first term

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Planning date:

1 Teaching date:

Híng dÉn häc vµ kiĨm tra

A- Phần chuẩn bị

I- Mục đích, yêu cầu:

1. KiÕn thøc:

giúp học sinh làm quen với sách giáo khoa mới, cách học theo
ph-ơng pháp mới và phph-ơng thức kiểm tra.

2. Kỹ năng:

quan sát, tự tìm tòi, học hỏi và sáng tạo

3. Giỏo dc t tng tỡnh cm: giỳp hc sinh có tình cảm và thái độ tốt đẹp đối với đất nớc, con ngời,

nền văn hố và ngơn ngữ của các nớc nói tiếng Anh; biết tự hào,
yêu quý và tơn trọng nền văn hố và ngơn ngữ của dân tộc mình.

II - Đồ dùng dạy và học:

1. Gi¸o viên:

Sách giáo viên, sách giáo khoa, sách bài tập ...

2. Học sinh:

sách giáo khoa, sách bài tËp, vë ghi, bót ...

B- ThĨ hiƯn trªn líp

:

I- Hớng dẫn học:

1. Vị trí, vai trò của môn học trong chơng trình giáo dục THPT. (5')

- Tiếng Anh, với t cách là môn ngoại ngữ, là môn văn hoá cơ bản, bắt buộc trong chơng trình giáo dục
phổ thông, là một bộ phận không thể thiếu của học vấn phỉ th«ng.

- Mơn tiếng Anh ở trờng phổ thơng cung cấp cho hs một công cụ giao tiếp mới để tiếp thu những tri
thức khoa học, kỹ thuật tiên tiến, tìm hiểu các nền văn hố đa dạng và phong phú trên thế giới, dễ dàng
hội nhập với cộng đồng quốc tế.

- Mơn tiếng Anh ở trờng phổ thơng góp phần phát triển t duy ngôn ngữ và hỗ trợ cho việc dạy học
tiếng Việt. Với đặc trng riêng, Góp phần đổi mới phơng pháp học, lồng ghép và chuyển tải nội dung
của nhều môn học khác ở trờng ph thụng.

- Góp phần hình thành phát triển nhân cách, giúp giáo dục học sinh toàn diện hơn.

2. Sách giáo khoa tiếng Anh lớp 10 (hệ 7 năm): (15')

- Mc tiêu: hết lớp 10 học sinh có khả năng sử dụng tiếng Anh đã học trong phạm vi chơng trình

để: nghe, nói, đọc, viết. (cụ thể trong tài liệu bồi dỡng trang 41)

- Kết cấu: + Gồm 16 đơn vị bài và 6 bài

test
+ Với 6 chủ ( trang 41)

+ mỗi bài gồm 5 phần, häc trong 5 tiÕt. Gåm: Reading, Speaking, Listening, Writing and
language forcus.

+ Sau hai hay bai bµi häc sÏ cã một bài TEST, mỗi bài TEST 1 tiết
+ Sau mỗi bài TEST sẽ có hai tiết kiểm tra và chữa bài kiểm tra.
- Kết cấu từng bài: (tài liệu båi dìng trang 48)

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+ Language focus

3. Cách hoạt động: (15')

- Hoạt động đơn lẻ
- Hoạt động theo cặp:
- Hoạt động theo nhóm:
- Hoạt động cả lớp.

Hớng dẫn học sinh cách tự ghi chép, hoạt động nhiệt tình, năng động theo cặp, nhóm.

II - Về kiểm tra: (ti liu bi dng trang 51) (7')

- Các hình thøc kiĨm tra gåm kiĨm tra 10 -15 phót, kiĨm tra 1 tiÕt vµ kiĨm tra hÕt häc kú hay kiểm tra
hết năm học.

- Kiểm tra 10 -15 phút có thể tiến hành trên lớp dới hình thức khẩu ngữ hay bót ng÷.

- Kiểm tra 1 tiết và kiểm tra hết học kỳ hay kiểm tra hết năm học tập trung vào bốn kỹ năng: nghe, nói,
đọc, viết và ngữ âm, ngữ pháp -từ vựng.

- Tỉ trọng của từng nội kiểm tra trong một bài kiểm tra kiểm tra 1 tiết và kiểm tra hết học kỳ hay kiểm
tra hết năm học đợc tính ngang bằng nhau trong đó nghe 20% , nói 20%, đọc 20%, viết 20% và ngữ
âm, ngữ pháp -từ vựng 20%.

III- Cñng cè - hớng dẫn chuẩn bị bài mới: (3')

1. Củng cố

Kết cấu bài, cách học, cách kiểm tra.

2. Hớng dẫn chuẩn bị bµi míi:

Tìm hiểu về một ngày hoạt động của nơng dân và các từ liên quan đến nghề nông.

Unit 1:

A day in the life of. . .

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II -News language:

1. Knowledges:

- Lexical items: plough, harrow, peasant, pump, transplant, ect

- Pronunciation: /i/, /i:/

- Grammar:

+ The present simple

+ Adverbs of frequency

+ The past simple

2. Skills:

- Reading: + Guessing meaning in context

+ Passage comprehension

+ Scanning for specific information

- Speaking: + Asking for and giving information from a timetable

+ Talking about daily activities

- Listening: Monologue:

+ Listening and numbering pictures.

+ Deciding on True or False statements

- Writing: + Writing a narrative

+ Narrative and the past simple

+ Stages of a narrative

3. Education: to help students prepare and talk or write about a daily routine

III - Dividing time: ( 5 lessons)

1. Reading

2. Speaking

3. Listening

4. Writing

5. Language focus

IV -Teaching aids needed:

1. Teacher: book, lesson plan, radio, record, pictures, ect.

2. Students: book, notebook, ect

(Period 2)

Planning date: 7th September 2007 Teaching date: 8th September 2007

Unit 1:

A day in the life of. . .

Lesson 1: Reading

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1 - Knowledge

: - To help students be able to understand passages about a day in the life of peasants.

Lexical items: plough, harrow, peasant, pump, transplant, ect.

Grammar: + The present simple
+ Adverbs of frequency
2 -Skill: - Reading:

+ Guessing meaning in context
+ Passage comprehension

+ Scanning for specific information

3 - Education aims: + Educate st to love labors and care for farming work.
II- Teaching aids needed:

+ Teacher: book, lesson plan, Radio, CD rom, pictures of a peasant, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities

T

Students'

activities

Writing board/ (answer keys)

I -Warm up/ review.

- Write some letters on the board
and ask students to rewrite them on
a word.

- Ask some students to write their
answer on the board - Give key

---II -New lesson

.

* Today we learn part A reading in
unit 1.

1. Before you read

.

a) Ask students to work in pair to

ask and answer questions about
their daily routine, using the cues
below.

- Walk round and give any
necessary help.

---b) Present some pictures:

+ A peasant is leading a buffalo to
the field

+ A peasant is ploughing and
harrowing

+ A female peasant is doing the
transplanting or pumping water

- Then give students some
5'

13'

- Close all the books

- Work in groups

--- Work in pair to ask
and answer

--- Look at the
pictures and learn
some vocabularies.

- Take note

- Read after the
teacher

A D i l y

e i n r o t u

daily routine

---Unit 1:

A day in the life of. .

Lesson 1: Reading

1. Before you read

.

Example: A: What time do you often
get up

B: I often get up at six

- What time you go to school/ have
breakfast/ lunch/ dinner/ go to bed

- What you often do in the morning/
afternoon/ evening.

---Vocabulary

- Peasant (n): Nông dân

- Leading buffalo to the field (n)
/'bʌfələô/: Dẫn trâu ra đồng

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vocabularies as:

(May translate or draw)

- Read and guide students to read

---c) Present: Mr. Vy and Mrs. Tuyet
are farmers. Guess what Mr. Vy
does and what Mrs. Tuyet does.
- Give students hand out and asks
students to tick (x) into the right
column.

- Give comments

---2. While you read

- Ask sts to skim the passages to
find the informations in the part
'Before you read'

a) Task 1

- Guide students skim the passages
toguessing meaning in context

- Give comments

---b) Task 2:

- Ask students to answer some
questions:

- Call some students speak out the
answers:

(* Keys:

1. He's a peasant/ farmer

2. He gets up at 4.30 and then he
goes down to the kitchen to boil
some water for his morning tea.)

---c) Task 3:

- Ask students to scan the
passages to for specific
information

- Walk round and give any
necessary help.

20'

--- Work in pairs to
tick

- Close the book

- Work in pairs to
match the verb in A
with its object in B

--- Work individually
(skim the passages)
to find these
informations

- Work in pairs to
choose the best
answers.

--- Work in pairs to

answer the

questions.

- Answers the

teacher's questions.

--- Work in---group and
scan the passage and
make a brief note
about Mr. Vy and
Mrs. Tuyet's daily

- Repairing the banks of the plot of
land: sưa l¹i bê ruéng

- plot of land: Miếng đất

-

---The activities Mrs.
Tuyet

Mr.
Vy
1. Boiling water

2. Preparing meals
3. Leading buffalo
to the field

4. Taking care of
children

5. Transplanting
6. Ploughing and
harrowing

7. Drinking tea and
chatting with friends

X

---2. While you read

a) Task 1

(Keys: 1. C 2. C 3. A
4. A)

---b) Task 2:

(Keys:

3. In the morning he ploughs and
harrows his plot of land, drinks tea and
smokes local tobacco during his break.
4. In the afternoon, they repair the
banks of their plot of land. Mr. Vy
pumps water into it while his wife does
the transplanting.

5. Yes, they are. Because they love
working and they love their children.)

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- Give comment
(In the afternoon:

+ 2.30: Mr. Vy and Mrs. Tuyet go
to the field again, repair the banks
of their plot of land. He pumps
water into it. She does the
transplanting

+ 6.00 p.m: finish work

+ 7.00 p.m: have dinner
After dinner:

+ watch TV, go to bed

+ Sometimes visit neighbours, chat
with them.)

---3. After you read

- Elicit how to do.

- Walk round and give any
necessary help.

- Collect one student in each
groups speak out

- Give comment:

---III -Homework.

- Ask students to do exercises in
workbook (page: 4, 5)

Prepare for the next period: written
10 subjects are learnt in school

routines.

- Compare their note
with a partner

--- Work in group

- Listen

--- Take note

(Keys:

In the morning:

+ 4.30: alarm goes off and Mr. Vy gets
up, goes down to the kitchen, boils
water, drinks tea, has a quick breakfast,
leads the buffalo to the field.

+ 5.15: leaves the house

+ 5.30: arrives in the field, ploughs and

harrows his plot of land

+ 7.45: take a rest
+ 10.30: goes home

+ 11.30: has lunch with family)

---3. After you read

--- do exercises in workbook (page: 4,
5)

Prepare for the next period: written 10
subjects are learnt in school

(Period 3)

Planning date: 10th September 2007 Teaching date: 11th September 2007

Unit 1:

A day in the life of. . .

Lesson 2: Speaking

A - Preparation
I - Aims:

1 -Knowledge: - By the end of the lesson, students will be able to talk about his or her daily routine

by using given information and pictures.

Lexical items: Subjects, verbs, ect.
Grammar: + The present simple

+ Adverbs of frequency

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3 -Education aim: To help students to know well the qualities of working.
II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards of class timetable, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities

T

Students' activities

I -Warm up/ review.

Networks

Revision of school subjects

- Ask students to work in groups of 3 to 4 and make a list of
the subjects they learn at school.

- The groups with the most words within a limited time will be
the winner.

- Note that all the words with wrong spellings are not counted
as the correct ones.

- Feedback and further explain all the subjects mentioned above
especially the ones students are not familiar with.

---II -New lesson

.

* Today we learn part B speaking in unit 1.

1. Presentation. (Task 1)

Set the scene

Quan is a tenth-grade student. He goes to school every
morning. Now, look at his weekly timetable on page 15. Ask and
answer questions with a partner, using the information from the
timetable.

Examples:

A: What time does Quan have Civic Education lesson on
Monday?

B: He has Civic Education lesson at 7: 15 a.m.

A: What lesson does Quan have at 7: 15 a.m on Monday?
B: (At 7: 15 a.m on Monday he has) Civic Education lesson.
Let students work in pairs for about 7 to 10 minutes about
Quan's routine.

---10'

10'

- Close all the books

- Look through ten subjects

- Speak again

--- Look at the timetable and work
in pairs

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-2. Practice (Task 2)

- Keep students work in pair and ask them to study the pictures
care fully. If students find it difficult to understand the pictures,
T may help by asking questions such as:

- What is Quan doing in picture a)? Is he getting up?...

- Ask students to describe Quan' activities during the day.

- Go to different pairs and offer help if necessary.

- Feedback and give suggested answer.

(* Keys:

Everyday Quan gets up at 14:00. Then he studies for about two
hours. He watches TV at 16:30. At 17:00 he rides to the stadium
to play football with other boys in the neighborhood. He gets
back home at 18:30. After having a shower, he has dinner with
his family at 19:00. He prepares for the following day's lesson at
20:00.)

-3. Further practice (Task 3)

- Ask students to work in groups of 3 to 4 and talk about their
daily routine.

- Note: students only talk about their main/ important activities.

- Walk round and give any necessary help.

- Call on some student in each groups to present in front of the
class (may give mark)

- Have other students comment on presenters' performance
regarding content and pronunciation.

-III -Homework.

- Ask students to do exercises in workbook (page: 4, 5)
Prepare for the next period

15'

--- Look at the pictures and work
in pairs

--- Work in---group and talk about
their daily routines.

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(Period 4)

Planning date: 13h September 2007 Teaching date: 14th September 2007

Unit 1:

A day in the life of. . .

Lesson 3: Listening

A - Preparation

I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to talk about a day in the life of a
cyclo driver, and improve listening skill by doing Pictures Ordering and True or
False exercises.

Lexical items: Subjects, verbs, ect.
Grammar: + The present simple

+ Adverbs of frequency
2. Skill: - Listening for specific information

3. Education aim: Educate st to know well the worth of working.
II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

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Teacher's activities

T

Students' activities

I -Warm up/ review.

Categorizing

- Ask students to work in groups of 3 to 4 and put the sentences
into the correct column.

He gets up very early.
He works in the streets.
He works with children.
He lives in the country.

He gets people from one place to another.
He corrects homework.

He works in school.
He meets o lot of people.
He works on the farm.

He is a farmer

He is a teacher

He is a cyclo driver

- Feedback and give correct answers:

He is a farmer He is a teacher He is a cyclo driver

He gets up very
early.

He lives in the
country.

He works on the
farm.

He works with
children.

He corrects

homework. 
He works in

school.

He works in the
streets.

He gets people from
one place to another.
He meets o lot of
people.

---II -New lesson

.

* Today we learn unit 1 part C listening.

1. Before you listen

Ask and answer

Tell students to work in pairs to ask and answer the following
questions:

Have you ever traveled by cyclo?
When was it?

Is it interesting to travel by cyclo?

Which do you prefer, going by bicycle or by cyclo? Give
reasons?

Vocabulary pre teach

- district (n): / / an administrative division, smaller
7'

10'

- Close all the books

- Look through nine sentences
then work in pairs to put them
into the correct column.

- Speak again

--- Work in pairs to ask and
answer.

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than a province ( quËn, huyÖn)

- drop (v): / / leave somebody at a place ( chở ai đó đến
nơi)

- Passengers (n): / / People who travel on a train,
bus... (hành khách)

- Pedal (n): / / a lever operated by foot to control a

bicycle or motorbike (bàn đạp)

- Purchases (n) / / things a person buys (đồ đạc
mua)

- Food stall (n): / / small booth, compartment or
kiosk in/ near a market where food is sold (quầy bán thực phẩm)
Checking technique

Guessing

- Write all the new words on the board.

- Explain each word separately and ask students to guess what
the word is.

Set the scene

- Mr. Lam is a cyclo driver. He is working in Ho Chi Minh

City. Let's guess his routine. What does he do in his job?

- Encourage students to feel free to have guesses about Mr.
Lam's routine.

-2. While you listen

Task 1- Pictures Ordering

- Play the tape several times if necessary.

- Ask students to listen to Mr. Lam's talk about his daily
routine and number the pictures in their correct order.

- Have students compare their answers with a friend.

- Feedback and give correct answer.

(* Keys: a. 3 b.5 c.4 d.6 e.1 f.2)

---Task 2 -True or False.

- Let students read the statements carefully.

- Play the tape again and ask students to listen and decide
whether the statements are true or false.

- Draw students' attention to keywords when they are listening.

- Call on some students to explain their answers.

- Give correct answer.
(* Keys:

1. F (Not given.)

2. T

10'

- Guess

--- Look at the pictures and work
individually.

- Then work in pair and whole
class

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3. F (He takes his passengers from District 5 to District 1.)
4. F (His first passenger is an old man)

5. F (He has lunch at a food stall near Ben Thanh Market)
6. F (He takes a short rest)

-3. After you listen

- Tell students to work in pair and ask and answer questions
about Mr. Lam's activities by using the cues below:

- Name ... Start work ... Lunch.

- Occupation ... Passengers ... rest.

- Walk round and give any necessary help.

- Call on some pairs ask and answer in front of the class (may
give mark)

- Feedback and give suggested answers:

- What is the man's name?

- What does he do?

- What time does he start work?

- Who are his passengers? / Is his first passenger an old man?

- Where does he have lunch? What time does he have lunch?

- Does he take a rest?

- If the time allowed, ask students to gather all the information
they have from the above activity and retell the story in front of
the class.

- Comment and make necessary corrections.

-III -Homework.

- Ask students to do exercises in workbook (page: 4, 5)
Prepare for the next period

--- Work in pair.

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(Period 5)

Planning date: 14h September 2007 Teaching date: 15th September 2007

Unit 1:

A day in the life of. . .

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write a narrative by using given
prompts.

Lexical items: Subjects, verbs, and connectors in writing a narrative, ect.
Grammar: + The past simple

+ Connectors (time expressions)
2. Skill: Write a narrative

3. Education aim:

II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities

T

Students' activities

I -Warm up/ review.

Naught and Crosses

- Draw a table containing 9 words in each cell.

- Divide class into two: Naught (O) and crosses (X).

- Ask students to choose word by word in the cells and make
10'

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sentences with each word. A correct sentence gets one O or X. The
group with 3 O or X vertically, horizontally or even diagonally will
be the winner.

At first Before Until
Then After As soon as
In the end While Since then

- Note: The sentences must be grammatically correct and make
sense.

---II -New lesson

.

* Today we learn part D writing in unit 1.

1. Presentation. (Task 1)

Vocabulary pre-teach

- Be due to (a): because of, owing to (bëi v×)

- Stare death in the face (v): so scared, afraid (sỵ xanh mỈt )

- Take off (v): (plane) leave the ground ( cÊt c¸nh)

- Air-hostess (n): person who take care of passengers on a plane
(tiếp viên hàng không )

- Fasten seatbelt (v): fix the seatbelt around the body to keep safe

on the plane ( Thắt dây an toàn)

- Be in danger (v): to be in dangerous situation: gỈp nguy hiĨm)

- Ask students to work in pair, read the passage (a narrative) in the
book and find all the verbs that are used in the past simple and the
connectors (time expression) in the story.

- Call on some students to give the verbs and connectors in frond of
the class.

- Give suggested answers:

- Verbs: started, was, arrived, got, took off, began, thought, were,
told, seemed, realized, were, screamed, thought, felt, announced,
was, landed,

- Connectors: on that day, at first, then, just, a few minutes later,
one hour later

(Task 2)

- Explain to students the format of a narrative: the events, the
climax, and the conclusion

10'

--- Whole class

- Take note

- Work in pairs to find all the
verbs that are used in the past
simple and the connectors
(time expression) in the story

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- Tell students to work in groups and identify the events, the
climax, and the conclusion of the story. Ask them to report the
results to class.

- Give the answers and explain the development of the story.

- The events: Got on plane, plane took off, hostesses were just
beginning to serve lunch when plane began to shake, plane seemed
to dip, people screamed in panic.

- The climax: We thought we had only minutes to live.

- The conclusion: Pilot announced that every thing was all
right, we landed safely.

---2. Practice ( Task 3)

- Instruct the task. Tell them to work individually, use the prompts

and follow the development of writing, sample in Task 1 to build up
a narrative about a hotel fire.

- Go round the class and offer help if necessary. Encourage students
to finish the writing under time pressure.

- Ask students to have peer correction. Tell them to pay attention to
mistakes regarding verb tense and preposition.

---3. Production

- Call on some student to read their writing in front of the class
(may give mark)

- Comment and correct necessary mistakes.

- Give suggested answer:

Last year, I spent my summer holidays at a seaside town. The hotel
was modern and comfortable. I had a wonderful holiday until the
fire.

It was Saturday evening and everybody was sitting in the
discotheque (Which was) on the ground floor. It was crowded with
people. They were dancing and singing happily. Suddenly we smelt
smoke. Then black smoke began to fill the room. Everybody started
to scream in panic. People ran toward the fire exist. One door was
blocked. Many people began to coughing and choking.

Then, just as we thought we had only minutes to live, the fire
brigade arrived. Firemen fought their way into the room and soon
everyone was safely out of the building. Luckily nobody was
seriously hurt. It was the most frightening experience of my life.

15'

- Group work

--- Individual work

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---III -Homework.

- Ask students to rewrite task 3 at home
Prepare for the next period

--- Take note
Comments:

(Period 6)

Planning date: 17h September 2007 Teaching date: 18th September 2007

Unit 1:

A day in the life of. . .

Lesson 5: Language focus

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing
the sounds / I / - / i: / and better at using the past and the present simple tense and
adverbs of frequency

Pronunciation: Identifying the sounds: / I / - / i: /
Grammar and vocabulary: To help students revise:

+ The present simple
+ Adverbs of frequency
+ The past simple
2. Skill:

3. Education aim: + help st know the qualities of being educated
II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities

T

Students' activities

I -Warm up/ review.

Categorizing

- Ask students to work in groups of 3 to 4

- Give out 10 or 15 words and tell students to put them under
appropriate heading:

Adverbs of manner Adverbs of frequency Adverbs of time

- Adverbs: tomorrow, usually, carefully, beautifully, hardly, ever,
5'

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yesterday, tonight, always, last night, dangerously, never, often, next
year, slowly.

- Ask some students to write their answer on the board

- Feedback and give correct answers:

Adverbs of manner Adverbs of frequency Adverbs of time
Carefully, hardly,

beautifully, slowly,
dangerously.

Always, usually, often,

ever, never.

Yesterday, last night,
tonight, tomorrow,
next year.

---II -New lesson

.

* Today we learn part E language focus in unit 1.

1. Pronunciation

.

a)Presentation 1:

- Demonstrate the sounds / I / and / i: /by pronouncing them clearly
and slowly.

- Help students to distinguish these two sounds.

- Instruct the way to pronounce:

/ i: /: open your mouth very little to make the sound / i: /.
/ i: /: is a long sound

/ I / : First practice the sound / i: /. Then open your mouth a little more.
/ I /: is a short sound.

---b)Practice 1

- Read and ask students to repeat.

- Call on some students to repeat the sounds clearly to class.

- Aks students to work in pairs and practice the sentences.

- Introduce peer correction.

- Go round the class and provide help if necessary.

---2. Grammar and vocabulary

a) Exercise 1

* Presentation

Review the present simple tense and adverbs of frequency.

- Ask students to work in pair and discuss the form and use of the
present simple tense.

Call on some students to answer some questions regarding the use and
form of the present simple tense.

When do we use this tense?

(We often use the present simple tense to talk about permanent
situations, or about things that happen regularly, recently or all the
time.)

- Work in groups

--- Whole class

--- Pair work.

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What adverbs of frequency does it go with?

(Always, usually, normally, often, sometimes, never, ect.)

---* Practice:

- Ask students to work individually and complete the blanks in the
passage. Use the correct simple present form of the verbs in the box.
(There are more verbs than needed and you will have to use some verbs
more than once.)

- Walk round and give any necessary help.

- Ask students to compare the answers with a friend.
- Call on students to read the complete passage.
- Give correct answers:

(* Keys:

1. Is 2. fish 3. worry

4. are 5. catch 6. am

7. catch 8. go 9. give up

10. says 11. realize 12. am

---b) Exercise 2

* Presentation:

Review adverbs of frequency.

When do we use adverbs of frequency?

(Adverbs of frequency show how often something happens)
always 100%
usually

normally

often
sometimes

never 0%

Position

We put the adverbs of frequency:

- In front of normal verb: we never go to bed late.

- Between an auxiliary verb and the main verb:
He doesn't usually read newspapers after dinner.

- After the verbs to be:
I am always free on Sundays.

---* Practice:

- Ask students to put the adverbs in its correct order into the sentences
in the book.

- Walk round and give any necessary help.

- Call on some students to read aloud their sentences to class.

--- Work individually scan
the passage and complete
the blanks in the passage

- Compare their answers
with a partner.

--- Answers the teacher's
questions.

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- Feedback and give suggested answers:
(Keys:

- He usually gets up early.

- She is never late for school.

- Lan sometimes practices speaking English.

- Thao is always a hard-working student.)

c) Exercise 3

* Presentation

Review the past simple tense.

- Ask students to work in pair and discuss the form and use of the past
simple tense.

Call on some students to answer some questions regarding the use and
form of the past simple tense.

When do we use this tense?

(We often use the past simple tense to describe a completed action or
situations in the past.)

What adverbs of frequency does it go with?

(Yesterday, last night, ect.)

- Ask students to make more sentences with the past simple tense.

* Practice:

- Ask students to work in pair and supply the correct past simple form
of the verbs in the brackets in the passage.

- Remind students to have correct past form of some irregular verbs.
- Walk round and give any necessary help.

- Ask students to compare the answers with a friend.

- Call on students to read the completed passage aloud in front of the
class.

- Give correct answers:
(* Keys:

1. was done 2. cooked 3. were

4. smelt 5. told 6. sang

7. began 8. felt 9. put out

10. crept 11. slept 12. woke

13. was 14. leapt 15. hurried

16. found 17. wound 18. flowed

---III -Homework.

- Ask students to do exercises in workbook (page 6, 7)

Prepare for the next period: what you talk about when you meet your
friends?

- Compare their answers
with a partner.

--- Answers the teacher's
questions.

--- Work in pair

--- Take note

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I - Expressions: To speak about school life

II -News language:

1. Knowledge:

Lexical items: School, sports, and games, ect.



Pronunciation: /

/, /a:/



Grammar: Wh-questions: who, what, when, how, why...

Gerund and

to

- infinitive.

2. Skills:



Reading: Reading for exact information



Speaking: Making questions and responses in small talks



Listening: - Listening to small talks and numbering pictures

- Completing a dialogue.



Writing: Filling in a form

3. Education: to help students speak about school life

III - Dividing time: ( 5 periods)

1. Reading

2. Speaking

3. Listening

4. Writing

5. Language focus

IV -Teaching aids needed:

1. Teacher: book, lesson plan, radio, record, pictures about people, ect.

2. Students: book, notebook, ect

(Period 7)

Planning date: 20th September 2007 Teaching date: 21st September 2007

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Lesson 1: Reading

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to talk about their school and better

their reading comprehension skill by doing True or False exercise and Answering
question.

- Reading about schools and related problems
Lexical items: School, sports, games, ect.

Grammar: + Wh-questions: who, what, when, how, why...
+ Gerund and to- infinitive.

2. Skill: - Reading for exact information

3. Education aim: to help students speak about school life
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

( Oral test - Check students' Knowledges at the end of the lesson and mark them)

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Present a picture (two
students are in the school yard)

- Ask students to answer some

questions.

- Feedback and give suggested
answer.

---II -New lesson

.

* I think the most popular
topic students often talk about
is their school. Today we will
study a new lesson, school talk

1. Before you read

.

a) Ask students to work in pair
to ask and answer question,
using the cues below.

? When you meet your friends,
5'

- Close all the books

- Work in pairs to
answer

--- Open all the books
and notebooks.

- Work in pair to ask
and answer

- When I meet my

Questions:

1. Where are they?

2. Can you guess what they are talking
about?

3. Which topics do students often talk
about?

(Suggested answer:

1. They are in the schoolyard.

2. I think they are talking about sports and
games, entertainment, health problems,
hobbies, holidays, films, the weather, work
and study, the teachers, their friends, their
school, ect. 3. ...)

------

---1. Before you read

.

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which of the following topics
do you often talk about?

- Walk round and give any
necessary help.

b) Ask students to work in
groups to match the subject in
A with the information in B
Feedback and give answer:
(1.f/ 2.d/ 3.b/ 4.c/ 5.g/ 6.e/ 7.a)

---2. While you read

Set the scene

You are going to read three
talks given by a student, a
teacher and a student's father
about school. You read them
and do the tasks assigned.

a) Task 1

- Ask sts to skim the passages
to do the task 1 (There are
more words than the blanks)
- Feedback and give answer:

---b) Task 2:

- Ask students to work in pairs
- Encourage students to
discuss with their partners to
get the correct answers.

- Call some students speak out
the answers.

---c) Task 3:

- Ask students to work in
pairs to answer the questions.

- Walk round and give any
necessary help.

- Call some students speak out
the answers in front of the
class.

- Feedback and give correct
answer:

friends I often talk
about sports/...

- Work in groups to
match the subject in

A with the

information in B

--- Listen to the teacher

- Work individually
(skim the passages)
and fill each blank
with one of the words
in the box.

- Compare the answer
with a friend.

--- Work in pairs to
read the small talks

again and find out
whom.

- Discuss with their
partners to get the
correct answers.

--- Work in pairs to
read the small talks
more carefully again
and answer the
questions

- Compare their note
with a partner

A B

1. Biolog

a. Poem, novel, Nguyen Du

2. Math b. Newton, Olm

3. Physic

c. Chemicals, H2O

4. Chemi

stry

d. Number, minus, Pascal

5. Histor
y

e. Geology, climate

6. Geogra

phy

f. Animals, plants, DNA...

7. Vietna

mese
Literature

g. Revolution, The First
World War ...

---2. While you read

a) Task 1 -Gap-filling

(Answer:
1. enjoy
2. traffic
3. worry

4. Crowded language)

---b) Task 2 -Finding who ...

(Answer:

Miss Phuong 1, 4, 8
Phong 2, 3, 5, 6, 7
Mr. Hong Ha 9.)

---b) Task 3 –Answering questions

(Answer:

1. He studies at Chu Van An High School
2. He studies many subjects such as Math,

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---3. After you read

- Elicit how to do: Choose
one of the following topics and
talk about it for about 5
minutes.

- Walk round and give any
necessary help.

- Collect one student in each
groups speak out

- Give comment and may give
mark.

---III -Homework.

- Ask students to do exercises
in workbook (page: 10, 11)
Prepare for the next period:
Find out the common problems
at school and small talks at
school with friends

--- Work in groups

--- Take note

3. Because it is an international language.
4. She says that teaching is hard work, but

she enjoys it because she loves working
with children.

5. Because his son has to ride his bike in
narrow and crowded streets on the way
to school.)

---3. After you read

Unit 2:

School talk

Lesson 2: Speaking

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to use common expression in marking
small talks and start and close a conversation.

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Grammar: + Wh-questions: who, what, when, how, why...
+ Gerund and to- infinitive.

2. Skill: - Speaking: Making questions and responses in small talks

3. Education aim: to help students speak about school life

II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Rearranging

- Ask students to work in pair

- Give out 5 to 7 sentences
whose are not in good order.

- Ask students to rearranging
the words to make complete
sentences..

- Feedback, give the answers.

---II -New lesson

.

* Today we will practice
speaking conversation having

starting and closing sentences.

1. Presentation. (Task 1)

Ask students to look at task 1
in the book.

Have students work in pairs to
put the expressions which are
commonly used in making
small talks under appropriate

heading: Starting a

conversation and closing a
conversation.

- Feedback and give correct
answers.

-7'

10'

- Close all the
books

- Work in pair

- Speak again

--- Look at task 1
and work in pairs

---1. Has, nice, to you, talking, been, it, very
1. Weekend, did, nice, have, a, you?
2. Up, later, catch, you, with.

3. School, everything, how, at, is?
(Suggested answers:

1. It has been very nice talking to you.
2. Did you have a nice weekend?
3. Catch up with you later.
4. How is everything at school?)

---Task 1

(Suggested answers:

Starting

a conversation

Closing
a conversation

Good morning. Goodbye. See you
later

How is

everything at
school?

Well, it's been very
nice talking to you

Hello. How are
you?

Sorry. I've got to go.
Talk to you later.
Hi. How is

school?

Great. I'll see you
tomorrow.

Hello. What are
you doing?

Catch up with you
later

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---2. Practice

Task 2

- Keep students work in pair:
Rearrange the sentences to

make an appropriate

conversation.

- Go to different pairs and
offer help if necessary.

- Call on some pairs to
practice the conversation in
front of the class. T should
draw sts' attention to intonation

and stress beside

pronunciation.

- Comment on students'
performance give suggested
answers:

-Task 3

Ask students to keep on
working in pairs: Complete the
conversation with suitable
words, phrases or sentences in
the box.

- Walk round and give any
necessary help.

- Call on some pair to present
in front of the class

---

3. Further practice

- Ask students to work in pair
to make a small talk on the
topics (write on the board)
- Ask students to use the
starting and ending of a
conversation in front of the
class.

- Call on some pairs to act out
the conversations in front of

the class.

- Ask other students to
5'

10'

- Work in pairs
May study the
expression in task
1 again to have the
correct

rearrangement.

--- Work in pairs
- Speak out

---Choose another
partner to form a
new pair and then
make a small talk

Task 2

- Sentences rearrangement

(Suggested answers:

1. D 1. F 2. B 3.H
4. E 5. C 6. G 7.A

---Task 3 -Conversation completion

(Suggested answers:

A: Hello, Hoa. You don't look very happy.
What's the matter with you?

B: Hi, Nam. I feel tired. I've got a headache.
A: Sorry to hear that. You'd better go home
and have a rest.

B: Yes. That's a great idea. Goodbye, Nam.
A: See you later.)

---The weather

Last night's TV programs
Football

Plan for the next weekend
(Suggested answers:
A: Hi. How are you today?

B: Hi. I'm fine. Thank you. Did you watch
TV last night?

A: It's a pity. I had to finish my homework
last night. Is there anything interesting?
B: Yes. It's the first time a contestant could
answer 13 out of 15 questions in the game
show Who want to be millionaire. He is
very brilliant.

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comment on their
conversations.

- Feedback and give suggested
answers.

---III -Homework.

- Ask students to do exercises
in workbook (page: 14, 15)
Prepare for the next period:
Find out the common problems
at school.

--- Take note

early tomorrow so that I will be able to
watch the repeated broadcast at 8.p.m.

B: That's a good idea. I got to go now. See
you then.

A: Take care. Bye.)

---(Period 9)

Planning date: 25th September 2007 Teaching date: 26th September 2007

Unit 2:

School talk

Lesson 3: Listening

A - Preparation

I - Aims: - By the end of the lesson, students will be able to make a mini conversation about daily
topics such as study at school, weather and traveling...

Lexical items: Subjects, verbs, ect.

Grammar: + Wh-questions: who, what, when, how, why...
+ Gerund and to- infinitive.

2. Skill: Listening to mini conversation for specific information
3. Education aim: to help students speak about school life

II - Teaching aids needed:

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+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Conversation Build

- Give out some key words
from the conversations in the
last period.

- Ask students to work in
pairs and build a conversations
basing on the key words.

- Call on some pairs to
practice the conversation in
front of the class.

- Feedback and give correct
answers, may give mark.

---II -New lesson

.

* Today we learn unit 2 part C
listening.

1. Before you listen

Matching

Ask students to work in pairs
to match a question in A with a
response in B.

Call on some pairs to read
aloud the question and
response in front of the class.
- Feedback and give correct
answers

---2. While you listen

Task 1- Matching

- Ask students to learn four
pictures and guess what do
they show about.

- Ask students to listen to
small talks and match them
with the pictures.

- Have students compare their
answers with a friend.

10'

- Close all the
books

- Look through out
some key words
then work in pairs
to put them into
the conversation.
- Some pairs to

practice the

conversation in
front of the class.

--- Pair work

- Speak again

--- Learn four

pictures and guess

what do they show
about.

- Listen to small
talks and match
them with the
pictures.

Conversation Build

E.g.: Hi, ... How? ... fine ... nice
weekend? ...

Wonderful ... to ... the beach...

---1. Before you listen

(Answers keys:

1. c 2. e 3. a

4. b 5. d

---2. While you listen

Task 1- Matching

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- Play the tape several times if

necessary.

- Feedback and give correct
answer.

---Task 2 -Answering questions.

- Let students read the
questions carefully.

- Play the tape again and ask
students to listen and answer
the questions.

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

-Task 3

Conversation completion.

- Let students read the
conversation and encourage
them to guess the missing
words.

- Play the last conversation
again.

- Call on some pair to practise
the complete conversation.
Comment in sts' performance
and give correct answers

-3. After you listen

- Ask students to work in
groups of 3 or 4 and discuss
the problems they have
experienced at school.

- Suggest the common
problems at school

- Walk round and give any
necessary help.

10'

- Compare their
answers with a
friend

--- Read the

questions carefully.
- Listen and

answer the

questions.

- Work in pairs to
ask and answer.

--- Work in pairs
and study the
conversation.

- Listen and

complete the

conversation by
filling the missing
information

- Group work

---

Task 2 -Answering questions.

(* Keys:

1. She takes English.

2. She is in Miss Lan Phuong's class.
3. He is at a party.

4. He is going to stay there for a week
5. No, she doesn't. She travels alone.)

---Task 3 - Conversation completion.

(* Keys:

A: Hoa. How do you like (1) it here?

B: It's (2) very nice. The hotel is (3) big and
my room is (4) comfortable.

A: Are you (5) traveling with your friends?
B: (6) No. I'm traveling (7) alone.

A: Would you like to go somewhere (8) for
a drink?

B: That's great.)

---3. After you listen

The common problems at school: getting
bad marks, having difficulty in making
friends, coming to class late, be slow at
learning ...

(Suggested questions:

What problems have you got at school?
What is/ are the reason(s)?

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- Call on some pairs ask and
answer in front of the class

-III -Homework

- Ask students to do exercises
in workbook (page: 12, 13)
Prepare for the next period:

- Take note

---(Period 10)

Planning date: 26th September 2007 Teaching date: 27th September 2007

Unit 2:

School talk

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to fill some common forms such

as enrolment form, simple application form, library admission form, ... and use

useful words and structures in some certain forms.
Lexical items: Subjects, verbs, and connectors in writing a narrative, ect.
Grammar: + Wh-questions: who, what, when, how, why...

+ Gerund and to- infinitive
2. Skill: Writing Filling in a form

3. Education aim: to help students speak about school life
II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, ect.
+ Students: book, notebook, ect.

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Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Present some forms

Ask students to answers some
questions:

1. What are they?

2. When to fill in a form?
3. What sort of information do
you often have to provide
when you fill in a form?

---II -New lesson

.

* Today we learn how to write
a form.

1. Presentation.

Task 1 - Q & A

Ask students to work in pairs
and answer the following
questions:

Vocabulary pre-teach

- Present some new
vocabularies, write on the
board

- Read

---Task 2 -Matching

- Ask students to work in
pairs

- Call on some students to
give the answers in frond of

the class.

- Give suggested answers:

---10'

10'

- Close all the
books

- Answers the
teacher's questions.

---Work in pairs and

answer the

following
questions.

- Whole class
- Take note
- Repeat

--- Work in pairs to
match a line in A

with a question in

B.

- Compare their
answers with a
partner.

---(Suggested answers:
1. They are forms

2. Apply for jobs. / Opening accounts/
Sending or receiving money at the post
offices or banks/ Attending to a club/
Attending to a school...

3. First name, surname, address, age,
occupation, marital status, ect.)

Task 1- Q & A

(Suggested answers:

1. I have to fill in a form on occasions:

Apply for jobs. / Opening accounts/ Sending
or receiving money at the post offices or
banks/ Attending to a club/ Attending to a
school...

2. First name, surname, address, age,
occupation, marital status, ect.)

Vocabulary pre-teach

- Country of origin: Quê quán

- Present address: Địa chỉ chỗ ở hiện tại

- Marital status: Tình trạng hôn nhân

- Occupation: Nghề nghiệp

- Block capitals: Chữ viết hoa
- Applicable: Thích hợp, phù hợp.

---Task 2 - Matching

(Suggested answers:

1.First name -What's your first name?
2.Surname - What's your surname?
3.Date of birth -When were you born?
4.Country of origin -When were you

born?

5.Present address -Where are you living at
the moment?

6.Marital status -Are you married or
single?

7.Occupation -What do you do?)

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---3. Practice

Set the scene

As you know, forms ask you to
do certain things. And it is
important to understand what
they require you to do. Now
look at Task 3 and try to do
what you are required to do.

Task 3

- Go round the class and offer
help if necessary

- Further explain and translate
into Vietnamese if necessary

---Task 4

Instruct the task. Tell them to
work individually,

- Go round the class and offer
help if necessary. Encourage
students to finish the writing
under time pressure.

- Call on 2 students to fill in
the form on the board while
others doing the task in the
textbook.

- Tell students to look at the
board and comment on their
performance.

- Correct the form as the
whole class.

-3. Production

- Ask students to work in
pairs and carry out the
interview to fill in the form.
One student asks and other

answers.

10'

12'

- Individual work

- Compare their

answers with a
partner.

--- Study the form
carefully and fill in
the form using their
own information.
- Individual and
Pair work

--- Pair work and
whole class

Task 3

-Doing what forms ask

---Task 4 -Filling in the form

(Suggested answers:

THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM

PLEASE WRITE IN CAPITAL LETTERS

Mr./ Mrs./ Miss*

Surname: Ha

First name: Thi Hoa

Date of birth: August 1st, 1990

Nationality: Vietnamese

Languages: Vietnamese, English

Address in your country: 144, Truong
chinh, Quyet Tam, Son La.

Occupation: Student

Reason for learning English: Business/
Pleasure/ Exams/ Others*

How many hours a day do you want to
stay at the school? 4 hours

What date do you want to start?

September 6th, 2006.)

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--- Call on some pairs of
students to act out the
interview in front of the class
(may give mark)

-III -Homework.

1. Summary:

How to write a form?
- Retell.

2. Homework

- Ask students to rewrite task
4 at home

Prepare for the next period:
Revise + Wh-questions: who,
what, when, how, why...

+ Gerund and to- infinitive

--- Answer the
Teacher's question.

- Take note

---(Period 11)

Planning date: 30th September 2007 Teaching date: 1st October 2007

Unit 2:

School talk

Lesson 5: Language focus

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds /ʌ/ - / a: / and distinguish the use of gerund and to
-infinitive

Pronunciation: Identifying the sounds: /ʌ/ - / a: /
Grammar and vocabulary: - To help students revise:

+ Wh-questions: who, what, when, how, why...
+ Gerund and to- infinitive

2. Skill: Making questions, filling in the gaps

3. Education aim: To help students always to have to revise the using of grammar
II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students a form and

10' THE CHIENG SINH HIGH SCHOOL

PLEASE WRITE IN CAPITAL LETTERS

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ask them to fill it using their
own information.

- Ask some students to
write their answer on the
paper

---II -New lesson

.

* Today we learn part E

language focus in unit 1.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: Study - Task
* Today we will practise
Pronunciation the two

sounds /ʌ/ and / a:/.

- Demonstrate the sounds

/ʌ/ and / a:/ by pronouncing

them clearly and slowly.

- Help students to

distinguish these two sounds.

- Instruct the way to
pronounce:

/ʌ/: first practice the sound
/æ / then put your tongue
back a little.

/ʌ/: is a very short sound

/a:/: First pronounce the
sound /a/. Then put your
tongue down and back.
/a:/: is a long sound.

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
5'

- Close all the
books

- Individual work

--- Work in groups

- Whole class

--- Pair work.

Surname:...

First name: ...

Date of birth: ...

Nationality: ...

Address in your country: ...

Mother's name: ...

Mother's date of birth: ...

Mother's occupation: ...

Father's name: ...

Father's date of birth: ...

Father's occupation: ...

1. Pronunciation

.

Study - Task

/stʌdi/ - /ta:sk/

/

ʌ

/ - / a:/

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repeat the sounds clearly to
class.

- Ask students to work in
pairs and practice the
sentences.

- Ask students to find out
which words contain sound
/ʌ/ or / a:/

- Introduce peer correction.

- Go round the class and
provide help if necessary.

---2.Grammar & vocabulary

a) Exercise 1

- Ask students to work in
pairs and make questions for
responses.

- Ask students to compare
the answers with a friend.
- Call on some pairs to read
the questions and responses
aloud in front of the class.
- Give suggested answers:

---b) Exercise 2

* Presentation:

Distinguish the To- infinitive

and -ing form.

* The To- infinitive and –
ing never mean the same
when we use after these
verbs: remember, forget,
regret, try, and stop.

- Remember +
To-infinitive: refers to an action
in the future.

- Remember + _ing: refers
to an action in the past.

- Forget + To- infinitive:
refers to future actions.

- Forget + _ing: refers to
the past.

10'

--- Work in pairs to
make the questions

then answers

them.

--- Whole class

- Take note

/

ʌ

/

/ a:/

1. love, much
2. cousin, lovely
3. sunny, lunch

4. under
6. lunch

3. last
4. are, stars

5. Martha, Charles,
are, dancing, dark
6. garden

---2. Grammar and vocabulary

Exercise 1

(Suggested answers:

1. When did you come back from
Ho Chi Minh City?

1. How long did you stay there?
2. Who did you come with?
3. Where did you live?

4. Why do you learn English?
5. What time is it?

6. How many children have they got?)

---Exercise 2

-Gerunds and To-infinitive

* Gerunds:

-

Common verbs followed by gerunds: like,
love, enjoy, finish, keep, mind, postpone,
suggest, consider, practice, ect.

E.g.: We practice doing some memory

exercises.

- Common expressions with go + ing: go
camping, go shopping, and go fishing, ect.

E.g.: What time do you often go shopping on

Sunday?

-

Preposition + gerund: interested in, think
about, talk about, instead of, apologizes for,
ect.

* To- infinitive:

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- Regret + To- infinitive:
refers to the future or
present.

- Regret + _ing: refers to

present or past.

- Stop + To- infinitive:
refers to a purpose.

- Stop + _ing: is the object
of the verb.

---* Practice:

- Ask students to read the
letter carefully and fill in
each blank with an –ing and

to- infinitive form of the verb

in brackets.

- Walk round and give any
necessary help.

- Call on some students to
read aloud their sentences to
class.

- Feedback and give
suggested answers:

---c) Exercise 3

- Ask students to work in
pairs and complete the
sentences using an –ing or

to-infinitive form of the verbs

in the box..

- Walk round and give any
necessary help.

- Ask students to compare
the answers with a friend.
- Call on students to read the
completed sentences aloud in
front of the class.

- Give correct answers:

III -Homework.

1. Summary:

- Retell the Pronunciation the
two sounds /ʌ/ and / a:/.

--- Work

individually scan
the passage and

complete the

blanks in the
passage

- Compare their
answers with a
partner.

Work individually

- Work in pair

- Compare their
answers with a
partner.

--- Help teacher to
summarize.

- Common verbs +Object + To- infinitive:
want, ask, advise, tell, request, order, ect.

* The To- infinitive and –ing never mean the
same when we use after these verbs:

remember, forget, regret, try, and stop.

---(Suggested answers:

1. To hear 2. going
3. remembering 4. doing
5. worrying 6. to pay
7. to go 8. visiting
9. seeing 10. hearing

---Exercise 3

(Suggested answers:
to go

waiting

having
to find
living
making
to call
to lend
talking
to post

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--- Retell the using of –ing or

to-infinitive form of the

verbs.

2. -Homework

- Ask students to do
exercises in workbook (page
6, 7)

Prepare for the next period:
what you talk about when
you meet your friends?

- Take note

Unit3:

people

'

s background

I - Expressions: To talk about people's background.

II -News language:

1. Knowledge:



Lexical items: School, sports, and games, ect.



Pronunciation: /e/, /

æ

/



Grammar: The past perfect

The past perfect vs.

The past simple

2. Skills:



Reading: Vocabulary comprehension: matching.

Deciding on True or False statement.

Passage comprehension.



Speaking: Asking and answering questions about people's background.

Role-playing.



Listening: Deciding on True or False statement.

Gap-filling.



Writing: Writing about people's background.

3. Education: to help students have more knowledge about people's background.

III - Dividing time: (5 periods)

6. Reading

7. Speaking

8. Listening

9. Writing

10.Language focus

IV -Teaching aids needed:

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(Period 12)

Planning date: 2nd October 2007 Teaching date: 3rd October 2007

Unit 3:

people

'

s background

Lesson 1: Reading

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to:

+ Read better through Matching and True or False exercises.

+ Improve background knowledge about famous scientists especially about Marie
Curie.

- Lexical items: nouns and verbs about background, ect.
- Grammar: + The past perfect

+ The past perfect vs.
+ The past simple

2. Skill: - Reading for general ideas and specific information

3. Education aim: to help students have more knowledge about famous scientists especially about Marie
Curie.

II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

(Oral test - Check students' Knowledges at the end of the lesson and mark them)

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students worksheets
- Ask students to match the
people with their job.

Feedback and give suggested
answer.

- Close all the books

- Work in pairs to
answer

Questions: Match the people with their

job.

A B

1. Jackie Chan a) Writer
2. Marie Curie b) Singer
3. Hong Nhung c) teacher

4. Mr Manh d) actor

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---II -New lesson

.

* One of the most female
scientists in the world is
Marie Curie. Today we will
read about Marie Curie's
background.

1. Before you read

.

a) Ask students to work in
pair to ask and answer
question,

? Can you name some
scientists and their
specializations?

Have you ever heard of

Marie Curie?

What do you know about
her?

b) Vocabulary pre-teaches.
Firstly, let's have a quick
look at some new words and
phrases that you will come
across in the passage.

Present some new

vocabularies, write on the
board

Read

---2. While you read

Set the scene

You are going to read about
Marie Curie's background.
You read them and do the
tasks assigned.

a) Task 1

- Ask sts to skim the
passages to do the task 1
- Feedback and give answer:

10'

--- Open all the books
and notebooks.

- Work in pair to
ask and answer

- Have a quick look
at some new words
and phrases

- Whole class
- Take note
- Repeat

--- Listen to the
teacher

- Work

individually (skim
the passages) and
match the words or
phrases in A with
their meanings in B.
- Compare the
answer with a
friend.

Dickens

(Answer: 1. a -2. e -3. b -4. c -5. d)

------

---Unit 3:

people's background

Lesson 1: Reading

1. Before you read

.

(Suggested answer: Marie Curie is the world
famous scientist. She made great
contributions to the world's science.)

Vocabulary pre-teach

- General education (n): Giáo dục phổ
thông

- Brilliant (a): Clever, quick at learning

Mature (a): Trëng thµnh

- Harbour the dream of: nuôi ớc mơ trë
thµnh...

- Private tutor:

- Flying colors: tốt nghiệp đại học loại u.
- PhD: Doctor of philosophy -tiến sĩ

- Tragic death: die painfully, tragically -cái
chết đau khổ.

- To be awarded: to be presented with -đợc
trao cái gì.

- Atomic weight of radium: trọng lợng
nguyên tử.

- Humanitarian: mong mun nhõn o.

---2. While you read

a) Task 1 -Matching

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---b) Task 2:

- Ask students to work

individually.

- Encourage students to
discuss with their partners to
get the correct answers.
- Call some students speak
out the answers.

? Why is it true/ false?

? Can you give me the
information in the passage?
- Feedback and give answer:

---c) Task 3:

- Ask students to work in
pairs to answer the questions.

- Walk round and give any
necessary help.

- Call some students speak
out the answers in front of
the class.

- Feedback and give correct
answer:

---3. After you read

- Elicit how to do: make
sure students understand all
the adjectives in the book.

- Further explain if
necessary

- Instruct the task: Above
are five adjectives we may
use to describe Marie Curie.
Find the evidence from the
passage to prove each of
them.

- Walk round and give any
necessary help.

- Collect one student in
5'

--- Work

individually to read
the passage again
and decide whether
the statements are
true (T) or false (F).
- Discuss with their
partners to get the
correct answers.

--- Work in pairs to
read the small talks
more carefully
again and answer
the questions

- Compare their
note with a partner

--- Work in groups
and highlight or
underline the
evidence that they
find in the passage.

---b) Task 2 -True or False

(Answer:
1. T

2. F (Her dream was to become a
scientist)

3. T

4. F (She married Pierre Curie in 1895)
5. T )

---b) Task 3 –Answering questions

(Answer:

1.Marie Curie was born in Warsaw on
November 7th, 1867.

2. She was a brilliant and mature student.
3. She worked as a private tutor to save
money for a study tour abroad.

4. She was awarded a Nobel Prize in
Chemistry for determining weight of
radium.

5. No, it wasn't. Her real joy was “easing
human suffering”.)

---3. After you read

1. Summary

? Can you tell me some thing

about Marie Curie?

2. Homework

- Ask students to do
exercises in workbook (page:
17, 18)

Prepare for the next period:
describe about someone's
background.

--- Answer

- Take note

Intelligent: As a brilliant student, ...

Humane: She had a humanitarian wish that
ease human suffering.)

---(Period 13)

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Unit 3:

people

'

s background

Lesson 2: Speaking

A - Preparation
I - Aims:

1. Knowledge:

- By the end

of the lesson, students will be able to talk about their own background
and know how to ask for other people's background.

- Asking and answering questions about people's background.
- Role-playing.

Lexical items: nouns and verbs about background, ect.
Grammar: + The past perfect

+ The past perfect vs.
+ The past simple

2. Skill: speak about someone's background.

3. Education aim: to help students to talk about the school life

II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Rearranging

- Ask students to work in pair

- Give out some words whose
are not in good order.

- Ask students to rearranging
the words to make complete
sentences.

- Feedback, give the answers.
Where can we get information
of one famous person?

---II -New lesson

.

* Today we will practice
speaking conducting an
interview.

1. Presentation. (Task 1)

Ask students to look at task 1

in the book.

Explicit the term “background”
7'

10'

- Close all the
books

- Work in pair

- Speak again

- Answer

---Whole class

4. Born, Marie Curie, November 7th, Warsaw,
in, was, on, 1867

(Suggested answers:

5. Marie Curie was born in Warsaw on
November 7th 1867,)

(Suggested answers: in book, magazines, and
newspapers, from an interview.

---Task 1

(Suggested answers:
+ Family

+ Education
+ Experience)

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Have students work in pairs
and decided which items and
choose the appropriate ones.
Ask students to discuss the
questions that can be used to
get information for each item.
Call on some students to give
questions for each item.

- Feedback and give correct
answers.

-2. Practice

Task 2

Set the scene: Imagine you
are a journalist. Use the cues

below to interview a classmate
about his/ her background or
that of a person he/ she know
well. Change the role when
you have finished.

- Give students the interview
form or ask students to draw a
form by themselves.

- Go to different pairs and
offer help if necessary.

- Comment on students'
performance give suggested
answers:

-3. Production

Task 3

Ask students to work in groups
to talk about the person they
have known through interview.
Walk round and give any
necessary help.

- Call on some student to

give small talk in front of the
class

15'

10'

- Look at task 1
and work in pairs

--- Work in pairs
May study the
expression in
task 1 again to
have the correct
rearrangement.

--- Work in groups
- Speak out

How many people are there in your family?
What does your father do?

+ Education:

Where did you study at high school?

What subjects do you like best?
What degree do you have?
+ Experience:

How long have you worked as a doctor/
teacher?

What experience do you have?)

---Task 2

(Suggested answers:
Interview form

Order Items
Infor--mation
1 Greeting: Good morning!

2 Date of birth:

When were you born?
3 Place of birth:

Where were you born?
4 Home: Where do you live?
5 Parents: Can you tell me

about your parents?

6 Brothers: How many brothers/
sisters have you got?

7 Primary school: What's the
name of your primary school/
secondary school?

8 Schoolwork: Have you ever
been a leader of...?

9 Favorite subjects:

What subjects do you like
best?

10 Experience:

How do you work at school?
11 Thanking:

Thank you very much!

Task 3

-(Suggested answers:

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- Comment on sts'
performance and make
necessary corrections.

-III. Homework - summary

- Ask students to do exercises
in workbook (page: 21, 22)
Prepare for the next period:

--- Take note

1991in Sonla. There are five people in her
family....)

Prepare for the next period: Olympic

Champions

(Period 14)

Planning date: 7th October 2007 Teaching date: 8th October 2007

Unit 3:

people

'

s background

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A - Preparation

I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to make a mini conversation about

daily topics such as study at school, weather and traveling...

- Listening to mini conversation for specific information
Lexical items: Subjects, verbs, ect.

Grammar: + The past perfect

+ The past perfect vs.
+ The past simple

2. Skill: speak about someone's background.

3. Education aim: to help students have more knowledge about famous scientists especially about Olympic
Champions

II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Conversation Build

- Ask students to work in
pairs and talk about Olympic
and Olympic Champions.

- Call on some pairs to speak
in front of the class.

- Gather ideas that students
discuss and give some
background information about

Olympic and Olympic

Champions

---II -New lesson

.

* Today we learn unit 2 part C
listening.

1. Before you listen

Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new

10'

- Close all the
books

- Some pairs to
practice in front of
the class.

--- Open all the

books and

notebooks.

- Have a quick
look at some new
words and phrases

(Answers keys:

What do you know about Olympic?
Do you know any Olympic Champions?
What do you want to know about an
Olympic Champion? Do you want to know
about his/ her family/ background/ career

success/ medals?)

---1. Before you listen

Vocabulary pre-teach

- Diploma (n): Chứng chỉ văn bằng.

- Certificate (n): GiÊy chøng nhËn nh giÊy
chøng sinh

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vocabularies, write on the
board

Read

---2. While you listen

Set the scene: Sally has been
the Olympic Champion. You
are going to listen to a
conversation between her Bob
and do the task followed.

Task 1-

Ask students to listen to small
talks and decided whether the

statements are true or false.

- Play the tape several times if
necessary.

- Have students compare their
answers with a friend.

- Feedback and give correct
answer.

---Task 2 -Gap filling.

- Let students read the
sentences carefully and try to
guess the missing words in the
blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

-3. After you listen

- Give students the outline of
Sally's background:

- Ask students to work in
10'

10'

- Whole class
- Take note
- Repeat

--- Work

individually

- Listen to a
conversation

- Compare their
answers with a
friend

---Read the sentences
carefully.

- Listen and
answer.

- Group work

th¹c sÜ...

- Sports teacher: GV d¹y thĨ dơc

---2. While you listen

Task 1-

(* Keys: 1.T
2. T
3. F
4. T
5. F )

Task 2 -Gap filling.

(* Keys:

6. General education.

7. lives/ family.

8. different/ swimming

9. love stories

10. teacher's diploma.)

---3. After you listen

- Outline of Sally's background:

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groups of 3 or 4 and base on
these guidelines to make a
short talk about Sally.

- Walk round and give any
necessary help.

- Call on some to give the

talk in front of the class

-III -Homework

- Ask students to do exercises
in workbook (page: 19, 20)
Prepare for the next period:
Writing a C.V about people's
background

--- Take note

---(Period 15)

Planning date: 8th October 2007 Teaching date: 9th October 2007

Unit 3:

people

'

s background

Lesson 4: Writing

A - Preparation

I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write a simple C.V; And get to
know the format, layout and essential information of a C.V

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2. Skill: - Writing a C.V about people's background.

3. Education aim: to help students have more knowledge about people's background.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, and some C. V samples, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Present some paper sheets
Ask students to match A with
B.
(Suggested answers:
1.
e
2.
f
3.
a
4.
b

5.
c
6.
d
7. g

---II -New lesson

.

* Today we learn how to write
a simple C.V.

1. Task 1

* Presentation.

Implicit the elements of a C.V
by asking students to read Mr.
Brown's C.V.

Ask students to find the
elements of a C.V

Introduce find the elements of
a C.V

*

Practice

- Ask students to work
independently and write a
paragraph about Mr. Brown,
using the cues

- Go round the class and offer
help if necessary

Ask students to check whether
10'

10'

- Close all the
books

- Answers the
teacher's questions.

--- Whole class
- Read Mr. Brown's
C.V. and find the
elements of a C.V
- Take note

Work

independently and
write a paragraph
about Mr. Brown

Compare their
answers with a
partner.

match A with B.

---1. Task 1

* Presentation.

A C. V normally consists of following
items:

Personal information/ data:
Education:

Previous jobs:
Interests:

* Practice

(Suggested answers:Mr. Brown was born on

12th November 1969 in Boston. He went to
Kensington High school and passed the
exams in English, French and Mathematics.
He worked in a travel agency from June
1991 to December 1998. And from 1999 to

2002, he worked as a hotel telephonist. He
likes music and dancing.)

A B

1. Name
2. Date of birth
3. Place of birth
4. School
5. attended
6. Exams passed
7. Previous jobs
8. Interests

a) Boston

b) Kensington High
school

c) English, French,
Math

d) Tourist guide
e) David Brown
f) 12/11/69

g) Music and

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the information about Mr.
Brown is correct or not.

---2. Task 2

- Ask students to work in
pairs and ask the partner for
the information about his or
her parent and complete the
form

- Go round the class and offer
help if necessary

-3. Task 3

- Ask students to work
independently

- Call on some students to
give the answers in front of
the class. (May give mark)

-III -Homework.

1. Summary:

How to write a C.V?
- Retell.

2. Homework

- Ask students to rewrite task
3 at home

Prepare for the next period:
Revise + The past perfect
+ The past perfect vs.
+ The past simple

--- Work in pairs to
match a line in A

with a question in

B.

- Compare their
answers with a

partner.

--- Individual work

- Compare their

answers with a
partner.

--- Answer the
Teacher's question.

- Take note

---2. Task 2

---3. Task 3

---+ The past perfect
+ The past perfect vs.
+ The past simple

(Period 16)

Planning date: 9th October 2007 Teaching date: 10th October 2007

Unit 3:

people

'

s background

Lesson 5: Language focus

A - Preparation

1 - Aims: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds /e/, /

æ

/ and distinguish the past perfect tense.

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+ The past simple + The past perfect + The past perfect vs.
4. Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students a table
containing 10 verbs and ask
them to complete

- Ask some students to write
their answer on the paper

- The group, which completes
the table first and has more

correct verbs, be the winner.

---II -New lesson

.

* Today we learn part E
language focus in unit 3.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: met - mat

* Today we will practise
Pronunciation the two sounds

/e/ and /

æ

/

- Demonstrate the sounds /e/
and

/

æ

/

by pronouncing them
clearly and slowly.

- Help students to distinguish
these two sounds.

---b)Practice 1

- Read and ask students to

repeat.

- Call on some students to
repeat the sounds clearly to
class.

- Ask students to work in
pairs and practice the
sentences.

- Ask students to find out
5'

- Close all the
books

- Group work

--- Whole class

--- Pair work.

V- infinitive Past form PII

Take Took taken

meet met met

leave left left
break broke broken

come came come

go went gone

get got gotten

be Was/ were been

do did done

see saw seen

---1. Pronunciation

.

met - mat

/

e

/ - /

æ

/

---(Suggested answers:

/

e

/

/ æ /

5. pen

6. sent, Helen
7. said,very,
then

8. ten, shelf

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which words contain sound /e/
or /

æ

- Introduce peer correction.

- Go round the class and
provide help if necessary.

---2. Grammar & vocabulary

a) Exercise 1

* Presentation:

Distinguish the past perfect
tense form, and usage.

Use: The past perfect tense
can be used to describe: an

action before a point of time in
the past; an action that had
happened before another past
action.

---* Practice:

- Ask students to do exercise
1: Use the verbs in brackets in
the past perfect tense.

- Walk round and give any
necessary help.

- Call on some students to
read aloud their sentences to
class.

- Feedback and give
suggested answers:

---b) Exercise 2

*

Presentation:

Identify the past simple tense
and the past perfect tense.
Demonstrate the point by

analyzing the example:

Ask students to identify which
action happened first.

---* Practice:

5'
8'
5'

--- Whole class

---Individual work

Compare their
answers with a
partner.

--- Whole class

- Take note

-5. Ben, bench
6. never, get, French

6. Ann, bad, mark

---2. Grammar and vocabulary

Exercise 1

Review the past perfect tense
Form:

(+) S + had + PII + O

(-) S + had not (hadn't) + PII + O
(?) Had + S + PII + O? - Yes, S + had
- No, S hadn't

Use:

Eg1: I had done all my homework before 5
p.m last night.

Eg2: I had done all my homework before I
watch TV.

---(Suggested answers:

1. had broken
2. had done
3. had met
4. hadn't turned
5. had ever seen

6. had been
7. had left
8. had moved
9. hadn't seen
10. had broken in)

---Exercise 2

E.g.: She (watch) TV after she (do) all her
homework.

* We use the past perfect tense for the action
happened first and the past simple tense for
the latter action.

E.g.: She watched TV after she had done all
her homework.

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- Ask students to do exercise
2: Use the verbs in brackets in
the past perfect tense or the
past simple tense.

- Walk round and give any
necessary help.

- Have students compare their
answers with a friend.

- Call on some students to
read aloud their sentences to
class.

Feedback and give suggested
answers:

---c) Exercise 3

- Tell students to read the story
carefully and ask them some
questions about the story to
make sure that students have
general understanding:

- Ask students to work in pairs
and find five mistakes in the
use of tenses in the story.
- Walk round and give any
necessary help.

- Ask students to compare the
answers with other pairs.

- Call on students to read the
correct sentences aloud in front
of the class.

- Give correct answers:

---III -Homework.

1. Summary:

- Retell the Pronunciation the
two sounds /ʌ/ and / a:/.
- Retell the using of –ing or

to-infinitive form of the verbs.

2. -Homework

- Ask students to do exercises
in workbook (page 6, 7)
Prepare for the next period:

Individual work

Compare their
answers with a
partner.

--- Pair Work

- Compare their
answers with a
partner.

--- Help teacher to
summarize.

1. had just finished/ came
2. had seldom traveled/ Went
3. went/ Had already taken
4. Did you manage/ had he gone
5. had just got/ phoned

---Exercise 3

What is the story about?
Who are in the story?...

(Suggested answers:

Sentence Mistake Correction
1 Had climbed climbed
3 Had turned turned
5 Had called called
7 Had heard heard

9 went Had already gone

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---what you talk about when you
meet your friends?

- Take note

(Period 17)

Planning date: 14th October 2007 Teaching date: 15th October 2007

Test yourself a

A - Preparation
I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.
- Grammar: + The past perfect

+ The past perfect vs.
+ The past simple...

2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

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Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Greet

---II -New lesson

.

* Today we will do the first test
yourself

1. Listening

- Let students read the table
carefully and try to guess the
missing words in the blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to

keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

---2. Reading

Set the scene

You are going to read the
passage and choose one
appropriate phrase in the box
for each blank. There are more
phrases than needed.

- Ask sts to skim the passages
to do the task

- Feedback and give answer:

---3. Grammar

- Ask students to do exercise
Use the verbs in brackets in the
correct form tense.

- Walk round and give any
necessary help.

- Have students compare their
answers with a friend.

- Call on some students to
read aloud their sentences to

2'
10'
7'
8'
Reply

--- Open all the books
and notebooks.
- Ad the sentences
carefully.

- Listen and answer.

--- Listen to the teacher

- Work individually
(skim the passages).

- Compare the answer
with a friend.

---Work individually

Compare their

answers with a
partner.

------

---Test yourself

1. Listening

(Suggested answer:

1. 15, January 1929

2. in 1951

3. for 4 years

4. he met

5. they got married

6. a minister at

7. the black freedom movement

8. heard his speech at the

9. in 1964

10.4, April 1968

---2. Reading

(Answer:
1. f
2. c
3. a
4. d )

---3. Grammar

(Suggested answers:

1. to apply 1. am

2. attended 3. passed

4. got 5. can

6. reading 7. know

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class.

Feedback and give suggested
answers:

---4. Writing

- Ask students to work
independently and write a
reply letter

- Walk round and give any
necessary help.

- Collect one student in each
groups speak out

- Give comment and may give
mark.

---III. Homework - summary

1. Summary

? Can you tell me how to write

a reply letter?

2. Homework

- Ask students to redo
exercises

Prepare for the test

15'

---Work independently
and write a paragraph
about Mr. Brown

Compare their

answers with a
partner.

--- Answer

- Take note

---4. Writing

(Suggested answers

Son la, Vietnam
Dear Sally,

I am very delighted to be your pen friend.
I am 16 years old and I am only 1.50
meters tall. I have got dark, short hair
and black eyes. I live in Sonla with my
parents and elder sister. She is a student
at To Hieu high school.

I am a student at Chieng sinh high
school. It is small school in Sonla. There
are about one thousand and forty sts and
seventy teachers in my school. I study
many subjects: English, Chemistry,
physics, Maths, History ... I like English
most because I want to sing English
songs. I go to school in the afternoon and
have five periods every day from 13: 00
to 5: 10. In the morning I study at home
and help my parents with the housework.
I'm looking forward to hear from you
soon.

Give my best wishes to your parents and
two sisters.

Yours,
Phong

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---(Period 18)

Planning date: 15th October 2007 Teaching date: 16th October 2007

WRITTEN TEST. (45ms)

A - Preparation
I -Aims:

1. Knowledge: To check students Knowledges

- Lexical items: Sts use the taught words and phrases to do the test

- Grammar: + Wh-questions: who, what, when, how, why...

+ Gerund and to- infinitive
+ The past perfect

+ The past perfect vs.
+ The past simple
- Pronunciation: / i/, /i:/, /a:/, / /

2. Skill: Sts have tobe skillful at doing the test

3. Education aim: Create sts' solemnest, honestness in doing the test.
II. Teaching aids needed:

+ Teacher: Copy for all sts Hand out the tests, supervise sts during the time doing the test.
+ Students: book, notebook, ect.

B/ QUESTION, ANSWERS AND LEVEL MARK.

I - Odd one out:(1ms)

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* a- men b- bed c- pen d- prepare
* a- father b- target c- marvelous d- sand

II- Choose the best answer: (2,5ms)

(0.25) * We usually .... to school by bus.

A- goes B- go C- went D- had gone.
* The boy ... his bicycle to the countryside at weekends.

A- drives B- rides C- works D- carries

* The children ... football in the field every afternoon but yesterday they ... basketball instead.
A- played ... played B- played ... play C- play ... played D- played ... had played
* There ... fifty pupils in our class.

A- are B- is C - were D -had been
* We ... lunch when they came.

A- had finished B- finished C- has finished D- finish
* ... Subjects do you like best?

A- who B- when C- where D- what
* I like ... football.

A- playing B- to play C- played D- had played
* As soon as he ... the driving test, he bought a motorbike.

A- had passed B-passes C- was passing D- will pass
* .... Is Tam now? -He is in the classroom.

A- who B- where C- when D- what
* Mrs. Kent is ... doing the same thing every day.

A- hate B- fed up with C- bored D- love

III- Read the following passage then answers the questions below: (2,5ms)

Ernest Miller Hemingway was born in 1899. His father was a doctor and he was the second of six
children. In 1918 he went to work as a driver on the Italian Front where he was badly wounded. He
returned to America in 1919 and married in 1921. He began his writing career in 1922 and settle in Paris in
the same year. In this city he met many of his old friends who often encouraged him in his career.

(0.5)* When was he born? - Ernest Miller Hemingway was born in 1899
* What did his father do? - His father was a doctor

* How many people were there in his family? -There are 8 people in his family

* What did he do in 1918? - In 1918 he went to work as a driver on the Italian Front where he was badly
wounded

* When did he begin his writing career? - He began his writing career in 1922

IV- Read the following passage then fill the gaps with the suggested words below: (2,5ms)

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the cyclo and then take her to the shop in Tran Hung Dao street. At about ten thirty, I ride toward Nguyen
Thi Minh Khai School. There I park my cyclo, chat with my friends and wait for my thirst passengers.
They are two school ... (7) ..., a girl and a boy. I ... (8) ... them home. At twelve, I ... (9) ... lunch at a food
stall near Ben Thanh market. After lunch, I ... (10) ... my cyclo under a tree, take a short rest and then
continue my afternoon's work.

1. A- teacher B- cyclo C- worker D- pilot (0.25)

2. A- have B- give C- take D- get

3. A-give B- make C- get D- wake

4. A- finish B- stop C- open D-start
5. A- Passenger B- guess C- friend D- fellow
6. A-fellow B- guess C- friend D- Passenger
7. A- teachers B- pupils C- doctors D- drivers
8. A- give B- leave C- take D- carry
9. A- eat B- do C- make D- have

10. A-park B- stop C- go D-ride

IV- Write something about you: (1,5ms) (about 100 words)

...
...
...

...
...

...
...
II/ Handing in papers:

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Unit 4:

Special education

I - Expressions:

II -News language:

1. Knowledges:



Lexical items: School, disabled, ect.



Pronunciation: /

ɔ:

/, /

/



Grammar: The + adjective

Used to + infinitive

Which as a connector

2. Skills:



Reading: Vocabulary comprehension: matching.

Extensive reading: multiple-choice questions.

Intensive reading: gap-fill.



Speaking: Making an interview: matching.

Making an interview and reporting on results



Listening: - Monologue: Deciding on True or False statements.

Gap-filling.



Writing: Writing a letter complaint.

3. Education: to help students have more knowledge about people who are disabled.

III - Dividing time: (5 periods)

11. Reading

12.Speaking

13.Listening

14.Writing

15.Language focus

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4. Teacher: book, lesson plan, radio, record, pictures about people who are disabled, ect.

5. Students: book, notebook, ect

(Period 19)

Planning date: 16th October 2007 Teaching date: 17th October2007

Unit 4:

Special education

Lesson 1: Reading

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to understand the term

special

education and talk about it through Matching and Multiple Choice exercise.

- Lexical items: School, disabled, ect
- Grammar: + The + adjective

+ Used to + infinitive
+ Which as a connector
2. Skill: - Reading about special education

3. Education aim: to help students have more knowledge about people who are disabled.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, Pictures about special
classes and Braille Alphabet, ect.

+ Students: book, notebook, ect.

B -

Procedure

.

(Oral test - Check students' Knowledges at the end of the lesson and mark them)

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- What did you do this
morning?

- Ask students to answer
- Feedback and write answer
on the board.

---II -New lesson

.

* You can do many things as
read, listen, speak, ect but
some people can't they are
disabled. Today we will read

- Close all the books

- Work in pairs to
answer

---Questions:
(Answer:

I did my homework
I went to school
I went shopping...

------

---Unit 4:

Special education

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about a special class.

1. Before you read

.

a) Ask students to work in pair

to ask and answer question,
? Can you name some
activities that would be
difficult for blind and deaf
people?

? Look at the Braille Alphabet.
Then work out the message
that follows

b) Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new
vocabularies, write on the
board

- Read

---2. While you read

Set the scene

You are going to read about a
special class. You read them
and do the tasks assigned.

a) Task 1

- Ask sts to skim the passages
to do the task 1

- Feedback and give answer:

---b) Task 2:

- Ask students to work
individually.

- Encourage students to
discuss with their partners to
get the correct answers.

- Call some students speak out
the answers.

? Can you give me the
information in the passage?
- Feedback and give answer:

15'

- Open all the books
and notebooks.

- Work in pair to ask
and answer

- Have a quick look at
some new words and
phrases

- Whole class
- Take note
- Repeat

--- Listen to the teacher

- Work individually
(skim the passages)
and match the words
or phrases in A with
their definitions in B.
- Compare the answer
with a friend.

--- Work individually
to read the passage

again and complete
the letter A, B, C or
D.

- Discuss with their
partners to get the
correct answers.

1. Before you read

.

(Suggested answer:

It is difficult for the blind to read book/
watch TV...

It is difficult for the deaf to listen to the
radio/ watch TV...)

We are the world

Vocabulary pre-teach

- Special education (n): Giáo dục đặc biệt
- Blind (a):

- Dumb (a): câm

- Deaf (a): điếc

- Proper schooling (n): học hành đầy đủ

- Opposition (n): ý kiến phn i

- Make effort (v): nỗ lực, cố gắng

- To be proud of (adj): tù hµo

---2. While you read

a) Task 1 -Matching

(Answer:

5. c : tµn tËt

6. e : chËm ph¸t triĨn trÝ t
7. a : tèn nhiỊu thêi gian
8. b : thuyÕt minh
9. d. : dÇn dÇn)

---b) Task 2 -Multiple Choice

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---3. After you read

- Ask students to work in
pairs and read the summary of

the passage carefully.

- Encourage students to guess
the missing words.

- Walk round and give any
necessary help.

- Collect one student speak
out

- Give comment and may give
mark

---III. Homework - summary

1. Summary

? Can you tell me some thing

about special class?

2. Homework

- Ask students to do exercises
in workbook (page: 23)
Prepare for the next period:
describe about the
lower-secondary school.

10'

--- Work in pairs and
complete the passage.

--- Answer

- Take note

---3. After you read

(Suggested answer:

1. disabled 2. read
3. write 4. efforts

5. opposition 6. time- consuming
7. Math 8. arms

9. fingers 10. proud

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---(Period 20)

Planning date: 20th October 2007 Teaching date: 21st October 2007

Unit 4:

Special education

Lesson 2: Speaking

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to talk about school life a student and

actively engage in an interview.

- Asking and answering questions about school life.
Lexical items: school life, ect.

Grammar: + The + adjective

+ Used to + infinitive
2. Skill: talk about school life.

3. Education aim: to help students have more knowledge school life.

II - Teaching aids needed:

+ Teacher: book, lesson plan, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Write new words of the last

lesson?

- Ask a student to rewrite on the
board and others write in their
paper

- Feedback, give the answers.

---II -New lesson

.

* Today we will practice speaking
about school life

1. Presentation. (Task 1)

Ask students to look at task 1 in
the book.

Ask students to study the questions
in the interview carefully.

Give students tips by asking them
to read the answers before

10'

- Close all the books

- Work individually

- Answer

---Work individually
and fill in the blanks
with the right
questions.

(Suggested answers:

- Special education (n): Giáo dục đặc
biệt

- Blind (a): Clever, quick at learning

- Dumb (a): câm

- Deaf (a): điếc

- Proper schooling (n): học hành đầy
đủ

- Opposition (n): ý kiến phản i

- Make effort (v): nỗ lực, cố gắng

- To be proud of (adj): tù hµo

---Task 1

(Suggested answers:
A- 4

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deciding the best question in the
blanks.

Call on some students explains
their answers.

- Feedback and give correct
answers.

---2. Practice

Task 2

Set the scene: Interview your
partner using the questions in task
1.

- Ask students to work in pairs
and carry out the interview, using
the question in Task 1.

- Go to different pairs and offer

help if necessary.

- Comment on students'

performance give suggested
answers

---3. Production

Task 3

- Call on some student to use the
information in the interview to
make a mini-presentation about
his/ her partner in front of the class

- Comment on sts' performance
and make necessary corrections.

---III. Homework - summary

- Ask students to do exercises in
workbook (page: 21, 22)
Prepare for the next period:

15'

10'

Work in pairs to act
the role

--- Work in pairs

---Work individually
- Speak out

--- Take note

G- 7)

---Task 2

---Task 3

(Suggested answers:

Hanh went to Long Bien
Lower-secondary school. She had 10 subjects

to learn at school. She went to school in
the morning and often had 5 classes
each morning...)

---(Period 21)

Planning date: 21st October 2007 Teaching date: 22nd October 2007

Unit 4:

Special education

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A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to listen better through True or False

and Gap-filling exercises.

- Listening for specific information about a special class for disabled children
Lexical items: School, disabled, ect.

Grammar: + The + adjective

+ Used to + infinitive
+ Which as a connector
2. Skill: speak about special education

3. Education aim: to help students have more knowledge about people who are disabled.

II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Conversation Build

- Ask students talk about
school life

- Call on some students to
speak in front of the class.

---II -New lesson

.

* Today we learn unit 4 part C
listening.

1. Before you listen

Explain the meaning of the
words in the box.

Ask students to work in pairs
and fill each of the blanks with
one word from the box.

Call on some students to read
the answers aloud in front of
the class.

Feedback and give correct
answer.

---Vocabulary pre-teaches.

13'

- Close all the
books

- Some students to
practice in front of
the class.

--- Open all the

books and

notebooks.

Whole class

Work in pairs

--- Have a quick

(Answers keys:

Hanh went to Long Bien Lower-secondary
school. She had 10 subjects to learn at
school. She went to school in the morning
and often had 5 classes each morning...)

---1. Before you listen

Vocabulary pre-teach

- Photograph (n): bøc ¶nh (picture)

- Photographer (n): nghƯ sÜ nhiÕp
¶nh(picture)

- Photography (n): nghệ thuật nhiếp ảnh

- Photogenic (a): ăn ảnh (Trans)

- Photographic (a):thc vỊ nhiÕp ¶nh
( Suggested answers:

1. Photographic
2. Photography
3. Photographer
4. Photograph
5. Photogenic)

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Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new
vocabularies, write on the
board

Read

---2. While you listen

Set the scene: You are going
to listen to a talk about a club
for disabled children. You
listen to it and do the tasks
followed.

Task 1-

True or False

Ask students to listen to the
tape and decided whether the
statements are true or false.

- Play the tape

several times if necessary.

- Have students

compare their answers with a
friend.

- Feedback and

give correct answer.

---Task 2 -Gap filling.

- Let students read the
sentences carefully and try to
guess the missing words in the
blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

look at some new
words and phrases
- Whole class
- Take note
- Repeat

---Individual working

Listen to a
conversation
- Compare their
answers with a
friend

---Read the sentences
carefully.

- Listen and
answer.

- Surroundings (n): m«i trêng xung quanh
(Trans)

- sorrow (n): nỗi buồn - (Trans)

- passion (n): niềm đam mê (Trans)

- labourer (n): ngời lao động (Trans)

- mute (a): c©m (guess)

- exhibition (n): triÓn l·m (Trans)

---2. While you listen

Task 1- True or False

(* Keys: 1.T

2. F (Information not given)
3. T

4. F (The subjects of their photos
about people and scenery)

5. T )

Task 2 -Gap filling.

(* Keys:

1. photographic
2. 19

3. exhibition
4. 50

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-3. After you listen

- Give students some

questions:

- Ask students to work in
groups of 3 or 4 and base on
these questions to make a short

talk.

- Walk round and give any
necessary help.

- Call on some to give the
talk in front of the class

-III

–Homework-summary

Summary: Summarize the
main points

Homework: Ask students to

redo task 2 and 3

Prepare for the next period:

- Group work

--- Take note

---3. After you listen

What is the name of the club?
Who are the members of the club?
Where do they come from?

How many are there?

How many photographs about?

What does their passion of taking
photographs help them?

---(Period 22)

Planning date: 22nd October 2007 Teaching date: 23rd October 2007

Unit 4:

Special education

Lesson 4: Writing

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1. Knowledge: - By the end of the lesson, students will be able to read and understand a simple

letter of complaint; write a letter of complaint about the poor quality of the
service at an English Center.

Lexical items: Subjects, verbs, and connectors in Writing a letter complaint, ect.
Grammar: + The + adjective

+ Used to + infinitive
+ Which as a connector
2. Skill: Writing a letter complaint

3. Education aim: to help students to write a letter complaint
II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Ask students to answers some
questions:

1. Have you ever write a
letter of complaint?

2. When do you write it?
3. What sort of information

do you often have to provide
when you write a letter of
complaint about the poor
quality of the service at an
English Center?

---II -New lesson

.

* Today we learn how to write
a letter of complaint.

1. Presentation.

Task 1 - Ask students to

work in pairs and read the
advertisement.

Explain some difficult words:

Vocabulary pre-teach

Present some new
vocabularies, write on the
board. - Read

---Set the scene:

15'

- Close all the
books

- Answers the
teacher's questions.

---Work in pairs

- Whole class
- Take note
- Repeat

---(Suggested answers:
1.Yes/ No

2. Complaint about the service
3. Room, time, monney, teacher, ect.)

---Task 1

Vocabulary pre-teach

- Native teachers (n): GV ngời bản xứ
- Air-conditioned (a): đợc trang bị điều hoà

---(Suggested answers:

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After studying for two weeks
at English for Today Center,
you notice that everything is
worse than what the
advertisement says. A friend of
yours wants to know about the
center and you tell him/ her the
facts. Now you work in pairs
and complete the dialogue with
your own ideas.

- Go round the class and offer
help if necessary

- Call on some students to read
the answers in frond of the
class.

Give suggested answers:

---1.Practice

- Task 2

Ask students to read the letter
of complaint in the book and
complete it basing on the
dialogue in Task 1.

Ask students to use appropriate
connectors to make the writing
smoother

Tell them to work individually,
- Go round the class and offer
help if necessary.

Tell students to exchange their
writing with a friend.

Introduce peer correction
Pick up some writings to check
the mistakes as the whole
class.

Give suggested answers:

-III -Homework.

1. Summary:

How to write a letter of

complaint? - Retell.

2. Homework

20'

- Work individually
- Compare their
answers with a
partner.

--- Individual work

- Compare their

answers with a
partner.

--- Answer the
Teacher's question.

- Take note

2. There are only few native teaches, not
all of them are native ones.

3. in fact there are more than 30 students
in my class.

4. I have to pay for them

5. The room is not air-conditioned. There
is only one ceiling fan in my classroom. It
is very hot.

6. In fact the classes often start late and
finish early.)

---Task 2

(Suggested answers:

First of all, you say that there are only native
teachers, but my class has one Vietnamese
teacher and two native teachers. You also
say that each class has no more than 20
students but there are over 30 students in my
class. Furthermore, in the advertisement,
you say we can have books and cassette
tapes free of charge but in fact we had to
pay for them. To make the matter worse, the
classroom is not air-conditioned.That is
quite different from the advertisement.
Finally, what I do not like the most about
your center is the time. The class time is not

the same as what the advertisement says.
Classes not only start late but also finish
early.)

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Ask students to rewrite task 2
at home

Prepare for the next period:

(Period 23)

Planning date: 28th October 2007 Teaching date: 29th October 2007

Unit 4:

Special education

Lesson 5: Language focus

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds /

ɔ:

/, /

/ and distinguish the use of gerund and

to
-infinitive

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+ The + adjective

+ Used to + infinitive
+ Which as a connector

2. Skill: Making questions, filling in the gaps

3. Education aim: To help students always to have to revise the using of grammar
II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Find someone who:

Prepare a two-column table
with Yes/ No questions and
Name.

Let students go around the
class and ask other students
what they are used to do
when they were small. If the
answer is Yes, write his/ her
name in the table.

The winner is the first one
who completes the name
column.

---II -New lesson

.

* Today we learn part E
language focus in unit 4.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: Study - Task
* Today we will practise
Pronunciation the two
sounds

/ɔ:/, /

/

a. Demonstrate the sounds

/ɔ:/

and

/

by pronouncing
them clearly and slowly.
b. Help students to
distinguish these two sounds.
c. Instruct the way to

- Close all the
books

- Group work

--- Work in groups

- Whole class

Did you use to Name

Cry at night? Mai

Go to bed late?
Be afraid of ghost?
Eat a lot of ice cream?
...

---1. Pronunciation

.

top - Talk

/tp/ - /tɔ:lk/

/ɔ:/ /

/

: is a very short sound

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pronounce:

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
repeat the sounds clearly to
class.

Ask students to find out
which words contain sound

/ɔ:/ or /

/

Introduce peer correction.
Go round the class and
provide help if necessary.

---2.Grammar & vocabulary

a) Exercise 1

* Presentation:

Explicit the use of The +
adjective by analysing the
example:

We use The + adjective to

describe a group of people as
a whole. These adjectives are
followed by a plural verb.

--- Ask students to work
individually.

- Ask students to compare
the answers with a friend.
- Call on some students to
read the completed sentences
aloud in front of the class.
- Give suggested answers:

---b) Exercise 2

* Presentation:

Revision of used to +
infinitive to express a past
action and state. It has no
present equivalent.

---5'
9'
8'

--- Pair work and

practice the

sentences

--- Whole class

- Take note

---Work individually
and complete the
sentences using

The + adjectives.

- Compare the
answers with a
friend

--- Whole class

- Take note

---(Suggested answers:

/

ɔ:

/

1. top, box
2. job, doctor
3. wrong, boss

4. walking, called, sport
5.talk, more

6. four, walked, fourteen

---2. Grammar and vocabulary

Exercise 1

The + adjective

E.g: The young have the future in their hands.

The young = Young people
Note:The + adjective

E.g. the blind, the rich, the poor.

The rich means a group of people who are all

rich.

---(Suggested answers:

7. The young
8. the injured
9. the unemployed
10. the sick

11. the rich ... the poor)

---Exercise 2

E.g: When I was a child, we used to go on
holiday to the seaside.

Notice the negative and the question:
Where did you use to go?

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* Practice:

Ask students to complete the
sentences with used to ... + a
suitable verb.

Call on some students to read
aloud their sentences to
class.

Feedback and give

---c) Exercise 3

* Presentation:

Which can be used in
relative clause to refer to the
whole of the earlier clause.

---* Practice:

- Ask students to work in
pairs and join a sentence
from A with one from B to
make a new sentence using

which

- Walk round and give any
necessary help.

- Ask students to compare
the answers with a friend.
- Call on students to read the
completed sentences aloud in
front of the class.

- Give correct answers:

---III -Homework.

1. Summary:

- Retell the Pronunciation the
two sounds

/ɔ:/ or /

/

-Retell the using of grammar.

2. -Homework

Ask students to do exercises
Prepare for the next period:

---Work individually

- Compare the
answers with a
friend

--- Whole class

- Take note

---Work individually

- Compare the
answers with a
friend

--- Help teacher to

summarize.
- Take note

---(Suggested answers:

1. used to smoke
2. used to have
3. used to live
4. used to eat
5. used to be
6. used to take
7. used to be

8. did you use to go

---Exercise 3

E.g: She arived on time, which amazed
everybody.

Sheila couldn't come to the party, which was a
pity.

---(Suggested answers:

2. Jill isn't on the phone, which makes it
difficult to contact her.

2. Neil has passed his examinations,
which is good news.

3. Our flight was delayed, which meant
we had to wait for hours at the airport.
4. Ann offered to let me stay in her

house, which was very nice of her
5. The street I live in is very noisy at

night, which makes it difficult to sleep.
6. Our car has broken down, which

means we can't go away tomorrow.)

---Do exercises in workbook (page 24, 25)

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(Period 24)

Planning date: 30th October 2007 Teaching date: 31st October 2007

Correct

WRITTEN TEST.(45ms)

A - Preparation

I -Aims:

1. Knowledge: To help students to check their knowledges

- Lexical items: Sts use the taught words and phrases to do the test

- Grammar: + Wh-questions: who, what, when, how, why...

+ Gerund and to- infinitive
+ The past perfect

+ The past perfect vs
+ The past simple
- Pronunciation: / i/, /i:/, /a:/, / /

2. Skill: Sts have tobe skillful at doing the test

3. Education aim: Create sts' solemness, honestness in doing the test.

II. Teaching aids needed:

+ Teacher: lesson plan.

+ Students: book, notebook, ect.

B- Procedure.

I - Odd one out:(1ms)

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* a- lunch b- hurry c- usual d- up
* a- men b- bed c- pen d- prepare

* a- father b- target c- marvellous d- sand
II- Choose the best answer : (2,5ms)

(0.25) * We usually .... to school by bus.

A- goes B- go C- went D- had gone.

* The boy ... his bicycle to the countryside at weekends.

A- drives B- rides C- works D- carries

* the children ... football in the field every afternoon but yesterday they ... basketball instead.

A- played ... played B- played ... play C- play ... played D- played ... had played
* There ... fifty pupils in our class.

A- are B- is C - were D -had been

* we ... lunch when they came.

A- had finished B- finished C- has finished D- finish

* ... subjects do you like best?

A- who B- when C- where D- what

* I like ... football.

A- playing B- to play C- played D- had played
* As soon as he ... the driving test, he bought a motorbike.

A- had passed B-passes C- was passing D- will pass
* .... Is Tam now? -He is in the classroom.

A- who B- where C- when D- what
* Mrs Kent is ... doing the same thing every day.

A- hate B- fed up with C- bored D- love

III- Read the following passage then answer the questions below: (2,5ms)

Ernest Miller Hemingway was born in 1899. His father was a doctor and he was the second of
six childrens. In 1918 he went to work as a driver on the Italian Front where he was badly wounded.
He returned to America in 1919 and married in 1921. He began his writing career in 1922 and settle in
Paris in the same year. In this city he met many of his old friends who often encouraged him in his
career.

* When was he born? - Ernest Miller Hemingway was born in 1899

* What did his father do? - His father was a doctor

* How many people were there in his family? - There were 7/ 8 people in his family

* What did he do in 1918? - In 1918 he went to work as a driver on the Italian Front where he was badly
wounded

* When did he begin his writing career? - He began his writing career in 1922

IV- Read the following passage then fill the gaps with the suggessed words below: (2,5ms)

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Khai School. There I park my cyclo, chat with my friends and wait for my thirst passengers. They are two
shool ... (7) ..., a girl and a boy. I ... (8) ... them home. At twelve, I ... (9) ... lunch at a foodstall near Ben
Thanh market. After lunch, I ... (10) ... my cyclo under a tree, take a short rest and then continue my
afternoon's work.

1. A- teacher B- cyclo C- worker D- pilot (0.25)

2. A- have B- give C- take D- get

3. A-give B- make C- get D- wake

4. A- finish B- stop C- open D-start
5. A- Passenger B- guess C- friend D- fellow
6. A-fellow B- guess C- friend D- Passenger
7. A- teachers B- pupils C- doctors D- drivers

8. A- give B- leave C- take D- carry

9. A- eat B- do C- make D- have

10. A-park B- stop C- go D-ride

II/ Handing in papers:

III/ Home work: Prepare unit 5

Unit 5:

Technology and you

I - Expressions: Know more about technology.

II -New language:

1. Knowledges:



Lexical items: technology, ect.



Pronunciation: /u

:

/, /

/



Grammar: The present perfect

The present perfect passive

Who, which, that

2. Skills:



Reading:

Vocabulary comprehension: matching.

Identifying the main idea.

Passage comprehension



Speaking:

Asking for and giving information about the uses of

modern inventions.

Talking about the uses of mordern technology.



Listening: Monologue: Deciding on True or False statements.

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

Writing:

Writing a set of instructions.

Sequence connectors.

Imperative verb form.

3. Education: to help students have more knowledge about mordern technology.

III - Dividing time: (5 periods)

16.Reading

17.Speaking

18.Listening

19.Writing

20.Language focus

IV -Teaching aids needed:

6. Teacher: book, lesson plan, radio, record, pictures of a computer, ect.

7. Students: book, notebook, ect

Planning date: Novenber 10th,2009 Teaching date: 10D - November 12th,2009

10A,10B,10C- November 13th,2009
Period 25

Unit 5: Technology and you

Lesson 1: Reading

A - Preparation
I - Aims: Reading about computer

1. Knowledge:

- By the end of the lesson, students will be able to use number of words about

computers such as CPU, VDU, CD Rums, floppy disks... and talk about their
benefits in our modern life; improve reading skill through Matching and
Answering questions exercises.

- Lexical items: School, disabled, ect
- Grammar: + The present perfect

+ The present perfect passive
+ Who, which, that

2. Skill: - Vocabulary comprehension: matching.
- Identifying the main idea.
- Passage comprehension

3. Education aim: to help students have more knowledge about computer.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, Pictures about parts
of a computer

+ Students: book, notebook, ect.

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Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- What do you know about
computer?

---II -New lesson

.

* You can do many things with
the help of computer, they are
useful to our life. Today we
will read about what a
computer can do.

1. Before you read

.

a) Ask students to work in pair
to match each number with one
of the words or phrases in the
box.

- Ask students to read the
words several times to make
sure students pronounce them.
b) Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new

vocabularies, write on the
board

- Read

---2. While you read

Set the scene

You are going to read about
what a computer can do.
You read them and do the
tasks assigned.

a) Task 1

- Ask sts to skim the passages
to do the task 1

- Feedback and give answer:

---b) Task 2:

15'

- Close all the books
- answer

--- Open all the books
and notebooks.
- Work in pair to
match.

- Have a quick look at
some new words and
phrases

- Whole class
- Take note
- Repeat

--- Listen to the teacher

- Work individually
(skim the passages)
and match the words
or phrases in A with
their definitions in B.
- Compare the answer
with a friend.

--- Work individually

Questions:
computer?

------

--Unit 5:

Technology and

you

Lesson 1: Reading

1. Before you read

.

---2. While you read

a) Task 1 -Matching
(Answer:

10.c : Có phép thần
11. e : cảnh p

12.a : ảnh hởng lẫn nhau
13.b : phần mỊm

14.d. : phÇn cøng)

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- Ask students to work
individually.

- Encourage students to
discuss with their partners to
get the correct answers.

- Call some students speak out
the answers.

- Feedback and give answer:

---c) Task 3:

- Ask students to work in pairs.
- Encourage students to
discuss with their partners to
get the correct answers.

- Call some students speak out
the answers.

- Feedback and give answer:

---3. After you read

Ask students to work in pairs
or in groups and discuss other
uses of computer in daily life.

- Walk round and give any

necessary help.

- Collect one student speak
out

- Give comment and may give
mark

---III. Homework - summary

1. Summary

? Can you tell me some thing

about Computer?

2. Homework

- Ask students to do exercises
in workbook (page: 23)
Prepare for the next period:
describe about the
lower-secondary school.

to read the passage
again and choose the
best title for it

- Discuss with their
partners to get the
correct answers.

--- Work in pairs and
answer the questions

--- Work in pairs or in
groups and discuss
other uses of
computer in daily
life.

--- Answer

- Take note

(Answer:

C. What can the computer do?)

---c)

Task 3

:

(Suggested answer:

1. It helps us visit shops, offices and
places of interests, pay bills, read
newspapers, receive letters.

2. Because it is capable of doing
anything you ask; it can speed up the
calculations, allow you to type and print
any kind of document...)

---3. After you read

(Suggested questions for discussion:
Do you usually use computers?

What do you do when you use
computers?

What do you like most about
computers?

What use of computer may bring bad
effects to its users?

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---Planning date: November 12th,2009 Teaching date: 10 -November 2009

(Period 26) 10

Unit 5: Technology and you

Lesson 2: Speaking

A - Preparation

I - Aims: Talking about the uses of mordern inventions

1. Knowledge:

- By the end

of the lesson, students will be able to talk about the uses of mordern
inventions in daily life such as radio, TV, fax machine, air conditioner...

Lexical items: information technology, ect.
Grammar: + The present simple

2. Skill: talk about information technology

3. Education aim: to help students have more knowledge information technology.

II - Teaching aids needed:

+ Teacher: book, lesson plan, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Write new words of the last

lesson?

- Ask a student to rewrite on the
board and others write in their
paper

- Feedback, give the answers.

---II -New lesson

.

* Today we will practice speaking
about information technology

1. Presentation. (Task 1)

Ask students to look at task 1 in
the book.

Ask students Work in pair and
answer the questions.

Give students the model

Call on some students ask and
answer loud.

- Feedback and give correct
answers.

10'

- Close all the books
- Work individually

- Answer

---Work in pair and

answer the

questions.

Work in pairs to act
the role

(Suggested answers:
miraculous (a): tuyÖt vêi

- calculating machine (n): m¸y tÝnh

- calculations (add, subtract,
multiply, divide)

- lightning speed (n): tốc độ ánh
sáng

- storage devide (n): thiÕt bÞ lu trữ
thông tin.

- Memos (n):Sổ ghi nhớ, tin nh¾n.

---Task 1- Asking and answering

A: Can/ Could you tell me what a
radio is used for?

B: Well, it is used to listen to the
news and learn foreign languages.
(Suggested answers:

A: Can/ Could you tell me what a TV
is used for?

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---2. Practice

Task 2

- Ask students to work in pairs
and ask them to complete the
sentences by using the words in
the box.

- Go to different pairs and offer
help if necessary.

- Comment on students'

performance give suggested
answers

---3. Production

Task 3

- Ask students to work in groups
by joining two pairs. Ask them to
look at the ideas in task 2 and then
rank them in order of importance.

- Encourage students actively
discuss in groups to give the
reasons to support their ideas and
persuade the others that your order
is the right one.

- Suggest some structures in
discuscussion.

---4. Further practice Task 4

- Ask students to work in groups
to talk about their most favourite
invention of our daily life

- Comment on sts' performance
and make necessary corrections.

---III. Homework - summary

- Summarize the main points:
information technology.

- Ask students to do exercises in
workbook (page: 32, 33)

10'

--- Work in pairs

---Work in groups by
joining two pairs.
- Speak out

---Work in groups

--- Take note

---Task 2

-Sentence Completion

(Suggested answers:

1. store
2. transmit
3. process
4. send
5. hold

6. make
7. send
8. receive
9. design

---Task 3 - Ordering

(Suggested answers:

I think/ believe that the most important

use of information technology is ...
because ...)

4. Further practice - Task 4

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---Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 27)

Unit 5: Technology and you

Lesson 3: Listening

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to know how a person learns to use

a computer and improve listening skill through True or False and Gap-filling
exercises.

- Monologue: Deciding on True or False statements.
Gap-filling.

Lexical items: Worried, refused, memory, excuse, etc.
Grammar: + The present simple

2. Skill: listening skill

3. Education aim: to help listening for gist and specific information about using a computer

II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.

+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Conversation Build

- Ask students talk about
information technology.

- Call on some students to
speak in front of the class.

---II -New lesson

.

* Today we learn unit 5 part C
listening.

1. Before you listen

Explain the meaning of the
words in the box.

Ask students to work in pairs.
Call on some students to read

the answers aloud in front of
the class.

Feedback and give correct
answer.

Vocabulary pre-teaches.

13'

- Close all the
books

- Some students to
practice in front of
the class.

--- Open all the

books and

notebooks.
Work in pairs
Whole class

(Answers keys:

information technology ....)

---1. Before you listen

Vocabulary pre-teach

- worried (a): lo l¾ng (picture)

- Make an excuse (v): xin lỗi (picture)

- shy (a): xấu hổ, ngợng ngùng

- refuse (v): tõ chèi(Trans)

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Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new
vocabularies, write on the
board

Read

---2. While you listen

Set the scene: You are going
to listen to an old company
director talking about his
experience of learning how to
use a computer.. You listen to
it and do the tasks followed.

Task 1-

True or False

Ask students to listen to the
tape and decided whether the
statements are true or false.

- Play the tape several times if
necessary.

- Have students compare their
answers with a friend.

- Feedback and give correct
answer.

---Task 2 -Gap filling.

- Let students read the
sentences carefully and try to
guess the missing words in the
blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

---7'

--- Have a quick
look at some new
words and phrases
- Whole class
- Take note
- Repeat

---Individual working

- Listen to a
conversation
- Compare their
answers with a
friend

---Read the sentences
carefully.

- Listen and
answer.

---

---2. While you listen

Task 1- True or False

(* Keys: 1. F ( He wasn't worried)
2. T

3. T

4. F (He understood about
computers and became the man's
teacher)

5. F
6. F )

Task 2 -Gap filling.

(* Keys: 
11. invited
12. still
13. refused
14. excuse
15. anything

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-3. After you listen

- Give students some

questions:

- Ask students to work in
groups of 3 or 4 and base on
these questions to make a short
talk.

- Walk round and give any
necessary help.

- Call on some to give the
talk in front of the class

-III

–Homework-summary

Summary: Summarize the
main points

Homework: Ask students to

redo task 2 and 3

Prepare for the next period
Find out how to use a phone
card and a remote control.

- Pair work

--- Take note

3. After you listen

1. What did the man's son buy?
2. Why did the man become worried?
3. What didn't the man know?

4. What happened to the man's
memory?

5. What did the man suggest?
6.

---Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 28)

Unit 5: Technology and you

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write simple instructions on
how to use some household appliances.

Lexical items: Imperative verbs and connectors in Writing instructions, ect.
Grammar: + Imperative

2. Skill: Writing instructions

3. Education aim: to help students to write instructions
II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, a phone card and a
remote control, ect.

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Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Ask students to answers some
questions:

Have you ever use a phone
card?

Can you tell me how to use it?

---II -New lesson

.

* Today we learn how to write
a instruction.

1. Presentation.

Task 1 - Ask students to

work in pairs and read the
instruction.

Explain some difficult words:

Vocabulary pre-teach

Present some new
vocabularies, write on the
board. - Read

---Task 2

- Ask students to read the set
of instructions on how to use a
public telephone.

- Go round the class and offer
help if necessary

- Tell students to work in pair
to find out the Connectors and
the imperatives forms of the
verbs from the instructions
- Call on some students to read
the answers in frond of the
class.

Give suggested answers:

---2. Practice

Task 3

Ask students to look at the TV
and the remote control and
answer the questions on how to
operate the TV.

10'

12'

- Close all the
books

- Answers the
teacher's questions.

---Work in pairs

- Whole class
- Take note
- Repeat

--- Work in pair
- Compare their
answers with a
partner.

--- group work

- Compare their

answers with a

(Suggested answers:
Yes/ No

)

---1. Task 1

Vocabulary pre-teach
- lift (v): GV nhÊc lªn
- receiver (n): ống nghe
- insert (v): đa vào
- slot (n): khe
- press (v): Ên

- emergency (n): cÊp cøu
- ambulance (n): xe cÊp cøu

- remote control (v): điều khiển từ xa
- cord (n): dây dẫn

---Task 2

Finding Connectors and Imperatives

Suggested answers:

Connectors:

first, next, then, until

Imperatives:

lift, insert, press, wait)

---2. Practice

Task 3 - Answering questions

(Suggested answers:

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Tell students to look at the
remote control carefully when
doing the task.

Call on some students from the
groups to answer in frond of
the class.

Give suggested answers:

-Task 4

Ask students to use connectors
and task 3 to make the writing
Tell them to work individually,
- Go round the class and offer
help if necessary.

Tell students to exchange their
writing with a friend. in front
of the class.

Introduce peer correction
Pick up some writings to check
the mistakes as the whole
class.

Give suggested answers:

---15'

partner.

--- Individual work

---turned on

2. To turn on the TV, press the POWER
button.

To turn off the TV, press the POWER button
again.

3. To sellect a programme, press the

programme button.

4. To watch VTV 1, press the button number

To watch VTV 2, press the button number
2.

To watch VTV 3, press the button number
3.

To watch VTV 4, press the button number
4.

5. To adjust the volume, press the Volume

button up or down.

6. If you don't want to hear the sound, press
the mute button.)

---Task 4 -Writing Instructions

(Suggested answers:

If you want to operate the TV with the
remote control, you have to make sure that
the cord is plugged in and the the main is
turned on

To turn on the TV, press the POWER button.
To turn off the TV, press the POWER button
again.

To sellect a programme, press the

programme button.

To watch VTV 1, press the button number 1.
To watch VTV 2, press the button number 2.
To watch VTV 3, press the button number 3.
To watch VTV 4, press the button number 4.
To adjust the volume, press the Volume

button up or down.

If you don't want to hear the sound, press the

mute button.)

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-III -Homework.

1. Summary:

How to write instructions?
-Retell.

2. Homework

Ask students to rewrite task 4
at home

Prepare for the next period:
Revise the use of

3' - Take note

Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 28)

Unit 5: Technology and you

Lesson 5: Language focus

A - Preparation

I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds /

u:

/, / / and distinguish the use The present perfect,

the present perfect passive and who, which, that

Pronunciation: Identifying the sounds: /

u:

/, / /

Grammar and vocabulary: - To help students revise:

+ The present perfect

+ The present perfect passive
+ Who, which, that

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3. Education aim: To help students always to have to revise the using of grammar
II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Write two sentences on the
board:

? What sounds are you

learning today?

---II -New lesson

.

* Today we learn part E
language focus in unit 5.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: Study - Task
* Today we will practise
Pronunciation the two

sounds

/

u:

/, /u/

a. Demonstrate the sounds

/

u:

/ and /u/by pronouncing

them clearly and slowly.
b. Help students to
distinguish these two sounds.
c. Instruct the way to
pronounce:

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
repeat the sounds clearly to
class.

Ask students to find out
which words contain sound

/

u:

/ or //

Introduce peer correction.
Go round the class and

- Close all the
books

--- Work in groups

- Whole class

--- Pair work and

practice the

sentences

E.g: Sue often go to school on foot.
Look at your shoes, take them off.

/

u

:/: look, foot ( short u)

/u/: shoes, Sue, school, to. ( long/ u:/)

---1. Pronunciation

.

food - foot

/fu:d/ - /fut/

/

u:

/ /u/

/

u/: is a very short sound

/u

:

/: is a long sound.

---(Suggested answers:

/

/u:/

could, put, book,
bookself, full, look
looking

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provide help if necessary.

---2.Grammar & vocabulary

a) Exercise 1

* Presentation:

Explicit the use and the
forms of The present perfect
tense

Give e.g.

--- Ask students to work
individually.

- Ask students to compare
the answers with a friend.
- Call on some students to
read the completed sentences
aloud in front of the class.
- Give suggested answers:

---b) Exercise 2

* Presentation:

Revision the rules of
changing active into the
passive voice.

Explain the form The present
perfect passive:

Give e.g.

---* Practice:

Ask students to complete the
sentences

Tell them to exchange the
exercise and cross check
Call on some students to
write their answers on the
board.

Feedback and give
suggested answers:
5'
5'
5'
5'

--- Whole class

- Take note

---Work individually
Study the situation
and put the verbs
in The present
perfect tense.

- Compare the
answers with a
friend

--- Whole class

- Take note

---Work in pairs

- Compare the
answers with a
friend

---2. Grammar and vocabulary

Exercise 1

The present perfect tense

Form: S + have/ has + PII (ed/ column 3)
Usage: It is used to press a recently complete
action or expresses an action which began in
the past and still continues.

E.g: I have just had lunch

---(Suggested answers:

1. Tan has opened the door
2. He has turned on the TV
3. He has tidied the house
4. He has cleaned the floor
5. He has turned on the light

6. He has laid two bottles of water on the
tables)

---Exercise 2

The present perfect passive
Form: S + have/ has + been + PII

E.g: A new bridge has been built across the

river.

---(Suggested answers:

1. A new hospital for children has been built
in our city.

2. An other man-made satellite has been sent
up into space.

3. More and more trees have been cut down
for woods by farmers.

4. Thousands of animals have been killed in
the forest fire.

5. About one hundred buildings and houses
have been destroyed in earthquake.

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---c) Exercise 3

* Presentation:

Overview of Who, Which,

that: can be used in place of
noun subjects and noun
objects in relative clause.
When they refer to the
subject, they can not
normally be omitted.

When they refer to the
object, they can normally be
omitted.

---* Practice:

- Ask students to work
individuallyand fill the gaps.
- Walk round and give any
necessary help.

- Ask students to compare
the answers with a friend.
- Call on students to read the
completed sentences aloud in
front of the class.

- Give correct answers:

---III -Homework

-Summary

1. Summary:

- Retell the Pronunciation the
two sounds

/u:/ or /

/

-Retell the using of grammar.

2. -Homework

Ask students to do exercises
Prepare for the next period:

--- Whole class

- Take note

---Work individually

- Compare the
answers with a
friend

--- Help teacher to

summarize.
- Take note

7. Their hands have been washed and dried on
a towel.

8. Another book has been read by students .
9. Some ink has been spilt on the carpet.
10. She has been shown how to do it.)

---Exercise 3

E.g: This is the man who lives next door.

E.g:This is the man who(m) I like.
Who refers to people

Which refers to things

---(Suggested answers:

1. which
2. which
3. which
4. who
5. who
6. who
7. who
8. which
9. which
10. who.)

---Do exercises in workbook (page 30, 31)

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Unit6:

An excursion

I - Expressions: Know more about beauty spot of Vietnam

II -New language:

1. Knowledges:



Lexical items:



P8ronunciation: //, /3:/



Grammar: -

Be going to

- The present progressive ( with a future meaning)

2. Skills:



Reading: - Extensive reading: mutiple-choice questions

- passage comprehension

- Intensive reading: gap-fill



Speaking: - Expressing agreements and disagreements

- Giving opinions



Listening: Monologue:

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- Comprehension questions.

- Gap-filling.



Writing: Writing a confirmation letter.

3. Education: to help students prepare and talk or write about excrsion.

III - Dividing time: ( 5 periods)

21.Reading

22.Speaking

23.Listening

24.Writing

25.Language focus

IV -Teaching aids needed:

8. Teacher: book, lesson plan, radio, record, pictures, ect.

2. Students: book, notebook, ect

(Period 30)

Planning date: 13th November 2007 Teaching date: 14th November 2007

Unit 6

An excursion

Period 1: Reading

A - Preparation

I - Aims:

1 Knowledge: Reading a letter about an excursion to a beauty spot near Hanoi

By the end of the lesson, students will be able to get information about some
famous places in Vietnam through activities Befor and After you read; improve
reading comprehension skill by doing Multiple choice and Answering questions
exercises.

- Lexical items: lotus, picturesque site, permission, persuade, destination, ect.
- Pronunciation: //, /3:/

- Grammar: + Be going to

+ The present progressive (with a future meaning)
2. Skill: reading.

3. Education: to help students be able to understand a letter about some famous beauty-spots in
Vietnam as Thay pagoda, Huong pagoda in the Northern of Vietnam and do some
task about them.

II -Teaching aids needed

:

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2. Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students small paper
sheets and asks them:

Tick activities you often do
when you have a few days

off

- Ask some students to speak
out their answers.

---II -New lesson

.

* Today we'll practise
reading a letter about an
excursion.

1. Before you read

.

- Guide students how to do
and ask them to work in
pairs.

- May give students some
newwords as:

(may translate or draw )

- Walk round and give any
necessary help.

- Collect some students to
speak out the name of the
places in the pictures.

- Give coments

* Ask students some
questions: (if have enough
time)

---5'

12'

- Close all the
books

- Work in groups
to tick the answers

- Some students to
speak out their
answers.

--- Work in pairs to
match the photos

with the

information.

- Speak out the
choice and name
the places in each
pictures.

- Answer the

teacher's questions.

---
1. Before you read. Questions

1. In what cities are they located?

2. What more do you know about these

places?

3. What should we do there? Which places
should we visit? When is the best time to go
there? Why?

1) d Thien Mu Pagoda (Hue)
2) b Ha Long Bay (Quang Ninh)
3) a The One-Pillar Pagoda (Ha Noi)

Activities you often do when having a
few days off

Yes

- visiting a foreign country
- traveling to cities

- visiting friends and relatives
- taking a bicycle tour

- going camping
- going hiking
- going fishing
- having a picnic
- relaxing at the beach

- staying at home reading a book
- staying at home watching TV
- fixing up or redecorating the house

⇃

Excursion (n) Du lÞch

Lotus (n) /'ləʋtəs/ Hoa sen

Picturesque(adj)/,piktjə'resk/ đẹp nh

tranh

Resort (n) /ri'zɔ:t/ Khu du

lÞch

Altitude (n) /'ổltitju:d/ Độ cao

Pine (n) /pain/ Cây
thông

waterfall (n) /'w:tf:l/ Thác

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* Ask students to match the
verbs with its objects

- Give coments

1.to have some day off
2.to make an excursion
3.to make a two-day trip

4.to stay the night away
from home

5.to give our love to them

---2. While you read

a) Ask students some
questions: (Use an
extra-board)

b) Task 1:

- guide students how to
choose the best answer A, B,
C or D to complete each of
the sentences. - Checking

---c) Task 2:

- Guide students how to do
- Call some students speak
out the answers:

---* Introduce the use of
adjectives about time or
measures

10'

- Close the book

- Work in pairs to
match the verb in
A with its object in
B

---Work in pair to

answers the

teacher's questions

Work individually.
to read the task 1
and then choose
the best answer

--- Read the task 2
and Work in pair

find the

information to

answers the

questions, then
check each other's
answers

--- Listen and write
down

- Skim the letter

4) c Valley of love (Da Lat)

---2. While you read

+ Who is going to have a few days off? (Lan
and her classmates)

+ What are they planning to do? (To make an
excursion)

+ How long is it? (It's a two-day trip)

+ What will be Lan's problem?/ Will Lan's

parents let her stay the night away from
home?/ What is Lan worrying about?

+ What did Lan write at the end of the letter?
(give her love to Minh's parents)

Task 1:

(Suggested answers:
 1.C 2. D 3. A

---Task 2:

Keys:

1. after the first term ends.

2. because they have just studied rock
formations and the have never been insite a
cave.

3. 20 kilometres away

4. have a two-day trip and spend a night
together by a campfire.

5. her parents' permission. They are so
protective and don't want to let her stay a
night away from home.

---+ How long will it take them to make an
excursion to Thay Pagoda? -A one day

A B

1. to have 
2. to make
3. to make
4. to stay
5. to give

a. an excursion
b. our love to them
c. a two-day trip
d. some day off

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- give the situation:
-give coment

---3. Before you read

- Elicit how to do.

- Walk round and give any
necessary help.

- Give coment:

-
---III -Homework - Summary
1. Summary:

Retell about the letter

2. Homework

- Ask students to write a
favorite excursion

- Prepare for the next period
Think about a boat trip

to find them

- Remark how to
form:

---Work individually
to fill the gaps

--- Take note

+ How long will it take them to make the trip
to Huong Pagoda? -A two days

=> So it is a trip which lasts two days

- Eg: A day excursion;
A two-day trip

---3. Before you read

(Suggested answers:

---Unit 6 An excursion (Period 1: Reading)

Exercise 1: Tick activities you often do when you have a few days off

Activities you often do when having a few days off Yes

- visiting a foreign country
- traveling to cities

- visiting friends and relatives
- taking a bicycle tour

- going camping
- going hiking
- going fishing
- having a picnic
- relaxing at the beach

- staying at home reading a book
- staying at home watching TV
- fixing up or redecorating the house

⇃

Exercise 2: Answer the questions:

1. In what cities are they located?

2. What more do you know about these places?
3. What should we do there?

4. Which places should we visit?

5. When is the best time to go there? Why?

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Exercise 3: Match the verbs with it sobjects

A B

1. to have 
2. to make
3. to make
4. to stay
5. to give

a. an excursion
b. our love to them
c. a two-day trip
d. some day off

e. the night away from home

Exercise 4: Answer the questions:

1. Who is going to have a few days off?
2. What are they planning to do?
3. How long is it?

4. What will be Lan's problem

5. What did Lan write at the end of the letter?
(Period 31)

Planning date: 13th November 2007 Teaching date: 14th November 2007

Unit 6

An excursion

Lesson 2: Speaking

A - Preparation

I - Aims: Talking about a boat trip abroad

1. Knowledge:

- By the end of the lesson, students will be able to talk about the seat plan on a boat

trip on lake Michigan in Chicago.

Lexical items: information about the seat plan on a boat trip on lake Michigan in Chicago, ect.

Grammar: + The present simple

2. Skill: Speaking: - Expressing agreements and disagreements
- Giving opinions

3. Education aim: to help students prepare and talk or write about excrsion.

II - Teaching aids needed:

+ Teacher: book, lesson plan, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

What do you about a trip boat?
What are there in a boat?

- Ask a student to rewrite on the
board and others write in their
paper

- Feedback, give the answers.

---II -New lesson

.

* Today we will practice speaking
about the seat plan on a boat trip

- Close all the books
- Work individually

- Answer

(Suggested answers:
Toilet

Exit
Sundeck

Seat

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---on lake Michigan in Chicago

1. Presentation.

Vocabulary pre-teach

Present some new vocabularies,

write on the board. - Read

Set the scene: Tim's clas is going
to on a boat trip on lake Michigan
in Chicago. Read the information
about some of the participants to
know their problems and their
wishes.

2. Practice

Task 1 and 2

Ask students to look at task 1 in
the book.

Ask students work in groups to
read the seat plan carefully and
decide the best seat for each
person, using the information in
task 1

further explain the seat plan if
necessary.

Suggest some useful structures:
Tell students to conduct the
conversation like the example in
the book.

Go around the class and provide

help when necessary.

Call on some students ask and answer
loud.

---3. Production

Task 3

- Ask students to work in pairs
and discuss:

- Call on some students to talk
12'

15'

10'

- Whole class
- Take note
- Repeat

Work in groups

Work in pairs to act
the role

--- Work in pairs

Vocabulary pre-teach

- Sundeck (n): boong tÇu (picture)

- Get sunburnt (v): rám nắng

- Travel sickness (n): say tầu(Trans)

- Refreshments (n): phòng ăn uống
giải khát trên tầu (picture)

- Occupied (a): đang có ngêi sư dơng

Task 1 and 2
I don't think so
To be suitable for
Why? Why not?
What do you think?
What's your ideas?
Had better

(Suggested answers:

A: I think Mary should sit in section
1.

B: Why?

C: Because she suffers from travel
sickness so she can get lots of fresh
air from that seat.

D: Yes. Put her in the seat 1. What
about John?

B: Put him in the seat 45.

A: I don't think so. John doesn't like
air-conditioning so put him in seat
37. He can take as many photographs
as he likes.

C: Ok. I think Susan had better take
the seat 10. What do you think?
B: I think it's a good idea because
she want to be near Mary....

---Task 3 -Giving reasons

Which seat do you the most suitable
for you?

Why? Use information in task 1 as
suggestions.

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about their seat preference in front

of the class.

- Comment and make necessary
corrections.

---III. Homework - summary

- Summarize the main points

- Ask students to do exercises in
workbook (page: 39)

--- Take note

I think that the most suitable seat for me
is ... because ...)

---Crossword

1

2

3

4

5

6

7 1. A natural cavity below the earth surface or in the mountain.

2. Light of the sun.

3. A large naturalstream of water.

4. A short journey usually for pleaure.

5. A temple or sacred tower in Asian countries.

6. The science that studies the surface of the earth and its associated

physical, biological, economic, political features.

7. A hill of impressive height.

Crossword

1

2

3

4

5

6

7

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3. A large naturalstream of water.

4. A short journey usually for pleaure.

5. A temple or sacred tower in Asian countries.

6. The science that studies the surface of the earth and its associated

physical, biological, economic, political features.

7. A hill of impressive height.

(Period 32)

Planning date: 21stth November 2007 Teaching date: 22nd November 2007

Unit 6

An excursion

Lesson 3: Listening

A - Preparation
I - Aims:

1. Knowledge:

- By the end

of the lesson, students will be able to improve their listening skill
through Ordering, Gap-filling, Answering questions exercises.

Lexical items: glorious, assemble, destination, left-overs, ect.
Grammar: + The present progressive.

2. Skill: Listening: Monologue: - Listening and numbering pictures.

- Comprehension questions.

- Gap-filling.

3. Education aim: to help listening to a short talk about a picnic.

II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students talk about a
day off.

- Call on some students to
speak in front of the class.

---II -New lesson

.

* Today we learn unit 6 part C
listening.

1. Before you listen

Ask students to work in pairs
and discuss the following
questions.

10'

- Close all the
books

- Some students to
practice in front of
the class.

--- Open all the

books and

notebooks.
Work in pairs

(Answers keys:
)

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Call on some students to read
the answers aloud in front of
the class.

Feedback and give correct
answer.

---Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

- Present some new
vocabularies, write on the
board

Read

---2. While you listen

Set the scene: You are going
to listen to a short talk by a
student about his picnic with
classmates. You listen to the
tape and do the task belowed

Task 1-

Pictures Ordering
Ask students to work in pairs
and study the pictures
carefully.

Make sure students have ideas
about the pictures and they can

tell the differences among
them.

- Play the tape several times if
necessary.

- Have students compare their
answers with a friend.

- Feedback and give correct
answer.

---Task 2 -Gap filling.

- Let students read the
sentences carefully and try to
guess the missing words in the
blanks.

Whole class

--- Have a quick
look at some new

words and phrases
- Whole class
- Take note
- Repeat

---Work in pairs

- Listen to the tape
and number the
pictures in the
order they hear.
- Compare their
answers with a
friend

---Read the sentences
carefully.

- Listen and

Vocabulary pre-teach

- glorious (a): đẹp trời (Trans)

- Assemble (v): tËp hỵp (Trans)

- destination (n): im, ớch n(Trans)

- left-overs (n): thức ăn cßn thõa (Trans)

- delicious (a): bé nhí(Trans)

- Botanic Garden (n): Vờn Bách Thảo

- Spacious (a): rộng, nhiỊu kh«ng gian
(Trans)

- Sleep soundly (v): ngñ say (Trans)

---2. While you listen

Task 1- Pictures Ordering

(* Keys:
1. a
2. e
3. b
4. c
5. f
6. d)

Task 2 -Gap filling.

(* Keys:

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- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

-Task 3

- Play the tape again

- Have students compare their
answers with a friend.

- Call on some students to
explain their answers.

- Feedback and give correct
answer.

---3. After you listen

- Ask students to work in
groups of 3 or 4 and map out
the plan for the picnic this
weekend.

- Walk round and give any
necessary help.

- Call on some to give the
talk in front of the class

-III

–Homework-summary

Summary: Summarize the
main points

Homework: Ask students to

read task 2 and 3 again.

Prepare for the next period
Find out how to use write a

confirmation letter.

answer.

- Individual work to

answer the

questions.

---Work in groups

--- Take note

19. a short tour

20. playing some more

Task 3

(* Keys:

1. The weather was very nice.
2. Yes, it was

3. The garden was very beautyful.

4. They could sleep soundly because it was
so peaceful and queit in the garden.
5. They took pictures, played games,

talked, sang and danced.)

3. After you listen

The plan include:
Destination:

Means of transport:
How many:

How long:
Who with:
What activities:
Bring any food? ...

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(Period 33)

Planning date: 21st November 2007 Teaching date: 22nd November 2007

Unit 6

An excursion

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write a confirmation letter
responding to a request and an invitation.

Lexical items: Imperative verbs and connectors in Writing a confirmation letter, ect.
Grammar: + Be going to

+ The present progressive ( with a future meaning)
+ The future simple tense.

2. Skill: Writing a confirmation letter

3. Education aim: to help students to write a confirmation letter

II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Divide the class into small
groups.

Give each group one card
containing 10 words whose
letters are jumbled.

Ask students to rearrange the
letters to make good words.
The group which finishes the
task first with the most correct
words will be the winner.

---II -New lesson

.

* Today we learn how to write
a instruction.

1. Presentation.

Explain the definition of
request and confirmation
letter:

10'

Close all the books

Group work

--- Whole class
- Take note

E.g.

1. ubsutnrn -> sunburnt
2. cpinci -> picnic
3. snisksecs -> sickness
4. pdccouie -> occupied
5. ...

1. Presentation.

Request:

is the letter that asks for
information or help.

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Vocabulary pre-teach

Present some new
vocabularies, write on the
board. - Read

Task 1

Ask students to work in pairs
Tell students to underline the
structure showing requests and
confirmation.

Call on some students to
explain their answers in front
of the class.

Feedback and give suggested
answers:

Further explain the format and
structures used in the letters.

---2. Practice

Task 2

- Elicit students how to write
the first paragraph.

- Write suggestions at the side
of the board.

- Elicit how to write
confirmation. Write their
examples on the board:

- Tell students to edit their
own drafts .

- Walk around class while
they are writing and look at
students' work to find out some
the mistakes to the whole
class.

- Give coment:

-III -Homework.

25'
3'
- Repeat

Work in pairs and
read the two letters
below and find the
requests in Nga's

letter and

confirmation in
Hoa's.

- Take note

Read the letter
aloud in front of the
class.

--- Think of the
ideas for the first
paragraph.

- Look at the
situations and give
confirmation orally.

- Write the first
letter

- Exchange their
drafts, read their
friend's draft,
giving feedback on
language accuracy

and unclear

expression. Then
hand back.

- Correct and add
if necessary.

- Take note

--- Take note

Vocabulary pre-teach

To pick someone up: §ãn ai

To be convenient for: ThÝch hỵp, thn lỵi
Let someone have an early reply: Cho ai biết
câu trả lời sớm

Bunch of bananas: N¶i chuèi
Mango: Xoµi

Wildlife: Cuộc sống hoang dã
To come for something: đến lấy cái gì

1. Task 1

(Suggested answers:

Request: Can you go shopping with me to
buy the things we need for the trip?

Confirmation: Certainly, I will help you to
prepare everything you need for the trip.)

---2. Practice

Task 2

- Eg: + Agree to bring two bunches of
bananas, three kilos of oranges, ten
mangoes to Lan's house at 7p.m on Sunday.
+ Agree to lend Minh a book about
wildlife at 10 a.m. Reason why not at 9.00
a.m (busy going to the market with mum)
 (Suggestions:

1. The first letter:
Dear Lan,

I'm glad to join your birthday next sunday. I
have no lesson on that day so I'll be glad to
go shopping for you. You can be sure that I
will bring bananas, oranges and mangoes
to your house at 7.00 on that day.

Let me know if you need more help.
I look forward to seeing you then.
Yours,

Nga

2. The second letter:
Dear Minh,

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1. Summary:

How to write instructions?
-Retell.

2. Homework

Ask students to rewrite task 4
at home

Prepare for the next period:
Revise the use of Be going to
and the present progressive
(with a future meaning)

you need. The only problem is that I am
going to the market with my mother this
Sarturday so I can't be back home at that
time. Why don't we meet at 10a.m?

I will be waiting for you then
Yours,

Nga)

---(Period 34)

Planning date: 23rd November 2007 Teaching date: 24th November 2007

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Lesson 5: Language focus

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing
the sounds //, /3:/ and distinguish the use Be going to, the present progressive ( with a
future meaning) and the future simple tense

Pronunciation: Identifying the sounds: //, /3:/
Grammar and vocabulary: - To help students revise:

+ Be going to

+ The present progressive ( with a future meaning)
+ The future simple tense.

2. Skill: filling in the gaps

3. Education aim: To help students always to have to revise the using of grammar
II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Write two sentences on the
board:

? What sounds are you
learning today?

---II -New lesson

.

* Today we learn part E
language focus in unit 6.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: Study - Task
* Today we will practise
Pronunciation the two
sounds / 3: /, /  /

d. Demonstrate the sounds /

3: / and / / by pronouncing

them clearly and slowly.
e. Help students to
distinguish these two sounds.
f. Instruct the way to

- Close all the
books

--- Work in groups

- Whole class

E.g: My brother is going to Thay pagoda

next Sunday.

/ 3: / brother ( long ¬)
/  / pagoda (short ¬)

---1. Pronunciation

.

pagoda - brother

/  / / 3: /
/  / is a very short sound

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pronounce:

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
repeat the sounds clearly to
class.

Ask students to find out
which words contain sound
/ 3: / or /  /

:

Introduce peer correction.
Go round the class and
provide help if necessary.

---2.Grammar & vocabulary

a) Exercise 1

* Presentation:

Explain the use and the
forms of The future simple
tense

Give e.g.

Explain the use and the
forms of be going to.

Give e.g.

The present progressive
tense

Usage: It is used to express a
future arrangement between
people. It's common with
verbs such as go, come, see,
visit, meet, leave, have ( a
party)

--- Ask students to work
individually.

- Ask students to compare
the answers with a friend.
- Call on some students to
read the completed sentences
aloud in front of the class.

- Give suggested answers:

12'

--- Pair work and

practice the

sentences

--- Whole class

- Take note

---Work individually
Study the situation
and put the verbs
in correct tense.
- Compare the
answers with a
friend

---(Suggested answers:

/ 3: / /  /

Learning, German,
bird, early, girl,
church, thirsty, nurse

Pagoda, father,
teacher, camera,

---2. Grammar and vocabulary

Exercise 1

The future simple tense
Form: S + will + V (bare)

Usage: It is used to expresses an intention or
decision made at the moment of speaking
E.g: I will give you my phone number. Ring
me tonight.

Be going to

Form: S + am/ is/ are + going to + V (bare)

Usage: It is used to expresses an intention or
decision thought about before the moment of
speaking. It expresses a plan, a prediction.
E.g: I am going to have a holiday in Sam Son
this summer.

Look! It is going to rain.

---(Suggested answers:

12. are you doing
13. is getting married
14. Are you going
15. am going to be
16. is going to)

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---

---b) Exercise 2

Ask students to complete the
sentences

Tell them to exchange the
exercise and cross check
Call on some students to
write their answers on the
board.

Feedback and give

---c) Exercise 3

Ask students to complete the
sentences

Tell them to exchange the
exercise and cross check
Call on some students to
write their answers on the
board.

Feedback and give
suggested answers:

---III -Homework

-Summary

1. Summary:

- Retell the Pronunciation the
two sounds / 3: / or /  /
Retell the using of grammar.

2. -Homework

Ask students to do exercises
Prepare for test yourself B

---Work in pairs

- Compare the
answers with a
friend

---Work in pairs

- Compare the
answers with a
friend

--- Help teacher to

summarize.

- Take note

Exercise 2

(Suggested answers:
1. are going

2. are having
3. is going to catch
4. are you putting
5. is not going to give)

---c) Exercise 3

(Suggested answers:

9. Are you going to see it?
I'm doing my homework.

10. We are visiting our grandparents.
11. What's he going to do with it?
He's going to buy a new motorbike.
12. It's going to rain soon.

13. I'm going to clean them later.)

---Do exercises in workbook (page 30, 31)

(Period 35)

Planning date: 23rd November 2007 Teaching date: 24th November 2007

Test yourself B

A - Preparation
I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.
- Grammar: + The past perfect

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2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review. Greet

---II -New lesson

.

1. Listening

- Let students read the table
carefully and try to guess the
missing words in the blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

---2. Reading

Set the scene

You are going to read the
passage and decide whether the
following statements are true
or false.

Ask sts to skim the passages to

do the task

- Feedback and give answer:

---3. Grammar

- Ask students to do exercise.

- Walk round and give any
necessary help.

- Have students compare their
answers with a friend.

- Call on some students to
2'
10'
7'
8'
Reply

--- Open all the books
and notebooks.
- Ad the sentences
carefully.

- Listen and answer.

--- Listen to the teacher

- Work individually
(skim the passages).
- Compare the answer
with a friend.

---Work individually

Compare their

answers with a
partner.

------

---Test yourself B

1. Listening

(Suggested answer:

Reading Oxford

Loca-tion

1. 50 miles to
the west of
London

6. in central
England

Popu-lation
2. 120.000
people
7. 90.000
people

Note-d for

3. market town
4.biscuit factory
5. Computor
industry

8. university
9. car factory
10. Cowley
Road

---2. Reading

(Answer:

1. F (Teachers give too much homework)
2. F (They say that it is unnecessary for
children to do work at home in their free
time)

3. T

4. F (sts have to repeat tasks which they
have already done at school) 5. T

---3. Grammar

(Suggested answers:

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read aloud their sentences to
class. Feedback and give
suggested answers.

---4. Writing

- Ask students to work
independently and write a
reply letter

- Walk round and give any
necessary help.

- Collect one student in each

groups speak out

- Give comment and may give
mark.

---III. Homework - summary

1. Summary

? Can you tell me how to write

a reply letter?

2. Homework

- Ask students to redo
exercises

15'

---Work independently
and write a paragraph
about Mr. Brown

Compare their

answers with a

partner.

--- Answer

- Take note

7.a/ per

year

8.

by private

9.it

10.be

wanted

---4. Writing

(Suggested answers)

Son la, Vietnam 24th November, 2006
Dear Nam,

Our class are planning to have a 
three-hour visit to a factory as part of our
technology lesson. I am writing to ask
you for permission to visit your computer
factory as it is near our school so we can
go by bicyclr. Forty-five members of our
class will arrive at your factory at 7: 30
on Monday, 28th December, 2006. 
Would you be so kind as to recommend
someone who can give us a tour around
the factory? We would so much like to
know how computers are made and we

also like to talk with the workers there.
We hope that you will create favorable
conditions for us to have an interesting
and useful visit to your factory.

We are looking forward to receiving your
reply soon.

Yours sincerely,
Ha Thu Hoa
(Period 36)

Planning date: 28th November 2007 Teaching date: 29th November 2007

WRITTEN TEST 2. (45ms)

A - Preparation

I -Aims:

1. Knowledge: To check students Knowledges

- Lexical items: Sts use the taught words and phrases to do the test
- Grammar: + The + adjective

+ Used to + infinitive
+ Which as a connector
+ The present perfect

+ The present perfect passive
+ Who, which, that

+ Be going to

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+ The future simple tense.
- Pronunciation: /

ɔ:

/, /

/,/

u:

/, /

/, //, /3:/

2. Skill: Sts have tobe skillful at doing the test

3. Education aim: Create sts' solemnest, honestness in doing the test.
II. Teaching aids needed:

+ Teacher: Copy for all sts Hand out the tests, supervise sts during the time doing the test.
+ Students: book, notebook, ect.

B/ QUESTION, ANSWERS AND LEVEL MARK.

I - Odd one out:(1ms)

* a- Top b- Job c- Box d- Sport
* a- food b- foot c- tooth d- school
* a- teacher b- water c- term d- other

* a- bird b- shirt c- thirsty d- tired
II- Choose the best answer: (2 ms)

* Jane isn't on the phone, ... makes it difficult to contact her.
A- who B- which C- what D- where.

* The boy ... rides his bicycle to the countryside at weekends is very handsome.
A- who B- which C- what D- where.

* Thousands of animals ... in the forest fire.

A- has killed B- have been killed C- killed D- has been killed

* Lan's class ... on a two-day excursion to visit some caves near Huong Pagoda next weekend.
A- will be gone B- is going to go C -went D -has been gone

* Computers ... part of our daily lives.

A- have become B- become C- became D- have been become
* The Vang Trang Khuyet Club's members are all ... children.

A- disable B- disabled C- deafs D- disabed
* I'm now learning ...

A- photograph B- photography C- photogenic D- photographer
* What ... before I came?

A- had you done B- have you done C -have you been done D -did you do

III- Jame is going to Sri landka. She ask Matha about what she should take on the trip. Put their words
(a -l) in the order: (2 ms)

a.I'm making a list of things I should take on my trip to Sri Landka. Can you give me some advice?
b. You should pack some warm clothes, too because it get cold at night

c.Well, when Iwas in Sri Landka, the thing I needed most of all was a sun hat. It can get very hot. You should
take some cream, as well.

d. Really? Then I take a couple of pullovers.
e.Are you going in the rainy season?

f. What? Do you think it's going to rain?

g. That's a nice idea. What clothes should I bring?

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i. Take an extra emty bag. You never know what you may want to bring back as souvenirs. And don't forget
to take your camera. It's such a fascinating country.

j. I'm going in August.

k. OK. Anything else?

l. Then you'd better take an umbrella, as well.

1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____

7. _____ 8. _____ 9. _____ 10. _____ 11. _____ 12. _____

IV- Read the following passage then answers the questions below: (1 ms)

Many people in Vietnam now think that teachers give students too much homework. They say that it is
unecessary for children to work at home in their free time. Moreover, they agree that most teachers do not
properly plan the homework tasks they give to students. The result is that students have to repeat tasks
which they have already done at school.

Most people agree that homework is unfair. A student who can do his homework in a quiet and
comfortable room is in a much better position than a student who does his homework in a small noisy room
with the TV on.

* Do many people in Vietnam now think that teachers give students too much homework?
- ____________________________________________________________________________________
* What do they agree?- __________________________________________________________________
______________________________________________________________________________________
* What do students have to repeat? - _______________________________________________________
_____________________________________________________________________________________
* Who is in a better position, a student who can do his homework in a quiet and comfortable room or a

student who does his homework in a small noisy room with the TV on?

- ____________________________________________________________________________________
V - Read the following passage then fill the gaps with the suggested words below: (2,5ms)

The weekend picnic I enjoyed most was just a few weeks ago. My class decided ... (1) ... a visit to the
Botanic Garden.

It was a ... (2) ... Sunday. We assembled at the school gate on time and travelled to the Botanic Garden by
bus. It was a long way to our destination and we sang merrily all the way.

... (3) ... Botanic Garden was a very beautiful place. We ... (4) ... a short tour round the garden and took
some pictures of the whole class. Then we played a lot of games on a spacious piece of grassland. One of
the boys brought along his guitar and we ... (5) ... our favourite songs We laughed, talked and danced,
too. ... (6) ... a delicious meal with various kinds of food that we brought, we all took a rest. Some of ...
(7) ... slept very ... (8) ... because it was so peaceful and ... (9) ... there. In the afternoon, we went on
playing some more games. Then we packed up the ... (10) ... and started home. We all felt happy.

A- pay B- to do C- to pay D- take

A- beautifully B- very C- on D- glorious

A- In B- The C- A D- At

A- took B- take C- do D- have

A- danced B- sang C- sing D- played

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A- we B- our C- us D- ours

A- soundly B- sound C- tired D- quiet

A- peaceful B- quiet C- noisy D- busy

A- Shoe B- Left-over C- hat D- Left-overs

VI - You want to apply to go on a study holiday. Fill in the form that follows about yourself: (1,5ms) 
Chieng Sinh High School

Son La Town

28 November to 2 December.

Family name: ...
First name: ...
Present address: ...
Date of birth: (day/ month/ year): ...
Nationality: ...
Occupation: ...

Why are you applying for a study holiday? ...

What languages can you speak? ...
How will you be travelling? ...
Signature: ...
II/ Handing in papers:

III/ Homework: Prepare unit 7

Unit7:

The mass media

I - Expressions: To talk about the mass media.

II -News language:

1. Knowledges:



Lexical items: channel, comedy, radio, film, newspapers, television, ect.



Pronunciation: /s/, /

z

/



Grammar: To + infinitive to talk about purposes

Wh- questions

2. Skills:



Reading: Vocabulary comprehension: gap-fill.

Passage comprehension.



Speaking: Asking and answering questions about music.

Talking about favourite kinds of music.



Listening: Deciding on True or False statement.

Comprehension questions.



Writing: Writing a profile.

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III - Dividing time: (5 periods)

1. Reading

2. Speaking

3. Listening

4. Writing

5. Language focus

IV -Teaching aids needed:

Teacher: book, lesson plan, radio, record, TV programme, ect.

Students: book, notebook, ect

(Period 37)

Planning date: 29th November 2007 Teaching date: 30th November 2007

Unit7:

The mass media

Lesson 1: Reading

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will:

+ be updated with names of some popular TV programmes such as Quiz Show, Portrait

of life ....

+ be able to talk about their favourite programmes.
- Lexical items: nouns about TV programmes, ect.

- Grammar: + To + infinitive to talk about purposes
+ Wh- questions

2. Skill: - Reading for vocabulary comprehension: gap-fill and passage comprehension.
3. Education aim: to help students have more knowledge about TV programmes

II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, TV programmes, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

(Oral test - Check students' Knowledges at the end of the lesson and mark them)

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I -Warm up/ review.

- Give students worksheets
- Ask students to match the
people with their job.

Feedback and give suggested
answer.

---II -New lesson

.

* Mass media or mass
communications refer to
public institutions that report
news and other stories. Mass
media also keep people
updated.

1. Before you read

.

a) Ask students to work in
pair to ask and answer
question:

? When do you often watch
TV?

How many channels are
there in our national TV?
How many hours per week
do you watch TV?

Gather ideas and give some
background information
about TV channel in
Vietnam :

---b) Vocabulary pre-teaches.

Give Vietnamese

equivalences for some TV
Programmes, write on the
board

Read

Correct students' phonetic

10'

- Close all the books

- Work in pairs to
answer

--- Open all the books
and notebooks.

- Work in pair to
ask and answer

--- Have a quick look
at some new words
and phrases

- Whole class
- Take note
- Repeat

Questions: Match the people with their
job.

A B

1. Lai Van Sam a) Speaker
2. Nguyen Hong Son b) Singer

3. My Tam c) teacher

4. Mr Huy d) actor

5. David Beckam e) Football player
(Answer: 1. a -2. d -3. b -4. c -5. e)

------

---Unit 7:

the mass media

Lesson 1: Reading

1. Before you read

.
(Suggested answer:

VTV1:combination of Politics, Economics
and Entertainment.

VTV2: Science and Education
VTV3: Entertainment

VTV4: For the overseas Vietnamese
VTV5: For the Ethnic minority groups.)

---Vocabulary pre-teach

- Population and Development(n): Dân số
và phát triển

- TV Series (n): Phim truyền hình dài tập
- Folk songs: Dân ca nhạc cổ

- News headlines: Điểm tin chính
- Weather Forecast: Dự báo thời tiết
- Quiz Show: Trò chơi truyền hình
- Portrait of life: Chân dung cuộc sống
- Documentary: Phim tài liệu

- Wildlife World: ThÕ giíi TN hoang d·
- Around the world: Vßng quanh thế giới.
- Cartoon: Phim hoạt hình.

- comedy: Hài kịch.
- Drama: bi kịch

- Culture and Education: Văn hoá - giáo dơc

- Sport comments: B×nh ln thĨ thao
- Business Comments: BL kinh doanh

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---

---2. While you read

Set the scene

You are going to read about
TV programmes and do the
tasks assigned.

a) Task 1

- Ask sts to skim the TV
programmes to do the task 1
- Feedback and give answer:

---b) Task 2:

- Ask students to work
individually.

- Encourage students to
discuss with their partners to
get the correct answers.
- Call some students speak
out the answers.

? Why is it true/ false?

? Can you give me the
information in the TV
programmes?

- Feedback and give answer:

---c) Task 3:

- Ask students to work in
pairs to answer the questions.

- Walk round and give any
necessary help.

- Call some students speak
out the answers in front of
the class.

- Feedback and give correct
answer:

---3. After you read

- Keep students in pairs and
ask them to tell their parner
about one of the TV

programmes they like

10'

---Listen to the teacher
Work individually
(skim the Tv
programmes) and
match the words or
phrases in A with
their meanings in B.
Compare the answer
with a friend.

--- Work

individually to read
the programmes
again and decide

whether the

statements are true
(T) or false (F).
- Discuss with their
partners to get the
correct answers.

--- Work in pairs to
read the small talks
more carefully
again and answer
the questions

- Compare their
note with a partner

---2. While you read

a) Task 1 -Matching

(Answer:
1. c
2. a
3. d
4. b)

---b) Task 2 -True or False

(Answer:
1. T
2. T

3. F (The Nature of language is the
documentary programme at 15:15 on
VTV3)

4. T

5. F (VTV 1 started at 5:35 and the last
programmes starts at 23: 30)

---b) Task 3 -Answering questions

(Answer:

1. There are five films on

2. At 9:00 a.m., 12:00 at noon, 7:00 p.m.,
11:00 p.m. on VTV1 and 7:00 p.m. on
VTV3.

3. VTV2.

4. The Quiz Show

5. ( You should watch) VTV1
6. The football.)

---3. After you read

Game shows:

Wheel of fortune

Who wants to be millionaire?
The price is right

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watching best and explain
why.

- Walk round and give any
necessary help.

- Collect some student to
give short talks on the given
topic.

- Give comment and may
give mark.

---III. Homework - summary

1. Summary

? Can you tell me some thing
about TV programme you
like best?

2. Homework

- Ask students to do
exercises in workbook (page:
41, 42)

Prepare for the next period:
talk about different types of
the mass media.

- Work in pairs

--- Answer

- Take note

We are soldiers.
(Suggested answer:

I like Game show The price is right most

because it is very interresting, easy to play.
Besides the reward for the winner is
valuable. Another reason I like this game
show is the MC. Mr. Luu Minh Vu is
humorous and very intelligent...)

I like Game show We are soldiers most
because it is very interresting, funny and
easy to play. Besides the reward for the
winner is valuable. Another reason I like this
game show is the MC. Mr. Lai Van Sam is
humorous and very intelligent..)

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---(Period 38)

Planning date: 9th December 2007 Teaching date: 10th December 2007

Unit 7:

The mass media

Lesson 2: Speaking

A - Preparation
I - Aims:

1. Knowledge:

- By the end

of the lesson, students will be able to talk about the differences and
similarities of some popular types of the mass media.

- Asking and answering questions about music.

Talking about favourite kinds of music.
Lexical items: nouns of the mass media, ect.

Grammar: + To + infinitive to talk about purposes
+ Wh- questions

2. Skill: speak about different types of the mass media.
3. Education aim: to help students to talk about the school life

II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students to work in two
groups and find out a header of
each groups.

- Give out some words Ask
students to make body words
and the headers speak out the
words

- Feedback, give the mark

- Close all the

books

- Work in groups

- Speak again

- Answer

Smile

Laugh

Listen

Sleep

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---II -New lesson

.

* Today we will practice
speaking.

1. Presentation.

Vocabulary pre-teaches.
Give Vietnamese equivalences
for some TV Programmes,
write on the board

Read

Correct students' phonetic

---(Task 1)

Ask students to look at task 1
in the book.

Have students work in pairs
and decided which items are
types of the mass media.
Notice students to refer to the
definition of the mass media.
Call on some students to
explain their answers in front
of the class.

- Feedback and give correct
answers.

-2. Practice

Task 2

Set the scene: You have
discussed some popular types
of the mass media. As you
know, each type has its own
features. Now, you work in
pairs and work out what
features the types of the mass

media have in common and
what main features each of
them has.

- Ask students to carry out the
activity using the cues in the
book.

15'

10'

--- Have a quick
look at some new

words and

phrases

- Whole class
- Take note
- Repeat

--- Look at task 1
and work in pairs

--- Work in pairs

---1. Vocabulary pre-teach

- Orally (adv): Spoken by mouth
- visually (adv): seen by eyes
- aurally (adv): heard by ears

---2. Task 1

(Suggested answers:
+ Television

+ radio
+ Newspaper
+ The Internet)

---3. Task 2

(Suggested answers:

The mass

media

Provide/ deliver information
and entertainment
The radio Provide information and

entertainment orally (through
mouth)

Receive information aurally
(through ears)

Newspaper Present information and
entertainment visually (through
eyes)

Receive information visually
(through eyes)

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- Go to different pairs and
offer help if necessary.

- Call on some students to
explain their answers in front
of the class.

- Feedback and give correct
answers.

-3. Further practice

Task 3

Ask students to work in groups
to talk about different types of

the mass media.

Walk round and give any
necessary help.

- Call on some student to
give small talk in front of the
class

- Comment on sts'

performance and make
necessary corrections.

-III. Homework - summary

1. Summary

? Can you tell me some thing

about the mass media?

2. Homework

- Ask students to do exercises
in workbook (page: 45, 46)
Prepare for the next period:

--- Work in groups
- Speak out

--- Take note

entertainment orally (through
mouth) and visually (through
eyes)

Get information aurally
(through ears) and visually
(through eyes)

---Task 3 -

Answering questions

(Suggested answers:

The mass media includes TV, the radio,
newspapers, and the Internet. The feature they
in common is that they provide information
and entertainment for people. The radio
provide information and entertainment orally
(through the mouth) and we receive
information aurally (through ears ....)

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(Period 39)

Planning date: 12th December 2007 Teaching date: 13th December 2007

Unit7:

The mass media

Lesson 3: Listening

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to better their ability to listen to news

editions through Gap-filling exercise.

- Listening to a short news edition
Lexical items: nouns of the mass media., ect

Grammar: + To + infinitive to talk about purposes
+ Wh- questions

2. Skill: : Deciding on True or False statement.

Comprehension questions.

3. Education aim: to help students speak about different types of the mass media.
II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students to work in
pairs and talk about radio.

---II -New lesson

.

* Today we learn unit 7 part C
listening.

1. Before you listen

- Ask students to work in
pairs and talk about radio.

- Call on some pairs to speak
in front of the class.

- Gather ideas that students
5'

- Close all the
books

--- Close all the
books

- Some pairs to
practice in front of
the class

(Answers keys:

What is it used for?- To listen to news,
music...)

---1. Before you listen

How often do you listen to radio?

How many hours per week do you listen to
it?

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discuss and give some
background information about
radio

Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

Present some new

vocabularies, write on the
boardRead

---2. While you listen

Set the scene

News broadcast is a popular
programme on the radio.
Today you will listen to a short
news edition. You listen to it
and do the tasks assigned.

Task 1-

Elicit the items of the news. (2
items)

Ask students to listen to the
two radio news stories and tick
the right column under News
story 1 and News story 2.

- Play the tape twice if
necessary.

- Have students compare their
answers with a friend.

- Feedback and give correct
answer.

---Task 2 -Gap filling.

- Let students read the two
news stories carefully and try
to guess the missing words in
the blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
7'

10'

- Open all the

books and

notebooks.

- Have a quick
look at some new
words and phrases
- Whole class
- Take note
- Repeat

--- Work

individually

- Listen to a
conversation
- Compare their
answers with a
friend

---Read the sentences
carefully.

- Listen and
answer.

Vocabulary pre-teach

- flood (n): Chứng chỉ văn bằng.

- Heavy rain (n): GiÊy chøng nhËn nh giÊy
chøng sinh

- climb (n): Văn bằng ĐH đỗ cử nhân, thạc
sĩ...

- In spite of: GV d¹y thĨ dơc

---2. While you listen

Task 1- Ticking the words

(* Keys

News story 1 News story 2

Healthy 
strong 
young 

cloudy 
hightest 
Wonderful 
fine 

Task 2 -Gap filling.

(* Keys: 
News story 1

1. has caused floods
2. have left their home
3. have risen

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keywords when they are
listening.

- Call on some students to
explain their answers.

- Give correct answer.

---c) Task 3:

- Ask students to work in
pairs to answer the questions.

- Walk round and give any

necessary help.

- Call some students speak out
the answers in front of the
class.

- Feedback and give correct

answer:

-3. After you listen

- Give students the outline of
Sally's background:

- Ask students to work in
groups of 3 or 4 and use their
own words to tell other
members about one of the two
news stories.

- Walk round and give any
necessary help.

- Call on some to give the
talk in front of the class

-III–Homework

-summary

1. Summary

? Can you tell me some thing
about the news story?

2. Homework

- Ask students to do exercises
in workbook (page: 42)

10'

--- Work in pairs to
read the small talks
more carefully
again and answer
the questions
- Compare their
note with a partner

- Group work

--- Take note

News story 2
1. twenty-third
2. 4,418
3. California
4. wonderful

5.young and healthy)

Task 3 -Answering questions

(Answer:

1. Heavy rain has caused floods all over the
country during the night.

2. Because rivers have risen.

3. The old woman has climbed Mount
Whitney twenty-three times.

4. Because it has kept her young and
healthy.)

---3. After you listen

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---Prepare for the next period:
Writing about advantages and
dis advantages

(Period 40)

Planning date: 13th December 2007 Teaching date: 14th December 2007

Unit7:

The mass media

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write a passage about
advantages and dis advantages of television and other types of mass media.

Lexical items: Subjects, verbs, and connectors in writing a passage about advantages and dis
advantages of television and other types of mass media, ect.

Grammar: + To + infinitive to talk about purposes
+ Wh- questions

2. Skill: - Writing a profile about advantages and dis advantages.

3. Education aim: to help students have more knowledge about the mass media.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Present some paper sheets
Ask students to match A with
B.

(Suggested answers:
1. d

2. c
3. b
4. a

- Close all the
books

- Answers the

teacher's questions.

A B

1.The
mass
media

a. Present information and
entertainment orally (through
mouth) and visually (through eyes)
Get information aurally (through
ears) and visually (through eyes)
2.The

radio

b. Present information and
entertainment visually (through
eyes)

Receive information visually
(through eyes)

3.Teli-vision

c. Provide information and
entertainment orally (through
mouth)

Receive information aurally
(through ears)

4.New

-spaper

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---II -New lesson

.

1. Presentation (Task 1)

Implicit the elements of
advantage and disadvantage by
analysing the examples:

Ask students to find out:
- Which sentence says good
about television?

- Which sentence says bad
about television?

Ask students to read about the
advantages and disadvantages
of television.

Have students underline the
key words of each idea.

Go round the class and provide
help if necessary

Make sure students understand
all the advantages and
disadvantages mentioned in
the book.

---2. Practice Task 2

- Ask students to work in
pairs and discuss the
advantages and disadvantages
of the mass media and write
them down in the column.

- Let students choose of the
three types of the mass media
to discuss.

- Go round the class and
offer help if necessary

- Encourage students to find
the ideas related to the topics .

- Ask students to share the
ideas with other pairs.

10'

15'

--- Whole class
- Take note

Work independently

--- Work in pairs
- Compare their
answers with other
pairs

---1.

Presentation

(Task 1)

E.g. - Television makes us passive.

- Television helps us to learn more
about the world.

* vocabulary:

- help someone to do something
- Encourage someone to do something

- make someone/ something + adjective:

---2.

Practice ( Task 2 ) (Suggested answers:

Radio

- Advantages: + It provides you hourly
updated news and information.

+ It is convenient because you can listen to
it almost everywhere.

+ It makes our life easier and enjoyable. It
also releases stress.

- Disadvantages: + It only provides
information orally.

+ It can be boring because we can't watch
films or sports programmes.

Newspapers

- Advantages: + It provides news and
current affairs updatedly

+ It is very mobile because we can bring
them along everywhere we go.

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-3. Task 3

- Ask students to work
independently

- Call on some students to
give the answers in front of
the class. (May give mark)

-III -

Homework- Summary

1. Summary:

How to write about advantages
and disadvantages?

- Retell.

2. Homework

- Rewrite task 3 at home

- Revise:

+ The present perfect.
+ Because of and In spite of

12'

--- Individual work

- Compare their

answers with a

partner.

--- Answer the
Teacher's question.

- Take note

- Disadvantages: + It only provides
information visually.

+ It can be boring because we can't watch
films or sports programmes.

+ It is less updated than other kinds of
media as there is no more information until

the next edition.

+ The text and the pictures are not moving
so it is not as exciting as other kinds of
media.

The Internet

- Advantages: + It provides you hourly
updated news and information.

+ It is convenient because you can listen to
it almost everywhere.

+ It makes our life easier and enjoyable. It
also releases stress.

- Disadvantages: + It only provides
information orally.

+ It can be boring because we can't watch
films or sports programmes.

---3. Task 3

---+ The present perfect.
+ Because of and In spite of

(Period 41)

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Unit 7:

The mass media

Lesson 5: Language focus

A - Preparation

1 - Aims: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds

/ei/, /ai/, /ɔi/

and distinguish the present perfect
tense.

2. Pronunciation: Identifying the sounds:

/ei/, /ai/ , /ɔi/

3. Grammar and vocabulary: - To help students revise:

+ The present perfect.

+ Because of and In spite of
4. Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students a table

containing 10 verbs and ask
them to complete

- Ask some students to write
their answer on the paper

- The group, which completes
the table first and has more
correct verbs, be the winner.

---II -New lesson

.

* Today we learn part E
language focus in unit 3.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: met - mat

* Today we will practise
Pronunciation the two sounds

/ei/, /ai/ and /ɔi/

- Demonstrate the sounds

/ei/, /ai/

and

/ɔi/

pronouncing them clearly and
slowly.

- Close all the
books

- Group work

--- Whole class

V- infinitive Past form PII

Take Took taken

meet met met

leave left left
break broke broken

come came come

go went gone

get got gotten

be Was/ were been

do did done

see saw seen

---1. Pronunciation

.

play - time - voice

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- Help students to distinguish
these two sounds.

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
repeat the sounds clearly to
class.

- Ask students to work in
pairs and practice the
sentences.

- Ask students to find out
which words contain sound
/ei/, /ai/ and /ɔi/

- Introduce peer correction.

- Go round the class and
provide help if necessary.

---2. Grammar & vocabulary

a) Exercise 1

* Presentation:

Distinguish the present
perfect tense form, and usage.
Usage: It is used to press a
recently complete action or
expresses an action which
began in the past and still
continues.

---* Practice:

- Ask students to do exercise
1: complete the letter, using the
present perfect of the verbs in
the box.

- Walk round and give any
necessary help.

- Call on some students to
read aloud their sentences to
class.

- Feedback and give
suggested answers:

--- Pair work.

--- Whole class

---Individual work

Compare their
answers with a

partner.

---(Suggested answers:

/

ei

/

/ ai /

/ɔi/

1.afraid
2.They,
timetable,
April
3. page,
Friday
6. changing
1. I
2.timetable
3.
ninety-nine, type,
by, Friday
4. like, ride
6. While, my

5. noisiest,
Rolls,
Royce
6. oil, boy

---2. Grammar and vocabulary

Exercise 1

Review the past perfect tense
Form:

(+) S + has/ have + PII + O

(-) S + has/ have not + PII + O
(hasn't/ haven't)

(?) Have/ has + S + PII + O?
- Yes, S + has/ have

- No, S + haven't/ hasn't

Use:

Eg1: I has done all my homework

Eg2: I has done all my homework for two
hours

---(Suggested answers:

1. have been
11. has lived
12. have met
13. have done

14. have had
15. have taken
16. have watched)

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---

---b) Exercise 2

*

Presentation:

Identify the past simple tense
and the present perfect tense.
Demonstrate the point by
analyzing the example:

Ask students to identify which
action happened first.

---* Practice:

- Ask students to do exercise
2: Use the verbs in brackets in
the past perfect tense or the
past simple tense.

- Walk round and give any
necessary help.

- Have students compare their
answers with a friend.

- Call on some students to
read aloud their sentences to
class.

Feedback and give suggested
answers:

---c) Exercise 3

* Presentation:

Distinguish the use of Because
of and In spite of.

---* Practice:

- Ask students to work in pairs
and complete the sentences,
using the information in the
box.

- Walk round and give any
necessary help.

- Ask students to compare the
answers with other pairs.
- Call on students to read the

correct sentences aloud in front
of the class.

--- Whole class

- Take note

-Individual work

Compare their
answers with a
partner.

--- Whole class

--- Pair Work

- Compare their
answers with a
partner.

Exercise 2

E.g. She (do) all her homework since I
(come)

E.g.: She has done all her homework since I
came.

Thì hiện tại HT: Since + Mốc thời gian
Thì hiện tại HT: For + Khoảng thời gian
Thì quả khứ đơn: Khoảng thời gian + Ago

(Suggested answers:

1. since
2. ago
3. for
4. for
5. since

6. for
7. ago
8. ago
9. since

10. since

---Exercise 3

"Because of": Shows the cause
"In spite of": Shows the confession

---(Suggested answers:

1. c f

2. b d

3. a e

4. h j

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- Give correct answers:

---III -Homework.

1. Summary:

- Retell the Pronunciation the
two sounds /ei/, /ai/ and
/ɔi/- Retell the using of
because of and In spite of form

of the verbs.

2. -Homework

Ask students to do exercises

--- Help teacher to
summarize.

- Take note

---

Homework: do exercises in workbook

(page 42, 43)

Prepare for the next period: revise lessons
for the first term

(Period 42)

Planning date: 16th December 2007 Teaching date: 17th December 2007

Correct

WRITTEN TEST 2.(45ms)

A - Preparation

I -Aims:

1. Knowledge: To help students to check their knowledges
- Lexical items: Sts use the taught words and phrases to do the test
- Grammar: + The + adjective

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+ The present perfect

+ The present perfect passive
+ Who, which, that

+ Be going to

+ The present progressive ( with a future meaning)
+ The future simple tense.

- Pronunciation: /

ɔ:

/, /

/,/

u:

/, /

/, //, /3:/

2. Skill: Sts have tobe skillful at doing the test

3. Education aim: Create sts' solemness, honestness in doing the test.
II. Teaching aids needed:

+ Teacher: lesson plan.

+ Students: book, notebook, ect.

B- Procedure.

Remark about students' test
I - Odd one out:(1ms)

(0.25) * a- Top b- Job c- Box d- Sport
* a- food b- foot c- tooth d- school

* a- teacher b- water c- term d- other

* a- bird b- shirt c- thirsty d- tired
II- Choose the best answer: (2 ms)

* Jane isn't on the phone, ... makes it difficult to contact her.
A- who B- which C- what D- where.

* The boy ... rides his bicycle to the countryside at weekends is very handsome.
A- who B- which C- what D- where.

* Thousands of animals ... in the forest fire.

A- has killed B- have been killed C- killed D- has been killed

* Lan's class ... on a two-day excursion to visit some caves near Huong Pagoda next weekend.
A- will be gone B- is going to go C -went D -has been gone

* Computers ... part of our daily lives.

A- have become B- become C- became D- have been become
* The Vang Trang Khuyet Club's members are all ... children.

A- disable B- disabled C- deafs D- disabed
* I'm now learning ...

A- photograph B- photography C- photogenic D- photographer
* What ... before I came?

A- had you done B- have you done C -have you been done D -did you do

III- Jame is going to Sri landka. She ask Matha about what she should take on the trip. Put their words
(a -l) in the order: (2 ms)

a.I'm making a list of things I should take on my trip to Sri Landka. Can you give me some advice?
b. You should pack some warm clothes, too because it get cold at night

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d. Really? Then I take a couple of pullovers.
e.Are you going in the rainy season?

f. What? Do you think it's going to rain?

g. That's a nice idea. What clothes should I bring?

h. Well, August is the rainy season in Sri Landka -you ought to be ready for bad weatger. And
good insect spray is very helpful. The mosquitoes can be very unpleasant, if not dangerous.

i. Take an extra emty bag. You never know what you may want to bring back as souvenirs. And don't forget
to take your camera. It's such a fascinating country.

j. I'm going in August.

k. OK. Anything else?

l. Then you'd better take an umbrella, as well.

1. a 2. c 3. g 4. b 5. d 6. l

7. f 8. e 9. j 10. h 11. i 12. k

IV- Read the following passage then answers the questions below: (1 ms)

(0.25) * Do many people in Vietnam now think that teachers give students too much homework?
- Yes, they do.

* What do they agree?- they agree that most teachers do not properly plan the homework tasks they give to
students.

* What do students have to repeat? - that students have to repeat tasks which they have already done at
school.

* Who is in a better position, a student who can do his homework in a quiet and comfortable room or a
student who does his homework in a small noisy room with the TV on?

- a student who can do his homework in a quiet and comfortable room is

V - Read the following passage then fill the gaps with the suggested words below: (2,5ms)

The weekend picnic I enjoyed most was just a few weeks ago. My class decided ... (1) ... a visit to the
Botanic Garden.

It was a ... (2) ... Sunday. We assembled at the school gate on time and travelled to the Botanic Garden by
bus. It was a long way to our destination and we sang merrily all the way.

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A- pay B- to do C- to pay (0.25) D- take

A- beautifully B- very C- on D- glorious

A- In B- The C- A D- At

A- took B- take C- do D- have

A- danced B- sang C- sing D- played

A- After B- Then C- Before D- Although

A- we B- our C- us D- ours

A- soundly B- sound C- tired D- quiet

A- peaceful B- quiet C- noisy D- busy

A- Shoe B- Left-over C- hat D- Left-overs

VI - You want to apply to go on a study holiday. Fill in the form that follows about yourself: (1,5ms) 
Chieng Sinh High School

Son La Town

28 November to 2 December.

Family name: Thu Hoa

First name: Ha

Present address:

Son la town.

Date of birth: (day/ month/ year):

21st July, 1987

Nationality:

Vietnamese

Occupation:

Student

Why are you applying for a study holiday?

Because I want to see the country

.
What languages can you speak?

English, Vietnames

How will you be travelling?

By bus

Signature:

Hoa

II/ Handing in papers:
III/ Home work: Prepare unit

Unit 8:

THE STORY OF MY VILLAGE

I - Expressions: To talk about the life in the village.

II -News language:

1. Knowledges:



Lexical items: field, straw, mud, shortage, cash crop, ect.



Pronunciation: /a

/, /ə/



Grammar: + Reported speech: statements

+ Conditional sentence type 1

2. Skills:



Reading: Vocabulary comprehension: matching.

Scanning for the specific information

Passage comprehension.

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

Listening: Monologue: Deciding on True or False statement.

Gap-filling.



Writing:

Writing an informal letter: giving directions

3. Education:

to help students have more knowledge about the life in the village.

III - Dividing time: (5 periods)

1. Reading

2. Speaking

3. Listening

4. Writing

5. Language focus

IV -Teaching aids needed:

4. Teacher: book, lesson plan, radio, record, TV programme, ect.

5. Students: book, notebook, ect

Planning date:

43 Teaching date:

Unit 8:

THE STORY OF MY VILLAGE

Lesson 1: Reading

A - Preparation
I - Aims:

1. Knowledge: Reading about the changes in the country life.

- By the end of the lesson, students will:

+ be better their reading skill through vocabulary Matching and Table completion
exercises.

+ enlarge vocabulary about country life such as bumper crops, crash crops, brick

houses, straw, mud....

- Lexical items: field, straw, mud, shortage, cash crop, ect.
- Grammar: + Reported speech: statements

+ Conditional sentence type 1

2. Skill: - Reading for vocabulary comprehension: matching.

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3. Education aim: to help students have more knowledge about the life in the village
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, TV programmes, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

(Oral test - Check students' Knowledges at the end of the lesson and mark them)

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students to work in
groups of four and make a
list of words related to the
country.

The group with the longest
list will be the winner.

---II -New lesson

.

1. Before you read

.

Ask students to look at the
picture and answer the
questions:

What do you see in the
picture?

Who are they?
What are they using?

Ask students to work in pairs
and discuss the questions in
the book

Call on some students speak
out the answers in front of
the class.

- Feedback and give correct
answer

---b) Vocabulary pre-teaches.

Give Vietnamese

equivalences for some TV
Programmes, write on the
board

Read

10'

- Close all the books
- Work in groups to
answer

--- Open all the books
and notebooks.

- Work in pairs to
ask and answer

--- Have a quick look
at some new words
and phrases

- Whole class
- Take note
- Repeat

Questions: Networks

------

---1. Before you read

.

(Suggested answer:

1. The farmers are harvesting the crop.
2. they are working very hard.

3. It's a good/ bumper crop.

4. Good farming methods, good
varieties, modern technology used,
people work hard.)

---Vocabulary pre-teach

- straw (n): dry cut stalks of various cereals
(r¬m)

- mud (n): wet, soft soil (bïn)

- technical high school (n): trờng THKT dạy
nghề

- farming methods (n): phơng ph¸p canh t¸c
- brick houses (n): houses made of bricks
- Thanks to: owing to, because of (nhê cã)
-

- shortage (n): sù thiÕu thèn, tóng thiÕu
- manage to do something: gi¶i quyÕt, xoay
xë

- to send somebody to school/ college: gửi/
cho ai đi học PT/ đại học

- result in (v): dẫn đến, đa đến
- lifestyle (n): lối sống

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Correct students' phonetic

---2. While you read

Set the scene

You are going to read a
passage about life changes in
the country and do the tasks
assigned.

a) Task 1

- Ask sts to skim the
passage to do the task 1
- Call on some students
speak out the answers in
front of the class.

- Feedback and give correct
answer

---b) Task 2:

- Ask students to scan the
pasage to get specific
information to complete the
table.

- Walk round and give any
necessary help.

-Encourage students to
discuss with their partners to
get the correct answers.
- Call some students speak
out the answers.

- Feedback and give answer:

---c) Task 3:

- Ask students to work in
pairs to answer the questions.

- Walk round and give any
necessary help.

- Call on some students
speak out the answers in
front of the class.

10'

---Listen to the teacher
Work individually
(skim the passage)
and match the
words or phrases in
A with their
definitions in B.

Compare the answer
with a friend.

--- Work

individually to read
the table carefully
before doing the
task.

- Discuss with their
partners to get the
correct answers.

--- Work in pairs to

read the small talks
more carefully
again and answer
the questions

- Compare their
note with a partner

- better (v): làm cho tốt hơn, cải thiện.

---2. While you read

a) Task 1 -Matching

(Answer:

1. b – make ends meet (v) kiếm tằn tiện đủ
sống

2. d - be in need of (adj)many things: cÇn/
thiÕu nhiỊu thø

3. a – bettering one's life – c¶i thiƯn cc
sèng

4. e - bumper crop (n): vụ mùa bội thu
5. c - cash crop (n): vụ mùa trồng để bán)

---b) Task 2 - Table Completion

(Answer:

Areas of
change

Before Now

houses Made of straw
and mud

Made of bricks

Radio 
and TV

Few families had
a radio or a TV

set

many families
had a radio or

a TV set

Farming
methods

Old new

Crops poor Good/ bumper

travel By motorbike

---c) Task 3 -Answering questions

(Answer:

1. It was poor and simple.

2. Because of they hope that with an
education of science and technology their
children could find a way of bettering their
lives.

3. They introduced new farming methods
which resulted in bumper crops. They also
helped grow cash crops for export.

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- Feedback and give correct
answer:

---3. After you read

- Ask students to work in
groups and discuss the
question: How can people
with an education help make
the life of their community
better?

- Tell students to look back
to the passage to get the
ideas for the questions.

- Walk round and give any
necessary help.

- Collect some student to
give the answers.

- Give comment and may
give mark.

---III. Homework - summary

1. Summary

Summarize all taught
languages.

2. Homework

- Ask students to learn by

heart all words and phrases.
Prepare for the next period:
talk about plans and results.

--- Work in pairs

--- Answer

- Take note

thanks to the knowledge their children had
brought home.

5. He told his grandchildren: "Study harder
so that you can do more for the village than
your parents did.")

---3. After you read

People with an education refers to people
with university study.

Introduce new farming methods.
Grow cash crops for export.

Help local people apply modern technology
in farming.

Help community especially young people
access to ways of entertainment.

Raise people's awareness about food safety
and environmental hygiene.

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Planning date:

44 Teaching date:

Unit 8:

THE STORY OF MY VILLAGE

Lesson 2: Speaking

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to talk about plans to improve life of a

village and their possible results.

Lexical items: nouns of the village, ect.
Grammar: + Conditional sentence type 1

2. Skill: speak about plans to improve life of a village and their possible results.
3. Education aim: to help students have more knowledge about the life in the village.

II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students write all
newwords of the last period.
Feedback, give the mark

10' - Close all the
books

- Answer

- straw (n): dry cut stalks of various cereals
(r¬m)

- mud (n): wet, soft soil (bïn)

- technical high school (n): trêng THKT d¹y
nghỊ

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---II -New lesson

.

* Today we will practice
speaking.

1. Presentation.

Vocabulary pre-teaches.
Give Vietnamese equivalences
for some TV Programmes,
write on the board

Read

Correct students' phonetic

---(Task 1)

Ask students to look at task 1
in the book.

Have students work in pairs.
Call on some students to
explain their answers in front
of the class.

- Feedback and give correct
answers.

-2. Practice

Task 2

- Ask students to work in
groups of four: Read and
practice the conversation.

- Briefly explain Conditional
sentence type 1:

- pairs and offer help if
necessary.

- Call on some students to
explain their answers in front
of the class.

- Feedback and give correct
answers.

-3'

14'

--- Have a quick
look at some new

words and

phrases

- Whole class
- Take note
- Repeat

--- Look at task 1
and work in pairs

--- Work in pairs

--- Thanks to: owing to, because of (nhê cã)
- shortage (n): sù thiÕu thèn, tóng thiÕu

- better (v): làm cho tốt hơn, cải thiện.

---1. Vocabulary pre-teach

- Resurface (v): put new surface on

- cannal (n): man-made waterway for
irrigation

- muddy (adj): full of mud

---2. Task 1

(Suggested answers:

1. b 2. g 3. d

4. e 5. f 6. c

)

---3. Task 2

Conditional sentence type 1:

If S + do(present tense), S + will/ can + do
If clause Main clause
E.g. If the roads are widened, cars and lorries

can get to our village.

---Task 3

Controlled discussion.

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3. Further practice

Task 3

Ask students to work in groups
and continue the conversation,
using the ideas in the table in
task 1.

Walk round and give any
necessary help.

- Call on some students to
give small talk in front of the
class

- Comment on sts'

performance and make
necessary corrections.

-III. Homework - summary

1. Summary

? Can you tell me some thing
about the mass media?

2. Homework

- Ask students to do exercises
in workbook (page: )
Prepare for the next period:

10'

- Work in groups
- Speak out

--- Take note

If a football ground is built, young people can
play sports to improve their health.

If a medical centre is built, people's health will
be looked after better.

If a football ground is built, young people will
be able to play sport.

If cash crops are grown, people will export the

crops.

If a bridge is built over the canal, villagers
will have a shorter way to town.

If a new school is built, children will have
better learning conditions.

Prepare for the next period: short news edition

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Planning date:

45 Teaching date:

Unit 8:

THE STORY OF MY VILLAGE

Lesson 3: Listening

A - Preparation
I - Aims:

1. Knowledge:

- By the end of the lesson, students will be able to compare the past and the present of

a town, and improve listening skill through true or False and Gap-filling exercises.
- Listening for information about the changes of a small town in England.

Lexical items: pull down, cut down, atmosphere, peaceful, ect
Grammar: + Used to + infinitive

+ present simple.

2. Skill: Monologue: Deciding on True or False statement.

Gap-filling.

3. Education aim: to help students to listen for information about the changes of a small town in England
II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Ask students to answer the
question:

What did you use to do when
you were a baby?

---II -New lesson

.

5' - Close all the
books and answer

---(Answers keys:

I used to cry, play football..)

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---* Today we learn unit 8 part C
listening.

1. Before you listen

- Ask students to work in
pairs look at the pictures of the
same town in the book and
discuss the differences
between them. Follow the
example.

- Tell students to study the
pictures carefully and find as
many differences as possible.

- Call on some pairs to speak
in front of the class.

Vocabulary pre-teaches.
Firstly, let's have a quick look
at some new words and
phrases that you will come
across in the passage.

Present some new

vocabularies, write on the
boardRead

---2. While you listen

Set the scene

Today you will hear someone
talking about the changes in
his hometown. You listen to it
and do the tasks assigned.

Task 1-

Ask students to listen to the
tape and decide if the
statements are True or False
according to the talk.

- Play the tape twice if
necessary.

- Have students compare their
answers with a friend.

- Feedback and give correct
answer.

---Task 2 -Gap filling.

10'

- Close all the
books

- Some pairs to
practice in front of
the class

- Open all the

books and

notebooks.

- Have a quick
look at some new
words and phrases
- Whole class
- Take note
- Repeat

---Work individually

- Listen to the
tape

- Compare their
answers with a
friend

---1. Before you listen

In the past, there used to be no cars in the
town, but now there is a big car park with a
lot of cars inside.

In the past, buffalos used to walk on the
roads in the town, but now there aren't any
buffalos on the roads...

Vocabulary pre-teach

- tourist resort (n): khu nghỉ ngơi

- Pull down (v): phá bỏ

- Cut down (v): chặt bỏ

- Atmosphere (n): bầu không khí

- peaceful (adj): thanh b×nh

---2. While you listen

Task 1- True or False

(* Keys

1. F (It's on the south coast of England)
2. F(It used to be a small quiet town)
3. T

4. F (A lot of trees have been cut down for
wider streets)

5. F (Some people don't like the changes,
they miss the quiet and peaceful life of the
old town)

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- Let students read a part of
the talk carefully and try to
guess the missing words in the
blanks.

- Play the tape again and ask
students to listen and fill in the
gaps

- Draw students' attention to
keywords when they are

listening.

- Call on some students to
explain their answers.

- Give correct answer.

---3. After you listen

- Ask students to work in
groups of 3 or 4 and use their
own words to discuss the
changes in your own
hometown or home village.

- Walk round and give any
necessary help.

- Call on some to give the
talk in front of the class

-III–Homework, summary

1. Summary

summarize the main points.

2. Homework

- Ask students to do exercises
in workbook (page: )
Prepare for the next period:
Writing and giving directions

10'

Read the sentences
carefully.

- Listen and
answer.

- Group work

--- Take note

(* Keys: 
1. houses
2. hotel
3. widened

4. cut
5. car
6. shop
7. department
8. expensive)

---3. After you listen

- streets

- houses

- trees

- hotel

---Comments:

====================================================
==================================

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Planning date:

46 Teaching date:

Unit 8:

THE STORY OF MY VILLAGE

Lesson 4: Writing

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to write a letter giving directions
to a certain place.

Lexical items: Subjects, verbs, and connectors in writing a letter giving directions to a certain place,
ect.

Grammar: imperative.

2. Skill: - Writing a letter giving directions to a certain place.

3. Education aim: to help students have more knowledge about the mass media.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Ask students to speak about
the changes in their own
hometown or home village.

---II -New lesson

.

Set the scene

Jim has to come to Ann's place
for his holiday. Ann writes him
a letter giving directions to her
house. Now let's work in pairs,
read the letter and study the
map carefully to find Ann's
house on the map.

1. Presentation

- Close all the
books

- Answers the
teacher's questions.

---

---1.

Presentation

Task 1:

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Task 1

Ask students to find out Ann's
house.

Explain and check in front of
the class as a whole

---Task 2

Have students read the letter
again and underline the words
and phrases that use to give
directions.

Go round the class and provide
help if necessary

Gather the phrases and write
them on the board:

---2. Practice Task 3

- Ask students to work
independently to write a letter
to Jim, telling him the way to
their house, A on the map from
Roston Railway Station.

- Go round the class and offer

help if necessary

- Ask students to compare
their answers with a partner.

---3. Further practice

- Give out the prepared map
of Son La town ask students to
ask and answer the directions
to some certain places on the
map as hospital, market
center...

- Call on some students to
give the answers in front of
the class.

(May give mark)

-III -

Homework- Summary

10'

15'

- pair work

--- pair work

--- Individual work

- Compare their

answers with a
partner.

--- Answer the
Teacher's question.

--- Take note

---Task 2

Come out off
Turn right/ left
Keep walking

Go over
Walk past

Take the first/ second turning on the left/
right

It's the one with...

---2.

Practice (

Task 3

)

(Suggested answers:

...When you come out of the station, turn
right. Keep walking for about 5 minutes,
you will see a small bridge ahead. Go over
the bridge, go along the street past the
medical centre and car park then take the
second turning on the left. Walk past the
shoe shop and you will see my house. It's on
the left, next to the shop, opossite the
souvenir shop...

---3. Task 3

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---1. Summary:

How to write a letter giving

directions?

- Retell.

2. Homework

- Ask students to rewrite task
3 at home

Prepare for the next period:
Revise:

+ Reported speech: statements
+ Conditional sentence type 1

Comments:

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Planning date:

47 Teaching date:

Unit 8:

THE STORY OF MY VILLAGE

Lesson 5: Language focus

A - Preparation
I - Aims:

1. Knowledge: - By the end of the lesson, students will be able to be more confident in
pronouncing the sounds /a/, /ə/ and distinguish the present perfect tense.
Pronunciation: Identifying the sounds: /a/, /ə/

Grammar and vocabulary: - To help students revise:
+ Reported speech: statements
+ Conditional sentence type 1

2. Skill: writing

3. Education aim: to help students have more knowledge about grammar
II. Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

- Give students a table
containing 5 verbs and ask
them to complete

- Ask some students to write
their answer on the paper

- The group, which completes

the table first and has more
correct verbs, be the winner.

---II -New lesson

.

* Today we learn part E
language focus in unit 8.

1. Pronunciation

.

a)Presentation1:

Ask students to read out loud
two words: cow, bowl

* Today we will practise
Pronunciation the two sounds

- Close all the
books

- Group work

--- Whole class

V- infinitive Past form PII

Take Took taken

meet met met

leave left left
break broke broken

come came come

---1. Pronunciation

.

cow - bowl

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/a

/, /ə/

- Demonstrate the sounds

/a/, /ə/

by pronouncing
them clearly and slowly.

- Help students to distinguish
these two sounds.

---b)Practice 1

- Read and ask students to
repeat.

- Call on some students to
repeat the sounds clearly to
class.

- Ask students to work in
pairs and practice the
sentences.

- Ask students to find out
which words contain sound

/a/, /ə/

- Introduce peer correction.

- Go round the class and
provide help if necessary.

---2. Grammar & vocabulary

a) Exercise 1

* Presentation:

Usage: Reported speech refers
to using a noun clause to
report what someone has said.
No quotation marks are used.

Verb form also change from
direct speech to reported
speech as follows.

Note: + If the reporting verb is
in the present tense (says, asks)
there is no tense change.

+ If the reporting verb is in the
past tense (said, asked, told) it
is usual for verb in the reported
clause to move "one tense
back".

+ Typical pronoun, time, place
3'

10'

--- Pair work.

--- Whole class

---(Suggested answers:

/a/

/ə/

1. out
2. shouting
3. house
4. allowed
5. cows

1. old
2. toes
3. shoulders
4. road
5. know

---2. Grammar and vocabulary

Exercise 1

Reported speech: Statement

Eg: She said: "I watch TV every day." (DS)
She said that she watched TV every day
(RS)

Use:

Present => Past

Past/ Present perfect => Past perfect

1. Pronoun changes:

Direct speech

Reported speech

I He/ she

We They

Mine His/ hers

Me/ you Him/ her

Us Them

Ours Theirs

my His/ her

our their

2. Time and place changes:

Direct speech Reported speech

now Then

ago Before

today That day

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and modal verb changes.

---* Practice:

- Ask students to do exercise
1: Report the statements using
the verbs suggested.

- Walk round and give any
necessary help.

- Call on some students to
write their sentences on the
board.

- Feedback and give
suggested answers:

---b) Exercise 2

- Ask students to do exercise
2: make clear the difference
between Say, Tell and Talk:

- Demonstrate the verb use by
giving exaples.

- Walk round and give any
necessary help.

- Have students compare their
answers with a friend.

- Call on some students to
read aloud their sentences to
class.

Feedback and give suggested
answers:

---c) Exercise 3

* Presentation:

Review the form and use of
7'

---Individual work

Compare their
answers with a
partner.

--- Whole class

- Take note

Compare their
answers with a
partner

-- Whole class

Tomorrow The next/ following day
yesterday The day before

Last night The night before

here there

This/ these That/ those

3. modal verb changes:

Direct speech

Reported speech

can Could

will Would

may might

---(Suggested answers:

1.An old man said their lives had changed

a lot thanks to the knowledge their children
had brought home.

2.She said she was going to HCM City
soon.

3.I thought the film would be interesting.
4.She said she couldn't help me because

she had too much to do.

5.Rich told me that Anne had written Jim
a letter.

6.He told me It had taken him 3 hours to
get there because the roads were muddy
and slippery.

7.She said she thought it was a crazy idea
and it wouldn't work.

8.He announced that breakfaast was served

between 7:00 and 9:00.

---Exercise 2

Say (without object) + clause
Tell (with object) + clause
Talk (to smb) + about smt
(Suggested answers:

1. told 4. told
2. said 5. talked
3. said

---Exercise 3

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conditional sentence type 1.
Demonstrate by analysing the
following example:

---* Practice:

- Ask students to work in pairs
and look at what Ha Anh hopes
will happen in the future.
Make sentences, using If ..., ...
will ...

- Walk round and give any
necessary help.

- Ask students to compare the
answers with other pairs.
- Call on students to read the
correct sentences aloud in front
of the class.

- Give correct answers:

---d) Exercise 4

Ask students to do exercise 4:
Put WHEN or IF into each
gap.

Tell students to work in pairs
and do this exercise orally.
- Call on students to read the
correct sentences aloud in front
of the class.

- Give correct answers:

---III -Homework.

1. Summary:

- Retell the Pronunciation the
two sounds /a/, /ə/. Retell
the using of If, when, and
reported speech.

2. -Homework

Ask students to do exercises

- Take note

--- Pair Work

- Compare their
answers with a
partner.

--- Pair Work
Compare their
answers with a
partner.

--- Help teacher to
summarize.

- Take note

If clause

I will go to Hue for holiday.

Main clause

---(Suggested answers:

If I don't go out so much, I'll do more
homework.

If I do more homework, I'll pass my exam.
If I pass my exam, I'll go to medical college.
If I go to medical college, I'll study
medicine.

If I study medicine, I'll become a doctor.
If I become a doctor, I'll be able to cure
diseases and help sick people.

---Exercise 4

(Suggested answers:

1. if 4. if
2. when 5. when
3. if )

---

Homework: do exercises in workbook

(page )

Prepare for the next period: revise lessons
for the test yourself C.

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REVIEW FOR THE THROUGHOUT TEST
OF THE FIRST TERM

OVERVIEW OF THE LESSON

A. LANGUAGE POINTS:
I. Grammar:

+ Wh-questions: who, what, when, how, why...
+ Gerunds and to- infinitive

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+ The present perfect
+ The present perfect vs.
+ The past simple

+ The past perfect
+ The past perfect vs.
+ The future simple
+ Be going to

+ The present progressive with the future meaning.
+ The + Adjective

+ Because of, In spite of.

+ Relative pronoun, relative adverbs: WHO, WHICH, THAT.
II. Vocabulary:

Words realted to the topics of the lessons
Word Forms

III. Skills:

Reading to answers questions.
B. DIVIDING TIME: 5 Periods

1. The present simple tense, adverbs of frequency, Wh- question, Gerunds, to + infinitive.
2. The past simple tense, the past perfect tense, Used to + Infinitive

3. The + adjectives, Which as a connector, Relative pronouns: Who, Which, that.
4. The present perfect tense, The present perfect passive.

5. The present progressive( with future meaning), Be going to, Because of, In spite of.
C. REFERENCE:

Grammar in Use.

On Luyen Tieng Anh( Pham Dang Binh)
On luyen Tieng Anh ( Vinh Ba)

Workbook 10

On tap va kiem tra Tieng Anh 10

(Period 43)

Planning date: 16th December 2007 Teaching date: 17th December 2007

Review for the first term

A - Preparation

I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.
- Grammar: + The presenrt simple

+ Adverbs of frequency
+ Wh- question

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2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review.

Greet

---II -Review lesson

.

* Today we will revise for the
first term.

1. Review the present simple
tense and adverbs of
frequency.

- Ask students to work in pair
and discuss the form and use
of the present simple tense.
Call on some students to
answer some questions
regarding the use and form of
the present simple tense.
When do we use this tense?

What adverbs of frequency

does it go with?

---2:

Review adverbs of
frequency.

When do we use adverbs of
frequency?

(Adverbs of frequency show
how often something happens)

Position

We put the adverbs of
2'

10'

--- Whole class

- Take note

--- Listen to the teacher

- Whole class

- Take note

------

---1. The present simple tense

Use:

(We often use the present simple
tense to talk about permanent situations,
or about things that happen regularly,
recently or all the time.)

Form:

(+) S + V-(es/ s) + O

(-) S + do not/ does not + V + O
(?) WH_ + do/ does + S + V + O?

Adverbs:

adverbs of frequency(Always,
usually, normally, often, sometimes, never,
ect.)

E.g. I usually go to shool by bus.

---2. Adverbs of frequency

always

100%
usually
normally
often
sometimes
never
0%
Position

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frequency:

---3.

Distinguish the To- infinitive

and -ing form.

* The To- infinitive and –ing
never mean the same when we
use after these verbs:

remember, forget, regret,
try, and stop.

- Remember + To- infinitive:
refers to an action in the
future.

- Remember + _ing: refers to
an action in the past.

- Forget + To- infinitive:
refers to future actions.

- Forget + _ing: refers to the
past.

- Regret + To- infinitive:
refers to the future or present.

- Regret + _ing: refers to
present or past.

- Stop + To- infinitive: refers
to a purpose.

- Stop + _ing: is the object of
the verb.

---4. Exercises

- Ask students to work
independently and do exercise
II, III – page 8 in the test
book.

- Walk round and give any

necessary help.

- Collect some students
10'

13'

--- Whole class

- Take note

---Work independently

Compare their

answers with a
partner.

to bed late.

- Between an auxiliary verb and the
main verb:

He doesn't usually read newspapers after
dinner.

- After the verbs to be:

I am always free on Sundays.

---3

-

Gerunds and To-infinitive

* Gerunds:

-

Common verbs followed by gerunds:
like, love, enjoy, finish, keep, mind,
postpone, suggest, consider, practice, ect.

E.g.: We practice doing some memory

exercises.

- Common expressions with go + ing: go
camping, go shopping, and go fishing, ect.

E.g.: What time do you often go shopping

on Sunday?

-

Preposition + gerund: interested in, think
about, talk about, instead of, apologizes
for, ect.

* To- infinitive:

- Common verbs follow by To- infinitive:
Decide, hope, want, agree, plan, demand,
ect.

- Common verbs +Object + To- infinitive:
want, ask, advise, tell, request, order, ect.

* The To- infinitive and –ing never mean
the same when we use after these verbs:

remember, forget, regret, try, and stop.

---4.

Exercises

Keys:

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speak out.

- Give comment and may give
mark.

---III. Homework - summary

1. Summary

Summarize all grammar
review.

2. Homework

- Ask students to redo
exercises

Prepare for the test

--- Answer

- Take note

---(Period ……)

Planning date: 27th December 2008 Teaching date: 30th December 2008

Review for the first term

A - Preparation

I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.
- Grammar: + The past perfect

+ The past perfect vs.

+ The past simple...
+ Used to + Infinitive
2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

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B -

Procedure

.

Teacher's activities T Students' activities Writing board/ (answer keys)

I -Warm up/ review. Greet

---II -New lesson

.

1.

Review the past simple
tense.

- Ask students to work in pair
and discuss the form and use
of the past simple tense.

Call on some students to
answer some questions
regarding the use and form of
the past simple tense.

When do we use this tense?
What adverbs of frequency
does it go with?

- Ask students to make more
sentences with the past simple
tense.

Review

Distinguish the past perfect
tense form, and usage.

Use: The past perfect tense
can be used to describe: an
action before a point of time in
the past; an action that had
happened before another past
action.

- Identify the past simple tense
and the past perfect tense.
Demonstrate the point by
analyzing the example:

Ask students to identify which
action happened first.

---3.

Revision of used to + infinitive

to express a past action and
2'

10'

--- Whole class

- Take note.

- Whole class

- Take note.

--- Answer

------

---1. T

he past simple tense.

Use: (We often use the past simple tense
to describe a completed action or
situations in the past.)

Form: (+) S+ V-ed +O

(-) S + did not + V + O

(?) WH- + did + S + V + O?

Advs: (Yesterday, last night, ago, ect.)

2. The past perfect tense

Form:

(+) S + had + PII + O

(-) S + had not (hadn't) + PII + O
(?) Had + S + PII + O? - Yes, S + had
- No, S hadn't

Use:

Eg1: I had done all my homework before 5
p.m last night.

Eg2: I had done all my homework before I
watch TV.

E.g.: She (watch) TV after she (do) all her
homework.

* We use the past perfect tense for the

action happened first and the past simple
tense for the latter action.

E.g.: She watched TV after she had done
all her homework.

---3. E.g: When I was a child, we used to go
on holiday to the seaside.

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state. It has no present
equivalent.

---4. Exercises

- Ask students to work
independently and do exercise
IV– page 33 in the test book.

- Walk round and give any
necessary help.

- Collect some students
speak out. Give comment and
may give mark.

---III. Homework - summary

1. Summary

Summarize all grammar
review.

2. Homework

- Ask students to redo
exercises

Prepare for the test

10'

- Take note

---Work independently

Compare their

answers with a
partner.

--- Answer

- Take note

Where did you use to go?

We didn't use do anything interesting.

---4.

Exercises

Keys:

1. had noticed
2. had wondered
3. hadn't seen
4. had begun
5. had been parked

6. had crossed
7. had notices
8. had watched
9. had arrived
10. had gone

(Period 45)

Planning date: 20th December 2007 Teaching date: 21st December 2007

Review for the first term

A - Preparation

I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.

- Grammar: + The + adjectives

+ Which as a connector

+ Relative pronouns: Who, Which, that.
2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

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I -Warm up/ review.

Greet

---II -New lesson

.

* Today we will revise for the
first term

1.

Explicit the use of The +
adjective by analysing the
example:

We use The + adjective to
describe a group of people as a
whole. These adjectives are
followed by a plural verb.

---2.

Which can be used in relative
clause to refer to the whole of
the earlier clause.

---3.

Overview of Who, Which,
that: can be used in place of
noun subjects and noun objects
in relative clause.

When they refer to the subject,
they can not normally be
omitted.

When they refer to the object,

they can normally be omitted.

---4. Exercises

- Ask students to work
independently and do exercise
page in the test book.

- Walk round and give any
necessary help.

- Collect some students
speak out.

Give comment and may give
mark.

10'

15'

--- Whole class

- Take note.

--- Whole class

- Take note.

--- Whole class

- Take note.

---Work independently

Compare their

answers with a
partner.

------

---1. The + adjective

E.g: The young have the future in their
hands.

The young = Young people
Note:The + adjective

E.g. the blind, the rich, the poor.

The rich means a group of people who are

all rich.

---2. Which as a connector

E.g: She arived on time, which amazed
everybody.

Sheila couldn't come to the party, which
was a pity.

---3. Relative pronouns: Who, Which, that.
E.g: This is the man who lives next door.

E.g:This is the man who(m) I like.
Who refers to people

Which refers to things

---4.

Exercises

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---III. Homework - summary

1. Summary

Summarize all grammar
review.

2. Homework

- Ask students to redo
exercises

Prepare for the test

--- Answer

- Take note

Planning date:

51 Teaching date:

Review for the first term

Period 4

A - Preparation
I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.
- Grammar: + The present perfect tense

+ The present perfect passive.
2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

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I -Warm up/ review.

Greet

---II -New lesson

.

* Today we will revise for the
first term.

1.

* Presentation:

Distinguish the present

perfect tense form, and usage.

Usage: It is used to press a
recently complete action or
expresses an action which
began in the past and still
continues.

Explicit the use and the forms
of The present perfect tense

- Give e.g.

Identify the past simple tense
and the present perfect tense.
Demonstrate the point by
analyzing the example:

Ask students to identify which
action happened first.

---2.

Revision the rules of changing
active into the passive voice.
Explain the form The present
perfect passive:

Give e.g.

---3. Exercises

- Ask students to work
independently and do exercise
page in the test book.

- Walk round and give any
necessary help.

15'

18'

--- Open all the books
and notebooks.
- Ad the sentences
carefully.

- Listen and answer.

--- Whole class

- Take note.

---Work independently

Compare their

answers with a
partner.

------

---1 The present perfect tense

Usage: It is used to press a recently
complete action or expresses an action
which began in the past and still
continues.

E.g: I have just had lunch

Form:

(+) S + has/ have + PII + O

(-) S + has/ have not + PII + O

(hasn't/ haven't)

(?) Have/ has + S + PII + O?
- Yes, S + has/ have

- No, S + haven't/ hasn't

Eg1: I has done all my homework

Eg2: I has done all my homework for two
hours

E.g. She (do) all her homework since I
(come)

E.g.: She has done all her homework since
I came.

Th× hiện tại HT: Since + Mốc thời gian
Thì hiện tại HT: For + Kho¶ng thêi gian

Thì quả khứ đơn: Khoảng thời gian
Ago

---2. The present perfect passive

Form: S + have/ has + been + PII

E.g: A new bridge has been built across

the river.

---3.

Exercises

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- Collect some students
speak out.

Give comment and may give
mark.

---III. Homework - summary

1. Summary

Summarize all grammar
review.

2. Homework

- Ask students to redo
exercises

Prepare for the test

--- Answer

- Take note

---Comments:

Planning date:

52 Teaching date:

Review for the first term

Period 5

A - Preparation
I - Aims:

1. Knowledge:

- to check sts' knowledge.

- Lexical items: nouns and verbs, ect.

- Grammar: + The present progressive( with future meaning)
+ Be going to

+ Because of, In spite of.
2. Skill: - Reading, listening, writing

3. Education aim: to help students to learn for test.
II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect.
+ Students: book, notebook, ect.

B -

Procedure

.

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I -Warm up/ review.

Greet

---II -New lesson

.

* Today we will do the first test
yourself

1.

Explain the use and the forms
of The future simple tense
Give e.g.

Explain the use and the forms
of be going to.

Give e.g.

The present progressive
tense

Usage: It is used to express a
future arrangement between
people. It's common with verbs
such as go, come, see, visit,
meet, leave, have ( a party)

---2.

Distinguish the use of Because
of and In spite of.

---3.

Exercises

- Ask students to work
independently and do exercise
page in the test book.

- Walk round and give any
necessary help.

- Collect some students
speak out.

Give comment and may give
mark.

---III. Homework - summary

1. Summary

15'

18'

--- Open all the books
and notebooks.
- Ad the sentences
carefully.

- Listen and answer.

--- Whole class

- Take note.

---Work independently

Compare their

answers with a
partner.

--- Answer

------

---1. The future simple tense
Form: S + will + V (bare)

Usage: It is used to expresses an intention
or decision made at the moment of
speaking

E.g: I will give you my phone number.
Ring me tonight.

Be going to

Form: S + am/ is/ are + going to + V
(bare)

Usage: It is used to expresses an intention
or decision thought about before the
moment of speaking. It expresses a plan, a
prediction.

E.g: I am going to have a holiday in Sam
Son this summer.

Look! It is going to rain.

---2.

"Because of": Shows the cause
"In spite of": Shows the confession

---3.

Exercises

Keys:

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---? Can you tell me how to write
a reply letter?

2. Homework

- Ask students to redo
exercises

Prepare for the test

3' - Take note

Comments:

Planning date: 12 – 12

53 Teaching date: 27 – 12 - 2006

WRITTEN TEST

for the first term

. (45ms)

A - Preparation

I – Aims:

1. Knowledge: To check students Knowledges

- Lexical items: Sts use the taught words and phrases to do the test
- Grammar: + Wh-questions: who, what, when, how, why...

+ Gerunds and to- infinitive
+ The present simple

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+ Be going to

+ The present progressive with the future meaning.
+ The + Adjective

+ Because of, In spite of.

+ Relative pronoun, relative adverbs: WHO, WHICH, THAT.

- Pronunciation: / i/, /i:/, /a:/, / ʌ /, /e/,æ /, //, /ª/, /u:/, /з/, /ə/, /ei/,
/ai/ , /i/.

2. Skill: Sts have tobe skillful at doing the test

3. Education aim: Create sts’ solemnest, honestness in doing the test.
II. Teaching aids needed:

+ Teacher: Copy for all sts Hand out the tests, supervise sts during the time doing the test.
+ Students: book, notebook, ect.

B/ QUESTION, ANSWERS AND LEVEL MARK.

Sở GD &ĐT Sơn la

Trung tâm GDTX sốp Cộp

Đề Thi Học kỳ I

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.

………

I - Odd one out:(2 marks)

1. A- heat B- beat C- meat D- heard

2. A- food B- school C- foot D- tooth

3. A- voice B- noice C- enjoy D- radio

4. A- put B- pull C- full D- June

5. A- man B- bad C- ago D- sand

6. A- sport B- more C- boss D- four

7. A- teacher B- about C- today D- work

8. A- driver B- buy C- study D- July

II- Choose the best answer: (4 marks)

9. We usually .... to school by bus.

A- goes B- go C- went D- had gone.

10. The children ... football in the field every afternoon but yesterday they ... basketball instead.
A- played ... played B- played ... play

C- play ... played D- played ... had played
11 ... subjects do you like best?

A- Who B- When C- Where D- Which
12. As soon as he ...the driving test, he bought a motorbike.

A- had passed B-passes C- was passing D- will pass

13. In England there is an old story about a man called Robin Hood. It is said that he robbed ... and
gave the money to ...

A- poor ... rich B- the poor ... the rich

C- the rich ... the poor D- the rich people... poor
14. I ... David James for two weeks

A- had seen B- did not see C- saw D- have not seen
15. My cousin is keen on ________ the English Club.

A- join B- to join C - joining D – has joined

16. The Vang Trang Khuyet Club’s members are all .... children.

A- disable B- disabled C- deafs D- disabed
17. Computers ... part of our daily lives.

A- have become B- become C- became D- have been become
18. I’m now learning ...

A- photograph B- photography C- photogenic D- photographer
19. What time do you have a ... lesson on Monday?

A. Civic Education B. Education Civic C. Physicist D. Biologist
20.It was a nice day, so we decided ... for a walk

A. to go B. going C. go D. gone
21. Suddenly everyone stopped ....

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22.Sally got ... education at local schools.

A. normal B. disable C. specie D. general

23.Why did Tom's mother get angry with him? – Because he ... her favourite vase
A. broke B. break C. had broken D. has broken

24. There are a lot of black clouds in the sky. It ...

A. will be rain B. is raining C. is going to rain D. rains

III- Read the following passage then answer the questions below: (1m)

Robbie Williams and His School Day Story

On my first day at school I saw all these kids crying as they said goodbye to their mums, but I was
more concerned with playing with the boys. I told Mum to go home; she was more upset than I was!
After Millhill Primary School I went on to St Margaret Ward, which was the local High School. I
was there until sixteen and graduated with eight or nine GCSEs. I was a good boy at school because
I never got caught. I did the normal things that you would expect from fourteen-year-old. I didn't
smoke, but I went to smokers' corners. And you weren't allowed to wear sport shoes, so I'd always
put them on. I always used to be the one that would make the class laugh. Then as soon as the
teacher turned round, I'd sit straight and the rest of the class would be laughing and the teacher
would tell them off.

25. On his first day at school, Robbie __________

A. was more upset than his mother B. wanted to go home

C. cried a lot D. was fond of playing with other boys
26. Robbie studied at his high school until he was __________

A. sixteen B. nine C. eight D. fourteen

27. According to the text, at high school Robbie did not __________
A. always wear sport shoes B. smoke

C. go to the place where others smoked D. often make the class laugh

28. The phrase " tell them off" in the last line of the text probably means that the teacher _______
A. enjoyed the class environment B. laughed with the student

C. spoke angrily to the students D. told students to continue studying

VI - Read the passage and choose the best answer to complete it.

David is a bank manager. David gets up at 7:30 am and has a shower. He leaves home at 8:30 and
goes to work ..(29).. train. He arrives at the bank at 9:00.

David finishes work at 5:30 pm and ..(30).. shopping in a supermarket near the bank. Then he goes
home and ..(31).. the dinner. He eats alone in the kitchen at 7:00 and then usually ..(32).. TV in the
living room.

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IV- Choose the best sentence in such a way that it means as the same as the sentence printed
before it.

33. I am reading the book. I bought it in Sydney in 1996.

A. I am reading the book which I bought it in Sydney in 1996.
B. I am reading the book which I bought in Sydney in 1996.
C. I am reading the book where I bought in Sydney in 1996.
D. I am reading the book who I bought in Sydney in 1996.
34. Because the sea was rough, the Ferry could not sail.

A. Because of the sea rough, the Ferry could not sail.
B. Because of the sea was rough, the Ferry could not sail.
C. Because of the rough sea, the Ferry could not sail.
D. Because the rough sea, the Ferry could not sail.
35. Did anything disturb you in the night?

A. Were anything disturbed you in the night?
B. Were you disturbed in the night?

C. Were you disturb in the night?
D. You were disturbed in the night?

36. Jane could not come to the party, this was a pity.

A. Jane could not come to the party, which was a pity.
B. Jane could not come to the party, who was a pity.
C. Jane, who could not come to the party, this was a pity.
D. This was a pity, which Jane could come to the party.
37. Although he took a taxi, Bill still arrived late for the concert.

A. In spite of took a taxi, Bill still arrived late for the concert.
B. In spite of taking a taxi, Bill still arrived late for the concert.
C. In spite of late for the concert, Bill still took a taxi.

D. Because of taking a taxi, Bill still arrived late for the concert.
38. In spite of his age, Mr. Benson runs four miles before breakfast.

A. In spite of he is very old, Mr. Benson runs four miles before breakfast.
B. Because of his age, Mr. Benson runs four miles before breakfast.
C. Although he is very age, Mr. Benson runs four miles before breakfast.
D. Although he is very old, Mr. Benson runs four miles before breakfast.
39. Nobody has invited her to the party.

A. She has not been invited to the party.
B. She has not invited to the party.

C. She has been invited to the party by nobody.
D. She has invited to the party by nobody.

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Key: ( 0,25 MARK PER ONE)

1. D

(0,25ms)

2. C 3. D 4. A 5. C

6. C 7. D 8. C 9. A 10. C

11. D 12. A 13. C 14. D 15. C

16. B 17. A 18. B 19. A 20. A

21. A 22. D 23. C 24. C 25. D

26. A 27. B 28. C 29. A 30. B

31. C 32. D 33. B 34. C 35. B

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first term

Planning date:

1

Teaching date:

Híng dÉn häc vµ kiĨm tra

A- Phần chuẩn bị

I- Mục đích, yêu cầu:

1. KiÕn thøc:

2. Kỹ năng:

quan sát, tự tìm tòi, học hỏi và sáng tạo

3. Giỏo dc t tng tỡnh cm: giỳp hc sinh có tình cảm và thái độ tốt đẹp đối với đất nớc, con ngời,

II - Đồ dùng dạy và học:

1. Gi¸o viên:

2. Học sinh:

B- ThĨ hiƯn trªn líp

:

I- Hớng dẫn học:

1. Vị trí, vai trò của môn học trong chơng trình giáo dục THPT. (5')

2. Sách giáo khoa tiếng Anh lớp 10 (hệ 7 năm): (15')

- Mc tiêu: hết lớp 10 học sinh có khả năng sử dụng tiếng Anh đã học trong phạm vi chơng trình

- Kết cấu: + Gồm 16 đơn vị bài và 6 bài

3. Cách hoạt động: (15')

II - Về kiểm tra: (ti liu bi dng trang 51) (7')

III- Cñng cè - hớng dẫn chuẩn bị bài mới: (3')

1. Củng cố

2. Hớng dẫn chuẩn bị bµi míi:

Unit 1:

A day in the life of. . .

II -News language:

1. Knowledges:

- Lexical items: plough, harrow, peasant, pump, transplant, ect

- Pronunciation: /i/, /i:/

- Grammar:

+ The present simple

+ Adverbs of frequency

+ The past simple

2. Skills:

- Reading: + Guessing meaning in context

+ Passage comprehension

+ Scanning for specific information

- Speaking: + Asking for and giving information from a timetable

+ Talking about daily activities

- Listening: Monologue:

+ Listening and numbering pictures.

+ Deciding on True or False statements

- Writing: + Writing a narrative

+ Narrative and the past simple

+ Stages of a narrative

3. Education: to help students prepare and talk or write about a daily routine

III - Dividing time: ( 5 lessons)

1. Reading

2. Speaking

3. Listening

4. Writing

5. Language focus

IV -Teaching aids needed:

1. Teacher: book, lesson plan, radio, record, pictures, ect.

2. Students: book, notebook, ect

Unit 1:

A day in the life of. . .

Lesson 1: Reading

: - To help students be able to understand passages about a day in the life of peasants.

B -

.

<i>Teacher's activities</i>

<i>Students'</i>

<i>activities</i>

I -Warm up/ review.

---II -New lesson

.

1. Before you read

A D i l y

e i n r o t u

---Unit 1:

Lesson 1: Reading

1. Before you read

---2. While you read

a) Task 1

---b) Task 2:

---c) Task 3: