Giao an Anh 9

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(1)Period: 19 Date of planning: Date of teaching:. unit 3: a trip to the countrysie Lesson 5: - Write. I. objective. By the end of the lesson, students will be able to write a short paragraph describing a story happened in the past – a picnic in the countryside. ii. language. 1. Vocabulary: blanket lay out gather site 2. structure: 3. Teaching aids: Textbook and pictures iii. procedure. Teacher & Ss activities Contents I-Warm up “chatting” - Have you ever gone on picnic? - Ask sts some questions about going on a - When / where did you go? picnic. - How did you get there? - Sts practice freely - What did you do? - When did you come back home? II. Check the old lesson. - Did you enjoy it? III. New lesson. Pre- Writing - Help sts know the meaning of some new words. 1. Vocabulary: - (a) blanket (picture) - Sts listen and copy down. - (to) lay out (mine) - (to) gather (translation) - Site (translation) - Ask sts to look at the pictures, one by While - Writing. one, read the cues. - Sts describe the pictures to their partners. 2. Describing: - Ask sts to talk to the class about what they can see in each picture. - Sts work individually: write a passage entitled “A country picnic”. - Write the starting sentence on the B. - It was a beautiful day, my friends and I decided to go on a picnic.. - Ask sts some questions to make sure + Who went on picnic? they understand their task. + When did you go? + what do you do now? * Suggested writing: - Sts use the pictures and cues to write the It was a beautiful day, my friends and I decided to go on a picnic. We took a bus to passage. the countryside and then walked about 20.

(2) minutes to the picnic site next to the river. - Sts work individually, then compare We put down the blanket and laid out the with their partners. food. After meal we played the games “what song is it?” and blind man’s buff. - Move around to check and help if Late in the afternoon we went fishing. We necessary. enjoyed our picnic. When we looked at the - Have sts read aloud their writing, time, It was nearly 6.30 pm. We hurriedly paragraph by paragraph. gathered our things and ran to the bus stop. We were lucky to catch the last bus and we arrived home very late in the evening. Post- Writing - Ask sts to wrap their writing and compare with their partners and correct if they can. - Choose some writing to correct in front of the class (using projector if possible). IV. Consolidation. - Summarize the main content of the lesson. - Write your passage (after correcting) in V. Home work. your notebook. - Set homework and guide sts to do * Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ...

(3) Period: 20 Date of planning: Date of teaching: 9A: 9B:. unit 3: a trip to the countrysie Lesson 6: - Language focus. I. objective. By the end of the lesson, students will be able to use the past simple with wish, prepositions of time, and adverb clauses of result. ii. language. 1. Vocabulary: pass the exam win the contest itinerary depart 2. grammar: - Modal could with wish - The past simple with Wish - Preposition of time - Averb clauses of result. 3. Teaching aids: Textbook and pictures III. Procedure:. - Ask sts to look at the pictures, study the real situation by answering the questions. - Ask sts to do ex1 on page 28, 29 in pairs. - Give feedback.. - Help sts to know more about the way to use the prepositions of time by giving some examples to explain. - Sts listen carefully and copy down. - Aks sts to use the prepositions in the box to do exercise a. - Sts work in dividually. - Aks the individual to check and correct if necessary. - Do as the same part 2. - Aks sts to work in pairs talk to each other about itinerary for a two-day trip to Hoi An, using the cues - Give the model sentence and explain the way to use. - Sts listen carefully and match the half – sentences. - Give feedback.. - Questions: b. Where is Hoa now? How does she feel? c. What is the boy doing? What does he have in his mind? …….. * Answers: a. Ba wishes he could have a new bicycle. b. Hoa wishes she could visit her parents. c. I wish I could pass the exam. d. We wish It did not rain. e. He wishes he could fy. f. They wish they stayed in Hue. 2. Work with the partner: Ex: + On : Monday,Sunday evening, May 1st + In : month, season, year, century. In may, in summer…. Note: in the morning, in ten munites + At : time, age. At 10.00; at the age of ten Note: at night, at Christmas, at bed time.. *. Keys: b. on c. between d. at e. at f. till 3. Complete sentences with on, at, in, for: *Keys: a. on b. at/in c. in d. for e. in f. at + On the 1st day: - Depart? Arrive? - What time?/visit/places. + On the 2nd day: - Depart? Arrive? - What time?/visit/places. * Adverb clauses of result: Everyone felt tired, so they sat down under the tree and had a snack. =>: So is used to express the result of the statement before. *Keys: 1.- e 2.- a 3.- d 4.- b 5.- c. III. Consolidation Summarize the main content of the lesson - Make three wishes about the present of VI. Home work.

(4) future. Period: 21 Date of planning: Date of teaching:. unit 4: learning a foreign language Lesson 1: - Getting started - Listen and read. I. objective. By the end of the lesson, students will be able to produce the questions for an oral examination. ii. language. 1. Vocabulary: aspect examiner coming college candidate examination written. 2. Structure: - Modal verbs with if - Direct and reported speech 3. Teaching aids: Textbook and cassette iii. procedure. Teacher + Students’ activities I. Warm up :. Contents “Sing a song”. II. Check the old lesson. Ex: She feels tired, so she does not go to - Aks 2 sts to go to the board. school. - One make 2 sentences with “adverb I wish I could fly. clauses of result” and the other make 2 sentences with “the past simple with wish”. Pre- Reading III. New lesson. Getting started: - Ask sts to think about the way they learn and improve their English, then write on the board.. Learn by heart the new words. use dictionary do home work. How you learn English - Sts can add some ways they use to learn *Possible answers: - Do more grammar exercices. English well. - Read English newspapers/ magazines - Write diary in English - Learn by heart all new words/ texts - Speak English with friends - Learn to sing English songs …………………… 1. Vocabulary. - Turn on the tape and ask sts to listen & Aspect (n) Examiner (n) underline the new words.. - Write new words on the board & Coming (adj) explain the meaning & the way of College (n) pronunciation. Candidate (n) - Sts listen and copy down Written examination (n) - Aks the individual to read aloud..

(5) - Set the sene: - Give sts 2 questions: - Sts work in pairs to answer.. 2. Pre- questions: LAN is talking to Paola, a foreign student, about the oral examination that she has just taken. - Were the question in oral exam difficult or easy? - How many questions did the examiner ask LAN? While – reading. 3. Reading and checking. - Aks sts to read the dialogue between * Answers: LAN and Paola and check if their 1. They are difficult. (according to LAN) 2. About over 7 questions. Besides, she answers are correct or not was asked to read a passage. - Sts act out the dialogue in pairs. - Ask some pairs to check. 4. True – False statements: - Get sts to read the list of questions for * Answers: the oral examination of Royal English 1. What is your name? 2. Where do you come from? College. - Sts read the dialogue again and decide 6. Why are you learning English? what questions that the examiner aksed 7. Do you speak any other language? 8. How did you learn English in your LAN. - Let sts do the exercise individually then country? 9. How will you use English in your compare with their partners. country? 10. What aspect of learning English do you find most difficult? 13. Read this passage. Post – Reading: * Speaking/role play - Ask sts to work in pairs to practice asking and answering. - One st plays the role of examiner and another plays the role of LAN. - Call some pairs to demonstrate before the class. - Correct their pronunciation / intonation. IV. Consolidation - Summarize the main content of the “The conversation is about the oral examination”. lesson. V. Homework. Write the direct questions and their - Set homework and guide sts to do. reported speech in the notebooks. VI. Comments: ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………….

(6) Period:22 language Date of planning: Date of teaching:. unit 4: learning a foreign Lesson 2: - Speak. I. objective. By the end of the lesson, students will be able to persuade friends to attend the school they like. ii. language. 1. Vocabulary: scholarship abroad persuade dormitory campus reputation native speaker 2. Structure: - I think… what do you think…….? Why don’t we…..? We should…… Let’s….. I agree/disagree…. I don’t understand. 3. Teaching aids: Textbook and cards. iii. procedure. Teacher + Students’ Contents activities * Pelmanism: I. Warm – up. - Divide the class in to 2 The New China Zealand teams and ask sts to choose England Australia USA 2 numbers, turn the card over. If they match (eg: US Canberra Beijing London Washing Welling– Washington DC, that Ton DC ton team gets 1 mark. If not, turn the cards over again and ask the next team to continue. II. Check the old lesson. - Write the homework on the board. Pre - Speaking. III. New lesson. - Help sts know the Vocabulary. meaning of some new Scholarship (n) Abroad (adv) words. Persuade (v) - Sts listen and repeat then Campus (n) Reputation (n) copy down. Native speaker (n) - Ask the individual to check. * Suggestions: “I think we should go to the * Setting the scene: “ seaside” Tomorrow is Sunday. LAN “Why don’t we go to the and her friends want to go seaside” somewhere. LAN enjoys “If we go to the seaside, we going to the seaside. What can swim and sunbath” does she say to persuade + I think……. her friends to go with her + What do you to the seaside?” think…………..? + I agree/disagree - Remind sts of the because……… expression that they can use + I don’t understand. to persuade someone to do + Why don’t we / something..

(7) you………… + I need…., we can…… + We should…. + Let’s ….. - Divide the class into groups of three. - Sts in groups play the roles of Thu, Tam and Kim. They are awarded a scholarship of US$ 2000 to attend an English language summer course abroad. Each person tries to persuade his/her friends to attend the school she/he likes to go to. - Have sts read the 3 advertisements to get information.. - Call on some groups to demonstrade before the class. - Sts work in groups, practice persuading their partners using the expressions in the box on page 34 and the information in the 3 advertisements. While - Speaking. Eg: * Thu: the Brighton Language Center UK. - I think we should go to the Brighton language center in the UK. Because the school has exellent reputation and we can live in the dormitory on campus. * Tam: Seattle School of English – USA. - Why don’t we go to the Seattle School of English in the USA? You can stay with VNese friends. They willhelp us a lot. * Kim: Brisbane Institute of English – Australia. - What do you think about the Brisbane Institute of English in the Australia? It is quite close to Vietnam and the course is the cheapest. Post - Speaking. - Give topic: - Sts discuss about the topic. Some of their friends want to go to the spring Fair. Others want to spend their holiday with their grandparents in the countryside, etc…” - Get sts to work in groups of 3, persuading others to do that he/she prefers. IV. Consolidation. - Ask sts to retell what they have learnt V. Homework. - Set homework and ask sts to do VI. Comments:. “what will you do on Tet holiday?”. “The ways to persuade someone to do sth.” Write a short paragraph about the reasons why they learn English.. ………………………………………………………………………………………………………………………………………………….

(8) ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. Period: 22 Date of planning:. unit 4: LEARNING A FOREIGN LANGUAGE Lesson 3: - Listen - Language focus 1. Date of teaching:9A: 9B: I. objective. By the end of the lesson, students will be able to identify the correct information by listening and to use in modal verbs with If. ii. language. 1. Vocabulary: 2. Structure: Modal + infinitive (without to) 3. Teaching aids: Textbook and cassette. iii. procedure. Teacher + Students’ Contents activities * Information transmiting: I. Warm – up. - Divide the class in to 2 * Suggested sentences: teams and choose 6 - I want to improve my writing / reading / listening skill. volunteers from each team. - English is an interesting language and it’s very useful. volunteers stand in 2 lines. Show the first st in each line a sentence. He/she whispers the sentence to the Pre – Listening next person in his/her line, the 2nd whispers to the 3rd … and so on. The last st 1. True – false statements. Set the scene: “Nga is talking to Kate about her shouts out the sentence, if it *studying English” is the same as the sentence the T shows, that team wins. While – Listening 2. Listening and checking. keys: - Ask sts to read the *a.Answer T statements on P. 35 T - Sts work in pairs to predict b. c. F: which statements is true or d. T She works for an international bank in Hanoi. which is false..

(9) - Give feedback.. e. F: Her listening is terrible. f. T. - Let sts listen to the tape twice and check their prediction. - Ask sts to correct false statements. - Ask sts to name some Post – Listening modal verbs with their meanings. 2. Revision of Modal verbs: Must should may Have to ought to might * Form: Modal + infinitive (without to). - Help sts to remember the way to use. - Sts listen carefully & make sentences.. 3. Revision of Conditional sentences T 1 * If clause: Simple present tense. Main clause: will + infinitive * Usage: - We can use a modal verbs in a main clause. The modal verb gives more information about the outcome relating to ability, certainly, permission, obligation or necessity. Eg: If you want to improve your English. I can help you. If you want to get good grades, you must study hard. * Practice:. - Ask sts to do exercise language focus1 - Let sts work impairs to complete the conditional sentences. They have to use the modal verbs in brackets and the information in the * Answer keys: box. a. must study hard. - Call some pairs to practice b. have to go to university. the dialogues before class + c. Ba: …, you should do exercise regularly. correct. d. Mrs. Thoa: …, he might miss the train. IV. Consolidation. - Ask sts to retell what they e. Mrs. Nga: …, you ought to stay in bed. have learnt. f. Mrs. Rim: You must do V. Homework. - Set homework and guide your homework if you want to go out. sts to do..

(10) Write some sentences. conditional. VI.. Comments:. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. period:23. unit4: Learning a foreign language Date of planning: 16/11/06 Lesson 4: - Read Date of teaching:9A: 24/11/06 9B: I. objective. By the end of the lesson, students will be able to get the information about the English classes from the advertisements. ii. language. 1. Vocabulary: intermediate, advance, well-qualified, tuition, academy, council 2. Structure: Revision 3. Teaching aids: Textbook. iii. procedure. Teacher + Students’ Contents activities I. Warm – up. - Sing a song. II. Check the old lesson. - Ask sts to do the homework on the B. Pre – Reading III. New lesson.. - Help sts know the meanings of some new words & the way of pronunciation. - Sts listen & repeat then copy down. - Ask the individual to check.. 1. Pre – teach vocabulary: + intermediate (adj) + advance (adj) + well-qualified (adj) + tuition (n) + academy (n) + council (n) 2. True / False statements prediction. Set the sene: Mr. Lam wants to attend a foreign language course. Guess what he needs for his class. a. Mr. Lam needs to learn French. b. Mr. Lam needs the intermediate level class c. He wants to learn English in the morning. d. He wants the course to begin late November.. - Give a poster of 4 statements on the B. While – Reading - Ask sts to keep their books closed and read the statements and guess which 3. Reading and checking prediction. a. F: He needs to learn English. is true & which is false. - Give feedback.. - Have sts read the note Mr. Lam made and check their prediction. - Ask sts to correct if.

(11) necessary.. - Get sts to do exercise 5a on page 36. - Sts work in pairs: note down information about the English classes from advertisements. - Ask sts to write the information on the B + correct if necessary.. - Get sts to read the note again then look at the advertisements and choose a suitable language school for him then compare with their partners. - Sts choose and give reasons for their choice.. - Have sts copy this table in their notebooks. - Sts ask their friends about their English course and fill in the table. - Give feedback. IV. Consolidation. Summarize the main content of the lesson. V. Homework. Set homework and guide sts to do. b. T c. F: He wants to learn early evening. d. F: He wants the course to begin late Oct or early Nov 4. Filling the form: * Answer keys: School. Class time. Language level. Academy of language Foreign language Coucil New English institute. Morning, afternoon, evening Morning and evening Afternoon, evening, weekend. No information Beginner, intermediate Beginner. * suggestion: I think Mr. Lam should take an English course at the Academy of language because it offers the suitable time, date and the level of English for him. Besides it has wellqualified teachers and offers a lot of opportunities to practice speaking English. Post – Reading Class Language Name time level Hoa evening beginner Eg: a. What time can you go to your E. class? b. Which level do you choose? c. When do you want to start learning?. - Write a short paragraph about the results of the survey. VI. Comments: ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. Period: 25 Date of planning: Date of teaching:9A: 9B:. unit 4: learning a foreign LAngUAGE Lesson 5 - Write.

(12) I. objective. By the end of the lesson, students will be able to write a letter of inquiry to the institution requesting for more information about the course and fees. ii. language. 1. Vocabulary: request detail look forword to express exactly edition 2. Structure: 3. Teaching aids: Textbook. iii. procedure. Teacher + Students’ activities I. Warm – up.. Contents * Jumble words:. versetimadnet swne - Sts from 2 teams go to the B and write restetni the correct words. - The team which is faster with more atmorfioinn eef correct words will win the game. sasecenry psulpy - Divide the class in to two teams..  advertisement  news  interest  information  fee  necessary  supply. Pre – Writing - Help sts know the meanings of some new words and the way of pronunciation. 1. Pre teach - vocabulary. request (n/v) - Sts listen and repeat then copy down. detail (n) look forword to (v) - Ask the individual to check orally. express (v) exactly (adv) edition (n) While – Writing - Have sts read the letter written by John Robinson on page 37. - Sts work in pairs to answer the questions 2. Reading comprehension. * Questions: about the letter. a. Where did Robinson see the school’s dvertisement? b. What language does he want to learn? c. What aspect of Vietnamese does he want to improve?. - Give feedback and correction.. - Give sts four parts of a letter inquiry.. d. What does Robinson want to know? * Answers: a. He saw the school’s advertisement in today’s edition of Vietnamese news. b. He wants to learn Vietnamese. c. He wants to learn to read and write Vietnamese. d. He wants to know some details of the course and fees. 3. Matching. + Introduction + request..

(13) + Futher information. +Conclusion. * Answers: a. (Introduction): I saw your school’s - Ask sts to divide the letter into 4 parts advertise4ment in today’s adition of the and match each paragraph with a suitable Vietnamese News. b. (Request): I am interested in learning headline. Vietnamese and I’d like some information about your school. - Sts work in pairs compare their the c. (Futher information): I speak little Vietnamese but I want to learn to read and answers. write it. Could you please send details of course and fees? I can complete a spoken Vietnamese test if necessary. d. (conclusion): I look forward to hearing from you. Post – Writing. - Have sts read again the 3 advertisements and choose one of the schools they want to attend to improve their English. - Sts read the advertisements and write a letter if inquiry to the institution requesting for more information about the course and fees, the compare with their partners. - Call some sts toread their letters before class. - Help sts correct if necessary.. * Suggested lettr: Dear Sir, I saw your Institute’s advertisement on today’s TV programs. I am interested in learning English and I would like some more information about your Institute. I cam speak alittle English, but I read it really slowly and my writing is bad. So O want to improve my reading and writing. Could you please provide more information about the length of the course and fees for beginners? I can supply my record of English study if necessary. I look forward to hearing from you soon.. IV. Consolidation. - Ask sts to relell the way to write a letter of inquiry. The letter of inquiry has 4 parts: + Introduction + request. + Futher information. V. Homework. +Conclusion - Set homework and guide sts to do - Write the letter in your notebooks. - Prepare the next lesson: “Language focus” VI. Comments: ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. Period: 26 Date of planning: 24/11/06 Date of teaching: 01/12/06 I. objective.. unit 4: learning a foreign language Lesson 5 – Laguage focus (2,3,4).

(14) By the end of the lesson, students will be able to understand more about the vocabulary and structures in unit and report what they hear. ii. language. 1. Vocabulary: 2. Structure: 3. Teaching aids: Textbook. iii. procedure. Teacher + Students’ activities I. Warm – up. - Write the words whose letters are in a random order on the board. - Sts work in 2 groups: sts from 2 groups go to the board and write the correct words. II. Check the old lesson. III. New lesson. Contents * Jumble words: -. Cilioeuds Deronufwl Edeorrpt Reictd Viertinwe.  delicious  wonderful  reported  direct  interview. Presentation. I. Revision of Direct and Reported speech - Divide the class in to 2 teams. Team A 1. Changes in tense. Direct speech Reported speech with red chalk, team B yellow chalk. Present simple tense Past simple - Sts from 2 teams go to the B and Present progressive tense Past progressive complete the table by writing suitable in Future simple tense Would +V reported speech. Can/may Could / might - Correct if needed. Must Had to - Stick a poster of adverbs and articles on 2. Changes in adverbs and articles. the B. * Matching: this these here today that - Sts work in 2 groups: sts from 2 groups now those tomorrow the following day go to the B and write the pairs of adverbs there then that day or articles in direct speech and in reported * Answer keys: speech. this  that these  those - Give feedback. now  then here  there today  that day - Help sts know the way to use reported tomorrow  the following day 3. Reported questions: questions. - We do not use auxiliary verb. Eg: What do you want?  I asked what she wanted. - When there is no question word, we ues - Sts listen carefully and copy down. “If” of “whether” to introduce a reported question. - In reported questions, the word order is the same as in statements and we do not use question mark. Eg: How is your brother?  She asked how my brother was. Practice.

(15) - Have sts work in pairs to do language II. Reported speech. focus 3 on page 39. * Answer keys: a. Uncle Hung said that birthday cake was delicious. - Move around to check and help if b. Miss Nga said she loved those roses. necessary. c. Cousin Mai said she was having a wonderful time there. d. Mr. Chi said he would go to Hue the following day. e. Mrs. Hoa said she might have a new - Ask sts to work in pairs to change the job. direct speech questions into reported f. Mr. Quang said he had to leave then. questions. III. Reported questions. * Answer keys: - Call on 3 sts to do on the board. a. She asked me how old I was. - The other sts remark and correct if b. She asked me if/ whether my school necessary. was near there. c. She asked me what the name of my school was. d. She asked me if / whether I could use a computer. e. She asked me why I wanted that job. f. She asked me when my school vacation - Tell sts that each number is for a started. question but four of them are lucky numbers. For a lucky number, sts will get Production 2 points without answering any questions. For other numbers, sts have to turn the * Lucky numbers: direct speech from the T to the reported 1 2 3 4 speech. If one is correct they will get one 5 6 7 8 point. 9 10 11 12 * Questions: - Lucky numbers are 1,5,8 &11. 2. Do you enjoy reading picture books? 3. Is your house near our school? 4. Why do you learn English? 6. I will give you 15 minute test tomorrow. 7. How does your father go to work? 9. I like playing badminton. VI. Consolidation. 10. You study very hard. - Ask sts to retell what they’ve learnt. 12. We must decorate uor room for the V. Homework. coming May Day. - Ask sts to report what their parents said to them last night. Write in your notebooks. VI. Comments: ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. Period: 27. written english test.

(16) Date of planning: ……… Time: 45 mins Date of teaching: ………. I. objective. Check students, understanding through some kinds of exercises and after the test, T provides to sts what they uncompleted knowledge and find the best methods for teaching. II.Subject Question 1: Choose the best answer. (2 points). 1. Viet got up late ………. He couldn’t catch the first bus. a. then b. so c. as d. when 2. He can’t earn money …… he has no job. a. unless b. until c. if d. without 3. Long wishes he …….. have to clean all the window. a. don’t b. doesn’t c. wasn’t d. didn’t 4. We met a lot of people………. our holiday. a. during b. while c. for d. at Question 2: Match each question in A with its correct answer in B. (2.5 points) 1. Where is your home village? 1 …. a. nearly an hour by bike. 2. How far is it from here to your home village? 2 …. b. to the west of Hoabinh. 3. How long does it take to get there? 3….. c. plant rice and raise cattle. 4. When did you last come back to your village? 4 …. d. fifteen kilometers. 5. What do people there do for a living? 5 …. e. two weeks ago. Question 3: Put the following sentences into reported speech. (3 points) 1. “ If you want to learn English, I can help you”, John said. 2. “ Where are you studying?” Mrs. LAN asked. 3. “You must come today” Hoa said. 4. “Do you live here?” Liz asked 5. “What does your son want to learn?” the man said to Mrs. Linh 6. “ We will spend our holiday in Da lat next week”, said Mrs. Chi Question 4: Use the suggested words to complete the letter.(2.5 points). Dear Sir, 1. I / see / school’s advertisement / TV / last night. 2. I / interested / learn English / and / I / like / information / school.  3. I / study / English / four years / but / want / improve / speaking / and / listening / skill. 4. I / be / very graceful / if / you / send / details / course / fees. 5. look / forward / hear / you / soon. Your sincerely, III. Comment. …………………………………………………………………………………………… …………………………………………………………………………………………… Period: 28 correcting the test Date of planning: ………. Date of teaching: …….. I. Objective. Helping students correct their mistakes and consolidate the knowledges they haven’t understand clearly. II. answer keys. Question 1. 1. b - so 2. c - if 3. d - didn’t 4. a - during Question 2. 1 b 2d 3a 4 e 5 c Question 3. 1. John said If I wanted to learn English, he could help me..

(17) 2. Mrs. LAN asked me where I was studying. 3. Hoa told me that I had to come that day. 4. Liz asked me if I lived there. 5. The man said to Mrs. Linh what her son wanted to learn. 6. Mrs. Chi said they would spend their holiday the following /next month. Question 4. 1. I saw your school’s advertisement on TV last night. 2. I am interested in learning English and I would like some information about your school. 3. I have studied / been studying English for four years, but I want to improve my speaking and listening skill. 4. I would be very gradeful if you could send details of courses and fees. 5. I look / am looking forward to hearing from you soon. III. mark. Question 1: 2 points Question 2: 2,5 points Question 3: 3 points Question 4: 2,5 points iv. comments: ………………………………………………………………………………………. …………………………………………………………………………………………………… …………………………………………………………………………. Period: 29 Date of planning: ………. Date of teaching:………... unit 5: the media Lesson 1 – Getting started + Listen and read. I. objective. By the end of the lesson, students will be able to know more about the Media ii. language. 1. Vocabulary: crier channel interative remote control benefit 2. Structure: 3. Teaching aids: Textbook and cassette iii. procedure. Teacher + Students’ activities. Contents.

(18) * brainstorming: I. Warm – up. - Have sts think about their favorite Watching TV Favorite activities activities and how much time they spend on each activities. Using the internet reading - Ask sts the meaning of Medium and the newspaper Listening to music plural form of medium. II. Check the old lesson. III. New lesson Pre - Reading - Help sts know the meanings of some new words and the way of pronunciation. 1. Pre teach - vocabulary. crier (n) - Sts listen and repeat then copy down. channel (n) interative (adj) - Ask the individual to check orally. remote (adj) control (v) benefit (n) - Give the poster of statements on the board. 2. Ordering statements prediction: - Sts work in pairs to put the statements in a.Television is a cheap and convenient correct order. entertainment. b. Vietnamese enjoy reading “kien thuc - Ask sts to give their anwers. ngay nay”, one of the most popular magazines. c. long time ago, crier had to shout the lastest news as they were walking in the street. d. Interative is the development of TV.. - Get sts to read the text about the media While – Reading and check their guess. * Answer keys: - Give feedback and correct. 1–c 2–b 3–a 3. Completing the table. - Have sts complete the table with the passage letters in which these facts or events are mentioned. - Aks sts to work individually then share with their partners.. Fact and events 1. remote controls are ised to interact with TV. 2. One of the most popular magazines. 3. People of different ages like this magazine. 4. Benefit of TV. 5. People got the news from town crier. 6. Interative TV is available .. 4–d Passage number D B B C A D. 4. Comprehension questions. - Ask sts to work in pairs to answer the 1. A town crier was a person whose job questions in exercise 2b (from 1 to 3). was to go through city streets ringing a bell and shouting the lastest news as he - Sts practice in pairs. was walking. - Have some pairs to check orally. 2. Kien thuc ngay nay is one of the most popular magazines and is widely read by.

(19) - Give feedback and correct.. both teenagers and adults. 3. people can get the lastest information and enjoy interesting and inexpensive local and international programs in a convenient way.. - Sts work in groups to answer the Post - Reading questions “4 &5” in exercise 2b. - Move around to ask the individual to * Suggestions: check and help if necessary. 4. I read “Hoa hoc tro”, “Muc tim” ….. 5. My favorite type of media is the Internet, because I can get a wide variety IV. Consolidation. Summarize the main content of the lesson. of information from the Internet in a quck way. V. Homework. Set homework and guide sts to do. - Learn by heart all new words. - Prepare the next lesson “Speak”. VI. Comments: …………………………………………………………………………………………… ……………………………………………………………………………………………. Period: 30 Date of planning:………. Date of teaching:……….. unit 5: the media Lesson 2: Speak. I. objective. By the end of the lesson, students will be able to talk to their friends about the programs that they like or dislike. ii. language. 1. Vocabulary: violent documentary informative 2. Structure: 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ activities. Contents.

(20) I. Warm – up. - Let sts play a game. - Sts play in two teams.. * Information transmiting: Ex: Minh likes cartoon, doesn’t he?. II. Check the old lesson. - Write new words on the board. III. New lesson - Help sts know the meanings of some new words and the way of pronunciation. - Sts listen and repeat then copy down.. Pre – speaking 1. Pre teach - vocabulary. Violent (adj) Documentary (n) Informative (adj). - Give some examples to introduce new 2. Structure: structure. - You like watching sports, don’t you, - Sts look at the examples and remark. Trung? - You don’t like foreign films, do you? - Have some sts read the dialogue in pairs. Pre – speaking - Ask some pairs to check orally. - Have sts to pick out sentences showing * Agree: agreement and disagreement and ask them - I prefer documentaries - I love watching sports to practice - I enjoy it too. * Disagree: - Not really. - I don’t like watching sports. - I’m the opposite.. - Documentaries seem quite boring to me. - Ask sts to talk about the TV programs they like or dislike. - Sts work in groups. - Move aroud to check and help. Songs I love. Sports music News. Program. Weather documentaries. folk. cartoon forcast. Post - speaking - Ask sts to base the dialogue given to make the similar dialogues.. - Sts practice orally.. * Samples: A: You like watching cartoon, do you? B: Not really. Some cartoon are so boring and I don’t like watching them. I prefer films. A: I am the opposite. I like watching sports and films always make me sleepy..

(21) IV. Consolidation. - Ask sts to retell what they have learnt V. Homework. Set homework and guide sts to do. B: But you watch the news, don’t you? A: Yes, but not often. B: I enjoy news because it is informative. A: You don’t like drama, do you? B: No, I don’t .. Study the old lesson carefully. Write about the program you like of dislike. VI. Comments: ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….. Period: 31 Date of planning: …/…/0 Date of teaching: …/…/0. unit 5: the media Lesson 3: Listen. I. objective. By the end of the lesson, students will be able to talk understand the content of the lesson and complete the table. ii. language. 1. Vocabulary: telegraph assignments appear newsreels force 2. Structure: 3. Teaching aids: Textbook and cassette iii. procedure. Teacher + Students’ activities. Contents.

(22) I. Warm – up. - Let sts play a game. - Sts play in two teams. “Hang man”. 1. interactive remote documentary 5 4. II. Check the old lesson.. 6. 7. Pre - Listening. III. New lesson - Help sts know the meanings of some active words and the way of pronunciation. - Sts listen and repeat then copy down.. 1. Pre teach - vocabulary. telegraph (n) assignments (n) appear (v) newsreels (n) force (v). - Set the sene:. Chau is doing an assignment about the media, she wants to ask her father some information to do the assignment. - Ask some questions: - Do you know when the telegraph was invented? - Sts work in pairs to fill in the table on - When did television became page 43. They have to guess before popular: listening.. - Let sts listen to the tape twice and check their prediction.. While - Listening. - Sts listen and give their answers. - Have sts listen again to correct their mistakes. - Write the correct answers on the board and ask sts to copy down.. * Answer keys: a. the late 19th century. b. radio and newsreels. c. in the 1950s. d. the Internet. Post - Listening. - Ask sts to write about their favorite * Suggestions: type of media and the reason why. + Which media you like ? - Sts work individually then compare with their partners. + Why you like ? - its benefit (convenient, - Ask some sts to read aloud their inexpensive, fast, interesting ……….) writing. IV. Consolidation..

(23) - Summarize the main content of the lesson. - Learn by heart all new words and write 2 V. Home work. lines for each. - Set homework and guide sts to do - Prepare the next lesson “Read”. VI. Comments: ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….. Period: 32 Date of planning: …/…/0 Date of teaching: …/…/0. unit 5: the media Lesson 4: Read. I. objective. By the end of the lesson, students will be able to get some knowledge about the Internet. ii. language. 1. Vocabulary: forum, surf, deny, get access to, limitation, spam, alert, wander 2. Structure: 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ activities. Contents.

(24) I. Warm – up. - Show the picture of a computer and ask sts about it.. II. Check the old lesson. III. New lesson. -. “Chatting” what is this? Can you use computer? What subjects help you to use computer? Have you used computer? Do you find the internet useful? What do you use the Internet for?. Pre – Reading - Help sts know the meanings of some active words and the way of 1. Pre teach - vocabulary. pronunciation. forum (n) wander (v) surf (v) alert (adj) - Sts listen and repeat then copy down. deny (v) spam (n) get access to (v) limitation (n) 2. True / false statements prediction. a. internet is a wonderful invention of modern life. b. The Internet is available not only in cities but also in the countryside. - Ask sts to read the statements and c. People use the internet for two purposes: work in pairs to predict they are true or entertainment and education. d. bad program is one of the limitation of false. The Internet. - Give feedback e. You should be alert when using the Internet.. - Have sts read the text and check their predictions. - Sts read the text and correct the false statements.. - Have sts read the text again and answer the questions on page 44. - Sts work in pairs, practicing asking and answering. - Call on some sts answers.. to call out their. While – Reading * Answer keys: a. T b. F c. F d. T e. T * Corrections: b. F : The Internet is available only in cities. c. F: People use the internet for many purposes: education, information, communication, commerce, entertainment. 3. Comprehension questions: 1. Sandra uses the Internet to get information and to communicate with friends and relatives. 2. Because she lives in the countryside where the Internet is unavailable. 3. People use the Internet for education, communication, entertainment and commerce. 4. Benefits: * fast and covenient way to get information. * communication * education * entertainment. * commerce..

(25) - Give feedback and correct.. 5. Yes. There are some disadvantages: - time – consuming and costly - dangerous because of viruses and bad programs. - spam / electronic junk mail. - personal information leaking Post – Reading. - Sts work in 4 groups. Do you agree or disagree with the reponses? - Gtve sts the questions and ask them to What is your response to this forum? discuss in groups. IV. Consolidation. - Summarize the main content of the lesson. - Write your response in your notebook. V. Homework. - Set homework and guide sts to do VI. Comments: …………………………………………………………………………………………… ……………………………………………………………………………………………. Period: 33 Date of planning: …/…/0 Date of teaching: …/…/0. unit 5: the media Lesson 5: Write. I. objective. By the end of the lesson, students will be able to write a passage about the benefits of the Internet. ii. language. 1. Vocabulary: 2. Structure: 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ activities. Contents.

(26) I. Warm – up. II. Check the old lesson. - Ask sts to retell some advantages and disadvantages of the Internet. III. New lesson. Pre – Writing. - Have sts read the text on page 43, 44 again and answer the question 4 “make a list of benefits of the Internet” again. - Sts discuss the benefits of the Internet in 1. Pre - vocabulary. groups. Source (n) Mean (n) Online-school (n) - Help sts know the meaning of some Online-lesson (n) active words. Order ticket (v) 2. Reading and discussing. * Possible answers: The Internet as a source of information - Ask sts to use the cues (6 – write) on -(news, weather forecast, weather, city page 44. maps…) - The Internet as a source of entertainment (music, movies, games, novels…) - The Internet as a means of aducation (online school, online lesson, self study…) - Easy to get information. Communicate with friends, relatives - Have sts use the ideas they have just -(email, chatting, web cam…) discussed to write a passage about the. benefits of the Internet and help them with words or structure while they are writing. - After sts finish, call on some sts to read their passages aloud before the class. * Discussion: - Ask sts to discuss the disadvantages of the Internet. - Sts work in groups of two tables and choose a speaker.. - Order tickets, goods, trips, hotels…. While – Writing. * Suggested ideas: “Benefits of the Intrnet” - The Internet has increasingly developed…. - The Internet is a source of information…. - The Internet as a mean of education… - The Internet as a mean of - After discussing, the speaker from groups communication.. have to present their ideas before the class. - The Internet is a source of entertainment… - The Internet is a wonderful invention of modern life .Post – Writing * Suggested ideas: IV. Consolidation. + time – consuming - - Summarize the main content of the + costly lesson. + viruses V. Homework. + bad programs - Set homework and guide sts to do.

(27) + spam / electronic junk mail. + personal information lecking. …………………………………………… …. - Study the old lesson carefully. - Write about the disadvantage of the Internet. VI. Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………….. Period: 34 Date of planning: …/…/0 Date of teaching: …/…/0. 1. unit 5: the media Lesson 6: Language focus. I. objective. By the end of the lesson, students will be able to use the “Tag – questions” and “Gerund” to talk to their friends about their likes or dislikes. ii. language. 1. Vocabulary: 2. Structure: 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ Contents activities.

(28) I. Warm – up. - Ask sts to work in groups to find out 13 verbs in the word square. - Sts from each team go to the board and circle the words they have found, then write them down in the column of their team.. “Word square” L I K E A F I N I S. M O I N F I N I S H. P M R J V S U G G B. R I L O A V U Y E C. A S S Y V O T N S D. C S T L U R S E T E. T D C O N S I D E D. I N C V A V O I D O. S I K E K I L S I D. E M B O N M L H I U. Activity 1. II. Check the old lesson.. 1. Tag – questions: * Form: - A tag-question has the same auxiliary as in the main clause. - Help sts know the way to - We normally put a negative question tag with a positive statement, and a positive question with a negative use “Tag-question”. statement. Ex1: She is doing her homework, isn’t she? - Sts listen carefully them Ex2: She isn’t doing her homework, is she? * Intonation: copy down. - If we are asking a real question, we use a rasing intonation. - If we are sure about the answer, we use a falling intonation. a. He can play the guitar,…………..? b. They haven’t finished the test,………….? c. you went out lastnight,…………? - Give some statements and ask st to add question tags. III. New lesson. - Have sts do exercise 1 on page 45. - Sts complete the dialogues individually, using tagquestions. - Give feedback and correct. - Get sts to practice the dialogues in pairs.. 2. Complete the dialogue. * Answer keys: b. didn’t he? d. do you?. c. wasn’t it? e. aren’t we?. 3. Practice asking and answering.. Example: a. Tuan likes news, doesn’t he? - Yes, he does. b. Hanh and Tuans don’t like movies, do they? - Have sts look at the table - No, they don’t . on page 45.. c. Tuan doesn’t like music, does he? - No, he doesn’t . - Sts work in pairs, practice ……………………………………………… asking and answering questions about television Activity 2 programs these people like “V-ing” and dislike, using tag- 1. Gerund: Revision of Gerund after some verbs. questions. Like Love.

(29) Enjoy + V-ing (gerund) Dislike Hate Ex: He like playing soccer. They enjoy fishing. - Help sts know more about * Other vebs: mind, finish, suggest, consider, deny, keep the way to use “Gerund”. on, miss, can’t help, practice, stand (bear)….. - Give form and examples. 2. Practice Examples: - Sts listen carefully and a. soccer copy down. - Do you like playing soccer? - Yes, I do. b. fishing - remind some other verbs - Do you enjoy fishing? - No, I don’t .. - Get sts to do exercise 3 on page 46.. * Writing: (Substitution box). - Sts ask and answer questions about each item in the box. - Call on some pairs of sts to practice asking and answering. - Have sts write true sentences about their family members, relatives, friends and themselves. - Sts look at the words in the three boxes on page 46 and use them as cues. - Give example. - Sts work individually. - Have some sts read then write their sentences on the board. - Give feedback and correction.. My father likes watching sports but my mother doesn’t . She loves listening to music..  Tag-questions VI. Consolidation.  Gerund - Ask sts to retell what they have learnt. Ex1: Complete the dialogues by using tag questions. V. Homework. a. Mai can swim, - Set homework and guide ………….? sts to do - Yes, she can b. He didn’t come here yesterday, ……….? - No, he didn’t . c. Help me with these bags, ………..? - Yes of course. Ex2: Write some sentences.

(30) about your friends, using like, love, enjoy … + V – ing. VI. Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………. Period: 35 Date of planning: …/…/0 Date of teaching: …/…/0. Revision. I. objective. Help students consolidate the whole knowledges they have learnt from unit 1 to unit 5 through some kinds of exercises and practice. ii. language. 1. Vocabulary: revision 2. Structure: revision 3. Teaching aids: Textbook and extra-board iii. procedure. Teacher + Students’ Contents activities.

(31) I. Warm – up.. “Sing a song”. II. Check the old lesson. - Ask sts to do the homework on the board. I. Grammar. III. New lesson 1. The past simple with Wish. Ex1: I wish I could play the guitar. - Each part, the T gives Ex2: I wish I were older. somes examples and asks => Wish is used when we really to be different and sts to retell the way to use. exactly opposite of the truth. 2. The present perfect tense. Ex1: I have learnt English for 3 years. Ex2: She has finished her work. => The present perfect is used to talk about something which started in the past and continues up to the present. 3. Passive voice. Ex1: He bought that bike yesterday. (active) => That bike was bought yesterday. (passive) - Give the active and ask sts Ex2: They will build a new school here. => A new school will be built here. to turn into the passive. Form: => infer the formation. S + be + P.P + (by O) 4. Direct and Reported speech. Ex1: “I will go to Hue tomorrow”. - Ask sts how to change the => Mai said that She would go to Hue the next day. direct into the reported speech.. Ex2: “Can you use a computer?” => She asked me if I could use a computer. 5. Tag questions. Ex1: You have read this article on the website, haven’t you? Ex2: She didn’t recognize you, did she? - Give some exersices and 6. Gerund. ask sts to do to check their Ex1: We enjoy playing comprehension. soccer. Ex2: I hate smoking - Ask sts to give the correct form of each verb in II. Exercise. brackets. Exercise 1: 1. What you (do)……. Last - Two of sts do on the weekend? board. - I (go) …. To the theather with my family. 2. John and I (be) …. penpal for three years..

(32) - Have sts read the first sentence, and then complete the second sentence with the same meaning. - Sts work individually then compare with their partners. - Move around to check and help if necessary.. - Ask sts to complete each sentence of the following letter.. - Sts discuss in groups of a table.. 3. We used (write)….. to each other every month when we (be) ... at secondary school. 4. Minh (know) …. Alittle English, so she (wish)… she (can) … speak it fluently. Exercise 2: 1. The zoo keepers feed the animals twice a day. The animals…………………… …………. 2. She last wore that dress at her sister’s wedding. She hasn’t …………………………… …... 3. It’s a pity your friends isn’t at the party. I wish …………………………… ………… 4. “Do your grandparents still live in Nha Trang now?” said Nam to me. Nam asked …………………………… …. Exercise 3: Dear Liz, 1. It / be/ long time / since / I / last hear / you. 2. You / like / come / stay / me / cottage / countryside? 3. You / your family / welcome / if / wan /t visit / us. 4. what about / come / the end / next month? 5. write / let / me / know / if / come. Yours truly, Mai. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Ask sts to study the old lesson carefully and prepare for the test “The first Semester test”. VI. Comments. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………….

(33) Period: 36. the first semester test. I. Khoanh trßn 01 tõ mµ phÇn in nghiªng cã c¸ch ph¸t ©m kh¸c víi c¸c tõ cßn l¹i. (1 ®). 1. here hour help homework 2. wanted lived played listened 3. hat flat can make 4. my hobby city energy II. Chọn, khoanh tròn đáp án đúng nhất để hoàn thành các câu sau. (2,5 đ) 1. I wish I ……….. her address. a. know b. to know c. knew d. known 2. She …………. English for 3 years. a. have studied b. has studied c. studies d. to study 3. These books ………… yesterday. a. were bought b. was bought c. bought d. buy 4. Directed speech: “How old are you?” LAN said to me -> Indirected speech: a. LAN asked me how old am I b. LAN asked me how old you are c. LAN asked me how old I was d. LAN asked me how old was I 5. He asked me where I ………. a. live b. am living c. to live d. lived 6. He wishes he …………………… a. can drive b. drives c. could drive d. drive 7. They have to take that French course, …………. They? a. haven’t b. mustn’t c. needn’t d. don’t 8. Wait ……… you get home before you unpack your parcel. a. to b. until c. when d. after 9. He wishes he ……. Have to clean the house. a. don’t b. doesn’t c. wasn’t d. didn’t 10. English ……….. all over the world. a. is spoken b. spoke c. speak d. are spoken III. Chọn một đáp án đúng trong ngoặc để hoàn thành các câu sau. (2 đ) 1. I bought this book last month. -> This book ………(were bought / was bought) last month. 2. Mai does her homework everyday. -> Her homework ……….. (is done / are done) everyday. 3. I don’t have a bike. -> Iwish I ………….. (have / had) a bike. 4. “Do you like reading book?” Tuan said to me. -> Tuan asked me ………. (if / what) I like reading book. IV. Đọc đoạn văn sau tích các thông tin cho dới đây là đúng hay sai. (2,5 đ). True (T), False (F). There are about 3,000 living languages in the world today, but only six of them are major languages of the world. Two third of the world’s population speak those languages. More over 400 million people speak English as their first or native language. Another than 400 million speak it as second language. Nobody know exactly how many people speak it as a foreign language. Chinese is the only language with more speakers than English. This is because of the huge population of Chinese. It is true that English is the most widespread language on the Earth. It is the language of business, technology, sport and aviation. 1. There are three thousands living languages in the world today. 2. Every people know exactly how many people speak English as a foreign language. 3. Chinese is spoken more than English because of the huge population of Chinese. 4. English is the most widespread language on the Earth. 5. Chinese is the language of businees, technology, sport and aviation. V. H·y hoµn thµnh bøc th sau sö dông nh÷ng tõ gîi ý cho s½n. (2 ®) Dear Hoa,.

(34) 1. It / been a long time / since / I / last see / you. 2. Would you like / come to stay / me in the cottage / the countryside? 3. You / your family will be welcome if / want / visit us. 4. What about / come / the end of next month? Write and let me know if you can come. Yours, Mai. I. Mỗi câu đúng 0,25 điểm 1. hour 2. wanted II. Mỗi câu đúng 0,25 điểm 1. c 2. b 6. c 7. d III. Mỗi câu đúng 0,5 điểm 1. was bought 2. is done. Answer keys 3. make. 4. my. 3. a 6. b. 4. c 9. d. 3. had. 4. if. 5. d 10. a. IV. Mỗi câu đúng 0,5 điểm 1. T 2. F 3. T 4. T 5. F V. Mỗi câu đúng 0, 5 điểm 1. It has been a long time since I last saw you. 2. Would you like to come to stay with me in the cottage in the countryside? 3. You and your family will be welcome if you want to visit us. 4. What about coming at the end of next month?. Period: 37 Date of planning: …/…/0 Date of teaching: …/…/0. unit 6: the environment Lesson 1: - Getting started + Listen and read - Listen. I. objective. By the end of the lesson, students will be able to know more about the environment problems and the solutions. ii. language. 1. Vocabulary: deforestation garbage dump dynamite fishing sewage Spraying pesticides disapointed 2. Structure: The first conditional 3. Teaching aids: Textbook and cassette iii. procedure. Teacher + Students’ activities Contents I. Warm – up. “Brainstorming” - Ask sts to think of the environment Air pollution problems in their village. road - Sts go to the board and write down their ideas Environmental problems in our village. II. Check the old lesson. III. New lesson. * Possible answers: - smoke from cars, motorbikes … - smoke from factories. - rubbish / garbage / trash. Pre – Reading. dirty.

(35) - Help sts know the meaning of some new words and the way of pronunciation. - Ask the individual to check orally.. - Ask sts to look at the 6 pictures on page 47 in their text books. - Ask sts to match the words in the box with the correct pictures.. - Ask sts to keep the books closed. - Give sts 1 munites to guess. - Give feedback. - Ask sts to open their books and read the text on page 47-48 and check their prediction.. 1. Pre - vocabulary. Deforestation (n) garbage dump (n) dynamite fishing (n) sewage (n) Spraying pesticides (n) Disappointed (adj) 2. Matching. Picture a: air pollution. Picture b: spraying pesticdes. Picture c: garbage dump. Picture d: water pollution Picture e: deforestation. Picture f: dynamite fishing 3. Prediction * Set the scene: Mr. Brown is taking to some volunteers conversationists. Guess the place where they are going to work. - The conversationists are going to clean the beach. While – Reading. - Ask sts to match the names in column A 4. Matching with the activities in column B (exercise Group 1: - f. walk along the shore. 2a on page 48). Group 2: - e. check the sand. - Sts read the text again and work in pairs Group 3: - b. check among the rock. Mr. Johns: - a. collect all the bags and take to match. them to the garbage dump. Mrs. Smith – c. provide the picnic lunch for everyone. - Ask sts to work in pairs to answer the 5. Comprehension questions. 1. The speaker is Mr.Brown. questions on page 48 (exercise 2b) - Sts read the text again and answer the 2. They are the volunteer conversationists. 3. They are on the beach. questions. 4. They are going to clean the beach. 5. They will make the beach clean and beautiful again soon. - Give feedback. 6. Yes, I have. We clean our school. We collected the rubbish and take them to the garbage dump. 7. If the pollution continues, the environment around us will not be good and it wiil be - Ask sts to work in closed pairs. harmful to our health, our life. Post – Reading - Ask sts to complete the notes about the * Listening: reasons why ocean is polluted by listening to the tape. 1. Garbage is dumped into the ocean. 2. Oil spills come from ships at sea. - Let sts listen twice / three times. 3. Oil is washed from land. - Give feedback. IV. Consolidation..

(36) - Ask sts to retell what they have learnt V. Homework. - Set home work and guide sts to do.. - Learn by heart all new words and write 2 lines for each. - Prepare the next lesson “Speak”.. VI. Comments. ……………………………………………………………………………………………. …………………………………………………………………………………………… …………………………………………………………………………………………….. Period: 38 Date of planning: …/…/ Date of teaching: …/…/. unit 6: the environment Lesson 2: - Speak. I. objective. By the end of the lesson, students will be able to persuade their friends to protect the environment. ii. language. 1. Vocabulary: prevent reduce wrap faucet leaf 2. Structure: - The way to express persuasion. - What / how about + V-ing 3. Teaching aids: Textbook, posters and pictures iii. procedure. Teacher + Students’ activities I. Warm – up. - Divide the class into two teams. - Sts from two teams go to the board and write the correct words.. II. Check the old lesson.. 1. 2. 3. 4. 5. 6.. Contents “Jumbled words” uaderpse = persuade beaargg = garbage roderpvi = provide lupotilon = pollution duproce = produce paispoidednt = disapointed.

(37) III. New lesson. Presentation. 1. Pre - vocabulary. prevent (v) reduce (v) wrap (v) faucet (n) leaf (n) - Ask sts to complete the expressions in 2. Matching. column A by using one of the lines in column B then compare with their * Form: partners. I think you should - Sts match the lines in column B with an Won’t you expression in column A so that they have It would be better if you + sentences of persuasion. infinitive Can I persuade you to Why don’t you Why not What / how about + V-ing * Use: Express persuasion. Practice - Ask sts to work individually. 3. Practice speaking. S1: I think you should use banana leaves to wrap food. S2: Won’t you use banana leaves to wrap - Each st calls out one of their sentences food? until all sentences are finished. S3: Why don’t you turn off the lights before going to bed? S4: It would be better if you go to school or go to work by bike. S5: Can I persuade you to check all the faucets before going out? S6: Why not put garbage bins around the school yard? S7: What about using public buses instead of motorbikes? S8:…. - Ask sts to work in pairs to answer the 4. Questionaire. questions in the questionnaire. * possible answers 1. How can we save paper? - I think you should recycle used paper, newspapers. - Give feedback, teacher can write some - Why don’t you use banana leaves for possible answers on the board so that wrap ping? - Won’t you write on both sides of the weak sts can follow. paper? 2. How can we use fewer plastic bags? - How about cleaning and reusing them? - Why not use paper bags instead of plastic bags? - Sts practice asking and answering. 3. How can we reduce water pollution? - It would be better if you don’t throw wastes and garbage into streams, lakes or rivers and even ocean. 4. How can we prevent littering? - Help sts know the meaning of some new words and the way of pronunciation. - Sts listen and repeat then copy down. - Ask the individual to check orally..

(38) - I think we should put garbage bins around the school yard. 5. How can we reduce air pollution? - Why not use private vehicles less? 6. How can we reduce the amount of garbage we produce? - Won’t you try to reuse and recycling things. Production - Divide the class into 4 groups, each group has a secretary. Ask them to discuss the question: “What do you do to protect Ex: we can recycle papers the environment?” We can not throw things on the road, - The sts in groups have opinions, the in the rivers… secretary writes down. - Get sts to use the ideas in exercise 3a,b. - After finishing, the sts stick the 4 posters on the board. - Give feedback. VI. Consolidation. - Summarize the main content of the lesson. V. Home work. - Set homework and guide sts to do VI. Comments. ……………………………………………………………………………………………. …………………………………………………………………………………………… …………………………………………………………………………………………….. Period: 39 Date of planning: …/…/0 Date of teaching: …/…/0 I. objective.. unit 6: the environment Lesson 3: - Read.

(39) By the end of the lesson, students will be able to understand a poem about the environment. i. language. 1. Vocabulary: Junk yard treasure hedge nonsense foam 2. Structure: 3. Teaching aids: Textbook and pictures iii. procedure. Teacher + Students’ activities I. Warm – up. - Ask sts some questions a bout poetry. II. Check the old lesson.. Contents “Chatting” - Do you like poetry? - Which poetry do you like best? - Name some poems that are your favorite? - Do you think it is easy to understand a poem? - Have you ever read an English poem? Do you understand it? Do you like it?. III. New lesson Pre – Reading - Help sts know the meaning of some new words and the way of 1. Pre - vocabulary. pronunciation. Junk yard (n) Treasure (n) - Sts listen and repeat, then copy down. Hedge (n) Nonsense (n) Foam (n) - Give sts some questions and ask them *Pre questions: to answer before reading the poem. a) Who are the people in the poem? - Sts discuss in groups to give the b) Where are they? answer. c) What are they talking about? While - Reading - Have sts read the poem and check 2. Reading and checking. their answer. Answer keys: a) The mother and her son b) They are in the park / woods. c) They are talking about the pollution. - Have sts practice guessing the meaning 3. Matching. of the words by matching each word in Answer keys: colunm A with an approriate explanation 1 _ c 2_g 3_f 4_e in column B. 5_d 6_a 7_b 4. Comprehension questions Answer keys: - Show five questions from 1 to 5 on 1. If the pollution goes on, the world will page 51. end up like a second hand junk yard. - Sts work in pairs to answer. 2. The mother thinks other folk pollute the environment but not her or her son. - Correct if necessary. 3. His mother will take him home right away. 4. No. Because he is right; if he throws thr bottles that will be polluting the woods. 5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution..

(40) Post - Reading - Divide the class into four groups.. * Discussion:. - Sts discuss in groups to answer the “What could you do in your school / house question. to minimize pollution?” - Move around to check and help if necessary. VI. Consolidation. - Ask sts to tell what they have learnt from this lesson. - Write 5 things that you have to do to keep V. Homework. the environment unpolluted. - Set home work and guide sts to do VI. Comments. ……………………………………………………………………………………………. …………………………………………………………………………………………… …………………………………………………………………………………………….. Period: 40 Date of planning: …/…/0 Date of teaching: …/…/0. unit 6: the environment Lesson 4: - Write. I. objective. By the end of the lesson, students will be able to write a complaint letter. i. language. 1. Vocabulary: complaint complication resolution prohibit fine action 2. Structure: 3. Teaching aids: Textbook and pictures iii. procedure. Teacher + Students’ activities I. Warm – up. - Ask sts to find out the verbs beginning with the letters that T gives. - Give 4 / 5 letters at the same time, sts are to find out 4 / 5 verbs beginning with 4 / 5 letters given. - Sts work in 2 groups. The team which finish first gets one mark. II. Check the old lesson. III. New lesson. Contents “Categories”. Ex: T: a b c d S: add borrow cut drive ……………………………………………... Do the homework on the board. Pre - Writing. 1. Pre - vocabulary. - Help sts know the meaning of some complaint (n) new words and the way of complication (n) pronunciation. resolution (n) action (n) - Sts listen and repeat, then copy down. prohibit (v).

(41) fine (v) - Introduce the way to write a complaint * Form of a complaint letter: (5 parts) S: Situation letter. C: Complication R: Resolution - Sts listen carefully. A: Action P: Politeness. - Have sts read the letter on page 52 and label each section with the appropriate 2. Reading and matching. letter: S, C, R, A, P Answer keys: Dear Sir / Madam - Sts work in pairs. - Give feedback. - Call on a st to read aloud the letter (in the correct order). - Correct if necessary.. - Let sts read the production 6b on page 53. - Ask some questions to make sure the sts know what they have to write. - Sts write the letter individually then compare with their partners and correct if possible.. S: I am writing to you about ….. C: When the trucks of your company…… R: I would suggest your copany ……… A: I look forward to hearing from you … P: Sincery, Tran Vu Nhat While - Writing * Questions: 1.What do people do in the lake behind your house these days? 2. What makes you worried? 3. To whom do you write the letter to? 4. What suggestion do you want to make? 5. Any future plan you want to make? *Sample: Dear Mr. President. I am writing to you about the catching of fish of many people in the lake behind my house. I am very worried because they use electricity to catch fish. After a short time, they leave the lake, a lot of small fish died and float on the water surface. Other animals such as frogs, toads, and even birds have also die from electric shock waves. I should suggest the local authorities should prohobit and fine heavily anyone using this way to catch fish. I look forward to hearing from you and seeing the protection of environment from the local authorities. Post - Writing. - Move aroud the class and help sts. - Call on some sts to read aloud their letter. - Give feedback, correct some letter before class. T can write the mistakes (spelling, grammar…) on the board. IV. Consolidation. - Study the old lesson carefully. V. Home work. - Prepare the next lesson “language focus.” - Set homework and guide sts to do VI. Comments ............................................................................................................................................. Period: 41 unit 6: the environment.

(42) Date of planning: …/…/0 Date of teaching: …/…/0. Lesson 5: - Languge focus 1&3. I. objective. By the end of the lesson, students will be able to use adjectives and adverbs to makes sentences with adjective + that clause. i. language. 1. Vocabulary: sigh amazed disapointed 2. Structure: Adj + ly = Adv of manner Adj + that clause 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ activities I. Warm – up. - Prepare 12 cards with numbers on one side and the adj (6 cards), adv (6 cards) on the other side. Mix them up and stick them on the board so sts can only see the number. - Divide the sts into 2 teams and guide them how to play. II. Check the old lesson. III. New lesson. Contents “Pelmanism”. extreme. happy. sad. good. slow. Sady. fast. slowly. well. fast. extremely. happily. Activity 1. - Help sts know the meaning of some 1. Pre - vocabulary. new words and the way of sigh (n) amazed (adj) pronunciation. disapointed (adj) - Give some examples of adj and adv 2. Revision of Adjectives and Adverbs.. Ex1: and ask sts to explain how to use. These shoes are new That soup smells good. Ex2: I read the letter carefully - Give feedback. She walk slowly => usage: * Adj can come in two places in a sentences: + Before a noun - Sts listen carefully, then copy down, + After the verb be, look, appear, seem, feel, taste, sound, smell... * Adv normally go after the direct object. - If there is no direct object, the adv goes after the verb. - Ask sts to use the adverbs provided in Answer keys: pelmanism game to complete the b. the old man walk slowly to the park. c. Tuan sighed sadly when he heard that he sentences on language focus 1. failed the test. - Ask the individual and correct if d. The baby laughed happily as he played with her toys. needed. e. Mrs.Nga speak English quiet well. Activity 2 Adjective + that clause - Set the scene to introduce the Ex: Dad! I got mark 9 on my test. structure. -> That’s wonderfull. I’m pleased that you are working hard..

(43) - Sts listen carefully, then copy down.. * Form: S + be+ Adjective + that clause. Complement Answer keys: - Ask sts to do the exercise in language b. .... excited that I can go to Dalat. focus 3 on page 55. - Sts work in pairs to complete the c. .... sorry that I broke your bicycle. d. .... disppointed that you did not phone me dialogues. about it. - Give feedback. - Call on some sts to practice the e. ... amazed that I could win first prize. dialouges before class. Production - Divide the class into 2 teams. One * Noughts and crosses: team is Nought (O) and the other is 1 2 3 Happy / pass the Sorry / break Excited / go crosses (X). the vase abroad - The team whish has 3 (O) or 3 (X) exam 4 5 6 on a line will win the game. Pleased / study Amazed / win Disappointed / not hard. 7 Sure / like this film. the game 8 Surprised / win the match. tell about that 9 Delighted/show interesting. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Set homework and guide sts to do. - Write 5 sentences using the structure adj + that clause. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 42 unit 6: the environment Date of planning: …/…/0 Lesson 6: - Languge focus 2,4&5 Date of teaching: …/…/0 I. objective. By the end of the lesson, students will be able to use conditional sentences type 1 and to make sentences with because / as / since. i. language. 1. Vocabulary: sigh amazed disapointed 2. Structure: If + S + V, S + Will + V Main clause + Adverd clause of reason. 3. Teaching aids: Textbook iii. procedure. Teacher + Students’ activities I. Warm – up. - Let sts play a game - Divide the sts into 2 teams and guide them how to play. II. Check the old lesson. III. New lesson. Contents “Word Square” C M D I S A P P. A M A Z E D D O. R O N O D E T I. E P L T T S U N. L A T E P A L T. Activity 1. - Help sts know the meaning of some 1. Pre - vocabulary. new words and the way of Exhaust fume (n) acope (v) pronunciation.. E Q V S U E L E. S O R R Y L O D. S M N A B P P C.

(44) respiratory (adj) ideal (adj) inedible (adj) 2. Revision of Adverb clause of reason with Because, Since, As. - Give two sentences and ask sts to Ex: Ba didn’t go to school. combine them into one. He was ill. - Sts listen and repeat then copy down.. - Explain the way to use. - Ask sts to make sentences, using other words for Because.. => Ba didn’t go to school because He was ill. Main clause. Adv clause of reason. - Have sts do exercise 2 on page 54-55. - Sts work in pairs and join the pairs of Answer keys: sentences together using Because, a. I’m giong to be late for school since the bus is late. Since or As. b. I broke the cup as I was careless. c. I want to go home because I feel sick. d. I’m hungry because I haven't eaten all day. - Correct if needed. Activity 2 - Set the sene to introduce the structure. - Write the statement on the board. - Ask sts to complete the sentence by filling in each blank with one suitable word. - Sts listen carefully, then copy down. - Ask sts to do the exercise in language focus 3 on page 55. - Sts work in pairs to complete the dialogues. - Give feedback. - Call on some sts to practice the dialouges before class.. The first conditional sentences Ex: ……….we pollute the water, we …….. have no fresh …… to use. -> If we pollute the water, we will have no fresh water to use. Form: If clause, main clause (simple present), (simple future) * Matching: b. .... excited that I can go to Dalat. c. .... sorry that I broke your bicycle. d. .... disppointed that you did not phone me about it. e. ... amazed that I could win first prize.. Production - Divide the class into 2 teams. One team is Nought (O) and the other is * Noughts and crosses: 1 2 crosses (X). / pass the Sorry / break - The team whish has 3 (O) or 3 (X) Happy exam the vase on a line will win the game. 4 5. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Set homework and guide sts to do.. Pleased / study hard 7 Sure / like this film. Amazed / win the game 8 Surprised / win the match. Excited abroad. 3. /. go. 6 Disappointed / not tell about that 9 Delighted/show interesting. - Write 5 sentences using the structure adj + that clause.. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ..............................................................................................................................................

(45) Period: 42 Date of planning:....../..... Date of teaching:....../....... unit 7: saving energy Lesson 1: Getting started + Listen and Read. i. objective. By the end of the lesson, students will be able to understand the dialogue and about the way to save the energy. ii. language. 1. Vocabulary. Water bill enormous plumber crack dripping faucet 2. Structure: 3. Teaching aids: text book, pictures and cassette. iii. procedure Teacher + student’s activities Contents 1. Warm – up. “Chatting” - Is the TV on? - Show the pictures and ask sts some - Who is watching TV? questions so that they can understand - Is the light still burning? the picture. - What happen to the faucets? - Sts work in groups. - Should we turn the TV off? - Must we pay for water and electricity we use in our home? II. Check the old lesson - What should we do to save energy? III. New lesson. Pre – Reading - Help sts know the meaning of some newwords and the way of 1. Vocabulary. pronounciation Water bill (n) enormous (adj) - Sts listen and repeat then copy down. plumber (n) crack (n) - Ask the individual to check orally. dripping faucet (n) 2. T/F statements prediction. a. Mrs.Ha is worried about his water bill. - Hang the poster of statements on the b. Mrs.Mi gives Mrs.Ha advice on how to board and ask sts to guess which save watet. statements are true and which are false. c. Mrs.Ha has checked the pipes in her house and found no cracks. - Sts work in pairs and guess about the d. A plumber is a person who repairs electric conservation between them appliances. e. Mr.Robinson suggests taking showers because they can save water. While – Reading 3. Reading and checking prediction. Guess Answer Correction - Ask sts to read the dialogue and check a. T their prediction. b. T - Sts read the dialogue and correct false statements.. c. F. d.. F. e.. T. Mrs.Ha hasn’t checked the pipes in her house. A plumber is a person who repairs water pipes.. 4. Comprehension. a. Why is Mrs.Ha worried? - Have sts work in pairs to find out the b. How much money does mrs.Ha pay for answer of these questions. her water bill? c. What does Mrs.Mi advise Mrs.Ha to do?.

(46) - Call on some sts to answer. How much water can be wasted a month by - Check and write the answers on the a dripping faucet? board if necessary. * Answer keys: a. Because her recent water bill is enormous. b. She pays 200.000 dongs. - Ask sts to work in open pairs ( some c. She advises Ha to get a plumber to check pairs of sts practice asking and her water pipes and to reduce the amount of water by takinh shower and turning off answering before class). faucets after use. d. A dripping faucet can waste 500 liters of water a month. Post – Reading - Ask sts to work in groups, discussing * Discussion: the topic. “what do you do to save energy at home Ex: Turning off light, TV, radio … and at school?” before leaving. Turning off faucets after use …. IV. Consolidation. - Ask sts to tell what they have learnt from this lesson. Write 5 things you should do to save V. Homework. energy at home and at school. - Set homework and guide sts to do VI. Comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………… Period: 43 unit 7: saving energy Date of planning: ......./....... Lesson 2: Speak listen Date of teaching: ......./....... i. objective. By the end of the lesson, students will be able to make and respond to suggestions ii. language. 1. Vocabulary. 2. Structure: 3. Teaching aids: text book, pictures. iii. procedure Teacher + student’s activities Contents “Kim’s game” 1. Warm – up. * Answer: 5. do homework - Divide sts into 2 groups and explain 1. go to the movie 2. play badminton. 6. read book/ go to the how to play. - The group having the most right library 3. watch TV 7. go skiing English words is the winner.. 4. play chess 8. play games II. Check the old lesson III. New lesson. - Elicit from sts to draw the exchange. Presentation I suggest taking a shower. OK. I’ll do that.. + I think you should take a shower. - Ask sts to find out othr ways of making + Why don’t you take a shower? + How about taking a shower? suggestions + What about taking a shower?.

(47) - Give the form and explain. - Sts listen carefully then copy down.. - Have sts do exercise 3a on page 58-59.. => form: Suggestions Response I suggest + V-ing… OK. I think we should … That’s a good Shall we…? idea. Why don’t we …? All right. How about + V-ing Let’s. …? No. I don’t want What about + V-ing to …? I prefer to … Let’s + infinitive Practice. a. I think we should play badminton . OK. - Sts look at the pictures on page 59 and b. Why don’t we play chess? tables on page 58 and make responses to That’s a good idea. suggestions. c. Shall we go to the library? All right. d. How about watching TV? OK. - Have sts work in open pairs then close e. What about skiing? pairs. No. I don’t want to. I prefer to play games. f. I suggest doing our homework. - Ask sts to do exercise 3b on page 59. No. I don’t want to. I prefer to read books. - Get sts to look at the picture on page 59 * Further practice: and make suggestions about how to save - Possible answer: energy at home. + I think we should turn off the faucets after use. - Sts work in pairs and write down as + Why don’t we turn off the lights before many sentences as possible. Which pairs leaving rooms? wrting most sentences gets good mark. + How about taking a shower instead of a bath. + Let’s turn off the TV when none whatches. +I suggest putting the lid on the cooking - Divide the class into 2 groups. Group A pot when cooking. discuss the topic in 3a on page 64. Group Production B discuss the topic 3b on page 64. - Remind sts that after suggest we can * Discussion: Group A: what do you do to help the poor use a “that clause”. in the neighborhood of your school? (using the structure: suggest + V-ing). Group B: Giving suggestions that help your IV. Consolidation. - Summarize the main content of the friend to improve his/her English. (using the structure : suggest + that clause). lesson. V. Homework. Write what you have discussed in your - Set homework and guide sts to do notebook. VI. Comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………………………………….... Period: 44 unit 7: saving energy Date of planning: ......./....... Lesson 3: Read Date of teaching: ......./........

(48) i. objective. By the end of the lesson, students will be able to know more how north American and European countries save money and natural resources. ii. language. 1. Vocabulary. Consumer bulb label scheme efficient category ultimately innovation conserve 2. Structure: 3. Teaching aids: text book. iii. procedure Teacher + student’s activities Contents “Chatting” 1. Warm – up. - Talk about the way sts save water and electricity at home. II. Check the old lesson III. New lesson.. - Tell some ways to save energy from the last lesson Pre - Reading. - Help sts know the meaning of some 1. Vocabulary. newwords and the way of pronounciation Consumer (n) bulb (n) label (n) scheme (n) - Sts listen and repeat then copy down. efficient (adj) category (n) ultimately (adv) - Ask the individual to check orally. innovation (n) conserve (v) 2. Pre – questions. a. Do people in Western countries think - Give sts some questions and ask them electricity, gas, and water are luxury? to discuss with their partners to predict b. Do they want to save electricity? c. What do they do to spend less on the answers. lighting? While – Reading 3. Reading and checking. - Have sts read the text on page 60 to * Answer keys: check their prediction. a. No, they don’t . They think electricity, - Sts read silently and correct. gas, water are not luxury but necessities. b. Yes, they do. c. They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently. - Have sts read the text again and do 4. Reading for main ideas. exercise 5a. - Sts work in pairs to choose the best * Answer keys: summary of the passage. 3. North American and European countries are interested in saving money and natural - Ask the individual to check and correct resources if necessary..

(49) - Have sts work in pairs to find out the 5. Comprehension questions. answers of these questions. * Answer keys: 1. Western consumers are interested in products that will not only work effectively - Give feedback. but also save money. 2. They can use energy saving bulbs instead of ordinary 100 watts bulbs to spend less on lighting. - Call on some sts to answer the 3. She will pay US$2. Because these bulbs questions and correct if needed then use aquarter of the electricity of standard write the correct answers on the board. bulbs. 4. The labeling scheme helps the consumers know how energy efficient the household appliances are. 5. Because when we save energy, we will save money and conserve the Earth’s resources. Post – Reading. - Ask sts to work in groups, choosing a secretary then discuss the ways to spend less on lighting. The secretary from each group has to write the ideas on the poster. - Have sts stick thair posters on the wall. Sts go aroud the class, read other groups’ poster. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Set homework and guide sts to do.. * Possible answers: Use energy saving bulbs instead of ordinary 100 watts light bulbs. Turn off the light before leaving the rooms. Use the household appliances properly (follow the instruction). Keep refrigerator door closed. …………………………………….. - Write the ways how to save money. - Write down ideas on how to save energy. VI. Comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………. Period: 45 Date of planning: ......./....... Date of teaching: ......./....... unit 7: saving energy Lesson 4: Write. i. objective. By the end of the lesson, students will be able to write a simple speech and present it before the class ii. language. 1. Vocabulary. 2. Structure: 3. Teaching aids: text book. iii. procedure Teacher + student’s activities Contents 1. Warm – up..

(50) II. Check the old lesson - Do the homework on the board. III. New lesson. - Write the words whose letter are in a random order on the board. - Divide the class into two teams. Sts from two teams go to the board and write the correct words. - The team which writes more correct words first win the game.. Pre - Writing 1. Vocabulary revision. (Jumble words) 1- usm pu = sum up 2- ioatnetnt = attention 3- aeidtl = detail 4- diosl = solid 5- fradt = draft. 2. Matching. * Answer keys: - Have sts match each part of a speech in 1. Introduction -> B. Getting people’s column A to a suitable function in attention and telling them what you are going to talk about column B. 2. Body -> C. Givimg details ineasy to understand language. 3. Conclusion -> A. Summing up what you have said. While – Writing - Have sts put thr sections in 6b on page 62 in the correct order to form a speech. 3. Ordering. * Answer keys: 3) Good evening, ladies and gentlement, I - Call on some sts to read aloud the am Professor Roberts anfd tonight I am speech. 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. - Help sts to present the speech before Having a mechanic check your motorbike class naturally. regularly. 1) If you follow these simple rules, not only will you save money, but also the environment will be cleaner.. - Divide the class into 3 groups and ask each group to a speech about one of the topic. - Group1: Talk about the way to reduce garbage. - Group 2: Talk about the way to reuse paper. - Group 3: Talk about the way to save energy in the kitchen. - Sts discuss in groups about ten minutes.. - Move around to check and help if necessary.. 4. Writing speeches – Exhibition. * Possible answers: 1. Reduce garbage: Good morning, ……… You can reduce garbage by: Collecting plastic bags, Not keeping solid waste with food waste, Putting different kinds of waste in different places. If you follow those simple rules, you will not only reduce garbage, but also keep the environment cleaner. 2. Reusing paper: Good morning,…… You can reuse paper by: Having a separate wastebasket for waste paper, Keeping streets with single printed page for drafting. If you follow those simple rules, not only will you reduce garbage, but also you will save money. 3. Saving energy in the kitchen..

(51) Good morning,…. You can reduce this amount 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 resource. - Have a volunteer from each group Post – Writing present his/her group’s speech before class. * Correction: - Correct their mistakes IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Ask sts to study the old lesson carefully and rewrite three speeches in their notebooks. VI. Comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………. Period: 46 Date of planning:... Date of teach…. unit 7: saving energy Lesson 5: - Listen - Language focus 3. i. objective. By the end of the lesson, students will be able to know more about solar energy by listening. ii. language. 1. Vocabulary. Solar solar panel nuclear power install 2. Structure: 3. Teaching aids: Text book and cassette. iii. procedure Teacher + student’s activities Contents “Information transmitting” 1. Warm – up. - Divide the class into two teams and + Sentence 1: I suggest collecting waste explain the way to play. paper. + Sentence 2: I suggest practicing English everyday. II. Check the old lesson III. New lesson. Pre - Listening - Help sts know the meaning off some 1. Vocabulary newwords and the way of pronunciation. Solar (n) solar panel (n) - Sts listen and repeat then copy down. nuclear power (n) install (n) - Ask sts to look at the statements on 2. True – False statements prediction. page 60(4a). - Have they work in pairs and guess.

(52) which statements are true and which one are false. - Give feedback.. While – Listening. 3. Listening and checking. * Answer keys: - Have sts listen to the tape twice and 1. T check their prediction. 2. Most of our electricity comes F from the use of coal, gas, oil or - Get sts to correct the false statements. nuclear power. 3. 1% of the solar energy that gets to F the earth can provide enough power for the world’s population. 4. T 5. F They will be heated by solar energy in 2015. - Have sts look at exercise 4b and work in pairs to guess the words in the blanks. 4. Gap filling. - Let sts listen again and fill in the gaps. * Answer keys If sts can’t finish, let them listen one 1. effective 2. pollution 3. countries more. 4. store 5. roof 6. instead Post – Listening - Have sts write a passage (about 100 * Write it up. words) about solar energy, using the information in the two exercisez above. - Move around to check and help if needed. - Ask some good sts to read aloud to check and correct. IV. Consolidation. - Summarize the main point. V. Homework. - Study the old lesson carefully. - Set homework and guide sts to do. - Prepare language focus 1 &2 VI. Comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………… Period:46 Date of planning :...... Date of teaching :....... unit 7: saving energy Lesson 6: - Language focus 1 & 2. i. objective. By the end of the lesson, students will be able to use the connectives: and, but, because, or, so, therefore, however and some phrasel verbs. ii. language. 1. Vocabulary. 2. Structure: 3. Teaching aids: Text book and cassette. iii. procedure Teacher + student’s activities Contents “Bingo” 1. Warm – up. - Ask sts to write down in their Suggested list of V+prep notebooks 5 verbs with preposition, and Look for look after prepare a list of verbs + preposition, then Turn on turn off call out each word in aloud voice..

(53) - Sts listen carefully. If anyone has the Want for same V+prep, they croos it out. The first Depend on st crossing out all 5 V+prep shout Listen to “Bingo” and win the game. II. Check the old lesson III. New lesson.. belong to go on talk to. Activity 1. *Answer keys: Picture 1: look after the baby. Picture 2: go on (washing paper) - Provide sts 5 V+prep and then ask them Picture 3: turn on TV. to match the V with the pictures on page Picture 4: look for. Picture 5: turn off the faucet. 64. Presentation. Practice. *Answer keys:. - Have sts work in pairs to do language 1. look after 3. turn on focus 2 exercise on page 63. - Sts use suitable verbs to complete the 5. turn off sentences. - Ask the individual to check and write the correct answers on the board.. 2. go on 4. looked for. Presentation. Activity 2 - Ask sts to think of connectives that they * Brainstorming: Therefore however have learnt. - Sts go to the board and write down the connectives and tell Vietnamese So connectives meanings. more *Answer keys: - Have sts work individually to do a. and b. but e. or f. so exercise language focus 1.. and or because. c. because g. and Production. d. therefore h. however. - Sts complete the sentences by using correct connectives. * Noughts and Crosses:. 1. or 2. and 3. so 4. but 5. therefore 6. however - Divide the class into two teams. One so 8. because 9. and team is Nought (O) and the other os 7. 1. Do you want to take a bath or take a Cross (X). shower? - Explain how to play. 2. I’ll get a plumber to check the pipes and to repair the faucetsa. 3. He got up late so he had to take a taxi to school. 4. It’s raining but he is still going swimming. 5. Her English is not good therefore she decides to practice more. 6. LAN didn’t go out because she was ill. 7. Baths use twice as much water , so I suggest taking shower. 8. The water bill is enormous this month because there is a crack in the pipes. 9. I suggest taking showers and fixing the.

(54) faucet. IV. Consolidation - Summarize the main point of the lesson “Sts study the old lesson carefully and write sentences with connectives they’ve V. Homework. learnt. - Set homework and guide sts to do. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 47 written english test Date of planning: ..... Time: 45 mins Date of teaching: ..... I. Objective. Check students, understanding through some kinds of exercises and after the test, T provides to sts what they uncompleted knowledge and find the best methods for teaching. II. Subject. Question 1: Circle the best answer to complete the sentences. (2,5 ps). 1. It was raining hard, .............we had to stop the game. a. however b. because c. so d. but 2. If we go on ........................... water, we will soon run out of fresh water. a. to waste b. wasting c. waste d. to be wasting 3. She suggests ....................... the refrigerator. a. that we should fix b. that we fix c. we should fix d. all of the above 4. She’d love to go to the party. ........., she has to look after the baby in the evening. a. However b. therefore c. but d. although 5. She dropped the book and had to look …………… it under the table. a. at b. after c. to d. for 6. Last night I was watching TV ……………….. the bell rang. a. while b. then c. and d. when Question 2: Combine each pair of sentences with and or but. (2 ps). 1. Bob has a good job. Kerry doesn’t have a good job. ………………………………………………………………………………………. 2. LAN isn’t a bad cook. Her friend is a bad cook. ………………………………………………………………………………………. 3. Ba doesn’t go to the night club tonight. Ha goes to the night club tonight. ………………………………………………………………………………………. 4. I haven’t seen that building. Janet has seen that building. ………………………………………………………………………………………. Question 3: Make all the changes and additions to produce a complete letter (3 ps). Dear Hoa, 1. I recently / go / San Diego / for / the day / my family ………………………………………………………………………………………. 2. We / visit / the famous zoo / and then / we / go / see / whales and dolphins at sea world. ………………………………………………………………………………………. 3. I / have / great time. ………………………………………………………………………………………. 4. I / have be / doing / homework all weekend / but still haven’t / finish. ………………………………………………………………………………………. 5. i / must go / do it now. ………………………………………………………………………………………. 6. Please write/ me soon. ………………………………………………………………………………………. Tim Question 4: Read the passage carefully and then answer some questions. (2 ps).

(55) Sports and games make our body strong, prevent us from gatting too fat and keep us healthy, there are not their only uses. They give us valuable practice in making eyes, brain and muscles work together. Sports and games are also useful for character training, boys and girls may learn about such virtues as courage, discipline and love their country. 1. What are the uses of sports and games to our body? …......……………………………………………………………………………… 2. Do sports and games make eyes, brain and muscles work together? ….................………………………………………………………………………… 3. Are sports and games useful for character training? …............... …………………………………………………………………………. 4. What virtue may boys and girls learn about? …................................................................................................................................. answer keys Question 1: (3ps) 1. c 2. b 3. a 4. a 5. d 6. d Question 2: (2ps) 1. Bob has a good job but Kerry doesn’t have a good job. 2. Lan isn’t a bad cook but her friend is a bad cook. 3. Ba doesn’t go to the night club to night but Ha goes to the night club tonight. 4. I haven't seen that building but Ha has seen that building. Question 3: (3ps) 1. I recently went to San Diego for the day with my family. 2. We visited the famous zoo and then we went to see the whales and dolphins at sea world. 3. I had a great time. 4. I have been doing my homework all weekend, but still haven't finished. 5. I must go and do it now. 6. Please write to me soon. Question 4: (2ps) 1. Sports and games make our body strong, prevent us from getting fat and keep us healthy. 2. Yes, they do. 3. Yes, they are. 4. Boys and girls may learn about such virtues as courage, discipline and love their country.. Period:49 Date of planning :...... Date of teaching :....... unit 8: celebration Lesson 1: - Getting started - Listen and Read. i. objective. By the end of the lesson, students will be able to know more about the popular celebrations in the world. ii. language. 1. Vocabulary. occur decorate freedom slavery jewish parade 2. Structure: 3. Teaching aids: Text book and cassette. iii. procedure Teacher + student’s activities Contents “Brainstorming” 1. Warm – up. Lunar New Year - Let sts think of the name of the Women Day Easter birth day celebrations all over the world they have known..

(56) celebration. Teacher s day. Christmas. Valentine - Ask sts some questions about those May Day Mid Autumn festival days. - What day is Lunar New Year? - What do they do on that day? II. Check the old lesson III. New lesson.. - Help sts know the meaning of some newwords and the way of pronounciation - Sts listen and repeat then copy down. - Ask the individual to check orally.. Pre - Reading 1. Vocabulary occur (v) decorate (v) freedom (n) slavery (n) jewish (adj) parade (n). - Have sts look at the icons on page 65 While - Reading and match them with the suitable name 2. Matching of the celebration. * Answer keys: 1. Easter 2. Wedding 3. Birthday 4. Christmas 5. Mid Autumn Festival 6. Lunar New Year 3. Grids. - Have sts read silently and listen to the * Answer keys: Celebratape at the same time. When tion. - Sts work in pairs to complete the word map on page 66.. Tet (Lunal New Year). Passover. - Give feedback.. Easter. In late January or early February In late March or early April Around the same time as Passover. Activities Cleaning & decorating homes, wearing new clothes & enjoying special food Eating special meal Watching colourful parades. Food. Coun -try. Sticky rice cake. Vietnam. Special meal called Seder Chocolate, sugar, eggs. Israel In many countries. Post - Reading * Suggestions: + Tet is the most important celebration in. - Get 3 sts to look at the grids and Vietnam. It is in late January or early February. introduce the celebrations. Tet - Passover On this occasion, people clean and decorate their homes, they wear new clothes and family - Easter to the whole class. - Help sts correct if necessary.. members enjoy together special food such as sticky rice cake. Everyone in Vietnam feels happy on Tet holiday. + Passover is the festival in Israel and all Jewish people celebrate it. Passover occurs in late March or early April. On the first or second nights of Passover, Jewish families eat a special meal called the Seder. Passover celebrates freedom from slavery. + Easter is celebrated in many countries. It happens in late March or early April. On Easter Day, people crowd the streets to watch colourful.

(57) parades. They give children chocolates and sugar eggs if they are good.. IV. Consoliation. - Summarize the main content of the lesson. - Write about one celebration that you like V. Homework. best. - Set homework and guide sts to do VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 50 Date of planning :...... Date of teaching :....... unit 8: celebration Lesson 2: - Speak - listen. i. objective. By the end of the lesson, students will be able to give and respond to compliments. ii. language. 1. Vocabulary. activist nominate nomination charity 2. Structure: 3. Teaching aids: Text book, cards. iii. procedure. - Sts work in open pairs then closed pairs. b. congratulations / thanks a lot..

(58) - Ask sts to work in pairs to read the situation on page 66,67 then give and respond to copliments - Give feedback. - Call on some pairs to act out.. c. Let / congratulate / on passing the exam / kind. d. Great report / nice of you. Answer keys: b. Mother: Well done, Huyen Huyen: Thanks, Mom. c. Friend: Congratulations on your nomination, Tuan. Tuan: It’s very nice of you to say so. d. You: That’s an excellent drawing, Hoa. Hoa: That’s very kind of you to say so. Production. * Suggested answers: the - Divide the class into 4 teams A, B, C , D Situation1: Tam has Just passed graduation examination. - Sts work in groups to think of situations Friend: Congratulations! Tam: Thanks a lot. which they can give compliments. Situation2: Hoa made an excellent report on saving energy. - Ask team A to give the situation, team Teacher: That’s an excellent report, Hoa. B, C, D to make up the dialogue. Hoa: It’s very kind of you to say so. Situation 3: Lan got high mark for Maths. - Have the teams take turns giving the You: Well done. situations. Lan: It’s very nice of you to say so. Situation 4: Ba has just won the school swimming chapionship. - Give good marks for the teams which give good situations and make up suitable Friends: Congratulations on your great efforts, Ba. dialogue. Ba: Thank you very much. IV. Consolidation. - Summarize the main point of the lesson. - Write some situations with the V. Homework. compliments, the response to the - Set homework and guide sts to do. compliments into your notebooks. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 50. unit 8: celebration Lesson 2: - Listen. i. objective. By the end of the lesson, students will be able to use though / although / even though to combine sentences and to complete a song. ii. language. 1. Vocabulary. Auld lang syne due to bureau acquaintance trusty 2. Structure: Adveb clauses of concession 3. Teaching aids: Text book. iii. procedure Teacher + student’s activities Contents.

(59) 1. Warm – up. - Let sts listen to the song Auld Lang Syne for fun. II. Check the old lesson III. New lesson.. Pre - Listening. - Help sts know the meaning of some 1. Vocabulary newwords and the way of pronounciation Auld lang syne (n) due to (adj) bureau (n) - Sts listen and repeat then copy down. acquaintance (n) trusty (adj) - Ask the individual to check orally. 2. Guessing - Have st listen to the song Auld Lang Syne and work in pairs to guess the words in the blanks. - Give feedback. While - Listening - Let sts listen to the song twice and check their guess. * Answer keys: - Write the correct answers on the board a. days b. take c. mind and ask sts to copy down. d. hand e. kindness. Presentation - Set the scene: Thu Ha is not satisfied - Ask sts to combine 2 sentences above with her preparations for Tet. She has into one by using a connective - even decorated her house and made plenty of though. cakes.. - Give the structure and ask sts to copy.. => Thu Ha is not satisfied with her preparations for Te even though she has decorated her house and made plenty of cakes. Even though Though Concession + Adverbial clauses of Although Practice Answer keys:. b. Although we don’t have a Mother’s Day in Vietnam, Dad and I have special gifts and parties - Have sts do language 3 exercise for my Mom every year on the 8th of March. c. We went to Hanoi to watch the parade on the individually. National Day last year even though we live in Dinh. - Sts have to join the sentences, using Nam d. Many tourists enjoy most of the festivals in though, although or even though. Vietnam, though they do not understand Vneses culture very much. - Call on some sts to read aloud their e. Even though in Australia Christmas season is in Summer, people enjoy Christmas as much as they sentences and correct their mistake. do in other European countries. f. Although Jim came to the Show late due to the traffic Jam, he could see the main part of the show.. - Have sts look at the picture on page 72 73 and complete the sentences, using Answer keys:. Production.

(60) correct tense of the verbs and the cues b. …., She is still watching TV now. given below each picture. c. …. the weather bureau predicted the weather would be fine. - Sts work in pairs. d. Ba ate a lot of food …. - Call on some pairs to read aloud their e. …, Mary tried to finish her letter. sentences and correct their mistake. IV. Consolidation. - Summarize the main poin of the lesson. - Write 5 sentences, using adverbs clauses V. Homework. of concession. - Set hommework and guide sts to do VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 51 Date of planning : Date of teaching :. unit 8: celebration Lesson 4: - Read. i. objective. By the end of the lesson, students will be able to know more about the opinions, feelings, and memories of children about their father on Fathers Day in the USA and in Australia. ii. language. 1. Vocabulary. hug considerate generous priority sense of humor distinguish terrific 2. Structure: 3. Teaching aids: Text book, cards. iii. procedure Teacher + student’s activities Contents 1. Warm – up. “Pelmanism” Card 1: Women’s Day Card 2: teacher’s - Let sts play a game “Pelmanism” Day - Sts play in two teams. II. Check the old lesson III. New lesson. - Help sts know the meaning of some newwords and the way of pronounciation. Card 3: 8/3 Card 4: 20/11 Card 5: children’s Day Card 6: 2/9 Card 7: Christmas Day Card 8: Mid Fall Festival. Pre - Reading. 1. Vocabulary hug (n) considerate (adj) - Ask the individual to check orally. generous (adj) priority (n) sense of humor (n) distinguish (v) terrific (adj) -* Setting the scene: On fathers Day in 2. Prediction. Austraslia and the USA, children show their love to their fathers by giving theri * Possible answers: father presents, cards. Generous - Ask sts to think of the adj that children Considerate use to talk about their fathers. Humorous Geat - Give feedback. The best Terrific - Sts listen and repeat then copy down..

(61) Strong Handsome While - Reading - Have sts read the opinions, feelings and memories of children about their 3. Reading and checking. fathers on Father’s Day in Australia and the USA. - Ask sets to compare the adjectives they guess with the adjectives Rita, Bob and Jane use to describe their fathers. 4. Comprehension questions. keys: - Get sts to work in pairs to answer the *a. Answer to her dad. questions on page 69. b. He is possibly dead. These ideas may tell that: …how much you are missed …, - Ask sts and write the answers on the about I now have children, dad,… board. His sense of humor. - Have sts practice asking and answering c. d. The best person in th world, a teacher, a the questions in open pairs and then cake taker, a friend,… closed pairs. Post - Reading - Have sts write their feelings, opinions and memories about their fathers. - Sts write in dividually then share with their partners. IV. Consolidation. - Ask sts to retell what they’ve learnt. - Learn by heart new words and write 2 V. Homework. lines for each. - Set homework and guide sts to do - Prep[are the next lesson “Write” P.70. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 52 Date of planning : Date of teaching :. unit 8: celebration Lesson 5: - Write. i. objective. By the end of the lesson, students will be able to write a letter to a friend / penpal to share their ideas. ii. language. 1. Vocabulary. enhance have a day off support nationwide 2. Structure: 3. Teaching aids: Text book. iii. procedure.

(62) Teacher + student’s activities 1. Warm – up. - Let sts play a game “word Square” - Sts play in two teams. - Have sts go to the board and circle the words they find. II. Check the old lesson. III. New lesson.. Contents “Word Square” C S P E C T F I G. E I K O I R I G H.  card  gift. L F P N A A A I K. E L O M L D O L R. B O P O F I D M Q. R W R Y O T C N O. A E S W O I B D P. T R T W D O A R S. E S U V Z N N A Y. M E M O R Y M C W.  celebrate, tradition, flowers  memory. Pre - Writing - Help sts know the meaning of some newwords and the way of pronounciation 1. Vocabulary enhance (v) - Sts listen and repeat then copy down. have a day off (v) support (v) - Ask the individual to check orally. nationwide (adv) 2. Ordering. Give details about: - Aks sets to keep their books closed, 1. When to celebrate, in what season, or show the outline on the board. what month (why?) How to celebrate: having parties, sending - Get sts to put the parts in the correct -cards… order. - What special gift to give. - What special food to offer. - Give feedback. 2. State whether or not you think yuour ideas will be supported and you hope the day will be celebrated nationwide. 3. Tell your friend the reason for celebrating this day. * Answer keys: Para 1: (3) Para 2: (1) Para 3: (2) While - Writing * Suggested ideas: In my opinion, it is essential to have a day to celebrate for uour 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 or study. April is late spring or early The outline on page 70 will help sts to work summer, and the weather is generally fine at write it easily. this time os the year, many activities can happen outdoors. It is not necessary to have parties but it is 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 give serve their parents the food that they like best. I believe the idea will be supported and the day. - Have sts write individually to a friend to tell him / her about why they want to celebrate Mothers Day or fathers Day in Vietnam and how to celebrate it..

(63) will be celebrated nationwide because everybody loves their parents and want their parents to be happy.. - Have sts share their writng with their Post - Writing partners and correct their partner’s mistakes. - Ask some sts to read aloud their writing before class. - Get sts to give their opinions. - Correct mistakes. IV. Consolidation. by heart all new words. - Summarize the main point of the lesson -- Learn Write their wrting on their notebooks. V. Homework. - Set homework and guide sts to do VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 53 Date of planning : Date of teaching :. unit 8: celebration Lesson 6: - Language focus 1&2. i. objective. By the end of the lesson, students will be able to use relative clauses. ii. language. 1. Vocabulary. compose culture satisfy violet jumper 2. Structure: Relative clauses 3. Teaching aids: Text book. iii. procedure Teacher + student’s activities Contents 1. Warm – up. “Jumble words” - Wire the words whose letters are in 1. tlaohgh = although random order on the board. 2. lofk = folk - Sts from two teams go to the board and 3. ubclpi = public write the correct words. 4. ppaenh = happen 5. stieavfl = festival II. Check the old lesson. III. New lesson.. lap.. Presentation. - Help sts know the meaning of some 1. Vocabulary newwords and the way of pronounciation compose (v) culture (n) - Sts listen and repeat then copy down. satisfy (v) violet (n) - Ask the individual to check orally. jumper (n) lap (n) 2. Relative clauses (Who and Which) - Introduce new grammar by giving some - Who and which: replace the pronoun. examples and explain the way to use. + Who is used for people. + Which is used for things. - Sts listen carefully, then copy down. Ex: The girl is Mary. She is sitting by Jack. -> The girl who is sitting by Jack is Mary. Ex: This is the book. He bought it yesterday. -> This is the book which he bought.

(64) yesterday. Practice. - Have sts work in pairs to do language focus 1. a. Auld Lang Syne is a song which is sung on New Year’s Ever. b. This watch is a gift wich was given to my - Sts Work in pairs and join the by my aunt on my 14th birthday. sentences, using relative clauses. c. My friend Tom, who sings Western folk songs very well, can compose songs. d. We often go to the town cultural house which always opens on public hoilidays. e. I like reading books which tell about different people and cultures. - Move around to check and help if f. On my Mum’s birthday my Dad gave her necessary. roses which were very sweet and beautiful. g. Judy liked the Full - moon festival which happened in mid - fall very much. h. Tomorrow I will go to the Airport to meet my friends who come to stay with us during Christmas. - Have sts look at two pictures on page Production. 71 to describe each of people in the pictures, using relative clauses. * Answer keys: a. Mom is the woman who is sitting in an arm chair. - Sts work in groups. b. Dad is the man who is standing behind my sister. - Aks the individual to read aloud each c. Linda is the little girl who is wearing a sentence before class. pink dress. d. Grandmother is the woman who is - Correct if needed. wearing a violet blouse. e. Uncle John is the man who is w3earing a pink jumber. f. Jack is the little boy who is sitting on his mother’s lap. IV. Consolidation. - Ask sts to retell what they’ve learnt. “Relative Clauses with who and which” V. Homework. - Study the old lesson carefully and make - Set homework and guide sts to do five sentences with relative clauses. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 56 Date of planning : 25/03/ 07 Date of teaching : 30/03/ 07. unit 9: natural disasters Lesson 1: - Getting started - Listen and Read. i. objective. By the end of the lesson, students will be able to get the information about weather from the weather forecast. ii. language. 1. Vocabulary. turn up expect thunderstorm delta just in case trust 2. Structure: 3. Teaching aids: Text book and cassette. iii. procedure.

(65) Teacher + student’s activities Contents “Chatting” 1. Warm – up. - Aks sts some question about the weather. - What’s the weather like today? - Do you like hot / cold weather? - Have you ever listened to the weather - Ask sts some questions about those days. forecast on the radio or TV? - Do you think weather forecast is useful for us? How is it usful? II. Check the old lesson III. New lesson. Pre - Reading - Help sts know the meaning of some newwords and the way of pronounciation 1. Vocabulary turn up (v) expect (v) - Sts listen and repeat then copy down. thunderstorm (n) delta (n) - Ask the individual to check orally. just in case (n) - In troduce the lesson by setting the scene trust (v) and give question to lead sts to the content - Set the scene: Thuy is talking to her grandmother while they both are of the lesson. watching TV. ? What are they watching? -> They are watching the weather forecast - Let sts listen to the dialouge and focus on TV. While - Reading on the pronunciation. - Sts practice in groups of three. - Call on some sts to play roles of Thuy, grandmother & weatherman before class. 2. Comprehension questions. - Show the questions on the extra-board a. Why does Thuy’s grandmother ask her and ask them to answer the questions in to turn up the volume? pairs. -> Because she wants to listen to the weather forecast. b. Which city is the hottest today? - Get sts to call out their answers. -> HCM city is the hottest. c. Where is Thuy going? -> She is going on to a park on the other side of Thanglong Bridge with her old friends. - Correct if necessary. d. What does Thuy’s grandmother want her to do? -> She wants her to bring along a raincoat . Post - Reading. - Aks sts to do exercise 2b on page 75 individual then compare with their 3. Gap filling. partners. (sts do without books) * Answer keys: 1. turn up / weather forecast - Call on the individual to go to the board 2. raining and fill in the gaps. 3. thunderstorms - Correct if necessary and have sts copy in 4. have temperature their notebooks. 5. weather forecast / watching them. IV. Cosolidation. - Summarize the main content of the lesson..

(66) V. Homework. - Set homework and guide sts to do.. - Learn by heart all newwords and write 2 lines for each. - Prepare the next lesson “Speak”.. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 57 Date of planning: 31 / 03 / 07 Date of teaching: 04 / 04 / 07. unit 9: natural disasters Lesson 2: Speak. i. objective. By the end of the lesson, students will be able to make and respond to talk about what they want to buy and do to prepare for a typhoon. ii. language. 1. Vocabulary. Bucket leak tie latch ladder blanket available damage 2. Structure: must / may + infinitive 3. Teaching aids: text book, posters. iii. procedure Teacher + student’s activities Contents “Brainstorming” I. Warm – up. Buy food store water - Have sts think about what they do to Preperation prepare for a typhoon. for a typhoon - Sts go to the board and write down. II. Check the old lesson buy candle Presentation III. New lesson. - Help sts know the meaning of some newwords and the way of pronunciation. 1. Vocabulary. bucket (n) leak (n) tie (v) latch (n) - Sts listen and repeat then copy down. ladder (n) blanket (n) available (adj) damage (v) - Ask theindividual to check orally. 2. Revision. (Modal verbs: Must and May) * Form: Must / May + infinitive. * Use: in deduction or prediction. - Help sts to consolidate the way to use * Discussing: modal verbs: Must and may. What happens if there is a typhoon?. * Possible answers: - Sts listen carefully and practice follow - There may be a power cut. the teacher’s instructions. - There must be heavy rain. - Big trees may fall down. - The market may be closed. - There may be a flood..

(67) Practice.. - Have sts do exercise 3a on page 76.. * Answer keys:  Buying sme canned food.  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 window and door latches.. - Sts have to check () what preparations a. Why do we need to buy food? they think should be done for a typhoon. - Because the market will be closed and no food will be available. b. What food do we need to buy? - Rice, oil, candles, canned food …….. c. Why do we need to buy candles? - Because there may be power cut. d. Why do we need to fill all buckets with water? - Because water pipes may be damaged and - Elicit somes questions and get sts to ask we’ll not have enough water to use right after the typhoon. and answer in pairs. e. Why do we need to buy a ladder? - Because the roof may be damaged by thr typhoon, and we have to fix it. f. Why do we need to check all the window and door latches? - Just incase the strong wind pushes the - Aks sts to use the expressions on page doors open. * I think….. 77 when talking to one another. * I think you should …….. * What for ? - Divide the sts into two the group of Production. four. - Sts talk about what they think they want to buy and do to prepare for a ty phoon; explain why. They can use the questions and the answers above. Besides, the ideas in the bubbles on page 77 can help them talk easily. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Aks sts to write something about what they have to do to prepare for a typhoon. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 58. unit 9: natural disasters.

(68) Date of planning: 31 / 03 / 07 Date of teaching: 06 / 04 / 07. Lesson 3: - Listen - Language focus (1&2). i. objective. By the end of the lesson, students will be able to get some ideas on how to live with earthquakes by listening to get information. ii. language. 1. Vocabulary. Block roller strike snout hurricane cyclone eruption 2. Grammar: 3. Teaching aids: text book and casstte. iii. procedure Teacher + student’s activities Contents “Chatting” I. Warm – up. - Have you ever heard of an earthquake? - Aks sts some questions about - What happens if there is an earthquake. earthquake? II. Check the old lesson. - In which country do earthquakes - Call on 2 sts to write new words on the occur frequenctly? - What would you do if there was an board. earthquake? III. New lesson. Pre - Listening - Help sts know the meaning of some 1. Vocabulary. new words and the way of block (v) pronounciation. roller (n) strike (v) - Sts listen and repeat, then copy down. eruption (n) snout (n) - Ask the individual to check orally. hurricane (n) cyclone (n) Prediction. - Have sts look at the box on page 77 and 2. Set the scene: An expect is giving a talk on how guess the words in the blank from 1 to 9. to live with earthquake. - Give feedback. While - listening Answer keys: - Have sts listen to the tape twice and 1. bottom sheft of the book shelf. check their prediction. 2. fridge 3. washing machine 4. mirror. - Write the correct answers on the board 5. a window. and ask sts to copy down. 6. inside. 7. under a strong table. 8. doorway. 9. corner of a room. Post - Listening. 1. Which country won the 1998 Tiger cup? - Divide the class into two teams. 2. Which planet is closed to the earth? - Call out the questions and the sts have 3. Which animal was chosen to be the logo of to answer as quickly as possible. Sea games 2003? - The team having the right answers gets 4. Which food can you chew but can’t swallow? good marks. 5. Which thing can you swallow but can’t - Then ask sts to do the exercise in chew? language focus 1 (p.81). Answer keys: - Sts answer the questions in pairs, using.

(69) the Relative pronouns “which or who”.. IV. Consolidation. - Summarize the main point of the lesson V. Homework. - Set homework and giude sts to do.. 1. Singapore 2. Venus 4. Chewing gum. 3. Buffalo 5. Water.. - Aks sts to combine each pair of sentences into one. a. Do you know the people? They live in the White house? b. The pill made me sleepy. I took it twice a day. c. The magazine is very interesting. You gave it to me yesterday. d. The building is the oldest in our city. It was built over 100 years old.. VI. Comments: ............................................................................................................................................. ............................................................................................................................................ ............................................................................................................................................. Period: 59 unit 9: natural disasters Date of planning: 07 / 04 / 07 Lesson 4: - Read Date of teaching: 11/ 04 / 07 i. objective. By the end of the lesson, students will be able to get more information about the natural disasters in the world. ii. language. 1. Vocabulary. tidal wave abrupt shift warn funnel – shaped suck up tornado majority 2. Grammar: Relative pronouns: who, which, that 3. Teaching aids: text book. iii. procedure Teacher + student’s activities Contents “Chatting” I. Warm – up. - Aks sts some questions about the four - How do you know it is a snowstorm / an earthquake / avolcano / a typhoon? natural disasters. - Have you ever experienced any of these natural disasters? What happens? II. Check the old lesson. - Call on 2 sts to go to the board and - How did you feel? write new words. Pre - Reading III. New lesson. - Help sts know the meaning of some 1. Vocabulary. new words and the way of tidal wave (n) abrupt (adj) pronounciation. shift (n) warn (v) - Sts listen and repeat, then copy down. funnel – shaped (adj) suck up (v) tornado (n) - Ask the individual to check orally. majority (n) - Hang the poster of T/F statements on the board and set the scene: Trere are 6 statements about the information of some natural disasters. All of you have to read them and guess whether they are T or F.. 2. True – False Statements Predictions. 1. Most of the earthquakes in the world occur in the Ring of Fire. 2. The earthquake in Kobe in 1995 caused severe damage. 3. A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s..

(70) 4. Typhoon, hurricane and tropical storm are different words for the same natural disasters. - Sts work in pairs to guess which 5. The eruption of Mount Pintubo is the statements are true and which are false. world’s largest ever volcano eruption. - Give feedback. 6. A tornado looks like a funnel. While – Reading - Have sts read the text on page 78 and 3. Reading and checking. check their prediction. *Answer keys: 1. T 2. T 3. F => A huge tidal wave traveled from Alaska to California. - Correct if necessary. 4. T 5. F => The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years. 4. Complete the sentences. * Answer keys: 1. The majority of earthquakes occur around the Pacific Rim. - Have sts work in pairs and complete the 2. During the earthquake in Kobe, many people were killed when homes, office sentences in exercise 5b on page 79. 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. - Ask some pairs to check aloud. 5. Christopher Columbus gave us 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. Post – Reading. - Divide thr class into four groups.. * Asking and answering. a. Why do people call the Pacific Rim “Ring of Fire”? - Because 90% of earthquakes occur around the Pacific Rim. b. What will happen when there is an abrupt shift in the underwater movement of the earth? - Tidal wave will happen. - Move around to check and help if c. What does “typhoon” mean? necessary. - It means “big wind” d. Can we predict a volcano? - Yes. The scientists can warn us about the eruption. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Learn by heart all new words and write 2 lines for each. - Set homework and guide sts to do. - Write the exercise 5b into your - Group 1 ask a question, group 2,3,4 answer it. - Group 2 aks another question, group 1,3,4 answer . Go on until the 4 groups aks their questions..

(71) notebooks, using your ideas. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 60 unit 9: natural disasters Date of planning: 08 / 04 / 07 Lesson 5: - Write Date of teaching: 13 / 04 / 07 i. objective. By the end of the lesson, students will be able to write a story about a typhoon. ii. language. 1. Vocabulary. behave shelter all of sudden (IDM) 2. Grammar: Relative pronouns: who, which, that 3. Teaching aids: text book. iii. procedure Teacher + student’s activities Contents.

(72) I. Warm – up & Check the old lesson. - Divide sts into two groups and explain how to play. II. Check the old leson. III. New lesson. - Help sts know the meaning of some new words and the way of pronounciation. - Sts listen and repeat, then copy down.. - Show six pictures on the board and set the scene: This is Lan’s family, they are at home. - Aks some questions to elicit the story.. Jumble words” 1. otnophy  typhoon 2. danotro  tornado 3. laconov  volcano 4. tearquahke  earthquake 5. ormst  storm Pre - Writing 1. Vocabulary. behave (v) shelter (n) all of sudden (IDM) (n) 2. Telling the story. a. Picture 1: - Who is this? – It’s Lan. - Where is she? – She’s outside / in the garden. - What is she doing? – She ‘s playing with her dog, Skippy. => Lan is outside playing with her dog. b. Picture 2: - How is the dog? – It looks strange. Perhaps it is scares. => All of sudden, the dog behaves strangely. c. Picture 3: - What’s on TV? – The weather forecast. - What does Lan’s mother say? – She tells Lan that she has just heard on TV that there is a typhoon coming. => Lan ran home and her mother tells her. that there is a typhoon coming. d. Picture 4: - What are they doing? – They are gathering and talking about the coming typhoon. => Mrs Quyen gathers her family and asks - Asking and answering about the them to find shelter in the house. pictures. e. Picture 5: - What’s the weather now? – It is very dark. It has strong wind and heavy rain. => Suddenly, it becomes dark. The storm comes with strong wind and heavy rain. f. Picture 6: - What’s the weather like now? – It’s fine. - How are they now? – They are all happy. => The storm finishes soon and everyone is glad. - Ask sts to look at the pictures and retell While – Writing the story. * Sample: - Sts work in groups.. It was a beautiful day. The sun was shiny, the sky was blue and the weather was perfect. Lan.

(73) was outside playing with her dog, Skppy. All of a sudden, the dog began behaving atrangely. She kept running around circles. Lan ran home with her dog to tell her mother what Skippy was doing. Lan’s mother, Mrs Quyen told lan that - Ask sts to use past tense to write. she heard on TV that there was a typhoon coming. Mrs Quyen gathered her family nad told them to find shelter in the house. - Go around and help sts to write. Suddenly, the sky became very dark. The storm came with strong wind and heavy rain. Mrs Quyen and her family were scares, but soon the storm finished and everyone was glad. What a clever dog Skippy is. She saved Lan from being - Get sts to share with their partners and caught in the typhoon.. - Have sts write a story individually. The cues in the box on page 79 will help them to write easilly.. correct mistakes. Post – Writing. - Take some writings to correct in front of the class. * Correction: - Ask sts to rewrite their writings. - Collect their papers and correct. IV. Consolidation. - Write another story. You can make V. Home work. changes or add more details to the story. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 61 unit 9: natural disasters Date of planning: 14 / 04 / 07 Lesson 6: - Language focus Date of teaching: 18 / 04 / 07 i. objective. By the end of the lesson, students will be able to distinguish between defining Relative clauses and non - defining Relative clauses.. ii. language. 1. Vocabulary. sweep destroy extensive border 2. Grammar: Relative pronouns: who, which, that 3. Teaching aids: text book. iii. procedure Teacher + student’s activities Contents.

(74) I. Warm – up & Check the old lesson. - Divide the class into two teams. - Call out the questions and the sts have to answer as quickly as possible. - The team having the right answers gets good marks.. III. New lesson. - Help sts know the meaning of some new words and the way os pronounciation. - Sts listen and repeat, then copy down.. - Ask sts to retell the way to use “who, which, that”. - Help sts distinguish between defining and non-defining Relative clauses. - Defining Relative clauses identify nouns, these clauses tell us which person. or thing the speaker means. - Non-defining Relative clauses give more information about a person or thing already identified. When we write these clauses, we put comma at the beginning of the clause.. “Quiz” 1. Which country won the 1998 Tiger cup? 2. Which planet is closed to the earth? 3. Which animal was chosen to be the logo of Sea games 2003? 4. Which food can you chew but can’t swallow? 5. Which thing can you swallow but can’t chew? Answer keys: 1. Singapore 2. Venus 3. Buffalo 4. Chewing gum 5. Water. Presentation 1. Vocabulary. sweep (v) destroy (v) extensive (adj) border (v) 2. Revision of who - which or that. - who is used for people. - which is used for thing. - that is used for both who or which. 3. defining and non defining Relative clauses. 1. The novel has been lost. You gave me the novel on my birthday. => The novel which you gave me on my birthday has been lost.. 2. Vietnam exports rice. Vietnam is in the Southeast Asia. => Vietnam, which is in the Southeast Asia, exports rice. Note: We can’t use “that” in a nondefining Relative clauses. In a nondefining Relative clause we can’t leave out who or which. Practice. Exercise 1: * Answer keys: b. Kangaroos,which come from Australia, have long tails. c. Ba, who lives in Trang Tien street, likes playing guitar. d. The novel that you gave me on my birthday has beeen lost. e. Neil Armstrong, who first walked on the - Get sts to work in pairs, then ask some moon, lives in USA. sts to write on the board. f. The chair, that I bought yesterday is - Have sts to do the exercise in language focus 3 on page 82. - Sts underline the relative clause in each sentence, then add commas to seperate the non defining Relative clause from the rest of the sentence..

(75) - Have sts do the exercise in language focus 2 on the page 81 - 82. - Ask sts to match each of the sentences in column A with a related sentence in column B, then use a suitable relative pronoun to join them. - Get sts to work individually, then share with their partners.. broken. g. Mrs.Lien, who sings very well, is my English teacher. Exercise 2. * Answer keys: 1 - e: Andrew is flying ..., which is the.... 2 - g: It snowed ..., which is on the Ky ... 3 - f: Pompeii, which is an..., was ... 4 - a: Hurricane Andrew, which swept..., killed 41 people ... 5 - c: The cyclone of November ...., which is bordered ...., was one of the ... 6 - d: The most disastrous ..., which occur in 1923, damaged Tokyo ... 7 - b: The October ..., which measured 7.1 on ..., caused extensive ... Production. Exercise: use relative pronouns to - Give sts an exercise to check their combine the following sentences. comprehension. 1. Look at the girl. She is wearing a white dress. 2. That is the picture of his town. He grew - Call on 4 sts to write on the board. up in that town. - Correct if necessary. 3. Mr.Quang will be here soon. He will be able to help us. 4. The storm caused a lot of damage. Nobody has been expecting the storm. IV. Consolidation. - Summarize the main point of the lesson. - Study the old lesson carefully. V. Homework. - Do the exercise in language focus 4 on - Set home work and guide sts to do. page 82 in your notebook. VI. Comments. ............................................................................................................................................. ............................................................................................................................................. ..............................................................................................................................................

(76) Period: 62 Date of planning: 15 / 04 / 07 Date of teaching: 20 / 04 / 07. written english test Time: 45 mins. I. Objective. Check students, understanding through some kinds of exercises and after the test, T provides to sts what they uncompleted knowledge and find the best methods for teaching. II. Subject. Question 1: Make a cross on the correct answer A, B, C, D in the following sentences. (2,5ps) 1. If a disater ............. in an area, people from other areas will offer help. A. happens B. will happen C. happening D. would happen 2. There is too much traffic ............ the air is polluted. A. however B. since C. therefore D. but 3. Run ............. and you’ll catch the ball. A. fastly B. fast C. good D. soft 4. This is a machine which ................ to wash clothes. A. used B. uses C. is used D. is using 5. Vietnam is a country ................ exports a lot of rice. A. that B. where C. when D. which Question 2: Use the correct form of thw words in brackets. (2ps) 1. We like living here because the people are (friend) ........................... 2. In big cities, the streets are (crowd) ....................... with people and vehicles. 3. Tet is the most important (celebrate).............................. for Vietnam 4. Our teacher give us (advice) ...................... on how to improve our English. Question 3: Supply the correct tense or form of the verbs in brackets. (2ps) 1. My brother (come) ........... home late lastnight. He (not get) ......... up yet. 2. We had a good time (hike) ........... in the mountains. 3. (not make) ............ such noise. My father (sleep) ........................ 4. Nam (take) ......... a train to Hanoi yesterday. He (take) ....... many trips there since he (start) ............. his study in Hanoi three years ago. Question 4: Fill in the blanks with suitable prepositions. (1,5ps) 1. I’ll wait ........... you are ready. 2. You can never depend ........... his arriving on time. 3. You should bring your raincoat just ......... case. 4. Tomatoes can suck .......... anything that is in their path. 5. Which planet is closest ............. the earth? 6. I was disappointed .......... not finding her at home. Question 5: Read the passage and write (T) or (F) after statements. (2ps) Milk is considered the most nearly perfect of all food. Because it contains most of the elements the body needs, a person could live on milk alone for some time. In addition to containing things tha body needs, milk contains them in a form that easy for the body to use. There is fat in milk. Milk also contains sugar and protein, which are necessary to the body. In desert countries, people get milk from camels. The nomad Lapps drink reindeer milk. In Switzerland, much milk comes from goals. In the USA, many gallons of milk are available to each man, woman and child. 1. Milk contains fat and sugar. 2. Milk contains no protein..

(77) 3. Reindeer can give milk. 4. There are 9 cows for every person in the USA. III. answer keys. Question 1. 1-a 2-c 3- b 4-c 5-b Question 2. 1. friendly 2. crowded 3. celebration 4. advice Question 3. 1. came - hasn’t got 2. hiking 3. don’t make - is sleeping 4. took - has taken - started Question 4. 1. untill 2. on 3. in 4. up 5. to 6. at Question 5. 1-T 2-F 3. T 4. F IV. Consolidation Summarize the main content of the lesson. v. homework. Prepare the next lesson: “Unit 10 - Getting started + Listen and Read. vi. comments. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ...................................................................................................................................... Period: 63 Date of planning : 21/ 04 / 07 Date of teaching :25 / 04 / 07. unit 10: Life on other planets Lesson 1: - Getting started - Listen and Read. i. objective. By the end of the lesson, students will be able to know more about UFOs. ii. language. 1. Vocabulary. spacecraft meteor evidence alien capture device claim 2. Structure: 3. Teaching aids: Text book and cassette. iii. procedure Teacher + student’s activities Contents “Chatting” 1. Warm – up. 1. What can you see in the picture? - Show the picture on page 83 to the sts 2. What do we call them in Vietnamese? and ask them some questions about 3. Do you think they really exist? 4. Have you ever seen any films on UFOs? UFOs. 5. Do you want to see a UFO? what do you want to know about UFOs? - Sts discuss in groups..

(78) 6. If you saw a UFO, what would you do? II. Check the old lesson. Pre - Reading. III. New lesson.. 1. Vocabulary - Help sts know the meaning of some spacecraft (n) newwords and the way of pronounciation meteor (n) evidence (n) alien (n) - Sts listen and repeat then copy down. capture (v) device (n) - Ask the individual to check orally. claim (v) - Get sts to read the text and find the 2. Guessing the meaning of the words. words in the text that have meanings given in * 2 a on page 84. While - Reading - Sts work in pairs * Answer keys: - Give feedback. 1. proof, suppory = evidence 2. falling star or shooting star = metoer 3. unknown/ strange peole or thing = aliens 4. bringing together or gethering = collecting. 5. caught as a prisoner = captured. 6. became inpossible to see = disappeared. 3. Complete the notes. * Asnwer keys: a. An aircraft, a weather ballon or a meteor can be mistaken for an alien spacecraft. - Have sts to do exercise 2b on page 84. b. in 1947, a pilot saw nine large round objects traveling at about 2,800 meters an - Get sts to read the text again and hour. complete the notes. They have to work c. There were over 1,500 UFO sightings individually then compare with their worldwide in 1962. partners. d. 1954, a woman and her children saw a UFO above their house. e. A farmer saw an egg-shapes object in one of his fields and also aliens collecting - Call on some sts to read aloud their soil samples in 1964. sentences. 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. h. In 1981, a Frenchman reported that he saw a plate - like device at treetop 30 meters away from his garden. - Have the whole class discuss the topic “UFOs”. - Choose a good sts to be a leader. - Get the leader to make a summary of the evidence of the existence of UFOs and then dicuss with his/her friends.. Post - Reading. * Discussion: Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house? Have you ever seena picture od an alien? Can you imagine what the aliens are like? Are they smaal or big? - Give the leader some questions for Are they intelligent? (if yes) why do you him.her to ask his/her friends. think so? IV. Consolidation..

(79) - Summarize the main point of the lesson. Have sts write the notes on page 84 in V. Homework. their notebooks. - Set home work and guide sts to do. VI. Comments. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 64 Date of planning : 22/ 04 / 07 Date of teaching :28 / 04 / 07. unit 10: Life on other planets Lesson 2: - Speak. i. objective. By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on Moon and on other planets. ii. language. 1. Vocabulary. microorganism gemstone sparkling creature trace mineral 2. Structure: 3. Teaching aids: Text book and picture. iii. procedure Teacher + student’s activities Contents “Chatting” 1. Warm – up. - Ask sts some questions about the solar 1. Which planet is the nearest to the sun? 2. Which is the biggest? system. 3. Which is the hottest? - Sts discuss in groups. II. Check the old lesson III. New lesson.. Pre - Speaking. - Help sts know the meaning of some 1. Vocabulary newwords and the way of pronounciation microorganism (n) gemstone (n) sparkling (adj) - Sts listen and repeat then copy down. creature (n) trace (n) - Ask the individual to check orally. mineral (n) - Get sts to read the text and find the 2. Revision of model verbs. words in the text that have meanings May & Might + infinitive given in * 2 a on page 84. - We use May & Might to talk about - Sts work in pairs present or future possibility. - Might is normally a little less sure than - Give feedback. May. Ex: There may be water on Mars. There might be plants on Mars While - Speaking. Set the scene: A space tourist traveled to Mars, he saw many things there and 3. Matching noted them down.These are drawings of * Answer keys: things. Try to guess and match the 1. minerals. 2. water.

(80) drawings with their names.. 3. mountains 4. plants 5. little creature 6. gas 7. gemstone * Drill. - Use the drawings to drill. Ex: What are they? * Exchange: What is this? - They may be minerals on Mars. -> This may be water on Mars - They may be plants on Mars. - Sts practice asking and answering in - They may be gemstones on Mars pairs. - They may be little creatures on Mars. .................................................................... * Practice the dialogue. - Have sts practice the dialogue between Nam and Hung on page 85. - Sts practice in pairs. - Have some pairs to check and correct their pronunciation. Post - Speaking 4. Making dialogue. * Sample: - Have sts to make up similar dialogues S1: What do these drawings say? about the drawings, using the cues in 3a. S2: There may be mountains on Mars. S1: What about the red signs on the left - Call on some pairs of sts to practice corner? their dialogue before the class. S2: Well, they might be gas on Mars. ..................................................................... * Discussion: - Give sts the topic: “What may there be on Mercury / on Moon...?” - Sts discuss in groups. - Move around to check and help if necessary. IV. Consolidation. - Summarize the main point of the lesson. - Learn by heart all new words and write 2 lines for each. V. Homework. - Write the dialogue in your notebook. - Set home work and guide sts to do. VI. Comments. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 65 unit 10: Life on other planets Date of planning : 29/ 04 / 07 Lesson 3: - Listen Date of teaching : / 05 / 07 i. objective. By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns “who, which, that”. ii. language. 1. Vocabulary. Expert crater one-sixth two-fifths 2. Grammar: Relative pronouns: who, which, that 3. Teaching aids: text book. iii. procedure Teacher + student’s activities. Contents.

(81) I. Warm – up & Check the old lesson.. “Shark’s attack” + Moon + Temperature - Divide sts into two groups and explain + Mountain how to play. Pre - Listening II. New lesson. 1. Vocabulary. - Help sts know the meaning of some Expert (n) new words and the way of crater (n) pronounciation. one-sixth two-fifths - Sts listen and repeat, then copy down. 2. Prediction. - Have sts work in pairs to tick the - Set the scenc: You will listen to the statements that they think they are description of the moon. But before correct. listening, you should read the statements on page 86 and guess which is correct - Give feedback. and which is incorrect. While – Listening - Have sts listen to the tape twice and check their prediction. 3. Listening and checking. * Answer keys: A, c, d, f, i, j. Post – Listening. - Give sts some questions and ask them to work in pairs to answer them. 4. Comprehension questions. 1. Why are there no sounds on the moon? - Because there no air on the moon. - Let sts listen to the tape once again and 2. How many craters are there on the chewck their answers. moon? - There are about 30,000 craters on the moon. - Call on some sts to read aloud their 3. How much will you weigh on the moon? answers. - If I weigh 50kilos, I’ll weigh only a little more than 8 kilos. - Correct their answers and let them 4. Will you sleep very well on the moon? listen to a tape again if they can’t answer Why? Why not? the questions. - No, we won’t. Because one day lasts for two weeks on the moon. IV. Consolidation. V. Home work. - Set homework and guide sts to do. - Write 3 things you would like to do if you met an alien from outer space. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ..............................................................................................................................................

(82) Period: 66 Date of planning: / 04 / 07 Date of teaching: / 04 / 07. unit 10: life on other planets Lesson 4: - Read. i. objective. By the end of the lesson, students will be able to understand the tex about a space trip. ii. language. 1. Vocabulary. Push-up orbit totally marvelous physica lcondition 2. Grammar: Relative pronouns: who, which, that 3. Teaching aids: Text book, poster, picture. iii. procedure Teacher + student’s activities Contents “Chatting” I. Warm – up. 1. Do you want to travel 2. Have you ever traveled in our - Prepare some picture of a spaceship or country or abroad? of the first travel of man to the moon. 3. have you ever dreamed of a trip to - Show sts those pictures and ask them space? some questions to involve sts in the topic 4. Do you want to be an astronaut? of the lesson. 5. Do you think traveling into space takes a lot of money? II. Check the old lesson. - Call on 2 sts to read aloud their homework. III. New lesson. Pre - Reading - Help sts know the meaning of some 1. Vocabulary. new words and the way os Push-up (v) pronounciation. orbit (n) totally (adv) - Sts listen and repeat, then copy down. marvelous (adj) physical condition (n) 2. Ordering statements. - Show the poster of five statements on a. Get a letter from a doctor to show you are in perfect health. the board. b. See pictures of the earth, its interesting - Have sts work in pairs to put the places, and the stars from very far. statements in order to show what they c. Feel free and enjoy wonderful feeling..

(83) need and get in joining a trip into space. - Give feedback.. d. Get ready and be in an excellent physical condition. e. Get on the trip. While – Reading. - Have sts read the text and check their guess. * Answer keys: a–4 b–1 e–3. c–5. d–2. 3. Comprehension questions. - Have sts read the text again and work in pairs to answer the questions on page 87. * Answer keys: 1. If I deceide to take a space trip, I’ll have - Call on some sts to answer the to run a lot, swim everyday, and do questions aloud. aerobics and push-up to have an excellent physical condition - Correct their mistakes and ask them to 2. If I want to show I am in perfect health, I practice asking and answering in pairs. must get a letter from the doctor. 3. I can see pictures of the earth: My country, interesting places, the oceans, the big rivers, the tall mountains. 4. We can see those scenes 16 times a day. 5. We can walk on the wall or on ceiling. - Give sts the topic of the discussion.. Post – Reading. - Divide the class into 4 groups. The sts * Discussion: discuss in groups. “ If you were able to take a space trip. What would you do to prepare for the trip? - Ask each group to choose one leader What would you like to bring along?” who will present his/her group’s opinions. - Go around and help sts to show their ideas. IV. Consolidation. V. Home work. - Write a short paragraph to answer the - Set homework and guide sts to do. questions in the discussion. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 67 Date of planning: 29/ 04 /07 Date of teaching: 02 / 05 / 07. unit 10: life on other planets Lesson 5: - Write. i. objective. By the end of the lesson, students will be able to write an exposition about the existence of UFOs. ii. language. 1. Vocabulary. Imagination trick man-like creature mysterious fly saucer 2. Grammar: Relative pronouns: who, which, that.

(84) 3. Teaching aids: Text book, poster, picture. iii. procedure Teacher + student’s activities I. Warm – up. - Write the words whose letters are in a random order on the board. - Sts work in 2 teams. The team which write more correct words first wins the game. II. Check the old lesson.. Contents “Jumbled words”. 1. ucinionttod 2. oybd 3. nculcoonsi 4. taimnenterent. = introduction = body = conclusion = entertainment. Pre - Reading 1. Vocabulary. - Help sts know the meaning of some Imagination (n) new words and the way os trick (n) man-like creature (n) pronounciation. mysterious (adj) fly saucer (n) - Sts listen and repeat, then copy down. 2. Matching. III. New lesson.. * Answer keys: 1. Introdution: I don’t believe there exist - Have sts read the outline of an UFOs even though many newspapers talk a exposition in column A and put the lot about them. paragraphs in column B in order to match 2. Body: Firstly. Flying saucers might be aircrafts, balloons, clounds or tricks of the sections in A. light. Secondly, there are not enough photos… Moreover, If there are UFOs …. - Give feedback. 3. Conclusion: Therefore, UFOs are just the imagination of some writers and they do exist…. While – Writing - Have sts read the dialogue between An and Ba about the existence of UFOs. 3. Comprehension questions. 1. Does An believe there are UFOs? - Give sts some questions to make sure - No, he doesn’t they understand the dialogue. 2. Does Ba believe in UFOs? - Yes, he does. 3. What does An think about UFOs? - Call on some sts to answer the - He thinks that it might be people’s questions aloud. imagination. 4. Why does Ba think UFOs exist? - Correct their mistakes and ask them to - Because newspapers talk a lot about practice asking and answering in pairs. UFOs and many people around the world say they have seen flying saucers. 5. What evidence makes Ba believe in UFOs? - There are plenty of photos of them and the mysterious circles on the filds. - Get st to do exercise 6a on page 88.. - Get st to use Ba’s opinion to write an exposition about the existence of UFOs... Post – Writing. * Suggested writing: “ I believe UFOs exist because articles and - Let st write the exposition individually reports in newspapers talked a lot about then share with their partners and correct their appearance. mistakes by themselves. First, many people from different countries.

(85) reported thet once saw flying saucers, Second, There are many photos of flying - Collect some writings to correct the saucers and some of photographers asid mistakes before class. they saw man-like creatures get out of the saucers. Moreover, people are discussing the - Call on some sts to read aloud their mysterious crcles on the fields in the writings. countryside of Great Britain. So I think UFOs are not human’s imagination. They are real; and we should IV. Consolidation. be ready to welcome their visits.” V. Home work. - Set homework and guide sts to do. - Write an exposition, using An’s opinion. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Period: 68 Date of planning: 29 / 04 / 07 Date of teaching: 04 / 05 / 07. unit 10: life on other planets Lesson 6: - Language focus. i. objective. By the end of the lesson, students will be able to know more about the way to use: Modal verbs May / Might and Conditional sentences. ii. language. 1. Vocabulary. 2. Grammar: Modal verbs and Conditional sentences. 3. Teaching aids: Text book. iii. procedure Teacher + student’s activities Contents “Jumbled words” I. Warm – up. - Write the words whose letters are in a random order on the board. - Sts work in 2 teams. The team which write more correct words first wins the game. II. Check the old lesson. III. New lesson.. 1. 2. 3. 4. 5. 6.. icrh lockc tivis alrma aienl pscea. = rich = clock = visit = alarm = alien = space. I - Revision of Modal verbs: May & - Help sts know more about the way to Might. * Form: use modal verbs with May & Might. May / Might + infinitive (without to) * Use: - May / Might is used to talk about present or future possibility. - Might is normally a little less sure than May. It might have water on Moon. - Have sts look at the pictures on page Ex: * Practice: 1 (P.89) 89-90 to do the exercise language focus b. It may beexercise a box of crayons or it might be 1. a box of paint. c. It may be a football or it might be a - Get sts to work in pairs. basketball. d. It may be a boat or it might be a a train. - Sts practice asking and answering..

(86) e. It may be a flying saucer or it might be a meteor. f. It may be an evening star or it might be a spacecraft. II - Revision of Conditional sentences. - Help sts consolidate the way to use the 1. Type 1: conditional sentences. * Form: If clause + Main clause (simple present tense). - Sts listen carefully, then copy down. - Have sts work in pairs to do the language focus 2 on page 90. - Sts use the verbs in the box to complete the five sentences, using conditional sentences type 1. - Call on some sts to read their sentences before class. - Give feedback and correct.. (simple future). * Use: We use this structure when there is a possibility that the situation in the if clause will happen in the future or is true in the present. * Practice: exercise 2 (P. 90) b. Lan will miss the bus is she doesn’t hurry. c. If Ha is not careful, He’ll drop the cup. d. Mrs Nga will join us if she finishes her work early. e. If Mrs Binh writes a shopping list, She won’t forget what to buy. 2. Type 2:. - Set the scene: Ba is not rich so he can’t + If Ba ..... rich, he...... ..... around .... .... travel around the world. -> If Ba were rich, he would travel around - Ask sts to complete the sentence: the world. * Form: If clause + Main clause (past simple tense). (would, could,might + V). * Use: We use this structure to talk about unreal or unlikely present or future situations. We often use “If I were you” to give advice. * Practice: exercise 3 (P.90) - Ask sts to do language focus 3 on page b. If Mr Loc had a car, he would drive to work. 90. c. If Lan lived in HCM city, she would visit Saigon Water Park. - Sts work in pairs. d. If Nam had an alarm, he would arrive at school on time. e. If Hoa lived in Hue, she would see heer - Ask some pairs to check orally. parents everyday. f. If Nga owned a piano, she would play it very well. g. If Tuan studied harder, he would get - Correct if necessary. better grades. ................................. - Dive the class in to two teams, team A and team B. “ Matching game” - Ask each sts from team A to write one if clause (of the conditional sentences type Ex: Team A Team B 2) on a small piece of paper. If I were you, I would work harder - Get each sts from team B to write one main clause. - Take 2 pieces of paper from 2 teams to have a complete conditional sentence..

(87) IV. Conolidation. - Summarize the main content of the lesson. - Study the old lesson carefully. V. Homework. - Make three sentences with each - Set homework and guide sts to do. structure. VI. Comments: ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................. Period: 69 Date of planning: …/…/0 Date of teaching: …/…/0. Revision. I. objective. Help students consolidate the whole knowledges they have learnt from unit 6 to unit 10 through some kinds of exercises and practice. ii. language. 1. Vocabulary: revision 2. Structure: revision 3. Teaching aids: Textbook and extra-board iii. procedure. Teacher + Students’ Contents activities.

(88) I. Warm – up.. “Sing a song”. II. Check the old lesson. - Ask sts to do the homework on the board. I. Grammar. III. New lesson 1. Adjectives. Adjective + that clause Ex1: I’m disappointed that people have spoiled this area. - Each part, the T gives Ex2: We are please that you got in touch. somes examples and asks => This structure is used with adjectives that refer to sts to retell the way to use. feelings or certainty. The word “that” doesn’t always have to be included. 2. Adverb clauses. a. Adverb clauses of result. Ex: He felt tired, so he didn’t go to school. b. Adverb clauses of reason. Ex1: Because pollution is something that other folk do, we’re just enjoying uor day. Ex2: Unfortunately my company doesn’t produce recycled paper since it is more expensive to make than regular paper. c. Adverb clauses of concession. Ex1: Thu Ha is not satisfied with her preparation for Tet, even though she has decorated her house and make plenty of cakes. Ex2: Although we don’t have a Mother’s Day in Vietnam, Dad and I have special gifts. and parties for my mom every year on the 8th of March. II. Exercise.. - Give some exersices and ask sts to do to check their comprehension. - Ask sts to give the correct form of each verb in brackets. - Two of sts do on the board..

(89) - Have sts read the first sentence, and then complete the second sentence with the same meaning. - Sts work individually then compare with their partners. - Move around to check and help if necessary.. - Ask sts to complete each sentence of the following letter.. - Sts discuss in groups of a table.. IV. Consolidation. - Summarize the main content of the lesson. V. Homework. - Ask sts to study the old lesson carefully and prepare for the test “The first Semester test”. VI. Comments. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………….

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