TA9. unit8,9(3 cot)

B. date: 21.2.10 T. date: 27.02.10
Unit 8. Celebrations Period: 49 Section: Getting started + Listen and read
I. Objectives
By the end of the lesson, Ss will be able to know more about celebrations in
Vietnam and other country.
II. Language content
1. Vocabulary
2. Relative pronounce
III. Teaching aids
Book , board and charts, tape, cassette
IV. Procedures
Stages/Time Contents Activities
1. Warm up
2. Presentation
3. Practice
*Getting started
- Asks Ss to look at the pictures and guess
“ When do we see it?”
*Pre teach vocabulary.
. occur (v)
. decorate (v)
. freedom (n) (antonym)
. slavery (n) (explanation)
. Jewish (n)
*Checking technique: Matching
*Introduction: Relative pronoun “ Who/Which”
ex: -Mrs Thanh, who teaches at Dong Tien
school, is my teacher.: indefinite clause
-Banh Chung is a kind of food which is
popular at Tet holiday.: definite clause
*Work map

Celeb-
ration
When Activities Food Country
Tet
( Lunar
New
year )
In late
January
or early
February
Cleaning and
decorating
homes and
enjoying
special food
Sticky
rice
cakes
Viet
Nam
Passover In late
March
or early
April
Eating
special
meal
Special meal
called

Seder
Israsel
Easter Around
the same
time as
Passover
Watching
colorful
parades
Choc-
olate,
sugar
egg
In
many
coun-
tries
*Questions
1. How many celebrations are there in the text?
Names of them?
2. What do Vietnamese people often do at Tet?
Individual
Whole
class
Group
work
Pair work
4. Production
5. Homework
3. When does Passover/Easter occur?

4. In Passover, for what do people celebrate?
*Discussion :
“Which celebrations do you like best?/Why?”
- Asks Ss to write their answer in their books
Group
work
Adjustments :………………………………………………………………………….
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B. date: 23.2.10 T. date: 01.03.10
Unit 8. Celebrations Period: 50 Section: Speak + Listen
I. Objectives
By the end of the lesson, Ss will be able to give and respond the compliment
and complete the song.
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts, tape, cassette
IV. Procedures
Stages/Time Contents Activities
1. Warm up
2.1. Pre-
speaking
3.1. While-
speaking
*Brainstorming
well-done good

congratulation thanks
*Pre teach vocabulary
. active (a)
. activist (n)
. nominate (v)
. nomination (n)
. charity (n) (explanation)
*Checking vocabulary: W & W
*Introduction Compliment:
-Set the scene: Trang has just won the fist prize
in the English speaking contest. What does
Trang say to pay Trang a compliment?
-Asks Ss to read the situation on p.67, then give and
respond to compliments.
*Role-play
-Asks Ss to work in group to give situation, then
Individual
Whole
class
individual
pair work
group
Complimen
ts
4.1. Post-
speaking
2.2 Pre-listening
3.2. While-
listening
4. Post–listening

5.Homework
others groups to make compliment.
- Asks Ss to give compliment and respond
*Pre teach vocabulary
. due to
. bureau (n)
. acquaintance (n)
. trusty (a)
*Checking technique: Slap the board
*Introduction the song : Auld Lang Syne named of
the other song ‘The Good Old Day’
- Gets Ss to guess the missing words in the song
before listening.
- Let Ss listen to the tape twice and check their
prediction
*Gap-fill
-Has Ss listen to the tape once more and fill in the
gap
Answer key: a, days b, take c, mind
d, hand e, kindness
- Ask Ss to sing the song if they can
Asks Ss to learn the song by heart
work
pair work
Whole
class
individual
individual
individual
group

work
Adjustments :………………………………………………………………………….
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B. date: 2.3.10 T. date: 08.03.10
Unit 8. Celebrations Period: 51 Section: Read
I. Objectives
By the end of the lesson, Ss will be able to know more about the opinions,
feelings and memories of children about their father on Father’s day in The USA
and in Australia.
II. Language content
1. Vocabulary
III. Teaching aids
Book , board and charts, tape, cassette
IV. Procedures
Stages/Time Contents Activities
1. Warm up
*Brainstorming Days of celebrations:
2. Pre-reading
3. While-
reading
4. Post-
reading
5.Homew
ork
Women’s day, Teacher’s day, Vietnam
Independence’s day, Eight of March, November 20,
Children’s day, May day, Christmas day

*Pre teach vocabulary
. hug (n)
. considerate(a)
. generous (a)
. priority (n)
. terrific (a)
. sense of humor
. distinguish (v)
*Checking technique: Slap the board
*Prediction
-Set the scene : “On Father’s day in Australia and the
USA, children show their love to their fathers by giving
their fathers presents, cards. Think of the adjectives that
children use to talk about their father.
Answer key: strong, generous, considerate, handsome,
humorous, healthy, great, terrific.
- Asks Ss to read the cards of children in Australia and
USA on Father’s day’
-Has them compare the adjectives they guess with the
adjective Rita, Bob and Jane use.
*Comprehension questions: Lucky numbers
-Gets Ss to answer the questions on p.69
*Write-it-up
-Asks Ss to write their feeling, opinions and memories
about their fathers.
-Asks them write in their books
Individual
Whole
class
individual

pair work
pair work
group
work
Adjustments :………………………………………………………………………….
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B. date: 4.3.19 T. date: 11.03.10
Unit 8. Celebrations Period: 52 Section: Write
I. Objectives
By the end of the lesson, Ss will be able to write a letter to a friend/ pen pal
to share their ideas .
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
2. Pre-writing
3. While-
writing
4. Post-
writing
5. Homework
*Hangman
generous
considerate

*Pre teach
. enhance (v)
. support (v)
. nationwide
. have a day off
*Checking: W & W
*Ordering :
-Asks Ss to keep their books close, show in order outline
and get Ss to put parts in the correct order
-Asks Ss to open their book and check their ordering.
-Has Ss write individually to a friend to tell him/ her
about why they want to celebrate Mother’s day or
Father’s day in Vietnam and how to celebrate it.
-Asks Ss to read out their writing to share their ideas.
Key: In my opinion, it is essential to have a day to
celebrate for our parents. On these occasions,
children will have a special day to express their
feelings , memories and love for their parents. We
have an opportunity to enhance family traditions.
members of families can have a chance to get
together, to know one another and to help one another
I think first Sunday of April is suitable. Sunday
is a day of so everybody is free work or study. April

-Asks them write in their books with correct writing
which has been checked.
Individual
Whole
class
individual

pair work
Unit 8. Celebrations Period: 53 Section: Language focus
I. Objectives
By the end of the lesson, Ss will be able to consolidate the target language of unit
8, further practice in: . relative clause; adverb clauses of concession.
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts
IV. Procedures
Stages/Time Contents Activities
1. Warm up
Language
focus 1
Presentation
Practice
Language focus 2
Language focus 3
Presentation
*Shack attack
Who /Which
*Pre teach
. compose (v)
. satisfy (v)
. jumper (n)
. lap (n)
- Has Ss retell about Relative pronouns: Who /Which
-Asks Ss to do exercise 1 on p.70 and 80
Key: a, Auld Lang Syne is a song which is sung…
b, This watch is a gift, which was given …

c, My friend Tom, who sings Western folk song
very well, can …
d, We often go to the town cultural house which
always open …
e, I like reading books which …
f, On my Mom’s birthday my dad gave her roses
which …
-Asks Ss to look at pictures to describe each of the
people in the pictures using Relative clause.
Key : a, Mom is the woman who is sitting …
b, Dad is the man who is standing …
c, Linda is little girl who is …
d, Uncle John is the man who is wearing …
-Set the scene:
.Thu Ha is not satisfied with her preparations for Tet.
Individual
Whole
class
Individual
Individual
Individual
Practice
Language focus 4
4 Production
.Thu Ha has decorated her house and made plenty of
cakes
-Asks Ss to combine 2 sentences above into one by
using a connective “even though”
-Has Ss do exercise 3 on p.72
-Has Ss look at the picture on p.72-73 and

complete the sentences using the correct tense
of the verb
-Has Ss play a game. Divide class into 2 teams: one
make sentence with “though”, one does the last
Pair work
Pair work
Group
work
Adjustments :………………………………………………………………………….
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T. date:
Unit 9. Natural Disaster Period: 54 Section: Getting started+ Listen and read
I. Objectives
By the end of the lesson, Ss will be able to .talk about the weather forecast.
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
2. Presentation
*Getting started
What’s the weather like today?
- Asks Ss to look at the pictures on p.74, give their
remark, then match pictures with the right words
*Pre teach

Individual
even though/ though/ although +
adverbial clause of concession
3. Practice
4. Production
5. Homework
. turn up (v)
. expect (v)
. trust (v)
. delta (n)
. thunderstorm (n)
.just in case
*Checking: R &R
*Model sentence: Relative clause
Definite and non-definite relative clause
*Open- prediction:
-Set the scene: Thuy is talking to her grandmother
while they both are watching TV.
What are they watching?
*Gap-fill
-Get Ss to listen to the tape, then fill the missing
words in the gap.
A, turn up/ weather forecast
B, raining
C, central highlands
D, have temperature
E, weather forecast/ watching them
*Comprehension questions:
1.Why does Thuy’s grandmother ask her to turn
up the volume?

2.Which city is the hottest today?
3.Where is Thuy doing?
*Discussion
“ The weather in Thanh Hoa/ Viet Nam recently”
-Asks Ss to write a weather forecast
Whole
class
individual
individual
individual
pair work
Group
work
T. date:
Unit 9. Natural Disaster Period: 55 Section: Speak and Listen
I. Objectives
By the end of the lesson, Ss will be able to speak what things need to prepare for
a typhoon and get some ideal on how to live with earthquakes by listening.
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts, tape, cassette
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
*Brainstorming
buy oil buy food
check the roofs buy candles
store water check the door
Individual

Preparation
for a
typhoon
2. Pre-speaking
3. While-speaking
4. Post-speaking
2.1.Pre-listening
3.1.While-listening

*Pre teach
. bucket (n) . leak (n)
. latch (n) . available (a)
. ladder (n) . (to) tie
. blanket (n) . (to) damage
* Checking : Bingo
*Open questions
. Have you ever seen a typhoon?
. What does it effect to our lives?
-Set the scene: with affects, what preparations you
think should be made for a typhoon.
-Asks Ss to use the idea in (a) with the idea in the
box to talk about what Ss think and want to buy to
prepare for a typhoon “What do we need to buy
food?”/ Do we need rice?”
Answer key: buying candles/ matches/ a ladder/
filling all buckets with water/ fixing the leak in the
roof/ checking all the window.
*Exercise 3
-Asks Ss to use the expression p.77 when talking to
another: I think… /what for/Yes, I think so

-Has Ss talk about what they think ,they want to buy
and do to prepare for a typhoon.
*Pre teach vacab
. (to) block
. snout (n)
. eruption (n)
. (to) strike hurricane (n)
. roller (n) cyclone (n)
* Checking : Slap the board
-Set the scene: An expert is going to talk on
how to live with earthquake
-Has Ss look at the box and guess the words in
the blanks from (1) to (9)
-Has Ss listen to the tape twice and check their
prediction
Answer key : 1, bottom shelf of the bookshelf
2, fridge
3, washing machine
4, mirrors
5.a window
6. inside
7. under a strong table
8, door way
9, corner of a room
Whole
class
individual
individual
individual
pair work

individual
Individual
Individual
4.1.Post-listening
5. Homework

-Divide the class into 4 groups and let them answer
the questions
a, Where should we lace heavy books?
b, What should we block on the fridge and washing
machine?
d, What should we check in the bathroom?
e, Should we go?
-Ask Ss to write a paragraph about what should we
do when having an earthquake
Group
work
Adjustments :………………………………………………………………………….
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T. date:
Unit 9. Natural Disaster Period: 56 Section: Read
I. Objectives
By the end of the lesson, Ss will be able to get more information about natural
disaster in world .
II. Language content
Vocabulary
III. Teaching aids

Book , board and charts, tape, cassette
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
2. Pre-reading
*Questions
1. Have you ever experienced any of natural disasters
2. What happened ?
3. How did you feel?
*Pre teach
. tidal wave (n)
. shift (n)
. tornado (n)
. majority (n)
. abrupt (a)
. funnel-shaped
. (to) warm
. (to) suck up
Individual
Whole
class
3. While-reading
4. Post-reading
5. Homework
*Checking: Slap the board
*T/F prediction
- Set the scene: There are 6 statements about
the information of some natural disaster .
-Has Ss listen to the tape and check their predictions
Answer key: 1. T 2.T 3F 4.T 5.F 6.T

3. A huge tidal wave traveled from Alaska to
California
5. The eruption of Mount Pinatubo is the world’s
largest volcanic eruption.
*Gap-fill
Has S read the text and fill the missing words
Answer key:
1. ….occur around the Pacific Rim
2…. , many people were killed when office blocks
and highways collapsed.
3….there is an abrupt shift in the underwater
movement of the earth
4……as a cyclone.
5…. the word “typhoon”
6….passes overland below a thunderstorm and suck
up anything that is in its path.
*Retell
-Ask Ss to work in pairs to retell about which
natural disaster they think it is the most
dangerous.
-Ask Ss to write their opinion in their books
individual
individual
individual
pair work
Adjustments :………………………………………………………………………….
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T. date:
Unit 9. Natural Disaster Period: 57 Section: Write
I. Objectives
By the end of the lesson, Ss will be able to write a story following the picture.
II. Language content
Vocabulary
III. Teaching aids
Book , board and charts
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
2. Pre-writing
3. While-writing
*Jumbled words
otnophy _ typhoon
damotro _ tornado
locanov _ volcano
*Pre-teach vocabulary
. (to) behave
. (to) shelter
. all of sudden
*Checking : What & Where
*Picture story
-Set the scene: This is Lan’s family, they are at
home
. Picture 1: Who’s this? (It’s Lan)/ Where’s
she? (She is in the garden)
What’s she doing? ( She is playing
with her dog.
. Picture 2 : How is the dog?

. Picture 3 : What’s on TV?
….
-Asks Ss to use the pictures and words cues to
retell the story.
-Has Ss write the story individually using past
Individual
Whole
class
individual
individual
4. Post-writing
5. Homework
tense.
Answer key : It was a beautiful day. The Sun was
shining. The sky was blue and the weather
was perfect. Lan was outside playing with
her dog….
-Take some writings to correct in front of the class.
-Asks Ss to write a similar story.
Adjustments :………………………………………………………………………….
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T. date:
Unit 9. Natural Disaster Period: 58 Section: Language focus
I. Objectives
By the end of the lesson, Ss will be able to further practice with relative
pronounces.
II. Language content
Vocabulary

III. Teaching aids
Book , board and charts
IV. Procedures
Stages/Time Contents Activities
1. Warm-up
2. Presentation
*Hangman
Who
Which
*Pre teach vocab
. (to) sweep - swept – swept
. (to) destroy
. (to) border
. extensive (a)
* Retell: Defining and Non-defining relative clauses
-Defining relative clauses
identify nouns, these
clauses tell us which
person or thing the
speaker means.
Ex: .The novel has been
lost
.You gave me the
novel on my birthday
The novel which
you gave me on my
birthday has been lost
Non- defining relative
clauses give more
information about a

person or thing already
identified when we write
these clauses, we put
commas at the beginning
of the clause.
Ex: . Viet Nam exports
rice
.Viet Nam is in the
South east Asia.
Viet Nam , which is in
Individual
Whole
class
individual
3. Practice
Language focus 1
Language focus 2
Language focus 3
Language focus 4
the South east Asia,
exports rice.
-We can’t not use “that” in non-defining relative
clause.
-Asks Ss to rewrite the sentences using which and
who
-Has Ss match each of the sentences in column A
with a related sentence in column B, then use a
suitable relative pronounce to join them.
-Asks Ss to underline the Relative clause in each
sentence, then add commas to separate the non

defining relative clause from the rest of the sentence.
-Gets Ss to write similar sentences
Individual
Individual
Adjustments :………………………………………………………………………….
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