GIAO AN ANH VAN 9 FULL

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Period 1 . date : / / 2011 .

Revision

I. Aims: To help students review some important grammatical structures whichthey learned in
English 8.

- To make students become more confident before they study English 9.
II. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

Students review their old knowledge during the new lesson.
3.

New lesson

Teacher s activities’ Students activities’
a. The verb tenses:

- Present simple:

- T listens and gives more information if necessary: S
+ Vs/es (Third person singular)

S + V (Others left)
* The spelling of ‘-s/es’ forms.

- Present continuous:

- T listens and gives more information if necessary: S
+ is/am/are + Ving

* The spelling of ‘-ing’ forms.
- Simple past:

- T listens and gives more information if necessary: S
+ Ved (Regular verbs)

* The spelling of ‘-ed’ forms.
* Irregular verbs:

Buy - Bought
Make - Made
...
- Simple future:

- T listens and gives more information if necessary: S
+ will/shall + V(Infinitive)

* We use shall for I and We.



Present perfect tense:
- Form?

- Use?

To talk about something which started in the past and
continues up to the present.

- We often use “For” and “Since” with the present
perfect tense.

+ For: A period of time.

+ Since: A point of time (starting point)
- yet, already, lately, recently, never, just,...

 Exercise: Put the verbs in brackets into the Simple
present, present continuous, simple past, simple
future, present perfect tense and then change them into
the negatives and interrogatives:

1. He (watch) TV.

2. She (do) her homework.
3. They (buy) a new car.

4. The children (sit) in the classroom.

- Work in groups of 4 each to
discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- Work in groups of 4 each to

discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- Work in groups of 4 each to
discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- Write some irregular verbs.

- Work in groups of 4 each to
discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- S + have/has + PII

- S + have/has + not + PII

I haven’t seen him yet.
Have you seen him lately?
-Have/Has + S + PII

I have (I’ve) done my homework.
- I’ve live here for 10 years.
- I’ve lived here since 1998.
- Individual work

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5. The boys (play) football.



Teacher elicits from students the formations of the
indirect speech and the passive form.

Exercises on Indirect speech:
Change the following sentences into indirect speech:

1. “I have something to show you,” I said to her.
2. “I’m going away tomorrow, mother,” he said.
3. “Does this train stop at York?” asked Bill.

4. “Is a return ticket cheaper than two singles?” said my aunt.
5. “Where is the ticket office?” asked Mrs. Jones.

6. He said, “What is happening?”

7. “When are you coming back?” I asked them.

8. “I’ll come with you as soon as I am ready,” she replied.
9. “Stand up, please!” he said.

10. “You should study harder.” the teacher advised Nam.
11. Peter said to Paul, “Are you working as well as studying?”
12. “Can you get coffee on the train?” said my aunt.

Exercises on the passive voice:

Change the following sentences into the passive voice:

1. They make shoes in that factory.
2. They built that skyscraper in 1934.
3. You must wash your hands before meals.
4. Peter writes a letter.

5. Somebody built the house last year.
6. They speak English in the shop.
7. She can sew three shirts a day.
8. She gave me the box.

9. The students handed in the reports.
10. Steven forgot the book.

4. Consolidation

Teacher retells and emphasizes the structures students have reviewed.
5. Homework

Put the verbs into the correct tense (Simple Past or Past Progressive).

1. While Tom (read) , Amely (watch) a documentary on TV.

2. Marvin (come) home, (switch) on the computer and (check) his emails.
3. The thief (sneak) into the house, (steal) the jewels and (leave) without a trace.
4. Nobody (listen) while the teacher (explain) the tenses.

5. While we (do) a sight-seeing tour, our friends (lie) on the beach.
6. He (wake) up and (look) at his watch.

7. I (jog) in the park, when two squirrels (cross) my way.
8. Robert (fall) off the ladder when he (pick) cherries.

9. Archimedes (discover) the theory of buoyancy while he (take) a bath.
10. When we (travel) around Ireland, we (meet) some very nice people.

_____________________________________________________________
Period 2 . date : / / 2011 .

Unit 1 : A visit from a pen pal

Getting started & listen and read
I. Aims: - Reading the text to understand the details.

- Presentation and practice in “wish” to talk about unreal present desires.
II. Procedure

1. Warmer
- Greeting.

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- Asking for the teaching date.
2. Revision

Teacher gets some students to stand in front of the class and tell some important grammatical
problems they learned in English 8.

3.

New lesson

Teacher s activities’ Students activities’
a. Getting started:

- What activities would you do if a foreign pen pal is
coming to stay with you for a week?

a. Going to Hung’s Temple.

b. Visiting the Literature Temple in Hanoi.

c. Going to Dong Xuan Market or Going
shopping.

d. Visiting the museum.
e. Eating out.

f. Going to the theater.
b. Presentation:

Pre teach:
I. New words:

+ To correspond [,kɔris'pɔnd] = to write to another.
+ To be impressed (by): Bị gây ấn tợng (bởi)

+ To pray: (Mime)

+ To depend [di'pend] on: Phơ thc vµo.
+ To keep in touch: Giữ mối liên lạc.
+ A mosque [msk]: Nhà thờ Hồi Giáo.
- Teacher reads once again

Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal. She
came to stay with Lan last week. You are going to read
a text about Maryam and her visit to Vietnam:

1. Where did Lan take Maryam to?

2. Did Maryam invite Lan to visit her country?
II. Listen and read

Presentation text: Listen and Read P.6,7
- Plays the disk.

1. Check the prediction

- Answer key:

1. - Hoan Kiem Lake.

- Ho Chi Minh’s Mausoleum/ the History Museum
and Van Mieu.

- Many beautiful lakes and parks in Hanoi, the
mosque on Hang Luoc Street.

2. Yes, she did.

2. Multiple choice: 1-5 p.7,8
3. Grammar note:



Model sentence:

- Teacher elicits the model sentence from students:
What did Lan say to Maryam?

I wish you had a longer vacation

*Concept check:

- Does Lan want Maryam to have a longer vacation?
- Can Maryam stay longer?

- Can her wish come true now?

- Does the sentence express unreal present or past
desire?

- What tense is used for the verb in the subordinate
clause?

 Notes: “Wish” in the sentence above is used to
express unreal present desire. The simple past tense is
used in the subordinate clause. For the verb ‘to be’,
“Were” is more often used than “Was”.

S 1+ (WISH) + S2 + V(Simple past tense)

III. Practice
c. Practice:

- Guess the activities from picture
a) – f) P.6 (Students can express
their own ideas.

- Work in pairs and compare in
groups of 4.

- Tell the meaning of the new words
in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Work in groups of 4 to predict the
answers to the questions.

- Listen following the text.

- Read in individuals to find the
correct answers to the questions.

- Read the text again then choose

the correct option to complete the
sentences.

- “I wish you had a longer
vacation.”

- Yes.
- No.
- No.
- No

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

Repetition drill:
1. Can’t visit Malaysia
2. Can’t see that film
3. don’t have a trip abroad.
d. Futher practice:

Teacher gives unreal situations:

1. I want to phone her but I don’t know her address.
2. We’ve lost the way because we don’t have a map.
3. Marie isn’t here now.

4. They won’t come with us.
5. Today is not a holiday.

- T: can’t visit Malaysia.

- Ss: I wish I could visit Malaysia.

- Students use ‘Wish’ to finish the
second sentence (orally):

1. I wish I knew her address.
2. We wish we had a map.
3. We wish she were here now
4. We wish they would come with
us.

5. We wish today were a holiday.
4. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied.
5. Homework

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Period 3 . date : / / 2011 .
Unit 1

A visit from a pen pal

Speak + language focus 1
I. Aims: In order to help students practise speaking.

II. Objectives : By the end of the lesson, students will be able to improve the dialogue based on
the provise phrases (P.18)

III. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision



Jumbled words:

Troicendu = introduce
Derscopron = correspond
Mispres = impress
Daroba = abroad



Answer the questions:
1. Where does Lan’s pen pal
come from?

- Team work.

- Students write their answer

on the notebooks.

(Individually)

2. How long have they been

pen pals?

3. How often do they
correspond to each other?
4. When did Maryam come
to stay with Lan?

5. Where did Lan take
Maryam to?

- Teacher collects some notebooks and give feedback.
- Teacher gives correct answers.

3.

New lesson

Teacher s activities’ Students activities’
a. Pre speaking:

I. Speaking:
1. Speak a P.8



Ordering:

* Set the scene: “Nga is talking to Maryam. They are
waiting for Lan outside her school.”

- What activities would you do if a foreign pen pal is
coming to stay with you for a week?

- Teacher has students give their answer.
- Teacher elicits the correction from students.



Answer key:

1c – 5b – 4d – 2e – 3a – 6.
b. While speaking:

2. Speak b P.8

Example:

a. Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend.
Yoko: Yes. That’s right. I am.

Lan: Pleased to meet you, Yoko. Let me introduce
myself. I’m Lan’s classmate.

Yoko: Pleased to meet you.

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much. I’d like Vietnamese people

- Students read the dialogue silently
and put the dialogue in the correct
order.

- Compare their work in pairs.
- Copy down.

- Students practise the dialogue in
pairs.

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because they are very friendly. I love old cities in
Vietnam like Hue and Hanoi.

Lan: Is Hanoi different from Tokyo?

Yoko: Yes. The two cities are the same in some ways.
They are both big and busy capital cities.

- Teacher monitors and gives help.

- Teacher has some pairs practise their dialogue before
the class.

II. Language focus 1 P.11
Example exchange:

S1: What did Nga do on the weekend?
S2: She went to the concert – Hanoi singers.
S1: When did she see it?

S2: She saw it on Saturday morning at 8 o’clock.
c. Post Speaking:

III. Practice:



Write it up:
Example:

a. Yoko is one of Maryam s friends. She comes’

from Tokyo, Japan. Tokyo is the same as
Hanoi capital. It is a big and busy city. Last
week Yoko came to stay with us. We took her
to some tourist attractions like Van Mieu, Ho
Chi Minh s Mausolem, the History Museum...’

She likes...She loves...
b. ...

- Practise in pairs.

- Read the information given in the
box, work in pairs to make similar
dialogues.

- Write. Change the dialogue into
narratives. (Individual work)

4. Consolidation

Teacher retells and emphasises the aims.
5. Homework

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2, 3.
- Do exercise 1, 2, 3 page 5-7 (workbook).

Period 4 . date : / / 2011 .
Unit 1

A visit from a pen pal

Listen + language focus 2, 3

I. Aim: Practice in listening skill. Listen and choose the picture and practice the past simple tense with
“wish”.

II. Objectives : By the end of the lesson, students will be able to get the information from the text.
V. Procedure

1.

Revision



Simple past:

- T listens and gives more information if necessary: S
+ Ved (Regular verbs)

* The spelling of ‘-ed’ forms.
* Irregular verbs:

Buy - Bought…
Make - Made

- How to make “Wh” questions in the simple past?

- Work in groups of 4 each to
discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- Write some irregular verbs.

2.

New lesson

Teacher s activities’ Students activities’
I. Language focus:

 Language focus 3 P.12

T: How can we use “wish” to express the unreal
present desire?

- Teacher check with the whole class.

S 1+ (WISH) + S2 + V(Simple past
tense)

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 Language focus 2 P.12

- Gets students to write about Lan and her friends
preparing for a farewell party.

1. Lan made a cake.

2. Ba hung colourful lamps on the walls of Lan’s room
to make it brighter.

3. Nga went to the market to buy a bunch of flowers.
4. Nam painted a picture of Hanoi to present Maryam.
Tam and Huong went to the market to buy some fruit.
II. Listening

a. Pre listening:

* Set the scene: “Carol is Tim’s pen pal. She is from
Mexico. She is visiting the USA. Tim suggests doing
something.”



Guessing:

a. Keep off the grass / Don’t walk on the grass.
b. Go by bus / Which bus to take: the 103 bus ur

the bus number 130?

c. Eat in a Mexican restaurant or eat
Hamburgers?



Pre question:

1. Where does Tom suggest doing?
2. How are they going?

3. Does Carol like walking in the park?
b. While listening:



Checking prediction:

1. going to a restaurant down town.
2. going by bus

3. Yes, she does.



Multiple choice:

a.  Keep off the grass.
b.  Take the bus number 130.
c.  Eat hamburgers.



Comprehension questions:

- Teacher has students read the questions then plays
the disk again.

1. Where does Tim suggest going?
2. How are they going?

3. What’s the park like?

4. What does Tim remind Carol to do while they are
walking in the park?

5. Which bus are they going to take?
6. What are they going to eat?

- Teacher has students give their answers and elicits
the correction from students if necessary.

III. Practice:
c. Post listening:
 Writing:

Tim suggests going to a restaurant downtown.
They are going by bus. It s so beautiful with trees,’

flowers and a pond in the middle. He reminds her to

keep off the grass. They are going to take the bus
number 130. They are going to eat hamburgers.

- Look at the pictures, read the
words given in the box and match
the verbs with the nouns to
understand what Lan and her
friends did to prepare for the party.
- Individual work then pairs
compare.

- Look at the pictures on page 9 and
tell what each picture means.

- Predict the answers to the
questions.

- Listen to the disk then find the
answers to the pre questions.

- Listen and write the answer to the
questions (Short answers)

- Listen to the disk again and check
the correct pictures.

- To a restaurant down town.
- By bus.

- beautiful.

- To keep off the grass.
- number 130.

- hamburgers.

- Write full answers to 6 questions
in “While listening” to make a
passage about Tim and Carol’s visit
to the down town.

3. Consolidation

Teacher retells and emphasises the aims.
4. Homework

- Prepare for the next lesson: Unit 1: Read.

- Do exercise 5, 6 (workbook), look for information about Malaysia.

___________________________________________________________________________
Period 5 . date : / / 2011 .

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read

I. Aims : Reading for details about Malaysia, a member of ASEAN.

II. Objectives : By the end of the lesson, students will be able to understand and retell the text.
III. Procedure

1.

Revision



Chatting:

- Do you remember Maryam?
- Who is she?

- Where is she from?
- Where is Kuala Lumpur?

- Group work.

- Teacher – Whole class

2.

New lesson

Teacher s activities’ Students activities’
a. Pre reading:



Pre teach:

- to divide [di'vaid]...into: Chia ra
- to separate ['seprət] from: T¸ch ra tõ...
- be separated by

- to comprise [kəm'praiz]: Bao gåm (to consist of)

- compulsory [km'plsri]: bắt buộc

- a federation [,fed'rein]: liên ®oµn
- territory ['terətri] : Vïng l·nh thỉ.



Checking vocabulary: R0R.



T/F statements prediction:

1. Malaysia is a country of ASEAN.
2. There are two religions in Malaysia.
3. People speak only Malay in Malaysia.

4. Primary school children learn three language at
school.

5. All secondary school children learn in English.
b. While reading:



T/F statements:



Answer keys:

1. T 4. T

2. F. There are three religions in Malaysia.
3. F. People speak only Malay in Malaysia.

5. F. All secondary school children learn in Malay.



Grid:

1. Area: 329,758 km2 5. Capital city: Kuala

Lumpur

2. Population: over
22.000.000

6. Official religion:

Islam

3. Climate: tropical 7. National language:Bahasa Malaysia

4. Unit of currency:

Malaysia ringgit

8. Compulsory second
language: English

c. Post reading:



Discussion:

- What do you know about Malaysia?



Write it up

- Tell the meaning of the new words
in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Predict the answers to the
questions.

- Read the text about Malaysia then
check and correct the false
statements.

- Read the text in silence then
complete the table. (Read a P.10)

- Read the information they have
found in read a) again then work in
groups of four to talk about
Malaysia.

- Write what they know about
Malaysia. (Individual work)

3. Consolidation

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4. Homework

- Prepare for the next lesson: Unit 1: Write.
- Do exercise 4 page 7,8 (workbook).

Period 6 . date : / / 2011 .
Unit 1 : A visit from a pen pal

Write

I. Aims : Giving students practice in writing a letter to their parents or friends about their visit to
another part of the country or a different country.

II. Objectives : By the end of the lesson, students will be able to write a letter telling about their
trip to their friends or relatives in Viet Nam or in different countries.

V. Procedure

1.

Revision



Chatting:

- Have you ever been to another part of our country?
- When did you go?

- Who did you go with?
- How did you go?



Form of a personal letter?

- Teacher – Students
- Group work

- Opening: Dear...,
- Body of the letter
+ First paragraph
+ Second paragraph
+ Third paragraph
- Closing: Yours...
2.

New lesson

Teacher s activities’ Students activities’
I. Pre writing:

* Set the scene: “Imagine you are visiting another part
of Vietnam. Write a letter to your friend or parents.”



Making outline:

 First paragraph:
- Where / you now?

- Have a good or terrible journey?
- Travel by...? / How long...?
- When / arrive?

- Who / met / at...?

 Second paragraph:

- What / do / the day / arrive?
- On the following days?

- (Visit/take photos/eat/buy souvenirs)
- Meet your friend?

 Third paragraph:
- Have a good time?
- How / feel / like / stay?
- (The sights / food / people)
- When / come back?

II. Writing:

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.



Suggested letter:

Dear Mom and Dad,

I m now on holiday in HCM City. We had a terrible’

journey. We went by train. The weather was awful. It
rained all the time. And the train was delayed for
three hours.

So it took 50 hours to travel from HN to HCM City. I
think I will never travel by train again. I was so late
that nobody met me at Saigon Station. I took a taxi to
our uncle s house. They were so glad to see me.’

I was rather tried on the day I arrived. I didn t do’

much for the first two days. On the following days, we

- Students work in pairs, ask and
answer questions using the
information given above to tell
each other about their visit.

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi Minh

City.

S1: Did you have a good journey?

S2: No. The weather was awfully

bad on the day I went.
...

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spent most of the time visiting Dam Sen Park...

I m having a good time in HCM City now. I enjoy the’

foods because they are delicious. I like the sights
because they are beautiful. I love the people, too.
They are helpful and friendly. However, I miss you
both and I wish you were here now. If you were here
we would have more fun. I ll come back on 25’ th

September and please pick me up at the Noi Bai
Airport at...

Love

III. Post writing:

- Writes typical mistakes on the board and elicits the
correction from students.

- Gets some students to read their letters before the
class.

- Swap their writing and correct any
mistakes if necessary.

3. Consolidation

Teacher retells and emphasises the way to write a personal letter.
4. Homework

- Prepare for the next lesson: Unit 2: Getting started + Listen and read.
- Do exercise 8 P.11 WB.

Period 7 . date : / / 2011 .
Unit 2: clothing

Getting started & listen and read
I. Aims: Presenting vocabulary to talk about the development of the “ao dai”

II. Objectives: By the end of the lesson, students will be able to know about the traditional clothes
of some nations and Ao Dai in Vietnam.

V. Procedure

1.

New lesson

Teacher s activities’ Students activities’
I. Getting started:

- Elicits the answers from students.
a. She comes from Japan.

b. She comes from Vietnam.
c. He comes from Scotland.
d. She comes from India.
e. He comes from the USA.
f. She comes from Arabia (Saudi).
II. Presentation:

1. New words:

 Forming the words (revision):
To design (N)Designer / design

To wear Simple past/PII: wore/worn

To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Poem Noun: Poet / Poettry

Modern Verb: Modernize

- Tells students any words that they can’t change the
form.

 New words:

- To take inspiration [,inspə'rei∫n] from: LÊy c¶m
høng tõ...

- Loose > < tight

- Minority [mai'nɔriti]: ThiÓu sè > < Majority
[m'driti]

- Velvet ['velvit]: Nhung
- Stripes: Vạch kẻ

- a long silk tunic ['tju:nik]: áo lụa dài.

Checking Vocabulary: R0R

- Look at the pictures of people
wearing the national dresses of
their country (Pictures a-f) on page
12 and describe where each person
comes from.

- Forming the words.

- individual work then discuss in
groups of 4 each.

- Tell the meaning of the new words
in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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- Set the scene: You are going to read the text about
the traditional dress of Vietnam – The ao dai.

2. Pre questions:

1. What’s our national dress?

2. What’s it made from? – Silk or velvet or both?
3. Who often wears it?

4. When do they often wear it?
3. Listen and Read P.13

- Plays the disk.
- Answer key:
1. The ao dai is.

2. It’s either made from silk or velvet.
3. Women often wear it.

4. They often wear it on special occasions.
III. Practice:

1. Complete the sentences:
- Listen&Read a P.14
- Checks the answers.
1. poems, songs and novels.

2. traditional dress of Vietnamese women.
3. to wear modern clothing at work.
4. lines of poetry on it.

5. traditional designs and symbols like suns, stars,
crosses and stripes to velvet.

2. Comprehension questions:
- Listen&Read b P.14

1. By traditional, men and women used to wear the ao
dai.

2. The majority of Vietnamese women prefer to wear
the ao dai at work because it’s more convenient.
3. To modernize the ao dai, fashion designers have
printed lines of poetry on it. And they have added
traditional designs and symbols like suns, stars,

cresses and stripes to velvet.

IV. Futher practice:



Discussion:

1. When / where / why women in Vietnam like
wearing the ao dai?

2. The changes to the traditional ao dai.

answers to the questions.

- Listen following the text.

- Read in individuals to find the
correct answers to the questions.

- Individual work.

- Share answers with their partners.

- Pair work.

- Work in groups of four each to
talk about the ao dai.

2. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied.
3. Homework

- Prepare for the next lesson: Unit 2 : Speak.
- Write some sentences about the Ao dai.

Period 8 . date : / / 2011 .
Unit 2: clothing

Speak

I. Aims: Giving students more practice in talking about the clothes they like to wear on different
occasions.

II. Objectives : By the end of the lesson, students will be able to talk about their habits or interests
in different types of clothes.

III. Procedure
1.

Revision



Noughts and crosses: Talking about the ao dai.

1. What is our traditional dress?
2. What is it made of?

3. What is the ao dai described as?

4. Who used to wear the ao dai by traditional?

5. Why do the majority of Vietnamese women prefer

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to wear modern clothing at work?

6. What have fashion designers done to modernize
the ao dai?

7. On what day do you have to wear school uniform?
8. What do your teachers often wear on Teachers’
Day?

9. What colour is your school uniform?

1 2 3

4 5 6

7 8 9

2.

New lesson

Teacher s activities’ Students activities’
a. Pre speaking:

I. New words:



Pre teach:

- Teacher uses the words of different clothes on
page 17 (or other clothes Ss are wearing) to teach
these words:

- Plaid [plæd]: Kẻ ca rô

- Sleeve [sli:v]: Tay áo - Sleeveless: Cộc tay
- Fade ['feid]: Bạc màu

- Plain [plein]: trơn (Không có hoa)

- Casual ['kổjul]: Bình thờng, không trịnh
trọng.

Checking: What and where.
II. Speaking:

1. Matching:

- Speak a) P.15

a. a colourful
T-shirt

b. a sleeved

sweeter c. a striped shirt
d. a plain suit e. faded jeans f. a

shotr-sleeved blouse
g. baggy pants h. a plaid skirt i. blue shorts
b. While speaking:

2. Questions:

1. What do you usually wear on the weekend?
Why do you usually wear these clothes?
2. What is your favorite type of clothing? Why?
3. On what day do you wear school uniform?
What colour is it?

4. What type of clothing do you wear on Tet / your
birthday? What would you wear to a party?

3. Survey:

Speak b P.15

Nam

e clothesCasual

Favorit
e
clothes
School

uniform
Clothes
for
special
occasion
s
Hoa
A short
sleeved
blouse/
baggy
pants
cool,
comforta
ble
Short
baggy
pants
and
short
sleeved
blouse
Wear it
every
day
except
for
Sunday.
Comfort
able,

dark
blue
and
white
Jeans
and a
long
sleeved
blouse.
Look
stronger
in these
clothes
c. Post Speaking:



Feedback:

- Tell the meaning of the new words in
Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Read the phrases and try to guess the
meaning of each phrase.

- Do the matching.

- Repeat the phrases in chorus.

- Read the questions on page 14, then
work in pairs to add three more
questions.

- Use the given questions to make a
survey.

- Ask 1 or 2 of their classmates to get
information to complete the table.

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Lan: Hoa said she often wore a short-sleeved
blouse and baggy pants. She said she like them
because they were cool and comfortable. She said
her favorite clothes were short baggy pants and
short sleeved blouse. She said she wore school
uniform every day except for Sunday. She said it
was comfortable and it had dark blue and white...

3. Consolidation

Teacher retells and emphasises the aims.
4. Homework

- Prepare for the next lesson: Unit 2: Listen.
- Do exercise 1,2 page 12-14 (workbook).

Period 9 . date : / / 2011 .
Unit 2 : clothing

listen

I. Aims : Giving students practice in listening for details and describing people.

II. Objectives : By the end of the lesson, students will be able to describe others. (clothes, age,
hair)

V. Procedure
1.

Revision



Net work:

- Group work of four.

- Discuss and write the names of
clothes.

- Some students take turns to read
aloud the word they have, others
listen and add the words they don’t
have to their list.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre listening:



Question and answer:
* Suggested questions:

1. What do you call these clothes in English?
2. What kind of blouse is it?

3. Are these shoes or sandals?

a. A. pants B. blue shorts C. a skirt
b. A. a long, white sleeved blouse

B. a short, pink sleeved blouse
C. a short, white sleeved blouse

c. A. sandals B. boots C. brown shoes



Ordering:
Teacher reads:

1. sandals 2. a short, pink sleeved blouse
3. shorts 4. a long sleeved blouse

5. boots

Keys:

1. c)A 2. b)B 3. a)B 4. b)A 5. c)B



Set the scene: “Marry, a three-year-old girl, is getting
lost. Her father is looking for her. Listen to the

- Look at the pictures (Listen a-c
P.16), ask and answer questions
about the clothes or shoes...

- Repeat the phrases in chorus.

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announcement and put a tick beneath the pictures of
what she is weearing.”

b. While listening:



Listen P.16:
- Plays the disk.

- T has students give their answers and elicits the
correction from them if necessary.

* Answer key:
a. B – shorts

b. C - a short white sleeved blouse
c. C – brown shoes

- Plays the disk again
Keys:

- Age: 3

- Hair: Short, dark hair
- The thing: a doll
c. Post listening:



Comprehension question:
1. How old is Mary? (3)

2. What color is her hair?(short, dark hair)
3. What is she wearing?

She’s wearing a short sleeved blouse.

She’s wearing blue shorts and she’s wearing
brown shoes.

4. What may she be carrying? (a doll)



Role play:

- Teacher: “Imagine your brother (sister) went
shopping with you in a department store. You have
lost him (her). Now you are at the information desk.”

- Listen to the disk then put a tick
beneath the pictures of the clothes,
shoes, sandals or boots Mary is
wearing.

- Listen to the disk again and check
the correct pictures.

- Take notes of Mary’s age, hair
and the thing she may be carrying.

- Work in pairs to ask and answer
questions about Mary.

- Work with your partner to make a
similar dialogue to describe him
(her). (age, height, hair, clothes)

3. Consolidation: Teacher retells and emphasises the aims.
4. Homework : Prepare for the next lesson: Unit 2: Read.

Period 10 . date : / / 2011 .

Unit 2 : clothing :

read

I. Aims: Giving students practice in reading for details.

II. Objectives: By the end of the lesson, students will be able to tell their friends about the history
of jeans.

III. Procedure
1.

Revision



Network:

- Group work of four.

- Discuss and write the names of
clothes.

- Some students take turns to read
aloud the word they have, others
listen and add the words they don’t
have to their list.

2.

New lesson

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a. Pre reading:
I. New words:



Pre teach:
- not easy = hard

- to name after sombody: Đặt tên
- to wear [we] out: mòn đi
- to embroider [im'brid]: thêu

Checking vocabulary: Slap the board.
II. Reading:



Set the scene: T: (use the picture of students (P.17):
- What kinds of trousers are these students wearing?
- Are they tight or loose jeans?



Pre questions:

1.What was jean cloth made from?

2. Who gave the name “jean” to this material?

3. When did jeans appear for the first time and where?
b. While reading:



Checking predition:
1. from cotton

2. Sailors from Genoa in Italy did.
3. In the 18th century in Europe.



Gap fill:
- Read a) P.17

1. In the 18th century, jean cloth

2. In the 1960s, students
3. In the 1970s, cheaper
4. In the 1980s, fashion.
5. In the 1990s, sale



Comprehension questions:
- Read b) P.18

1. It comes from a kind of material that was made in
Europe.

2. They were embroidered jeans, painted jeans.

3. Because jeans became cheaper.

4. Because many famous designers started making
their own styles of jeans, with their own labels on
them.

5. Because the worldwide economic situation got
worse.

c. Post reading:



Chain games:

1. The word “jeans” comes from a kind of material
that was made in Europe.

2. The 1990s’ fashions were jeans.

3. In the 1970s, more and more people began wearing
jeans because they became cheaper.

4. Jeans, at last, became high fashion clothing in the
1980s when famous designers started making their
own styles of jeans with their own labels on them.
5. The sale of jeans stopped going up because the
worldwide economic situation got worse.

- Tell the meaning of the new words

in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Look at the pictures then answer
the questions.

- Predict the answers to the
questions.

- Read the text about the history of
jeans and find the answers to the
pre questions.

- Read the text again then complete
the sentences.

- Work in pairs to answer the
questions.

- Work in groups of four, take turns
to tell about jeans. (Use the
answers to the questions in “Read
b)” P.18.

3. Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese.
4. Homework

- Prepare for the next lesson: Unit 2: Write.

________________________________________________________________________
Period 11 . date : / / 2011 .

Unit 2 : clothing

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I. Aims : - Presenting a written argument.

- Giving students practice in writing their own argument about students’ uniform.

II. Objectives : By the end of the lesson, students will be able to write their own argument about
students’ uniform.

III. Procedure
1.

Revision



Chatting:

- Do you like wearing jeans?
- Why? / Why not?

- Teacher uses this situation to lead Ss to the new

lesson.

- Teacher – Students

- Students give reasons for their
choice.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre writing:

1. New words:



Pre teach:

- to argue ['ɑ:gju:]: Tranh c·i
- to conclude [kən'klu:d]: KÕt luËn

- to encourage [in'krid]: Động viên, k. khích
- to bear ones name: Mang tªn

- Self-confident = sure: Tù tin

- Constrained [kən'streind]: Ðp bc, miƠn cìng
- Equal ['i:kwəl]: C«ng b»ng

- Practical ['prỉktikl]: thùc tiÔn

Checking: R0R

2. Presenting an argument:

- Teacher checks students’ understanding:
a. How many parts does an argument have?
b. What are they?

c. What do the writer write in each part?
(I think.../ My

opinion is...)
Topic
sentence / Point

of view

Firstly

Therefore / In
conclusion
Secondly

Finally



Reading the model:
Questions:

1. What does the writer want to persuade readers?
2. How many reasons does the writer give?
Keys:

1. He wants to persuade readers that it’s
necessary for secondary school students to
wear uniform.

2. He gives 3 reasons. Firstly... Secondly...
Thirly...

b. While writing:

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.



Revision



Correcting homework:

- Gets a student to read his/her argument in front of
the class.

- Listen and make comment on it. Give the student
mark.

- Reads the argument.

2.

New lesson

Teacher s activities’ Students activities’



The present perfect:

- T uses the dialogue in language focus 1 P.19 to help
Ss revise the use of the present perfect:

1. Present perfect with “since” and “for” and
“recently, how long...”:

- Since: a point of time
- For: a period of time

- Both “Since” and “For” can be used to answer the
question “How long have/has + PII”

- Recently: Indicate an incomplete period of time.
- How long: Ask a period of time of an action.
- When: Ask a start of time of an action.

2. The difference between the Simple past and the
Present perfect.



Practice:



Language focus 1 P.20

 Substitution table:

- T has some pairs practise their dialogues
before the class.



Language focus 2 P.20 (Yet/Already)

 Matching:

See Giac Lam Pagoda Visit Reunification Hall

- Work in groups of 4 each to
discuss the uses and the forms.
- Each group has one students tell
in front of the class.

- Write some irregular verbs.

- Read the information given in the
box, work in pairs to make similar
dialogues.

- Read the dialogue in pairs, then
make similar dialogues using the
information from the substitution
table P.20

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Go to the zoo and

Botanical Garderns Amusement ParkGo to Dam Sen
Eat Vietnamese food



Find someone who has already...

 Example Exchange:

You: Have you seen Giac Lam pagoda yet?
S1: Yes, I’ve already seen it.

You: Have you eaten Chinese food?
S1: No, I haven.

...

- T has some pairs practise before the class.



Language focus 3

- Elicits and focuses on the difference between the
present perfect and the simple past (Have you
seen...?/When did you see...?)

* Noughts and crosses:
- Divides class in to 2 teams.
- Read the word.

1. Comic 2. Computer 3. Supermarket
4. Volleyball 5. Singapore 6. Movies

7. Elephant 8. Hue 9. Durian

* Example:
T says: “Comic”

S1: Have you ever read a comic?
S2: Yes, I have/No, I haven’t.
 The passive form:

 Revision:
Model sentence:

This exercise must be done carefully.
Model: S + modal verbs + be + PII
 Practice:

- Language focus 4, 5 P.21

- T has students give their answer and does direct
correction if necessary.

- Get out of their seats and asks two
of their classmates if they have
already done or haven’t done
something yet.

- Read the example carefully.
- Read the words in the box (P.20)
the find suitable verb that can go
with each word.

- Choose the number.

- Make up similar dialogue with the
word given by teacher.

- Read the examples given in
Language focus 4, 5 P.21 carefully.

- Do the exercises orally.

- Write on their notebooks.

3. Consolidation

Teacher retells and emphasises the aims.

Written test (15 minutes)

Use the given words to rewrite each of the following sentences in such a way that it means 
exactly the same as the sentence given:

1. I last saw him five years ago. (I haven’t...)

2. It is a pity that he didn’t tell the police the truth. (He wishes……)
3. People used to call him “FAT”. (He...)

4. It’s a pity I don’t know how to make a cake. (If only...)
5. It’s a pity he didn’t study hard. (He wishes...)

______________________________________________________________________

Period 13 . date : / / 2011 .

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A. Aims : Nh»m kiÓm tra kiÕn thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài học của
học sinh.

- Giỳp phõn loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp.
The content of the test

I. Listen to a passage then check if each of the following sentences is true or false:
1. Alexander G.Bell was born in the USA.

2. He work with deaf-mute patients in a hospital in Boston.
3. Thomas Watson was Bell’s assistant.

4. Bell invented the telephone.

II. Rewrite each of the sentences below in such a way that it means exactly the same as the
sentence printed before. Begin the sentences with the words or phrase given:

1. Henry always went swimming after school last year.

- Henry used...
2. We have studied English for five years.

- We started...
3. It’s a pity Tom is sick today.

- If only...
4. They have postponed the concert.

- The concert...
5. He hasn’t seen the younger son for three weeks.

- The younger son...
6. The manager must sign the cheque.

- The cheque...
III. Put the verbs in brackets into the correct form:

1. He (buy) this car five years ago.

2. I (not write) to her since she left school.
3. My mother used (go) to school on foot.
4. Henry gets used (eat) at 8 p.m.

5. Maryam has decided (stay) for another week.
6. It’s time we (catch) the bus.

IV. Choose and circle on the letter A, B, C or D before word or phrase which completes each of
the sentences below the best:

1. Has he...here since he left school?

A. working B. work C. worked D. works

2. Are those jeans...in China?

A. produced B. producing C. produces D. produce

3. Today young generation is still fond...wearing jeans.

A. in B. of C. at D. on

4. The material is different...that of the old days.

A. to B. with C. from D. at

5. Some scientists believe that life might...on another planet.

A. be found B. found C. have found D. find

6. Jean cloth was...made from cotton in the USA.

A. completion B. complete C. completed D. completely
7. The man decided...in a hotel on the side of the lake.

A. not staying B. not to stay C. not stay D. to stay not
8. This shirt...carefully before using.

A. must have washed B. must wash

C. must have wash D. must be washed

Period 14 . date : / / 2011 .

check the test
A. Aims

- Nhằm đánh giá mức độ làm bài của học sinh.

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- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡ thích hợp.
- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

B. Procedure
1. New lesson

- NhËn xÐt chung vỊ bµi kiĨm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bài chia động từ còn nhiều lỗi, lỗi khi vt cõu b ng,...

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liền
nhau,...

Chữa bài kiểm tra:

Answer keys:
I. 2 M. Give 0.5 mark for each correct sentence:

1F 2F 3T 4T

Transcript:

On March 3, 1874, Alexander Graham Bell was born in Edinburgh. He was a Scotman
although he later emigrated, first to Canada and then to the USA in the 1870s. In America, he work
with deaf-mutes at Boston University. Soon, Bell started experimenting with ways of transmitting
speech over a long distance. This led to the invention of the telephone.

Bell and his assistant, Thomas Watson, conducted many experiments and finally came up
with a device which they first introduced in 1876. Bell said on the telephone: “Mr.Watson, come here. I
want you”. This was the first telephone message.

II. 3 M. Give 0.5 mark for each correct sentence:
1. Henry used to go swimming after school last year.
2. We started studying English five years ago.
3. If only Tom were not sick today.

4. The concert has been postponed.

5. The younger son hasn’t been seen for three weeks.
6. The cheque must be signed by the manager.

III. 3 M. Give 0.5 mark for each correct verb:

1. bought 2. haven’t written

3. to go 4. to eating

5. to stay 6. caught

IV. 2 M. Give 0.25 mark for each correct answer:

1C 2D 3C 4C

5A 6D 7B 8D

Period 15 . date : / / 2011 .
Unit 3 : A trip to the countryside

Getting started + listen and read

I. Aims : Reading the text about a trip to the countryside to understand the details and practicing
countryside vocabulary.

II. Objectives : By the end of the lesson, students will be able to get the aims well.
III. Procedure

1. Revision

In the new lesson.
2.

New lesson

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

Chatting: (Getting started)
- Do you live in the countryside?
- Do you like living in the countryside?

- What activities do you see or do in the countryside?
a. Presentation:

Pre teach:

- Banyan tree: Cây đa

- A shrine: MiÕu thê, ®iƯn thê.
- Hero: Anh hïng

- Entrance: Lèi vµo, cỉng vµo.
- Bamboo forest: Rõng tre.
Checking: What and where.



Set the scene: “You are going to read the text about
Liz’ trip to Ba’s village”.

T/F statement prediction:

- Listen and Read a) P.23



Presentation text:

- Plays the disk twice.

1F 2T 3F

4F 5T 6F

7T 8F 9T

 Correction:

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

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

4. Liz had lunch under the banyan tree.
6. People had a picnic on the river bank.

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

Comprehension questions:

- Teacher works with weak students to give them help.
- Has Ss give their answers.

1. Ba’s home village is about 100 km to the North of
Hanoi. It lies near the foot of a mountain and by a
river bank.

2. They got to the village by bus.

3. There’s a banyan tree at the entrance to the village.
4. On the mountain they saw a shrine of a young
Vietnamese hero.

5. They had a picnic on the river bank.

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

7. She wishes she could visit Ba’s village again some

days.

c. Further Practice:



Tell about the trip to Ba’s village:
- Gives students cues:

When to go / who to go with / how to go
What to do during the trip

How to feel after the trip.

- Teacher – Students.

- Tell the meaning of the new words
in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Read the statements on page 23
and predict if they are true or false.
(Pairworks)

- Listen to the disk and read the
text to check the prediction.

- Give the answers then correct the
false statements.

- Work with partners, ask and
answer the questions.

- Write the answer in their
notebooks.

- Copy down on the notebooks
- Swap their notebooks with their
partners to help each other correct
the mistakes if necessary.

- Work in pairs, take turns to play
the role of Ba to tell each other
about the trip to his home village.
Example: “It was a beautiful day.
So I invited Liz to visit my home
town with my family. We got up
early and went there by bus,...”

3. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied.
4. Homework

- Prepare for the next lesson: Unit 3 : Speak + Listen

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Speak & language focus 1,4
I. Aims

- Talking about one’s home village.

Giving students more practice in using “Wish” with " could " and adverb clauses of result.
II. Objectives : By the end of the lesson, students will be able to get the aims well.

III. Procedure
1.

Revision



Brainstorming:

- Students work in groups

2.

New lesson

Teacher s activities’ Students activities’
a. Pre listening:



Set the scene: Teacher asks:

1. Where did Ba and his family go last Sunday?
- To his home town.

2. How did they go? (By bus)

3. What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,
mountains, rivers,...

T: “You are going to listen to the passage about Ba’s
trip to his home village and match the places on the
bus route with the letter on the map.”



Prediction:

- Give any explanation if necessary.

- Draw the map on the board and write Ss’ prediction
on the board.

b. While listening:



Checking prediction
- Plays the disk three times.

A. Banyan tree B. Airport

C. high way No. 1 D. Dragon Bridge

E. Gas station F. Store

G. Pond H. Bamboo forest

I. Parking lot



Comprehension questions:
- Plays the disk

1. Where did the bus collect Ba and his family? (From
his house)

2. Where did it stop to get some more fuel?
( At the gas station)

3. Where did it go after leaving the high way?
( turned left onto a smaller road westward)
4. Where did the bus go next?

(turned right then turned left onto a road which went

- Answer the questions.
- Teacher – Whole class

- Listen to the teacher.

- Students repeat the words (1-9)
- Predict the answer. (Listen P.25)
- Lisen and check the prediction.

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through a bamboo forest)

5. Did the road to Ba’s home village go through a
bamboo forest? (Yes)

6. Where did the bus drop every one?
(At a parking lot near a banyan tree)
c. While Speaking:



Speak a. P.24

- Ss ask and answer about:
Lacation: Where is your home village?
Distance: How far is it from Hanoi?
Transport: How can you get there?

Time to get there: How long does it take to get there?
Things people often do for a living: What do people
often do for a living?

The sights: Does your village have a river?
How are the sights there?

Feelings: How do you think about your village?/How

often do you go there?



Speak b P.24

- T monitors and gives help.

d. Post speaking: Language Focus 1,4

 Model could with wish and the simple past“ ” “ ”
tense with wish :“ ”



Model sentences:

1. Ba wishes he could have a laptop.
2. They wish they had a villa in Ha Noi.
* Concept check:

- Can Ba have a laptop now?
- What does he wish?

- Do they have a villa in Ha Noi?
- What do they wish?

- When do we use “Wish + could/had...(simple past)?



Practice:

- Picture cue drill: (Language focus 1 P.30)

- T has students give their answers and elicits the
correction from students if necessary.

Language Focus 4

 Adverb clauses of result:
* Model sentence:

Hoa passed the exam because she worked hard.
 Hoa worked hard, so she passed the exam.
* Concept check:

- Is “so she passed the exam” in the second sentence
an adverb clause of result or of reason?

* Matching:

- Language focus 4 P.31

1e 2a 3d 4b 5c

- Work with a partner, read the
questions the play the role of A and
B asking and answering about their
partner’s home village using the

information given in the box.

- Work with their partners asking
and answering about their real
village.

- No, he can’t.

- He wishes he could have a laptop.
- No, they don’t.

- They wish they had a villa in Ha
Noi.

- When we wish something that is
not real at present.

- Ss translate the two sentences into
Vietnamese.

- Look at the pictures and read the
words given, practise with their
partners to tell what the people in
the pictures wish.

- Individual work – compaire in
pairs.

3. Consolidation

Teacher retells and emphasises the aims.

Written test (10 minutes)

Use the given words to rewrite each of the following sentences in such a way that it means 
exactly the same as the sentence given:

1. I last saw him five years ago. (I haven’t...)

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4. It’s a pity I don’t know how to make a cake. (I wish...)
5. It’s a pity he can’t swim. (He wishes...)

4. Homework

- Prepare for the next lesson: Unit 3: Read.
- Do exercise 5 page 22 (workbook).
- Write a passage about your home village.

Period 17 . date : / / 2011
Unit 3: A trip to the countryside

LISTEN & language focus 2,3
I. Aims

- Practice in listening to the text about a trip to Ba’s home village for details.
- Review the prepositions of time

II. Objectives : By the end of the lesson, students will be able to get the aims well.
III. Procedure

Teacher s activities’ Students activities’
a. Pre listening:



Set the scene: Teacher asks:

1. Where did Ba and his family go last Sunday?
- To his home town.

2. How did they go? (By bus)

3. What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,
mountains, rivers,...

T: “You are going to listen to the passage about Ba’s
trip to his home village and match the places on the
bus route with the letter on the map.”



Prediction:

- Give any explanation if necessary.

- Draw the map on the board and write Ss’ prediction
on the board.

b. While listening:



Checking prediction
- Plays the disk three times.

A. Banyan tree B. Airport

C. high way No. 1 D. Dragon Bridge

E. Gas station F. Store

G. Pond H. Bamboo forest

I. Parking lot



Comprehension questions:
- Plays the disk

1. Where did the bus collect Ba and his family? (From
his house)

2. Where did it stop to get some more fuel?
( At the gas station)

3. Where did it go after leaving the high way?
( turned left onto a smaller road westward)

4. Where did the bus go next?

(turned right then turned left onto a road which went
through a bamboo forest)

5. Did the road to Ba’s home village go through a
bamboo forest? (Yes)

6. Where did the bus drop every one?
(At a parking lot near a banyan tree)
c. post - listening : Language Focus 2,3

- Answer the questions.
- Teacher – Whole class

- Listen to the teacher.

- Students repeat the words (1-9)
- Predict the answer. (Listen P.25)
- Lisen and check the prediction.

- Read the questions carefully then
listen to the dialogue again to find
the answers to the questions.

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

The prepositions of time:

In On At Between Of

After Until Till Before Up to

- Language focus 2 P.30

a. at b. on c. between d. till
e. after f. up to.

- Language focus 3 P.30

a. on b. at...in c. in d. for
e. in f. at.

- Individual work – compaire in
pairs.

Period 18. date : / / 2011 .
Unit 3 : A trip to the countryside

read
I. Aims : Practice in reading for details.

II. Objectives : By the end of the lesson, students will be able to understand a life of an exchange
student and summarize the text about his life in the USA.

III. Procedure
1.

Revision



Brainstorming:

- Work in groups think about
things people do and their life.
- Discuss and write the names of
clothes.

- Some students take turns to read
aloud the word they have, others
listen and add the words they don’t
have to their list.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre reading:



Set the scene: “Van is a student. He is from HCM
City. Now he is studying in the USA. He is living with
the Parker family on a farm.”



Pre questions:
1.Where is the farm?

2. Does he enjoy his stay there?
b. While reading:



Checking predition:

1. It’s 100 km outside Colombus, Ohio.
2. Yes, he does.



Matching:
- Read a) P.26

- Elicits the answers from Ss and helps them practise
saying the words or phrases.



Gap fill:
- Read b) P.26.

- T elicits the answer from students.

- Predict the answers to the
questions.

- Read the text and find the
answers to the pre questions.

- Read the text again and guess the

meaning of the words by matching.
- Read and complete the summary
using the information from the
passage.

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1. Ohio, Colombus 2. farmer
3. works part time 4. Peter

5. Sam 6. after

7. farm 8. Watch

9. baseball 10. member

c. Post reading:



Lucky Numbers:

- Divides students in to 2 teams.
1. Where is Van now?

2. Who is he living with?
3. Where is the farm?
4. LN

5. What do Mrs. And mr. Parker do every day?
6. How many children have they got?

7. LN

8. What has Van learnt since his arrival?
9. Does he feel like his stay there? Why?
10. What does he do every day?

- Monitors and find the winning team.

- Team work.

- Read the text again, try to
remember as many things about the
Parker’s life as possible.

- Close the books to play the game.

3. Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese.
4. Homework

- Prepare for the next lesson: Unit 3: Write.
- Do exercise 6, 10 page 22, 25 (workbook).

______________________________________________________________________
Period 19 . date : / / 2011 .

Unit 3 : A trip to the countryside

Write

I. Aims : Giving students practice in writing about “A countryside picnic”.

II. Objectives : By the end of the lesson, students will be able to write a narration about a picnic
to the countryside.

iii. Procedure
1.

Revision



Write the simple past and the past participle of the
verbs

:

To put To take To run

To lay To catch To blow

- T has 2 students wtite their answers on the board
and elicits the correction from Ss if necessary.

- Individual work then pair
compare.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre writing:

* Set the scene: “You and your friend had a picnic in

the countryside. Write a passage entitled “A country
trip”



Picture and word cue drill:

- T has Ss read the words and asks for any explanation
if necessary.

- Monitors and gives help.

- T has some Ss talk about their trip before the class.
1. beatiful day/my friend/I/decide/go/picnic.

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2. Take / bus / countryside / walk / 10 minutes / picnic
site / river.

3. Put down/blanket/lay out/food.

4. After meal/play/games/”What song is it?”/blind
man’s buff.

5. Late/afternoon/go fishing.

6. We/enjoy/picnic. Wind/blow/gently/.Air/fresh.
7. When/look at/time/it/nearly 6.30 p.m/hurriedly
gather/things/run/bus stop.

8. Lucky/catch/last bus/arrive/home/very late/evening.

b. While writing:

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.



Revision



Brainstorming: - Group work of four.

- Read “Getting started” and
compare.

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- Add what they don’t have in their
lists.

3.

New lesson

Teacher s activities’ Students activities’
a. Presentation dialogue:

- Listen and read P.33

Set the scene: Last week Lan had an oral examination

of English. Lan is talking to Paola about her exam.



Practice the dialogue:
- Plays the disk twice

- Elicits model sentence from students:



Model sentences:

Where do you come

from? The examiner askedme where I came from.
Do you speak any

other languages?

The examiner asked if
(whether) I spoke any
other languages.

Read this passage. The examiner askedme to read that
passage.

- Concept checking:

- Do we say “Where did I come or where I came

from” in reported “Wh-question”?

- Do we use “if / whether” in “Yes-No reported
question”?

- Do we use “to-infinitive / not to-infinitive” in
reported command and request?

- Do we change the tense of verb in reported question
when the verb in the main part of the sentence is in the
simple past tense?

- Translate the model sentences into Vietnamese.
b. Practice:

- Teacher has students report the examiner’s questions
before the class.

1. What is your name?

- The examiner asked me what my name was.
2. Where do you come from?

- The examiner asked me where I came from.
3. Why are you learning English?

- The examiner asked me why I was learning English.
...

c. Futher practice:



Personalization:

Teacher says “Imagine last week you visited your
home village and you met an old friend of yours. He
asked you a lot of questions about your life and study.
Now you report your friend s questions to your’

classmates...”

1. Which school do you go to?
2. How do you go to school?

3. Do you wear uniform on week days?

- Listen.

- Practise the dialogue in pairs the look at
the list of questions to check what
exactly the examiner asked her.

- Check the spelling and pronunciation.
- Copy down on the notebooks

- We say “where I came from”.
- Yes.

- Yes.

- Practise the dialogue in pairs then report
the examiner’s questions.

- My friend asked which school I went to.
- He asked how I went to school.

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4. How are you getting on with your study at school?
5. Is your life interesting?

6. Come and see me some day.
...

4. Consolidation

Teacher retells and emphasises the structures.
5. Homework

- Prepare for the next lesson: Unit 4: Speak.

- Do exercise I, II page 30, 31 (Bài tập bổ trợ-nâng cao Tiếng Anh 9).

Period 21 . date : / / 2011

Unit 4 : Learning a foreign language

Speak

I. Aims :Giving students more practice in expressing ideas about which school they should attend.

II. Objectives : By the end of the lesson, students will be able to know how to persuade their
friends to do something.

iii. Procedure
1.

Revision



Brainstorming:

- T elicits from students the answers:

I think... Let’s.... We should...

- Team work.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre speaking:

- T has students open their books and read the
expressions given.



Pre teach:

- scholarship: Häc bæng
- reputation: danh tiÕng

- dormitory: ký tóc x¸
- approximately: xÊp xØ

- campus: (on/off campus): Khu trêng häc
- native speaker: Ngêi b¶n xø.



Checking: What and where.



Set the scene: T: “ You are Thu, Tam and Kim. You
are awarded a scholarship to attend an English
summer course abroad. Try to persuade your
partners to attend the school you would like to go”.
b. While speaking:



Talk about 3 schools.

- Example:

- Read to add any expressions that
they don’t have in their lists.

- Tell the meaning of the new words in
Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Listen and take notes.

- Read the questions on page 14, then
work in pairs to add three more
questions.

- Read the information given about 3
schools and tell each other about the
advantages and disadvantages of each
school.

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Accommodation: We can live in dormitoryon campus.

Quality: The school has anexcellent reputation.
Time of the

course: The course lasts 6 weeks.
Fees of the course: It costs about US $ 2,00.



Discussion:

- T monitors and helps.

- T has some groups practise their dialogues before
the class.

c. Post Speaking:



Write it up:

After our discussion, we have decided to
attend Brisbane Institute of English because...

- Work in groups of 3. Each one
chooses one school and tries to
persuade their friends to attend the
school he (she) has chosen.

- Write about the school their group
has chosen.

3. Consolidation

Teacher retells and emphasises the aims.
4. Homework

- Prepare for the next lesson: Unit 4: Listen.
- Do exercise 1, 2 (workbook).

- ______________________________________________________________________
Period 22 . date : / / 2011

Unit 4 : Learning a foreign language

Listen
I. Aims : Practise in listening for comprehension.

II. Objectives : By the end of the lesson, students will be able to tell each other about their
learning English.

iii. Procedure
1.

Revision



Discussion:

Ex: S1: I have problem in speaking English. I find it
difficult to communicate.

S2: I think you should get a chance to practise
speaking English with your friends and teachers or
native speakers.

(Listen to English programs, songs, learn songs in
English, write letters, essays, ...)

- Work in pairs to tell each other
about their problems in learning

English. Their partners would find
a solution for them.

2.

New lesson

Teacher s activities’ Students activities’
a. Pre listening:



Set the scene:

T: “Nga is learning English in London. She has some
problems in learning English. She’s talking to Kate,
her friend, about her problems.”

* Pre question:

What problems does she have in learning English?
b. While listening:

- Plays the disk.

- T has students give their answers and elicits the
correction from them if necessary.

* Answer key:

- Listen and take notes.

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She has problems in speaking and listening.



T/F statements:
- Listen P.35

- Plays the disk again

- T asks Ss to give their answers and elicits correction
from them if necessary.

Keys:

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

e. Her listening is terrible. This is her biggest problem.
People talk very quickly and she can’t understand
them.

c. Post listening:



Survey

:

Name Questions Answers

1. Which skill are you
good at?

2. What aspect of
learning English don’t
you like?

3. What do you think
you should do to
improve your English?

Ss’ answers

B 1, 2, 3

- Check the prediction.

- Read the statements (a-f) then
listen to the disk again to decide if
each statement is T or F and correct
the false statements.

- Get out of their seats, ask two of
their classmates 3 question to
complete the table.

3. Consolidation

Teacher retells and emphasises the aims.
4. Homework

- Prepare for the next lesson: Unit 4: Read.

- Write something about your friends’ ways of learning English.
Unit 4

Learning a foreign language

Tiết 23 Ngày dạy.../11/2009

read
I. Aims

Giving students practice in scanning for specific information.
II. Objectives

By the end of the lesson, students will be able to understand the advertisements about English
courses.

III. Materials
- Text book
- Board, chalk, ...

IV. Anticipated problems
Students might have no problems.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2.

Revision



Guessing game: - Write what they often do to

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Example: Lan writes: “I listen to songs in English and
learn them by heart”.

Hoa: Do you talk to foreigners?
Lan: No, I don’t.

Mai: Do you...?
...

X: What do you do?

Lan: I listen to songs in English and learn them by
heart.

guess what they do by asking “Do
you....?”

(Groups work of 8)

3.

New lesson

Teacher s activities’ Students activities’
a. Pre reading:



Pre teach:

- intermediate level: Trình độ trung bình
- council: Hội đồng

- academy of language: ViƯn hµn lâm ngôn ngữ
- available: có khả năng

- Well-qualified: cú trỡnh độ cao
- tuition: sự giảng dạy.



Checking vocabulary: Slap the board.



Set the scene: T: “Mrs. Lam wants to go to an English
language school. He made a note of what he needs.
There are some advantagements about language
classes. Read these advertisements and help him
choose a suitable school”.

b. While reading:



Grid:

- Read a P.36

- T has students give their answers and elicits
correction from students if necessary.



Comprehension questions:
- Read b) P.36

1. What classes does he want to attend?
2. What is his level of English?

3. When does he want the course begin?
c. Post reading:



Which school do you choose for Mr. Lam and why?



Example exchange:

S1: Which school should Mr. Lam go to?

S2: I think he should go to Foreign Language Council.
S1: Why?

S2: Because he can go to evening classes. There he
can attend classes at intermediate level. And the
course starts on November 3rd.

- Tell the meaning of the new words
in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Listen.

- Work in pairs to read and note
down the information about the
English classes from the
advertisements.

- Read Mr. Lam’s notes and answer
the given questions.

- Work in pairs to answer the
questions.

- Work in pairs to choose a suitable
language school for Mr. Lam.

4. Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese.
5. Homework

- Prepare for the next lesson: Unit 4: Write.
- Summarize the text.

- Exercise 6 P.31 WB.

Unit 4

Learning a foreign language

Tiết 24 Ngày dạy.../11/2009

Write
I. Aims

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By the end of the lesson, students will be able to write a formal letter.
III. Materials

- Text book
- Board, chalk,...
- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision: Games

English frequency English for children
From beginner to

advanced.

49 hours over 11
weeks

Available on

Mon/Wed/Fri or Tue/
Thur/Sat.

Fee: 150 USD

Add: 36 Cat Linh St
Tel: 7.338402

For children aged 7 to
12.

Level from started to
flyers.

Well-qualified
teachers.

36 hours over 8 or 12
weeks.

Fee: 160 USD
Add: 10 Thai Ha St
Tel: 5.636608

- Shows Ss the 2 advertisements for 1 minute the put
them out.

- Asks Ss some questions:
1. Who should take this course?

2. On what days is the course available?
3. How much is it?

- Individual work then pair
compare.

- Look at the advertisements and

take notes.

- Answer the questions.

3.

New lesson

Teacher s activities’ Students activities’
a. Pre writing:



Comprehension questions:

1. How did you know about the Institution?
2. What is he interested in?

3. What would he like?
4. How is his Vietnamese?

5. What does he want the Institution to send him?
6. How is the letter end?



Language function: (would and could)

- T focus on how the writer expresses his request.
a. I would like...

b. Could you please....?



Format of a formal letter:

- T elicits the answer from students.

1. Introduction 2. Request

3. Further information 4. Conclusion
b. While writing:

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.

- Teacher move around giving helps and does delayed
correction.



Learning a foreign language

TiÕt 25 Ngµy d¹y.../11/2009

Language focus

I. Aims

- Further practice in modal verbs with “if”.

- Further practice in reported speech with “here” and “now” words and reported questions.
II. Objectives

By the end of the lesson, students will be able to get the aims well.
III. Materials

- Text book
- Board, chalk,...
- Workbook.

IV. Anticipated problems
Students may have no problems.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2.

Revision



Checking the previous lesson:

- Gets 2 students to read their letter in front of the
class.

- Comment and give Ss marks.

- The others listen and make
comment on them..

3.

New lesson

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

Modal verbs with if:
* Revision:

If you want to improve your English, we can help
you.

* Concept check:

1. Is the simple present used in the conditional clause?
2. Is the main verb preceded by a modal verb?

3. Name some modal verbs?
- Language focus 1 P.38
 Reported speech:
* “Now” and “Here”:

- Grid (Language focus 2 P.38)

- T elicits the answer from students to complete the
table.

 Practice:

* Language focus 3 P.39
Keys:

a) Uncle Hung said (that) that birthday cake was
delicious.

...

* Language focus 4 P.39
Example exchange:

Mother: What did she ask you, Nga?
Nga: She asked me how old I was. And...
Keys:

a) She asked me how old I was.

b) She asked me if my school was nere there.
c) She asked me what the name of my school was.
d) She asked me if I went to school by bicycle.
e) She asked me which grade I was in.

f) She asked me if I could use a computer.
g) She asked me why I wanted that job.

h) She asked me when my school vacation started.

- Revise the prepositions of time.
- Yes

- Yes

- Can, might, should, must, have to,
ought to, may, could,...

- Individual work.
- Complete the table.

- Copy the table and the words in
the notebooks.

- Read the instruction carefully,
then play the role of Lan to report
everything to her grand mother.
- Read the instruction carefully,
then play the role of Nga to report
everything to her mother.

4.

Consolidation

Teacher retells and emphasises the aims

5.

Homework

Prepare for the coming written test 45’.

Do exercises 3, 4, 5, 7 P.28-29 WB.

TiÕt 26

Ngµy kiĨm tra.../11/2008

Written test 45

’’

A. Aims

Nh»m kiĨm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học của học sinh.

Giỳp phõn loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hợp.

B. Objectives

Direct speech Indirect speech Direct speech Indirect speech

Present simple Past simple This That

These Those

Present progressive Past progressive Here There

Future simple Future in the past Now Then

Can / May Could / Might Today That day

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The content of the test

Đề số 1 (Đề lẻ)

I. Em hãy nghe đoạn văn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu

sai. (2 Đ)

1. The pasage is about Christmas Carols.

2. Christmas songs were stories put to music.

3. These song became popular again about upload.123doc.net years ago.

4. People don’t enjoy Christmas songs.

II. H·y chän từ mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):

1 A. How

B. Hour

C. High

D. Hot

2 A. This

B. Though

C. Thing

D. Mother

3 A. Answered

B. Asked

C. Helped

D. Dressed

4 A. Bought

B. Thought

C. Ought

D. Through

III. Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1. I wish I ...have a computer .

A.can

B.will

C.may

D.could

2. Many designers took ... from Vietnam's ethnic minorities .

A.impression

B.fashion

C.inspiration

D.friendliness

3. Wearing uniform helps students ...equal in many ways .

A.felt

B.fall

C.fell

D.feel

4. Maryam and Lan ... pen pals for over two years.

A.have been

B.are

C.will be

D.were

5. There ...old buildings in this area .

A.used to

B.used to being C.used to be

D.used

6. Please go on...

A. to write

B. written

C. write

D. writing

IV. HÃy điền vào mỗi chỗ trống một từ thích hợp trong số các từ sau: (2 Đ)

In

Everything

Other

With

Was

To

When

As

For

Up

When I (1)...a child, I used (2)...go to see my grandmother. I thought her

house was (3)...beautiful as a palace and the garden seemed bigger than a park.

(4)...I grew (5)...the house and (6)...seemed smaller but I still loved visiting the

old lady. There were so many beautiful things in the house. Sometimes, I played

(7)...the doll’s house which was older than grandmother herself. At (8)...times, I

looked for books which were more interesting than my children’s books at home.

V. Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1. I got up late. I didn’t go to school on time. (Liªn kÕt c©u dïng BECAUSE)

2. It is raining hard. We will stay at home. (Liên kết câu dùng SO)

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Đề số 2 (Đề chẵn)

I. Em hóy nghe on vn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu

sai. (2 Đ)

1. The pasage is about Christmas Carols.

2. Christmas songs were stories put to music.

3. These song became popular again about upload.123doc.net years ago.

4. People don’t enjoy Christmas songs.

II. HÃy chọn từ

mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):

1 A. Campus

B. Relax

C. Locate

D. Fashion

2 A. Qualify

B. Baggy

C. Grocery

D. Scenery

3 A. Gather

B. There

C. Ethnic

D. Although

4 A. ploughed

B. published

C. ordered

D. prayed

III. Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1. I wish I ...have a computer .

A.can

B.could

C.may

D.will

2. Many designers took ... from Vietnam's ethnic minorities .

A.inspiration

B.fashion

C.impression

D.friendliness

3. Wearing uniform helps students ...equal in many ways .

A.fall

B.felt

C.feel

D.fell

4. Maryam and Lan ... pen pals for over two years.

A.are

B.have been

C.will be

D.were

5. There ...old buildings in this area .

A.used to

B.used to being C.used

D.used to be

6. Please go on...

A. to write

B. writing

C. write

D. written

IV. HÃy điền vào mỗi chỗ trống một từ thích hợp trong số các tõ sau: (2 §)

In

Everything

Other

With

Was

To

When

As

For

Up

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V. Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1. I got up late. I didn’t go to school on time. (Liên kết câu dùng BECAUSE)

2. It is raining hard. We will stay at home. (Liên kết câu dùng SO)

3. Where are you studying? Said Mai. (Chuyển sang câu gián tiÕp)

4. “Do you live there?” Liz asked. (ChuyÓn sang câu gián tiếp)

Tiết 27

Ngày dạy.../12/2008

Correcting the test

A. Aims

- Nhm đánh giá mức độ làm bài của học sinh.

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau không lặp lại
những lỗi sai đó nữa.

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡ
thích hợp.

- Gióp häc sinh häc tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

B. Procedure

1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. New lesson

- NhËn xÐt chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Cũn mc li về cách dùng thời của động từ,...

+ Spelling: ThiÕu dÊu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu
quá liền nhau,...

Chữa bài kiểm tra:

Answer keys:

I. 0,5 x 4 = 2 (§)

1T

2T

3F

4F

Transcript:

Eight hundred years ago, Christmas songs were performed for people in towns and villages.
These songs were stories put to music and most people enjoyed them. The leaders of the Church,
however, did not. They said the songs were unsuitable, but about 180 years ago, the songs became
popular again.

IV. 0,25 x 8 = 2(§):

1. was

2. to

3. as

4. When

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V. 0,5 x 4 = 2 (§)

1. I didn’t go to school on time because I got up late.

2. It’s raining hard so we will stay at home.

3. Mai asked me where I was studying.

4. Liz asked me if I lived there.

§Ị sè 1

II. 0,25 x 4 = 1 (§)

1. C

2. A

3. C

4. B

III. 0,5 x 6 = 3 (§)

1. B

2. A

3. C

4. B

5. D

6. B

§Ị sè 2

II. 0,25 x 4 = 1 (§)

1. B

2. C

3. A

4. D

III. 0,5 x 6 = 3 (§)

1. D

2. C

3. D

4. D

5. C

6. D

Unit 5

The media

TiÕt 28

Ngày dạy.../12/2008

Getting started & listen and read

I. Aims

Talking about means of the media.

Reviewing gerunds after some verbs.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

Pictures

A cassette and an audio compact disk.

IV. Anticipated problems

Students may be new to the concept : “Media”.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



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- T prepares some pictures of someone

watching TV, reading newspapers, listening to

radio, using the internet.)

- T does the first as a model:

T: What is my favorite activity in my free

time?

S1: Is it watching TV?

T: No, it isn’t.

S2: Is it using the internet?

T: Yes, it is.

S2: How many hours a week do you spend

using the internet?

T: About 5 or six hours, I think.

and how much time they

spend on each activity.

- The one who can guess

corectly will go to the front

and do the same as the

teacher.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach:

- a town crier: Ngêi ®a tin

- a viewer: Ngêi xem

- a remote control: Điều khiển từ xa

- interactive: Tơng tác

* Checking: R0R

Set the scene

- Plays the disk twice

- T gives feedback and focuses Ss’ attention on

the model sentence:

Elicits model sentence from students:



Model sentences:

People love reading newspapers and magazines.

- Concept checking:

- Check meaning, use, form and elicit some more
verbs that are followed by a gerund.

- Translate the model sentences into Vietnamese.
b. Practice:



Substitution drills:

a. enjoy / like / dislike / stop / finish.

Ex: People enjoy reading newspapers and magazines.
b. watching TV, listening to radio, using the internet.
Ex: People enjoy watching TV.

c. Futher practice:
 Survey:

Name What/like doing How much time/spend

Lan Watch TV 4 hours a week

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Listen to the disk and say

what the 4 picture are (the

town crier, magazines,

watching TV, using remote

control).

- Listen again to complete the table
in section a, P.41.

- Read the text individually to find
the answers to the qestions in
section b, P.42, then pair compare.

- Make sentences using the given
verbs, and phrases. (Individual
work)

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4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

Prepare for the next lesson: Unit 5: Speak + Language focus 2.

Do exercise I, II page 41, 42 (Bµi tập bổ trợ-nâng cao Tiếng Anh 9).

Unit 5

The media

Tiết 29

Ngày dạy.../12/2008

Speak + language focus 2

I. Aims

Giving students practice in talking about the media using question tag.

II. Objectives

By the end of the lesson, students will be able to make a dialogue about the media using
question tag.

III. Materials

- Text book
- Board, chalk,...
- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2.

Revision



Networks:

- Team work.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre speaking:



Pre teach:

- a documentary film: Phim tµi liƯu

- Tell the meaning of the new words
in Vietnamese.

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- violent: Cã tÝnh b¹o lùc



Dialogue build:

* Set the scene:, introduce the characters.

- T reads out the dialogue, pointing to each
character in turn.

- T reads the dialogue again, writing a few key
words / symbols on the B.B.

- Speak a) P.15

- Elicits tag questions from students.
You like watching sports, don t you’ ?

Positive sentence Negative tag

You don t like’ foieign films, do you?
Negative sentence Positive tag

b. While speaking:



Language focus 2 P.45

- Ex: a) A: Tuan like news, doesn’t he?
B: Yes, he does.

b) A: Mai and Anh don’t like news, do
they?

B: No, they don’t.



Mapped dialogue

:

You Your partner
You like..., don t’

you? Not really, Iprefer...
I m the opposite, I’

love...and...seem
quite boring to me.

You don t like....,’

don t you?’

No, I don t’

c. Post Speaking:



Brainstorming:

Ex: We like learning English through songs
most because we can remember words easily
and improve our listening skill, ...

- Read in individuals.

- Copy down on the notebooks
- Reproduce the dialogue from the
B.B cues.

- Build the dialogue until it is
memorized.

Practise the dialogue (T
-Wclass  group1 – group2  open
pairs  closed pairs)

- Write the missing words on the
board.

- Work with a partner. Look at the
given table asking and answering
question about television programs
those people like and dislike.(Use
tag questios)

- Make similar dialogues in pairs to

talk about the programs they like
and dislike using the table on P.42

- Students work in groups of 4 to
discuss and write down the TV
program they like / dislike most
and the reasons why.

- Individual work

4.

Consolidation

Teacher retells and emphasises the aims.

Wtitten test (10 minutes)

Use the words or phrases to rewrite each of the following sentences in such a

way that it means exactly the same as the sentence given.

a. Did you do your homework yesterday? (You...?)

b. “Where do you buy the ticket, Nam?” said Nga. (Nga asked...)

c. “Do you play golf or tennis?” she said to me. (She asked...)

d. No other building in the town is taller than that one. (That building...)

e. Let’s go abroad for our holiday this year. (Why...?)

5.

Homework

Prepare for the next lesson: Unit 5: Listen + Language focus 1, 3, 4.

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The media

Tiết 30

Ngày dạy.../12/2008

Listen + language focus 1, 3, 4

I. Aims

Giving students practise in listening for the important date of the media and further
practice in tag question, gerunds after some verbs.

II. Objectives

By the end of the lesson, students will be able to tell get the aims well.

III. Materials

- Text book
- Board, chalk,...

- An audio disk and a cassette.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2.

Revision



Language focus 1 P.45:

- T gets a student to go to the board to tell the
form of the tag question.

- T gets student to complete the language focus 1.

- Listen and correct if necessary.
- Complete the dialogues
(Individual work)

- Practise the dialogue in pairs

3.

New lesson

Teacher s activities’ Students activities’

a. Pre listening:



Pre-teach:

- a newsreel: Phim thời sự
- viable: Có khả năng tồn tại
- commercially: có tính thơng mại
- Journalism: Nghề báo

- an assignment: Nhiệm vụ đợc phân công
* Checking vocabulary: What and where



T/F statement prediction:

1. The first printed newspaper appeared in China
in the 7th or 8th century AD.

2. The telegraph was invented in the early 18th
century.

3. Radio and telegraphs were the two new forms
of news media that appeared in the early 20th
century.

4. Television became popular in the 1940s.

5. The computer became a major force in
journalism in the mid and late 1990s.

* Answer: 1T 2F 3F 4T 5F

b. While listening:

- Plays the disk.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict which statement is true
or false.

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- T gets feedback from students.

c. Gerunds after some verbs:

- T elicits from students verbs that are followed by
a gerund (like, dislike, enjoy, hate, love,...)



Guessing game: (Language focus 3 P.46)

- T prepares some cards with cues (soccer, fishing,
movies, ...)

Ex: S1: Do you like playing soccer?
You: No, I don’t.

S2: Do you enjoy listening to music?
You: Yes, I do.



Guided writing: (Language focus 4, P46).

- T moves around and gives students help if
necessary.

- Compare in pairs.

- Listen to the disk again to fill
in the table (P.43) with the
information they hear.

- Compare with their partners.

- Ask questions to find out what
pastime activity their partner
like/enjoy doing.

- Work individually to write true
sentences about their parents /

friends / themselves using the
words in the 3 boxes.

4.

Consolidation

Teacher gets students to retell the important date of the media.

5.

Homework

Prepare for the next lesson: Unit 5: Read.

Write a passage about the important date of the media.

Unit 5

The media

Tiết 31

Ngày dạy.../12/2008

read

I. Aims

Reading the forum on the internet for specific information.

II. Objectives

By the end of the lesson, students will be able to know more about the advantages and
the disadvantages of the internet.

III. Materials

- Text book

- Board, chalk, ...

IV. Anticipated problems

Question 7 may be too difficult for students to answer.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2.

Revision



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- T dictates single words (E.g: computer,

website, e-mail, send, password, search,

chatting, information, ...)

- T checks the spelling and meaning of the

word.

As soon as they find the

connection they shout out the

word (The Internet).

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

- a forum: Diễn đàn
- a benefit: Lợi ích
- to deny: Phủ nhận

- time-consuming: MÊt thêi gian
- alert: Cảnh giác

- to surf (the web): lớt web.

Checking vocabulary: Slap the board.



Pre question:

1. Who raised the question on the internet?

2. How many people send their responses to the
forum on the internet? What are their names?

3. What do you think people use the internet for?

b. While reading:



Comprehension question:
1. Jimhello did.

2. Sandra morgan, Honghoa and
Huansui

3. (for many purposes: ...)



Questions (P.44)
* Answer:

1. Sandra uses the internet to get information, to
communicate with friends and relatives by means
of e-mail or chatting.

2. It is uneasy for Honghoa to get access to the
internet because she lives in the countryside.
3. People use the internet for many purposes such
as education, communication, entertainment and
commerce.

4. The benefit of the internet:

+ to get information.

+ to communicate with friends and relatives by
means of e-mail or chatting.

+ to buy and sell goods.

+ to entertain themselves by watching films,
music shows, ...

- T gets feedback from students.

c. Post reading:



Discussion:

- T moves around and give students help if
necessary.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict the answers to the
questions.

- Read the text in silence to find
the answer to the pre questions.

- Read the text again and answer
the given questions then practise
with their partners.

5. Some disadvantages of the
internet:

+ It’s time-consuming, costly.
+ The bad programs on the
internet have bad effect on
children.

+ It is dangerous because of
viruses, ...

- Work in groups of 4 to discuss
question 6 (P.44) then write their
own response to this forum
(question 7 P.44).

4.

Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese.

5.

Homework

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Unit 5

The media

Tiết 32

Ngày dạy.../12/2008

Write

I. Aims

Practise writing the passage about the benefits of the internet.

II. Objectives

By the end of the lesson, students will be able to write a passage about internet.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Brainstorming:

Ex:

- To get information.

- To communicate with other people.

- To play games, etc.

- Work in groups to discuss

and write down the benefits

(or advantages) of the

internet..

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:



Discussion:

* Questions:

1. Has the internet increasingly developed?

2. Why has it become part of our everyday life? What
would our life like without the internet?

3. What do we use the internet for?

4. Why is the internet used as a very updated source of
information?(Get the latest news, check the weather
conditions of any places in the world, check the new
exchange rates, find a timetable of trains/buses/flifhts,
book tickets, etc.)

5. Why is the internet used as a source of
entertainment? (Listen to music, play games, make
friends, chat with different kinds of people, read
novels, watch videos, etc)

6. Why is the internet used as a means of education?
(learn English, take a training/learning course, get
useful information for an essay, widen knowledge in
many fields,...)

b. While writing:

- Work in groups of four to

discuss the answers to the

questions given by teacher.

- Work in 3 large groups:

- G1: The internet as a source

of information.

- G2: The internet as a source

of entertainment.

G3: The internet as a source of

education.

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- T numbers all the Ss as one, two and three and put
them into new groups of 6 (including Ss from 3
different groups above).

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.

- Teacher move around giving helps and does delayed
correction.



Suggested format:

The internet has increasingly developed. It has
become part of our everyday life. Our life would be
very boring without it. It has been used for many
purposes, such as a source of information, a source of
entertainment and means of education.

Firstly, the internet is a very fast and convinient way
to get information. You can get the latest local or
global news, ....

Secondly, ...
Finally,...
Inconclusion,...

c. Post writing:



Exhibition:

- Choose the best one as the winner.

passage about the benefits of

the internet on posters, using

the ideas they have discussed.

- Tick their poster on the wall.

- Share, compare, admire and

copy others

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Review unit 4, 5.

Rewrite the passage.

TiÕt 33

Ngày dạy .../12/2008

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives

Wish-clause.

The passive voice

Adverb clause of result,

III. Materials

Workbook

Board, chalk,...

IV. Anticipated problems

Students may have difficulty with the passive.

V. Procedure

1.

Warmer

Greeting.

Checking attendance.

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

Steps to change an active into a passive ?

Active: S – V – O

+ O



S

+ V



(be) P

.

+ S



by O



S + (be) P

+ by O.

- Students tell how to change

an active into a passive.

3.

New lesson

Teacher s activities

’

Students activities

’



Exercise 1: Change these sentences into the
passive:

1. Noone has signed this cheque.

2. Has anyone answered your question?

3. We have asked some friends of her to join
us.

4. The police are holding him for further
question.

5. They built this house 5 years ago.



Exercise 2: Rewrite these sentences using “I
wish...”:

1. I’d like Bob to drive more carefully.
2. I’m sorry I can’t help.

3. What a pity you didn’t come to my
birthday party.

4. I am sorry you spoke to Nam.

5. I am sorry I didn’t know you were
studying.



Exercise 3: Combine each pair of sentences into a
new one using the cues in brackets.

1. This coat is very thin. I can’t wear it.
(so/such...that).

2. The folk song is simple. Everyone can sing
it. (so/such...that).

3. The chair was very weak. I couldn’t sit on
it. (so/such...that).

4. The boy is very good. Everyone admires
him. (so/such...that).

- Teacher gets 3 students to go to the board to do
the exercises.

- T elicits correction from students if necessary.
- Teacher gives feedback.



Exercise 1:

1. This cheque hasn’t been signed.
2. ...

- Copy the exercises in the

notebooks.

- Do the exercise individualy.
- Share with the partner to
correct in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to
correct in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to
correct in pairs.

- Copy in the notebooks.

4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

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Tiết 34

Ngày dạy .../12/2008

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives

Reported speech.

Tag questions

Conditional sentence

III. Materials

Exercises on extra boards

Board, chalk,...

IV. Anticipated problems

Students may have difficulty with the inderect speech.

V. Procedure

1.

Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision

 Give the correct forms of the verbs in brackets:
1. If they (be) late, I ll punish them.’

2. If you (go) out. Would you buy me some
cigarrettes?

3. If she (need) a computer, she can borrow mine.
4. If you (hear) from Hoa, could you please let me

know?

- Students do the exercise
individually.

- One S goes to the board to do the
exercise.

- The others give their own ideas.

3.

New lesson

Teacher s activities

’

Students activities

’

A. Conditional sentence:

If-clause Main clause

I Simple present Will/can + V

II Simple past Would/could + V

III Past perfect Would/could + have+ P



Exercise:

1. If they (have) time at the weekend, they will
come to see us.

2. If we (know) about your problem, we would
have helped you.

3. If I (be) you, I would not buy that dress.
4. We (arrive) earlier if we had not missed the

bus.

5. If I didn't have a mobile phone, my life (not /
be) complete.

- Discuss in groups of four.

- Copy the exercises in the
notebooks.

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B. Tag question:



Exercise 2: Add question tags to the following
sentences:

1. Ba wasn’t angry, ...? (was he)
2. Ben hasn’t had lunch, ...? (has he)
3. You won’t tell anything,...? (will you)
4. I didn’t wake him up,...? (did I)
5. Your leg doesn’t hurt, ...? (does it)
6. There is a trip tomorrow, ...? (isn’t there)
7. Noone complained, ...? (did they)

8. Niether of them offered to help you, ...? (did
they)

9. Nothing went wrong, ...? (did it)
10. That isn’t Nam driving, ...? (is it)
C. Reported speech:



Exercise :Change the following sentences into
indirect speech:

1. “I have something to show you,” I said to her.
2. “Nothing grows in my garden. It never gets

any sun,” she said.

3. “I’m going away tomorrow, mother,” he said.

4. “I’ve been in London for a month but so far I

haven’t had time to visit the Tower,” sai
Rupert.

5. “It isn’t so foggy today as it was yesterday,” I
remarked.

6. “We have moved into our new flat. We don’t
like it nearly so much as our last one,” said my
aunt.

7. “What happened to Mr.Budd?” said one of the
men.

8. “Which team has won?” asked Ann.
9. “Does this train stop at York?” asked Bill.
10. “Is a return ticket cheaper than two singles?”

said my aunt.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to correct
in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to correct
in pairs.

Ex: 1. I said to her that I had
something to show her.

2...

4.

Consolidation

Teacher retells and emphasises the structures.

5.

Homework

Redo all the exercises.

TiÕt 35

Ngày dạy .../12/2008

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives

Used to

Prepositions of time

Too + adjectives...

III. Materials

Exercises on extra boards

Board, chalk,...

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Students may have difficulty in writing sentences.

V. Procedure

1.

Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Prepositions of time? Give example?

(in, on, at, about, during, after, before, ...)

Ex: on Monday, ...

- One student answers the

question in front of the class.

3.

New lesson

Exercise: Rewrite the following sentences:

1. John smoked a lot last year, but now he doesn’t smoke any more.
- John used...

2. It’s time for you to go to school.

- It’s time you...
3. Please keep silent in the classroom.

- I’d rather you...
4. We can’t go out because of heavy rain.

- I wish it...
5. They often went to Vung Tau at weekends.

- They used...
6. We have learnt English for 4 years.

- We started...
7. I haven’t seen her for a long time.

- I didn’t...
8. How long have you learnt French?

- How long ago (When)...?
9. Noone could help him.

- He...
10. When was this car bought?

- When did...?

11. “I must go now.”

- The father said...
12. The coffee is so hot that I can’t drink it.

- The coffee is too...
13. The coffee is so hot that I can’t drink it.

- The coffee is not...
14. The water in this river is so dirty that we can’t swim in it.

- The water in this river is too...
15. “Why do you come here late?”

- She asked me...
16. “I will go to China next week.”

- She said to me...
17. “Do this test again please!”

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18. She enjoys going swimming.

- She is...
19. I think it would be a good idea to take a train.

- I suggest...
20. I often go to bed late.

- I am used...

- Teacher gets students to copy the exercise into the notebooks the do it
individually.

- Teacher gets 10 students to go tho the board to correct the exercise. Each one
finish 2 sentences.

- T elicits correction from students then gives feedback.

4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Redo all the exercises.

TiÕt 36

Ngµy thi .../01/2009

The first term test

A. Aims

Nh»m kiĨm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học của học sinh.

Giỳp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hợp.

B. Objectives

The content of the test

(Theo đề của Phịng giáo dục Ba Vì)

Unit 6

The environment

TiÕt 37

Ngày dạy... /01/2009

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I. Aims

Presenting some vocabulary about the environment and conditional sentence type 1.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

- Text book
- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2.

Revision



Brainstorming:
* Suggested answer:

- Cutting down the forests / trees.
- Destroying wild animals and plants.
- Burning too much coal, oil and gas.
- Producing too much trash.

- Pulluting the land with chemicals
- Using dynamite for fishing.
- ...

- Work in groups to discuss this
topic.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach:

- deforestation: Sù ph¸ rõng
- pesticide: Thuèc s©u
- dynamite: Thc nỉ
- to spray: Phun
- a dump: B·i rác

- a conservationist: Ngời bảo vệ môi trờng
- be disappointed: ThÊt väng.

* Checking: R0R

Matching: (getting started)



Pre-questions:

- Who is the speaker?
- Who are the listeners?
- Where are they?

- What are they going to do?

- T eacher elicits the model sentence from the
answer to the question.

What will they achieve if they work hard today?

* Model sentence:

If they work hard today, they ll make the beach a’

clean and beautiful place again.

- T checks meaning, use and form:

- Use: To express a true condition at present or in the
future.

- Form:

+ Main clause: S + will + V
+ If-clause: If + S + Vsimple present.
b. Practice:



Repetition drill (Using word cues):

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Work in pairs to match the 6
environmental problems to the
pictures, then work in group in
groups to talk about what people
should do to protect the
environment.

- Listen to the disk and follow
the text on P.47-48 to find the
answers to the pre-questions.
- Read the text individually to do
the matching in section a P.48
( 1f, 2e, 3b, 4a, 5c, 6d)

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- Throw trash / pollute, the rivers

- Turn the light off before leaving / save electricity.
- plant more trees / have more fresh air.

- spray pesticide / pollute the land
- cut down trees / damage the forests.

- use dynamite to catch fish / pollute the water
- put trash, trash can / make the environment clean.
- collect waste food / have more food to feed pigs.

c. Futher practice:



Noughts and crosses:

Spray/pollute Plant/have Work/make
Turn off/save down/damageCut trash/makePut
Throw/pollute dynamite/pollute Collect/haveUse

- Monitors and finds the winning team.

- Teacher – students.
Eg: If we throw trash into the
water, we’ll pollute the rivers.

1 2 3

4 5 6

7 8 9

- Team work.

4.

Consolidation

Teacher retells and emphasises the structures.

5.

Homework

Prepare for the next lesson: Unit 6: Speak.

Do exercise 2 P. 42, exercise 8 P.45 WB.

Unit 6

The environment

Tiết 38

Ngày dạy.../01/2009

Speak

I. Aims

Giving students practice in persuading someone into doing something to protect

the environment.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

Posters.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



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- T divides the class into 4 groups.

their ideas in the poster given

by teacher.

- 4 groups stick their poster on

the wall.

- Students share their ideas and

copy to their notebooks.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre speaking:



Pre teach:

to dissolve: ph©n hủ

to persuade: thut phơc

exhaust fume: khãi th¶i xe cé



Revision:

* Way to give suggestion:

- Why don’t you...?

- Let’s...

- I think you should...

b. While speaking:

a).



Mapped dialogue:

You Your partner

I think you should...

Why?
Because...

b).

- Teacher monitors and gives help if

necessary.

c).

- Teacher monitors and gives help if

necessary.

c. Post Speaking:



Pyramid:

- Students:

+ 2 pairs make a group of 4.

+ 2 groups of 4 make a group of 8

+ 2 groups of 8 make a group of 16

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Copy down on the notebooks

- T gets some students to tell in

front of the class.

- Teacher – students.

- Work in pairs to persuade their

partner into doing something to

protect the environment. Use the

expressions and the ideas in the

box (Section a, P.49)

-

Work in groups to discuss the answers

to the questions in the questionnaire
(P.49). The group on the right discuss the
3 questions, the group on the left discuss
the last 3 questions, then crossgroup
them.

-

Students work in pairs to discuss the
best way to protect the environment
using what they have done in section

a and b.

- Students share, compare and

make a list of the best way to

protect the environment.

4. Consolidation

Teacher retells and emphasises the aims.

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Prepare for the next lesson: Unit 6: Listen + Language focus.

Do exercise 4, 5 page 42, 43 (workbook).

Unit 6

The environment

TiÕt 39

Ngày dạy .../01/2009

Listen + language focus

I. Aims

Listening to the report on how our oceans are polluted for the main ideas and

giving students further practice in adjectives and adverbs, adverb clause of reason,

adjective + that clause.

II. Objectives

By the end of the lesson, students will be able to tell get the aims well.

III. Materials

Text book

Board, chalk,...

An audio disk and a cassette.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Language focus 1 P.53:

Adjective + ly



Adverb

Notes: - Good – well Fast – Fast

- Hard – Hard

* Lovely, friendly, lively...are adjectives. They

don’t have adverb forms.

- T checks with the whole class.

- Comment on the ways to

form adverbs of manner from

adjectives.

- Complete the table and the

sentences in Language focus

1 

pair compare.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Listening:



Pre-teach:

- sewage: Níc th¶i

- to pump: Bơm

- to be guilty of: Có tội về/vì...

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

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- to spill: Lµm trµn ra

- to leak: Rß rØ

- marine life: Cc sèng díi biĨn

- delibrate (adj): Cè ý.

* Checking vocabulary: R0R



T/F statement prediction:

1. Most of the pollution comes from people.

2. Many countries are worried about raw

sewage flowing into the sea.

3. Little garbage is dropped into the sea.

4. Oil spills pollute the water and kill marine

life materials.

5. Waste from school runs directly into the

rivers.

6. Oil is washed from the sea.

* Answer: 1T 2F 3F 4T 5F 6F

- Plays the disk.

- T gets feedback from students.

b. Adverb clauses of reason:



AS, SINCE, BECAUSE:

a.

Because

is generally used when the reason

is the most important part of the sentence. The

“Because-clause” usually comes at the end.

b.

As

and

since

are used when the reason is

already well known or is less inportant than

the rest of the sentence.

Since

is a little more

formal than

as

. As and since-clauses often

begin the sentence.

- T elicits from students verbs that are

followed by a gerund (like, dislike, enjoy,

hate, love,...)



Language focus 2 P .54

- T checks with the whole class.

c. Adjective + that clause:



To express feelings.

S + (be) + adj + that clause

* Adjectives of this type are: happy, glad,

surprised, relieved, sad, disappointed,

delighted, amazed, pleased, exected, sorry, etc.

pronunciation.

- Copy down on the notebooks

- Predict which statement is

true or false.

- Listen to the disk to correct

the prediction.

- Listen again to complete the

note P.50.

- Compare in pairs.

- Listen, take notes and copy

to the notebooks.

Work in pairs.

- Listen, take notes, copy.

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

Language focus 3 P.55

- T checks with the whole class.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 6: Read.

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Unit 6

The environment

Tiết 40

Ngày dạy.../01/2009

read

I. Aims

Reading a poem about the environment for specific information.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk, ...

IV. Anticipated problems

The poem may be difficult to be understood.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Word snake:

- Topic: The environment.

- Teacher monitors and finds the winning

team.

- Work in 2 teams using

different colored chalks to

write words in the shape of a

snake. The first letter of the

next word must be the same

as the last letter of the word

before.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

a junk-yard: bÃi phế thải

a treasure: Châu báu

foam: Bät

a hedge: Hµng rµo

to litter: Vøt bõa b·i

to save Sb from doing Sth.



Checking vocabulary: Slap the board.



Open prediction:

What will happen to the world / us if all the

pollution goes on?

Eg: - We will have no clean water to drink.

- We will have more serious diseases....

b. While reading:



Checking prediction

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Predict, write down 2 or 3

things, then compare with

their partner.

- Read the poem the compare

their prediction with the

mother’s answers.

- Work in pairs.

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

Gap fill:

- Read a P.51

1c 2g 3f 4e 5d 6a 7b



Comprehension questions:

- Read b P.51 (Questions 1-5)

- T elicits feedback from students.

c. Post reading:



Discussion:

What could we do in our school / house to

minimize pollution?

Eg: - Clean our classroom/school everyday.

- Throw trash into trash bins around the

schoolyard.

- Read the text in silence to

find the answer to the pre

questions.

- Work in groups of 4 to

discuss question 6 in section b

P.51.

4. Consolidation

Teacher gets some advanced students to translate the poem in to Vietnamese.

5. Homework

Prepare for the next lesson: Unit 6: Write.

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Unit 6

The environment

Tiết 41

Ngày dạy.../01/2009

Write

I. Aims

Practise writing a complaint letter.

II. Objectives

By the end of the lesson, students will be able to write a complaint letter.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Single word dictation:

- Teacher dictates a list of words:

- throw away, waste paper, vegetable waste,

useless things, smell. (trash)

- envelope, write, send, receive, stamp, post

(letter)

- Write them down then find

the connection between these

words. As soon as they find

the connection, they shout out

the word.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:

Preteach:

- Complication: Sự than phiền

- Resolution: Giải pháp

- Refreshment: Sự nghỉ ngơi

- a fly: Con ruồi

- to fine: Phạt (To fine SB for St/doing st)

- a frog: Con Õch

- a toad: Con cãc



Checking: R0R



A complaint letter:

+ Situation (S)

+ Complication (C)

+ Resolution (R)

+ Action (A)

+ Politeness (P)



How to:

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

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- State the reason for writing:

Eg: I am writing to you about...

- mention the problem (describe what have

happened, what makes you worried...)

Eg: I would suggest that you should...

I think you should...

- talk about future action

Eg: I look forward to hearing from you and...

- end the letter politely:

Eg: Faithfully / Sincerely

Your signature

.

b. While writing:

- Teacher monitors, takes notes of typical

mistakes and helps if necessary.

- Teacher move around giving helps and does

delayed correction.

c. Post writing:



Exhibition:

- Choose the best one as the winner.

- T write some typical mistakes on the board

and elicits the correction from students.

- Work in groups of four to

discuss the answers to the

questions given by teacher.

- Read the instruction in

section b (P.53) and write their

complaint letter in pairs.

- Students swap their letters,

read and correct mistakes.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 7: Getting started + Listen & Read.

Rewrite the letter.

Unit 7

Saving energy

TiÕt 42

Ngày dạy .../02/2009

Getting started & listen and read

I. Aims

Presenting some vocabulary about “Saving energy” and the new structure to make
suggestion: “I suggest + V-ing...”, ...

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

- Text book
- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

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

Getting started:

- T eacher focuses students’ attention on the

second picture and asks some questions:

1. Is the TV on? (Yes, it is.)

2. Who is watching TV? (Nobody is)

3. What should we do to save energy? (We

should turn it off.)

- Teacher – students.

- Look at the pictures and

make a list of things they

could do to save energy.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach:

- enormous: to lín

- a plumber: thỵ èng níc
- a crack: vÕt nứt, vết rạn

- a dripping faucet: chiếc vòi rỉ nớc.
- invalid: ngêi tµn tËt

* Checking: R0R

 Listen and read:

 Set the scene:



Prequestion: What is Mrs.Mi talking with her
neighbor about?

- T plays the disk (twice)

- T checks with the whole class.

1T 2T 3F 4F 5T

- T asks Ss questions to elicit the model sentence:
T: What does Mrs. Mi advise Mrs. Ha to do to
save water?

Ss: She advises her to take showers.
T: What exactly does she say?

Ss: She says: “I suggest taking showers.”



Model sentence:

I suggest taking showers.

Use?

Form?: S + (suggest) + V-ing.

Or S + (suggest) + that...should....
b. Practice:



Substitution Drill:

- Turn the light off before going out.
- Watch only good programmes.
- Reduce the amount of water you use.
- Turn off faucet.

c. Futher practice:



Write it up:
Eg: a):

 I suggest turning the light off before going
out.

 ...

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict the answer to the
question.

- Listen to the disk and follow
the text on P.57 to find the
answers to the pre-questions.
- Practise the dialogue in pairs
and do exercise in section b P.58.

- Teacher – students.

- To make suggestion.
- Take note, copy.

- Teacher – students
- Teacher - student
- Students work in pairs.

- Write full sentences in the
“Practice” in your notebook.

4.

Consolidation

Teacher retells and emphasises the structures.

5.

Homework

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Do exercise 3 P.48 (Workbook).

Unit 7

Saving energy

Tiết 43

Ngày dạy.../02/2009

Speak + language focus 3

I. Aims

Further practice in making and responding to suggestions about how to save energy.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

- Text book
- Board, chalk,...
- Pictures.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2.

Revision



Network:

- T divides class into 4 groups.

- Each group disscuss and

write their ideas in the poster

given by teacher.

- 4 groups stick their poster

on the wall.

- Students share their ideas

and copy to their notebooks.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre speaking:



Revision:

- T revise different ways of making
suggestions.

b. While speaking:



Talk about how to save energy.
- T monitors and helps.

- T has some groups practise their dialogues
before the class.

- Chandelier: §Ìn treo nhiỊu ngän.

* Suggested answers:

A. turn off the faucet when water is not used.

- Complete the network with the
table on page 58.

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B. turn down the gas fire / keep an eye on the
gas fire while you are cooking.

C. turn off the fan when n one is there.

D. turn off the air conditioner and open the
window.

E. turn off the lights before going out / use
either neon light or chandelier.

F. turn off the faucet before leaving / have the
dripping faucet checked and repaired.

G. go by bicycle instead of motorbike.
H. go by bus.

- T checks with the whole class by using
Noughts and Crosses with picture AH and add
1 more picture.



Language focus 3 P.64
* Substitution drill:

c. Post Speaking:



Discussion:

- Example Exchange:

A. I think we should turn off the lights and the
fans before leaving our classroom.

B. That’s a good idea.

C. Why don’t we ask the students on duty to do
that everyday?

D. Great ! Let’s do that.

- Teams work.

- Teacher – students
- Work in groups of 4 each.

- Work in groups of 4 to work out
an action plan to save energy for
their class / school / families:

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 7: Listen + Language focus 1, 2.
- Do exercise 5 P.49-50 (workbook).

- What should you do to save energy at home?

Unit 7

Saving energy

TiÕt 44

Ngày dạy.../02/2009

Listen + language focus 1, 2

I. Aims

Practise in listening to the news on solar energy for specific information and get

further practice in connectives: and, but, so,...

II. Objectives

By the end of the lesson, students will be able to tell get the aims well.

III. Materials

Text book

Board, chalk,...

An audio disk and a cassette.

IV. Anticipated problems

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1.

Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Jumbled words:

- sag = gas cityceleirt = electricity
- loac = coal awert = water

- Groups work
- Teacher - students.

3.

New lesson

Teacher s activities

’

Students activities

’

a.

Listening

:

Pre-teach:

- solar energy: Năng lợng mặt trời

- a solar panel: Tấm thu năng lợng mặt trời

- to install: Lắp đặt, cài đặt

- to store: Dù tr÷

* Checking vocabulary: R0R



T/F statement prediction:
- Listen a P.60

I think I hear

1
2
3
4
5

* Answer: 1T 2F 3F 4T 5F
- Plays the disk.

- T gets feedback from students.
Section b: 1. effective 2. pollution

3. countries 4. store 5. roof 6. instead

b. Connectives (Conjunctions):

And, but, because, or, so, therefore, however:

- These are conjunctions and are esed to join pairs
of nouns/ adjectives/ adverbs/ verbs/
phrases/caluses.

- T gets students to give examples using the given
conjunctions.



Language focus 1 P .62

- T checks with the whole class.



Language focus 2 P.63:
* Introduction: a phrasal verb:

- A phrasal verb  A verb + a preposition
- T elicits the examples from students:
Eg: look for, look after, ...



The verb usually doesn’t have it own original
meaning.

- T checks with whole class.

a. look after b. go on c. Turn on
d. looked for e. turn off

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict which statement is true
or false.

- Listen to the disk to correct the
prediction.

- Listen again and fill in each
blank with one word they hear
(section b P.50).

- Compare in pairs.

- Listen, take notes and copy to
the notebooks.

- Individual work

- Complete the sentences, use
the right tense form of the
phrasal verbs in the box and the
pictures:

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4.

Consolidation

Teacher retells and emphasises the aims.

5.

Homework

Prepare for the next lesson: Unit 7: Read.

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Unit 7

Saving energy

Tiết 45

Ngày dạy.../02/2009

read

I. Aims

Reading a text about Saving energy” for both general and specific information.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk, ...

IV. Anticipated problems

Students may get difficulties in doing exercise Read a).

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Network:



Chatting: What are you interested in when

you buy electrical appliances?

- Suggested answers: price, quality, size, style,

power...

- Each group disscuss and

write their ideas in the poster

given by teacher.

- 4 groups stick their poster

on the wall.

- Students share their ideas

and copy to their notebooks.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

A luxury: Sù xa hoa

To account for: Chiếm; là yếu tố của

A consumer: Ngời tiêu dïng

An innovation: Sự đổi mới

A labeling scheme:

KÕ hoạch dán nhÃn
-

Energy efficiency:

Hiệu suất tiêu thụ năng lợng
-

Category: Loại, hạng

Checking vocabulary: What and where.

Prediction:

- Read a) P.61

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

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b. While reading:



Checking prediction

- T checks with the whole class.



Comprehension questions:

- Read b P.61 (Questions 1-5)

- T elicits feedback from students.

c. Post reading:



Discussion:

- Talking about how people in different

countries save energy:

+ In Western countries

+ In North America

+ In Europe

+ In Viet Nam

- Read the text then check the

prediction.

- Work in pairs.

- Work in groups of 4

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

Prepare for the next lesson: Unit 7: Write.

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Unit 7

Saving energy

Tiết 46

Ngày dạy.../02/2009

Write

I. Aims

Practise in preparing a simple speech.

II. Objectives

By the end of the lesson, students will be able to prepare a simple speech.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Shark attack: (INTRODUCTION)

- Team work

- Teacher – whole class

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:



Preteach:

A function: Chức năng

To sum up: tóm tắt; Tổng kết

A detail: Chi tiÕt

A speech: Lêi nãi; bµi diƠn thut



Checking: R0R



Matching: Write a P.61

- Teacher checks with the whole class.

1B – 2C – 3A



Ordering: Write b P.61-62

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Work in pairs to match each

part of a speech in column A

to a suitable function in

column B (Write a P.61)

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- T asks Ss to label each section (Introduction /

Body / Conclusion) and focuses students’

attention on the language functions in each

part.

b. While writing:



Write c P.62

- Teacher monitors divides the class into 6

groups. Group 1 + 2 prepare a speech about

“Reducing garbage”. Group 3 + 4: “Reusing

paper”. Group 5 + 6: “Saving energy in the

kitchen”

c. Post writing:



Exhibition:

- T writes some typical mistakes on the board

and elicits the correction from students.

- Do as teacher say.

- Students use the ideas in the

callouts on page 62 and model

speech in write b to write their

speech.

- The groups that have the

same topic compare their

speech, corect the mistakes

and improve their speech.

4. Consolidation

Teacher retells and emphasises what a speech is and how to write it.

5. Homework

Prepare for the written test.

Rewrite the letter.

TiÕt 47

Ngµy kiĨm tra .../03/2009

written test 45

A. Aims

Nhằm kiểm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học cđa häc sinh.

Giúp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hợp.

B. Objectives

The content of the test

I

.

Listen to teacher reading a passage about ocean pollution then check if the following
sentences are true or false (2 pts)

1. Most of the ocean pollution comes from people.

2. Many countries but developed ones are guilty of pumping raw sewage into the sea.
3. There are oil spills from ships.

4. There are waste materials from factories.

II. Combine two sentences in each pair using the word in bracket: (2 pts)

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3. “Why don’t you take part in the contest tomorrow?” I said to Viet. (Suggested)

4. It rained very hard. He went out without a raincoat. (However)

5. Please try to speak more loudly. Please try to speak more clearly. (And)
6. Although Minh had a bad cold, he still went swiming. (In spite)

7. Unless he works harder, he will lose his job. (If)
8. He is a slower speaker than my teacher. (Speaks)

III. Give the correct form of the verbs in brackets to complete each of the following
sentences: (2 pts)

1. Yesterday afternoon Mrs. Hoa (make)...cakes while her children
(wash)... the dishes.

2. I (fall) ... asleep while I (watch) ... TV last night.
3. She advised me (not go)...there alone.

4. I suggest (give)...her a surprise party.
5. A: How long you (live)... here?

B: I (live)... here for about seven years.

IV. Read the passage carefully and then circle the best answer A, B, C or D ( 2.5M )

I arrived in London at last. The railway station was big, black and dark. I did not know
the way to my hotel, so I asked a porter. I spoke English not only very carefully, but clearly as
well. The porter, however, could not understand me. He answered me, but he spoke neither
slowly nor clearly. “I am a foreigner”, I said. Then he spoke slowly, but I could not understand
him. My teacher never spoke English like that! The porter and I looked at each other and
smiled. Then he said something and I understood it. “You will soon learn English!” he said. I
wonder. In England, each man speaks a different language. The English understand each other,
but I don’t understand them! Do they speak English?

1. The writer asked the porter

A. How to speak English B. Where the railway station was
C. The direction to the hotel D. If he could speak English
2. The porter couldn’t understand the writer because

A. The writer didn’t speak English very carefully
B. The writer repeated the question several times
C. The porter didn’t know English

D. The writer English was unusual
3. The writer’s teacher of English

A. Spoke English different from English people B. Never spoke English in class
C. Didn’t speak English slowly D. Didn’t work as a porter
4. In England

A. People understand one another without speaking English

B. People speak English, which is not like the one the writer studied at school.
C. People don’t speak English at all.

D. Each person speaks a different language.
5. Which of the following statements is not true?

A. The writer expected every one in England to speak like his teacher.
B. At last the writer understood what the porter said.

C. The porter didn’t feel angry with the writer.

D. The porter always spoke English slowly and clearly.

V. Fill in each blank in the sentences below a suitable preposition: (1.5 pts)

1. I have looked ...my pen for 2 hours but I can’t find it anywhere.
2. Students take...their coats before entering a lecture hall.

3. I think they’ve gone to the airport to see their boss...
4. The bus was full. We couldn’t get...

5. Mr. Brown is 85 and living alone. He needs somebody to look...him.
6. Don’t forget to turn...the TV before going to bed.

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(Teacher plays the disc: English 9, Unit 6 – Listen (P. 50)

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

II. 2 điểm (Mỗi câu khoanh đúng đợc 0,25 điểm)

1. Mr. Jones didn’t go to worked yesterday because he didn’t feel well.
2. I want to be able to get to sleep, so please turn down the radio.

3. I suggested that Viet took/should take part in the contest the next day.
4. It rained very hard; however, he went out without a raincoat.

5. Please try to speak more loudly and clearly.
6. Minh went swimming in spite of his bad cold.
7. If he doesn’t work harder, he will loose his job.
8. He speaks more slowly than my teacher.

III. 2 điểm (Mỗ động từ chia đúng đợc 0,25 điểm)

1. was making...were washing
2. fell...was watching

3. not to go
4. giving

5. have you lived...haved lived

IV. 2,5 điểm (Mỗi câu đúng đợc 0,5 điểm)

1C 2D 3A 4D 5D

V. 1,5 điểm (Mỗi từ đúng đợc 0,25 điểm)

1. for 2. off 3. off

4. on 5. after 6. off

Tiết 48

Ngày dạy.../03/2009

check the test

A. Aims

- Nhằm đánh giá mức độ làm bài của học sinh.

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau không lặp lại những
lỗi sai đó nữa.

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡ thích hợp.

- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

B. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. New lesson

- Nhận xét chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bài liên kết câu còn nhiều lỗi

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liền
nhau,...

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Unit 8

celebrations

Tiết 49

Ngày dạy.../03/2009

Getting started & listen and read

I. Aims

Reading for specific information about famous celebrations around the world.

Presenting relative clause.

II. Objectives

By the end of the lesson, students will be able to understand and use relative

clause, get further information about celebrations around the world and complete the

table.

III. Materials

Text book

Board, chalk,...

A cassette and an audio compact disk.

IV. Anticipated problems

Students may have difficulties in getting enough information about celebration

around the world.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. Revision



Matching: (Getting started)

- Teacher checks with the whole class.

- Work in pairs to match the

icons with the names of the

celebrations they represent.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach

:

+ Easter (n): Lễ phục sinh

+ lunar: thuộc âm lịch

+ Passover (n): Lễ Vợt Qua

+ Jewish (adj): Ngời Do Thái

+ Slavery (n): Chế độ nơ lệ

+ To occur: xảy ra

+ a parade: Cc diƠu hµnh

- Teacher reads once again



Checking vocabulary: R0R

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

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

Matching:

A celebration

Sù tự do

A sticky rice cake

Khoảng

Around (adv)

Vui vẻ

Freedom

Bánh trng

Joyful (adj)

LƠ kû niƯm



Pre questions

:

Set the scene

:

- How many festivals are described in the

passage?

- T p;ays the disk twice.

- T controls the class.

- T checks with the whole class.

- Teacher focuses Ss’ attention on relative

clauses in the following sentences:



Model sentences:

-

Tet is a festivel which occurs in late

January or early February.

- Family members who live apart try to be

together at Tet.

* Concept check:

- Meaning?:

- Use:

We usually use relative pronouns who,

“

which, that at the beginning of a clause

”

(Relative/Adjective clause). This kind of

clause is used to modify a noun and is placed

right after the noun it modifies.

- Form: + Who: for person

+ Which: for things

+ That: for both person and things.

Ex: I thanked the man.

He

helped me.



I thanked

the man

who

helped me

.

Main clause

Relative clause

b. Practice:



Join each pair of sentences together to make

one sentence, using WHO or WHICH:

1. He pick up the book. It was on the desk.

2. He’s the person. He wanted to buy your

house.

3. The children broke my window. They live in

the next street.

4. The TV programme was very sad. I watched

it last night.

c. Futher practice:

Complete the following sentence:

- Individual work first, next

compare in pairs.

- Teacher checks with the

whole class.

- Listen to the disk (books

closed) to find the answer to

the pre-question.

- Listen again (books open)

- Read the passage

individually and find the

information to complete the

table on page 66.

- Compare in pairs

- Translate the sentences into

Vietnamese.

- Copy

- Listen and take notes

- Copy

Individual work.

Teacher check with the

whole class.

- Pair works then group works

(Oral work)

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1.

I was talking to a person who...

2.

That’s the car which...

3.

She’s the woman who...

- T moves around and give help if necessary.

4. Consolidation

Teacher retells and emphasises the form and use of relative clause.

5. Homework

Prepare for the next lesson: Unit 8: Speak + Listen.

Do exercise 1, 2 page 52, 53 (workbook).

Unit 8

celebrations

Tiết 50

Ngày dạy.../03/2009

Speak & listen

I. Aims

Practise in giving and responding to compliments.

Practice in listening to the song Auld Lang Syne and filling in the missing word.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

A cassette and an audio disk.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas

and they may get confused with the disk voice.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Chatting:

Do you like singing?

Can you sing an English song?

- Teacher may sing an English song.

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3.

New lesson



Checking Vocabulary: What and where



Prediction:

a

I think

I hear

b

c

d

e

b. While listening:



Checking prediction

- Plays the disk three times.

c. While Speaking:



Revision: T elicits from students ways to give

and respond to compliments.

- T writes some more situations on strips of

paper and give to Ss to practise in pair.

- Your partner has just bought a lovely hat.

- Your partner’s handwriting is very beautiful.

- Your partner has made a lot of progress in

speaking English.



Speak b P.24

- T monitors and gives help.

d. Post speaking:



Writing

- T gets students to practise singing the song

“The Auld Lang Syne”

and guess what word to fill in

each gap and write in “I

think” column.

- Lisen and check the

prediction then write in “I

hear” column.

- Use the situations on P.66-67

to practise giving and

responding to appropriate

compliments.

- Pair works.

- Read the questions carefully

then listen to the dialogue

again to find the answers to

the questions.

- Write down the dialogues

they have just made up into

their notebooks

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 8: Read.

Practise reading the text.

Unit 8

Celebrations

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read

I. Aims

Reading for main ideas and specific information.

II. Objectives

By the end of the lesson, students will be able to know more about one of the

important celebrations in Australia and the USA: Father’s Day by reading about opinion,

feeling, memories of children about their father.

III. Materials

Text book

Board, chalk, ...

IV. Anticipated problems

Students may not know much about Father’s Day.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Discussion: Talk about Father’s Day

1.

Date: UK/US: 3

Sunday in June

2.

Purposes: - to honor fathers

to give thanks

to give presents or cards

3. Activities

All family get together

- Bonfires are the main feature. Bonfires

artists fashion grotesque or satiric images of

animals’ house, gods or humans, which are

located round the town for people to admire.

This is followed by bull fights, parades,

fireworks, etc.

- Each group disscuss and

write their ideas in the poster

given by teacher.

- 4 groups stick their poster

on the wall.

- Students share their ideas

and copy to their notebooks.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

A tear: Giät níc m¾t

A groom: Chó rĨ

To hug: ¤m

Considerate (adj): Ân cần, chu đáo

Priority (unc): : Sự u tiên

A sense of humor: óc hài hớc

To distinguish: Phân biệt

Terrific (adj): xuất sắc, tuyệt vời.

Checking vocabulary: What and where.

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

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

Open Prediction:

- Set the scene

- T asks Ss to guess and write down children’s

opinions and feelings about their fathers.

b. While reading:



Checking prediction

- T checks with the whole class.



Comprehension questions:

- Read b P.69 (Questions a-c)

- T elicits feedback from students.

c. Post reading:



Group work

- (If time is not allowed, set this as homework)

- Ex: Love, be proud of,

admire, respect, etc.

- Read the text then check the

prediction.

- Work in pairs.

- Work in groups of 4 to

answer question d (P.69).

Write a postcard to their father

on their birthday, then

exchange the postcard with

their partner to correct the

mistake.

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

Prepare for the next lesson: Unit 8: Write.

Write a memory you have about your father.

Unit 8

celebrations

TiÕt 52

Ngày soạn .../03/2009

Write

I. Aims

Practise writing a letter to a penpal to express opinions.

II. Objectives

By the end of the lesson, students will be able to write a letter to a penpal to

express opinions.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



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- Team work

- Teacher – whole class

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:



Preteach:

to enhance

to support

nationwide (adv)



Checking: Slap the board



Discussion

1. Why do you think it’s necessary/important

to have a day to celebrate for your parents?

2. When should we celebrate this day and why

do you think we should celebrate this day at

that time of the year?

3. How should we celebrate it?

4. What special gifts should you give to your

moms / dads?

5. What special food sgould you offer?

6. Do you believe that your idea will be

supported and celebrated nationwide? Why?

b. While writing:

- Teacher monitors, takes notes of typical

mistakes and helps if necessary.

- Teacher move around giving helps and does

delayed correction.

c. Post writing:



Correction:

- T write some typical mistakes on the board

and elicits the correction from students.

- T collect 2 letters and checks with the whole

class.

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Work in group of 4 to

discuss the answers to the

questions given by teacher:

- Ss compare their answers

with the outline in their books

(P.70)

- Write the letter individually,

using the information in the

outline and in their discussion.

- Students swap their letters,

read and correct mistakes.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 8: Language focus.

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Unit 8

celebrations

Tiết 53

Ngày dạy.../03/2009

Language focus

I. Aims

Further practice in relative clauses and adverb clauses of concession.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

Workbook.

IV. Anticipated problems

Students may have no problems.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. Revision

: During the new lesson.

3.

New lesson

Teacher s activities

’

Students activities

’



The Relative clause

:

Defining clause explains exactly who

or what is being discussed. It is more

common than non-defining clause.

Non-defining clause gives information

about the subject being discussed, but

it is not essential information. It is

indicated by the use of comma before

and after the clause.

* Practice:

- Language focus 1 P.70-71

- T checks with the whole class.

- Language focus 2 P.71



Adverb clauses of concession:

- Situation: Tet is coming. Th Ha has decorated

her house and made plenty of cakes, but she is

not sastified with her preparations for Tet.

* Model sentence:



Even though Ha has decorated her house

and made plenty of cake, she is not satisfied

with her preparations for Tet.

* Concept check:

- check the meaning, use and form.

* Practice:

- Language focus 3 P.71-72

- Revise the relative clause.

- Listen, take notes and copy.

- Individual work – compaire

in pairs.

- Individual work – compaire

in pairs.

- Listen.

- “Of concession”.

- Translate the sentence into

Vietnamese.

- Work in pairs.

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- give feedback.

- Language focus 4 P.72-73

- T checks with the whole class.

- Pair works

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

Prepare for the next lesson: Unit 9: Getting started + Listen and read .

Do exercises 3, 4, 5 P.53-57 WB.

Written test 10’

Combine each pair of sentences into a new one. Use the relative clause.

1. The book is mine. It is on the table.

(The book which is on the table is mine.)

2. The girl is happy. She won the race.

(The girl who won the race is happy.)

3. She was looking at the picture. It was beautiful.

(She was looking at the picture which was beautiful.)

4. Do you know the man? He is standing overthere.

(Do you know the man who is standing overthere?)

5. Easter is a joyful festival. It is celebrated in many countries.

(Easter, which is celebrated in many countries, is a joyful festival.)

Unit 9

Natural disasters

TiÕt 54

Ngµy d¹y.../.../2009

Getting started + listen and read

I. Aims

Presenting some vocabulary about natural disasters and talking about the weather

forecast.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

A cassette and an audio compact disk.

IV. Anticipated problems

Students may have no problems.

V. Procedure

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Checking attendance.

Asking for the teaching date.

2.

Revision



Getting started: (Brainstorming)

- Group work.

- Teacher – whole class

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach

:

a weather forecast: Dù b¸o thêi tiÕt.

a coast: Bê biÓn

a thunderstorm: B·o cã sÊm sÐt kÌm

ma to.

Highlands: MiỊn nói.

to trust: Tin, tin cËy

in case: NÕu; phßng khi



Checking vocabulary: R0R



Presentation dialogue

Set the scene



Pre Question: What is Thuy talking to her

grandmother about?



Pre questions

:

Set the scene

:

- How many festivals are described in the

passage?



Gap fill (P.75-76):



Language function:

Making predictions about the weather.

It will be sunny.

The temperature will be between....

Ha Noi will have temperature...

Ha Noi will experience ....

There will be thunderstorms over...

b. Practice:



Word cue drill:

1. It will be sunny. (rain / stormy / windy)

2. There will be thunderstorms over central

highlands (snowstorm / typhoon / earthquake?

3. The temperature will be between 27

C and

35 C. (30

C and 37

C / 28

C and 34

C)

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Listen to the disk and answer

the pre-question.

- Practise the dialogue in

groups of 3.

- Individual work first, next

compare in pairs.

- Teacher checks with the

whole class.

- Make predictions about the

weather using the given word

cues.

- Teacher – whole class.

- pair works.

- Individual work.

4. Consolidation

Teacher gets some Ss to translate the dialogue in to Vietnamese.

5. Homework

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Do exercise 5 page 61 (workbook).

Unit 9

Natural disasters

Tiết 55

Ngày dạy .../04/2009

Speak & listen

I. Aims

Practise speaking about preparations for a typhoon.

Practice listening to a talk on how to live with earthquakes for specific

information to fill in the gaps

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

A cassette and an audio disk.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas

and they may get confused with the disk voice.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Chatting:

What will you do if there is a

typhoon? (stay inside, close all the

doors and windows, put matches and

candles in a place next to you).

- Teacher may sing an English song.

- Teacher - Student

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre listening:



Pre teach

To block the rollers

A zone

Potted plants

A container



Checking Vocabulary: What and where



T/F Statements Prediction:

1. Place heavy books on the top of your

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

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wardrobe.

2. Block the rollers on some big electrical

appliances to prevent them from moving.

3. make sure the mirrors in your house can’t

move.

4. Sleep next to a window.

5. Run out into the street.

6. Don’t stand in the middle of the room.

* Key: 1F, 2T, 3T, 4F, 5F, 6T

b. While listening:



Checking prediction

- Plays the disk three times.

- T gives feedback.

- T checks with the whole class.

c. While Speaking:



Revision: How to make predictions (Section

b, P.76)

* Speak a P.76

S1: I think we should buy matches and candles

before a typhoon.

S2: Yes, I think so, because there may be a

power cut.

d. Post speaking:



Writing

Ex: - Buy some canned food.

- Buy a ladder

Pair works

- Lisen and check the

prediction.

- Ss compare with their

partners.

- Listen again to complete the

table on page 77 individually.

- Ss compare with their

partner.

- Individual work.

- Ss work in pair to talk about

what they think they want to

buy and do to prepare for a

typhoon and explain why,

using the idea in Section a and

b.

- Pair works.

- Ss work in groups of 4 to

write down (on posters) what

should be done for a typhoon.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 9: Read.

Practise reading the text.

Unit 8

Celebrations

Tiết 56

Ngày dạy.../04/2009

read

I. Aims

Reading a text about natural disasters for main ideas and specific information.

II. Objectives

By the end of the lesson, students will be able to get general background

information on some common natural disasters.

III. Materials

Text book

Board, chalk, ...

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Students may not have very good background on natural disasters.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Discussion:

What are natural disasters?

Where do they often happen?

How do they often happen?

What do they cause?

- Each group disscuss and

write their ideas in the poster

given by teacher.

- 4 groups stick their poster

on the wall.

- Students share their ideas

and copy to their notebooks.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

Pacific Rim: Vành đai TBD

To collapse

To erupt

Tidal (adj)

Abrupt: BÊt ngê

A shift: Sự thay đổi, Sự chuyển dịch

Funnel-shaped (adj): Cã h×nh phƠu

To suck up: Hót lªn



Checking vocabulary: R0R.



Skimming:

- Set the scene

- T asks Ss to guess and write down children’s

opinions and feelings about their fathers.



Matching:

b. While reading:



T/F statements

- T checks with the whole class.



Complete the sentences: Read b P.79

- T gives feedback.

c. Post reading:



Group work

- (If time is not allowed, set this as homework)

- T calls one from each group to the front to

present theirs.

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Have a quick look at the text

(2 minutes) (Look only at the

title and the sub-heading or

read the beginning and the

ending sentences) then tell

what the text is about in

general.

- Match the pictures with the

correct words.

- Individual work.

- Teacher – students.

- Individual work –

Exchange the notebooks then

correct each other’s mistakes.

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turns.

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

Prepare for the next lesson: Unit 9: Write.

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Unit 9

Natural disasters

Tiết 57

Ngày dạy.../04/2009

Write

I. Aims

Practise writing a simple story.

II. Objectives

By the end of the lesson, students will be able to write a simple story.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision

- T writes the word “a dog” on the board.

Ex: I have a dog.

I want to buy a clever dog.

I like playing with my dog.

Dogs can smell and hear better than

people.

...

- Work in groups to write as

many sentences as possible

with that word. The group that

can write the most correct

sentences will be the winner.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:



Matching:

- T checks with the whole class.

b. While writing:

S1: picture 1, 2 S2: Picture 2, 3

S3: Picture 3, 4 S4: Picture 4, 5

S5: Picture 5, 6 S6: Picture 6, 1

- Teacher monitors, takes notes of typical

mistakes and helps if necessary.

- Teacher move around giving helps and does

delayed correction.

- Work in group of 6 to match

the word cues in the box

(P.79) with the right pictures

on P.80.

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c. Post writing:



Correction:

- T writes some typical mistakes on the board

and elicits the correction from students.

- T gives indirect corrections.

It was a beautiful day. The sun was shining,
the sky was blue, and the weather was perfect.
Lan was outside playing with her dog, Skippy. All
of a sudden, the dog began behaving strangely.
She kept running around in circles, (and didn t’

seem to be herself). Lan ran home with the 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 home.

Suddenly, the sky became very dark. The
storm came with strong winds and heavy rain.
Mrs. Quyen 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.

- Ss in each group share and

compare their sentences,

check and correct for each

other, then choose one

secretary to write the whole

story on a poster.

- All the groups exchange

their story to correct the

mistake.

- Copy.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 9: Language focus.

Rewrite the story.

Unit 9

Natural disasters

Tiết 58

Ngày dạy.../04/2009

Language focus

I. Aims

Further practice in relative pronouns and relative clauses.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials

Text book

Board, chalk,...

Workbook.

IV. Anticipated problems

Students may have no problems.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

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

Noughts and crosses: (General knowledge

quiz):

1. Which country won the 1998Tiger Cup ?

2. Which explorer discovered America?

3. Which pnanet is closet to the Earth?

4. Which animal in Viet Nam was chosen to

be the logo of Sea Games 2003?

5. Which Asian country is divided into 2

regions by the see?

6.

Which food can you chew but can’t swallow?
7. Which food can you swallow but can’t chew?

8. Which river flows through London?

9. Who wrote King Lear and Romeo and

Juliet?

- Team works

- Singapore

- Christopher Columbus

- Venus

- The buffalo

- Malaysia

- the chewing gum

- water / drinks

- the Thames

- William Shakespeare

3.

New lesson

Teacher s activities

’

Students activities

’



Practice:

* Language focus 1 P.81

- T checks with the whole class.

* Matching

- Language focus 2 P.81

- T checks with the whole class.

* Recognition:

- Language focus 3 P.82

* Rewrite:

- Language focus 4 P.82

- Ex: Viet Nam, which is in South-east Asia,

exports rice.

Viet Nam, which is famous for its beautiful

spots, exports rice.

...

- Individual work

- Individual work – compaire

in pairs.

- Individual work – compaire

in pairs.

- Work in groups of 4. Each

group has to write one

sentence in Ex 3 (P.82) in

different ways by replacing

the underlined clause.

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

Prepare for the next lesson: Unit 9: Listen and read .

Do exercises 3, 4, 5 P.53-57 WB.

Written test 15

’’

Combine each of the following sentences using relative clause:

1. I must thank the people. I got a present from them.

2. The picture was beautiful. She was looking at it.

3. The man is standing over there. I was telling you about him.

4. I apologized to the woman. I spilled her coffee.

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TiÕt 59

Ngµy kiĨm tra.../04/2009

written test 45’’

A. Aims

Nh»m kiĨm tra kiÕn thøc ng«n ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học của học sinh.

Giỳp phõn loi hc sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hợp.

B. Objectives

The content of the test

§Ị sè 1

I. Listening

:

Listen and decide which is true which is false(2)

1. Mother’s Day is on the first Sunday of May.

2. Children often send their mother cards and give them flowers or sweets as presents.

3. Mothers have a rest on that day.

4. The children only do the cooking on that day.

II. Give the correct forms of the verbs in brackets (1).

1. If we (not protect)...the environment, our green planet (be) ...

badly polluted.

2. I suggest (give)... her a surprising party.

3. Yesterday afternoon, Mrs. Hoa (make)...cakes while her children

(wash)...the dishes.

III. Rewrite each of the following sentences in such a way that it means exactly the

same as the sentence printed before it (2)

1. Although I was tired, I couldn’t sleep.

=> In spite...

2. Let’s decorate the house and make a lot of cakes for Tet.

=> I suggest...

3. We didn’t go out because of the rain.

=> Because it...

4. Despite having very little money, they are happy.

=> Even...

IV. Combine each pair of sentences into a new one, using relative pronouns (2)

1. Neil Armstrong first walked on the moon. Neil Armstrong lived in the USA

2. The students are all from America. We met them at the party last night.

3. The town was beautiful. We spent our holiday there last summer.

4. Do you know the girl? I danced with her.

V. Use the cues given to write complete sentences (add comma where necessary (1,5)

1. We/go/move/Mai Chau/ which/in/north-west/Vietnam.

2. He/like/Mexico City/where/he/worked/last/year.

3. We/be/stay/Phong/whose/brother/one of/closest friends.

VI. Cirle the best answer (1,5)

1. The people...live next door keep having all night party.

A. who

B. whom

C. which

D. whose

2. People crowded the street on...Day to watch colorful parades.

A. Nation

B. national

C. nationally

D. nationality

3. People...take physical exercise can live longer.

A. who

B. whom

C. which

D. whose

4. He is the ...and pride of his mother.

A. joy

B. joyful

C. joyfully

D. joylessness

5. Passover is celebrated in Israel and by all...people.

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6. My friend come to stay ...us...Christmas

A. to/at

B. with/in

C. with/at

D. to/in

§Ị sè 2

I. Listening: Listen and decide which is true which is false (2).

1. Mother’s Day is on the first Sunday of May.

2. Children often send their mother cards and give them flowers or sweets as presents.

3. Mothers have a rest on that day.

4. The children only do the cooking on that day.

II. Give the correct forms of the verbs in brackets (1).

1. He (watch)...T.V last night when the light (go) ...out.

2. I (buy)... a new house last year, but I (not sell)... my old house yet,

so at the moment I have two houses.

3. If the weather is good tomorrow, I (go)...swimming.

III. Rewrite each of the following sentences in such a way that it means exactly the

same as the sentence printed before it (2)

1. In spite of his broken leg, he managed to get out of the car.

- Although...

2. “ Why don’t we burn coal to heat the house?

- I suggested...

3. Despite his age, Mr. Thanh runs five kilometers every morning.

Even...

4. Phong didn’t go to go work because he was ill.

- Because of...

IV. Combine each pair of sentences into a new one, using relative pronouns (2)

1. The apples are bad. We bought them in the shop.

2. I like reading books. Books tell about different peoples and their culture.

3. Do you know the girl? She danced with me.

4. That is the place. The festival occurred

V. Use the cues given to write complete sentences (add comma where necessary (1,5)

1. It/will/rainy/Hue/which/ancient capital/Vietnam.

2. I/talk/man/whose/car/broke down/way/party.

3. We/ go/spend/vacation/Hawaii/where/there/some/strange volcanoes.

VI. Cirle the best answer (1,5)

1. Last night I came to the show late ...the traffic was terrible.

A. although

B. despite

C. and

D. because

2. The picture...I bought was very valuable.

A. who

B. which

C. whose

D. whom

3. I’m very...of my father.

A. pride

B. proudly

C. proud

D. prouding

4. He often takes part...many different charity activities.

A. on

B. of

C. to

D. in

5. He want to...his room.

A. decorate

B. decoration C. decorative

D. decorator

6. Can you tell me the reasons for...the Mother’s Day?

A. celebrating

B. celebration

C. celebrate

D. celebrated

The tapescript:

The second Sunday in May is Mother’s Day. It is a public holiday in both Britain

and America. On that day, children send Mother’s Day cards to their mothers. They give

their mothers flowers or sweets as presents. Fathers and children do the cooking so their

mothers can have a rest.

Tiết 60

Ngày dạy.../04/2009

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A. Aims

Nhằm đánh giá mức độ làm bài của học sinh.

Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau khơng

lặp lại những lỗi sai đó nữa.

Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp

đỡ thích hp.

Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của

bạn mình

B. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. New lesson

NhËn xÐt chung vỊ bµi kiĨm tra:

Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:

+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bài liên kết câu còn nhiều lỗi

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ

trong câu quá liền nhau,...

+ Chữ viết của nhiều học sinh còn xấu.

Chữa bài kiểm tra:

Đáp ¸n:

§Ị sè 1

I. Listening

:

Listen and decide which is true which is false(0,5 x 4 = 2)

1. F

2. T

3. T

4. F

II. Cho dạng đúng của động từ trong ngoặc(0,2 x 5= 1)

1. don’t protect will be

2. giving

3. was making were washing

III. Viết lại các câu sau dùng từ cho trớc sau cho nghĩa không đổi(0,5 x 4 = 2)

1. => In spite of being tired I couldn’t sleep.

2. => I suggest decorating the house and making a lot of cakes for Tet.

3. => Because it rained, I didn’t go out

4. => Even though they have a little money, they are happy.

IV. Kết hợp các câu sau dùng mệnh đề quan hệ(0,5 x 4 = 2)

1. Neil Armstrong, who lived in the USA, first walked on the moon.

2. The students whom we met at the party last night are all from America.

3. The town where we spent our holiday last summer was beautiful.

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1. We are going to move to Mai Chau, which is in north-west of Vietnam.

2. He likes Mexico City, where he worked last year.

3. We are staying with Phong, whose brother is one of our closest friends.

VI. Chọn đáp án đúng(0,25 x 6 = 1,5)

1. A.

2. B.

3. A.

4. A.

5. D.

6 . C.

§Ị sè 2

I. Listening

:

Listen and decide which is true which is false(0,5 x 4 = 2)

1. F

2. T

3. T

4. F

II. Cho dạng đúng của động từ trong ngoặc(0,2 x 5= 1)

1. was watching

went

2. bought

haven’t sold

3. will go

III. Viết lại các câu sau dùng từ cho trớc sau cho nghĩa không đổi (0,5 x 4 = 2)

1 . Although his leg was broken, he managed to get out of the car.

2. I suggested burning coal to heat the house

3. Even though Mr. Thanh is old, he runs five kilometers every morning.

4. Because of being ill, Phong didn’t go to go work

IV. Kết hợp các câu sau dùng mệnh đề quan hệ(0,5 x 4 = 2)

1. The apples which we bought in the shop are bad.

2. I like reading books which tell about different peoples and their culture.

3. Do you know the girl whom danced with me.

4. That is the place where the festival occurred

V. Dùng từ gợi ý để viết câu hoàn chỉnh(0,5 x 3 = 1,5)

1. It will be rainy in Hue which is an ancient capital of Vietnam.

2. I talked to the man whose car broke down on the way to the party.

3. We are going to spend our vacation in Hawaii, where there are some strange volcanoes.

VI. Chọn đáp án đúng(0,25 x 6 = 1,5)

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Unit 10

Life on other planets

Tiết 61

Ngày dạy.../4/2009

Getting started & listen and read

I. Aims

Presenting some vocabulary about life on other planets.

II. Objectives

By the end of the lesson, students will be able to understand and use some

vocabulary about life on other planets, understand the content of the text.

III. Materials

Text book

Board, chalk,...

A cassette and an audio compact disk.

IV. Anticipated problems

Students may not have enough information and words about the UFOs to discuss.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. Revision



Discussion: (Getting started)

- Teacher divides the class in to 4 groups.

- T calls one S from each group to answer by

speaking in front of the class or writing on the

board.

- Each group discuss the

answer to one question a, b, c

or d on page 83.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Presentation:



Pre teach

:

+ a spacecraft: Tµu vị trơ

+ an alien: Ngêi ngoµi hµnh tinh

+ a sample: MÉu vật.

+ an evidence: Bằng chứng

+ a meteor: Sao băng

+ to claim:

+ to capture:

- Teacher reads once again



Checking vocabulary: R0R



Set the scene

Teacher checks with the whole class.

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Listen to the disk with the

books open and follow the

text (P.83-84)

- Ss read the text individually

and find the words that have

the meaning from 1 to 6 in a,

P.84.

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b. Practice:



Noughts and crosses:

Alien

Spacecraft

Meteor

Evidence

Claim

Capture

Collect

Disappear

Sample

c. Futher practice:



Summary:

- Teacher checks with the whole class.

partners.

- Group works. Ss make

sentences with the words they

have chosen.

-

Work in pairs to complete the
summary of the text.

- Listen to the disk (books
closed) to find the answer to the
pre-question.

- Listen again (books open)
- Read the passage individually
and find the information to
complete the table on page 66.
- Compare in pairs

4. Consolidation

Teacher retells and emphasises the aims of the lesson.

5. Homework

Prepare for the next lesson: Unit 10: Speak + Language focus 1.

Tiết 66

Ngày dạy.../4/2009

o Chng trỡnh kim tra hc kỳ

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives

The verb tenses: Simple present, simple past, present continuous, pasr

continuous, present perfect...

Simple past with “Wish”

Conditional sentences type 1, 2...

III. Materials

Exercises on extra boards

Board, chalk,...

IV. Anticipated problems

Students may have difficulty in writing sentences.

V. Procedure

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Checking attendance.

Asking for the teaching date.

2. Revision

This will be done during new lesson

3. New lesson

T elicits from Ss the use and the form of the berb tenses: Simple present, simple

past, present continuous, pasr continuous, present perfect....

T checks with the whole class.

Exercise 1

Simple Present or Present Continuous?Type the correct form of each verb.

Next week, my friends and I

(go) camping in the woods. I

(organize) the

food, because I

(like) cooking. Dave

(have) a big car with a trailer, so he

(plan) the transportation. Sam

(bring) the tent -- he

(go)

camping every year, so he

(have) a great tent and lots of other equipment. My

wife

(think) we're crazy. She

(like) holidays in comfortable hotels, so she

(take) a trip to Paris instead.

Exercise 2

Put the verbs into the correct tense (Simple Past or Past Progressive).

11. While Tom (read) , Amely (watch) a documentary on TV.

12.Marvin (come) home, (switch) on the computer and (check) his emails.

13.The thief (sneak) into the house, (steal) the jewels and (leave) without a trace.

14.Nobody (listen) while the teacher (explain) the tenses.

15.While we (do) a sight-seeing tour, our friends (lie) on the beach.

16.He (wake) up and (look) at his watch.

Exercise 3

Put the verbs into the correct form (present perfect simple).
1. I (not / work) today. We (buy) a new lamp.

2. We (not / plan) our holiday yet.
3. Where (be / you) ?

4. He (write) five letters.

5. She (not / see) him for a long time.
6. (be / you) at school?

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8. (speak / he) to his boss?

9. No, he (have / not) the time yet.

Complete the Conditional Sentences. Decide whether to use Type I or II

.

1. If they go to Washington, they (see) the White House.

2. If she (have) a hamster, she would call him Fred.

3. If he gave her a sweet, she (stop) crying.

4. If he (arrive) later, he will take a taxi.

5. We would understand him if he (speak) slowly.

6. Andy (cook) dinner if we buy the food.

7. I will prepare breakfast if I (wake up) early.

8. If they shared a room, they (fight) all day long.

Write sentences beginning with I wish...

“

”

Ex:

0. I can’t play the guitar.

-

I wish I could play the guitar.

1. I don’t know Paul’s phone number.

- I wish...

2. I don’t have a computer.

- I wish...

3. It’s cold.

- I wish...

4. I live in a big city (and I don’t like it).

- I wish...

5. Mary isn’t here.

- I wish...

6. I can’t go to the party.

- I wish...

7. There are many people here (and it is very crowed).

- I wish...

8. I have to work tomorrow.

- I wish...

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Revision: The passive and the indirect speech.

Tiết 67

Ngày dạy.../04/2009

o Chng trỡnh kim tra học kỳ

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To help students review knowledge about the indirect speech and the passive

II. Objectives

Students review:

The indirect speech.

The passive form.

III. Materials

Text book + Exercise book .

Board, chalk,...

IV. Anticipated problems

Weaker students may get confused with the grammar problems.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2. Revision

Students review their old knowledge during the new lesson.

3. New lesson



Teacher elicit from students the formations of the indirect speech and the passive

form.

Exercises on Indirect speech:

Change the following sentences into indirect speech:

1. “I have something to show you,” I said to her.

2. “Nothing grows in my garden. It never gets any sun,” she said.

3. “I’m going away tomorrow, mother,” he said.

4. “It isn’t so foggy today as it was yesterday,” I remarked.

5. “Does this train stop at York?” asked Bill.

6. “Is a return ticket cheaper than two singles?” said my aunt.

7. “Where is the ticket office?” asked Mrs. Jones.

8. He said, “What is happening?”

9. “When are you coming back?” I asked them.

10. “I’ll come with you as soon as I am ready,” she replied.

11. “You can keep that one if you like, Joan,” he said. “I’ve got plenty of others.”

12. “Stand up, please!” he said.

13. “You should study harder.” the teacher advised Nam.

14.Peter said to Paul, “Are you working as well as studying?”

15. “Can you get coffee on the train?” said my aunt.

Exercises on the passive voice:

Change the following sentences into the passive voice:

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2.

They built that skyscraper in 1934.

3.

You must wash your hands before meals.

4.

Peter writes a letter.

5.

Mr Jones watches the film.

6.

Somebody built the house last year.

7.

They speak English in the shop.

8.

She can sew three shirts a day.

9.

She gave me the box.

10.

We saw her in Dresden last week.

11.

The students handed in the reports.

12.

They play handball. (

Bóng ném)

13.

Maria crashed into the blue car.

14.

Julia rescued three cats.

15.

Steven forgot the book.

4. Consolidation

Teacher retells and emphasizes the structures students have reviewed.

5. Homework

Redo all exercises in the workbooks.

TiÕt 70

Ngµy kiĨm tra.../05/2009

semester test 45’’

A. Aims

Nh»m kiĨm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học của học sinh.

Giỳp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hỵp.

B. Objectives

Kiểm tra theo đề của Phịng giáo dục

Unit 10

Life on other planets

TiÕt 62

Ngµy d¹y... /05/2009

Speak + language focus 1

I. Aims

Talking about life on other planets using modals MAY and MIGHT.

II. Objectives

By the end of the lesson, students will be able to know how to persuade their

friends to do something.

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Board, chalk,...

Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Back to the board:

- T divides the class into 2 teams and calls

one S from each team to the front. They

have to sit with their backs to the board.

- T writes the word (at a time) on the board.

- T writes: ALIENS

- Ss say: unknown / strange people or

things.

Team work.

- The rest of the class describe

the word to the student in the

front. The one who can guess

the word correctly first will be

the winner.

3. New lesson

4. C

o

n

s

o

l

i

d

a

t

i

o

n

Teacher s activities

’

Students activities

a. Pre speaking:

Pre teach:

a gemstone: Đá quý

microorganism (unc): Vi sinh vËt

sparkling (adj): lãng l¸nh.

A trace: DÊu vÕt

Precious (adj): quý gi¸



Checking:R0R.



Revision:

Madals: may, might to talk about

possibility.

Ex: He may be late.

It might rain.

There might be mountains on Mars.

b. While speaking:



Mapped dialogue

- Example:

You Your partner

What do these
drawings say?

There might be....on Mars.

What about...?

There may be...on Mars.

- Read to add any expressions

that they don’t have in their

lists.

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Listen and take notes.

- Ss work in pairs to make

similar dialogues about the

drawings.

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Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 10: Listen + Language focus 2, 3, 4.

Do exercise 1, 2, 3 P.65-68 (workbook).

Unit 10

Life on other planets

Tiết 63

Ngày dạy.../05/2009

Listen + language focus 2, 3, 4

I. Aims

Practice in listening to someone talking about life on the moon for specific

information and further practice on the conditional sentence type 1, 2.

II. Objectives

By the end of the lesson, students will be able to get the aim well.

III. Materials

Text book

Board, chalk,...

Pictures.

A cassette and an aodio disk.

IV. Anticipated problems

Students may meet with difficulties in listening ti the disk voice.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



The condition sentence type 1, 2:

- T elicits the formations from students.



Gap fill:

- Language focus 2 P.90

- T checks with the whole class .



Pictures and word cue drill

- Language focus 3 P.90-91

- T checks with the whole class.

- T – Whole class

- Individual work – compare

in pairs

- Individual work – compare

in pairs

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre listening:



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a crater: Hè bom, miƯng nói lưa



T/F statememt prediction:

Statements a-j P.86

- T introduces the topic of the listening text.

I think

I hear

a

b

c

d

e

f

g

h

i

j

b. While listening:



Checking prediction:

T checks with the whole class.

Ss listen tho the disk again.

c. Post listening:



Discussion

- Eg: There is no water or air on the Moon.

There are no rivers or no lakes,...



Language focus 4 P.92

- T checks with the whole class.

Eg: If I met an alien from outer space, I would

invite him/her to my home town and talk.

- Individual work. Write T or

F in the “I think” column.

- Listen to the disk then check

the prediction and write T or F

in the “I hear” column.

- Compare in pairs.

- Group work (Talk about

“Life on the Moon”

- Individual work – compare

in pairs

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

Prepare for the next lesson: Unit 10: Read.

Do exercise 4, 5, 6 P.68-70 (workbook).

Unit 10

Life on other planets

Tiết 64

Ngày dạy.../05/2009

read

I. Aims

Reading about A space trip” for general and specific information.

II. Objectives

By the end of the lesson, students will be able to get the aim well.

III. Materials

Text book

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IV. Anticipated problems

Students may have no problems.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Jigsaw dictation:

- T prepares the phrases in section a (P.87) on

5 strips of paper and have them photocopied.

Divide the class into groups of 5.

- All Ss have to write the

phrases on their own strip into

their notebook, then take it in

turns to dictate to other

members in the group.

- Swap their notebooks to

correct each other’s mistakes.

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre reading:



Pre teach:

Physical condition

Push-ups

To orbit / in orbit

marvelous



Checking vocabulary: What and where.



Ordering statements:

- Set the scene

- T asks Ss to guess and write down children’s

opinions and feelings about their fathers.

b. While reading:

- T checks with the whole class.



Comprehension questios

- Question 1-5 Section b P.87

- T calls some pairs to check.

c. Post reading:



Role play:

- T monitors and gives help.

Eg: I would take a good camera to take

photographs of the earth.

...

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Read the phrases they have

written in their notebooks and

put them inorder to show what

you need and get in joining a

trip into the space.

- Read the text individually to

check their order.

- Compare with their partners.

- Read the text again to find

the answer.

- Work in pairs to ask and

answer the questions.

- Work in groups: One acts as

the reporter and the rest are

spacemen who have a lot of

experience in the space trips.

- Discuss the answer to

question 6 P.87

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

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Unit 10

Life on other planets

Tiết 65

Ngày dạy.../05/2009

Write

I. Aims

Practise writing an exposition to express personal viewpoint about the existence

of UFOs.

II. Objectives

By the end of the lesson, students will be able to write an exposition to express

personal viewpoint.

III. Materials

Text book

Board, chalk,...

Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.

V. Procedure

1. Warmer

Greeting.

Checking attendance.

Asking for the teaching date.

2.

Revision



Jumbled words

SETENICEX = existence

TURERECA = creature

ECNARAEPAP = appearance

- Team work

- Teacher – whole class

3.

New lesson

Teacher s activities

’

Students activities

’

a. Pre writing:



Preteach:

Mysterious (adj) bÝ hiĨm

Imagination (uncl): Sù tëng tỵng

Viewpoint (uncl): Quan ®iĨm

Persuation:



Checking: Slap the board



Matching: Section a P.88

- T checks with the whole class.

- T focuses Ss’s attention on the 3 parts of an

expostion (Introduce, Body and Conclution)



Reading comprehension: Section b P.88

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Work in group of 4 to

discuss the answers to the

questions given by teacher:

- Individual work

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GIAO AN ANH VAN 9 FULL

New lesson

New lesson

New lesson

Revision

New lesson

Revision

New lesson

Revision

New lesson

New lesson

Revision

New lesson

- Speak a) P.15

Speak b P.15

Revision

New lesson

<sub>read</sub>

Revision

New lesson

Revision

New lesson

Revision

New lesson

III. 3 M. Give 0.5 mark for each correct verb:

New lesson

Revision

New lesson

Revision

New lesson

Revision

:

New lesson

Revision

New lesson

Model sentences:

Revision

New lesson

- Example:

Revision

New lesson

:

Revision

New lesson

New lesson

- T elicits the answer from students.

Learning a foreign language

Revision

New lesson

<b>Consolidation</b>

Teacher retells and emphasises the aims

<b>Homework</b>

Prepare for the coming written test 45’.

Do exercises 3, 4, 5, 7 P.28-29 WB.

<i><b>TiÕt 26</b></i>

<i>Ngµy kiĨm tra.../11/2008</i>

Written test 45

’’

<b>A. Aims</b>

Nh»m kiĨm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài

học của học sinh.

Giỳp phõn loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích

hợp.

<b>B. Objectives</b>

<b>The content of the test</b>

<b>Đề số 1 (Đề lẻ)</b>

<b>I. Em hãy nghe đoạn văn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu </b>

<b>sai. (2 Đ)</b>

1. The pasage is about Christmas Carols.

2. Christmas songs were stories put to music.

3. These song became popular again about upload.123doc.net years ago.

4. People don’t enjoy Christmas songs.

<b>II. H·y chän từ mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):</b>

1

A. How

B. Hour

C. High

D. Hot

2

A. This