GA tieng anh 9

IV. The present perfect tense. Ss: revise the use, form & meaning. Ss: share in pairs and write their answers on the board... Ss: check the answers. Knowledge : By the end of the[r]

(1)

Period: 1

Date:………

«n tập đầu năm I objectives:

1 Knowledge: by the end of the lesson, Ss will be able to:

- revise the already-learned tenses and structures

- consolidate some knowledge and skills about learning English 2 Skills: Reading & Writing

II Preparation:

- T: Posters, exercises

- Ss: textbooks, the old knowledge

III procedures:

1.Settlement: Greets and checks attendance

New lesson:

T/s and

*) Lead-in: Chatting

?What did you on your summer vacation?

T: introduces the task of the lesson

1.Act.1:

*) Answer key:

1.A 2.B 3.B 4.B 5.C 6.C 7.B 8.C 9.B 10.B

T: hangs on the exercises and helps Ss define the language they should use to complete the task

T: asks them to work in groups T: gets feedback and helps Ss revise the structures in the task

2 Act.2 :

T: revises Ss with the simple present, simple past present continuous and simple future tense

T: asks Ss to work in groups again to complete it

T: gets feedback and makes the tenses more clearly

I Choose the best answer from A, B and C Ss: define the language in each item

Ss: share their ideas in groups and then raise their results

1 We often have Math and English Monday. A on B at C in

2 We are interested taking part in school activities. A on B in C at

3 How is it from here to your school? It/s

kilometers.

A old B far C much 4 beautiful the flowers are !

A What B How C Where

5 You have a toothache You go to the dentist/s.

A can B ought C should

6 My brother is a football player He plays it A skill B skillful C skillfully

7 Thomas Edison/s famous is the electric light bulb.

A invent B invention C inventing 8 Jone is student in our class.

A taller B tallest C the tallest 9 Ho Chi Minh city is than Hue. A big B bigger C the biggest 10 The student should get used to up early. A get B getting C to get

II Use the correct tense of the verbs in parentheses. Ss: give structures and uses

Ss: goupwork and speak out their answers Ss: work out the tenses with teacher

1 At the moment, he (study) animal/s life

2 Last year, we (go) to America to learn English. 3 Where are the children? They (play) soccer now. 4 I think he (meet) us again this summer.

(2)

3 Act.3

T: writes the exercises on the board and then instructs Ss to define the used language

T: asks Ss to share their ideas in groups to complete it

T: invites Ss to write their sentences on the board

T: invites the checking and gives feedback

1.is studying 2.went

3.are playing 4.will/is going to 5.doesn/t often watch 6.was not

III.Complete the following sentences, using the given cues.

Ss: revise the structures they have learned

Ss: complete them in groups and then write their answers on the board

Ss: correct the answers with Teacher

1 Would/like/play/chess/tonight? - Would you like to play chess tonight? 2 You/ought/clean/room/everyday - You ought to clean your room veryday 3 How far/it/your house/market?

- How far it is from your house to the market

4 Ho Chi Minh City/big/Viet Nam- Ho Chi Minh City is the biggest city in Viet Nam

IV Homework:

- asks Ss to prepare: unit 1: lesson 1- Ewnglish

V SUPPLEMENTARY NOTES:

……… ……… ………

……… ………

Period: 2

Date:

Unit 1: a visit from a pen pal

( Lesson 1: getting started and listen & read) I objectives:

1. Knowledge: By the end of the lesson, Ss will be able to:

- know some famous places in VN, understand Maryam/s trip to Hanoi and

know to use WISH-Clause(Type 1)

Skills: Listening, reading and speaking II Preparation:

- T: Pictures, posters, games - Ss: Textbook, new words

III PROCEDURES:

1 Warm-up: Getting started: Matching (pictures at page )

*) Answer key:

a,Den Hung festival d,National museum b,The Temple of Literature e, Foodstall

c,Dong Xuan market f, Nha Rong harbor

T: asks Ss to match the phrases with the pictures and then gets feedback Ss: work in groups and then give their answers

T:gives the situation:” your foreign pen pal is coming to stay with you What places would you take him to?

(3)

2 New lesson:

T/s activities Ss/ activities

*) Lead-in: Lan/s pen pal, Maryam was

staying with Lan last week She enjoyed a lot of famous places in Ha Noi Today we will know more about her and her trip

1.Presentation:

a.Act.1: Pre - Teach

T: elicits first and says out the words T: writes and checks

T: uses Matching to check vocab

b.Act.2: Listen and answer T: hangs on the Qs and gives the instructions

T: plays the tape twice T: gets feedback

T: plays the tape again

2.practice:

Multiple choice

T: hangs on the task & explains the way T: asks Ss to read the text again and complete the task

T: gets feedback & checks 3.Further practice:

Wish - clause( Type 1)

T: asks the Qs: Do you have a computer, Tu?

T:Tu does not have a computer,so Tu wishes & writes the model and checks the meaning, form & use (distinguish the differences between subjunctine mood & indicative mood)

T: explains the excercises (a,b,c,d)- Lang Focus

T: asks Ss to them in Ms and then invites Ss to the board

T: checks Ss/ work with the whole class.

I Vocabulary:

Ss: try out & repeat chorally- individually

Ss: give the meaning& make sentences

Ss: close their books & match the words with the Vietnamese meaning

- (to) correspond / / {correspondence (N)

- (to) impress/(translation) {impression(N)

- friendly(adj.)(example) {friendliness(N)

- mosque(N)(picture)/ / - (to) pray/preid/ (mime)

II Guiding questions:

Ss: close the books & read through the Qs

Ss: listen & share their answers in pairs

Ss: speak out their answers Ss: check their answers

1, Where is Maryam from?  Kuala Lumpur, Malaysia 2, Was this their first meeting?

 Yes, it was.

3, Where did Lan take Maryam to go?

 Hoan Kiem lake, Uncle Ho/s

mausoleum

III.Choose the correct option to complete the sentences.(Page 7)

Ss: read through the task

Ss: work in groups to share their ideas Ss: give their choices & explain the reason

*)

Answer key :

1.A 2.B 3.D 4.B IV Wish - clause( Type 1)

Ss: Tu: No, I not

Ss: give their ideas

Ss: pay attention to the way to rewrite the sentences

Ss: share their work in groups & write their answers on the board

+ Model:

Tu does not have a computer at home

 Tu wishes she had a computer

(4)

the present or future, we use Wish-clause ( T1)

S1 + wish +S2+V simple past

( Subjunctive mood )

Note: to be  were ( for all persons)

+ Exercises: (a,b,c,d)- Lang Focus IV.Homework:

- asks Ss to revise the lesson & excercises 7- P.10 (workbook) - asks Ss to prepare: Speak and listen-P.8,9

……… ……… ………

……… ………

Period: 3

Date:

Unit 1: a visit from a pen pal

( Lesson 2: speak Page 8)

I objectives:

1 Knowledge: By the end of the lesson, Ss will be able to: - Practise introducing themselves & how to response 2 Skills: Speaking

II Preparation:

- T: posters, exercises - Ss: Textbook, new words III PROCEDURES:

1 Checking: Asks students to complete excercise (a,b,c)-P.10 (workbook), using Wish-Clause

2 New lesson:

*)Lead-in:

T: gives the situation in which the Ss meet Nam

? What language will you use

T: intrduces the lesson

1.pre-speaking:

Ordering

T: intruduces the conversation between Nga and Maryam and helps Ss to pronounce: introduce, Kuala Lumpur

T: asks Ss to rearrange the dialogue

T: gives feedback & asks them to play the role

T: invites pairs to practise the dialogue T: correcting if neccessary

2.while-speaking

Dialogue build

T: explains the task and elicits the used

Brainstorm

Ss: discuss and speak out the expressions used in this situation

How are you ?

I Put the dialogue in the correct order (Part a-P.8)

Ss: follow T/s instructions

Ss: work in groups & give their answers

Ss: practise the dialogue in minutes Ss: practise the dialogue in minutes Ss: play the role with the dialogue *) Answer key:

1 - c , – b, - d , - e , - a ,6-f II. Make the similiar dialogue, using the given information.

(5)

language from Ss

T: asks them to work in pairs T: invites pairs to practise T: corrects if necessary

3.post-speaking:

Roleplay

T: hangs on the situation, explains the way and asks Ss to build the dialogue

T: invites pairs to the front

T: asks the whole to give comments

Ss: make the model with teacher Ss: pairwork, taking turns to be Paul and then Jane

Ss: make the dialogue Ss: correct themselves

Example:

Nga: Hello You must be Yoko Yoko: That is right I am.

Nga: Pleased to meet you Let me introduce myself I am Nga.

Yoko:Pleased to meet you Nga Are you one of Lan/s classmate?

Nga: Yes, I am Are you enjoying your staying in VN?

Yoko: Yes I like Vietnamese people and I love old cities in VN.

Nga: III Tell David about your hometown.

Ss: work in groups to make the dialogues

Ss: play the role as David and himself /herself

Ss: give their ways and their ideas

Situation: David is from England He is coming to visit you Asks him about his country and tell him about your hometown

IV.Homework:

- asks Ss to revise the lesson & excercises 7- P.10 (workbook) - asks Ss to prepare: listen-P.9

……… ……… ………

……… ………

Period: 4

Date: ……….

( Lesson 3: listen Page 9)

I objectives:

1 Knowledge: By the end of the lesson, Ss will be able to: - Practise introducing themselves & how to response 2 Skills: Speaking & Listening

II Preparation:

- T: posters, exercises - Ss: Textbook, new words III PROCEDURES:

1 Checking:Asks students to complete excercise (d,e,f)-P.10 (workbook), using Wish-Clause

2.NEW LESSON:

(6)

1.pre-listening:

a)Act.1: Pre-teach

T: checks vocab : What and where

b)Act.2: Matching

T: writes the phrases on the board and asks T: gets feedback and asks the whole to check T: instructs Ss to read them out

2.while-listening

a,Act.1: Ordering

T: instructs Ss to read the phrases again T: introduces the dialogue about Carlo/s trip.

T: plays the tape twice

T: asks Ss to share their results T: plays the tape again

T: gets feedback T: plays the tape again

b,Act.2: T/F statements

T: hangs on the statements and explains the task

T: plays the tape twice again T: gets feedback

T: plays the tape again and asks the Qs to check

3.post-listening: Dialogue build

Situation

You are visiting Dong Ha, so talk to your friends the places you will visit, food you eat,

T: gives the above situation and elicits the language from Ss

T: asks Ss to work in pairs to ask and answer

I Vocabulary:

Ss: try out and repeat chorally- individually

Ss: give the meaning & pronounciation

Ss: read and rewrite them on the board

- downtown (adv.) / /(Trans) - (a) pond: (Picture)

- (a) park-keeper (who keeps a park) - (a) hamburger / /(Picture)

II Match the phrases with the pictures (Pictures P.9)

Ss to match them with the pictures Ss: base on the pictures ,work in groups and write their answers on the board

Ss: check their answers and read them out

Ss: run through the phrases

*) Answer key

- Walking on the grass (a1) - Picking up the flowers(a2) - Catching a bus (b1,2) - Eating something in a restaurant(c1,2)

III Listen and check the number of the correct pictures (P.9)

Ss: read them again Ss: follow teacher/s

Ss: listen and choose the correct answers

Ss: work in groups & share their ideas

Ss: listen and check their results Ss: speak out their choices

Ss: check and choose the correct ones

*)Answer key: a,1 ; b,2 ; c,2 IV Listen & answer the questions *) Statement with answers:

Ss: read through the statements Ss: listen and then share their ideas Ss: speak out their answers

Ss: listen and correct their answers

1 Tim and Carlo want to go to a restaurant downtown (T)

2 There are no trees , flowers and pond near their place.(F)

3 They catch a bus number 103(F) 4 They go to a restaurant for Mexican food.(F)

(7)

T: invites pairs to present their ideas Ss: work in pairs to ask and answer, may talk about other places

Ss: speak out their ideas then write it on the board

S1: Where are you going to visit? S2: S1: How can you get there? S2: S1: Where are you going to visit in (Dong Ha)?

S2: S1: What food you want to eat? S2:

IV.Homework:

- asks Ss to learn vocabulary at home - asks Ss to prepare: Read- P.7

……… ……… ………

……… ………

Period: 5

Date:

Unit1: a visit from a pen pal

( Lesson : read -Page 9,10)

I objectives:

1 Knowledge: By the end of the lesson, Ss will be able to:

- learn some vocab And understand the details of the text about Malaysia

2.Skills: Reading &Speaking

II Preparation:

- T: a map, Pictures, posters - Ss: Textbook, new words

III procedures:

1 Chatting: Asks the Qs around Ss/ life. ? What time you get up in the morning ? Do you like to take a trip abroad

? Which countries you like to visit Why?

2 New lesson:

*)Lead-in:Uses the map of the South East Asian Nations.

? What is this

? How many countries are there in the South East Asian Nations.

? Which country is this Do you know its capital?

- introduces the lesson

1.pre-reading:

a)Act.1: Pre - Teach

T:elicits the words from the Ss and says them out

T: writes and checks

- answer the Qs:

This is a map of

10: Viet Nam, Laos,

Malaysia Kuala Lumpur

I Vocabulary:

Ss: try out & repeat chorally-individually

(8)

T: uses “ What & Where” to check vocab

T: asks Ss to guess the meaning: Buddism, Hinduism, Islam

b)Act.2: Open prediction

T: hangs on the Grids and explains the task T: asks Ss to work in groups to guess the information about Malaysia

T: gets feedback 2.while-reading

a)Act.1: Read the text & check the predictions.

T: asks Ss to read the text to check their predictions

T: gets feedback

b)Act.2: T/F statements

T: hangs the statements on the poster T: asks Ss to read the text again T: gets feedback

T: asks them to work in pairs

3.post-reading: Survey:

T: hangs on the Form, elicits the questions from Ss; makes the model and asks Ss to work in groups to fill in the form

T: goes round to help Ss

T: invites to wrtite out their results and then provides Ss with more information

Ss: read & rewrite

Ss: read the text & give their answers

- Tropical climate / / (Exp.) - Unit of currency / / (Realia) - Official religion / / (Exp.) - Compulsory(adj) / / (Sit.) - Second language / / (Sit.) II Predict the information about Malaysia (Part a-P.10)

Ss: follow teacher/s.

Ss: work in groups & give their answers on the worksheets

Ss: stick their answers on th B.B

*)Answer key:

Ss: read it in Ms & pick out the information

Ss: give their answers and explain 1.Area: 329,758 sq Km

2.Population: Over 22 millions

3.Climate: Tropical

4.Unit of currency: Ringgit

5.Capital city: Kuala Lumpur

6.Official religion: Islam

7 National language: Bahasa Malaysia (Malay)

8 Compulsory second language:

English

III Read the text and choose the statements True(T) or False (F) (P.10)

Ss: reads through the statements

Ss: reads it individually and then share their ideas in groups

Ss: give their answers and explain and then correct the false statements

*)Answer key:

1.T, 2.F, 3.F, 4.F; 5.F IV.Talking about Viet Nam.(Form) Questions:

Ss: make the model with teacher, work in groups, may use the questions Ss: work with teacher

Ss: write their answers on the board and check it with T

? How wide is Viet Nam? ? What is its climate

? Which unit of currency the Vietnamese use.

? Viet Nam 1.Area: 330.991 sq Km

2.Population: Over 80 millions Climate: Tropical, subtropical Currency: Dong

5 Capital city: Ha Noi Official religion: No

(9)

IV.Homework:

- asks Ss to revise the simple past at home - asks Ss to prepare: Write- P.11

……… ……… ………

……… ………

Period: 6

Date:

( Lesson : write- Page 11.)

I objectives:

- revise the simple past and write a letter about activities their did in their last vacation

Skills: Writing

II Preparation:

- T: posters, exerxises

- Ss: The old knowledge, new words

III procedures:

1 Checking:Asks one student to answer some questions about Malaysia

2 New lesson:

*)Lead-in: Chatting

- asks some Qs about Ss/ summer

vacation

?What did you in your summer vacation

? Where did you go

? Did you visit your friends

- intrduces the tasks of the lesson

1.pre-writing:

a)Act.1: Brainstorm

T: presents the Net and focuses Ss on the past activities

T: asks Ss to work in groups and list out

- answer the Qs individually

I went to see my relatives

I List out activities you did:

Ss: follow teacher/s

Ss: share their ideas in groups

Activities in your last summer vacation What

you did

Places you visited

People you met

Food you ate Things you

(10)

the activities they did

T: gets feedback & writes them on the B.B

b)Act.2: Ask and answer.

T: elicits the questions from Ss and then asks Ss to asks and answer in pairs to talk about their last vacation

T: invites two pairs to gives their ideas

2.while-writing:

Write - it - up

T: elicits the form of the nomal letter T: asks the Ss to write the letter ( 100 words), using the information they listed out in ‘Brainstorm’

T: notes: Vpast form T: goes round to help Ss

3.post-writing:

Exhibition

T: asks Ss to go to the B.B and write their letter

T: asks the whole to give comments T: asks them to correct their work

Ss: speak out their activities in their summer vacation

II Talk about your summer vacation

Ss: gives their ideas and ask and answer about their vacation

Ss: use the questions to give their ideas

- Where did you visit in your last summer vacation?

- Who did you meet? - What food did you eat? - What did you buy?

- What made you interested there? III.Write a letter to Mary and talk to her about your last vacation.

Ss: work with teacher

Ss: write a letter to Mary individually, using their own information

Ss: focus on the simple past tense for the used verbs

Ss: complete their letter

Example: Dear Mary,

I am very glad to talk to you about my last summer vacation.

I visited my grandparents There I

.

Lovers, Thanh.

IV Share and compare the letters:

Ss: share and compare their work Ss: present their work on the B.B Ss: correct their letter

IV Homework:

- asks Ss to complete their letter and exercise 5,6-P.8,9 ( workbook) at home - asks Ss to prepare: Language Focus - P.11

……… ……… ………

……… ………

Period: 7

(11)

Unit 2: clothing

( Lesson 1: getting started and listen & read) I objectives:

1 Knowledge: by the end of the lesson, Ss will be able to:

- know the Aodai of Viet Nam and some kinds of clothes from another countries in the world

- revise the present perfect tense

2 Skills: Listening, reading and speaking

II Preparation:

- T: Pictures, posters

- Ss: Textbook, new words, the simple past tense

III PROCEDURES:

1 Warm-up: Getting started: (Pictures at page 13 )

*) Answer key:

a,She is from Japan d,She is from India b,She is from Viet Nam e, He is from U.S.A c,She is Scotland f, She is from Arabia

T: hangs on the pictures and asks the question:Where is she/he from?/Why you know?

Ss: look at the pictures to answer.”She is from Japan because she is wearing a kimono.”

T: focuses Ss on: a kimono, a sari, a veil, a kilt and asks Ss to make the dialogue Ss: asks and answer the questions in pairs and then present their ideas

2 New lesson:

*) Lead-in: Picture a: She is from Viet Nam because she is wearing Ao dai To know more about Ao dai, Vietnamese traditional women/s

clothes, today we are going to learn Unit 2; Lesson 1

1 presentation:

a.Act.1: Pre-teach

T: instructs them to read & invites Ss to read all the words

b.Act.2: Gap-fill

T: hangs the task with the missing information and explains some words

T: plays the tape twice T: gets feedback

T: asks Ss to read the text to check their answer

T: gets feedback again

I. Vocabulary:

Ss: give the meaning& make sentences

Ss: run through the words

- man(N) # woman (example) {men (Plu N) # women (Plu N) Ex: A man but two men

- tradition (N)/ /(trans.) {traditional (Adj.) # modern {traditionally = by tradition - fashion(N)/ / (trans.) {fashionable (adj.)- out of fashion - wear (V) ( wore,worn) (mime) Ex: I am wearing a shirt.

- (a) long silk tunic (Trans.) - loose pants (N) (Picture)

II Listen to the tape and fill in the gaps (Part a-P.14)

Ss: read through the sentences Ss: listen and then share their answers in pairs

Ss: speak out their answers Ss: read the text to check their answers

*)Answer key:

(12)

2.practice:

Comprehension questions

T: hangs the poster with the Qs and run them through

T: asks Ss to read the text again and answer the Qs

T: gets feedback

T: asks the whole to check

3.Further practice:

Presentation text

T: asks Ss to pick out the model in the text and checks the use, form & meaning

T: instructs them to exercise (a,b,c) (workbook)

3 to wear modern clothing at work lines of poetry

5 symbols such as suns, stars, crosses and stripes

III Read the text and answer the Qs (part b-P.14)

Ss: read through the task Ss: work in pairs to share their ideas

Ss: ask and answer the Qs

Ss: check & then copy the answers in their notebooks

*) Answer key:

1 Men and women used to wear it Because it is more convenient They have printed lines of poetry on it

IV The present perfect tense. Ss: revise the use, form & meaning Ss: share in pairs and write their answers on the board

Ss: check the answers 1 Model:

- Some designers have modernized the Ao dai

2 Form:

S + have/has +Vp.p + (Obj.)+

IV Homework:

- asks Ss to revise the lesson & exercises 1,2 P.12,13 (workbook) - asks Ss to prepare: Speak -P.14,15

……… ……… ………

……… ………

Period: 8

Date:

Unit 2: clothing ( Lesson 2: speak - Page 14,15)

I objectives:

- Talk about their favorite clothes, using Reported Speech and Simple present

2 Skills: Speaking & writing

II Preparation:

(13)

- Ss: Textbook, new words, the simple past tense

III PROCEDURES:

1 Revision:Network

skirt shirt

2 New lesson:

*)Lead-in: uses Network to introduce the lesson

1.pre-speaking:

Matching

T: hangs on the pictures and the phrases T: gets feedback

T: checks and correts the answers T: asks Ss to give the Vietnamese meaning and instructs them to read out the words

(T can use Network)

Interview

T: elicits the language from Ss and focus T: runs through the Qs and asks Ss to add more Qs.(*)

T: makes the model

T: asks Ss to interview members of group

T: invites pairs to practice

a,Act.1: Reported speech

T: asks: What you wear on Tet,Tu?

T: gives the model

T: asks the whole to revise Reported speech

T: asks them to report their survey T: invites Ss to go to the board T: asks the whole to check

I Match the phrases with the pictures (Part a- P.14)

Ss: work in groups & share their ideas Ss: go to the board and match

Ss: check it with teacher

Ss: give the meaning and run through the words

*) Answer key:

a, a colorful T-shirt b, a sleeveless sweater c, a striped shirt

d, a plain suit e, faded jeans

f, a short-sleeved blouse g, baggy pants

h, a plaid skirt

i, blue shorts  A piece of shorts II Ask and answer about your favorite type of clothing (Part b)

Ss: answer the Qs individually Ss: read them out and focus on the meaning

Ss on the Vsimple present Ss: talk about its use and form

Ss: ask and answer and then note down Ss: interviewing

*) Worksheet:

-What you usually wear on the weekend?.

- Why you wear these clothes?

- What is your favorite type of clothing? Why?

- What are your school uniforms? - What you wear on Tet?*

- What you wear on your birthday?* III Report the results of your survey (Part c-P.16)

Ss: answer: I usually wear Ss: copy down and give the way to use reported speech

Ss: write the sentences on their paper Ss: write their work on the board Ss: check and correct themselves

*)Indirect speech: 1 Model:

(14)

Tu said: I usually wear a skirt on Tet. Tu said that she usually wore a skirt on Tet

2 Form:

Direct: S + Vpresent + (Obj.) Indirect: S + V past + (Obj.)

IV Homework:

- asks Ss to exercise 4,5-P.15,16 - asks Ss to prepare: Listen- P.16

……… ……… ………

……… ………

Period: 9

Date:

Unit 2: clothing ( Lesson 3: listen - Page 16)

I objectives:

- revise the clothing vocabulary and understand an annoucement about Mary

2 Skills: Listening & Speaking

II Preparation:

- T: posters, pictures - Ss: Textbook, vocab

III procedures:

1 Revision: Network blue shorts 2 New lesson:

*)Lead-in:uses Network to introduce the lesson

a)Act.1: Pre-teach

T: checks vocab : What we call in in English?

T: hangs on the pictures and elicits the language from Ss

T: introduces the situation about a lost little girl called Mary and asks Ss to

I Vocabulary: (Pictures)

Ss: give the meaning & pronounciation Ss: answer: It is a pair of

(15)

predict the things she is wearing T: gets feedback

a)Act.1: Listen to check

T: asks Ss be about listening to the tape & plays the tape twice

T: asks them to share their results T: gets feedback

T: plays the tape once again

b)Act.2: Comprehension questions

T: hangs on the Qs & plays the tape twice

T: asks them to share their results T: gets feedback

T: plays the tape once again

3.post-listening: Description

T: sticks pictures on the board and asks the Ss to describe

T: invites Ss to go to the board

II Predict the lost girl (Pictures P.16) 1 Prediction:

Ss: answer the Qs to discover it

Ss: base on the pictures and guess the information in groups

Ss: write their predictions on the board

2 Listen and check the information about Mary.

Ss: listen and choose the correct answers Ss: work in groups & share their ideas Ss: speak out their answers

Ss: correct their predictions

*) Answer key:

a, She is wearing blue shorts.

b, She is wearing a long-sleeved blouse. c, She is wearing a pair of brown shoes III Listen and answer the questions.

Ss: listen and answer the questions Ss: work in groups & share their ideas Ss: speak out their answers

Ss: correct their predictions

Questions:

1.What is her name? She is Mary 2 How old is she? She is years old. 3 Is she wearing a blue skirt?

 No, she is not She is wearing blue shorts and a long-sleeved white blouse. IV Describe the pictures

Ss: work in groups to discribe the appearance of each person

Ss: go to the board and describe the pictures

Ex: Her name is Nga She has short dark hair She is wearing a red skirt and

IV.Homework:

- asks Ss to learn clothing vocabulary at home - asks Ss to prepare: Read- P.17

……… ……… ………

……… ………

Period: 10

(16)

Unit 2: clothing ( Lesson 4: read - Page 17,18)

I objectives:

- understand the details of the text about the origin and developping history of Jeans

2 Skills: Reading & Speaking

II Preparation:

- T: posters, pictures - Ss: textbook, vocab

III procedures:

1 Warm-up: Brainstorm

Long-wearing easy to wear

2 New lesson:

*)Lead-in:

T: asks the questions:

? Have you ever worn Jeans. ? Do you like Jeans Why?.

T: introduces the lesson

1.pre-reading:

a)Act.1: Pre-Teach

T:elicits the words from the Ss and says them out

T: uses “ Matching” to check vocab T: instruct Ss to read

T: hangs on the poster, elicits the language and asks Ss to predict the missing dates & words

T: gets feedback

2.while-reading

T: gets feedback

b)Act.2: Comprehension questions.

T: hangs the poster with the Qs and runs them through

T: notes Ss with Simple past tense & asks T: gets feedback

T: asks the whole to check T: asks for pairwork

I. Vocabulary:

Ss: try out & repeat chorally-individually

Ss: give the meaning

Ss: match the words with the Vietnamese

Ss: run through the words

- clothes = clothing (Un N)(Realia) { cloth (Un N)

- (to) wear out

Ex: Jeans are not easy to wear out - cotton (N) (Realia)

- embroided (Adj) / / (Picture) - painted (Adj)/ /(Picture)

- out of fashion:/………… / - fashion/ fashionable

II Predict the missing dates and words

(Part a-P.17)

Ss: work in groups & give their answers on the worksheets

Ss: stick their answers on the B.B

* Checking:

Ss: give their answers and explain

*)Answer key:

1.18th century/jean cloth.

2.1960s/students 3.1970s/cheaper 4.1980s/fashion 5.1990s/sale III Asks and answer the questions. (Page 18)

Ss: read through the Qs Ss to read the text again

(17)

3.post-reading:

Discussion

T: asks the Ss to work in groups for summarizing the text

T: invites or pairs to represent their ideas

Ss: ask and answer in pairs

Ss: check the answers with teacher Ss: ask and answer again

*)Answer key:

1, It comes from Italy in Europe. 2, The 1960s/ fashion were

embroidered jeans, painted jeans and so on.

3, Because jeans became cheaper. 4, They at last became high fashion clothing in 1980s.

5, Because the worldwide economic situation got worse.

IV Discuss what you like to wear:

Ss: groupwork in Ms,basing on the questions

Ss: answer it to the front

1 What types of clothes you like to wear best?

2 Do you like to wear Jeans? Why or why not?

IV Homework:

- asks Ss to read the text again at home - asks Ss to prepare: Write- P.18,19

……… ……… ………

……… ………

Period: 11

Date:

Unit 2: clothing ( Lesson 5: write - Page 18,19.)

I objectives:

- know how to write a paragraph of argument and know the way to support their opinions

2 Skills: Writing

II Preparation:

- T: posters, overhead - Ss: textbook, vocab

III procedures:

1 Checking:Asks one student to summarize the origin of Jeans 2 New lesson:

*)Lead-in: Role-play

(18)

schooling How you persuade him to stop this ?

T: introduces the lesson

1.pre-writing:

a)Act.1: Pre - Teach

T: instruct Ss to read

b)Act.2: Presentation text

T: introduces the content & hangs on the Grids, and then elicits main parts with the used language

T: asks Ss to read part a (P.18) to pick out each part and its aim

T: gets feedback

T: gives feedback and more explanations

Write- it -up

T: hangs on the outline & explains the task

(Note:It is + Adj + for someone +Vto-inf. V-ing + be + Adj./To-inf + be + Adj.

T: asks Ss to write a paragraph about 100 words individually

T: goes round to help them and then gives out the cellophanes

3.post-writing:

Exhibition

T: collects drafts from Ss and put them in the overhead

T: helps the whole to correct T: asks them to copy down

I Vocabulary

Ss: give the meaning& make sentences Ss: run them through & copy down

- persuade/ /(V): (situation)

Ex: I persuade him to meet Lan

- encourage(V)/ / { encouragement(N)(Sit.)

Ex: We encourage them to homework

- ( to) be proud of: (situation)

Ex: We are proud of our class

- practical(Adj.)(Translation)

Ex: Wearing uniform is practical

- self-confident (Adj.)(situation) II The form of the argumentative paragraph.

Ss: show their ideas & give their comments

Ss: share their ideas in groups

Ss: give the answers and explain the aims of each part in this parpgragh

*) Form:

+ Introduction: My opinion is /I think

+ Series of arguments: Firstly/ + Conclusion: Therefore / In conclusion

III Write a paragraph to support the argument that Ss should wear casual clothes.(Part b-P.19)

Ss: focus on the information and the form of argument paragraph

Ss: write their paragraph to support their ideas

Ss: discuss in groups, share their ideas and write their work on the cellophanes Example:

I think secondary school students should wear casual clothes for the following reasons.

First,…

………

Therefore, It is necessary for secondary school children to wear casual clothes IV Sharing and comparing

(19)

IV Homework:

- asks Ss to write the paragraph with the following content:

Taking part in the school activities is unhelpful to the students Do you agree or not?

Suggessting ideas: + makes students feel self-confident.

+ gives students opportunities to show their abilities. + creates coorperation and friendship.

asks Ss to prepare: Language Focus - P.19( Present perfect and passive form)

……… ……… ………

……… ………

Period: 12 Date:

Unit 2: ( Lesson 6: language focus- Page 19.)

I objectives :

- Revise and practice further in the present perfect and the passive form

2 Skills: Writing and Speaking

II Preparation:

- T: posters, exercises - Ss: textbook, vocab

III procedures:

1 Revision: Write the past participal form of the following verbs

1.see  seen 4.build 7.live 2.buy 5.read 8.eat 3.play 6.know 9.make

 T: Checks : In which tense will we use the Vp.p? New lesson:

1.Act.1: Ask and answer about each person(using part 1-P.19-10)

T: asks Ss to read the dialogue T: focuses Ss present perfect tense perfect

T: makes the model with the information on the Table

T: asks Ss to work in pairs

T: invites 3pairs to asks and answer about the information on the Table T: helps Ss to correct

2.Act.2:

T: hangs the words on the poster and runs through them

T: focus Ss on the present perfect T: makes the model

T: asks the whole to pair-work T: helps them to correct

1 Using the present perfect:

Ss: pair-work in Ms Ss: read the dialogue in pairs

Ss: give the use and form of the present Ss: make the model with teacher

Ss: ask and answer about Lan, Quang,

Ss: correct themselves

*) Model:(P.19-textbook).

*) Structure: Present perfect tense. S+ have/has + Vp.p + (obj) + +Timing words: never, ever, already, just, yet, recently and Preps for/ since‘

2 Ask and answer Qs about the things you done in HCM city.

Ss: run through the phrases Ss: analize the structure Ss: it with teacher

Ss: ask & answer, write them on the board

*)Model:

(20)

3.Act.3: Rewrite the sentences, using the passive form.(Part 4-P.21).

T: gives the example & asks Ss to change it in the passive form

T: revises the passive form of the simple present, simple past and present perfect tense

T: instructs them the way to change the sentence into passive

T: asks them to complete Exe T: gets feedback

4.Consolidation:

- asks the Ss to revise the simple past ,simple present, present perfect and modal verbs in passive

*) Simple present tense:

Active: S + V (s/es) + Obj +…

Passive: S (obj.) + am/is/are + Vp.p + … + by + agent (S)

*) Simple past tense:

Active: S + Vpast + Obj +…

Passive: S (obj.) + was/were+ Vp.p + … + by + agent (S)

*) Present perfect tense:

Active: S + have/has + Obj +…

Passive: S (obj.) +have/has + been + Vp.p + ….+ by + agent (S)

*) Modal verb:

Active: S + must/will/can …+ Vbare-inf + Obj +…

Passive: S (obj.) +must/will/can… + be + Vp.p + ….+ by + agent (S)

B: Yes, I have seen it.

A: Have you eaten Vietnamese food yet? B: No, I haven/t.

3 Use the passive form:

Ss: change it in the passive form Ss: give the form of tenses

Ss: share their ideas to pick out the ways to complete it

Ss: work in pairs

Ss: write their answers on the board Ss: check it with teacher

*)Model:

-They sell jeans all over the world

Jeans are sold all over the world.

-You must this exercise carefully

This exercise must be done carefully. *)Answer key:

a, Jean cloth was made b, Rice is grown

c, Five million bottles of champagne will be produced

d, A new style of jeans has just been introduced

e, Two department stores have been built

Ss: revise the structures in groups then show their work on a poster

Ss: compare with other groups, correct and take notes

IV.Homework:

- asks Ss to excercise 6-P.17 and 7-P.18( workbook) at home - asks Ss to prepare: Unit 1, for 45-minute examination

V.supplementary notes:

- If there in enough time, teacher instructs Ss to excercise (textbook)

(21)

Period: 13

Date:

45 - minute examination

A objectives:

I Knowlege: From unit1 to unit

- Language: vocabulary theme: traveling and clothing

- Pronunciation: vocabulary

- Grammar: passive form,past simple,wishes…

II Skills: Writing, reading, vocab and grammar practice

B CONTENTS OF TEST:

I Choose the best answer from A,B or C:

1 is the national official religion in Malaysia

A Hinduism B Buddhism C Islam The Ao dai is the dress of Vietnamese women

A tradition B traditional C traditive I have been an explorer 10 years

A on B since C for

4 Have you visited China ?

A never B since C yet

5 She is not in class I wish she in class

A is B were C was

II.Use the correct form of the verbs in parantheses.

I (1) (be) born in China, but my father (2) (be/not) a Chinese He comes from Italy In 2001, my family (3) (move) to Australia When I arrived there, I (4) (not/know) anybody Since then I (5) (make) friends with people around me I am now lucky to have a lot of friends I wish

we (6) (meet) each other everyday

III.Read the passage and answer the question.

Malaysia is one of the countries of ASEAN It is about 329, 758 sq km The climate in Malaysia is tropical and the Malaysian unit of currency is Ringgit Kuala Lumpur is the largest city in Malaysia Beside Bahasa Malaysia (Malay) seen as the national language, people widely speak English, Chinese and Tamil Children in secondary schools learn Bahasa Malaysia English is a compulsory language

1 How wide is Malaysia? What is climate in Malaysia? Which city is the capital of Malaysia? What is Malaysia/ national language?

5 Which language children in secondary schools learn? IV.Rewrite the following sentences, using the cues.

1 People use this dictionary very often ( This dictionary ) They will build two departments this year ( Two departments ) We have just bought faded jeans ( Faded jeans ) They meet a bad man on the road (They wish ) V Find out one mistake in each sentence and correct it.

1 The workers have built that house since two years We not have a computer We wish have a computer

3 It is practical for students wear uniforms when they are at school They have seen their friends yet

(22)

Câu I: 1,5 điểm (Mổi câu đựoc 0,3 điểm)

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

Câu II: 1,5 điểm (Mổi câu đựoc 0,25 điểm).

1.was is not moved did not know have made met

Câu III: 2,5 điểm (Mổi câu đựoc 0,5 điểm)

1 It is about 329, 758 sq km It/ The climate is tropical

3 Kuala Lumpur is the capital of Malaysia It is Bahasa Malaysia

5 They learn Bahasa Malaysia (Malay)

Câu IV: 2,0 điểm (Mổi câu đựoc 0,5 điểm)

1 This dictionary is used very often (by people) Two departments will be built this year

3 Faded jeans have just been bought by us

4 They wish they did not meet that bad man./ They wish they met a good man

Câu V: 2,5 điểm (Mỗi câu đợc 0,5 điểm).

1 since  for have  had wear  to wear have  have not

5 must done  must be done

Period: 14

Date:

Unit 3: a trip to the countryside

(Lesson 1: getting started and listen & read)

I objectives:

- understand the text about Ba & Lize/s trip to the countryside and know a lot of

activities in the countryside

- revise Wish-clause (Type 1) with “ Can”

2 Skills: Listening, reading and speaking

II Preparation:

- T: Pictures, posters, exercises - Ss: textbook, vocab

III procedures:

1 Warm-up: Getting started: (Pictures at page 22 )

T: hangs on the pictures and asks the question: What is she/he or are they doing?

Ss: look at the pictures to answer ”She is watering vegetables

T: asks Ss to work in pairs

Ss: asks and answer the questions in pairs and then present their ideas 2 New lesson:

*) Lead-in:

T: introduces activities in the countryside on the pictrure and then introduces Ba and Lize/s trip.

T: leads in the lesson

1 presentation:

a.Act.1:

(23)

T: uses “ What and where” to check vocab

b.Act.2:

T: hangs the statements and asks Ss to predict the information

T: gets feedback

2.practice:

a.Act.1: Check the prediction T: plays the tape twice.

T: asks Ss to share it in pairs T: gets feedback

T: asks them to read the text to check T: invites Ss to correct the false statements

a.Act.2:

T: hangs the poster with the Qs and runs them through

T: asks Ss to read the text again and answer the Qs

T: gets feedback

3.Further practice:

T: asks Ss to pick out the model in the text

? What does Lize wish

T: writes the model and checks the use, form & meaning

T: instructs them to excercise (b,c,d,e) ( workbook)

individually

Ss: give the meaning& make sentences Ss: read & then write the words on the B.B

- (to) have a rest = (to) relax

-Ex: I have a rest after a working day - (to) have a chance to something = have an opportunity to

-Ex: I have a chance to speak English - entrance(N) / /(Example) - shrine(N)/ / (Situation) -(to ) have a snack (Situation)

- banyan tree / / (Picture) II Predict the statements T or F (Part a-P.23)

1 Prediction:

Ss: read through the sentences and work in groups,writing their predictions on the worksheets

Ss: stick their worksheets on the b.b

2 Listen to the tape & check the predictions (part a -P.23)

Ss: listen to the tape and note down Ss: change their results

Ss: give their answers

Ss: read the text and check their predictions

Ss: speak out the correct statements

*)Answer key:

1.F 2.T 3.F 4.F 5.T 6.F 7.F 8.F 9.F

III Read the text and answer the Qs (part b-P.23)

Ss: read through the task

Ss: work in pairs to share their ideas Ss: ask and answer the Qs and write their answers on the blackboard

Ss: check & then copy the answers in their notebooks

*) Answer key: (Teacher/s book)

IV Wish-clause with CAN.

Ss: read the dialogue again and answer it Ss: give the use, form & meaning and revise Wish-clause - Type

1. Model:

- Lize wishes she could visit your village again some day

2 Use &Form: When we talk about our possible wishes in the future, we use:

S1 +wish +S2 + COULD + V bare inf

IV Homework:

- instructs Ss to revise the lesson & excercises 1,2,3 P.20,21 (workbook) - asks Ss to prepare: Speak -P.14,15

(24)

……… ……… ………

Period: 15

Date:

( Lesson 2: speak and listen- Page 24, 25)

I objectives:

- Talk about the information of the countryside and activities of their home village - Listen and understand the trip to Ba/s village

2 Skills: Speaking & Writing

II Preparation:

- T: Pictures, posters, exercises - Ss: textbook, vocab

III procedures:

1 Revision:Discovering the picture

T: Hangs on the picture of the countryside and asks the following Qs

?What is this/ Which animals are they/ What are they/is he doing?

Ss:Look at the picture and answer the Qs T: introduces the lesson

2 New lesson:

T/s activities Ss/ activities 1.pre-speaking:

a)Act.1: Network

rivers a banyan tree

T: writes down the task & asks Ss to think about things in their home village

T: gets feedback

T: writes them on the B.B

b)Act.2:Presentation text

T: elicits the language from the students T: asks Ss to give examples and asks some questions

a)Act.1: Ask and answer

T: shows the Qs and the information in the boxes on the overhead projector T: runs them through and explains the meaning of: do for a living

T: hands out the worksheets for Student A and B

T: makes the model and asks Ss to work in pairs

T: invites pairs to practise and corrects if neccessary

a bamboo forest

a mountain

Ss: work in groups & share their ideas Ss: speak out the real things in their village

Ss: add more

II Structure revision

Ss: give their ideas about the language Ss: answer T/s questions

Distance: How far is it from…………? Mean of transport: How can you get/go ?

- (to) for a living

- It take + (time) to something Ex: It takes me hour to get to the village III Ask & answer about your partner/s

home village, using the information in the boxes.

Ss: read through the information on it Ss: read out the Qs and focus on the meaning

Ss: focus on the Qs and the Simple present

Ss: asks and answer in pairs, using information in the box

Questions: ((Part a-P.24)

(25)

a)Act.2: Inteview

T: asks Ss to think about their home town, Trung Giang

T: asks them to base on the Qs in Part a and add more Qs

T: asks Ss work in pairs and invites pairs to practise

3.post-speaking: Listen ing

T: hangs on the map and revises Ss with the prepositons of place.

T: plays the tape twice.

T: asks Ss to share their results T: plays the tape again

T: gets feedback

IV Ask and answer about your real home town (Part b-P.24)

Ss: think about their home town

Ss: add more and compare it with Dong Ha Town in some ways

*) Possible questions:

1.Where is your home village?

2 How far is it from Dong Ha Town? 3 How can you get there?

4 How long does it take to get there? 5.What people for a living in your village?

What are there in your home village V Listen to the trip to Ba/s village

Ss: give: opposite, on the left/right

Ss:listen and choose the correct answers Ss: work in groups & share their ideas Ss: listen and check their results

*)Answer key:

A.banyan tree B.airport

C.highway No.1 D.Dragon bridge E.gas station F.store G.pond

H.bamboo forest L.parking lot

IV Homework:

- asks Ss to exercise 4-P.21;5,6-P.22(Workbook) - asks Ss to prepare: Read- P.25

……… ……… ………

………

……… ……… ………

Period: 16

Date:

( Lesson 3: read - Page 25)

I objectives:

- understand the details of the text about Van/s life in the USA and know more

about the life on a farm 2 Skills: Reading & writing

II Preparation:

- T: Pictures, posters - Ss: The text, vocab

III procedures:

1 Revision: Chatting

T: asks the following questions:

?Where is your home village/How far is it from Dong Ha Town?/Does your home village have a river?/What people for a living in your village?

(26)

2 New lesson:

*)Lead-in: Brainstorming

T: gives the task and gets feedback plow on a farm harvest the crops

T: introduces Van, an exchange student and leads in the lesson

1.pre-reading:

a)Act.1:

T: elicits the words from the Ss and says

them out

T: instructs Ss to read definitions.

T: uses “ Matching” to check vocab.(Part

a- P.26) and asks the whole to check

b)Act.2:

T: hangs on the statements , gives the worksheets and asks Ss to predict them T/F (note: T and F)

T: gets feedback

2.while-reading

T:gets feedback

b)Act.2: Comprehension questions T: hangs the poster with the Qs and runs

them through

T:notes Ss with simple present tense &

asks Ss to read the text again

T: gets feedback

3.post-reading: Gap-fill

T: hangs on the poster and asks the Ss to

Ss: think about and then speak out their ideas

grow rice

feed chickens I Vocabulary

Ss: try out & repeat chorally-individually Ss: give the meaning & make the

sentences, then run through the words Ss: share their ideas in pairs ,go to the B.B and match the words with its

- exchange student(s) (N) (translation) - maize (N) = corn (A.E) (Realia)

- part-time # full-time(adj/adv)

Ex: My mother works part-time.(trans.)

- grocery store (N) (Picture) II T/F statement predictions.

Ss: read through the statements, then work in groups & give their answers on the worksheets

Ss: stick their answers on the B.B

1.Van is an exchange student He is from the USA.

2.He is now living outside Colombus, Ohio

3.There are five people in the Parkers. 4.Van often helps Mr Parker at a grocery store.

Ss: give their answers and correct the F one.

*)Answer key: 1.F 3.T 2.T 4.F III Ask and answer the questions. Ss: read through the Qs

Ss: read it individually and then share their ideas in pairs

Ss: ask and answer the Qs and then check.

*)Questions:

1.Who is Van living with in the USA?

- He is living with the Parker family

2.What does Mr Parker do?

- He is a farmer

3.Where does Mrs Parker work?

- She works at a grocery store

4.What does Van help Mr Parker ?

- He feeds the chickens, collects their eggs and helps Mr Parker on the farm

(27)

work in groups

- Yes, he does

IV Read the text and ill in the gaps(Part b-P.26)(T limits the gaps)

Ss: read the text ,write their answers on the worksheets & then stick them on the b.b

*) Answer key: 1.Ohio 2.farmer 3 at a grocery store 4.Peter 5.Sam 6.farm 7.they watch 8.baseball IV Homework:

- asks Ss to read the text again at home and exercise P.21 (workbook) - asks Ss to prepare: Write- P.26, 27

……… ……… ………

……… ………

Period: 17

Date:

( Lesson 4: write- Page 26,27)

I objectives:

- know how to write a paragraph about their last picnic and revise the Simple Past Tense

2 Skills: Writing and speaking

II Preparation:

- T: Pictures, overhead, cellophanes - Ss: The text, vocab

III procedures:

1 Checking: Asks one student to read the text about Van and answer the questions

? What does Van do/ ?Who is Van living with in the USA ? How many people are there in the Parkers/

2 New lesson:

*)Lead-in:

T: Teacher introduces Ba and his friends with their last picnic to the countryside

1.pre-writing:

a)Act.1: Pre-teach

T: instruct Ss to read

b)Act.2: Discover the pictures

I Vocabulary

Ss: give the meaning& make sentences Ss: run them through & copy down

- (to) put down: /put,put/

Ex: We put down our suitcases

- (to) lay out:/laid,laid/

Ex: We laid out the food on the ground

(28)

T: sticks pictures on the board and ask the above questions (Pictures at P-27)

T: asks Ss to ask and answer with these Qs

T: gets feedback

T: introduces the paragraph through the pictures

T: focuses Ss with the Simple Past Tense

a)Act.1: Write- it - up

T: gives the first model sentence

T: asks Ss to write a paragraph, using the cues in the text book individually

T: goes round to help them and then gives out the cellophanes

3.post-writing:

Exhibition

T: collects drafts from Ss and put them in the overhead

T: helps the whole to correct T: asks them to copy down

Ex: I caught a bus to school

- picnic site (Example) II Ask and answer

Ss: look at the pictures and answer the Qs in Ss: look at the pictures and answer the Qs individuals

Ss: work in pairs with the pictures Ss: ask and answer to the front Ss: listen to the teacher

Ss: give the form and the use

? Where did they go ? What did they take with

? How did they get to the picnic side ? What did they lay out

? Which game did they play

? What time did they run to the bus stop ? When did they arrive home.

III Write a paragraph entitled “ A country Picnic “.(P-26,27)

Ss: focus on the past form of the verbs Ss: use the cues to write a paragraph Ss: discuss in groups, share their ideas and write their work on the cellophanes

Example: (Possible paragraph) IV Sharing and comparing: Ss: share and compare their work Ss: correct paragraphs with teacher

IV Homework:

- asks Ss to write the paragraph about their last picnic at home - asks Ss to prepare: Language Focus - P.28,29

……… ……… ………

……… ………

Period: 18

Date:

Possible paragragh

(29)

Unit 3( Lesson 5: language focus- Page 28-30)

I objectives:

1 Knowledge: At the end of the lesson, Ss will be able to:

- revise and practice further in Wish-clause (Type 1) and revise Prepositions of time

- understand and use the adverb clause of result with “ SO”

2 Skills: Writing and Speaking

II Preparation:

- T: Posters, overhead, cellophanes - Ss: The text, vocab

III procedures:

1 Checking: Collects the paragraph Ss wrote at home

New lesson:

1.Act.1: Sentence completion

T: asks Ss to look at the pictures and gives the model

T: asks them to write the sentence, using Wish- Clause

T: checks the meaning, form and ,use and then asks Ss to write the sentences T: invites to write their sentences on B.B

T: helps Ss to correct

2.Act.2: Gap-Fill

T: uses Network to revise the Prepositions of time

T: checks the use of some Prepositions and gives the model, asks the whole to groupwork

T: invites the answers T: helps them to correct

3.Act.3: Matching

T: gives the example & asks Ss to combine them into one

T: checks the meaning, use and the form T: asks them to complete Excer 4-P.31 T: gets feedback

I Write the full sentences, using Wish-Clause (Part 1-P.28,29)

Ss: review the structure, the use Ss: write the full sentence Ss: work individually

Ss: write their sentences on the board

*) Model:

a) Ba/can have/new bicycle

Ba wishes he could have a new bicycle

*) Structure:

S1+ wish+S2 + Vpast + (obj)

+

(tobewere; can

could;willwould ) *)Answer key:

b,Hoa wishes she could visit her parents

c,I wish I passed my exam. d,We wish it did not rain. e,He wishes he could fly. f, they wish they stayed inHue

II Fill in the gaps with the suitable preposition of time.(Part 2,3 - P.30) Ss: give Pres they have learned

Ss: choose the suitable Pre to fill in the gaps

Ss: speak out their answers and explain

*)Answer key:

2) a-at; b-on; c-between; d-at; e-at; f-to

3) a-on; b-at/in; c-in; d-at; e-in; f-at

III.Match the half-sentences.(Part 4-P.31).

Ss: combine them if possible Ss: give the the way to it Ss: work in pairs

Ss: speak out their answers Ss: check it with teacher

(30)

Hoa work hard She passed her exam

Hoa worked hard, so she passed her exam.

*)Structure:

The causative clause, SO + the result clause

15-minute examination

IV Homework:

- asks Ss to exercise 8,9,10-P.24,25 (workbook) at home - asks Ss to prepare: Unit 4: Getting started and Listen & Read

……… ……… ………

……… ………

Period: 19

Date:

45-minute Test correction

i objectives:

1 Knowledge:

- helps Ss to evaluate their results of the test

- helps Ss to pick out the mistakes and errors they have made and correct themselves

2 Skills: Analysis

II Preparation:

- T: exercises

- Ss: tests and old knowledge

III procedures:

1 Checking:

2 Content:

Teacher/s activities Ss/ activities

1.Act.1: Teacher/s and Ss/ correction. - evaluates the result generally

- raises the main and important mistakes Ss have made

- hands out the tests

- asks Ss to correct each part of the test - invites Ss who had the mistakes and errors to go to the board

- invites others to correct

- listen to the teacher

- share their tests with their patners - go to the board and write their work - it and explain to the class

15-minute examination

I Circle the best answer from the words in parentheses (4Ms)

1 (How far, How often, How long) is it from your house to the city? He arrives in China (on,in,at,) Sunday morning

3 On weekends, he (helps,feeds,grows) the chickens

4 .(part-time, full-time, maize) means shorter or less than standard time

5 It was a beautiful day, (because, so, if) we went on a picnic Van and the Parkers enjoy (live, to live, living) on a farm II Rewrite the following sentences, using the cues (6 Ms)

1 Linh was out when we came We left a message (So) The hotel was noisy They could not sleep (Because)

3 Hai is not at the class this morning We wish

4 Ba doesn/t work hard, so he fails his exam.

(31)

- asks the class to take notes

2 Act.2: Ss/ correction.

- instructs Ss to correct their tests - goes round to monitor the class - asks Ss to hand in the tests

- note down

- correct themselves - collect the tests IV Homework:

- asks Ss to revise the language items at home

- asks them to prepare: Unit 4: Getting started & Listen and Read

……… ……… ………

……… ………

Period: 20

Date:

Unit4: learning a foreign language

( Lesson 1: getting started and listen & read)

I objectives:

1.Knowledge: By the end of the lesson, Ss will be able to:

- know the ways to learn English and talk about their ways to learn English everyday

- understand the Indiret Speech with Question words Skills: Listening, reading and speaking

II Preparation:

III procedures:

1 Warm-up: Getting started: Brainstorming (P.32)

T: asks Ss to choose the ways they learn English Ss: work in groups and add some more

T: gets feedback

Ss: go to the board and write their ideas T: asks the whole to add more

2 New lesson:

*) Lead-in: introduces the conversation between Lan and Paola about the course Lan wants to attend

1.Presentation:

a.Act.1: Vocabulary

- exam/examination/ / { examiner(N)

{ examine (V)

- (to) attend the course.(example) - (to) pass one/s exam (Situation)

- (to) fail one/s exam (Situation) - elicits first and says out the words - writes and checks

(Example)

Ex: I want to attend the English course. Ex: Lan got mark,so she passes her exam

(32)

- asks Ss to make the sentences - checks vocab.: Matching

b.Act.2: Play the role with the dialogue (P-32)

- reads the dialogue twice - asks the Ss to play the role - gets feedback

- asks the following questions

?What are Lan and Paola talking about ?What must Lan to attend the course

2.practice:

a.Act.1: Read the dialogue and find out the Qs which the examiner asks Lan (Page 33)

*) Answer key:

1, 2, 6, 7, 9, 10, 14

- hangs on the Qs & explains the way - asks Ss to read the dialogue again and pick out the questions the examiner asked Lan

- gets feedback & checks

- asks Ss to ask and answer the Qs from to 10

3.Further practice:

a,Act.1: Wh-questions in Reported Speech

+ Model:

” Where you live? ” she asked Lan

 She asked Lan where she lived

+ Form:

S + asked +Obj+ (What, Who, How ) + S + V +

- asks Ss to pick out the Qs in the dialogue

- writes the model and checks the meaning, form & use

- asks Ss to change the Qs at P.33 - gets feedback

- asks the whole to check

- give the meaning& make sentences - read them out, then match them with

the Vietnamese meaning - listen to teacher/s.

- play the role as Lan and Paola - practice the dialogue

- read the dialogue to answer the Qs

- read through the task

- work in groups to share their ideas, then stick the used questions

- give their choices & explain the reason - ask and answer about their information

Notes:

- pick out the Qs - give their ideas

- pay attention to the way to chang the direct sentences into Indirect one, about the position, person changing

- share their work in groups(Qs from to 9)

- write their answers on the board - check it with teacher

IV Homework:

- asks Ss to revise the lesson & exercises 2,3- P.28,29 (workbook) - asks Ss to prepare: Speak -P.34

……… ……… ………

……… ………

- reported verb: asked - change the tense

Direct Indirect

simple present Simple past present

continuous Past continous Past simple,

(33)

Unit 4: learning a foreign language

( Lesson 2: speak - Page 34)

I objectives:

- use the pieces of language to persuade the others to something and express their ideas about a relevant matter

2 Skills: Speaking & writing

II Preparation:

III procedures:

1 Checking: asks Ss to change the folloing sentences into idirect sentences 1.” Where you learn English? ” I asked Lan

2.” Does she go to shool?” They asked me 3.” He is playing football.” Nam said

2 New lesson:

*)Lead-in:Questions

?If you are awarded a 2000 - dollar scholarship, which countries in the world do you want to go for studying.

?Which pieces of language you use to persuade your friends.

1.pre-speaking:

a)Act.1: Vocabulary

- (to) agree # disagree(translation) { agreement (N)

- (a) dormitory / /(a place in which Ss live for studying)

- (a) campus: a place on which universities and colleges stand. - reputation(N) / / (translation)

- culture(N) / / (translation) { cultural (Adj)

- elicits the words from Ss

- says out and writes them on the board - checks the meaning, pronunciation - runs through the words

b)Act.2: The ways to persuade someone else.

*) Model:

A: I think we should go to the Seattle school of English in the USA You can stay with Vietnamese friends.

B; I disagree because we cannot

practice speaking with native speakers. A: *) The used languages:

I think Why don/t we ?

(Vietnamese meaning can be provided)

- try out their ideas - copy them down - give the meaning

(34)

If we go to , We can I think we /you should - I agree/disagree because

- hangs on the model and runs it through - elicits the language and checks the meaning, use

- explains more about the way to use it 2.while-speaking

a)Act.1: Practice persuading someone to do something (P.34)

-hangs on the Table with the information, run through the words and explains some more word phrases

- makes the model

- asks Ss to work in pairs

- asks Ss to show their ideas to the front -corrects if necessary

a,Act.1: Discussion

Situation: Persuade your friends to visit some beautiful places you would like to go.

Ex: I think we should go to Ha Long bay You can stay in lovely hotels and enjoy the beautiful scenery.

- I disagree but it is too expensive.

- gives the situation and asks Ss to work in groups

- invites each groups to persuade teacher

- play the role with teacher - talk about its use and form - copy down

- read them through

- make the model with teacher

- expess their ideas in pairs  in groups - practice speaking

- correct themselves

- persuade their friends

- give the persuading expressions IV Homework:

- asks Ss to exercise 4,5-P.29,30

- asks Ss to prepare: Listen- P.35

……… ……… ………

……… ………

Period:22 Date:

( Lesson 3: listen - Page 35)

I objectives:

- understand the dialogue about Nga/s studying English and talk about the

problems when they learn English

(35)

II Preparation:

III procedures:

1 checking:Jumbled sentences.

1.we/don/t/ on campus/Why/ live/in /a dormitory.?

(Why don/t we live in a dormitory on campus?)

2.do/think about/ going/What/you/ to Ha Noi capital.? (What you think about going to Ha Noi capital?)

2 New lesson:

Teacher/s activitties Ss/ activities

*)Lead-in: Nga is studying English in London Now she is talking to Kate about problems when she learns English.

- international bank(Explanation) - excellent(Adj)/ /(Example)

Ex: My writing is excellent

- improve (V) (Translation) { improvement (N)

Ex: I always improve my listening skill - elicits first and says out the words - writes and checks

- asks Ss to make sentences and runs them through

b)Act.2: T/F statement prediction.(P.35) - hangs on the poster with the statements and introduces the content of the dialogue - runs through the statements

- asks Ss to predict the information - gets feedback

a)Act.1: Listen and check the predictions

*) Answer key:

a,T b,T c,F d,T e,F f,T

- asks Ss be about listening to the tape & plays the tape twice

- asks them to share their results - plays the tape once again

- gets feedback

- plays the tape once again

b)Act.2: Listen and correct the false statements

*) Answer key:

c,She works for an internatinal bank in Ha Noi.

e,Her listening is terrible (This is her biggest problem People talk very quickly and she can/t understand them) - plays the tape twice again

- asks them to share their results - gets feedback

- plays the tape once again and gives feedback

- try out and repeat chorally- individually

- give the meaning & pronunciation - make the sentences and read through the words

- keep attention - read them first

- work in groups, writing their predictions on the worksheets

- stick their predictions on the board

- listen and choose the correct answers - work in groups & share their ideas - keep listening

- speak out their answers

- check and correct their predictions

- listen and correct the False one - share their ideas in pairs

(36)

3.post-listening:

Discussion Questions:

1, What aspects of learning English is difficult for you?

2,Which skills are you good at?/ bad at? 3,What can you to improve your listening/ speaking/ ?

- writes the above questions on the board and asks Ss to discuss in pairs

- invites Ss to give their ideas - helps them more

- share their ideas in pairs - express their ideas

- get it and add more ideas IV Homework:

- asks Ss to brainstorm the ways to improve their English at home - asks Ss to prepare: Read- P.36

……… ……… ………

……… ………

( Lesson 4: read - Page 36)

I objectives:

- understand the details of the text about Van/s life in the USA and know more

about the life on a farm

2 Skills: Reading & writing

II Preparation:

III procedures:

1 checking: Questions.

T: invites one or two Ss and asks the following questions:

?Do you like learning English/ When did you begin studying English? ?Is English difficult/ How can you improve your English at home?.

Ss: answer the Qs individually 2 New lesson:

Teacher/s activitties Ss/ activities

*)Lead-in: - asks the Qs

? Do you want to participate in a English course

? Have you ever read any advertisements for English courses.

? What they say.

-introduces the content of the lesson

1.pre-reading:

- think about and then speak out their ideas

(37)

- beginner(s) (N,A) / / - intermediate (Adj.)/ / - advanced level (Adj.)

- well- qualified (Adj.)/ / Ex: Our school has well-qualified

teachers

- elicits the words from the Ss and says them out

- writes and checks - instructs Ss to read

- uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: Answer the questions.

1.What languges can you study in Foreign Language Council?

2.What can the New English Institute help you.?

3.What can The Academy of Language help you?.

- introduces the topic

- hangs on the Qs and asks Ss to read the advertisements

- gets feedback

- asks the whole to check 2.while-reading

a)Act.1: Read the advertisements and fill in the information.(Part.a - P.36)

*)Answer key: ()

- hangs on the Table and focuses Ss on the information

- asks Ss to read the advertisements to fill in the information

- gets feedback & asks the whole to check - makes the model and asks Ss to ask and answer about the information on the table Ex:

A: When does the Academy of Language have the class?

B: In the morning, the afternoon and the evening everyday.

A:

3.post-reading: Discussion Question:

1 Which school you choose? Why?

- asks the question - gets feedback

(translation) (translation) (translation)

- try out & repeat chorally-individually - give the meaning & make the sentences then run through the words

- share their ideas and go to the B.B and match the words with the definations

-We can study English, French or Chinese

-It helps us improve our English - It helps us speak a foreign language with others.

- keep attention

- read them and share their ideas in pairs to answer the questions

- write their answers on the B.B - share their ideas

- read through the information

- work in groups, write their answers on the worksheets

- stick them on the board

- share their answers and explain - ask and answer the information

School Class time Language Level Time to start

(morning/afternoon ) (beginner/ )

Academy of Language morning, afternoon, advanced First week of

Evening November

Foreign Language Council morning, afternoon beginner/intermediate 3nd November

New English Institute afternoon, evening beginner (today)

(38)

- share their ideas in groups - give their ideas

IV Homework:

- asks Ss to read the text at home again and exercise P.31 (workbook) - asks Ss to prepare: Write- P.37

……… ……… ………

……… ………

( Lesson 5: write- Page 37)

I objectives:

1 Knowledge : At the end of the lesson, Ss will be able to:

- know how to write a letter of inquiry to request for the information about the courses

2 Skills: Writing

II Preparation:

III procedures :

1 Revision:

T: gives a letter that Nam writes to Hoa with the jumbled order and asks Ss to arrange it into the right order

Ss:Work in groups and give their orders T: asks Ss to comment the order of the letter 2 New lesson:

*)Lead-in:

- Teacher :? Are there any differences between a letter for your friends and the one for your school managers.

- introduces the task of the lesson

1.pre-writing:

a)Act.1: Vocabulary - (to) edit: (Example) { edition (N) / / - inquiry(N) / / (trans.) - Could you please + V ? - fee (N) (Example)

- (to ) look forward to + V-ing (Trans.)

- elicits first and says out the words - writes and asks for examples - instruct Ss to read

b)Act.1: Presentation text

*) Outline for A letter of inquiry:

+ Heading: on the right above the letter

- address of the writer - date:; April 17th, 2003

+ Opening: Dear , (Sir/Mr./Mrs.) + Body of the letter : What you request

- listen to teacher

Ex: Could you please give me your book ? Ex: I look forward to hearing from you.

(39)

- Introduction: - Request:

- Further information:

+ Closing: a polite one

- Yours faithfully/sincerely/ - your signature-Your name.

- asks Ss to read the letter at P.37 to find out the outline

- gets feedback

- explains the steps more clearly by the Q.: What is the aim of this part?

- asks Ss to compare the form with the formal letter

a)Act.1: Write a letter of inquiry.(P.37) - asks Ss to read the outline at P.37 again - asks Ss to choose the advertisements at Part 5-P36 to write a letter about 80 words

- goes around to instruct Ss

- gives out the cellophanes.(about 4)

3.post-writing:

Exhibition

- collects drafts from Ss and put them in the overhead

- helps the whole to correct - asks them to copy down

- read it in individuals and give their ideas

- give their opinions

- read the letter and answer, and then copy down the outline

- give their ideas about; the form, address, signature

- read and make sure about the contents - use the information in the

advertisements to write a letter - write a letter for themselves

- discuss in groups, share their ideas and write their work on the cellophanes

- share and compare their work - correct their letters with teacher - copy it in their books

IV Homework:

- asks Ss to complete their letter at home and give it to T in the next lesson - asks Ss to prepare: Language Focus - P.38

……… ……… ………

……… ………

Period: 25

Date:

Possible letter

12 Le Loi street, Dong Ha Town Quang Tri Province, Viet Nam November 23th, 2006.

Dear Sir,

I saw your Institute/s advertisement on TV programs today I am very

interrested in

I can speak little English, but I

Could you please provide more information about ? I look forward to hearing from you soon

(40)

( Lesson 6: language focus- Page 38-39)

I objectives:

- Revise and practise further in Modal verbs with IF and Reported Speech

2 Skills: Writing and Speaking

II Preparation:

III procedures:

1 Checking:Collects the letters Ss wrote at home

New lesson:

1.Act.1: Complete the sentences, use Modal verbs with the information in the box (Part 1-P.38)

*) Model:

-You want to get good marks You must study hard

If you want to get good marks, you must study hard

*) Structure:IF-Clause(Type 1)-Possible conditionals at present or in the future

IF-Clause,S+modal verbs + V-inf. Or S+modal verbs + V-inf + IF-Clause *)Answer key:(Teacher/s book)

- gives the model and elicits the situation - asks them to combine two into one, using IF- Clause

- checks the meaning, form and ,use - asks Ss to complete Excer I

- invites the answers - helps Ss to correct

2.Act.2: Complete the table.(Part -P.38)

*)Reported Speech:(Teacher/s book) - elicits the ways to change the direct sentences into indirect one

- asks Ss to complete the table in groups - gets feedback

- emphasises the ways to change them and helps them to correct

3.Act 3: Change the affirmative sentences into indirect ones.(Part 3-P.39).

*)Example:

“ I/m happy to see you” (Aunt Xuan)

Aunt Xuan said she was happy to see you

*)Answer key: (Teacher/s book)

- gives the example & asks Ss to change it

- checks the form and focuses Ss on verb form, persons and timing words

- asks them to complete Excer 3-P.39

- pick out the situation - try to it

- give the use and form and the meaning of IF-clause

- work in pairs

- speak out their answers - correct it with teacher

- revise the ways for Affirmative, Y/N Qs and question words sentences - share their ideas

- speak out their answers and explain - correct themselves

- change it into the indirect sentence - pick out the the way to it

(41)

- gets feedback

4.Act 4: Change the sentences into indirect ones.

*)Example:

-“ Does she play tennis?”

Nga asked me if /whether I played tennis

-“ Where you live? “ Nga asked  Nga asked me where I lived *)Answer key: (Teacher/s book)

- gives the example & asks Ss to change it

- checks the form and focuses Ss on reported verb , persons ,timing words and the position of factors in the sentence - asks them to complete Excer 4-P.39 - gets feedback

- write their answers on the board - check it with teacher

- change it into the indirect sentence - pick out the the way to it

- work in pairs

- write their answer on the board - check it with teacher

IV Homework:

- asks Ss to exercise 5-P.30 and 7-P.33 (workbook) at home - asks Ss to prepare:3,4 for 45-minute exam

……… ……… ………

……… ………

Period: 26

Date:

A objectives:

1 Knowledge:

- helps Ss to examine and evaluate their learning

- helps T to evaluate the teaching way and how well Ss get the aims

2 Skills: Writing, reading, vocab and grammar practice

B CONTENTS Of THE TEST: I com plete the sentences.

1 We have waited for him (in,for,since, at) four hours I am looking to hearing (in,for,from,at) you soon

3 She loves to watch the stars (till, between, on, at) night

4 Linh was out when we came, .(so, since, when, becuse) we left a message

5 (Because, When, If, So) you want to get good grades, you must study harder

(42)

8 Last year, we (take, took, is take, taken) a trip to the countryside Have you (work, worked, working, works) harder in English?

10 They want (read, to read, reading, readed) this advertisement carefully II./ Rewrite the following sentences , using the cues.

1 “ How far is it to school? ” Nam asked Lan

 Nam asked Lan “ Do you get home after 10.30 ? ”.I asked him

 I asked him “ I can wait for you outside the office? ” He told me

 He told me They not have the key to open the lab

 They wish The holidays were very cheap They booked one immediately (SO)

 III./ Read the text and answer the following questions.

Hai is now staying in London She is studying English for her job Now she works for an international bank in Ha Noi She wants to learn English because she thinks English is an interesting and usefull language Her writing skill is quite excellent, but her listening skill is not very good When arriving to London, She finds it very difficult to listen to English people because they speak so quickly that she doesn/t

understand them, so she needs to improve her listening skill She hopes she can talk to people from over the world and they can understand her favorite songs

1 What is Hai studying English for? Is she interested in English?

3 How does people in London speak English? What does she want to improve?

5 Why does she want to improve her listening skill? IV./ Use the cues to complete the following sentences

1 Hoa/wish/can/visit/parents How far/from/city/ your home village ? We/interested/learn/English/Chinese

4.You/have/go/university/if/want/study

đáp án thang điểm

Câu I: 3,0 điểm (Mổi câu đựoc 0,3 điểm)

1.for 2.from 3.at 4.so 5.If exchange maize took worked 10 to read Câu II: 2,5 điểm (Mổi câu đựoc 0,5 điểm). Nam asked Lan how far it was to school

2 I asked him if/whether he got home after 10.30

3 He told me that/ said that he could wait for me outside the office They wish they had the key to open the lab

5 The holidays were very cheap, so they booked one immediately Câu III: 2,5 điểm (Mổi câu đựoc 0,5 điểm)

1 Hai is studying English for her job She is good at the writing skill They speak English so/very quickly She wants to improve her listening skill

(43)

2 How far is it from the city to your home village? We are interested in learning English and Chinese You have to go to university if you want to study

Period: 27

Date:

Unit5: the media

I objectives:

1.Knowledge: At the end of the lesson, Ss will be able to:

- understand and know the benefits of the kinds of media and the development of the information net

2 Skills: Listening, reading and speaking

II Preparation:

Iii procedures:

1 Warm-up: Getting started: Asks and answer the questions T: - asks Ss to look at the pictures and match them with the phrases - asks the Qs.:

? Which of these activites you often in your free time? ?How many hours a week you spend (watching TV )?

Ss: ask and answer the above Qs in pairs and give their ideas 2 New lesson:

*) Lead-in: Network

Television

(after this task, T introduces : Tien Phong newspaper, Kien Thuc Ngay Nay, and leads in the lesson)

1.Presentation:

a.Act.1: Vocabulary - (the) media (Example) - (a) town crier(Picture) - popular (Adj.) (Trans.) - interact(v) (trans.) { interaction(N) {interactive(A) - benefit (N) (Trans.)

- (a) remote control./ / (Realia) - (to) bring about(Trans.)

- elicits first and says out the words - writes and checks

- asks Ss to make the sentences

- uses What and Where to check vocab

b.Act.2: Listen and then match the passage with the facts & events (Part a). *)Answerkey:

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

Newspapers

(share their ideas in pairs, and list out their ideas)

Ex: TV brings about the interesting programs to us

- try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the

board

- have M to read through the facts and

(44)

- hangs on the poster and focuses Ss on the informations

- explains the listening task - plays the tape twice

- asks Ss to share their answers in pairs and then read the text to check

- gets feedback

- helps the whole to check

2.practice:

a.Act.1: Comprehension questions (Part b - Page 42)

*) Answer key:

1 He/She goes through the city,ringing a bell and shouting the latest news.

2 It is widely read by both teenagers and adults.

3 TV brings about the latest information and interesting programs in an

inexpensive and convenient way

4 They are able to ask questions about the show by using their remote controls

- hangs on the Qs & explains the way - asks Ss to read the text again and answer the four questions

- gets feedback

- asks the whole to check 3.Further practice:

a,Act.1:Dicussion

1 What kinds of magazines and newspapers you read?

2 What is your favorite type of media? Why?

- writes the Qs On the board and asks Ss to work in groups

- gets feedback

- helps Ss to add more informations

events and pick out the meaning:

popular, ages, benefit and available - follow T/s and copy down the numbers.

- listen and take notes

- share their results and read the text to check what they get

- give their answers

- check and explain the results

4.(How can viewers interact with TV?) - read through the task

- work in pairs to share their ideas

- ask and answer the questions and then write the answers on the board

- check the answers with teacher

- work in groups of four - give their ideas

- copy down IV Homework:

- asks Ss to revise the lesson & excercises 1- P.35 (workbook) - asks Ss to prepare: Speak -P.42

……… ……… ………

……… ………

Unit 5: the media( Lesson 2: speak and listen - Page 42,43)

I objectives:

(45)

- understand and use Tag question for agreements and disagreements 2 Skills: Speaking & writing

II Preparation:

III procedures:

1 Checking:Asks Ss to write down:

What benefits does TV bring about to people/s life? 2. New lesson:

*)Lead-in: Questions

?Do you like watching TV programs ?Which kinds of programs you like best

- introduces the lesson 1.pre-speaking:

- cartoon (N) / / - news (N)

- documentary (N / / - (the) violent film / /

- (the) weather forecast / ./ - children/s corner (N)

- informative (Adj)/ / - (to) prefer/love/kike + V-ing - elicits the words from Ss

- says out and writes them on the board - checks the meaning, pronunciation - uses “ Matching” to check vocab

b)Act.2: Presentation dialogue. *) Model:

Lien:You like watching sports, don/ t you ?

Trung: Yes, I do

Lien: You don/ t like forein films, you?

Trung: No, I don/t.

*) Structure: Tag question

Affirmative sentence, Negative question? Aux + S ? Negative sentence, Affirmative question?

Aux + not + S?

- asks Ss to read the text and then elicits the questions

- runs though them and check the understanding

- talks about the intonation: raising tone for searching information; falling tone for searching agreements; &then gives notes 2.while-speaking

a)Act.1: Talk about the programs you like or dislike (P.42)

*) Model:

Lan: You like watching Folk music, don/t

you?

Hai: No, I don/t I prefer Cartoons I like

Tom& Jerry.

Lan:You prefer watching football match, don/t you?

Hai: Yes, I But what time?

(Example- Tom and Jerry) (Situation)

(Situation) (Example) (Example) (Situation) (Trans.)

Ex: She prefers listening to music

- try out their ideas - copy them down

- give the meaning & the stress - read and then match them with the Vietnamese meaning

*) Notes:

+ especial verbs

- I am a student, am I not? Amn/t I

- She may visit him, may she not? Mayn/t

- They can come there, cannot they?

+ Semi-negative words:

- Never, hardly, scarcely, seldom, racely - no one, nowhere, nobody

Ex: You never read books, you? - practise it in pairs and pick out the Qs - give the meaning and discover the structure and use

- listen and copy down

(46)

Lan: At 6.00 on VTV3

Hai:

- runs through the words on the table - hangs on the model and makes the model and ticks the imformation in it - asks Ss to work in groups & goes round to elicit the expressions from Ss

- asks Ss to show their ideas to the front

a,Act.1: Listen and fill in the missing information (P.43)

*) Answer key:

a) the late 19th century

b) Radio and Newsreels c) in the 1950s

d) the Internet

- hangs on the Grids and run it through, focuses Ss on the information

- plays the tape twice and asks them to share their results

- gets feedback and plays the tape once again and checks the information

- read them through

- make the model with teacher and prasp the way to complete it

- expess their ideas in groups, making cenversations

- practice speaking & correct themselves

- listen and take notes and work in groups to share their ideas

- listen to sentence breaking, explain the answer and correct their answers

IV.Homework:

- asks Ss to excercise 3,4-P.38 and asks Ss to prepare: Listen- P.43

……… ……… ………

……… ………

Period:29 Date:

Unit 5: the media ( Lesson 3: read - Page 43)

I objectives:

- understand and know the advantages and disadvantages of Internet

2 Skills: Reading & writing

II Preparation:

Iii procedures:

1 revision: Brainstorm.

books magazines Internet newspapers 2 New lesson:

*)Lead-in:

- asks the Qs

?Have you ever used the Internet - think about and then speak out their ideas

You get information

(47)

? What you think about the Internet.

-introduces the content of the lesson

1.pre-reading:

- (to) communicate (with)/ / { communication (N)

-(to) get acess to - time-consuming(Adj.) - (to) wander

Ex: I spend most of the time wandering on the Internet.

- website (N) (Picture and example) - (to) suffer various risks (Trans.)

-elicits the words from the Ss and says them out

b)Act.2: Guiding questions

1.How many people are using the Internet in the Forum? Who are they? 2 What are they talking about?

- introduces the topic of the text and asks two above questions

- gets feedback

- makes the content of the text more clealy

2.while-reading

a)Act.1: Read the text and answer the questions.(P.44)

*)Answer key:

1.She uses the Internet to get information and to communicate with her friends & relatives.

2 Because she lives in the countryside, where the Internet is not available. 3 People use the Internet for education, &commerce

- hangs on Qs from to on the board & asks explains the meaning

- asks Ss to read the responses to answer - gets feedback

- asks Ss to play the role with the Qs., Ex: 1 What you use the Internet for?

3.post-reading:

Question:

1 Do you agree or disagree with the responses?

2 What is your response to this forum?

- writes down the above questions and asks Ss to work in pairs

- gets feedback

(translation) (translation) (translation) (Situation) (Example)

- try out & repeat chorally-individually - give the meaning & make the sentences - run through the words and go to the B.B to match the words with the paralel meaning

-Four: Jimhello, Sandra

Morgan,Honghoa and Huansui.

- about the advantages & disadvantages of the Internet.

- read the text to answer the questions - speak out their answers

- take notes

- read them through and take notes - read through the responses and answer them in pairs

- speak out &write their answers on the BB

- correct the answers and copy down - ask and answer the Qs

 I use it to get .

(48)

IV Homework:

- asks Ss to read the text at home again and exercise P.40 (workbook) - asks Ss to prepare: Write- P.44

……… ……… ………

……… ………

Unit 5: the media( Lesson 4: write - Page 44)

I objectives:

I Knowledge: At the end of the lesson, Ss will be able to:

- write a passage about the benefits of the Internet in people/s life.

2 Skills: Writing

II Preparation:

III procedures:

1 Revision: Brainstorm

+ People get information from: Internet, newspapers, magazines, + Purposes to use the Internet: Education, communication, entertainment and

commerce

- asks Ss to list out all their ideas about that 2 New lesson:

*)Lead-in:

- introduces the task of the lesson, using

Brainstorm

1.pre-writing:

a)Act.1: Brainstorm. Benefits of the Internet + a source of information:

- get information conveniently and fast - get local and international news

- book tickets for the next soccer match + a source of entertainment:

- listen to music/ the radio/ - watch videos; play games + a source of education:

- learn English, look up new words, - take part in a learning course by on-line schools/lessons

+ means of commerce:

- make a contact on business

- introduces the Internet and asks Ss to list out its main benefits

- writes their ideas on the board and adds

- listen to teacher

- read the texts at P-43, share their ideas and then speak them out

(49)

some more details

- explains: on-line, book, make a contact b)Act.2: Form of a argumentative

paragraph.

+ Topic sentence: State what you want to talk about

+ Body: Your ideas about the topic

Firstly, Secondly,

Finally,

+ Ending: Refer to your opinions in a different way

In conclusion,/ to sum up, / in general,

- elicits the way to write a logic paragraph from Ss

- works with Ss to make every stage clearer

- notes Ss with: Such as/ For example/ Furthermore/ Additionally/Moreover

a)Act.1: Write a passage about benefits of the Internet (Part 6-P.44)

- asks Ss to read the outline and use the information in Brainstorm to write a paragraph individually

- gives out the cellophanes(about 4) and asks Ss to write their passages in groups

3.post-writing: Exhibition

- copy them down

- work with teacher and revise how to write an argumentative paragraph - copy down and take notes the way to give examples and add ideas in a paragraph

- write their paragraphs individually - share their ideas in groups and choose the best one, then write it on the

cellophanes

- share and compare their work - correct paragraphs with teacher - copy it in their books

IV.Homework:

- asks Ss to complete their letter at home and give it to T in the next lesson

- asks Ss to prepare: Language Focus - P.45

……… ……… ………

……… ………

Possible paragraph

The Internet has become part of our everyday life Is is very usefull and has a lot of benefits

Firstly, we can use it as a source of communication For example, we can communicate with our friends or relatives in another countries and Secondly, the Internet is seen as a means of education We can take part in a learning course by on-line schools and learn English or French

Next, We can use it as a source of entertainment such as playing games, listening to music and watching videos

Finally, we can use it as a means of commerce We can make contacts on business and

(50)

Period: 31

Date:

Unit 5: the media( Lesson 5: language focus- Page 45)

I objectives:

- revise and practise further in Tag questions ,Gerund and V-to-infinitive

2.Skills: Writing and Speaking

II Preparation:

III procedures:

1 Checking: Game: Verb Focus.

(Ss will share their ideas in pairs After the task, they will make sentences)

2 New lesson:

1.Act.1: Complete the dialogue with correct Tag questions (Part 1-P.45) *) Model:

-You have read this article, haven/t you?.

*) Answer key:

b, didn/t he? d, you?

c, wasn/t it? e, aren/t we?

- gives the model and checks the way to use Tag question

- asks them to complete the excer in pairs

- gets feedback & helps Ss to correct - asks them to practise the dialogue in pairs

- invites three pairs to practise 2.Act.2: Ask and answer questions about the television programs, using Tag questions( Part 2-P-45)

*) Example:

a, A: Tuan likes news, doesn/t he ?

B: Yes, he does.

b, A: Mai & Anh don/t like news,do they?

B: No, they don/t.

- asks Ss to read through the information in the Table and gives the model

- checks the way to use Tag question again

- asks Ss to ask and answer the questions in pairs

- gets feedback

- helps them to correct

3.Act 3: Write true sentences, using the words in three boxes.(Part 4-P.46). *)Example:

My father likes watching sports but my mother doesnt/ She loves listening to

music.

- give the structure - work in pairs

- speak out their answers & correct it - play the role with the dialogues - practice the dialogue orally

- read through the Table

- revise Tag question with the way and use

- work in pairs, using the model - ask and answer, using Tag question - correct themselves

like enjoy hate finish postpone avoid want invite

ask tell

V+ V-ing V + V-to-inf - enjoy

(51)

- gives the example & checks the way to use: like, enjoy,

- asks Ss to write other sentences by choosing one word in each box - invites the answers on the board - asks the whole to check

- like/enjoy/ + V-ing

- work individually and then in pairs, writing about their mother, father - write their answer on the board - check it with teacher

15-minutes check-up

- asks Ss to work in groups to complete the following exercises

*) Complete the following sentences, using Tag Questions:

1 We love using the Internet, ? I am learning English now, ? We have never used the Internet, ?

4 They didn/t read advertisements yesterday, ? *) Use the right form of the verb in parentheses.

1 My sister enjoy (watch) cartoons

2 They are excited at (hear) the information Do you mind (buy) me a newspaper? They want him (work) hard in English

5 I /d like (invite ) Nga and Lan to my house.

IV Homework:

- asks Ss to exercise 5-P.39 (workbook) at home

- asks Ss to prepare: Reported Speech, prepositions, word form, for the Review lesson

……… ……… ……… ……

……… ………

Test correction

I objectives:

Knowledge:

2 Skills: Analysis

II Preparation:

- T: exercises

III procedures :

1 Checking:

2 Content:

(52)

- invites others to correct - asks the class to take notes

- note down

- correct themselves - collect the tests IV Homework:

……… ……… ……… ……

(53)

Period: 33

Date:

Review (P1)

A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to:

- revise and practise further in the Word-formation, preposition and structures II Skills: Writing

B./ procedures:

I Settlement:Greets and checks attendance II Checking:

III content:

1.Act.1:Choose the word whose

underlined and italic part is pronounced differently from that of the other words in each group.

2.Act.2: Complete the following

sentences by using the correct form of the words in parentheses

0 A book B blood C look D foot A stopped B received C destroyed D appeared

2 A hospital B hour C house D holiday A table B vocabulary C climb D buy A teacher B children C. school D exchange A poet B novel C modern D majority A thunder B ethnic C health D gather A shortage B carriage C teenage D garbage

8 A poetry B grocery C country D typhoon A meat B seat C. pleasure D please 10 A subbject B. lunar C erupt D suffer

1 It is … … (difficulty) to learn English (difficult)

2 The singer is always …………(fashion) dressed (fashionable)

3 We can get a lot of ………… (inform) from the Internet (information)

4 Every summer, thousands of people have a trip to the ……….(country)

(countryside)

5 I can see the ……… (paint) drawing some pictures (painter)

6 She is always ……….(delight) to hear other/s point of view (delighted)

7 He is ………(friend) to meet us at the first time (friendly)

8 I am afraid that I have to ……… (agree) with you on that (agree)

9.The Internet is useful in communication and ……… (entertain) (entertainment)

(54)

- hangs on the excer and asks Ss to explain the way to it

- gets feedback & helps Ss to correct 3.Act.3: Choose the best answer from A, B, C or D

- hangs on the exercise and check the way to complete it

- instruct Ss to define the knowledge and asks them to complete it in groups

- get feedback and invites explainations

- give the way to complete it - work in pairs

- speak out their answers & correct it

- review the way with teacher - get the way

- share their ideas in groups and check the answwers with the whole class

IV.Consolidation:

- asks Ss to revise the main content of the lesson V.Homework:

- asks Ss to prepare: The tenses (active and passive), if, Wish-clause

Period: 34

Date:

1 The Internet is not only but also costly

A consuming-time B time-consuming C convenient D convenience My house ………… of four rooms

A gets B takes C consists D has We go to school we can learn new things

A so B so that C too D enough

4 My teacher told me……… English better

A learn B to learn C learning D learned Would you mind………… me the way to the post office?

A show B to show C showing D A&C Peter suggested ……… a shower instead of a bath to save water

A take B taking C use D using His father ………… go swimming in the morning

A is used to B want C used to D make We want to visit Nha Trang……… we can go swimming every morning

A so B because C if D when

9 One of her friends asked me she was learning English and French

A if B what C because D so 10 Nam has to go to school on time, ……… ?

(55)

Review (P2)

A./ objectives:

- revise and practise further in the tenses, IF – Clause and Wish - Clause II Skills: Writing

B./ procedures:

III content:

1.Act.1: Use the correct tense of the verbs in parentheses.

1 Nam … (buy) a dictionary yesterday. 2.When (you/start) school? It was at 6? 3 We …… (never/meet) Hung.

4 ………(she/work) for this company for three years.

5 They ……… (not/see) her parents since last year.

6 What are they doing? They ……(play) in the yard at the moment.

- hangs on the excer and asks Ss to revise the way to use the simple past, present continuous & present perfect

- asks Ss to complete it in pairs - gets feedback

- helps them to correct and gives feedback

2.Act 2: Change the following sentences into passive.

1 I gave Mary this present an hour ago. - This present………

2 They have found oil in the Antarctic.

- Oil………

3 I will have to change my birthday party on another day.

- My birthday………

4 My father will buy a new house next month.

- A new house………. 5 I am listening to some music. - Some music ……….

- gives the example & checks the way to complete the task

- explains more how the used knowledge - asks Ss to write other sentences by using the words given

- invites the answers on the board - asks the whole to check

3.Act 3: Rewrite the following sentences, using IF or Wish clause. 1 She is not in class now.

- I wish……….

2 It is a pity that Nga does not go with us to the countryside.

- We wish……….

3 I not have enough money, so I

*)Answer key:

- bought - did you start - have never met - Has she worked - have not seen - are playing.

- give the structures and the use

- work in pairs, using the model

- give their answers and explain the way - correct themselves

*) Answer key:

- Mary was given this present by me an hour ago.

- Oil has been found in the Antartic - My birthday party will have to be changed on another day.

- A new house will be bought by my father in the following month.

- Some music is being listened my me

- talk about passive - copy it down

- work individually and then in groups - write their answers on the board - check it with teacher

*) Answer key:

- I wish she were in class now. - We wish Nga went with us to the countryside.

(56)

cannot buy that interesting books

- If……….

4 He failed his exam because he did not work hard.

- If………

- revise Ss with the way and strucrure of using If, Wish- clause

- instructs Ss to define the situation for each sentence

- asks Ss to it in pairs and write the answers on the board

- asks the whole to share the ideas

interesting books.

- If he had worked hard, he could not have failed his exam.

- refresh the structure and the way to complete the task

- complete the task in pairs and then write their answers on the board - share their ideas and refresh the knowledge

- asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago

- We visited Ha Long years ago.

2 My mother/work/a factory/since 2001

- My mother has worked in a factory since 2001.

3 I/enjoy/use /Internet/and/take part in/collect/ garbage

- I enjoy using the Internet and taking part in collecting garbage V.Homework:

- asks Ss to prepare: Reported Speech, prepositions, tag question for the next lesson

Period: 35

Date:

Review (P3)

A./ objectives:

- revise and practise further in the Reported Speech, prepositions, tag question and some key structures

II Skills: Writing

B./ procedures:

I Settlement: Greets and checks attendance II Checking:

III content:

1.Act.1: Rewtite the following sentences, using Reported speech.

1 Nga loves their children very much “ ”

I told them.

- I told them……… 2 He asked: How are you, Lan?“ ” - He asked………

3 We are having a wonderful time She “ ”

said.

- She said ………

4 Why you want this job? He asked“ ”

me.

*) Answer key:

- I told them Nga loved their children very much.

- He asked how Lan was.

- She said they were having a wonderful time.

(57)

- He asked ………

5 My mother asked her: Do you like ”

some music, Nga?”

- My mother asked………

6 Are you interested in reading books “ ”

They asked me.

- They asked me………

- hangs on the exercises and revises Ss with the use of Reported speech

- notices Ss with the way to change and timing words in the Reported speech + define the form: Wh-question, Y/N question………

+ change persons, timing words, … - asks Ss to share their ideas in pairs - invites the answers on the board and helps Ss correct the answers

2.Act.2:Read the passage below and choose the correct answer from A,B,C or D for each space

- My mother asked her if/ whether Nga liked some music.

- They asked me if/ whether I was interested in reading books.

- revise the structures, way to change the direct sentence into the indirect one

- rewrite them in pairs and write their answers on the board

- share their ideas and refresh the language

- work in groups, defining which kinds of words in each space first, then give their choice

- work together with teacher to correct

IV.Consolidation:Write the complete letter by using the words given Dear Hoa,

1 Thank/very much/the flowers/you/send /me/yersterday

HOLIDAYS THAT DON/T COST THE EARTH

The tourist industry is considered to be (0) …… world/s largest industry Before 1995 about million people (1) …… abroad each year (2) …… by the 1990s the figure had (3) …… up over 400 million every year (4) …… large numbers of tourist, however, beginning to cause problems For example, in the Alps the skiers are destroying the mountains (5) …… came to enjoy Every parts of Mount Everest in the Himalaya are reported to be covered (6) old tins, tents and food that have been (7) away But at a time when

…… ……

we have greater freedom to (8) …… than ever before, more and more people are asking how they can enjoy their holiday (9) …… causing problems by spoiling the countryside

Now there is a new holiday guide called Holiday That Don/t Cost the Earth. It (10) … you how you can help the tourist industry by asking your travel agent or your tour operator the right questions before you go on holiday

0 A the B a C one D that

1 A travelled B came C sailed D got

2 A as B because C but D when

3 A gone B flown C risen D raised

4 A Such B More C Few D So

5 A where B you C they D that

6 A for B on C below D with

7 A put B thrown C given D got

8 A travel B buy C send D have

9 A outside B instead C beside D without

(58)

2 They/beautiful/ and/really helpful/cheer me up I/come/out of/hospital/Monday morning

4 Now, I/very bored You/come over/my place/the weekend? I/phone/you/Friday afternoon

Your friend, Nga

- asks Ss to revise the main knowledge of the lesson V.Homework:

- instructs Ss to prepare for the first semester test

Period: 37

Date:

Unit6: the environment

A./ objectives:

I. Knowlege: At the end of the lesson, Ss will be able to:

- understand and know the environmental problems and talk about activities they have done to protect the environment

- revise Ss with the conditional clause (Type 1)

II Skills: Reading and speaking

B./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Getting started: Matching

T: hangs on the picture and asks Ss to match the pictures with the phrases

a, air pollution (Ô nhiễm không khÝ)

b, spraying pesticides( Phun thuèc trõ s©u) c, garbage dump (BÃi rác)

d, water pollution (Ô nhiễm nớc) e, deforestation (Nạn phá rừng)

f, dynamite fishing (Đánh cá thuốc nổ)

Ss: work in groups and give their ideas

T: asks Ss to think about the environment nowaday III New lesson:

*) Lead-in:

- asks Ss to think about the environment and leads in the lesson

1.Presentation:

- environment (N)//(Situation) - pollute(V)

{pollution (N) //(Trans.)

Ex: Our environment is heavily polluted - sand (N) (Picture)

- rock (N) (picture) - spoil (V) (Trans.)

Ex: We will spoil our area.

(59)

- uses What and Where to check vocab

b.Act.2: Matching (Part a-P.48).

- hangs on the poster and focuses Ss on the information and sets the scene - asks Ss to predict the information - gets feedback

2.practice:

a.Act.1: Read & check the predictions *)Answerkey:

f 2.e 3.b 4.a 5.c 6.d

- asks Ss to read the passage in Ms - gets feedback

a.Act.1: Comprehension questions (Part b - Page 48)

*) Answer key :

1 Mr Brown is the speaker.

2.The volunteer conservationist is the listeners.

3 They are on the beach.

4.They are going to clean the beach. 5 If they work hard today, they will make the beach clean and beautiful again.

- hangs on the Qs & explains the way - asks Ss to read the text again and answer the above questions

- gets feedback

- asks the whole to check 3.Further practice:

a,Act.1:Conditional clause (Type 1) *)Model:

If they work hard today, they will make the beach clean and beautiful again. *)Use and form: to talk about activities that possible or impossible to happen at present or future.

IF-CLAUSE - MAIN CLAUSE

Simple Present, S+ will/shall + V-inf. *)Exercise: (b,c,d at P 46-Workbook) - asks Ss to pick out the sentences in the passage

- writes and does concept check - gives feedback

- asks Ss to exercises- P 46 (workbook)

- gets feedback

b,Act.2: Discussion

?What did you to protect the environment

- asks Ss to work in pairs and then invite them to ask and answer

- read and rewrite the words on the board

- reads through the infomation

- work in groups and write their answers on the worksheets

- stick their worksheets on the board

- read it to check their predictions - speak out their answers

- check it and explain the information

- read through the questions

- read it and then share their ideas in pairs to answer them

- ask and answer the questions and then write the right answers on the board - check the answers with teacher

- pick out the model - give their ideas - copy down - it in pairs

- ask and answer the question and then present their ideas

(60)

To protect the environment,

We should We should not

- collect garbage

- clean the places we live

- ………

- destroy forests

- throw waste things away

-………

V.Homework:

- asks Ss to revise the lesson & excercises 8,10-P.46 (workbook) - asks Ss to prepare: Speak -P.49

Unit 6: the environment

(Lesson 2: speak and listen -Page 49, 50)

A./ objectives:

- talk about the ways to protect the environment and use the expressions: I think you should/ Why don/t you/ to persuade others to something.

- revise Adverb clause of reason with because/as/since/for II Skills: Speaking & writing

B./ procedures:

I Settlement: Greets and checks attendance

II Checking: Asks two Ss to write down activites they should or should not to protect the environment.

III New lesson:

(61)

?What you think about our environment today.

?What should we do

*)Answer key:

1.e 2.d 3.f 4.c 5.b a

- elicits the words from Ss, then read them out

- hangs on the poster and asks Ss to read Part A and then match it with part B - gets feedback & asks Ss to check - runs them through

- asks Ss to make example if possible

b)Act.2: Presentation text. *) Model:

Lien:I think it would be better if we use banana leaves to wrap food

Trung: Why? How come?

Lien: Because plastic bags are very hard to dissolve They will cause pollution.

Trung: OK. *) Structure:

+ To persuade someone:

I think you should It would be better if you Why don/t you + V-inf ?

- elicits the language from Ss and writes it on the board

- runs though them and check the understanding

- talks about the form and the use, help Ss be clearer with Because/For/

a)Act.1: Questionaire (P.49) *) Model:

Lan:I think you should save paper. Hai: How can we save it?

Lan: It would be better if you collect waste paper and recycle it.

Hai: And

-hangs on the questions and makes the model

- asks Ss to work in groups & goes round to elicit the expressions from Ss

- try out and repeat chorally-individually - work in pairs and match the words with the Vietnamese meaning

- go to the board and then check it - read and then copy the words - make their sentences

+ To explain reasons:

Because + clause of reason, clause of result

As

Since/For

- read the text and try to give it out - give the meaning and discover the structure and use

- listen and copy down

- read them through

A B

1.(to) dissolve (Trans)

2 plastic bags (Realia)

3 (to) kill fish (Situation)

4 (to) recycle (Trans.)

5.(to) save energy (Explanation)

6 (to) avoid traffic jams (Trans.)

7 (to) cause (Trans.)

8 (to) prevent St/S.O from St

a.Tránh tắc nghẽn giao thông b.Tiết kiệm lợng

c.Tái chế

d Những túi nhựa e Phân hoá

f Giết chết cá g Gây

(62)

- asks Ss to show their ideas to the front

3.post-speaking: Listen and fill the missing information in the notes.(Part 4-P.50) *) Answer key

Secondly: Garbage is

Thirdly: come from ships at sea.

Next: Waste materials come from factory.

Finally: Oil is washed from the land.

- hangs on the Grids and focuses Ss on the information

- plays the tape again (twice)

- make the model with teacher - expess their ideas in groups

- practice speaking , correct themselves

- read through the grid with infomation - listen and then share their ideas in groups

- asks Ss to check the results of Brainstom

V.Homework: asks Ss to excercise 3,4-P.38, asks Ss to prepare: Read - P.51

Period:39

Date:

Unit 6: the environment ( Lesson 3: read - Page 51)

A./ objectives:

- understand the details of the poem about the pollution of environment and know how to reduce it

II Skills: Reading & writing

B./ procedures:

I Settlement:Greets and checks attendance II revision: Network

Throwing trash, garbage, cutting the forests

Pumping raw sewage into rivers, oceans,

III New lesson:

*)Lead-in:

-introduces the story from a mother with the boy and introduces the lesson

1.pre-reading:

- (a) junkyard / / (Example) - (to) cover (Trans.)

- foam (Un N) (Example)

Ex:The streams will be covered with foam.

- (to) end up (Trans.) - treasure(N) (Example) - folk (N) = people

- try out & repeat chorally-individually - give the meaning & make the sentences - run through the words

Causes leading the pollution

(63)

b)Act.2: Matching (Part a-P.51) *)Answer key:

c g 3.f 4.e d 6.a 7.b

c)Act.3: Guiding questions

1 What are Mom and the boy talking about?

2.Can we enjoy our day now? Why (not)?

- introduces the topic of the text and asks two above questions

- gets feedback

- makes the content of the text more clealy

2.while-reading

a)Act.1: Read the text and answer the questions.(P.51)

*) Questions:

1.What will happen if the pollution goes on?.

2.What will happen with the fields & streams?

3 Do you think the boy/s question (lines

9-10) is silly? Why (not)?

4 Who make the environment polluted? 5 What does the poet want us to for the environment?

- hangs on the Qs on the board & asks Ss to read the poem to answer

- gets feedback

- asks Ss to ask and answer the questions

3.post-reading:

Brainstorm What could you to minimize pollution in your school?

- writes down the above questions and asks Ss to work in groups

- gets feedback

- They are talking about the pollution -No Because the environment is very polluted

- read the text to answer the questions - speak out their answers

- take notes

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

- The fields will be littered with plastics and tins; the streams will be covered with foam

- No.Because if he thows the bottles, that will be polluting the woods.

- The mother thinks other folk made the environment polluted.

- The poet wants us to take

responsibilities for protecting the environment.

- explain the questions, read the poem and answer them in pairs

- speak out &write their answers on the BB

Ex: - pick up the garbage

- put the bins aroud the school yard

- share their ideas in groups

- write their ideas on the board and then check them

- uses the Brainstorm to revise the lesson and talk about our responsibilities of protecting the environment

V.Homework:

- asks Ss to list out the ways to protect the environment at home - asks Ss to prepare: Write- P.52

(64)

Unit 6: the environment ( Lesson 4: write- Page 52)

A./ objectives:

- understand and know how to write a letter for complaints and write their letters to complain something about pollution

II Skills: Writing

B./ procedures:

II Revision:

- asks Ss to revise the form of a letter about enquiry

+ Introduction: + Request:

+ Further information: + Conclusion:

III New lesson:

*)Lead-in:

- introduces the situation in which Ss want to complain about pollution around their area

1.pre-writing:

a)Act.1: Vocabulary - (to) suggest (Trans.)

Ex: I suggest that you should keep your school clean.

- response (N) (Trans.) - (a) frog (Picture) - (a) toad (Picture)

- (the) electric shock wave (Trans.)

- (to) prohibit (Trans.)/ / -elicits the words from the Ss and says them out

- writes and checks

- uses “ R.O.R” to check vocab and asks Ss to correct

b)Act.2: Presentation text

+ Form of the complaint letter: (P.52) + Matching: ( The jumbled letter at P.52)

- hangs the form of the copmplaint letter on the board and explains the way form each part

- hangs on the jumbled letter named for each part: from to 7

- asks Ss to macth them with: Address, opening, S, C, R, A, P/ Closing

- gets feedback

- asks the whole to check and asks the Qs about the content of the letter

a)Act.1: Write a complaint letter about catching fish by electricity (Part b-P.53) Ex: Dear Mr President,

I am writing to you about the problem of fish catching in

- introduces the situation and asks Ss to write their complaint letter

- listen to teacher

- try out & repeat chorally-individually - give the meaning & make the

sentences

- read the rubbed words and write them again on the board

- listen and take notes

- work in four groups, share their ideas and then write their answers on the worksheets

- check the answers with teacher and answer the questions

(65)

- gives out the cellophanes(about 4) and asks Ss to write their letters in groups

3.post-writing:

Exhibition

text

- write a letter for themselves

- discuss in groups, share their ideas and write their letter on the cellophanes - share and compare their work - correct passages with teacher - copy it in their books

- asks the Ss to revise the way to write a complaint letter V.Homework:

- asks Ss to write a complaint letter for school management about a lot of Ss to throw waste paper, garbage aroud the school

- asks Ss to prepare: Language Focus - P.53-56

Period: 41

Date:

Unit 6: ( Lesson 5: language focus- Page 53-56)

A./ objectives:

- Revise and practise further in Adjectives and Adv of manner, adverb clauses of reason, adjective + that clause and If-clause (Type 1)

II Skills: Writing

B./ procedures:

III New lesson:

1.Act.1: Complete the sentences with the adverbs of manner.(Part 1-P.53)

*) Model:

- Extreme  Extremely

*)Answer key:

b.slowly d happily c.sadly e.well/slowly

- gives the model and checks the way to change Adj into Adv of manner

- checks the meaning and its function - asks them to complete the excer in pairs

- gets feedback & helps Ss to correct 2.Act.2: Adverb clause of reason- Because/as/since ( Part 2-P-54) *) Example:

- give the structure and work in pairs

 modifying verbs and coming at the end of the sentence.

- speak out their answers & correct it - play the role with the dialogues

Possible letter

Dear Sir,

I am writing to you about the problem of fish catching in the lake behind my house

I am very worried because people use electricity to catch fish They made a lot of fish died and floated on the water surface Other animals such as frogs, toads and even birds also died from electric shock waves

I suggest the local authorities should prohibit and fine heavily anyone using this way to catch fish

I look forward to hearing from you and see the protection of environment from the local authority

(66)

Ba is tired because/as/since he stayed up

Or Because Ba stayed up , he is tired

- asks Ss to read through the example and give the meaning, form

- asks Ss to compare it with Pre “Since” - asks Ss to ask and answer the questions in pairs

- gets feedback

- helps them to correct

3.Act 3: Use That clause with adjectives (Part 4-P.46).

*) Ex:

That/s wonderful I am pleased that you

are working hard. *) Structure:

S + be + Adj + that + clause (N clause) *)Answer key:

b,I am excited that I will go to Da Lat. c,I am sorry that I broke your bicycle yesterday.

d,I am disappointed that you did not phone me.

e, I am amazed that I could win the first prize.

- gives the example & checks the meaning & the form

- asks Ss to work in pairs to complete the exercise

- invites the answers - asks the whole to check

4.Act 4: Match the two columns,

focusing on If - clause (Type 1)( Part 4-P.56)

*) Example:

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

- gives the example and asks Ss to revise the use and form of If-clause (Type 1) - asks Ss to exercise

- gets feedback

5.Act 4: Put the verbs in parentheses in the right form (exer 10-P.46-workbook) Ex: If we (run) out of oil, we (need) other kind of energy

- asks Ss sto work in pairs and then write their answers on the board

- pick out the main clause and subordinate clause

- compare it

- work in pairs, using the form - write their answers on the board - correct themselves

- discover the use and form

- asks and answer to complete the exer - write their answer on the board - check it with teacher

- revise the use and form of conditional adverb clause

- work in groups

- give their answers and explain - check them with teacher

- run/will need

- complete from C to F in pairs and then write their answers on the board

- check them with teacher IV.Consolidation:

- asks Ss to revise the grammatical items again V.Homework:

- asks Ss to excercise 9,105-P.46 (workbook) at home

(67)

Period: 42

Date:

Unit 7: saving energy

A./ objectives:

I.Knowlege: At the end of the lesson, Ss will be able to:

- understand and know how to save energy in their daily life

- revise the way to use the adverb clause of contrast

II Skills: Listening, reading and writing B./ procedures:

II Warm-up: 15-minute examination

*) Circle the word that best completes the following sentences.

0 We feel very (happy,happiness,happily) today They talk very ( interest, interesting, interestingly) (Junk-yard,garbage,village) is a place full of rubbish

3 Water, air (pollute, pollution,environment) is very dangerous to us

4 We will live happier (if,because,although) we keep our environment clean

*) List out three your ideas about reducing air pollution.

III New lesson:

*) Lead-in: Getting started

- hangs on the pictures at P.57 and asks Ss to think about how people waste energy - asks the Qs:

?Is TV on/ Who are using water/ Who are listen to music/

/Should we turn off TV/radio ?What should we to save energy.

1.Presentation:

- energy / / (N)(Example) - (a) water bill (Trans.)

- (a) crack (Realia)

- (to) turn off # (to) turn on (Mime) - (to) waste # (to) save (Trans.) Ex: We should save water. - (a) dripping faucet (Picture)

- asks Ss to make the sentences - uses R.O.R to check vocab

b.Act.2: Listen and practice the dialogue.

*)Guiding questions:

1 How much does Mrs Ha pay for the water bill?

2.Does Baths waste more water than showers ?

- writes the questions on the board - introduces the conversation between

-water, electricity, gas, oil

- try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the

board

- She pays 200.000 - yes, it does

(68)

Mrs Mi and Ha and tells out the task - plays the tape twice and gets feedback - plays the tape again

- asks Ss to practice the dialogue and then

invite three pairs to pratice the dialogue - helps Ss to correct pronunciation

2.practice:

a.Act.1: T/F statements (Part b-P58) *)Answerkey:

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

- hangs on the poster with the statements and runs through the information

- asks Ss to read the dialogue again to decide the statement T or F

- gets feedback

3.Further practice:

*) Adverb clause of contrast:

a.Model: We came to her house, but we did not meet her

b.Structure:

Main clause, but + adverb clause of contrast

We can use But as a co-ordinating conjunction

- gives the model and asks Ss to pick out the use

- asks Ss to compare it with So, Because, if, gives feedback

- asks Ss to exercise 1- P.47 (workbook) and gets feedback

-pay attention

- listen to the tape to get information - give their answer individually - check their answers again - practice the dialogue in pairs - correct themselves

- read through the statements

- read it and share their ideas in pairs - give their answers and correct the false statements

- share their ideas in pairs and pick out the use and structure

- compare it with So, Because, If

- copy down

- match two columns, using: and, but, because or so.

IV.Consolidation: Brainstorm (Goupwork)

- asks Ss to work in groups to list out the ways they usually to save water everyday

EX: - We turn off the faucets when we not use water. - We check the pines to make sure there are no cracks.

- V.Homework:

- asks Ss to revise the lesson & excercises 2,3-P.47,48 (workbook) - asks Ss to prepare: Speak -P.58

Period: 43

Date:

Unit 7: saving energy

( Lesson 2: speak and listen - Page 58- 60)

A./ objectives:

- talk about the ways to save energy and make suggestions about how to save energy, using : I suggest + V-ing/Why don/t we ?/

- listen and understand how people use solar energy and its advantages in the life II Skills: Speaking & listening

B./ procedures:

II Checking: asks Ss to answer the question: What you to save water?

III New lesson:

*)Lead-in: Network

(69)

petrol gas

?What the sources of energy help us

a)Act.1: Vocabulary - instead of (Trans.)

Ex: we should use neons instead of lights -(a) cooking pot (Picture)

- gas fire (Picture)

- (an) air- conditioner (Picture) - neon (N) (Realia)

- uses the question: What is this? to check

b)Act.2: Presentation text 1.Model:

Lan: I think we should turn off the faucet Hoa: I suggest fixing the faucet

2 Form: When we make suggestions, we use (P.58)

-I suggest + V-ing Ok

-I think we should That/s a good idea

-Why don/t we ? All right

-Let/s No I don/t want to - asks Ss to look at the picture a: What happened? What should we do?

- writes the model and runs through them - revises the structure , meaning and form -explains more

a)Act.1: Discover the pictures (P.59) *) Possible questions:

Pic.A: What happened with the faucet? Pic.B: What we use to cook?

Pic.C: What happened?

-hangs on the pictures, the cues and makes the model

- asks Ss to work in groups & goes round to elicit the expressions from Ss

- asks Ss to show their ideas to the front -corrects if neccessary

b)Act.2: Make suggestions about how to save energy.

*) Example exchange: Pic.A:

Nga: I think we should turn off the faucet to save water.

Ba: That/s a good idea.

- makes the model and asks Ss to practice with the pictures

- goes round to help Ss and then gets feedback

oil

- try out and repeat chorally- individually

- give the meaning, stress & make sentences

- This is a neon/

- look at the picture and answer the questions

- read through the model

- give the meaning, structure and use - listen and copy down

- look at them and make the model with teacher

- ask and answer to discover the pictures

- expess their ideas individually - correct themselves

(70)

- helps Ss to correct

a,Act.1: Listen and fill the missing information in the gaps.(Part b-P.60) *) Answer key

1 effective store 2 pollution roof 3 countries instead

- hangs on thwe poster and asks Ss to run through the information

- explains the words: solar energy, solar pannel, nuclear power

- plays the tape again (twice) - gets feedback

- plays the tape once more and gets feedback again

- practise making suggestions about how to save energy

- read through the infomation - note down

- listen and then share their ideas in groups

- write their answers on the board - listen again and check the answers

IV.Consolidation: Brainstorm (Groupwork)

- asks Ss to work in groups and list out the ways to save energy, write their ideas on the cellophanes and presents them on the overhead

V.Homework:

- asks Ss to excercise 6-P.50 and continue finding the ways to save energy at home

(71)

Period:44

Date:

Unit 7: saving energy ( Lesson 3: read - Page 60)

A./ objectives:

- understand the details of the passage about saving electricity and know how to save electriciry in their daily life

II Skills: Reading & writing

B./ procedures:

II check-up: Asks two Ss to write the advantages of using solar energy on the board

III New lesson:

? Do your family use electricity

? What equipments are uses with electricity. ? How much does your family spend for electricity

?How will you save electricity

- introduces the electricity-saving of the people in the world

1.pre-reading:

- consumer (N) / / (Defination) - light bulb (N) (Realia)

- (a) labeling scheme (N) (Realia) - tumble dryer (N)(Picture)

- conserve(V) / / (Trans.) - not only but also

Ex: We not only save energy but also conserve it

b)Act.2: Choose the best summary of the passage (Part a-P.61)

*)Anser key:

3 North American and European

countries are interested in saving money and natural resources.

- hangs on the statements and focus Ss on the information

- asks Ss to read the passage individually and then share their ideas in groups - gets feedback:What is the passage about?

- explains more to make it clearer 2.while-reading

a)Act.1: Comprehension questions (P.61)

*)Answer:

- try out & repeat chorally-individually - give the meaning & make the sentences - run through the words

- read through the summaries

- read the passge and then share their ideas in groups to choose the best sumary

(72)

1.They are interested in products that not only work effectively but also save

money

2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs. 3 She will pay US$ for lighting if she uses two energy-saving bulbs instead. 4 The purpose of the labeling scheme is to tell the consumers how much energy effiency each model has so that they can save money and energy.

5.We should save energy to conserve the Earth/s resources.

- hangs on the Qs on the board & runs through them

- asks them to read the passage again to answer all

- gets feed back

- asks Ss to play the role with the Qs.,

3.post-reading:

Brainstorm

List out the ways to save electricity - writes down the above task and asks Ss to work in groups to list out their ideas on the worksgeets

- gets feedback

- asks the whole to share their ideas

- read it and share their ideas in pairs - speak out &write their answers on the BB

- share their ideas in groups and list out the ways to save electricity

- write their ideas on the board - check and add more ideas IV.Consolidation:

- uses the Brainstorm: + We should turn off the light, TV, radio when we not use it.

+ Turn off electricity when we go out

+ Use energy-saving light bulbs instead of ordinary bulbs

V.Homework:

- asks Ss to read the text at home again and list out the ways to save electricity - asks Ss to prepare: Write- P.61

Period: 45

Date:

Unit 7: saving energy ( Lesson 4: write- Page 61)

A./ objectives:

- know how to make a speech and prepare a speech about the environment or energy-saving

II Skills: Writing and speaking

B./ procedures:

I Settlement:Greets and checks attendance II Warm-up: Slap the board

III New lesson:

*)

Lead-in:

1.pre-writing:

a)Act.1: Presentation text (Matching -

- listen to teacher

environment energy conserve

(73)

Part a-P.61)

*) Parts of a speech:

1 Introduction: Getting people/s

attention and telling them what you are going to talk.

2. Body: Giving details in easy-going language.

3 Conclusion: Summing up what you have said.

-introduces a speech and asks Ss to match exercise a-P.61

- gets feedback and checks the understanding of the form

- explains more each part of a speech and notices Ss the conjunctions, connectors used to connect the ideas

- asks Ss to compare each part

b)Act.2: Ordering (Part b - P.61) *) Answer key:

Oder: 3-2-1

-hangs the speech that is not in a right order and asks Ss to read through it - asks them to work in groups to order it into a complete speech

- gets feedback

- makes the meaning clearer 2.while-writing:

a)Act.1: Write a speech (Part c-P.62) Example:

Good morning., ladies and gentlemen I am and today I am going to tell you how to reduce garbage.

- introduces three topics and explains some words in the callouts

- asks Ss to choose their topics and write a spech

- goes around to help Ss

- gives out the cellophanes (about 4) and asks Ss to write their speech in groups

3.post-writing:

Exhibition

- collects speeches from Ss and put them in the overhead

- helps the whole to correct

- asks Ss to read out their speeches to the front

- work in pairs to complete it

- give their answers and explain the fuctions of each part of a speech - copy it down

- find out the differences

- read it through to make sure the meaning

- work in four groups, share their ideas and then order it

- give their orders and explain

- copy it down and then read out the speech

- read it and write it individually, using the information in Brainstom and the text

- write a letter for themselves

- discuss in groups, share their ideas and write their letter on the cellophanes - share and complete their work

- correct the speches with teacher

- present their speech to the front of the class

73

Example

Good morning, ladies and gentlemen

Today I am going to tell you how to reduce garbage

Firstly, we should collect plastic bags and make the other use for them

Secondly, we should not keep solid waste with food way Finally, we should put different kinds of waste in different places

(74)

- asks the Ss to revise the way to make a speech V.Homework:

- asks Ss to complete their speech at home - asks Ss to prepare: Language Focus - P.62-64

Period: 46

Date:

A./ objectives:

- Revise and practise further in connectives: and, but, , some of phrasal verbs and making suggestions

B./ procedures:

II Checking: asks two Ss to present their speech to the front of the lass III New lesson:

1.Act.1: Use the correct connectives to complete the sentences.(Part 1-P.62) *)Answer key:

a, and b, but c, because d,Therefore e, or f,so g,and h, however

- gives the connectives : and,or, but, so, and checks the meaning, the function and use

- asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63)

*) Answer key:

a, look after b, go on c, turn on d, look for e, turn off

- asks Ss to match the phrasal verbs with the pictures to find out the meaning - gets feedback and explains their meaning

- asks Ss to complete exercise in pairs - gets feedback

3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64).

*) Example:

- collect some money

 I suggest collecting some money - work harder on your pronunciation

 I suggest (that) you should work harder on your pronunciation

*)Answer key: a)

- I suggest collecting unuesd clothes. - I suggest organizing a show to raise money.

 adverb clause of reason,result, conccession

- match it in groups to find out the meaning

- work in pairs, using the phrasal verbs and the tense form

- write their answers on the board - correct the answers and copy down

- S + suggest + V-ing

(75)

b)

- I suggest that you should write sentences with new words.

- I suggest that you should speak English in class.

- asks Ss to work individually and the in pairs to complete the exercise

- write the ways to make suggestions ; first Exer (a) and then (b)

- write their answers on the board - check it with teacher and then copy

down IV.Consolidation: Multiple choice

Circle the best answer in the parentheses (Groupwork)

1 Nam always goes to school on time, (but,so, because) he goes to class late today.

2 We suggest (turn, turned, turning) the faucets.

3 They (want, enjoy, suggest) the plumbers to check the pines.

4 I am busy today because I have to ( look for, look after, look at) my house. 5 Nga was sick.( However,Therefore,So), she went to school.

V.Homework:

- asks Ss to revise the lesson at home

- asks Ss to revise from Unit to to prepare for 45-monute examination

Period: 47

Date:

45 - minute examination A./ objectives:

I Knowlege:

- helps Ss to examinize and evaluate their learning

B./ procedures:

I Settlement:Greets and checks attendance II Control:

- gives out the testing paper

- controls the class

III Collection:

(76)

- asks them to revise the knowlege at home for the test correction test

I Choose the correct letter among A,B, C or D which best fits each sentences.

1 .is one of the causes of flood

A Forest B Forestry C Deforestation D Forests Ba is pleased his English is improving day-by-day

A that B so C although D but

3 Gases from vehicles mainly causes air

A pollute B polluting C polluted D pollution I suggest that you study harder in English

A can B could C should D will

5 Students will not understand the lesson they not listen to teacher

A so B if C however D as

6 She was tired ., she had to continute her work

A However B Because C so D if

7 We should the amount of garbage by cycling them

A.reduce B reduction C reducing D reduced Participants suggested a show to raise money

A organize B organizing C to organize D organized

II Complete the sentences, using the phrasal verbs in the box.

1 “ Please the radio It is too loud.”

2 Mai will the baby when you go out tonight

3 Students should the school activities to develop their social skills “ Don/t be lazy You have to collecting plastic bags.” Mr Jone said.

5 After graduating from college, he want to a job

III Rewrite the secound sentence in an another way that has the same meaning as the first one.

1 Remember to take care of this tree or it will die

 If we don/t

2 My classmates suggested that we should collect garbage around the school

 My classmates suggested Minh is very good at speaking English

 Minh can speak The Browns want to use solar energy They can save money

 Because

IV Write three or four your ideas about the ways to save elctricity in your daily life.

(Hãy viết đến ý tởng em cách tiết kiệm điện em dùng hàng ngày)

Begin with: We should

đáp án thang điểm Câu I: 2,0 điểm (Mổi câu đựoc 0,25 điểm)

1.C 2.A 3.D 4.C 5.B 6.A A 8.B

(77)

1.turn off look after take part in go on look for

1 If we not take care of this tree, it will die

2 My classmates suggested collecting garbage around the school Minh can speak English well/skillfully

4 Because they can save money, the Browns want to use solar energy

Possible answers:

- We should turn off TV, radio, when we not use them - We should use energy-saving light bulbs instead of ordinary bulbs - We should use gas fire to cook meals instead of electricity

- We should use neons instead of bulbs

Period: 48

Date:

Test correction

A./ objectives:

I Knowlege:

II Skills: Analysis

B./ Method: Communicative approach

C Preparation:

- T: exercises

III Content:

- note down

(78)

- asks Ss to revise the main knowledge they have consolidated V.Homework:

Period: 49 Date:

Unit 8: celebrations

A./ objectives:

- understand and know some celebrations in the world

- Understand the way to use the Relative clauses with “Which,Who and Whom”

II Skills: Listening, reading and writing

B./ procedures:

II Revision: Maching (Getting started- P.65)

T: uses the pictures and asks Ss to share their ideas in groups to match them with the celebrations Questions:

? When does Lunar New Year/ Christmas/ occur

? What the people often at Lunar New Year/ Christmas/ ? Which celebrations you like best Why?

III New lesson:

*) Lead-in:

- elicits more festivals from Ss and introduces the lesson

1.Presentation:

-(to) celabrate/ / (Trans.) { celebration (N)

- (to) occur (Trans.)

- (to) decorate / / (Examples.) - (a) sticky rice cake (Picture)

- slavery / / (N) (Situation)

- asks Ss to make the sentences and runs through the words

- uses Slap the board to check vocab

b.Act.2: Listen and answer the Qs *)Guiding questions:

1 What celebrations people talk about?

2.Which countries celebrate TET? 3 Which countries celebrate Passover?

- writes the questions on the board - introduces the passage

- plays the tape twice - gets feedback - plays the tape again

- try out and repeat chorally- individually - give the meaning & make sentences and read through them

- play the game into two teams - Tet, Passover and Easter - Viet Nam

- Israel

- reads through the infomation - pay attention

(79)

- aks Ss to read the text again to check

2.practice:

a.Act.1: Word map (Read the text and fill the information on the Table- P.66) *)Answerkey:

- hangs on the poster with the Table and runs through the information

- asks Ss to read the text again and find out the missing information

- gets feedback

b.Act.2: Asks and answer about the celebrations (In the Table)

Possible questions:

1 When is Tet celebrated?

2 Which activities people often do? 3 What food they often eat?

4 Which countries is it celebrated in?

- makes the model with Ss and asks them to work in pairs

3.Further practice: Relative clause. Example:

- Tet is a festival It occurs in late January

 Tet is a festival which occurs in late January

- The doctor is Mr.Nam He has checked our health

 The doctor who has checked our health is Mr Nam

- The teacher is generous I saw him yesterday

 The teacher whom I saw yesterday is generous

- gives the model and asks Ss to pick out the use., gives feedback

- read it and confirm their answers

- read through the Table

- read it and share their ideas in pairs - give their answers and explain them - check the answers with T

- ask and answer the information on the Table

*) Use and form: The relative clause is the subordinate adjective clause It begins with relative/ adverb pronouns and comes after the modifying nouns/ noun phrases

- share their ideas in pairs and pick out the use and structure

- copy down the rule IV.Consolidation: Summarizing

- aks Ss to talk about the celebrations, using the infomations on the Table V.Homework:

- asks Ss to revise the lesson & excercises 1,2-P.52,53 - (workbook)

Period: 50

Date:

( Lesson 2: speak and listen - Page 66 - 68)

A./ objectives:

- understand and use the ways to give and respond to compliments - listen and understand the concent of the song Auld Lang Syne

II Skills: Speaking and listening

B./ procedures:

II Checking: Asks Ss to answer the following questions. 1 When does Tet occur?

Celebration When? Activities? Food? Country?

TET in late January or early

February

cleaning and decorating homes and enjoying special food

sticky rice cakes

Viet Nam Passover late March or

early April special meal

called Seder

Israel

(80)

2 What people often on Tet holiday? 3 What people often eat at Easter? 4 In which countries does Easter occur?

III New lesson:

*)Lead-in:

- gives the situations

?Minh does not want to continue going to school What should you say to persuade Minh to go to school again.

? Lan gets 10 marks for her English exam, What will you tell her.

- compliment (N) / / (Explanation) Ex: we should give him a compliment. - congratulate (V) / / { congratulation (N)

 to cogratulate someone on s.thing - charity (N) / / (Situation) - nominate (V) / / (Trans.) {nomination

- acquaintance (N) / / (Trans)

- asks Ss to make the sentences - uses Matching to check vocab

b)Act.2: Presentation picture 1.Model:

Lan: Congratulations on your result Hoa: Thanks

2 Form:When we want to give a compliment , we use (P.58)

+Give a compliment - Well done

- Congratulations on - Let me cogratulate you on -

- gives a picture in which Hoa gets 10 marks for her exam

? How many marks does Hoa get ? What does Lan want to say

- asks Ss to look at the picture and elicits the target language from Ss

- writes the model and runs through them - does concept check

- explains more and runs through the model

a)Act.1: Give the appropiate compliment and respond for each situation (P.66)

*) Example:

Mai:Well done, Trang

- try out and repeat chorally- individually - give the meaning, stress & make

sentences

- match the words with the Vietnamese meaning

+ Respond to a compliment: - Thanks

- It/s nice of you to say so

- That/s very kind of you.

- look at the picture and answer the questions

- try to pick out the language - read through the model

- give the meaning, form and use - listen and copy down

*) Questions for Teacher. ?Who are they

(81)

Trang: Thanks

- hangs on the pictures and helps Ss to pick out the situation

- gives the example and asks Ss to work in pairs to practice giving and respoding to compliments

- asks Ss to show their ideas to the front -corrects if neccessary

a,Act.1: Listen and fill in gapss *) Answer key:

a, days d, hand b, take e, kindness c, mind

- explains the song Auld Lang Syne and asks Ss to listen to the song

? What does Trang respond.

- look at them , answer the Qs

- make the model with teacher and build up their conversations through pictures - practise giving a compliment

- listen and fill in gaps IV.Consolidation:

- helps Ss practice the song Auld Lang Syne V.Homework:

- asks Ss to to revise the lesson at home - asks Ss to prepare: Listen- P.68

Period:51

Date:

Unit 8: celebrations (Lesson 3: read - Page 68)

A./ objectives:

- understand the details of the passages about the feelings from the children for their fathers

- know more about Father/s Day and talk about their fathers. II Skills: Reading & Speaking

B./ procedures:

I Settlement: Greets and checks attendance II revision: Matching

T: sticks the cards on the board and asks Ss to match them with the following celebrations

1 Women/s Day Christmas Day

2 Teacher/s Day Lunar New Year

3 Father/s Day Birthday

III New lesson:

? What you on Women/s Day/

Teacher/s Day/

? Do you know Father/s Day What will you

do on Father/s day.?

-introduces the lesson

1.pre-reading:

- hug (N) / / { (to) hug/ to give a hug

- considerate(Adj.) / / - sense of humor

{ humorous (Adj)

Ex: Nam always has a sense of humor. - Priority (N) / /

(Picture) (Trans.) (Explanation)

(82)

- terrific (Adj) / /

- writes and checks

- uses Slap The Board to check vocab

b)Act.2: T/F statement predictions *) Statements:

1 Rita/s father teach him how to love,

cry and laugh.

2 Jane is now a little girl She always remembers the days when she lived with her father.

3 Jane is always a liitle girl of her father.

4 Bob/s father is a considerate and

generous man.

5 All his friends not know him a lot.

- asks Ss to predict the information in groups

- gets feedback 2.while-reading

a)Act.1: Read the passages and check the predictions.

*)Answer key:

1 T F T T F

- asks Ss to read the passages again to check their predictions

- gets feedback again - checks the understanding

b)Act.2: Read the passage and answer the questions.(P.69)

*) Answer key:

a, to his father.

b, He is possibly dead These ideas: How much you are missed and loved I now have children.

c, He has a sense of humor.

d, A father as a teacher, a caretaker , a friend,

- hangs on the Qs on the board & runs through them

- asks them to read the passage again to answer all

- gets feed back

- asks Ss to play the role with the Qs.,

3.post-reading:

Talk about your father

- writes down the above Table and asks

= wonderful

- try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams

- read them through

- share their ideas and write their predictions on the worksheets - stick the worksheets on the board

- read it and then share their ideas in pairs

- give out the information in the passages

? When is Father/s Day

- It is on the third Sunday in June.

Ex:

S1: What is your father/s name?

S2: He is Nam S1: How old is he?

S2: He is forty- five years old

Name Nam

Age 45

Job Worker

Appearance Tall

Character Generous

(83)

Ss to complete it with the infomations about their father

- makes the model and asks them to ask and answer about their father

- gets feedback

- complete the informations in the Table about their father

- make the model with T and use their own language to ask and answer - make the conversations to the front IV.Consolidation:

- ? What should you on Father/s Day. V.Homework:

- asks Ss to read the text at home again and write about their father , using the information on the Table

- asks Ss to prepare: Write- P.70

(Lesson 4: write- Page 70)

A./ objectives:

- write a paragragh about their ideas of celebrating Mother/s Day or Father/s

Day

B./ procedures:

I Settlement:Greets and checks attendance II Warm-up: Network

Women/s Day Teacher/s Day

(84)

III New lesson:

*) Lead-in: Chatting

?Do Vietnamese people celebrate Father/s or Mother/s Day

? In which countries people celebrate it

? When does it occur

? What people often on that day.

1.pre-writing:

a)Act.1: Vocabulary

- (to) express one/s feelings (Explan.)

- (to) enhance (Trans.)

- (to) have an opportunity to something

= (to) have a chance to something - memory (N) (Trans.)

- (to) support (N) (Trans.)

-elicits the words from the Ss and says

them out

- writes and checks

- uses Slap The Board to check vocab

b)Act.2: Presentation text *) Outline of a paragragh:

1 Introduction: Talking about the reasons you want to celebrate Mother/s

Day or Father/s Day.

2. Body: Giving details about when, how to celebrate, what special gifts and food to offer.

3 Conclusion: State whether or not you think your ideas will be reported and you hope it will be celebrated.

- asks Ss to read the outline at P.70 - gets feedback and checks the understanding of the outline

- explains more each part of a paragragh used to connect the ideas

a)Act.1: Answer the questions.

1 Why you want to celebrate Mother/s

Day/ Father/s Day ?.

2 When will you celebrate it? Why you want that day?

3 How will you celebrate it?

4 What special gifts you want to give to your Mother/Father?

5 What foods you want to offer them?

- hangs on the Qs and asks Ss to ask and answer them in pairs

- gets feedback

- makes some information clearly b)Act.2: Write a paragragh. -asks Ss to write the paragragh individually

- goes around to help Ss

- try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams

- read it and give their answers and explain the main content of each paragragh

- copy it down

- ask and answer the questions to pick out the information

- ask and answer to the front - take notes

(85)

- gives out the cellophanes (about 4) and asks Ss to write their paragragh in groups

3.post-writing:

Exhibition

- collects paragraghs from Ss and put them in the overhead

celebrate for their Mom

- discuss in groups, share their ideas and write their letter on the cellophanes - share and compare their work - correct the paragraghs with teacher IV.Consolidation:

- uses Exhibition to revise the way too write a paragragh V.Homework:

- asks Ss to complete their paragraghs and write another one about a day for their Fathers

- asks Ss to prepare: Language Focus - P.70-73

Period: 53

Date:

A./ objectives:

- Revise and practise further in relative clauses and adverb clauses of concession

B./ procedures:

III New lesson:

1.Act.1: Use the correct connectives to complete the sentences.(Part 1-P.62) *)Answer key:

a, and b, but c, because d,Therefore e, or f,so g,and h, however

- gives theconnectives : and,or, but, so, and checks the meaning, the fuction,use - asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63)

*) Answer key:

a, look after b, go on c, turn on d, look for e, turn off

- asks Ss to match the phrasal verbs with the pictures to find out the meaning - gets feedback and explains their meaning

- asks Ss to complete exercise in pairs - gets feedback

3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64).

*) Example:

- collect some money

 I suggest collecting some money

 adverb clause of reason,result, conccession

- match it in groups to find out the meaning

- work in pairs, using the phrasal verbs and the tense form

(86)

- work harder on your pronunciation

 I suggest (that) you should work harder on your pronunciation

*) Structure:

- S + suggest + V-ing

- S + suggest (that) + S + should + V-inf. *)Answer key:

a)

- I suggest collecting unuesd clothes. - I suggest organizing a show to raise money.

b)

- I suggest that you should write sentences with new words.

- I suggest that you should speak English in class.

- asks Ss to work individually and the in pairs to complete the exercise

- write the ways to make suggestions ; first Exer (a) and then (b)

down IV.Consolidation: Multiple choice

Circle the best answer in the parentheses (Groupwork).

1 Nam always goes to school on time, (but,so, because) he goes to class late today.

0 We suggest (turn, turned, turning) the faucets.

1 They (want, enjoy, suggest) the plumbers to check the pines.

2 I am busy today because I have to ( look for, look after, look at) my house. 3 Nga was sick.( However,Therefore,So), she went to school.

V.Homework:

- asks Ss to revise the lesson at home

- asks Ss to revise from Unit to to prepare for 45-minute examination

Period: 54

Date:

Unit 9: natural Disasters

A./ objectives:

(87)

- Learn vocabulary about disasters and understand the dialogue about the weather

- Talk about the weather of the countries in Viet Nam

II Skills: Listening, reading and speaking

B./ procedures:

II Revision: Maching (Getting started- P.65)

T: uses the pictures and asks Ss to share their ideas in groups to match them with the phrases

1 snowstorm volcano 2 earthquake 4 typhoon

III New lesson:

*) Lead-in:

? Do you often see a snowstorm/ earthquake/

? Where does a snowstorm/ earthquake often occur 1.Presentation:

- snowstorm (N) / / (Pic ) - earthquake(n) / / (Pic.) - volcano (N) / /(Pic) - typhoon (N)/ /(Pic.)

- thunderstorm (N) / / (Tras.)

- asks Ss to make the sentences and runs through the words

- uses Slap the board to check vocab

b.Act.2: Listen and answer the Qs *)Guiding questions:

1 What is on TV?

2.What is the temperature in HCM city? 3 Does Grandma trust weather

porecast?

- writes the questions on the board - introduces the passage

- plays the tape twice - gets feedback - plays the tape again

- aks Ss to read the text again to check - asks Ss to read the text aloud in groups

2.practice:

a.Act.1: Read the tex and fill in the blank (Part b-P.75)

*)Answerkey:

1 turn up- weather forecast 2 raining

3 central highlands 4 have temperatures

5 the weather forecast- watching them - hangs on the poster with the missing information and runs through the information

- try out and repeat chorally- individually - give the meaning & make sentences and read through them

- play the game into two teams

- The weather porecast - between 27oC and 32oC

- No, she doesn/t

- reads through the infomation - pay attention

- listen to the tape to get information - give their answer individually - check their answers again

- read it and confirm their answers - play the role in groups of five

- read through the sentences

(88)

- gets feedback

3.Further practice: Ask and answer about the weather

Example exchange:

S1: What/s the weather like in Ha Noi?

S2: It is hot and sunny

S1: What is the temperature?

S2: It has the temperature between 27oC

and 35oC

- gives the languge and makes the model - asks Ss to practice it in pairs, basing the map at P.75

- gives feedback

- make the model with T

- ask and answer about the weather in different places in VN

- talk about the weather IV.Consolidation:

- use Further practice V.Homework:

- asks Ss to revise the lesson - asks Ss to prepare: Speak -P.76

Period: 55

Date:

Unit 9: natural Disasters

( Lesson 2: speak and listen –Page 76)

A./ objectives:

- understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon

- listen and know how to live with earthquakes II Skills: Speaking and writing

B./ procedures:

II Revision: Brainstorm

repair the house buy some candles

.

III New lesson:

*)Lead-in:

- gives the situations

A typhoon is coming You know it and you want to prepare something

1.pre-speaking:

a)Act.1: Check what preparations you think should be made for a typhoon (P76)

Your preparations for a

(89)

- asks Ss to work in groups to pick out the good ideas to prepare for a typhoon

- gets and gives feedback

- asks the whole to share their ideas

b)Act.2: Presentation Text 1.Model:

S1: I think we should buy some canned food before a typhoon.

S2: Yes, I think so But why?

S1: Because the markets will be closed and no food will be available

S2: I think we should buy a ladder. S1: What for?

S2: We need to fix the roof because there must be strong wind.

2 Form: Use to give advice or make suggestions:

- I think we should …… It would be better if we … - asks Ss to practice the model in the book and then pick out the language - writes the model and runs through them

- does concept check

a)Act.1: Discussion (Part b-P 76) - asks Ss to use the information at P.76 and practice giving their ideas in pairs - asks Ss to show their ideas to the front -corrects if neccessary

a,Act.1: Listen and fill in gaps (Part 4- P.77)

*) Answer key:

1 bottom sheft of your bookshelves 2 fridge inside

3.washing machine under a strong table

4.mirrors doorway 5.a window corner of a room

- hangs on the poster and explains the situation

- elicits ideas in the gaps

- plays the tapes three times and gets feedback

- breaks the text and asks Ss to check

- write their answers on the posters - stick the posters on the board - share and compare

- try to pick out the language - read through the model

- make the model with teacher first and build up their conversations through the cues

- practice giving their ideas about preperations for a typhoon

- define information in the task

- work in groups, listen and then share their ideas

- speak out their answers and listen to check again

List out your preparations for a flood and explain the reasons

T: - asks Ss to work in groups and list out their preparations

(90)

- invites the representative of each group - asks the whole to share their ideas V.Homework:

- asks Ss to to revise the lesson at home and write their preparations for a forthcoming flood at home

Period:56

Date:

Unit 9: natural Disasters ( Lesson 4: read - Page 78)

A./ objectives:

- understand the details of the passages about the natural disasters that usually happen in the world

II Skills: Reading, Writing and Speaking

B./ procedures:

I Settlement: Greets and checks attendance II revision: Slap the board

III New lesson:

*)Lead-in: Chatting

?Where earthquakes usually happen

-introduces the lesson

1.pre-reading:

- (to) collapse (Pic.)

- (the) abrupt shift (Trans.)/ / - (the) tidal waves (Trans)

- (to) erupt (Pick)

{ volcanic eruption (N) - (to) suck up (Pict.)

- (a) funnel (Pict.)

- writes and checks

- uses Matching to check vocab

b)Act.2: T/F statement predictions (P.79)

- asks Ss to predict the information in groups

- gets feedback 2.while-reading

a)Act.1: Read the passages and check the predictions.

*) Answer key:

1 T T F T F 6.T

- asks Ss to read the passages again to check their predictions

- gets feedback again - checks the understanding

- try out & repeat chorally-individually - give the meaning & make the sentences - match the words with Vietnamese - read them through

- share their ideas and write their predictions on the worksheets - stick the worksheets on the board

- read it and then share their ideas in pairs

- give out the information in the passages

(91)

a)Act.1: Read the passage and complete the sentences.(P.79)

*) Answer key:

1, occur in the Pacific Rim 2, people were killed

3, there is an abrupt shift in the underwater movement of the Earth

4, a cyclone

5, the word “Typhoon”

6, pass overland below a thunderstorm.

- hangs on the sentences on the board & runs through them

- asks them to read the passage again to complete it

- gets feed back

3.post-reading:

Talk about natural disasters 1,Where earthquakes often occur? 2, When the tidal waves occur 3, What are the names of tropical storms?

4,What are tornaodes?

- writes down the questions and asks Ss to answer them in pairs

- gets feedback

- correct the answers and copy down

- read the text again and practice asking and answering

- make the conversations to the front

IV.Consolidation: - Use Post-reading V.Homework:

- asks Ss to read the text at home again - asks Ss to prepare: Write- P.80

Period: 57

Date:

Unit 9: natural Disasters (Lesson 5: write- Page 80)

A./ objectives:

- write a paragragh about their ideas of celebrating Mother/s Day or Father/s

Day

B./ procedures:

I Settlement:Greets and checks attendance II check - up: Questions

? Where earthquakes usually occur ? When does a tidal wave occur

? What we call a tropical storm in Australia/ Asia/ South and North America/ China

? What is a tornado

III New lesson:

(92)

*)Lead-in: Chatting

?Have you ever see a storm ? What did it look like.

1.pre-writing:

a)Act.1: Discover the picture (P.80) - hangs on the pictures and ask Ss to work in groups to pick out their meaning

-elicits the language from Ss

- asks the whole to share their ideas and express their ideas from the pictures

Ex: Pic.1: Lan played with her dog

- notices Ss with the Simple past, Past continuous and Past perfect

a)Act.1: Write a story about a typhoon. - makes the model for the first sentence and ask for Ss/ understanding.

- asks Ss to complete the story individually  in groups

- goes round to help Ss

- makes some information clearly

3.post-writing:

Exhibition

- asks each S to write their sentences on the blackboard

- asks the whole to correct the result - gives feedback

- groupwork and ask and answer about the pictures

Ex: S1: What did she do?

S2: She played with her dog

- express their ideas to the front - give their ideas and take notes

- pay attention

- write their story and then share their ideas in groups

- go to the board and write their sentences - correct the story with teacher

- copy down IV.Consolidation:

- uses Exhibition to revise the way to write a paragragh

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.80-82

Possible story

It was a beautifull day The sun was shining The sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, her dog behaved strangely She kept running aroud in circles Lan ran home with her dog and told her mother what Skippy did Lan/s mother- Mrs.

(93)

Period: 58

Date:

A./ objectives:

- understand and use Non-defining relative clause

- revise and practise further in Defining and Non-defining relative clause

B./ procedures:

I Settlement:Greets and checks attendance

II revision: asks two Ss to combine two following sentences into one

1 I like reading books They tell me about different people and cultures. 2 A girl is my friend She Stayed with us during Christmas.

3 My aunt is a woman Her house was broken by a typhoon.

- asks Ss to check and revise defining relative clause III New lesson:

1.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus. He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative clause

- hangs on the exer and check the way to this task

- gets feedback & helps Ss to correct 2.Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model:

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining

- defining noun is very clear.

- There is a comman before and after Non-defining relative clause.

“That” cannot replase “ Who, whom, which.

- give Relative pronouns/ adverbs - give the ways to it.

- write their answers on the board and check them with T

Defining relative clause

Relative pronouns Relative adverbs

Who, whom, which, whose Where, when, why

(94)

- gives the example and asks Ss to combine it

- asks Ss to complete exer –P.82 - gets feedback

3.Act 3: Combine two sentences into one

a, Lan sings very well She got a prize on her ferformance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002.

c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hangs on the exer and helps Ss to define ther task

- asks Ss to work individually and the in pairs to complete these exercises

- combine two sentences into one

- talk about the way to use and discover the differences as against Defining Clause

- complete it in pairs

- write their answers on the board - check the answers with teacher

- discover the Defining and Non-defining relative clause

- combine these sentences

down IV.Consolidation: Gap-fill

- asks Ss to complete exer - P 52 (Workbook) V.Homework:

- asks Ss to exer 3-P 81 (Textbook), exer - P 62 (Workbook )at home - asks Ss to revise from Unit to to prepare for 45-minute examination

Period: 59

Date:………

A./ objectives:

I Knowlege:

- helps Ss to examinize and evaluate their learning

B./ procedures:

I Settlement:Greets and checks attendance II Control:

- gives out the testing paper

- controls the class

III Collection:

- asks Ss to hand in the tests and evaluates the lesson

- asks them to revise the knowlege at home for the test correction

(95)

I Circle the best answer from three options in parentheses.

1 Tha/s very kind ………… (of, in, at) you to say so.

2 Trinh is the student who can speak English very……… (good, bad, well) in my class

3 Most of earthquakes in the world …………(happens, occur, erupt) in the Ring of Fire

4 When tropical storms reaches 120 km per hour, it is called ……… (tornado, typhoon,

snowstorm)

5 The person …… (who, whom, which) reaches the South Pole was Norwegian explorer

6 The ocean sunfish is the name of the fish ……… (which, who, whose) produces eggs

7 She couldn/t work,………(because, although, so) she was ill.

8 (Although, If, Because) ………… the weather was bad, the children went camping

II Match the words with its description on the right

1 Easter

2 Father/s Day

3 Lunar New year Tornadoes Tidal waves

a. They occur when there is an abrupt shift in the underwater

movement of the Earth

b.is the day which is celebrated on the third Sunday in June

c The day when Christians celebrate the birth of Christ

d The festival occurs in late January or February It is time for

families to clean and decorate their homes

e is a storm which pass overland below a thunderstorm

III Combine two sentences into one, using relative pronouns and relative adverbs.

1 Minu is my favorite dog It looks after my house very well We have told about the girl You wrote her a letter last year

3 My grandmother often tells me good stories Her house was broken by an earthequake

4 Kangaroos have a long tails They come from Australia Ba likes playing the guitar He lives on Trang Tien street

IV Read the passage and decide if the following sentences are tru (T) or false (F)

Almost a hundred thousand people were killed and half a mollion homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when people were cooking their midday meals Thousands oof stoves were overturned as soon as the earth began to shake As a result, small fires broke out everywhere and quickly spread It is impossible to use fire fighting equipment Consequently, over ninety percent of the

dammage was caused by fire rather than by the collapse of buildings

1 ……A hundered thousand people were killed in Tokyo in 1923 because of a tornado

2 …….The earthquake began a minute before midnight

3 …… People used fire fighting equipments to prevent fires

4 …… Over ninety percent of the dammage was caused by fire

IV Find out one mistake in each sentence and correct it.

1 Tet is a festival that occurs in late January or early in Febrary The doctor who car was lost is talking to the policemen He suggested to go to the beach

4 Auld Lang Syne is a song it is sung in many countries in the world

đáp án thang điểm Câu I: 2,0 điểm (Mổi câu đựoc 0,25 điểm)

1 of well occur typhoon who which because 8.although

1.c b 3.d e a

(96)

3 My grandmother whose house was broken by an earthquake often tells me good stories

4 Kangaroos, which come from Australia, have a long tail Ba, who lives on Trang Tien street, likes playing the guitar

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

Câu V: 2,0 điểm (Mổi câu đựoc 0,5 điểm)

1 that  which who  whose go  going it  which

Period: 60

Date:

Test correction

A./ objectives:

I Knowlege:

II Skills: Analysis

B./ Method: Communicative approach

C Preparation:

- T: exercises

III Content:

- note down

- correct themselves - collect the tests IV.Consolidation:

- asks Ss to revise the main knowledge they have consolidated V.Homework:

(97)

Period: 61

Date: ………

Unit 10: life on other planets

A./ objectives:

I.Knowlege: At the end of the lesson, Ss will be able to:

- Learn vocabulary UFOs and understand some information about the other planets

- Talk about the life on other planets

II Skills: Listening, reading and speaking

B./ procedures:

II Revision: Chatting (Getting Started )

- hangs on the pictures and asks Ss to use the questions at P 83 to ank aand answer

- invites Ss/ ideas

III New lesson:

*) Lead-in:

?Have you ever seen UFOs

? Do you believe the life on other planets.

1.Presentation:

- (a) strange object /………… / (Trans.) - (a) spacecraft /………./ (Pic.) - (an) alien (N) /……… /(Pic)

-(to) sight /(Trans.)

- (to) disappear /……… / (Trans.)

- uses R.O.R to check vocab

b.Act.2: Read the text and find out the synonyms.(Part a-P.84)

*)Answer key:

1.evidence collecting 2.meteor capture 3 aliens disappear

- asks Ss to read through the task at P 84 and explains the task

- asks them to read the text in groups to find out their synonyms

- gets feedback and invites the explanations

- gives feedback

2.practice:

a.Act.1: Read the tex and fill in the blank (Part b-P.84)

*)Answerkey:

- try out and repeat chorally- individually - give the meaning & stress

- read and then rewrite the rubbed-oput words

- listen to T/s instructions

- read the text and share their ideas in groups

(98)

a, An aircraft, a weather ballon or s meteor b, nine large round objects travelling at about 2.800 meters an hour

c, 1,500 UFOs sighting d, a UFO above their

e, an egg-shaped object in one of his fields and also aliens collecting soil samples. F, claimed they were captured by aliens and taken abroad a spacecraft.

g, and his plane disappeared after sighting a UFO

h, That he saw a plate-like device at a treetop 30 meters away.

- hangs on the poster with the missing information and runs through the information

- gets feedback

3.Further practice: Summarizing

- asks Ss to work in groups again to summarize the text and then invite two Ss to present to the front

- read through the sentences

- read it and share their ideas in pairs - give their answers and explain them - check the answers with T

- work in groups and then pesent their text to the front

- use Further practice V.Homework:

- asks Ss to revise the lesson - asks Ss to prepare: Speak -P.85

Period: 62

Date: ………

Unit 10: life on other planets (Lesson 2: speak - Page 85)

A./ objectives:

- understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon

II Skills: Speaking and writing

B./ procedures:

II Revision: Brainstorm

aliens spacecraft clever people modern life

(99)

III New lesson:

*)Lead-in:

- Things out of the earth is not very strange to us now because of modern equippments We can see and hear about other planets everyday

a)Act.1:Vocabulary

- Mar (Trans) - Minerals (Pic.) - Gemstones (Pic.)

- Microorganism/……… /

- Little creature /………… / (Pic.) - (the) sparking spot (Trans)

b)Act.2: Presentation Text 1.Model:

Nam: What these drawings say, Hung?

Hung: There might be water in Mars.

Nam: What about those black sparking spots on the right corner?

Hung: Well, They might be traces of gemstones There may be a lot of precious stones on Mars.

2 Form: Talk about the possibility: - S + May/Might + V-inf +……… - There may/might be + Noun phrase

- elicits the model from the book

- writes the model and runs through them - does concept check

a)Act.1: Ask & answer about things on Mars ( Part b-P.85)

- makes the model first and instructs Ss to change the information, using the cues - asks Ss to use the information at P.85 and practice giving their ideas in pairs - asks Ss to show their ideas to the front -corrects if neccessary

a,Act.1: Listen and find things on the moon (Page 86)

*)Answer key:

a - c - d - f - i - j

- try out and repeat chorally- individually - give the meaning, stress & make

sentences

- match the words with the Vietnamese meaning

- read through the model

- make the model with teacher first and build up their conversations through the cues

- practice giving their ideas things on Mars

(100)

- plays the tape three times and asks Ss to listen

- asks them to share their ideas and gets feedback

- plays the tape once again for Ss to check

- listen to the tape, then share their ideas in groups

- give their answers and listen to the tape again

- correct their answers IV.Consolidation:

- use Post-speaking V.Homework:

- asks Ss to to write things might there on Mars/ Jupiter - asks Ss to prepare: Listen- P.86

Period: 63

Date:………

Unit 10: life on other planets (Lesson 4: read - Page 86)

A./ objectives:

- understand the details of the text about the trip to space

- talk about the forthcoming space trip they will take II Skills: Reading and Speaking

B./ procedures:

I Settlement:Greets and checks attendance II revision: Questions and answers

? Do you want to go to the moon

? What is the weather like on the moon ? What is the temperature

? What are not there on the moon ? Can we go to the moon

III New lesson:

*)Lead-in:

- uses above questions to lead in the lesson

1.pre-reading:

- in the space (Sit.) = in the outer space - (to) orbit (Trans)

{ in orbit

- (the) physical condition (Trans.) - (to) get out of ( Trans.)

- writes and checks

- uses R.O.R to check vocab

b)Act.2: Ordering (P.87) *)Answer key:

4 - - - -

- asks Ss to work in groups to put it in the

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewrite the rubbed-out words

- read them through

- share their ideas and write read the text to complete the task in groups

(101)

right orders - gets feedback 2.while-reading

a)Act.1: Compre Questions.(P.87) *)Answer key:

1,If you decide … , you will have to run a lot, swimm every day, and aerobics and pushs-up to have an excellent perfect health.

2, If you want to show you are in perfect health, you must get a letter from the docter.

3, You can see pictures of the Earth: Your country, interesting places, the oceans, the big rivers, the tall mountains.

4, We can see those scenes 16 times a day

5, We can walk on the walls or on the ceiling.

- hangs on the questions on the board & runs through them

- asks them to read the passage again to answer them in pairs

- gets feed back

3.post-reading:

Discussion

1,If you were able to take a space trip, What would you to prepare for the trip?

2, What would you like to bring along?

- writes down the questions and asks Ss to answer them in pairs

- gets feedback

information

- correct the answers and copy down

- practice asking and answering - show their ideas to the front IV.Consolidation:

- Use Post-reading and then revise Ss with IF-Clause (Type and Type 2).

IF-Clause Main clause

Type 1: Possible Conditionals - The Simple Present

Type 2: Unreal present or future conditionals

- The Simple Past

- The Simple future

- S + Would/Should/Could + V-inf V.Homework:

- asks Ss to read the text at home again and exer 4,5 – P 68,69 - asks Ss to prepare: Write- P.88

Period: 64

(102)

Unit 10: life on other planets ( Lesson 5: write- P 88)

A./ objectives:

- write a paragragh to talk about opinions to the existence of UFOs II Skills: Writing

B./ procedures:

I Settlement: Greets and checks attendance II revision: Questions

? Do you believe in UFOs

? What makes you believe /not believe ? Where can you see UFOs or aliens III New lesson:

*)Lead-in:

1.pre-writing:

a)Act.1: Vocabulary

- (an) imagination/……… /(Trans.) { imaginative (Adj.)

- (the) flying saucer (Pict.) - (the) man-like creature (Trans.) - (the) mysterious circle (Trans.) - (to) exist

{ existence (N) (Trans.)

- writes and checks

b)Act.2: Matching (P.88-Part a)

*)Form of argumentative paragragh:

1, Introduction: present the viewpoint

- I think ……

- I believe/ I don/t believe ……….

2, Body: give reasons

- Firstly/secondly/…………

+ add ideas: What is more,/ Moreover,/ Additionally,/ In addition,/……

3, Conclusion: Sum up the argument

- Therefore,/ in general,/ to sum up,/… - asks Ss to work in groups to match the parts of argumentative paragragh

- gets feedback and then explains the form of this paragragh

a)Act.1: Write a paragragh about the existence of UFOs (Part b-P.88). - asks Ss to read the dialogue and then share their ideas in pairs to write a paragragh

- asks Ss to complete the paragragh in groups

- goes round to help Ss

- makes some information clearly

3.post-writing:

Exhibition

- asks two groups to write their paragraghs

- try out & repeat chorally-individually - give the meaning & make the

sentences

- read match them with the Vietnamese

- read the information and share their ideas in groups

- give their answers and make it clearer with T

- read the dialogue and then write a paragragh to support the existence of UFOs The left half will be against the existence

(103)

on the blackboard

- asks the whole to correct the result - gives feedback

- go to the board and write their paragraghs

- check it with T and compare their paragraghs

- uses Exhibition to revise the way to write a paragragh

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.89-90

Period: 65

Date: ………

A./ objectives:

- revise how to use Modal verbs and If – Clause:Type and Type

B./ procedures:

II revision:

III New lesson:

1.Act.1:Use “ Who,Whom,Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus. He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative clause

- hangs on the exer and check the way to this task

- asks them to complete the excer in

- give Relative pronouns/ adverbs - give the ways to it.

Possible Paragragh

I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance

Firstly, many people around the world say they have seen flying saucers. Secondly, there are plenty of photos of them And some of the photograghers said they saw man-like creature get out of the saucers Moreover, people are talking about the mysterious circles on the fields in Great Britain.

Therefore, UFOs are no longer human beings/ imagination They are real and we

(104)

pairs

- gets feedback & helps Ss to correct 2.Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining

- defining noun is very clear.

- There is a comman before and after Non-defining relative clause.

- “That” cannot replace “ Who, whom, which”.

- gives the example and asks Ss to combine it

- asks Ss to complete exer - P.82 - gets feedback

3.Act 3: Combine two sentences into one

a, Lan sings very well She got a prize on her ferformance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002.

c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hangs on the exer and helps Ss to define ther task

- asks Ss to work individually and the in pairs to complete these exercises

- write their answers on the boeard and check them with T

- combine two sentences into one

- talk about the way to use and discover the differences as against Defining Clause

- complete it in pairs

- write their answers on the board - check the answers with teacher

- discover the Defining and Non-defining relative clause

- combine these sentences

down IV.Consolidation: Gap-fill

(105)

Period: 66

Date: ………

REVIEW (1)

A./ objectives:

- revise how to use phonetics, prepositions, relative clause and adverb clauses

B./ procedures:

II revision:

III New lesson:

I Act.1: Choose the best answers in parentheses.

1 He is the most …… ( care, careful, carefully, carelessly) student in my class

2 His ……… (difficult, difficulty, difficultly, diffiness) is admirable What ……….(would,can,did,will) you if you had money?

4 My friends come to stay……… us ……….Christmas (on/in,

with/at, at/with)

5 We are looking …… (at, for,in, of) a job at the moment I suggested you ……… (must,should,will,ought) study harder If the weather……… (was,were,is,are) fine, we will go swimming All of us enjoy ……….(sight, sighting,sighted, to sight) the UFOs ……… (Earthquakes, typhoons, tornadoes, volcanoes) are stroms

that pass underland below a thunderstorm

10 In Asia, a tropical storm is called a ……(typhoon, hurricane,

cyclone,tornado)

11 She was tired ……… (so, because, if,and) she worked hard 12 (If, Although,So, When)………… It is raining, they play soccer

III Relative clause: Fill in each blank with a correct relative pronoun or adverb (who, whom, which, that, whose, where or when) Add comma if necessary Last year I went to Hue is the ancient capital of Viet Nam

2 The woman lives next door to us is a weatherforecaster on TV station The shoes I bought were made in Italy

4 The doctor son is my friend is good-hearted

5 Ha Long Bay consists of hundreds of beautiful islands, is the world/s heritage.

6 This is the house he used to live in

(106)

IV.Consolidation: Gap-fill

Period: 67

Date: ………

REVIEW (2)

A./ objectives:

- revise how to use phonetics, prepositions, relative clause and adverb clauses

B./ procedures:

II revision:

III New lesson:

I Act.1: Choose the best answers in parentheses.

IIII Connect two sentences into one, using defining or non-defining relative clause

1 Mother/s Day is a day It falls on the second Sunday in May

2 Jane is a nice girl She always gives cards and flowers to her father on Father/s

Day

3 That person is Mr John His daughter is my classmate Da nang is a modern city People love to live there

5 Last year I bought a book It is on the Vietnamese folk tale My teacher is very energetic I told you yesterday

7 Mid-Fall Festival is the one Children often go out and enjoy themselves on the festival

8 Children are given Easter eggs These eggs are made of chocolate Tuan is very active He studies the best of us

10 Hue is ancient We want to go there on summer holiday

1 A alien B alike C amount D appear A cone B. done C don/t D won/t

3 A bread B eat C meat D meal A bus B hug C club D pull A bought B ground C mountain D shout A catch B center C coach D culture A than B then C.think D though A jeans B pants C shoes D ties

(107)

III Relative clause: Fill in each blank with a correct relative pronoun or adverb (who, whom, which, that, whose, where or when) Add comma if necessary Last year I went to Hue is the ancient capital of Viet Nam

2 The woman lives next door to us is a weatherforecaster on TV station The shoes I bought were made in Italy

4 The doctor son is my friend is good-hearted

5 Ha Long Bay consists of hundreds of beautiful islands, is the world/s heritage.

6 This is the house he used to live in

7 Yesterday I met the man you talked to me about The cat tail is long does not belong to me

IIII Connect two sentences into one, using defining or non-defining relative clause

1 Mother/s Day is a day It falls on the second Sunday in May

2 Jane is a nice girl She always gives cards and flowers to her father on Father/s

Day

3 That person is Mr John His daughter is my classmate Da nang is a modern city People love to live there

5 Last year I bought a book It is on the Vietnamese folk tale My teacher is very energetic I told you yesterday

7 Mid-Fall Festival is the one Children often go out and enjoy themselves on the festival

8 Children are given Easter eggs These eggs are made of chocolate Tuan is very active He studies the best of us

(108)

IV.Consolidation: Gap-fill

II Use the cues to complete the following sentences.

1 The city is Ha Noi It is the capital of Viet Nam

- The city……… Nga lives in Ho Chi Minh city She saw UFO

- Nga………

3 “ Shall we drive a car to work?

- I suggested……… They cannot visit the moon because they have no money

- If ………

5 He tried hard,but he did not pass the exam

- Although ………

6 The students doesn/t see the UFOS.

- They wish……… I am not rich,so I cannot buy that house

- If ………

III./ Complete the following sentences.

1 We /enjoy/read/books/the morning We/learn/English/since/2002

3 They/spend/time/do/homework/last night Nga/be used/get/early/the morning

5 The house/build/the workers/last month They/going/visit/Ha Noi/thia summer IV.Consolidation:

- asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago

- We visited Ha Long years ago.

2 My mother/work/a factory/since 2001

- My mother has worked in a factory since 2001.

3 I/enjoy/use /Internet/and/take part in/collect/ garbage

- I enjoy using the Internet and taking part in collecting garbage V.Homework:

(109)

I Phonetics:

1 A alien B alike C amount D appear A cone B. done C don/t D won/t

3 A bread B eat C meat D meal A bus B hug C club D pull A bought B ground C mountain D shout A catch B center C coach D culture A than B then C.think D though A jeans B pants C shoes D ties

9 A called B enjoyed C. introduced D listened

10 A loved B returned C tried D visited

II Read the passage below and choose the best answer for each question

During the teenage years, many young people can at times be difficult to talk to They often seem to dislike being questioned They may seem unwilling to talk about their work in school This is a normal development at this age, though it can be very hard for parents to understand It is part of becoming independent, of teenagers trying to be adults while they are still growing up Young people are usually more willing to talk if they believe that questions are asked out of real interests and not because people are trying to check up on them

Parents should their best to talk to their son or daughter about school work and future plan but should not push them to talk if they don/t want to Parents should

also watch for the danger signs: Some young people in trying to be adult may experiment with drugs, alcohol or smoking Parents need to watch for unusual behavior which may be connected with these and get help if necessary

1 This is from a What is the writer trying to do?

A. Parents/ handbook A to be amusing

B school timetable B to be argumentative C teenage magazine C. to be helpful

D children/s book D to be apologetic

3 Why adults sometimes find teenagers difficult? A Because teenagers are quiet

B. Because teenagers don/t want to talk to their parents.

C Because teenagers think adults are not honest D Because most teenagers hate adults

4 When can you expect a young person to be more talkative than usual?

A When people talk to them because they are realy interested and not just checking on them

B When adults give them a lot of monney to spend

C When adults talk to them about something other than their work in school D When adults talk to them about drugs, alcohol and smoking

5 Some teenagers experiment with drinking alcohol or smoking because

A they regard it as a mark of adulthood B women like drinking and smoking men C cigarettes and alcohol are very cheap

D cigarettes and alcohol are available everywhere

(110)

1 Tom has continued to smoke two packets of cigarettes a day His doctor warned him (Although)

2 Dick did not have enough monney So, he decided not to buy that car (because) We went camping even though it rained hard (inspite of)

4 It is a pity that he did come with us at our party (I wish he ) I want to work for them, but they not ask (If ) She is not successful in her job We wish she Maybe, the weather is fine tomorrow, so We can continue our jorney (If )

V Such that, so that enough

1 The day was too hot for them to cancel the tennis game ( such that)

- It was I couldn/t understand her She spoke too fast (so that)

- She The book is interesting enough for us to read it many times

- The book (So that) - It is (such that) It is raining heavily They cannot take a trip to the countryside ( too to)

- It is VI Word form:

1 Ther should be warning systems to help people avoid (nature) disasters She is always confident of doing things (success)

3 Smoking is very (danger) for our health

4 Is there any significiant (different) in quality between these two items? I was so (pride) that my son had got good marks in Maths

6 What are the main features that cause air (pollute)?

7 The (science) always try hard to reseach into earthquakes

8 In the Mother/s Day, family members want to enhance family (traditional)

9 Who first (invention) the radio?

10 I can understand her because she speaks English (good) VII Chia dong tu

1

VIII Indirec speech:

Period 70*

Date:.

PHòNG GD ĐAKÔNG Đề THI HọC Kì iI môn anh văn lớp 9

N¡M HäC 2005 – 2006

Thời gian: 45/ (Không kể thời gian giao đề)

Học sinh làm đề thi này

Hä vµ tên: Học sinh lớp: Số báo danh:

điểm lời phê thây/cô giáo

(111)

§Ị thi

I.Choose the best answer from A,B , C or D Number is an example. I ……a student

A am B are C is D A & C

1 My friends come to stay …… us…… Christmas

A with/inB to/in C in/at D.with/ at I don/t know where the book is I am looking …… it now.

A in B for C at D up

3 ……… are storms which pass overland below a thunderstorm A typhoons B tornadoes C volcanoes D earthquakes

4 Solar energy doesn/t cause ………… in the air.

A pollution B polluted C pollute D pollutant We suggest they ………use energy saving bulbs

A should B must C can D ought If the weather …… fine, we will go out for a walk

A am B was C were D is

7 My sister………… in the city since 1995

A lived B have lived C has lived D lives We enjoy ……… to classical music

A listen B to listen C listening D listened She couldn/t go to work ……… there was a storm.

A because B even though C but D where 10 He is the man……… helped me last week

A which B who C whom D whose 11 The car…… she has just bought is very modern

A which B whose C whom D where 12 Do you remember the boy……… you met yesterday?

A whose B who C whom D which II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

English is a very useful language If we …(0)… English, we can go to any countries we like We will not find it hard to make people understand …(13) we want to say English also helps us to learn all kinds of plans Hundreds of books are…(14)… in English every day in …(15) countries English has also …(16) to spread ideas and knowledge in all corners (17) the world.Therefore, the English languge helped to spread better …(18) and friendship among countries of the world

0 A to know B know C knew D known 13 A what B where C when D how 14 A write B wrote C written D to write 15.A much B lot of C many D a lots of 16.A made B helped C help D taken 17.A of B in C on D with

18.A understand B understood C to understand D understanding

III./ Read the text and decide if the following statements are true (T) or false (F) Number is an example.

Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when people were cooking their midday meals Thousands of stoves were overturned as soon as the earthquake began to shake As a result, small fires broke out everywhere and quickly spread The fire engines were prevented from going to help because many of the roads had cracked open It is impossible to use fire fighting equipments Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of buildings

0 An earthquake occurs in Tokyo in 1932

(112)

21 Small fires broke out everwhere because of the overturned stoves 22 People used fire fighting equipments to prevent fires

23 Over ninety percent of the damage was caused by fire

IV./ Use the given words to rewrite the following sentences Number is an example.

0 Cats are not friendly, but dogs are friendly  Cats are different from dogs

24 The city is Kobe in Japan It was struck by a huge earthquake in 1995

 The city………… ………

………

25 Neil Armstrong lived in the USA He first walked on the moon

 Neil Armstrong .…… …

………

26 Nga cannot buy a bike because she doesn/t have money.

 If Nga……

………

27 It/s raining hard, but the children go camping.

 Although ……… .………

………

28 What about going to the cinema tonight?

 They suggested ………

………

V Put the given sentences in the correct order (1 to 6) to complete the paragragh . 29 When you are in orbit, you will feel totally free and you will be able to walk on

the wall or on the ceiling

30 I believe in the future we can take a trip to space and enjoy wonderful feeling 31 If you take the trip, you should run a lot, swim every day, and aerobics and

push-ups

32 Once you get on the trip, you will see pictures of the Earth You may find your country and other interesting places

33 Moreover, you must get a letter from the doctor that shows you are in perfect health

34 Therefore, taking a space trip is not so difficult Start your dream now and it may come true some day

Phòng gd đakrông

Hớng dẩn chấm biểu điểm thi học kì Ii môn anh văn lớp 9

Năm học: 2005 2006

Câu I: (Từ câu đến câu 12)(3,0 điểm - Mổi câu đợc 0, 25 điểm)

1.D 2.B 3.B 4.A 5.A 6.D 7.C 8.C A 10.B 11 A 12 C

Câu II: (Từ câu 13 đến câu 18)(1,5 điểm - Mổi câu đợc 0,25 điểm)

13 A 14.C 15.C 16.B 17.A 18.D

Câu III: (Từ câu 19 đến câu 23) (1,5 điểm - Mổi câu đợc 0,3 điểm)

19.F 20.F 21.T 22.F 23.T

(113)

Câu IV: (Từ câu 24 đến câu 28) ( 2,0 điểm - Mổi câu đợc 0,4 điểm)

24 The city ( which was) struck by a huge earthquake in 1995 is Kobe in Japan.

25 Neil Armstrong, who first walked on the moon, lived in the USA. 26 If Nga had money, she could buy a bike.

27 Although it is raining hard, the children go camping. 28 They suggested going to the cinema tonight.

Câu V: (Từ câu 29 đến câu 34) ( 2,0 điểm - Mổi câu đợc 0,33 điểm)

THE END

1

Tiêu đề	English 9
Thể loại	tài liệu

Định dạng
Số trang	113
Dung lượng	1,23 MB