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(1)TEACHING PLAN ENGLISH 8 THE FIRST TERM Date of preparing: 17/ 08/ 2016 Date of teaching: Week 1. Period 1: REVISION I/Objectives 1. Educational aim: - Review all main what they have studied in the 7th form - Practice doing some exercises 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : The present simple tense The future simple tense The past simple tense the present progressive tense * Skills: talking and writing skills II/ Preparation: - T: lesson plan III/ Anticipated problems - S may forget some tenses so teacher should repeat them IV/ Procedure * New lesson 1. The present simple tense (7') - Use: ... - Form: a. To be -> am, is, are b. Ordinary verbs (+) S + V (s/ es) (-) S + don't/ doesn't + V (?) Do/ Does + S + V? Yes, S + do/ does No, S + don't/ doesn't - QW + do/ does + S + V? S + V (s/ es) E.g: She goes to school at 6.30 every day. I don't have much money. Do you like fish? Where do you live? - Ask Ss to give some examples. 2. The present progressive (7') - Use: ... - Form: Be (am/ is/ are) + V-ing (+) S + be + V-ing (-) S + be not + V-ing (?) Be + S + V-ing? - QW + be + S + V-ing? - Ask Ss to give some examples 3. The future simple tense (10') - Use: ... - Form:. Affirmative S + will + V. Negative S + won't + V. Interogative Will + S + V? Yes, S + will No, S + won't. Q.W QW+ will + S + V? S + will + V.

(2) e.g: I'll get a good e.g: She won't be e.g: Will you be e.g: What time will we job one day. late for school free tomorrow? meet? tomorrow. No, I won't We'll meet at 10. - Adverbs: tomorrow, tomorrow morning, next month,... 4. The past simple tense (10') - Use: ... - Form: a. To be => was: I, he, she, it were: we, you, they b. Ordinary verbs. Affirmative S + V- (ed/ C2). Negative S + didn't + V. Interogative Q.W Did + S + V? QW + did + S + V? Yes, S + did S + V-(ed/ C2) No, S + didn't e.g: I stayed at e.g: We didn't do e.g: Did she go to e.g: When did you do home last night. that. school? it? No, she didn't I did it yesterday. - Adverbs: yesterday, yesterday morning, last week, ago * Exercise: Give the correct verb form (10') a. You (be) free tomorrow afternoon? b. What your sister usually (do) in her free time? She usually (watch) TV, but sometimes she (listen) to music. c. It's 3.15 in the afternoon. We (stay) at home. I (watch) TV and my father (read) a book in his room. d. I (go) to the Art Club every weekend. I enjoy (draw) very much. e. Last Sunday, Minh (visit) his uncle. He (be) there for three hours. Consolidation : learn by heart grammar Self evaluation: ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................................. Date of preparing: 17 / 8 / 2016 Date of teaching: Week 1 UNIT 1: LEISURE ACTIVITIES Period 2. Lesson 1. Getting started I/Objectives 1. Educational aim: - To use the lexical items related to the topic" leisure activities" - To listen and read for specific information about different leisure activities - To practice listening and speaking with the lexical items related to the topic 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: listening, talking, reading and writing skills II/ Preparation: - T: lesson plan, visual pictures , projects, player A cassette and an audio compact disk.

(3) - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities A. Warm up (5ms) - You give the meaning of the words “leisure activities" - Ss guess what the conversation of Mai, Phuc & Nick might be about B. Presentation(12ms) Activity 1: Listen and read T asks Ss topen their books to the picture. Introduce Mai, Phuc and Nick’s. T asks Ss to guess where they are and what they are doing. - Listen carefully, observe the picture & answer the questions. - Work individually Suggested questions: What can you see in the picture? Why do you think Mai, Phuc & Nick are there? What are they holding? What are they talking about? Can you guess what they like doing in their free time?... T Accepts all possible answer from Ss T plays the recording and have Ss following along. Ss: listen T have Ss answer the questions, again , do not give at this stage C. Practice( 15ms) Activity 1 a . Circle the correct answer Ss: Work in individually to circle the correct answer. Ss compare their answers with a partner - Call Some Ss to give their answers - T corrects b. Tick. Content. a. Circle the correct answer 1. bookstore 2. book 4. craft kit 5. folk music. 3. dog 6. Vietnamese. b. Tick the boxes the leisure activities Mai, Phuc & Nick have Phuc. Mai. Nick.

(4) c. Answer. Pet training Making crafts Reading Listening to music Playing sports Helping parents with DIY projects Learning languages .  .  .  .   . c. Answer 1. check out sth: means to examine sth or get more information about it in order to be sure that it is suitable 2. right up one’s street: it is the type of thing that you are interested in or you enjoy doing Activitiy 2. Find words/ phrases in the box to descibe the photos Listen and check - T ask Ss to guess & write the words/ phrases under each picture Ss: Work individually - Ss listen, repeat & check T: What do you think about these games? (exciting/ interesting/ …). 2. Find words/ phrases in the box to descibe the photos Listen and check 1. playing computer games 2. playing beach games 3. doing DIY 4. texting 5. visiting museum 6. making crafts. 3. Complete the sentences … Activity 3:Complete the sentences 1. satisfied 2. relaxing/ exciting explain how to play, then ask ss 4. boring 5. good practice at home) D. Wrap up (4ms) T ask Ss to practice saying as many 4. Game words about leisure activities as possible Ex. playing board games/ reading…. Ss: playing card/ chess E. Homeassigment(2ms) - Learn new words/ workbook: B1, 2, 3 Prepare : A closer look 1. 3. fun. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(5) Date of preparing: 17/ 08/ 2016 Date of teaching: Week 1 Period 3. UNIT 1: LEISURE ACTIVITIES Lesson 2: A closer look 1 I/Objectives 1. Educational aim: - To use the lexical items related to the topic" leisure activities" - To use verbs of liking that are followed by gerunds/ to –infinitives - To Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context 2. Knowledge and skills: * General language knowledge - Vocabulary : socialize, communicate - Grammatical structures : - Pronunciation: /br/,/pr/ * Skills: listening, speaking, and writing skills II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content A. Warm up B. Presentation Activity 1: Look at the following pie chart… T asks Ss to study the pie chart then.

(6) answer some questions: What is the pie chart about? Where can you find the information? What do the different colors sections of the chart refer to? How are these sections calculated? What does the note tell you? What are the source tell you? … T plays the recording Ss: Listen carefully, repeat new voc. - Work in chorus/ individually * Vocabulary. - socialize (v) - communicate (v) - Work in chorus/ individually *Answer: .. *Vocabulary. - socialize (v) - communicate (v) *Answer: 1. In 2012, people in the USA spent 5.1 hours a day on sport & leisure activities. 2. The main activities they did include watching TV, socializing & communicating, reading participating in sports, exercise & recreation, using computer for leisure and thinking. 3. The 3 most common activities were watching TV, socializing & communicating and using computer for leisure 2. Complete the table…. Name of Verb Name of Verb activity activity Relaxing relax socializing Socialize Using Use communicC communicate ating Thinking think Watching watch ……. 3. Matching Ex. B. Reading: a novel, poetry, ... *Add more words to the category: 1.e 2.b 3. f 4. a 5. d 6. h 7. c 8. g. D. Pronunciation -> T asks Ss to listen carefully on how to 1. /br/ : bridge, bracelet, bread, broccoli, …. pronounce the clusters /br/ & /pr/ then 2. /pr/ : apricot, princess, president, present do as directed Ss: Work ing/ GW E. Wrap- up Ss practice saying as many words about leisure activities as possible Ex. playing board games/ reading F. Homeassignment - Learn new words/ workbook: B.

(7) Prepare : A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, August .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 22 / 8 / 2016 Date of teaching: Week 2 UNIT 1: LEISURE ACTIVITIES Period 4. Lesson 3. A closer look 2 I/Objectives 1. Educational aim: -To use the lexical items related to the topic" leisure activities" - To use verbs of liking that are followed by gerunds/ to –infinitives - To practice doing exercises with verbs of liking 2. Knowledge and skills: * General language knowledge - Vocabulary : adore (v) detest (v) fancy (v) Grammatical structures : gerunds /to –infinitives * Skills: listening, speaking, and writing skills II/ Preparation: - T: lesson plan, visual pictures , projects, player A cassette and an audio compact disk - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities A. Warm up (5ms) Order the letters to words - vole-> love - yoeny- > enjoy - apilng-> playing\ - amgnik-> making B. Presetation ( 12ms) Activity 1. Underline verbs that are followed by a gerund (in getting. Content - You give the form & its functions of gerunds 3. Task : - Give one by one / individually Grammar: Verbs of liking + gerunds/ to V ex. She loves going out with her friends. = She loves to go out with her friends. (If we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are followed by only gerunds: enjoy; fancy;.

(8) started. detest…). 1. Underline verbs that are followed by a gerund (in getting started): Love to watch ; enjoy listening ; liked reading *Learning tips: the verbs of liking - adore (v) thích, tôn sung, yêu thiết tha… - detest (v) ghét cay ghét đắng C. Practice (20ms) - fancy (v) mến, thích Activity 2. Tick the box 2. Tick the box Followed by V-ing Followed by V-in Love X Enjoy X Detest X Prefer X Fancy X *Listen & check Activity 3. Write the correct form of 3. Write the correct form of the verbs the verbs => 1. making 2. to watch/ watching 3. skateboarding 4. to learn/ learning 5. sitting Activity 4. Write about you 4. Write about you (free answers) 1. like do =>like to do/ like doing 2. enjoy do=>enjoy doing 3. like have=> like to have/ having 4. mind to do=> mind doing 5. hate spend=> hate to spend/ spending E. Wrap-up( 5ms) 6. love eat=> love eating/ love to eat Ss exchange the writing- check for mistakes F. Homeassignment(2ms) - Learn new words/ workbook: B4, 5, 6 Prepare : Communication Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(9) Date of preparing: 22 / 8 / 2016 Date of teaching: Week 2 UNIT 1: LEISURE ACTIVITIES Period 5. Lesson 4: Communication I/Objectives 1. Educational aim: -To use the lexical items related to the topic" leisure activities" - To use verbs of liking that are followed by gerunds/ to –infinitives - To practice doing exercises with verbs of liking 2. Knowledge and skills: * General language knowledge - Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited to something Grammatical structures : gerunds /to –infinitives * Skills: listening, speaking, and writing II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities A.Warm up T: what do you like doing in free time? S: I like reading books Do you love playing chess? S: Yes, I do B. Before -speaking * Extra vocabulary T introduce new words. Content. - window shopping: mua sắm - to sound weird: nghe huyền bí - to be hooked on something - to be addited to something : say mê cái gì Activity 1: read the folloing article on the 1: read the folloing article on the magazine magazine.

(10) T: explains to Ss that they are going to read about some activities teenagers do in their spare time. - Have Ss cover the text and just look at the photoes - Have Ss read the text - ask Ss to clsoe books and play memory game. Ss work in groups - T calls on some groups present in front of the class 2: Can you understand the abbreviation s C. While -speaking in the text Activity 2: Can you understand the 2moro tomorrow abbreviation s in the text for - T Elicits answers from Ss by drawing 4 <3 love their attendtion to the text bro brother - T introduces the first abbreviation . DYLI Do you love it? Ss: listen and rememmber EZ easy - Asks Ss to work in pairs J4F just for fun goin' going n' and NUFF enough r are ur your w/ with WBU What about you? WF way fun Other the abbreviations 3: Find information in the text to complete the table Activity 3: Find information in the text to Who What activity What does he / complete the table is mentioned? she think of it? - T has Ss work in pair or groups to complete the table. Allow Ss to read the text more coseely to Emily • hanging out She loves it. with friends fill in the table. (window Hang • cloud She adores it. watching It's easy. Linh • going to She loves it community centre, painting, dancing, • doing drama.

(11) Minh. • playing football • helping his aunt in running cooking classes Manuel • hanging out with friends (window shopping) • working as a volunteer. He likes it.. It's fun.. D. Post -speaking 4. Work with your partner and put the activities in 3 in order from the most interesting to the most boring. Then compare your ideas with other pairs - T asks ss to work in pairs to put the leisure activities in the text in oder from the most interesting to the most boring. - Ss work in pairs - T calls some pairs to talk in class E. Wrap-up( 5ms) T repeat use this netlingo dictionary Ss: repeat F. Homeassignment(2ms) - Learn new words - Do ex: speaking Prepare : skills 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(12) Date of preparing: 22 / 8 / 2016 Date of teaching: Week 2 UNIT 1: LEISURE ACTIVITIES Period 6. Lesson 5: skills 1 I/Objectives 1. Educational aim: - Reading for general and specific information about the positive and negative effects of using computers. (Scanning, skimming). - Practice speaking by giving fact or opinion about using computers and mobile phone for leisure activities 2. Knowledge and skills: * General language knowledge - Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited to something Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion * Skills: reading, speaking II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure.

(13) Teacher’s/ students’activities A. Warm up - T ask Ss to answer some questions: + Do you have a computer at home? +What do you use the computer for? +What do you use the mobile phone for? +What are the benefits of using computer or mobile phone? +What are the harmful things it may bring us?... - individually work/ GW B. Before- reading Activity 1: Look at the picture & guess what they are going to read (a student named Quang) & try to guess what is Quang’s story about Benefits - a fast and convenient way to get and send information. Content. Bad affects - It’s harmful to your eyes - You feel tired and dizzy / You are short sighted/ neglect your study / play truant/ play hooky.. - Waste of time and money…- play truant/ hooky: trốn học đi chơi.

(14) Boi cau, September .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 2 / 9 / 2016 Date of teaching: Week 3 UNIT 1: LEISURE ACTIVITIES Period 7: Lesson 6: Skills 2 I/Objectives 1. Educational aim: - Practice writing to discuss an opinion about leisure activities. - Practice listening for specific information about way of spending time with friends. - Language practice: Organizing one’s ideas… - Group-work, pair-work skills. => For being aware of spending time on leisure activities 2. Knowledge and skills:.

(15) * General language knowledge - Vocabulary : Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion * Skills: reading, writing skills II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content Warm up As students to retell the benefits/ affects of using computer/ mobile phone for leisure activities - Ss say aloud the benefits/ affects of using the Internet/ mobile phone -Ss: individually work Benefits - a fast and convenient way to get and send information ………. Bad affects - harmful to eyes - tired and dizzy …….. - Waste of time and money… Before- listening What do you usually do with your friends in your free time? - T asks Ss to answer the question in 1 - We play badminton/ football/ listen to music… - I hang out/ go window shopping/ eat out with friends… -Ss: individuall work While- listening listen to the radio programme and answer the questions *Key: - T asks ss to read the 2 questions, 1. The topic of this week’s program is underline the key words before listening hanging out with your friends. - You listen again & complete the table Ss: individually work-compare- say aloud 2. There are 2 main ways: hanging out indoors or outdoors - T introduces new words * Vocabualary.. - suggest – ed (v): gợi ý - basically (adv): về cơ bản, cơ bản - physical health: sức khỏe thể chất Listen again and complete the table..

(16) - T turns on the recording many times *Key: Ss : work individually 1. movies 2. cinema 3. crafts - T asks Ss to compare answers 4.sports 5. physical health 6. Ss: compare people 7. cultural centre * If you like staying indoors you can invite your friends over and watch movies and eat popcorn at home. It’s more comfortable than going to the cinema Before -writing - Have Ss cover the box and write some of *Writing to give an opinion. these words/ phrases on the board Organizing your ideas. individually work/ small groups - Introducing your opinion: In my - T ask Ss where in a paragrahp they often opinion,.. I believe see these words and what could be - Explain your opinion: Firstly, purpose for using them secondly , thirdly… , finally. - Concluding / summarizing your opinion: For these reasons, …/ In short,… / As I have noted,… While -writing Activity1: Complete the following paragraph with the words .. - Ss work individually to complete the 4: Complete the following paragraph task, and discuss their answers with a with the words Key: partner. 1. In my opinion,/ I believe 2. Firstly 3. Secondly 4. Besides/ Also / In addition 5. For these reasons/ In short / As I have noted Activity 2: Now write a similar paragragh to answer the questions T-Ask ss work in groups choose one questions. They then agree on an opinion and work togetther to brainstorm the ideas to argue. T asks each member will need to write his/ her piece. Ss: Write Post -writing - T calls on some Ss to talk in front of the 5. Write a short passage about giving class an opinion - T corrects the mistahes Sample: I believe the best leisure activity for teenagers is any group activity. This could be a hobby group or even volunteering..

(17) Firstly, teenagers like to feel that they belong t a group. Secondly, being part of a group helps teenagers make friends. Friendships are very important to teenagers. In addition to, they will make friends with people who have the same interests as them. Wrap-up( 5ms) Ss retell main contents of the lesson Homeassignment(2ms) - Learn new words - Do ex: D ( 2) in page 6 workbook: Prepare : Looking back + project Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 2 / 9 / 2016 Date of teaching: Week 3 UNIT 1: LEISURE ACTIVITIES Period 8: Lesson 7: Looking back + prọject I/Objectives 1. Educational aim: Revise the knowledge they’ve learnt about the topic “Leisure activities 2. Knowledge and skills: * General language knowledge - Vocabulary : Grammatical structures : * Skills: Practice reading, speaking & writing skills (Ind. PW, GW) II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: vocabularies related to the topic of leisure activitties III/ Anticipated problems - S may forget some vocabularies, grammar so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content A. Warm up (5ms).

(18) T: What do you often do in free time? S: I often watch TV T: Do you like surfing the Internet? S: Yes, I do T: what are the benefits of using computer? S: Getting information, chat with friends, entetainment, education B . Presentation (9ms) Vocabulary Activity 1:Which one is the odd one out? T asks Ss to complete this exercise individually or in pairs Ss: work individually or in pairs - T calls Ss to give answers - T corrects Activity 2: Rearrange the letters to find the name of the activities. - T asks Ss to complete this exercise individually Ss: work individually - T calls Ss to give answers - T corrects C. Practice Grammar ( 17ms) Activirty 1. Fill in the gaps with the correct form of the verbs - T asks Ss to complete this exercise individually . if time allows, T may ask Ss to wrap their work with each other for peer correction Ss: work individually Activity 2. Complete the following sentences with your own ideas Have Ss complete the sentences using their ownn ideas. Remind them to use gerunds or to – infinitives. - Have some Ss read out their sentences. Accept all answers as long as they make sense Ss: read out their sentences Activity 3. Choose the most suitable words / phrases to fill the gaps - T asks Ss to complete this exercise individually . After compare their answers with an partner. 1. Which one is the odd one out? 1. DJY 2. hanging out 3. hospital 4. detest 5. boring 6. computer 2. Rearrange the letters to find the name of the activities. 1. socializing with friends. 2. relaxing 3. communicating with friends 4. doing DJY 5. using computers 6. making crafts Grammar: * Verbs of liking + V-ing / To V 3. Fill in the gaps with the correct form of the verbs Key: 1. working 2. to learn / learning 3. seeing 4. doing 5. meeting 6. play 4. Complete the following sentences with your own ideas. 1. My best friend doesn’t mind cooking and doing the housework. 2. Do you fancy making crafts in your free time? 3. My father used to hate driving in busy street but now he likes doing it. 4. I love caring for trees and flowers in the garden. 5. My cousin detests going out on cold days. 5. Choose the most suitable words / phrases to fill the gaps..

(19) Ss: work individually After compare their answers with an partner - T calls Ss to give answers - T corrects D. Production Communication (6ms) Activity 1:. Choose from the leisure activities in this unit T allows Ss to plenty of time to do this task. For each activity they choose, they should be able to give at least one reason that led them to the decision. Tasks Ss to work in pairs to exchange their ideas Project E.Wrap-up( 5ms) T asks Ss to repeat main contents of the lesson Ss: repeat F. Homeassignment(2ms) - Learn new words/ workbook: Part E. Writing Prepare: Unit2. Getting started. Key: 1. Firstly 2. Secondly 4. In addition 5. In short. 3. Thirdly. 6. Choose from the leisure activities in this unit. *Project: Join our leisure activity. (free doing – Can do as homework. Self evaluation: ..................................................................................................................................................... ..................................................................................................................................................... ................................................................................................................................. Date of preparing: 2 / 9 / 2016 Date of teaching: Week 3 UNIT 2. LIFE IN THE COUNTRYSIDE Period 9: Lesson 1: Getting started I/Objectives 1. Educational aim: - To use the lexical items related to the topic of life in the countryside - To listen and read for specific information about a conversation about life in the countryside 2. Knowledge and skills: * General language knowledge - Vocabulary : Grammatical structures : * Skills: Practice listening and reading ,speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: vocabularies related to the topic of life in the country.

(20) III/ Anticipated problems - S may forget comperative of form adjectives so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content A.Warm up (5ms) This activity focuses ss on brainstorming some more countryside activities people in the countryside often do (both adults & children) Ss: fly their kites B. Presentation ( 10ms) Activity 1: listen and read T ask Ss to look at the title of the conversation and picture and ask them some predition questions about what they are going to read. + what is the conversation about? + what season is haverst time in? +What do you think the countyside is like at harvest time? + What do children do? Ss : answer T turns on the recording Ss Listen to the recording and read *Vocabulary. T introdures new words - expect ed (v): Ss repeat new words - load- ed (v):  check new words: what and where - buffalo-drawn carts (n): - go herding the buffalo - envious (a): thèm muốn, ghen tị - explore – d (v) - wish (v): - transport- ed (v): C. Practice (17ms) 1a. T asks Ss to work independently. T asks Ss to read the sentences and decide if they are T or F. Ss. Compare answer with a partner. T : have Ss correct the Fale sentences. T corrects 1b. Answer the questions: - T asks ss to try to answerthe questions without referring to the conversation forst. Then Ss refer to the conversation again fotr the correct answers. - T corrects the answers 1c. Complete the sentences with the words in. 1a. a. T or F check tick. Key: 1. T 2. F (sometimes) 3. F (on buffalo – drawn carts) 4. T 5. T . Ex1b. Answer the questions: 1. He’s in the countryside. 2. Right on the first day there. 3. It’s big and colourful. 4. His grandfather. 5. He means that he wishes he were in the countryside too. Ex1c. Complete the sentences with the words in the box..

(21) the box.. 1. colourful 2. move slowly 3. harvest time. 4. paddy field 5. herding 6. buffalo-drawn cart Ex1d. In groups, discuss and find out… =>1. He likes it because he says it’s more exciting than he expected. The kite looks great up on the sky/ He lives more happily there and there’ s Exe1d. In groups, discuss and find out… still a lot more to explore Exe2. Match the activities with the Activity 2: Match the activities with the pictures. pictures. 1.e 2.f 3.a 4.c 5.d 6.b + Asks Ss to work independently to label the pictures. Ss: match - Have them compare their answers with a partner - Call Ss to give their answers T corrects and write on the board Activity 3. Make a list of the things that Ex3. Make a list of the things that children often do in the countryside children often do in the - Ss work in pairs to branstorm some more countryside. countryside activities. ( 2’) - They go swimming in the river / - T cals on some pairs to share their list with the lake / pond. clas. - They climb trees. T writes the combilened list of activities on the - They ride on the buffalo. board and leaves it there t be used in the next - They help their parents on the farm. activity. - They fly kites. D. Production ( 7ms) …….. - T devides class into 2 teams –Ss find a relevant Ex4. Game: Countryside charades. for their team such as ‘horses’ and ‘buffaloes’ (2 minutes) E.Wrap-up( 4ms) Ss practice saying as many countryside activities as possible Ex. herding buffalo; …. F. Homeassignment(2ms) - Learn new words/ workbook: B1, 2, 3 Prepare : A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, September .................., 2016 Group leader’s comments ………………………...

(22) ……………………….. ……………………….. .………………………... Date of preparing: 9 / 9 / 2016 Date of teaching: Week 4 UNIT 2. LIFE IN THE COUNTRYSIDE Period 10: Lesson 2: A closer look 1 I/Objectives 1. Educational aim: - To use Adjective to describe people, life and scenery in the countryside/ talk about life in the countryside Listen and repeat the words and mark stress/ to pronounce the words with the correct stress patterns Revise Comparison, present simple - Practice listening and speaking with the lexical items related to the topic countryside 2. Knowledge and skills: * General language knowledge - Vocabulary : -vast (a): nomadic (a): brave (a): blackberry (n): running water (n): Grammatical structures : * Skills: Practice listening and reading ,speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget comparative of form adjectives so teacher should repeat them IV/ Procedure Teacher’s/ students’activities A.Warm up T:Looks at the picture & try to say what you see … Which do you prefer: city life or country life? Why? Why not? How about life and people in the country? What -T asks Ss to Work individually B. Presentation Activity 1 T asks Ss to listen to to the recording. Content. 1. Listen and repeat the words..

(23) and repeat the words. Ss: Listen and repeat -T checks understanding of these * New words: words. - vast (a): rộng lớn, mênh mông, vô bờ - T introdures new words - nomadic (a): thuộc về du mục - brave (a): can đảm - blackberry (n): quả mâm xôi - running water (n): - block – ed (v): chặn đứng, làm cản trở Activity 2. Put the words in 1 into 2. Put the words in 1 into the appropriate the appropriate category category T asks Ss to work individually Ss work individually - T asks Ss to compare theirs To describe words answers with a patner People Friendly, brave, boring, nomadic, - T calls on some Ss to give theirs colourful answers Hospitable, honest, hard- T corrects working, Key: Life Hard, slow, boring, inconvenient, peaceful, nomadic, colourful, miserable = unhappy Scenery Vast, colourful, peaceful, natural, imposing ( hùng vĩ) 3. Match the nouns/ noun phrases in the box with the verbs. Activity 3. Match the nouns/ noun phrases in the box with the verbs - pick fruits / vegetables/ flowers >< pick up (v): T Explains about the differrent đón betwwen ‘pick’ and ‘pick up’ - pick is the specific verb used for collecting fruit, vegetables or ride A horse, a camel flowers through the action is the Put up A tent, a pole same as the more gereral term ‘ pick Collect Hay, water, fire wood up’. Herb Cattle, the buffalo - Ss work independently pick Wild flowers, apples. - Let them exchange their answers with a partner - T elicits the correct answers Activity 4. Complete the sentences. 4. Complete the sentences. T asks Ss to use the vocabulary they have learnt in 1 and 3 ( for adjectives and verbs) to do this exercise. - T ass Ss to look at the sentences and decide if an adjective or a verb is missing. 1. picking 5. peaceful - Ss complete the sentences by 2. incovenient 6. nomadic.

(24) themselves. - T checks the answers D. Production Pronunciation: Clusters /bl/, /cl/ - T turns on recording - Ss listen and repeat - T asks Ss work in small group. 3. herd 4. ridden, brave. 7. vast 8. put up, hard. II. Pronunciation: Clusters /bl/, /cl/ 5. Listen and repeat the words. Pay attention to the initial clusters. 6. Listen and circle the words you hear. Key: blame, blast, blue, clock, close. 7. Listen to the sentences and repeat.. E. Wrap-up( 4ms) Ss practice saying as many words to describe the life in the countryside as possible Ex. nomadic, hard F. Homeassignment(2ms) - Learn new words Do ex: A in page 8 in workboook - Prepare : A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 9 / 9 / 2016 Date of teaching: Week 4 UNIT 2. LIFE IN THE COUNTRYSIDE Period 11: Lesson 3: A closer look 2 I/Objectives 1. Educational aim: -To review comparative of adj./ adv. & use comparative form of adv. of manner - To practice doing exercises with adjectives/ adverbs of manner 2. Knowledge and skills: * General language knowledge - Vocabulary : Grammatical structures : comparative of adj./ adv. & use comparative form of adv. of manner * Skills: Practice reading ,speaking, writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget comparative of form adjectives so teacher should repeat them IV/ Procedure.

(25) Teacher’s/ students’activities A. Warm up chatting about the differences between the life in the countryside & the city - T asks Ss to use adj./ adv. to compare the life in the countryside & the city - Work individually (as many sentences as possible) Ex. - The city is more comfortable and convenient than the countryside. - It’s easier to get access to the Internet, too. ……….. B. Presentation Activity 1:Comparative form of adj - T reminds Ss of comparative form of adjectives - T recalls the form of comparative of Adj./ Adv. - T asks Ss to give examples for these form -Ss: Work individually (as many sentences as possible) Comparative form of adverbs. ( adverbs of manner - T reminds Ss of comparative form of adverbs - T recalls the form of comparative of Adj./ Adv. - T Asks Ss to give examples for these form -Ss: Work individually (as many sentences as possible). Activity 2. Complete the sentences with suitable - T asks Ss to do exercise individually - Ss : work individually - T calls some Ss to give answer - T corrects Activity 3. Finish the sentences. Content. Grammar: 1. Comparative form of adj. ( revise) Form: S1 + be ( chia) + more + long adj. + than + S2 short Adj. + er … Ex: E is more difficult than History. Exe1. Complete the passage below... 1. higher 4. more exciting 7. more friendly 2. easier 5. more convenient 8. fast 3. better 6. happier 9. safer 10. best . Comparative form of adverbs. ( adverbs of manner) Ex: Nhung writes more carefully than Lam. -> Tung writes less carefully than Nhung. (How does Nhung write? How does Tung write?) -> Form: S1 + Vchia + more + long adv than + S2. short adv +er - Almost adverbs of manner ending in ly. Adj + ly -> adv Ex: - easy -> easily - happy -> happily - bad -> badly - clear -> clearly - Special cases - well -> better , - badly-> worse 2. Complete the sentences with suitable …. 1. more slowly 2. more soundly 3. less traditionally 4. more generously 5. more healthily 3. Finish the sentences below...

(26) below.. - T asks Ss to do exercise individually - Ss : work individually - T calls some Ss to give answer - T corrects Activity 4. Underline the correct comparative forms to - T asks Ss to do exercise individually - Ss : work individually - T calls some Ss to give answer - T corrects. Activity 5. Write the answer to the questions below T asks Ss to do exercise individually - Ss : work individually - T calls some Ss to give answer - T corrects and underlining the comparative E. Wrap-up( 4ms) - Ss retell form of comparative of Adj./ Adv. - Ss make sentences with adj./ adv. Key 1. better 4. harder. 2. faster 5. worse. 3. later 6. earlier. 4. Underline the correct comparative forms to … Key: 1. more optimistically 2. more popularly 3. less densely populated 4. more quickly 5. more easily 6. better 5. Write the answer to the questions below. Key 1. The countryside is more peaceful than the city. 2. A computer works faster at calculus than a human being. 3. Life in a remote area is harder than life in a modern town. 4. HCH City is more expensive than Hue. 5. A buffalo can plough better than a horse. F. Homeassignment(2ms. - Learn by heart new words - Do ex:B in page 10,11 in the workbook Prepare : Communication Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(27) Date of preparing: 10 / 9 / 2016 Date of teaching: Week 4 UNIT 2. LIFE IN THE COUNTRYSIDE Period 12: Lesson 4: communication I/Objectives 1. Educational aim: - To discuss and share their replies with friends. - To read the posts on “holidays in the countryside.” 2. Knowledge and skills: * General language knowledge - Vocabulary : disturb – ed (v) - beehives (n) - experience (n) - home- made products (n) - dig – dug- dug (v) - Grammatical structures : * Skills: Practice reading , speaking, writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content A.Warm up(5ms) - chatting something about the life in the countryside & the city answer some questions - Work individually (as many sentences as possible) Questions: Have you ever had a holiday in the countryside? What did you do there? When? How did you feel? Do you wish you could come back some day? Which place is more peaceful, the city or the countryside?..... B. Presentation (12ms) Before -speaking T gives some questions *Questions: - What could Dennis do? - Is this the most interesting vacation Julie * Vocabulary: has ever had? - disturb – ed (v) làm phiền - What did she do? - beehives (n) tổ ong - Why can’t Phirun stay in the countryside - experience (n) any longer? - home- made products (n) : những sản - Why will Lan always remember her trip.

(28) to the countryside? - How does Bob feel about the countryside? T calls on some groups practice in front of the class - T introdures new words C. Practice (20ms) While- speaking Activity 1: Read the posts on ‘ Holiday in the Countryside’ T explains that Ss are going to read some online posts from people all over the world. T elicits from the Ss where these people live. Ss: Paris, London, Phnom Penh, Tokyo. Ha noi, Hongkong - T: establishs that they all live in big cities. They are talking about their experiences of staying in the countryside. They all have very defferent opinions of the experience. - T asks Ss to read the posts. Ss: read the posts. Check that everybody understands the meaning of each post before moving on. Activity 2 tick () the appropriate box - Ask Ss to work independently Ss this exercise independently. - Ask them to look for expressions which help them decide their answers. Ss can compare their answers with partner and discuss any differences. - T checks the answers as a class.. Activity 3 : Work in groups. Reply to the posts in 1. Write down your replies T asks Ss to work in groups of between five and seven. Explain that now they have a change to reply each post with their own. phẩm quê nhà - dig – dug- dug (v) đào bới, xới, cuốc. Dennis from London Julie from Paris Phirun from Phnom Penh Yumi from Ha Noi Emi from Tokyo Lan from Ha Noi Bob from Kong Kong. Positive Neutral Negative   .    .

(29) opinions. Hand out a piece of blank paper for each post. Have the groups write the name of each post at the top, e.g.Bob from London. Each student writes a short reply to a post and then passes the paper to the person on their left. They take the next paper from the person on their right. They read the reply and then add their own. - Ss Continue passing the papers around until everyone has replied to every post. Ss refer to the examples as models for their answers. If time is short, Ss can do the replies to three or four posts. T encourages Ss to choose a variety of posts with different attitudes. Ss write down their replies. T asks each group to read out one of their reply chains to a post and discuss it as a class. E. Wrap-up( 5ms) - T asks Ss to retell the content of lesson F. Homeassignment(3ms. - Learn by heart new words - Do ex: C in page 12 in workbook - Prepare : Skills 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, September .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 16 / 9 / 2016 Date of teaching: Week 5 UNIT 2. LIFE IN THE COUNTRYSIDE Period 13: Lesson 5: skills 1 I/Objectives 1. Educational aim: - To read for specific informmation about an unusual listyle in the countryside.

(30) - To talk about what they like or dislike about life in the countryside 2. Knowledge and skills: * General language knowledge - Vocabulary : pasture (n), grassland(n), circular (a), ger, - Grammatical structures : * Skills: Practice reading ,speaking, with the lexical items related to the topic life in the countryside II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities A.Warm up Net work. Content. highland. T asks Ss to work in groups - Ss work in groups B. Presentation Reading (17ms) Befor reading Activity 1: Quickly read the pasage and choose - T calls some Ss to give answers - Ask Ss to read the headings first and make sure they understand their meanings. - T introdures new words - They then read each part of the passage and choose the correct heading for it. If time allows, ask Ss to underline the words/phrases which help them make their decision. Ss exchange their answers. Allow them some time to explain to one another about their choice. - T checks the answers as a class. - While reading Activity 1: Match T: asks Ss to read the passage again and. - pasture (n) đồng cỏ - grassland(n): đồng cỏ - circular (a): thuộc hình tròn - ger - nomad : n) dân du mục.

(31) underline the words (a-e). They then try to guess the meanings of these words, based on the context. - Ss complete the task independently Key: 1. The importance of cattle to the Activity 2 Ss may be able to remember the nomads main information of the passage without 2. The nomads’home having to reread it. Ask them to read the 3. Nomadic children’s lives questions and do the exercise independently. T may guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given. Speaking (15ms) Key: 1.b 2.d Before -speaking 3.e 4.a Activity 1: work in pairs. Interview… 5.c T asks Ss to work in pairs Ss: work in pairs. Ss should individually refer to the passage and underline at least one thing they like about Monolian nomadic life and one thing they don’t like about it. They can then start the interview; one asks and one answers, based on the facts they have underlined. Encourage them to follow up and talk about as many different details as possible. To follow up, T can ask some pairs to report on their likes and dislikes. T can make two lists of their likes and dislikes on the board and see which ideas are the most common. While speaking Activity 2: Work in pairs. Discuss and find Ss move from talking about nomadic life to the countryside in Viet Nam. Ss work in pairs, discussing which two things they both like and which two things they both dislike. They can make a list in order to report to the class later. After -speaking For more adveanced Ss, and if time allows, let the whole class listen to each list and discuss what they think about these likes/dislikes. Key: 5.C. 1.A. 2.C. 3.A. 4.B. A: What do you like about their nomadic life? B: Well, the children learn to ride a horse. A: And what don't you like about it? B: They can't live permanently in one place.

(32) E.Wrap-up( 5ms) - T asks Ss to retell the content of lesson F. Homeassignment(3ms. - Do ex: 1 in page 13 in workbook - Prepare: skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 16 / 9 / 2016 Date of teaching: Week 5 UNIT 2. LIFE IN THE COUNTRYSIDE Period 14: Lesson 6: Skills 2 I/Objectives 1. Educational aim: - To listen to for specific informmation about changes in the countryside - To write a short paragrap about changes in the countryside 2. Knowledge and skills: * General language knowledge - Vocabulary : pasture (n), grassland(n), circular (a), ger, - Grammatical structures : * Skills: Practice Listening, and writing with the lexical items related to the topic life in the countryside II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s/ students’activities Content A.Warm up (3ms) T ask ss to talk about changes in the countryside Ss: many big schools, large roads, electrical appliances Listening (20ms) Before- listening T: Where is the house? Ss : it’s in the country T Who are they? Ss: They are visitors While- Listening Activity 1: listen to the boy talking about.

(33) changes in his village and tick - T gives Ss time to look at the changes (AF). - T asks questions to make sure that Ss understand the meanings of the words/phrases. - T plays the recording and Ss tick the changes which are mentioned - T calls on Ss to give their answers -T corrects Activity 2: Listen again and say - T has Ss read the sentences. Check if they know the word ‘earthen’. Ss listen to the recording again ( as many times as needed of if time allows) and complete the exercise. - T checks their answers as a class Activity 3: Listen again and answer the questions Ask Ss to read the questions first to see what kind of information they need to find. Some Ss might be able to answer some questions to the recording again. T plays the recording. Ss listen and decide what word/phrase to write down for the answer. They can compare their answers with a partner. T checks as a class. After -listening Note: Some Ss may not be familiar with short answers. You may allow them to answer the questions in full first and see what they can do to shorten their answers to within four words. Ask them to focus on the key words. Writing (17ms) Before -writing Activity 1: Which changes First, remind Ss of the changes in the village from the listening passage. T can help by writing the changes in brief on the board as a guide for the writing exercise. For example: -earthen houses -> brick houses Ss can use this information and the example given in 4 to write their opinions about the changes. While - writing. 1: listen to the boy talking Key: A…..…The roads in the village B……Electrical applicances in the homes C……Means of transport D….......Entertainment E……School. 2: Listen again and say Key: 1.F 3.F 5.T. 2.T 4.T. 3: Listen again and answer the questions. Key: 1.His parents . 2. Life outside their village. 3. Nearby/Near the village . 4. The way of life.. Writing.

(34) Activity 2 Place Ss into small groups of three or four. Ss in each group work together to decide which rural area they will talk about T asks Ss to discuss and note down some changes they can find in this area. Ss: Write 6 Ss use their notes about the changes in a rural area to write a paragraph describing the changes. T can guide their writing by providing them with some key words/phrases like ‘The first change is…’ or ‘The assign it as homework. E.Wrap-up( 4ms) - T asks Ss to retell the changes in the countryside Ss: retell F. Homeassignment(1ms.) - Do ex: 2 in page 13 in workbook - Prepare: looking back + project Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 16 / 9 / 2016 Date of teaching: Week 5 UNIT 2. LIFE IN THE COUNTRYSIDE Period 15: Lesson 7: Looking back + project I/Objectives 1. Educational aim: - To Revise the knowledge they’ve learnt about the topic “ topic life in the countryside . 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : Comparative of adj./ adv. & use comparative form of adv of manner * Skills: Practice speaking, and writing with the lexical items related to the topic life in the countryside II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic of life in the country III/ Anticipated problems - S may forget some vocabularies, use comparative form of adv of manner so teacher should repeat them.

(35) IV/ Procedure Teacher’s/ students’activities Content A.Warm up (5ms) T ask ss to talk about changes in the countryside Ss: many big schools, large roads, electrical appliances, many beautiful houses B. Presentation (8ms) Vocabulary Activity 1: Use the words and phrases in 1: Use the words and phrases in the box the box to describe the pictures to describe the pictures - T asks Ss to work independently. - Ss complete this exercise independently. - T checks the answers. Key: Picture a: peaceful vast, quiet, pasture, paddy filed Picture b: quiet, colourful, paddy field, havest time, rice Picture c: peacerful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses C. Practice(17ms) 2: Look at each picture Activity 2: Look at each picture and write a sentence describing each person is doing - T asks Ss to look at each picture and write the sentences - Ss look at each picture, then at the verb that goes with it. Ss write the sentences in their full forms. - T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, - T can choose some sentences and asks Ss to write them on the board. Suggested answers : 1. A boy is riding - T gives feedback. If a sentences is a horse incorrect, ask Ss to correct it 2. A man is herding his cattle/sheep. 3. A girl is picking apples (from an apple tree). 4. A boy is flying a kite. 5. The children are running around in the fields/countryside. 6. A woman is collecting water from the river Grammar 3: Look at the pictures and complete the Activity 3: Look at the pictures and sentences.

(36) complete the sentences, using suitable comparative forms of the adjectives - T asks Ss to work independently - Ss complete this task independently. They can then exchange their answers with a partner. - T checks as a class. Key: 1.faster than 2.earlier than 3.better-than 4.more skillfully than 5.more beautifully-than 4: Read the situations and complete the Activity 4: Read the situations and sentences complete the sentences with suitable form of the adverbs in brackets - Ask Ss to read the situations carefully and decide which two things are being compared. - Ss may prefer to the completed sentences in 3 as a guide for this sentence completion. - Ss complete the exercise independently Key: 1…faster than a camel. 2…more happily than those in the city. and then compare their answers with a 3…more heavily on the weather than partner. people in many other jobs. - T checks as a class. 4…worse than I do D. Production (7ms) Project - Have Ss Looked at so far. It also encourages ss to create rural place they dream of or would like to live in .encourage Ss to imagine the things they could do in such place - Ss work in groups E. Wrap-up( 3ms) - T asks Ss to repeat main contents of the lesson Ss: repeat F. Homeassignment(1ms.) - Do ex: 1,2 in page 15 in workbook Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, September .................., 2016 Group leader’s comments ………………………...

(37) ……………………….. ……………………….. .………………………... Date of preparing: 24 / 9 / 2016 Date of teaching: Week 6 UNIT 3: Peoples of Viet Nam Period 16: Lesson 1: Getting stared I/Objectives 1. Educational aim: - To use the lexical items related to cultural groups of Viet Nam - To ask and answer different question types 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : Questions: review * Skills: Practice listening, speaking, reading, and writing with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘Peoples of Viet Nam III/ Anticipated problems - S may forget the use of questions so teacher should repeat them IV. Procedure Teacher’s/ students’activities Content A.Warm up (5ms) Play a game “crossword puzzle”. T draws the crossword on a big piece of paper. Tell Ss that the red word is the key word of the new lesson. Divide the class.

(38) into two teams. Ss from each team take turns to solve the puzzle. The game finished when a student guesses the red word correctly. Solve the crossword puzzle below. 1.I like to……buffaloes in the pastures. 2.The farmers are very busy during harvest….. 3.Have you ever ridden a….? You have to be brave to do it. 4.People in the countryside are often open and…. 5…..was loaded onto a cart and transported home. 6.I think….life is more interesting than city life. Write the unit title on the board. Write the words/phrases ‘ethnic’, ‘ethnology’, and ask Ss to guess their meaning. T may also show a picture of a typical costume and talk about it with the Ss. B. Presentation (12ms) Activity 1: a. Listen and read 1: Listen and read - Ask Ss to open their books to the lesson. - T can ask Ss prediction questions. For more able classes, - T can brainstorm questions with Ss and write them on the board. Questions may include: •What can you see in the picture? •What can you see in the picture? •What can you see in the picture? •Do you know these characters? •Where are they now? •What are they talking about? Ss answer questions as a class. - T plays the recording and has Ss follow along. - T introdures new words + Ethnic (adj) thuộc về thiểu số + ethnis group : nhóm dân tộc +Curios: adj): tò mò +Account (v) chiếm +Custom (n) phong tục, tập quán +Tradition (n) truyền thống.

(39) +Mostly (adv); Hầu hết - T may want to ask Ss to track the dialogue with their fingers as they listen to the recording. Then come back to the earlier questions and have Ss answer them again. Do not give correction at this stage. - Ask Ss to the read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the boards Key: a. 1. interesting 2. largest 3. minority 4. southern b. Read the conversation again and answer b. - T ask ss to work individually to answer the questions. Key: 1. They are in the Museum of - Ss work individually to answer the Ethonology. questions. 2. They want to know about the - Ss compare answers with a partner and ethnic groups of Viet Nam. then discuss as a class. 3. There are 54 ( ethnic groups ). – T calls on some Ss to give their answers 4. The Viet (or Kinh) have the - T correct the answers largest population. 5. Yes, they do. c. Can you find the expressons in the c. conversation.? Try to explain what they mean - Tell Ss to refer back to the conversation to find the expessions. Together with the Ss, Key: elicit the meaning of these four expressions. 1.Used as a reply, agreeing with what sb Then give examples. For more able classes, has just said,or emphasizing that it is have the Ss provide the examples of when correct. these expressions would be used. 2. How + adj/adv : used to show a strong reaction to sth. 3. Used to show you understand what someone said. 4. Used to show that you think something is great. d. Work in pairs. Use facts from the d. conversation to make short role – plays using the expression Ask Ss to role-play the example conversation in pairs before creating their short role-plays. More able Ss can try to extend the conversation. Encourage Ss to use How + as many adjectives as possible..

(40) Look out! - Help Ss distinguish the two words. ‘people’ is used as the plural of ‘person’ to refer to men, women, and children ‘peoples’: ethnic groups of people who belong to a particular country, race, or area C. Practice (15ms) Activity 2: Use the words and phrases in the box to label each picture - Ss work in pairs and label each picture. Key: 1.ethnic 3.stilt houses Then let Ss read each word/phrase 5.member correctly. Check and correct their pronunciation D. Producion (7ms) Activity 4 Game: Work in pairs. Ask and answer, using these cues. - Ss work in pairs to ask and answer the questions. - T gives correction. - T may call on some pairs to talk before the class. E.Wrap-up( 4ms) Ss practice saying ‘ethnic’ groups of Viet Nam and where they live Ex. Nung, Dao, Tay, Thai… Tay , Nung , Thai live in the northern of Viet nam… F. Homeassignment(2ms.) - Leant by heard new words - Do Ex: 1 in page 17 in workbook - Preare unit 3: A closer look 1. 2.heritage site 4.festivals 6.terraced fields. Key: 1. Which ethnic group has the smallest population? 2. Do the Hmong have their own language? 3. Where do the Coho live? 4. What colour is the Nung’s clothing? 5. Which group has a ;arger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang?. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 24 / 9 / 2016 Date of teaching: Week 6 UNIT 3: Peoples of Viet Nam.

(41) Period 17:. Lesson 2: A closer look 1. I/Objectives 1. Educational aim: - To use the lexical items related to cultural groups of Viet Nam - To pronounce word containing clusters / sk/, /sp/ and / st/ - To use articles a, an and the 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : articles a, an and the - Pronounciation: /sk/, /sp/ and /st/ * Skills: Practice listening, speaking, and writing with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘Peoples of Viet Nam III/ Anticipated problems - - S may forget grammar , so the T are ready to provide help IV. Procedure Teacher’s/ students’activities A.Warm up T akss Ss to brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs… Encourage them to guess and call out as many words as possible B. Presentation Vocabulary Activity 1: Match T may explain and give examples of adjectives. Ask Ss to give some more. T asks Ss to work in pairs to match the adjectives with their opposites. - Ss work in pairs - T elicits the answers from the class. If there is time, advanced Ss can write the words in sentences (or homework). Activity 2: Use some words from 1 complete the Key: sentences - T asks Ss to work individually Ss work individually to do the task. - T call on some Ss to write on the board - Some Ss may write the answers on the board. - T Checks their answers.. Content. 1.d 4.a. 2.c 5.f. 3.g 6.e. 7.b.

(42) Key: 1.written 3.important 5.rich. 2.trasitional 4.simple, basic. Activity 3 - T asks Ss to work in pairs -Ss work in pairs and discuss what the words is for each picture. Check the answers with the class. For more able Ss, ask them to give other words Key: 1.ceremony 2.pagoda they know which are related to the life of ethnic 3.temple (Ly Son) minority people. 4.waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang Production Pronounciation Clusters: /sk/, /sp/, and /st/ Activity 4: Listen and repeat T Plays the recording and Ss repeat. T may pause the recording to drill difficult items. T Plays the recording as many times as necessary. Correct Ss ‘ pronounciation Activity 5: Listen again and put in the righr column - T Plays the recording again. Ss listen carefully and put the words in the right columns. Note Key: that ‘school’ may cause some confusion /sk/: skatebord, school, basket, task because the sounds of /sk/ are spelled with the /sp/: speech, display,crisp, space /st/: stamp, first, station, intead letters ‘sch’. - Ask Ss to give other words which contain these clusters Key: Activity 6: Listen and read sentences 1. The Hmong people I met in T Plays the recording two or three times. Sapa speak English very well. T helps Ss all the words with /sk/, /sp/, and /st/ and 2. You should go out to play underline them as assigned instead of staying here. E. Wrap-up( 4ms) 3. This local speacially is not - Repeat how to read sound /sk/,/ /sp/and /st/ very spicy. - Have ss to give examples 4. Many ethnic monority students S: school bag, spend, spider, stand, understand are studying at boarding F. Homeassignment(2ms.) schools - Give examples with sk/,/ /sp/and /st/ 5. Most children in far-way - Do exercise A in page 16 in workbook villages can get some - Prepare: unit 3 A closer look 2 schooling. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(43) Date of preparing: 24 / 9 / 2016 Date of teaching: Week 6 UNIT 3: Peoples of Viet Nam Period 18: Lesson 3: A closer look 2 I/Objectives 1. Educational aim: - To ask and answer different question types - To use articles a, an and the 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : articles a, an and the Questions : review * Skills: Practice reading, speaking, and writing with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures - Ss: vocabularies related to the topic ‘Peoples of Viet Nam III/ Anticipated problems - The topic of the vocabulary may strange to some ss, so the T are ready to provide help IV. Procedure Teacher’s/ students’activities Content A.Warm up - T asks Ss to make questions Yes/No questions and Wh-questions. - Ss make questions Yes/No questions and Wh-questions. Eg: Do you go to school by bike? How far is it from your house to scvhool? …………………………… Tell Ss that this is a review section. T may help Ss recall all types of questions and question words they have learned so far B. Presentation Grammar Questions: review Activity 1: Read the passage 1: Read the passage T Gives Ss about five minutes to read the.

(44) passage. - Ss read - T may call on some Ss to read aloud to the class. T Corrects their pronounciation, intonation and stress, and give explanation if necessary. Activity 2: Write questions for these answers - T asks Ss to work in pairs write questions - Ss work in groups or in pairs and write questions for the answers given. To check the work, have some Ss come up and write their questions on the board. Accept all question variations that are grammatically correct. - T gives correction as a class.. Activity 3: complete the questions using the right questions words - T asks Ss to work individually - Ss work individually to complete the task. Then Ss compare their answers with a partner Activity 4: Make questions and answer - Let Ss work in pairs. This should be a speaking activity, so encourage Ss to talk with fluency and accurary, and as naturally as possible. While Ss do their task, T goes aroud to monitor the whole class..  Article - T have Ss to read the grammar , - T explains these of the articles, give exaple. 2: Write questions for these answers. Suggested answers 1.Who is living in house? 2.How many children do they have? 3. Do the grandparents stay at home? 4. How often does Mrs Pha go shopping? 5. How far is Vang’s boarding cshool?/ How far is the town? 6. When does Vang go home? 7. How do they live? 8. Would you like to live? ( in a modern flat) in the city? 3: complete the questions using the right questions words Key: 1. Who 2. Which 3. which 4. Which 5. What 4: Make questions and answer Questions 1.Who does the shopping in your family? 2. Who is the principal of our school? 3.Which subject do you like better, English or maths? 4.What is the most festival in Viet Nam? 5.Which ethnic group has a large population, the Khmer or the Cham? Answer( Ss’s own answers) 4. The Lunar New Year 5. The Khme: 1,260,6000 ( the Cham : 161,700)  Article - A: - sử dụng trước một danh từ đếm được số it Ex: I need a new pen.

(45) - To check ss’s understaning of the usegae, - T asks Ss to make other example sentences using the articles in the same *Note : An hour, an honest person, a uniform, a university. - An : sử dụng trước một danh từ số it bắt dầu bằng môt nguyên âm. Ex: there is an eraser on the table. - The : + sử dụng trước một anh từ , danh từ đó đã được đề cập rồi Ex: there ‘s a festival in my village. The festival is very old. + sử dụng liên quan tới 1 danh từ, danh từ đó chỉ duy nhất The Kinh speak Vetnamese. + sử dụng trước so sánh hơn nhất của tính từ trạng từ Ex: Lan is the tallest student in my class 5: underline the correct article Activity 5: underline the correct article Key: - have Ss to read the grammar , - T explains these of the articles, give 1. a 2. the 3. the 4. the 5. the 6. a exaple - To check ss’s understaning of the usegae, - T asks Ss to make other example sentences using the articles in the same *Note : An hour, an honest person, a uniform, a university 6: insert a, an, the in gap Activity 6: insert a, an, the in gap E.Wrap-up( 4ms) Key: - Repeat use article a, an and the 1. a 2. a/ the 3. the 4. an/ the 5. the 6. - Ss make sentences I have a dog an I am going to have an exam tomorrow The president of USA is Obama F. Homeassignment(2ms.) - Make sentences with a, an, and the , questions 2,3,4,5 in page 17,18 in workbook - Do excise B ( b,c,d) in page 21,22 – VBT - Prepare unit3 communication Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, Octoberr .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. . Date of preparing: 30/ 9 / 2016.

(46) Date of teaching: Week : UNIT 3: Peoples of Viet Nam Period 19: Lesson 4: Communication I/Objectives 1. Educational aim: - To ask and answer different question types - To use the lexical items related to cultural groups of Viet Nam 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : Questions : review * Skills: Practice speaking with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures - Ss: vocabularies related to the topic ‘Peoples of Viet Nam III/ Anticipated problems - The topic of the vocabulary may strange to some ss, so the T are ready to provide help IV. Procedure. Teacher’s/ students’activities A. Warm up. Content. B. Presentation Activity 1: Quiz: what do you know about the ethnic groups - T asks Ss to work in pairs Ss work in pairs to do the quiz. Key: 1. B - T checks and gives explanation. 4. B Activity 2:Write down the names of ethnic groups in the correct boxes - T asks Ss work in groups. write down the ethnic groups - Ss work in groups. Let them discuss and then write down the ethnic groups in the correct boxes. - Encourage them to add other ethnic groups they know of to the list. - T moves around the groups and gives assistance where need. 2. A 3. C 5. C 6. A. Northwest region Viet, Hmong, Lao Northeast region Viet, Hmong, Nung, Tay The central Highlands Viet, Bahnar,Brau, Ede, Giarai, Sedang Mekong river delta Viet, Cham, Khmer. Red river delta Viet. Activity 3: choose one groups and talk about.

(47) them - Bring the class back together. - Write on the board subjects that Ss can talk about in relation to these groups. Elicit these subjects if possible - location - lifestyle - costume -foods -festivals/ceremonies - marriage/wedding - T may give some facts and/or show pictures to facilitate the activity. Give Ss time to prepare, and then let them talk in groups. Notes: Geographical location of some ethnic groups: •The Viet: all over the country •The Tay, the Nung: North and Northeast provinces •The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa •The Hani: Lai Chau, Lao Cai •The Hmong: Northern mountainous regions, Nghe An •The Pathen: Ha Giang, Tuyen Quang •The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An… •The Bahnar: Gia Lai, Kon Tum, Binh Dinh, Phu Yen •The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa •The Giarai: Gia Lai, Kon Tum, Dak Lak •The Brau: Kon Tum •The Khmer: Mekong Delta provinces •The Cham: Ninh Thuan, Binh Thuan, Tay Ninh, An Giang… •The Sedang: Kon tum, Quang Ngai,Quang Nam D. Production ? Make up sentences with questions Ex: Ss: Where do The Hmong live in Viet Nam? Which of the groups has the largest peoples? Ss: the Thai ………….. E. Wrap-up( 4ms) - Repeat the use of question words - Ss make sentences F. Homeassignment(2ms.) – Do Ex: C in page 19 in workbook.

(48) - Prepare: Unit 3 Skills 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 30 / 9 / 2016 Date of teaching: Week : UNIT 3: Peoples of Viet Nam Period 20: Lesson 5: Skills 1 I/Objectives 1. Educational aim: - To read a passage about the life of an ethnic group - To talk about the life of ethnic groups 2. Knowledge and skills: * General language knowledge - Vocabulary : cannal, dig , weave, ornament, worship - Grammatical structures : Questions : review * Skills: Practice reading and speaking with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures - Ss: vocabularies related to the topic Peoples of Viet Nam III/ Anticipated problems - The topic of the vocabulary may strange to some ss, so the T are ready to provide help IV. Procedure Teacher’s/ students’activities Content A. Warm up B. Before -reading Activity 1 1.Work in pairs. Answer the questions - T gives Ss time(3 ms) to discuss the two questions in pairs and then as a class. - T encourages Ss to make guesses if they are not sure. - Then call on Ss to read the questions from exercise 3 aloud. As the Ss read the questions aloud, T reminds the rest of the Ss to think about what the answer will be, without looking at the text. - Ask Ss to read the text and underline any words they don’t know. - T may let Ss read in chorus once. Then, call on some individuals to read aloud to the.

(49) class. - Check their pronunciation and intonation. Explain the new words and clarify anything difficult. While reading Activity 1 Key - T asks Ss to read the passage again and do 1. farmers the task. 2. bamboo - T checks the answers as a class 3. stilt - T explains new words 4. songs 5. ceremories. Activity 2: Post -reading T asks Ss to work in groups answer the questions +Is the thai well- known for being unique, colorful ? +Is bread main food for the Thai people? - Call on some groups present in front of the class - T corrects Speaking Before- speaking Activity 1: T Divides the class into two groups, each preparing to talk about one ethnic group. Otherwise, Ss may work in pairs; each of them talks about one ethnic group. T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class. While -speaking Activity 1: . Post- speaking Activity 1 Let Ss talk about their own ethnic group. T may ask them to focus on one or two aspects such as clothing, food, ways of. + Cannal(n) : kênh + dig (v) đào + weave(v): dệt + ornament (n) đồ trang sức +worship (v): tôn kính 3.Answer the questions Key: 1. Yes, it is 2.their main food is rice 3. It is well known for being unique, colourful and strong. 4. Thai women do. 5. They worship their ancestors. 4. read some facts about the Bru-van Kieu people and Khmer people. Work in groups. Choose one of the the two ethnic groups and talk about it 5. Talk about your own ethnic group.

(50) living, customs and traditions, festivals, beliefs, etc. - T can also encourage Ss to talk about changes in the life if their people over time E.Wrap-up( 4ms) - Repeat the use of question words - Ss make sentences F. Homeassignment(2ms.) - Learn by heart new words – Do Ex: D (1,2) in page 20,21 in workbook - Prepare: Unit 3 Skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, Octoberr .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 30 / 9 / 2016 Date of teaching: Week : UNIT 3: Peoples of Viet Nam Period 21: Lesson 6: Skills 2 I/Objectives 1. Educational aim: - To listen for specific information about a trditional dish. - To write the recipe for a traditional dish 2. Knowledge and skills: * General language knowledge - Vocabulary :.

(51) - Grammatical structures : * Skills: Practice listening and writing with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures - Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’ III/ Anticipated problems - S may have difficulties in writing so teacher should help them IV. Procedure Test 15’ I. Use the adjectives in bracket in their correct forms of comparison to complete the sentences ( 5pts) 1. A village is much …………….. a city in size (small) 2. Of the three types of cattle in Mongolian desert, the sheep is…….. (slow) 3. A city has ………………. activities than the countryside. ( interesting) 4. Some people think country folk are ……….. city people ( friendly) 5. Which one is …………….., the city or the countryside? (noisy) II. Insert a question word to complete each of the following questions (5pts) 1…………… of your parents will go to the meeting? - My mother will 2.……………. is it from the center to the Museum of Ethnology? – It is about 6 kilometers. 3.…………… is the Hoa Ban Festival of Thai people held? - In Luar February. 4………………. do the Odu people live? - Mainly in Nghe An provine. 5.……………. colour is the symbol of luck for the Hoa people? - Red (is) Key: I . 1. smaller than 2. the slowest 3, more interesting than 4. more friendly than 5. noisier II.1. which 2. how far 3. when 4. where 5. what Teacher’s/ students’activities Content A. Warm up(3ms) T: Have you made of sticky rice ? Ss: No, I haven’t T: IS it a traditional cake? S: Ys, it is Listening (10ms) B. Before- listening Activity 1: T asks Ss to disscus the two questions in 1. Answer the question pairs While -listening Acticity 1 2. Listen to the passage and tick Tor F - T Plays the recording once or twice..

(52) - T Asks Ss to listen carefully and tick True 1.T or False according to what they hear in the 2.F passage 3.T 4.F 5.F Activity 2 3. Listen again and complete the - T plays the recording again. sentences -Ss write down the words as they listen. -T:plays the recording again for them to check. T correct as a class. Key: 1. mountains 2.purple/ black 3. natural Audio script: 5. ceremories Five-couloured sticky rice is an important 4. plants traditional dish of many ethnic minorities in the northern mountainous regions. People call the dish five-coloured sticky rice because it has five coulours: red,yellow,green,purple and white. The things that create the colours are not chemicals but natural roots and leaves. The five colours of the dish represent five elements of life according to Vietnamese beliefs: yellow is earth, red is fire, green is plants, white is metal, and purple or black is water. People believe that these five elements create harmony between heaven and earth. Five-coloured sticky rice is usually made and enjoyed at Tet, in festivals and ceremonies, on special occasions, and whenever the family has guests. Writing (13ms) Before -writing Activity 1 - Tell Ss to read the notes carefully While -writing Activity 1 Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors first/firstly, second/secondly…and pay attention to spelling and punctuation. T may collect some Ss’ writing papers and mark them, then give comments to the class. T may ask Ss to write a paragraph as homework( in the form of a letter to a pen friend, for example).. 4. Read the notes on how to make yellow sticky rice 5. Change the notes into cooking stepts to show a foreign visitor how to make yellow sticky rice Sample cooking steps: This delicious dish is really easy to make. First, you need to soak the rice in water for at least five hours. Then rinse the rice and drain it well. Next, add the turmeric extract and mix it well. Then wait for 10 minutes. After that, add the coconut and salt..

(53) Post -writing: - T calls on some ss to read their answers - T corrects the mistakes E.Wrap-up( 3ms) - T asks Ss to repeat main contents of the lesson Ss: repeat F. Homeassignment(1ms.) - Do ex: 1,2 in page 15 in workbook. Remember to mix it well. Finally, steam the rice for 30 minutes. Check that it is fully cooked. You can serve this dish with chicken.. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau,, October .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 5 / 10 / 2016 Date of teaching: Week : UNIT 3: Peoples of Viet Nam Period 22: Lesson 7: Looking back + project I/Objectives 1. Educational aim: To Revise the knowledge they’ve learnt about the topic “ Peoples of Viet Nam” 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : Questions . articles * Skills: Practice speaking, and writing with the lexical items related to the topic Peoples of Viet Nam II/ Preparation: - T: lesson plan, visual pictures - Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’ III/ Anticipated problems - S may forgot some vocabularies so teacher should repeat them.

(54) IV. Procedure Teacher’s/ students’activities A. Warm up (5ms) T have Ss play “ jumbled words - csmuteos -> costumes - thecni -> ethnic - iticaivies -> activities B. Presentation Vocabulary (12ms) Activity 1 - Let Ss repeat the words as a class to practice pronounciation. - Ss can comple this exercise individually. Less advanced classes can complete this exercise in pairs.. Content. Vocabulary 1. Complete the sentences with the words/ phrases from the box. 1. Cultural groups 2. communal, activities 3. costumes, diverse 4. ethnic 5.unique Activity 2: 2. Use the correct form of the words in - Ss can do the exercise by themselves or brackets to finish the sentences 1.cutural 2.peacful in pairs 3.richness 4.diversity 5.traditional - T corrects as a class. - Let Ss read the sentence aloud C. Practice Grammar Grammar (22ms) 3. Make questions for the underlined Activity 1 - Let Ss read the passage aloud. Clarify parts in the passage any difficulties. 1. What are these houses built on? - Ss do the task in pairs or individually. 2.Where is the entrance? - Call on some Ss to give their answers 3.Which house is the largest, tallest and - T corrects most elaborate building in the village? 4.What is it used for? 5. Who can sleep in the house? Activity 2 - Tell Ss to read the sentences carefully 4. Each sentence has an error. Find and and try to find the error relating to correct it 1.a->the articles in each sentence. 2.a->the - Ss can work in pairs or individually 3.an->the 4.the semi-nomadic life->a semi-nomadic life 5.an->the 5.Fill each gap with a, an, or the to Activity 3 complete the passage - Ss complete this task individually. - T gives correction 1.an 2.a 3.the 4.the 5.the 6.the.

(55) E.Wrap-up( 4ms) - T asks Ss to repeat main contents of the lesson Ss: repeat F. Homeassignment(2ms.) Do ex: E (1,2 in page 22 in workbook Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, Octoberr .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 5 / 10 / 2016 Date of teaching: Week : REVIEW 1 Period 23:. Lesson 1. I/ Objectives 1.Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3 2. Knowledge and skills: * General language knowledge: Lexico & grammar of unit 1,2, 3 - Lexico/Vocabulary : Pronunciation + consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/ +Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam - Grammatical structures + Review: Verbs of liking+ V-ing/ to Infinitive +Review: + Prepositions of places *Skills: - Intergrated language skills + Listening skill.

(56) +Writing skill: write words, complete the sentences, complete the description with the correct form of the verbs +speaking skill - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures : Teacher’s/ students’activities Warm up T: Do you like to live in the countryside? S: Yes, I do T: What leisure activities do you know in the countryside? S: Swimming, flying the kite, herd the bufallow, … T: Which leisure activities do you like best? S: I like swimmimg best Activity 1 Pronunciation Activity 1 - T plays the recording and Ss repeat. - Plays the recording as many times as necessary. Pause and correct Ss’ pronunciation. Activity 2 Play the recording two or more times, if necessary. Help Ss recognise all the words with /sk/, /sp/, /st/,/br/,/pr/,bl/ and /cl/ then underline them as instructed. T may sk Ss to read the sentences as a class, or individually. Check pronunciation and intonation. Reviewed & Practiced content. Pronunciation 1.Listen and repeat the following words and phrases 2. Listen to the sentences and underlined the words with / sk/, / st/, / br/, / bl/ andf / cl/. Key: 1.I used to climb trees when I was small. 2.How can we improve our speaking skills? 3.How annoying, the stadium has closed! 4.I want to buy a blue skirt for my mother. 5.‘ On a dark day, I saw a witch riding a broom in the sky… Vocabulary 3. Organise these words and phrases into Vocabulary pairs of opposites and write themm in the Acvtivity 1 - Ss do the task individually and then blanks Key: share their answers with a partner. peaceful – noisy hard – easy - Check Ss’ answers..

(57) boring – exciting forget – remember traditional – modern country life – city life love – hate majority – minority Activity 2 4.put a verb in the correct form in each -Ss do this exercise individually. gap… T may ask some Ss to write their answers on the board. Key -T corrects as a class. 1.like/enjoy, listening, visiting 2.forget 3.flying/to fly 4.mind,to do/doing 5.playing/to play Grammar Grammar Activity 1 5.Complete the sentences with the correct - T asks ss to work individually comparative form of adverbs from the - Ss do this individually and compare their adjectives answers with a partner. - Call some Ss to go to write their answers. Key: Other Ss comment. 1.later 2.more 3.more - T corrects as a class fluently 4.better 5.more simply 6.faster 7.more carefully Activity 2 6. fill each blank with an article (a, an, or - Ss do the task individually. T checks. the ) to complete the passage 2.an 3.the Call some Ss to read the whole passage Key: 1.a 4.the 5.the 6.a Wrap up :T- ask ss repeat grammar in Ex 6,7 Ss: repeat Homeassignment(1ms.) Do ex: E (1,2, 3,4) in page 24, 25 in workbook Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, October .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………...

(58) Date of preparing: 5 / 10 / 2016 Date of teaching: Week :. Period 24- review 1 Lesson 2. I/ Objectives 1. Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3 2. Knowledge and skills: * General language knowledge: Lexico & grammar of unit 1,2, 3 - Lexico/Vocabulary : Pronunciation + consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/ +Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam - Grammatical structures + Review: Verbs of liking+ V-ing/ to Infinitive +Review: *Skills: - Intergrated language skills + Reading skill: Read and tick T or F . write questions + Listening skill: listen to the passage and choose +Writing skill: write a paragraph +Speaking skill - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems.

(59) - S may have difficulties in their writing so the teacher will go round the class and give any help IV/ Procedures : Teacher’s/ students’activities Reviewed & Practiced content Warm up T: Do you often write a letter to friends? S: Yes, I do T: What is it about? S: It is about leisure activities Reading Activity 1 - T akss ss to read the letter 1. Read the following letter from kim to - Ss read the lettet once or twice. her friends , Jon - T clarifies anything they do not understand fully. a Ss do the task individually, then check with a partner. a. Tick True or F -T correct b Ss do the exercises in pairs. Key: 1.T 2.T -T corrects as a class. 3.F 4.T 5.F Speaking b. Write questions for the underlined Activity 2 phrases in the letter - Ss work in pairs and talk about what their family members like to do in their free time. Key: Encourage them to talk as much as possible, 1. Which museum does Kim love to visit on using the verbs of liking they have learnt. Saturday afternoon? After some time, T may let Ss swap pairs 2. How many (clay and store) objects are and continue to talk. T goes round and gives ondisplay at the museum? assistance if necessary 3. What can you learn in this museum/Da Nang Museum?. Listening Activity 1 T Plays the recording once or twice. - Ss listen and choose their answers. - Plays the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary. Writing Activity 1 - Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disavantages, what they like and dislike, etc… Then explain the writing task. Also have them brainstorm words and phrases. Speaking My dad likes to play chess with his neighbors - My mom likes making special food and cakes for us. She hates sitting aound. Key: 1.B 2.A 3.A 4.C 5.B.

(60) they may need for writing. - Give Ss time to do the writing task. Then collect their papers to check out of class. Sample writing:. Wrap up T: Use the part 4" giving your opinion " to repeat this lesson Ss: repeat Homeassignment(1ms.) Do ex: E (6,7,8) in page 26, 27 in workbook - Preparing: unit 4 getting started. Sample writing: In my opinion, life in the countryside has many good points. Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than in the city. The food is fresher and the air is cleaner. Finally, there are lots of traditional activities that we can do in the countryside such as horse-riding, swimming in the river or kite-flying. For these reasons, I like country life.. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi cau, October .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………...

(61) Date of preparing: 10 / 10 / 2016 Date of teaching: Week :. Period 25 : English test No - 1 I.Objectives 1. Educational aim - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to their methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry: +Vocabulary: on some certain topics that have been studied - Grammatical structures + Verbs of liking+ V-ing/ to Infinitive + comparative form of adjectives, adverbs + questions + articles *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Part I: Listening Exercise 1 : Listen and fill in the blanks (1.25pts) Exercise 2: Listen again and say if the sentences are true (T) or false (F) (1.25pts) Part II: Lexico $ grammar Exercise 1: Choose the best answer Exercise 2: Verb form/ tense Part III. Reading: Exercise 1: read the passage and fill each gap with one suitable word. Exercise 2: Read and answer the questions Part IV: writing Exercise 1: Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets Exercise 2: Correct the mistakes.

(62) 2.The test matrix Part/ exercise knowledge Part I Exercise 1 Exercise 2 Part II Exercise 1 Exercise 2 Part III Exercise 1 Exercise 2 Part IV Exercise 1 Exercise 2 Total. Levels of knowledge and skills Comprehension Aplication 1. Aplication 2. 5 4. 3 4. 2 4. 5 8. 3 6. 2 4. 0 2. 5 4. 4 3. 2 2. 1 1. 5 5 N1( 40). 4 3 N2(30). 2 2 N3( 20). 1 2. 2 2 N4(10). IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure Teacher’s/ students’activities Test content *Before testing Part I : Listening - T; remind Ss to keep quite Exercise 1 : Listen and fill in the blanks (1.25pts) and be seriuos when doing Hoang Ngoc Linh is a member of Tay (1)…….. group the test before delivering the in a mountainous region in Bac Giang province. She was handouts to them born in 2003, and she goes to Cam Dan Lower Ss: get the test paper fromT secondary school. In her class there are several students *While testing from other ethnic (2)……….. such as the Nung, The Cao T go around and observe Ss Lan , and all of them get on very well. Like her do the test.: collect Ss ‘ classmates, she prefers to wear (3)………….. Kinh’s papers when time’s up. clothes, and she wears a uniform when she goes to Ss school. Linh loves to (4)…………..cartoons on TV and to play with her dolls. She can speak some words of the Tay language. At school, she is popular with her teachers and friends as she is a nice girl. She is good at Maths and English. Her dream is to become (5)…… English teacher. Exercise 2: Listen again and say if the sentences are true (T) or false (F) (1.25pts) 1.Linh is a menber of Thai ethnic group. 2.There are several students from other ethnic groups. 3.Linh loves to watch cartoons on Tv. 4.She isn’t good at Maths and English. 5. Her dream is to become an English teacher..

(63) Part II: Lexico $ grammar Exercise 1: choose A, b, C or D to complete each sentence (1.5pts) 1.I love ………….. with my best friend Susan during the weekend. We go window- shopping or to the cinema. A. chatting B. studying C. visiting D. hanging out 2. A tent can be ……………. pull down and transported than a ger. A. more easily B. most easily C. easier D. as easy 3. I prefer …………….. people . A. text B. texting C. texted D. texts 4. Most ethnic minority people are good ……….. farming techniques. A. at B. for C. to D. in 5. ………… can make you relaxed. You enjoy the in your free time. A. sports B. Leisure activities C. riding a bile D. flying a kite 6. ……………… is the most interesting museum in Ha Noi. - I think it’s the Museum of Ethnology A. which do you think C. Which you think B. What do you think D. what you think Exercise 2: Put the verbs in brackets in the correct form (1.pt) 1 We enjoy ( sit)……………… in the garden 2. Do you fancy……………… with friends on Facebook? (chat ) 3. My brother likes (cook).............., but he detests (do)....................... the dishes Part III: Reading Exercise 1 : Choose the correct word for each blnak in the following passage (1.25pts) Spring in a time when there are many festival in our country. Among them, Hoa Ban Festival is the most beautiful and intesting and it takes places in Lai Chau. It is typical of the (1) ………. life of the Thai people. In the secand lunar month of the year, when it (2)……. Warmer anh hoa ban – akind of beautiful flower in the northwest mountainous area-blowssoms, Hoa Ban Festival (3)…………. . This is a great time for everyone, (4)………. For boys and girls. The boy picks the most beautiful flower and gives it to his girlfrie3nd. This is only a time for love but also for the Thai people to (5)………….for good crops, for happiness , and and.

(64) express their special thnks to gods and ancestors . The festival is always full of songs and prayers 1. A. minor B. cultural c. custom D. festival 2. A. gets B. goes C. comes D. Runs 3. a seen B. arranged C. observed D. celebrated 4. A. lagely B. especialy C. generally D. typically 5. A. ask B. look C. pray D. call Exercise 2: Read the passage and answer the questions (1.25pts) My village We are Khmer Krom, one of the biggest ethnic groups in the south of Viet Nam. We live by farming- Mostly rice- and fishing on the Mekong river. Life is sometimes hard as our work depends heaviy on weather. When it is not harvest time, the men of the village go fishing from early morning and don’t return until late afternoon. By the time they return, most of the village women will be waiting for them on the river bank. They wait to buy the fish, which they will later sell at the local market or bring to nearby town for a higher price. We children will be there too. We love running around the beach and waiting for the boats to come in. Our most important festival of the year is Chol Chnam Thmay, which celebrates the New Year. It Falls in midApril. Every family tries to prepare well for the festival activities. The community also visits and help families so that everybody has a happy New Year. 1. Where do the Khmer Krom live? 2. Why is life hard for the Khmer? 3. When do the women and children of the village go to the river bank? 4. What do the women do with the fish they buy from the fishment? 5. What is Chol Chnam Thmay? 6. Part IV. Writing Exercise 1: Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets (1.25pts) 1.On Saturday night we may stay up late ……… than usual. ( late) 2.In his free time , Linh enjoys doing puzzles ………… than everything else. ( much) 3.We speak English ……….. now than last year. ( fluent) 4. You should buy the blue sweater. It suits you …… than the red one. (good).

(65) 5. Everyone in the race ran fast, but John ran …….. than all the others. (fast) Exercise 2: find and correct ONE mistake in each sentence.(1.25pts) 1.I prefer read comics in my free time. 2.How many leisure time did the people in Vietnam have on an average day? 3.Mai enjoys to make scafts especially cloth dolls. 4. What place would you like to visit : the mountains or the sea? 5. There is the colourful picture on the wall.. *After – testing T comment on Ss attiudes while : doing the test Assigment homework to Ss Ss: + Listen to T carefully +Do the test + hand in the papers on time + Listen , response and take notes Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, Octoberr .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 10 / 10/ 2016 Date of teaching: Week : Period 26: Feedback of English test No1 I.Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English . 2. Knowledge and skills: General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units II. Teaching aids T: lesson plan. Marked test papers…. Ss: pens and notebooks.

(66) III. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure. Teacher’s / Students’ activites T: Delivers the market test papers to Ss. Ss: get back their marked test papers. Content I.Comments on the test 1. General comments *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2. Test results marks 0-4.9 5-10 9-10 8B. …. I.Detailed Correction T: have Ss exchange their parers to discuss Part 1: the correct answers Exercise 1: + Then get Ss identify the key point to 1. ethnic 2. groups 3. the remember 4. watch 5. an Exercfise 2: 1. F 2. T 3 T 4. F 5. T + provide more pracrice on some typical Part II items / skills at which may Ss are still bad at Exercise 1: …………………………….. 1 D 2. A 3. B 4. A 5. B 6. A Ss: Exercise 2 + liste to T and take notes 1. sitting 2. chatting + Idetify and correct the mistakes by 3. cooking/ to cook , doing themsleves under T’s control. Part III. Exercise 1: 1 B 2. A 3. D 4. B 5. C 6. D Exercise 2: 1.In the south of Viet Nam 2.because their jobs depend heavy on the weather. 3. In the afternoon, when the fishing boats come in. 4. They sell them at the local market or the town nearby. 5. It’s a celebration of the new year. T askss Ss to summarize the main point to remember Ss: listen and take notes. Part IV. Exercise 1 1. later 2. more 3. more fluently 4. better 5. faster.

(67) T: asssigns homework: give some suggestions Ss: listen and take notes. Exercise 2 1. read ->reading 2. many -> much 3. to make -> making 4. what -> which 5. The -> a. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, October .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 10 / 10 / 2016 Date of teaching: Week : UNIT 4: OUR CUSTOMS AND TRADITIONS Period 27: Lesson 1: Getting started I/Objectives 1. Educational aims - To use the lexical items related to the topic “customs and traditions” - To use should and shouldn’t correctly and appropritely to give advice 2. Knowledge and skills * General language knowledge - Vocabulary : Accep: (v) Pass down(v): sharp (adj)\ generation ( n - Grammatical structures : * Skills: Practice listening, speaking, reading, and writing with the lexical items related to the topic customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activites Content A. Warm up T asks Ss to take part in a small game. Ss work in two big groups A and B. A.

(68) student from group A calls out the name of an ethnic group in Viet Nam, then points at one student from group b. This student has to call out the name of another ethnic group. The game stops when a group cannot give out the name of any ethnic group or when time is up. The group with more ethnic groups wins. T:writes this sentences on the board and ask Ss to complete it. -Yes, and they have their own ways of life, and…..and…… Tell Ss that this sentence is taken from the conversation in the Getting started of Unit 3. When Ss can give you the two words ‘custom’ and ‘traditions’. If within two minutes Ss cannot complete the sentence, ask them to quickly look at the conversation on page 26 and find the sentence. Write the unit title on the board ‘ Our customs and traditions’. Ask Ss to call out some customs and traditions they know. Now start the lesson B. Presentation Activity 1 T asks Ss to open their books and look at the picture and the phrase under Getting started. Ask them some questions: Who can you see in the picture? What do you think the people in the 1. Lisrten and read picture are talking about? - Ss answer the questions as a class. - Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. - T introdures new words. a Ss work independently to find the words with the given meanings in the dialogue. Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board Have Ss look at the Watch out! Box and quickly read the information. Ask if they know any expressions with the same. -Accep: (v) chấp nhận - Pass down(v): truyền cho -sharp (adj)\ đúng , chính xác - generation ( n): thế hệ a. Find a word… Key: 1.accepted 3.spot on 5.social. 2.generations 4.sharp 6.table manners.

(69) meaning as ‘You’re kidding’. Some other expressions are: You must be kidding!/ You’re joking!/You must be joking! b Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the explaination for their choices. Write the correct answers on the board. B. Tick true or False Key: 1.T 2.F( There are also social ones.) 3.T 4.F( There are a lot of customs for table manners in the UK C. Answer the questions. c Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Call some Ss to write their answers on the board. 1.It’s eating dinner at 7 p.m. sharp. Confirm the correct answers. 2.He’s surprised. 3.They both refer to doing something that develops over time. 4.A custom is something accepted. A tradition is something special and is passed d Ss do this in pairs. Ask for Ss’ answers down through the generations. and their explanations. Summarise the 5.They should find information about a answers custom or tradition. D. Find these sentences… Key: Activity 2 1. have to: It’s an obligation- you have a Have Ss look at the pictures. Ask them no choice what they see in each of them. Now tell Ss 2. should: it’s a suggestion or advice- it that in the box are some customs and would be best to follow it traditions of VietNamese people. Ss read 2. a. Match the pictures with the customs these and identify any new words they do not know. Explain the new words so that Ss understand the customs and traditions. Ss do this activity in pairs. Call some Ss to give their answers and write them on the board. Confirm the correct answers. b Individually Ss decide if the pictures show customs or traditions and compare their answers in pairs. Their answers may : 1.g 2.c 3.f 4.h 5.e 6.a differ. Have some Ss give the answers to the 7.b 8.d class and explain their choice b. Write C (custom) or ( tradition)….

(70) 3. Game: Organise a competition for this Suggested answers: activity. Ss work in groups of five or six. 1.C 2. C or T Set a time limit of five minutes. Ss write 3. C 4.T down as many local customs and traditions 5.C 6.C as possible. The group with the most 7. T 8. C or T customs and traditions is the winner. The 3. game winning group presents their customs and traditions. Other groups add more if they can. D.Wrap-up( 4ms) T asks Ss to practice saying ‘ customs’ and traditions in Viet Nam Ss: on the first day of every Lunar month , we do to the pagoda E. Homeassignment(2ms.) - Leant by heard new words - Do Ex: 1,2 , 1 in page 1 28,29 in workbook - Preare unit 4: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, October .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 16 / 10 / 2016 Date of teaching: Week : UNIT 4: OUR CUSTOMS AND TRADITIONS Period 28: Lesson 2: A closer look 1 I/Objectives 1.Educational aims - To use the lexical items related to the topic “customs and traditions” - To pronounce words containing the clusters/ spr/, / str/ correctly in isolation and in context 2. Knowledge and skills * General language knowledge - Vocabulary : astroonaust, straw, spray, espresso, newsprint, frustrated - Grammatical structures : * Skills: Practice listening, speaking, and writing with the lexical items related to the topic customs and traditions”.

(71) II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activites Content A.Warm up( 5ms) T Asks Ss to call out some customs and traditions they remember from thr previous lesson Ss: on the first day of every Lunar month , we do to the pagoda + we have dinner at 7 pm B. Presentation (10ms) Vocabulary Activity 1 Draw Ss’ attention to the Watch out! Box. Explain to them the words ‘custom’ and tradition’ can be countable or uncountable. Remember to come back to this point after finishing exercise 1. C. Practice (20ms) 1.Match the first halves of the sentences Activity1 (A) with the second halves (B) Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the exercise individually and then compare their anwers with a partner. Call Key: 1.e 2.d 3.a some Ss to give the answers. Write them on 4.g 5.b 6.c 7.f the board. Confirm the correct answers. Now have Ss read the sentences again to see if the word ‘custom’ or ‘tradition’ in each Key: 1.C 2. C 3.U sentence is countable (C) or uncountable 4.C 5.U 6.C 7. C (U). Ask for Ss’ answers Activity 2 2. Read the full sentences in 1 again and Have Ss read the sentences in 1 again and complete the expression complete the expressions. Then Ss compare 2.tradition their answers with a partner. Call one or two Key: 1.custom 3.according 4.tradition Ss to write the complete expressions on the 5.with 6.of 7.doing board. 3.Read the customs and traditions. Make sentences Activity 3 Ask Ss to work in groups to do this activity. T may prepare some pieces of big-size paper for the groups to write their answers.

(72) on. When they finish, Ss stick their paper on the board. Ss read and comment on each other’ sentences. 4.Now complete the sentences Activity 4 Ss individually complete the sentences with their own ideas, then share their sentences with a partner. Ask for Ss’ answers and write them on the board. Don’t say if they are right or wrong. Then play the recording for them to check the answer and repeat the words. Play the recording as many times as necessary Audio script: 1.In my family,all the traditions of our ancestors are strictly followed. 3.In our district, it’s the custom for residents to sweep the streets on Saturday mornings. 4.That filmstrip really highlighted our customs and traditions. 5.Parents usually want their offspring to follow the family traditions. Activity 5. Clusters: / spr/ and / str/ Ss complete the words under the pictures with / spr/ , / str/ and then compare their answers with a partner. - Have Ss write the sentence on the board. - T plays the recording for them to check the answers and repeat the words T explains neư words. Pronunciation Clusters: / spr/ and / str/ 5. Complete the words u7nder the pictures 1. str 5. str. 2. str 6. str. 3. spr 7. spr. 4. spr 8. spr. - Straw (n) rơm, rạ - astronaust(n) nhà du hành vũ trụ - frustrated ( adj) nản chí - espresso (n) cà phê hơi - newsprint (n) giấy in báo. 6. Listen and circle the words / spr/ and / Activity 6: str/ T plays the recording to do this exercise. Key: 1.strictly 2.strangers,spread - Ask for Ss’ answers 3.streets - Plays the recording again for Ss to repeat 4.filmstrip 5.offspring the sentences. Asks ss to read aloud D. Production (4ms) T Asks Ss to write the words has / spr /.

(73) nnad / str/ S: / spr/: spring, spring role… / srt/ : structure, struggle… E. Wrap-up( 4ms) - Repeat how to read sound /spr/, /str/ - Have ss to give examples S: straw, street, F. Homeassignment(2ms.) - Leant by heard new words - Do Ex: A2, B2 in page 28,29 in workbook - Preare unit 4: A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau, October.................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 16/ 10 / 2016 Date of teaching: Week : UNIT 4: OUR CUSTOMS AND TRADITIONS Period 29: Lesson 3: A closer look 2 I/Objectives 1.Educational aims - To use the lexical items related to the topic “customs and traditions” - To use should and shouldn’t correctly and appropriately to give advice - To express obligation and necessity using the correct form of have to 2. Knowledge and skills: * general language knowledge - Vocabulary : gotta , slipper - Grammatical structures : Modal verbs: +should and shouldn’t + have/ has to * Skills: Practice reading, speaking, and writing with the lexical items related to the topic customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems -S may forget advice so teacher should prepare some pictures about should, shouldn’t.

(74) IV. Procedure Teacher’s / Students’ activites A. Warm up Your brother is going out with a friend. The weather forecast says it’s a hot sunny day. Give him some advice. -Encourage Ss to express their advice freely.If Ss mention should/shouldn’t, tell them that in this lesson they are going to review should/shouldn’t to express advice about customs and traditions. If Ss do not mention should/shouldn’t, remind them of the modal verb. B.Presentation - T gives form of should and shouldn’t to have to and the usage - Ss listen and copy down. Content. Grammar * Should or shouldn’t to express advice (+) S + should + V( infi) (-) S + shouldn’t + V( infi) ? should + S + V( infi) Ex: you should learn harder You shouldn’t eat green gruit Should you do morning exercise? * Have to to express obligation or necessary (+) S + have/ has to + V (infi) Ex: I have to ccok dinner. (-) S + don’t / doesn’t have to + V(infi) Ex: she doesn’t have to wear a company uniform (?) Do / Does + S + have to….? Ex: Do you have to clean the house? 1. Look at the pictures and complete the sentences with should or shouldn’t Activity 1 2.shouldn’t T Asks Ss to look at the pictures and Key: 1.should 3.should 4.shouldn’t 5.should quickly describe what they see. - Have them complete the sentences and then compare the answers with a friend. Elicit Ss’s answers. Confirm the correct ones. 3. Match Activity 2 - Have Ss read the situations in A to make sure they understand them. Ss do this activity in pairs. Ask for Ss’s answers. - For a more able class, have Ss give some other advice for the situations. Ss may write their advice on a big piece and show it to.

(75) the class. Key:. 1.b 3.e. 2.c 4.d. -Have Ss to express obligation or 5.a necessarity - Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions. - Have Ss read the information about have to. T may want to add that must is also used to express obligation. One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must do. Give one example: We must clean the house before Tet because we think it will bring luck. Then have Ss read the Remember! box. Answers any questions from Ss. If time allows, ask Ss to give examples with the grammar points discussed 3. Complete the sentences with the correct form of have to Activity 3 - Ss do this exercise individually, and Key: then compare their answers with a 1.have to 2.have to classmate. -- Checks Ss’s answers and 3.has to 4.had to, don’t have to confirm the correct ones. 5.does…have to 6.didn’t have to 4. Choose A or B to convey the meaning of the first sentence Activity 4 Ss do this exercise individually and give T Key: 1.B 2.A their answers. 3.A 4.B Activity 5 - Have Ss quickly read the e-mail. - Ss do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their answers on the board. Have them explain their answers as well. 5. My is going …. 1. Shouldn’t give-> should give (reason: There are lots of confusing customs and traditions in Japan, so Eri thinks she should give Mi advance) 2. Has to->have to (reason: the pronoun ‘you’ goes with ‘have to’) 3. Shouldn’t wear->should wear (reason: Eri says that Mi should take off her shoes when going inside, which means she should wear slippers).

(76) 4. Didn’t have to-> don’t have to (reason: this sentence is in the present time) 5. Have use-> have to use(reason: ‘have to’ is the correct form) 6. Should worry->shouldn’t worry(reason:Eri says she’ll be there to help Mi, so Mi shouldn’t worry) 6. Work in pairs. Activity 6 T asks Ss work in pairs to do this task. Ask some pairs to write their advice and obligations on the board. Other Ss give comments and vote for the best advice and obligations. Then they can add some more. This is an open activity so encourage Ss to express their ideas as long as the advice and obligations are appropriate. - If time does not allow, T may call a good student to give an example. Then Ss may do this as homework. However, remember to check their answers in the next lesson. E. Wrap-up( 4ms) - Repeat should and shouldn’t , have / has to - Have ss to give examples F. Homeassignment(2ms.) - Leant by heard new words - Do Ex: 4,5,6 in page 30 in workbook - Prepare unit 4: Communication Boi Cau, October................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………...

(77) Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 16 / 10 / 2016 Date of teaching: Week : UNIT 4: OUR CUSTOMS AND TRADITIONS Period 30: Lesson 4: Communication I/Objectives 1. Educational aims - To use the lexical items related to the topic “customs and traditions” - To ask about and describe different customs and traditions 2. Knowledge and skills * General language knowledge - - Vocabulary : prong, culery, palm, tray, mat, host, hostest - Grammatical structures : Modal verbs: +should and shouldn’t + have/ has to * Skills: Practice Listening, reading, speaking, and writing with the lexical items related to the topic customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems -S may forget advice so teacher should prepare some pictures about should, shouldn’t IV. Procedure Teacher’s / Students’ activites Content A.Warm up (7ms) Extra vocabulary Go through the Extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. T can teach the words ‘prong’, ‘cutlery’, ‘tray’ and ‘mat’ by using the pictures provided in 1. - prong(n): chống đầu đũa To teach the word ‘palm’, point to the T’s - culery (n) bộ đồ ăn ( thìa , rĩa, dao) palm. To teach the word ‘host/hostess’, T - palm (n): lòng bàn tay can give an explanation. When you invite - tray (n):cái khay, cái mâm some guests to your hourse, your mother is - mat (n): chiếu the hostess and your father is the host. - host (n): chủ nhà (nam) - hostest (n) chủ nhà (nữ) B. Presentation (10ms) 1. Look at the picture below . in pairs Acytivity 1 discuss the different between them - In pairs Ss look at the pictures and discuss the differences between them..

(78) Encourage them to use the extra vocabulary. Some suggested differences - In the first picture, people are sitting on are: the mat to have the meal. In the second picture, they are sitting around the dinning table. - In the first picture, people are using rice bowls and chopsticks. In the second picture, C. Practice (22ms) they are using cutlery. Activity 2 2. Read the following sentences about - T asks Ss to work in pairs to decide if the table manners in Britain. Work in pairs statements are true or false. write T or F Ss work in pairs. - Have some Ss write their answers on the board. Do not confirm the correct answers now. Activity 3 3.Now listen to Nick giving a -T plays the recording for Ss to check their presentation on table manners in Britain answers. and check - Ss listen to the recording twice. If there are any incorrect answers, have Ss explain why Key the sentences are false. 1. F: ( you hold the folk in the left hand and knife in the right) 2T 3.F ( There is also a spoon and a folk for dessert) 4.T 5.F ( you should verver use your culery to take more food from the serving dish- use the serving spoon) 6. F (F ( you should brak off the bread with your hands) 7. F ( guests have to wait until the host or hotess starts eating. 8. T Audio script: In the UK we eat around the dining table. We follow lots of table manners. Firstly, we use cutlery – you know, knives, forks and spoons – to eat most of the food. We hold the fork in the left hand and the knife in the right. You should hold the handle of the knife in your palm and your fork in the other hand with the prongs pointing downwards. There is also a spoon and a fork for dessert. When you finish eating, you should place your knfe and fork with the prongs upwards on your plate. Secondly,.

(79) you should never use your own cutlery to take more food from the serving dish – use the serving spoon. Now if there’s bread on the table, you can use your hands to take a piece. Then break off a small piece of bread and butter it. Thirdly, if you are a guest, you have to wait intil the host or hostess starts eating and you should ask another person to pass the food. Next, never chew with your mouth open and don’t talk with food in your mouth Activity 4 4.Work in pairs. Discuss if you are follow Airm of activity is to provide Ss with some these table manners in your family. Are Vietnames table manners. there other table manners you follow - Ss may know them all but may lack the language to talk about them. - This activity also help Ss brainstorm more ideas for the next activity. - - Ss work in pairs discuss if they follow the same table manners in their family. They may add some ,more ideas for the next activity. 5. There is a British exchange student in Activty 5 -T asks Ss to work in pair and role play. your class . You invite her to dinner at They continue the conversation in the book your home. Play the following role or make up their own. After some time, call some pairs to act out the converation in the class. - Other Ss give comment. D. Wrap-up( 4ms) -T: asks Ss to repeat table manners - Ss : repeat F. Homeassignment(2ms.) - Leant by heard new words - Do Ex: speaking in page 31 in workbook - Prepare unit 4: skills 1 Boi Cau, October ................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation:.

(80) ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 28/ 10 / 2016 Date of teaching: Week: UNIT 4: OUR CUSTOMS AND TRADITIONS Period 31: Lesson 5: Skills 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic “customs and traditions” - To read for specific information about family customs and traditions -To talk about customs and traditions 2. Knowledge and skills * General language knowledge - Vocabulary : - Grammatical structures : Modal verbs: + have/ has to * Skills: Practice reading, speaking, and writing with the lexical items related to the topic customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems -S may have difficulty in talking, so teacher should help them IV. Procedure Teacher’s / Students’ activites A.Warm up * Let’s play “ Jumbles words - ocssumts-> cusstoms - dittoinasr-> traditions B. Presentation. Content. Reading Pre- reading Activity 1 1. Look at ythe pictures and answer - Have Ss look at the pictures and anwer the the questions questions in pairs..

(81) 1. What are the people doing in each picture? 2. does your family ever do the same tihings? - Elicit answers from Ss. Ss:They are making cakes, They are having birthday party, They are going to the park - T gives correct answers Picture 1: A family is celebrating a birthday Picture 2: People are making Chung cake While- reading Picture 3: A family is at an amusement Activity 1 Ask Ss to read the passage quickly and tell if Mi park. is writing about her family or her society. Elicit 2. Read Mi’s presentations on the answers from Ss customs and traditions … Activity 2 It is the first time this type of reading exercise She’s writing about her family has appeared in the textbook, so T should 3. Now decide in which paragraph instruct Ss on the way to do it: each detail below is mentioned . - Read the statements and underline the key Write A, B or C words, e.g. in statement 1, the key words are ‘name’ and ‘Italian dish’ - Begin with statement 1; read through the passage quickly and locate the key words. - Stop to read the part that includes the key words more carefully to make sure the information matches. - T may model with the first statement. Ss work individually then compare their answers with a classmate before giving the answers to T. Activity 3 - Ss read the passage again to answers. Ss compare the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. Key: 1.C 4. B. 2. A 5. A. 3. C 6. B. 4. Read the text again and answer the questions 1.They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October 2.They usually go to the cinema or go.

(82) for a picnic together 3. They don’t remember 4. They made five-coloured sticky rice Speaking served with grilled chicken. Before- speaking 5. They love family customs and Activity 1 traditions because they provide a sense - In pairs, Ss take turns to ask each other the of belonging three questions about their own family customs and traditions. T can move about the class, facilitating where necessary and assessing how Ss are doing. While -speaking Activity 1: Now two pairs of Ss join together. One pair interviews the other. One S interviews and the other notes down the answers in the table. Then, the second pair interviews the first pair. - Ss spend a few minutes preparing the findings to the whole class. - If there is not much time, T may just have Ss complete activity 5. Ss interview each other in pairs and report the findings to the whole class. After -speaking - T asks Ss to talk about customs and traditions in my country Ss: We go to the pogada on the first day each month , on New Year ……………………………………… E. Wrap-up( 4ms) -T: asks Ss to repeat customs and traditions - Ss : repeat F. Homeassignment(2ms.) - Do Ex:reading 1,3 in page 32,34 in workbook - Prepare unit 4: skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(83) Date of preparing: 8 / 10 / 2016 Date of teaching: Week : UNIT 4: OUR CUSTOMS AND TRADITIONS Period 32: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic “customs and traditions” - To listen to get specific information about a traditional dance of ethnic group in Vit Nam. -To Write a decsription of a traditional Japenses dance. 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening, speaking, and writing with the lexical items related to the topic customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems -S may have difficulty in talking, so teacher should help them IV. Procedure Teacher’s / Students’ activites A.Warm up T: Have you ever danced? Ss: Yes, I do T: When did you dance? Ss: I danced last summmer B. Presentation Listening Before -listening Activity 1 - Ss look at the picture and share what they know about this tradition with a partner. Elicit Ss’ answers and have them share as much information as possible. Write the name of the traditional dance on the board: The xoe dance. While listening Activity 1 Tell Ss that they are going to listen to Mai’s presentation on the xoe dance and complete the table. Play the recording once. Ask for Ss’ answers and write. Content. 1. look at the picture . What tradition do you thing this is.. 2.Listen to Mai’s presentation and complete the table with no more than three words….

(84) them on the board. If all the answers are correct, move to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check. Make changes to the answers on the board but do not confirm the correct ansers now. Audio script: Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic group in Viet Nam. Thai people have followed this spiritual tradition for generations. The xoe dance expresses people’s working life and wishes for a happy and wealthy life. It is performed in both public and private gathering such as celebrations, festivals or family reunions. The xoe dance has more than 30 forms based on the first six ancient forms. The most popular form is the xoe vong or ‘ circle dance’ because it expresses social unity. People, young or old alike, join hands to make a circle around the fire and dance to the music. Besides the circle dance, there are dances with conial hats, paper fans or scarves. Old people say they shouldn’t break with this tradition because it reflects Thai culture and lifestyle. As a Thai folk song goes, without the xoe dance, the rice won’t grow and people won’t get married. Activity 2 - Without listening to the recording again, Ss decide if the sentences are true of false. If they meet any difficulty doing this, play the recording again. Have Ss compare the answers for both 2 and 3.. Key: 1. happy and wealthy 2. private gatherings 3. 30 4. the circle dance 5. social 6. fire 7. the music 8. culture and lifestyle. 3 Listen again and tick True or False 1. T 2. F 3. F 4. T 5. T. If there is not much time, Ss can skip activity 3. Writing Before -wrting Writing Activity 1 In this writing part, Ss are asked to write a description 4. Work in pairs. Read about of a traditional Japenese dance, the Obon dance. atradition … - Ss work in pairs and make sentences using the given information. This activity can provide scaffolding for the next activity. If time allows, Ss are encouraged to write down the full sentences; otherwise, they make full sentences orally. T should move around to give comments as there may not be enough time for checking with the whole class. With classes they need more support, T may ask Ss to do activity 4 more carefully. Ask some Ss to write the sentences on the board and check them with the whole.

(85) class. Then have Ss write the description at home and bring it back in the next lesson While writing Activity 1 Ss write their descriprion individually based 5.Imagine that you are joining on the sentences they have made, beginning with the a writing… given sentence. Ss may also write this in groups on big pieces of paper. After writing Activity 1 6.When you have finished.. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some Ss’ work to mark at home or ask them to review the descriptions as homework. In this case, remember to ask for Ss’ revised work in the next lesson. Note that the audio script provides a good model of a written description of a dance. This structure can be used to describe the Obon dance. E.Wrap-up( 4ms) -T: asks Ss to repeat customs and traditions - Ss : repeat F. Homeassignment(2ms.) - Do Ex: 1 ,2 in page 35 in workbook + C reading- in page 36- VBT - Prepare unit 4: skills 2. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 28/ 10 / 2016 Date of teaching: Week :.

(86) UNIT 4: OUR CUSTOMS AND TRADITIONS Period 33: Lesson 7: Looking back + Project I/Objectives 1. Educational aims To Revise the knowledge they’ve learnt about the topic “ customs and traditions ” 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic “customs and traditions” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems -S may have difficulty in talking, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (7ms) T let’s play “ network” Customs. B. Presentation (8ms) Vocabulary Activity 1 - T asks Ss to do this activity individually - Ss work individually - Have Ss compare their answers with a partner. - Ask some Ss to write their sentences on the board. - T and other Ss give comments. C. Practice( 23ms) Activity 2 - T asks Ss to Ss do this activity individually, - Ss work individually - Have Ss compare their answers with a partner. - Ask some Ss to write their sentences on the board. - T and other Ss give comments.. Activity 3 - Set a time limit for this activity . Within three or five minutes, Ss write down as many family and social customs and traditions in the wordwebs as possible. - Draw four wordwebs on the board and have two Ss write their answers on the board.. 1. Complete the sentences with the word form Key: 1. respect 2. workshipping 3. wrap 4. host 5. cutlery 6. generations 2.Write sentences with the following expressions. 3. Complete the following wordweb with the customs and traditions you know.

(87) - T and other Ss comment on the answers. This is an open activity, so accept all the answers provided that they are right. Grammar Activity 4. - have Ss to work individually Ss do this exercise individually - Asks Ss to share the answers with a classmate. T Checks their answers Activity 5 -T guides Ss underline mistake and correct - Ss underline one mistake in each sentence and correct it. They are also encouraged to explain their correction. - T Elicits the answers from Ss. D. Production (10ms) Communication Activity 6 -T Asks Ss to work in groups - Ss work in groups to play the game. One student is the group secretary. Group members take turns to choose one of the scenario for each other. The secretary writes down the advice each member gives. Finally, the group votes for the person giving the best advice. Or: Ss work in groups, discuss and write down the advice for all the scenarios on a big piece of paper. When time is up, they present the results to the class. Afterwards, the class votes for the best advice. Finished! Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice. Project Customs and traditions: How they have changed Tell Ss that customs and traditions may change over time. Ask SS if they know any custom or tradition that has changed. Elicit Ss’s answers. Some customs and traditions that may have changed are those celebrating weddings and the Tet holiday, throwing house-warming parties… - Ss work in groups to do the project following the instructions in the book. Answer Ss’s questions if there are any. Remember to have Ss present their findings in the next lesson and vote for the best. E.Wrap-up( 4ms) -T: asks Ss to repeat customs and traditions - Ss : repeat F. Homeassignment(1ms.) - Do Ex: D writing in page 38-VBT. 4. Complete the sentences , using should or shouldn’t and a verb from the box Key: 1. shouldn’t wait shouldn’t use 3. shouldn’t break should follow 5. shouldn’t touch. 2. 4.. 5. Underline one mistake in each of the following sentence. Correct it Key: 1.has to->have to 2.should->shouldn’t 3.have to has->have to have 4.should to-.should 5.have avoid->have to avoid.

(88) - Prepare unit 5: getting stared Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau , November................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 4/ 11 / 2016 Date of teaching: Week : UNIT 5: FESTIVALS IN VIETNAM Period 34: Lesson 1: Getting started I/Objectives 1. Educational aims - To use lexical items related to the topic “ festival in Viet Nam ” - To write compound sentence using conjuntions and , but, or , yet. So 2. Knowledge and skills: * General language knowledge - Vocabulary : oriental , royal counrt music performance, regret, swing, wrestl - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic “ ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam ” III/ Anticipated problems -S may have difficulty in talking, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content Introduction Teacher writes “Tet festival” on the board and asks two groups pf five students to come to the board. Group A writes what VietNamese people should do and group B writes what VietNamese people shouldn’t do during the Tet festival. Set a time limit. (5ms) The game stops when the time is up. Each custom of tradition written down is rewarded with one mark. The group with higher marks wins. Ask Ss to add any names of any other.

(89) festivals in Viet Nam that they know or have been to. Ask them which of the festivals they would recommend to foreigners and why. B. Presentation Activity 1 1. Listen and read - Ask Ss to open their books and look at the picture and the heading Which festival should I see? Ask them some questions: Where are Duong and Peter? What are they doing? What might they be talking about? - Ss answer the questions as a class. +oriental : (adj) thuộc về phương đông - T corrects + royal counrt music performance nhạc - T introdures new words cung đình +regret (v) hối hận +swing (n) sự nhún nhảy, + wrestl (n) môn đấu vật * T checking new words by slap the board a First, play the recording and have Ss work independently. Play the recording once or twice more. Pause the recording at the appropriate places if Ss need help with comprehension. Then allow Ss to share their answers with a classmate before discussing as a class. b First, ask Ss not to look at the conversation to answer the questions, then have them open their books and check their answers. a.Tick True or False. Key:. 1.T 4.F. 2.T 5.T. 3.F. b. Read the convesation again and answer the questions 1.In April. They can see a grand opening ceremony, ao dai fashion show Dem Phuong Dong or oriental night show, royal court music performances…and sporting activities 2.Duong’s family prepares a five-fruit tray and make jam and chung cakes. 3. Because there are so many interesting things to see and enjoy, it would take too long to describe them 4. In Bac Ninh, on 12th of the first lunar month 5. Because it’s near Ha Noi. It takes place roght after Tet holiday and is full of traditional event.

(90) c.Ask Ss to look at the dialogue again and underline the phrases. Have Ss use the context to try to explain when they may use the phrases. Correct them if necessary d In pairs, have Ss role-play, practicing the phrases in c . Call on a few pairs to perform to the class.. C. Can you find the follơwing expressions in the conversation? Try to explain their meaning. Activity 2 - Have Ss work in pairs, matching the words with the pictures. Then check their answers. Afterwards, have Ss repeat the words chorally. Correct their pronunciation if necessary. Ask for translationto check their understanding if necessary Activity 3 - Have Ss work independently, match the names of the festivals with the appropriate pictures, then cross-check with a partner. Finally, check Ss’answers. 2. Use the words from the box to balel the pictures. Key: 1. Used as suggestion or to give advice 2. (It/that) Sounds + Adj: used to give your first impression of what you hear 3. To stress that it is worth spending time or money doing something 4. To show surprise and to check that something is really Ok to do.. Key: a. ceremony b. anniversary c. reunion d. procession e. carnival f. performance 3.Match the words with the pictures of festival Key: 1. d 2. a 3. c 4. b 5. e. 4. Match the festival in 3 with their describle Activity 4 4. d 5. a - Ask Ss to work in pairs, matching the Key: 1. c 2. b 3. e descriptions of festivals with their names. Check Ss’s answers E.Wrap-up( 4ms) -T: asks Ss to practice saying ‘ festival in Viet Nam - Ss : repeat F. Homeassignment(1ms.) - Do Ex A in page 36-SBT - Prepare unit 5: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 4 / 11 / 2016.

(91) Date of teaching: Week : UNIT 5: FESTIVALS IN VIETNAM Period 35: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use lexical items related to the topic “ festival in Viet Nam ” - To stress correct muti-syllable words with –ion and –ian ending 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening and writing with the lexical items related to the topic “festival in Viet nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems -S may have difficulty in listening, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) T asks S to play a game: (5ms): 2 groups Goup A : write nouns related to festivals - ceremony, chung cake, renuion.. Group B: write verbs related to festivals Perform, celebrate, make, prepar, B. Presentation (10ms) Vocabulary Now have Ss open their books and work independently on 1 and 2. then, ask them to share their answers with one or more partners. If necessary, ask for translation of some words or phrases in the box to check their understanding. Then check Ss’s answers Activity 1 Have Ss work in pairs to match verbs with nouns on a piece of paper then swap the answers with another pair to check. Afterwards, check Ss’ answers. C. Practice (15ms) Activity 2 Activity 3 - Have Ss work in pairs to match verbs with nouns - Call Ss to write on the board - T corrects. 1.Match the words to their meanings Key: 1. c 2. e 3. a 4. b 5.d 2. Complete the sentences using the words in 1 Key: 1. commemorate 2. worship3. preserve.

(92) 4. ritual 5. performance 3. Match the nouns with each verb Key: 1. WATCH…a ceremony, a show 2. HAVE…(all can fit) 3. WORSHIP…a god, a hero 4. PERFORM…a ritual, a ceremony, a show Pronunciation Pronunciation (6ms) Stress in words ending-ion and – Activity 4. ian Stress of words ending in –ion and –ian a Ask Ss to look at the word list. T asks ‘What do you 4.a Look at the table . What can notice about the endings? How many syllables does you notice about these words? each word have?. Have Ss answer and sum up: Key: They are all words with more than Model stress in different words with the ending –ion, two syllables They end with the and –ian. Ask Ss to look at the rules in the Remember! suffix –ion or –ian box. Discuss this rule with the class and elicit some 4b. Now listen and repeat the pronunciations from Ss. words b Play the recording and ask Ss to listen and repeat the words, paying attention to the stress on the syllable immediately before the ending –ion or –ian. Play the recording as many times as necessary. Audio script:. Compe’tition Commemo’ration Pro’cession Preser’vation Con’fusion Ma’gician Mu’sician Vege’tarian Com’panion Activity 5 - Play the recording and ask Ss individually to mark the stress patterns. Then ask Ss to work in small groups to read out the sentences. Go around to help Ss. Call some Ss to practice in front of the class. Correct their pronunciation if necessary. Ask Ss to listen and repeat the sentences while listening to the recording. Activity 6 - Have Ss work individually to mark the stress patterns . D. Production (5ms) - T asks Ss to write the words edning – ion and- ian Ss: -ian: musician. Historicial, libraian…. 5.Now listen and stress the words 6. Read a the following sentences and mark (‘) Key: 1. com’panions 2. partici’pation 3. at’tention 4. his’torians 5. tra’dition.

(93) - ion: qouestion, attention, compqtition… E.Wrap-up( 3ms) -T: use 5 to repeat the words edning – ion and- ian F. Homeassignment(1ms.) - Do Ex B (1,3,4) in page 37,38- SBT - Prepare unit 5: A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 4 / 11 / 2016 Date of teaching: Week : UNIT 5: FESTIVALS IN VIETNAM Period 36: Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use lexical items related to the topic “ festival in Viet Nam ” - To write compound sentences using conjuntions because, if , yet, so and conjuction adverbs however, nevertheless, moreever, therfore, otherwise - To wite complex sentences subordinators because , if , when, always, even though 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice speaking and writing with the lexical items related to the topic “festival in Viet nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam’ III/ Anticipated problems -S may have difficulty in simple and compound sentences , complex sentences , so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up Simple sentences and compound sentences review Rules: A simple sentence is one independent clause. Notice that a sentence that has two verbs as in the sentence/enjoy playing and.

(94) look forward to. It every weekend or two nouns as in. My mother and I go shopping every weekend is still a simple sentence because it has only one clause. A compound sentence is two or more independent clauses joined together. Each clause is of equal importance and could Key: 1. S 2. C stand alone. They can be joined with 3. C 4. S 5. S conjunctions and , but, on, so, yet, or conjunctive adverbs however, nevertheless, moreover, therefore, otherwise. Grammar Simple sentences and compound sentences: review 1 Ask Ss to work in pairs. Then have Ss answer before checking with the whole class 2 Have Ss work individually and check with another S. Finally, T check Ss’s answers with the whole class. 3 Ask Ss to look at the rules in the Look out! box. Tell them the use of punctuation in formal language when we write a compound sentence using conjunctive adverbs.. Key: 1. At the Mid-Autumn Festival we carry beautiful lanterns, so it’s a memorable childhood experience. 2. During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as well. 3. The Hung King’s sons offered him many special foods, but Lang Lieu just brought him a Chung cake and a day cake. 4. To welcome Tet we decorate our house with peach blossoms, or we can buy a mandarin tree for a longer lasting display. 5. The Huong Pagoda festival is always crowded, yet we like to go there to pray for good fortune and happiness.. Activity 3 Ask Ss to look at the rules in the Look out! 3. Connect each pair of sentences.. box. Tell them the use of punctuation in formal language when we write a compound Key: sentence using conjunctive adverbs. 1. Chu Dong Tu and Giong are both legendary saints; however/nevertheless, they are worshipped for different things. 2. Tet is the most important festival in Viet Nam; therefore , most Vietnamese return home for Tet. 3. Tet is a time for us to worship our ancestors; moreover, it is also a time for.

(95) family reunion. 4. The Khmer believe they have to float lanters; otherwise, they may not get good luck. 5. The Hung King Temple Festival; nevertheless/ however, it has become a Ativitty 4 public holiday in Viet Nam since 2007. Tell Ss to read the grammar box Complex Complex sentences sentences carefully. Go through the 4.Match grammar point with the class to make sure 1.b 2. d 3. e 4. f 5. a 6. c everybody understands. Explain the meaning of the subordinators, translting if necessary. If time allows, ask Ss to give examples using the grammar point. Then ask Ss to work individually to match the clause and check with one or more partners. Finally, T corrects as a class. Activity 5 - Have Ss work individually to add the 5. Fill each blank with one suitable… subordinators . Then as a class. Discuss Key: 1. Because 2. If 3. When 4. While the reason for using each subordinator 5. When 6. Although/ Even though Activity 6 Have Ss work in pairs to complete the 6. Use your words sentences. Ask Ss to swap their sentences Suggested answers: , I have never been there. with other pairs and cross- check. Have 1. , we shouldn’t miss it. some Ss read out their answers. If the 2. , you should visit Giong classroom has a projector, show some 3. answers and check them with the whole Temple. 4. , they take a lot of photos. class 5. , they can enjoy the beautiful scenery of the area. E.Wrap-up( 3ms) -T: use 5 to repeat the words edning – ion and- ian F. Homeassignment(1ms.) - Do Ex B (5,6) in page 39- SBT - Prepare unit 5: Communication Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau , November................., 2016 Group leader’s comments ……………………….. ………………………...

(96) ……………………….. .………………………... Date of preparing: 13/ 11 / 2016 Date of teaching: Week UNIT 5: FESTIVALS IN VIETNAM Period 37: Lesson 4: Communication I/Objectives 1. Educational aims - To talk about a festival - To listen for specific information about a festival 2. Knowledge and skills: * General language knowledge - Vocabulary : bamboo archway, green rice flakes, coconut, clasped hands, floating lanterns - Grammatical structures : * Skills: Practice speaking and listening with the lexical items related to the topic “festival in Viet Nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems -Ss may have difficulty in understanding the meaning of vocabularies so teacher should help them IV. Procedure. Teacher’s / Students’ activities A. Warm up (5ms) Before Ss open their books, ask them if they have been to / seen a festival by the Khmer. T can say. Content.

(97) Today, we are going to listen to an interview with a Khmer Festival. What questions might the interviewer ask? B. Presentaion (10ms) Activity 1 -T Asks Ss to look at the pictures and answer the questions. a. What are the things in the pictures? b. Do you know the festival at which they appear? Ss: bamboo, green rice, potatoes, coconut, …. -T asks Ss to guess meanings new words + bamboo archway (n) mái vòm bằng tre +green rice flakes(n): cốm +coconut (n) : dừa +clasped hands : vỗ tay + floating lanterns : dèn hoa đăng / dèn lồng trôi sông - Ss repeat and copy down. 1. Look at the pictures. Discuss the following questions with a partner and write the right words under the pictures. C. Practice (18ms) Activity 2 - T Plays the recording and let Ss check their guesses. 3. Now listen to an interview a TV reporter and a man about - Ss: Listen and check afestival to check your answers Audio script: A: Good morning. Can I ask you some questions about this festival? B: Yes, of course A: What is the festival called? B: Ooc bom boc. It’s held by our ethnic group in Soc Trang on the 14th and 15th evenings of the 10th lunar month. A: Who do you worship at the festival? B: Our Moon God. We thank him for giving us a good harvest and plenty of fish in the rivers . Key: A: What do you do during the festival? B: First, we have a worshipping ceremony at a home, under the bamboo archway at the pagoda. 1. bamboo archway When the moon appears, the old pray to the Moon 2. green rice flakes God and the children raise their clasped hands to 3. potatoes 4. coconuts the moon. 5. pia cake A: Sounds great! So what are the offering? B: Green rice flakes, coconuts, potatoes and pia 6. clasped hands 7. lanters cakes..

(98) A: Do you do any other activities after that? B: Sure. Then we throat beautiful paper lanterns on the river, and the next evening, we hold thrilling dragon boat races. Activity 3 - T Asks Ss to work in pairs, making full questions based on the given question words and giving as many answers as possible based on what they can remember from the previous listening. - T Plays the recording again for Ss to answer. If Ss haven’t been able to answer all the questions, play the recording another time. - Call on some Ss to give their answers - T Checks the answers with the whole class.. 8. dragon boat race b Ooc born boc festival. 3.Listen to the interview again and complete the table below with the answers.. Suggested questions: 1. Where is the festival held? 2. When is the festival held? 3. Who do the people worship at the festival? 4. What activities do people do at the festival?. Key: 1. Soc Trang 2. 14th, 15th evenings of the 10th lunar month 3. Moon God D. Production (7ms) 4. have a worshipping ceremony Activity 4 5. float paper lanterns - Before the role-play begins, give Ss a little time 6. hold dragon boat races. to decide which festival to talk about and assign roles. Note that Ss could also invent a festival. 4. Role-play in group of three. - Use the example in 4 and the listening in 3 as One of you is areporter, two of you are locals: do an interview models. about a local festival…. - When everyone has finished, ask some groups Example: to role-play in front of the whole class. A: Good morning. Can I ask you some questions about this festval? E.Wrap-up( 4ms) B: Yes, of course. -T using the questions in 3 to repeat the lesson A: What is the festival called? - Ss listen and remember B: It’s………… . It’ s held in……… F. Homeassignment(1ms.) A: Who do you worship at the - Do Ex C in page 40- SBT festival? - Prepare unit 5: Skills 1 C: We worship………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau , November................., 2016.

(99) Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………... Date of preparing: 13/ 11 / 2016 Date of teaching: Week UNIT 5: FESTIVALS IN VIETNAM Period 38: Lesson 5: Skills 1 I/Objectives 1. Educational aims - To read for specific information about a festval - To talk about a festival 2. Knowledge and skills: * General language knowledge - Vocabulary : procession, incense, bamboo swingss, lion dances, wrestling - Grammatical structures : * Skills: Practice speaking and listening with the lexical items related to the topic “festival in Viet nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems -Ss may have difficulty in talking , reading so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) T hangs the picture Hung temple and asks Ss to answer - What is this? - Where is it? - When does it take place? SS: Answer Reading (20ms) 1. Before are pictures from B. Before- reading websites about festival in Activity 1 Viet Nam. Work in groups - In small groups, have Ss look at the pictures and.

(100) answer the questions, but don’t check the answers with the class. C. While -reading ( ) Activity 1 -T Gives Ss two minutes to skim the passages and check their answers in 1. Explain that to skim , they must move their eyes very quickly over the text to get a general idea of the subject. Activity 2 - T gives Ss one minute to scan the passages to find the words. - Explain that to scan they must move their eyes quickly over the text to look for specific information, rather than reading every word. - Ask Ss underline or circle the words they find with a pencil. T may help Ss work out the meanings of these words from the context. :+ procession (n) đám rước + incense (n) hương nhang + bamboo swings: đu bằng tre +, lion dances : múa sư tử +wrestling (n): đấu vật - Then check with the whole class. Activity 3 - T asks ss Ss to read the text again and answer the questions. (5’) Ask Ss to note where they found the information that helped them to answer the questions. - Ss can compare with a partner before discussing them as a class D. Post- reading T asks Ss to answer the questions T: Where ‘s the Hung Temple ? Ss: It’s in Phu Tho T : Do people worship The Hungs? Ss: Yes they do. Speaking: (16ms) Before -speaking Activity 1. a First, ask Ss to work in pairs, choosing one of the two places: Huong Pagoda or Hung King Temple to go to. Remind Ss to give a reason for their choice like in Example 1. Now, ask Ss to think about what to take with them. Ask them to use the suggestions in the pictures. Encourage them to add any other items they think necessary and give reasons. Go around to help Ss.. to answer 2.. Now read the information about these festivals to check. 3.Find words / phrases in the passages that have similar meanings Key: 1. emperors 2. features 3. joyful 4. from overseas 5. hiking 6. scenery 4. Read the information again and answer the questions Key: 1. The Hung King Temple festival takes place from the 8th to 11th day of the third lunar month. 2. Incense, specialities such as Chung cakes, day cakes and fivefruit trays. 3. Because there are many joyful activities including bamboo swings, lion dances, wrestling and xoan singing performances. 4. People join in a procession and make offerings of incense, flowers, fruit and candles. 5. Ss’s own answers. Speaking 5. a . Work inpairs 1. Whch place do you prefer? Explain your choice Ex: I prefer to go to Huong pagoda because I really want to travel along.

(101) Yen Stream by coat. How about you? 2. What things you take with you? Why? Ex: I think we should take a bottle of While -speaking water because we’ll need it when b Ask Ss to report their decisions to the class and we’re climbing the mountain decide which location is more popular. Remember to ask Ss to say why the chosen location is more B now report your decision to the popular. class. Which location is more Post -speaking population and why? -T asks Ss to talk in group about a festival in your local Ss: work in group E. Wrap up(3ms) T : use 5 to repeat the lesson F. Homeassigment (1ms) - Learn by heart new words - Do Ex D (1,2) in page 41,42- SBT - Prepare unit 5: Skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 13/ 11 / 2016 Date of teaching: Week UNIT 5: FESTIVALS IN VIETNAM Period 39: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To listen for specific information about a festval - To write about a festival they like or have been to 2. Knowledge and skills: * General language knowledge - Vocabulary - Grammatical structures : * Skills: Practice listening and writing with the lexical items related to the topic “festival in Viet nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems.

(102) -Ss may have difficulty in writing so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up Write the word ‘hero’ on the board as the centre of a word web. Ask volunteers to come up and add any words or phrases to the word web connected with the topic of ‘heroes’. Accept all ideas and don’t correct anything. Then tell Ss they are going to listen to a passage about a Vietnamese hero and open the books. Listening Before- listening Activity 1 1.Work in pairs. Desrible the picture - Ask Ss to work in pairs, describing the and answer picture and then answer the questions. While listening Activity 1 - Tell Ss that they are going to listen to a tour 2. Listen to a tour guide giving guide giving information about the Giong information about the giong Festval Festival. and circle the correcdt answer A, B or - T Asks them to read the questions carefully C and try to predict the answers based on what they know. - Remind them to pay attention to key words in the options. Play the recording and ask Ss to circle the right answers. - Call on some Ss to give their answers T Checks their answers with the whole class. Key: 1. B 2. A 3. C Activity 2 - Have Ss underline key words in the 3. Listen to the talk again and write questions. Play the recording. answers to the questions below - Ask them to write answers on a piece of paper. If necessary, play the recording again for Ss to check the answers. Then select Ss to read out their answers to the class. Elicit any corrections from the class as you write their answers on the board. Audio script: The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight. He is worshipped for defending the country from foreign invaders-.

(103) the An. Key: th Although this festival is held from the 6 to 1. He is a mythical hero, why grew from the 12th day of the 4th lunar month, people start a three-year-old child into a giant preparing traditional clothing for the overnight. procession and for various performances one 2. The preparations begin one month month beforehand. During the festival, the before the festival. procession starts at the Mother Temple and 3. A religious ceremony goes to Thuong Temple where a religious 4. There is a cheo performance ceremony is performed. When night falls, a 5. This festival shows the love for our cheo play is performed. Then the festivities motherland and the preservation of our end with a thanksgiving procession on the cultural heritage. 12th. This festival shows our love for the motherland and the preservation of our cultural heritage. Writing Before- wrting Activity 1 Set a time limit for Ss to brainstorm ideas and write their notes. Move around, helping ss with ideas where necessary, While -writing Activity 1 Ask Ss to refer back to the reading passages in Skills 1 for useful language and ideas, and note some necessary expressions and language as well as connectors they may need on the board. Ask Ss to work individually to write a first draft. Display all or some of the articles on the wall/ board. Other Ss and T give comments. Ss edit and revise the articles as homework. Post -writing - T call on some Ss to give their writing , T corrects the mistakes E. Wrap up(3ms) T : use 5 to repeat the lesson F. Homeassigment (1ms) - Learn by heart new words - Do Ex E (1,) in page 43- SBT - Prepare unit 5: Skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Boi Cau , November................., 2016 Group leader’s comments.

(104) ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 18/ 11 / 2016 Date of teaching: Week UNIT 5: FESTIVALS IN VIETNAM Period 40: Lesson 7: Looking back + project I/Objectives 1. Educational aims To Revise the knowledge they’ve learnt about the topic “ customs and traditions ” 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic “festivals in Viet nam ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems -Ss may have difficulty in vocabulary and grammar so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) T: Have you been to a festival? S: Yes, I have T: What is the name of the festval? S: Giong festival Vocabulary B. Presentation (8ms) Vocabulary 1. Rearrange the letters to baleb the Activity 1 pictures. Ask Ss to work individually, then compare their answers with a partner. Ask some Ss to write their answers on the board. 2.Complete the text about the Kate C. Practice (17ms) Festival with the word in the box Activity 2 1. incense 2. offering 3. pray 4. Ask Ss to work individually, then check lantern answers with a partner. Check Ss’ answers. 5. crowds 6. cheering Ask some Ss to write answers on the board Grammar Grammar 3. Choose the correct answer Activity 3 1. ethnic 2. commemorates - ask Ss to do them individually first. 3. respect 4. ritual Then Ss check their answers with a 5. ancient 6. procession partner before discussing the answers as 7. perform 8. performances.

(105) a class. However, tell Ss to keep a record of their original answers so that they can use that information in their selfassessment Activity 4 - ask Ss to do them individually first. Then Ss check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their selfassessment. 4. Use your own words/ edies to complete the sentences Key: 1. if 3. Because 5. When. 2. Even though 4. While. Suggested answers: 1. When the Lim festival begins, people come to see the quan ho singing performance. 2. Because we have many festivals in January, we call it the month of fun and joy. 3. If you go to the Hue festival, you can enjoy an ao dai show. 4. Even though/ Although sticky rice is very tasty, it’s hard to eat it everyday. 5. While/ When we are boiling chung cakes, we ofen listen to our grandparents’ stories. Communication 5. Put the following things and activities in the correct columns. Communication ( 10ms) Activity 5 First, ask Ss to do the task individually to sort the words and phrases for the two festivals. Then check their answers as a class. E. Wrap up(5ms) T : repeat simple sentences and compound sentences, complex sentences F. Homeassigment (1ms) - Do Ex E (2) in page 43- SBT - Prepare test 45’. New Year festival Family reunion Visiting relatives Firework displays Kumquat The first-footer. Mid-Autumn festival Mooncakes Lion dance Floating lanterns Welcome-the-moon party Hang Nga and Cuoi stories. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(106) Date of preparing: 23 / 11 / 2016 Date of teaching: / 12 / 2016 Week: 16. Period 41 : English test No - 2 The test structure and matrix Part I: Listening Exercise 1 : You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For questions 1-5, put a tick () under the right picture. ( 1,25m) Exercise 2: You will hear hear a man speaking on the telephone. Listen and complete questions 16-20. You will hear the conversation twice. ( 1,25m) Part II: Lexico $ grammar Exercise 1: Find the word which has a different sound in the part underlined( 1p) Exercise 2: Choose A, B, C or D to complete each sentence (2pts) Exercise 3: Supply the correct tense or form of the verbs in brackets (0,5pt) Part III. Reading: Exercise 1: read the passage and fill each gap with one suitable word. Exercise 2: Read and answer the questions Part IV: writing Exercise 1: Write questions for the underlined parts in the following sentences( 0,75) Exercise 2: Make sentences, using the words and phrases provided. (1.25pts) 2.The test matrix. Part/ exercise knowledge Part I Exercise 1 Exercise 2 Part II Exercise 1 Exercise 2 Exercise 3 Part III Exercise 1 Exercise 2 Part IV Exercise 1 Exercise 2 Total. Levels of knowledge and skills Comprehension Aplication 1. Aplication 2. 5 4. 3 4. 2 4. 5 8 2. 3 6. 2 4. 0 2. 5 2. 4 3. 2 2. 1 1. 5 5 N1( 40). 4 3 N2(30). 2 2 N3( 20). 1 2. 2 2 N4(10). Part I : Listening( 2,5ms) Exercise 1 : You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For questions 1-5, put a tick () under the right picture. ( 1,25m).

(107) 3. What was the weather like on Saturday?. 1. When did Gary start his new job?. 4. Which motorway will they take?. 2. What time does the film start?. 5. Which book does Lorna want?. Exercise 2: You will hear hear a man speaking on the telephone. Listen and complete questions 16-20. You will hear the conversation twice. ( 1,25m). Part II: Lexico $ grammar( 4pts) Exercise 1: Find the word which has a different sound in the part underlined( 1p) 1.A. leisure B. pleasure C. ensure D. measure 2. A. community B. computer C. museum D. curious 3. A. minority B. ethnic C. tradition D. religion 4. A. ancestor B. curious C. heritage C. tradition 5. A. diversity B. minority C. socialize D. addicted Exercise 2: Choose A, B, C or D to complete each sentence (2pts) 1. People burn incense to show respect to their ……. During Tet. A. relatives B. ancestors c. friends D. neighbours 2. The Nha Trang Sea Festival is famous for the impressive street carnival; ……. , it has attracted thounsands of foreign visitors..

(108) A. otherwise B. therefore c. moreover C. while 3. In 2010 , Ha Noi ……… its 1,000th anniversary. A. celebrated B. commemorated C. worstship D. remembered . 4. Saint Giong was unable to talk , smile, or walk .... he was three years old. A. if B. because C. while D. even though 5. We do not have many carnivals in Viet Nam;…… , we have many traditional festivals. A. neverthless B. while C. although D. because 6. Tet is occation for family ……. In VietNam. A. visitings B. meetings C. reunions D. seeings 7. You ......... miss any of the meetings. They’re always very useful A. needn’t B. should C. shouldn’t D. can 8. She is famous............. her intelligence. She designs many special styles for Ao dai. A. in B. for C. with D. into Exercise 3: Supply the correct tense or form of the verbs in brackets (0,5pt) 1.They (live)..............here for 20 years old. 2. He used (go)................ fishing when he was a child Part III: Reading( 2ms) Exercise 1 : Read the passage and choose the correct answer A, B , C or D for each gap (1m) Spring in a time when there are many festivals in our country. Among them, Hoa Ban Festival is the most beautiful and intesting and it takes places in Lai Chau. It is typical of the (1) ………. life of the Thai people. In the second lunar month of the year, when it (2)……. warmer anh hoa ban – a kind of beautiful flower in the northwest mountainous areablowssoms, Hoa Ban Festival (3) is…………. . This is a great time for everyone, (4) ………. for boys and girls. The boy picks the most beautiful flower and gives it to his girlfriend. This is only a time for love but also for the Thai people to (5)………….for good crops, for happiness , and and express their special thanks to gods and ancestors . The festival is always full of songs and prayers 1. A. minor B. cultural C. custom D. festival 2. A. gets B. goes C. comes D. Runs 3. A. seen B. arranged C. observed D. celebrated 4. A. largely B. especially C. generally D. typically Exercise 2: Read the passage and answer the questions (1pt) The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight. He is worshipped for defending the country from foreign invaders- the An. Although this festival is held from the 6th to the 12th day of the 4th lunar month, people start preparing traditional clothing for the procession and for various performances one month beforehand. During the festival, the procession starts at the Mother Temple and goes to Thuong Temple where a religious ceremony is performed. When night falls, a cheo play is performed. Then the festivities end with a thanksgiving procession on the 12 th.This festival shows our love for the motherland and the preservation of our cultural heritage 1. Where is the Giong Festival celebrated? ……………………………………………………. 2.Is The Giong festival held from 8th to the 12th day of the lunar month? …………………………………………………………..

(109) 3.When do the preparations for the festival begin? ………………………………………………………… 4. What happens when night falls? ……………………………………………………….. Part IV. Writing( 2pts) Exercise 1: Write questions for the underlined parts in the following sentences( 0,75) 1. The Tay people have the second largesst population in Viet nam. 2. The cultual heritage of the ethnic peoples in Viet nam is very rich 3. The last syllable is stressed in the word ‘ engineer’ Exercise 2: Make sentences, using the words and phrases provided. (1.25pts) 1.Tipping / not / custom / Viet Nam/ so / you / not / have / tip / if / don’t want. ……………………………………………………………. 2.In / countries / tipping / be / usual/ thing. …………………………………………………… 3. In Brazil/ standard / tip / in / restarant / be / 10 per cent. ……………………………………………………………. 4. However / this / be / usaully/ include / in / bill. ………………………………………………………. 5.At / hotel / 10/ 15 per cent / service charge / be / include / in / bill. …………………………………………………………… Boi Cau, December.................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………. Date of preparing: 21/ 11 / 2016 Date of teaching: Week. Period 41 : English test No - 2 I. Objectives 1. Educational aim.

(110) - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to thei methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry: +Vocabulary: on some certain topics that have been studied - Grammatical structures + should and shouldn’t, have to + Complex sentences + Compound sentences + simple sentences *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Part I: Listening Exercise 1 : Listen and fill in the blanks (1.25pts) Exercise 2: Listen again and say if the sentences are true (T) or false (F) (1.25pts) Part II: Lexico $ grammar Exercise 1: Choose the best answer Exercise 2: Verb form/ tense Part III. Reading: Exercise 1: read the passage and fill each gap with one suitable word. Exercise 2: Read and answer the questions Part IV: writing Exercise 1: Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets Exercise 2: Correct the mistakes 2.The test matrix Part/ exercise Levels of knowledge and skills knowledge Comprehension Aplication 1 Aplication 2 Part I Exercise 1 5 3 2 1 Exercise 2 4 4 4 2 Part II Exercise 1 5 3 2 0 Exercise 2 8 6 4 2 Part III Exercise 1 5 4 2 1 Exercise 2 4 3 2 1 Part IV Exercise 1 5 4 2 2 Exercise 2 5 3 2 2 Total N1( 40) N2(30) N3( 20) N4(10).

(111) IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure Teacher’s/ students’activities Test content *Before testing Part I : Listening - T; remind Ss to keep quite Exercise 1 : Listen and fill in the blanks (1.25pts) and be seriuos when doing Join the opening ceremony- an impressive show the test before delivering the giving the (1)………….of Nha Trang, a city with a handouts to them good climate provided by nature. Then comes the (2) Ss: get the test paper fromT ………… display, which lights up the whole city, *While testing followed by the street carnival the next morning. You T go around and observe Ss will also like various (3)………., musical performances do the test.: collect Ss ‘ by the Viet, the Cham, and other ethnic peoples, in papers when time’s up. addition to performces of songs about the (4)……. The Ss following day brings the excitement of sea swimming, yachting, boating and win-surfing events. When the night falls, the public (5)……… begin - you are welcome to join in ! don’t miss this colourful mix cultures Exercise 2: Listen again and say if the sentences are true (T) or false (F) (1.25pts) 1 Carnival is an impressive show giving the history of Nha Trang. 2. Nha Trang city isn’t a good climate 3. In Nha Trang carnival there are traditional , musicial performances by the Viet, the Cham. 4. There aren’t many songs about the sea. 5. When the night falls, the public dances. . Part II: Lexico $ grammar Exercise 1: Supply the correct tense or form of the verbs in brackets (1pt) 1.They (live)..............here for 20 years old. 2. .He (not study) ................Math at the moment 3. She (play)...............badminton every afternoon? . 10. He used (go)................ fishing when he was a child Exercise 2: choose A, b, C or D to complete each sentence (1.5pts) 1. People burn incense to show respect to their ……. During Tet. A. relatives B. ancestors c. friends D. neighbours 2. The Nha Trang Sea Festival is famous for the impressive street carnival; ……. , it has attracted thounsands of foreign visitors. A. otherwise B. therefore c. moreover C. while.

(112) 3. In 2010 , Ha Noi ……… its 1,000th anniversary. A. celebrated B. commemorated C. worstship D. remembered . 4. Saint Giong was unable to talk , smile, or walk .... he was three years old. A. if B. because C. while D. even though 5. We do not have many carnivals in Viet Nam;…… , we have many traditional festivals. A. neverthless B. while C. although D. because 6. Tet is occation for family ……. In VietNam. A. visitings B. meetings C. reunions D. seeings Part III: Reading Exercise 1 : Read the passage and choose the correct answer A, B , C or D for each gap (1.25pts) Spring in a time when there are many festivals in our country. Among them, Hoa Ban Festival is the most beautiful and intesting and it takes places in Lai Chau. It is typical of the (1) ………. life of the Thai people. In the second lunar month of the year, when it (2)……. warmer anh hoa ban – a kind of beautiful flower in the northwest mountainous area-blowssoms, Hoa Ban Festival (3) is…………. . This is a great time for everyone, (4) ………. for boys and girls. The boy picks the most beautiful flower and gives it to his girlfriend. This is only a time for love but also for the Thai people to (5) ………….for good crops, for happiness , and and express their special thanks to gods and ancestors . The festival is always full of songs and prayers 1. A. minor B. cultural C. custom D. festival 2. A. gets B. goes C. comes D. Runs 3. A. seen B. arranged C. observed D. celebrated 4. A. largely B. especially C. generally D. typically 5. A. ask B. look C. pray D. call Exercise 2: Read the passage and answer the questions (1.25pts) The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight. He is worshipped for defending the country from foreign invaders- the An. Although this festival is held from the 6th to the 12th day of the 4th lunar month, people start preparing traditional clothing for the procession and for various performances one month beforehand. During the festival, the procession.

(113) starts at the Mother Temple and goes to Thuong Temple where a religious ceremony is performed. When night falls, a cheo play is performed. Then the festivities end with a thanksgiving procession on the 12th. This festival shows our love for the motherland and the preservation of our cultural heritage 1. where is the Giong Festival celebrated? ……………………………………………………. 2.Is The Giong festival held from 8th to the 12th day of the lunar month? …………………………………………………………. 3.When do the preparations for the festival begin? ………………………………………………………… 4. What happens when night falls? ……………………………………………………….. 5.Do we love for the motherland and the preservation of our cultural heritage? ………………………………………………………… Part IV. Writing Exercise 1: . Fill in each blank with a suitable word to complete the following passage(1.25pts) Disadvantages of festival. expensive dangerous waste accident preserve. *After – testing T comment on Ss attiudes while : doing the test Assigment homework to Ss Ss: + Listen to T carefully +Do the test + hand in the papers on time + Listen , response and take notes. crowds. First, festivals are very costly. Because the general purpose of festivals to (1)………….cultural heritages , a nation is willing to spend a lot of money on this. Morever, during a festival, most people do not work but spend money on expensive gifts for their friends and relatives. Second, festivals can be dangerous. People may drink a lot of during a festival and cause road (2)………. . In many festivals, there are races like cow-racing and elephant racing which may be (3)…………….. . , especially for children. Morever, in some festivals , when people rush to see the events they may also cause other people to get hurt. Third, festivals may affect the environmant. After a festival, the roads are full of colourful paper, lowers (4) ………… cans or bottles that people throw away. Trees along the roadsides may be damaged by the (5) …………… . Furthermore, the noise from music and other performances also cause noise pollution Exercise 2: Make sentences, using the words and phrases provided. (1.25pts).

(114) 1.Tipping / not / custom / Viet Nam/ so / you / not / have / tip / if / don’t want. ……………………………………………………………. 2.In / countries / tipping / be / usual/ thing. …………………………………………………… 3. In Brazil/ standard / tip / in / restarant / be / 10 per cent. ……………………………………………………………. 4. However / this / be / usaully/ include / in / bill. ………………………………………………………. 5.At / hotel / 10/ 15 per cent / service charge / be / include / in / bill. ……………………………………………………………. Boi Cau, November.................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………… Date of preparing: 3/ 12/ 2016 Date of teaching: /12/2016 Week: Period 42: Feedback of English test – No2 I.Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English . 2. Knowledge and skills: * General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units II. Teaching aids T: lesson plan. Marked test papers…. Ss: pens and notebooks III. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them.

(115) VI. Procedure. Teacher’s / Students’ activites T: Deliver the market test papers to Ss. Ss: get back their marked test papers. Content I.Comments on the test 1.General comments *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2.Test results marks 0-4.9 5-10 9-10 … 8A I.Detailed Correction LISTENING Audio script: Join the opening ceremony- an T: has Ss exchange their parers to discuss impressive show giving the hisory of Nha the correct answers Trang, a city with a good climate provided + Then get Ss identify the key point to by nature. Then comes the firework remember display, which lights up the whole city, followed by the street carnival the next morning. You will also like various + provide more pracrice on some typical traditional musical performances by the items / skills at which may Ss are still bad at Viet, the Cham, and other ethnic peoples, in …………………………….. addition to performces of songs about the Ss: sea. The following day brings the + listen to T and take notes excitement of sea swimming, yachting, + Idetify and correct the mistakes by boating and win-surfing events. When the themsleves under T’s control. night falls, the public dances begin- you are welcome to join in ! don’t miss this colourful mix cultures Part 1: Exercise 1: (1.25pts) 1. history 2. firework 3. traditional 4. sea 5. dances Exercise 2: (1.25pts 1. T 2. F 3. T 4. F 5. T Part II Exercise 1: (1pt) 1. have lived 2. is not studying 3. Does… play 4. to go T asks Ss to summarize the main point to Exercise 2 (1.5pts) remember 1. B 2. B 3.A 4. D 5. A 6. C Ss: listen and take notes Part III. T: asssins homework: give some Exercise 1:(1.25pts) suggestions 1. B 2. A 3. D 4. B 5. C.

(116) Ss: listen and take notes. Exercise 2(1.25pts) 1.Tipping is not a custom in Viet Nam, so you don’t have to tip if you don’t want to. 2. In some countries, tipping is usual thing. 3. In Brazil, the standard tip in restaurants is 10 per cent. 4. However, this is usaully inculded in the bill. 5. At hotels, a 10 to 15 per cent service charge is included in the bill.. Exercise 2: (1.25pts) 1.The Giong Festival/ It is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. 2.No, it isn’t 3. The preparations begin one month before. 4. When the night falls, there is a cheo play performance. 5. Yes, we do Part IV. Exercise 1(1.25pts) 1. preserve 2. accident 3. dangerous 4. waste 5. crowds. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 2/ 12 / 2016 Date of teaching: / 12/2016 Week: UNIT 6: FOLK TALES Period 42: Lesson 1: Getting started I/Objectives 1. Educational aims - To use lexical items related to the topic “ folk tales ” - To use the past continous tense correctly - To use an exclamatory sentence with the correct intonation 2. Knowledge and skills: * General language knowledge - Vocabulary : legend, folk tales, ,plot, genre, brave, magical, fary tale, cinderella, stepsister, stepmother - Grammatical structures : * Skills: Practice listening, speaking, and writing with the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may have difficulty vocabulary , so teacher should help them IV. Procedure.

(117) Teacher’s / Students’ activites Content A.Warm up -Before Ss open their books review the previous unit by asking them to take part in a small game. Ss work in two big groups A and B. Each student calls out the name of a Vietnamese festival, then points at one student from group B. This student has to call out the name of another Vietnamese festival. The game stops when a group cannot give the name of any Vietnamese festival of when time is up. The group with more names of Vietnamese fedtival wins. Focus on the topic in Unit 5 and key language and structure learnt. - Write the Unit title on the board ‘ Folk Tales’/ Elicit any information Ss know about folk tales by asking about types by asking about types of folk tales they know their favourite folk tales and characters - Ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers. B. Presentation Activity 1 1. Listen and read - Ask Ss questions about the picture: Where are Duong and Nick? What are they doing? What are they talking about? - T may ask Ss to guess what Vietnamese legend Duong would suggest for Nick’s project. - T may also ask Ss to share any famous Vietnamese legends they have read: Have you ever read or been told a famous Vietnamese legend? What is its title? What is it about? What are the main characters in it? - Play the recording. Ss listen and read..

(118) T can play the recording more than once. Then come back to the questions and have Ss answer them. Do not give correction at this stage. - T introduces new words - T introdures new words + legend (n) truyện thần thoại + fole tales: (n) truyện dân gian +imaginary (adj) tưởng tượng a First, have Ss work independently. a. Read the conversation and choose… Then ask them to share answers before discussing as a class. Key: 1. B 2. C 3. A 4. C 5. A b Have Ss work in pairs to match the b. Match the words to their meanings words to their meanings. Then ask them Key: 1. c 2.d to share answers before discussing as a 3.a 4.b class. c Again, ask Ss not to look at the book C. find the information in the conversation and try to remember the information to complete the table about the legend of Lac Long Quan and title Lac Long Quan, Au Co Au Co, and complete the table. Then ask Genre Legend Ss to open their books and check their Main Lac Long Quan, Au Co, and answers character their sons plot. d Have Ss discuss the question in pairs. Then, draw Ss’ attention to the structure, meaning and use of exclamatory sentences by analyzing the instruction and examples in the Remember! box. Write the following on the board: Elicit the first answer from the Ss. Then give Ss a minute to write out the rest of the sentences. Check the answers with the class. Activity 2 - Have Ss quickly match the types of stories with their definitions. Then play. -Lac Long Quan married Au Co. -Au Co gave birth to one hundred baby boys. -Lac Long Quan missed the sea. -Lac Long Quan took fifty of their sons to the sea. -Au Co took the others to the mountains d. What does this sentence from the conversation Key: 1. handsome/man = 1. What a handsome man (he is) 2. interesting/game= .2. What an interesting game ( it is )! 3.good/news= 3.What good new (it is) ! 4. lovely/dogs= 4. What lovely dogs ( they are) ! 5.brave/women= 5. What brave women ( they are )! 2. Match the words with their definitions . Listen ,check, repeat.

(119) the recording for Ss to check their answers. Now put Ss into pairs to think of an example of each type of story. You can add a time limit to increase the fun. - Key: 1. C 2. D - Ss raise their hands when they have 3. B 4. A completed their lists. Check them with the class. Audio script: 1.A very old, tradition story from a particular place that was originally passed on to people in a spoken form – fable 2.An ancient story about brave people or magical events that are probably not true – fairy tale 3.An imaginary story typically involving magic or fairies, usually for children – folk tale 4.Traditional, imaginary story that teches a moral lesson; typically using animal characters – legend Activity 3 Game: Guess the story a Have Ss work independently, filling 3. work in pairs. Interview each other and in the table with the information of the try to guess the title of the story legend, folk tale, fable or fairy tale they know. b First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to help Ss. Call some pairs to practice in front of the class E. Wrap-up( 4ms) -T: asks Ss to practice saying ‘ folk tales” - Ss : repeat F. Homeassignment(1ms.) - Learn by heart new words - Prepare unit 6: A closer look 1 Boi Cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation:.

(120) ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 5 / 12 / 2016 Date of teaching: /12/2016 Week: UNIT 6: FOLK TALES Period 43: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use lexical items related to the topic “ folk tales ” - To know adjectives describe characters in fold tales - To use an exclamatory sentence with the correct intonation 2. Knowledge and skills: * General language knowledge - Vocabulary wolf, hare, fox , toroise, orgre, eagle, , evil, cunning, greeddy, mean, fierce, cruel, brave, wicked, generous - Grammatical structures : * Skills: Practice listening, speaking, and writing with the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may have difficulty vocabulary, pronunciation, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) T: Have you ever read folk tales? S: yes , I have T: Which story did you read? S: I read Tam and Cam T: What is Tam like? S: She’s kind and hardworking?.

(121) T What about Cam? S: She is lazy and cruel B. Practice (12ms) - T introdures new words - T asks Ss to read aloud the new words - Call on some Ss to read in front of the class  Checking new words : slap the board C. Practice Vocabulary (13ms) Activity 1 - First, have Ss work independently. - Then, ask them to share their answers with one or more partners. -T may wish to ask Ss to call out some folk tales that include one of these characters. If there is enough time - T can ask them Ss to write their answers on the board.. Woodculter: (n) : tiều phu, người đốn củi Knight (n) hiệp sĩ Princess(n): công chúa, nữ vương Witch (n) phù thuỷ Giant (n): người khổng lồ wolf (n): chó sói hare(n):con thỏ fox( n): con cáo tortoise ( n): con rùa eager (n): diều hâu ogre(n): yêu tinh evil (adj) xấu xa về đạo đức cunning(adj): xảo quyệt greeedy(adj): ngu ngốc wicked (adj): xấu xa, độc ác Cruel(adj): độc ác Activity 2 Mean(adj):keo kiệt - Have Ss work independently. - Ask them to share their answers with one or more Fierce(adj): hung rữ partners. Then ask Ss to categorise the creatures into typically ‘good’ and ‘bad’. There may be some disagreement in the class. Encourage this – it is good for discussion. If time allows, do the same exercise with the character vocabulary. Activity 3 - Have Ss complete the table individually. - have some Ss write their answerson the board before checking with the whole class. - T may ask for translation of some adjectives to check their understanding Pronunciation (10ms) Intonation in exclamatory sentences Activity 4 - T plays the recording and asks pupils to listen and repeat the sentences, paying attention to the intonation of each sentence. -T may play the recording as many times as necessary. Remind Ss that they use falling intonation for exclamatory sentences. Audio script: Activity 5 - Fist Ask Ss to work in pairs, practise saying the sentences. Call some Ss to practise in front of the class. - Ask Ss to listen while T plays the recording. T 1.These are popular characters.

(122) may pause after each sentence and ask them to in folk tales. Match… repeat chorally. - - T corrects their pronunciation Key: 1. G 2. C E.Wrap-up( 4ms) 3. E 4. B -T: asks Ss to repeat adjectives describle chracters 5. H 6. A - Ss : repeat 7. D 8. F - T repeats Intonation in exclamatory sentences 2. These creatures are popular characters in folk tales. F. Homeassignment(1ms.) Match… - Learn by heart new words Key: 1. G 2. F - Do Ex B (1,2,3,4) in page 45-SBT 3. A 4. E - Prepare unit 6: A closer look 2 5. B 6. C 7. H 8. D 3.a The adjectives in the box are often used to describe characters in folk tales. Put them into correct columns Positive Cheerful Generous Kind brave. Negetive Cruel Mean Evil Greedy Wicked Fierce cunning. Boi cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 5/ 12 / 2016 Date of teaching: / 12/ 2016 Week: UNIT 6: FOLK TALES Period 44: Lesson 3: A closer look 2 I/Objectives 1. Educational aims.

(123) - To use lexical items related to the topic “ folk tales ” - To use the past continuous tense correctly - To distinguish between the past continuous tense and the simple past tense 2. Knowledge and skills: * General language knowledge - Vocabulary - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may forget the past simple tense, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A Warm up (3ms) T: What were you doing when I came ? S: I was watcing TV T What film did you watch last night? S : I watch….. B: Presentation (10ms) Activity 1 a - Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Either expain or elicit from Ss the form and use of the past continuous tense.. 1a. Read part of the conversation from getting sated . Pay attention to the underlined part Past continuous Form (+) I, he, she, it + was + V-ing We, you, they+ were + V-ing (-) I, he, she, it + was not/ wasn’t + V-ing We, you, they+ were not/ weren’t + V-ing (/?) was + I, he, she, it + V-ing.? Were + we/ you / they+ V-ing? *Short answer to Yes/ No questions: (+) Yes, I / he/ she / it was. Yes, we/ you/ they were (-) No, I/ he/she/ it wasn’t. No, we. You/ they weren’t. b Before Ss read the rules and the examples, see of b. when do you the past you can elicit any rules from them. Then ask Ss to read continuous? Can you think of the Grammar box. Draw Ss’ attention to the use of the the rule?.

(124) past continuous tense by analyzing the examples in the Grammar box. Then ask some more able Ss to give The use: some examples. -We use the past continuous to dfescible an action that was in progress when at a started time in the past. Ex: At 7p.m my family was watching TV -We use the past continuous to descible an action that was in progress when another shorter action happened ( this shorter action is expressed by the simple past) Ex: She was crying when a fairy appeared. A fairy appeared while she was C. Practice (17ms) crying Activity 2 - Ask Ss to do the grammar exercise individually. Remind them to look back at the Grammar box and use a dictionary if necessary. Key: - Then have Ss compare answers in pairs before 1. was wearing 2. were you checking with the whole class. doing 3. was doing 4. ran -Ss compare answers in pairs 5. was not/wasn’t waiting Activity 3 a Ask Ss to do the grammar exercises individually, using the suggested words to write sentences to describe what was happening in each picture. - Remind them to look back at the grammar box if necessary. -Then have Ss compare answers in pairs before checking with the whole class. -Ss compare answers in pairs. 3.aComplete the following sentences by putting the verbs in brackets in the correct form Key: 1.The servant was spinning in the woods. 2.The girl was picking flowers by the side of the road. 3.The knights were riding (their ) horses to the castle. 4.Cinderella was dancing with the prince. 5.Saint Giong was flying to heaven. 6.The orge was roaring with anger.. b First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to 3 b. Use the past contious and provide help. Call some pairs to practice in front of the suggested words to write class. sentences to describe what was.

(125) Look out! Ask Ss to read the Look out! box. Draw Ss’s attention to this use of the past simple tense by analyzing the instruction and examples in the Grammar box. T may give a comparison between the simple past tense and the past continuous tense. Then ask some more able Ss to give some examples.. Activity 4 - Ask Ss to do the grammar exercise individually. Remind them to look back at the Grammar box and the Look out! box. Then have Ss compare answers in pairs before checking with the whole class.. D. Production (10ms) Activity 5 a - T may do the first sentence as an example for Ss then have them do the exercise individually. - Then have Ss compare answers in pairs before checking with the whole class. -Ss compare answers in pairs b Have Ss discuss the question in pairs. Then ask Ss some pairs to give their answers to the whole class. T may give comments or invite comments from other Ss. Activity 6 a Ask Ss to do the grammar exercises individually, guessing what their partner was doing at the times on the clocks. Remind them to make a note of their guesses. b Now model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to demonstrate in front of the class. E.Wrap-up( 4ms) -T: asks Ss to repeat form and the use of past continuous tense - Ss : repeat. happening in each picture Key: 2. What was the girl doing? She was picking flowers by the side of the road. 3. What were the knights doing? They were riding ( their ) horses to the castle. 4. What was the orge doing? It was roaring with anger. 5. What was Saint Giong doing? He was fying to heaven. 4. Write the correct form of each verb. Use pastcontinuous Key: 1. was walking, stopped, had 2. was lying, heard, needed 3. heard, was following, started 4. dropped, ate 5. were dancing, left was missing/missed, decided 5. a Read the table and put the verbs in brackets into the past simple or the past continuous Key: 1. was shining 2. was sleeping 3. went 4. were fying 5. opened 6. fell. 6a.Guess what your partner was doing last Sunday at these times Ex: I think Minh was having breakfats at 7a.m last Sunday b. Ask your partner to chect your guess A: were you having at 7 a.m last Sunday? B: Yes, I was / No, I wasn’t.

(126) - T ask Ss to give examples T : give examples F. Homeassignment(1ms.) - Learn by heart form and the use of past continuous tense - Do Ex B ( 5,6, 7) in page 46, 47-SBT - Prepare unit 6: Communication Boi Cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 9/ 12 / 2016 Date of teaching: / 12/ 2016 Week: UNIT 6: FOLK TALES Period 46: Lesson 4: Communication I/Objectives 1. Educational aims - To use lexical items related to the topic “ folk tales ” - To talk about a legend/ folk tale / fairy tale/ fable ( its plot. Main characters,etc) 2. Knowledge and skills: * General language knowledge - Vocabulary scream , swallow, granny - Grammatical structures : * Skills: Practice speaking, with the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may have difficulty in speaking, so teacher should help them IV. Procedure TEST 15’ I. Put the verbs into correct form: past continuous or past simple(5pts).

(127) 1.I ( listen)……………………to the radio when you (ring) …………………. the bell last night. 2.. What …….. you ( do)……………….. at 9 o’clock yesterday? I (work)………………………… on the computer. 3.I(watch)…………………a festival on TV while my wife (tell)……………. our sons a fairy tale 4. Lan and Nga (make)……………dinner when Hoa ( arrive)……………. 5. When I last ( see)…………….. them, they (try)……………to find a new house near their work. II. Combine each sententences to make one sentence, using the words given in brackets. (5pts) 1.We won’t hold the festival. It costs too much money. (If) ……………………………… 2.The girl worked hard. Her stepmother wasn’t happy. (athough) ………………………………………… 3.The prince saw sleeping beauty . He kissed her on the forehead. (When) ……………………………………………………… 4.He is not a Buddhist, he decided to eat as a vegetarian ( Because) ……………………………………………… 5.He has been living 15 km away from Nha Trang . He has never been to Nha Trang Canival. ( However) ……………………………………………………… Key: I. 5đ . mỗi động từ chia đúng 0,5đ 1. was listening , rang 2. were … doing , was working 3. was watching , was telling 4. was making , arrived 5. saw, were trying II. 5đ. Mỗi câu đúng 1đ 1. We won’t hold the festival if it costs too much money 2. Although the girl worked hard, her stepmother wasn’t happy. 3.The prince saw sleeping beauty when he kissed her on the forehead. 4. Although he is not a Buddhist, he decided to eat as a vegetarian 5.He has been living 15 km away from Nha Trang , however, he has never been to Nha Trang Canival . Teacher’s / Students’ activites A.Warm up (5ms) T : what fairy tales they liked to read when they were little. S: Tam and Cam T: gets Ss to think about how fairy tales are structured. T can say: Today, we are going. Content.

(128) to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle and at the end if a fairy tale. Before -speaking (10ms) Activity 1 a First help Ss understanding the meanings of the words in Extra vocabulary by using pictures or examples. - Then have Ss work independently, looking at the pictures and putting parts of the fairy tale in order. - Ss putting parts of the fairy tale in order. - Tell Ss that the pictures are in the correct order but the text (a-h) is jumbled. Give Ss a time limit to keep a lively pace to the lesson. - Call on Ss to give their answers - T corrects While- speaking (20ms) Activity 1. b Allow Ss to work in pairs, comparing their answers and discuss any differences. - Then discuss as a class. Activity 2 Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words. Set a threeminute time limit per story and have one group member keep time. - Then Ss can choose the best storyteller in their group. Post -speaking (5ms) Activity 1 - Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale. -Encourage them to have fun and be creative. - Choose a student from each group to read the ending to the whole class. After each student has finished, invite some comment from Ss in other groups. - T makes comments and corrects Ss’s. 1. a) Look at pictures . Then put parts of the fairy tale in order - granny : = grandmother - scream (v) hét lên, gào thét (n) tiếng gào rú - swallow (v) nuốt (thức ăn). Key: 1. h 2. a 3. e 4. f 5.d 6.c 7.b 8.g. b. Work in pair. Compare your answers with a partner’s. Discuss any different 2.Work in groups. In turn, retell the fairy tale to your members in your own words.. 3. Work in groups. Discuss and write an ending for the fairy tale. Share it with other groups.

(129) mistakes if there are any. Finally, T may have Ss vote for the best fairy tale ending. E. Wrap-up( 4ms) T:asks Ss to repeat ending for the fairy tale. - Ss : repeat F. Homeassignment(1ms.) - Learn by heart new words - Do Ex C ( 1,2,3) in page 48-SBT - Prepare unit 6: skills 1 Boi Cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 9/ 12 / 2016 Date of teaching: / 12/ 2016 Week: UNIT 6: FOLK TALES Period 47: Lesson 5: Skills 1 I/Objectives 1. Educational aims - To use lexical items related to the topic “ folk tales ” - To read for specific information in a fairy tale 2. Knowledge and skills: * General language knowledge - Vocabulary : starfruit tree, ripe, forune, repay , fill - Grammatical structures : * Skills: Practice reading and speakingwith the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may have difficulty in reading, speaking, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) T Have you ever read a folk tale?.

(130) S Yes, I have T: What’s the title ? Ss: Cây khế ngọt T: What is it about ? Today we are going to read the starfruit tree? Reading (20ms) Before- reading Activity 1 - Ask Ss to scan the passage to find where the words fortune, srarfruit tree, ripe, filled, load and repay are in the story. - T helps Ss work out the meanings of these words from the context..  Checking new words by “ slap the board”. 1. Read the fable The Starfruit tree . Then find the following words and underline them in the story Key: fortune – a large amount of money starfruit tree – tree with green fruit shapped like a star ripe – ready to be eaten filled – put gold into the bag until there is no more space repay – pay back load – something that is being carried. While- reading Activity 1 - T may set a longer time limit for Ss to read the story again and answer the questions. - Key: Ask Ss to note where they found the 1. He gave his younger only a starfruit information that helped them to answer the tree. questions. Ss can compare answers before 2. The eagle promised to repay him in discussing them as a class gold. 3. He offered to swap his fortune for his brother’s starfruit tree. 4. He filled a very large bag and all his pockets with gold. He was dropped ( by the eagle ) into the sea. Activity 2 3. Now change the detail of the fable -First, have Ss work independently, completing the details of the fable The Key: 1. greedy 2. time Starfruit Tree. 3. fortune 4. gold - Then allow them to share answers before 5. swapped 6. dropped discussing as a class. Speaking ( 15ms) Before -speaking Speaking Activity 1 4.Read the story summaries below. First, ask Ss to work individually to read Decide which story you would like to read.

(131) every story summary. T may help with any new vocabulary. Whlie- speaking Activity1 - Now ask Ss to work in pairs, asking and answering about the stories in 4. T goes around to provide help if necessary. After finishing, T may call some pairs to practice in front of the class. Post- speaking 6 Game: Who am I? - T reminds Ss of the words to describe characters or creatures in fairy tales/legends/fables. - Ss may refer to the words and phrases in A Closer Look 1. - Then, ask Ss to play this game in groups of about five. Each member chooses a character in any of the stories in 4. Ss: work in groups - The others ask Yes/No questions to discover who that person is. For example, ‘ - T may go around to provide support if necessary. E. Wrap-up( 4ms) -T: asks Ss to retell the starfruit tree - Ss : retell F. Homeassignment(1ms.) - Learn by heart new words - Do Ex D ( 1,2,) in page 49 -SBT - Prepare unit 6: skills 2. 5.Work in pairs. Ask and answer questions about the story. 6.Game: Who am I?. For example, ‘Are you evil?’ Do you live in a castle?’ Do you have long hair?’. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 13 / 12 / 2016 Date of teaching: / 12/ 2016 Week: UNIT 6: Period 48: I/Objectives 1. Educational aims. FOLK TALES Lesson 6: Skills 2.

(132) - To use lexical items related to the topic “ folk tales ” - To listen for specific information in a fairy tale - To write a narrative of legend / folk tale/ fariy tale/ fable 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening and writing with the lexical items related to the topic “folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -S may have difficulty in listening, writing, so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A.Warm up (5ms) Ask Ss to look at the pictures and make some guess about the fairy tale The Princess and The Dragon. Ask them: What/Who do you think may be the main characters in the fairy tale? What may happen in the fairy tale? *Listening B. Before -listening (5ms) 1. Listen to fairy tale the princess Activity 1 and the dragon and correct the - First, have Ss cover the right side of the page following staements where the story is written out in the green box. - Ask Ss to read the statements carefully and underline the key words. While- listening (15ms) Activity 1 - T Plays the recording and ask Ss to correct the Key: statements. 1. Once upon a time, there was a - Ss listen king, a queen and a princess. - ask two or three Ss to write their answers on 2. Once night an ugly orge the board. Play the recording again for Ss captured the princess and put check their answers her in his tower, Audio script: 3. One day a dragon heard the Once a upon a time, there was a king and a queen princess cry for help. who lived in a castle with their beautiful daughter. One night an ugly orge captured the princess and 4.At the end of the story, the dragon put her in his tall, dark tower. The king and the married the princess queen were very sad. They promised to give gold to the knight that rescued the princess. Many knights wanted to rescue her. But they all ran away when they research the tower and saw the orge roaring with anger. One day a dragon was flying over the.

(133) tower when he heard the princess cry for help. Then dragon rescued the princess from the tower and gently put her on his strong back. They flew back to the castle. The king and the queen were so happy. The dragon turned into a handsome prince and married the princess. They all lived happy ever after. 2. Listen again . fill the missing words. Activity 2 (5ms) - Ask Ss to read the story carefully. - Ss may work in pairs to discuss what may be missing by using the information they heard in Key: 1. castle 1. 3. with anger - Play the recording again and have Ss find the 5. strong back missing words as they listen. Ss can share their answers with their partners. - T may play the recording more times until Ss have chosen all their answers. Call some Ss to write their answers on the board. Writing Before -wrting (5ms) Activity 1 Ask Ss to make notes about one of their favourite fairy tales or invent their own fairy tale. Remind them that they do not have to write full sentences. While- writing (10ms) Activity 1 Ask Ss to refer back to the reading passage in Slills 1 for useful language and ideas, and note some necessary expressions and language on the board. Ask Ss to work individually to write the first draft. T can display all or some of the stories on the wall/ board. Other Ss and T give comments. Ss edit and revise their stories as homework. Post wrting E.Wrap-up( 4ms) -T: asks Ss to retell notes about one of fairy tales - Ss : retell: tittle, main characters, plot (beginning, midle, end) F. Homeassignment(1ms.) - Learn by heart new words - Do Ex D (3)) in page 49 -SBT - Prepare unit 6: Looking back + project. 2. give gold 4. breath. *Writing 3. Make notes about one your favorite fairy tales.. 4a Use your notes in 3 to write the fairy tale.Use the Princess and pricess and dragon as amodel. b. Swrap stories with your classmates and read other’s stories.

(134) Boi Cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 12/ 12 / 2016 Date of teaching: /12/2016 Week: UNIT 6: FOLK TALES Period 49: Lesson 7: Looking back + project I/Objectives 1. Educational aims To Revise the knowledge they’ve learnt about the topic “ folk tales ” 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic “ folk tales ” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems -Ss may have difficulty in vocabulary and grammar so teacher should help them IV. Procedure Teacher’s / Students’ activites Content A. Warm up (5ms) B. Presentation - Ask Ss to do “ Jumble word” Geledn-> legend Fblae -> fable Aifry ltae-> fairy tale C. Presentation Vocabulary Activity 1 (5ms) 1. Think of an example for each type - Ask Ss to think of as many examples of of story in the box different types of stories as possible. - Then ask Ss to say their examples in front of the class. Activity 2 (5ms) 2. Write the correct under the.

(135) - Ask Ss to do these exercises individually at picture first. Then they can check their answers with Key: 1. witch 2. hare a partner before discussing the answers as a 3. knight 4. orge class. However, tell Ss to keep a record of 5. fairy 6.tortoise their original answers so they can use that 7. giant 8. dragon information in their self- assessment. 3. Put the words in the box into the correct Activity 3 (5ms) columns - Ask Ss to do these exercises individually at Characters Personality first. Then they can check their answers with a Woodcutter Cruel partner before discussing the answers as a class. Witch Kind However, tell Ss to keep a record of their Dragon Generous original answers so they can use that information Fairy Mean in their self- assessment Giant Wicked Hare Cheerful Emperor Fierce Tortoise Evil Knight Cunning Orge Brave Eagle greedy Budha Grammar Grammar Activity 4 (5ms) 4. What were they doing? Work in - first, model this activity with a more able pairs, ask and answer questions student. Then ask Ss to work in pair. Key: - T may go around to provide help it=f 2. A: Was Mrs. Lan doing the necessary. gardening? - Call some pairs to practice in front of the class. B: No, she wasn’t. She was cooking. 3. A: Was Mr. Hung writing a letter? B: No, he wasn’t. He was reading a newspaper. 4. A: Were Hoa and Hai playing table tennis? B: Yes, they were. 5. A: Was Duong listening to music? B: No, he wasn’t. He was watching TV. 6. A: Was Mai doing her homework? B: No, she wasn’t. She was sweeping the floor. Activity 5 (5ms) 5.What were they doing at the - Model these activities with a more able S first. following times. Work in pairs - Then ask Ss to work in pairs. - T may go around to provide help if necessary. - 6.Work in pairs . Make exclamatory - Call some pairs to practice in front of the class. sentences. Ex: What a lovely shirt you’re wearing.

(136) Activity 7(5ms) - Ask Ss to do the task individually to number the lines of the dialogue. - Ask them to check their answers with the whole class. - Ask Ss to practise saying the dialogue with their parents E.Wrap-up( 4ms) -T: asks Ss to repeat grammar - Ss : retell:. Communication 7.Number the lines of the dialogue in the correct order Key 1. D 2. I 3. A 4. C 5. F 6. H 7. j 8. B 9. G 10. E. F. Homeassignment(1ms.) - Do Ex E ( 1,2) in page 51 -SBT - Prepare unit 6: Review 2 Boi Cau, December .................., 2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 14/ 12 / 2016 Date of teaching: /12/2016 Week: REVIEW 1 Period 50: Lesson 1 I/ Objectives 1. Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 4,5,6 2. Knowledge and skills: * General language knowledge: Lexico & grammar of unit 4.5.6 - Lexico/Vocabulary : Pronunciation + consonants/ consonal clusters: / spr/ and / str/ +Vocabulary: fairy tales, festivals, customs and traditions - Grammatical structures + Review: should and shouldn’t, have to, complex sentences, past simple , past continous *Skills:.

(137) - Intergrated language skills + Listening skill +Writing skill: choose the best answer, complete the sentences, complete each sentence Put the verbs into the correct tense +speaking skill: - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures : Teacher’s / Students’ activites Reviewed & Practiced content Warm up(3ms) T: What were you doing at 7 o’clock last night? S: I was watching TV T: what were you watching at 7o’clock last night? S: I was watching news Presentation (7ms) Pronunciation 1. Underline the words with /spr/ Activity 1 with /str/ and cirlce the words 1a Ask Ss to do this exercise individually, and then to share their answers with a partner before Key: giving T the answers. T writes the correct 1. What fresh strawberries they answers on the board. are! 2. What lovely spring flowers they are! b Ask Ss to work in pairs: one student says the 3. What a cunning sprite it is! sentences and the other gives comments and even 4. What a brave instructor he is! makes any corrections if possible. T may around 5. What a noisy street it is! to provide help. Activity 2 - In order to do this exercise correctly, Ss have to be able to pronounce the words correctly themselves. - T may let Ss do it in groups and encourage them to read the words out loud among themselves. Then T plays the audio and checks them as a class, encouraging Ss to repeat the words. Practice ( Vocabulary Activity 3 (5ms) - Ask Ss to do this exercise individually and then. 2. Circle the word with a different strees pattern from the others Key: 1.A. bam’boo 3. A. compe’tition 4. C. presen’tation. 2.B. ‘cultural 5. D. ‘heritage. Vocabulary 3. Choose the best answer.

(138) share their answers with a partner. T may ask a student to write his/her answers on the board. Key: 1. A 2. B 3. C Then T checks the answers with the whole class. 4. D 5. B 6.B Activity 4 (5ms) - After Ss do this exercise individually, T 4. Use the words in the box to complete the sentences quickly checks Ss’answers Key: 1. legend 2. cunning 3. ever 4. generous Activity 5 (5ms) 5. kind - Elicit the form and use of have to, and should. Ask Ss to tell the differences between the uses of Grammar 5. Read and match the notice don’t have to and mustn’t. -T may call a student to do the exercise on the board while other Ss also do these. Check Ss’ answers. Ask them for explanations if necessary. Key: 1. B 2. A 3. E 4. D 5. C Activity 6 (5ms) - Elicit the use of some connectors in compound sentences and complex sentences. - Ask Ss to tell the differences between the 6. Complete forms and uses of compound sentences and Key: 1. Although 2. otherwise 3. While 4. Moreover complex sentences. 5. however - T may ask a S to write his/her answers on the board. T checks the answers with the whole class. Activity 7 (5ms) - Elicit the form and use of the past continuous tense. - Ask Ss to tell the differences between the use of 7. Put the vebs in brackets into past simple past tense and the past continuous tense. - T may call a S to do the exercise on the board simple or the part continuous while other Ss also do this. Check Ss’ answers. Key: 1. were you doing Ask them for explanation necessary. 2. was watching 3. was telling 4. happened Activity 8 (5ms) 5. were setting off - Ask Ss to do this exercise in pairs. After checking their answers, ask some pairs to act out the conversations. Wrap-up( 4ms) -T: asks Ss to repeat grammar - Ss : retell: Homeassignment(1ms.) - Do Ex 1,2 in page 52 -SBT - Prepare unit 6: Review 2 (skills). Everyday English 8. Choose the most appropriate response to complete the conversation Key: 1. C 2. A 3. B 4. D 5. E.

(139) Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 22/ 12 / 2016 Date of teaching: /12/ 2016 Week:. review 1. Period 52- Lesson 2 I/ Objectives 1. Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3 ,4,5,6 2. Knowledge and skills: * General language knowledge: *Skills: - Intergrated language skills + reading skill: Read and tick T or F + Listening skill: listen to the passage and choose +Writing skill: write a letter +speaking skill - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may have difficulties in their writing so the teacher will go round the class and give any help IV/ Procedures : Teacher’s / Students’ activites Reviewed & Practiced content A. Warm up B. Presentation Skills Reading Activity 1 - Ask Ss to do them individually and check their answers with a partner before giving their answers to T to confirm the correct answers. Speaking Key: 1. T 2. F Activity 2 3. F 4. T a Ask Ss to do this activity individually, 5. T making nites of six tips about the social customs in his/her country. Remind Ss that they may use the given ideas as well as their.

(140) own ones. b Ask Ss to work in pairs, taking turns to tell each other their tips. They may discuss to choose the most appropriate tips. Listening Activity 3 Play the recording once or more for Ss to listen and choose their answers. Then check their answers. Audio script: After living in France for a few months, I realized that I really should stop trying to be so polite all the time. The French seem to Key: 1. A find it annoying if you say things like “ I’m 3. A awfully sorry” because they feel you are wasting their time. It must seem to them that the British spend their whole time apologizing! the French don’t really make ‘small talk’ either. Chatting to strangers such as a taxi drivers or shop assistants, espically politely, is seen as rather stranger. And there is another interesting difference. People at dinner parties in France will expect to take part in a serious discussion. The guests are often asked their opinions on ‘big issues’. British people enjoy discussions about house prices and education. However, they are sometimes surprised if their guests want to talk about anything serious, such as politics or art. Writing Activity 4 Encourage Ss to use the ideas they provided in the speaking section. T may brainstorm the language necessary for writing and note some necessary expressions and language on the board. Give Ss time to do the writing task. Then collect their papers to check out of class E.Wrap-up( 4ms) -T: reminds skills - Ss : Listen and remember F. Homeassignment(1ms.) - Do Ex 5,7,8 in page 554,55 -SBT. 2. B 4. C. Boi Cau, December .................., 2016 Group leader’s comments.

(141) ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 23/ 12/ 2016 Date of teaching: Week. Period 52 - REVISION FOR THE 1ST TERM TEST I/ Objectives 1. Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3,4,5,6 2. Knowledge and skills: * General language knowledge: Lexico & grammar of unit 1,2,3,4.5.6 - Lexico/Vocabulary + Mono- vowel +Vocabulary: adjectives, nouns.... - Grammatical structures +Review: Comparative and superlative of short adjectives + Modal verbs: must, should, shouldn’t + Will/ won’t + The present progressive , the present simple + There is/ There are *Skills: Listening, writing and speaking skill II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home III/ Anticipated problems - S may forget some vocabularies , grammar so the teacher should be ready help them IV/ Procedures : II. Pronunciation Review 1. Put the following words into the appropriate column, then mark the stressed syllable. (1 point).

(142) competition. strangers district companion pedestrian. /ion/ /str/ ………………………………………. ……………………………………… ………………………………………. ……………………………………… ………………………………………. ……………………………………… ………………………………………. ……………………………………… 2.Draw the intonation for each question. (1 point) 1. What a beautiful day it is! 2. Are you going to the cinema? 3. Did you take part in the festival? 4. Why do you want to come here? 5. When did you return? II. Vocabulary and Grammar 1. Choose the best answer A, B, C or D to complete each sentence. (1point) 1. While I …………the performance, I met one of my old friends. A. watched B. was watching C. watch D. am watching 2. You should buy the blue sweater. It suits you ………..than the red one. A. good B. well C. better D. the best 3. The ………… of quan ho singing has been recognized as a world heritage. A. preservation B. procession C. song D. performance 4. Saint Giong was unable to talk, smile, or walk ……… he was three years old. A. even though B. because C. while D. if 5. It’s a rule, so everyone ……………strictly follow it. A. doesn’t have to B. shouldn’t C. has to D. should 6. The 54 ethnic peoples of Viet Nam are…………, but they live peacefully. A. similar B. unlike C. diverse D. like 7. I detest…………….so early in the morning. A. get up B. getting up C. gets up D. to get up 8. Both my brother and I help ……….. our family’s goats. We feed them on the pastures by the edge of the village. A. herds B. to herd C. herding D. to herding 9. Lang Lieu couldn’t buy any special food………..he was very poor. A. although B. when C. while D. because 10. The girl was crying when a fairy…………… A. appears B. was appearing C. appeared D. is appearing 2. Identify a mistake in each sentence and correct it. (1 point) 1. Viet Nam is an multicultural country with 54 ethnic group. ………………………………………………………………………………… 2. We speak English fluent now than last year. ……………………………………………………………………………….. 3. We broke with tradition by make sponge cakes for the Mid-Autumn Festival instead of mooncakes. ………………………………………………………………………………… 4. You has to take off your hats when you go to the pagoda. ………………………………………………………………………………… 5. I don’t like this performance although it’s too boring.

(143) ………………………………………………………………………………… III. Reading Read the fairy tale Cinderella and do the tasks below. Once upon a time there was a young girl called Cinderella. Cinderella was living happily with her family when her mother died. Her father married an evil widow with two daughters. Cinderella’s stepmother and two stepsisters mistreated her. She had to wear old clothes and work hard while the sisters wore fancy clothes and had fun. A good witch helped Cinderella. She turned Cinderella’s old dress into a beautiful gown. Cinderella went to a party and a handsome prince politely invited her to dance with him. He fell in love with her and wanted to find out who she was. Cinderella left the party in a hurry and didn’t tell the prince her name. but she left a glass slipper, and the prince used that to find her. They got married and lived happily ever after. 1. Answer true (T) or false (F). (1 point). True. False. a. Cinderella was living happily with her family when her mother died. b. Her father married a kind woman. c. Her stepmother and two stepsisters were very kind to her. d. The prince got married to the girl who fitted the left glass slipper. 2. Answer the questions. (1 point) 1. What did Cinderella’s father do when his wife died? ………………………………………………………………………………… 2. How did Cinderella’s stepmother and two stepsisters treat her? ………………………………………………………………………………… 3. Who turned Cinderella’s old clothes into a beautiful gown? ………………………………………………………………………………… 4. What did the prince use to find Cinderella? ………………………………………………………………………………… 5. What happened in the end? ………………………………………………………………………………… IV. Writing 1. Combine each pair of sentences to make one sentence, using the words given in brackets (1 point). 1. We won’t hold the festival. It costs too much money. (IF)  …………………………………………………………………………… 2. The tortoise was running. The hare was sleeping. (WHILE)  ………… ………………………………………………………………… 3. The girl worked hard. Her stepmother wasn’t happy. (ALTHOUGH)  ………….………………………………………………………………… 4. The Buffalo- fighting Festival took place in Do Son last Saturday. There were so many people. (BECAUSE)  ……………..……………………………………………………………….

(144) 2. Read the situation and complete the sentences with the right compararive form of the adverbs in brackets. (1 point) 1. A lion can run 100km/hr while a horse can run 80km/hr. (fast)  A lion can run……………………………………………………………… 2. They are both good at speaking English, but Hung speaks better than Nam. (badly)  Nam speaks English ……………………………………………………….. 3. The Eagle team performed more successfully than the Tiger team. (successfully) The Tiger team performed………………………………………………….. 4. A sports car goes faster than an ordinary car. (slowly)  An ordinary car goes………………………………………………………... -------------------- THE END -------------------Key I. Pronunciation: (2 points) 1. Put the following words into the appropriate column, then mark the stressed syllable. (1 point) /ion/ /str/ com’panion ‘strangers compe’tition ‘district pe’destrian 2. Draw the intonation for each question. (1 point) 1. What a beautiful day it is! 2. Are you going to the cinema? 3. Did you take part in the festival? 4. Why do you want to come here? 5. When did you return? II. Vocabulary & Grammar 1. Choose the best answer A, B, C or D to complete each sentence. (1point) 1. B 6. C 2. C 7. B 3. D 8. B 4. A 9. D 5. C 10. C 2. Identify a mistake in each sentence and correct it. (1 point) 1. an multicultural country  a multicultural country 2. fluent  more fluently 3. by make  by making 4. has to take off  have to take off 5. although  because III. Reading 1. Answer true (T) or false (F). (1 point). 1. T 2. F 3. F 4. T 2. Answer the questions: (1 point).

(145) 1. He married an evil widow with two daughters. 2. they treated her badly. 3. A good witch did. 4. He used a glass slipper that Cinderella left behind. 5. Cinderella and the prince got married and lived happily ever after. IV. Writing 1. Combine each pair of sentences to make one sentence, using the words given in brackets (1 point). 1. We won’t hold the festival if it costs too much money. / If it costs too much money, we won’t hold the festival. 2. The tortoise was running while the hare was sleeping. /While the hare was sleeping, the tortoise was running. 3. Her stepmother wasn’t happy although she worked hard. / Although the girl worked hard, her stepmother wasn’t happy. 4. Because the Buffallo- fighting Festival took place in Do Son last Saturday, there were so many people. /There were so many people because the Buffallo-fighting Festival took place in Do Son last Saturday. 2. Read the situation and complete the sentences with the right compararive form of the adverbs in brackets. (1 point) 1. A lion can run faster than a horse. 2. Nam speaks English worse than Hung 3. The Tiger team performed more successfully than the Eagle team. 4. An ordinary car goes more slowly than a sports car. -------------------- THE END --------------------Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 24/ 12/ 2016 Date of teaching: Week:. Period 53 - The first term test I. Objectives 1. Educational aim - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to thei methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry: Vocabulary: + School things + Type of house + Rooms and furniture.

(146) - Grammatical structures + The present simple tense and the present continuous, will/ won’t + There is/ There are..... + Comparative, superlative adjectives + should, shouldn’t *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Part I: Listening Exercise 1 : Listen and tick (1.25pts) Exercise 2: Listen again and choose the best answer Part II. Reading: Exercise 1: read the passage and fill each gap with one suitable word. Exercise 2: Read answer the questions (1.5pts) Part III: writing Exercise 1: Put the words and phrases in the right order to make meaningful sentences (1.5pts) Exercise 2: Rewrite these sentences 2.The test matrix. Part/ exercise knowledge. Levels of knowledge and skills Comprehension Aplication 1. Aplication 2. Part I Exercise 1 5 3 2 1 Exercise 2 4 4 4 2 Part II Exercise 1 5 3 2 0 Exercise 2 8 6 4 2 Part III Exercise 1 5 4 2 1 Exercise 2 4 3 2 1 Part IV Exercise 1 5 4 2 2 Exercise 2 5 3 2 2 Total N1( 40) N2(30) N3( 20) N4(10) IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure I. LISTENING: Part 1. Listen and complete the sentences (5.0 points) 1. Little Pea ‘s father was a …………… 2. Little Pea ‘s mother …………. when she was young. 3. Little Pea had to do the housework all day after her father got married ……..

(147) 4. The prince wanted to ………….. a girl from Little Pea village. 5,. The Prince found Little Pea’s ………… shoe Part 2: Listen again and decide if the statement are T of F (5.0 points) 1.When he died , he left his two sons a house. 2.The eagle promissed to repay him a gold and told him to make a bag to carry it . 3. When he got home he wasn’t rich. 4. Older brother offered to wrap his fortune for the starfruit tree. 5.The eagle didn’t get tired and dropped him into the sea. II. USE OF ENGLISH: ( 2.0 points)) A. Choose the best answer A, B, C or D to complete the sentences: (2.0 points) 1. While I ………….. the performance, I met one of my old friends A. watch. B. was watching. C. watch. D. am watching. 2. They love ……… with their friends. A. eat out. B. ate out. C. having eaten. D. to eat out. 3. The girl was crying when a fairy ………….. A. appeared. B. is apprearing C. appears. D. was appearing. 4. Chaul Chnaim Thmay is the biggest …………. of the Khmer people. A. festival. B. ceremony. C. practice. D. celebration. 5 . The prince was…………… - He always gave things to other people. A. handsome. B. generous. C. humble. D. thoughtful. 6. Among the …………, the Tay people have the largest population A. groups. B. majorities. C. ethnic minorities. D. ethnic culture. 7. So many people nowadays are ……. computers and smart phones. A. bored with. B. afraid of. C. worried about. D. addited to. 8.. The volunteers have to work much ………. usual to save the dying animals from the forest fire. A. as hard as. B. more hard than. C. harder than. 9. …………. is the most interesting park in Ha Noi?. D. the hardest. I think It’s Thong Nhat park. A. Which do you think. B. Which you think. C. What do you think. D. What you thick. 10.Lang Lieu couldn’t buy any special food ………… he was very poor. A. although. B. even though. c. while. D. because. B. Give the correct forms of the verbs in the brackets (1.0 point) 1. We (break) ……….…….. with tradition by travelling to China at Tet last year. 2. (Worship)………………….. ancestors is one of the core traditions of Vietnamese people. 3. While I (watch)……………………….. the performance, I met one of my friends..

(148) 4. He was wearing shorts, so he ( not allow) ……………………… to go in to the temple. 5. The girl was crying when a fairy (appear)……………………… III. Reading Read the fairy tale Cinderella and do the tasks below. Once upon a time there was a young girl called Cinderella. Cinderella was living happily with her family when her mother died. Her father married an evil widow with two daughters. Cinderella’s stepmother and two stepsisters mistreated her. She had to wear old clothes and work hard while the sisters wore fancy clothes and had fun. A good witch helped Cinderella. She turned Cinderella’s old dress into a beautiful gown. Cinderella went to a party and a handsome prince politely invited her to dance with him. He fell in love with her and wanted to find out who she was. Cinderella left the party in a hurry and didn’t tell the prince her name. but she left a glass slipper, and the prince used that to find her. They got married and lived happily ever after. 1. Answer true (T) or false (F). (1.0 point) True False a. Cinderella was living happily with her family when her mother died. b. Her father married a kind woman. c. Her stepmother and two stepsisters were very kind to her. d. The prince got married to the girl who fitted the left glass slipper. e. They got married and lived unhappy ever after 2. Answer the questions. (2.0 points) 1. What did Cinderella’s father do when his wife died? ………………………………………………………………………………… 2. How did Cinderella’s stepmother and two stepsisters treat her? ………………………………………………………………………………… 3. Who turned Cinderella’s old clothes into a beautiful gown? ………………………………………………………………………………… 4. What did the prince use to find Cinderella? ………………………………………………………………………………… 5. What happened in the end? ………………………………………………………………………………… IV. WRITING Exercises 1: Combine each pair of sentences to make one sentence, using the words given in brackets . (2.0 points) 1.The Buffalo- fighting took place in Do Son Saturday. There were so many people . ( because) ……………………………………………………………………………………… 2.We won’t hold the festival . It cost too much. (if) ……………………………………………………………………………………… 3. Tet is the a time for us to worship our ancestors. It’s also a time for family reunion ( moreover).

(149) ……………………………………………………………………………………… 4. The Nha trang Sea festival is famous for the impressive streets carnival. It has attracted thousand of foreign visitors ( therefore) ………………………………………………………………………………………… 5.The girl worked hard. Her stepmother wasn’t happy. (although) ……………………………………………………………………………………….. Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first sentence (2.0 points) 1. Mai enjoys writing short stories when she has free time. -> Mai is .……….……….……….……….……….…………………………… 2. Jill doesn’t run as fast as Tom. ->Tom runs……….……….……….……….……….……….……….………. 3. No one in the class is more intelligent than Peter. -> Peter ….……….……….……….……….……….……….……….………. 4. They are both good at speaking English, but Hung speaks better than Nam. (badly) -> Nam speaks English ……………………………………………………….. 5. A sport car goes faster than an ordinary car. ( slowly) -> An ordinary car……………………………………………………………… --- The end--Keys I. LISTENING Part 1. Listen and complete the sentences (1.0 point) 1. poor farmer 2. died 3. again 4. choose 5. lost Audio script: The Lost shoe Once a poor farmer had a daughter named Little Pea. After his wife died, the farmer married again. His new wife had a daughter, Stout Nut. Unfortulately, the new wife was very cruel to Little Pea. Little Pea had to do chores all day. This made Little Peas ‘s father very upset. He soon died of broken heart. Summer came and went. In the fall, the village held its harvest festival. That year, everyone was excited because the prince wanted to choose his wife from the village. Stout nut’s mother made new clothes for her, but poor Little Pea had none. However, before the festival started, a fairy appeared and magically changed Little Pea’s rags into beautiful clothes. As Little Pea ran to the festival, she dropped one of her shoe and lost it. When the prince found the shoes, he decided to marry the girl who owned it. Of cource the shoe fitted Little Pea, and the prince immediately fell in love with her. Part 2: Listen again and decide if the statement are T of F (1.0 point) 1. F 2. T 3. F 4. T 5. F Audio script: Once upon a time , there were a rich man living in a village . When he died , he left his two sons a fortune. But the elder brother gave his brother only a starfruit tree. When the fruit was ripe, an eagle came and ate the fruit. The young brother begged the eagle not to. The eagle promissed to repay him a gold and told him to make a bag to carry it. The eagle.

(150) took him on its back to a place of gold. There, he filled the bag with gold. When he got home he was rich. The elder brother was surprised, so he asked his brother to explain. After hearing the story, he offered to wrap his fortune for the starfruit , and his kind brother accepted. When the eagle came, the elder brother asked it to take him to the place gold. The greedy brother filled a large bag and all his pockets with gold. On the way home, because the load was too heavy, the eagle got tired and dropped him into the sea. II. USE OF ENGLISH: A. Choose the best answer A, B, C or D to complete the sentences: (1.0 point) 1. B 2. C 3.A 4. A 5.B 6.C 7.D 8.C 9. A 10. D B.Give the correct forms of the verbs in the brackets (1.0 point) 1. broke 2. worshipping 3. was watching 4. didn’t allow 5. appeared III.Reading 1. Answer true (T) or false (F). (1 point). 1. T 2. F 3. F 4. T 5. F 2. Answer the questions: (1 point) 1. He married an evil widow with two daughters. 2. they treated her badly. 3. A good witch did. 4. He used a glass slipper that Cinderella left behind. 5. Cinderella and the prince got married and lived happily IV. WRITING Exercises 1: Combine each pair of sentences to make one sentence, using the words given in brackets .(1.0 point) 1. Because the Buffalo- fighting took place in Do Son Saturday, there were so many people ./ There were so many people because the Buffalo- fighting took place in Do Son Saturday 2.We won’t hold the festival if it cost too much./ If it cost too much.,we won’t hold the festival . 3. Tet is the a time for us to worship our ancestors, moreover ,it’s also a time for family reunion 4. The Nha trang Sea festival is famous for the impressive streets carnival, therefore, it has attracted thousand of foreign visitors 5.Although the girl worked hard, her stepmother wasn’t happy. / Her stepmother wasn’t happy although the girl worked hard. Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first sentence (1.0 point 1 Mai is interested in/ fond of/ keen on writing short stories when she has free time. 2. Tom runs faster than Jill. 3. Peter is the most intelligent (student/ boy) in the class 4. Nam speaks English worse than Hung 5. An ordinary car goes more slowly than a sport car. Self evaluation:.

(151) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 25/12/2016 Date of teaching: Week:. Period 54: The 1st term Test correction I.Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English . 2. Knowledge and skills: * General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 6 units II. Teaching aids T: lesson plan. Marked test papers…. Ss: pens and notebooks III. Anticipated problems Ss may not vocabularies and structures , so T should repeat them VI. Procedure. Teacher’s / Students’ activites Test content T: Delivers the market test papers I.Comments on the test to Ss. 1.General comments Ss: get back their marked test papers *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2.Test results marks 0-4.9 5-10 9-10 … (%) %) %) 8B 3.Detailed Correction 1. poor farmer 2. died 3. again 4. choose 5. lost Audio script: The Lost shoe T: have Ss exchange their parers Once a poor farmer had a daughter named Little to discuss the correct answers Pea. After his wife died, the farmer married again. + Then get Ss identify the key His new wife had a daughter, Stout Nut. point to remember Unfortulately, the new wife was very cruel to Little.

(152) Pea. Little Pea had to do chores all day. This made Little Peas ‘s father very upset. He soon died of + provide more pracrice on some broken heart. typical items / skills at which Summer came and went. In the fall, the village held may Ss are still bad at its harvest festival. That year, everyone was excited …………………………….. because the prince wanted to choose his wife from Ss: the village. Stout nut’s mother made new clothes for + liste to T and take notes her, but poor Little Pea had none. + Idetify and correct the mistakes However, before the festival started, a fairy by themsleves under T’s control. appeared and magically changed Little Pea’s rags into beautiful clothes. As Little Pea ran to the festival, she dropped one of her shoe and lost it. When the prince found the shoes, he decided to marry the girl who owned it. Of cource the shoe fitted Little Pea, and the prince immediately fell in love with her. Part 2: Listen again and decide if the statement are T of F (1.0 point) 1. F 2. T 3. F 4. T 5. F Audio script: Once upon a time , there were a rich man living in a village . When he died , he left his two sons a fortune. But the elder brother gave his brother only a starfruit tree. When the fruit was ripe, an eagle came and ate the fruit. The young brother begged the eagle not to. The eagle promissed to repay him a gold and told him to make a bag to carry it. The eagle took him on its back to a place of gold. There, he filled the bag with gold. When he got home he was rich. The elder brother was surprised, so he asked his brother to explain. After hearing the story, he offered to wrap his fortune for the starfruit , and his kind brother accepted. When the eagle came, the elder brother asked it to take him to the place gold. The greedy brother filled a large bag and all his pockets with gold. On the way home, because the load was too heavy, the eagle got tired and dropped him into the sea. II. USE OF ENGLISH: B. Choose the best answer A, B, C or D to complete the sentences: (1.0 point) 1. B 2. C 3.A 4. A 5.B 6.C 7.D 8.C 9. A 10. D B.Give the correct forms of the verbs in the brackets (1.0 point).

(153) 1. broke 2. worshipping didn’t allow 5. appeared. 3. was watching. 4.. III.Reading 1. Answer true (T) or false (F). (1 point). 1. T 2. F 3. F 4. T 5. F 2. Answer the questions: (1 point) 1. He married an evil widow with two daughters. 2. they treated her badly. 3. A good witch did. 4. He used a glass slipper that Cinderella left behind. 5. Cinderella and the prince got married and lived happily IV. WRITING Exercises 1: Combine each pair of sentences to make one sentence, using the words given in brackets .(1.0 point) 1. Because the Buffalo- fighting took place in Do Son Saturday, there were so many people ./ There were so many people because the Buffalo- fighting took place in Do Son Saturday 2.We won’t hold the festival if it cost too much./ If it cost too much.,we won’t hold the festival . 3. Tet is the a time for us to worship our ancestors, moreover ,it’s also a time for family reunion 4. The Nha trang Sea festival is famous for the impressive streets carnival, therefore, it has attracted thousand of foreign visitors 5.Although the girl worked hard, her stepmother wasn’t happy. / Her stepmother wasn’t happy although the girl worked hard. Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first sentence (1.0 point 1 Mai is interested in/ fond of/ keen on writing short stories when she has free time. 2. Tom runs faster than Jill. 3. Peter is the most intelligent (student/ boy) in the class 4. Nam speaks English worse than Hung 5. An ordinary car goes more slowly than a sport.

(154) car. III. Consolidation T ask Ss to summarize the main point to remember Ss: listen and take notes. IV. Homework. T: asssin homework: give some suggestions Ss: listen and take notes …….. December…………….2016 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. THE SECOND TERM Date of preparing: 5/ 1 / 2017 Date of teaching: /1/ 2017 Week :19 UNIT 7: POLLUTION Period 55: Lesson 1: Getting started I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To use words and phrases showing cause/ effect relationships the causes and effects of pollution.

(155) - To use conditional sentences type 1,2 correctly and approriately to describe pollution 2. Knowledge and skills * General language knowledge - Vocabulary : aquatic, dump, poison, illustrate, substance, radioactive , soil pollution, thermal , visual - Grammatical structures : conditional sentences type 1,2 * Skills: Practice listening, speaking, reading, and writing with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may have difficulty vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activities Content A.Warm up (5ms) - S work in groups A and B. Make a ball . Throw the ball to a student in group A and he/ she has to call out one fairytale. If he/ she is right, group A gets one point. Then he/ she throws the ball to a student in group B .The game stops when time is up. The group with more points wins. - Ask Ss if they kbnow any story about the environment or pollution T writes the unit on the board’ pollution’ What things cause pollution? S: cars, factories, motorbikes… B. Presentation Activity 1 (7ms) - T asks Ss to open their book and look at the picture. Ask them some questions + Who can you see in the picture? Ss: They are Nick and Mi + Where do you think they are? S: They are beside the factory + What can you see in the picture? S: I can see air pollution + What do you think the people in the picture are talking about? S: they are talking about pollution - T introducres new words. 1. Listen and read. -aquatic(adj): dưới nước - dump(v): bơm, xả - poison (n, v): chất độc , làm nhiễm độc - illustrate (v) minh hoạ - substance (n): chất.

(156) - radioactive (n) thuộc về phóng xạ - soil (n): đất - thermal (adj): thuộc về nhiệt - T plays the recording and have Ss follow along. - visual (adj) : thuộc về thị giác - Ask Ss to practice dialogue with a partner - Call on some Ss to read in front of the class - Ss can compare their answers with the information in the dialogue in add some more details to their answers a.Find awaord / phrase that Activity a.(5ms) means - T ask Ss work independently to find the words with the given meanings in the conversation. - Asks them to share answer with a partner. - Remember to ask Ss to read the lines in the Key: conversation that contain the words. 1. deal 2. apuatic 3. dump 4. - T have Ss write the correct answers on the board poison 5. polluted 6. to come up with Activity b. (5ms) b. Answer the questions - Have Ss read the questions to make sure they understand them. - Ss read the conversation again to answer the Key questions. 1. They are in Mi’s home - Ss exchange their answers with a classmate. village. - Call on some Ss to write their answers on the 2. It’s almost black . board . 3. She’s surprised because she - T checks answers. sees the fish are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. Activity c. .(4ms) - Have Ss read the sentences quickly to make sure c. Tick True or F otr No information (NI) they understand them. - Ask them firstly to decide if the senetences are true, false or there is no information without reading the dialogue. - Have Ss write their answers on the board. - Have Ss read the conversation again to check their answers. - Aks Ss if they want to change the answers on Key: the board and ask thenm to explain their 1. F 2. T 3. NI 4. T choices. 5. T - T corrects Activity 2.(5ms) - Have Ss look at the pictures . Ask them what. 2.There are different types of pollution. Write each type under.

(157) -. -. they see in each picture. Tell Ss that Ss in the box are some types of pollution. Ss read these and identify any new owrds they do not. Explain the new words to that Ss can understand the pollution types . Ss do this activity in pairs. Call on some Ss to give their answers and write on the board. Acvtivity 3.(5ms) - Have Ss read through the sentences to get a general understanng. - T may teach some words which T thinks Ss do not know such as contamination - Ss do this activity individually and then compare their answers with a classsmate. - Call on some Ss Ss to stand up and give their answers . - T corrects. Activity 4 (5ms) - Ask Ss to work in grups. 5 minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness - They also have to give reasons for their order. - Calll representatives to present their group’s order ans reason. - Have the class vote for the group with the best reason E. Wrap-up( 4ms) -T: asks Ss to read conditional sentences type 1,2 - Ss : If the factory continues dumping poison into the lake, all the fish and other aquatic animals will die. T introduces this sentence is conditional sentence type 1 + If the air wasn’t dirty, I wouldn’t sneeze so much. T introduces this sentence is conditional sentence type 2 (unread at present). a picture Key: A.radioactive pollution B.noise pollution C. visual pollution D. thermal pollution E water pollution F land/ soil pollution G. light pollution H. air pollution 3.Complete the sentences with the types of pollution Key 1. thermal pollution 2. air pollution 3. radioctive pollution 4. light pollution 5. water pollution 6. land/ soil pollution 7. noise pollution 8. visual pollution 4. Work in groups. Which types of pollution in 3 does your neighbourhood face? Rank them in order of seriousness. Give reasons for your group’s order.

(158) F. Homeassignment(1ms.) - Do Ex B (2,3) in page 4 –SBT - Learn by heart new words - Prepare unit 7: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 5 / 1 / 2017 Date of teaching: / 1/ 2017 Week :19 UNIT 7: POLLUTION Period 56: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To pronounce the words ending in –ic ans –al correctly in isolation and in context - To use conditional sentences type 1,2 correctly and approriately to describe pollution 2. Knowledge and skills * General language knowledge - Vocabulary : +contaminate (v), pollutant ( n), contaminant (n) , poisonous (adj), liter (n, v) fume - Grammatical structures : cause/ efffect because/ since + clause Due to / because of + sth So + clause * Skills: Practice listening, speaking, reading, and writing with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure. Teacher’s / Students’ activities A.Warm up: let’s play “ network’ ( 5ms). Types pollution. B. Presentation (10ms). Content. Air pollution. Vocabulary 1. Complete the table with.

(159) Vocabulary Activity 1 -Have Ss look at the table in the book. Make sure that they understand what to do. - Ss complete the exercise individually and them compate their answers with a partner. - Call on some Ss to write on the board - T introduces new words. appropriate verbs , nouns and adjectives. Key 1. poison 2. contaminate 3. pollutant 4. polluted 5. death 6. damaged - contaminate (v): làm bẩn - pollutant ( n) chất gây ô nhiễm Activity 2 - Have Ss read each sentence sillently to have a - contaminant (n) chất gây bẩn genernal understanding and decide which word - poisonous (adj) ; độc form should be filled in each blank. In sentence - liter (n, v) rác vụn, vứt rác - fume ( n) hơi khói 1 is an adjective. Point out t5hat the provided letter is a clude to help them find the word. - Ss do the exercise and compare their answers 2.Complete the sentences with the with a partner. words from the table in 1. - Call on one or two Ss to give the answers before confurming the correct ones. Key 1. poisonous 2. pollutant - Have Ss look at the language box. 3. dead 4. contaminated - Tell Ss the words and phrases in the box express 5. damage 6. pollute cause and effect relationship . - Ss have learrnt so, because and because of. Because / since and due to/ because of are used to talk about the causes of something Because and since of are synonyms and they come before a noun phrase. - Have Ss read the example sentences and underline the clause or noun phrase - Other words and phrases in the box express the effects of something. So comes before a clause To cause , to lead to and to result in are synonyms and they come before a noun phrase. To make sb/ sth do sth in another way to express the effects. After somebody / something is an infinitive verb without to - Have Ss read the example sentences and underline the cluse, noun phrase , or infinitive - T may have Ss read the sentences and explain the rules themselves by using the words and phrases C. Practice (15ms) Activity 3a. - Ask Ss to read each pair of sentences and decide which sentence is a cause and which is 3.Decide which sentence in each an effect..

(160) - Ss compare their answers with a partner. - T corrects. Activity 3b. - Ask Ss to read the examle. Ask them what changes they can see in the new sentence. - T may have Ss look at the language box again to remind them of structures. - Ss have to combine each pair of sentences in 3a into a complete sentence, using the word/ phrase in brackets.. Activity 4 - Have Ss look at the picture in 1. Ask Ss which picture shows the cause and which picture shows the effect. - Asks Ss to read the example sentences and pay attention to the cause/ effect words or phrases. - Ss work in pairs to write sentences showing cause / effect relationship -T devides the class into 12 groups. Two groups work with the same pair of picture in 2,3 or 4. In three minutes, groups of Ss write down as many sentences based on same given picture pair as possible on a sheet of ppaper. When time is up, the group with the most sentences is winner. They stick their paper on the board and read sentences alound.. pair sentences is a cause and which is an effect . Write C ( for cause ) or E ( for effect) next to sentence. Key a) 1. People throw liter on the groud. (C) many animals eat the liter and become sick. (E) 2. Ships spill oil oceans and rivers. (C) Many aquatic animals and plants die( E) 3. Household dump waste into the river. ( C ) It is polluted (E) 4. their children have birt defects (E) The parents were exposed to radiation (C ) 5. We can’t see the stars at night. (E) There is too much light pollution. (C) b) 2. Oil spills from ships in oceans and river lead to the death of many aquatic animals and plants. 3. Households dump waste into the river so it polluted. 4. Since the parents were exposed to radiation. Their children have birth defects. 5. We can’t see the stars at night due to the light pollution. 4. Work in groups. Look at the pairs of pictures . Give as many sentences as possible to show cause / effect relationship Suggested answers 2.The soil is polluted , so plants can’t grow. 3.We won’t have fresh water to drink because of water pollution. 4.We plant tress, so we can have fresh air.. Pronunciation.

(161) Other group give comments. Other groups can add sentences they have. Pronunciation (10ms) Activity 5 - Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answer. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words Activity 6 Have Ss do the activity individually. Play the recording for Ss to check their answers - Then elicit the correct stress partern from Ss - T Plays the recording again for Ss to repeat the sentences. Ask Ss to read out the sentences.. Stres in words ending in –ic and -al 5.Listen and mark the tress in each word, then repeat it. Key 1. ar’tistic 6. ‘physical 2. ath/letic 7. he’roic 3. his’toric 8. po’etic 4. his’torical 9. bo’tanic 5. ‘logical 10. bo’tanical 6. Underline the words ending in – ic and circle the words ending –al in the following sentences Key 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic. E. Wrap-up( 4ms) -T: F. Homeassignment(1ms.) - Do Ex B (1,2,3) in page 4 –SBT - Learn by heart new words - Prepare unit 7: A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 8/ 1 / 2017 Date of teaching: /1/2017 Week: 19 UNIT 7: POLLUTION Period 57: Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To use conditional sentences type 1,2 correctly and approriately to describe pollution 2. Knowledge and skills * General language knowledge - Vocabulary decrease, reproduce, - Grammatical structures : Conditional sentences type 1,2.

(162) * Skills: Practice speaking and writing with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure. Teacher’s / Students’ activities A.Warm up (5ms) Rearange the jumble words to make sentence 1.we / polluted / air / the / is / if / will / sick / be . -> If the air is polluted, we will be sick B. Presentation (10ms). 3. Practice (20ms) Activity 1 Ss do this exercise individually then compare their answer with apartner. - Have Ss read out their answers. - T corrects Activity 2 - Have Ss read the pairs of sentences. Ask two ss to write the new conditional sentences types 1 on the board while other Ss write their sentences. Ask ss to comment on the sentences on the board.. Content. Grammar * Condituonal sentences type 1 - Use: Câu điều kiện loại 1 dùng diễn tả sự kiện xảy ra ở tương lai - Form: If + S + V ( present simple), S + will + V Ex: If it is hot, we will go swimming. * Condituonal sentences type 1 - Use: Câu điều kiện loại 2 dùng diễn tả sự kiện không có thật hay trái với thực tế hiện tại - Form If + S + V( past simple ), S + would/ could / might + V ( bare infinitive) Ex: If I were a billionare, I would travel around the world. Note: chúng ta có thể sử dụng was and were with I/ he/ she/ it trong mệnh đề if 1. Put the verbs in bracke5ts into the correct form Key 1. recycle; will help 2. won’t dump; jines 3. travel; will be 4. will save; don’t waste 5. use; will have 2. combine each pair of sentences to make conditional sentence type 1.

(163) - Give feedback on these sentnces ans ask other Ss to correct them if necessary Conditional sentences type 2 T : if I were a bilionaire, I would …… . ask some Ss to complete the sentence orally. Rite the most original answer on the board. T => an example of the conditional sentence type 2 - Have Ss look at the structure of the conditional sentence type 2 in the language box. Underline the subject, verb, etc. in this example and expalin the structure of the sentence at the same time. Ss read the second example in the language box . Tell them that sentence is a piece of advice Activity 3 - Ask Ss to do this exercise individually. - Compare their answers with a classmate - T checks ss’s answers. Activity 4 -Ask Ss to do this exercise individually. -Call on two Ss to write on the board. - Have other Ss correct the answers. Activity 5 - Have Ss quicky read the example/ - Have Ss do this exercise individually - Compare their answers with a classmate - Ask one or two Ss to write their answers on the board. Key: 1.Students will be more aware of protecting the environment if teachers teach environmental issues at school. 2..When light pollution happens, animals will change their behaviour patterns. 3. The levels of radioactivie pollution will decrease if we witch from nuclear power to renewable energy sources. 4. If the water temperature increases, some aquatic creatures will be unable to reproduce. 5. People will get more diseases if the water is contaminated. 3. Match if clause in A a suitable main clause in B Key 1. b 2. c 3. d 4. e 5. a 4. Put the verbs in brackets into the correct form Key 1. were; would… do 2.exercised; would be 3. had; would build 4. tidied; wouldn’t be 5. were/ was; would grow 5. Write aconditional sentence type for each situation , as in the example Key: 2.If there weren’t so many billoards in our city, people could enjoy the view. 3.If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly. 4.If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office 6. Chain game.

(164) D. Production (5ms) Activity 6 - Put Ss in groups of five or six to play chain game. Write conditional sentences type 1 . Ex: A: If each person plants atree, there will be a lot of tress. B: if there are a lot of trees, the air will be clean. C: If the air is cleaner, fewer people will be ill E. Wrap-up( 4ms) -T: repeats the usage of conditional sentence type 1,2, asks Ss to give example - Ss: Ex: I you get up early, you won’t be late for school. F. Homeassignment(1ms.) - Learn by heart structures - Do Ex 4,5,6 in page 5 –SBT - Prepare unit 7: Communication ……..January…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 14/ 1 / 2017 Date of teaching: Week: 20 Period 58: UNIT 7: POLLUTION Lesson 4: Communication I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - Talk about the causes and effects of noise pollution as well as ways to reduce it 2. Knowledge and skills * General language knowledge - Vocabulary decrease, reproduce, - Grammatical structures : * Skills: Practice speaking and listening with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player.

(165) - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may have dificulty in speaking, so teacher should repeat them IV. Procedure. Teacher’s / Students’ activities A.Warm up(5ms): Let’s play a game “ network” Water pollution. Content. Types of pollution. B. Presentation + practice (35ms) Activtity 1 - Have Ss read the questions in the questionnair to make they understand everything. Explain any unclear points . - Then Ss answer the questionnaire individually. - T reminds them to circle their answers Activity 2 - T asks Ss to work in pairs to compare their answer and see if they have any different answers. They don’t have to reach an agreement at this stage. -T asks some oairs to report on their differences. Activity 3 - T plays the recording for Ss to check their answers. - Ss listen to the recording twice . if there are any incorrect answers , Ss correct them. - Ask Ss if any of answers has surprised them, and if so, why.. Audio scipt: Noise is comstant and lound sound. To measure the loudness, or volume of sounds, people use aunit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours/ the sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediately are listening to music through headphones, and other people can hear it, it means the noise is affecting you and damaging your hearing. Wearing earplugs when you go to concerts or other lound events, and listening to music through headphes. 1.Noise pollution is more common and more dammageing than many people realise…. 2. Compare your answers with those of a classamte. How many answers have you got?. 3. Now listen to ashort presentationabout noise pollution. How many correct answers have you got? Key: 1. B 5. C. 2. C 6. A. 3. A 7. A. 4. B 8. C.

(166) or headsets at safe leels can help you reduce the effects of noise pollution 4.work in groups . Discuss other Activity 4. ways to prevent noise pollution - Ask Ss which of eight questionaire proposes ways to prevent noise pollution. Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution. - Asks ss to write their answer on a big piece of paper and then present their answers. - Have ss vote for the best ways E.Wrap-up( 4ms) -T: asks Ss to repeat ways to prevent noise pollution. - Repeat F. Homeassignment(1ms.) - Do Ex 1 in page 6 –SBT - Prepare unit 7: skills 1. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 15/ 1 / 2017 Date of teaching: / 1/ 2017 Week: 20 UNIT 7: POLLUTION Period 59: Lesson 5: Skills 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To read for general and specific information about water pollution - To talk about the causes and effects of water pollution as well as ways to reduce it 2. Knowledge and skills * General language knowledge - Vocabulary + contamination (n) , insect(n) , herbicides (n) : outbreaks (n) , cholera(n) - Grammatical structures : * Skills: Practice reading and speaking with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them.

(167) IV. Procedure Teacher’s / Students’ activities A.Warm up (5ms) T: asks Ss to give effects of water pollution Ss: - fish, frogs , crabs dead, aquatic plants are damage. Content. Reading Reading (20ms) 1Work in pair. One of you look at picture Before- reading A and other picture B on page 15. Ask Activity 1 each questions to find out the differences - Have Ss do this activity in pairs . One S between your pictures look at picture A on page 12 while the other looks at picure B on page 15. they ask each other Yes, No questions to find out the differences between the Suggested differenes: A B two picures T: ( picture A): Are there five ducks in -The dusks are -The dusks are while. black. your picture? S: (picture B) : Yes, there are. Are there -There are going to -There are going the lake. from the lake. ducks back in your picture? -There aren’t any -There are some T: no, they aren’t. They ‘re white. factories near the factories near the - Ss work in pairs lake. - T calls one s to report on the differences. lake. -The lake water is -The lake water is Other Ss can add some more. dirty/ black - Ask Ss what the pictures tell them ( water clean pollution). + contamination (n) sự làm bẩn - T introdures new words + insect(n) : sâu bọ + herbicides (n) : thuốc diệt cỏ + outbreaks (n) : sự bùng nổ + cholera(n) : bệnh tả. 1.Mi and Nick have described to give presentation on water pollution to the While- reading - Ask Ss to read the passage quickly and class. Read what they have prepared and answer the questions. Tell Ss that the answer the questions first two questions ask for general information while the rest forcus on Key: 1.the second paragraph tellls about the cause details - Ss can underline parts of the passage of water pollution. 2.the third paragragh tells about the effects that help them with the answers. of water pollution - Asks Ss to compare their answers 3. It’s the water beneath the Earth’s surface. - Call on some Ss to give their answers 4. they are industial waste, sewage, T corrects pesticides, and herbicides..

(168) 5. they are pollutants from storm water and the atmoshere. 6. They use herbicides to killl weeds. 3. Read the text again and complete the After -reading notes about the effects of waterpollution . Activity 1. fill each blank with no more thn three - Remind Ss quicly of the way to do this words. Key: type of exercise. 2. die 3. polluted water - Asks Ss to read the sentences quickly to 1. chlera 5. apuatic plants underline the keywords. For example , 4. dead in sentence 1, the keywords are drinking water, untreated and outbreak. - Ss locate the keywords in the passage and pick the suitable to filll each blank. - Have Ss read their answers - T corrects Speaking 4.work in groups and discuss the Speaking (15ms) sollutions to water pollution. Make notes Before -speaking of your answers Activity 1 - Asks Ss to work in groups to discusss the sollutions to water pollution. - T can suggest they make two sulheadings Point source pollution Non-point source pollution Ss work in groups Factories dump industrial waste Solution 1: Give heavy fines to companies that are found doing this Solution2: Educate companies about the environment. Sollution 1: Give tax break to companies that fine” clean” ways to dispose of their waste. - Asks Ss write on a piece od paper. Other grous add any ideas if necessary. While -speaking Activity 2 - Asks Ss to work in groups to complete 5.Now complete the diagram of water pollution . Use the information from the thediagram. ( 5- to 7 ms) cause and effects …… Ss work in groups. After- speaking Activity 1:.

(169) - Ask some groups to give apresentation 6. Make a presentation about water about water pollution. Other groups listen pollution based on the diagram and give comments - The class may vote for the best presentation and T can give them marks E. Wrap-up( 4ms) -T: Asks Ss to repeat the causes and effects of water pollution, ways to reduce it - Repeat F. Homeassignment(1ms.) - Do Ex 1, 2 in page 7 –SBT - Prepare unit 7: skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 16/ 1 / 2017 Date of teaching: /1/ 2017 Week : 20 UNIT 7: POLLUTION Period 60: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To listen to get specific information about thermal pollution - To write bout the cause and effects of one pollution type 2. Knowledge and skills * General language knowledge - Vocabulary: discharge , algal, bloom, oxygen , epuipment - Grammatical structures : * Skills: Practice listening and writing with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may have difficulty in listening, writing, so teacher should help them IV. Procedure. Teacher’s / Students’ activities A .Warm up T: asks Ss to work in groups to give effects of thermal pollution Ss: water getting hotter, high temperature, warmer. Content.

(170) water Before- listening T: what can you see in the pictures: S: I san see thermal pollution, rise water While- listening Activity 1 -Asks ss to work in pairs describing the pictures and relationship between them. - Ss work in pairs describing the pictures and relationship between them. T plays the rcording for Ss to check their answers - Call on some Ss to give their answer - T gives answers. Activity 2 - Have Ss quickly read the diagram and identify the form of the words/ phras to be filled in eacg blank. For Example, the words for blanks 1 and 2 are adjectives. - T plays the recording once. Asks Ss ‘s answers and write them on the board.. Writing Before- writing Activity 1 - T asks Ss to work in pairs and decise which pollution type in their area they are going to discuss. - Ss work in pairs - Have Ss take notes of the causes and effects. Move arround to offer help as pairs discuss their ideas. While- writing Activity 1. Listening 1.Describe what you see in the pictures and talk about the relationship between them.. Key: The first picture shows an algal bloom in coast seawater. The second picture shows the cooling towers from a power station They are both related to thermal pollution 2.Listen to part of a conversation on TV between areporter and an evnironmentalist about thermal pollution. Complete the diagram. Key: 1. hotter 6. fish populations 2. cooler 7. harmful 3. cool 8. colour 4. warm rivers 9. poison 5. warmer rivers 10. cool down * New words - discharge (n) sự tuôn ra - algal bloom : hoa tảo - oxygen : khí ô xy - epuipment : (n) trang thiết bị . Writining 3.Work in pairs . Discuss the causes and effects of one type of pollution in your area. Make note in the diagram.

(171) - Ss stay with their partner. One s write about the causes and the other write about the effects based on their note from 3. - T reminds Ss to use markers like firstly, secondly, finally to navigate through their points. After -writing Activity 1 - Have Ss share their work with each other And combine it to make a complete article. Tell them should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article. Finally , ask for volunteer pairs to read their articles out to the class and have Ss comment on them - T collects alll the articles for marking E.Wrap-up( 4ms) -T: Asks Ss to repeat the causes and effects of thermal pollution - Repeat F. Homeassignment(1ms.) - Do Ex 1, in page 10 –SBT - Prepare unit 7: Looking back + project. 4.Imagine that you two are writing an article for the local newspaper about atype of pollution in your area . One of you writes about the causes and the other writes about effects of the pollution type you have just discussed in 3 5. Read each other ‘s work and put them together to make a complete article. ……..January…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(172) Date of preparing: 20 / 1 / 2017 Date of teaching: / / 2017 Week : 21 UNIT 7: POLLUTION Period 61: Lesson 7: Looking back + Project I/Objectives 1. Educational aims - To use the lexical items related to the topic “ pollution” - To listen to get specific information about thermal pollution - To write bout the cause and effects of one pollution type 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : Conditional sentences type 1 and 2 Causes and effects: * Skills: Practice speaking and writing with the lexical items related to the topic “ pollution” II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ pollution” III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure. Teacher’s / Students’ activities A.Warm up (5ms) Complete the sentences 1. If we use water carefully, ……………… 2. If I were you,………………. 3. If there were fewer cars on the road, ……………. B. Presentation (10ms) Activity 1 - T asks Ss to do this exercise individually. - Ss work individually. -Ask Ss to keep a record of their answers to each exercise so that they can use that information to complete theself-assessment box at the end of the unit C. Practice Activity 2 - T asks Ss to do this exercise individually. - Ss work individually. - T asks Ss to write their answers on the board.. Content. Vocabulary 1.Complete the sentences with the correct form of the words in brackets Key: 1. pollution 2. contaminated 3. dead 4. poisonous 5. pollutant 2. Write types of pollution in the word web 1. radioactive pollution 2. noise pollution 3. viaual polution.

(173) - Ss write their answers on the board. - T confirms the correct answers. 4. thermal pollution 5. water pollution 6. land/ soil pollution 7. light pollution 8. air pollution Activity 3 3. rewite the sentences , using the words - T asks Ss to write the sentences using in brackets Key: the words in brackets. 1.The residents of the street can not sleep - Ss write the sentences because of the lound noise from the music - Ss compare their anser with a partner. - Have Two Ss write their answers on the club. board. T and other Ss to give comments 2.Vy had astomacke since she ate a big dinner. 3.the road in front of my house was flooded due to the heavy rain 4. His mother is unhappy because his room is untidy. 5. too much carbon dioxide (co2)in the atmosphere cause global warming. Activity 4. - T asks Ss to do this exercise individually. - Ss work individually. - Ss share the answer s with a classmate - T asks Ss to write their answers on the board. - Ss write their answers on the board. - T confirms the correct answers. 4. Put the verbs in brackets inrto the correct form Key: 1. won’t be; don’t take 2. continue; will be 3. were/ was , would wear 4. do , will see 5. would… travel ‘ didn’t have 6. wouldn’t be ‘ didn’t take care 5. complete the sentences, usning your ideas. Activity 5 - T asks Ss to complete the sentences individually using their own idea. - T reminds them to idetify whether the sentences is a conditional sentence type 1 or type 2. T calls on some Ss to share their sentences 6. Work in groups. Discuss what you Activity 6. would do or say in each situation - T asks Ss to work in groups to discuss what they would do or say in each situation D. Futher practice Project *Project -asks them to read the example. - Ss may not need to discuss alll the situations. Two or three groups may discuss the same situation. - Ask Ss to read the information about the projec. Ask if Ss still remember what a.

(174) collage is. They made a collage in grade 7. If they do not remember clearly, tell them that a collage is a picture made by sticking pgotograghs , pictures or drawing onto asurface. Remind ss that they should use conditional sentences type 2 to give presenrtation E. Wrap-up( 4ms) -T: Asks Ss to repeat the use and structure of conditional sentences type 1 ans type 2 - Repeat F. Homeassignment(1ms.) - Do exercises again - Prepare unit 8: getting stared Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 20/ 1 / 2017 Date of teaching: / / 2017 Week : 21 UNIT 8: ENGLISH SPEAKING COUNTRIES Period 62: Lesson 1: Getting stared I/Objectives 1. Educational aims - To use the lexical items related to the topic of people and places in English speaking countries - To use the present simple to talk about future activities 2. Knowledge and skills * General language knowledge - Vocabulary: awesome, absolutely, native speaker, acccent , official language - Grammatical structures : The present simple * Skills: Practice listening speaking, reading and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ English speaking countries’ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activities Content A.Warm up (5ms) T:Have you ever been summer camp?.

(175) S: Yes, I have T: Where did it place? S: It placed in the mountain B. Presentation ( 10ms) Activity 1: - T asks Ss to look at the title of the conversation and picture . Ask them some questions + Where are the children? S: They are at the summer camp + What do you think they are doing? S: I think they are talking English T: introdures new words. - T plays the recording and have Ss follơwing along. 1. Listen and read. -awesome: (adj) tuyệt vời - absolutely(adv) : chắc chắn, tuyệt đối - accent (n) :giọng điệu - native speaker(n): người bản xứ - Looking forward to + V-ing: trông mong -Official language : ngôn ngữ chính. C. Pratice (15) a. find a word or an expessions Activity a. … from the conersation – T asks Ss to work independently. Guide Ss to look at the beginning of reply / a sentences for the Key: answers. 1. Awesome, just awesome Ss: work independently. 2. Any of the following: - Have Ss share their answers. Absolutely/ right T checks their answers 3. It’s hard to say 4. perharps Activity B - T plays the recording again without letting Ss read along. T asks Ss to try to answer as many questions as possible. - Have Ss read the conversation to check their naswers. Ss: read the conversation - Have Ss read out their answers. T corrects Activity 2. - T asks Ss to underline these words / phrases in the conversation and make sure they undersatnd their meanings. -Ss to underline T: Asks Ss to work individually to complete the. b. read the conversation again ans answer the questions. Key: 1. he’s at an internetional summer camp ( in Singapore) 2. They come form different countries/ from all over the world 3. He has made new friends, visted places. 4. Because he uses English every day with people from different countries.

(176) sentences. Ss: work individually T: Have Ss share their answers in oairs. - Call on some Ss to give their answers - T corrects Activity 3. - Have Ss work in pair/ groups to match the flags with the countries - Call on some Ss to give their answers - T corrects. Activity 4 - T asks Ss to work in groups to find all the countries Ss work in groups - The first groups to find all countries wins. If possible, prepare a black and while world on A3 paper or quickly draw aworld map on the board. Asks one S from the winning group to go to the board and mark the six countries so that other groups can see and check. 5. Two boys from Australia and a girl from the USA 6. after July 15th. 2. Complete the sentences with the words/ pgrases from the box. Key: 1.summer camp 2.English speaking countries 3.native speaker 4.the USA 5.accents 6.official laguage 3.Put the name of the countries under their flags Key: 1. The USA 2. the United Kingdowm 3. singapore 4. Australia 5. Canada 6. New Zealand. 4. Game: Where are they? Note : E.Wrap-up( 4ms) -T: Asks Ss to find the present simple to talk about The UK , or the United Kingdom= Great Britain + Northern Ireland future activities th S: Our camp closes on July 15 and take thr night Great Britain / Britain= England + Scotland + wales flight home the same day -> the present simple to talk about future The USA= the United States of America. It is also known as the activities US, or the United States, or even just the States F. Homeassignment(1ms.) In Canada, there are two official - Do exercises again languages: English and French - Learn by heart new words - Prepare unit 8: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 21/ 1 / 2017.

(177) Date of teaching: / / 2017 Week : 21 UNIT 8: ENGLISH SPEAKING COUNTRIES Period 63: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic of people and places in English speaking countries - To pronunce the words ending in –ese and –ee correctly in isolation and in context 2. Knowledge and skills * General language knowledge - Vocabulary: awesome, absolutely, native speaker, acccent , official language - Grammatical structures : The present simple * Skills: Practice listening speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ English speaking countries’ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activities Content A.Warm up : Let play a game ; “ network” (5ms) The USA counties. B. Presentation (10ms) Activity 1: - T asks Ss to work individually. Then allow them to share their answers with a partner. T plays the recording for Ss to check their answers. - Ss listen and repeat. ( point out the change of stress from ‘canada to Ca’nadian). C. Practice (25ms) Activity 2: - T asks Ss to work individually or in pairs. - Ss to work individually or in pairs.. I.Vocabulary 1.Write the names for the people who belong to these places. Then listen and repeat the words Key: 1. the Americans 2. the English 3.the South / The Scots 4. the welsh 5.the Irish 6. the Canadians 7. the Australian 8. the New Zealanders 2. Change the words into a noun (N) , an adjective (A) or a verb (V) Key: 1. historic. N= history.

(178) - Check the answers a class. If time allows, have two Ss write their answers. Activity 3 First ask Ss look at the pictures . Ask them what they see in each of them. Allow them to work in individually to match the words/ phrases to the pictures. Activity 4 - T checks their answersas a class by asking Ss in which countries from list in 1 , they might see things or ask them to give example of these things. 2. sumbol V= symblise 3. legend A=legendary 4. iconic N= icon 5. spectacle A= specacular 6. festival N= festival 7. scenary A= scenic 8. attaction V= attact 3.Use the words in the box to complete the sentences Key: 1. icon 2. symbolses 3. parade 4. monument 5. state 6. castle station 4. Match the words/ phrases with the picture. Key: 1. castle 2. loch 3. parade 4. monument 5. state 6. castle station Pronunciation Stress in words ending in –ese and –ee 5.Listen and repeat the words Remember những từ kết thúc bằng –ese hoặc – ee , Activity 5 - T plays the recording, Ss listen and repeat. trọng âm thường rơi vào âm tiết cuối cùng - Have Ss say the words individually. Key: - Have Ss mark the stress in the words first 1.Cato’nese 5. employ’ee and say the words aloud before they listen 2. Taiwa’nese 6. adrop’tee to the recording. 7. addre’ssee T plays the recording for them to listen , check 3. Japa’nese and repeat 4. Portu’guse 8. interview’er 6.Mark the stress in the underlined words. Then listen and repeat the sentences. Activity 6 - T puts the words on the board. - Have voluntee Ss come and mark the tress in the words forst. Key: T asks for a show of hands from the rest of 1. Chi’nese 2. refu’gee 3. train’ nee class. If they think the stress is correct or not. 4. Japa’neses 5. guaran’tee T plays the recording . Ss listen and check and say the sentences. Have ss correct the stress on the board E: Wrap-up( 4ms) -T: Asks Ss to find the present simple to talk.

(179) about future activities S: Our camp closes on July 15 th and take thr night flight home the same day -> the present simple to talk about future activities F. Homeassignment(1ms.) - Give 5 words ending in –ese and –ee and mark the stress - Do ex: , B (2,3, 4) in page 11 in workbook - Prepare unit 8: A closer look 1 ……..January…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 26/ 1 / 2017 Date of teaching: /2/2017 Week : UNIT 8: ENGLISH SPEAKING COUNTRIES Period 64- Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic of people and places in English speaking countries - To use the present simple to talk about future activities 2. Knowledge and skills.

(180) * General language knowledge - Vocabulary: awesome, absolutely, native speaker, acccent , official language - Grammatical structures : The present simple * Skills: Practice listening , speaking, writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, - Ss: vocabularies related to the topic ‘ English speaking countries’ III/ Anticipated problems - S may forget vocabularies, grammar so teacher should repeat them IV. Procedure Teacher’s / Students’ activities Content A.Warm up( 5ms) Put the verbs in bracket int the present simple 1.We ( spend)…………… our holiday next summer 2.He ( play) ………….. football next Sunday 3. They (go)…………. to Ha Noi tomorrow B. Presentation (10ms) Grammar Activity 1 Present tenses: review - T: remind Ss about the use of the 1.Complete the sentences with the correct form of the verbs ( present simple , present simple , present countious and present countinuous or present perfect) present perfect and their sistinct time signals. Key: T : let them do 1 individually. 1. has served 2. is increasing - Asks Ss to share ideas with in pairs or 3. sybolises 4. form 5. has celebrated small groups. 5.is - Ss to share ideas with in pairs or small 2.four of the underlined verbs in the groups. T encourages Ss to explain how decided on passage are correct in tense. Find and correct them the tense in each sentences. Key: T corrects In the passage Correct Activity 2 2.visit have visited - Let Ss work individually first. Then let 3.insreases is insreasing Ss share and discuss in pairs or in 5. has celebrated celebrates groups. dance T checks and have Ss explain why a certain 7. are dancing tense is used Present simple for the future C. Practice (15ms) 3. Read the schedule and underline the Activity 3 - T asks Ss to read the month schedule for verbs in the sentences decribing the activities the extra activities at Vancouver Christan school. Key: - Have Ss underline the verbs in the.

(181) sentences. b. Allow ss time to discuss (5’) and find the answers to the questions. If Ss are having difficulty answering question 2 , T may ask questions such as ‘ Is aschedule uaually for present or future activities?’ - Have Ss read the REMEMBER Activity 4. - Have Ss do this exercise independently. - Ss do independently - T checks the answers Activity 5 - Ss do this exercise independently - - T encourages Ss to them to be imaginative. Walk around and help Ss with new vocabulay. - Ss can exchange and talk about their schedule with aprtner first. T reminds Ss , the present simple is used to talked about practical information: place, time, day , date, so this should be the forcus of their sentences . Ss can use the sentences in 4 as a model. Further p-ractice (10ms) Put the verbs in bracket in the correct form 1. Phong odten (play)………….. football on the wqeekend 2. Mr ninh ( not work)………… in his office tommorrow. 3. TI am sure he ( enjoy)……. His new electricity toy train. He look so happy. The legend monster of Loch Ness in Scotland ( attract) millions of vistors E. Wrap-up( 4ms) -T: asks Ss to repeat the present simple to talk about future activities S: repeat F. Homeassignment(1ms.) - Do ex: A1 , B 1 in page 13 in workbook - Prepare unit 8: A closer look 2. 1. The Debating Competion takes place in Main Hall on April 3rd 2.the bus for the excursion to the chocolate factory leaves at 8 .00 on April 14th b. Work in groups. Discuss the questions Key: 1. The future. 2. the present simple. 4. Use the verbs in the box in their correct forms to complete the sentences decribing other activities Key: 1. Sarts – finises 2. takes place 3. holds 4. hosts 5. lasts 5. Make ontes of some activities your school has planed for next week . Write five sentences about the activities, using the simple present with a future meaning.

(182) Date of preparing: 27 / 1 / 2017 Date of teaching: / 2/ 2017 Week: UNIT 8: ENGLISH SPEAKING COUNTRIES Period 65: Lesson 4: Communication I/Objectives 1. Educational aim: - To use the lexical items related to the topic of people and places in speaking countries - To revew present simple, present continous, present peferfect - To use the present simple talk about future activities 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: talking, reading and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: vocabularies related to the topic of the topic of people and places in speaking countries III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure Teacher’s / Students’ activities Content A.Warm up (5ms) T:What countries are speaking English? Ss: English, America… 1.Do the quize and choose the correct B. Presentation (12ms) answers Activity 1: Key: - have Ss do the quiz individually as 1. C 2. A 3. C 4. B 5. B quickly as possible 6.B 7. C 8. A 9. B 10. A - Set atime limite to keep the pace lively (5’) -T: Asks Ss to share their answer in pairs or in groups. - Ss to share in pairs or in groups. And dicuss where their answers differ. T corrects: C. Practice (23ms) Actitivy 2 2. Write the names of the countries next - Have Ss work individually to their facts - Ss do individually.

(183) -T: Asks Ss to share in pairs or in small groups. - Ss to share in pairs or in groups. T confirms the correct answers as a class Activity 3a -T puts Ss into groups of five or six. T explains that now they have a chance to put together what they know about a country, including all the information they have got so far from the lesson too. Ask them to write the information in short notes first without mending the name of the country ( eg- far north/ north America; cold; two languages: English and french) Activity 3 b - T asks each group to stand up in front of the class. Each member of the group will give one about the country. When they have finished, the rest of the class can guess what country it is. When every group has done their presentation, the class can vote for the most informative and interesting one.. Key: 1. the USA 3. the United Kingdom 5. Australia. 2. New zealand 4. Canada. 3.Game HOW MUCH DO YOU KNOW ABOUT ACOUNTRY? 3.a. work in groups. Choose a country and together find out as much it as possible. Then preperae asmall instroctuction of that country. Don’t talk the name of the country 3b. Each group then presents their introduction to the class. E. Wrap-up( 4ms) -T: asks Ss to repeat the countries speaking English S: repeat F. Homeassignment(1ms.) - Do exercise Speaking in page 14 in workbook - Prepare unit 8 : skills 1. Date of preparing:28 / 1 / 2017 Date of teaching: /2/2017 Week : UNIT 8: ENGLISH SPEAKING Period 66: Lesson 5: Skills 1 I/Objectives 1. Educational aim: - To use the lexical items related to the topic of people and places in speaking countries - To read for specific information about the attacts of a country - To talk about interesting facts of a country 2. Knowledge and skills:.

(184) * General language knowledge - Vocabulary : endless, hounted, scenic , brigade, loch - Grammatical structures : * Skills: Practice talking, reading II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: vocabularies related to the topic of the topic of people and places in speaking countries III/ Anticipated problems - S may forget some vocabularies so teacher should repeat them IV/ Procedure. Teacher’s / Students’ activities Content A. Warm up (5ms) T: Have you ever been to Scotland? S : No, I haven’t T: What is it famous for? What did the people invent ? Reading (20ms) B. Before- reading Reading Activity 1 1. Discuss the questions. Then read the - T asks Ss to discuss the question ( 2-3’) passage T draw a map of great britain and highlight on the map. Leave it on the board - endless (n): Không bao giờ, vô tận while the class read the passage sillently. - hounted (n):căn nhà ma - T introdures new words - scenic (adj): sân khấu - brigade (n): lữ đoàn - loch (n) hồ T may ask Ss to underlined the things that Scotland is famous for. Have Ss call out their answers ans say where they found the information in the passage.. C. While- reading Activity 1 - Asks ss to read the passage again . - Ask them scan the places first. Read carefully the information about each place and choose the two features related to it. - Ask Ss rto work individually. Then. Key: 1. It í in the north of Great Britain 2. Any or all the following : it’s famous for its rich and unique cukture as well as its amazing natural beauty, its historic castles, its traditional festivals, and whisky . it is famous for various invention 2. Match each place or event with its two features. Key:.

(185) check their work in pairs - Ask Ss to call out their answers and show where the Ss work individually., Then T checks their answers\ and show where the information appears Activity 2 - Have Ss read the passage again and write out the answers individually. - T may invite two Ss to write their answerrs on the board. Confeirm the correct answers.. D. Post- reading - T asks Ss work in groups 1.Is Scotland in in South of Britain? 2. Is it famous for its rich culture as well as natural beauty? 3. Do they have many traditional sports? Did the telephone, television , penicillin, and raincoast invente in Scotlan? - Call on some group give their answers Speaking(15ms) Before -speaking Activity 1 Give Ss a minute to think about the thing they like most about Scotland, and prepare their reasons They work in pairs, asking and answering about their choice. Whlie speaking Activity 1 - Have Ss work in small groups. - Ask them to look through the interesdtying facts, and discuss if there ia any piece of information they are not clear about. Chevck as class to make sire that the information is understood correctly. One then can Ss start working on preparation for their presentation. . Tell them that they can add some facts they know, or delete some facts they do not like from the provided notes. T calls on some groups to peresent. The class vote for the best pepresentation E. Wrap-up( 4ms). 1. Edinburgh : d,f 3.Hight Games: b, h. 2. casltes: a,c 4. lochs: e,g. 3.Read the passage again and answer the questions. Key: 1. 2. 3. 4.. Yes, it is A ghost pigging, drumping, dacing the telephone, television, penicillin, the rain coast 5. In 1824. Speaking 4.work in pair. Talk about the things you like most about Scotland. Give reasons. 5.work in groups. Read and discuss these interesting facts qbout Australia. Prepare a short instrodction of Australia. Then present it to the class.

(186) -T: asks Ss to talk about the things you like most in Scotland S: talk again F. Homeassignment(1ms.) - Do exercise D (1,2) in page 15.16 in workbook - Prepare unit 8 : skills 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… ……..February…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Date of preparing: 4 / 2 / 2017 Date of teaching: /2/2017 Week : UNIT 8: ENGLISH SPEAKING COUNTRIES Period 67: Lesson 6: Skills 2 I/Objectives 1. Educational aim: - To listen for specific information about a trip to an amazing town - To write a desciption of a schelule for a visit or tour 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening , writing II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: vocabularies related to the topic of the topic of people and places in speaking countries III/ Anticipated problems - S may have difficult in listening, writing so teacher should help them IV/ Procedure. Teacher’s / Students’ activities A.Warm up B.Before listening T; What can you see in the pictures? S: A village and a river. Content Listening.

(187) T: What are there in the the village? S: There are many houses - T asks Ss to read the introduction to the listening. + What are they interested in there? + What do they think Wanaka is like? S: It’s peaceful B.While listening Activity 1 1.Listen and fill in the time for the - T asks Ss to read the questions. schedule of events. - T plays the recording two times and Ss write the answers. Key: -Call on some Ss to write their answers on the 1.) 9.30 2) 12.30 board 3) 4.00 4) 4.15 - T corrects 2. Listen again and choose the right answer A, B or C Key: 1. B 2. C Writing Before writing Activity 1 Ask Ss to work in groups of three or four. Read the activities and decide on the four activities they would like to do together in their two-day visit to Washington D.C. 3. C. 4. B. Writing 3a Choose fouractivities from the list that you would like to do a two-day visit to Washington D. C. 3b. schedule your visit. Activity 3b Day Time - Once they have made their decision, allow 1 them ( 5ms) to schedule their visit and fill in the schedule: table. 2. While writing Activity 1 - Have each group write a description of their visit. The description should include: The name of the activity, the time they do it, and what it involves. If possible , give each group a big piece of paper to write their answer.. 5. A. Activity. 3.Write a passage descibing the schedule for your visit. You can start with: This is the schedule for my two day visit to Washington D. C . On the first day we…… Sample writing This is the schedule for our group’s.

(188) Post writing T asks the two quicker groups to present their answers. - Other groups and T give comments. T gives marks to the groups. - Other groups complete their writing as homework and bring it back in the next lesson.. E. Wrap-up( 4ms) -T: asks Ss to talk about a two-day visit to Washington D. C S: On the first day they plan to go to the while House early 8 0’clock. Then they shopping and go for a nice lunch. Go aorund the city. On the second day, they take the bus to visit the National Children’ Museum.. two-day visit to Washington D.C . On the first day we plan to go to the while House early 8 0’clock. This way, we avoid the crowds. Then we get on a Hop-on-off trolley, Which rides around the city. We do some shopping and go for a nice lunch. Then we see the the sights of the city. On the second day, we take the 8.50 shuttles bus to the canoes club to join a cano trip along the C & o canal. This canal is famous for its beautiful scenery, especiallly in autumn. The trip takes about three hours. In the afternoon, we visit the National Children’ Museum. The brochure says that this museum offers children a lot of fun activities where they can learn through playing. F. Homeassignment(1ms.) - Do exercise E (1) in page 18 in workbook - Prepare unit 8 : Looking back +project Self evaluation: ………………………………………………………………………………………………… ……………………………………………………………………………………………. Date of preparing:4 / 2 / 2017 Date of teaching: /2/2017 Week : UNIT 8: ENGLISH SPEAKING COUNTRIES Period 68- Lesson 7: Looking back + Project I/Objectives 1. Educational aim: - To use the lexical items related to the topic of people and places in English speaking countries.

(189) - To use the present simple to talk about future activities 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening , writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have difficult in listening, writing so teacher should help them IV/ Procedure. Teacher’s / Students’ activities A.Warm up B.Presentation Activity 1 - T ask Ss to complete this exercise individually. -Ss : complete this exercise individually. - Call on some Ss to give their answers T- Corrects Activity 2 - T ask Ss to complete this exercise individually. -Ss : complete this exercise individually. - have Ss to share their answer with a partner - Call on some Ss to give their answers T- Corrects. Content Vocabulary 1.Match the words with the definitions Key 1. C 2. e 3. f 4. b 5. d 6. a 2.Choose the best answer A, B or C to complet the sentences Key: 1. C 4. B. 2. A 5. B. 3. C 6. A. Grammar Activity 3 - - T ask Ss to complete this exercise individually. -Ss : complete this exercise individually. - have Ss to share their answer with a partner - Call on some Ss to give their answers T- Corrects. 3.Complete the sentences with the appropriate present tense of the verbs in brackets Key: 1. F. 2. F. 3.P 4. P. 5. F. 4. Complete the sentences with the appropriate present tense of the verbs in brackets. Activity 4 - T asks Ss to read the sentences carefully and lookj for clues t5hat help them decide which tense should Key: be used for each blank. - Have Ss complete the exercise independentlly and 1. faces 3. has won then excage their answers. 5. is T asks 2 Ss to write their answers on the board - T confirms the correct answers. 2. doesn’t set 4. has done 6. are trying.

(190) Communication 5. work in groups. Discuss if the stetemants are correct. Activity 5 - Asks Ss to work in groups. They discuss the statements ans decide if they are true . If thet are not . finf the answer. Key: - Call on Ss to give their answer 1.Scottish men wear kilts - T corrects 2.the USA has the biggest population 3. California a state in the USA 4. They live in Australia 5. English and French Project - Asks ss do more reseach about the capitals in English speaking countries, to explore them and find out as much as possible about their culture, their historic, and natural beauty - Ss work in groups. + Which attraction you would include in your poster. + What information about the attraction you would introduce. Which picture you would use for your poster. + the design for your poster. - Have Ss pesentation their poster in the next lesson. When alll the groups have given their presentations, the whole class can vote for the best E. Wrap-up( 4ms) -T: ask ss to repeat the use of the present simple, present continous , present perfect and give examples Ss: repeat and give examples F. Homeassignment(1ms.) - Do these exercises again - Prepare unit 9: Getting started. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 5 / 2 / 2017 Date of teaching: / 2/ 2017 Week :.

(191) UNIT 9: NATURAL DISASTERS Period 69: Lesson 7: Getting started I/Objectives 1. Educational aim: - To use the lexical items related to the topic ‘ Natural disasters’ - To use the past perfect tense to talk about an action before a started time or another action in the past 2. Knowledge and skills: * General language knowledge - Vocabulary : disaster, severe, minor injury, relief, homeless, against, trap, debris, temporary, acommodation , rescue worker , typhoon, flood, damage, property - Grammatical structures : + past perfect tense * Skills: Practice listening , speaking , reading and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: new lesson III/ Anticipated problems - S may have difficult in listening, writing so teacher should help them IV/ Procedure. Teacher’s / Students’ activities A.Warm up T: What was the natural disaster? S: bão , lụt, động đất,,, T: When did it happen? Was there any damage? S: Yes, it was B.Presentaion Activity 1 - Let Ss open their books and lok at the picture. Asks Ss questions about the picture: + where are Duong and Nick ? They are at school + What are they talking about? They are takling about typhoon + which natural disasters can we see in the bubbles? Lốc xoáy -T ỉntroduces new words. Content. 1.Listen and read. - disaster (n) thảm hoạ - severe ((adj): khốc liệt - minor injury : bị thương nhẹ - relief (n): sự đau đớn - homeless (n): người vô gia cư - against (v): chộng chọi - trap (n): người bị mắc kẹt - debris (n): mảnh vỡ - temporary, (n) tạm thời - acommodation (n): chỗ ở.

(192) - T plays the rcording.Ss listen and read. - T can play the recording more than one. Pause the appropriate places if Ss need with comprehension C. Practice a. - T asks Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank. - Alow them to share their answers - Call on Ss to give their answer T gives the correct answers b. - T model an exchange with a student by giving some bad news, “my cat died’ and elicting ‘ That’s terrible’ from student .focus on intonation, stressing the first sylable of ‘ terrible’ . - do the same with other around the class.Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to find the other phrases . - T asks Ss to work in pairs saying the phrases with correct intonation Activity 2 2a. – First , have Ss work individually. Then Allow them to share their answers before playing the recording for them to check. T plays the recording for Ss to repet. T reminds Ss to pay attention to their intonation as they practise.. B - First , have Ss work individually. Then Allow them to share their answers before T gives comments - Point out some of the responses could fit more than one statement. If Ss can justify their choice, then accept it. –. - rescue worker (n) nhân viên cứu hộ - typhoon, (n) bão - flood, (n) lụt - damage (n) làm hư hại - property(n): tài sản. a.Read the conversation again and fill the blank with no more than three words Key: 1. tropical storm 2. injured 3. damage 4.trapped 5. medical supplies 6. temporary accomadation b. Responding to news. b. Respond to news. Key 1. Oh no!. 2. That’s relief 3. That’s awful. 2a. Write the sepsponses into the correct columns. Then listen, check and repeat Key Key: Responding to good Responding to bad news news Wow ! That’s great ! That’s relief ! How wonderful ! That’s awesome!. Oh dear ! That’s awful ! How terrible ! Oh no! That’s shocking !. b. Match the sentence (1-6) to the responses (a-f) ..

(193) - Ask Ss to work in pairs, pracsting the exchanges with good intonation. - T goes around the class to provide help Activity 3 - First, have Ss work in pairs to match the words’ phrases to the pictures. Ss match - Then allow them to shaie their answers with a partner. - T plays the recording for them to check. Ss listen and repeat the words / phrases. Key: 1. b 2. d. 3. f. 4. c. 5. a. 6. e. 3. Match the natural disasters with the pictures , then listen , check your answers and repeat. Key: 1. C 2. D 3. F 4. B 5. G 6. A 7. H 8. E Audio scipt: 1. C flood 2. D. forest fire 3. F. tsumani 4. B. tornado 5. G mudslide 6. A volcanic eruption 7. H .drought 8. E earthquake. Activity 4 - Forest fire : (n) cháy rừng - Ask Ss which of these natural disasters - Volcanic erruption: núi lửa phun trào can happen in VietNam.. - Muslide: lũ bùn - Then model this activity a with amode - Earthquake: động đất able student . Next ask Ss to work in - Tsunami (n): sóng thần pairs. Go around to provid help. - Tornado (n0: lốc xoáy - Cal on some pairs to practise in front of 4.Work in pairs . Ask and answers the class questions about comom natural disasters E.Wrap-up( 4ms) in some ares in Viet Nam -T: ask ss to give sentence past perfect tense Ss: Most people had moved to safe areas when the storm broke. F. Homeassignment(1ms.) - Do these exercises again - Prepare unit 9: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… ……..February…………….2017 Group leader’s comments ……………………….. ……………………….. ………………………...

(194) .……………………….. Date of preparing: Date of teaching: Week:. 15/ 2 / 2017 /2/2017 UNIT 9: NATURAL DISASTERS Period 70: Lesson 2: A closer look 1. I/Objectives 1. Educational aim: - To use the lexical items related to the topic ‘ Natural disasters’ - To pronounce words endingin –log and –graphy correctly in insolation and in context 2. Knowledge and skills: * General language knowledge - Vocabulary : Erupt, collapse, stick, bury, shake,, rage, shelter, scatter,evacuate, rural, earthquake - Grammatical structures : * Skills: Practice listening , speaking , writing II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: new lesson III/ Anticipated problems - S may have difficult in listening, writing so teacher should help them IV/ Procedure. Teacher’s / Students’ activities A.Warm up. Content. Natural disasters. B. Presentation Activity 1 - T writes the first verb erupt on the board and elicit from Ss , writing errupted on the board. - T do the same with the all the verb. -T may asks for translation of the verbs to check their understanding. - Leave them on the board as a reference. - Have Ss work independently to do the activity. - Ss work individually - Ask them to share their answerswith one or more partner.. Vocabulary 1.Fill each blank with asuitable verb in the correct form in the box below. Then listen , check and repeat - erupt (v): phun trào - rage (v): diễn ra ác liệt, hung dữ - collapse (v): sụp đổ - strick (v): - struck tàn phá - bury (v): chôn vùi, vùi lấp - shake (v): rung , lắc - earthquake (n) - evacuate (v): xơ tán - shelter (n) : nơi ản nấp Key:.

(195) -T plays the recording for Ss to repeat the sentences. - Call on some Ss to give their answers T corrects C. Practice Activity 2 - First , have ss work indepently. -Then, ask them to share their answerswith one or more partner. T may translate of some phases to check their understanding. - T plays the recording for Ss to repeat the phrases - Call on some Ss to give their answers T corrects Activity 3 - Have Ss complete the sentences individually, using the phrases in 2 . - Then have some read out their answers - Call on some Ss to give their answers T corrects. Activity 4 - Play the recording and ask Ss to repeat the words, paying attention to the stressed sylable I each word. - T may play the recording as many times as necessary. - Explain the rulke in the REMEMBER . – Ask them to give some words ending in –logy and –grapgy Activity 5 - Asks Ss to practising saying the words and mark the stress on the correct syllable in each word. - T plays recording, - Ss listen and check - Call on some Ss to give their answer - T corrects. 1. struck 2. erupted 3. shook 4. buried 5. raged 6. collapsed 2.Match the verbs in column a to the noun in column B. then líten , check and repeat Key: 1.b. 2. d. 3. a. 4. e. 5. c. Audio script 1. scatter debric 2. take shelter 3. evacute 4. provide aid 5. put out the forest fire 3.Now use the phrases in 2 in the correct form to complete the sentences Key: 1. provide aid 2. put out the forest fire 3. took shelter 4. scattered debric 5. evacuate Pronunciation Stress in words ending in – logy and graphy 4.Listen and repeat these words . Pay attention to the stressed syllables. 5.Listen and mark the tress on the correct syllable in the words REMEMBẺ những từ kết thuc tận cùng là –logy và – graphy , thì trọng âm rơi vào âm tiết thứ ba từ cuôi lên Key: 1. soci’ology 4. climate’tology 2.. zo’ology 5. as’trology 3. bili’ography 6. as’trology.

(196) Activity 6 - Ask Ss to work in pairs to mark the tress in the words and practise saying the sentences. - Call some Ss to give the answers and say the sentences in fornt of the class. - Then ask s to write while T plays the recording. T may pause eater each sentence and ask them to repeat chorally.. 6. Read the following sentences and mark ‘ the stressed syllable in the underlined words. Audio srcipt: 1.We are studying the ge’oraghy of Asia. 2.I had a bi’ology lesson this afternoon. 3.they shares a common interest in pho’tography 4. A bi’oloraphy is a book that tells the story of someone’s life, written by someone else. 5. Zo’ology is the scientific study of animals and their behaviour.. E. Wrap-up( 4ms) -T: repeat stress in words ending in – logy and - graphy S: repeat F. Homeassignment(1ms.) - Do these exercises A1,2 in page 19 in workbook - - Prepare unit 9: A closer look 2 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 15 / 2 / 2017 Date of teaching: /2/2017 Week : UNIT 9:. NATURAL DISASTERS.

(197) Period 71: Lesson 3:. A closer look 2. I/Objectives 1. Educational aim: - To use the lexical items related to the topic ‘ Natural disasters’ - To use the past perfect tense to talk about an action before a started time or another action in the past - To review passive voice 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : + past perfect tense , Passive voice * Skills: Practice: speaking and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have difficult in grammar so teacher should help them IV/ Procedure Teacher’s / Students’ activities Content A.Warm up (5ms) Ask Ss write the form the passive voice Ss: be + past participle - Give an example Ex: People speak English all over the wold. ->English is spoken all over the world Grammar B. Presentation + practice Passive voice: review Activity 1 (4ms) 1.Read the conversation in GETTING Ask Ss to read the conversation in the STARTED and underline nay sentences in Getting stared again and underline all the passave voice that you can find instances of passive voice that they can Key: find. Then ask them to share with a Was anyone injured ? partner Only afew minor injures were reorted. - Call on some Ss give their answers It seems many houses and public building - T corrects were destroyed or foolded and thousands of people were left homeless. They’ve sent rescure workers to free people who were trapped in flooded homes. Medicial supplies , food and rescure equipment have also been sent. They’ve been taken to asafe place where Activity 2 (5ms) temporary accommodation will be provided - Have Ss work independently. for them - Then ask them to share with a partner 2.complete the sentences using the correct - Call on some Ss give their answers passive form of the verbs in brackets - T corrects 1. Key:.

(198) Activity 3 (6ms) - - Invites two Ss to write the sentences on the board while othere Ss write in their notebooks . Ask some ss to give comments on the sentences on the board.. Activity 4 (10ms) -Ask Ss to read part of the conversation from getting stared , paying ateention to the underlined part, then , refer to the yellow box., explaing the form of the past perfect tense ad going through the examples.. b. - Now ask ss to think about the rules for the past perfect tyense. Firstly try to elicit them from Ss . Then go thruogh the rules in the box. By analysing the examples given. 1. was scattered 2. are built 3. were taken 4. will be predicted 5. will be delivered/ are going to be delivered 3.Rewite the following setence using the correct passive voice Key: 1.food and blanks have been given out to homeless people (by volunteers) 2.Ten people trapped in collasped buildins have been freed (by the rescure workers) so far 3. Was the whole village destryed (by the storm) ? 4.If the area is hit by srorm, a lot of dammage will be caused 5. A garden is going to organised to raise money for the victims of the flood. Past perfect 4a.Read part of the conversation from getting stared , pay attention to the underline part. (+) Positive S+ had + past pariciple Ex: I had left when they came. (-) negative S + had not( hadn’t) + past participle Ex:: I hadn’t left when they came. (?) Questions Had + S +past participle Had + S + not + past participle Hadn’t +S + past participle Ex: Had you left when they came? Had you not left when they came? Hadn’t you left when they came? Yes, S + had No, S + hadn’t Ex: had you left when they came? Yes, I had/ No, I hadn’t b. when do we use the past perfect? Can you think of any rules? The use: - We use the past perfect to describe an action before astarted time in the past Ex: People had managed to leave the flooded villages by 11 o’clock. - We use the past perfect to descibe an.

(199) action happened before another action in the past. Ex: People had already left the flooded villages when rescue workers arrived. 5.Complete the sentences by putting the verbs in brakets into the simple past or past perfect Key; 1. had left , erupted 2. arrived , had stopped 3. had spent, arrived 4. got, hadn’t taken 5. found, has bought 6.work in pairs. Ask and answer the following questions about you. Activity 5. (3ms) First, have Ss Work in indevidually. - Then ask them to share with a partner - Call on some Ss give their answers - T corrects Activity 6( 2ms) First, have Ss prepare their answers in indipendently - Then model the activity by asking a student one of the given questions. - Ask Ss to work in pairs - Ss: work in pairs ask them to share with a partner - Call on some pairs practise in front of the class - T corrects Activity 7 (5ms) Model the game with the class first. Devide the whole class into two teams Then allow members from the two teams 7.Game to take turns in giving reasons why they were pleased / upset/ happy… counter the .- Work in two teams. correct sentences to find the winning team. On my birthday , I was very pleased because I had received a nice present T can choose ither activity 6 0r 7 for Ss to do E. Wrap-up( 4ms) Last Tuesday I was annoyed because I -T: repeat stress in words ending in – logy had missed the school bus. and - graphy S: repeat F. Homeassignment(1ms.) - Do these exercises B 1,2 in page 19 in workbook - - Prepare unit 9: Communication. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 17 / 2 / 2017 Date of teaching: /2/2017 Week : UNIT 9: NATURAL DISASTERS Period 72: Lesson 4: Communication I/Objectives.

(200) 1. Educational aim: - To use the lexical items related to the topic ‘ Natural disasters’ - To talk about a natural disaster and what to do when it happens 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice: speaking and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have difficult in communicating so teacher should help them IV/ Procedure Teacher’s / Students’ activities Content A.Warm up Ss work in group to discuss “ Can we prevent natural disasters with the help of modern technology? Extra vocabulary B. Presentation - Help Ss to understand the meanings of the words in Extra vocabulary, and other words from the text you think they won’t know. -climate change: + permanent chane in weather condition Activity 1 - victims= a person who has been attacked, First, have Ss read the interview and guess injuredor killed as the result of a crime, what the missing word for each gap in the adisease accident. interview is. Write the Ss’ edies on the board. - in charge- in aposition of having control -Ask Ss to say which question each person is or responsibility for sb/ sth answering( sarah and Peter: the first 1. listen to aradio programme… question, Nubita and Linh: the second question) - T plays the recording. The first time , ask ss to close their books and listen only. T plays the recording again and allow Ss to fill the gap as they listen. - Ask ss to share their answers in pairs. Ss: share their answers in pairs. - T plays the recording a final time to allow Ss to check their answers. Activity 2 - Ask ss to decide whose opinions they Key: agree with and who they disagree with. 1. flooded 2. warming 3. used - Ss make notes of reasons for their 4. unprepared 5. reminding decision. Activity 3 Have Ss make notes of their answers to the.

(201) two questions in the interview. Remind Ss that it does not matter what their answers are, and that is more important they justify their answers. T may go around to provide help Activity 4 - Ask Ss to work in pairs to share their answers with a partner. - Ss: share their answers with a partner. - Encourage each pair to negotiate for the same views . - Call some Ss report on their answers. E.Wrap-up( 4ms) -T: retell a programme on 4 teen news S: retell F. Homeassignment(1ms.) - Do these exercises C 1,2 in page 21 in workbook - Prepare unit 9: Skills 1. 2.Read the listeners’ view on natural disaster again and decide who you agree with and who … 3. Answer the two questions.. 4.work in pairs. Nowcompare your views with apartner. ……..February…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 22 / 2 / 2017 Date of teaching: / 2/ 2017 Week : UNIT 9:. NATURAL DISASTERS Period 73: Lesson 5: Skills 1. I/Objectives 1. Educational aim: - To use the lexical items related to the topic ‘ Natural disasters’ - To talk about a natural disaster and what to do when it happens 2. Knowledge and skills: * General language knowledge - Vocabulary : essential, weak havoc, destructive, guilines , emegency, kit, risk, - Grammatical structures : * Skills: Practice: reading and speaking.

(202) II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have difficult in readinding, speaking so teacher should help them IV/ Procedure Teacher’s / Students’ activities Content A.Warm up T What can we do prepare for a natural disaster? S: B. Before reading - T asks Ss to scan the article to find circle to find where the words/ phraes weak havoc, essential, destructive, guilines, emergency - Ss scan the article to find circle - if they do not, T my help Ss work out the meanings of these words from the article. T can explain the words/ phrases. Reading 1.Read an article about how to prepare for a natural disaster. Suggested answers: - weak havoc: do great damage or hamful to somebody/ something - essential: necessary - destructive: causing major damage, from the verb destry - guidelines: the rule or instructions telling you how to do something, especially something difficult - emergency: asuddently serious and dangerous event or situation C. while reading 2.Read the article and answer the Activity 1 questions - T asks Ss to read the article in 5minutes Key: and answer the questions. 1.Because they can weak havoc across - Ss read the article and answer the larger areas and cause loss of life or damage questions to property. - asks ss to note where they found the 2.Learn about therisks in the area and the information that hepled them to answers information about natural disasters on local the questions. government sites - Ask Ss to compare answers before 3. Enter all the emergency contact numbers discussing them as class in your mobine so can call the rescue and D.post reading emergency workers if necessary. - Ask Ss to work in groups 4. Your emergency supply kit should + Can we prevent natural disasters? include food, water, medications, personal + Can We prepare for them? hygiene items, copy of personal documents + What happened after natural disaster? and some money. +What should people use mobine phone? 5.We need to know the evacuattions routes and shelters.

(203) Speaking Before speaking Activity 1 - First , ask Ss to read each news report. T may help with the new vocaulary. - Then asks Ss to match . - Have Ss read out their answers before checking the whole class. Activity b. First , remind Ss of the ressponses they practised in getting started Eg: that’s shocking! Refer them back to this section if necessary. Asks Ss work in groups and role play telling each other about one of the news reports in 3a. T may go to provide help. T may call some groups to do the role play in front of the class. While speaking Activity 1 a. Ask Ss what disasters often happen in their area. - Elicit the answers from Ss and choose two disasters that happen the most. Devide the class into two groups: each will discuss one disaster. Ss work in pairs b. Now have Ss form news student from eachgroup above. Have Ss ask and answers the questions about the things they should do in the event of each disaster they had discussed in a. E. Wrap-up( 4ms) -T: retell what you should do in the event of a natural disaster in your area S: retell F. Homeassignment(1ms.) - Do these exercises D 1,2 in page 22 in workbook - Prepare unit 9: Skills 1. Speaking 3a: Read the news reports ( A- C) and match each one to the correct picture (13) Key: 1.C 2. B 3. A b. work in pairs disasters Things to do Before During. after. b. discuss what you should do in the event of a natural disaster in your area Example: A: what should you do to prepare for floods in your area? B: first, I’ll make sure I have adisaster plan… A: what should you do during a flood? B: During a flood, I should try to get to higher ground as quickly as possible….

(204) Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 23 / 2 / 2017 Date of teaching: / 2/ 2017 Week : UNIT 9: NATURAL DISASTERS Period 74: Lesson 6: Skills 2 I/Objectives 1. Educational aim: - To listen for specific information about anatural disaster in anews report. - To write a news report on a natural disaster 2. Knowledge and skills: * General language knowledge - Vocabulary : - weather bureau, coastal, property - Grammatical structures : * Skills: Practice: listening and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player A cassette and an audio compact disk - Ss: new lesson III/ Anticipated problems - S may have difficult in writing so teacher should help them IV/ Procedure Teacher’s / Students’ activities A.Warm up T have you ever had experienced about storm? Ss: Yes, I have When did you have experienced ? Ss: Last year B. Before listening T; intodures new words - Property (v): - weather bureau(n) nha khí tượng - coastal (adj) miền ven biển C.While listening Activity 1 - Remins Ss about listening for keywords in statements. - T plays the recording and Ss to correct the statements. - Ss to correct the statements.. Content. 1.Listen to the news report and correct the following statements Key: 1. A typhoon hit Nghe An province last night. 2.Dozen of people were seriously.

(205) - T asks 2 ss to write their answers on the board - T plays the recording again for Ss to check the answers - T corrects. Activity 2 T sks Ss to work in pairs to discuss the missing words for each gap from the information they have heard in 1. T plays the recirding again and allow Ss to fill the gaps as they listen. - T ask Ss to share their answers in pairs before playing the recording a final time to check their answers. Writing Before wrting Activity 1 - T asks Ss make notes about anatural disaster they or one of their family members a have exeperieced in the given table. - T reminds them that they do not have to write full sentences and they can use abbreviations. -Tasks them to share their partners. - T may ask some able Ss to read out their notes to the whole class.. While writing Activity 1 - T sets up the writing activity. Remind Ss that the first and most important thing is always s to think about what they are going to write . - In case , Ss can use the chart in 3 as a model for their report. - T may still need to provide some help with the language necessary writing.. injured in the storm. 3.There was extensive damage to property in Cua Lo , a coastal town in Nghe An. 4. The storm had already weakyned when rescure workers arrived in the are. 5.According to the weather bureau, heavy rain will continue over the next few days. 2. Listen again and complete the date chart. Key: 1. winds 2. homeless 3. damage 4. flood 5. debris 6. accomadation. Writing 3. Have you or one of your famiuly members experienced anatural disaster? Make notes… Type of natural disaster What is this disaster? When and where did the disaster occur? What are the effects of this disaster? What has been done to hepl the victims odf the disaster? 4a. Use your notes in 3 to write anew report. b. Swap news reports with.

(206) T asks Ss to write adraft report first. Then have apartner ansd revise each other’s them write their final version in the class or at drafts. home , depending on time allowed. If they write in class, they can do it in pairs or in groups. T may display all or some of reports on the wall / board and invite other Ss to give comments. - Ss edit and revise their reports as homework Post writing - T call Ss to read their writing Ss to read their writing T correct the mistakes E. Wrap up F. Homeassigment - Do Ex: E in page 24 in workbook - Prepare unit 9: Looking back + project Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 23 / 2 / 2017 Date of teaching: /2/ 2017 Week : UNIT 9: NATURAL DISASTERS Period 75: Lesson 7: Looking back + project I/Objectives 1. Educational aim: - To Revise the knowledge they’ve learnt about the topic “ natural disasters’ 2. Knowledge and skills: * General language knowledge - Vocabulary : - weather bureau, coastal - Grammatical structures : * Skills: Practice: speaking and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have forget vocabulary, grammar, so teacher should help them IV/ Procedure TEST FOR 15 minutes I. Circle the word with a different stress pattern the others ( 1pt) 1. A. dramatic B. tornado C. historic D. injury 2. A. national B. physical C. arrival D. natural.

(207) II. Choose the best answer A, B or C ( 5pts) 1.If you ……………… president, what would you do to help the environment. A. are B. had been C. were 2. I often drink coffee, but today I ………………. tea. A. am drinking B. drink C. drank 3. The heavy rain has caused …………….. in many parts of the country. A. storms B. flood C. drought 4. Air………….. , together with littering, is causing many problems in our cities today. A. pollute B. pollution C. polluted 5. In the United States, there are 50 ………………. and six different times zones across the country. A. states B. nations C. towns III: Put the words in brakets into the fight forms to complete the sentences (4pts) 1.English is an ……………… language in this country. ( officially) 2.People in the south of my country speak the language with ………… accent. (differ) 3.Last summer holiday , my family went to Da Nang and Hoi An . We had ……………………. time there . (wonder) 4.Why has she improved her English a lot? – Ah, she’s just come back from English……………. country. (speak) Key I.Circle the word with a different stress pattern the others ( 1pt) 1. D 2. C II.Choose the best answer A, B or C ( 5pts) 1.C 2. A 3. B 4. B 5. A III. Put the words in brakets into the fight forms to complete the sentences (4pts 1. official 2. different 3. wonderful 4. speaking New lesson Teacher’s / Students’ activities Content A. Warm up Activity 1 T Ask Ss to work independently. Vocabulary Ss work independently 1.Match the words (1-6) to their - Asks them to check their answers with definiteions (a-f0 partners - Call on some ss to work on the board - T corrects Key: 1.C 2. F 3. D 4. B 5. A 6. E Activity 2 2. Use the words from the box in the T Ask Ss to work independently. correct form to complete the sentences Ss work independently - Asks them to check their answers with partners Key: - Call on 2 ss to work on the board 1. evacuated 2. put out 3. take T corrects 4. provided 5. scattered.

(208) Activity 3 T Ask Ss to work independently. Ss work independently - Asks them to check their answers with partners - Call on 2 ss to work on the board T corrects. Grammar 3.decide which odf the sentences can be changed to passive voice. Activiy 4 T Ask Ss to work independently. Ss work independently - Asks them to check their answers with partners - Call on 2 ss to work on the board T corrects. 4. Match the two parts to make complete sentences Key: 1. d 2. f 3. a 4. b 5. c 6. e. 1. The tickets will be collected (by Mr Smith) 2.a play was put on ( by the students ) at the enf of team. 3.thesentence can not be writen in the passive because its main verb is not atransitive verb. 5. The message was taken (by Julie) 5. the picture was painted by a local arist 6. The sentence can not be written in the passive because its main verb arrive is not atransive verb. 5.a Imagine five bad things that Activity 5 happened to you yestersay , and write a).first ask Ss to work individually wrting down or inventing five bad things happened them down Example to them yesterday. - someone stolen my bike Then allow them to share the sentences - My sister broken my computer with a partner - …….. B) – Ask Ss to work in groups. Remind them to add time clause and use the b). work in groups . Add time clause to you sehntences as the following example past perfect with their sentences. Remember to use the past prerfct Ask each S to take turns to say out their - When I woke yesterday morning sentences to the members of their group. T may go aound to provide help someone had stolen my bike - When I got home yesterday, my sister had broken my computer E. Wrap up T asks Ss to repeat the use and grammar past perfect Ss: repeat F. Homeassigment - Do exercises again - Prepare review 3.

(209) ……..March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 2 / 3 / 2017 Date of teaching: / 3/ 2017 Week: REVIEW 3 Period 76: Lesson 1 I/ Objectives 1.Educational aim: - To revise and practice the language Ss have studied they have practiced since Unit 4,5,6 - To practise doing the exercises 2. Knowledge and skills: * General language knowledge: Lexico & grammar of unit 4.5.6 - Lexico/Vocabulary : Pronunciation + tress rules: +Vocabulary: - Grammatical structures + Review: *Skills: - Intergrated language skills + Listening skill +Writing skill: choose the best answer, choose the correct voice, complete each sentence , Put the verbs into the correct tense +speaking skill: - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures :.

(210) Teacher’s / Students’ activites Warm up. Activity 1 -Review the rules of stress in words endimng in –ic, -al, -ee, -ese, log, -graphy - Have Ss mark the srtess independently. - T plays the recording. - Ss listen and correct their answers. Confirm their answers. - Ss listen again and repeat, in chorus and individually Activity 2 - Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? A verb? An adjective?) - Elicit their answers. - Let Ss do the exercise independently. - Ss can then share their answers with apartner. - Check and write the answers on the board Activity 3 - Ask Ss do the exercise independently. Ss do the exercise independently - Check and write the answers on the board Activity 4 - Revises the use of present tenses, conditionas, and passive voice. Have a brief revision if necessary. - Then have Ss do it individually. - Ss exchangetheir answers and discuss if there is any difference in their answers. - T checks and explain each answer Activity 5. -Have ss read and decide which type of conditional is used in each sentence. T elicits their answers. - Let Ss do this exercise independently. - Check and write the answers on the board. Reviewed & Practiced content. * Pronunciation 1. Mark the stress on the correct sylables in the words Key Nepa’lese ath’letic eco’nomic Ge’ography ‘musical tech’nology Bi’ology ‘physicial pho’tography Refe’ree Jape’nese exam’nee *Vocabulary 2. Complete each sentences with the suitable form of the worrd provided. Key: 1. predict 4. culture. 2. Iconic 5. flooded. 3. natural 6. polluted. 3. Match the definitions withthei words Key: 1. c 2. a 3. f 4. b 5.d 6.e *Grammar 4. Choose the correct answer A, B C or D. Key: 1. A 2. B 3. C 4 A. 5. C. 6. B. 5.Use the verbs in brackets in the corect form to complete the conditional sentences Key: 1. get; will grow 2. was/ were ; would not have to work.

(211) 3. could choose; would go 4. don’t act; will lose 5. was/ were ; would be 6. used; would be Activity 6. - Ask Ss to look at the subjects and verbs to decide if an active or passive is needed. - Have them do the exercise in pairs. - Check and write the answers on the board Activity 7 -Have Ss do this exercise in pairs. Ss do this exercise in pairs - Correct their answers and ask some pairs to act the mini dialogues Wrap up T: asks Ss to repeat the use conditional sentences, form of passive voice Ss: repeat Homeassigment - Do exercise again - Do ex 1,2,3 in page 25 – in workbook - Preparing ; review 3 - skills. 6. choose the correct voice Key: 1. have been sent 2. organised 3. is made up 4. is caused 5. was chosen 6. have replaced * English every day. Key: 1. e. 2. a. 3. g. 4. b. 5. d. 6.f. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 4 / 3 / 2017 Date of teaching: / 3/ 2017 Week: REVIEW 3 Period 77: Lesson 2 I/ Objectives 1. Educational aim: - To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3 ,4,5,6 2. Knowledge and skills: * General language knowledge: *Skills: - Intergrated language skills.

(212) + reading skill: Read and choose the best answer + Listening skill: listen to and write T or F +Writing skill: fight pollution day +speaking skill: make a short conversation - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,….. - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may have difficulties in their writing so the teacher will go round the class and give any help IV/ Procedures : Teacher’s / Students’ activites Reviewed & Practiced content Warm up T : have you ever read a natural disaster? S: Yes, I have Where did it appeared? S: It appeared…. T: What happened? S: …… *Reading Activity 1 1. Read the text and choose the correct Ask Ss to read the text and answer the answer questions independently . - Ss read the text and answer the questions independently Key: -Ss compare their answers with a partner 1. B 2. d 3. A 4. B 5. C - Have ss explain where they got the answerds from in the text * speaking Activity 2 Let Ss work in pairs to choose their topuic 2. Work in pairs. Choose one of the topics and make a short conversation and think about questions and answers . Remind them to use expressions they learnt from the conversations in getting stared to respond in a natural way to what they hear. - then them practice between themsleves. - Ss in pair act out their conversations in front of the class Activity 3 - T asks Ss to read the statement carefully * Listening first. 3. Listen to Ngyuen talking with his - T plays the recording. friend {Phong, who has just back from a - Ss listen and decide if the statements visit to singapore and decide if the are true or false. sentences are T or F - Write Ss’s answer on the board. - Have Ss listen again and check their own answers..

(213) - T correct their answers Activity 4 First. Have Ss read to understand the schedule of the Fight pollution Day. They then choose the acticity they would like their friend to particite in and write to him/ her to introduce it. Remind Ss they can use the present simple to talk about practical aspects of an event in the future : For example The event takes place on Saturrday , 4 April The event starts at 8.30 and finish at 12 00. We pick up trash and sort it for recycling T calls on a s to write his / her letter on the board. Other Ss and T comment o ot. Ss then refer back to thei own work and see if they want make any changes. Collect some work to correct at home Wrap up T: Homeassigment - review , the next lesson written test 45’. Key : 1. T. 2. T. 3. F. 4. F. 5. F. 6. T. * Writing 4. The school is organising fightpollution Day to raise student’s awareness of the dangers of pollution…. ……..March …………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(214) Date of preparing: 3/ 3 / 2017 Date of teaching: /3/2017 Week: 26 Period 78 : English test – No - 3 ( Time allowance : 45 minutes) I.Objectives 1. Educational aim - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to thei methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry: + stress rules +Vocabulary: on some certain topics that have been studied - Grammatical structures + Conditional sentences type 1,2 + passive voice + past perfect + simple sentence, present perfect *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Listening Exercise 1 : Listen and tick( v) A, B or C. (1.25pts) Exercise 2: Listen and complete questions (1.25pts) Lexico $ grammar Exercise 1.Circle the words with a different stress pattern from the others (1p) Exercise 2.Choose the best answer A, B , C or D (2pts) Exercise 3. Give the correct form of the verb in brackets (0,5p) Reading: Exercise 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1) Exercise 2: Read and answer the questions(1p) writing Exercise 1. Write a new sentence using the word given so that it has a similar meaning to the origninal one( 1pt) Exercise 2: Make sentences using the words and phrases given. (1p) 2.The test matrix.

(215) Part/ exercise knowledge. Levels of knowledge and skills Comprehension Aplication 1. Part I Exercise 1 5 3 Exercise 2 4 4 Part II Exercise 1 5 3 Exercise 2 8 6 Part III Exercise 1 5 4 Exercise 2 4 3 Part IV Exercise 1 5 4 Exercise 2 5 3 Total N1( 40) N2(30) IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure Teacher’s / Students’ activites T: repeats Ss do test seriously Ss: Do some warm up activities under T’s control * Before testing T reminds Ss to keep quite and be serious when doing the test before delivering the handouts to them Ss: get the test papers from T * while test - T goes around and observes Ss do the test. CollectSs’s paper when time’s up Ss: do test carefully * after test T: comments on Ss attitudes while doing the test Assign homework to Ss SS: + listen to carefully + do the test + Hand in the paper on time + listen , response and take notes. 2 4. Aplication 2 1 2. 2 4. 0 2. 2 2. 1 1. 2 2 N3( 20). Test content ( enclosed file). 2 2 N4(10).

(216) Content I. LISTENING Exercise 1: Listen to Peter talking to a friend about a drive. For questions 11- 15, tick( v) A, B or C. You hear the conversation twice.( 1,25pts). Exercise 2: You will hear a man asking about theater tickets. Listen and complete questions 16- 20.You will hear the conversation twice.(1,25pts). II. Lexico $ grammar( 3,5pts) Exercise I.Circle the words with adifferent stress pattern from the others (1p) 1. A.classical B. poisonous C. logical D. pollution 2. A. climatology B. bibliography C. comunication D.radiography 3. A. classic B. nature C. degree D. debris 4. A. examinee B. electronic C. scientific D. preparation 5. A. injury B. historic C.tornado D. dramatic Exercise II. Choose the best answer A, B , C or D (2pts) 1.By the time we got to the cinema, the film ……….. A. started B. had started C. starting.

(217) 2. Don’t drink that water. It’s …………. A. dammage b. dumped C. contaminated 3. All our Eglish teachers are ……………. speakers. A. native B. oringial C. foreign 4. If you ………… the president, what would you do to help the environment? A. are B. had been C. were 5. Last year , there was a big typhoon in my area. It causes extensive damage to our … A. property B. funiture C. wealth 6. A person who ........... the bagpipes is called a piper A. plays B. performs C. entertains 7. Don’t drink that water. It’s ................. A. damaged B. dumped C. contaminated 8. The team’s success was largely ................ to her efforts A. because b. due C. since Exercise III.Give the correct form of the verb in brackets (0,5pt) 1.Ten new houses ( build)…………. in the town every year 2.They ( spend)……… the night in the flooded area before helping arrive III. READING(2pts) Exercise 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1pt) Tropical rainforests are amazing places. You find them in area, Central and South America and parts of Afica. The temperatures there are (1)……… 25o and 30o all year around and it rains (2)……. almost every day. These hot, wet conditions are ideal for plants , so the vegetation isdense and rich, and the wildlife is incrediblly diverse. More than half of the world’s plant and animal species live in these forests. We’ve already (3)…………… more than half of the world’s tropical rainforests , either for wood or through farming. If we (4)……….. like this, we might wipe them out completely in less than forty years from now. One (5)…… is to use the forests in a sustainable way, by using their natural resouces , such as fruit, nuts and medical plants, without destroying the tress. A. in B. between C. from D. at 2. A. hard B. mainly C. heavily D. continuously 3. A. destroyed B. damaged C. cut D.. burnt 4. A. begin B. do C. go on D. carry on 5. A. method B. solution C. way D. idea Exercise 2: Read this passage and answer the questions (1pt) Visual pollution has a greater effect on people than you may think I member when I went to a foreign city, I was really scared because there was so much graffiti on the buildings’ walls. Then I looked up, and I saw a lot of power lines over my head. Although they were not dangerous, I stil feelt insecure since I thought they might fall down. These things prevented me from enjoying beautiful sights of the city. I also remember the time I dtudied in Menbourne. Once I was so busy with my assingments that I didn’t tity my room for two weeks. Looking at the messy room caused me so much stress that I do not want to study. Then I decided to clean the room and put my things in their proper places. I also bought a small plant and placed it in the corner. These simple actions increased my motivation and helped me on forcus on my learning. What about you? Have you ever been affected by visual pollution?.

(218) Questions: 1. Why was the author scared when she was in a foreign city? 2. how did the author feel when she asw the power line? 3. Why did she have that feeling? 4. What happened busy with? 5. What happened when she looked at the messy room? 6. What did she do for her room? IV. Writing( 2pts) Exercise 1. Write a new sentence using the word given so that it has a similar meaning to the origninal one( 1pt) 1. I’m not you, but I think you should recycle these plastic carrier bags. (if) 2. If I could swim, I would go scuba diving with Terry. (because) 3. Emma came first because she worked hard. ( result) 4. Eating too much sugar can result in health problems. ( lead) Exercise 2: Make sentences using the words and phrases given. (1pt) 1.Noise / pollution/ occur/ because / there / too many / loud / sounds / environment. 2.That was / terrible / earthquake / but / luckiy / we / are / suvived. 3. They / have / barbecues / and / they / watch / Australian of the Year Award / television 4. Your cheque/ send/ last Friday and/ should/ deliver/ to you tomorrow Key: I. Listening (2,5pts) Exercise 1: Listen and tick( v) A, B or C ( 0,25 x 5= 1,25p) 11 A 12 B 13 A 14 C 15 A Exercise 2: Listen and complete questions( 0,25 x 5= 1,25p) 16. 7. 30( p.m/ pm)/ 19. 30 17. bus 18. 12.50 19. Monday(s) 20. Stuart II. Lexico $ grammar( 3,5pts) Exercise I. Circle the words with adifferent stress pattern from the others ( 0,2 x 5= 1p) 1. D 2. C 3. C 4. A 5. A Exercise II. Choose the best answer A, B , C or D ( 0,25 x 8= 2p) 1. B 2. C 3. A 4. C 5. A 6. A 7. C 8. B Exercise III.Give the correct form of the verb in brackets ( 0,25x 2= 0,5p) 1. are built 2. had spent III. Reading( 2pts) Exercise 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps ( 0,2x 5= 1p) 1. B 2. C 3. A 4. D 5. B Exercise 2: Read this passage and answer the questions ( 0,2x 5= 1p) 1. Because there was so much graffiti on the buildings’walls. 2. She felt insecue 3. Because she thought they might fall down 4. She was busy with her assingments 5. She had so much stress that she did not want to study IV. Writing(2pts) Exercise 1: Write a new sentence using the word given so that it has a similar meaning to the origninal one ( 0,25x 5= 1p).

(219) 1. If I were you, I would recycle these plastic carrier bags. 2. Because I can’t swim, I won’t go scuba diving with Terry. 3. Emma came first as a result of her hard work 4. Eating too much sugar can lead to health problems. Exercise 2: Make sentences using the words and phrases given ( 0,25x 5= 1p) 1. Noise pollution occurs because there are too many loud sounds in the environment. 2.That was a terrible earthquake but luckiy we are suvived. 3. They have barbecues and they watch the Australian of the Year Award on television 4. Your cheque was sent last Friday and should be delivered to you tomorrow ……..March …………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 3/ 3/ 2017 Date of teaching: /3/2017 Week : 27. Period 79: Feedback of English test – No3 I .Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidate their knowledge and skills - To adjust their plan of learning English ..

(220) 2. Knowledge and skills: * General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units (7,8,9) II. Teaching aids T: lesson plan. Marked test papers, CD, laptop Ss: pens and notebooks III. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units (7,8,9) V. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure Teacher’s / Students’ activites Content T: Delivers the market test papers to Ss. A.Comments on the test Ss: get back their marked test papers 1.General comments *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2.Test results Class 0-4(%) 5-8(%) 9-10(%) 8B B. Detailed Correction I. Listening (2,5pts) Exercise 1: Listen and tick( v) A, B or C ( 0,25 x 5= 1,25p) T: has Ss exchange their parers to discuss 11 .A 12. B 13 .A 14. C 15. A the correct answers Exercise 2: Listen and complete questions( 0,25 x + Then get Ss identify the key point to 5= 1,25p) remember 16. 7. 30( p.m/ pm)/ 19. 30 17. bus 18. 12.50 19. Monday(s) 20. Stuart + provide more pracrice on some typical II. Lexico $ grammar( 3,5pts) items / skills at which may Ss are still bad Exercise I. Circle the words with adifferent at stress pattern from the others ( 0,2 x 5= 1p) …………………………….. 1. D 2. C 3. C 4. A 5. A Ss: Exercise II. Choose the best answer A, B , C or D + listen to T and take notes ( 0,25 x 8= 2p) + Idetify and correct the mistakes by 1. B 2. C 3. A 4. C 5. A 6. A 7. C 8. B themsleves under T’s control. Exercise III.Give the correct form of the verb in brackets ( 0,25x 2= 0,5p) 1. are built 2. had spent III. Reading( 2pts) Exercise 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps ( 0,2x 5= 1p) 1. B 2. C 3. A 4. D 5. B Exercise 2: Read this passage and answer the.

(221) T asks Ss to summarize the main point to remember Ss: listen and take notes T: gives some suggestions Ss: listen and take notes. questions ( 0,2x 5= 1p) 1.Because there was so much graffiti on the buildings’walls. 2. She felt insecure 3.Because she thought they might fall down 4. She was busy with her assingments 5. She had so much stress that she did not want to study IV. Writing(2pts) Exercise 1: Write a new sentence using the word given so that it has a similar meaning to the origninal one ( 0,25x 5= 1p) 1. If I were you, I would recycle these plastic carrier bags. 2. Because I can’t swim, I won’t go scuba diving with Terry. 3. Emma came first as a result of her hard work 4. Eating too much sugar can lead to health problems. Exercise 2: Make sentences using the words and phrases given ( 0,25x 5= 1p) 1. Noise pollution occurs because there are too many loud sounds in the environment. 2.That was a terrible earthquake but luckiy we are suvived. 3. They have barbecues and they watch the Australian of the Year Award on television 4. Your cheque was sent last Friday and should be delivered to you tomorrow. Self evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………. Date of preparing: 5/ 3 / 2017 Date of teaching: / 3/ 2017 Week: 26. Period 78 : English test - No - 3 ( Time allowance : 45 minutes) I.Objectives 1. Educational aim - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to thei methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry:.

(222) + stress rules +Vocabulary: on some certain topics that have been studied - Grammatical structures + Conditional sentences type 1,2 + passive voice + past perfect + simple sentence, present perfect *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Listening Exercise 1 : Listen and fill in the blanks (1.25pts) Exercise 2: Listen again and say if the sentences are true (T) or false (F) (1.25pts) Lexico $ grammar I.Circle the words with adifferent stress pattern from the others (0,5p) II. Choose the best answer A, B , C or D (1,25pts) III.Give the correct form of the verb in brackets (1,25pts) Reading: Part 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1,25pts) : Part 2: Read and answer the questions writing Part 1. Matching (1.25pts) Part 2: Make sentences using the words and phrases given. (0.75pts) 2.The test matrix Part/ exercise Levels of knowledge and skills knowledge Comprehension Aplication 1 Aplication 2 Part I Exercise 1 5 3 2 1 Exercise 2 4 4 4 2 Part II Exercise 1 5 3 2 0 Exercise 2 8 6 4 2 Part III Exercise 1 5 4 2 1 Exercise 2 4 3 2 1 Part IV Exercise 1 5 4 2 2 Exercise 2 5 3 2 2 Total N1( 40) N2(30) N3( 20) N4(10) IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure.

(223) Teacher’s / Students’ activites T: repeat Ss do test seriously Ss: Do some warm up activities under T’s control * Befor testing T reminds Ss to keep quite and be serious when doing the test before delivering the handouts to them Ss: get the test papers from T  while test - T go around and observe Ss do the test. CollectSs’s paper when time’s up Ss: do test carefully  after test T: comment on Ss attitudes while doing the test Assign homework to Ss SS: + listen to carefully + do the test + Hand in the paper on time + listen , response and take notes. Test content LISTENING Part 1: Listening and fill each blank with a word from the box (1,25pts) On Saturday morning, a mudslide (1)……………… down the Ngan Pho river near the small village of Huong Son Distric, Ha Tinh province. Authorities have (2)……………… eight dead, eight injured and as many as 108 people (3) …………….. . The two-square-kilometre parth of the (4)…………….. about 50 homes. A local resident said the mudslide was caused by ground which has been (5)……………………. unstable by heavy rainfall Part 2: Listen and write True (T) or False (F) (1,25pts) 1.In Canada and the united States , one of the most popular days in the year is Halloween. 2. Halooween is on September 31st 3. Children go to school in their favorite clothes. 4. In the evening , a few young children put on their costunme and visit neighbours. 5. There are usually Holloween parties in the evening Lexico $ grammar I.Circle the words with adifferent stress pattern from the others (0,5p) 1. A.Classical B. poisonous C. logical D. pollution 2. A. climatology B. bibliography C. comunication D.radiography II. Choose the best answer A, B , C or D (1,25pts) 1.By the time we got to the cinema, the film ……….. A. started B. had started C. starting 2. Don’t drink that water. It’s …………. A. dammage b. dumped C. contaminated 3. All our Eglish teachers are ……………. speakers. A. native B. oringial C. foreign 4 If you ………… the president, what would you do to help the environment? A. are B. had been C. were 5. Last year , there was a big typhoon in my area. It causes extensive damage to our ……….. A. property B. funiture C. wealth III.Give the correct form of the verb in brackets (1,25pts) 1Ten new houses ( build)…………. in the town every year 2They ( spend)……………….. the night in the flooded area before help (arrive)………….. 3.If I (have) …………… one million dollars , I (build)……. more parks in our city READING.

(224) Part 1: Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1,25pts) Tropical rainforests are amazing places. You find them in area, Central and South America and parts of Afica. The temperatures there are (1)……… 25o and 30o all year around and it rains (2)……. almost every day. These hot, wet conditions are ideal for plants , so the vegetation isdense and rich, and the wildlife is incrediblly diverse. More than half of the world’s plant and animal species live in these forests. We’ve already (3)…………… more than half of the world’s tropical rainforests , either for wood or through farming. If we (4)……….. like this, we might wipe them out completely in less than forty years from now. One (5)…… is to use the forests in a sustainable way, by using their natural resouces , such as fruit, nuts and medical plants, without destroying the tress. A. in B. between C. from D. at 2. A. hard B. mainly C. heavily D. continuously 3. A. destroyed B. damaged C. cut D.. burnt 4. A. begin B. do C. go on D. carry on 5. A. method B. solution C. way D. idea Part 2: Read this passage and answer the questions (1,25pts) Visual pollution has a greater effect on people than you may think I member when I went to a foreign city, I was really scared because there was so much graffiti on the buildings’ walls. Then I looked up, and I saw a lot of power lines over my head. Although they were not dangerous, I stil feelt insecure since I thought they might fall down. These things prevented me from enjoying beautiful sights of the city. I also remember the time I dtudied in Menbourne. Once I was so busy with my assingments that I didn’t tity my room for two weeks. Looking at the messy room caused me so much stress that I do not want to study. Then I decided to clean the room and put my things in their proper places. I also bought a small plant and placed it in the corner. These simple actions increased my motivation and helped me on forcus on my learning. What about you? Have you ever been affected by visual pollution? 1. Why was the author scared when she was in a foreign city? 2. how did the author feel when she asw the power line? 3. Why did she have that feeling? 4. What happened busy with? 5. What happened when she looked at the messy room? 6. What did she do for her room? WRITING.

(225) Part 1. Matching (1.25pts) A B 1. The world’s oceans are a.we’ll wipe out thousands in danger of species of marine life. 2. If we carry on polluting b. because of the disease. our oceans, c.If we switch from nuclear 3. Many people in that power to renewavle energy country have received sources medical treatment d. that air will be cleaner. 4. the levels of radiactive e. so we must look after pollution will decrease them. 5. If we plant more tress in the city, Part 2: Make sentences using the words and phrases given. (0.75pts) 1.Noise / pollution/ occur/ because / there / too many / loud / sounds / environment. 2.That was / terrible / earthquake / but / luckiy / we / are / suvived. 3. They / have / barbecues / and / they / watch / Australian of the Year Award / television. Key: Listening Part 1 1. moved 2. confirmed 3. missing 4. destroyed 5. made Part 2 1. T 2. F 3. F 4. F 5. T Language I. Circle the words with adifferent stress pattern from the others (0,5p) 1. D 2. C II. Choose the best answer A, B , C or D (1,25pts) 1. B 2. C 3. A 4. C 5. A III.Give the correct form of the verb in brackets (1,25pts 1. are built 2. had spent , arrive 3. had ; would build Reading Part 1:Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1,25pts) 1. B 2. C 3. A 4. D 5. B Part 2: Read this passage and answer the questions (1,25pts 6. Because there was so much graffiti on the buildings’walls. 7. She felt insecue 8. .Because she thought they might fall down 9. She was busy with her assingments 10. She had so much stress that she did not want to study Writing Part 1 1. e 2. a 3. b 4. c 5. d.

(226) Part 2 1. Noise pollution occurs because there are too many loud sounds in the environment. 2.That was a terrible earthquake but luckiy we are suvived. 3. They have barbecues and they watch the Australian of the Year Award on television …….. March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 7/ 3/ 2017 Date of teaching: /3/ 2017 Week : 27 Period 79: Feedback of English test – No3 I.Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English . 2. Knowledge and skills: * General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units (7,8,9) II. Teaching aids T: lesson plan. Marked test papers…. Ss: pens and notebooks III. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 3 units (7,8,9) V. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure. Teacher’s / Students’ activites. Content.

(227) T: Delivers the market test papers to Ss. Ss: get back their marked test papers. I.Comments on the test 1.General comments *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2.Test results marks 0-4.9 5-10 9-10 8B. …. I. Detailed Correction T: has Ss exchange their parers to discuss LISTENING the correct answers Audio script: + Then get Ss identify the key point to Part 1 remember Audio script: On Saturday morning, a mudslide moved down the Ngan Pho river near the small village of + provide more pracrice on some typical Huong Son Distric, Ha Tinh province. items / skills at which may Ss are still Authorities have confirmed eight dead, eight bad at injured and as many as 108 people missing . …………………………….. The two-square-kilometre parth of the Ss: destroyrd about 50 homes. A local resident + listen to T and take notes said the mudslide was caused by ground which + Idetify and correct the mistakes by has been made unstable by heavy rainfall themsleves under T’s control. 1. moved 2. confirmed 3. missing 4. destroyed 5. made Part 2 1. T 2. F 3. F 4. F 5. T Audio script: In Canada and the united States , one of the most popular days in the year in Halloween. Halloween is on October 31 st . It’s aday when some people dress up in strange or unusaul costumes. For Example, they may dress up to look like an animal , a person from a book or movie or famous person from history. In some places, children go to school in their Halloween costumes. After dark, many young children put on their costumes and visit their neighours . They knock on the door and shout “ trick or treat!”, then the neigbours give them some candy or chocolate, and the children go on to T asks Ss to summarize the main point to the next house. Adults also enjoy dressing up for Haloween. There are usually Halloween remember parties in the evening and usually there is a Ss: listen and take notes prize for the best or most unsualll costume. T: asssin homework: give some Language suggestions I. Circle the words with adifferent stress Ss: listen and take notes.

(228) pattern from the others (0,5p) 1. D 2. C II. Choose the best answer A, B , C or D (1,25pts) 1. B 2. C 3. A 4. C 5. A III.Give the correct form of the verb in brackets (1,25pts 1. are built 2. had spent , arrive 3. had ; would build Reading Part 1Read the following paragraph and choose the corect answer A, B , C or D for each of the gaps (1,25pts) 1. B 2. C 3. A 4. D 5. B Part 2 Read this passage and answer the questions 11. Because there was so much graffiti on the buildings’walls. 12.She felt insecue 13..Because she thought they might fall down 14.She was busy with her assingments 15. She had so much stress that she did not want to study Writing Part 1. Matching (1.25pts) 1. e 2. a 3. b 4. c 5. d Part 2: Make sentences using the words and phrases given. (0.75pts) 1. Noise pollution occurs because there are too many loud sounds in the environment. 2.That was a terrible earthquake but luckiy we are suvived. 3. They have barbecues and they watch the Australian of the Year Award on television …….. March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(229) Date of preparing: 8 / 3/ 2017 Date of teaching: /3/2017 Week : 27. UNIT 10: COMMUNICATION Period 80: Lesson 1: Getting started I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘communication’ - To use future continuous - To use verb to - Infinitive 2. Knowledge and skills * General language knowledge - Vocabulary , oversleep, show up - Grammatical structures : + future continuous + V + to - Inivitive * Skills: Practice listening speaking, reading and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A cassette and an audio compact disk - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activites A.Warm up(5ms) T : write two sentences on the board and ask Ss to change them into one using past perfect I missed the scholl bus. I was annoyed Ss: I was annoyed, as I had missed the scholl bus. Or I had missed the scholl bus so I was annoyed T : brings mobilbe phone into class.. Content.

(230) T elicits the phoes ‘s funcctions from Ss and write them on the board. Then discuss with Ss which funtions are helpful for communicating, and which funtions are not. Ask ss to explain their choice B. Presentation 1.Listen and read Activity 1 (15ms) T may ask Ss + What do you think Phuc and Nick are talking about on the phone? + Where are Mai and Phuc in the first picture? Ss: In galaxy Nguyen + Where is Nick in the second picture? Ss: He is at home What is he doing there? Ss: He is talking on the phone +What is it in the third picture? What does it mean? + what it a possible connection between picture 1,2 and 3.- T accept all answers from Ss - T introdures new words - Show up (v): có mặt - Oversleep: (v): ngủ quá giờ - T tells Ss they are going to listen to the conversation between Phuc and Nick . - T play the recording. Elicit the connection between the pictures. Were their guesses correct? - Ss: listen and guess - Tell they can uncover the text. T plays the recording again. Have Ss work individually then in pairs to find the words / phrases. - Ss work individually then in pairs to find the words / phrases.. a.Find words or p0hrases in the conversation that mean Key: 1. wait for ages 2. show up 3. get through 4. my battery was flat 5. ‘ Are you kidding?’ 6. ‘We can try again’. Ss may say ‘ Phuc is saying’ ‘ we were waiting for ages’ and this means he and Mai had to wait for Nick for a very long time. - Have Ss work individually the in pairs to compare answers with each other .. b. Decide if thestatments are true (T) or false (F).

(231) - T coreets the task as a class and encourage Ss to explain for both T or F optitions Key: 1. T 2. T -Ask Ss to work in groups of three or four 3. F ( Nick was outside the wrong cinema and discuss the questions. 4. T 5. T 6. T -Ss work in groups T asks Ss play the roles of Phuc, Mai, Nick . What would they do if they were them? - Ss play the roles of Phuc, Mai, Nick - Asks Ss to wprk in pairs to complete this task. After they have finished , go through eqach item as a whole class . - Ask Ss to futher explain the meaning of the words/ phrases in the box, and / or how they work. Allow ss to use Vietnamese if necessary.. Activity 2 (8 ms) Draw Ss ‘s attention to the word/ phrases from the boax in 2 again. - Tell them to do this task by first underlining the cues in each item. - Reminde Ss to consider the part of scheech of the missing words. Explain the Look out Activity 3 (7ms). c. Why couldn’t Phuc, Mai, and Nick seee the film together… Key: They couldn’t seee the film together because Nick went to the wrong cinema. They didn’t communicate clearly the name and address of the cinema beforehand. They they were not able to contact each other because the battery of Nick ‘s phoble phone was flat 2.Match the words/ phrases about ways of communication. Key: 1.Having avideo conference 2.emailing 3. video chating 4. meeting face – to- face(F2F) 5. using social media 6. using telepathy 7. sending letters ( snail mail) 3. fill the gaps with the correct form of the words / phrases from the box 2 Key: 1. Using social media 2. meet face-to face 3. emailing: sending betters / sail mail 4. using telepathy 5. video chating 6. have a video conference. 4. Activity 4 (5ms) - Ss work in groups.( 5’) to write down as 4. game many different ways they have communicated so far today as they can. The person with the most idea in the.

(232) winner. E .Wrap-up( 4ms) T: ask ss to find the sentence with will Ss: I’ll be having my vietnames class then T-> future continuous T: Find the sentences : V + to –infinitive S: I wanted to ask you the same question F. Homeassignment(1ms.) - Do exercises again - Learn by heart new words - Prepare unit 10: A closer look 1 Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 9 / 3/ 2017 Date of teaching: /3/ 2017 Week : 27. UNIT 10: COMMUNICATION Period 81: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘communication’ - To pronounce the words ending -ity and itive in solatiuon and in context 2. Knowledge and skills * General language knowledge - Vocabulary - Grammatical structures : * Skills: Practice listening listening, speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV. Procedure Teacher’s / Students’ activites Content A.Warm up Let Ss to order letter to word - nombile hpno-> mobible phone.

(233) - mial-> mail B. Presentation Activity 1 - Ask ss work individually first then in pairs. Ss: work individually - T encourages them to describe how the communication happens in each picture.. C. Practive Activity 2: T prepares some photos of technology mentioned. If you have acomputer connected to the internet in the classroom, go online and show Ss an example of how these communication channels work , especially a chat room and a message board.. * Vocabulary 1.Choose words / phrases from the box to descibe the phone… Key: 1. Using music 2. using signs 3. leaving a note 4. planting a picute 5. Communicating non-verbally with animals 6. using codes 7. sending flowers 8. using body language 2. communcation technology. Match. Key: 1.d. 2. e. 3. b. 4. c. 5. a. T asks Ss to work individually or in pairs to compltete the exercise. - Have Ss share with Ss some of their experiences using these technologies 3.complete the diagram with Activity 3 T asks Ss to work in groups discuss and write down communication example you have so far their ideas. - T encourages Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories Activity 4 T devides class into 2teams compltee with each other. Each team is assigned one form of communication. The reast of the class will be the audience. The wto competing teams have to try every way possible to convince the audience their communiaction form is better. Then the audience will decide which team is winner.. 4. Debate. Choose one or more pairs of ways of communicating. Which is better? Why?  Pronunciation stress in word ending in -ity and itive Fow word ending -ity and itive, place the stress on the sylable before the suffix Ex: oppor’tunity.

(234) Activity 5 T asks ss to cover the pronunciation box. Wite the words ‘opportuniy’and ‘ possive’ on the board. - Ask Ss to read them aloud and try to identify which selable is stressed . - Asks Ss to Find two more words ending with the sufix –ity and –itive. - Ss find two more words ending with the sufix –ity and –itive Ex: sentitive , community. She got the opportunity to see Frozen ‘ positive His answer is positive1 great! 5.Mark the tress for the following words, then listen and repeat Key: 1. com’petitive 2. in’finitive 3. re’petitive 4. ‘possitive 5. a’bility 6. possi’bility 7. curi’osity 8. natio’nality. - Ask Ss to read aloud. Then elecit the pronounce rule with the class. - Have Ss the pronouniation box and check if their rule is correct Activity 5 - Ask Ss to work individually then in pairs to compare their answers. -Ss work individually then in pairs to compare their answers T plays the recording and have Ss check their answers. Have Ss practise these words Activity 6 - Ask Ss to work individually then in pairs to compare their answers. -Ss work individually then in pairs to compare their answers - T plays the recording and have Ss check their answers E Wrap-up( 4ms) T: ask ss to find the words-ity and –itive Ss: find the words T repeat stress in word ending in -ity and itive Ss listen and remember F. Homeassignment(1ms.) - Do exercises 1,2,3 in page 29 in workbook - Prepare unit 10: A closer look 2. 6. Fill the gaps with the words in 5 and practise saying the sentences Key 1. nationality 2. repetitive 3. competitive 4. possibility 5. ability.

(235) …….. March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 16/ 3/ 2017 Date of teaching: Week.

(236) UNIT 10: COMMUNICATION Period 82: Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘communication’ - To use future continuous - To use verb to - Infinitive 2. Knowledge and skills * General language knowledge - Vocabulary : telepathy, snail mail, interactive - Grammatical structures : + future continuous + verb to - Infinitive * Skills: Practice speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may have dificulty in grammar, so teacher should explain them IV. Procedure Teacher’s / Students’ activites Content A.Warm up - T ask Ss to make sentence with V to werb Ss: I want to communicate with my friends on the telephone B. Presentation Activity 1 -T reminds Ss of the conversation in getting started : How Phuc, Mai, and Nik planed to see a film together but Nick went to the wrong cinema and they were not able to contacvt each other. Ask Ss what Phuc, Mai and Nick decided on the phone about how they would try it again this sun day afternoon. - T write ‘2.30 p.m show’ and ‘4.15 show’ on the board. -Ask ss if they remember which show phuc, and nick chose and why - T plays the recording and ask Ss to answer two questions. Grammar Future continuous; review 1.Listen again to part the conversation in getting stared. Underline the future continuous tense. Key: 1.He will be having his vietnamese class 2.They will be watching a film at the cinema. Review We use the future continuous tense to express being in the process of doing something at a specific time in the future..

(237) - Then draw ss’ attention to the REVIEW box. Write different times of the day on the board(eg. 7a,m, 10 a.m, 12 p.m) and ask Ss to work in pairs to tell each other what they will going these times tomorrow Activity 2 2.Complete the sentences with the future - Draw Ss’ attention to look out box. continuous - Then Ask them to underline the specific time expression in each item. - Ask Ss to work individually then in pairs to compare their answers Key: 1.will he still be sleeping, will be studying 2.will be having 3.will be eating 4. will she be staying ; will be writing 5. will be palying 6. will be learning Activity 3 -Have Ss work in groups to decide which 3.Look at the year provided . Work in year to put in the gaps. groups to predict the following happen in T introdures new words the future - telepathy(n) : sự cảm nhận từ xa - Have each group to call out their choice. - snail mail (n): đường bộ hoặc đường thuỷ - Ss each group to call out their choice. - interactive (adj): tương tác. Activity 4 - Have Ss work individually to complete the task. Write on the board - Ss work individually to complete I also wanted to call you -> want to do something - Tell ss to look out box - T provide the list of common verbs followed by to –infinitive. Asks Ss if they know any other verbs that are followed by to –infinitive - Remind Ss that some verbs such as love, hate, prefer can be followed agerund or to - infinitive without significant change in meaning. Verb + to –infinitive 4.Look ate the conversation in getting started again and write down all the verbs that are folloewd by to –infinitive Ex: I also wanted to call you -> I want to call Verb+ to-infinitive If we want to followe a verb with another action, we must use ither a gurund or an infinitive Ex: they want to see Superman 3 this Sunday Some common verbs followed by toinfinitive +verb of thinking: choose , decide, plan.. + verbs of feeling: love, hate, prefer...

(238) + other verbs: try, want, need Activity 5. - Have Ss work individually to complete - Ss work individually to complete - Call on some Ss to give their answers - T corrects Activity 6 - remind ss of the different ways of communicating from the beginning of the unit. Draw their attention to the time expression ( year 2050) and ask them which verb tense should be used . - Give an example if necessary. - Asks Ss to work in pairs ans share their idea with other pairs to make a’dream list’ - Call on Ss to talk in class - Remind them to use full sentences E Wrap-up( 4ms) T: repeat the use the use and grammar of future countiuous tense Ss listen and remember F. Homeassignment(1ms.) - Do exercises 2,4,5, 6 in page 30,31 in workbook - Prepare unit 10 : communication. 5.choose the best answer Key: 1.c. 2. B. 3. a. 4. C. 5. a. 6. The dream list. Imagine we are in the year 2050 . work in pairs and select three ways of communication that you think will be most common Ex: We’ll be using video conferencing in every morning. …….. March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(239) Date of preparing: 16/ 3/ 2017 Date of teaching: Week. UNIT 10: COMMUNICATION Period 83: Lesson 4:. Communiction. I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘communication’ - To talk about communication now and in the future 2. Knowledge and skills * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may have difficulty in communication , so teacher should repeat them IV. Procedure Teacher’s / Students’ activites Content A.Warm up T have Ss guess what they think communicvation breakdown means. Re3fer the look out box. - Remind s of what happened in the convesation in getting stared . Ask ss why they think this communication breakdown heppened and how to avoid it. T can share - breakdown: (n) hiểu nhau, ngừng trệ giao with ss tiếp - language barrier (n): rào cản ngôn ngữ - culture different (n): bất đồng ngôn ngữ - Communication channel (n) kênh giao tiếp -Shrug( shouh=ld (shoulder) nh - Glance(v): liếc nhìn B. Presentation Activity 1 - Do the fít item ưith Ss . - Then ask ss to work in pairs to complete the task. - ss work in pairs to complete the task. - Once they have finished, encourage them to add in some reasons and. 1.Match the following possible reasons for communication breakdown with the examples…. Key:.

(240) examples C. Practice Activity 2 Elicit from Ss what body language is . Explain that understanding body language can help people avoid communication breakdown. - T may give an example ans ask Ss to guess what T is trying to say - - ask Ss to cover the sentences and just to look at the pictures. - Ask Ss to work in pairs to work out the message from the pictures. - Ss work in pairs to work out the message from the pictures T Corfirms the correct answers Activity 3 Write on the board some the language for on line communication leart in unit 1 and ask them if they can read them in the full form. T explain that using abbreviations for online chatting and texting is not always easy to understand. - Ask Ss to work in pairs to complete this task Ss work in pairs to complete this task. Activity 4 - Ask Ss to work in groups to make their ‘d group’s idea bank by discussing a technology solution that will help people avoid the communication breakdown mentioned in 1. The groups then make a short presentation of their ideas to share the class to make a big ideas Bank E. Wrap-up( 4ms) T: repeat the new words, Ss repeat again. 1. A 2.B. 3. C. 4. c. 5. A. 6. B. 2.If you don’t undersatand body language, communication breakdown may happenen. Match the body language with the meaning. Key: 1. a. 2. a. 3. e. 4. b. 5. d. 3.Using abbreviations for online chating and texting is not always easy to understand. Can you decode the following sentences write in texting / chatting… Key; 1. Where are you? We are at Lotte on the second floor. 2.I’ll be 5 minute late. See you soon 3. Do you want to see movie this weekend? 4. Please call me right back. Thanks 5.Hi! What are you doing tonight? 6. Did you see it? Laugh out loud! 4. Ideas bank. Work in groups . For each communication breakdown mentioned in 1 , think of a future technology idea that will help avoid it….

(241) Ss listen and remember F. Homeassignment(1ms.) - Do exercises speaking in page ,31 in workbook - Prepare unit 10 : skills 1 ............, March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 22/ 3/ 2017 Date of teaching: Week. UNIT 10: COMMUNICATION Period 84: Lesson 5:. Skills 1. I/Objectives 1. Educational aims - To read for general and specificinformation about communication in the future - To talk about communication now and in the future 2. Knowledge and skills * General language knowledge - Vocabulary : tiny, cyberworld, interact, holography - Grammatical structures : * Skills: Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may have difficulty in speaking, so teacher should help them IV/ Procedure Teacher’s / Students’ activites Content A. Warm up Before reading Activity 1 - Ask Ss to look at the photos. READING.

(242) - T explains that these are the letters from two schools in Viet Nam and Sweden sent to each other in penfriend project. - Ss listen - Ask Ss to brainstorm the reasons why they think then ask them think is happening in the two other photos in the text in 2 While reading Activity 1 - Ask Ss to read text quickly for the first time. - Ss read text quickly - Ask them to pay attention to the highlighted words and do the matching task. Activity 2. - T Asks Ss to find the answers individually first -Ss find the answers individually - Ask Ss to compare the answers in pairs. - Ss compare the answers in pairs. - Call some pair to practice ask and answeer in front of the class T corrects. - T introduces new words -. 1.Look at the letters the children from Vietnam and Sweden sent to each other in a penfriend project... 2. Read the text Key: 1. 2. 3. 4. 5.. in real time interact three-dimensinal images cyberworld network. 3, Answer the following questions Key 1.They love to write and read real letters. One student likes to send sweets with the letters as well. 2.They are telepathy and holography. Telepathy uses a tiny device in our head to communicate by through over the netwok. Holography gives threedimensinal images and we will be able to interact with other in real time. 3. She prefers to use real, face-to-face communication because she thinks this makes life more interesting New words - tiny (adj): rất nhỏ - three- dimensional images: hình ảnh 3 chiều SPEAKING. Before speaking Activity 1 - First ask Ss where the text the author’s. 3. In small goups, decide whether you agree with the author of this text. Why / why not?.

(243) opinion is expressed . - Then they work in pairs or small groups to tell each other if they agree with th eauthor’s opinion or not, and explain why. - Call on some pairs to share what they gave discussed While speaking Activity 1 This can be done as a mingle activity where Ss stand up and talk to different classamate to complete the survey. - Ss can do it in groups of five or six where each member completes the survey himself/ herself - Ask them share it with the groups.. 4. Class survey. What ways of communication do you use for the following purposes now and what will they be in the year 2030?. Post speaking - The leader will reprot to the class either the ways of communication that are most mentioned or the ways of communicaion that the group likes best E: Wrap-up( 4ms) -T: retell comunication in the future S: retell F. Homeassignment(1ms.) - Do these exercises D in page 32 in workbook - Prepare unit 10: Skills 2 ............, March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 23/ 3/ 2017 Date of teaching:.

(244) Week. UNIT 10: COMMUNICATION Period 84: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To listen for geraral and specific information about netiquette - To write an email using netiquette 2. Knowledge and skills * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice listening, writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may have difficulty in writing, so teacher should help them IV/Procedure Teacher’s / Students’ activites Content A. Warm up Before listening Activity 1 Listening - Ask Ss to look at the message 1.Look at this message is posted on an e-learning message board…. board. Ask them who posted the message and who they think the message is for. - Ask them to try to identify what problems in terms of communication politeness they think the message has While listening Activty 1. T write on the board ‘ netiquette’ and ask Ss what they think it means. T explains they are going to listen to a reseacher talking about the way we communicate online. Explain CAPS LOCK in the box if necessary. - Have Ss look at the questions first. Encourage them to give some answers.. 2.Listen to the interview between a4 teen magazine reporter and Dr Minh Vu about netiquette and answer the questions Key: 1. the world is a combination of ‘net’ and etiquette’ It’s set of rules for behaving properly online. 2. Don’t saty and do unpleasant things online, just like in real life 3. It’s how we communicate with each other online.

(245) T plays the recording . - Ss work individually then in pairs to compare their answers Activity 2 - Ask ss to look at the girl and try to complet it with as much information from the recording as they can remember T plays the recording - Ss listen and coplete - elicit the answers from Ss . If their answer are not correct , move to the next activity. Otherwise, play the recording again. Post listening. Activity 1 Ask ss to work in pair to complete this task. Call two or three pairs to write their versins of the message on the board and class votes for the best one. Before writing Activity 1. - T draws Ss’ attention to the REMEMBER! Box. If possible , illustrate each of the bullet points mentioned by an. 3.Listen again to the interview and complete the following grip should 1. use cap lock in emails, posts, and commen 2. check √ your mail for mistakes or errors 3 use a lot of shorthand Respect √ discussion rules and use polite language. Shouln’t Why/ why not? √ It looks like are shouting at people It shows respect for your reader. √. This may confuse your reader People may not know who you are but you’re judged by the quality of your writing. Writing Write an email using netiquette. - netiquette(n) phép lịch sự giao tiếp trên mạng REMEMBER - always check that you ‘ve complete the subject line and/ or have included the attachment - An email to senior person should be more formal than to a friend - Keep the message short and accurate - always check your work for mistakes 5. Put the following parts in their correct place to make an email Key: 1. c. 2. f. 3. e. 4. b. 5. a. 6. d.

(246) example you find from the Internet, or those that you create yourelf While writing 6. Write a short email to your teacher to submit - first Ss work in groups to discuss your group homework for this week…. what information they would include in the email. They may look at the email in 5 for ideas. -Asks ss to work individually on this task. -Ask them to pay attention to the netiquette they have learnt. -When ss have finished , they swap the writing with their partner to check before handing it in to T . Write a short post a message board to help someone answer the questions ‘ what does communication beakdown mean? Post writing - Call group to speak their writing in front of the class - T correct the mistakes E.Wrap-up( 4ms) -T: ask Ss to repeat writing email S: retell F. Homeassignment(1ms.) - Prepare unit 10: Looking back + project .............., March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(247) Date of preparing: 25/ 3/ 2017 Date of teaching: Week UNIT 10: COMMUNICATION Period 86: Lesson 7:. Looking back + project. I/Objectives 1. Educational aims - To Revise the knowledge they’ve learnt about the topic “ comunication” 2. Knowledge and skills * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice writing, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ communication III/ Anticipated problems - S may have difficulty in writing, so teacher should help them IV/ Procedure Teacher’s / Students’ activites Content A. Warm up B. Presentation Activity 1 - Ask ss to complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences. - ss complete the sentences individually , then compare with a partner. Activity 2 - Challenge Ss to try this task without looking back at communication .. VOCABULARY. 1.Complete the sentences using the cues provided. Key: 1. body language 2. Multimedia 3. face-to-face 4. Cultural differences 5. telepathy 6. 6. netiquette 2.Write the following text messages / chat lines in shorthand form.

(248) Have 2 or 3Ss write their answers on the board. Activity 3. -Ask Ss to work in pairs -Ss work in pairs -Remind Ss that these are non-verbal ways of communication. -Call on some pairs to report their talk Activity 4. Ask Ss to work individually then in pairs to compre their answers -Ss work individually - Ss compare in pairs. Activity 5. - Ss to work individually then in pairs to compre their answers -Ss work individually -Ss compare in pairs If time allow encorage Ss to think of other verbs that are followed by gerunds and by to-infinitives and make sentences using them Communication Activity 6. - Ask Ss to work in pais . Remind them that they can choose to tak about forms of communication people will be using or will not be using in the year 2100 and they should the reasons why they think so - Ask Ss to complete the self –assessment box. Identify any difficulties or week areas and provide further practice E.Wrap-up( 4ms) -T: repeat the use and form of future. Key 1.Thx 4 ur gift 2.BTW , wot r u doin this wkd? 3.pls call me rite now 4.LOL! 5.CU 2nite 3.Have you ever used music , art, codes, signs any non-verbal ways to communicate ? Grammar 4.Underline the correct answer Key: 1. will not be sleeping 2. will be playing 3. will be doing 4. will be waiting 5. will not be using; will be using 6. will be raining 5. Gerund or to-Infinitive? Key 1. talking 3. to show 5. chatting. 2. to use 4. communicating 6. to have. Communication 6. Choose anyy three forms of communication in this unit and work with a partnet to decide if people will be using them in the year 2100 or not..

(249) continous gerund or to –Infinitive ? + Love, like , prefer.. + Ving / to Infinitive + decide , need, want, … + to -Infinitive + mind, enjoy… + V-ing F. Homeassignment(1ms.) - Do these exercises again - Prepare unit 11: Getting started ........., March…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 28/ 3/ 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 87:. Lesson 1: Getting started. I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ science and technology ’ - To use the future simjple and future continuous to talk about science and technology in the futue - To use direct speech and indirect speech to report what people say or tell 2. Knowledge and skills * General language knowledge - Vocabulary: field, science, technology, enormous, benefit, spaceship - Grammatical structures : + the future continuous and future simple * Skills: Practice listening speaking, reading and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A cassette and an audio compact disk - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure.

(250) Teacher’s / Students’ activites A.Warm up: Let Ss play network “ scirnce and technology”. Content. Internet Science and technolog y. B. Presentation Activity 1 1.Listen and read - T ask Ss to predict questions + What do you see in the pictures? + Do you know these character? + Where are they now? + What are they talking about? - Ss answer the questions as a class. - The T plays the recording and have Ss listen and following along. Check if Ss’ predited answers match the conversation. If not , have Ss correct them - T introdures newwords. T plays the recording and have Ss listen - Ss líten to the recording - Call Some pair read the text in front of thew class Activity a - T asks Ss to read the conversation again and do the exercise in pairs. -Ss read the conversation again and do the exercise in pairs - Elicit the answers and write them on the board. - Have Ss sustitute the B words into the conversation to check they match. Finally explain the meaning of any comlex words ij Vietmnamese if neccesary. Activity b.. + field (n): lĩnh vực + science (n) khoa học + technology (n) công nghệ + enormous (adj) to, lớn + benefit(n) lợi ích + spaceship (n) vũ trụ. a. find the owrds in A in the conversation then match them to the word in B with similar meaning. Key 1. c. 2. b. 3. b. 4. e. b. Answer the questions. 5. a. 6. f.

(251) - Ask ss to work in pair answer the questions - ss work in pair answer - Ask Ss to compare answers with a partner and then discuss as a class. - Have Ss say where they found the answers in the conversation. Activity c - Ask Ss to work in pais. - Tell Ss to refer back to the conversation and do the task. - Check their answers. Key 1. they are at the Science club 2. It is the roles of science and technology in the 21st century. 3. Science and technology are greatly changing everything. 4. He told Nick that only robots would work in factories and clean our houses in the future. 5. He/ she said that there would be no more schools: they’d just stay at home and learn on the Internet. c. Work with apartnet Key: 1. The economiy ( economic development) 2. the workplace ( robots in factories) 3. the home (robots cleaning our houses) 4. travel (traffic jam) 5. education (school via the Internet). Activity d - Ask ss to work in pair - ss work in pair - Ask Ss to compare answers with a partner - Ask Some Ss to present thir answers - Confirm the correct answers. d. Put the words/ phrase from the box in each blank. Activity 2 - Tell Ss that in the box are some more words and phrases related to science ansd technology. Let them swap their answers with a partner. Check their work by calling on some Ss to read out their sentences. Allow Ss to write the translations next to the words. 2.Put one of the words/ phrases from the box in the gap . there is one extra. Activity 3 - Check their work by calling on some Ss ‘s answer as a class. - Let them repeat the words in chorus. 3.Give the opposite of words in brackets using the prefix un- or im-. Key: 1. field 2. space 3. the key 4. economic development 5. flying cars .. Key: 1. science subjects 2. technology 3. reseachers 4. machines 5. scienfic progress. Key: 1. unknow 3. impossible. 2. unrealistic 4. unimportant.

(252) Activity 4 - Set this up a mingle activity. - Let Ss stand up and move around with pens and paper / notebooks to ask questions nd take notes. Observe and assist where needed. One student has a name in each box they should sit back down . continue until all , or most , have Ss sat back down. Congrature the winner(s) . - T calls on the winning Ss to prsent their results to the slass. 5. science grogress 4. Game Refeence: some scientists of Viet Nam: Võ Hồng Anh Le Văn thiêm Tràn Đại Nghĩa Hà đình Đức Hoàng Tụy Phan Lương cầm. E.Wrap-up( 4ms) -T: Ask ss to find the sentence with word ‘ factories’ Ss: my dad told me that only robots would work in factories and clean our houses in the future T: introdures indirect speech F. Homeassignment(1ms.) - Do these exercises again - Prepare unit 11: A closer look 1 ..............., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 28/ 3/ 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 88: Lesson 2: A closer look 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ science and technology ’.

(253) - To pronounce words with the prefix un- and im- correctly in isolation and in context 2. Knowledge and skills * General language knowledge - Vocabulary: archeologist, explorer, physicist, conversationist, software developer, scientist, chemist - Grammatical structures : * Skills: Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s / Students’ activites Content A.Warm up T explain to Ss that they are three common ways of forming nouns indicating people, but don’t say what they are. Write the following on the Ex: board To learn ->learner To learn -> To invent-> inventor To invent-> Science -> scientist Science -> - Try to elicit from Ss how thewse words are changed to mean person who does these things. Now see if Ss can give more examples - Have Ss open their books and read the look out box VOCABULARY 1.Complete the sentences with nouns indicating B. Presentation people Activity 1 - T ask Ss do this activity the first time around as aquiz. - T devide the class into teams. - Read out item one and ask team A to answer . If they get it wrong, the option goes to team B to answer. Keep ascore on the board to increase the fun element. - Now have Ss work individually to do the task in their books. - Ss work individually - Ask some Ss to write the answers Key 1.Adviser/ advisor on the board.

(254) - T corrects. 2.chemist 3. desinger 4. progrmmer 5. biologist. 2.Write anounce from the list under each picture - archeologist (n) khảo cổ học - explorer(n) - physicist(n) nhà vật lý - conversationist(n) người bảo vệ môi trường - Software developer(n) người thiết kế phần mềm - scientist,(n) nhà khoa học - Have Ss work in pairs and discuss - chemist (n)nhà hoá học what the word is for each picture. Key T check as a class. For more able 1. chemist Ss , have pairs write the 2. software developer desriptions of these people in the 3. engineer same style as activity 1. 4. physicist - Then put pairs together to read out 5. doctor their desription and challenge each 6. 6. conversationist nother to guess the person, like in 7. explorer the quize in 1 8. archeologist Activity 2 - T introdures new words. 3.Give the correct form of the words in brackets Activity 3 - T asks Ss to read the sentences and guess part of speech of word to be filled each blank. - Ss read the sentences and guess part of speech - Have Ss call out their answers - Ask Ss to work indivudually . - Ask some Ss to write their answers on the board. - T checks their answers. T explain to Ss that the prefix un- and im- are used to make adjectives ( and adverbs) negative . - T Explains to them that when these prefixes are added, the stress of the. Key 1developments 2.scientists 3.exploration 4.medical 5. economic PRONUNCIATION Strees in words starting with un- and imWhen we add the prefix un- and im( meaning ‘ not’) to roof word, the trsess of the word does not normal change Ex: ‘friendly -> un’friendly ‘ probable -> im’probable Note when we add the prefix un- and im- to a.

(255) new word does not normally change. Give some examples - Ss write down. one –syllbal word, the tress falls on the root word. Ex: fair -> un’fair fure -> im’pure. Activity 4 - T plays the recording for Ss to repeat the words. Play the recording as many as necessary. Correct Ss’ pronounciation, especially the tress. - Ss listen and repeat - Have Ss mark the tress on the words by drawing circle about the stressd syllable - Ss mark the tress on the words. 4. Listen and repeat the following words. Mark the stress. Activity 5 5. Put the words from 4 in the right columns Key: - Have Ss read out the words first. oO oOo ooO oOoo - Then they work in groups to put un’wise un’lucky unfor’seen un’limited the words in the right columns. im’pure un’healthy imma’tune im’possible - Call on some Ss to write the un’hurt Im’patient impo’lite un’natural answers on the board. - Ss write the answers on the board. - Confirm the correct answers 6. fill the gap with one the word in 5 . Listen and check , then read the sentences Activity 6 - Have Ss work individually to write down the words. Key: - Ss work individually to write 1. impure down the words 2. unhealthy - Play the recording two or three 3. impossible timers for Ss to check 4. unlimite E: Wrap-up( 4ms) 5. impatient -T repeats the use stress in word staring with un- and imSs listen and remmember F. Homeassignment(1ms.) - Learn by heart the use stress in word staring with un- and im- Do ex: 1,2 in page 36 in work book - Prepare unit 11: A closer look 1 .............., April…………….2017 Group leader’s comments.

(256) ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 30/ 3/ 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 89: Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ science and technology ’ - To use the future simple and future continuous to talk about science and technology in the futue - To use direct speech and indirect speech to report what people say or tell 2. Knowledge and skills * General language knowledge - Vocabulary - Grammatical structures : +the future simple and future continuous + direct speech and indirect speech * Skills: Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may have difficulty grammar, so teacher should help them IV/ Procedure Teacher’s / Students’ activites Content A.Warm up. B. Presentation Activity 1 -Have Ss work individually. -Ss work individually. GRAMMAR Future tenses : review 1.Put the verbs in brackets into the correct tenses.

(257) - Check their answers as a class Key: - T may ask why a certain tense is used 1.will have to check that Ss understand the rules 2.will be working 3.will she be 4.won’t pass 5.decide ; will support Activity 2 - Tell Ss to study the example first. 2.Work in pairs . Read the following Then they work in pairs to do the predictions about the year 2040 and says whether you think it will happen activity . - Encourage them to talk as much as Ex: A: Email will completely replace regular possible. - Remember that there is no ‘ right ‘ mail. B: I think it wil certainly / probably happen or ‘ wrong’ as long as their sentences are grammartically correct . Direct speech Reported speech - T goes more around the class and Present simple Past simple lissten to Ss . Present contionous Past continous T explains to Ss the differences Present perfect Past perfect between direct and indirect speech Past simple Past simple / Past and reported speech. perfect - T goes through the table carefully , Will Would using the example s to clarify the Can Could rules may might - Ss write down *Prounous, and time and place expessions may change in reported speech I -> he/ she We-> they You-> I / he / she Now-> then Today -> that day Here -> there This week-> that week Tomorrow -> the following day / the next day Yesterday -> the month before / the previous month Last month -> the month before / the previous month. Activity 3 Tell them to refer to the conversation in getting started and find the. Ex: ‘ I don’t have football today’ =>He said (that) he didn’t have football that day  S + said + that + S + V ( lùi 1 thì) told + sb that 3.Look at the conversation in getting started again . Find and underline the example s of the reported speech.

(258) eaxpmes of reported speech . Focus the on the use of the verbs. Activity 4 - Ask Ss to work in pairs. Ask them to write down the sentences in their notebooks. - Call on some Ss to read out what they have done - Have two Ss to write their answers on the board - T corrects the mistakes. Activity 5. - Ask Ss do this task individually . - While they are working , some Ss may write their sentences on the board - Correct their answers. Activity 6 - Ask Ss to plan what they are going to say before they come to the front of the class. - Ss work in pairs - Encourage them to give sentences about themselves. - Ideally , all Ss should have a chance to talk.. Key: Well , my dad told me that only robots would work in factories and clean our homes in the future. Our science teacher said that there would be no more schools : we’d just stay at home and learn on the Internet 4.Complete sentence b in each pair so that it means the same as sentence a, using reported speech Key: 1.Nick said that he came from a small town in England 2.My friend said that Brazil would win the World cup. 3.Olive told Chau that she was leaving Viet Nam the next day / the following day 4. David told Catherine that he was unable to read her writing 5. Minh said that he had oversleep that morning. 5.Change the following sentences into reported speech , using the words given brackets Key: 1.He said ( that ) he hadn’t said anything at the meeting the week before / the previous week 2.She told me that letter had been opned 3.Tom said that in 50 years’ time we would probably be living on Mars. 4.Mi said she hoped they would build a city out at sea. 5.Son told us that his wish was to become a young inventor 6. Game Ex; I like writing code -> she said that she liked writing code..

(259) E: Wrap-up( 4ms) -T repeats reported speech and future tenses ( the use and form) - Ss : remember F. Homeassignment(1ms.) - Learn by heart reported speech - Do ex: B in page 36 , 37 in work book - Prepare unit 11: communication ..............., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 5/ 4/ 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 90:. Lesson 4: communication. I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ science and technology ’ -To talk about the roles of science and technology 2. Knowledge and skills * General language knowledge - Vocabulary - Grammatical structures : * Skills: Practice :speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may have difficulty vocabulary, so teacher should help them IV/Procedure Teacher’s / Students’ activites Content A.warm up.

(260) T Who invented telepone? Ss : Alaxanda Graham Bell T: Whos invented light bulb? Ss: Jame watt T: Who invented the internet? +> Leads in new lesson B. Presentation Activity 1 - T asks Ss to work individually . - Ss work individually - Give them one minute to match by drawing lines from the inventors to the inventions - Elicit the answers from Ss in full sentences. Thomas Edison invented the light bulb. - If time allows, T may ask questions about these inventors to find out what Ss know about them. + Are they still alive/ dead? + what are they famous for? + Do you know anything interesting about them? + Do you know any intesting saying by them? ( Graham bell: ‘ self-education is a lifelong affair’/ Thomas Edison : ‘Genius is one percent inspiration and nine-percent perspriration’…) Activity 2 - Ask Ss to work in groups to discuss the inventions. - T encourages Ss to talk as much as possible ; this is a fluency stage, so don’t worry about accuracy at this point. - T moves around the groups and give assistance where they needed. - Call some groups to present their ideas. Other can add some ides if possible. Activity 3 - Call on 2 confident Ss to come to the front and act the dilogue between Ha and Graham Bell. - Ask Ss to report on the conversation. Quiz: Who invented what? 1. Match the inventors in A with their inventions Key: - Thomas Edison invented the light bulb - Sir Alexander Fleming discovered penicilline - Alexander Graham Bell invented the telephones - The Wright brothers invented the airplane - James Watt invented the steam engine - Mark Zuckerberg invented Facebook - Tim Berners-Lee invented the Internet. 2. Work in groups . discuss the question: which invention is more useful. 3. a.Ha had an interesting dream lasdt night which she met and intervied Alexander Graham Bell , the inventor of the telephone Suggested answers: Alexander Bell said / told me (that) he was born in 1847 in Scotland. - He said / told me ( that) he had aways liked….

(261) - He said / told me ( that) he taught… - He said / told me ( that) he had invented….. 3b. Two day later, Ha told her friend what Alexander Bell said . Now reort what Ha told her friend , using reported speech Example: Alexander Bell said that he had gone to the royal High School 1……………………….. 2……………………. 3……………………………… 4. Work in pairs. One of you is a Activity 4 reporter, and the other is Tim - Let Ss work in pairs to role-play , using the Berners-Lee . Role –play , using the information given. information give - T walk aound to observe and give help if needed. - Ask some pairs role-play in front of the class. The class then votes for the best performance E. Wrap-up( 4ms) -T repeats reported speech - Ss : remember F. Homeassignment(1ms.) - Learn by heart reported speech - Do ex: C1 in page 39 in workbook - Prepare unit 11: Skills 1 ..........., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 6/ 4/ 2017 Date of teaching:.

(262) Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 91:. Lesson 5: Skills 1. I/Objectives 1. Educational aims - To read for specific information about the role of science and technology in the future ’ - To talk about the roles of science and technology 2. Knowledge and skills * General language knowledge - Vocabulary - Grammatical structures : * Skills: Practice reading, speaking, with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may have difficulty talking, so teacher should help them IV/ Procedure Teacher’s / Students’ activites Content A.Warm up T writes these headings on the board Travel health homes - Brainstorm with the clas some preditions for future devolpments in these filds . - Encorage Ss to use their immagination. Now open the books and do the tasks READING Before reading + Mars (n) sao hoả Activity 1 + incurable (adj) không chữa được - T introdures new words + cure(v) : điều trị + underground (n) , dưới lòng đất , ngầm, + solar panel(n) bảng thu năng lượng mặt trời - Have Ss read aloud the new words - Call some Ss to read aloud the new words in front of the class While reading - T asks Ss to read the passage quickly looking for the key words and then match them with the headings. 1.quickly read the passage . Match the headings with the passage Key:.

(263) Activity 1. - Have Ss do the task individually. - Ss do the task individually - Then Ss can check their answers in pairs. - Elicit the answers from Ss Activity 2. T asks Ss to read the passage again and answer the question. - Ss can ask and answer in pairs. - T corrects the andwers as a class. Post reading - T asks Ss to talk about the house in the future in groups - Ss talk about the house in the future in groups Before speaking Activity 1 - Ask Ss to work in pais to think about these pros and cons. - Ss work in pais - Encourage Ss to think of as many ideas as possible. - T moves around to give some cues and oberve. While speaking Activity 1 - Divise the class into groups of five or six . Each group talks about one of the. 1. B 2. A 3. C 2.Underline the foolwing words and phraes in the passage in 1. Match each of them with its explanation Key 1. D. 2. A 3. E. 4. B 5. F. 6. C. 3.Answer the questions Key: 1.To explore Mars / To find out if there is, or ever has been, life there/ To explore the possibility of living there. 2.They hepl people live longer. 3. 70 0r 75 years 4. Solar panels and solar windows 5. they can do chores such as cleaning, cooking, washing, and organising things SPEAKING 4.Think about your ideas about scientific advances in these fields . Look at the example and make notes Nuclear energy: - convinient, clean, avaiable.. - Expensive , unsafe, environmentally unfriendly… Nutrition pills: - people can live longer, convienient… - expensive , crate an ageing population …. Smart phones: - convinient, quicky, entertaining… - environmentally unfriendly, discourage face-to-face co9mmunication, people can be tracked at all times… space travel: - exciting, adventurous… - expensive, dangerous…. 5.Work in groups. Express your agreement and disagrement about how.

(264) -. fields in 4 . scientific advangeces an help us to solve… Tell Ss to read the example before they star. Ss talk in groups Encourage Ss to use the phrase given in look out! Box . While Ss are talking, T goes around to give assiatance if necessary.. Post speaking - Have Ss summarise their group’s ideas and present to the class Home assignment - Lean by heart new wpords - Read the text - Do ex: 1,2 in pge 40 in workbook - Prepare next lesson.: skill 2 + Look up the words ........., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 7/ 4/ 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 92:. Lesson 6: Skills 2. I/Objectives 1. Educational aims - To listen for specific information about how science and technology solve some problems in the future ’ - To write to express agreement and disagrement about the roles of science and technology 2. Knowledge and skills * General language knowledge.

(265) - Vocabulary - Grammatical structures : * Skills: Practice reading, speaking, with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may have difficulty talking, so teacher should help them IV. Procedure. Teacher’s / Students’ activites Warm up Before listening -T introduces new words. - Have Ss read aloud the new words - Call some Ss to read aloud the new words in front of the class While listening Activity 1 - Have Ss read the three options . - T plays the recording . - Ss listen to the recording - Elicits the answers from Ss - T corrects Activity 2. - T plays the recording again , once or twice . - Ask Ss to listen carefully and tick the words/ phrases according to what they hear in the passage.. Activity 3 - T plays the recording again . Tell Ss to take notes / write down the key words as they listen. - Ss listen and write the key words. Content. LISTENING 1.Listen to the conversation and choose the best summary + drawback (n) hạn chế + yield (n) : sản lượng +unemployment (n): sự thất nghiệp Key: b. The benefits and drawbacks that advances science and technology may bring to people ‘s lives. 2.Listen again to the conversation between Nick, Duong and Chau . Circle the words and phrases as you hear them Key: 1. problems 4. overcrowing. 2. high yields 6. bring unployment. 3.Listen and answer the questions Key 1.High yields in farming will ( help feed the growing population on earth) 2.(we may be able to live) on other planets.

(266) - Have they answer the questions in writing or verbally. - Ss answer the questions - Correct their answers as a class. 3. He says he likes the idea of living lessons at home with a robot , and on the Internet. 4. Yes, he does. 5. He thinks there will be many new problems. Post listening - T ask Ss to answer question + Will we may be able to live on other planets? + Will robots bring unployment, and high yields in farming may destroy the environment? WRITING Writing to express magreement or disagreement Introduction: I agree/ disagree with the edea that …… Explaining your opinion: Firstly, secondly… Furthermore, in addition…. Conclusion: in Shory / for these reasons….. Before writing Activity 1 -Tell to Ss read the notes in the box carefully - Ss read the notes in the box carefully -T explains the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement. - Ss listen The following sentences expess the seasons. The last sentence is the concuding sentence, which summarises the main points in the 3.Look at the sample paragraph and fill paragraph . - Have Ss work in pairs to fill the outline. the outline below - Ss work in pairs to fill the outline Introduction: disagree - T check as a class Idea 1: Idea 2: While writing Idea 3: Activity 1 - Have Ss read the argument put forward. Conclusion: not always good Then work in pairs to make notes using the nmodel in 4. they must decide if they agree or disagree, give three supporting points , then conclude their argument. - Have Ss work from their take notes to write the paragraph in about 100 words. Make sure that they use.

(267) connectors first/ firstly, second/ seconly,… - Help Ss develop a good outline for their writing and write the paragraph as homework. Remind ss to bring their work to class in the next lesson Activity 2. 5.Make notes , then write a paragraph on the following topic. Do you agree or disagree with the following idea? With the help of technology, students will be benefit greatly from studying by themselves at home.. Home assingment - Do ex 5 in page 55 in book - Prepare next lesson: Looking back + project + Look up the words ..........April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 13 / 4 / 2017 Date of teaching: Week. UNIT 11: SCIENCE AND TECHNOLOGY Period 93:. Lesson 7: Looking back + Project. I/Objectives 1. Educational aim: - To Revise the knowledge they’ve learnt about the topic “ science and technology” 2. Knowledge and skills:.

(268) * General language knowledge - Vocabulary : - Grammatical structures : * Skills: Practice: speaking and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have forget vocabulary, grammar, so teacher should help them IV/ Procedure Teacher’s / Students’ activites Content A.Warm up: Let ‘s Ss to play ‘ Network” transport Science & technology. B. Presentation Activity 1 - Ask Ss to do this exercise in pairs. - Ss do this exercise in pairs - Call on some Ss to write on the board - T corrects - Let some Ss read the sentences aloud C. Practice Activity 2 - Give Ss 5 minutes to complete word web - T may give some cues Have Ss read out aloud their answers. Activity 3 - Let Ss read the passage and complete this exercise individually. - Ss read the passage and complete this exercise individually.. VOCABULARY 1.write the correct form of the words in brackets Key: 1. scientific 2. environment 3. development 4. discoveries 5. unnatural 2.Complete the wordsweb with the fields that could benefits from sciences and technology Key: - engineering - farming - Home life - Entertainment - energy. - Medicine - Space exploration - Communication - Architecture - Leisure. 3.Fill each gap with a word from the box Key: 1. inventoins 2. laboratory. 3. science.

(269) - Call on some ss to give their answers - Others comment - T corrects Activity 4,5 - First let Ss repeat the rules of changing the pronounces, the verbs and time and place expressions in reported speech. - Ss repeat the rules of changing the pronounces, the verbs and time and place expressions in reported speech - Have them do task 4, 5 in their notebooks. - Call on some Ss to write their answers on the board - T corrects. 4. inventing 5. benefits 6. productive GRAMMAR 4.Change the sentences into reported speech Key: 1.He said that they were doing experiment 2.She told me that I had to sign the paper again 3. Tam said that they had watched atelevision documentary on the future of nuclear power. 4. They announced that the 10 o’clock flight to Kuala Lumpur would be an hour late. 5. Scientists said that in 50 years’ time we might be living on the Moon. 5. Rewrite these sentences in the direct speech Key: 1.Kien said, “ I missed / have missed the train” 2.Duong said, “ I can run fast” 3. “ I’ll hand in the report tomorrow” Mia told me. 4. she said, “ I’m reading ascience fiction book about life on Venus” 5. : I’ll be alawyer when I grow up” , he told me. . Activity 6 - Have Ss work individually. . Tell them to be inmaginative. Make sure they write apridition for at least three of the fields. - Have Ss read out one of their predictions to the class - Otheres can ask them questions about their prediction - This can also done in asmall groups E: Wrap-up( 4ms) -T: ask ss repeat the rules of changing the pronounces, the verbs and time and place expressions in reported speech S repeat. COMMUNICATION 6.Write one prediction for each of the following fields, based on the cures ….. Example In transport, we will probably travel faster and further in flying cars and spaceships.

(270) F. Homeassignment(1ms.) - Do these exercises again - preparing test 45’ .........., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………. Date of preparing: 14/ 4 / 2017 Date of teaching: Week. Period 94 : English test – No - 4 ( Time allowance : 45 minutes) I.Objectives 1. Educational aim - To assess student’s progress in learning English, evalate their ability( language knowledge ans skills) - Based on the test results, T can make approprite adjustment to thei methods of teaching in each class so as to impro the quality of English teaching and learning. 2. Knowledge and skills: - Lexico/ vocabulry: + stress rules +Vocabulary: on some certain topics that have been studied - Grammatical structures + Conditional sentences type 1.

(271) + passive voice + past perfect + verb to - Infinitive + reported speech *Testing Sts’ skills: + Listening skills + Reading skills + writing III. The test structure and matrix Listening Exercise 1 : Listen and fill in the blanks (1.75pts) Exercise 2: Listen and answer the questions (0.75pts) Lexico $ grammar I.Circle the words with adifferent stress pattern from the others (0,5p) II. Choose the best answer A, B , C or D (1,5pts) III.Give the correct form of the verb in brackets (1,25pts) Reading: Part 1: Part 1. Read the text about Alexander Grahabell and write T or F Part 2: Read and answer the questions writing Part 1. Part 1. Rewrite the sentences in reported speech(1.25pts) Part 2: Make sentences using the words and phrases given. (0.5pts) 2.The test matrix Part/ exercise knowledge Part I Exercise 1 Exercise 2 Part II Exercise 1 Exercise 2 Part III Exercise 1 Exercise 2 Part IV Exercise 1 Exercise 2 Total. Levels of knowledge and skills Comprehension Aplication 1. Aplication 2. 5 4. 3 4. 2 4. 5 8. 3 6. 2 4. 0 2. 5 4. 4 3. 2 2. 1 1. 5 5 N1( 40). 4 3 N2(30). IV. Preparation T: lesson plan, handouts of the test questions Ss: revise old lesson at home V. Anticipated problems VI. Procedure Teacher’s / Students’. 2 2 N3( 20). Test content. 1 2. 2 2 N4(10).

(272) activites T: repeat Ss do test seriously Ss: Do some warm up activities under T’s control * Befor testing T reminds Ss to keep quite and be serious when doing the test before delivering the handouts to them Ss: get the test papers from T  while test - T go around and observe Ss do the test. CollectSs’s paper when time’s up Ss: do test carefully  after test T: comment on Ss attitudes while doing the test Assign homework to Ss SS: + listen to carefully + do the test + Hand in the paper on time + listen , response and take notes. LISTENING Part 1: Listen and fill each blank with one word (1,75pts) Profesor Vo Hoang Anh – the only daughter of General Vo Ngyen Giap and Nguyen Thi Quang Thai- was a (1)…… Vietnamese scientist . Vo Hoang Anh was (2)………in 1939. she graduated from Lomonosov University, Russia, in 1965. On returning to Viet Nam , she worked as a researcher at the National Institute of (3)…….. In 1982 she successfully completed her doctor’s Science degree in maths and (4)…… , and in 1983 she was appointed professor. She continued to do research in the fields of maths and physics. Over the 40 years of study and research, she had more than (5)………… scientific works published ( mostly overseas). In 1988 she was the first Vietnamese woman to (6)……… awarded the Kovaleskaia Prize for her constribution to science. She (7)……….. in 2009. she was the pride of Vietnamese women. Part 2: Listen to the passage then answer the questions (0,75p) 1.Where will future homes be located? 2. Will these homes have advanced energy saving devices such as solar panels, solar windows, and smart home technology? 3. What will home robots do in the future? Lexico $ grammar I.Circle the words with adifferent stress pattern from the others (0,5p) 1. A. unkind B. kindness C. impure D. machine 2. A. impolite B. authority C. unhealthy D.. repetative II. Choose the best answer A, B , C or D (1,5pts) 1.I intended……………. to New York next month. A. flew b . to fly C. fly 2. She said she ………. to the Moon when she had enough money. A. travel B. to travel C. would travel 3.Science is used in all corners of the world for the ……… of people. A. interest B. benefits C. profits 4.Lien told me that……………. a biology teacher. A. she wantes to become B. she wanted to become C. she wanted becoming 5.. ‘ The Sun ………….. ’ declared my younger brother confidently A. sets in the west B. are setting in the west C. are set in the West.

(273) 6. the teacher ……….. me that I had better devote more time to science sujects such as physics, chemisrty and biology A. told B. said C. spoke III.Give the correct form of the verb in brackets (1,25pts) 1.I (watch) …………… a science fiction film on TV at 9 .00 tonight. 2.Look at those clouds – I think it (rain)………….. 3. If you use robots to do the housework, you (become)…….. lazy and you (not get)…………….. enough exercise. 4. we’ll need (call)……….. him more often READING Part 1. Read the text about Alexander Grahabell and write T or F (1,25pts) Alexander Grahabell is widely known as inventor of the first telephone. He was born on March 3rd, 1847 in Edinburgh, Scotland. When he was 23, Bell emigrated to Canada with his parents and the next year moved to the United States to teach deaf-mute children. With his colleague Thomas Watson , Bell worked very hard on the experimentation to invent devices such as the harmonic telegraph ( used to send multiple messages over a single wire) and phonautograph ( used to draw the shape of the sound waves. The first telephone communication was said to have happened between Bell and Watson in 1876 while Bell was at one end of the line, and Watson worked on the telepone in other room. The first transmistted words were, ‘ Mr watson, come here . I want to see you’ 1.Alexander Graham Bell is Scotish. 2.He spent all his life in Canada 3.He worked with the deaf when he moved to the USA 4.He wanted to create a device that can transmist human voice 5.He worked on his inventions all by himself Part 2: Read this passage and answer the questions (1,25pts) Thomas Editon was one of the greatest inventors of the world. He was responsible for more than one thousand inventions including the electric light bulb and the record player. He also created the world’s first industrial research laboratory. Edison was born in 1847 in Ohio, USA. When he was 10 years old, he set up asmall baloratory after he had read a science book his mother showed him. I. 1869, he borrowed some money and began to make inventions. In 1876 he built a new laboratory so that he could spend all his time inventing . He planned to turn out minor inventions every ten days and “big trick” every six months. He developed many devices that brought great benefits to people’s life. He once said that the value of an idea lay in the using of it. Edison died in 1931, after having aremarkably.

(274) productive life. 1.Who was Thomas Edison? 2.When and where was he born? 3. What did he invent? 4. Did he build a new laboratory in 1876? 5. When did he die? WRITING Part 1. Rewrite the sentences in reported speech (1.25pts) 1. 1. “They are doing an experiment” -> He said that…………………………………………………… 2. “ You have to sign the paper again” -> She told me………………………………………… 3. “ I’ve read a book about life on other planets” Phuc told me -->Phuc told me that…………………………………………… 4. Nga said “ I enjoy chatting on the phone with my friends” -> Nga said that……………………………………………….. 5. “ In 50 years’time we may be living on the Moon” -> Scientists said that……………………………………………. Part 2: Make sentences using the words and phrases given. (0.5pts) 1. A / lot / energy / and/ resources / can / save / recycling. .2. Life / Viet Nam / year 2035 / will /be / very / different / from / what / it / now. Key: Listening Part 1 1.famous 2.born 3.science 4. physics 5.50 6. be 7. died Part 2 1.Future home will be located on the ocean, in the air, or underground 2.Yes, they will 3. They can do chores such as cleaning, cooking, washing, and organising things Language I. Circle the words with adifferent stress pattern from the others (0,5p) 1. B 2. A II. Choose the best answer A, B , C or D (1,25pts) 1. B 2. C 3. B 4. B 5. A 6. A III.Give the correct form of the verb in brackets (1,25pts.

(275) 1 will be watching 3. will become, won’t get. 2. is going to rain 4. to cal. Reading Part 1: Read the text about Alexander Grahabell and write T or F (1,25pts) 1. T 2. F 3. T 4. T 5. F Part 2: Read this passage and answer the questions (1,25pts 1.Thomas Editon was one of the greatest inventors of the world 1.He was born in 1847 in Ohio, USA 3. He invented the electric light bulb and the record player 4.Yes, he did 5. He died in 1931 Writing Part 1. Rewrite the sentences in reported speech (1.25pts 1.He said that they were doing an experiment. 2.She told me that I had to sign the paper again 3.Phuc told me that he had read a book about life on other planets 4.Nga said that she enjoyed chatting on the phone with her friends. 5.Scientists said that In 50 years’time they might be living on the Moon. Part 2: Make sentences using the words and phrases given. (0.5pts) 1.A lot of energy and resources can be saved recycling. 2. Life in viet Nam in the year 2035 will be very different from what it is now. ........., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 15/ 4/ 2017 Date of teaching: Week Period 95: Feedback of English test – No4.

(276) I.Objectives 1. Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English . 2. Knowledge and skills: *General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 2 units (10,11) II. Teaching aids T: lesson plan. Marked test papers…. Ss: pens and notebooks III. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure General knowledge : Students revise the main grammatical items and vocabulary they have learnt in 2 units (10,11) V. Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI. Procedure. Teacher’s / Students’ activites T: Delivers the market test papers to Ss. Ss: get back their marked test papers. Content I.Comments on the test 1.General comments *Ss’ common mistakes + vocabularies……………. + structure:………………….. + Skills: …………………….. 2.Test results marks 0-4.9 5-10 9-10 8A. T: has Ss exchange their parers to discuss the correct answers + Then get Ss identify the key point to remember. …. I.Detailed Correction LISTENING. Part 1 1.famous 2.born 3.science 4. physics 5. 50 6. be 7. died Audio script: Profesor Vo Hoang Anh – the only + provide more pracrice on some typical daughter of General Vo Ngyen Giap and items / skills at which may Ss are still bad at Nguyen Thi Quang Thai- was a famous Vietnamese scientist . Vo Hoang Anh was …………………………….. born in 1939. She graduated from Ss: Lomonosov University, russia, in 1965. On + listen to T and take notes returning to Viet Nam , she worked as a.

(277) + Idetify and correct the mistakes by themsleves under T’s control.. T ask Ss to summarize the main point to remember Ss: listen and take notes T: asssin homework: give some suggestions Ss: listen and take notes. researcher at the National Institute of science. In 1982 she successfully completed her doctor’s Science degree in maths and physics , and in 1983 she was appointed professor. She continued to do research in the fields of maths and physics. Over the 40 years of study and research, she had more than 50 scientific works published ( mostly overseas). In 1988 she was the first Vietnamese woman to be awarded the Kovaleskaia Prize for her constribution to science. She died in 2009. she was the pride of Vietnamese women. Part 2 1.Future home will be located on the ocean, in the air, or underground 2.Yes, they will 3. They can do chores such as cleaning, cooking, washing, and organising things Audio script: Future home will be located on the ocean, in the air, or underground. These homes will have advanced energy saving devices such as solar panels , solar windows, and smart home technonoly. Future home will take advange of robots to do chores such as cleaning , cooking, washing, and organising everything for thei owners Language I. Circle the words with adifferent stress pattern from the others (0,5p) 1. B 2. A II. Choose the best answer A, B , C or D (1,25pts) 1. B 2. C 3. B 4. B 5. A 6. A III.Give the correct form of the verb in brackets (1,25pts 1 will be watching 2. is going to rain 3. will become, won’t get 4. to cal Reading Part 1: Read the text about Alexander Grahabell and write T or F (1,25pts) 1. T 2. F 3. T 4. T 5. F Part 2: Read this passage and answer the.

(278) questions (1,25pts 1.Thomas Editon was one of the greatest inventors of the world 1.He was born in 1847 in Ohio, USA 3. He invented the electric light bulb and the record player 4.Yes, he did 5. He died in 1931 Writing Part 1. Rewrite the sentences in reported speech (1.25pts 1.He said that they were doing an experiment. 2.She told me that I had to sign the paper again 3.Phuc told me that he had read a book about life on other planets 4.Nga said that she enjoyed chatting on the phone with her friends. 5.Scientists said that In 50 years’time they might be living on the Moon. Part 2: Make sentences using the words and phrases given. (0.5pts) 1.A lot of energy and resources can be saved recycling. 2. Life in tviet Nam in the year 2035 will be very different from what it is now. .........., April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………….

(279) Date of preparing: 20/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 96:. Lesson 1: Getting started. I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To use direct speech and indirect speech to report what people say or tell - To use might correctly 2. Knowledge and skills * General language knowledge - - Vocabulary: Adventure (n), Trek (n), captain (n)crew (n), thrilling (adj),terrorist (n) danger - Grammatical structures : Roprted speech ( questions) * Skills: Practice listening speaking, reading and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s / Students’ activities Content A.Warm up - T writes on the board: transportation, communication, housing and energy - Ask Ss to work 2 groups to list the future technologies they expect to see these filds (5minutes) - The team with more items wins - Ask Ss where and how fast they think we can trvel with new technology. Ask them is we could travel to other planets with those means of transprt that they have listed B. Presentation Activity 1 - Asks Ss to look the picture and the 1.Listen and read heading What could happen to Earth?.

(280) +Where are Duong and Nhi? Ss: They are at home. + What are they doing ? S: They are talking + What might they be talking about ? S: They might be talking about life on other planets - T introdures new words - Have Ss read aloud the new words - Call on some Ss to read aloud new words in front of the class - Have Ss listen to the conversation without reading the text to see if their preditions were correct. C.Practice a - Play the recording and have Ss work individually. Ss do not read the conversation. - t plays the recording once or twice. Pause the recording at the appropriate places if ss need help with comprehension. - Have ss share their answers with a partner b. -T asks Ss not to look at the conversation to answer the questions. - Ss not to look at the conversation to answer the questions - Have Ss read the conversation and check their answers - Call on Ss to give answers - T corrects. C. -Ask ss to look at the conversation again and underline the sentences in reported speech. - Ss underline the sentences in reported speech. - Have Ss read aloud the sentences. -. Adventure (n) cuộc phiêu lưu Trek (n) hành trình , du hành captain (n) phi trưởng crew (n) phi hành đoàn thrilling (adj): hòi hộp terrorist (n) kẻ khủng bố danger (n) alien (n) người ngoài hành tinh. a.Tick True or False. Key: 1. F. 2. T 3. F 4. T 5. F. b. Read the conversation again and answers the questions. Key : 1.James Kirk is the captain of the spaceship 2.They went to Nibiru planet 3. It happens in 2259 4. It’s the name of the spaceship that the crew travels on. 5. He wants to destroy Earth. C. Can you find the sentences in reported speech…. Key 1.that’s funny.Trang also asked me what I thought would happen to Earth in the future. 2.I said that I didn’t know but that Earth.

(281) might run by aliens Activity 2 - Have Ss work in pairs to match the words with the pictures - T checks their answer - T expalins that UFO ia an acronym, which stand unidetified flying object. - Ask Ss repeat the words chorally - T correct their pronounciation. 2.Use the word/ phraes in the box to label… Key 1. aliens 2. space buggy 3. UFO 4. weightless 5. galaxy 6. spaceship 7. solar system 8. planet 3.Use the word/ phrases in 2 to fill the blanks. Activity 3 - Have Ss work individually to fill the words / phrases in the blanks, then Key: check with apratner. 1. aliens 2. UFO 3. space buggy - Elicit ss’s answers 4. planet; planet 5. weightless Activity 4 7 galaxy 8. spaceship - Draw aword web with several circle on 6. solar system the board. Elicit the word/ phrases in 2 from the class and write them in the 4. Game What and where circles , one word per circle - When all the words / phrases are written in the circles , give ss one minut to remember the position of each word / phrase. - Now rub out the words as Ss say them out aloud, leaving only the circles - Ss work in two big groups. Ask them to take turn to fill the circles with the correct words - The group that has more corerrect answers is the winner E: Wrap-up( 4ms) -T: repeat to change reported speech ( question) Ss listen and remember F. Homeassignment(1ms.) - Do exercises again - Learn by heart new words - Prepare unit 8: A closer look 1 .................., April…………….2017 Group leader’s comments ……………………….. ………………………...

(282) ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… Date of preparing: 21/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 97:. Lesson 2: A closer look 1. I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - to pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s / Students’ activities Content A. Warm up B. Presentation Activity 1 - Have Ss open the books and work individually - Have them share their answers with a partner - Ss share their answers with a partner. C. Practice. VOCABULARY 1.Use the mnames of planets in the box to label the diagram of the solar system -. mercury (n) sao thuỷ venus (n) sao kim Saturn (n) sao thổ Mars (n) sao hoả Neptune (n) : sao hải vương Jupiter (n): sao mộc.

(283) Activity 2 - Have Ss work in pairs , read the passage 2.Now scan the passage and check your answers nd check their answers in 1 . - Then Check Ss’ answers as a class Key 1. a. Mecury B. venus C. Mars D. jupiter E. Saturn F. Neptune Activity 3 - Have Ss work individually to fill the blanks without the passage again. - Ss work individually to fill - Have Ss compare their answers in pairs. - Ss compare their answers Activity 4 a. T can expalin that to form adjectives we add suffixes –ful or – less to a noun or a verb . Asks Ss tyo work in pairs to form words with the ending - full or –less . - Ask Ss to swap in pairs to check their answers, then check their answer as a class b. - Ask ss to work in pairs to write a sentence about the topic of space for each word. - Have them swap their sentences with another pair’s to peer check Have some ss read out their sentences and correct Ss ‘s work if necessary. 3.Write the names of the planets …. Key 1. Neptune 5. Venus. 2. saturn 3. Mars 4. Jupiter. 4.a. add suffix –ful or –less …….. Key Weightless waterless resouceful/ recourless airless beautiful wonderful. b. Example - Earth looks beautiful from space - Venus is a dry and waterless planet. PRONUNCIATION. Activity 5 - Explain to Ss that when we add suffix – ful or –less to a word , the tress of the word remains unchanged . - T plays the recording and ask Ss to listen and stress the words. - Check Ss’ answers as a class. stress in words ending in – ful or –less when we add –full or –less to nouns or verbs to form adje4ctives , the stress of the words remain unchaned Ex: ‘Water -> ‘waterless ‘hope-> ‘hopless/ ‘hopefull For’get-> for’getful.

(284) 5.Put the stress in the correct place in the words. Then listen and check Audio scrip. Activity 6 - First, Have Ss work individually to mark the tress in each word. - Ten asks Ss to compare their answers with a partner. - Have them practice reading sentences. - T plays the recording and ask Ss to listen , Check their answers and repeat the sentences. ‘ thoughtless ‘meaningful. ‘hopeless. ‘meaningless ‘helpful ‘useless ‘plentiful. ‘ thoughtful ‘useful. 6. Read the following sentences and mark the stress syllable on the words… Audio scipt 1.Her speech on the enironment was ‘meaningful 2.My teacher is so ‘helpful when we don’t understand something 3. I was ‘helpless to stop the dog bitting me 4. this dictionary is so ‘ useful 5. there is ‘ planetiful water for life on Earth. E: Wrap-up( 4ms) -T: ask Ss to give example with the words ending -ful or –less Ss : homeless, …. F. Homeassignment(1ms.) - Do exercises again - Learn by heart new words - Prepare unit 8: A closer look 2 ............, April…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………... Date of preparing: 21/ 4/ 2017.

(285) Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 98: Lesson 3: A closer look 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s / Students’ activities Content A.Warm up B. Prsentation Acitity 1 - Ask Ss to work individually to fill the GRAMMAR May and might gaps . - Have Ss compare their answer with 1.Use may /might to fill each of the blank apartener and explain their answers. - T checks the answers as aclass and ask Key: Ss to explainations 1. may/ might 2. may / might 3. may / might 4. may 5. may / might 6. may - T asks Ss about the rules of changing 7. may / might 8. may staments from direct into reported speech that they learnt in the previous unit. Tell them that in this lesson they are going to learn about repoted questions 3. Practice Activity 2 - Have Ss work in pairs and do the exercise - Ss work in pairs and do the exercise. 2.Nick claimed that he had seen a UFO . Read…. Key: 1.What. 2. had seen.; Had landed. 3..

(286) - Ask them to read out their answers as class Activity 3 - Let ss work individually and check their answers with a classmate. - Then check the answers a s aclass Activity 4 - Ask Ss to work individually to write questions in reported speech . - Have one s write the answers on the board and get feedback from other Ss. Check the answers as a class. what 4. had been going 5. had looked 6. had seen 7. had seen 8. had hidden 3.Circle the correct word Key: 1. ask 2. if. 3. before 4. different. 4.Read other questions by the interviewer… Key: 1.the interviewer asked if he went for a walk ever day. 2.He asked how Nick had felt when he had seen the alien. 3.He asked what the alien had looked like. 4. He asked why Nick hadn’t taken a photo of the alien. 5. The interviewer asked how long the uFo had stayed there. 6. The interwiewer asked if Nick had senn any UFOs since then. 5.Work in groups ….. Activity 5 - Have Ss work in groups for 5 to 10 minutes. T goes around to see if Ss need help. Then ask Ss who plays nick’s role to report orally the questions he was asked. Get another S in the groups report what Nick answered E: Wrap-up( 4ms) -T repeat the rules of changing from direct into reported speech Ss: remember F. Homeassignment(1ms.) - Do exercises B in page 44 in wokbook - Learn by heart new words - - Prepare unit 8: communication ........., April…………….2017 Group leader’s comments ……………………….. ………………………...

(287) ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………... Date of preparing: 26/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 99: Lesson 4: Communication I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - to talk about what life may be on other planets 2. Knowledge and skills *General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice speaking, and writing with the lexical items related to the topic.

(288) II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s / Students’ activities Content A.Warm up B. Presentation Activity 1 1.Five tenagers are discussing the - Have ss read the comments. possiblility of other life form sin - Ask Ss to do the reading as fast as possible and our galaxy… remember the edeas. - T moves around the class. Bring everyone together if there are ideas or words that need clrifying. C. Practice 2. Work in group …. Activity 2 Suggestions for disagreements - Have Ss to work in groups. Tell Ss that they can - I diagree with Nhi because the look back at bog and use the example to discuss inhebitants there may be able the five ideas. to live in high temperature. - If Ss agree, ask them to add any details from They may have bodies which can resist heat. Or they may their imagination about the planet. have aspecial machinew to - Elicit the reasos why there may be inhabitants cool down the atmosphere of there, what those inhabitants may look like, how the place where they live they can communicate , how they can travel - I disagree with Duc because Activity 3 the inhabitants may be able to - Put Ss in pairs. Make sure that work with anew extract liquid from partner for a change. Ask them to use the underground to survive . suggestions in the pictures and example. Their bodies may be adapted - Ss work in pairs to the environment there. - Encouurage them to add any items they may think They may not need oxygen neccesary. Remind them to give a reason for each but hydrogen or nitrogen to choice. Go aound to help Ss breathe. E: Wrap-up( 4ms) -T repeat the rules of changing from direct into - I disagree with anh. Any planet can be considered reported speech powerful. Any inhabitant is Ss: remember proud of his / her own planet F. Homeassignment(1ms.) - Prepare unit 8 Skills 2 +Look up the new word ............, May………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………...

(289) Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………….. Date of preparing: 27/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 100: Lesson 5: Skills 1 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To read about what life may be on other planets - To talk about what life may be on other planets 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may have difficulty in speaking ,so teacher should help them IV. Procedure Teacher’s / Students’ activities Content AWarm up B. Presentation Before reading a.)Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the questions -Ss look at the pictures of the two planets and answer the questions - T Asks them: + what else can you inter from the pictures? - T introdures new words. READING a. Look at the pictures and discuss the questions. - surface (n) bề mặt - Accommodate (v): cung cấp nơi ăn , chốn ở - experience (n) trải nghiệm - trace (n) dấu vết.

(290) - Ask Ss to read all new words on the board - Have some Ss read them in front of the class b) – Give Ss two minutes to skim the passage and check their answers While reading Activity 1: - Have Ss scan the pasage to find the words in red and match the with the definitions. - Ss should check the meanings of the words from the context. Then checv k their answers as a class Activity 2 - Tell Ss that to finish this part, they should undewrline the keywords in headings - Ask Ss to skim the next again, using the keywords in the heading to do the matching Activity 3 - Ask Ss to read the text again and answer the questions - Ss read the text again and answer the questions - Ask Ss to note where they found the information that helped them answer the queswtions - Ask Ss to compare their answers with a partner before discussing them as a class. -Ss compare their answers - Let Ss do this exercise as homework. Remember to check their answers in the next lesson After reading - T assks Ss to retell about life on Mars - Ss retell Speaking Before speaking Activity 1 - Ask ss to read the table of information carefully - Ask them to answers their questions if they have any. - While speaking. - similarity (n) tương tự - Oxygen (n) khí ô xy - Atmosphere (n) khí quyển, không khí b.Read the text and check your answers. 2Find words in the text that have similar meaning to these or phrases Key: 1. poisonous 2. twice 3. experiences 4. traces 5. surface 6. climate 7. accommodate 3. Match…. Key: 1-c. 2. B. 3. A. 4.Read the text and answer the questions - Key 1. It is also call the read Planet 2. the lowest temperature is -87 degrees Celsius and the highest may be a bit higher than zero. 3. Because 95% of the atmoshere is cabon dioxide 4. A day on Mars a bit longer 5. it is twice as long as ayear on Earth.. SPEAKING 5.work in pairs.

(291) - Ss work in pairs and answer questions based on the suggested information in the table and the example Set a time 5 to 10 minutes - . When they finish , Ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role play in front of the whole class. - Heve them ask and answer questions about food and drink Activity 2 - Ask the ‘human’ and ‘ Martin’ to form new pairs . this time use reported speech to report their previous partner’s answer - Post speaking. 6.Now swap pairs….. New human: what kind of food did the human say she ate? New Martian: she said that she ate rice , bread and fruit and vegetables New human: Yes, that right. Home assignments - Learnt by heard the new words - Prepare skills 2 + Look up the new words ............, May…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………... Date of preparing: 29/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 101: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To read about what life may be on other planets - To talk about what life may be on other planets.

(292) 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may have difficulty in speaking ,so teacher should help them IV/Procedure Teacher’s / Students’ activities Content A. Warm up B. Presentation Before listening - Ask Ss to work in pairs to describe the pictures and answers the questions - Before Ss listen , Ask them to read the information in the table carefully and try to predic the answers. - Tell them that to do this they should highlight keywords in the questions and describle the part of speech of the words they will need to fill in the blanks - T turns on the recording two times Ss listen carefully and to find the words . - Have Ss write their answers on the board - T confirms the correct answers ..............., May…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .……………………….. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………...

(293) Date of preparing: 28/ 4/ 2017 Date of teaching: Week. UNIT 12: LIFE ON OTHER PLANETS Period 101: Lesson 6: Skills 2 I/Objectives 1. Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To listen for specific information about aliens - To describe an aliens 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : * Skills: Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may have difficulty in speaking ,so teacher should help them IV/ Procedure Teacher’s / Students’ activities Content A.Warm up B. Presentaion Before listening - Asks Ss to work in pairs to describe the pictures and answer the questions - T introdures new words. LISTENING 1.Work in pair . Describe the pictures and answer the questions 2.Listen to Tom’s imaguined description of what an alian from another plannet. - Ask Ss to read all new words on the board - Have some Ss read them in front of the class While listening Activity 1 - Ask Ss to read the information in the table carefully and try to predict the answers. Tell them that to do this they should highlight keywords in the questions and decide the part of speech of the words they will need to fill in the blanks. - T turns on the recording. twice Ss listen to. -. Humans (n): Imagine (v) tưởng tượng Degree celsius : độ C Plug (v)\ cắm. Key: 1. Jupiter 2. much bigger 3. more powerful 4. lots of hair 5. thick skin 6. four eyes.

(294) and fill T turns on recording again for Ss to check - Call 2 Ss to write on the board - Others give comment -T corrects Activity 2 - Have Ss work indidually to underline the keywords in the statements. Ask ss to do the exercsie without listening to the recording first. - Ss write their answers on the board without confirming the correct answers. Call Some Ss to give their answers - Others give comment -T corrects. 7. happiness 9. energy. WRITING Before writing - - Set a time limite (3’) for Ss brainstorm idea and write their notes. T move around and help ss if necessary. - Ask Ss to refer back to the speaking in 5 and listening in 2, 3 , skell2 for useful language and ideas. WRITING 4.Work in pair… He / she may be have ……… eye / eyes He / she may / might eat……… His/her skin may / might be………. His / her may/ might be………. He / she may / might wear ……..clothing He / she may / might be similar to us in that………… He / she may / might be different from humans in that………... While writing Activity 1 - Now have Ss work individually to write description sof their alians. ( 5’) Post writing Activity 1 - Ss swap their writing with a partner. They comment on each other’s work. - Ss revise and edit their writing in class if time allows or else as homework Homeassignment - Prepare Looking back + project. 8. fear 10. rocks. 1.Listen and tick True or False Key: 1. 2. 3. 4. 5. 6.. F NG T F F F. 5.Now use the note to write adesciption of your aliens 6.Swap your work with your partner. How isd your desription from ….. ..........., May…………….2017 Group leader’s comments ……………………….. ……………………….. ……………………….. .………………………...

(295) Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………...

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