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(1)Planning date : 12/01/2013 Unit 6 Period: 37. THE ENVIRONMENT GETTING STARTED & LISTEN AND READ LANGUAGE FOCUS 2. A. Aim By the end of the lesson, Students will be able to understand the reading about environment problems and related words / phrases and the use adverb clauses of reason: as, because and since . - Teaching aids: text book, cassette, posters about environment or pictures - Anticipated problems: It may be difficult for Ss to learn and use vocabulary about environment. - Lexical items : garbage dump ,deforestation,dynamite fishing,spraying pesticides ,(to) spoil , B. Procedure I.Warm up - Brainstorming: Ss work in group of 3 to 4. Ask Ss to discuss and make a list of people activities that destroy the environment. - Suggested answers: throw garbage in the street, cut down trees, leave the lights on when unnecessary. II Pre –reading 1. Vocabulary - garbage dump (n) place where the garbage is stored:bãi đổ rác,nơi chứa rác - deforestation (n): cutting down the trees in the forest : sự phá rừng - dynamite fishing(n)fishing that uses explosive substances: đánh cá bằng chất nổ - spraying pesticides (n) It uses to kill insects on the farm: phun thuốc trừ sâu - (to) spoil (translation) làm hư hỏng, làm hại Checking: Ask Ss to make sentences with the words they have learned. 2. Listen and read - Get Ss to match 6 pictures with 6 cuewords in the textbook . -Students listen to the tape and check their predictions 3. Reading st - 1 reading: Ask Ss to read silently and then check their matching. - 2nd reading: Ss give correct answers: a. air pollution b. spraying pesticides c. garbage dump d. water pollution e. deforestation f. dynamite fishing - Tell Ss to listen and read the passage. Call on some Ss to read again. - Give these words and get Ss to read after: shore, provide, whole, disappointed. - Ask Ss to match the names in colunm A with the tasks in colunm B. Then write the full answers: - Group 1 + f. walk along the shore - Group 2 + e. check the sand - Group 3 + b. check among the rocks - Mr. Jones + a. collect all the bags and take them to the garbage dump. - Mrs. Smith + c. provide a picnic lunch for everyone. - Mr. Brown + d. give out the bags.

(2) * Play a game : Using flowers with the questions in it 1. Does Mr Jones collect all the bags and take them to the garbage dump? 2. Should group 2 check among the rocks? 3. What does group 3 have to check? 4. Which group walks along the shore? 5. Please sing a song about the environment? 6. Did Mrs Smith provide a picnick lunch for everyone? 7. Who give out the bags? 8. Please read a poem or tell a short story about environment? IV. Post reading - Let Ss discuss the questions 6 and 7 6. Have you ever done anything similar? If yes, what did you do? Where did you do it? -> Yes, we have. We often collect the garbage and sweep up our school yard. Our school clearn uo the city streets, especially on days before great national holidays. 7. If the pollution continues, what might happen? -> If the pollution continues, our world becomes a harmful and unpleasant to live. - T gives model sentences about Adverb clauses of reason Ba is tired because / as / since he stayed up late watching TV - Concept check: Which is main clause? What is itsduty? What position does it stand? What function is because / as / since ? Who gives form: Main Clause + because / as / since + subordinate clause Use: Conjunctions: because, as , since , for (bởi vì) , now that / because now (bởi vì bây giờ) -> As / Since thường đứng ở đầu câu - Rút gọn mệnh đề trạng ngữ chỉ nguyên nhân thành cụm giới từ because of , due to , owing to (bởi vì) + N / V-ing khi 2 S giống nhau a. because + Pro + be + Adj -> because of + Poss.adj (of Pro) + N (of Adj) b. because + N + be + Adj -> Because of + the + Adj + N . c. because + S + V + O/A -> due to + Gerund (of V) + O/A. - Khi mệnh đề nguyên nhân chỉ hành động xẩy ra trước đổi thành:Having PII - T explains how to do the language focus 2 (P.54) - Give some sentences to get Ss to do in the textbook. - Ss make sentences **. Homework - Learn vocabulary by heart. Reread the text and answer questions. - Make 5 – 10 sentences using the form. C. Teacher’s self evaluation:. Planning date : 13/01/2013 Unit 6 Period: 38 A. Aim. THE ENVIRONMENT SPEAKING + LANGUAGE FOCUS 4-5.

(3) By the end of the lesson , Ss will be able to persuade other people by using given expressions: I think I should.. Why not ….? Why don’t you….? - Teaching aids: textbook, cassette,… - Anticipated problems: Ss may have difficulty in supporting their argument -Lexical items : wrap = cover,(to) dissolve ,garbage bin ,traffic jam ,(to) decompose,exhaust fume ,harm (to. B. Procedure I. Warm up - Greetings - Jumbled words:Ask Ss put the letters in the right order to make good words: onpitlulo (pollution), mpud (dump), ira (air), sptesecidi (pesticides), ands(sand) II.Pre –speaking 1. Vocabulary - (to) wrap = cover, fold smt gói, bọc lại - (to) dissolve - change sth from solid and liquid làm tan, hoà tan - garbage bin (n) - a box for storing garbage thùng rác - traffic jam (n)-vehicles get stuck in the street kẹt xe, tắc nghẽn giao thông - (to) decompose (trans) phân huỷ - exhaust fume (n): gases escaped from motor vehicles…hơi khói thải ra - harm (to) (V/N) làm hại , sự thiệt hại Checking: Ro + R 2.Grammar : -Ss repeat the expression to persuade - I think you should + V….. - Won’t you + V …..? - Why don’t you + V ….? - Why not + V…? - What / How about + V-ing….? - It would be better if you + V….. - How come + S + V(s)/don’t/doesn’t V? = Why do(n’t)/does(n’t) + S + V ? III. While speaking - Ask Ss to read the persuading expressions and the idea cues given in the textbook carefully. Make sure Ss understand all of the ideas suggested. - Let Ss work in pairs, persuade their partners to do things to protect the environment. - Call on some pairs to practice the dialogue. - Give feed back and suggested answers1. A: I think it would be better if we reuse and recycle bottles and c B: Because reusing and recycling bottles can reduce garbage and save natural resources. 2. A: I think it would be better if we don’t throw trash onto water. B: Why? How come? A: Because it can keep the water clean. Polluted water can directly do harm to people’s health and kill fish. 3. A: I think it would be better if we go to work by bike. B: Why? How come? A: Because going to work by bike can save energy and at the same time it can keep the air cleaner. 4. A: Why don’t we put garbage bins around the school yard? B: What for?.

(4) A: To prevent lazy students from throwing trash. That’s how we can keep the school yard clean and protect the environment. 5. A: I think we should use public buses instead of motorbikes. B: Why should we? A: To avoid traffic jams. Moreover, Using traffic buses can reduce exhaust fume and therefore we can keep the air cleaner. That’s how we can save the environment. IV. Post speaking b. Ask Ss to work in group and find the answers to the questionaire .The protecting the environment How can we…. * save paper?- We reuse used paper and recycle waste paper. * use fewer plastic bags? – We save plastic bags, clean and reuse them * reduce water pollution? – We don’t throw trash or rubish into streams,lakes and even oceans. * prevent littering? – We throw garbage into the waste bins… * reduce air pollution? – We should use public means of transportation instead of private cars or motorbikes. * reduce the amount of garbage we produce? – We can reuse and recycle bottles and cans. And we can bury or burn trash. * Language focus 4-5. - Conditional sentences : Type 1 If + S + V(s/es) …, S + will / can….+V…… - Use: the action can happen in the present or future - Ss do Ex.4-5 (P.56) in the textbook c. Discuss the best way to protect the environment. (opitional) Homework - Pratice speaking again a,b,c - What do you do to protect the environment? Write down C. Teacher’s Self evaluation:. Planning date : 16/01/2013 Unit 6 Period: 39. THE ENVIRONMENT LISTENING + LANGUAGE FOCUS 1,3. A. Aim By the end of the lesson , Ss will be able to listen for detailed information and further improve vocabulary and knowledge about environment. To understand adjectives + that clause and adverbs - Teaching aids: cassete, textbook… - Anticipated problems: Ss may have difficulty with new words about oceanic pollution - Lexical items :raw sewage ,pump,oil spills ,leak,waste material ,dump..

(5) B. Procedure I. Warm up - Greetings - Answers: - How can we protect the environment? How do you prevent littering? How do we reduce the amount of garbage? II.Pre- listening 1. Vocabulary - raw sewage (n) untreated wastewater: nước thải chưa qua xử lý, nước cống - pump (v) (mime / trans) bơm,đổ , thải - oil spills (n) the release of oil into the natural environment: tràn ra - leak (v) (trans) rò rỉ - waste material (n) vật liệu phế thải - dump (V/n) đổ thành đống (rác) , vứt bỏ/đổ ầm xuống/ Checking: Ro + R 2. Predictions - Guessing game: Ask Ss to have guesses on how the ocean is polluted III. While listening - Ss listen to the tape and complete the notes. - Ss correct the answers. How the ocean is polluted Firstly: raw sewage is pumped directly into the sea Secondly: Garbage is dropped into the sea. Thirdly: oil spills come from ships at sea. Next: Waste materials come from factories. Finally: Oil is washed from the land IV . Post listening - Ask Ss to work in pairs, use the notes as the outline and make a short presentation on how the ocean is polluted. ( Ss can add more ideas of their own in the presentation) - Call on some Ss present in front of the class. -Give feed back on the presentation. * Language focus 4-5 (P.53,55) 1. Adverbs of manners: =Adj + ly Extreme – extremely, sad – sadly , slow – slowly, - happy – happily -> But: friendly (Adj) , lovely (Adj), likely (Adj) - probable – probably, simple-simply - Except: good – >well . Some Adj/adv: fast , late, hard,early, straight, long, high, enough, pretty - Use: - to modify the verb He runs slowly - to modify a whole sentence Luckily, I have found my key 2. Adjectives: - Stand before nouns and after to be and linkingVerbs: look-appear(trông có vẻ ) become-get-grow (trở nên ),feel, seem, taste(có vị),smell (có mùi),sound - Sau đại từ phiếm định: something, everything, someone, nothing. 3. Adjective (of emotion)+ that clause S + be + adj + that + clause.

(6) Adj of emotion: happy, glad, pleased, excited, sorry, disappointed, amazed, afraid, ashamed,afraid, angry, bad, certain, grateful , helpful , hopeful , important , lucky ,sure, thankful,true,wrong - Use: with some adjectives of feeling / emotion - Ss do exercises 1,3 (P.52,55) - Give the correct sentences. Tape transcript: Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes from people. Firstly, There is rawsewage, which is pumped directly into the sea. Many countries, both developed and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leaks from the vessel. This not only pollutes the water but also kills marine life. Next, there are waste materials from factories. Without proper regulations, factories owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from the land. This can be the result of carelessness or a deliberate dumping of waste. (guilty: điều sai trái, khiển trách,phạm tội, - delibrate: cố ý, thận trọng,thảo luận kỹ). . Homework - Retell the listening. - Do exercise1,3 (P.52,55) again C. Teacher’s Self evaluation:. Planning date: 19/01/2011 Teaching date : 21/01/2011 Unit 6 THE ENVIRONMENT Period:40 READING A. Aim By the end of the lesson , Ss will be able to understand the poem with some old English by doing Matching exercise and answering questions. - Teaching aids: textbook - Anticipated problems: Ss may find difficult to read and understand a poem. - Lexical items : junk-jard ,precious,treasure ,foam,hedge,nonsense,end up ,second – hand folk,stream . B. Procedure I. Warm up - Greetings - Chatting: Q & A - Do you like poetry? Do you often read poetry? Who is your favorite poet? - Have you ever read a poem in English?What is it? Do you understand it? II. Pre-reading. 1 Vocabulary -junk-jard (n) a place to store rubbish and waste: bãi chứa đồ phế thải - precious (a) = valuable quý, quý gia¸, quý báu.

(7) - treasure (a) valuable/precious things: kho báu - foam (n) mass of bubbles(bong bóng) of air or gas bọt - hedge (n) = green fence hành rào cây xanh - nonsense (n) meaningless words or ideas: sự phi lý,sự vô lý (vô nghĩa ) - end up (v) use up / finish : cạn kiệt, kết thúc - second – hand (adj) đồ cũ , folk (n) = people: người, stream (n) dòng suối * Checking: What and Where 2. Predictions - Answer questions. a. How many people are there in the poem ? What is their relationship? b. Where are they? c. What problem of the environment is mentioned in the poem? III. While reading - Ss scan the poem about the environment and then check the pre–questions - Ss read again and give the correct answers - Keys: a.There are two (mum and son) b. Probably in the forest c. Pollution * Matching: Match each word in A to an appropriate explanation in B (P.51) 1.Junk–jard a, a row of bushes forming a fence 2.end up b, people 3.treasure c, a piece of land full of rubbish 4.foam d, mass of bubble of an air or gas 5.stream e, a fow of water 6.hedge f, valuable or precious things 7.folk g, reach a state of *Key: 1 - c, 2-g, 3-f 4 – e, 5-d 6-a, 7-b * Comprehension questions (b. P.51) (Lucky lot game) *Keys: 1. + 4. + 7. + 9. LL 2.- 5.The poet wants us to learn that everyone is responsible for the environment from pollution / stopping pollution. 3.- 4. No. Because he is right, if he throw the bottles that will be polluting the woods. 5-1. If the pollution goes on, the world will end up like a second hand junk–jard 6.-6. (The answer depends on the students’opinion). Suggestions: I can put trash bins around school-yard to prevent lazy students from throwing trash and keep the school –yard clean. In addition, I can put trash bins around my house and keep my house clean,too. 8.-2.The mother thinks other folk pollute (are responsible for the pollution of)the environment but not her and her son 10.-3. If the boy keep on asking such questions,his mother will take him home right a way IV. Postreading - Brainstorming words (from the poem) involving in the environment.

(8) *Keys: pollution, junk–jard, litter, plastics, tins, stream, world, foam, bottles, hedge, throw the bottles, the woods * Discussion (opitional) Topic: “What could you do in your school/your house to minimize pollution?” (minimize (v) giảm đến ít nhất) - Dividing the class into two groups for them to discuss - Feedback -Teacher – whole class . Homework - Read and Answer the questions about the poem (P.51) - Workbook : Do exercises 2,3 (P.41–42) - Review how to write a letter. Planning date : 23/01/2011 Teaching date: 25/01/2011 Unit 6 Period:41. THE ENVIRONMENT WRITING. A. Aims By the end of the lesson, students will be able to know how to write a complaint letter with the right format and language and practice writing one using the cues given - Teaching aids: extraboard - Anticipated problems: Ss haven’t been familiar with complaint letters - Lexical items : complain,complication, resolution,float,situation, prohibit,response, refreshment, fly,pause or interval at work. B Procedure I. Warm up - Greetings - T asks : What’s in a formal letter? - Gives Ss an A4 size paper. Ask them to write the main parts of a formal letter on the paper in good position. -Answers: Sender’s address,- Receive’s address, -Salutation,-Body,-Signature II.Pre -writing 1. Vocabulary - complain to sb (v)-> complaint(n) express dissatisfaction: phµn nµn, than phiền - complication (n) ®iÒu g©y r¾c rèi, sù phøc t¹p,sù r¾c rèi - resolution (n) make a suggestion quyết định, ý định - float (v) (sit/trans) tr«i, næi, bång bÒnh - situation (n) states the reason for writing: t×nh huèng, hoµn c¶nh - prohibit (v) ng¨n c¶n, ng¨n cÊm - refreshment (n) rest to make spirit freshed again: sự nghỉ ngơi - response (v) make an answer, truck (n) strong lorry for heavy goods, break (n) pause or interval at work(sự ngừng ,nghỉ), fly (n) two-winged insect( ruồi) Checking: R- O- R.

(9) 2. Matching A complaint letter has five sections  SCRAP A B 1. Situation b. mentions the problem 2. Complication a. states the reason for writing 3. Resolution c. end the letter politely 4. Action d. makes a suggestion 5. Politeness e. talks about future action *Keys: 1 – b 2–a 3–d 4–e 5–c 4. (Ordering the letter section a P.52) Label each section with the appropriate letter: S_C_R_A_P *Keys: R: I would suggest….before leaving S : I am writing….. to the North A: I look forward to …your company C: When the trucks….and flies P: Yours faithfully ….Tran Vu Nhat *Notes: The writer’s and receiver’s address must be written on the top. III. While –writing - Reading the production on section b- P.53 individually - Comprehension questions about the production a. What do people do in the lake behind your house these days? b. What make you worried?/ Which problems remain…? c. To whom do you write the letter to? d. What suggestion do you want to make? e. Any future plans you want to make? *Keys: a.They begin to catch fish b.They use electricity to catch fish c.I write to the head of the local authorities d.The local authorities should prohibit and fine heavily anyone using electricity to catch fish e. Depending on the students’ idea * Practice writing the letter: Ask Ss to write the letter *Suggestion: Dear Mr.........., I’m writing to you about the problem of fish catching in the lake behind my house I am very worried because they don’t use fishing rod or net but use electricity to catch fish. After a short time they left the lake a lot of small fish died and floated on the water surface. Other animals such as frogs, toads and even birds have also died from electric shock waves. I would suggest the local authorities should prohibit and fine heavily any one catching fish in this way. I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authorities. Yours sincerely. IV. Post–writing Sharing writings + Teacher correction (if there is enough time) Homework:.

(10) - Complete the writing and Review the grammar points in this unit - Prepare vocabulary Unit 7 – Getting started & listen and read + LF 2. Planning date : 04/02/2012 Unit7: Period: 42. SAVING ENERGY. GETTING STARTED + LISTEN AND READ Language focus 2. A. Aims By the end of the lesson, students will be able to read and understand the dialogue about the ways to save energy - Teaching aids: cassette or pictures - Lexical items : water bill , enormous , plumber , crack , dripping faucet , pipe , shortage , make sure , suggest . B. Procedure I. Warm up - Greetings - Talking / Discussing about the pictures on page 57. - Make a list of things the family could do to save energy. => What should we do to save energy? Call on some Ss to read the list aloud. Ss can use: should ,must - Suggested answers: Save water by turning off the faucet when there is enough water supply. Turn off the lights when unnecessary / reduce light bulbs. Turn off TV and radio when nobody watches or listens…. II. Pre-reading 1. Vocabulary - water bill (n) (realia) Hoá đơn tiền nớc - enormous (a) big, huge: Khæng lå - plumber(n) (sit) thợ nước - crack (n) (expla) vết ran - dripping faucet (n) (sit) chảy nhỏ giọt - pipe (n) (expl) ống nước - shortage(n) sự thiếu hụt. make sure: kiểm tra - suggest: gợi ý, đóng góp ý kiến * Checking: R- O- R 2. Pre reading * T/F statement prediction (Section b- P.58) 1. Mrs Ha is worried about her water bill 2. Mrs Mi gives Mrs Ha advice on how to save water 3. Mrs Ha has checked the pipes in her house and found no cracks 4. Mrs Ha suggests getting some tool to check cracks in the pipes 5. Mrs Mi suggests taking showers to save water III. Whilereading - Ss scan the dialogue and then check their prediction. - Ss read and give the correct answers - Keys: T: 1- 2 – 5 F: 3 – 4.

(11) 3. Mrs. Ha -> A plumber. Or: Mrs Mi asked Mrs Ha to get a plumber to make sure / check there are no crackers in the pipes 4. Mrs Mi asks Mrs Ha to get a plumber to check cracks in the pipes * Comprehension questions: a. Why is Mrs Ha woried? b. How much does Mrs Ha pay for her water bill? c. What does Mrs Mi advise Mrs Ha to do? d. How much water can be wasted a month by a dripping faucet? Key: a. Because her recent water bill is enormous b. She pays 200.000 for the bill c. She advised Mrs Ha to get a plumber to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after (her) use d. A dripping faucet can waste 500 liters of water a month IV. Postreading * Language focus 2 - Phrasal verbs or Multi-word verbs: turn off / on, look for / after and go on S + V + prep / particle + …… - Use: Cách dùng động từ kép / cụm động từ: được cấu tạo bởi một động từ với một tiểu từ hay một giới từ, hay cả hai (tiểu từ+ giới từ) : get along with.. - Động từ kép được chia làm hai loại: a. Động từ kép có thể phân cách(separable phrasal verbs): give up, turn on /off , try on , put on / off …. * Túc từ là danh từ: có thể đúng trước hoặc sau tiểu từ: … turn off the lights = turn the lights off . S + V + tiểu từ + O(N) = S + V + O(N or P) + tiểu từ * Túc từ là đại từ nhân xưng (personal pronoun): luôn đứng giữa động từ và tiểu từ. … turn it off, try them on… S + V + O(P) + tiểu từ b. Động từ không thể phân cách(unseparable phrasal verbs): túc từ luôn đứng sau giới từ. ….Look after parents, look for ward to his letter S + V + Prep + O(n/p) - Do exercise 2 P.63 Keys: look after, go on , Turn on, looked for, turn off Discussion (group work) (opitional) Topic: “What should we do to save energy at home and at school?” * Possible answer: - Taking a shower instead a bath. Turning off faucets after use - Turning off light/TV/cassette..before leaving or when noone listens/watch it - Using fluorescent lights / neon light (tube) instead of bulbs - Reducing using electricity appliances such as: TV, cassette, refrigerator, washing–machine, vacuum cleaner, dryer, iron… Homework - Write as many things you can do to save energy as possible C.Teacher’s Self evaluation: Planning date : 06/02/2012 Period: 43 A. Aims. Unit7 Lesson 2. SAVING ENERGY SPEAKING + Language focus 3.

(12) By the end of the lesson, students will be able to understand suggestions and know how to response to suggestions . To use suggestions to suggest ways to save energy through group discussion - Teaching aids: Pictures, or extraboard - Anticipated problems: Ss may find it difficult to get enough ideas about saving energy. B. Precedure I. Warm up - Greetings II. Pre – speaking 1. Vocabulary - Revision 2. Revision - Review the ways to make suggestions. Suggestion Response I suggest + V-ing .. OK I think we should….. That’s a good idea Shall we…..? All right Why don’t we….? No. I don’t want to How / What about + Ving ..? I prefer to ….. Let’s …. Let’s…. - Ask Ss to make some sentences with the structures above II. While–speaking - Ss Look at the expressions to make suggestions about how to save energy 3a. Eg: I think we should turn off the faucet. I suggest fixing the faucet - Ss speak like that with Ex 3a (P.58)- With 8 pictures P.59 * Language focus 3 a. Making suggestions ( can use suggest/s/ed ) S + suggest + V-ing…. , S + suggest + that + S + should + V….. (should được bỏ và vẫn V(bare)) - Mệnh đề theo sau “suggest” có thể ở thì hiện tại giả định/bàng thái.(có dạng giống dạng đơn giản / gốc) Eg: He suggested that Bill do a lot of exercises - Ngoài ra còn có một số mẫu câu đề nghị như: Chúng ta …. nhé/đi. - I think we should + V(bare)…. - Shall we + V(bare) ….? = Why don’t we / you + V(bare)…? = Let’s + V (bare) … = How/ what about + V–ing ….? b. Respond: -Ok / All right./That’s a good idea./Yes, let’s./ Sounds interesting./Great.Go ahead. -No, let’s not. / I don’t think it’s a good idea./No.Why don’t we + V …? - Ss look at the expressions in the above tables and pictures in the section a (P.58) to make suggestions about how to save energy. Ex: Picture a: I think we should turn off the faucet. I suggest fixing the faucet. - Ss use those structures to make sentences using the pictures (P.59).

(13) b. I think we should turn off the gas fire/ gas cooker. I suggest repairing the cooker.It may be broken.or I suggest turning off the gas fire / gas cooker c. Why don’t we switch off the electric fan.I suggest switching off the … fan d. I think we should turn off the air conditioner when no one is in. e. Why don’t we turn off the TV and the lights (when no one watches it.) f. I suggest fixing the faucet in the bathroom. / turning off the faucet. g . I think we shouldn’t go to school by motorbike./ we should go by bike instead of (going by) motorbike h. Let’s go to school by bus or bicycle./ use the public buses. IV. Post–speaking b.Practice suggesting and responding what they are doing to save energy for class. Example: Picture a ( Section b – P.59 Textbook) e. A. Why don’t we replace ordinary light bulbs with energy-saving bulbs to save energy? B.That’s a good idea A:How about making posters on energy saving and hanging them around our school? B: Great! Let’s do that. g. A:I suggest going to school by bike instead of going by motorbike to save energy.. B. – C – D (the same a /e) h. A: I think we should go by bus instead of going by motorbike. B. – C – D (the same a / e )…. . Homework - Practice speaking (P.58-59) - Language focus: Do exercise 3 (P.64) - Workbook: Ex 5-6 (P.49-50) - Find out new vocabulary in “LISTEN” C. Teacher’s Self evaluation:. Planning date : 12/02/2012 Unit7 Period: 44. SAVING ENERGY Listening. A. Aims By the end of the lesson, Ss will be able to understand and know how to do 2 common listening tasks: True or false and gap filling. To get general knowledge about one kind of alternative energy: solar energy. - Teaching aids: cassete - Anticipated problems: Ss may not be familiar with solar energy. - Lexical items : solar, solar energy , nuclear power , solar panel , roof , install , store, source of energy ,effective ..

(14) B. Procedure I. Warm up - Greetings. - Questions and answers: Ask Ss questions about solar energy. What is solar energy? What are advantages of solar energy? Is solar energy operated in V N? II. Pre-listening 1. Vocabulary. - solar (A) belongs to the sun: thuéc mÆt trêi - solar energy (n) energy received from the sun.: năng lượng mặt trời - nuclear power (n) power derived from nuclear energy. N¨ng lîng h¹t nh©n - solar panel (n) device like walls or doors for receiving solar radiation - roof (n) upper covering of a house.: mái nhà - instal (v) (sit) - store (v) (expl/trans) - source of energy (n) (trans) - effective (A) có kết quả-> effectively (Adv) *Checking: Ro + R 2. T/F statements: (P.60 - 4.a) We are going to listen to the news on solar energy and First please guess whether the statements are true or false 1. Solar energy can be cheap and clearn. 2. Most of our electricity now comes from nuclear power. 3. The solar energy that gets to the Earth can not provide enough power for the world’s population. 4. Solar energy can be used on cloudy days. 5. All building in Sweden will be heated by solar energy in 2050 Ss read and give their prediction III. While -listening 1.- Ask Ssto listen and then check their T/F statements.Ask Ss compare the answers with a friend. - Ss listen again if necessary. Feedback and give the correct answers. - Key: True: 1 , 4. 2. False. nuclear power  the use of coal, gas, oil or nuclear power 3.False. cannot  can / It is enough to provide power for total population. 5. False. 2050 -> 2015. 2. Gap fill: (section b- P.60) Ask Ss to get the missing words. Useful question is: What is the part of speech of the missing words?. Call some Ss to read the completed sentences. - Key: 1. effective 2. pollution 3. countries 4. store 5.roof 6. instead IV. Post- listening * True / false repetition drill. - Ss read aloud 5 to 7 statements about content of the listening. If the statements are true, Ss repeat after the teacher. If the statements are false, Ss stay silent. Any Ss don’t follow this ruler, they will be given a kind of “punishment”by classmembers or teacher. ( may use the statements in section a to review ) - Call some Ss repeat the true statements in this lesson * Write it up: (optional).

(15) Students write about energy, using the ideas discussed above and the two exercises (a+b) on page 60 * Tapescript: Are you looking for a cheap,clean,effective source of power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun.At present, most of our electricity comes from the use of coal,gas, or nuclear power.This power could be provided by the sun.One percent of the solar energy that reaches the Earth is enough to provide power for total population. Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun’s energy can be stored for a number of days, so on cloudy day you can use solar energy too. Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar energy instead of gas by the year 2015 . Homework - Finish writing the listening and read again - Redo section a , b (P. 60). - Workbook: Ex7 (P.51) - Find out new vocabulary in “Read” (P.60)+ Language focus 1. C. Teacher’s Self Evaluation:. Planning date:13/02/2012 Unit 7: SAVING ENERGY Period 45: READING + language focus 1 A. Aims By the end of the lesson, students will be able to get general idea of the reading to save energy through choosing the best summary and answering - Teaching aids: Tape , extraboards, relias - Lexical items : luxury, consumer , efficiency , conserve , innovation , tumble drier , scheme ,ultimately B. Procedure I. Warm up - Greetings -Teacher asks students to order the appliances (after they answer the questions: Which one uses the most electricity per house? And which one uses the least?) - Keys: Most: drier, iron, fridge, T.V, computer, fan, bulb,CD player Least (watts/hour):1,200 - 920 - 725 - 133 - 120 - 55 - 40 13 - Dictation (optional): Careless carrie came home at 6 p.m. She turned on the fluorescent in her room. She watched 3 hours of T.V and then she took a cold hair shower. She spent half hour drying her hair with the dryer. At 10:30 she went to bed. She turned off the light but turned on her CD player and played her favorite CD for one hour. - How many watts of electricity did Careless Carrie used? - What should Carrie do tomorrow to sacve electricity? II. Pre- reading.

(16) 1. Vocabulary - luxury (n) >< necessity - consumer (n) :user of product or service : - efficiency (a): (sit/expl) - conserve (v) =preserve b¶o tån - innovation (n) bringing in new ideas….: - tumble drier/dryer(n) machine that drys hair..: - scheme (n) (trans) = plan kế hoạch, -ultimately(adv)= finally: xét về lâu về dài Checking: Ro + R 2. Pre–questions T : We are going to read a text .Please think and answer these questions first a. Which continents are mentioned in the text? b. Are electricity, gas and water luxuries or necessities? c. Do people want to reduce them or only want to save money by using more effective (electricity) appliances? III While reading - Ask Ss to read the passange quickly and answer the pre-questions - Give the correct answers: a. America and Europe b. They are necessities. c. People want to save money by using more efective appliances Ex1: Choose the best summary of the passange (Section a – P.61) 1.Energy–saving bulbs should be used to save electricity. 2.In Western countries electricity, gas and water are necessities 3.North American an European countries are interested in saving money and natural resources 4.Labling schemes help save energy *Key:3 - Explaination: 3 is the best answer because three others are too specific. They only cover one part of the passange Ex2: Answering questions (Section b – P.61) (With correct answers) 1.Westen consumers are interested in products that will not only work effectively but also save money 2.We can use energy saving bulbs instead of ordinary 100 watts bulbs to spend less on lighting 3.She will pay US$2 for lighting if she uses energy-saving bulbs instead (Because these bulbs use a quarter of the electricity of standard bulbs) 4.It helps the comsumers know how much energy efficiency the appliances are 5.Because when we save energy, we’ll save money and conserve the Earth’s resources VI. Postreading - Discussion: Why should we save energy? – save money,conserve the Earth’s resources, protect environment, prevent natral disasters…. *Language focus1:Connectives: and, but, because, as, so, therefore, however * Từ nối: and, or, but, so còn được gọi là tập hợp liên từ(co-ordinating conjunctions) a. AND: và: dùng thêm thông tin bổ sung (additional ideas) b. OR: hoặcdiễn tả sự lựa chọn. - OR (ELSE): (nếu không) diễn tả điều kiện. c. BUT: nhưng: nối hai ý tương phản nhau. He’s fat but his brother isn’t..

(17) d. SO: (vì thế, do đó,nên) diễn tả hậu quả. He’s busy, so he can’t help you. e. THEREFORE – HOWEVER: (Adv) - Therefore: - However: tuy nhiên. - Do exercise1 P.62-63 Homework Do Exercises in workbook and prepare new lesson Unit 7 – Writing C. Teacher’s Self Evaluation:.

(18) Planning date : 16/02/2011 Teaching date : 18/02/2011 Unit 7: Period 46:. SAVING ENERGY. WRITING. A. Aims By the end of the lesson, students will be able to write a short,simple speech with clear organization and present it in front of the whole class - Teaching aids: Poster - Anticipated problems: Ss may have difficulty with structures in speech. -Lexical items : sum up, attention , conclusion , professor,introduction ,draft, sheet. B. Procedure I. Warm up - Greetings - Guessing game: It’s a noun ( a 6–letter–noun). It’s your expressing ideas with your mouth. It comes from the verb of “speak” -> SPEECH II. Pre –writing 1. Vocabulary - (to) sum up (sit) tóm lại ,tóm tắt - attention (expl) sự chú ý - detail ( tran) chi tiết - conclusion (sit) kết luận - professor (expl) giáo sư - introduction (sit) mở đầu, lời giới thiệu - draft (n) (real) (giấy) nháp - sheet (n) (real) tờ giấy 2. Matching: Ask Ss to work individually, match each part of a speech in column A to a suitable function in column B ( Section a P.61) Parts of a speech Functions 1. Introduction A. summing up what you have said. 2. Body B. getting people’s attention and telling them what you are going to talk 3. Conclusion about. C. giving details in easy-to-understand language - Key: 1+B , 2 + C , 3. + A * Ordering : Ask Ss to put the sections in the correct place to complete a speech (Section b - P61–62) - Keys: 3. Good evening, ladies and gentlemen. I’m Professor Roberts and tonight I’m going to tell you how to save money. 2. Most of us use too much gas. You can reduce this amount by : – Traveling by bicycle or public transport – Having mechanic check your motorbike regulary. 1. If you follow these simple rules, not only will you save money, but also the environment will be cleaner * Some students practice the speech in front of the class (optional) III. While –writing.

(19) *These groups (each group – each topic) discuss and write down their speech on the poster (Each group selects one secretary to write) (Section c - P.62) *Suggestions: * Reducing garbage - Good morning, ladies and gentlemen, I’m Professor Hung, President of Friends of the Earth. I’m going to tell you how to reduce garbage -Most of us produce too much garbage everyday.So we can reducegarbage by  Collecting plastic bags  Not keeping solid waste with food waste  Putting different kinds of waste in different places If you following these simple rules, you’ll not only reduce your garbage, but also keep the environment cleaner * Reusing paper -Good morning, every one. I’m glad to be here this evening.My name is Nam.I come from grade 9A.I’m going to tell you about reusing paper. - Most of us produce too much paper. You can reuse paper by:  Having a separate waste basket for waste paper  Keeping sheets with single printed page for drafting - If you follow these rules, not only will you save money,but also the environment will be cleaner. * Saving energy in the kitchen - Hi!everybody.It’s pleasure to be here with you today. My name is Tuan. Our topic today is ways of saving energy in the kitchen - Saving energy is our responsibility. We can save energy in the kitchen by:  Turning off the lights before leaving the kitchen  Preparing food carefully before turning on the stove  Keeping refrigerator door closed - If you follow these simple rules, you will not only save money but also conserve the resources IV. Post–writing - Share their writings. . Homework - Complete one of these 3 topics above - Workbook: redo all - Review Unit 6 -7 to prepare for doing test. Planning date : 20/02/2011 Teaching date : 22/02/2011 Period 47:. WRITTEN TEST. A. Aims: By the end of the lesson, students will be able to complete the test accurately on time - Teaching aids: Sheets of the test B. Procedure I. Warm up - Greetings.

(20) II. Contents I. Choose the best answer to complete these sentences 1. Hoa often looks ( after/ for/in/at) her sister when her mum is out. 2. Remember to turn ( of/ off/ on/from) the faucet after using. 3. You will pass the exam if you ( to study/ studies/ studying/ study) hard. 4. I suggest ( playing/ to play/ plays/ play) volleyball. 5. I suggest that you should ( saves/ saving/ save/ to save) energy. 6. Two days ago I ( decide/ decided/ decides/ deciding) to do my washing. 7. I haven’t ( seen/ saw/ seeing/ to see) him for a long time. 8. He had no money for a bus ( as/ because/ for/ so) he had to walk home. 9. We are all ( slow/ slowly/ slowing/ to slow) destroying our environment. 10. I am ( please/ pleasing/ pleased) that you are working hard. II. Fill the gap in each sentence below with a suitable phrasal verb from the box (There are two extra phrasal verbs) turn on , look after, get on, take off, turn off, look for, go on 1. I’ve lost my keys. Can you help me to………….them. 2. Mr. Peter is 90 and living alone. He needs somebody to …………. him. 3. We must change our ways. We can’t…………. living like that. 4. Don’t forget to…………. the T.V before going to bed. 5. It’s dark in here, please …………. all the lights. III. Rewrite the following sentences: 1.Let’s go to the zoo > I suggest …………………….. 2. Why don’t you use banana leaves instead of plastic bags? > I suggest that... 3. How about reducing the amount of water we use every day?> Why …… 4. Shall we speak English in class?.> What about……………. 5. Lan wants to go home. She feels sick.> Because Lan……………….. IV . Read the fowlowing passage and answer the questions Many cities have a serious pollution problem. Motor vehicles, factories and other sources create so much air pollution that it may hang on the air like dirty fog . Air pollution threatens the health of the people who live in cities. City wastes cause water pollution when they are poured into waterways. These wastes kill fish and make some areas unfit for swimming . In addition , many large cities have difficulty disposing of their garbage . The amount of garbage grows each year , but places to put it are quickly filling up . Questions : 1. What is a serious problem in many cities ? 2. Which create so much air pollution in many cities ? 3. Does air pollution threaten the health of the people ? 4. Which cause water pollution ? 5. Do many cities have difficulty disposing the garbage ? The end. * Homework : - Prepare new lesson Unit 8- Lesson 1.

(21) Planning date : 23/02/2011 Teaching date : 25/02/2011 Unit: 8 Period 48:. CELEBRATIONS GETTING STARTED + LISTEN AND READ LANGUAGE FOCUS 3,4. A. Aims: By the end of the lesson, students will be able to listen and read for specific information about famous celebrations around the world. To practice reading comprehension skills for details to complete a table. - Teaching aids: tape,poster, pictures, objectsabout festivals - Anticipated problems: Ss may have difficulty in getting enough information about celebrations in the world B. Procedure I. Warm up - Greetings. - Brainstorm: Make a list of famous celebrations in Vietnam and worldwide Celebrations - Tell Ss to work with a partner. Match the icons with the names of the celebrations they represent.(Give correct answers) 1. Easter. 2. wedding. 3. birthday. 4. Christmas. 5. Mid-Fall Festival. 6. Lunar New Year - Ask Ss further questions about facts of the above celebrations: Ex:In which country, do people celebrate……….? When (At what time of the year) do people celebrate it? What do they do?..... II. Listen and read 1. Vocabulary - (to) occur = take place = happen xảy ra - (to) decorate (expl) trang trÝ - parade (n +v) march with display cuéc/đoàn diÔu hµnh, đám rước - slavery (n) (ant) ≠ freedom sù n« lÖ,chế độ nô lệ, cảnh nô lệ - Jewish (a) (trans) thuéc vÒ Do Th¸i,Ngêi Do Th¸i - joyful (a) = cheerful vui mừng, hân hoan, vui sướng - (to) live apart=far away sống xa (apart (adv) cách xa).

(22) - Passover (n) (trans) LÔ Qu¸ h¶i (cña ngêi Do th¸i) - sticky rice cake (n)traditional Chung cake b¸nh chng (gạo nếp:sticky rice) - Checking: Jumble words (words on the cards are in the wrong order) 2.Listen and read Prequestions: a. How many celebrations are talked in the text? What are they? b. What do people do during these celebrations? c. What special food do they have? III. Whilereading *.Complete the table: (Grids) (With key) Celebrations When Activities Food Country 1. Tet In late Cleaning, and Sticky rice Vietnam (Lunar new January or decorating homes, cakes (China) year) early wearing new February clothes, enjoying special food 2. Passover late March (Not available) Special meal Israel or early festival called the April Seder 3. Easter Around the People crowd the Chocolate or In many same time streets to watch sugar eggs countries as Passover colorful parades .Comprehension questions: (Answer the prequestions) *Keys: a.Three celebrations. They are Lunar New Year, Passover and Easter b + c. During Lunar New Year holiday, Vietnamese people clean and decorate their homes. They gather their members of family or relatives to have special food such as sticky rice cakes…. - On Passover Festival, the Jews eat special meal called the Seder - On Easter festival, people in many countries (Christians) crowd the streets to watch colourful parades, young children eat chocolate and sugar eggs. IV. Postreading Grammar presentation: Adverb clauses of concession: Conjunctions: though,even though, although => mặc dù. 1. Sentences (Eliciting from the students) - I am not satisfied with my preparations for Tet Although I have decorated my house and made plenty of cakes,.= Although I have…cakes, I am … Tet 2. Formation: Clause1 + although / though / eventhough + clause 2  Although/ Though / Even though + clause2 , Clause1 * Other patterns: However + Adj / Adv + S + (may) + V…, S .., Adj / Adv + as / though + S +(may) + V…, S + .,No matter + Wh-question+ (adj/Adv) + S + V …, S + …, Wh – question (ever) + S + may + V..,S… 3. Reduction of concessive clauses - Despite / Inspite of / Regardless of + V-ing / Noun phrase a. .. though + Pro +be + Adj->..Despite + poss.Adj(->pro)+N (->Adj) b. … though + N+be + A-> …despite + the + A(->a) + N (->N) c. … though + S + V + O/A-> …despite + V-ing (->V)+ O/A - Do exercises Language focus 3,4 – Page 71->73.

(23) 6. Homework - Complete exercises3,4 (P.7173) - Find out new vocabulary in “Speak” Planning date : 27/02/2011 Teaching date : 01/03/2011 UNIT 8 Period 49:. CELEBRATIONS SPEAKING. A. Aims By the end of the lesson, students will be able to give and respond to a compliment for common situations. - Teaching aids: Pictures - Anticipated problems: Ss may not have the habit of giving and responding to compliments. - Lexical items : contest , take part in , well done , activist , charity , nominate ,compliment ,congratulate B. Procedure I. Warm up - Greetings. - Questions and answers: When do people give a compliment to others? Do you usually give a compliment? On which occasion? To whom? Do you know how to respond to it? II. Pre- speaking 1. Vocabulary - contest (n) =competition cuộc thi - (to) take part in = participate tham gia - well done ( enter/ a) (expl) giỏi lắm, làm tốt lắm - activist (n) (sit) nhà hoạt động,người hoạt động - charity (n) (trans/sit) hoạt động từ thiện - (to) nominate (trans) ,ghi danh, mệnh danh - compliment (n/v)(sb on st) (sit) loi khen - congratulate (v) (sb on st) (sit.) chuc mung ai Checking: Slap the board 2. Grammar - Introduce the structures to give and respond to a compliment. Give a compliment Well done That’s a great / an excellent… Let me congratulate you on …. Respond to a compliment Thanks. It’s nice of you to say so. That’s very kind of you (to say so). - Demonstrate by the first situation in the book. Ex: Mai: Well done, Trang. Trang: Thanks. - Depend on Ss’level. Ss can use more structures to give and respond to a compliment II. While–speaking - Picture and word cue drill (P.6667)- Ss work in pair. - Call on some pairs to practice the dialogue before class. - Feed back and give suggested answers. *Keys:.

(24) b) Well done, Huyen  Thanks, Mom c)  Congratulations on your nomination, Tuan.  It’s very kind/ nice of you to say so d)  That’s an excellent drawing, Hoa  That’s very kind of you to say so IV. Post–speaking: - Ss work with another partner: Think of the situation in which you can compliment your friends and respond from him/her or them. Then make up dialogues with your partner. - Suggestions as passing the final/entrance exam, graduating from university, winning the first prize in a singing contest, having finished making a birthday card… - Feed back and give suggested answers Hoang: Well done! It’s a great cake./ Congratulation! That’s an excellent performance! /Let me congratulate you on your graduation… Linh: Thanks./It’s nice of you to say so / That’s very kind of you… . Homework - Redo SPEAK and write them - Prepare new vocabulary in “Read” (P.6869) and Language focus 1,2. Planning date: 04/03/2012 Period 50:. A. Aims. CORRECTING THE TEST.

(25) By the end of the lesson, Ss will be able to know the knowledge to do the test, do many kinds of exercises ; T and ss will have a chance to redo the test - Teaching aids: Sheet paper B. Procedure I .Warm up - Greetings and ask ss some questions II. The content of the test - Give and correct the test - Ss redo and compare with their partners sentence by sentence. - Ss write the right sentences on the sheet paper Answer key: Number 1 I.Chose the best answer 1. After 2. off 3. study 4. playing 5. save 6. decided 7. seen 8. so 9. slowly 10. pleased II.Fill in the gap 1. look for 2. look after 3. go on 4. turn off 5. turn on III. Rewrite …… 1. I suggest going to the zoo / I suggest that we should go to the zoo 2. I suggest that you should use banana leaves instead of plastic bags 3. Why don’t we reduce the amount of water we use everyday? 4. What about speaking English in class? 5. Because Lan feels sick, she wants to go home. IV. Answer the questions 1. pollution 2. Motor vehicles , factories and other sources 3. Yes, it does 4. City wastes 5. Yes, they do Ask ss to copy into their notebooks Homework : Prepare new lesson Unit 8 - Lesson 4 C. Teacher’s Self Evaluation:. . Planning date : 05/03/2012 Unit 8 Period 51:. CELEBRATIONS LISTENING. A. Aims By the end of the lesson, students will be able to complete a song by filling the missing words and update themselves with the information about one of the best known songs in English-speaking countries. - Teaching aids: Tape , poster -Anticipated problem:Ssmay know little even nothing about Auld Lang syne - Lexical items : bring to mind , auld lang syne , due to , thine, trusty , aquaintance B. Procedure.

(26) I. Warmup  Greetings  Brainstorming: - Ask Ss to work in group and make the list of things people in western countries do on New Year’s Eve. - Gather ideas by calling on some Ss to say about that. - Things done on New Year’s Eve: - Holding parties, dancing, drinking, exchanging best wishes, giving presents, singing, making resolutions(setting goals for new year)…. II. Pre- listening : 1. Vocabulary - bring to mind = remember (n) tam tri ,tri nho - Auld Lang Syne (n):= the Good Old days: bai hat Tô Cách Lan lúc đón năm mới (nửa đêm 31/12) - due to (a) = caused by vi ,do , boi - aquaintance (n) (expl) nguoi quen - trusty (a) (trans) dang tin cay - thine = your(s) (tu cu) cua ban Note: Auld = old Lang = long Syne = since **Checking: R- O- R 2. Pre listening - On New Year’s Eve, many people in western countries hold parties which last until late into the night. It is traditional to greet the new year at midnight and celebrate the first minutes of the year in the company of friends and family. People may dance,sing,and drink a toast to the year ahead. After the celebrations, it is time to make new year resolutions, and these are a list of decisions about how to live in the coming year. Horns are blown at midnight. And people hug and kiss to begin the new year with much love and happiness Auld Lang syne, with words by Robert Burns,is often sung at night on New Year’s Eve. Auld Lang syne means The times gone past; the good old days. In Scots Auld=old,Lang = long, syne=since. * Openprediction: - Students guess the missing words from the song. (One word for one blank) - Ss work in pairs. III. While listening - Ss listen to the tape the 1st time and check their prediction - Ss listen again and give the correct answers. - Ss fill in the song and read / sing **Keys: a. days b. take care c. mind d. hand e. kindness IV. Postlistening - Practice singing the song. Call some Ss to read/sing the song aloud in front of class. - Ask Ss to work in group and discuss: - What do you and your family usually do on New Year’s Ever (Lunar New Year)? * Suggested answers: - Go out in the streets.

(27) - See fireworks display - Hold year – end party - Wait for lucky money… - Ss speak one by one . Homework - Write something about on Lunar New Year. - Find out new vocabulary in “Read” (P.6869) and Language focus 1-2 *Celebrations:Lunar New Year (1-1*)Valentine’s Day(14-2),International Women’s Day (8-3), April Fool’s Day(1-4), Victory Day (30-40),May Day (15),Mid Fall Festival (15-8*), Teacher’s Day (20-11), People’s Army founding Anniversary (22-12), Christmas (24-12) C. Teacher’s Self Evaluation:. Planning date : 07/03/2012 Unit 8 Period 52. CELEBRATIONS READING + LANGUAGE FOCUS 1- 2. A. Aims By the end of the lesson, students will be able to get to knowabout more one of the important celebrations I Australia and the USA: Father’s day through the readings about opinions, feelings and memories of children about their fathers. - Teaching aids: Tape , pictures, poster - Lexical items :hug, considerate,generous, priority, sense of humor, distinguish ,terrific, lose heart ,quality B. Procedure I. Warm up - Greetings - Brainstorm Easter Christmas Woman’s Day. Celebrations. Independence Day Teacher’s Day II. Pre- reading 1. Vocabulary - (to) hug (mime) - considerate (a) (trans) - generous (a) (trans / sit) rong luong , bao dung - priority (n) (trans) sù u tiªn, quyÒn u tiªn - sense of humor (n) (trans) khiÕu hµi híc, khôi hài - (to) distinguish (v) (trans) ph©n biÖt, lµm cho kh¸c biÖt= identify - terrific (a)=horrible/terrible tuyÖt vêi, xuÊt s¾c/ kinh khñng, khñng khiÕp - (to) lose heart (trans) mất hy vọng..

(28) - quality(n) nét đặc trưng * Checking: Ordering 2. * Openprediction - Adjectives that children use to talk about their father’s character *Possible answers: strong humorous generous healthy kind considerate great handsome the best/good Terrific brave III. While reading st - 1 reading: Ss listen and read silently and check the openprediction - 2nd reading: Ss scan the reading and give the correct answers: *Keys: great terrific, considerate humorous , generous the best - Father’s Day is the time when children show the feelings,respect and great love to their fathers. The followings are opinions, feelings and memories of children about their fathers. - Divide class into three groups. Each group reads one passage * Comprehension questions: 1. Who do you think Rita sends this card to? -> To her father . 2. Is Jane’s father alive or dead? How do you know this?. 3. Which quality makes Bob’s father different from others? Can you name some qualities that Bob’s father has?. Is Bob proud of his father.Yes, he is. 4. What image of a father can you draw from the three passages? -> ….,we can see a father is a man who is always considerate and generous to his child(ren) and who has a strong and ever-lasting influence on them,too. IV. Postreading - Call on some Ss to read the passanges aloud. And discuss about their father * Language focus 1-2: Adjective / Relative clauses được giới thiệu bởi 1 đại từ quan hệ hay trạng từ quan hệ và bổ nghĩa cho 1 danh từ hay 1 đại từ 1. Relative pronouns: Who, Whom,Whose, Which, That a. Who:đứng liền sau N mà nó thay thế , làm chủ ngữ trong mệnh đề tính từ b. Which:đứng liền sau N mà nó thay thế,làm chủ ngữ trong mệnh đề tính từ c.Who(m)đứng liền sau N mà nó thay thế,làm tân ngữ trong mệnh đề tính từ d. Which:đứng liền sau N mà nó thay thế,làm tân ngữ trong mệnh đề tính từ e. That: thay cho who(m), which (S/O) - Đại từ quan hệ trong câu khi làm tân ngữ có thể được phép bỏ khi không có giới từ đứng trước nó. - That: bắt buộc phải dùng khi trước nó là cấp so sánh nhất the first /l ast / only / very ; sau các đại từ bất định: everybody/ thing, anybody /thing, all, nobody / thing, somebody/thing,much, little…; Sau các danh từ hỗn hợp(người và vật ) : I saw the men and cattle that went to the field. - “That” Không được dùng khi đại từ liên hệ có giới từ đứng trước, và mệnh đề không xác định Notes: * Để kết hợp hai câu đơn với mệnh đề tính từ, chúng ta thực hiện những bước sau: a. Tìm từ liên hệ với nhau (cùng chỉ một người/ sự việc) ở hai câu. b. Xác định câu nào là mệnh đề tính từ: - Thường câu chỉ sự việc xẩy ra trước. - Câu chỉ sự việc đang diễn tiến. - Câu chỉ sự việc có tính lâu dài, sự kiện hiển nhiên. c. Thay từ liên hệ bằng đại từ quan hệ tương ứng.

(29) d. Viết mệnh đề tính từ với đại từ ở đầu câu ngay sau từ liên hệ kia. 6. Homework - Read, translate and answer the questions about the text (P.67) - Do exercises in Language focus 1-2 C. Teacher’s Self evaluation: Planning date : 13/03/2011 Teaching date : 15 /03/2011 Unit 8 CELEBRATIONS Period 53 WRITING A. Aims By the end of the lesson, students will be able to write a letter to their friends to share their ideas that it is necessary to have a day to celebrate for mom and another day for dad - Teaching aids: Extraboard - Anticipated problems: Ss may find it difficult to find ideas and arrange them in a writing. - Lexical items : enhance,have a day off , support , nationwide , state, essential B. Procedure I. Warm–up: Wordsquare C E L E B R A T E M S I F L O W E R S E P K P O P R S T U M E O N M O Y W W V O C I A L F O O D Z R T R A D I T I O N Y F I A O D C B A N M I G I L M N D R A C G H K R Q O P S Y W II. Pre –writing 1. Vocabulary - (to) enhance = improve (syn) đẩy mạnh, tôn vinh,đề cao / t¨ng cêng - (to) have a day off (expl) nghØ 1 ngµy - (to) support (trans) ñng hé, hç trî - nationwide (adv) = all over the country toµn quèc, c¶ níc - (to) state (trans) ph¸t biÓu, nãi râ - essential (a) = necessary thiết yếu, cần thiết Checking: Ro + R 2. Reading - Ask Ss to read the outline on P.70 and work independently to write a letter to a friend as instructed. a. First pagraph: Tell your friend the reason(s) for celebrating this day b. Second paragraph: Give details about: When to celebrate. How to celebrate. What special gifts to give and What special food to offer. c. Third paragraph:.

(30) State whether or not you think your ideas will be supported and you hope the day will be celebrated nationwide III. While writing - Students write the letter based on the outline *Suggestion ideas: In my opinion, it is important/essential to have a day to celebrate for our parents.On these occasions, children will have a special day to express their feelings, memories and love for their parents. We have an opportunity to enhance family traditions. Members of families can have a chance to get together, to know one another and to help one another. I think first Sunday of April is suitable. Sunday is a day off so everybody is free from work or study. April is late Spring or early Summer and the weather is generally fine at this time of the year. Many activities can happen oudoors It is not necessary to have parties but it’s a good idea to have lunch or dinner with all members of the family. Children should give their parents flowers, send them cards or bring them special cake. Moreover, children should serve their parents the food that they like best I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and wants their parents to be happy. IV. Post writing: - Students share their writings and correct for each other * Adjective / Relative clauses (continued) 1. Adjective clause (continued) . Whose/of which: thay cho tính từ chỉ sở hữu người và vật, luôn luôn đứng giữa 2 danh từ.Eg: The house is not far from here. The roof of the house is green.-> The house whose roof is green …. Here. I know the man. His house is big.-> I know the man whose house is big 2. Relative adverbs: When, where and why a. When: = in /on which: thay cho từ, cụm từ chỉ thời gian: the day, the time, the year (2007), …đứng liền sau từ nó thay thế. b. Where:= in/at which: thay cho từ chỉ nơi chốn: the city, the village, the place, the school , …đứng liền sau từ nó thay thế.Eg: This is the house. I was born in this house.-> This is the house where I was born. I love HT. I was born in HT.-> I love HT where I was born. c. Why: thay cho từ chỉ lý do: reason. Đứng liền sau từ nó thay thế - Father’s Day: The third Sunday in June. - Mother’s Day: (US): the second Sunday in May. (UK): the middle of March Homework - Complete writing. - Workbook: Ex1 (P.52) - Prepare Unit 9 Getting Started - Listen and Read Planning date : 18/03/2012 Unit 9 Period 54. NATURAL DISASTERS GETTING STARTED + LISTEN AND READ.

(31) A. Aims By the end of the lesson, students will be able to read and understand the dialogue for detail information about the weather forecast. - Teaching aids: Tape,posters - Anticipated probems: Ss may have difficulty with some new words about weather like snowstorm, earthquake, volcano…. - Lexical items : snowstorm , turn up ,expect ,thunderstorm , experience ,deltal , just in case , trust ,typhoon , vocalno . B. Procedures I. Warm up - Greetings - Guessing game: WEATHER FORECAST 1.We know weather it is going to rain or to be sunny if we watch this program. 2. It is usually broadcasted on TV after the news. 3. It starts with letter “w”. Ss guess 1st clue: 30 points, the 2nd: 20 points, the 3rd: 10 points II. Listen and read . 1.Vocabulary - snowstorm (n) heavy fall of snow with wind: bão tuyết - turn up (v) (sit) vÆn to lªn - expect (v) (syn: wait for) mong đợi, chờ đón,cho rằng/sẽ đón nhận - thunderstorm (n) (expl/trans) b·o cã sÊm sÐt vµ ma to - experience (v) (sit) tr¶i qua - delta (n) (sit/trans) ch©u thæ - (just) in case (adv) (trans) nếu tình cờ xẩy ra,phßng khi, lì khi - trust (v) (syn= rely on) tin tëng, tín nhiệm - typhoon (n) (explain) bão nhiệt đới - volcano (n) núi lửa 0 - 25 C twenty five degrees celsius Checking: Ro + R 2. Pre- listen and read - Match the pictures to the correct words (P.74) Give Vietnamese meanings *Keys: 1. snowstorm 2. earthquake 3. volcano 4. typhoon * Prequestions: a. In which program do we see on these pictures? a.What are Thuy and her grandma watching? Do they watch the weather forcast? b. Do they trust the weather forecast? Do they think weather forcasts are truthful? III. Whilereading a. Gap fill: section b P.75 - Keys: 1. turn up - weather forecast ; 2. raining 3. central highlands 4. have temperatures 5. weather forecasts b. Comprehension questions: a.Why does Thuy’s grandma ask her to turn up the volume? b.Which city is the hottest today? c.Where is Thuy going? d.What does Thuy’s grandma want her to do?.

(32) - Keys: a.Because she wants to listen to the weather forecast b. Ho Chi Minh city is c. She is going toa park on the other side of the river d. She wants Thuy to bring along a raincoat IV. Postreading a. Ask Ss to read the dialogue and decide whether the following statements are true or false. Correct the false ones. 1. There won’t be any sunshine in Ha Noi. 2. Temperature in Hue will be over 300C. 3. It will be cloudy in Cuu Long Delta. 4. Thuy is going out for a picnic with her old friends. 5. Thuy’s grandmother asks her to bring along a warm coat. 6. Thuy follows her grandmother’s advice. Key: 1. False . (It will be sunny) 2. False (The temperatures will be between 250C and 300C.) 3+4 +6 : T 5. false.(She asked Thuy to bring along a raincoat.) b. Speaking and Writing - Students look at the map (P.75) and play the role of the weather man to present the weather forecast - Students write a weather forecast for the next day in Viet Nam. Language focus 1,2: 1. May , might : : S + May /might + V 2. Conditional type 1 :Form : S + Will + V , IF + S + V (s/es ) +….. Ask ss to do Exercise 1,2 in ss’ book . Homework - Read and translate the dialogue again and redo section b (P.75) - Prepare new vocabulary in “Speak” C. Teacher’s Self Evaluation: Planning date : 20/03/2012 Unit 9: NATURAL DISASTERS Period 55 Lesson 2 : SPEAKING A. Aims By the end of the lesson, students will be able to know what should be prepared for a typhoon and improve the discussion skills: agreeing and disagreeing. - Teaching aids Picture + Extraboard - Anticipated probems:Ss may have no experience in preparing for a typhoon -Lexical items : bucket , tie , peg, can, doorlatch, available ,roof ,power cut ,damage , blow - blew -blown . B. Procedures I. Warm up Brainstorming buy food buy flash light/torch Check windows, door…. Repair/fix/roof of the house. Preparations for a tie the.... typhoon.

(33) II.Pre- speaking 1. Vocabulary - bucket (n) (picture) x«, thùng - (to) tie (mime) = fasten cét, trãi, th¾t ,buộc - peg (n) (sit) cây cọc - (to) can (sit) đóng hộp - door latch (n) chèt cöa, then cöa - available (a) cã s½n - roof (n) (sit) mái nhà - (to) damage = destroy làm hư/hại - power cut (n) (sit) cắt điện (to) blow  blew  blown (mime) thæi *Checking: What and Where 2. Pre -Questions: a. Have there been any typhoons in our hometown? b. What should we do when there is a typhoon? - Ss check what preparations you think should be made for a typhoon ( section a P.76) - Ask Ss to work in pair III. While speaking - Ss study the list (a.P76) and check what preparations should be made for a typhoon. Ss compare their choice with another pair. - Give possible answers: Buying candles, Buying matches, Filling all buckets with water, Buying a ladder, fixing the leak in the roof, Tying the roof to the ground with pegs and ropes,Checking all the windows and door latches. - Students answer the questions using the ideas in the box P.76 a. Why do we need to buy canned food / candles and matches /? b. Why do we need to fill all buckets with water? c. Why do we need to buy a ladder? d. Why do we need to fix the leak in the roof ? e. Why do we need to tie the roof to the ground with pegs and ropes? f. Why do we need to check all the window and door latches? *Keys: a. Because the market will be closed and no food will be available / there may be a power cut. b. Because water pipes may be damaged by the typhoon(and we’ll not have enough water to use right after the typhoon). c. Because the roof may be damaged by the typhoon and we need to fix it d. Because there will be hard rain. e. Because the wind may be very strong. f. Just in case the strong wind pushes the door open IV. Post speaking * Pair discussion: Ask them to talk about what you think you want to buy and do to prepare for typhoon;explain why. The ideas in the box and the samples on page 77 may be helpful. A: I think we should buy some canned food before a typhoon. B: Yes, I think so too / agree with you. The market will be closed and no food will be available A: I think we should buy a ladder.

(34) B: What for ? / Why? A: Just in case we need to fix the roof. Because there must be strong wind blowing. * Suggested answers: a. S1: I think we should buy some matches and cadles before a typhoon. S2: Yes, I agree with you. Because there may be a power cut when the wind is strong.. b. S1: I think we should fill all buckets with water as well. S2: What for? S1: It’s necessary because the water pipes may be damaged by the typhoon. c. S1: I think we should tie the roof to the ground with pegs and ropes. S2: Just in case big trees may fall down. Because there must be strong wind blowing. Homework - Say and write something about they have to do to prepare for a typhoon C. Teacher’s Self Evaluation: Planning date :26/03/2012 Unit 9: NATURAL DISASTERS Period 56 LISTENING A. Aims By the end of the lesson, students will be able to get to know some ideas on how to live with earthquakes through sentence completion exercise. Listen to the talk better, identify and catch key words for the answers. - Teaching aids: Tape, posters - Anticipated problems: SS may have not many ideas about earthquakes. - Lexical items : expert ,doorway,block, roller, mirror, strike, snout, hurricane , cyclone, horn, swallow . B. Procedure I. Warm up - Chatting: Do you know anything about earthquakes? Are they dangerous? Are there many earthquakes in Viet Nam? In which countries do earthquakes usually occur? What would you do if an earthquake occurred? ( Before, while and after the earthquake) II. Pre listening 1. Vocabulary - expert (n) (trans) chuyªn gia - doorway (n) (realia) cöa ®i - (to)block (trans) (ng¨n) chÆn, h¹n chÕ - roller (n) (picture) trôc l¨n, con l¨n - mirror (n) (realia) g¬ng - (to) strikestruckstruck đắnh,tấn công/ đình công… - snout (n) (picture) mõm, mũi (của động vật) - hurricane (n)= typhoon in Asia b·o cÊp 8 (in North and South America) - cyclone (n)= typhoon in Asia c¬n lèc xo¸y, b·o (in Australia) - horn (n) (picture) song, g¹c, sõng - (to) swallow (mime) nuèt **Checking: Ro + R 2. Prediction.

(35) - An expert is giving a talk on how to live with earthquake. Actually he will give us advice on what should we do before and during an earthquake. - Prediction: Ss complete the table (P.77) - SS make some useful guesses for the missing words in the blanks. III . While listening - 1st listening: Ss listen to the tape and check their prediction - 2nd listening: Ss give the missing words and compare their answers with a friend. Give correct answers. Heavy fixtures, furniture, and appliances:  Place heavy books on the …(1) bottom shelf of the bookshelf.  Block the rollers on your…(2)fridge and…(3)washing machine. Flying glass:  Check the….(4) mirrors  Don’t put your bed near…(5) a window Earthquakes drill:  Stay …(6) inside.  Sit …(7)under a strong table or …(8) doorway.  Stand in the ..(9)corner of a room. IV . Post listening Language focus1:Adjective clause(cont): Non -defining adjective clauses 1. Mệnh đề không xác định là phần giải thích hay thêm thông tin cho tiền ngữ, chúng ta có thể bỏ nó đi, nhưng tiền ngữ vẫn rõ nghĩa: có đặc điểm sau: a. Luôn được ngăn cách bởi dấu phẩy: It was John,who called you last night. b. Tiền ngữ là từ xác định: Danh từ riêng(proper nouns): ND,who wrote the work”Kim Vân Kiều”, is a great VNese poet.; Từ được bổ nghĩa bởi sở hữu tính từ: my,your,her, his… ,hay chỉ thị tính từ: this/these, that/those: Eg:That building,where they worked two years ago, is used as a guest house. This book,which you gave me last week,is very interesting.;Từ được bổ nghĩa bởi một cụm tính từ: The man in black,who’s speaking to the pricipal,is an environmental activist. c. Đại từ quan hệ làm túc từ không được bỏ: That boy,whom you saw in the library last week, is the best in my class. d. Từ “ THAT” không bao giờ được dùng thay thế cho which,who và whom trong mệnh đề không xác định. – Không được lược bỏ đại từ quan hệ trong mệnh đề không xác định 2. Relative adverbs: (Review) When, where and why a. When: = in /on which: thay cho từ, cụm từ chỉ thời gian: the day, the time, the year (2007), …đứng liền sau từ nó thay thế I can’t forget the year 2006. My daughter went to the university in 2006 b. Where:= in/at which: thay cho từ, cụm từ chỉ nơi chốn: the city, the village, the place, the school , …đứng liền sau từ nó thay thế. I love Ha Tinh. I was born in HT. I love Ht where I was born. c. Why: thay cho từ chỉ lý do: reason. Đứng liền sau từ reason - Do Exercise 1 (P.81) in textbook (defining adjective clauses) - Do Exercise 2,3,4 (P.81-82) (non-defining adjective clauses) Homework - Review relative clauses - Workbook: Ex 1, 2 (P.58-59) - Prepare new vocabulary in “Reading” (P.78).

(36) C. Teacher’s Self evaluation:. Planning date : 27/03/2012 Unit 9: Period 57. NATURAL DISASTERS READING. A. Aims By the end of the lesson, students will be able to get general background information on some common natural disasters such as earthquakes,tidal wave,.

(37) typhoons, vocanoes and tornadoes through two comprehension exercisers: True or False and Sentence Completion - Teaching aids Tape , pictures - Anticipated problems: Ss may not have very good background on natural disasters not familiar with Sentence Completion in reading -Lexical items : tidal wave,abrupt, shift, funnel-shaped, suck up, tornado,severe, Pacific Rim, collapse,erupt B. Procedure I. Warm up Guessing game: Guessing the picture Eg: Ss: Is it about a typhoon?/ tidal wave?/volcano? / tornado? T : No Ss: Is it about an earthquake? T : (No)/Yes (etc) II. Pre reading 1. Vocabulary - tidal wave (n) (trans) sãng thÇn - abrupt (a) = sudden bất ngờ, đột ngột - shift (n) (= change to) sự chuyển dịch,sự thay đổi - funnelshaped (a) (draw) cã h×nh phÔu - (to) suck up (trans) hót lªn - tornado (n) (trans) b·o xo¸y , b·o lín, vßi rån - severe (a) (trans) khèc liÖt/trÇm träng - Pacific Rim (n) vành đai /vùng lòng chảo Thái Bình Dương - (to) collapse = break down đổ, sập, sụp, đổ sập - (to) erupt = break out phun, phun trào * Checking: Ordering 2. T/F prediction - T/F statements We are going to read a text about some the natural disasters Please read these sentences and guess Which is T and which is F ? 1. Most of the earthquakes in the world occur in the Ring of Fire 2. The earthquake in Kobe in 1995 cause severe damage . 3.A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s 4. Typhoon ,hurricane and tropical storm are the different words for the same natural disaster . 5. The erupton of Mount Pinatubo is the world's largest ever volcanic eruption 6. A tornado looks like a funnel Ss think and give their predictions III. While reading - 1st reading: Ss read silently a passage about five disasters that we have mentioned earlier, and check the T/F statements. - 2nd reading: Ss scan the passage and give correct answers *Keys: T: 1 - 2 – 4 – 6 3. F  The tidal wave traveled from Alaska to California 5- F  The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years - Complete the sentences (b. P.79) from 1 to 6.

(38) - Ss read the passage more carefully and complete the sentences Ask Ss to work in pairs to complete the sentences *Keys: 1. The majority of earthquakes occur around the Pacific Rim 2. During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed 3. A tidal wave can only occur when there is an abrupt shift in the underwater movement of the earth 4. In Australia, a tropical storm is known as a cyclone 5. Christopher Columbus gave the word “typhoon” 6. A tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path IV. Post reading - Call Ss to read aloud in front of class. - Answer given: (Lucky lots!) Ss make questions for these answers 1. Earth quakes: a. In 1995 2. Tidal waves: b. In 1960s 3. Typhoons: c. From Alska to California 4. Volcanoes: d. In 1991 e. Hundreds f. Thousands 5. Tornadoes: g. In 1981 *Keys: a.When did a huge earthquake strike the City of Kobe in Japan? b.When did a huge tidal wave hit Anchorage, Alaska? c.Where did the tidal wave travel? d.When did Mount Pinatube erupt? e.How many people died? f. How many people were saved? g.When did a tornado lift a baby (who was asleep its baby carriage) into the air and put it down safely 100 meters away? - Tell 5 natural disasters in the passage Homework - Translate the text into Vietnamese - Complete the exercises a-b (P.79) - Prepare new Vocabulary in “Write” (P.79) C. Teacher’s Self Evaluation:.

(39) Planning date : 03/04/2011 Teaching date : 05/04/2011 Unit 9: Period 58. NATURAL DISASTERS WRITING. A. Aims By the end of the lesson, students will be able to write a story about a typhoon by using guided information and pictures - Teaching aids : Extraboard, pictures - Anticipated problems: Ss may have difficulty in finding ideas for story - Lexical items : behave, shelter,all of sudden, scared of, strangely, storm B. Procedure I.Warm–up - Greetings - Questions: Have you ever written a story ? What is it about? How long did it take to you write it? Did you write it in Vietnamese or in English? Do you think it is a successful one? II. Pre writing 1 . Vocabulary - (to) behave (trans) c xö, øng xö - shelter (n) (expl) chæ/n¬i tró Èn - all of sudden (IDM) = sudden bất ngờ, bỗng dưng - scared (of) (a) =afraid,frightened sợ hãi - strangely (adv) (anto)>< usually mét c¸ch kú l¹ - storm (n) (expl) mưa bão, giông tố.

(40) Checking: Ro + R 2. Pre writing - Picture explanations: - Request Ss ask and answer about the pictures one to six to tell a story *Picture 1: What do you see in the first picture? Who is she ? It’s Lan What’s she doing? She’s playing with her dog, Skippy  Lan was outsie playing with heer dog, Skippy. What’s the weather like? *Picture 2: What’s wrong with the dog? He / She looks strange. Does he/she behave strangely? Yes. What do you think is going to happen? .  All of the sudden , the dog behaved strangely. She kept running around in circles *Picture 3: Who is in the picture with Lan? Lan’s mother. What is on T.V.? The weather forecast. What does Lan’s mother say? She tells Lan she has just heard on T.V. that there is a typhoon coming. Where are Lan’s family members?  Lan ran home with her dog to tell her mother what Skippy was doing. Her mother told Lan that she heard on T.V. that there was a typhoon coming *Picture 4 : What doesMrs Quyen do? She gathers her family and asks them to find shelter in the house  Mrs Quyen gathered her family and told them to find shelter in the house. *Picture 5: Is the wind strong? Yes. What is the weather like now? It’s very dark and rain. - Suddenly, the sky became very dark . The storm came with strong wind and heavy rain *Picture 6: What is the weather like now?It’s fine now. What do you see in the picture? What are Lan and her parents doing now?Does the weather become good again? How are they now? They all are happy  The storm finished soon and everyone was glad III. While writing - Students write the story based on the guided words on P.79 *Suggestion ideas: It was a beautiful day. The sun was shining, the sky was blue, and the weater was perfect. Lan was outside playing with her dog, Skippy. All of the sudden, the dog began behaving strangely. She kept running around in circles. 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 house. 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. IV. Postwriting - Students share their writings and correct for each other - Asking some students to read out their writing - Correcting mistakes (teacherwhole class) Homework - Complete writings. - Study “L.Focus”: 3,4 (P.71-72).

(41) Planning date : 06/04/2011 Teaching date : 08/04/2011 Period 59:. Written test. A. Aims: By the end of the lesson, students will be able to complete the test accurately on time. The knowledge is about adjective clauses, adv of conccesion and celebration vocabulary and desaster vocabulary - Teaching aids: Sheets of the test B. Procedure I. Warm up - Greetings II. Contents I. Paper: I. Choose the best answer to complete the following sentences: 1. A contest (will hold/ will be held/ are held) next week 2. You should get a( teacher/ worker/ plumber) to check the pipes in your bathroom. 3. I couldn’t sleep( because/ although/ because of) I was very tired 4. Tornadoes are ( cirle- shapped/ tropical/ funnel- shapped) storms which pass overland below a thunder storm. 5. Thuy’s grandma turned the TV(on / off/ down)to see the weather forecast. 6.I’m going to throw these clothes ( away/ over / off). 7. Sally has been working here since she ( left/ has left / leaves) college. 8. ( Do/Shall/Would) I carry that bag for you? – Oh- Thank you. 9. The story I’ ve just read( was written/ wrote/ was written by) Agatha. 10. He is waiting ( on / for / at) a bus. II. Fill in the blanks with a suitable relative pronoun. 1.The hat...........................Lan is wearing is very funny. 2. The man ...............is talking to my father is my form teacher. 3. Atlanta is the city ......................the Olympic Games were held in 1996. 4. Summer is the time ........................we have a lot of games outdoor. 5. Mrs Jackson,.................. son studies with me, has just bought a new car. III.Join the pairs of sentences, using the expresion in the blanks : 1. Do you know a shop? The shop sells good coffee.(which) ............................................................................................................................. 2.The teacher punished the student . He was very naughty. (who) ............................................................................................................................. 3. We came to visit the town . Lan was born in that town( where ) ............................................................................................................................. 4. We took many photographs. The sky was very dark(Although).

(42) ............................................................................................................................ 5. My parents went to work on time. It rained heavily.( Though) IV. Read the following passage and answer the questions below: There are many celebrations throughout the year in Viet Nam, but Tet or the Lunar New Year is the most important celebration for Vietnamese people. Tet usually occurs in late January or early February. A few days before Tet is the time for people to clean and decorate their homes. During Tet, people, old and young enjoy special food cooked on the ocasion of Tet. It is also the time for family members to be together. Questions: 1. What is another name for Tet? 2. Is Tet the most important celebration for Vietnamese people? 3. When does Tet usually occur? 4. What do people usually do before Tet? 5. Is Tet the time for family members to be together? V. Correct form of these words 1. Thousands of people were saved because (science) had warned them about the eruption. 2. His sense of humor (distingue) him from others. 3. I’m looking for a book which tells about (tradition) festivals of Asian peoples. 4. Tet is the most important (celebrate) for Vietnamese people. 5.Passover of the Jewish people is a festival which celebrate freedom from (slave) Homework - Prepare Unit 10 - Getting Started, Listen and Read. Planning date : 18/04/2010 Teaching date : 20/04/2010 Unit10: Period 60:. LIFE ON OTHER PLANETS GETTING STARTED + LISTEN AND READ.

(43) I. Aims By the end of the lesson, students will be able to talk about UFOs with basic information received through discussion and the reading. - Teaching aids: Tape + picture - Anticipated problems:Ss may not have enough nesessary information about UFOs for discussion. II. Procedures 1. Warmup - Greetings - Chatting - Explicit the meaning of UFOs=Unidentified Flying Object - Have you ever heard about UFOs ?Do you think they really exist? - Have you ever seen any films on UFOs? What were they about? - What do you want to know about UFOs? - If you saw a UFO, what would you do ? 2. Vocabulary - aircraft (n) (syn) =plane m¸y bay - spacecraft (n) (picture) tµu vò trô (=space ship) - meteor (n) (trans) sao b¨ng - evidence (n) (=definition) b»ng chøng - alien (n/a) (expl/trans) ngêi ë hµnh tinh kh¸c, ngêi l¹ - (to) capture (syn) = catch b¾t - (to) sight = see nh×n thÊy - device (n) (trans) dông cô, thiÕt bÞ - sample(n) (expl) mÉu , vËt mÉu - treetop (n) cành cây , plate-like: giống cái đĩa ăn , be freed: đợc thả,giải tho¸t, take aboard: ®a lªn tµu/ m¸y bay, egg-shaped(a) cã h×nh qu¶ trøng, claim (v) nhËn lµ, tù cho lµ. evidence(n) b»ng chøng, chøng cø. exist (v) tån t¹i. ballon: kinh khÝ cÇu, proof: b»ng chøng, falling star: sao sa, shooting star: sao b¨ng. Checking: Ordering (T.reads part: L & R from UFOs -> of UFOs) 3. Pre reading - Guessing the meaning (Ex a. P.84) *Keys: 1. Evidence : proof, support 2. Meteor: falling star,or shooting star 3. Alien: unknown/strange people or things. 4. Collecting: bringing together or gathering 5. Captured: caught as a prisoner. 6. Disappeared: became impossible to see - Gap fill (Ex bP.84) - UFO Sightings *Keys: a. An aircraft, a weather balloon or a meteor can be mistaken for an alien spacecraft. b. In 1947, a pilot saw nine large round objects traveling at about 2,800 meters an hour c. There were over 1,500 sightings worldwide in 1952. d. In 1954, a woman and her children saw a UFO above their house. e. A farmer saw an egg shaped object in one of his fields and also aliens collecting soil samples in 1964 f. In 1971, two men claimed they were captured by aliens and taken abroad a spacecraft. g. A pilot and his plane disappeared after sighting a UFO in 1978..

(44) h. In 1981, a Frenchman reported that he saw a platelike device at a treetop 30 meters away from his garden. 4. Postreading Discussion - Have the whole class discuss the topic “UFOs” - Choose a gooh student to be the leader - Get the leader to make a summary of the evidence of the escistence of UFOs and then discuss with the classmates - Give the leader some questions for him/her to ask the rest students - Eg: - Do you believe in Kennth Arnold? - Have you ever seen a picture of an alien? - Can you imagine what the aliens are like? - Are they small or big? - Are they intelligent? (If yes, why do you think so?,..) Homework - Reread and translate the story - Complete exercises a+b (P.84) - Find out new vocabulary in “Speak” (P.85) - Workbook:. Planning date : 21/04/2010 Teaching date : 23/04/2010 Unit 10: Period 61. LIFE ON OTHER PLANETS SPEAKING+ Language Focus 1,2. I. Aims: By the end of the lesson, students will be able to speak with a friend about things which might be on Mars such as: water, little creatures,minerals… and be updated with back groung knowledge about mars and solar system. - Teaching aids: Pictures, poster - Anticipated problems: Ss may not have enough background about Mars and related words. II. Procedure 1. Warmup - Greetings.

(45) - Brainstorming: Pluto: sao diªm v¬ng Neptune: sao H¶i v¬ng, Uranus: sao thiªn v¬ng, Jupiter: sao méc , Saturn: sao thæ Mars earth sun. Name planets. Venus (sao kim). Mercury (sao Thuỷ) moom  Which planet is the nearest to the sun? (Mars) - to the earth? (Venus)  What do you think might be on the Mars? Are there any people? Any plants…? Which is the biggest? Have you ever been to Mars?  Which is the hottest?  Do you know anything about Mars?  In this lesson we will discover Mars and guess what there’s on Mars using May/might 2. Vocabulary - precious (a) = valuable quý, quý gi¸. quý b¸u - gemstone (n) (expl) đá quý - sparkling (a) (sit) lÊp l¸nh - creature (n) (trans) sinh vËt - trace (n) (sit) dÊu vÕt - mineral (n) (exam) kho¸ng chÊt , kho¸ng s¶n - microorganism(n) (trans) vi sinh vËt Guide Ss to read vocabulary *Checking: Ro + R 3. Pre speaking - Matching: section a P.85 Show the picture on the board Ask Ss to number from 1 to 7 in the drawings (from left to right) Have Ss match the words given with the things in the drawings 4. While–speaking - Give the answer keys: 1- gas 2 - water 3- gemstone 4- mountain 5- little creatures 6 – mineral 7- plants - Making up similar dialogues about the drawings (b.P.85) *Example S1: What do these drawings say? S2: There may be mountains (plants)in Mars. S1: And what about the red signs on the left corner?/ the wavy lines on the right corner?( those dark shapes on the left corner?) S2: Well, there might be water in Mars. There may be some little creatures in Mars.( Well. There might be signs of gas. There may be some plants in Mars) * Talking about what you think there might be on Mars, on the Moon and on other planets (pairwork) (c.P.85) 5. Postspeaking * Language focus: 1-2 - Modal verbs “May/Might” revision a. Form: May + V(bare) …. Might b. Use:  May/ Might are used to talk about present or future possibility  “Might” is normally a little less sure than “may” - Conditional sentences: Type 1 can happen in the present or future.

(46) Revision type 1: Ss repeat the form , the use… Form: If + S + V(s/es) ….., S + will + V….. c. Drill: Ex: 1-2 Page 89 -90 Example:Ex1(P.89) a. S1: What’s this? S2: This may be water in Mars. b. S1: What are they? S2: They might be minerals on Mars (etc) Ex 2 (P.90) Eg: If it rains , I won’t go out. - Ss do exercises in textbook. 6. Homework - Make up one similar dialogue (base on the dialogue P.85) - Redo Ex1-2 (P.89-90) in textbook - Workbook: 1,2,3 (P.65-68) - Think about the statements about the Moon (ListenP.86) Planning date : 20/04/2011 Teaching date : 22/04/2011 Period.62:. TEST REVIEW. A. Aims By the end of the lesson, Ss will able to know again the knowledge they have learned from unit 8 to unit 9 and know the way of correcting the test to understand easily. - Teaching aids: Sheet of papers - Anticipated problems: B. Procedure I. Warm up - Greetings. II. Presentation - Correct the thest - Give the mistakes they usually meet in the test. - Explain how to correct them. - Get Ss to correct - Remark the repaired sentences. - Get Ss to write the correct answers into the test.. Keys I. Choose the best answer... 1. who 2. which 3. who 4. in 5. sense 6. therefore 7. congratulate 8. who 9. water 10. which II. Supply the correct form of the verbs 1. was 2. occurs 3. will have 4. didn't see III. Rewrite these sentences . 1. Why don't we go to Ha Long Bay next summer vacation ? 2. Brazil , which exports a lot of coffee , is in South America . 3. Because my house is near the school , I go on foot ..

(47) 4. Do you hear about the earthquake which occurred in Myanma ? IV. Read and answer the questions 1. It is contamination of air , water and land from man -made waste . 2. Yes it does 3. It is the release of chemicals and particles into atmosphere . 4. Toxic waste . Ask ss to compare their answers and copy down into their notebook . Homework . - Prepare “Listening Planning date : 24/04/2011 Teaching date : 26/04/2011 Unit 10: Period 63:. LIFE ON OTHER PLANETS Listening. A. Aims By the end of this lesson, Ss’ll be able to practising listening skill for main ideas and specific information. Ss will be able to listen to a rather long talk about the moon and be more confident in True or False listening comprehension exercise. - Teaching aids: 2 posters - Anticipated probems: B. Procedure I. Warm up - Greetings - Make a list of words relating to planets. Planets * Answers: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Nepturne, Pluto, Sun, Space craft….. II.Pre listening 1. Vocabulary - Science for Fun Program (n) (trans) Chương trình khoa học vui. - Crater (n) Mouth of vocano: miệng núi lửa, hố - Olympic Champion (n) Checking : What and Where 2. Pre listening - Guessing game: Ask Ss to study the statements in the book, Guess whether the statements are Ture or False to their knowledge. ( Do not give correct answers. Only ask Ss to explain their answers and tell them to compare with the correct answers when listening to the tape.) * True/ False statement predictions: a. There is no air on the moon b. There are rivers and lakes on the moon c. There are no sounds on the moon d. It is very cold at night on the moon e. During the day the temperature is even lower. f. There are great round holes on the moon..

(48) g. There are on mountains on the moon. h. You will weigh 8 kilos heavier on the moon. i. You will be able to jump very high on the moon. j. One day on the moon lasts for two weeks. - Ask Ss to use their knowledge to guess which sentence is true and which is fasle III. While- listening st - 1 listening: Ss listen to the tape once. - 2nd listening: Ss listen again and check their predictions - Feed back and give correct answers: Key : True : a, c, d, f, i, j * Comprehension questions: a. What is your weight on the moon? b. One month on the earth is how many days on the moon? c. How much taller is the highest mountain on the moon? d. Today it is 23 degrees in HaTinh. How much hotter is it on the moon? IV. Post- listening Write some thing about the moon, using the questions and the information you hear. Ss make a short presentation about the moon. - Call some Ss to make the presentation in front of class. - Comment and have feedback on Ss’performance Homework - Finish your writing - Prepare for reading ** Tape transcript: Good evening. Welcome to our Science for Fun Program. This week we’ve received a lot of questions asking about life on the moon. We’ve talked to some experts and this is what we’ve found out. There was no water or air on the moon. It is all silent because there is no air on the moon. Of course there will be no music, no sounds. There are no rivers and no lakes. At night it is very cold. The temperature goes down to 1510 C below zero. But during the day the temperature rises to 1000 C above zero. There are great round holes on the moon. They look like big lakes. They are calledcraters. There are more than 30,000 craters on the moon. There are also high mountains. The highest mountains on the moon are about 26,000 feet or 8,000 meters high. And here is something very interesting to know: on the moon you weigh one six of what you weigh on earth. If you weigh 50 kilos, on the moon you will weigh only a little more than 8 kilos. You will be able to jump very high, even higher than an Olympic Champion. You can take very long steps as well. And … Maybe you won’t sleep very well because one day on the moon lasts for two weeks. So, is there life on the moon? I’ll leave the question for you to answer your self.

(49) Planning date : 20/04/2012 Unit 10: Period 64:. LIFE ON OTHER PLANETS Reading+ Language Focus 2. A. Aims : By the end of this lesson, Ss’ll be able to practicing reading about a space trip and enhance reading skill through ordering and answering questions exercises - Teaching aids: Pictures (P.86 and 87) - Anticipated problems: Ss may lack of vocabulary about the topic. - Lexical items : push up ,orbit,totally,marvelous,physical condition,cabin,aboard,perfect. B.Procedure : I. Warm up - Greetings - Questions and answers: - Let Ss to look at the pictures on P. 86 and 87. - What is this? It is a space ship/ spacecraft - What is it for? It is for discovering a planet - Do you want to discover one of the planets? Yes/ No.... - Have you ever heard of a space trip? - What do people go there for? - What should we have to prepare if we want to take a trip to the space? - What can we do there?..... II. Pre -reading 1.Vocabulary - push- up (v) hít đất - orbit (n/v) quĩ đạo/ di chuyển theo quĩ đạo - totally (adv) hoµn toµn - marvelous (adj) k× diÖu/ tuyÖt diÖu - physical condition(v) t×nh tr¹ng thÓ chÊt/ thÓ lùc - cabin (n) buång l¸i - aboard (adv) trªn tµu, trªn thuyÒn - perfect (adj) hoµn h·o Guide Ss to read vocabulary Checking: Ro + R 2.Pre reading - Ordering statements (section a P.87) 1. get a leter from a doctor to show you are in perfect health. 2. see pictures of the Earth,its interesting places, and stars from very far. 3. feel free and enjoy wonderful feeling. 4. get ready and be in an excellent physical condition 5. get on the trip - Ss put the phrases in order III. While -reading st - 1 reading: Ss read silent - scan the story - Comprehension questions:.

(50) 1. What will you have to do if you decide to take a space trip? 2. What must you do if you want to show you are in perfect health? 3. What scenes on the Earth can you see from outer space? 4. How many times a day can you see those scenes? 5. What things can you do while you are in orbit that you cannot do when you are on the Earth? 6. If you were able to take a space trip, what would you do to prepare for the trip ? What would you like to bring along? Answers: 1. If you decide to take a space trip, you’ll have to run a lot , swim everyday, do aerobics and push - ups to have an excellent physical condition 2. If you want to show you are in perfect health you must get a letter from the doctor 3. You can see pictures of the Earth: your country, interesting places, the oceans, the big rivers, the tall mountains… from the outer space. 4. We can see those scenes 16 times a day. 5. We can walk on the walks or on the ceiling. 6. If I were able to take a space trip, I would do everything necessary for the trip. I’d like to bring along with a good camera, a pen and a notebook. V. Post- reading - Ss read again once more - Language focus 2Conditional sentences: - Revision type 1 Homework - Re- read the text and do exercises a + b (P.87) in textbook - Workbook: Ex5,6,8 (P.69-72) - Prepare for writing + Continue to discuss what things you would bring... C. Teacher’s Self evaluation:.

(51) Planning date : 24/04/2012 Unit 10: Period: 65. LIFE ON OTHER PLANETS WRITING. I. Aims By the end of the lesson, students will be able to know how to write an argumentive exposition using the right format and language structures. - Teaching aids: Poster - Anticipated problems: Ss may not be familiar with argumentive expositions and they might find it difficult to find supporting ideas for their expositions II. Procedure 1. Warm–up - Chatting.

(52) Have you ever seen a UFO? Do you believe UFO exist? What makes you think so? (etc) 2. Vocabulary - exist (v)/ existence (n) (trans) tồn tại - exposition (n) (trans) sự trình bày - viewpoint (n) = opinion quan điểm - imagination (n) (exp)  imagine(v) sự tưởng tượng - trick (n) (trans) mẹo, trò kỹ xảo - manlike (a) (exp) giống như người - mysterious (a) (trans) bí hiểm - appearance (n) (exp)  appear sự xuất hiện *Checking: R- O - R 3. Pre writing - Matching Read the outline of an exposition in column A. Then put the paragraph in column B in order to match the sections in column A (P.88) - Reading:  Read the dialogue between An and Ba about the existence of UFOs (P.88) (Pairwork)  Study Ba’s opinion in the dialogue - In writing, there is an argumentative writing which presents one’s ideas,opinions and make them persuasive to readers. At the same time, this kind of writing has to successfully protect its opinions and refute the opposite ones. An argumentative writing should basically consist of three parts: Introduction, Body and Coclusion. - Further explain the outline and give correct answers *Keys: - Introduction  (ii) - Body  (iii) - Conclusion  (i) 4. While –writing - Practice writing an exposition about the existence of UFOs, using Ba’s opinion *Suggestion writing : I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance. First, many people from different countries reportes that once saw flying saucers. Second, there are many photos of flying saucers and some of the photographers said they saw manlike creatures get out of the vehicles. Moreover, people are discussing those mysterious circles on the fields in the countryside of great British So I think UFOs are not our imagination. They are real; and, would be ready to see their visits. 4. Postwriting - Correction.

(53) - Collect some writings to correct some main mistakes before the class (students students correction and then TStudents correction) - Call on some students to read a lous their writings - Speaking Encourage students to talk about their belief in existence of UFOs based on their writing. 5. Homework - Complete your writing - Review the conditional sentence type 2/ model verbs: May, might - Workbook: Ex: 7 (P.70) C. Teacher’s Self Evaluation:. Planning date: 30/04/2012. Period: 66. REVISION. I. Aims By the end of the lesson, Ss will be able to review the lesson from unit 1 to unit 5 about vocabulary and grammar. - Teaching aids: Posters - Anticipated problems: II. Procedure 1. Warm up - Greetings - Brain storm Words about the Internet 2. Vocabulary - Vocabulary in unit 1 to unit 5 - Some good Ss read again. - Class reads silently. 3. Grammar 1. Wish clasuses S + wish + S + Ved1 didn’t were (not) could ….. 2. Passive voice.

(54) S + be + P2… S + be + being + P2… S + be + going to be + P2… S + will / can… be + P2… S + have / has + been + P2… 3. Adverb clause of result: so Clause 1 + so + clause 2 4. Direct and reported speech a. Reported speech S + said (that) + S + …… S + asked + sb + If / whether + S ……. S + asked + sb + Wh- + S ……. b. Type 1: If + S + V(s) ……, S + will / can …. + V… = S + will / can … + V .. + if + S + V(s)….. 5. Tag questions and Gerunds a. Tag questions S + V(s) …….., don’t / doesn/t + S(o)? S + don’t/ doesn’t + V ….., do / does + S(o) ? ect. 4. Drill exercises I. Rewrite these sentences using the words given. 1. You are not very tall. -> I wish ……….. 2. It’s so hot. I want to be in the swimming pool. I wish .. 3. She can’t know many friends. She wishes ……… 4. It is very cold. I can’t go swimming. -> If …. 5. He gets up late. He won’t go to school on time. -> if ……… 6. They made jean cloth completely from cotton in the 18th century.-> Jean cloth ………. 7. They grow rice in tropical countries. -> Rice ….. 8. They have build two department stores this year. -> Two department stores.. 9. He worked hard. He passed his exam. He worked hard so ….. 10. “Where do you live?” -> She asked me ……. 11. “Do you like music?” -> She asked me ….. 12. “I love these roses” -> She said …………….. 13. Tuan likes news, ……………………..? 14. Mai doesn’t like coffee, ……………….? II. Choose the best words. 1. Long drinks milk, (does not he / does not Long / doesn’t he)? 2. The car (was bought / has been bought / is bought) by him last year. 3. I wish he ( passed/ passes / will pass) the exam. 4. If they (study/ are studying / studied) hard , they will pass the exam. 5. He likes (watch / to watching / watching) sports. 6. She said that she (lives / is living / lived) in the countryside. 7. Rice (is growing / is grown / is going to grow) by people. 8. He asked me what (was I / I was / I am) doing then. 9. How ( many/ much / often) hours a week do you spend watching TV? 10. I disagree (because/ if / and) we can’t practice speaking English with.

(55) native speakers. - Ss do all exercises. - Correct them - Copy down them 5. Homework - Review unit 1 to unit 5. - Read, translate unit 1 to unit 5 III. Teacher’s self - evaluation : Planning date: 02/05/2012. Period 67. REVISION. I. Aims By the end of the lesson, Ss will be able to review the lesson from unit 6 to unit 7 about vocabulary and grammar. - Teaching aids: Posters - Anticipated problems: II. Procedure 1. Warm up - Greetings - Brain storm Words about the Internet 2. Vocabulary - Vocabulary in unit 6 to unit 7 - Some good Ss read again. - Class reads silently. 3. Grammar - Adjectives and adverbs - Adverb clause of reason: as,since, because. - Adjective + that clause - Type I Conditional sentences - Connectives: and,but, because, or, so, therefore, however. - Phrase verbs - Make suggestions: suggest + Ving / that + S + should + V… 4. Drill exercises Ex1: Word formation 1. Hoa was ….. pleased that she got an A for her assignment. (extreme) 2. The old man walked ….. to the park. (slow) 3. Thuan sighed …. When he heard that he failed the test. (sad) 4. The baby laughed …. As she played with her toys. (happy) 5. Mrs. Nga speaks English quite …… (good) Ex2: Use because , as or since to make sentences with the words given. 1. I / be / tired / stay / late / watching TV..

(56) 2. Nam /have / broken leg / fall over / while / play basketball. 3. Lan / going to be late / school / the bus / be /late. 4. Hoa / break/ cup / be / careless. 5. Mai / want / go home/ feel sick. Ex3: Use Adj + that clause 1. I / be / pleased / that / you / be / work hard. 2. I / be / excited / that / she / go / Da Lat / on vacation. 3. I / be / sorry / that / you / break / bike / yesterday. 4. I / be / disappointed / that / she / not phone / me/ about it. 5. I / be / amazed / that / he / win the first prize. Ex4: Complete the sentences use the suitable correct connectives: and , but , or therefore, however, so 1. My mother bought corn , potatoes ……. cabbages at the supermarket. 2. I’d love to play badminton …….. I have to complete an assignment. 3. Mai got wet .. she forgot her raincoat. 4. Nam failed his math test , …., he has to do the test again. 5. Do you want white coffee ……. strong coffee? 6. It’s raining …….. I can’t go swimming. 7. His hobbies are playing soccer …… collecting stamps. 8. Nga is very tired. …………., she has to finish her homework before she goes to bed. Ex5: Use the phrasal verbs to complete sentences. Turn off , take off , look for , look after , go on , call up, cut off, see off. 1. She has to ……. her little sister when her mother goes out. (look after) 2. If we …. wasting water , there will be a shortage of fresh water in a few decades. (go on) 3. I have ….. my pen everywhere and I can’t find it anywhere. (looked for) 4. She forgot to … the faucet when she left for work. (turn off) 5. Remember to …. Your shoes when you go into the temple. (take off) 6. My parents ….. me …. At the busstop. (saw .. off) 7. The soles of my shoes have … I think I’ll have to buy a new pair.(come off) 8. If you don’t pay the bill within two weeks, electricity will be … (cut off) 5. Homework - Review the lesson. - Redo all exercises. D. Teacher’s Self evaluation:.

(57) Planning date: 05/05/2012. Period :68. REVISION. I. Aims By the end of the lesson, Ss will be able to review the lesson from unit 8 to unit 10 about vocabulary and grammar. - Teaching aids: Posters - Anticipated problems: II. Procedure 1. Warm up - Greetings - Brain storm Words about the Internet 2. Vocabulary - Vocabulary in unit 8 to unit 10 - Some good Ss read again. - Class reads silently. 3. Grammar a. Relative clauses: - Who S - Whom O - Which S/O - Where Place - When time - Whose possesive - That S/O b. Adverb clauses of concession - Though / Even though/ Although - Inspite of / Despite …., - Type II - Modal verbs may, might 4. Drill exercises Ex1: Use type II to make sentences 1. Ba / rich // travel around the world. 2. Mr. Ha / have / car //drive to work. 3. Lan / live / HCMC // visit / Saigon Water Park. 4. Nam / arrive / school/ on time // have / alarm clock. 5. Tuan / get / better / grades // study / harder. Ex2: Complete the sentences. 1. Which country won the 1998 Tiger Cup? The country …………………………….. 2. Which animal has one or two horns on its snout? The animal ……………………………… 3. Which explorer discovered America?.

(58) The explorer ……………….. …………….. 4. Which ASEAN country is divided into two regions by the sea? The ASEAN country ………………….. 5. Which animal in Viet Nam was chosen to be the logo of SEA Games 2003? The animal ……………………………. Ex3: Join the sentences 1. We don’t have a Mother’s Day in Viet Nam, Dad and I have special gifts and parties for my mom every year on the 8th of March . (although) 2. This watch is a gift. The watch was given to me by my aunt on my 14th birthday. (which) 3. My father has to go to work. It is raining hard. (though) 4. Do you know the name of the tourist? They came and talked about New Year in Canada. (who) 5. We will soon gather at the village. The festival is taking place there.(where) 6. May Day is the time. We demonstrate on the square in that time. (when) 7. This is the best student. I have ever met him. (that). 8. The man is over there. I saw him last week. (whom) 9. We don’t have a lot of money, so we don’t buy a lot of new books. (if) 10. I am not free today,so we can’t go to the beach. ( Unless) Ex4: Fill in the blanks with a suitable word. There are four people in my family. Each of us has a different hobby. My dad likes reading …. because he can get the lastest … every morning. However, my mom enjoys watching ….. and reading … mom often spend hours reading articles about fashion and cooking. Unlike my mom and dad, my brother only loves exploring ….. about airplanes. He pends most of his free time getting …. about the history and development of aircraft. He also writes …. or … with his friends about his hobby. For me, I am really interested in listening to music. I love listening to music on the FM …. I also like music …. on TV on Sundays. What about you? What is your hobby? 5. Homework - Revision for doing the last test.. Period: 69. THE SECOND SEMESTER TEST.

(59) . Aims: By the end of the lesson, students will be able to complete the test accurately on time. The knowledge is about vocabulary and grammar from Unit 6 to Unit 10. - Teaching aids: Sheets of the test II. Procedure 1. Warm up - Greetings 2. Contents I. Paper: I. Choose the best word. 1.Can you tell me the reason for (celebrating/organising/ memorising / giving) the Mother’s Day? 2. WE think that Mother’s Day should be celebrated (nationwide / national / nation / native). 3. We are going to (occur / celebrate / do / parade) our 20th wedding. Please stay and come. 4. The people (whom / who / whose/ where) live in Greece speak Greek, don’t they? 5. One of my friends (whose / that / whom / he) composes music can sing very well. 6. (Because / For / Though / As) he likes chocolate, he tries not to eat it. 7. (Inspite of /Because of / Despite of / For) my lack of time , I will help her. 8. According to the (weather forecast / weather information / weather prediction / weather announcement), it will be windy tomorrow. 9. Yesterday a typhoon (strike / hit / predicted / collapsed) a coastal city in the country. 10. A tropical storm is called a hurricane in North and South and South America when it (gets / goes / comes /reaches) 120 meters per hour. II.Rewrite 1. She knows somebody. That person can sing very well. - She knows……. 2. This is the house. My father likes the garden of the house. - This is …………………… 3. Mike will not go with Mariam even though he likes her. - Inspite of ………………. 4. Despite her dislike for coffee, she drank it. - Although …………………………… 5. He likes reading novels. - Reading …………… 6. “Where did you go with your friends yesterday?” - She asked me where ………….. 7. He worked hard so he passed all the exams. - he passed ……………………………………….. 8. People grow rice in tropical countries. - Rice ……………………………………………...

(60) III. Fill in each gap with a suitable word. One evening last summer. Jessie (1) some sandwiches for her husband’s lunch. They were sausage sandwiches. There was one small sausage (2) over , so Jessie gave (3) to Henry, her little dog. Henry ate it up. Half an hour (4) the dog got ill. He kept (5) shaking his head, and rubbing it (6) his foot. Jessie thought, “He’s ill. He must have eaten (7) that didn’t agree with him. Maybe that (8) was bad” Then she remembered her husband’s (9) . She ran to the telephone and (10) Jim at his office in town. IV. Correct mistake. Choose A, B, C or D 1. I like being encourage. Your encouragement has helped me a lot. A B C D 2. Men are created equally. Girls equal boys in many fields. This equality is A B no longer in dispute. C D 3. There are always some financial constaints on a project as this. A B C D 4. We should free these birds. All living things need freeness. A B C D 5. We must know right from wrong so that we can treat right. A B C D 3. Homework - Revision all knowledge you have learnt in this book.. Period : 70. I. Aims. CORRECTING THE TEST.

(61) By the end of the lesson, Ss will able to know again the knowledge they have learned ,based on basical knowledge in English 9 and know the way of correcting the test to understand easily. - Teaching aids: Sheet of papers - Anticipated problems: II. Procedure 1. Warm up - Greetings. 2. Presentation - Correct the thest - Give the mistakes they usually meet in the test. - Explain how to correct them. - Get Ss to correct - Remark the repaired sentences. - Get Ss to write the correct answers into the test.. Keys I. 3m (10 * 0,3) 1.celebrating 2. nationwide 3. celebrate 4. who 5. that 6.Though 7. Inspite of 8. weather forecast 9. hit . 10. reaches II. 2,5m ( 8*0,3) 1. She knows somebody that can sing very well. 2. This is the house whose garden my father likes. 3. Inspite of liking Mariam, Mike will not go with her. 4. Although she disliked coffee, she drank it. 5. Reading novels is his hobby. 6. She asked me where I went with my friends the day before. 7. He passed all the exam because he worked hard. 8. Rice is grown in tropical countries. III. 3m (10 *0,3) 1. made / prepared 2. left 3. it 4. later 5. on 6. with 7.something 8. sausage 9. sandwich 10. phoned IV. 1,5m (5*0,3) 1. encourage => encouraged.

(62) 2. equally. => equal 3. as this. => like this 4. freeness. => freedom 5. treat => behave.

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anh 9 ky 2

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