, collecting stamps, ……

B. While-reading (20’)Answering the questions -T asks Ss to read the text again and find the answers to the questions in task2 (p.148 ).-T asks the representative of each group to go to the board to write down their answer.-T give the feedbacks.

- Work in groups of four to discuss the answers.- Give the answers in front of the class. Answers1. his first hobby is playing his guitar2. No , he isn’t3. Because he is an accomplished guitarist and he is good at accompanying people by his guitar. 4. his second hobby is keeping fishes5. he bought some from the shop and collected some from the rice field near his house6. he isn’t an avid stamp collector7. He collects them from from discarded envelopes his relatives and friends give him8. local stamps. 9. He keeps the less common one inside a small album. The common ones he usually gives away to others or if no one wants them he simply throws them away.

C. Post-reading (9’)T asks Ss to work in pairs to talk about their hobbies, mentioning the following things: -What your partner's hobby is?-How much time he/ she spends on it?- Asks whether he/ she collects anything as a hobby- Asks if he/ she shares the same hobbywith any member of his/ her family/ class.-How much money he/she spends on his/her hobby

- Work in pairs to make a dialogue based on the given cues.- Some pairs act out the dialogue in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a short paragragh about your hobby.- Prepare next lesson, unit 13 – Speaking.



UNIT 13: HOBBIES Lesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to talk about their hobbies. 2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Speaking II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)BrainstormingAsk students to find some kinds of collection.Suggested answers+ Stamp collection, book collection, money collection,… 2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’)Task1- Ask students to say which things they would like /not like to do and why in the task 1. - Go around and listen to them.

- Listen to teacher and give the answer.

B. Practice Speaking (20’)- Have students work in pairs to make a short dialogue about stamp collection.Suggest by asking some questions

1.What is the name of the collection?

2.How to collect them?3.How to organize them?

4.Where do you keep them? 5.Why do you collect stamps? 6.What is your plan for the

- Work in pairs to make a dialogue based on the cues.- Some pairs act out the dialogue in front of the class.Suggested answer1. Stamp2. Buy from the post office, be given from friends..3. Classify into different pictures: animals, landscape, plants,…


collection in the future?

- Walk around to help students with new words or structures.- Get some pairs to act out their dialogue in front of the class.

( grade if they have good dialogue)- Correct students’ mistakes in pronunciation if necessary.

4. in album5. to relax, to enrich knowledge….5. Collect more…

C. Production (9’)Write it up

- Ask students to write a brief paragraph about their stamp collection, using the information in the dialogue.- Have one or two students present in front of class- Comment on their presentation.

- Work individually to write about their stamp collection.- Present their writing in front of the class.

IV. HOMEWORK ASSIGNMENT: (1’)- Rewrite the paragraph about their stamp collection. - Prepare next lesson, unit 13 – Listening. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 13: HOBBIES Lesson: Listening

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to get information about a student’s hobby and some advantages of reading books.2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening II. PREPARATION:1. Teacher: textbook, workbook, CD player, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Write on the board some activities related to hobbies.- The team which write more right activities first will be the winner.


Suggested answers+ Reading books, newspapers, magazines+ Listening to music+ Going swimming+ Going fishingGuiding questions:Among these activities what do you like to do in your free time most?Suggested answers+ Listening to music+ Reading books,...Do you know some advantages of reading books?Now we will listen to a student’s talk about his hobby.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’)- Ask Ss to write down some benefits of reading books and share your pair’s ideas with the class.

- Help Ss to pronounce the new words correctly.

Listen and repeat:Magazines continually otherwise profitably available bygone gigantic ignorantly

- Write some benefits of reading books, then share with their partner.- Give the answers in front of the class.Suggested answers

+ Get information, facts+ Learn about many things+ Relax,...

- Listen and repeat after the teacher.- Note down the words and their meanings.

B. While-listening (20’)Task1: - Set the scence: Listen to a student’s talk about his hobby and decide whether the statements are true or false- Ask Ss to read the statements carefully and guess the answers.- Ask Ss to listen and do the task. - Ask Ss to exchange the answer with a partner and find out the reasons. Task 2: - Ask Ss to listen again and write the missing words.- Ask Ss to read the summary and guess the missing words.- Ask Ss to listen to the tape and do it.

- Listen to the tape and do the exercise.- Give the answers in front of the class.Answers 1T, 2 F, 3 F, 4 F, 5 T, 6 T, 7 T, 8 F.

- Listen to the tape and do the exercise.- Give the answers in front of the class.Answers1. wonderful, 2. disease, 3. jungle, 4. certainly, 5. ignorantly.

C. Post-listening (9’)- Ask Ss to talk about the disadvantages - Work in groups of five and discuss the


of over reading. - Ask Ss to discuss in groups to find out the disadvantages.

task.Cues+ Tired+ Can not do anything+ Be harmful for eyes+ Neglect studying+ Get confused...

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the new words.- Prepare next lesson, unit 13 – Writing. V. COMMENTS:..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 13: HOBBIES Lesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write about their collection. 2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)Treasure hunt - Divide the class into two groups - Write these hidden words on the board. 1. ............. (cook)2. ........... (leg)3. ........... (orange) 4. .......... .(eel)5. ............ (tea)6. ......... (ink)7. .......... (candy)8. ........ (oil)9. ....... (nest)


10. ....... (lend)- T asks Ss of each group take turns to choose numbers, for each number there is a clue about the corresponding word. If each group tells the right word, they will get I mark. Ss can guess the key word( the word formed by the first letter of those ten words) at any time. They will get 3 marks if they tell the correct key word, and the group with more marks wins the game - Declare the winner. Key word: COLLECTIONLead-in: In today's lesson, you are going to write about a collection. 2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’)- Ask students to close the books- ask them to find words going with collect -then introduce the topic of the lesson.

- Ask students to talk about their collection by asking the question:When you are interested in someone's collection, what would you like to know ?- Elicit ideas from Ss. - Get students to talk about things that they like about collections using :+name of your collection+how you collect them+how you keep them+how you classify them+your plan for the future-Then check the answers with the whole class.

- Work in pairs and find out - Some students write down on the board. Sugested answers Books, magazines, old, coins, stamps...

-Listen to the teacher and talk about their collections.Cues+ name of the collection ( collection of books, coins, stamps, clothes...)+ how he collects them ( buy them, ask some one to give them, exchage them..)+ how he keeps them ( in album, on shelves, in boxes, in a safe...) + when he start his collection ( last year, 6 years ago, long ago ) + how he classifies them ( into categories, countries, ages, colors..+ why he collects them (to rela, to kill tim, to entertain oneself) + plan for future (continue to collect ...)

B. Practice writing (20’)- Ask Ss to look at all the ideas suggested on the board. - Ask Ss to write about their collection, real or imaginary, using the ideas mentioned. - Go around to ofter help. - T takes note of Ss’ mistakes for indirect correction. - T calls on two Ss to go to the board to

- Ss write their work on their notebooks Model writingI’m very much interested in collecting books and have a book collection at home. I started collecting books when I was a 12 year-old student. I buy the book whenever I find them interesting. Near my house are several book shops, so when I have free time I go there to


write down their work. T together with Ss, finds out the mistakes and correct them - T gives feedback on Ss' work - T points out some common mistakes made by Ss when doing this writing task .

find books for my collection. Sometimes I also buy books in second-hand book stalls, and occasionally, my parents and friends give me some.Now I have a total about 100 books and I keep them all in a big bookshelf in my bedroom. I classify them into different categories: books about history, books about famous people, and books about science…I love collecting books because books helps me broaden my knowledge and know more about the world. Also, reading books helps me train my patience.

C. Production (9’)- Ask students to read another’s letter - Call on some students to read loudly their writing- Give feedback and correct typical errors.

- Each member of groups reads aloud his/ her writing- Other group appreciate and correct mistakes each other.

IV. HOMEWORK ASSIGNMENT: (1’)- Rewrite the paragraph about your collection.- Prepare next lesson, unit 13 – Language focus. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 13: HOBBIES Lesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- Pronounce the sounds /pt/ - /bd/ - /ps/ - /bz/ correctly. - Know how to use cleft sentences. 2. Knowledge:- Vocabulary:- Grammar/ Structures: Cleft sentences.- Pronunciation: /pt/ - /bd/ - /ps/ - /bz/ 3. Skills: Reading, Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:


1. Warm-up: (5’)Game: Simon says - T tells Ss that he will ask Ss to do something, but Ss only follow his order if his command begins with "please". When T doesn't say “please" at the beginning of the request, Ss don't have to follow it.- T checks the rules again: Now, will you follw my request if it begins with" please"?( Yes)And if I don't say "please"?( We won't take your order) Good- Now, "please" stand up. '- Please" sit down, raise your left hand, OK, stand up again, "please" raise you both hands "please" say stopped"please" say robbed "please" say stops "please" say robs T declares the losers Lead - in - T write these 4 words on the board Stopped/ robbed/ stops/ robs /pt/ /bd/ /ps/ /bz/- How can we pronounce the ending souds in these words?( Ss give answers) - OK, in our lesson today, we'll practice these sounds


A. Pronunciation (10’)Distinguish sounds- T models the /pt/, /bd/, /ps/ and /bz/ for few times and explains how to pronounce them. - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the sentences- Go around to listen and take notes of the typical errors- Call on some Ss to read the sentences again and provides corrective feedback.

Individual work, pair work and whole class.

Individual work, pair work and whole class.

B. Grammar (7’)I. Presentation


Cleft sentences - T draws a boy who gave a rose to a girl T asks: + What are their names?(Tom and Mary ) + What did Tom do ? ( He gave a rose to Mary ) Now, who can rewrite that sentence, beginning as shown? - T explains: Tom in the above sentence is subject of the sentence. To emphasize, we can begin the sentence with It was Tom who...ExampleTom gave a rose to Mary Subject It was Tom who gave a rose to Mary - T draws a girl who saw a cat T asks: What did the girl see? ( A cat ) Yes, good, T write :The girl saw a cat Is the here the subject or object of the sentence? (object) Who can rewrite the sentence as shown ?It was the cat...- T explains how write cleft sentences with object focus The girl saw the cat object It was the can that the girl saw - T expands the second sentence - T writes + The girl saw the cat in the garden Now, who can rewrite my sentence as shown? It was in the garden ...- T explains how to write cleft sentence in case you pay attention to adverbial modifier of the sentence The girl saw the cat in the garden adverbial modifier It was in the garden that the girl saw the cat- T writes the form It(is/ was)+ N/ adverbial modifier +

- Listen to teacher’s guidance.

- Write the sentence on the board.

Expected answer It was Tom who gave a rose to Mary

Expected answerIt was the cat that the girl saw.

Expected answerIt was in the garden that the girl saw the cat.


who/ that + V

II. Practice (15’)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 answers if necessary

Exercise 2- Ask Ss to do exercise 2 individually

and then calls some Ss to write their answers on the board

- T elicits feedback from other Ss. - Correct answers.

Exercise 3- Ask Ss to do exercise 3 in pairs- Ask them to compare answer with

another pairs- Call on some Ss to read aloud their

answers- Ask other Ss to feedback and gives

correct answers.

Individual work, pair work and whole class. Answers 1. It was the boy who visited his uncle last month2. It was my mother who bought me a present on my birthday3. It was Huong and Sandra who sang together at the party4. It was Nam’s father who got angry with him. 5. It was the boys who played football all day long6. It was the girl who received a letter for her friend yesterday.

Individual work, pair work and whole class. Answers1. It is English that the man is learning2. It was the book that the woman gave him3. It was the postcard that she sent her friend4. It was the book that Hoa borrowed from Long5. It was his grandfather who(m )the little boy greeted in a strange language6. It was the policeman who(m )the pedestrian asked a lot of questions7. It was the stranger who(m) the dog barked at

Individual work, pair work and whole class. Answers1. It was in the garden that the boy hit the dog2. It was for tea that she made some cakes3. It was for him that his father repaired the bicycle4. It was on his birthday that she presented him a book5. It was in Britain that he met his wife6. It was from the shop that she bought that present


7. It was at 8:00 a.m that the meeting started.

C. Production (7’)Noughts and crossesMy dog Their sister His wifeAt home In the library Her best friendMy mother This Sunday Mai

- Ask Ss to work in groups to make cleft sentences.

- Call on some Ss to read out their sentences, and other Ss give comments.

- Divide into 2 groups.- Discuss to make sentence with the words given, using cleft sentence.

IV. HOMEWORK ASSIGNMENT: (1’)- Revise the exercises again.- Prepare next lesson, Test yourself E. V. COMMENTS: .............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

TEST YOURSELF EI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to students can use what they learn to do the exercise. 2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Listening, Reading, Writing II. PREPARATION:1. Teacher: textbook, workbook, Cd player, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (2’) - Ask students something about the test yourself E.* Have you prepared it at home?* Have you got any difficulties?2. New lesson:

Teacher’s activities Students’ activitiesA. Listening (10’)- T lets Ss read the questions before - Listen and do the exercise.


they listen- T asks Ss to listen twice. - Ask Ss to give the answer- Others remark- T lets sts listen once again to check their answer.

- Give the answers.Answers1. Television brings pictures and souds from around the world into millions of home2. A person sitting in his home can watch the president make a speech or visit a foreign3. Home viewers can see and learn about people, places and things in far away lands.4. Entertainment programmes consist of plays or dramas, light comedies, sporting events, and motion pictures.

B. Reading (10’)- T lets sts read the passageT goes around and helps them- T remark and gives comments.

- Listen to teacher’s guidance and do the exercise.- Work in pairs the discuss the answer - Give the answers.Answers1. T 2.F 3.T 4.T 5.F

C. Pronunciation and Grammar(10’)- T read the sound and asks Ss to listen and to tick the correct answers. - T asks sts to work in group to discuss then give their answer. - T remarks.

- Listen to teacher’s guidance and do the exercise.- Work in pairs the discuss the answer - Give the answers.Answersa. Pronunciation1. street 2. squeeze 3. meets 4.managedb. Grammar :1. who 2.that 3.that 4.who 5.who 6.that

D. Writing (12’)- T lets Ss write the writing on the board and correct- T give the marks.

Structure : 0.5 msContent : 1mWords and sentences : 1m

IV. HOMEWORK ASSIGNMENT: (1’)- Prepare for 45-minute test.V. COMMENTS: ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



45-MINUTE TEST N0. 4I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to:- do the test exactly and fluently by using what they learnt.- evaluate their knowledge learnt from unit 12 and 14.2. Knowledge:- Vocabulary: - Grammar/ Structures:+ Relative clause+ Omission of relative pronouns.+ Cleft sentences.- (Pronunciation): /str/, /scr/, /skw/, /pt/, /bd/, /ps/, /bz/3. Skill: writing, reading II. PREPARATION:1. Teacher: 45-minute tests, chalk.2. Students: pens.III. PROCEDURE:New lesson (44’)A. MATRIX OF THE TEST

Unit Total Recognition ComprehensionApplicationLow High

MC W MC WMC

W

12

- Periods: 6- sentences:16

- Marks: 5.25

Pronunciation:2+ Vocabulary: 6

- Marks: 2

+ Vocabulary: 1

- Marks: 0.5

+Grammar: 3

- Marks: 0.75

+Reading: 4

- Marks:2

13


- Marks: 4.75

+ Pronunciation: 3+ Vocabulary: 6- Marks: 2.25

+ Vocabulary: 2

- Marks: 1

+Grammar: 3

- Marks: 1.5

B. THE TEST Choose the word whose underlined part is pronounced differently. (0.75 m)1. A. strange B. upgrade C. square D. nation2. A. stopped B. robbed C. jumped D. stepped3. A. shops B. rubs C. clubs D. hands


Choose the word which has the stress syllable different from the others. (0.5 m)1. A. fencing B. athlete C. effort D. official2. A. rugby B. advance C. silver D. gymnastChoose the best answers. (3 ms)1. The hotel has special _________ for disabled athletes. A.happy B. facilities C. take part in D. greatly2. Swimming and water skiing are both ________ sports. A. aquatic B. athletic C. gymnastics D. politic3. He never lost his _______ for training athletes. A. enthusiastic B. enthusiasm C. competition D. compete4. I will try my best to pass the exam. A. make effort B. develop C. effort D. hold5. They really keep me occupied everyday. A. easy B. difficult C. busy D. different6. A: What do you plan for the future? B: I ______ more stamps.A. collect B. collected C. will collect D. would collect7. A: What is your ________ ? B: I like keeping fish. A. hobby B. hobbies C. baby D. lucky8. A: How many sports were there at the Games? B: _______. A. Thailand B. Eleven C. Football D. In 19519. It was in 1942 ________ Christopher Columbus ________ America A. who / discovered B. that / discovers C. that / discover D. that/ discovered 10. It _______ Diana’s action _______ really impressed me. A. was / that B. was / who C. is / who D. is / that11. I specially indulge _______ some hobbies. A. at B. of C. from D. in 12. Lan finds hersefl an avid stamp _______ . A. collector B. collectors C. collection D. collectingRead the following passage and answer the questions (2 ms) The Asian Games, also called the Asiad, is a multi- sport event held every four years among athletes from all over Asia. The games are regulated by the Olympic Council of Asia (OCA) under the supervision of the International Olympic Committee (IOC). Medals are awarded in each event, with gold medal for first place, silver for second and bronze for third. Competitors are entered by a National Olympic Committee (NOC) to represent their country of citizenship. National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used. In general only recognized nations are represented, but a few non- sovereign countries are allowed to take part in. The special case of Taiwan was handed by having it compete as Chinese Taipei, due to the political status of Taiwan.


The 15th Asian Games were held in Doha, Qatar from December 1 to December 15, 2006. The 16th Asian Games were held in Guangzhou, China from November 12th, 2010 to November 27th, 2010.

1. Which medal does a competitor coming in the third place win? ____________________________________________________2. How often are the Asian Games held? ____________________________________________________3. Who supervises the Asian Games? ____________________________________________________4. Where were the 15th Asian Games held? ____________________________________________________

Choose the word – A, B, C, or D - that needs correcting. (0.75 m) 1. It was the girls which I spoke to last week. A B C D2. It was the car whom the thief stole two months ago. A B C D3. The short stories who Linda told yesterday were very funny. A B C DGive the correct form of the words. (1.5 m) 1. Mary has a stamp _____________. ( collect)2. I have been very ______________ at playing the piano. (success)3. The first Asian Games were ____________ in India. ( hold)Rewrite these sentences using the word in bracket, beginning with the words shown. (1.5 m)1. The cup of coffee is on the table. You wanted it. (which)→ The cup of coffee ………………………………………………………………2. My mother gave me this camera (that)→ It ……………………………………………………………………………….3. The man put this letter in front of my house (who)→ It ……………………………………..…………………………………………

--- THE END ---IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next lesson, unit 15- Reading V. COMMENTS: ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 15: SPACE CONQUEST Lesson: Reading

I. OBJECTIVES:


1. Aim: By the end of this lesson, students will be able to know the first human to fly into space.2. Knowledge:- Vocabulary: Words related to space conquest: cosmonaut, weightlessness, enormous, venture, conquest, conquer. - Grammar/ Structures: - (Pronunciation):3. Skills: Reading II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Ask Ss some questions:

1. Who is the first human to fly into space?2. Can you name the first human to set foot on the moon?3. Who is the first Vietnamese to fly into space?

Suggested answers:1. Yuri Gagarin2. Neil Armstrong and Buzz Aldrin, 3. Pham Tuan

Lead-in: “ Today we read a passage about the first human to fly into space”.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-reading (10’)* Pre- teaching vocabulary + Cosmonaut (n) + Weightlessness (n) + Enormous (ad) + Venture (n) + Conquest (n) + To conquer (v)- Check (broke out and remember) - Introduce “ There are 5 topics and 5 headings”.

- Listen and repeat after the teacher.- Note down the words.

B. While-reading (19’)Task 1 - Ask Ss to read the text silently - Has some Ss match the headings to the paragraph.- Give feedback

Task 2- Ask Ss to read through the questions then read the text again.- Call some Ss to ask and answer in front of the class.

- Read the passage individually.- Work in pairs to do the exercise.- Give the answers in front of the class.KeyP1: B, P2: D, P3: E, P4: C, P5: A

- Read through the questions. - Read the text again- Work in pairs to ask and answer questions, change the role. - Give the answers in front of the class.


- Give feedbackC. Post-reading (10’)- Ask Ss to read the words or phrases in the box and translate. - Instruct Ss how to do it.- Ask Ss to scan the reading passage- Ask Ss to complete the summary individually and share with the others. - Give feedback

- Work in pairs to do the exercise.- Give the answers in front of the class.Answers 1. cosmonaut 2. in space 3. lasted 4. success 5.gravity 6. view7. impossible 8. named after

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the vocabulary.- Prepare next lesson, Unit 16 – Speaking.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 15: SPACE CONQUEST Lesson: Speaking

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to know important events in space conquest.2. Knowledge:- Vocabulary: Words thst related to space conquest. - Grammar/ Structures: Simple past tense, Wh questions. - (Pronunciation):3. Skills: Speaking II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’)- Show the pictures about some well-known astronauts in the world.


1. 2. 3.

4. 5. -Give the questions: + Who are they ?+ What are their nationalities ? Suggested answers1.Yuri Gagarin – Russian astronaut2.Valentina Tereshkova - Russian astronaut3.Amstrong – American astronaut4. Liwei – Chinese astronaut5. Pham Tuan – Vietnamese astronaut2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to speak (10’)- Ask Ss to work in pairs to read the following piece of news ( provide key words)- Ask Ss to make questions with :When……. ?What ……. ?How old ……. ?How important ……. ?How many ……. ?- Set modelA: When did China launch its first manned spacecraft into space?B: On October 15, 2003.

- Work in pairs to read the news.- Make questions and give answers.- Act out the dialogue in front of the class.


- Ask Ss to ask and answer about the reading. B. Practice speaking (19’)- Ask Ss to look at the pictures in the textbook and his/her important event in space exploration.- Set modelA : When did Russian launch its first artifical satellite ?B : On October 4, 1957A : What is the name of Russia’s first artifical satellite ?B : SputnikA : How important was the artifical satellite to Russia ?B : The first the artifical satellite marked the beginning of Space Age- Ask Ss to practise speaking about these events. - Go around to help- Call some pairs to act out the dialogue in front of the class- Give feedback.

- Work in pairs to make the dialogues about the events available.- Some pairs act out the dialogues in front of the class.

C. Production (10’)- Show the pictures of the astronauts and ask Ss to talk about his/her important event in space exploration- Ask some Ss to present their talk in front of the class.- Give feedback.

- Work in groups of four to discuss and make a presentation about the astronauts.

IV. HOMEWORK ASSIGNMENT: (1’)- Write a paragraph about 30-40 words about the astronaut you like best.- Prepare next lesson, unit 15 – Listening.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 15: SPACE CONQUEST Lesson: Listening

I. OBJECTIVES:


1. Aim: By the end of this lesson, students will be able to know about the person who fly in to the space and walk in the moon. 2. Knowledge:- Vocabulary: - Grammar/ Structures:- (Pronunciation):3. Skills: Listening.II. PREPARATION:1. Teacher: textbook, workbook, CD player, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Call one to read the question and other to answer.1. Can you name the first men to set foot on the moon?2. What are their nationalities?3. When did they set foot on the moon?Answers1. They are Neil Armstrong, Michael Collins and Buzz Aldrin.2. They are American.3. On July 20th 1969.2. New lesson:

Teacher’s activities Students’ activitiesA. Pre-listening (10’)1. Match the picture with the wordsCall one look and read these sentencesGive exampleGo round and give feedback

2. Preteaching vocabulary.- Elicit the vocabulary from the Ss.- Elicit the meanings of the words.+ Congress+ Mission + Apollo+ Reminder+ Challenge+ Experiment+ Achievement+ Help Ss to read the words correctly.

Work in pairs

Picture a -2. The Apollo crewPicture b – 5. The first foot print on the moon. Picture c – 3. Walking on the moon. Picture d – 1. OrbitingPicture e – 4. The moon landing

- Listen and practice to read after the teacher.- Note down the words.

C. While-listening (20’)Task 1- Call one to read the title and sentences- Play the tape and guide to choose - Give an example

- Work individually.- Listen 1-3 times- Choose the best answers.


- Give feed back

Task 2- Call one read the title .- Go round to help and offer- Give an example:1. NaSA’s Apollo Programme was developed to meet president Kennedy’s Challenge- Call one answer and give feed back.

Answers2. F 3. F4. F 5. T

- Work in group of six and give answers.Answers2. The Apollo 11 launched on July 16, 1969. 3. The portable life support system was used4. They stayed on the surface of the moon for two and a half hours.5. While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rocks samples to return to Earth. 6. They returned to Earth on July 24, 1969.

C. Post-listening (9’)- Call some Ss to answer these questions.1. In your opinion, what is the reason for human interest in mars and other planets in the solar system?2. If you offered a chance of going to the moon and you could take three things with you what would you choose and why?- Go round to offer to help.- Give feed back.

Work in pairs to answer the questions. Answers1. I think they want to find out possibilities of life outside the earth. They may find some precious things there. They have trips to another plants for tourist purposes2. I/ We would take a camera with us / me a tent and some food.

IV. HOMEWORK ASSIGNMENT: (1’)- Learn by heart the words.- Prepare next lesson, Unit 15 – Writing.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Preparation date:


Teaching date:UNIT 15: SPACE CONQUEST Lesson: Writing

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to write a biography of Neil Armstrong.2. Knowledge:- Vocabulary:- Grammar/ Structures: Simple past and Passive voice.- (Pronunciation):3. Skills: Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Give a picture and ask Ss to answer the questions: 1. Who he is?2. Is he a Russian or an American Astronaut3. Who did he set foot on the moon with?- Give feed back.Answers1. He is Neil Amstrong. 2. He is an American astronaut.3. He set foot on the moon with Buzz Aldrin.2. New lesson:

Teacher’s activities Students’ activitiesA. Preparing to write (10’)- Ask Ss to find out some necessary information to write a biography.- Call on some Ss to give the answers.

- Call some Ss to give the answers.- Ask Ss to do task 1.- Go around to help and check.

- Give some useful language:+ Prepositions : at , on , in , from , to , with.+ The articles : a , an , the+ Use the phrases to write a biography : known as , work as , receive ... from ,

- Work individually and give the answers.Answers+ Place of birth+ Date of birth+ Career+ Quote+ Known as

- Work individually and do task 1.Suggested answers

1. Date of birth2. Place of Birth3. Known as4. Career5. Quote

- Note down the useful language.


Biograph

y

resign …from+ Use the past simple , present simple.

B. Practice writing (20’)- Ask Ss to write a biography of Neil Amstrong from the information given in task 1.

- Work individually and write the passage.Suggested answer:Neil Amstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th ,1930 in Wapokoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his B. S from……

C. Production (9’)- Ask Ss to exchange the writing together and give pair correction.- Correct some typical mistakes in front of the class.

- Exchange the writing and give pair correction.

IV. HOMEWORK ASSIGNMENT: (1’)- Summarize a biography of Neil Amstrong.- Prepare next lesson, unit 15 – Language Focus.V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

UNIT 15: SPACE CONQUEST Lesson: Language Focus

I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to :- know how to pronounce /nt/- /nd/- /n0/- /ns/- /nz/.- master grammar and vocabulary: + Could / be able to + Tag questions2. Knowledge:- Vocabulary: Could / be able to- Grammar/ Structures: Tag questions. - (Pronunciation): /nt/- /nd/- /n0/- /ns/- /nz/. 3. Skills: Reading, Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.


2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up: (5’) - Give 2 sentences with some sounds. 1. Kent is my friend, he learns very hard and ranks tenth in my class2. He went away yesterday so we had no chance to see him again. Look at these sentences to choose the sound.Answers:The sounds/nt/ /nd/ /no/ /ns/ /nz/


A. Pronunciation (10’)- Ask Ss to read the words having the sounds.- Go round to help and give feed back

- Help Ss to read sentences fluently. - Read first and ask Ss to repeat.- Go round to help and offer

Work individually. president Fencefifteenth Kindreturns Secondsince Russianseleventh lent

Repeat these sounds and rememberWork in pair

A: Floren, Mr. Barnes went on the tenth of last monthB: Oh. I have warned you , haven I? Did he pay the rent?A: Only to the seventhB: Only to the seventh?

B. Grammar (29’)Exercise 1- Guide them to do the exercise.- Offer to help if necessary.- Give example1. couldn’t/ wasn’t able to. - Go round to check- Give feedbackExercise 2- Guide them to do the exercise.- Offer to help if necessary.- Give example. 1.It is ( very) expensive , isn’t it?- Go round to check- Give feedback

Exercise 3

Work in pairs to do the exercise.Answers2. was able to3. was able to / could4. was able to5. could/ was able to 6. couldn’t/ wasn’t able to

Work in pairs to do the exercise.Answers2. The film was great, wasn’t it?3. She has(has got) a lovely voice, doesn’t she?4. It doesn’t look very good, does it?5. You‘ve had your hair cut, haven’t you?


- Guide them to do the exercise.- Offer to help if necessary.- Give example. 1. …………………… doesn’t she?- Go round to check.- Give feedback.

- Work individually and give the answers.Answers2………………… haven’t you?3. …………………. wasn’t it?4. ………………….. Didn’t we?5…………………….. won’t we?6. ……………………. can’t you?7. ……………………….. Mustn’t it?

IV. HOMEWORK ASSIGNMENT: (1’)- Revise the exercises.- Prepare next lesson, unit 16 – 45-minute test number 4 correction. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

Unit 16: THE WONDERS OF THE WORLD A-ReadingI. Aims : By the end of the lesson students can :

- read about one wonder of the world (The Pyramid).

- sean read for general ideas.

- skim read fon general ideas.II. Method: Communicative approachIII. SKILLS: Integrated skills ( especially reading)IV. Teaching aid: Textbook, chalk, blackboard, pictures,cassette player.V. Teaching stages :

Stages Activities


I.Warm – up (5 mins): Matching.-T hangs some pictures on the board.-Ss discuss to match the countries with thieir wonders of the world.-T asks Ss to give their answer.-T gives correct feedback.Lead- inGood, now today you are going to read about one of the wonders in the world.First, let,s get to know some new words.II. BEFORE YOU READ. ( 8ms)Activity 1: Look at the pictures and answer the questions.Activity 2. Pre-teaching vocabulary:T introduces and explains some vocabulary.T reads the whole vocabulary , and Ss repeats after.T lets Ss do a small exercise to check.T say: Now let’s get back to the wonders of the world, the Great Pyramid. Open your books to page 179 and read the reading text about it, then do task 1 on page 180.III. WHILE YOU READ.T plays ( or reads ) the whole passage.Ss look at the text book and listen.Activity 1: Gap-fillInstruction: The words in the box all appear in the passage. Read the text and work in pairs to do the gap-fill test.T goes around and gives T calls some ss to answer.T gives the correct feedback.

Activity 2: Questions – AnswersT divides the class into groups of 4 T gives handouts of the questions to each group.T asks each group to read the text again and answer the questions given.T asks the group to exchange the handouts for correction.T call on some groups to give the answers, asking each group to correct the answers on the handout.T asks each group to take its handout back after correction.Activity 3: Scanning for information T asks Ss to scan read the passage again pairs to say what the following words refer to T goes around to encourage Ss to read.T call on some pairs to give the answers.T gives feedback.

I.Warm – up Matching the countries with thieir wonders of the world.Suggested answer.

II. BEFORE YOU READ. Activity 1: Look at the pictures and answer the questions.Activity 2. Pre-teaching vocabulary:Vocabulary1. tomb (v) (definition)What do you call a place whore the dead rest?2. pyramid (n) (picture)T shows the picture of the Pyramid and asks Ss what it is.3. construction (gap-fill)He builds houses and bridges. He works for a famous…………… company.4. treasure (n) (translation)CheckingT asks Ss to complete these sentences with the words they have just learnt.a. The Great………………………is one of the 7 wonders in the world.b. The …………….. of this building took them three months.c. The found a …………………… in an isolated island.d. Excuse me, can you tell me where King Tu Duc……….. is?Suggested answersa. pyramid b. construction c. treasure d. tomb

Activity 1: Gap-fillSuggested answers: 1 tomb, 2 wonder, 3 ramp, 4 chamber, 5 mysterious, 6 spiral.

Activity 2: Questions – AnswersSuggested answers.

1. On the west bank of the river Nile.

2. About 147 m high and on a base of 230 m square

3. To serve as a tomb when the Egyptian pharaoh Khufu died and to protect the burial chamber from the weather and from the thieves who might try to steal the treasures and belongings there…

4. It is thought that ancient


IV. POST READING DiscussionWork in pairs to discuss this question:Work of the wonders of the world do you like best? Why?T goes around to offer help.I calls on some pairs to act out the conversation.T gives feedback

V. HOME WORK. (1 m)

Egyptians used straight or spiral ramps or huge weight arms to lift and place the blocks of stone.

5. The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the Pyramid.

Activity 3: Scanning for information T asks Ss to scan read the passage again pairs to say what the following words refer to 1. who (line 4)2. it (line 8)3. it (line 9)4. each (line 12)Suggested answers:

1. who (line 4)( the thieves)2. it (line 8) (the Great Pyramid)3. it (line 9) (the Great Pyramid)4. each (line 12) a block of stone

IV. POST READING Discussion.V. HOME WORK. Write a passage about your favorite wonder of the world.Prepare the next period: speaking.

VI. HOMEWORK ASSIGNMENT: ......................................................................................................................................................................................................................................................................................................................................................................................................VII. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

Unit 16: THE WONDERS OF THE WORLD A-SpeakingI. Aims : By the end of the lesson students can :

- distinguish facts and opinions.- Use facts and opinions to talk about features of man-made placesII. Method1; Communicative approach


III. SKILLS: Integrated skills ( especially speaking)IV. Teaching aid: Textbook, chalk, blackboard, pictures.V. Teaching stages :

Stages Activities

I. Check -up: (5ms)-T call some Ss to go to the board + One writes down vocabulary in the past period.+ One talks about some main points about the great pyramid of giza.- T comments and gives marks.- Lead-inIn today’s lesson, you are going to talk about about the great pyramid of giza.

. First I will provide you with some new words.

II. BEFORE YOU SPEAK. Activity 1( 10’) Distinguishing facts and opinions-T instructs the task. -T gets Ss to work in pairs to do the task.-T asks Ss to explain why they think these sentences are facts and those are opinions.-T calls on some Ss to present their answers and asks orthers to comment.-T asks for the reason and asks Ss how the define a fact and an opinion.-T gives the definition:-T gives the correct feedback.Activity 2 Group – work ( 10’)-Let’s move to task 2. Before you do it, I am going to give you some useful language.-Now when you express your opinions, what phrases or sentence patterns do you use?-T elicits and introduces ways to express ideas- T puts Ss in pairs and gets themto tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in Task1.- In the meantime, T goes around to check and offer help.- T calls on some pairs to perform in front of the class.- T elicits feedback from the class and gives final comments.

III. YOU PRACTICE. ( 18’)T instructs the task 3.- T puts Ss in groups and gets them to discuss possible answers to the given questions about

I. Check -up:

Ss work

II. BEFORE YOU SPEAK.Task1. Instructions: this time you

have some statements about The Pyramid. Read them and work in pairs to decide if each on describes fact or

opinion Definition:+ 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.

Suggested answers:Facts: 2, 3, 4,Opinion: 1, 5, 6, 7.T goes around to offer help.T asks some pairs to give their answers.T gives feedback.

Activity 2 Group – workUseful language and expression.- I think / I am sure….- It is said / believes / thought that…- They might / may / can have …- Probably / maybe they …Examples:

- I think the Pyramid was built by an enormous giant.

- Probably an enormous giant built the Pyramid.

- A giant might have built the Pyramid.


the Great Pyramid of Giza .- In the meantime, T goes around to check and offer help.- T calls on some groups to perform in front of the class and other groups to share.- T elicits feedback from the class and gives final comments.

IV. HOME WORD (2ms)

III. YOU PRACTICE. Instructions:

Work in pairs. This time you discuss possible answers to the following questions, using the suggested questions below.1. Who built the Great Pyramid?2. How long did it take to build

it?3. Where did the builders find the

stones?4. How did they transport them?5. How could they build the

Pyramid so high?V. HOME WORD

Write a report on what your friend told you about how the pyramid was built in the activity above.Prepare the next period : Listening.


Unit 16: THE WONDERS OF THE WORLD C- LISTENING.I. Aims : -By the end of the lesson students can : - listen to a listening text about The Great Wall.

- Listen for specific information.

- Listen for general ideas.II. Method: Communicative approachIII. SKILLS: Integrated skills ( especially listening)IV. Teaching aid: Textbook, chalk, blackboard, pictures,cassette player.


V. Teaching stages :

Stages Activities

I. Warm-up (5 mins )T divides the class into two groups.T tells them that there is a word in the T’s mind. T will give them 4 pieces of information about the word, one by one, and members of each group can raise their hands at any time to guess what the word is. Each group has only two chances to make a guess.Lead-in. T asks some questions to lead to the new lesson.Now, you are going to listen

II.PRE-LISTENING (7 mins)-T intrduces and explains some new words.- T gives a small exercise to check.III. WHILE-LISTENING.Activity 1 :Task1 (8mins).-T instructs: Now you are going to listen about The Great Will. One of the wonders of the world. Listen and work in pairs to fill in the missing information. Remember that the tape will be played twice.-T gives Ss handouts of gap-fill testT plays the tape twice.T calls on some Ss to give the answers.T goes over the answers with the classActivity 2: Task2 listen and answer the questions. (10 mins)-T instructs.-You will listen to the tape twice.-T gives Ss 1 minute to read the questions.-T plays the tape twice.-T calls on some students to give the answers-T goes over the answers with class.

IV. POST- LISTENING.( 10 ms)Work in groups of four. One member play the role of mandarin in the Ming Dynasty who was leader of a building group of the Great Wall. And tell his grandchildren how the Great Wall built. The other members play the roles of his grandchildren to act out the conversation.

V. HOME WORK (2m)

Quiz1. This word is a noun and it is very well- known in the world.2. You can see this from the moon.3. It was enlisted in The World heritage by UNESCO.4. It is one of the wonders in the world and the symbol of China.Key: The Great Wall.T declares the winner.

Questions for lead-inHave you ever seen the Great Wall on TV? (yes)How old do you think it is? (Ss make a guess)Would you like to visit it some day? (Yes)words.II.PRE-LISTENING (7 mins)Vocabulary

1. ancient (adj) ~ very old2. Ming Dynasty (n) (translation)3. significance (n) (synonym)

Can you tell me a synonym of importance?

Expected answer: significance4. Beijing (proper noun): the capital

of ChinaCheckingT asks Ss to complete the following sentencesWith the words just learnt.

a. Was this wonder built during Ming………………..?

b. Hoi An is an interesting………….town in Viet Nam.

c. I went to China last moth and I stayed in…….for a week.

d. He has realized the …….of learning computer science.

Suggested answersa. Dynasty b. ancient c. Beijing d. significance

III. WHILE-LISTENING.Activity 1 : Task1 .Suggested answers

(1) the moon, (2) 1987,(3) the Ming


Dynasty, (4) 200, (5) 200BC, (6) 6000km, (7) 1 Im, ( 8) stone

Activity 2: Task2 Instructions: Now listen to the listening text again and answer the question in the handout.Suggested answers1. In 1368 2. Five provinces3. Thanks to its magnificence and significance4. The parting the northwest of Beijing is the best choice for visit because it is still in its original state.

IV. POST- LISTENING.( 10 ms)Sentence building

1. The Great Will / said / visible / the moon.

2. It / believe / The Great Will / built / defense purpose.

3. The Great Will / symbol / the Chinese nation / history.

4. A visit / The Great Will / bring tourists great excitement / each step / the will.

Suggested answers1. The Great Will is said to be visible

from the moon.2. It is believed that The Great Will

wall was built for defense purpose.3. The Great Will is a symbol of the

Chinese nation throughout history.4. A visit to The Great Will bring

tourists great excitement in each step of the wall.

V. HOME WORK (2m)Write a short paragraph about this topic:In your opinion, why do people take interest in other planets in the solar system?Prepare the next period: Writing.

VI. HOMEWORK ASSIGNMENT: ......................................................................................................................................................................................................................................................................................................................................................................................................VII. COMMENTS: ..................................................................................................................................


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Unit 16: THE WONDERS OF THE WORLD D- WritingI. Aims : By the end of the lesson students can :

-write a report on a man-made placeII. Method:Communicative approachIII. SKILLS: Integrated skills ( especially writing)IV. Teaching aid: Textbook, chalk, blackboard, pictures.V- Stages:

Stages ActivitiesI.Warm-up: Lucky NumberT divides the class into two groupsT draws a flower with 9 petals and writes a number on each petal.T asks each group to take turns to choose a number . and for each number there is a question for them . If they give the correct answer, they have one mark .T explains that there is one lucky number .If they choose it, they’ll have one mark without answering any questions. The group with more marks wins the game T declares the winner T asks who can use all the first letters of those 9 words to write the name of a beautiful man-made place in Nha Trang.

II. BEFORE YOU WRITE ( 15’)Activity 1: Vocabulary -T introduces and explains some new words.

Activity 2.Checking: -Rub out and rememberActivity 3: Instructions: writing about a place

I.Warm-up: Lucky Number1. something coming out of your eyes when you are sad(Tear)2. Fill in the gap with a suitable word to make a meaningful proverb”…………..or west, home is best”(East)3. LUCKY NUMBER4. A portable device getting people close together .(Cell phone)5.part of the body that moves repeatedly when you speak.(Mouth)7. When you burn a piece of paper , it will turn to ……….8. Something sweet we take from the bees (Honey) 9. Part of a car protecting you from the wind (windscreen)10. A cute white animal in the forest which runs very fast (rabbit)Key : CHAM TOWERLead-inIn today’s lesson. You are going to write about man-made places . First I will provide you with some new words.

II. BEFORE YOU WRITEVocabulary

1. consist of (context)


Open your books to page 184 and have a careful look at the notes made by a visitor to the Ponagar Cham Towers in Nha Trang.III. WHILE YOU WRITE.Work in groups of four to use the notes to write a report on the visit.While students are writing , T goes around and helps.IV. AFTER YOU WRITET call on five representatives of five groups (chosen at random) to go the SS to write down their reports.T gives feedback.

V. HOMEWORK.

Water consists of two elements: hydrogen and oxygen

2. in honor of (exp) (translation) they built the temple in honor of the national hero

3. statue (n) (context)there is a statue of uncle Ho in the middle of our school yard what does statue mean ?

4. Buddha (n) (picture)Activity 2.Checking: Activity 3: Instructions: writing about a placeIII. WHILE YOU WRITE.IV. AFTER YOU WRITESuggested key:My visit to Nha Trang last year included a brief tour to Ponagar Cham Towers. This town complex is one of the most beautiful examples of Cham architecture in central Viet Nam.The Ponagar Cham Towers consists of four towers. They are located on Cu Lao Marble hill two kilometers north of Nha Trang . they were built between the 8 th and 13 th centuries Each town dedicated to different god. the largest tower was built in honor of lady Thien Y . the 22.5m high tower contains her sandstone statue sitting on Buddha’s throne . the 26m high statue has 10 hands , holding specific objects illustrating the power of Buddha.The tour to Ponagar Cham towers lasted 5 hours. I felt tired but the visit was enjoyable , memorable and informative.

V. HOMEWORK.Prepare the next period: Language focus.

VI. HOMEWORK ASSIGNMENT: ......................................................................................................................................................................................................................................................................................................................................................................................................VII. COMMENTS: ..................................................................................................................................


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Unit 16: THE WONDERS OF THE WORLD E- LANGUAGE FOCUSI. Aims : By the end of the lesson students can :

• distinguish the 4 sounds / ft/, /vd/, /fs/, /vz/• know how to use the structures: It is said that…: People say that…

II. Method:Communicative approachIII. Skills: Integrated skills.IV. Teaching aid: Textbook, chalk, blackboard, pictures. V. Teaching stages: ACTIVITIES. CONTENT

Warm-up( 5ms) -Find the other part of your lifeNoughts And Crosses Game-T draws 9 numbered squares (as below) and asks Ss to play the Noughts and Crosses Game.-T divides the class into Nought Group and Cross Group.-T asks each group to take turns to choose a number, for each number there is a question for them to answer. If they get it right, they have I cross/nought. -The winner will be the group which forms three successive noughts / crosses in a straight line.T declares the winner.Lead – inT writes on the BB: gift, moved, laughs, knives.Can you pronounce these words?T asks some Ss to have a try and correct their mistakes if necessary.Do you think that those words have the same ending sounds?(Expected answer : No)Good, now let’s open your books to page 162 to learn about such cases.

II. PRONUNCIATTION. ( 7 ms)1. Distinguishing sounds.

Warm-upNoughts and Crosses Game.

1 2 34 5 67 8 9

1. something we give and take a parties. (gift)2. something we use to cut things with (knife)3. Find the missing wordShe was ………….. to tears. (moved)4. Find the missing wordWho ………. First will laught last.5. the highest mountain in the world. (Everest)6. The longest river in the world. (Nile)7. Which letter can you drink? (letter T)8. Which letter can you verb? (letter C)9. Which letter can fly? (letter B)

II.PRONUNCIATION. - gift/ moved/ laughed/knives/ft/ /vd/ /fs/ /vz/-Practice the words containing the sounds in the chart

Listen and repeat./ft/ /vd/Giftarrived


_T. introduces two consonant sounds /ft/ /vd/ /fs/ /vz/ by writing some words containing the sounds on the board._ T models the sounds and for a few times and explains the difference in producing them._ T hangs the chart_ T plays the tape ( or reads) once for Ss to hear the words containing the sounds in the chart._Lets Ss. listen and repeat the words T asks :Who can pronounce these words?(Ss stand up to say the words)T corrects their mistakes if necessary.2.Practising the dialogue containing the targets sounds.- T reads the dialogue aloud, then asks Ss to listen and repeat after him._T asks Ss work in pairs and read aloud the dialogue in textbook and to pick out the word containing the sounds.-T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary.- T hangs this chartT reads the sentences aloud, then asks Ss to listen an repeat after him.T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary.III. GRAMMAR. ( 32 ms.)Lead – in-T draws a boy who is praised by his teacher.-T writes:Who can rewrite my sentence, beginning as shown?People say that………/It is said thatTom is said………T writes and explainsIt is said that /People say that + S + VT draws another picture who was praised by teacher last week.T lead to this sentence.The teacher praised Tom last week.T asks Ss to rewrite this sentence, beginning as shown.Tom is said…..Exercise1.T asks Ss to do exercise 1/pages 185 -186 in pairs.T goes around to offer help.T calls on some Ss to read their answers aloud.

ListlovedSoftmoved/fs/ /vz/CoughsbehavesLaughslovesRoofsknives

-Practice the sounds in the sentences.1. They are not on the roof now. They’ve been moved to the ground.Use the lift. I’ll ring to say you’ve arrived2. I thing he’s improved. Still coughs but laughs as lot, of course.3. We have plenty of laughs. We miss him when he leaves.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.III. GRAMMAR.- T ask : Is the boy good? (Yes)A asks: Does the teacher praise him every week? (yes)-The teacher praises Tom every week.-Expected answers:+People say that/ It is said that Tom is praised by the teacher every week.+Tom is said to be praised by the teacher every week.-It is said that /People say that + S + V-The teacher praised Tom last week.Expected answer: Tom is said to have been praised by teacher last week.)Form: S + is/was (said….) + to have + pp.Exercise1. Suggested answers:

1. Many people are said to be homeless after the floods.

2. The prisoner is thought to have escaped by climbing over the wall.

3. He is believed to have driven through the town at 90 km per hour.

4. Two people are reported to have been seriously injured in the


T corrects their mistakes if necessary.Suggested answersExrcise2T asks Ss to do exercise 2/page 186 in pairs.T goes around to offer help.T calls on some Ss to read their answers

aloud.T corrects their mistakes if necessary.Further practice: Choose the best answerT hangs a chart containing an exercise.T asks Ss to work in pairs to do this exercise.T goes around to offer help.T calls on some Ss to read their answer aloud.T corrects their mistakes if necessary.V. HOME WORD. ( 1m)

accident.5. Three men are said to have been

arrested after the explosion.6. The strike is expected to begin

tomorrow.7. He is said to speak English very

well.

Exrcise2.Example:-It is a nice day, isn’t it?-They aren’t hungry, are they ?-You live here, don’t you?-You don’t speak English, do you?Exercise 2: Suggested answersSuggested answers

1. He is thought to be very clever.2. The wanted man is believed to

living in NewYork.3. He is known to be very rich.4. The film is supposed to be very

good.5. Many people are thought to have

been killed in the accident.6. About a million puppies are

thought to be born each year.7. The factories are said to be much

worse.8. Those dogs are said to be

dangerous.

IV. Further practice: Choose the best answerChoose the best answer1. It was in this village that

Mr.John…………………….17 years agoA. were born B. was bornC. born D. has been born.

2. Nam is said to ……………………….. abroad three times before.

A. be B. been

C. has been D. have been3. His wife is said to………………………..a big company in Ho Chi Minh city now.

A. be running B.


runC. will be running D.

to have run4. The woman was said to …………………for her husband ten years before she remarried

A. wait B. waited

C. Has waited D. have waitedSuggested answers : 1.B 2. D3.A 4.DPrepare the next period : Test yourself FV. HOME WORD. ( 1m)Prepare the next period : Test yourself F


TEST YOURSELF FI. Aims : By the end of the lesson, students can use what they learn to do the exercise.II. Method: Communicative method:III. Skills: Integrated IV. Teaching aids : catsette playerV. Teaching stages :

Stages Activities Content Listening

10’T lets sts read the questions before they listenT asks sts to listen twice Sts give the answerOthers remarkT lets sts listen once again to check their answer

Suggested answers:1.T 2. F 3. T 4. T 5. T

Reading 10’

T lets sts read the passageSts work in pairs the discuss the answer T goes around and helps themSts give their answer

Suggested answers:1. They were made in medicine in the 19th

and 20th centuries.2. A German doctor named Roentgen developed X- ray machine in 1895.


Others remark and correctT remark and gives comments

3. It was discovered in 1928.4. Doctor can save people’s lives by giving them a new heart or new kidney. Hospitals have large computers and machines that help sick people live better lives.5. It is a very old method of treating sickness and pain. It uses needles to help the human body fight pain and disease.

Pron and grammar

10’

T read the soundSts listen the tick T asks sts to work in groupSts discuss then give their answer Others remark and correctT remarks

a. Pronunciation1. end 2. tense 3. lift 4.loveb. Grammar :1. Jane is thought to be very rich.2. She is said to have won a special prize3. He is said to know five foreign languages.4. The thief is thought to have got in through the kitchen window.

Writing14’

T lets sts write the writing on the board and correctT give the marks

Structure : 0.5 msContent : 1mWords and sentences : 1m

Homework1’

T asks sts to prepare for the next period.

Review the main contents for the second semester test.


TEST 45’I. Aims : - Students can do the test exactly and fluently by using what they learnt

- Teacher can check sts’ understading about unit12,13 and 14II. Form : Multiple choice

II. Homework- Prepare Unit 15 : ( reading)

45-MINUTE TEST No. 4 CORRECTIONI. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to evaluate what they have gained in unit 12 and 13. 2. Knowledge:- Vocabulary: Vocabulary in unit 12 and 13. - Grammar/ Structures:


- (Pronunciation):3. Skills: writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, 45-minute tests No. 4.III. PROCEDURE:1. Warm-up:2. New lesson: (44’)A. MarkingI. Choose the word whose underlined part is pronounced differently. (0.75 m)0.25 mark/ each correct answer1. C 2. B 3. AII. Choose the word which has the stress syllable different from the others. (0.5 m)0.25 mark/ each correct answer1. D2. BIII. Choose the best answers. (3 ms)0.25 mark/ each correct answer1. B 2. A 3. B 4. A 5. C 6. C 7. A8. B 9. D 10. A 11. D 12. ARead the following passage and answer the questions (2 ms) 0.5 mark/ each correct answer 1. Bronze medal2. Every four years3. The International Olympic Committee (IOC). 4. In Doha, Qatar. Choose the word – A, B, C, or D - that needs correcting. (0.75 m) 0.25 mark/ each correct answer 1. B 2. B 3. BGive the correct form of the words. (1.5 m) 0.5 mark/ each correct answer 1. COLLECTION2. SUCCESSFUL3. HELD Rewrite these sentences using the word in bracket, beginning with the words shown. (1.5 m)0.5 mark/ each correct answer 1. The cup of coffee which you wanted is on the table.2. It was this camera that my mother gave me.3. It was the man who put this letter in front of my house.

--- THE END ---B. The result & experience- The result:Class 0 - < 3 3 - < 5 5 - < 6.5 6.5 - < 8 8 - < 101111


11- The experiece:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

IV. HOMEWORK ASSIGNMENT: (1’)- Prepare next lesson, unit 16 - ReadingV. COMMENTS: .............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION 1I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to revise the knowledge they have learnt in the second semester. 2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills: Writing II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Pronunciation (10’)I. Choose the word whose underlined part pronounced is differently from that of the rest. 1. A. played B. admired

C. liked D. called 2. A. stamps B. friends

C. relatives D. guitars 3. A. material B. pollution

C. benefit D. stopII. Choose the word which is stressed differently from the rest.

- Work individually and do the exercise.- Give the answers in front of the class.Answers1. C2. A3. B4. D5. B


4. A. energy B. naturalC. relative D.

pollution5. A. alternative B. geothermal C. environment D. expensivelyB. Grammar and vocabulary (10’) Choose the best answer among A, B, C or D:6. The first person ________ the classroom last Monday might know the reason.A. entered B. to enterC. who enters D. whom enters7. Elvis Presley, ____________died in 1977, earned millions of dollars.

A. who B. whomC. that D. whose

8. Do you know that environmentalist _________ I used to work?

A. with whom C. with B. with that D. with who 9. Exposure to pollution can cause many serious illnesses ________ to death.

A. that leading B. which ledC. led D. leading

10. Each country sends its best athletes ________ participation expresses the friendship and solidarity.

A. who B. whichC. that D. whose

11. It is not a sport ________ a great deal of thought.A. to which I devote B. to that I devoteC. I devote D. devoting12. These houses are _______ offer at bargain prices.

A. on B. withC. in D. for

13. Neither the TV nor the video sets ________ properly.

A. works B. workC. has worked D. is

working14. _______ last week looks nice.

A. The house which was

- Work individually and do the exercise.- Give the answers in front of the class.Answers6. B7. A8. A9. D10. D11. A12. A13. B14. A15. D16. A17. D18.B19. D20. B21. C22. B23. C


repainted B. It was the house was repainted

C. The house repaintingD. The house is repaintedC. modern D. eternal

15. Tom has a large ________ of foreign coins.

A. collecting B. collectiveC. collector D. collection

16. No one is indifferent to praise, __________?

A. is one B. isn’t one

C. is he D. are they 17. All students should be equipped _______ a pocket calculator.

A. for B. inC. of D. with

18. They live in a fairly modest house, considering their wealth.

A. expensive B. fairly smallC. very cheap D. very big

Identify the underlined part among A, B, C or D that needs correcting: 19. Your grandfather could speak five

A B languages, could he? C D20. The song to that we listened last night

A B Cwas beautiful. D21. N ot only my teacher but also my close

A Bfriend are here.

C D22. He is the second person be killed in

A B C that way. D23. I’m very hungry and thirsty now. I

A B could ate a horse and drink an ocean. C DC. Reading


Choose A, B, C or D that best fits each numbered blank in the following passage.

There are a number of things I like to do in my free time. They are my hobbies.

The hobby I like most is (24)_______my guitar. My uncle, (25)_______is an accomplished guitarist, taught me how to play. Now I can (26)_______a few simple tunes. I have even begun to sing while playing the guitar, but I have not been very successful (27)_______this. My uncle tells me that all I need is to practise regularly and I should be able to do it. He is very good at (28)_______people singing with his guitar and I admire him very much.24. A. played B. plays

C. playing D. play25. A. that B. whom

C. whose D. who 26. A. play B. plays

C. played D. be played27. A. of B. at

C. in D. about28. A. to accompany B. accompanyC. accompanying D. accompanied

- Work individually and do the exercise.- Give the answers in front of the class.Answers24. C25. D26. A27. B28. C

IV. HOMEWORK ASSIGNMENT: - Revise the exercises again. - Prepare next lesson – Revision 2. V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Preparation date: Teaching date:

REVISION 2I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to…


2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills:II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:2. New lesson:

Teacher’s activities Students’ activitiesA. Pre B. WhileC. Post


REVISION 3I. OBJECTIVES:1. Aim: By the end of this lesson, students will be able to…2. Knowledge:- Vocabulary:- Grammar/ Structures:- (Pronunciation):3. Skills:II. PREPARATION:1. Teacher: textbook, workbook, chalk.2. Students: textbooks, workbooks, notebooks, pens.III. PROCEDURE:1. Warm-up:



A. Pre B. WhileC. Post

IV. HOMEWORK ASSIGNMENT:

V. COMMENTS: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


In giao an 11 ca nam

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