Objectives: By the end of the lesson, students will be able to listen and choose the correct pictures to show what is Mary wearing; describe what people are wearing and further practice [r]
(1)Date of preparing: 14/8/2016 Date of teaching: 15/8/2016 PERIOD 1: REVISION I Aims:Review the indirect speech II Ojectives : By the end of the lesson, Ss will be able to remember the main knowledge from English III Ways of working : T-WC, pair work , individual work IV Procedures: 1.Organization: Greeting & checking attendance 2.Check the old lesson: 3.New lesson: Ask Ss to repeat the way to change the direct into indirect speech change the time ,tenses, subject Direct -> Indirect Tenses : * Simple Present Simple past am/is/are was/were V(s,es) Ved/irreguler *Simple Future will would shall should *Simple present Continuos Past continuous am/is/are +Ving was/were +Ving Adverbs of time This That these those here there today that day now then tomorrow the following day/the next day next week the next/following week to come to go Practice: Exe 1: Turn into indirect speech She said: “I can't find my umbrella ,” -> … 2.Tom said “ My fiend is coming next week,” - > 3.The boy said to his neighbor : “ I'm going on holiday tomorrow,” (2) -> Exe 2: Choose the best answer He said that he .come A will/tomorrow C would /tomorrow B will/the following day D would/ the following day Let's … the festival together A going B to go C go D went 3.It … tomorrow A will be done B has been done C was done D is being done 4.He was … by the news … A shocking/the previous day C shocking/the previous day B shocking/ yesterday D shocked/yesterday you ever … .sad ? A Were/ x B Have/ been C Did/ x D Are/ x 4.Consolidation: - Ask Ss to exercise again and repeat the Reported Speech 5.Homework -Do exercise in Reported speech -Prepare Unit 1: A visit from a pen pal Planning date:16/8/2013 Period Unit 1: a visit from a pen pal Lesson 1: getting started + listen and read P.6 -7 I Aims: - To help s read a text for details about Maryam’s visit to Vietnam - To develop s’ skills (3) II Objectives: By the end of the lesson, Ss will be able to understand the text in details and talk about their wishes with the structure “I wish + the past simple tense” III Ways of working: T - WC, team work, group work, individual work IV Materials: Text book, pictures, tape, color chalk V Anticipated problems: the “retell story” activity may be difficult for some ss PROCEDURES Organization: (1minute) Greet and check the Ss ’attendance Revision: (5 minutes) Brainstorming - Ss go to the board and write down the words relating to places of interest in Hanoi City and Ha Tay province Example: Huong Pagoda Ha Noi Opera House Ho Chi Minh Mausoleum One Pillar Pagoda Ba Dinh Square places of interest Old Quarter (Phè cæ) Temple of Literature Ha Noi Museum Ho Tay Water Park New lesson: STAGES PRE READING (15 minutes) ACTIVITIES * Disscusion (group work) Getting started P.6 - Ss answer the T’s question: “Which places would you take your foreign friend to if he / she came to visit you for a week?” (the pictures in the book on page may help you) Example: I think I will take my friend to the Temple of Literature in Ha Noi * Pre teach vocabulary: - T uses techniques to teach Ss new words - Checking understanding: Rub out and remember * T sets the scene: ON BOARD I Getting started P.6 -Answer the questions II New words: (to) correspond: trao đổi thư từ (to) be impressed by: bÞ g©y Ên tương bëi The mosque: Nhµ thê Håi Gi¸o (to) pray: cÇu nguyÖn (to) depend on: phô thuéc (to) keep in touch: gi÷ liªn l¹c III True - False statements prediction: (4) Lan has a pen pal, Razali Maryam and this is the first time she has been to Ha Noi Here are some statements and you have to predict if they are true or false WHILE READING (12 minutes) * Listen and read P.6 -7: - Ss read the text as they listen for the first time and check their predictions - T elicits the model sentences: - Concept checking: + The meaning these sentences? + When we use this structure? (When we regret something that something is not as we would like it to be) + The form of the verbs after “wish” in these sentences? (past tense) - Ss read the text again and chose the correct option to complete the sentences POST READING (5 minutes) Retell the story: (Group work) - In group of five, Ss retell Razali Maryam’s visit to Ha Noi Maryam comes from Malaysia Lan didn’t take Maryam to Hoan Kiem Lake Lan and Maryam correspond once a week The girls went to see some famous places in Ha Noi Maryam was impressed by the beauty of Ha Noi City IV Listen and read (P.6 - 7) Checking the prediction: Answer key: T F F T T Model sentences: - I wish I had more time - I wish you had a longer vacation * Note: S + wish + the past simple Choose the correct option to complete the sentences: Answer key: C B D B Retell the story: Consolidation (5 minutes) - Call on Ss to on the board -Correct Ss' mistakes Homework: (2 minutes) - Learn by heart the new words and model sentences - Read “Listen and read” on page and in text book again - Do exercise: 3,4 P.6 - (workbook) - Prepare Unit 1: Speak (5) (6) Planning date:19/8/2013 Period Unit 1: a visit from a pen pal Lesson 2: speak P.8+Language Focus I Aims: - To help Ss make and respond to the introduction - To help Ss improve their speaking skill and further practice in the past simple II Objectives: By the end of the lesson Ss will be able to introduce themselves to their friends and respond to the introduction III Ways of working: T - WC, pair work, individual work IV Materials: Text book, pictures in the text book V Anticipated problems: Speaking may be difficult for some Ss PROCEDURES Organization(1 minute) Greet and check the Ss ’attendance Check the old lesson (5 minutes) T asks Ss to the exercise 3,4(homework) on board New lesson: STAGES ACTIVITIES ON BOARD PRE * Set the scene: I Mapped dialogue: SPEAKING Nga is talking to Maryam Nga Maryam (12 minutes) They are waiting for Lan Hello I am outside her school Maryam? * Mapped dialogue: meet you meet - Speak a) P.8 Let myself I’m you Lan’s Dialogue: Nga classmates? enjoying Vietnamese Nga: Hello You must be stay in friendly Maryam Viet Nam? Ha Maryam: That’s right I am Noi Nga: Pleased to meet you Let interesting city me introduce myself I’m Nga live in a city, Kuala Maryam: Pleased to meet you, too? Lumpur Have Nga Are you one of Lan’s you been classmates? there? X different The Nga: Yes, I am Are you from Ha Noi? two enjoying your stay in Viet .same in Nam? some ways Maryam: Oh, yes, very much I see Oh! Here’s Lan Let’s go Vietnamese people are very friendly and Ha Noi is a very interesting city Nga: Do you live in a city, too? Maryam: Yes I live in Kuala Lumpur Have you been there? Nga: No Is it very different from Ha Noi? Maryam: The two cities are the same in some ways Nga: I see Oh! Here’s Lan Let’s go WHILE SPEAKING * Role play: Speak b) P.8 - In pairs, Ss use the II Speaking b) P.8: Yoko from Tokyo, Japan (a busy (7) (15 minutes) POST SPEAKING (7 minutes) information in the book and make similar dialogue Taking turn to be one of Maryam’s friends (Yoko, Paul and Jane) Example dialogue: S1: Hello You must be Yoko S2: That’s right, I am S1: Pleased to meet you I am Nam S2: Pleased to meet you, Nam Are you Maryam’s pen pal? S1: Yes, I am Are you enjoying your stay in Viet Nam? S2: Yes, very much I like Vietnamese people and I also love the old cities in Viet Nam big capital city) Like Vietnamese people Love old cities in Viet Nam Paul from Liverpool, England (an industrial city, north of England) Love people, the food and beaches in Viet Nam Jane from a small town in Perth, Australia (a quiet small town) Love the temples and churches in Viet Nam Love ao dai, Vietnamese food, especially nem *Language Focus 1: Set the scene: This is the conversation between Tan & Phong They're talking about what Ba A :What did Nga on the did on the weekend weekend? T: What did Ba on the B:She went to the concert weekend? performed by HN singers Ss: He went to see the movie A:When did she go ? called B:She went there on Sat at 8p.m “ Ghost and Monster” T: When did he see it? A:What did Lan on the Ss: He saw it on Saturday weekend? afternoon at two o'clock B:She went camping held by Y&Y FORM: V +ed / past form of A:When did she go? irregular verbs B:She went camping all the - Ask Ss to ask & answer the weekend She went on Sat morning Qs about What Ba , Nga, Lan, Nam and Hoa did on the weekend -tell them that the activities happened in definite time in the past Consolidation:(3 minutes) - Ask Ss to practise the D in pairs - Correct Ss' mistakes Homework: (2 minutes) - Do exercise:1,2 P.5,6 - Prepare: Listen + LF 2,3 P.11,12 (student’s book) (8) Planning date:19-8-13 Period Unit 1: a visit from a pen pal Lesson 3: listen P.9 + LF 2,3 P 11,12 I Aims: - To help Ss listen for specific information and further practice in the past simple with “wish” - To help Ss improve their listening skill II Objectives: By the end of the lesson, Ss will be able to understand the listening and choose the correct pictures III Ways of working: T - WC, team work, individual work IV Materials: Text book, pictures on page 9, tape and cassette V Anticipated problems: Listening may be too difficult for some ss PROCEDURES Organization: (1 minute) Greet and check the Ss’ attendance Check the old lesson: (5 minutes) Jumbled words: tccah = (catch) ondp = (pond) rkap = (park) rassg = (grass) hamgerbur = .(hamburger) New lesson: (9) STAGES ACTIVITIES PRE * Pre teach: LISTENING - T uses techniques to teach Ss new (5 minutes) words - T Set the scene: Tim Jones is an American He has a Mexican pen pal, Carlo Carlo is visiting the US They are talking to each other * Open prediction: - Ss predict places which Tim Jones and Carlo are going to visit ON BOARD I New words: downtown: khu trung t©m thµnh phè II Prediction: Places which Tim Jones and Carlo are going to visit: (e.g the park) WHILE * Listen P III Listen P.9 LISTENING - Ss listen to the conversation for the first Checking the prediction (16 minutes) time and check their predictions places which Tim Jones and Carlo are going to visit: the restaurant the park the downtown - Ss listen for the second time and check Multiple choice: the numbers of the correct pictures Check the numbers of the correct pictures: * Tape transcript: Tim: Are you hungry, Carlo? Carlo: Yes Tim: Okay Let’s go to the restaurant downtown If we go through the park, we can catch a bus on Ocean Drive Carlo: That’s fine I really like walking in the park.You’re lucky to have a place like this close to your home.It’s so beautiful with all the trees and flowers and a pond in the middle Tim: Carlo! Be careful You are walking o the grass The park keeper is growing some more - you’ll kill the new grass! Carlo: Oh, sorry I didn’t see the sign Tim: Come on It’s time we caught the bus Carlo: Is that our bus, Tim? Tim: No That’s a 103 bus We want the number 130 Carlo: Wher are we going to eat? Tim: It’s up to you There’s a new Mexican restaurant in town Carlo: Oh, no I can eat Mexican food at home I love American food I’d rather eat hamburgers Tim: Okay I know exactly where we need to go * Answer key: a) 1; b) 2; c) FURTHER * Students write about Tim and Carlo’s III Write: PRACTICE sightseeing, base on the listening and the -Tim & Carlo / want to go to a (12 minutes) pictures restaurant (10) Consolidation (3minutes) -Ask Ss to repeat the Past simple tense -Practise the D in pairs Homework: (3 minutes) - Learn by heart the new word - Do exercise: P.8 (work book) - Prepare Read on page - (student’s book) _ Planning date:20-8-13 Period Unit 1: a visit from a pen pal Lesson 4: read p.9 - 10 I Aims: - To help Ss read a text about Malaysia, one of the countries of the ASEAN for details - To develop students’ skills II Objectives: By the end of the lesson, Ss will be able to understand the text to get knowledge about Malaysia Students can also write a similar paragraph about Viet Nam III Ways of working: T - WC, team work, group work, individual work IV Materials: Text book, picture in the text book on page 10, color chalk V Anticipated problems: The lesson may take time PROCEDURES Warm up: (1 minute) Greet and check the students’ attendance Check the old lesson (5 minutes) Wordsquare Students find 10 members of the Association of South East Asian Nations l a o a s i n g * Key: p h i l i p c m a Viet Nam, Cambodia, Brunei, v s b s p a y p Myanmar i y r e i m a o e a u n n b n r Malaysia, Indonesia t l n o e o m e -> Thailand, Lao n a e d s d a Philippines, Singapore a m i n i r m t h a i l a n d New lesson: STAGES ACTIVITIES PRE * Pre teach: READING - T uses techniques to (12 minutes) teach students new words - Checking understanding: Rubout and remember * Set the scene: - T uses the information ON BOARD I New words: (to) comprise: bao gåm, gåm cã Unit of currency: đơn vị tiền tệ official religion: t«n gi¸o chÝnh thøc compulsory second language: ng«n ng÷ thø hai II True - False statements prediction: (11) from the “Wordsquare” Malaysia is a member country of ASEAN to link lesson: There are two religions in Malaysia Today we are going to People speak only Malay in Malaysia learn about Malaysia, a Primary school children learn three languages member country of at school ASEAN (T points to the All secondary school children learn English map in the text book) * True - False Statements Prediction: WHILE * Read P.9 - 10 III Read P.9 - 10 READING - Students read the text Checking the prediction: (15 minutes) for the first time to check Answer key: T F F F F their predictions + Students correct the * Answer key: false sentences There are more than two religions English, Chinese and Tamil are also widely spoken One of the three: Malay, Chinese, Tamil English is a compulsory language, not - Students read the text primary language of instruction for the second time and Complete the grid: (with answer key) MALAYSIA complete the table Area: 329,758 sq km Population: over 22 million Climate: tropical climate Unit of currency: ringgit (cosisting of 100 sen) Capital city: Kuala Lumpur Official religion: Islam National language: Bahasa Malaysia Compulsory second language: English POST *Transformation drill: READNG - In group of 4, Ss look (10 minutes) at the table with the information about Viet Nam and write a paragraph about Viet Nam Example: Viet Nam, our country, has an S - shape with a surface of 330, 991 square kilometers and a population of more than 80 millions The capital is Ha Noi Viet Nam enjoys tropical climate The Vietnamese unit of currency is dong The IV Write: VIET NAM Area: 330,991 sq km Population: over 80 million Climate: tropical climate Unit of currency: dong Capital city: Ha Noi Official religion: Buddhism National language: Vietnamese (12) national language is Vietnamese and Buddhism is the country’s official religion Consolidation(5minutes) -Work in groups to introduce your city as a tourist attraction Homework: (2 minutes) - Learn by heart the new words - Read the text again - Do exercises : III P (work book) - Prepare “Write” P.11 (student’s book) Planning date: 31-8-13 Period Unit 1: a visit from a pen pal Lesson 5: write P.11 I Aims: - To teach students to write a personal letter about visiting friends / relatives in another part of Viet Nam or in a different country - To develop students’ writing skills II Objectives: By the end of the lesson, Ss will be able to write a letter telling about their trip to visit friends / relatives in another part of Viet Nam or in different countries III Ways of working: T - WC, individual work IV Materials: Text book, cards V Anticipated problems: Students may have difficulties in identifying the tenses to use in different paragraphs of the letter - Students might be poor in ideas as they have never visited anyone living far from them PROCEDURES Warm up: (1 minute) Greet and check the students’ attendance Check the old lesson: (5 minutes) Matching Students match the place of interest with its country England Ha Long Bay Iraq The Pyramid Viet Nam The Great Wall Egypt The Stonehenge Australia AngKor Wat Cambodia Sydney Opera House China The Hanging Gardens of Babylon New lesson: STAGES ACTIVITIES ON BOARD PRE * Teacher goes through I Outline: WRITING the outline to help First paragraph: (10 minutes) students know the main - Say when you arrived and who met you at the (13) WHILE WRITING (18 minutes) content of the letter airport / the bus stop / train station they are going to write Second paragraph: - What you have done - Places you have visited - People you have met - Food you have tried - Things you have bought Third paragraph: - Tell how you feel - Say what interest you most - Mention when you return home * T Set the scene: Imagine you are visiting your relatives II Questions and answers: or friends in another Which place are you visiting? part of Viet Nam or in When did you arrive? a different country Who met you at the bus station / airport / train station? Which places have you visited? Look at these questions Who have you meet? and write the answers What kinds of food have you tried? for them What have you bought? How you feel? What interests you most? 10 When are you going to go home? - Ss answer these II Write: questions, ten correct Write a letter to your family about your trip to answer which together Viet Nam make a complete a Example ideas: letter to about their Dear Mom, trip First paragraph: - Students write the I arrived at Da Nang airport / train station / bus letter individually station at pm / am / late in the afternoon / at night / etc on Tuesday / Wednesday / Saturday Hoa / Nam / Uncle Tan / Aunt Huong met me at the airport / train station / bus station then she / he took me home by taxi / motorbike / bicycle Second paragraph: I’ve visited / been to many places like the beach, the Cham Museum, Marble Mountains (Ngò Hµnh S¬n), supermarkets, the water park, etc I’ve tried different foods: seafood, Da Nang specialties I’ll visit Hoi An and My Son tomorrow / on Sunday Third paragraph: I feel so happy and enjoy myself so much The people here are so nice and friendly, the foods are so delicious, and the sights are so beautiful (14) I will leave Da Nang at pm / am next Thursday / Sunday, and will arrive home at 11 pm / am Please pick me up at the airport / bus station / train station Love, POST * Correction: WRITING - Teacher help students (8 minutes) correct their writing 4.Cosolidation -Choose some letters to correct in class( using projector if possible) -Ask Ss to write their letter (after correction) on their notebooks Homework: (3 minutes) - Do exercise: IV P.10-11(workbook) - Prepare Unit Planning date: 8/9/2013 Period Unit 2: clothing Lesson 1: getting started + listen and read p.13 - 14 I Aims: - To help Ss read a text about the traditional dress of Vietnamese women, Ao dai for details - To help Ss improve their reading skill II Objectives: By the end of the lesson, Ss will be able to know some more about Ao dai, the traditional dress of Vietnamese women and all the task III Ways of working: T - WC, Team work, group work, individual work IV Materials: Textbook, pictures in the textbook on page 13, tape, cassette V Anticipated problems: The lesson may take time PROCEDURES Warm up: (1 minute) Greet and check the students’ attendance Check the old lesson : Test 15 minutes New lesson: STAGES PRE READING (10 minutes) ACTIVITIES * Getting started P.13 Picture cue drill Example exchange: S1: Where does the woman in picture a come from? S2: She come from Japan Or: S1: What is the woman in picture a) wearing? S2: She is wearing a Kimono S1: Where does she come from? S2: She comes from Japan S1: Yes, that’s right ON BOARD I Getting started P.13 Where these people come from? * Answer key: a) She comes from Japan (She is wearing a Kimono) b) She comes from Viet Nam (She is wearing an Ao dai) c) He comes from Scotland (UK) (He is wearing a kilt) d) She comes from India (She is wearing a sari) e) He comes from the USA (He is wearing jeans) (15) f) She comes from (Saudi) Arabia (She’s wearing a veil) * Note: - a kimono: ¸o Kimono (bé ¸o d©n téc truyÒn thèng cña ngêi NhËt B¶n) - a sari: xa - ri (v¶i quÊn quanh th©n ngêi thay cho quÇn ¸o) - a veil: m¹ng che mÆt - a kilt: ¸o v¸y xÕp nÕp b»ng v¶i len kÎ « vu«ng (cña ngêi miÒn nói Scotland) I New words: a poet: a long silk tunic: a loose pants: (to) slit: (to) take inspiration from: nhµ th¬ ¸o lôa dµi quÇn réng xÎ lÊy c¶m høng tõ * Pre -teach vocabulary: - T uses techniques to teach Ss new words - Checking understanding: Rubout and remember * Set the scene: You are going to read a text about the traditional dress of Viet Nam, Ao dai * Pre questions: What you know about Ao dai, the traditional dress of Viet Nam? WHILE READING (12 minutes) * Listen and read P.13 14 - Students read the text as they listen to it and check their predictions * Gap fill: - Students read the text again and complete the sentences using the information from the text * Comprehension questions: - Students read the text and answer the questions given II Listen and read P.13 - 14 Gap fill: * Answer key: For a long time the “ao dai” has been the subject of poems, novels, and songs 2.The “ao dai” is described as a long silk tunic with slits up the sides worn over loose pants the majority of Vietnamese women prefer to wear modern clothing at work Some designers have modernized the “ao dai” by printing lines of poetry on it Another alternative is to add symbols such as suns, stars, crosses, and stripes Answer the question P.14 * Answer key: Traditionally, men and women used to (16) wear the “ao dai” Because it is more convenient They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to the “ao dai” POST * Retell story: READING - Teacher gets Ss to use (3 minutes) their own words to tell what they have known about the “ao dai” Consolidation -Ask Ss to repeat the new words and read the D Homework:(2 minutes) - Learn by heart the new words - Read the text on page 13 - 14 again - Do exercise: Use your own words to write what you have known about the “ao dai” Begin with: The traditional dress of Vietnamese women is Ao dai - Prepare Speak on page 14 - 16 (text book) Test 15 mins Exe1: Choose the best answers My father gets used to ……………… newspapers in the morning A read B reading C reads D readed Do you wish you ………fly? A can B could C can’t D couldn’t We have written to each other ………….last Christmas A since B for C in D on We really enjoyed …………… local food A to have B have C has D having I wish you ………….here longer A to stay B stay C stayed D staying Lan enjoyed the peaceful atmosphere………… Maryam was praying A while B when C during D where Nam wishes he ……….Thanh some money for her rent, but he’s broke himself A to come B coming C came D come Exe 2: Rewrite the sentences below She’s sorry she can’t play the piano -> She wishes ………………………………………………… I live in a big city (and I don’t like it) -> I wish ……………………………………………………… That’s a pity I’m not lying on a beautiful sunny beach -> I wish ……………………………………………………… _ (17) Planning date: 10/9/2013 Period 8: Unit 2: clothing Lesson 2: speak p.14 - 16 I Aims: - To help Ss ask and respond to questions on personal preferences about their wear and habits - To develop students’ speaking skills II Objectives: By the end of the lesson, Ss will be able to ask and answer about personal preferences about their wear III Ways of working: T - WC, team work, individual work IV Materials: Text book, pictures in the textbook on page14 - 15 V Anticipated problems: Some weak students may have difficulty in complete the “survey” and the class may be very noisy during the survey activity PROCEDURES 1.Organization: (1 minute) Greet and check the students ’attendance Check the old lesson(6 minutes) Slap the board: - Teacher sticks the pictures of some kinds of clothes on the board and call in English words New lesson STAGES PRE SPEAKING (12 minutes) ACTIVITIES * Pre teach: ON BOARD I New words: - T uses techniques to teach Ss new words baggy (adj): réng thïng th×nh (quÇn ¸o) casual (adj): b×nh thêng faded (adj): b¹c mµu plain (adj): tr¬n (kh«ng cã hoa v¨n, h×nh vÏ) sleeveless (adj): kh«ng cã tay (¸o) plaid (adj): kÎ ca r«, kÎ « vu«ng * Matching: II Matching: - Students match the phrases given to the right pictures * Answer key: a) a colorful T - shirt b) a sleeveless sweater c) a stripeped shirt d) a plain suit e) faded jeans f) a short sleeved blouse g) baggy pants h) a plaid skirt i) blue shorts (18) WHILE SPEAKING (15 minutes) POST SPEAKING (7 minutes) * Survey: - Students go round the class and interview their friends about their casual clothes / favorite clothes / clothes for Tet holiday Example exchanges: S1: What is your favorite type of clothing, Nam? S2: My favorite type of clothing is jeans S1: What you usually wear on the weekend? S2: I usually wear shorts and T shirts S1: What you usually wear on Tet holiday? S2: I usually wear beautiful shirts S1: Do you like our school uniform? S2: Yes, of course * Write it up: - Students use the information in the complete grid to write the results of their survey III Survey: N0 Name favorite clothes Nam Mai casual clothes for school clothes Tet uniform holidays Jeans shorts and shirt T - shirt dress trousers blouse and shirt IV Write: Example: - Nam said she usually wore shorts and T - shirt on the weekend - All the people said they liked their uniform - Mai said her favorite type of clothing was dress 4.Consolidation Ask Ss to make a list of types of clothing that most of Ss in class like wearing on different special cases Homework: (2 minutes) - Learn by heart the new words - Do exercise P.13 (workbook) * T guides students to the exercise: (19) (20) Planning date: 12/9/2013 Period Unit 2: clothing Lesson 3: listen p.16 I Aims: - To help Ss listen for specific information - To develop students’ skills II Objectives: By the end of the lesson, students will be able to listen and choose the correct pictures to show what is Mary wearing; describe what people are wearing and further practice in the present perfect tense with FOR and SINCE III Ways of working: T - WC, team work, pair work, individual work IV Materials: Textbook, pictures in the textbook on page 16, tape, cassette, color chalk V Anticipated problems: -Some weak students may find listening very difficult - The lesson may take time PROCEDURES 1.Organization: (1 minute) Greet and check the students’ attendance Check the old lesson (5 minutes) Brainstorming - Students go to the board and write down the words relating to CLOTHING T - shirt trousers clothing shorts blouse New lesson (21) STAGES ACTIVITIES PRE * Pre teach vocabulary: LISTENING - T uses techniques to teach Ss new (5 minutes) words - Checking understanding: Rubout and remember * Picture drill: - T uses pictures on page 16 to help Ss practice Example exchange: S1: What is it? S2: It’s a shorts S1: What color is it? S2: It’s blue S1: Yes, it’s a blue short * Pre questions: ON BOARD I New words: an announcement: sù th«ng b¸o missing: l¹c, thÊt l¹c entrance: lèi vµo The Information Desk: Bµn / Phßng chØ dÉn th«ng tin II Practice: S3: What are they? S4: They are sandals S3: What color are they? S4: They are blue S3: Yes, they are blue sandals You are going to hear a public announcement about a lost little girl called Mary Guess: How old is she? What color is her hair? WHILE LISTENING * Listen P.16 (16 minutes) - Students listen for the first time and answer the pre questions - Students listen for the second time and check the letter of the correct pictures to show what Mary is wearing *Tapescript: III Listen P.16 Answer the pre questions: She is years old Her hair is dark Check the correct pictures: * Answer key: a) B (She’s wearing blue Announcer (on Public Announcement): shorts) Attention please Here is a special b) A (She’s wearing a long announcement A little girl is reported sleeved white blouse) missing She was last seen 20 minutes ago c) C (She’s wearing brown near the main entrance to the Car Fair Her shoes) name’s Mary and she is years old She has short dark hair She’s wearing shorts blue shorts and a long - sleeved white blouse She’s wearing a pair of shoes brown shoes She may be carrying a large doll If you see Mary, please bring her to the Information Desk Her father’s waiting for her there Thank you * Kim’s game: IV Kim’s game: POST LISTENING (Team work) (12 minutes) - T has some pictures of some people - Students look at the picture and describe what they are wearing E.g: - One of them is wearing a blue blouse - All of them are wearing jeans (22) 4.Consolidation -Ask Ss to describe a friend of them by answering the question -How old is she/he ? -What's she like ? -What types of clothing does she/he like wearing ? -What's he/she wearing today? Homework: (2 minutes) - Learn by heart the new words - Do exercises: 1, P.12, 14 (workbook) (23) Planning date: 12/9/2013 Period 10 Unit 2: clothing Lesson 4: read p.17 I Aims: - To help students read a text about the history about jeans for details - To help students improve their reading skill II Objectives: By the end of the lesson, students will be able to understand the text and all the task III Ways of working: T - WC, team work, group work, individual work IV Materials: Text book, picture in the textbook on page 17 V Anticipated problems: PROCEDURES Organization: (1 minute) Greet and check the students’ attendance Check the old lesson: (2 minutes) Shark attack: JEANS New lesson: STAGES ACTIVITIES ON BOARD PRE * Pre teach vocabulary: I New words: READING - T uses techniques to material: chÊt liÖu, nguyªn liÖu (12 minutes) teach students new style: kiÓu c¸ch, kiÓu d¸ng words (to) embroider: thªu label: nh·n hiÖu - Checking (to) wear out: lµm r¸ch understanding: II Pre questions: What and where What was Jean cloth made from? * Pre questions: Where does the world Jeans come from? WHILE * Read P.17 READING - Students read the text (15 minutes) for the first time and check their answers to the pre questions III Read P.17 Key to the pre questions: Jean cloth was made from cotton The word Jeans comes from a kind of material that was made in Europe * Gap fill: Gap fill: - Students read again and * Key: fill in the missing dates 18th century: .jean cloth and words 1960s: students * Read P.17 1970s: cheaper - Students read the text 1980s: fashion for the first time and 1990s: .sale check their answers to Answer the questions: the pre questions The word jeans comes from a kind of material that was made in Europe The 1960s’ fashions were embroidered jeans, - Students read again and painted jeans and so on fill in the missing dates Because jeans became cheaper and words Jeans at last became high fashion clothing in the 1980s * Gap fill: (24) The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s POST because the worldwide READNG economic situation got (10 minutes) worse in the 1990s Discussion: Discuss these questions: a) Do you like wearing jeans? Why? Why not? b) What type of jeans you love wearing? c) Do you think jeans are in fashion now? 4.Consolidation -Ask Ss to repeat the main ideas about jeans from the text -Listen & correct Homework: (3 minutes) - Learn by heart the new words - Read the text again - Do exercise: Part Reading P.15 - (workbook) - Prepare WRITE P.18 - 19 (25) Planning date: 15/9/2013 Period 11 Unit 2: clothing Lesson 5: write p.18 - 19 I Aims: - To teach students how to present one side of an argument in general and write an exposition about the argument that secondary school students should wear casual clothes in details II Objectives: By the end of the lesson, students will be able to write an exposition presenting secondary school students should wear casual clothes III Ways of working: T - WC, team work, individual work IV Materials: Text book, color chalk V Anticipated problems: Some students may poor in vocabularies to express their ideas PROCEDURES Organization: (1 minute) Greet and check the students’ attendance Check the old lesson: (5minutes) Lucky numbers! Where does the word Jeans come from? Lucky numbers! Why did more and more people begin wearing jeans in the 1970s? What were the 1970s fashions? Lucky number! When did jeans at last become high fashion clothing? Why did the sale of jeans stop growing? Do you think jeans are in fashion now? Lucky number! New lesson: STAGES PRE WRITING (10 minutes) ACTIVITIES * Pre teach vocabulary: ON BOARD I New words: (to) be equal in: công bằng, ngang bằng, bình đẳng - T uses techniques to (to) bear one’s name: mang tên đó teach students new Freedom of choice: tù lùa chän words self - confident (adj): tù tin - Checking II Frame: understanding: An argument should have: Rubout and remember Organization Language * Presentation frame: (Bè côc) (Cách diễn đạt) (B¶ng tr×nh bµy bè côc néi dung) T: In writing, there is an argumentative writing It is used to persuade readers to believe or something Now look at the structure of an argumentative writing: Questions: - How many parts in an argument are there? What are they? Introduction lets the reader know My opinion is (Më bµi) the writer’s point of I think view Series of presents arguments Firstly, arguments in a logical way (one Secondly, (chuçi lËp in each paragraph), Finally, luËn) gives examples where possible Conclusion sums up the Therefore, (kÕt luËn) argument In conclusion, (26) (3 Introduction, series of arguments and conclusion) - What we write in the introduction? What language is used? - What about series of arguments? / Conclusion? * Reading: Write a) P.18 - 19 - Students read the topic, the outline A and the passage WHILE WRITING (18 minutes) * Read: b) P.19 - Students read the topic, outline B and in groups they discuss and get more ideas about the topic * Write: III Write: Example paragraph: My opinion is that secondary school students should wear casual clothes Firstly, casual clothes make students feel comfortable Secondly, wearing casual clothes gives students freedom of choice They have right to choose sizes, - In individual, students colors, and fashions of clothes that they love write a paragraph of 100 Thirdly, casual clothes make students feel self - 150 words to support confident when they are in their favorite clothes the argument that Finally, casual clothes make school more colorful and secondary school lively students should wear In conclusion, secondary school students should wear casual clothes casual clothes Wearing casual clothes is convenient, comfortable, and fun POST * Correction: WRITING - Teacher correct (8 minutes) students’ writing 4.Consolidation -Ask Ss to write the passage in to their notebook Homework: (2 minutes) - Learn by heart the new words - Do exercise: + Write a paragraph (80 - 100 words) to support the argument that primary school students should learn English (27) Planning date: 17/9/2013 Period 12 Unit 2: clothing Lesson 6: language focus p.20 - 21 I Aims: - To help students practice the present perfect tense with “already / yet and never” - To help students review the passive forms of the present perfect, the past simple tenses and the passive form with the model verbs, - To develop students skills II Objectives: By the end of the lesson, students will be able to: + Use the present perfect with “already / yet / ever” + Distinguish the different between the present perfect and the past simple tenses + Change the active sentences into the passive ones with the tenses: the present perfect, the future simple, the past simple and with the model verbs III Ways of working: T - WC, team work, pair work, individual work IV Materials: Text book, cards V Anticipated problems: the lesson may take time PROCEDURES Organization: (1 minute) Greet and check the students’ attendance Check the old lesson: (5 minutes) Pelmanism (team work) - In teams, students find the form of active tense and their passive equivalents the present simple the present perfect am / is / are +Vpp the past simple will + be + Vpp was / were + Vpp the future simple have / has + been + Vpp New lesson STAGE S ACTIVITIES PRESEN TATION Present the Present Perfect Tense: (8 - Ask Ss to repeat the minutes) usage of “since” and “for” * Since: + a period of time * For : + a point of time * Ever: used in Qs ( cã bao giê) PRACTIC - Ask Ss to practice the E D in LF (7 minutes) PRESEN TATION * Presentation dialogue: ON BOARD I Language Focus P19 S1: Come and see my photo album S2: Lovely ! Who’s this boy? S1: It’s Quang ,my brother’s friend S2: How long have you know him? S1: I’ve known him for seven months S2: Have you seen him recently? S1: No, I haven’t seen him since January a) Lan - old friend - six years - since 2003 b) Quang - brother’s friend - seven months - January c) Hoa - new friend - three weeks - Moday II Language focus P.20 (28) (Language focus P.20 The present perfect) - Teacher elicits the dialogue and asks students questions to find out the use of “yet / aready” and the position of them in a sentence E.g: Nh÷ng c©u ®o¹n héi tho¹i nµy lµ ë th× nµo? Yet: đợc dùng câu gì? (khẳng định / phủ định / nghi vÊn?) VÞ trÝ cña nã c©u? Cßn Already? PRACTIC E Dialogue: S1: Have you seen Giac Lam Pagoda yet? S2: Yes I have already seen it S1: Have you eaten Vietnamese food yet? S2: No, I haven’t Note: - Already and Yet: are used in the present perfect tense - Yet: is used in the interrogative sentences and it often stands at the end of the sentence - Already is used in the affirmative sentences and it often stands between “have / has” and Vpp Practice: * Word cue drill: visit / Zoo and visit / Reunification Palace X Gaderns Botanical food go / Dam Sen Amusement Parkeat X / vegetarian X / Chineese food * Word cue drill: Language focus P.20 - 21: eat / French food III Language focus P.20 - 21: read / comic be / Hue play voleeyball go / supermarket see / elephant go / movie use / computer try / durian Example exchange: S1: Have you ever read a comic? S2: Yes, I have S1: Have you ever been to Singapore? S2: No, I haven’t Language focus 4: be / Singapore (29) IV Language focus P.21: Language focus 5: a) Jean cloth was made completely from cotton in the 18th century b) Rice is grown in tropical countries c) Five million bottles of champagne will be produced in France next year d) A new style of jeans has just been introduced in the USA e) Two department stores have been built this year V Language Focus 5:P21 Answer key: a, The problem can be solved b, Experiments on animals should be stopped c, Life might be found on the other planet d, All the school in the city have to be improved e, A new bridge is going to be built in the area Consolidation: - Ask Ss to write the answers into their notebook Homework: (2 minutes) - Do exercises: 1,2,3,4on pages 14 - 15 (workbook) - Review unit and unit to prepare for the forty - five minute test (30) Planning date: 30-9-13 Period 13: WRITTEN TEST - no1 A Aims: - To check students’ knowledge from unit to unit - To appriciate students and have the suitable solutions to help students learn better B The Test: MA TRẬN Chủ đề I Listening NhËn biÕt TN TL Th«ng hiÓu TN TL VËn dông TN TL Tæng 4 2 II Reading 3 1,5 III Language focus IV Writing 1,5 10 3 1,5 Tæng 4,5 1,5 20 3,5 I Listen to a passage Then choose general information.( 2,0 ms) His name is …………………… A Ba B Mary C Peter D Tom 2.He’s …………………years old A three B four`` C Five D six 3.He’s wearing……………………………………… A blue T-shirt B a long sleeved blue T-shirt C sweater D white shirt 4.He’s wearing……………………… A blue Jeans B dark trousers C blue shorts D baggy pants II Circle the best answer (3ms) 1.Nam wishes he .Thanh some money for her rent A can lend B lend C could lend D will lend In the 1990s, the sale of jeans ended going A on B up C over D into The unit of used in the USA is dollar A currency B money C change D bank We have lived in this town last year A for B since C ago D in Ben writes very quickly He has … finished his essay A since B already C for D yet th In the 18 century jeans cloth completely from cotton A made B has made C was made D was making III Put the correct form of the verbs in brackets.(2ms) I can’t go out because I (not do) …………………….my homework yet I wish she (be) ……………….here My bicycle already (repair) …………………… 10 (31) Lan (take) ………………… her younger brother to the zoo last Sunday IV Write the second sentence that has the same meaning with the first one (1,5ms) It’s a pity Lan isn’t here -> I wish _ She wore that dress at her sister’s wedding -> That dress Laura hasn’t written to her mother for a month → Laura didn’t _ V Read the letter Then write T or F (1,5 ms) Dear Mai, I’m very pleased that we’re going to be pen pals I’ll tell you a little about myself, and you can the same when you write to me I live in an area of London called Maida Vale It’s quite near the center, but there are parks nearby where I often take my dog, Mickey, for a walk I live with my parents and my younger brother, Paul My father works for the post office and my mother has a part-time job as a nurse I go to the local comprehensive school, where I have a lot of friends I like most subjects, but not all of them! In the evening I sometimes visit friends or stay at home and listen to music, and at the weekends I like going swimming or horse-riding At the moment I’m working very hard because I have exams soon, so I’m spending a lot of time in the library! I’m looking forward to hearing from you Write soon! Best wishes, Mary What is Mai’s pen pal’s name? Who does she live with? Why does she have to work very hard now? C Collect Ss' test papers D Homework Do the test again (32) Planning date: 4-10-13 Period 14 ch÷a bµi kiÓm tra tiÕt A Aims: - To correct the forty five minutes test (period 13) - To help students how to the test better B Procedure: Warm up: (1 minutes) Greet and check the students’attendance Presentation the test: - Teacher gives students their tests and ask them to read the test again carefully - Teacher presents the aims of the test, how to the exercises of the test Comment the result of the test: * Good points: - Most students know how to the test - Most students the test well - The test papers are clear and clean * Bad points: - The hand writing of some students were rather bad - Some students of each class didn’t know the past participle of the main verbs in exercise 2, so they couldn’t change the active sentences into the passive ones correctly - Most students confused the past form of the verbs BE when it follows the singular subject with the plural subject Giving the answer key to the test: Correction: (Teacher - the whole class) Answer key: I Listen and choose the right answer (1m) Mỗi đáp án đúng đợc 0.5 điểm C; B; B; A; II Circle the best answer (3ms) Mỗi câu đúng đợc 0,5 điểm C B A B B C III Put the correct form of the verbs in brackets (2 pts) Mỗi từ điền đúng đợc 0,5 điểm) haven’t done Were has already repaired took IV Write the second sentence that has the same meaning with the first one (1,5ms) I wish Lan were here That dress was worn at her sister’s wedding Laura didn’t write to her mother a month ago V Read the letter Then write T or F (1,5 ms) (33) Her name is Mary She lives with her parents and her younger brother , Paul Because she has exams soon §iÓm toµn bµi: 10 Homework: (1 minutes) - Prepare Listen and read (unit 3) (34) Planning date:6-10-13 Period 15: Unit 3: a trip to the countryside Lesson 1: getting started + listen and read I Aims: - To help students talk about activities in the countryside and read a text about the trip to Ba’s home village for details - To help students practice “wish” followed by the past simple tense - To develop students’ skills II Objectives: By the end of the lesson, students will be able to understand the text in details and talk about life and activities in the countryside III Ways of working: T - WC, team work, individual work IV Materials: Textbook, picture in the textbook (P.22), additional board, cards V Anticipated problems: The lesson may take time PROCEDURES 1.Organization: (1 minutes) Greet and check the students’ attendance Check the old lesson New lesson: STAGES ACTIVITIES ON BOARD PRE *Getting started: I Getting started: READING Picture cue drill: - work in pairs (10 - In pair students look at the Answer key: minutes) pictures and describe what Picture 1: She is watering the vegetables the people in the pictures are Picture 2: Some children are swimming in the doing pond / lake Example exchange: Picture 3: She is feeding the chickens S1: Look at the picture Picture 4: The farmers are harvesting What is she doing? Picture 5: The man is feeding the pig S2: She is watering the Picture 6: The man is plowing in the field vegetables Picture 7: A buffalo boy id flying his kite Picture 8: Some children are playing football * Pre teach vocabulary: - T uses techniques to teach Ss new words * Set the scene: Today we are going to listen and read about Liz’s trip to the countryside with Ba’s family they visited Ba’s home village Now look at these statements, read the silently and predict if they are true (T) or false (F) * True - False statements prediction: II New words: (to) plow: a small bamboo forest: a banyan tree: the shrine / rai /: a river bank: cµy ruéng bôi / lòy tre c©y ®a miếu thờ, đền thờ bê s«ng III True - False prediction: Ba and his family had a two - day trip to their home village Many people like going there for their (35) WHILE READING (19 minutes) * Listen and read P.22 23: - Students read the text as they listen to it and check their predictions + T gets Ss to correct the false sentences - Students read the text for the second time and answer the comprehension questions on page 23 * Lucky numbers! Questions: Where is Ba’s village? LN! LN! Where is the banyan tree? How did Ba and his family get to the village? Where did they have their picnic? What did they see on the weekends There is a small bamboo forest at the entrance to the village Liz had a snack at the house of Ba’s uncle There is a shrine on the mountain near Ba’s village Everyone had a picnic on the mountain Everyone left the village late in the evening Liz had a videotape to show the trip to her parents Liz wants to go there again IV Listen and read P.22 - 23: Checking T - F predictions: * Key: F T F T * Correct the false sentences: Ba and his family had a day trip to their home village There is a big old banyan tree at the entrance to the village She had a snack under the banyan tree People had a picnic on the river bank Liz took a lot of photos to show the trip to her parents Answer the comprehension questions: * Answer key: It’s 60 kilometers to the north of Ha Noi Ba and his family got to the village by bus The banyan tree is at the entrance to the village They saw the shrine of a Vietnamese hero on the mountain They had a picnic on the river bank Liz took a lot of photos to show the trip to her parents Liz wishes she could visit Ba’s village again Lucky numbers! (36) mountain? What did Liz to show the trip to their parents? What does Liz wish? POST * Retell story: READING - In group of eight, students (7 minutes) retell the journey to the village on their own words as Liz or Ba based on the text V Retell story: Example: (Liz say) Last Sunday, Ba invited me to join his family on a day trip to his home village It’s about 60 kilometers to the north of Ha Noi The journey to the village was very interesting I went to Ba’s house and met his family early in the morning We went to his home village by bus We traveled between the paddy fields and crossed a small bamboo forest After getting off the bus, we reached a big old banyan tree at the entrance to the village All of us felt tired and hungry, so we sat down under the tree and had a snack After the meal, we walked into the village to visit Ba’s uncle Then we walked up the mountain to visit the shrine of a Vietnamese hero and enjoyed the fresh air there In the afternoon, we went boating in the river and had a picnic on the river bank I took a lot of photos I want to show the trip to my parents We went home late in the evening It was an enjoyable day 4.Consolidation: -Ask Ss to prepare some information about their own or imagined village -Call on Ss to speak their writing Homework: (2 minutes) - Learn by heart the new words and read the text again - Do exercise: P.18 -19 (workbook) - Prepare Speak (Textbook) * T guides Ss to the exercise: (37) Planning date: 7-10-13 Period 16 Unit 3: a trip to the countryside Lesson 2: speak - listen p.24 - 25 I Aims: - To help students practice asking and giving information about their own village or one of their relative’s village - To help students listen for the specific information - To help students improve their skills II Objectives: By the end of the lesson, students will be able to ask for and give information about their own village or one of their relative’s village and will be able to complete the listening task, match the places on the bus route with the letters on the map and retell the trip to Ba’s village III Ways of working: T- WC, team work, pair work, individual work IV Materials: Textbook V Anticipated problems: PROCEDURES 1.Organization: (1 minute) Greet and check the students’ attendance Check the old lesson: (3 minutes) Brainstorming: - Teacher gets students to make a list of the activities in the countryside planting trees swimming in the river activities in the countryside raising chicken harvesting New lesson: STAGES ACTIVITIES * Bingo: - Students write question (7 minutes) words, for example: How long, What, T reads: What , How often, How long, When, Why, Where, How far, How much, How many * Presentation dialogue: - Hoa and Lan are talking together ON BOARD I Dialogue: Hoa: Where is your home village? Lan: My village is to the north of Ha Noi Hoa: How far is it from the city? Lan: It’s about 25 kilometers Hoa: How can you get there? Lan: I can get there by motorbike Hoa: How long does it take you there? Lan: About 30 minutes Hoa: What a people for a living in your village? Lan: They plant rice and raise cattle Hoa: Does your village have a big old banyan? Lan: Yes, of course There is a very big old one at the entrance to the village Hoa: Do you like your home village? Lan: Yes, certainly WHILE SPEAKING II Speak: Part a) P.24: PRE SPEAKING (10 * Speak: a) - b).P.24 * Role play: (38) minutes) * Key: Dialogue 1: A: Where is your home village? B: My village is to the west of the city A: How far is it from the city? B: It’s about 15 kilometers from the city A: How can you get there? B: I can get there by motorbike A: How long does it take you to get there? B: It takes me 50 minutes to get there A: What people for a living in your village? B: They plant rice and raise cattle for a living A: Does your village have a river? B: No, there aren’t any rivers, but there is a big lake Dialogue 2: A: Where is your home village? B: My village is to the south of the city A: How far is it from the city? B: It’s 30 kilometers from the city A: How can you get there? B: I can get there by bus A: How long does it take you to get there? B: It takes me hour to get there Speak b) P.24: A: What people for living in your - In pair students ask and answer village? about their real home village or B: They plant rice and vegetables their father’s / mother’s ones as the A: Does your village have a river? dialogues above B: yes, there is a river flowing across the village POST * Write it up: III Write: SPEAKING - Students write about their Write about your partner’s village (7 minutes) partner’s home village Example: Lan’s home village is to the south of the city It’s about 30 kilometers She usually gets there by bus It takes her about hour to get there People in her village plant rice and vegetables for their living There is a river flowing across her village, etc PRE * Pre teach vocabulary: LISTENING - T uses techniques to teach (8 minutes) students new words * Set the scene: As you know, on Sunday Ba and his parents went to his home IV New words: village, today we are going to listen to a trip again and the bus route Speak a) P.24 - In pair students make up similar dialogues S1 plays the role of A and the other plays the role of B, ask and answer about his / her partner’s home village using the information in the boxes (39) * Open prediction: T gets students to guess where the places on the map are A ………… E…………… B…………… F…………… C…………… G…………… D…………… H…………… I………… a pond: the gas station: the parking lot: highway N01: (to) drop sb off: c¸i ao tr¹m x¨ng bãi đỗ xe quèc lé th¶ xuèng (xe) WHILE LISTENING * Listen P.25: - Students listen and correct their (7 minutes) prediction * Matching: - Students listen and match the places on the bus route with the letters on the map *Tape script: IV Listen P.25: * Matching: *Answer key: A: banyan tree B: airport C: highway N01 At 6.30 in the morning, the bus collected D: Dragon bridge Ba and his family from their home After E: gas station F: Store G: Pond H: bamboo forest I: parking picking everyone up, the bus continued north on Highway N01 It crossed Dragon Bridge and stopped at the gas station to get some more fuel Then, it left the highway and turned left onto a smaller road westward This road ran between green paddy fields, so the people on the bus could see a lot of cows and buffaloes The road ended before a big store beside a pond Instead of turning left towards a small airport, the bus went in the opposite direction It didn’t stay on that road for very long, but turned left onto a road which went through a small bamboo forest Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree It parked there and waited for people to come back in the evening 4.Consolidation -Ask Ss to show each other the bus route they have just listened to Homework -Write about your latest trip to your home village Planning date: 9-10 - 13 Period 17 Unit 3: a trip to the countryside (40) Lesson 3: read P.22, 25 - 26 I Aims: - To help students read a text about the farming life of American for details - To help students improve their reading skills II Objectives: By the end of the lesson, students will be able to understand the text for details and all the task III Ways of working: T - WC, team work, individual work IV Materials: Textbook V Anticipated problems: The lesson may take time PROCEDURES: Organization: (1 minute) Greet and check the students’ attendance Revision: (4 minutes) - Teacher asks students to tell some activities they usually see in the countryside (e.g: flying kites, feeding pigs, plowing in the field ) New lesson: (41) STAGES ACTIVITIES PRE * Pre teach vocabulary: READING - T uses techniques to teach (12 minutes) students new words * Pre question WHILE * Read P.25 - 26: READING - Students read the text for the (15 minutes) first time and check their pre answers - Students read the text for the second time and the matching: + Students match the words in column A with the words in column B having the same meaning ON BOARD I New words: - an exchange student: Du häc sinh (theo chơng trình chao đổi HS, SV) - maize: ng«, b¾p II Pre questions: Where does Van come from? What does he after completing his work? III Read P.25 - 26: Answer the pre questions: Van comes from Ho Chi Minh City He feeds the chickens and collects the eggs Matching: (with answer key) A B maize bring things together where people buy feed food and small things give food to eat grocery store corn part - time shorter or less than standard time collect Complete the summary: A Vietnamese boy named Van is living - Students read the text again with the Parker family in the American and complete the summary, using the information from the state of (1) Ohio Mr Parker is a (2) farmer and Mrs Parker (3) works part text time at a grocery store in a nearby town They have two children, (4) Peter and (5) Sam Van often does some chores (6) after school Sometimes, he also helps on the (7) farm The family relaxes on Saturday afternoon and (8) they watch Peter play (9) baseball Van likes the Parker, and he enjoys being a (10) member of the family POST * Noughts and crosses: V Noughts and crosses: READNG - Students answer the questions (10 minutes) using the information in the text Questions with answer key: Where does Van come from? (in HCM City) Where is he living now? (in Columbus, Ohio) Who is he living with? (the Parkers) Is Van the same age as Peter? (Yes, he is) (42) 4.Consolidation: -Ask Ss to write the summary into their notebook Homework: (3 minutes) - Learn by heart the new words and read the text again - Do exercises: 5, 10 P.22, 25 - 26 (workbook) - Prepare “Write” in the textbook * Teacher guides students to the exercises: Planning date: 11-10- 13 Period 18 Unit 3: a trip to the countryside Lesson 4: write p.26 - 27 I Aims: - To help students write a passage describing a picnic happened in the countryside - To develop students’ writing skill II Objectives: By the end of the lesson, students will be able to write a short passage describing a picnic happened in the countryside III Ways of working: T - WC, individual work IV Materials: Textbook, pictures in the textbook on pages 26 - 27 V Anticipated problems: PROCEDURES Warm up: (1 minute) Greet and check the students’ attendance Revision: (5 minutes) Brainstorming skiing mountain climing camping hiking playing soccer jogging out door activities going for a picnic go sightseeing playing games go swimming hunting New lesson: STAGES ACTIVITIES PRE * Pre teach vocabulary: WRITING - Teacher uses (9 minutes) techniques to teach students new words: - Checking to understanding: What and where * Reading: - Students look at the pictures and read the cue given / write P 26 - 27 ON BOARD I New words: a blanket: c¸i ch¨n (to) lay out: bµy (thøc ¨n) picnic site: n¬i picnic (n¬i d· ngo¹i) (43) WHILE WRITING (15 minutes) POST WRITING (13 minutes) * Write: - Students write a passage entitled “A country picnic” starting like this: II Write: Begin with: It was a beautiful day, my friend and I decided to go on a picnic Example passage: It was a beautiful day, my friend and I decided to go on a picnic We took a bus to the countryside and they walked about 20 minutes to the picnic site next to the river We put down the blankets and laid out the food After meal we played the games “What song is it?” and blind man’s bluff Late in the afternoon, we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30 p.m We hurriedly gathered our things and ran to the bus stop We arrived home very late in the evening * Correction: - Students compare their work in pairs - Teacher corrects students’ writings *Retell the story: - Students look at the pictures and retell the trip Consolidation -Ask Ss to repeat the main content of the passage -Correct Ss' mistakes Homework: (2 minutes) - Learn by heart the new words - Do exercise: Write about your last picnic (about 100 - 150 words) (44) Planning date: 14-10-13 Period 19 Unit 3: a trip to the countryside Lesson 5: language focus P.30 - 31 I Aims: - To help students practice the prepositions of time and adverb clauses of result ,preposition of time , the past simple with wish - To develop students’ skills II Objectives: By the end of the lesson, students will be able to know how to use some prepositions of time and adverb clauses of result III Ways of working: Teacher - the whole class, individual work IV Materials: Textbook V Anticipated problems: PROCEDURES Warm up: (1 minute) Greet and check the students’attendance Revision: (7 minutes) Students the exercise P.22 (workbook) Answer key: a) Ba and his friends often go away on the weekend b) They took a boat and it would reach the place in one hour c) They had to wait at Ben Duc for a long time d) Ba and his friends were tired, so they rested until pm e) They started to go home after having a short rest at Yen Spring f) Liz took a lot of photos during the visit to Huong Pagoda g) Ba hurt his foot while he was climbing down the boat h) They had to walk up the mountain after they left the boat New lesson: STAGES PRESENTATION (4 minutes) PRACTICE ACTIVITIES ON BOARD - Ask Ss to repeat the positions of time, S + wish(es) + S2 + past simple the structure with wish * Gap fill: (20 - Students look at Mr Thanh’s itinerary minutes) for his business trip to Singapore to complete the sentences, using the prepositions in the box I Language focus P.29 - 31: Language focus P.30 * Key: a) Mr Thanh leaves Ha Noi at p.m b) He arrives in Singapore on Monday evening c) On Tuesday morning, there is a meeting between 11 a.m and p.m d) On Wednesday, Mr Thanh has appointments till 10 pm e) He returns to the hotel after 10 pm f) He will be in Singapore from Monday - Students complete the sentences with up to Thursday the preposition given (Language focus Language focus P.30 - 31 3) * Key: a) on d) for (45) b) at - in e) in * Presentation statements: Language c) in f) at focus Language focus P.31 - Hoa worked hard, so she passed the Matching: exam * Key: Note: SO is used to express reason with Hoa worked hard, so she passed the the meaning of “THEREFORE” exam It was so hot, so I turned on the air conditioner Nga is sick today, so she won’t go to school Nga woke up late, so she didn’t have - Ask Ss to repeat the Past Simple with time for breakfast wish The new camera didn’t work, so Mrs Robinson took it back to the shop Language focus Key: a, Ba wishes he could have a new bicycle b, Hoa wishes she could visit her parents c, I wish I passed the exam d, We wish it didn’t rain e, He wishes he could fly f, They wish they stayed in Hue 4.Consolidation: -Ask Ss to repeat the usage of prepositions of time, so, -Ask Ss to some exrecise in WB Homework: (2 minutes) - Do all exercises in the workbook in Unit (46) Planning date: 20 -10-13 Period 20 Unit 4: learning a foreign language Lesson 1: getting started + listen and read P.32 - 33 I Aims: - To check students how to learn English - To read a dialogue about the questions in an exam for details - To present reported questions in reported speech - To help students develop their skills II Objectives: By the end of the lesson, students will be able to know some more ways to learn English from their friends; to understand the dialogue in details; to know how to report questions III Ways of working: Teacher - the whole class, team work, individual work IV Materials: Textbook, picture in the textbook, tape V Anticipated problems: The lesson may take time PROCEDURES Warm up: (1 minutes) Greet and check the students’attendance Revision: (15 minutes) New lesson: Getting started P.32 - Teacher ask students to go to the board and write the statements shown the ways they learn English Practice listening to English tapes or English programs on the radio Use the dictionary for reading Learn 10 words by heart everyday Do the homework How you learn English? Watch English TV programs Learn to sing English song Speak English with friends Read short stories and newspapers in English STAGES PRE READING (15 minutes) ACTIVITIES * Pre teach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Set the scene: - Teacher uses the picture in the textbook to set the scene: Lan is talking to Paola, a foreign student about the oral examination that dhe ON BOARD I New words: 46,48,50,52,54 aspect (n): lĩnh vùc, khÝa c¹nh, gi¸m kh¶o an examiner: written cuéc thi viÕt cuéc thi nãi, vÊn examination: oral examination: đáp thÝ sinh the candidate: (47) has just taken * Presentation dialogue: - Teacher presents the dialogue and elicits the model sentences: II Dialogue: Paola: Hey, Lan! Have you finished you exam? Lan: Yes, I have Paola: Did you pass? Lan: I’m not sure The examiner didn’t tell me Paola: What question did she ask you? Lan: First she asked what my name was, and where I came from Then she asked me why I was learning English, and - Concept checking: if I spoke any other languages + What these sentences Model sentences: mean? - She asked me what my name was and + When we use this kind where I came from of sentence? (dùng để tờng - She asked me if I spoke any other thuËt l¹i ý cña ngêi nãi, languages kh«ng nh©t thiÕt ph¶i dïng Note: đúng từ ngời - Chóng ta cã thÓ têng thuËt mét c©u hái nãi) cách sử dụng động từ ASK, WANT + How to change a direct TO KNOW sentence into a indirect - Trong câu tờng thuật có từ để hỏi, one? trËt tù tõ cña c©u gièng nh trËt tù tõ c©u trÇn thuËt - §Ó têng thuËt c©u hái d¹ng YES / NO question ta dïng IF / WHETHER - Khi động từ tờng thuật thì quá khứ ta * Practice: thờng đổi thì câu tờng thuật từ thì Transformation drill: hiÖn t¹i sang th× qu¸ khø (Use the questions in the Practice Part b P.33 list of past b P.33) - Change the direct questions into the Students change the 14 reported ones questions into the reported Example: She asked me what my name questions, beginning: She was asked me * Open prediction: (poster) Teacher asks students to look at the 14 questions and predict which ones the examiner asked Lan by tick () in the boxes WHILE READING (10 minutes) * Listen and read: P.32 33 - Student read the dialogue while they are listening to the tape and check their III Listen and read P 32 - 33: Checking the predictions: * Key: - - - - - - 10 - 14 (48) predictions - Students practice the dialogue in pairs POST READING (4 minutes) *Role play: Role play: - Teacher asks students to Example: work in pair, one is an S1: What is your name? examiner and the other is S2: My name is Thu the candidate, practise asking and answering all the questions at the page 33 (If there is time, the student playing the role candidate reports the questions the examiner asked) 4.Consolidation -Ask Ss to write the direct questions and their reported speech in their notebook Homework: (2 minutes) - Learn by heart the new words and model sentences - Read the dilogue again - Do exercises: 2, P.28 - 29 (workbook) - Prepare Speak (textbook) * Teacher guides students to the exercises: Test (15 minutes) Choose the best answers: I am very busy these days I wish I some time to rest A have B had C to have D have had Liz took a lot of photos to show the trip her parents A for B about C to D at They are very busy these days, but they have plan to have a trip June A in B on C at D for I asked him me to the housework A help B helps C to help D helping They used to by bike to school when they were young A travel B travelling C travelled D have travelled It’s Mr Smith I have known him a long time A since B for C at D in We had an trip to Ba’s home village last Sunday A enjoyable B enjoying C enjoy D enjoyed Lan failed the exam, very sad A so she was B since she was C because she was D but she was We have lived here 2002 A for B since C in D on 10 The television by John Logie Baird A, invented B were invented C is invented D was invented Planning date:20/10/2013 Period 21 Unit 4: learning a foreign language Lesson 2: speak P.34 - 35 I Aims: - To help students know how to persuade someone to something - To develop students’skills II Objectives: By the end of the lesson, students will be able to know some expressions that are used to persuade someone to something, persuade their friends to attend the school they like III Ways of working: Teacher - the whole class, group work, individual work IV Materials: Textbook, pictures V Anticipated problems: PROCEDURES Warm up: (1 minutes) Greet and check the students’attendance (49) Revision: (5 minutes) - Students the exercise P.28 (workbook) on board - Teacher corrects * Key: a) I asked her what sort of heating there was b) She asked me what I thought of the flat c) I asked her how far it was to the school d) She asked me how I went to school e) I asked her how much the rent was f) She asked me what sort of carpet I wanted to replace g) I asked her how often she wanted the rent h) She asked me when I was moving New lesson: (50) STAGES ACTIVITIES PRE * Pre teach SPEAKING vocabulary: (10 minutes) - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Reading: - Teacher divides the class into group and asks each group to read each school Group read “The Brighton Language center - UK” Group read “Seattle School of EnglishUSA” Group read “Brisbane Institute of English - Australia” * Presentation expressions: WHILE * Speak P.34 SPEAKING - Students work in group of (20 minutes) three (each one in each group), trying to persuade their partner to attend the school they read and would like to go to * Answer key: ON BOARD I New words: a dormitory: ký tóc x¸, nhµ ë tËp thÓ trường häc on campus: khu danh tiÕng reputation: v¨n hãa phư¬ng T©y Western culture: * Expressions: I think What you think ? I agree / disagree because I don’t understand Why don’t we ? If we go to ., we can We should Let’s II Speak P.34 Example: S1: I think we should go to the Seattle School of English in the USA You can stay with Vietnamese friends S2: I disagree because we can’t practise speaking English with native speakers S3: Why don’t we go to the Brighton Language Center in the United Kingdom? If The Brighton Language we go there, we can live in a dormitory on Center UK - If we live in a campus dormitory on campus, we can S1: But the course is too expensive It costs not have much privacy US$2,000 - If we live in a dormitory on S2: What you think about the Brisbane campus, we may have to obey Institute of English in Australia? a lot of regulations there - The time is a bit too short The course lasts only weeks - But the school has excellent reputation Seattle School of English: - If we stay with Vietnamese friends, we won’t feel lonely but we may not have much chance to speak English with native speakers - If we go to Seattle School of English in the USA, we can have a chance to experience the Western culture (51) Consolidation: -Ask Ss to repeat the words to persuade somebody -Ask Ss to write a short paragraph about the reasons why they learn English Homework: (2 minutes) - Learn by heart the new words - Do exercise 4, P 29 - 30 (workbook) * Teacher guides students to the exercises: _ Planning date: 20/10/2013 Period 22 Unit 4: learning a foreign language Lesson 3: listen P35 I Aims: - To help students practice listening and identifying the true / false information - To develop students’skills II Objectives: By the end of the lesson, students will be able to identify the true / false information and practise Modal verbs with IF III Ways of working: Teacher - the whole class, pair work, individual work IV Materials: Textbook, tape, cards V Anticipated roblems: Listening may be difficult for some students PROCEDURES Warm up: (1 minutes) Greet and check the students’attendance Revision: (7 minutes) How you learn English? * Find someone who N0 Find someone who Name does a lot of grammar exercises Lan learns all the new words by heart Hoa uses a dictionary for reading learns to sing English songs writes diary in English reads short stories in English speaks English with friends Exchanges: S1: Do you a lot of grammar exercises, Lan? S2: Yes, I S3: Do you learn all the new words by heart, Ha? S4: Yes, I learn all the new words by heart New lesson: (52) PRE * Set the scene: I True / False prediction: LISTENING Nga and Kate is talking to each Nga is studying English for her work (5 minutes) other They are talking about Nga’s She learned English at school and studying English university * True / False prediction: She works for a national bank in Ha - Students predict if these statements Noi are true or false She needs to improve her writing Her listening is excellent She hopes she can talk to people from all over the world, and understand her favorite English songs WHILE * The first listening task: II Listen P.35: LISTENING - Students listen and check their Checking the predictions: (16 minutes) predictions * Answer key: T T F T F T * The second listening: - Students listen again and correct Correct the false sentences: * Answer key: the false sentences She works for an international bank in Ha Noi Her listening is terrible (This is her biggest problems People talk very quickly and she can’t understand them) POST Discussions: LISTENING * Discussion: (12 minutes) - In group of 8, students discuss about the questions: What aspects of learning English don’t you like? Why not? Which skills are you good at? What can you to improve your listening / speaking skills? 4.Consolidation: -Ask Ss to repeat the main content of part listening -Ask Ss to write the summary in their notebook Homework: (2 minutes) - Do exercise P.33 - 34 (workbook) * T guides students to the exercise: Planning date:27/10/2013 Period 23 Unit 4: learning a foreign language Lesson 4: read p.36 I Aims: - To help students read and understand the advertisements in details - To develop students’skills II Objectives: By the end of the lesson, students will be able to understand the advertisements about the English classes III Ways of working: Teacher - the whole class, individual work IV Materials: Textbook, pictures, posters V Anticipated problems: The lesson may take time PROCEDURES (53) Warm up: (1 minute) Greet and check the students’attendance Revision: (3 minutes) Shark attack: advertisement New lesson: STAGES ACTIVITIES PRE * Pre teach vocabulary: READING - Teacher uses techniques to (12 minutes) teach students new words - Checking understanding: Rubout and remember * Set the scene: Mr Lam wants to attend a foreign language course He is finding a suitable school to attend * Pre questions: - Students predict the answers to the pre questions WHILE * The first reading task: READING - Students read the text and (15 minutes) check their predictions * The second reading task: - Students read the three advertisements and fill in the grid * The third reading task: - Students read the note Mr Lam made Then look at the advertisements and choose a suitable language school for him ON BOARD I New words: intermediate: advanced: well - qualified(adj): tuition (n): an academy: Council (n): (trình độ) Trung cấp (trình độ) Cao cấp có trình độ cao sù d¹y kÌm trêng chuyªn ngµnh Hội đồng II Pre questions: Which language does he want to learn? Which level does he want to reach? III Read P.36 Check the predictions: * Answer key: He wants to learn English He wants to reach the intermediate level Fill information in the grid: (With answer key) Class Language Time to School time level start Academy morning, advanced First week of afternoon, of language evening November Foreign morning beginner / 3rd language and intermediateNovember Council evening New morning, beginner (today) English evening, Institute weekend * Foreign Language Council is the most suitable school for Mr Lam because it meets all the enquirements set out (54) POST * Write it up: READNG - Get students to read three Write: (10 minutes) advertisements again, image E.g: I want to attend Academy of Language that they want to improve their School because English and choose a suitable language school for them - Ask students to give reasons for their choice 4.Cosolidation: -Ask Ss to write a short paragraph about the result of the survey Homework: (2 minutes) - Learn by heart the new words - Prepare Write (Textbook) - Do exercise part II P.30 - 31 (workbook) Planning date: 27/10/2013 Period 24 Unit 4: learning a foreign language Lesson 5: write P 37 I Aims: - To help students write a letter of inquiry in a formal way - To develop students' skills II Objectives: By the end of the lesson, students will be able to write a letter of inquiry to the institution requesting more information about the courses and fees III Ways of working: Teacher - the whole class, individual work IV Materials: Textbook, color chalk V Anticipated problems: Some students may not fullfil the task PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: (5 minutes) - Students talk about the Language School the choose (in the last period) New lesson: STAGES ACTIVITIES PRE WRITING * Preteach vocabulary: (15 minutes) - Teacher uses techniques to teach students new words - Checking understanding: Rub out and remember * Read: write a) P 37 ON BOARD I New words: - (to) look forward (to doing something): Tr«ng mong, mong chê - 'edition: Ên b¶n, b¶n in - fee (n): häc phÝ II Read: How we organize a formal letter? (55) - Students read the letter written by John Robinson on page 37 to recognize the organization of a formal letter in English * Presentation a formal letter of inquiry: Note: - A letter of inquiry is a request for information or action - In all formal letters, you must include the address of the writer and the recipient - You can't write contractions (I've , I'd ) in a formal letter - You can end a formal letter with "Yours faithfully"or "Yours sincerely" * Discussion: - Students look at the organization of the formal letter above and discuss and think about: The writer's address Date The receiver's address Dear Sir / Madam, Yours faithfully, (signature) Discuss: - Is it the same as in Vietnamese language? * Students read the advertisements in - Can we write the contractions in a Read again then choose one of the formal letter? (E.g: I've ; I'd ) school they want to attend to improve their English WHILE * Write b P.37: III Write: WRITING - Students write a letter of inquiry to Write: (13 minutes) the institution requesting for more Answer key: information about the courses and fees Questions - answers: a How you come to know about Dear Sir, the Institution? I saw your Institute's advertisement on b What more information you today's TV program I am very interested want to know? in learning English and I would like some c How good is your English? more information about your Institute d What kind of information you I can speak a little English, but I read it want exactly? very slowly and my writing is bad So I d Saying you are ready to supply want to improve my reading and writing more information about your Could you please provide more English / study if necessary information about the length of the courses and fees for beginners? I can supply my record of English study if necessary I look forward to hearing from you soon Yours faithfully, Nguyen Minh Hang POST * Correction: WRITING (9 minutes) - Teacher correct the students' writings (56) 4.Consolidation -Ask Ss to read their writing -Correct Ss' mistakes Homework: (2 minutes) - You want to attend a Math course because your Math is terrible Write a letter to the Headmaster and ask him more information about the course * Prepare Language focus Planning date: 2/11/2013 Period 25 Unit 4: learning a foreign language Lesson 6: Language focus P.38,39 I Aims: - To help students further practice in reported speech, further practice in Modal verbs with IF - To develop students' skills II Objectives: By the end of the lesson, students will be able to all the task III Ways of working: Teacher - the whole class, team work, group work, individual work IV Materials: Textbook, picture in the textbook, cards V Anticipated problems: PROCEDURES Warm up:(1 minute) Greet and check the students' attendance Revision: (7 minutes) Pelmanism - Students find the verbs and expression of time and place in direct speech with the corresponding past tense and expressions of time and place this then that these those that day today tomorrow now here there will would can could may might must had to the following day present simple tense future simple tense past simple tense present progressive tensepast progressive tense future in the past New lesson: STAGES FURTHER PRACTIC E (35 minutes) ACTIVITIES *Language focus P.39 Retell story: Set the scene: Lan's father held a party to celebrate his mother's birthday Unfortunately, Mrs Thu, her grandmother, has a hearing ON BOARD I Language focus P.39 * Answer key: a/ Uncle Hung said that the birthday cake was delicious b/ Mrs Nga said that she loved the roses c/ Cousin Mai said she was having a (57) problems and she couldn't hear what people were saying After the party, Lan reported everything to her grandmother - In group of 4, in turn students report what happened at the party * Language focus P.39 Set the scene: This morning, Nga has an interview for her summer job When she arrived home, she told her mother about the interview Transformation drill: - Students report the questions a) - h) P.39 * Language focus P.38 - T present the dialogue and elicits the model sentences: Note: + Sau model verbs: must, can, could, should, may, might là động từ nguyên thể không TO + C©u bªn cã dïng IF: ®©y lµ câu điều kiện loại 1, dùng để đa giả định chắn có kh¶ n¨ng x¶y ë hiÖn t¹i hoÆc t¬ng lai M§ IF cã thÓ ë ®Çu c©u hoÆc cuèi c©u + Sau IF là động từ thì t¹i - Students complete the sentences of exercise 1, using the model verbs in brackets and the information in the box 4.Consolidation wonderful time there d/ Mr Chi said he would go to Hue the following day e/ Mrs Hoa said she might have a new job f/ Mr Quang said he had to leave then II Language focus P.39 Reported questions: * Model sentences: She ask me if/whether I like pop music She asked me where I lived * Answer key: a/ She asked me how old I was b/ She asked me if / whether my school was near there c/ She asked me what the name of my school was d/ She asked me if / whether I went to school by bicycle e/ She asked me which grade I was in f/ She asked me if / whether I could use a computer g/ She asked me why I wanted that job h/ She asked me when my school vacation started III Language focus P.38: * Model sentences: If you want to get good grades, you must study hard * Answer key: c) ., you should a lot of exercises d) , he might miss the train e) ., you ought to stay in bed f) You must your home work (58) -Ask Ss to repeat the Passive form ,Conditional Sentence Type Homework:(2 minutes) - Review unit 3,4 to prepare for test Planning date: 15 /11/13 Period 26 Written test - N02 A Aims: - To check students' progress - To appreciate students and grade them B Objectives: By the end of the test, teacher can know how students improve their English and find out the better way to teach them C The test: Chủ đề NhËn biÕt TN TL I Listening MA TRẬN Th«ng hiÓu TN TL Tæng Tæng II Reading III Language focus IV Writing VËn dông TN TL 10 2,5 14 2,5 15 4 27 2,5 3,5 10 I Listen and fill in the missing words (2ms) Every year students in many countries learn English Some of these students are ………………… children Others are teenagers Many are adults Some learn at school Others study……………themselves A few learn English just by hearing the …………… in films, on television , in the office or among their friends But not many are lucky enough to that Most people must work hard to learn………… language II Choose the word that has underlined part pronounced differently from the rest (1m) A loud B about C found D you A worked B cleaned C watched D stopped A ethnic B gather C there D although A hobby B help C hour D house III Choose the best answers: (2,5ms) Someone…………… the tickets are free A said me B said me that C told to me I get used to in heavy traffic everyday A drive B driving C drove I’m looking ……………to hearing from you A forward B at C after He said he would it A the day before B now C the following day we miss the train, we can get the next one A When B If C While Dickens is my .English novelist A preferable B favorable C favorite Viet got up late .he couldn’t catch the first bus A then B so C as Long wishes he …………… have to clean all the windows A don’t B doesn’t C wasn’t Can I meet you a.m and a.m A at B from C between 10 She asked me where the next Sunday A I was going B was I going C I am going D told me D to drive D over D tomorrow D Unless D likeable D when D didn’t D to D.am I going IV Complete the second sentence that has the same meaning to the first one.(2ms) (59) “ I am going to Ho Chi Minh city tomorrow ,” -> Mr Quang said ………………………………………………………………… I’m sorry I can’t practise English with you -> I wish ………………………………………………………………………… “ How long you learn English here ?” she said to me -> She asked ……………………………………………………………………… Press this button, and you will stop the machine -> If ……………………………………………………………………………… V Read the following passage carefully and decide which sentence is true(T) or False (F) (2.5ms) The weekend picnic I enjoyed most was just a few weeks ago My friends decided to play a visit to the Botanic Garden It was a long way to our destination and sang merrily all the way The Botanic Garden is very beautiful place We made a short round the garden and took some pictures of the whole class Then we play a lot of games on a spacious piece of grassland One of the boys brought along his guitar and sang our favorite songs We laughed , talked and danced, too… The writer has had a picnic recently He went for a picnic with his family It was a long way from his school to the Botanic Garden Everyone went round the Botanic Garden and videoed the whole class Everyone played games on a small piece of grassland Planning date: 15 /11/13 Period 27 Check the test *Aims: - To correct the forty five minute test (Period 26) - To help student know how to the next test better PROCEDURES 1.Organization: (1 minute) Greet and check the students' attendance Presentation the tests: - Teacher gets students to look at their tests - Teacher present the aims of the test, how to the exercises of the test, how to get marks for each part of the exercises Comment the result of the test: * Good points: - Most students how to the test - Most students did the test well - The test papers are clear and clean * Can improve: - The hand writing of some students were rather bad - Some students did the exercise IV not very well Giving the answer key to the test: (T - WC) ANSWER KEY I Listen and fill in the missing words:(2ms) young 2.by language another II Choose the word that has underlined part pronounced differently from the rest (1m) 1.D B A C (60) III Choose the best answers (2,5ms pts) D B A C B C D A C 10 A IV Complete the second sentence that has the same meaning to the first one(2ms) 1.Mr Quang said (that) he was going to Ho Chi Minh city the following day I wish I could practise English with you She asked me how long I learned English there If you press this button, you will stop the machine V Read the following passage carefully and then decide which sentences are true(T) or False (F) (2.5 pts) F F T T F Homework:(2 minutes) - Ask students to make a list of some different types of media Planning date: 21/11/13 Period 28 Unit 5: the media Lesson 1: Getting started - Listen and read p.40 - 41 I Aims: - To help students list some types of media - To help students read a text about the media for details II Objectives: By the end of the lesson, students will be able to know some more about the media and different types of media III Ways of working: Teacher - the whole class, pair work, individual work IV Materials: Textbook, pictures in the textbook, cassette player V Anticipated problems: The lesson may take time PROCEDURES 1.Organization: (1 minute) Greet and check the students' attendance 2Check the old lesson: (7 minutes) Matching * Getting started P.40 - Students look at the picture and match each to the phrase which describe the activity of the picture * Answer key: watching TV reading magazines reading newspapers using the internet listening to the radio * Chatting: - In pair, students ask and answer about the favorite activities and how much time they spend on each activity Example exchange: S1: Which of these is your favorite activity in your free time? S2: Watching TV S1: How many hours a week you spend watching TV? S2: About or hours, I guess New lesson: STAGES PRE READING ACTIVITIES * Pre teach vocabulary: ON BOARD I New words: (61) (8 minutes) - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Pre questions: How did people get news or information in the past? a crier: WHILE READING (22 minutes) * Listen and read P.40 - 41: - Students listen and check their answers to the pre-question II Listen and read: How did people get news or information in the past? - They got information by listening to the town criers (They got news from the town criers) Complete the table with the passage letters in which these facts or events are mentioned: - Students read the text again and complete the table with the passage letters in which these facts or events are mentioned ngêi rao tin tøc, ngêi rao hàng trên đờng phè a channel: kªnh interactive (adj): t¬ng t¸c the remote control: ®iÒu khiÓn tõ xa a benefit: lîi Ých, phóc lîi (Answer key) Facts and events Passage letter Remote controls are D used to interact with TV One of the most B popular magazines People of different ages B like this magazines Benefits of TV C People got the news A from town criers Interactive TV is D available now - Students read the text for the third times and then answer the comprehension questions.P.42 POST READING (5 minutes) Answer the questions P.42: (Answer key) A town crier was a person whose job was to go through city streets ringing a bell to shout the latest news as he was walking The Kien Thuc Ngay Nay is one of the most popular magazines and is widely read by both teenagers and adults People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way + 5: (Students' answer) * Discussion: (Students work in Discussion: groups of 8) What is your favorite type of media? (62) - Students discuss and then Why? answer the question: Consolidation - Ask Ss to read the text again and say the stages in the development of the media Homework:(2 minutes) - Learn by heart the new words and read the text again - Do exercise: P.35 (WB) Planning date: 2/12/13 Period 29 Unit 5: the media Lesson 2: Speak + Language focus P.42, 45 I Aims: - To help students practice speaking about the programs on TV and talking about the like / dislike of the programs on TV - To develop students' skills II Objectives: By the end of the lesson, students will be able to talk to their friends about the programs they like and dislike III Ways of working: T - WC, pair work, individual work IV Materials: Textbook, color chalk V Anticipated problems: Some students may find the Net work difficult PROCEDURES Organization(1 minute) Greet and check the students' attendance 2.Check the old lesson (5 minutes) Net works Who is millionaire Cartoon TV program Game Shows News Spots Quiz shows Films Hµnh tr×nh v¨n hãa New lesson: STAGES PRE SPEAKING (15 minutes) ACTIVITIES ON BOARD * Pre teach vocabulary: I New words: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Presentation dialogue: Speak P.42 documentary: violent: informative: II Dialogue P.42 phim tµiliÖu b¹o lc giµu th«ng tin (63) Trung: Lien: Trung: Lien: Trung: Lien: - Teacher elicit the model sentences: - Concept checking: don't you, Trung? Not really Some sports are so violent, and I don't like watching them I prefer documentaries I'm the opposite I love watching sports, and documentaries seem quite boring to me But you watch the news, don't you? Yes, every day It's very informative I enjoy it, too You don't like foreign films, you? No, I don't Model sentences: S1: You like watching sports, don't you? S2: Yes, I S3: You don't like foreign films, you? S4: No, I don't Note: + VÕ tríc c©u cña HS1 lµ câu khẳng định / phủ định / nghi vÊn? + Vế câu hỏi đằng sau (câu hái ®u«i) lµ d¹ng c©u nµo? Statement Tag question + VÕ tríc c©u cña HS3 lµ Positive Negative c©u g×? Negative Positive + VÕ c©u hái ®u«i lµ c©u g×? Negative verbs in the tags are usually contracted - The subject of the tag is always a pronoun WHILE SPEAKING (10 minutes) * Speak P.42: POST SPEAKING ( minutes) Find someone who IV Find someone who Example exchange: S1: You like watching cartoons, don't you, Hoa? S2: Yes, I S1: You don't like watching the news, you, Trang? S3: No, I don't - Students look at the "Daily Television Guide: and make up similar dialogues to talk about the programs they like or dislike III Speak P.42: Note: Literature & Art: V¨n häc nghÖ thuËt Safe Traffic News: An toµn giao th«ng Wildlife World: Thế giới động vật (64) N0 Find someone who Name like watching cartoons Hoa doesn't like watching the news Trang hates watching sports loves the news love watching documentaries like watching Children's Corner like "Learning English through Songs" programs FURTHER PRACTICE (5 minutes) * Language focus V Language focus P.45 - In pair, students look at the table, ask and answer questions about TV programs these people like and dislike, using tag questions Example exchange: S1: Tuan likes news, doesn't he? S2: Yes, he does S1: Mai and Anh don't like news, they? S2: No, they don't Consolidation: - Ask Ss to practise speaking the tag questions Homework: (2 minutes) - Learn by heart the new words and model sentences + Do exercises: 4, P.38 - 40 (WB) Planning date: 3/12/13 Period 30 Unit 5: the media Lesson 3: Listen + Language focus 1, 3, P.43, 45 - 46 I Aims: - To help students listen to the important dates of the media - To help students review the tag questions and know some gerunds after some verbs - To develop students' skills II Objectives: By the end of the lesson, students will be able to understand the listening and all the tasks III Ways of working: Teacher - the whole class, pair work, individual work IV Materials: Textbook, tape, cassette player V Anticipated problems: The lesson may take time PROCEDURES (65) Organization(1 minute) Greet and check the students' attendance 2.Check the old leson:(5 minutes) Jumbled words ewnrppsea (newspaper) ontleeivis (television) droai (radio) ttnireen (internet) neziaamg (magazine) New lesson: STAGES PRE LISTENIN G (5 minutes) WHILE LISTENIN G (10 minutes) ACTIVITIES * Pre teach: - Teacher uses the techniques to teach students new words - Checking understanding: Rubout and remember * Set the scene: Chau and her father are talking together She is doing an assignment about the important dates of the media and she find it rather difficult and need her father's help * Pre questions: * Listen P.43: ON BOARD I New words: the telegraph: newsreels: viable (adj): a force: ®iÖn tÝn phim tµi liÖu cã kh¶ n¨ng tån t¹i lùc lîng II Questions: When was the telegraph invented? When did the television become popular? III Listen P.43 * Checking the predictions: Checking the predictions: - Students listen for the first time and the check their answers to the Answer key: pre questions In the late 19th century - Students listen for the second In the 1950s time and then complete the grid Complete the grid: * Tapescript: Chau: Dad, I'm doing an assignment A Can you help me with the Chau's information? When What happen? F: What is the assignment th th or The first printed Chau: about? It's about the important dates century newspaper appeared in China of the media Where and when Chau's the first printed newspaper (a) The telegraph was invented F: appear, Dad? It's first appeared in the 7th orearly 20th Two new forms of news century media appeared: (b) Chau: 8th century AD, in China And when was the telegraph (c) Television became Chau's invented? popular F: Perhaps it was in the late 19 mid - and (d) became a major century Do you know what late 1990s force in journalism two new forms of new media appeared in the early 20th Chau: century? Chau's Radio and newsreels? nswer key: F: Excellent! And when did thea the late 19th century television become commecially viable, can youb Radio and newspaper c in the 1950s Chau: guess? Chau's In the 1940s? d The Internet F: No It was in the 1950s (66) Chau: When did the internet become a major force in the Chau's journalism? F: In the mid - and late 1990s Chau: Thank you, Dad Now I can answer all the questions for my assignment POST * Further practice: Further practice: LISTENIN - In pair, students ask and answer G E.g: about the important dates of the (7 S1: When did the first painted media, using the Grid minutes) newspaper appear in China? E.g: S2: In the 7th or 8th century AD S1: When did the first painted S1: When was the telegraph invented? newspaper appear in China? S2: In the 19th century S2: In the 7th or 8th century AD ………………………………… S1: When was the telegraph ……………………………… invented? ………………………………… S2: In the 19th century S1: When did Radio and newsreels …………………………………… …………………………………… appear? S2: In the early 20th century S1: When did television become a major force in journalism? S2: In the mid and late 1990s FURTHE R PRACTIC E (15 minutes) * Language focus 1, 3, P.45 46 IV Language focus 1, 3, P.45 - 46 - Language focus P.45: * Answer key: Students read the dialogue and the complete it with the question tags b didn't he d you c wasn't it e aren't they Language focus Language focus P.46 - Language focus 3: Find someone who: - Students go round the class and ask their friends about each items in the box - Language focus P.46 Write it up: - Students use the words in the boxes to write true sentences about their parents, siblings, relatives, friends and themselves Gerund after some verbs: soccer, fishing, movies, music, eat candy, detective stories ample exchange: S1: Do you like playing soccer, Thu? S2: Yes, I Ex (67) Find someone who likes playing soccer Example: My father likes watching sports but my mother doesn't She loves listening to music Name Thu enjoys fishing love reading detective stories hate eating candies enjoys listening to music dislike watching movies Language focus P.46 Write: like watch games love listen music enjoy play articles dislike write letters hate read advertisement sports 4.Consolidation: - Ask Ss to write more sentences about gerund Homework: (2 minutes) - Learn by heart all the new words and Do exercises: 2, P.35 - 36 (workbook) Planning date: 10 /12/13 Period 31 Unit 5: the media Lesson 4: Read P.43 - 44 I Aims: - To help students read a text about the Internet for details - To develop students' skills II Objectives: By the end of the lesson, students will be able to understand the reading in details III Ways of working: T - WC, group work, individual work IV Materials: Textbook, pictures, color chalk V Anticipated problems: The discussion activity may be difficult for some students PROCEDURES Warm up: (1 minute) Greet and check the students'attendance Revisions: (2 minutes) Shark attack: INTERNET New lesson: STAGES PRE READIN G (14 minutes) ACTIVITES * Pre teach vocabulary: - Teacher uses techniques to teach students new words - Checking to understanding: ON BOARD I New words: forum: (to) surf: (to) get access to: a limitation: (to) wander: diễn đàn lướt m¹ng, sö dông m¹ng tiÕp cËn sù h¹n chÕ lang thang II True / false prediction: (68) Rubout and remember * Set the scene: There is a forum on the Internet about the advantages and disadvantages of the Internet * True / False statements prediction WHILE READIN G (18 minutes) * Read P.43 - 44: - Students read the text for the first time and check their predictions - Students read the text for the second time and then the matching - Students read the text for the third time and find out the answers to the questions given POST READIN G (8 * Discussion: - Teacher divides the students into groups N0 Statements T The Internet has an increasingly developed and become part of our everyday life According to Sandra Morgan, the Internet is a wonderful invention of the modern life According to Hong Hoa, the people living in the countryside easily get access to the Internet Entertainment is one of the purposes that people use the Internet for The Internet is very cheap F III Read P.43 - 44 Checking the predictions Answer key: T F F T T Matching (With answer key) chatting nãi chuyÖn phiÕm (to) explore the net vi rót virus kh¸m ph¸ m¹ng spam or electronic junk thư r¸c ®iÖn tö mail tiªu phÝ thêi gian information leaking time - consuming Answer the questions P.44 Answer key: Sandra uses the Internet to get information and to communicate with her friends and relatives Because she lives in the countryside, where the Internet is unavailable People use the Internet for education, communication, entertainment and commerce Benefits: The Internet is used for multi - purposes: for getting information, for communication, education, entertainment, and commerce Yes There are some disadvantages: Time - consuming, costly, dangerous because of viruses and bad programs + 7: students' answers Discussion: (69) minutes) - In group, students make a list of advantages and disadvantages of the Internet Advantages Disadvantages - A very fast and convenient - costly way to get information - Consolidation: - Ask Ss to repeat the new words and say the benefit and disadvantages using the Internet 5.Homework: (2 minutes) - Learn by heart the new words and read the text again - Write the advantages of the Internet in your workbook - Do exercise P.40 (workbook) - Prepare Write P.44 (Textbook) T guides students to the exercises: Test 15mins Exercise 1: Complete the sentences with the correct tags: We have learned Emglish for five years , …………… ? There aren’t any newspapers left,………………… ? I’m right, ……………………….? He feel tired after the trip, ……………………….? She can speak French, ……………………… ? You didn’t lock the door when you go out, …………………….? Exercise 2: Read the text carefully, then decide which sentences are true and which sentences are false Every year people in many countries learn English Some of them are Young childrent Others are teenagers Many are adults Some learn at school Others study by themselves A few learn English just by hearing the language in films, on television, in the office or among their friends Most people must work hard to learn English Why all these people learn English? It’s not difficult to answer this question Many boys and girls English at school because it is one of their subjects Many adults learn English for their higher studies because some of their books are in English at the college or university Acording to the writer, English is learned by teenagers and adults Most people learn English by working hard on the lessons Many boys and girls learn English at home Teenagers learn English because it’s useful for their higher studies _ Planning date: 10 -12-2013 Period 32 Unit 5: the media Lesson : Write P 44 I Aims: - To help students write a passage about the benefits of the Internet - To develop students' skills II Objectives: -By the end of the lesson, students will be able to write a passage about the benefits of the Internet III Ways of working: T - WC, group work, individual work IV Materials: Textbook, posters V Anticipated problems: PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: (5 minutes) (70) Teacher gets some students to tell the class about the benefits or advantages of the Internet which they make a list in the last lesson New lesson: Teacher help students to mail, chatting, webcam, etc make a list of the benefits of the Internet A very updated source of information, you (On posters) can get the latest local or global news, you can check weather conditions before going camping / fishing / outdoors / having a picnic you can find a timetable and maps of the buses you want to take, you can book your tickets for the concert / soccer match, trip, hotel, etc A diversified source of entertainment: you can listen to music, to the radio, watch videos, play games, read novels / poems, virtual sight seeing, etc A rich source of educational materials / courses: you can learn English, look up new words in a dictionary, take training / learning course, etc WHILE WRITING (20 minutes) POST WRITING (7 minutes) * Write: II Write: - Students write the passage about the benefits of the Internet, using the cues given (The cues in the posters) * Correction: - Teacher corrects the students writings (71) 4.Consolidation: - Ask Ss to discuss the disadvantages of the Internet in groups - Call on some Ss from groups to present their ideas in class Homework: (2 minutes) - Write a passage about the disadvantages of the Internet - Prepare Language focus (textbook) Planning date: 12 / 12/2013 Period 33 Revision for the first term exam I Aims: - To help students revise the verb forms of the tenses: The present tense, The present progressive, The past simple and the present perfect and the uses of these tenses - To help students review some grammar structures - To help students some more exercises to develop students' skills II Objectives: By the end of the lesson, students will be able to be ready for the exam III Ways of working: T - WC, individual work IV Materials: Textbook, reference books V Anticipated problems: - The lesson may take time PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: New lesson: (43 minutes) I Grammar: 1.The Tenses: * The present simple tense: - Form: S + V/Vs/es + O - Use: To talk about general truths, habit and planned future programs * The present progressive: - Form: S + am / is / are + V-ing + O - Uses: to express an activity happening at the moment of speaking, a planned future arrangement * The past simple tense: - Form: S + V-ed (VP) + O - Uses: To express a finished action in the past * The present perfect: - Form: S + have / has + VPP + O - Uses: To express an action which began in the past and still continues Some grammar structures: a/ The passive form - Form: BE + VPP Note: Động từ TO BE phải chia phù hợp với thì câu chủ động và chủ ngữ câu bị động E.g: We are cleaning the room now - The room is being cleaned now b/ Reported speech: E.g: " Where you live?", he asked me - He asked me where I lived " Do you live in the countryside?", she asked - She asked me if I lived in the countryside (72) c/ Tag questions: E.g: You like foreign films, don't you? He has arrived hasn't he? d/ Gerunds after some verbs: like, dislike, love, hate, enjoy, admit, deny, delay Prepositions: Prepositions of time: at, on, in, till, until, up to, between, after, before, while, during, II Practice: Put the verbs in brackets into the simple present or the present progressive tense: a He usually (drink) coffee but today he (drink) tea b What she (do) in the evening? ~ She usually (play) cards or (watch) TV c I won't go out now as it (rain) and I (not have) an umbrella d The last train (leave) the station at 11.30 e He usually (speak) so quickly that I (not understand) him f I (wear) my sunglasses today because the sun is very strong g Tom can't have the newspaper now because his aunt (read) it h I'm busy at the moment I (redecorate) the sitting room i You always (write) with your left hand? j You (know) why an apple (fall) down and not up? * Key: a drinks, is drinking b does she do, plays, watches c is raining, don't have d leaves e speaks, don't understand f am wearing g is reading h am redecorating i Do you always write j Do you know, falls Put the verbs in brackets into the simple past or the past continuous tense: a I (make) the cake when the light went out I had to finish it in the dark b I didn't want to meet Paul so when he entered the room I (leave) c He (watch) TV when the phone rang Very unwillingly he (turn) down the sound and (go) to answer it d When I (look) for my passport I (find) this old photograph e You looked very busy when I (see) you last night What you (do)? f As I (cross) the road I (step) on a banana skin and (fall) heavily I still (lie) on the road when I (see) a lorry approaching Luckily the driver (see) me and (stop) the lorry in time g When he (awake) she (sit) by the window She (look) at something in the street, but when he (call) her she (turn) and (smile) at him h As they (walk) along the road they (hear) a car coming from behind them Tom (turn) round and (hold) up his hand The car (stop) * Key: a was making b left c was watching, turned, went d was looking, found e saw, were you doing f was crossing, stepped, fell, was lying, saw, saw, stopped g awoke, was sitting, was looking, called, turned, smiled (73) h were walking, heard, turned, held, stopped Consolidation: - Ask Ss to copy the right answers in their notebooks Homework: (1 minutes) - Review the English tenses and all the grammar structures you have learned Planning date: 12/ 12/2013 Period 34 Revision for the first term exam I Aims: - To help students revise the verb forms of the tenses: The present tense, The present progressive, The past simple and the present perfect and the uses of these tenses - To help students review some grammar structures, prepositions - To help students some more exercises to develop students' skills II Objectives: By the end of the lesson, students will be able to be ready for the exam III Ways of working: T - WC, individual work IV Materials: Textbook, reference books V Anticipated problems: Some students may find the exercises difficult PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: New lesson: (43 minutes) I/ Put the verbs in brackets into the present perfect or the present simple tense: a He (live) in London for two years and then (go) to Edinburgh b Shakespeare (write) a lot of plays c My brother (write) several plays He just (finish) his second tragedy d I can't go out because I (not finish) my work e I (write) the letter but I can't find a stamp f Here are the shoes; I just (clean) them g He (go) out ten minutes ago h You (see) the moon last night? i The play just (begin) You are a little late k We (miss) the bus Now we'll have to walk * Key: a lived, went b wrote c has written, has just finishes d haven't finished e have written f have just cleaned g went h Did you see i has just begun k have missed II Choose the best answer (2pts) The weather was bad, .we didn't go on a picnic A however B but C because D so The teacher asked me a passage into Vietnamese A to translate B translate C translating D translated Martin asked if he use the phone A can B could C may D must In the past, people got the .news from town criers A newest B newer C latest D recent They are watching the news It is very A informative B information C inform D informing (74) What is the language in your country? A traditional B national C international D optional September 2nd has been considered a great holiday in Viet Nam .1945 A since B in C for D from The police officer stopped us and asked us where A were you going B are you going C we are going D we were going 9.Miss Lan me why I wanted that job A should B told C said D asked 10 One of my friends said that he learning English with her teacher A like B has like C liked D will like 11 Our trip will be ready two days A on B at C in D for 12 I saw your school's in today's edition of Vietnam News A advertise B advertising C advertiser D advertisement 13 We are impressed her beauty A on B of C to D by 14 He wishes he have to the housework A don't B doesn't C didn't D wasn't 15 Long ago, French in Viet Nam A is spoken B was spoken C has spoken D were spoken D A B C A B A D D 10 C 11 C 12 D 13 D 14 C 15 B III Read the following passage carefully then decide which sentences is true (T) and which one is false (F) Bangkok, the capital of Thailand, is a city of contrast It's an exciting, crowded, modern, city, a city that is full of history Streets of Bangkok are usually noisy and crowded with people selling food, clothing, flowers or souvenirs Visitors love the river markets, the beautiful temples and architectures and the friendly Thai people Most of the year, Bangkok is hotter than any other capital city in Asia, but from December to February, the weather is cooler and more comfortable Bangkok is an interesting city to visit at any time of the year There is always plenty to there from watching Thai dancing or boxing to taking a boat trip on the river or trying some delicious and spicy food or spending hours at the beautiful beaches Bangkok is a modern city and it is also full of history Visitors come to Bangkok only because of the food and the shopping No other capital city in Asia is as cool as Bangkok most of the year Visitors can visit Bangkok at any time of the year There is not much to in Bangkok Key: 1.T F F T F Consolidation: - Ask Ss to copy the right answers in their notebooks Homework: (2 minutes): Review for the test Planning date: 12/12/2013 Period 35 Revision for the first term exam I Aims: - To help students revise the verb forms of the tenses: The present tense, The present progressive, The past simple and the present perfect and the uses of these tenses - To help students review some grammar structures, prepositions - To help students some more exercises to develop students' skills II Objectives: By the end of the lesson, students will be able to be ready for the exam III Ways of working: T - WC, individual work IV Materials: Textbook, reference books V Anticipated problems: Some students may find the exercises difficult PROCEDURES Warm up: (1 minute) Greet and check the students' attendance (75) Revision: New lesson: (43 minutes) I/ Give the correct form of the verbs in brackets to complete the sentences She (leave) school last year Since then she (work) as a waitress at a local pub We (have) a small party next Sunday Would you like to come? When I (see) you yesterday, you (sit) in a cafÐ Key: left, has worked are having / are going to have, saw, were sitting II/ Rewrite the following sentences, so that the meaning stays the same (1.5pts) "This picture is very nice", my uncle said My uncle said (that / the picture was very nice.) Mary is sorry She isn't on the beach now Mary wishes (she were on the beach now) Ms Huong has written a lot of articles for the Viet Nam News A lot of articles (have been written for the Viet Nam News by Ms Huong) III Complete the following sentences with correct tag questions: His mother is very proud of him, ? The lift isn't working today, .? You are afraid of dogs, ? He didn't wake you up this morning, ? You gave him my address, .? IV/ Make all the changes and additions necessary to produce from the following sets of words and phrases, sentences which together make a complete letter (2.5 pts) Dear Sir, I / see / school’s advertisement / TV / last night ( I saw your school’s advertisement on TV last night) I / interested / learn English / and / I / like / information / school (I am interested in learning English and I would like some information about your school) I / study / English / four years / but / want / improve / speaking and listening skills (I have been studying / have studied English for four years, but I want to improve my speaking and listening skills) I / be / very grateful / if / you / send / details / courses and fees (I would be very grateful if you could send me (the) details of courses and fees) Look / forward / hear / you / soon (I look / am looking forward to hearing from you soon) Yours sincerely, Samuel Johnson V Complete the following sentences with on, at, for, from, to or between He goes to his office every day except Sunday Sundays he stays at home and works in his garden I'm returning to England the end of this term He started going to school the age of five So now he's been in school two years I found the work very tiring, but a few weeks I got used to it I'm going to Paris Monday morning with Tom Would you like to come with us? Children get presents Christmas and their birthdays Children are very fond of swimming the summer My father works a.m p.m my birthday, there will be a party pm and 10 pm 10 .years afterwards, people still remembered that terrible night *Key: On at at, for At, in on at, on in from to On, between 10 For Consolidation: - Ask Ss to write the answers into their notebook Homework: (2 minutes) Review to prepare the test (76) Planning date: 15/12/2013 Period 36 the first term test I Aims: To check Ss’ knowledge from Unit to Unit - To develop students’ skills II Objectives: By the end of the lesson, students will be able to remember all the knowledge they’ve learnt III Ways of working: individual work IV Materials: test papers V Anticipated problems: PROCEDURES WARM UP (1 minute) Check Ss’ attendance Test: Ma trËn Chủ đề NhËn biÕt TN TL Th«ng hiÓu TN TL I Reading II Language focus III Writing Tæng 10 VËn dông TN TL 2,5 2,5 15 Tæng 2 18 27 2,5 5,5 10 (77) (78) Date of preparing: 23/12/2015 Date of teaching: 24/12/2015 Period 37 Unit 6: the environment Lesson 1: Getting started + Listen and read I Aims: - To introduce the topic of the environment - To help students read a text about the protecting the environment for details - To develop students' skills II Objectives: By the end of the lesson, students will be able to know more about the environment problems, talk about the things they've done to keep the environment clean and beautiful, what they think might happen if the pollution continues - Students practise the conditional sentence Type III Ways of working: T - WC, pair work, individual work IV PROCEDURES Warm up: Greet and check the students' attendance Revision: New lesson: STAGES ACTIVITIES ON BOARD PRE * Pre teach vocabulary: I New words: -READIN - Teacher uses techniques to - garbage dump: - deforestation: G teach students new words - dynamite - Checking understanding: fishing: Rubout and remember - spraying pesticides: - disappointed (adj): II Matching: * Matching: Getting started P.47 - Students match the environment problems to the pictures * Pre questions: What you usually to protect our environment? a) b) c) d) e) * Key: a) air pollution b) spraying pesticides c) garbage dump d) water pollution e) deforestation f) dynamite fishing WHILE * Listen and read P.47 - 48: III Listen and read: -READIN * Set the scene: f) (79) G Mr Brown is talking to some volunteer conservationists - Students answer the pre questions - Teacher gets students read the text as they listen to it * Matching : - Students match the names in column A with the task in the column B - Teacher elicits the model sentences: - Concept checking: Match the names in column A with the task in column B: * Answer key: 1+f 2+e 3+b 4+a 5+c 6+d Model sentences: - If you can't find your place, I will help you get there with this map - If we work hard, we'll make this beach a clean and beautiful place again * Comprehension questions: - Students answer the III Answer the comprehension comprehension questions on questions: page 48 * Key: The speaker is Mr Brown The listener are (member of) the volunteer conservationists They are on the beach They are going to clean the beach If they work hard today, they will make the beach clean and beautiful again soon POST * Discussion: * Discussion: -READIN - Ask Ss to write the right G answers and discuss * How we keep the school environment clean ? Consolidation: - Ask Ss to repeat how to keep the beach clean from the text Homework: (2 minutes) - Learn by heart the new words and read the text again - Do exercises P 44 (Workbook) - Prepare Speak (textbook) Date of preparing: 25/12/2015 Date of teaching: Period 38 Unit 6: the environment Lesson 2: Speak P.49 - 50 I Aims: - To help students t persuade people to protect the environment - To develop students' skills 26/12/2015 (80) II Objectives: By the end of the lesson, students will be able to persuade their friends to something to protect the environment and to reduce the environmental pollution III Ways of working:- T - WC, team work, group work, pair work, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Brainstorming: - Students write the thing that make our environment polluted deforestation air pollution pollpollution Environmental problems New lesson: STAGES ACTIVITIES PRE * Pre teach -SPEAKIN vocabulary: G ON BOARD I New words: (to) prevent: (to) reduce: (to) wrap: (to) avoid: exhaust fume: - Teacher uses techniques to teach students new words - Checking understanding: I Expressions: Rubout and remember - I think you should - Won't you ? * Set the object of task - It would be better if you a P.49 - Why don't you ? * Presentation - Why not .? dialogue: - What / How about .? - Teacher present the III Dialogue: dialogue to the students * Substitution drill: - Students use the expressions and idea cues given WHILE * Speak P.49: IV Speak: -SPEAKIN - Matching: Matching: G * Questionnaire: E.g: (Group work) S1: How can we save paper? - In group of four S2: Use banana leaves students find possible Speak: answers in section a) to Example: the questionnaire - I they we should burn trash to reduce the * Discussion: (Group amount of garbage we produce to protect work) the environment I (81) - No, we shouldn't that Burning trash will pollute the air I think the best way to reduce garbage is to reuse and recycle things - How can we that? I think only the factory can - What about collecting used paper, bottles and cans every day? It's not difficult - That's a good idea! Let's that POST * Write it up: -SPEAKIN - Students write the G Write it up: Example: ideas of the best way to - Write on both sides of the paper / recycle protect the used paper environment - Save plastic bags, clean and reuse them - Don't throw waste and garbage into streams, lakes and even oceans - Throw garbage in waste bins - Use fewer private vehicles and don't release pollutants into the air - Try to reuse and recycle things Consolidation; - Ask Ss to write the answers to the above question Homework: - Learn by heart the new words - Do exercises: Reading P.45 (workbook) - Prepare: Listen and language focus (textbook) * Teacher guides students to the exercise: Date of preparing: 28/12/2015 Date of teaching: 29/12/2015 Period 39 Unit 6: the environment Lesson 3: Listen + Language focus P.50, 53 - 55 I Aims: - To help students listen for details, further practice for conditional sentence type - To help students know how to use adjectives and adverbs; students practice the adverb clauses of reason (as, because, since); adjective + that clause - To develop students' skills II Objectives: By the end of the lesson, students will be able to all the tasks III Ways of working: T - WC, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Teacher asks students some questions: (82) What are we doing with our environment now? Are we polluting it? What are we polluting? (air, water, land ) New lesson: STAGES ACTIVITIES ON BOARD PRE * Set the scene: LISTENIN - Short discussion: How the I New words: G Ocean is polluted? / What raw sewage: (to) pump: (6 minutes) makes the Ocean polluted? (to) leak: * Pre teach: marine (adj): - Teacher uses techniques to oil spills: vessel: teach students new words * Prediction: - Students predict things that make the ocean polluted (individual work) - Students compare their predictions (pair work) POST * Writing: Write: LISTENIN - Students complete the Complete the sentence: G sentence: The ocean won't be polluted if (5 minutes) FURTHER * Language focus: III Language focus: PRACTIC Language focus P.53 Language focus P.53: E - Teacher calls out the * (14 adjectives, students change Answer key: Adjectives Adverbs minutes) them into adverbs a) Hoa was extremely pleased that she got - Students the exercise; Teacher corrects: Language focus 2: Students use because, as or since to join the pair of sentences together (Word cues drill & picture cues drill) an A for her assignment b) The old man walked slowly to the park c) Tuan sighed sadly when he heard that he failed the test d) The baby laughed happily as she played with her toys e) Mrs Nga speaks English quite well Language focus 2: Adverb clause of reason: Answer key: Language focus 3: Adjective + that clause: * Answer key: Language focus P.56: * Answer key: Language focus P.56: * Answer key: b/ If we go on littering, the environment will become seriously polluted c/ If we plant more trees along the streets, (83) Language focus P.55 - Students work in pair to complete the dialogues - THAT CLAUSE we will have more shade and fresh air d/ If we use much pesticide on vegetables, the vegetables will become poisonous and inedible e/ If we keep our environment clean, we will live a happier and healthier life * Language focus 4, 5: - Teacher gets students to the exercises and then correct them + Students base on the cues given to write the main clause of the sentences: Consolidation: - Ask Ss to repeat all the grammar in the lesson Homework: (2 minutes) - Learn by heart all the new words - Do exercises: 1, P.39, 44 Exe P38 (workbook) - Prepare Read (textbook) Date of preparing: 8/1/2016 Date of teaching: 9/1/2016 Period 40 Unit 6: the environment Lesson 4: Read P.51 I Aims: - To help students read the poem for main idea - To develop students' skills II Objectives: By the end of the lesson, students will be able to talk / write about minimizing pollution in their school III Ways of working: T - WC, group work, pair work, individual work IV PROCEDURES Warm up: Greet and check the students' attendance Revision: T / F repetition: If raw sewage is pumped directly into the sea, the ocean will be polluted Oil spills from ships at sea not make the sea polluted Waste materials from factories pollute the ocean Oil washed from land causes the ocean pollution Garbage was never dropped into the sea Tourists always keep beaches clean New lesson: STAGES ACTIVITIES ON BOARD PRE * Set the sence: (84) READING - Teacher introduce the topic: use a picture of a school ground being full I New words: of garbage / a classroom - a second hand junk yard: full of garbage - a treasure: * Pre teach: - a stream: - Teacher uses techniques - (to) minimize : to teach students new words: * Discuss: + Who is asking? - Students discuss and guess the answers to + Who is answering? the questions: + What are they talking about? + Who knows more about making the environment clean? WHILE * Read P 51: II Read: READING - Students listen for the Check the predictions: first time and check their + A child is asking predictions + A mother is answering ( A mother and a son are + They are talking about the problems of having a picnic in a pollution park The son sees that + (Students' answer) the place is polluted He The possible answer: The child does asks his mother about the Students the matching on page 51: problems of pollution) Answer the comprehension questions: - Students read again and Answer key: the matching part a If the pollution goes on, the world will P.51 end up like a second hand junk-yard (Posters of five items The mother thinks other folk pollute (are from the green box P.51) responsible for the pollution of) 1-2 environment but not her and her son 3-4-5-6 If the boy keeps on asking such 7-8 questions, his mother will take him hoe 9-10 right away 11-12/13-14-15-16 No Because he is right: if he throws the bottles that will be polluting the woods The poet wants us to learn that every one is responsible for keeping the environment from pollution / stopping pollution POST * Group discussion: III Discussion: READING Do you like the Do you like the Mummy in the text? mummy in the text? Why? Why not? Why? Why not? What could you in your school / house + Eliciting: to minimize the pollution? - Does the Mummy (Students' answers) (85) protect the environment? E.g: Put the bins around the school yard - Should she tell the boy Pick up the rubbish / garbage and to throw the soda bottles throw it into a trash bin over the hedge? Should not litter / spit on the ground - Should we protect the environment in our school? Question Consolidation: -Ask Ss to summarize the poem Homework:(2 minutes) - Learn by heart the new words and read the text again - Write a passage to tell what you should in your school / house to minimize the pollution (to protect the environment) - Prepare: Write (textbook) Date of preparing: 11/1/2016 Date of teaching: 12/1/2016 Period 41 Unit 6: the environment Lesson 5: Write P.52 - 53 I Aims: - To help students write a complaint letter - To develop students' writing skill II Objectives: By the end of the lesson, students will be able to write a complaint letter (100 - 120 words) about catching fish using electricity base on the language materials provided III Ways of working: T - WC, individual work IV.PROCEDURES Warm up: Teacher introducing the topic of the letter: What types of letters you know? Personal Invitation Business Job application Thank you Congratulation * Elicit: You have bought a TV set and it doesn't work now What type of letter you want to write to the shop? - A complain letter Check the old lesson: - Write things that you have to to protect the environment Eg: I plant trees in my school……… New lesson: STAGES PRE WRITIN G (15 ACTIVITIES * Discussion: - How many parts of are there in a complain letter? (Teacher shows the cards and get ON BOARD I Discussion: - How many parts of are there in a complain letter? II Ordering: (86) minutes) students to read) Cards: Label the sections of the letter P.52: (If students are good at English, mix the cards and ask students to order the cards -> read) - Teacher checks and asks students Ordering: to repeat * Key: * Read: R- "I would suggest that leaving" - Students read the letter on page 52 S - "I am writing to the on put the sections of the jumble north" letter in the right order to make a A - "I look complaint letter forward company" (Hình thức thư SCRAP) C - "When the trucks and flies" - T calls a student to read a P - "Yours faithfully, complete letter to check Tran Vu Nhat" * Set the scene: - Teacher ask students to read part b) P.53 Q: What does catching fish with electricity cause? WHILE * Write: III Write: WRITING - Students write a complaint letter Dear Mr President, individually Begin with: I am writing to you about the problem The suggested letter: of fish catching in the lake behind my I am writing to you about the house problem of fish catching in the lake behind my house I am very worried because people (don't use fishing rod or net but) Yours truly, use electricity to catch fish After a Minh short time they left the place / lake, a lot of small fish died and floated on the water surface Other animals such as frogs, toads, and even birds also died from electric shock waves I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish I look forward to hearing from you and seeing the protection of environment from the local authority POST * Correction: WRITING - Pair correction - T corrects the common mistakes (87) (Choose one letter from the Ss' works) Consolidation: - Call on some Ss to read aloud their letter in class Another write on the board Homework: - Revise the conditional sentences type and Why, Because sentences - Do exercises: 6, P.44 - 45 (workbook) & Teacher guides students to the exercises: Date of preparing: 15/1/2016 Date of teaching: 16/1/2016 Period 42 UNIT 7: SAVING ENERGY Lesson 1: Getting started + Listen and read I Aims: - To introduce the topic of environment and conditional sentence: Type - To help students read a text about protecting the environment for details II Objectives: - By the end of the lesson, students will be able to know more about the environment problems and think what might happen if the pollution continues - Students talk about the things they have done to keep the environment clean and beautiful - Students practise giving and responding to compliments III Ways of working: T - WC, pair work, group work, individual work IV.PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: New lesson: (88) STAGES PRSENTATION PRACTICE FURTHER PRACITE ACTIVITIES * Pre-teach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Slap the board * Set the scene: - Students look at the pictures and answer the teacher' questions: * True/False prediction: - Teacher introduce the dialogue: You are going to listen and read about a dialogue between Mrs Mi and Mrs Ha Here, I have some statements These may true or false Please, predict ON BOARD I New words: water bill: Hóa đơn tiền nước a plumber: Thợ sửa ống nước a crack: Vết nứt, vết rạn a pipe: ống nước, vòi a faucet (= a tap): nước (to) drip: (to) suggest: nhỏ giọt, rỏ nước gợi ý - Give some questions to check Ss’ understanding 1/ Why is Mr Ha worried? 2/ How much money does Mr Ha pay for her water - Answer the questions individually 1/ Because her recent water bill is enormous 2/ She pays 200.000 dongs 3/ Mrs Mi advises Mrs Ha to get a II True / False prediction: Mrs Ha is worried about her water bill Mrs Mi gives Mrs Ha advice on how to save water Mrs Ha has checked the pipes in her house and found no cracks Mrs Ha suggests getting some tool to check cracks in the pipes Mrs Mi suggests taking showers to save water * Listen and read: III Listen and read P 57 - Students read the Checking T/F prediction: dialogue as they are * Key: listening to the dialogue, T T F then check their prediction F T - Students practice the dialogue in pair - Teacher elicits the model Model sentences: sentences - You should reduce the amount of - Concept checking: water your family uses - I suggest taking showers * Note: Suggestions: - (I think) you should + V - I suggest + V- ing - I suggest + clause (S + should + V +O) Practice: (89) Consolidation: - Write things you should to save energy at home Homework: - Learn by heart the new words and model sentences + Read the dialogue again - Do exercise: P53 ( WB) - Prepare next period * Teacher guides students to the exercise: Date of preparing: 22/1/2016 Date of teaching: 23/1/2016 Period 43 Unit 7: saving energy Lesson 2: Speak + Language focus I Aims: - To help students persuade people to protect the environment - To develop students' speaking skill II Objectives: By the end of the lesson, students will be able to persuade people to things to protect the environment III Ways of working: T - WC, team work, pair work, group work, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Brainstorming - Students write something that make our environment polluted air pollution deforestation Environment problems New lesson: STAGES Pre speakin g WHILE ACTIVITIES * Pre teach vocabulary: - T uses techniques to teach students new words * Introduce the expressions and the responses to make suggestions about how to save energy * Speak: ON BOARD I New words: (to) turn on: bật lên (to) turn off: tắt II Expressions: Suggestions I suggest + Ving I think we should Shall we ? Why don’t we ? How about + Ving ? What about + Ving Let's III Speak: Responses OK That's a good idea All right No I don't want to I prefer to Let's (90) SPEAKIN G Part a P.58 - 59: How to save energy? - Students look at the pictures on page 59 and speak in pair + T can give students some words to help students practice more easily: lid: vung cooking pot: nồi , xoong gas fire: bếp ga air conditioner: máy điều hòa nhiệt độ * Key: - Students work in group of four to make plan to save energy for their class (write on posters) - T call students to say about their plans Part b P.59: Plan to save energy E.g: - Turn off all the fans when it's not hot - Turn off all the lights when we go out to have break, Physical Education - Turn off all the faucets when we don't need water - Fix all the dripping faucets POST SPEAKIN G * Language focus P.64 - Students work in group IV Language focus P.64: Suggestions: - (I) suggest + V-ing - (I) suggest that + clause * Key: sentences with new words Consolidation: - Ask Ss to repeat the suggestions and give examples Homework: (2 minutes) - Learn by heart all the new words - Do exercise: P.49 (WB) and Prepare: Listen + Language focus 1,2 Date of preparing: 25/1/2016 Date of teaching: 26/1/2016 Period 44 Unit 7: saving energy (91) Lesson 3: Listen + Language focus 1,2 I Aims: To help students listen to the news on solar energy for detail and practice using some connectives (and, but, because ) - To develop students' skills II Objectives: By the end of the listen, students will be able to understand the listening and all the task III Ways of working: T - WC, team work, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Brainstorming New lesson: STAGE ACTIVITIES ON BOARD S PRE * Pre teach: I New words: Solar energy: Năng lượng mặt trời LISTEN - Teacher uses techniques to teach nuclear Năng lượng hạt nhân ING students new words power: Kính hấp thu - Checking understanding: solar panels: lượng mặt trời effective: Hiệu Rubout and remember (to) install: Cài đặt * Set the scene: - True / false statements open II True / false prediction: prediction: Solar energy can be cheap and clean Most of our electricity now comes from nuclear power The solar energy that gets to the Earth cannot provide enough power for the world's population Solar energy can be used on cloudy days All buildings in Sweden will be heated by solar energy in 2005 WHILE * Listen P.60 LISTEN - Students listen and check their ING prediction - Students listen again and correct the false sentences - Students listen and fill in the blank in part b P.60 * Tapescript: III Listen P.60 Checking the true / false prediction: T F F T F Correct the false statements: Most of our electricity now comes from the use of coal, gas, oil or nuclear power 1% of the solar energy that gets to the Earth can provide enough power for the world's population All buildings in Sweden will be heated by solar energy in 2015 Gap fill: Part b P.60 The sun can be an effective source of (92) POST * Language focus P.62 - 63: LISTEN - Students complete the sentences, ING using the correct connectives: Note: "And": Dùng để nối hai vế câu tương đương nghĩa "But", "However": dung để nối hai vế trái nghĩa "So", "therefore": Dùng mệnh đề kết "Because": Mđ trạng ngữ nguyên nhân "Or": Mđ chọn lựa * Language focus P.63 - Students look at the pictures on page 63 and answer the T's questions: + Where are the people? What are they doing? - Students work in pair 4.Conslidation: - Repeat the structures in the lesson Homework: - Learn by heart all the new words - Do exercise:1, P.47,48 (workbook) Date of preparing: 29/1/2016 power Solar energy doesn't cause pollution A lot of countries in the world are already using solar energy It is possible to store solar energy for a number of days Solar panels are installed on the roof of a house to receive the energy from the sun We can save natural resources by using solar energy instead of coal, gas and oil IV Language focus P.62 - 63: * Key: IV Language focus P.63: * Answer key: a look after b go on c Turn on d looked for e turn off Date of teaching: 30/1/2016 Period 45 Unit 7: saving energy Lesson 4: Read I Aims: - To help students read the text about saving energy for details - To develop students' skills II Objectives: - By the end of the lesson, students will be able to understand the text for details - Students know more how North American and European countries save money and natural resources III Ways of working: T - WC, individual work (93) IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: New lesson: STAGE S PRE READING ACTIVITIES * Pre teach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Pre questions: WHILE READING * Read P.60: - Students read for the first time and check their prediction - Students read the text for the second time and the multiple choice on page 61 (Part a) - Students read the text for the third time and answer the questions on page 61 (part b) ON BOARD I New words: - a bulb: - (to) label: - scheme - a category: - ultimately: - innovation: * Pre questions: Do people in western countries think electricity, gas, and water are luxury? Do they want to save electricity? What they to spend less on lighting? II Read P.60: Checking the predictions: * Answer key: No, they don't They think electricity, gas, water are not luxury but necessities Yes, they They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently Multiple choice: Part a P.61 * Answer key: North American and Europe countries are interested in saving money and natural resources Answer the questions: Part b P.61 * Answer key: Western consumers are interested in products that will not only work effectively but also save money We can use energy - saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting She will pay US$2 for lighting if she uses energy-saving bulbs instead The purpose of the labeling scheme is (94) POST READING * Write it up: - Teacher gets students to make a list of how to save electricity / spend less on lighting to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy (Suggested answer: We should save energy because by saving energy we can conserve the Earth's resources III Write: How to save electricity / spend less on lighting? Example: Use energy- saving bulbs instead of ordinary 100 watt-lighting bulbs Use household appliances properly Keep the refrigerator door closed Ect Consolidation: - Repeat the content of the lesson Homework: - Learn by heart all the new words - Do exercise: P.51 (WB) Date of preparing: 29/1/2016 Date of teaching: 30/1/2016 Period 46 Unit 7: saving energy Lesson 5: Write I Aims: - To help students write a speech about saving energy - To develop students' writing skill II Objectives: By the end of the lesson, students will be able to write a simple speech about saving money III Ways of working: T - WC, group work, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Students present their list of the way to save energy New lesson: STAGE S ACTIVITIES PRE * Presentation: WRITING Matching: Write ON BOARD I Matching: (95) Part a P.61: - Students match each part of a speech in column A to a suitable function in column B A B Part of speech Function * A summing up what you have Introductio said n B getting people's attendance and telling them what you are Body going to talk about C giving details in easy-tounderstand language Ordering: Write Part 1B; 2C; 3A Key: b P.61-62 II Ordering: Part b P.61-62 - Students put the * Answer key: section in part B on page 61-62 in the Good evening, ladies and gentlemen I'm correct order to professor Roberts and tonight I'm going to tell complete the speech you how to save money Most of us use too much gas You can reduce this amount by: traveling by bicycle or public transport having a mechanic check your motorcycle regularly If you follow these simple rules, not only will you save money, but also the environment will be cleaner WHILE * Write P.62 III Write P.61-62: WRITING - Teacher divides Example speech1: class into groups Good morning , ladies and gentlemen I'm Each group prepare a Thuy and today I'm going to tell you how to speech about one of save energy in the kitchen three topics: Most of us often waste energy in the kitchen Reduce garbage, You can save energy in the kitchen by taking reusing paper and some advice: saving energy in the First turn off the lights kitchen Second, prepare food carefully before - Students write on turning on the stove posters Third, keep the refrigerator door closed If you follow these simple rules, you can reduce the amount of energy in the kitchen and save a lot of money Example speech2: Good morning, my classmates My name is Tuan and today I'm going to tell you how to reduce garbage We produce a large amount of garbage every day We can reduce this amount by: Collecting plastic bags and try to reuse (96) them Putting different kinds of waste in different places in order to recycle or reuse them, for instance, food waste for pigs, wastepaper for wrapping, old clothes for cleaning, bottles and cans for recycling, etc If we follow these simple rules, we'll reduce the amount of garbage we produce every day POST * Exhibition: WRITING - Students show their IV Correction: posters - Students go round and correct other group' work - Give feedback Consolidation: - Repeat the content of the lesson Home work: - Write all three speeches in the exercise book Date of preparing: 29/1/2016 Date of teaching: 30/1/2016 Period 47 WRITTEN TEST A Aims: - To check students knowledge from unit to unit - To help students appropriate their knowledge - To develop students' skills B Objectives: By the end of the test, students will be able to appreciate their knowledge in unit 6,7 and find the suitable ways to learn English better C Test (time allowance: 45 minutes) Ma trận Chủ đề I Listening Nhận biết TN TL Thông hiểu TN TL Vận dụng TN TL Tổng 3 1,5 II Reading 5 2,5 III Language focus IV Writing 2,5 15 1,5 5,5 2 Tổng 13 3,5 4,5 25 2,5 10 I/ Listen and decide which sentences are true (T) and which sentences are false(F) (1,5pts) (97) Ha Long Bay is popular with only Vietnamese There aren’t any limestone mountains in Ha Long Bay One of the most beautiful caves at Ha Long is Dau Go Cave II/ Choose the best answers: (2 pts) He asked me _ I believed in ghosts A when B if C whether D both B & C Mike _ if he his driving test A will pleased/ passed B pleases/ will pass C will be pleased/ passes D is pleased/ passes Mai suggested that he by bicycle or public transport A travels B might travel C should travel D traveled We decided not to go out for meal we were too tired A but B because C so D and _ put all the guests on the first floor? A Why don’t we B I suggest C How about D Let’s You should get a to check if there is any crack in the pipe A electrician B plumber C carpenter D goldsmith Who is going to _your keys ? A look for B look up C look after D look out I’m disappointed _ people have spoiled this area that B when C if D how III Which one is different ?( 2pts) A which B who C where D why A would B sound C count D mouth A chemist B chicken C church D chat A know B knife C kill D knee III Find and correct the mistakes from the underlined parts A,B,C or D (1,5pt) His family was very poor, because he had to work for a factory A B C D She’s very interesting person I always enjoy to talk to her _ A B C D When you want to go fishing this morning, I’ll go with you _ A B C D IV/ Combine two sentences in each pair, using the word in bracket (1pt) They went to town They bought a lot of clothes ( and) …………………………………………………………………………………… There are too much traffic The air is polluted ( because) …………………………………………………………………………………… V/ Read the passage carefully, then answer the questions below (2pts) Hello! My name is David I work for a construction company I started working for this company in 2004 We build roads, dams, bridges and things like that At the moment my company is producing a plan for a new motorway I usually work in the road department, but this month I am working in the department that builds bridges So my whole working day is different just now I normally spend a lot of time outdoors because I have to go to (98) the construction sites But with this new project I spend a lot of time in the workshop Now I am testing a model of one of the new bridges I enjoy it a lot because I have learned a lot of new things When did David begin working for his construction company? What is his company doing at the moment? Where does he usually work? Why does he normally spend a lot of time outdoors? Date of preparing: 1/2/2016 Date of teaching: 2/2/2016 Period 48 CHECK THE TEST I Aims: - To correct the forty minutes test (period 47) - To help students how to the next test better II Objectives: - By the end of the lesson, students will be able to know the correct answers of the test and can know how to the sentences they couldn't Students can also have some experience to the next test better III Ways of working Teacher - the whole class, individual work III Materials: Paper test PROCEDURES Warm up: Greet and check the students' attendance Presentation the test: - Teacher gets students to look through their tests carefully and find the mistake the made and tell how to correct them Comment the result of the test: - Most students know how to the test Some students the test quite well - The test papers are quite clear and clean * The bad points: - Some students write very carelessly - Some students the exercise II not very well Giving the answer key to the test: I/ Listen and decide which sentences are true (T) and which sentences are false(F) (1,5pts) 1- F 2- T 3–T LỜI BÀI NGHE: (99) Ha Long Bay is popular with both Vietnamese and international tourists One of the attractions of Ha Long Bay is the Bay’s calm water limestone mountains The Bay’s water is clear during the spring and early summer Upon arriving in Ha Long City, visitors can go along Chay Beach From the beach, they can hire a boat and go out to the Bay It is here that the visitors can find some of southeast Asia’s most beautiful sites Dau Go Cave is one of the most beautiful caves at Ha Long II/ Choose the best answers: (2 pts) 1- D 2- C 3- C 6- B 7- A 8- A 4- B 5- A III/ Find and correct the mistakes from the underlined parts A,B,C or D (1,5pt) 1- B 2- A 3- A 4- C III Find and correct the mistakes from the underlined parts A,B,C or D (1,5pt) 1- B because so 2- C to talk talking 3- A When If IV/ Combine two sentences in each pair, using the word in bracket (2pts) They went to town and bought a lot of clothes There are too much traffic because the air is polluted V/ Read the passage carefully, then answer the questions below (2pts) 1/ He began working for his construction company in 2004 2/ His company is producing a plan for a new company at the moment 3/ He usually works in the road department 4/ Because has to go to the construction sites =========================================================== (100) Date of preparing: 15/2/2016 Date of teaching: 16/2/2016 Period 49 Unit 8: celebrations Lesson 1: Getting started - Listen and read P.65 - 66 I Aims: - To introduce some festivals in the world to the students - To teach students the relative pronouns WHO and WHICH used in the relative clauses II Objectives: - By the end of the lesson, students will be able to know more about the popular celebrations in the world and recognize the relative clauses in the text III Ways of working: T - WC, teamwork, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Shark attack: CELEBRATION New lesson: (101) STAGE ACTIVITIES S PRE * Getting started: READI Matching NG - Students match the icons with the names of the celebrations they present - Teacher gets students to add more the list of the celebrations * Preteach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Open Prediction: - Teacher gets students to predict the three celebrations from the text ON BOARD I Matching: Answer key: 1- Easter 2- Wedding 3- Birthday 4- Christmas 5- Mid-Fall Festival 6- Lunar New Year II New words: - (to) occur = (to) happen - (to) decorate: trang trí - slavery: nô lệ - parade: diễu hành, đám rước III Prediction: Three celebrations from the text: E.g: 1- Christmas IV Listen and read P.65 - 66: Checking predictions: * Answer Key: 1- Tet or the Lunar New Year holiday 2- Passover 3- Easter Matching: (to) live apart Passover Jewish people freedom (to) crowd người thái tụ tập sống xa / nhà lễ quá hải tự WHILE * Listen and read Complete the table: Celebration When Activities Food Country READI P.65 - 66: cleaning NG - Students read the and text for the first time in late decorating sticky and check their January Tet homes, rice Viet Nam predictions: or early enjoying cakes - Students read the February special text for the second food time and match the late special English words and March (not meal Passover Israel phrases with their or early available) called the Vietnamese April Seder meanings: People - Students read the around crowd the chocolate the same streets to in many text for the third time Easter or sugar time as watch countries and complete the eggs Passover colorful table: parades POST READI NG * Retell story: - Students retell the three celebrations Retell story: (102) Consolidation: - Repeat the content of the lesson Homework: - Learn by heart all the new words and read the text again - Do exercises: 1, P.52 - 53 (Workbook) Date of preparing: 19/2/2016 Date of teaching: 20/2/2016 Period 50 Unit 8: Celebrations Lesson 2: Speak - Listen I Aims: - To help students give and respond t complements - To help students listen to a song and fill in the missing words - To teach students how to sing the song "Auld Lang Syne" - To develop students' skills II Objectives: By the end of the lesson, students will be able to give and respond to compliments Students will also be able to sing the song :"Auld Lang Syne" III Ways of working: T - WC, team work, individual work IV.PROCEDURES Warm up: Greet and check the students' attendance Revision: Wordsquare: Students find the adjectives in the wordsquare e b e a u t * Answer key: x k i n d i excellent c g o o d f beautiful e c i n o u kind, good l l e w t l nice, well l e n t a b New lesson: STAGES ACTIVITIES WHILE * Speak P.66 - 67: SPEAKI - In pairs, students read NG the situations given and then respond to appropriate compliments POST SPEAKI NG: * Pair work: - Students think of situations in which they can compliment their ON BOARD III Speak P.65 - 66: *Answer key: a) Mai: Well done, Trang Trang: Thanks b) Mother: Well done, Huyen Huyen: Thanks, Mom c) Friends: Congratulations on your nomination, Tuan Tuan: It's nice of you to say so d) You: That's an excellent drawing, Hoa Hoa: That's very kind of you to say so * Situation: Tam has just passed the final examination Friends: Congratulations! Tam: Thanks a lot (103) friends and get responses from them, then to make up dialogues PRE * Brainstorming: LISTENI - Students write the NG: celebrations they know: (Eater, Christmas, Lunar New Year, Birthday, Teacher's day, Thanksgiving (Day), Halloween, Passover, Women's Day, Mid-Fall Festival, Wedding ) * Set the scene: T: Do you know the folksong, always sung at New Year in Englishspeaking countries? * Pre teach: - T uses techniques to teach students new words: * Open prediction: - Students guess the missing words to fill in the blanks WHILE * Listen P.68: LISTENI - Students listen for the NG first time and check their predictions - Students listen again and fill in the missing words - Students listen for the third time and then sing after the voice of the tape POST * Singing Part P.68: LISTENI - Students sing the song NG Auld Lang Syne B LISTEN P.68 * Brainstorming: I New words: - Auld Lang Syne = the good old days (In Scots: Auld = old: lang = long; syne = since) - acquaintance (n): người quen biết Passover (to) bring to mind: nhớ tới - thine (pro) = yours (old use) II Prediction: a) .; b) ; c) .; d) .; e) III Listen P.69: Checking predictions: * Key: a) days b) take c) mind d) hand e) kindness Consolidation: - Repeat the content of the lesson Homework: - Learn by heart all the new words and expressions to give and respond to complements + Do exercises: 4, P.55, 57 (workbook) (104) Planning date: 5/3/14 Week 28 Period 51 Unit 8: CELEBRATIONS Lesson 3: Read P.68 - 69 I Aims: To help students read a text about children' emotion on Father's Day for details - To develop students' skills II Objectives: By the end of the lesson, students will be able to understand the text for details III Ways of working: T - WC, team work, individual work IV Materials: Textbook, pictures in the textbook, cards V Anticipated problems: The activity "writing" may be difficult for some students PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: (7 minutes) * Pelmanism: (with answer key) Women's Day Christmas Day Teacher' Day Children' Day 8/3 25/2 20/11 1/6 May Day 2/9 Vietnamese Independenc 1/5 (105) e New lesson: STAGES PRE READING (12 minutes) ACTIVITIES * Pre teach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember WHILE READING (15 minutes) POST READING (8 minutes) ON BOARD I New words: - hug (n): ôm chặt - considerate (adj): ân cần , chu đáo - generous (adj): rộng lượng - priority (n): ưu tiên, quyền ưu tiên - sense of humor: khướu hài hước - terrific (adj): tuyệt vời * Set the scene: There are many occasions or you to express your feelings to others You are going to read the three paragraphs of opinions, feelings and memories of children about their father on Father's Day in Australia and the USA * Pre question: II Predict the answer to the question: - What are the fathers mentioned like? E.g: generous strong, * Read P.68 - 69: III Read P.68 - 69: - Students read for the first time and Checking the predictions: check their predictions generous considerate, humorous, great, - Students read for the second time the best, terrific and then answer the comprehension Answer the questions P.69: questions * Answer key: a) To her dad b) He is possibly dead These ideas may tell about that: " how much you are missed , I now have children, Dad " c) His sense of humor d) A father as a teacher, a caretaker, a friend, * Write it up: - Students write their feelings, opinions and memories about their fathers IV Write: Consolidation: - Repeat the content of the lesson Homework: (2 minutes) - Learn by heart all the new words and read the text again - Do exercise: P.52 - 53 (workbook) * Teacher guides students to the exercise: (106) Planning date: 6/3/14 Period 52 Unit 8: celebrations Lesson 4: Write P.70 I Aims: - To help students write a letter to their pen pal - To develop students' writing skill II Objectives: By the end of the lesson, students will be able to write a letter to share the idea why it is necessary to have a day to celebrate for Mom and for Dad III Ways of working: T - WC, individual work IV Materials: Textbook, posters V Anticipated problems: PROCEDURES Warm up: (1 minute) Greet and check the students' attendance Revision: (5 minutes) Students the exercise P.52 - 53 (workbook) New lesson: STAGES ACTIVITIES ON BOARD PRE WRITING (9 minutes) WHILE WRITING (17 minutes) * Pre teach vocabulary: - Teacher uses techniques to teach students new words - Checking understanding: Rubout and remember * Discussion: - In group, students discuss the question "Why should we have a day to celebrate for Mom and another for Dad?" I New words: - (to) enhance: tăng cường, tôn lên - (to) support: ủng hộ, hỗ trợ - nationwide (adv): nước, toàn quốc * Write P.70: - Question - Answer: II Answer these questions: Why should we celebrate this day? When to celebrate? How to celebrate? What special gifts to give? What special food to offer? Do you think your idea will be celebrated nationwide? III Write: Example: Dear Minh, This morning I just learned a lesson about Father's Day It was really interesting In Vietnam, however, people not celebrate Mother’s Day or Father’s Day In my opinion, it s' necessary/ important/essential to have a day to celebrate for Mom and another day for Dad There are lots of reasons for celebrating these days, but the main reasons are the children will have a special day to express their feelings, their memories and their love to their parents In addition, we'll have an opportunity to enhance family traditions as well as a chance to get all members of families together in order to bring them - Individually, students write a letter to his / her friend to share the idea: "It is necessary to have a day to celebrate for Mom and another for Dad?" (107) closer I thing Sunday is the most suitable day for celebrating because it's a day of so everybody is free from work or study It's not necessary to have parties, but it's a good idea to have lunch or dinner with all family members In this special day, children should serve their parents (with) the food they like best and offer them flowers, cakes or special gifts and cards What you thing about my idea, Minh? I believe it will be supported and the day for our parents will be celebrated nationwide someday Your, Thanh POST WRITNG (10 minutes) * Correction: - Students exchange their writing and correct their partner’s work - Teacher corrects some students’ works Consolidation: - Repeat the content of the lesson Homework: (2 minutes) - Learn by heart all the new words - Do exercise: Write a letter to your friend, telling who in your family you love most Planning date: 13/3/14 Week 29 Period 53 Unit 8: celebrations Lesson 5: Language focus P.70 – 73 I Aims: To help students know how to use the relative clause and adverb clause of concession - To develop students’ skills II Objectives: By the end of the lesson, students will be able to use relative clauses and adverb clauses of concession III Ways of working: T – WC, pair work, individual work IV Materials: textbook, pictures in the textbook, color chalk V Anticipated problems: The lesson may take time PROCEDURES Warm up: (1 minute) Greet and check the students’ attendance Revision: New lesson: STAGES ACTIVITIES ON BOARD PRESEN * Relative clauses with relative I Relative clauses: TATION (8 pronoun WHICH: 1.Relative clauses with WHICH: minutes) - Presentation dialogue: S1: What is Tet? - T explain: S2: A festival + “which occurs in late January or S1: When does it occur? early February” is a relative S2: In late January or early February clause It tells us which thing S1: Yes Tet is a festival which occurs (what kind of thing) the speaker in late January or early February means * Model senteces: + WHICH is a relative pronoun It Tet is a festival which occurs in late is used in relative clause when we January or early February (108) are talking about things * Practice: Language focus P.70 (7 Students join the sentences, minutes) -using relatives clauses PRACTIC E PRESEN TATION * Presentation dialogue: (7 (T.Look at the list of students and minutes) ask question) T: Is Thuy a boy or a girl? SS: A girl T: Where does she sit? SS: Next to the window T: Thuy is the girl who sits next to the window T explain: - “Who sits next to the window” is a relative clause It tells us which person the speaker means - WHO is relative pronoun It is used in a relative clause when we are talking about people (not thing) (We use WHO instead of HE / SHE / THEY) PRACTIC * Picture Cue Drill: E (20 Language Focus P.71 minutes) - Students the exercise * Language focus P.70: Answer key: a) Auld Lang Syne is a song which is sung on New Year’ Eve b)This watch is a gift which was given to me by my aunt on my 14th birthday c) My friend, Tom, who sing Western folk songs very well, can compose songs d) We often go to the town cultural house, which always open on public holidays e) I like reading books which tell about different people in their cultures f) On my Mom’s birthday my dad gave her roses, which were very sweet and beautiful Relatives clauses with WHO: * Model sentences: Thuy is a girl who sits next to the window * Language focus P.71: Answer key: - Mom is a woman who is sitting in an armchair / receiving a gift from the little girl - Dad is the man who is standing behind my sister - Linda is the little girl who is wearing a pink dress / giving a gift to Mom - Grandmother is the woman who is wearing a violet blouse / giving a gift to the baby - Uncle John is the man who is wearing a pink jumper (109) Adverb clause of concession: Language focus P.71 – 72 - Students join the sentences, using the words in brackets (Even though/ although/ though) Language focus P.72 – 73: Complete the sentences: - Students the exercise - Teacher calls some students the exercise on board 4: Consolidation: - Repeat the content of the lesson Homework: (2 minutes) - Prepare unit (textbook) - Jack is the little boy who is sitting on his mother’s lap * Language focus P.71 – 72: Adverb clause of concession: Answer key: a) Thu Ha isn’t satisfied with her preparations for Tet even though she has decorated her house and made plenty of cakes b) Although we don’t have a Mother’s Day in Viet Nam, Dad and I have special gifts and parties for my mom every year on the 8th of Match c) We went to Ha Noi to watch the parade on the National Day last year even though we live in Nam Dinh d) Many tourists enjoy festivals in Viet Nam though they not understand Vietnamese cultural very much e) Even though in Australia Christmas season in summer, Australian enjoys Christmas as much as people in European countries f) Although Jim came to the show late due to the traffic jam, he could see the main part of the show * Language focus P.72 – 73: Answer key: a) Although Mrs Thoa was tired, she helped Tuan with his homework b) Even though Liz has an exam tomorrow, she is still watching TV now c) It rained yesterday although the weather bureau predicted the weather would be fine d) Ba eat a lot of food though he wasn’t hungry e) Even though the keyboard wasn’t working well, Mary tried to finish her letter (110) Planning date: 13/3/2014 Period 54: Unit 9: Natural Disasters Lesson 1: Getting stared - Listen and read I Aims: - To help students read a dialogue for details about the weather forecast II Objectives: -By the end of the lesson , students will be able to get the information about weather from the weather forecast - Presenting some vocabulary about natural disasters and talking about the weather forecast III Way of working: T- WC, Pairwork , Invidual work IV Materials : Text book, pictures in the textbook, tape and cassette player V Anticipated problems: The lesson may take much time PROCEDURES Warm up:(5 minutes ) Earthquake Snowstorm * Brainstorming: Natural Disasters Typhoon Volcano 2/ Check the old leson: ( test 15 mins) 3/New lesson: STAGE activities ON BOARD Pre reading * Pre teach vocabulary -Use techniques to teach new words -Checking understanding: What and Where I New words: New words + the weather forecast (n) dự báo thời tiết +(to) turn up bật to, vặn to +coast (n) bờ biển +thunderstorm : bão có sấm sét và mưa to +(to) expect mong đợi, đón nhận +highland (n) vùn núi, vùng cao +(to) laugh at cười chế nhạo II Matching: (10 minutes) Matching: Getting started P.74 - Ss match the pictures to the correct words (111) WHILE READING (15 minutes) *Key: Snowstorm earthquake Volcano typhoon * Listen and read P74-76: III Listen and read: *Set the scene: Pre-question: -Thuy is talking to her grandmother - What is Thuy talking to her grandmother - Get students read the text while about? they are listening to it (Thuy’s talking to her grandmother about - Ss listen and practice the weather.) -Give the pre-question - Ss listen to the tape and answer the pre-question - Ss practice the dialogue in groups of three *Gap-filling 2.Gap-filling: - Ss find one word or phrase in the Thuy’s grandmother wants her to turn dialogue to fill in each blank on up the volume on TV because she wants to P.75-76 listen to the weather forecast Elicit the model sentences It will be raining along the coast of Thanh Hoa (112) 3.The south-central coast and central highlands will experience thunderstorms Ho Chi Minh City will experience temperatures between 27oc and 35oc Although Thuy’s grandmother doesn’t trust weather forecasts, she likes watching them POST READING (5 minutes) - Ask students to work individual -Use WILL to write the weather forecast for tomorrow 3.Language function: - Making predictions about the weather - Eg: It will be sunny Begin with: Tomorrow it will be………in …… Summary: (3 minutes ) - Ask students some questions to check their knowledge Home work: ( minutes) -Ask students to the exercises and prepare the next lesson Planning date:13/3/2014 Tuần 30 Period 55: Unit 9: Natural Disasters lesson : speak- listen p.76-77 I Aims: - Help students to practice speaking about preparation for a typhoon - Ss practice listening to talk about how to live with earthquakes for specific information to fill in the gaps II Objectives : - After finishing this lesson, students will be able to: - Practice speaking about preparations for a typhoon - Revise the use of relative pronouns: who, that, which - Talk about what they want to buy and to prepare for a typhoon - Students will get some ideal on how to live with earthquakes by listening III Ways of working : T- WC, pair work, individual work IV Materials : textbook, pictures in the texthook, tape and cassette player V Anticipated problems: The lesson may take time PROCEDURES Warm up: (5 minutes) Chatting -Ask students some questions about earthquakes: + Have you ever heard of an earthquake? + What happens if there is an earthquake? (113) + What would you if there was an earthquake? 2.Check the old leson: - Call on Ss to write new words and read the D New lesson: stage activities on board pre speaking (8 minutes) * Pre teach vocabulary: - Use techniques to teach students new words -Checking understanding : Rub Out and Remember * Presentation -Set the scene: There will be a typhoon in some days What should we if there is a typhoon? - Ss work individually to check what happens if there is a typhoon.( excercise3a) while speaking (10 minutes) * Speak P.76- 77 - In pair , students talk about what they think they want to buy and to prepare for a typhoon; explain why The ideas in the box may help them A SPEAK P76- 77: I New words: - bucket (n): c¸i x« (visual) - leak (n): lç thủng, lỗ rß rØ(visual) - tie (v): buộc, cột, thắt (mime) - latch (n): chốt cửa, then cửa - ladder (n) : c¸i thang (picture) - blanket (n) chăn (picture) - available (adj) : có sẵn để đựng (translation) - damage (v): làm hỏng (synonym of hurt or spoil) II Revision : How to make prediction? + Must Eg: There must be strong wind blowing + May Eg: There may be a power cut + Will Eg: No food will be available The water pipe may be damaged *Answer keys: Buying some canned food Painting the house Buying a dog Buying candles Buying marches Hiring some video movies Filling all buckets with water Buying a ladder Washing your blankets Fixing the leak in the roof Tying the roof to the ground with pegs and ropes Inviting some friends over for a dinner Checking all the window and a door latches III Speak P.76-77 a Why we need to buy food? ( Because the market will be closed and no food will be available) b What food we need to buy? (rice, oil, canned food, soy sauce, flour, …) (114) - Ask students to use the expressions on page 77 when talking to one another Post speaking (4 minutes) pre listenin g (4 minutes) while listenin g (8 minutes) * Write it up: - Ask students to write something about what they have to to prepare for a typhoon * Listen P77 - Ask student to talk what they are going to to prepare for a typhoon -Student listen for the first time and answer the question - Student listen for the second time and fill in the blanks * Tapescript: If you live in an earthquake zone, you should take some time to look around your house Place heavy books on the bottom shelf of your bookshelves Block the rollers on your fridge and washing machine to prevent them from moving Put hanging potted plants in plastic containers Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to a window Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway, or stand in the corner of a room post * Discussion c Why we need to buy candles? ( Because there may be power cut) d Why need to fill all buckets with water? (Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon) e Why need to buy a ladder? ( Because the roof may be damaged by the typhoon, and we have to fix it) f Why we need to the check all the window and door latches? (Just in case the strong wind pushes the doors open) * I think … * I think you should… * Yes, I think so … * What for? * ……… * Write it up: B LISTEN P.77 a Answer the questions b Fill in the blanks: 1.Bottom shelf of the bookshelf 2.Fridge Washing machine 4.Mirrors 5.A window Inside 7.Under a strong table 8.Doorway 9.Corner of a room c Discussion (115) listenin g (3 minutes) - Ss work in groups of to discuss and write down what they should in case earthquake happens Summary:(2 minutes ) -Remind something having to in the typhoon Homework:(1 minute) - Ask student to learn the new words and prepare the next lesson Planning date: 20/3/2014 period 56 : unit natural disasters lesson 3: read p.78-79 I Aims: - To introduce the topic of the natural disasters and practice the Relative Clause - To help students read a text about natural disasters for details - To develop students’ skills II Objectives: - By the end of the lesson., students will be able to get more information about the natural disasters in the world III Ways of working: T- WC, pair work , individual work IV Anticipated problems: -There are many new words PROCEDURES Warm up: Matching and chatting a, Earthquake b, Tidal wave c, Volcano (116) d, Tornado Answer keys: Tidal wave – Picture a Tornado – Picture b Earthquake – Picture c Volcano – Picture +What you know about a tidal wave/ an earthquake/ a volcano/ tornado ? + Have you ever experienced any of these natural disasters? What happened? + How did you feed? Check the old lesson: New lesson: stage activities on board Pre reading (8 minutes) * Pre teach vocabulary: -Use techniques to teach students new words - Checking understanding: Rub Out and Remember - Set the scene: There are statements about the information of some to natural disasters All of you have to read them and guess whether they are true or false * Discuss: - Get students to work in pairs to guess which statements are true and which are false Guess Answer Correction while * Read p.78 reading T - Students read the text the first (20 T time and check their perfection minutes) F A huge tidal wave traveled from Alaska to California T F The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years T I New words: - Tidal wave (n): sóng thần (translation) - abrupt (adj): bất ngờ, đột ngột (synonym: quick, sudden) - shift (n):sự chuyển dịch(definition: change of position) - funnel-shaped (adj) có hình phễu (visual) - suck up (v): hút lên (translation) - tornado (n): lốc xoáy - majority (n): đa số , phần lớn (example) * Read P.78 Checking the prediction Complete the sentences:Part b 79 * Answer keys: The majority of earthquakes occur around the Pacific Rim During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed A tidal wave can only occur when there is an abrupt shift in the underwater movement (117) of the Earth In Australia, a tropical storm is known as a cyclone The Chinese language gave us the word “typhoon” A Tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path - Students read the text the second time and correct the false statements Then complete the sentences post reading (8 minutes) * Asking and answering: - Divide the class into four groups - Have students read the text again - Group asks a question Group 2, 3, answer it - Group asks another question Group 1, 3, answer - Go on until the four groups ask their questions * Asking and answering: * Possible answers: Why people call the Pacific Rim “Ring of Fire” - Because 90% of earthquakes occur around the Pacific Rim What will happen when there is an abrupt shift in the underwater movement of the earth? - Tidal waves will happen What does typhoon” mean? - It means “big wind” Can we predict a volcano? - Yes The scientists can warn us about the eruption Summary:( minutes) - Get students to make a list of the natural disasters Home work:( minutes) - Learn by heart all the new words - Read the text again and the home work in the workbook ………………………………………………………… Planning date: 3/4/2014 Tuần 31 period 57 : natural disasters lesson : write p.79-80 I Aims: - Help students write a short story about a typhoon II Objectives: - By the end of the lesson, students will be able to write a short story by using guided information and pictures III Ways of working : (118) - Pair work, individual work IV Materials: - Textbook, pictures V Anticipated problems: - Students may have difficulty in finding ideas for their story PROCEDURES Warm up:( minutes) - Ask students some questions to lead in the lesson + Have you ever written a story ? What is it about ? + How long did it take you to write it? + Did you write it in Vietnamese or in English? + Do you think it is a successful one? Check the old leson: New lesson: stage activities on board pre I New words: writing * Pre teach vocabulary: Use techniques to teach - Circle : vòng tròn ( 10 - Shelter : chỗ trú ngụ minutes vocabulary * Checking vocabulary : What and - Scared: sợ hãi ) where - All of sudden :bất ngờ, đột ngột Show six pictures on the board II Telling the story: - Set the scene: This is Lan’s family, they are at home - Ask some questions to elicit the story Eg : Picture - Who is this? It’s Lan - Where is she? She’s outside/in the garden - What is she doing? She’s playing with her dog, Skippy => Lan is outside playing with her dog Picture 2: - How is the dog? It looks strange Perhaps is it scared? All of a student, the dog behaves strangely Picture 3: - What’s on TV? The weather forecast - What does Lan’s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming Lan ran home and her mother tells her that there is a typhoon coming Picture 4: - What are they doing? They are gathering and talking (119) about the coming typhoon Mrs Quyen gathers her family and asks them to find shelter in the house Picture 5: - What’s the weather like now? ( It is very dark It has strong wind a heavy rain) Suddenly, it becomes dark The storm comes with strong win and heavy rain Picture 6: - What’s the weather like now? (It’s fine.) - How are they now? (They all are happy.) The storm finishes soon and everyone is glad while wring ( 15 minutes post writing (10 minutes * Read P.79 -Ask students to turn back on page 79 and study the outline of the story with the guided words * Write: Individual, students write a paragraph of 100- 150 words - Get students to share with their partners and correct mistakes * Correction: III Write: Example: It was a beautiful day The sun was shiny, the sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kept running around circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Queen and her family were scared, but soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon (120) - Take some writing to correct on front of the class - Ask students to rewrite their writings - Collect their papers and correct Summary:( minutes) - Summarize the main points Home work:( minutes) - Ask students to rewrite the story at home Planning date: 6/4/2014 Tuần 32 period 58 : UNIT 9: Natural disasters lesson : language focus p.80-81 I Aims: - Further practice in Relative clauses II Objectives: - By the end of the lesson , students will be able to further practice with pronouns : who, that, which III Ways of working: - T- WC, individual work IV Materials: - Textbook, V Anticipated problems: - Students may not be familiar with rewriting sentences PROCEDURES Warm up:( minutes ) Revision of who-which or that + “Who” is used for people + “Which” is used for thing + “That” is used for both people or thing New lesson: Stage Activities On board * New words: I New words: - Use technique to teach - horn : sừng new words: -snout: mõm furthe -Rhinoceros : tê giác r practic Checking new word : Rub - tail: đuôi e (37 out and remember -sweep: quét đi, (121) minutes ) * Language focus 1.P.81: -Ask students to use relative pronouns who ,which, or that to answer the questions to the exercise in Language Focus in pairs Start with the words given : II Language focus P 81: * Answer keys: a, The city which was struck by a huge earthquake in 1995 is Kobe b, The country which won the 1998 Tiger Cup is Singapore c, The animal which had one or two horns on its snout is rhinoceros d, The explorer who discovered American is Christopher Columbus e, The planet which is closest to Earth is Venus f, The animal which was chosen to be the logo of Sea games 2003 is buffalo g, The ASEAN country which is divided into two regions by the sea is Malaysia h, The food which you can chew but you can’t swallow is the chewing gum and the thing you can swallow but you can’t chew is water -Ask students to work with * Example: another partner to ask and a) Do you know the people? They live in the answer similar questions White House about the world and Viet b) The pill made me sleep I took it twice a day Nam c) The magazine is very interesting You gave it to me yesterday d) The building is the oldest in our city It was built over 100 years ago Summary:(2 minutes) - Ask students to make various sentences with : which,who, that Homework:( minute) - Do all the exercise again at home (122) Planning date: 11/4 /2014 Tuần 33 PERIOD 59: WRITTEN TEST A Aims: - To check students’ knowledge from unit to unit - To appreciate students and draw out the students’ weak points and have suitable solutions to help students learn English better in the next lessons B Objectives: - By the end of the test, students will be able to appreciate their knowledge in unit 8, and find the suitable ways to learn English better C Test (time allowance: 45 minutes) MA TRẬN Chủ đề NhËn biÕt TN TL I Listening Th«ng hiÓu TN TL VËn dông TN TL Tæng 2 II Reading III Language focus IV Writing 2,5 2,5 3 5 2,5 Tæng 15 I Listen and fill in the blank a word given in the box as you hear(2ms) 2,5 27 10 took , bridesmaid , wedding , bride Janet got married to Pedro last Saturday, and we went to the …………………… , which ………………………….place in a lovely little church in the country Janet, the ………………, wore a beautiful white dress; it had a long train made of silk, and it was carried by young……………………., who was the daughter of her elder sister (123) II Choose the best answer (2ms) A contest …………… next week A are held B will be held C used to be held D will hold Tornadoes are ……………storms which pass overland below a thunderstorm A funnel-shaped B circle-shaped C tropical D snow Have you seen the place ……………the graduation ceremony will be held? A where B which C in that D when ………………I carry that bag for you ? A Do B Shall C Will D Would Mary has been working here since she……………college A has left B leaves C is leaving D left My family was glad to go and enjoy the festival ………….the tickets were expensive A but B in spite C because D although III Write sentences using the words in the brackets (2,5ms) This book was written by Shakespeare He is one of the greatest playwrights of all time (who) -> This book was ………… ……………………………………………… The map is out of date You were looking at it (which) -> The map… ………………………………………………………………… She couldn’t get tickets She queued for an hour ( although) - > She………….……………………………………………………………………… He kept me waiting for half an hour ( was) -> I .………………………………………………………………………… “I feel hot in my coat,” Lan said to her friend ( she) - >Lan told…………………………………………………………………………… IV Read the passage and answer the questions (2,5ms) Many hundred years ago there were many villages and few towns in England The villagers liked to go into the forests and the fields when spring came On the first Sunday of May they usually took a tree back with them and put it in the center of the village The children danced round it and the men and the women took part in games around it Later the international working class made the First of May their day of solidarity The first May Day was celebrated in England in 1890, when the workers decided to fight for an eight –hour working day and an end to the very long hours that they worked In London, the workers marched from all places to a meeting in Hyde Park This demonstration showed their unity and solidarity There have been many large May Day demonstrations The working people showed on those days their solidarity with the progressive people in other countries Questions : Which season did the villagers like to go into the forests and fields ? ……………………………………………………………………………… Where was the tree put ? ……………………………………………………………………………… What did the children round the tree? ……………………………………………………………………………… When was the first May Day celebrated in England ? ……………………………………………………………………………… What did the working people show on those days ? ……………………………………………………………………………… (124) Planning date: 12 /4/2014 Period 60: CHECK THE TEST A Aims: - To correct the forty five minutes test (period 38) - To help students how to the test better - To appreciate the students’ knowledge and find the better way to teach students PROCEDURES Warm up: (1 minutes) Greet and check the students’attendance Presentation the test:(10 minutes) - Teacher gives students their tests and ask them to read the test again carefully - Teacher presents the aims of the test, how to the exercises of the test Comment the result of the test (5 minutes) * Good points: - Most students knew how to the test and did the test well - Most the test papers are clear and clean * Bad points: - The hand writing of some students were rather bad Giving the answer key to the test (28 minutes) Correction: (Teacher - the whole class) I Listening: (2pts) Loi bai nghe: Janet got married to Pedro last Saturday, and we went to the wedding , which took place in a lovely little church in the country Janet, the bride, wore a beautiful white dress; it had a long train made of silk, and it was carried by a young bridesmaid, who was the daughter of her elder sister II Language focus: (3 pts) 1- A 2-D 3-B 4-A 5-D 6-C III Complete the second sentences that …….(2,5 pts) This book was written by Shakespeare who is one of the greatest playwrights of all time The map which you were looking at is out of date She couldn’t get tickets although she queued for an hour I was kept waiting for half an hour Lan told her friend she felt hot in her coat (125) IV Read the text , then answer the questions : (2,5 pts) The villagers liked to go to the forests and fields in the spring The tree was put in the center of the village The children danced round it The first May Day was celebrated in England in 1890 The working people showed on those days their solidarity with the progressive people in other countries Homework: -Ask Ss to prepare Unit 10 Planning date : 18/4/2014 Tuần 34 Period 61: Unit 10: Life on other planets Lesson 1: Getting started & Listen and read P.83-84 I Aims: - Help students : + to talk about possibility + to seek information + to write an exposition - Reading a text about UFOs for details to complete the notes - Presenting some vocabularies about life on other planets and about UFOs II Objectives: -By the end of the lesson, students will be able to know more about UFOs III Ways of working: T- WC, pair work IV Materials : Textbook, pictures in the textbook, tape V Anticipated problems: The lesson may take time - PROCEDURES Warm up:( minutes) * Discussion - Show the picture on page 83 to the students and ask them some questions about UFOs -Ask students to work in pairs and discuss the following questions: 1, Have you ever heard of UFOs? Do you think they really exist? 2, Have you ever seen any films on UFOs? What are they about? 3, If you saw a UFO, what would you do? New lesson: Stage pre reading (10 minutes) activities on board * Pre teach vocabulary: - Use techniques to teach students new words I New words: - spacecraft (n): tàu vũ trụ (picture) - meteor (n): băng (visual, picture) - evidence (v): chứng (definition: anything that makes clear, shows or proves) - alien (n): người ngoài hành tinh (definition: person on other planets) - capture (v): bắt giữ (synonym: catch (by force) arrest) - device (n): thiết bị, dụng cụ (translation) what and - claim (v): tự cho là (translation * Checking vocabulary: where * Set the scene : UFOs are strange flying objects that some people report that they have seen (126) while reading ( 15 minutes) post reading (10 minutes) in the sky and believed to be spacecraft from another planet Many scientists not believe so They say that if people see a UFO , it might be an aircraft, a weather balloon or a meteor, However, there is still evidence for people to believe in the existence of UFOs * Guessing the meaning : - Ask students to guess the meaning of the word in the text - Get students to read the text and find the words in the text that have the meanings given in *2a on page 84: II Practice: * Answer keys: proof, support = evidence falling star or shooting star = meteor unknown/strange people or thing = aliments 4.bringing together or gathering = collecting caught as a prisoner = captured became impossible to see = disappeared - Ask students to work in pairs and * Answer keys: read the passage again to complete the UFO Sightings: notes a) An aircraft, a weather balloon or a meteor can be mistaken for an alien spacecraft b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hour c) There were over 1,500 UFO sightings worldwide in 1952 d) In 1954, a woman and her children saw a UFO above their house e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964 f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft g) A pilot and his plane disappeared after sighting a UFO in 1978 h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden * Further practice: * Discussion: - Ask students to discuss the topic Do you believe in Kenneth Arnold, or ”UFOs” the woman who saw a UFO above her - Give students some questions for house? them to ask his/ her friends Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why you think so? Summary:( minutes) _ Remind the main point to students (127) Homework:( minutes) - Ask Ss to learn by heart all the new words and write the notes on page 84 in their notebook - Guides the students the exercises in the Workbook Planning date: 18/4/2014 Period 62: Unit 10: Life on other planets Lesson : Speak - Language focus P.85, 89-90 I Aims: - Help students : + to talk about possibility + to see information + to write an exposition - Reading a text about UFOs for details to complete the notes - Practice talking about ‘Life on other planets’ using modals may and might II Objectives : - By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets III Ways of working : -T- WC , team work , individual work IV Materials : _Textbook ,pictures and posters about Mars and its position in the solar system V Anticipated problems: - Students may not jave enough background about Mars and related words PROCEDURES Warm up:( minutes) *Guessing words: - Ask students to work in group of three or four and make good guesses about Mars New lesson : stage pre speaking (10 minutes) while speaking (15 minutes) activities on board *Pre teach vocabulary: - Use techniques to teach vocabulary - Checking understanding What and Where I New words: - microorganism (n): vi sinh vật (translation) - gemstone (n): đá quý (real) - sparkling (adj): lấp lánh (real) - creature (n): sinh vật (translation) - trace (n): dấu vết (visual) - mineral (n): khoáng sản (example) - Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawing of things Try to guess and match the drawings with their names - Number from to from left and right .- Use the drawing to drill Examples: What’s this? This may be water on Mars What are they? They may be minerals on Mars - Checks with whole class II Revision of model verbs: may – might * Form: May/might + infinitive * Use: We use may, might to talk about present or future possibility - Might is normally a little less sure than may III Speak P 85 a Matching: * Answer keys: 1) Minerals 2) Water 3) Mountains 4) Plants 5) Little creatures (128) POST SPEAKING (12 minutes) - Have students make up similar dialogue about the drawings, using the cues in 3a - Call on some pairs of students to practice their dialogue before the class - Give feedback * Language focus P.89-90: - Have students look at the pictures on page 89-90 to exercise in Language Focus - Get students to work in pairs They have to practice asking and answering - Call some pairs to check 6) Gas 7) Gemstone b Practice dialogues: Nam : What these drawing say, Hung? Hung: There might be water on Mars Nam : And what about those back sparkling spots on the right corner? Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars IV Language focus P.89-90: a S1: What may it be? S2: It may be a look or it might be a game b S1: What may it be? S2: It may be a box of crayons or it might be a box of paints c S1: What may it be? S2: It may be a football or it might be a basketball d S1: What may it be? S2: It may be a boat or it might be a train e S1: What may it be? S2: It may be a flying saucer or it might be a meteor f S1: What may it be? S2: It may be an evening star or it might be a spacecraft Summary:(2 minutes) - Remind the way to use model verb May – Might Homework:( minute) - Learn by heart all the new words Planning date :2 / /2014 (129) Tuần 36 Period 63: Unit 10: Life on other planets Lesson 3: Listen & Language focus 2-4 P.90-92 I Aims: -Help students listen to the description of the moon - Practice listening to some people talking about life on the moon for specific information - Further practice and the way to use the second conditional sentence II Objectives: - By the end of the lesson students can check the correct statement about the moon and can use the second conditional sentence III Ways of working : - T- C , individual IV Materials : - Textbook, cassette V Anticipated problems: _ The lesson may take much time PROCEDURES Warm up:( minutes) * Networks: Planets New lesson : stage activities pre Listening * Pre teach vocabulary: - Use techniques to teach (10 vocabulary minutes) on board I New words: - expert (n): chuyên gia - crater (n): hố(bom), miệng núi lửa - one – sixth = phần sáu - two – fifths : hai phần năm -Checking vocabulary: Rub Out - step : bước and Remember - last : kéo dài *Prediction: II True / False prediction: - Set the scene: “You will listen to a There is no air on the moon the description of the moon But b There are rivers and lakes on the moon before listening, you should read c There is no sound on the moon the statements on page 86 and d It is very cold at night on the moon guess which is correct and which is e During the day the temperature is even incorrect lower f There are no round holes on the moon g There are no mountains on the moon h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two (130) weeks while listening (13 minutes) post listening (4 minutes) further practice (10 minutes) * Listen P 86 - Students listen and check their prediction III Listen P 86 * Checking prediction * Tape transcript: * Answer keys: “Good evening Welcome to our Science a, c, d, f, i, j are True For Fun Program This week, we’ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent because there is no air Of course, there will be no music, no sounds There are no rivers and no lakes At night, it is very cold The temperature rises to 1000C above zero There are great round holes on the moon They look like big lakes They are called craters There are more than 30.000 craters on the moon There are also high mountains The highest mountains on the moon are about 26.000 feet or 8.000 meters high And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth If you weight 50 kilos, on the moon you will weigh only a little more than kilos You will be able to jump very high, even higher than an Olympic Champion You can take very long steps as well And… May be you won’t sleep very well because one day the moon lasts for weeks So, is there life on the moon? I’ll leave the questions for you to answer yourself” * Comprehension question: * Questions: Why are there no sounds on the moon? How many craters are there on the moon? How much will you weigh on the moon if you weigh 50 kilos on the earth? Will you sleep very well on the moon? Why? Why not? * Language focus2 P 90 IV Comprehension question * Answer key: Because there is no air on the moon There are about 30.000 craters on the moon If I weigh 50 kilos, I’ll weigh only a little more than kilos No, we won’t Because one day lasts for two weeks on the moon V Language focus P 90 Conditional sentences : type * Form: If clause main clause If S1 + , S2 + will ( Present simple) ( Future simple) (131) - Have students work in pair to the exercise - Ask students the fives sentences, using conditional sentences type - Call on some students to read their sentences before the class - Give feedback and correct * Language focus3 P.91 - Ask students to Language Focus on page 90 They have to work with a partner and make commotional sentences type *Language focus P 92 - Have each student write things he/she would like to - Get students to share with their partners Summary: ( minutes ) * Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present * Answer keys: a If Ba forgets his lunch, he’ll be hungry at lunch time b Lan will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup d Mrs Nga will join us if she finishing her works early e If Mrs Binh writes a shopping list, she won’t forget what to buy VI Language focus P 91 - Conditional sentence : Type * Form: If clause main clause If S1 + did , S2 + would ( Past simple) ( Future in the past) * Use: We use this structure to talk about unreal or unlikely present of future situations We often use “If I were you” to give advice * Answer keys: a If Mr Loc had a car, he would drive to work b If Lan lived in Ho Chi Minh City, she should visit Sai Gon Water Park c If Nam had an alarm clock, he would arrive at school on time d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new Computer (Na would buy a new Computer if she had enough money) VII Language focus P 92 * Writing “What would you if you met an alien from outer space?” Eg If I met an alien from outer space, I would invite him/her to my home and talk to him/her I would…… (132) - Summary the main points Homework: (1minute) - Learn by heart the new words and the exercise again ************************************* Planning date :2 / /2014 Period 64: Unit 10: Life on other planets Lesson 4: Read I Aims: - help students to the detail of the text about a space trip II Objectives : - By the end of the lesson student can understand the text and answer the questions fluently III Ways of working: - T- WC, individual, pair work IV Materials : - Textbook, pictures in the textbook, tape and cassette player V Anticipated problems: - Students may lack of vocabulary about the topic PROCEDURES Warm up: (5 minutes ) - Show students some pictures of space trip and ask them: + If you want to travel in the space, what should you do? + What can we see from the outer space? New lesson: Stage activities on board pre I New words: reading * Pre teach vocabulary : - Introduce the topic and presents - space : vũ trụ (7 new words - flight : chuyến bay minutes) * Check understanding : - physical condition : thể khỏe mạnh Rub Out and Remember - push – up : chống đẩy - orbit : bay quanh quĩ đạo *Prediction: - Have students work in pair to put the statements in order to show what they need and get in Joining a trip space P 87 while reading (20 minutes) II Answering comprehension questions - Have students read the text again and work in pairs to answer the questions on page 87 II Answering comprehension questions * Answering: If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push – ups to have an excellent physical condition If you want to show you are in perfect health, you must get a letter from the doctor You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains (133) We can see those scenes 16 times a day We can walk on the wall or on the ceiling post reading ( 10 minutes * Discussion : - Give students the topic of the discussion.- Divide the class into groups The students discuss on groups III Discussion: “If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along? Eg: I would take a good camera to take photographs of the earth …… Summary : ( minutes) - Remind all the main point in the lesson Homework :( 1minute) - Learn the new words and read the text again ****************************************** Planning date : 10 / /2014 Tuần 37 Period 65: Unit 10: Life on other planets Lesson 5: Write P.88 I Aims : - Help students write a passage basing the given and practice writing an argumentative exposition II Objectives: - By the end of the lesson, students will be able to know how to write an argumentative exposition using the right format and language structures The passage including parts : introduction, body and conclusion III Ways of working : - T- WC, individual IV Materials: - Textbook, whiteboard makers V Anticipated problems: (134) - Students may not be familiar with argumentative expositions and they might find it difficult to find supporting ideas for their expositions PROCEDURES Warm up: ( minutes ) * Jumbled words: ucinionttrod = introduction oybd = body nculcoonsi = conclusion taimnenterent = entertainment caret = trace peapaceran = appearance New lesson: stage activities on board Pre * Pre- teach vocabulary I New words: wring - Use the techniques to teach - imagination (n): tưởng tượng (10 - trick of light (n): kỹ sảo đèn minutes new words * Checking vocabulary: What - man – like creature (n): sinh vật giống người ) and where - mysterious (adj): bí hiểm - Flying saucer (n): đĩa bay = UFO - Moreover : - mysterious : kì diệu while * Write P 88 II Write P.88 wring -Ask students to exercise 6a a Matching (22 Introduction: I don’t believe there exist UFOs minutes on page 88 Have students read the outline even though ) of an exposition in column A Many new sappers talk a lot about them and put the paragraphs in Body: Firstly, flying saucers might be aircrafts, column B in order to match the balloons clouds or tricks of light Secondly, there sections in A are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground Conclusion: Therefore, UFOs are just the imagination of some writes and they exist only in films for entertainment b Comprehension questions: Does An believe there are UFOs? - Have students read the (No, he doesn’t) dialogue between An and Ba Does Ba believe in UFOs? about the existence of UFOs (Yes, he does) - Give students some questions What does An think about UFOs? to make sure they understand the ( He think that is might be people’s dialogue imagination) Why does Ba think UFOs exist? (Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?) What evidence makes Ba believe in UFOs? (135) - Get students to use Ba’s opinion to write an exposition about the existence of UFOs - Let students write the exposition individually then share with their partners and correct mistakes by themselves (There are plenty of photos of them and the mysterious circles on the fields) c Writing * Suggested writing: “I believe UFOs exist because article and reports in newspapers talked a lot about their appearance Firstly, many people from different countries reported that they once saw flying saucers Secondly, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the vehicles Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain So I think UFOs are not human’s imagination They are real; and we should be ready to see their visits” post wring * Correction - Collect some writing to correct (5 minutes the mistake before the class - Call on some students to read ) aloud their writings - Get students to write an exposition, using An’s opinion Summary: ( minutes) - Remind the way to write an argumentative exposition Homework: ( minute) - Prepare the next lesson: Revision Planning date : 10/5/2014 Period 66: REVISION I Aims : - Help students to revise the reported Speech II Objectives: - By the end of the lesson, students will be able to know how to report a speech in request, statement, questions III Ways of working : - T- WC, individual IV Materials: - Textbook, whiteboard makers PROCEDURES Warm up: - Ask Ss some questions: - How are you today? - Are you fine? - Can you report what I’ve said? New content: * Revision: - Ask Ss to repeat the form of the reported Speech * Request, command…… (136) S + told/ asked + O + (not) + to + Vinf Statements: S1 + told + O + S2 + V(lui thi)…… Yes/ No questions: S1 + asked + ( O) + if/ whether + S2 + V (lui thi)…… Wh- questions: S1 + asked + (O) + Wh- + S2 + V (lui thi)……… * Practice: - Give exercises to Ss to 1/ Choose the best sentence by circle a, b, c or d He says: “I am very happy” a He says: that he is very happy b He said that he is very happy c He says that he was very happy d He says that he is very happy He said: “I will by a new car” a He said: he would buy a new car b He said he should buy a new car c He said he would buy a new car d He said he will buy a new car My father said: “I can’t find my keys anywhere” a My father said that he can’t find his keys anywhere b My father said that he can’t find my keys anywhere c My father said that: he can’t find his keys anywhere My sister said: “I am going to the theatre tomorrow” a My sister said that she was going to the theatre the next day b My sister said that she was going to the theatre tomorrow c My sister told that: she was going to the theatre the next day d My sister said that she is going to the theatre the next day d My girl friend told me that I looked happy that day The girl said to her mother: “I can’t marry him this year” a The girl told to her mother: She couldn’t marry him that year b The girl said to her mother that she couldn’t marry him that year c The girl told her mother that she couldn’t marry him that year d The girl told to her mother she can’t marry him that year The boy said to me: “You have to come here with me” a The boy told me that I had to come there with him b The boy told me that I had to go there with him c The boy said to me that I had to come there with him d The boy told me that I have to come there with him He said to me: “Why are you so lazy?” a He said to me why I was so lazy b He asked me why I was so lazy c He asked me why was I so lazy d He said to me why I was so lazy? The doctor asked his patient: “Why don’t you come earlier?” a The doctor asked his patient why he had not come earlier b The doctor asked his patient why he did not come earlier c The doctor asked his patient why he has not come earlier d The doctor asked his patient why he didn’t go earlier Nam said to his girl-friend: “Let me go please!” a Nam told his girl-friend let him go b Nam told his girl-friend: let me go c Nam told his girl-friend let him gone d Nam told his girl-friend to let him go 10 He said to me: “Don’t sit on my chair!” a He said to me not to sit on his chair b He told me not to sit on his chair c He said to me not sit on his chair d He told me: not to sit on his chair (137) 11 She asked me: “ May I smoke?” a She asked me whether I may smoke b She asked me whether she might smoke c She asked me whether might she smoke d She asked me whether she might smoke? 2/ Change the following sentences into reported speech: She said to him: “Give me another glass of wine” ……………………………………………………… …………………………… Mother said to him: “Open the window please!” ……………………………………………………… ………………………………… The captain said to them: “Wait here still I come back” ……………………………………………………… ……………………………… He said to me: “don’t come back before one o’clock” ……………………………………………………… ………………………………… The teacher said: “I am a teacher” ……………………………………………………… ………………………………… She said to me “I have a big house” ……………………………………………………… …………………………………… She said to me : “I am going to the party” ………………………………………………………………………………………… He asked me: “Who is Oliver Twist?” ……………………………………………………… ……………………………… My mother asked me: “What‘s the matter with you?” ……………………………………………………… ……………………………… 10 He asked me: “When you finish your work?” ……………………………………………………… ……………………………… 11 The teacher tells us: “You should learn harder and harder.” ……………………………………………………… ……………………………… 12 My mother says that: “We are having a party tomorrow.” ……………………………………………………… ………………………………… 13 I say to him: “Our teacher will come on time.” ……………………………………………………… ……………………… 14 Mai‘s parents say that: “We are going to invite twenty guests to the party.” ……………………………………………………… …………………………… Consolidation: - Ask Ss to repeat the form and the use of the reported speech Homework: - Do the exercise again and revise the Relative Clause for the next period ***************************************** Planning date : 11/5/2014 Period 67: REVISION I Aims : - Help students to revise Relative Clause II Objectives: - By the end of the lesson, students will be able to know how to combine sentences with relative pronouns III Ways of working : - T- WC, individual (138) IV Materials: - Textbook, whiteboard makers PROCEDURES Warm up: - Ask Ss some questions: - How are you today? - Are you fine? - Check Ss’ attendance New content: * Revision: Định nghĩa: - Mệnh đề quan hệ (relative clause) còn gọi là mệnh đề tính ngữ (Adjective clause) là mệnh đề phụ dùng để bổ nghĩa cho danh từ đứng trước nó (tiền ngữ) - Mệnh đề quan hệ nối với mệnh đề chính các đại từ quan hệ WHO, WHOM, WHICH, THAT,WHOSE các trạng từ quan hệ WHERE, WHEN, WHY - Vị trí : Mệnh đề quan hệ đứng sau danh từ mà nó bổ nghĩa Cách dùng: 2.1 WHO: - WHO là đại từ quan hệ (relative pronoun) người, nó đúng sau tiền ngữ người để làm chủ ngữ cho động từ đứng sau no (S) Ví dụ: The man who is standing over there is Mr Pike Relative clause 2.2 WHOM: - WHOM là đại từ quan hệ người, nó đứng sau tiền ngữ người để lam tân ngữ cho động từ đứng sau nó (O) Ví dụ: The woman whom you saw yesterday is my aunt Relative clause Lưu ý: Trong câu Whom có thể lược bỏ Ví dụ: The woman you saw yesterday is my aunt 2.3 WHICH: - WHICH là đại từ quan hệ vật, nó đứng sau tiền ngữ vật để làm chủ ngữ (S) làm tân ngữ cho động từ đứng sau nó (O) Ví dụ: This is the book which I like best The hat which is red is mine Lưu ý: Khi làm tân ngữ (O) cho động từ đứng sau nó, Which có thể lược bỏ Ví dụ: This is the book I like best 2.4 THAT: - là đại từ quan hệ người lẫn vật, nó có thể dùng thay cho WHO< WHOM, WHICH mệnh đề quan hệ giới hạn ( Restrictive clauses) Ví dụ: That is the book that I like best My father is the person that I admire most 2.5 WHOSE: - WHOSE là đại từ quan hệ đứng sau tiền ngữ người và thay cho tính từ sở hữu đúng trước danh từ WHOSE dùng cho vật ( = Of which ) - WHOSE luôn kèm với danh từ Ví dụ: The boy whose bicycle you borowed yesterday is Tom He found a cat whose leg was broken 2.6 WHEN: - WHEN là trạng từ quan hệ thời gian, nó đứng sau tiền ngữ thời gian - WHEN dùng để thay cho “ at/ on/ in/ + which; then” (139) Ví dụ: May Day is the day when / on which peole hold a meeting 2.7 WHERE: - WHERE là môt trạng từ quan hệ nơi chốn, nó đứng sau tiền ngữ nơi chốn - WHERE dùng để thay cho “ at/ on/ in/ + which; there” Ví dụ: That is the house where/ in which we are living now 2.8 WHY: - WHY là đại từ quan hệ lý do, nó đứng liền sau tiền ngữ “ THE REASON” - WHY dùng để thay cho “ FOR THE REASON” Ví dụ: Please tell me the reason why you are so sad PRACTICE Fill in the blanks with relative pronouns or relative adverbs Alexander Fleming, discovered penicillin received the Nobel prize in 1945 The book I need can’t be found in the library Here is the beech is the safest for swimmers Do you know the American woman name is Margaret Michell? Jim, I have known for ten years is one of my closest friends John found a cat leg was broken This tree, branches are dry should be cut down The child smiled at the woman he didn’t know Children enjoy reading the books have coloured pictures 10 The noise he made woke up everybody 11 The house walls and roof are made of glass is a green house 12 Rod lee sister I know is a film actor 13 We saw many soldiers and tanks were moving to the front 14 We must find a time _ we can meet and a place we can talk 15 I know a place roses grow in abundance 16 The teacher with we studied last year no longer teaches in our school 17 This is the house we have lived for five years 18 Tom has three sister, all of are married 19 This doctor, you visited yesterday, is very famous 20 The day she left was rainy Use a relative pronoun or relative adverb to combine each pair of sentences below: The student is from China He sits next to me ……………………………………………………………………………………… I thanked the woman This woman had helped me ………………………………………………………………………………………… Jim passed the exam This surprised everybody ………………………………………………………………………………………… You sent me a present Thank you for it ………………………………………………………………………………………… You didn’t tell us the reason We have to cut down our daily expenses for that reason …………………………………………………………………………………………… The reason is not valid You gave it yesterday …………………………………………………………………………………………… The day is rainy She left on that day ………………………………………………………………………………………… A man brought in a small girl Her hand had been cut ………………………………………………………………………………………… Our school has a good laboratory The students practise chemistry in the laboratory (140) …………………………………………………………………………………………… 10 My father goes swimming everyday You met him this morning ……………………………………………………………………………………… Consolidation: - Ask Ss to repeat the use of the relative clauses Homework: - Do the exercise again ……………………………………………………………… Planning date : 11/ 5/2014 Period 68: REVISION I Aims : - Help students to revise Passive Voice II Objectives: - By the end of the lesson, students will be able to know how to change the active into passive and opposite III Ways of working : - T- WC, individual IV Materials: - Textbook, whiteboard makers PROCEDURES Warm up: - Ask Ss some questions: - How are you today? - Check Ss’ attendance New content: -Cách đổi câu chủ động (active) sang câu bị động (passive) TRƯỜNG HỢP 1: Active: S + V + Passive: * Chú ý: thì đó * Ví dụ: S O + BE + P.P (+ BY + O) - Động từ (V) câu Active chia thì nào thì động từ BE câu Passive chia - Nhiều trường hợp không cần thiết, BY + O có thể bỏ - They use this room on special occasions This room is used on special occasions - He sold his house last year His house was sold last year (141) TRƯỜNG HỢP II: Active: S + BE + V+ING + O Passive: S + BE + BEING + P.P (+ BY + O) * Chú ý: BE câu Active chia thì nào thì BE câu Passive chia thì đó * Ví dụ: - They are building a new school in this area A new school is being built in this area - The police were asking him questions when I came He was being asked questions by the police when I came TRƯỜNG HỢP III: Active: S + MODAL + V(INF.) + O Passive: S + MODAL + BE + P.P (+ BY + O) * Chú ý: MODAL gồm có: can, could, must, may, might, would, should, ought to, used to * Ví dụ: - A child can understand this problem -> This problem can be understood by a child - They could not finish the work on time -> The work could not be finished on time CÁC TRƯỜNG HỢP ĐẶC BIỆT: a People + say / said + that + S + V…: (Cấu trúc này có nghĩa: người ta nói rằng…) Có cách đổi câu này sang dạng bị động: * Cách 1: Active: People + say / said + that + S + V … Passive: It + is / was + said + that + S + V … * Ví dụ: - People say that he lives abroad -> It is said that he lives abroad - People said that this man stole the car -> It was said that this man stole the car * Cách 2: Active: People + say / said + that + S + V … -> Passive: S + is / was + said + to + V(INF.) … * Ví dụ: - People say that he lives abroad -> He is said to live abroad - People said that this man stole the car -> This man was said to steal the car * GHI CHÚ: Các động từ know (biết), think (nghĩ), believe (tin), rumour (đồn), hope (hi vọng), expect (trông mong), suppose (cho rằng) dung tương tự động từ say trường hợp tương tự trên b Động từ có tân ngữ: (Verbs of two objects) a Loại động từ cần giới từ “ TO” : John gave me an English book (1) Câu này có thể viết lại theo cách khác: John gave an English book to me (142) Cho nên đổi sang câu bị động, câu (1) có thể viết thành cách: Cách 1: I was given an English book (by John) Cách 2: An English book was given to me (by John) Những động từ cùng loại với động từ give câu trên là: send, show, lend, promise, hand, pay, read, throw, wish, offer b Loại động từ cần giới từ “FOR” : I bought my brother some books (2) Câu này có thể viết lại theo cách khác: I bought some books for my brother Cho nên đổi sang câu bị động, câu (2) có thể viết thành cách: Cách 1: My brother was bought some books (by me) Cách 2: Some books were bought for my brother (by me) * Những động từ cùng loại với động từ buy câu trên là: get (mua), make (tea, coffee), (a favor), save (dành, để dành)…… Practice: Ex Choose the word or phrase that best complete the sentence (A, B, C, or D): Shakespeare wrote that play A That play were written by Shakespeare B.That had been written by Shakespeare C.That play was written by Shakespeare D.That play are written by Shakespeare Alice didn’t make that pie Did Mrs Franch make it ? A That pie weren’t made by Alice Was it made by Mrs Franch? B.That pie wasn’t made by Alice Did it be made by Mrs Franch? C.That pie aren’t made by Alice Was it made by Mrs Franch? A That pie wasn’t made by Alice Was it made by Mrs franch? Does Professor Jackson teach that course? A Is that course teached by Prof Jackson? B Has that course been taught by Prof.Jackson? C.Is that course taught by Prof.Jackson? D Was that course taught by Prof.Jackson? James…… the news as soon as possible A should tell B should be told C.should told D should be telled I tried my best, but the windows……… by me A could open B.could be open C.could be opened D could opened Good news! I…………a job soon I had an interview at an engineering firm yesterday A.could be offered B may be offered C.should be offered D.would be offered It is hot in this room because the window……… A closed B.closes C.is closed D.closing Sarah is wearing a blouse It ……… of cotton A.be made B.are made C.is made D.made Don’t look in the hall closet Your birhtday present…….there A.are hidden B.is hided C.was hided D.is hidden 10 The door to this room…… A is shutted B is shut C.shuts D.are shut 11 They have watched the music program on T.V since o’clock A The music program on T.V have been seen since o’clock B The music program on T.V has been seen since o’clock C The music program on T.V have be seen since o’clock D The music program on T.V had been seen since o’clock 12 People said that Tom stole that bicycle (143) A Tom is said to steal that bicycle B Tom is said that to steal that bicycle C Tom was said to steal that bicycle D Tom were said to steal that bicycle 13 People believed that John is a good person A It is believed that John is a good person B It was believed that John is a good person C It believes that John is a good person D It believed that John is a good person 14 Mary is reading newspapers now A Newspapers are read by Mary now B Newspapers being read by Mary now C Newspapers are being read by Mary now D Newspapers are reading by Mary now Ex Change into passive: They can’t make tea with cold water The chief engineer was instructing all the workers of the plan Somebody has taken some of my books away They will hold the meeting before May Day They have to repair the engine of the car The boys broke the window and took away some pictures People spend a lot of money on advertising everyday They may use this room for the classroom The teacher is going to tell a story 10 Mary is cutting the cake with a sharp knife Consolidation: - Ask Ss to repeat how to write passive voice Homework: - Do the exercise again ********************************** Planning date : 13 /5/2014 Period 69: REVISION I Aims : - Help students to revise the knowledge from U1 to U 10 II Objectives: - By the end of the lesson, students will be able to remember the knowledge from U1 to U10 III Ways of working : - T- WC, individual IV Materials: - Textbook, whiteboard makers PROCEDURES Warm up: - Ask Ss some questions: - How are you today? - Check Ss’ attendance New content: - Give exercise to Ss to : I Choose the word that has different sound from the others (1pts) A hug B rug C humor D bus A miss B considerate C priority D sticky (144) A decorate B describe C predict D destroy A ancient B acquaintance C replace D rate II Choose the best options to complete the sentences (2pts) The ( science / scientific / scientists / scientifically) can know when a volcano will erupt nowadays Marie Curie, ( whom / whose / which / who ) is one of the greatest women in our time, discovered radium We ( didn’t meet / don’t meet / won’t meet / haven’t met ) since we left school I live in Dalat, ( who / which / that / whose ) is one of the most beautiful cities in Vietnam Where ( would / have / will / did ) you go if you had a car ? At last I’ve found the information that I was looking ( up / at / for / after) Mrs Ha suggests ( get / to get / getting / got ) some plumbers to check cracks in the pipes She studies well ( because / since / although / and ) she is busy III Read the passage and fill a word in the box into each blank, then answer the following questions(2pts) movement – destroyed – abrupt – disaster The natural (1)……………………… called “Tidal wave” often occurs suddenly It is the result of an (2)……………………… shift in the underwater (3) ………………… of the Earth In late 2004, a series of tidal waves struck the seaside of Indonesia, Thailand, and some other Asian countries The famous resorts such as Phuket and Fiti were completely (4) …………………… A large number of people were killed Questions: How does the “Tidal wave” happen? ……………………………………………………………… What causes a “Tidal wave”? …………………………………………………………… ………… Which places were completely destroyed in late 2004? ……………………………………… Were a lot of people killed in this disaster? ………………………………………………………… IV/ Rewrite the sentences, beginning with the words given (2 pts) We were the better team but we lost the match (although) …………… ……………………………………………………………………… Half of the number of people didn’t appear They were invited (who) ………………………… ………………………………………………………… He couldn’t go to school because he was sick (so) ……………………………………………………………………………………… I’m studying at a school Its students are very well-behaved (whose) ……………………………………………………………………………………… V/ Choose the underlined words which need correcting (1 pt): The postcard whom came this morning was from one of my pen pals A B C D ……… If we go in wasting water, there will be a shortage of fresh water in a few decades A B C D ……… I asked him if he want to visit My Son the next week A B C D ……… John was happy that he passing the exam A B C D ……… Consolidation: - Ask Ss to repeat all the knowledge they’ve lerned Homework: - Do the exercise again prepare for the test of the second term (145) Planning date: Period 70: TEST FOR THE SECOND TERM -THE END- (146)GA TIENG ANH 9 CHUAN 20116
145
120
0
THÔNG TIN TÀI LIỆU
Thông tin cơ bản
| Tiêu đề | Revision of Indirect Speech |
|---|---|
| Thể loại | lesson plan |
| Năm xuất bản | 2016 |
| Định dạng | |
|---|---|
| Số trang | 145 |
| Dung lượng | 2,27 MB |
Nội dung
Ngày đăng: 12/10/2021, 01:06
HÌNH ẢNH LIÊN QUAN
TỪ KHÓA LIÊN QUAN
TÀI LIỆU CÙNG NGƯỜI DÙNG
-
113 5 0
-
4 15 0
-
15 16 1
-
4 5 0
-
1 26 0
-
14 15 0
TÀI LIỆU LIÊN QUAN
-
3 24 0
-
16 19 0
-
112 9 0
-
194 9 0
-
2 7 0
-
3 21 0
-
145 120 0
-
14 11 0