GIAO AN TIENG ANH 9 TRON BO

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Tiết 01 Ngày dạy: 16/8/2010

revision

I. Aims

- To help students review some important grammatical structures which
they learned in English 8.

- To make students become more confident before they study English 9.

II. Objectives

Students review:

- The verb tenses: Simple present, simple past, simple future, present
continuous, present perfect tense.

- Indirect speech.

- The passive voice.
III. Materials

- Board, chalk,...

IV. Anticipated problems

Students may forget the spelling of ‘-ing’, ‘-er’ and ‘-ed’ forms.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

Students review their old knowledge during the new lesson.

3. New lesson

Teacher s activities’ Students activities’
a. The verb tenses:

- Present simple:

- T listens and gives more information if
necessary: S + Vs/es (Third person singular)
S + V (Others left)

* The spelling of ‘-s/es’ forms.
- Present continuous:

- T listens and gives more information if
necessary: S + is/am/are + Ving

* The spelling of ‘-ing’ forms.
- Simple past:

- T listens and gives more information if
necessary: S + Ved (Regular verbs)

* The spelling of ‘-ed’ forms.
* Irregular verbs:

- Work in groups of 4 each to
discuss the uses and the
forms.

- Each group has one students
tell in front of the class.

- Work in groups of 4 each to
discuss the uses and the
forms.

- Each group has one students
tell in front of the class.

- Work in groups of 4 each to
discuss the uses and the
forms.

- Each group has one students
tell in front of the class.

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Buy - Bought
Make - Made
...

- Simple future:

- T listens and gives more information if
necessary: S + will/shall + V(Infinitive)

* We use shall for I and We.
 Present perfect tense:
- Form?

- Use?

To talk about something which started in the
past and continues up to the present.

- We often use “For” and “Since” with the
present perfect tense.

+ For: A period of time.

+ Since: A point of time (starting point)
- yet, already, lately, recently, never, just,...
 Exercise: Put the verbs in brackets into the
Simple present, present continuous, simple
past, simple future, present perfect tense and
then change them into the negatives and
interrogatives:

1. He (watch) TV.

2. She (do) her homework.

3. They (buy) a new car.

4. The children (sit) in the classroom.
5. The boys (play) football.

 Teacher elicits from students the formations
of the indirect speech and the passive form.

- Work in groups of 4 each to
discuss the uses and the
forms.

- Each group has one students
tell in front of the class.

- S + have/has + PII

- S + have/has + not + PII
I haven’t seen him yet.
Have you seen him lately?
-Have/Has + S + PII

I have (I’ve) done my
homework.

- I’ve live here for 10 years.
- I’ve lived here since 1998.
- Individual work

- Ss do the exercises given by

teacher.

Exercises on Indirect speech:
Change the following sentences into indirect speech:

1. “I have something to show you,” I said to her.
2. “I’m going away tomorrow, mother,” he said.
3. “Does this train stop at York?” asked Bill.

4. “Is a return ticket cheaper than two singles?” said my aunt.
5. “Where is the ticket office?” asked Mrs. Jones.

6. He said, “What is happening?”

7. “When are you coming back?” I asked them.

8. “I’ll come with you as soon as I am ready,” she replied.
9. “Stand up, please!” he said.

10. “You should study harder.” the teacher advised Nam.
11. Peter said to Paul, “Are you working as well as studying?”
12. “Can you get coffee on the train?” said my aunt.

Exercises on the passive voice:
Change the following sentences into the passive voice:

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4. Peter writes a letter.

5. Somebody built the house last year.
6. They speak English in the shop.

7. She can sew three shirts a day.
8. She gave me the box.

9. The students handed in the reports.
10.Steven forgot the book.

4. Consolidation

Teacher retells and emphasizes the structures students have reviewed.

5. Homework

Put the verbs into the correct tense (Simple Past or Past Progressive).
1. While Tom (read) , Amely (watch) a documentary on TV.

2. Marvin (come) home, (switch) on the computer and (check) his emails.
3. The thief (sneak) into the house, (steal) the jewels and (leave) without a

trace.

4. Nobody (listen) while the teacher (explain) the tenses.

5. While we (do) a sight-seeing tour, our friends (lie) on the beach.
6. He (wake) up and (look) at his watch.

7. I (jog) in the park, when two squirrels (cross) my way.
8. Robert (fall) off the ladder when he (pick) cherries.

9. Archimedes (discover) the theory of buoyancy while he (take) a bath.
10.When we (travel) around Ireland, we (meet) some very nice people.

Unit 1
A visit from a pen pal

Tiết 02 Ngày dạy: 18/8/2010

Getting started & listen and read

I. Aims

- Reading the text to understand the details.

- Presentation and practice in “wish” to talk about unreal present desires.
II. Objectives

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

- Understand the details of the text about Lan and her Malaysian pen pal.

- Understand and use “Wish” to talk about unreal present desires.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may get confused when using “wish” to express their unreal
wishes.

V. Procedure
1. Warmer

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- Checking attendance.

- Asking for the teaching date.

2. Revision

Teacher gets some students to stand in front of the class and tell some
important grammatical problems they learned in English 8.

3. New lesson

Teacher s activities’ Students activities’

a. Getting started:

- What activities would you do if a foreign pen
pal is coming to stay with you for a week?

a. Going to Hung’s Temple.

b. Visiting the Literature Temple in Hanoi.
c. Going to Dong Xuan Market or Going

shopping.

d. Visiting the museum.
e. Eating out.

f. Going to the theater.

b. Presentation:
Pre teach:

I. New words:

+ To correspond [,kɔris'pɔnd] = to write to
another.

+ To be impressed (by): Bị gây ấn tợng (bởi)
+ To pray: (Mime)

+ To depend [di'pend] on: Phơ thc vµo.
+ To keep in touch: Giữ mối liên lạc.
+ A mosque [msk]: Nhà thê Håi Gi¸o.
- Teacher reads once again

Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal.
She came to stay with Lan last week. You are
going to read a text about Maryam and her
visit to Vietnam:

1. Where did Lan take Maryam to?

2. Did Maryam invite Lan to visit her country?

II. Listen and read

Presentation text: Listen and Read P.6,7
- Plays the disk.

1. Check the prediction

- Answer key:

1. - Hoan Kiem Lake.

- Ho Chi Minh’s Mausoleum/ the History
Museum and Van Mieu.

- Many beautiful lakes and parks in Hanoi,
the mosque on Hang Luoc Street.

2. Yes, she did.

2.Multiple choice: 1-5 p.7,8

3. Grammar note:
Model sentence:

- Teacher elicits the model sentence from
students: What did Lan say to Maryam?

I wish you had a longer vacation

- Guess the activities from
picture a) – f) P.6 (Students
can express their own ideas.
- Work in pairs and compare
in groups of 4.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Work in groups of 4 to
predict the answers to the
questions.

- Listen following the text.
- Read in individuals to find
the correct answers to the
questions.

- Read the text again then
choose the correct option to

complete the sentences.

- “I wish you had a longer
vacation.”

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*Concept check:

- Does Lan want Maryam to have a longer
vacation?

- Can Maryam stay longer?
- Can her wish come true now?

- Does the sentence express unreal present or
past desire?

- What tense is used for the verb in the
subordinate clause?

 Notes: “Wish” in the sentence above is used
to express unreal present desire. The simple
past tense is used in the subordinate clause.
For the verb ‘to be’, “Were” is more often
used than “Was”.

S 1+ (WISH) + S2 + V(Simple past tense)

III. Practice
c. Practice:

 Repetition drill:
1. Can’t visit Malaysia
2. Can’t see that film
3. don’t have a trip abroad.

d. Futher practice:

Teacher gives unreal situations:

1. I want to phone her but I don’t know her
address.

2. We’ve lost the way because we don’t have a
map.

3. Marie isn’t here now.
4. They won’t come with us.
5. Today is not a holiday.

- No.
- No.
- No

- Unreal present desire.
- The simple past tense.

- T: can’t visit Malaysia.
- Ss: I wish I could visit
Malaysia.

- Students use ‘Wish’ to finish
the second sentence (orally):
1. I wish I knew her address.
2. We wish we had a map.
3. We wish she were here now
4. We wish they would come
with us.

5. We wish today were a
holiday.

4. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have
studied.

5. Homework

- Prepare for the next lesson: Unit 1: Speak + Language focus 1.

- Do exercise 7 page 10 (workbook).

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Unit 1
A visit from a pen pal

Tiết 03 Ngày dạy: 23/8/2010

Speak

+

language focus 1

I. Aims

In order to help students practise speaking.

II. Objectives

By the end of the lesson, students will be able to improve the dialogue
based on the provise phrases (P.18)

III. Materials
- Text book

- Board, chalk,...

- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Jumbled words:

Troicendu = introduce
Derscopron = correspond
Mispres = impress

Daroba = abroad
 Answer the questions:

1. Where does Lan’s pen pal come from?

- Team work.

- Students write their answer on
the notebooks. (Individually)

2. How long have they been pen pals?

3. How often do they correspond to each
other?

4. When did Maryam come to stay with Lan?
5. Where did Lan take Maryam to?

- Teacher collects some
notebooks and give feedback.
- Teacher gives correct
answers.

3. New lesson

Teacher s activities’ Students activities’

a. Pre speaking:
I. Speaking:

1. Speak a P.8
 Ordering:

* Set the scene: “Nga is talking to Maryam.

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They are waiting for Lan outside her school.”
- What activities would you do if a foreign pen
pal is coming to stay with you for a week?
- Teacher has students give their answer.
- Teacher elicits the correction from students.
 Answer key:

1c – 5b – 4d – 2e – 3a – 6.

b. While speaking:

2. Speak b P.8

Example:

a. Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend.
Yoko: Yes. That’s right. I am.

Lan: Pleased to meet you, Yoko. Let me introduce
myself. I’m Lan’s classmate.

Yoko: Pleased to meet you.

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much. I’d like Vietnamese people
because they are very friendly. I love old cities in
Vietnam like Hue and Hanoi.

Lan: Is Hanoi different from Tokyo?

Yoko: Yes. The two cities are the same in some ways.
They are both big and busy capital cities.

- Teacher monitors and gives help.

- Teacher has some pairs practise their
dialogue before the class.

II. Language focus 1 P.11

Example exchange:

S1: What did Nga do on the weekend?

S2: She went to the concert – Hanoi singers.
S1: When did she see it?

S2: She saw it on Saturday morning at 8
o’clock.

c. Post Speaking:
III. Practice:
 Write it up:
Example:

a. Yoko is one of Maryam s friends. She comes’

from Tokyo, Japan. Tokyo is the same as
Hanoi capital. It is a big and busy city. Last
week Yoko came to stay with us. We took her
to some tourist attractions like Van Mieu, Ho
Chi Minh s Mausolem, the History Museum...’

She likes...She loves...
b. ...

- Compare their work in pairs.
- Copy down.

- Students practise the
dialogue in pairs.

- Students take turns to be one
of Maryam’s friends to make
similar dialogues.

- Practise in pairs.

- Read the information given
in the box, work in pairs to
make similar dialogues.

- Write. Change the dialogue
into narratives. (Individual
work)

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2, 3.

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Unit 1
A visit from a pen pal

Tiết 04 Ngày dạy:... /8/2010

Listen

+

language focus 2, 3

I. Aims

Practice in listening skill. Listen and choose the picture and practice the
past simple tense with “wish”.

II. Objectives

By the end of the lesson, students will be able to get the information from
the text.

III. Materials

- Text book, a cassette

- Board, chalk, audio disk...

- Pictures.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
Simple past:

- T listens and gives more information if necessary: S

+ Ved (Regular verbs)

* The spelling of ‘-ed’ forms.
* Irregular verbs:

Buy - Bought…
Make - Made

- How to make “Wh” questions in the simple past?

- Work in groups of 4 each to
discuss the uses and the
forms.

- Each group has one students
tell in front of the class.

- Write some irregular verbs.

3. New lesson

Teacher s activities’ Students activities’

I. Language focus:

 Language focus 3 P.12

T: How can we use “wish” to express the
unreal present desire?

- Teacher check with the whole class.
 Language focus 2 P.12

- Gets students to write about Lan and her
friends preparing for a farewell party.

1. Lan made a cake.

2. Ba hung colourful lamps on the walls of Lan’s
room to make it brighter.

3. Nga went to the market to buy a bunch of
flowers.

S 1+ (WISH) + S2 + V(Simple past tense)

- Individual work then
compare in pairs.

- Look at the pictures, read the
words given in the box and
match the verbs with the
nouns to understand what Lan
and her friends did to prepare
for the party.

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4. Nam painted a picture of Hanoi to present
Maryam.

Tam and Huong went to the market to buy some

fruit.

II. Listening
a. Pre listening:

* Set the scene: “Carol is Tim’s pen pal. She is
from Mexico. She is visiting the USA. Tim
suggests doing something.”

 Guessing:

a. Keep off the grass / Don’t walk on the
grass.

b. Go by bus / Which bus to take: the 103
bus ur the bus number 130?

c. Eat in a Mexican restaurant or eat
Hamburgers?

 Pre question:

1. Where does Tom suggest doing?
2. How are they going?

3. Does Carol like walking in the park?
b. While listening:

 Checking prediction:

1. going to a restaurant down town.
2. going by bus

3. Yes, she does.
 Multiple choice:

a.  Keep off the grass.

b.  Take the bus number 130.
c.  Eat hamburgers.

 Comprehension questions:

- Teacher has students read the questions then
plays the disk again.

1. Where does Tim suggest going?
2. How are they going?

3. What’s the park like?

4. What does Tim remind Carol to do while
they are walking in the park?

5. Which bus are they going to take?
6. What are they going to eat?

- Teacher has students give their answers and
elicits the correction from students if necessary.
III. Practice:

c. Post listening:
 Writing:

Tim suggests going to a restaurant
downtown. They are going by bus. It s so’
beautiful with trees, flowers and a pond in the
middle. He reminds her to keep off the grass.
They are going to take the bus number 130.
They are going to eat hamburgers.

- Look at the pictures on page
9 and tell what each picture
means.

- Predict the answers to the
questions.

- Listen to the disk then find
the answers to the pre
questions.

- Listen and write the answer
to the questions (Short
answers)

- Listen to the disk again and
check the correct pictures.

- To a restaurant down town.

- By bus.

- beautiful.

- To keep off the grass.
- number 130.

- hamburgers.

- Write full answers to 6
questions in “While listening”
to make a passage about Tim
and Carol’s visit to the down
town.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

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- Do exercise 5, 6 (workbook), look for information about Malaysia.

- Do exercise II, VII, VIII P.6, 8-9 (Bài tập bổ trợ-Nâng cao tiÕng Anh 9)
Unit 1

A visit from a pen pal

TiÕt 05 Ngày dạy.../8/2010

read

I. Aims

Reading for details about Malaysia, a member of ASEAN.

II. Objectives

By the end of the lesson, students will be able to understand and retell the
text.

III. Materials
- Text book

- Board, chalk, map...

- Wordcards.

IV. Anticipated problems

Students might know little about Malaysia.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Chatting:

- Do you remember Maryam?
- Who is she?

- Where is she from?
- Where is Kuala Lumpur?

- Group work.

- Teacher – Whole class

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- to divide [di'vaid]...into: Chia ra

- to separate ['seprət] from: T¸ch ra tõ...

- be separated by

- to comprise [kəm'praiz]: Bao gåm (to consist of)
- compulsory [km'plsri]: bắt buộc

- a federation[,fed'rein]: liên đoàn
- territory ['tertri] : Vïng l·nh thæ.

 Checking vocabulary: R0R.

 T/F statements prediction:

1. Malaysia is a country of ASEAN.
2. There are two religions in Malaysia.
3. People speak only Malay in Malaysia.

4. Primary school children learn three language at

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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school.

5. All secondary school children learn in English.
b. While reading:

 T/F statements:
 Answer keys:
1. T 4. T

2. F. There are three religions in Malaysia.
3. F. People speak only Malay in Malaysia.
5. F. All secondary school children learn in
Malay.

 Grid:

1. Area: 329,758 km2 5. Capital city: Kuala

Lumpur

2. Population: over

22.000.000 6. Official religion:Islam

3. Climate: tropical 7. National language:Bahasa Malaysia

4. Unit of currency:

Malaysia ringgit 8. Compulsory secondlanguage: English

c. Post reading:
 Discussion:

- What do you know about Malaysia?
 Write it up

- Read the text about Malaysia
then check and correct the

false statements.

- Read the text in silence then
complete the table. (Read a
P.10)

- Read the information they have
found in read a) again then work in
groups of four to talk about Malaysia.
- Write what they know about
Malaysia. (Individual work)

4. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have
studied.

5. Homework

- Prepare for the next lesson: Unit 1: Write.

- Do exercise 4 page 7,8 (workbook).

- Exercise I, III, IV, V, VI P.5-8 (Bài tập bổ trợ-Nâng cao tiếng Anh 9)
Unit 1

A visit from a pen pal

Tiết 06 Ngày dạy 01/9/2010

Write

I. Aims

Giving students practice in writing a letter to their parents or friends about
their visit to another part of the country or a different country.

II. Objectives

By the end of the lesson, students will be able to write a letter telling about
their trip to their friends or relatives in Viet Nam or in different countries.

III. Materials
- Text book

- Board, chalk,...

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IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Chatting:

- Have you ever been to another part of our
country?

- When did you go?
- Who did you go with?
- How did you go?

 Form of a personal letter?

- Teacher – Students

- Group work
- Opening: Dear...,
- Body of the letter
+ First paragraph
+ Second paragraph
+ Third paragraph
- Closing: Yours...

3. New lesson

Teacher s activities’ Students activities’

I. Pre writing:

* Set the scene: “Imagine you are visiting

another part of Vietnam. Write a letter to your
friend or parents.”

 Making outline:
 First paragraph:

- Where / you now?

- Have a good or terrible journey?

- Travel by...? / How long...?

- When / arrive?

- Who / met / at...?
 Second paragraph:

- What / do / the day / arrive?

- On the following days?

- (Visit/take photos/eat/buy souvenirs)

- Meet your friend?
 Third paragraph:

- Have a good time?

- How / feel / like / stay?

- (The sights / food / people)

- When / come back?

II. Writing:

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

 Suggested letter:
Dear Mom and Dad,

I m now on holiday in HCM City. We had a terrible’

journey. We went by train. The weather was awful. It

- Students work in pairs, ask
and answer questions using
the information given above to
tell each other about their
visit.

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi
Minh City.

S1: Did you have a good

journey?

S2: No. The weather was
awfully bad on the day I went.
...

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rained all the time. And the train was delayed for
three hours.

So it took 50 hours to travel from HN to HCM City. I
think I will never travel by train again. I was so late
that nobody met me at Saigon Station. I took a taxi to
our uncle s house. They were so glad to see me.’

I was rather tried on the day I arrived. I didn t do’

much for the first two days. On the following days, we
spent most of the time visiting Dam Sen Park...

I m having a good time in HCM City now. I enjoy the’

foods because they are delicious. I like the sights
because they are beautiful. I love the people, too.
They are helpful and friendly. However, I miss you
both and I wish you were here now. If you were here
we would have more fun. I ll come back on 25’ th

September and please pick me up at the Noi Bai
Airport at...

Love

III. Post writing:

- Writes typical mistakes on the board and
elicits the correction from students.

- Gets some students to read their letters
before the class.

- Swap their writing and
correct any mistakes if
necessary.

4. Consolidation

Teacher retells and emphasises the way to write a personal letter.

5. Homework

- Prepare for the next lesson: Unit 2: Getting started + Listen and read.

- Do exercise 8 P.11 WB.

- Exercise X Page 10-11 (Bài tập bổ trợ-Nâng cao tiÕng Anh 9)

- Complete this letter:
Dear Lan,

1. very happy / get / your mail.

2. I / back / from / holiday / countryside.
3. It / one / most / interesting trip / have.

4. I / play / lots / traditional games / eat / fresh / fruits.
5. What / about / you? Nice weekend?

6. Please write / back / me / soon / as / possible.
Love.

Answer key:
Dear Lan,

1. I am very happy to get your mail.

2. I have come back from my holiday in the countryside.
3. It was one of the most interesting trip I had.

4. I played lots of traditional games and ate fresh fruits.
5. What about you? Did you have a nice weekend?
6. Please write back to me as soon as possible.

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Unit 2
clothing

TiÕt 07 Ngày dạy.../9/2010

Getting started & listen and read

I. Aims

- Presenting vocabulary to talk about the development of the “ao dai”

II. Objectives

By the end of the lesson, students will be able to know about the
traditional clothes of some nations and Ao Dai in Vietnam.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.
IV. Anticipated problems

Students may not know about the traditional clothes of some nations in
“Getting started”.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

In the new lesson.

3. New lesson

Teacher s activities’ Students activities’

I. Getting started:

- Elicits the answers from students.
a. She comes from Japan.

b. She comes from Vietnam.
c. He comes from Scotland.
d. She comes from India.
e. He comes from the USA.

f. She comes from Arabia (Saudi).

II. Presentation:

1. New words:

 Forming the words (revision):

To design (N)Designer / design

To wear Simple past/PII: wore/worn
To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Poem Noun: Poet / Poettry

Modern Verb: Modernize

- Tells students any words that they can’t
change the form.

 New words:

- Look at the pictures of
people wearing the national
dresses of their country
(Pictures a-f) on page 12 and
describe where each person
comes from.

- Forming the words.

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- To take inspiration [,inspə'rei∫n] from: LÊy c¶m
høng tõ...

- Loose > < tight

- Minority[mai'nɔriti]: ThiÓu sè > < Majority
[mə'dʒɔriti]

- Velvet ['velvit]: Nhung

- Stripes: Vạch kẻ

- a long silk tunic['tju:nik]: áo lụa dµi.
 Checking Vocabulary: R0R

- Set the scene: You are going to read the text
about the traditional dress of Vietnam – The
ao dai.

2. Pre questions:

1. What’s our national dress?

2. What’s it made from? – Silk or velvet or
both?

3. Who often wears it?

4. When do they often wear it?
3. Listen and Read P.13

- Plays the disk.
- Answer key:
1. The ao dai is.

2. It’s either made from silk or velvet.
3. Women often wear it.

4. They often wear it on special occasions.

III. Practice:

1. Complete the sentences:
- Listen&Read a P.14
- Checks the answers.

1. poems, songs and novels.

2. traditional dress of Vietnamese women.
3. to wear modern clothing at work.

4. lines of poetry on it.

5. traditional designs and symbols like suns,
stars, crosses and stripes to velvet.

2. Comprehension questions:
- Listen&Read b P.14

1. By traditional, men and women used to wear the ao
dai.

2. The majority of Vietnamese women prefer to wear
the ao dai at work because it’s more convenient.
3. To modernize the ao dai, fashion designers have
printed lines of poetry on it. And they have added
traditional designs and symbols like suns, stars,
cresses and stripes to velvet.

IV. Futher practice:

 Discussion:

1. When / where / why women in Vietnam like
wearing the ao dai?

2. The changes to the traditional ao dai.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Work in groups of 4 to
predict the answers to the
questions.

- Listen following the text.
- Read in individuals to find
the correct answers to the
questions.

- Individual work.

- Share answers with their
partners.

- Pair work.

- Work in groups of four each
to talk about the ao dai.

4. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have
studied.

5. Homework

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- Write some sentences about the Ao dai.

- Write up what they discussed and talked about in the “Discussion”.

- Do exercise II, IV, VIII P. 13-15, 17 (Bµi tËp BTNC tiÕng Anh 9)
Unit 2

clothing

Tiết 08 Ngày dạy.../9/2010

Speak

I. Aims

Giving students more practice in talking about the clothes they like to
wear on different occasions.

II. Objectives

By the end of the lesson, students will be able to talk about their habits or
interests in different types of clothes.

III. Materials
- Text book

- Board, chalk,...

- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Noughts and crosses: Talking about the ao

dai.

1. What is our traditional dress?
2. What is it made of?

3. What is the ao dai described as?

4. Who used to wear the ao dai by traditional?

5. Why do the majority of Vietnamese women prefer
to wear modern clothing at work?

6. What have fashion designers done to modernize
the ao dai?

7. On what day do you have to wear school uniform?
8. What do your teachers often wear on Teachers’
Day?

9. What colour is your school uniform?

- Team work.

1 2 3

4 5 6

7 8 9

3. New lesson

Teacher s activities’ Students activities’

a. Pre speaking:
I. New words:

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- Teacher uses the words of different clothes
on page 17 (or other clothes Ss are wearing)
to teach these words:

- Plaid [plổd]: Kẻ ca rô

- Sleeve [sli:v]: Tay áo - Sleeveless: Cộc tay
- Fade ['feid]: Bạc màu

- Plain [plein]: trơn (Không có hoa)

- Casual['kổjul]: Bình thờng, không trịnh trọng.

Checking: What and where.

II. Speaking:

1. Matching:
- Speak a) P.15

a. a colourful

T-shirt b. a sleevedsweeter c. a striped shirt
d. a plain suit e. faded jeans f. a shotr-sleevedblouse

g. baggy pants h. a plaid skirt i. blue shorts

b. While speaking:

2. Questions:

1. What do you usually wear on the weekend?
Why do you usually wear these clothes?
2. What is your favorite type of clothing?
Why?

3. On what day do you wear school uniform?
What colour is it?

4. What type of clothing do you wear on Tet /
your birthday? What would you wear to a
party?

3. Survey:

- Speak b P.15

Name Casual
clothes
Favorite
clothes
School
uniform
Clothes for
special

occasions
Hoa
A short
sleeved
blouse/
baggy pants
cool,
comfortable
Short
baggy
pants and
short
sleeved
blouse
Wear it
every day
except for
Sunday.
Comfortab
le, dark
blue and
white

Jeans and a
long
sleeved
blouse.
Look
stronger in
these

clothes

c. Post Speaking:
 Feedback:

Lan: Hoa said she often wore a short-sleeved
blouse and baggy pants. She said she like them
because they were cool and comfortable. She said
her favorite clothes were short baggy pants and
short sleeved blouse. She said she wore school
uniform every day except for Sunday. She said it
was comfortable and it had dark blue and white...

words in Vietnamese.
- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Read the phrases and try to
guess the meaning of each
phrase.

- Do the matching.

- Repeat the phrases in chorus.
- Read the questions on page 14,

then work in pairs to add three
more questions.

- Use the given questions to
make a survey.

- Ask 1 or 2 of their classmates
to get information to complete
the table.

- Students tell their class what
they have interviewed.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 2: Listen.

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Unit 2
clothing

Tiết 09 Ngày dạy.../9/2010

listen

I. Aims

Giving students practice in listening for details and describing people.

II. Objectives

By the end of the lesson, students will be able to describe others. (clothes,
age, hair)

III. Materials
- Text book

- Board, chalk,...

- Pictures.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice and
maynot call out the names of clothes in the pictures.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Net work:

- Group work of four.

- Discuss and write the names
of clothes.

- Some students take turns to
read aloud the word they
have, others listen and add the
words they don’t have to their
list.

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:

 Question and answer:
* Suggested questions:

1. What do you call these clothes in English?
2. What kind of blouse is it?

3. Are these shoes or sandals?

a. A. pants B. blue shorts C. a skirt
b. A. a long, white sleeved blouse

- Look at the pictures (Listen

a-c P.16), ask and answer
questions about the clothes or
shoes...

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B. a short, pink sleeved blouse
C. a short, white sleeved blouse

c. A. sandals B. boots C. brown shoes
 Ordering:

Teacher reads:

1. sandals 2. a short, pink sleeved blouse
3. shorts 4. a long sleeved blouse

5. boots

Keys:

1. c)A 2. b)B 3. a)B 4. b)A 5. c)B
 Set the scene: “Marry, a three-year-old girl,
is getting lost. Her father is looking for her.
Listen to the announcement and put a tick
beneath the pictures of what she is weearing.”

b. While listening:
 Listen P.16:
- Plays the disk.

- T has students give their answers and elicits

the correction from them if necessary.

* Answer key:
a. B – shorts

b. C - a short white sleeved blouse
c. C – brown shoes

- Plays the disk again
Keys:

- Age: 3

- Hair: Short, dark hair

- The thing: a doll

c. Post listening:

 Comprehension question:
1. How old is Mary? (3)

2. What color is her hair?(short, dark hair)
3. What is she wearing?

She’s wearing a short sleeved blouse.

She’s wearing blue shorts and she’s wearing
brown shoes.

4. What may she be carrying? (a doll)
 Role play:

- Teacher: “Imagine your brother (sister) went
shopping with you in a department store. You
have lost him (her). Now you are at the
information desk.”

- Look at the pictures about
different types of clothes
(P.16) the listen to the
teacher’s reading, write the
order of the pictures as they
hear.

- Listen to the disk then put a
tick beneath the pictures of
the clothes, shoes, sandals or
boots Mary is wearing.

- Listen to the disk again and
check the correct pictures.
- Take notes of Mary’s age,
hair and the thing she may be
carrying.

- Work in pairs to ask and
answer questions about Mary.

- Work with your partner to

make a similar dialogue to
describe him (her). (age,
height, hair, clothes)

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 2: Read.

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clothing

TiÕt 10 Ngày dạy.../9/2010

read

I. Aims

Giving students practice in reading for details.

II. Objectives

By the end of the lesson, students will be able to tell their friends about the
history of jeans.

III. Materials
- Text book

- Board, chalk, map...

- Wordcards.

IV. Anticipated problems

Students might have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Network:

- Group work of four.

- Discuss and write the names
of clothes.

- Some students take turns to
read aloud the word they
have, others listen and add the
words they don’t have to their
list.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
I. New words:
 Pre teach:
- not easy = hard

- to name after sombody: Đặt tên
- to wear [we] out: mòn ®i
- to embroider [im'brɔidə]: thªu

 Checking vocabulary: Slap the board.

II. Reading:

 Set the scene: T: (use the picture of students

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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(P.17):

- What kinds of trousers are these students
wearing?

- Are they tight or loose jeans?
 Pre questions:

1.What was jean cloth made from?

2. Who gave the name “jean” to this material?
3. When did jeans appear for the first time and
where?

b. While reading:
 Checking predition:

1. from cotton

2. Sailors from Genoa in Italy did.
3. In the 18th century in Europe.
 Gap fill:

- Read a) P.17

1. In the 18th century, jean cloth
2. In the 1960s, students

3. In the 1970s, cheaper
4. In the 1980s, fashion.
5. In the 1990s, sale

 Comprehension questions:
- Read b) P.18

1. It comes from a kind of material that was
made in Europe.

2. They were embroidered jeans, painted
jeans.

3. Because jeans became cheaper.

4. Because many famous designers started
making their own styles of jeans, with their
own labels on them.

5. Because the worldwide economic situation
got worse.

c. Post reading:
 Chain games:

1. The word “jeans” comes from a kind of
material that was made in Europe.

2. The 1990s’ fashions were jeans.

3. In the 1970s, more and more people began
wearing jeans because they became cheaper.
4. Jeans, at last, became high fashion clothing

in the 1980s when famous designers started
making their own styles of jeans with their
own labels on them.

5. The sale of jeans stopped going up because
the worldwide economic situation got worse.

- Predict the answers to the
questions.

- Read the text about the
history of jeans and find the
answers to the pre questions.

- Read the text again then
complete the sentences.

- Work in pairs to answer the
questions.

- Work in groups of four, take
turns to tell about jeans. (Use
the answers to the questions in
“Read b)” P.18.

4. Consolidation

Teacher gets some advanced students to translate the text in to
Vietnamese.

5. Homework

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- Summarize the text.

- Do exercise VI, VII P.16-17 (Bµi tËp BTNC tiÕng Anh 9).

Unit 2
clothing

TiÕt 11 Ngµy d¹y.../9/2010

Write

I. Aims

- Presenting a written argument.

- Giving students practice in writing their own argument about students’
uniform.

II. Objectives

By the end of the lesson, students will be able to write their own argument
about students’ uniform.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Chatting:

- Do you like wearing jeans?

- Why? / Why not?

- Teacher uses this situation to lead Ss to the
new lesson.

- Teacher – Students

- Students give reasons for
their choice.

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
1. New words:
 Pre teach:

- to argue ['ɑ:gju:]: Tranh c·i

- Tell the meaning of the new
words in Vietnamese.

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- to conclude [kən'klu:d]: KÕt luËn

- to encourage[in'kʌridʒ]: §éng viªn, k. khÝch

- to bear one’s name: Mang tªn
- Self-confident = sure: Tù tin

- Constrained[kən'streind]: Ðp bc, miƠn cìng
- Equal ['i:kwəl]: C«ng b»ng

- Practical ['prỉktikl]: thùc tiƠn
Checking: R0R

2. Presenting an argument:

- Teacher checks students’ understanding:

a. How many parts does an argument have?
b. What are they?

c. What do the writer write in each part?

(I think.../ My
opinion is...)

Topic
sentence / Point

of view
Firstly
Therefore /
In conclusion
Secondly
Finally
 Reading the model:
Questions:

1. What does the writer want to persuade
readers?

2. How many reasons does the writer give?
Keys:

1. He wants to persuade readers that it’s
necessary for secondary school students
to wear uniform.

2. He gives 3 reasons. Firstly... Secondly...
Thirly...

b. While writing:

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

 Suggested answer:

My opinion is that high school students should wear
casual clothes.

Firstly, wearing casual clothes makes Ss feel more
comfortable. They don t feel constrained to wear’

uniform they don t like.’

Secondly, wearing casual clothes gives students
freedom of choice. They have the right to choose
sizes, colors, and fashions of clothes that they love.
Finally, casual clothes make school more colorful and
lovely. Students feel self-confident when they are in
their favorite clothes.

In conclusion, students, particularly high school
students should wear casual clothes. Wearing casual
clothes is convenient, comfortable and fun.

c. Post writing:

 Correction:

- Writes typical mistakes on the board and
elicits the correction from students.

- Gets some students to read their arguments
before the class.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Students read the form of an
argument given in table 1 P.18

- Read the topic and outline A,
then read the passage again
and answer the questions
given by teacher.

- Read outline b) carefully
then work in pairs or in groups
to write to support the
arhument that high school
students should wear casual
clothes. (Read 6b P.19)

- Swap their writing and
correct any mistakes if

necessary.

4. Consolidation

Teacher retells and emphasises the way to write an argument.

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- Prepare for the next lesson: Unit 2: Language focus.

- Rewrite the passage.

- Do exercise X P.18 (Bµi tËp BTNC TiÕng Anh 9)

Unit 2
clothing

TiÕt 12 Ngµy d¹y.../9/2010

Language focus

I. Aims

- Giving students more practice in asking for and giving information using
the present perfect and simple past.

- Revision and further practice in the passive form with
“can/should/might/have to”.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Workbook.

IV. Anticipated problems

The lesson may take time.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Correcting homework:

- Gets a student to read his/her argument in
front of the class.

- Listen and make comment on it. Give the
student mark.

- Reads the argument.

3. New lesson

Teacher s activities’ Students activities’
The present perfect:

- T uses the dialogue in language focus 1 P.19
to help Ss revise the use of the present perfect:
1. Present perfect with “since” and “for” and

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“recently, how long...”:

- Since: a point of time
- For: a period of time

- Both “Since” and “For” can be used to
answer the question “How long have/has + PII”
- Recently: Indicate an incomplete period of
time.

- How long: Ask a period of time of an action.
- When: Ask a start of time of an action.

2. The difference between the Simple past and
the Present perfect.

Practice:

 Language focus 1 P.20
 Substitution table:

- T has some pairs practise their
dialogues before the class.

 Language focus 2 P.20 (Yet/Already)
 Matching:

See Giac Lam

Pagoda Visit ReunificationHall
Go to the zoo and

Botanical Garderns Amusement ParkGo to Dam Sen
Eat Vietnamese food

 Find someone who has already...
 Example Exchange:

You: Have you seen Giac Lam pagoda yet?
S1: Yes, I’ve already seen it.

You: Have you eaten Chinese food?
S1: No, I haven.

...

- T has some pairs practise before the class.
 Language focus 3

- Elicits and focuses on the difference between
the present perfect and the simple past (Have
you seen...?/When did you see...?)

* Noughts and crosses:

- Divides class in to 2 teams.
- Read the word.

1. Comic 2. Computer 3. Supermarket

4. Volleyball 5. Singapore 6. Movies

7. Elephant 8. Hue 9. Durian

* Example:
T says: “Comic”

S1: Have you ever read a comic?
S2: Yes, I have/No, I haven’t.
 The passive form:

- Each group has one students
tell in front of the class.

- Write some irregular verbs.

- Read the information given
in the box, work in pairs to

make similar dialogues.

- Read the dialogue in pairs,
then make similar dialogues
using the information from the
substitution table P.20

- Match th verbs with the
words or phrases.

- Get out of their seats and
asks two of their classmates if
they have already done or
haven’t done something yet.

- Read the example carefully.
- Read the words in the box
(P.20) the find suitable verb
that can go with each word.
- Choose the number.

- Make up similar dialogue
with the word given by
teacher.

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 Revision:
Model sentence:

This exercise must be done carefully.
Model: S + modal verbs + be + PII

 Practice:

- Language focus 4, 5 P.21

- T has students give their answer and does
direct correction if necessary.

- Do the exercises orally.

- Write on their notebooks.

4. Consolidation

Teacher retells and emphasises the aims.

Written test (10 minutes)
9A

Use the given words to rewrite each of the following sentences in such a 
way that it means exactly the same as the sentence given:

1. I last saw him five years ago. (I haven’t...)
2. I can’t swim. (I wish……)

3. People used to call him “FAT”. (He...)

4. It’s a pity I don’t know how to make a cake. (If only...)
5. It’s a pity he didn’t study hard. (He wishes...)

9B

Use the given words to rewrite each of the following sentences in such a 
way that it means exactly the same as the sentence given:

1. It’s a pity I didn’t tell the police the truth. (I wish…………..)
2. Mr. Nghia no longer smokes. (Mr. Nghia doesn’t……….)

3. I am sorry I didn’t listen to my teacher’s advice. (If only………..)
4. I don’t mind going out alone at night. (I am………)

5. I haven’t seen Bill for three years. (It is………)

5. Homework

- Prepare for the next written test.

- Prepare for the next written test, do exercises 3-9 P.14-19 WB.

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TiÕt 13 Ngµy kiĨm tra … ……/ /2010
Written test 45’’

A. Aims

- Nh»m kiÓm tra kiÕn thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài học
của học sinh.

- Giỳp phõn loi học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp.

B. Objectives

Lớp 9A

The content of the test
Đề số 1 (Đề lẻ)

I. Listen to a passage then check if each of the following sentences is true or false:
1. Alexander G.Bell was born in the USA.

2. He work with deaf-mute patients in a hospital in Boston.
3. Thomas Watson was Bell’s assistant.

4. Bell invented the telephone.

II. Rewrite each of the sentences below in such a way that it means exactly the same as
the sentence printed before. Begin the sentences with the words or phrase given:

1. Henry always went swimming after school last year.

- Henry used...
2. I last saw him 2 years ago.

- I haven’t…...
3. It’s a pity Tom is sick today.

- If only...
4. How long have you learn English?.

- When……...?
5. He hasn’t seen the younger son for three weeks.

- The younger son...
6. The manager must sign the cheque.

- The cheque...
III. Put the verbs in brackets into the correct form:

1. He (buy) this car five years ago.

2. I (not write) to her since she left school.
3. My mother used (go) to school on foot.
4. Henry gets used (eat) at 8 p.m.

5. Maryam has decided (stay) for another week.
6. It’s time we (catch) the bus.

IV. Choose and circle on the letter A, B, C or D before word or phrase which completes
each of the sentences below the best:

1. Has he...here since he left school?

A. working B. work C. worked D. works

2. Are those jeans...in China?

A. produced B. producing C. produces D. produce
3. Today young generation is still fond...wearing jeans.

A. in B. of C. at D. on

4. The material is different...that of the old days.

A. to B. with C. from D. at

5. Some scientists believe that life might...on another planet.
A. be found B. found C. have found D. find
6. Jean cloth was...made from cotton in the USA.

A. completion B. complete C. completed D. completely
7. The man decided...in a hotel on the side of the lake.

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8. This shirt...carefully before using.

A. must have washed B. must wash

C. must have wash D. must be washed

Đề số 2 (Đề chẵn)

I. Listen to a passage then check if each of the following sentences is true or false:
1. Alexander G.Bell was born in the USA.

2. He work with deaf-mute patients in a hospital in Boston.
3. Thomas Watson was Bell’s assistant.

4. Bell invented the telephone.

II. Rewrite each of the sentences below in such a way that it means exactly the same as
the sentence printed before. Begin the sentences with the words or phrase given:

1. Henry always went swimming after school last year.

- Henry used...
2. I last saw him 2 years ago.

- I haven’t…...
3. It’s a pity Tom is sick today.

- If only...
4. How long have you learn English?.

- When……...?
5. He hasn’t seen the younger son for three weeks.

- The younger son...
6. The manager must sign the cheque.

- The cheque...
III. Put the verbs in brackets into the correct form:

1. He (buy) this car five years ago.

2. I (not write) to her since she left school.
3. My mother used (go) to school on foot.
4. Henry gets used (eat) at 8 p.m.

5. Maryam has decided (stay) for another week.
6. It’s time we (catch) the bus.

IV. Choose and circle on the letter A, B, C or D before word or phrase which completes

each of the sentences below the best:

1. I find the times for English meals very strange. I’m not used... dinner at 6 p.m.

A. to having B. to have C. having D. have

2. Was this mobile phone...last year?

A. buying B. buys C. buy D. bought

3. The word jeans was named...sailors from Genoa.

A. by B. from C. after D. of

4. The material is different...that of the old days.

A. to B. at C. from D. with

5. Some scientists believe that life might...on another planet.

A. be found B. found C. have found D. find
6. Jeans...never been...fashion.

A. have / out of B. has / out of C. have / on of D. has / on of
7. My parents advised me...alone in the dark.

A. not go to B. not going C. not to go D. to go not
8. I wish I...a teacher.

A. am B. were C. are D. be

Líp 9b

The content of the test
§Ị số 1 (Đề lẻ)

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II. Choose the word or phrase which best completes each sentence. Circle the best
answer A, B, C or D. (2 pts)

1. How can I _____ to the post office?

A. get B. find C. reach D. arrive

2. Couldn't you go a little faster? I'm _____ a hurry.

A. at B. on C. in D. of

3. "Must I take my umbrella?" "No, you _____. It's not going to rain."

A. have to B. don't C. needn't D. mustn't
4. She hasn't written to me _____ we met last time.

A. ago B. before C. for D. since

5. Can we _____ at your house and go to the party together?

A. see B. come C. meet D. find

6. Shall we go? - No, let’s _____.

A. be not B. don’t C. go not D. not

7. “Are you leaving?” “Yes, but I wish I_____ to go.

A. didn’t have B. will not have C. don’t have D. may not have
8. This record-shop _____ be a book-shop a few years ago.

A. used B. used C. use D. used to

III. Find ONE suitable word to fill in each blank to complete the following letter: ( 2 pts)

Dear Sir,

I (1)_____writing to complain about EASY camera. I bought (2) _____two weeks ago.
I just received my first set (3) _____color photos only yesterday. I am enclosing them with
this letter. You will see that they are very dark.

I think that your EASY (4) _____is very bad, but I will try again. You see, (5)
_____wasted my money on (6) _____first set of photos. Would (7) _____please send a new
film to me? If the next photos are also very (8) _____, I will send the camera to you and ask
you to return my money.

Yours faithfully,

Your answer:

1……….. 2……….. 3……….. 4………..
5……….. 6……….. 7……….. 8………..

IV. Finish each of the following sentences in such a way that it means exactly the same as the

sentence printed before it (3 pts).

1. People use computers to design new models.

Cambridge Language College
EVENING CLASSES
Student Enrolment Form

To be completed for all new students

Student details:

 Surname: ………

 First name: Maria

 Nationality: Mexican.

 Language: ………, a little English.

 Occupation (Job): ……… ……….. ..

 Date of birth:……… ………….. ..

 Address: ………… Cherry Road.

 Postcode: ………

 Telephone number: ……… ……….
Course details:

 English, 139 Intermediate.

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- Computers……… ……….. ....
2. I’ve never read such an interesting book before.

- It is the most.……… ………. .
3. The exercise is so difficult that I can’t do it.

- The exercise isn’t… ……… ………. .. ...
4. He bought the book last week.

- The book……….

5. He doesn’t smoke any more.

- He used……… ………... .
6. “You should pay more attention to your study,” my teacher said.

- My teacher advised……… ………….. ..
V. Give the correct form of the words in brackets to fill in the blanks (1 pts)

1. What have fashion designers done to________________the ao dai? (MODERN)
2. There are a lot of________________mountains in Vietnam. (BEAUTY)

Đề số 2 (Đề chẵn)

I. Listen to a telephone conversation then fill in the blanks with the information you
hear. (2 pts)

II. Choose the word or phrase which best completes each sentence. Circle the best
answer A, B, C or D. (2 pts)

1. He told me he couldn’t go to sleep. That’s what he____.

A. said me B. talked to me C. told to me D. said to me
2. I borrowed this coat_____my father.

A. at B. to C. from D. by

3. I asked her a question but she_____silent.

A. ashamed B. stopped C. remained D. concerned
4. How fast did he drive? - _____30 miles an hour.

A. At B. With C. To D. By

5. _____he was a brilliant scientist.

A. He is said that B. It is said that
C. People are said that D. To be that
6. I can’t see you tonight. I have to _____ a meeting.

A. assist to B. be on C. take place at D. attend
7. Tom doesn’t work here_____. He left about six months ago.

A. still B. yet C. no longer D. any longer
8. Remote controls_____interact with TV.

Cambridge Language College

EVENING CLASSES
Student Enrolment Form

To be completed for all new students

Student details:

 Surname: ………

 First name: Maria

 Nationality: Mexican.

 Language: ………, a little English.

 Occupation (Job): ……… ……….. ..

 Date of birth:……… ………….. ..

 Address: ………… Cherry Road.

 Postcode: ………

 Telephone number: ……… ……….
Course details:

 English, 139 Intermediate.

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A. used to B. use to C. are used to D. uses to

III. Find ONE suitable word to fill in each blank to complete the following letter: (2 pts)

Dear Sir,

I (1)______writing to complain about EASY camera. I bought (2) ______two weeks
ago. I just received my first set (3) ______color photos only yesterday. I am enclosing them
with this letter. You will see that they are very dark.

I think that your EASY (4) ______is very bad, but I will try again. You see, (5)
______wasted my money on (6) ______first set of photos. Would (7) ______please send a
new film to me? If the next photos are also very (8) ______, I will send the camera to you and
ask you to return my money.

Yours faithfully,

Your answer:

1……….. 2……….. 3……….. 4………..

5……….. 6……….. 7……….. 8………..

IV. Finish each of the following sentences in such a way that it means exactly the same as the 
sentence printed before it (3 pts).

1. People use computers to design new models.

- Computers……… ……….. ....
2. I’ve never read such an interesting book before.

- It is the most.……… ………. .

3. The exercise is so difficult that I can’t do it.

- The exercise isn’t… ……… ………. .. ...
4. He bought the book last week.

- The book……….

5. He doesn’t smoke any more.

- He used……… ………... .
6. “You should pay more attention to your study,” my teacher said.

- My teacher advised……… ………….. ..
V. Give the correct form of the words in brackets to fill in the blanks (1 pts)

1. What have fashion designers done to________________the ao dai? (MODERN)
2. There are a lot of________________mountains in Vietnam. (BEAUTY).

III. Collecting the tests

- When the time is over, teacher collects students’ tests.

IV. Homework

- Review unit 1 and 2.

TiÕt 14 Ngµy d¹y.../10/2010

check the test

A. Aims

- Nhằm đánh giá mức độ làm bài của học sinh.

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- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp
giúp đỡ thích hợp.

- Gióp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của
bạn mình

B. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. New lesson

- NhËn xét chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bi chia động từ còn nhiều lỗi, lỗi khi vết câu bị động,...
+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ
trong câu quá liền nhau,...

 Chữa bài kiểm tra:

Answer keys:
Lớp 9a
Đề chẵn + Lẻ
I. 2 M. Give 0.5 mark for each correct sentence:

1F 2F 3T 4T

Transcript:

On March 3, 1874, Alexander Graham Bell was born in Edinburgh. He was
a Scotman although he later emigrated, first to Canada and then to the USA in the
1870s. In America, he work with deaf-mutes at Boston University. Soon, Bell started
experimenting with ways of transmitting speech over a long distance. This led to the
invention of the telephone.

Bell and his assistant, Thomas Watson, conducted many experiments and
finally came up with a device which they first introduced in 1876. Bell said on the
telephone: “Mr.Watson, come here. I want you”. This was the first telephone message.
II. 3 M. Give 0.5 mark for each correct sentence:

1. Henry used to go swimming after school last year.
2. We started studying English five years ago.

3. If only Tom were not sick today.
4. The concert has been postponed.

5. The younger son hasn’t been seen for three weeks.
6. The cheque must be signed by the manager.

III. 3 M. Give 0.5 mark for each correct verb:

1. bought 2. haven’t written
3. to go 4. to eating

5. to stay 6. caught

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1C 2A 3B 4C

5A 6D 7B 8D

Đề chẵn
IV. 2 M. Give 0.25 mark for each correct answer:

1B 2D 3C 4A

5A 6A 7C 8B

Lớp 9B
Đề chẵn + Lẻ

I. Listening (0,25 x 8 = 2 §)

Transcrip:

Receptionist:….Hello, Cambridge Language College.

Maria: Oh….Yes. Hello. I’d like to attend one of your evening classes…
Receptionist: Oh, yes. Which classes are you interested in?

Maria: English…it course 139.

Receptionist: I see…Course 139 is for intermediate students. Is that the course you want?
Maria: yes, it is. Intermediate.

Receptionist: Right. Do you want the short course or the long course?
Maria: The long course, please. That’s twelve weeks, isn’t it?

Receptionist: Yes. Now, I need to take some personal details first. Your name, please?
Maria: Silvia.

Receptionist: Silvia’s your surname, isn’t it?
Maria: Yes.

Receptionist: Can you spell that for me?
Maria: Yes. S-I-L-V-A.

Receptionist: Thank you. And you first name?
Maria: Maria.

Receptionist: Maria…Thank you. Oh, what’s your nationality?

Maria: I’m Mexican. I’m a student at university in Mexico City. I’m here for the summer.
Receptionist: I see. So you speak Spanish and…any other languages?

Maria: No, just Spanish…and a little English!

Receptionist: And you are a student…And your date of birth?
Maria: My date…Oh! The eleventh of October 1983.

Receptionist: Eleventh of October…1983. Where are you staying in Cambridge?
Maria: Sorry?

Receptionist: What’s your address here?

Maria: Oh. It 24 Cherry Road. The postcode is CB1 5AW.

Receptionist: OK. Now then Maria, do you have a telephone number?
Maria: Yes. It’s 742980.

Receptionist: 742980. That fine. The next intermediate English long course starts on Monday
at seven p.m.

III. 0,25 x 8 = 2 §

1. am 2. it 3. of 4. camera

5. I 6. the/my 7. you 8. dark

Cambridge Language College
EVENING CLASSES
Student Enrolment Form

To be completed for all new students

Student details:

 Surname: Silvia
 First name: Maria

 Nationality: Mexican.

 Language: Spanish, a little English.

 Occupation (Job): Student
 Date of birth: 11/10/1983
 Address: 24 Cherry Road.

 Postcode: CB1 5AW
 Telephone number: 74289

Course details:

 English, 139 Intermediate.

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IV. 0,5 x 6 = 3 §

1. Computers are used to design new models.
2. It is the most interesting book I’ve ever read.
3. The exercise isn’t easy enough for me to drink.
4. The book was bought last week.

5. He used to smoke.

6. My teacher advised me to pay more attention to my study.
V. 0,5 x 2 = 1 §

1. modernize
2. beautiful

Đề lẻ
II. 2 M. Give 0.25 mark for each correct answer:

1A 2C 3C 4D

5C 6D 7A 8D

Đề chẵn
II. 2 M. Give 0.25 mark for each correct answer:

1D 2C 3C 4A

5B 6D 7B 8C

- Gv giải đáp thắc mắc của học sinh nếu có.
- Lấy điểm vào xổ.

3. Homework

- Prepare: Unit 3: Getting started + Listen and read.
Unit 3

A trip to the countryside

Tiết 15 Ngày dạy.../10/2010

Getting started + listen and read
I. Aims

Reading the text about a trip to the countryside to understand the details and
practicing countryside vocabulary.

II. Objectives

By the end of the lesson, students will be able to get the aims well.
III. Materials

- Text book
- Board, chalk,...

- A cassette and an audio compact disk.
IV. Anticipated problems

The lesson may take time.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

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Teacher s activities’ Students activities’
 Chatting: (Getting started)

- Do you live in the countryside?
- Do you like living in the countryside?

- What activities do you see or do in the
countryside?

a. Presentation:
I. New words:

- Banyan tree: Cây đa

- A shrine: MiÕu thê, ®iƯn thê.
- Hero: Anh hïng

- Entrance: Lèi vµo, cỉng vµo.
- Bamboo forest: Rõng tre.
Checking: What and where.

 Set the scene: “You are going to read the text
about Liz’ trip to Ba’s village”.

II. T/F statement prediction:
- Listen and Read a) P.23
 Presentation text:

- Plays the disk twice.

1F 2T 3F

4F 5T 6F

7T 8F 9T

 Correction:

1. Ba and his family had a day trip to their home village.
3. There is a big old banyan tree at the entrance to the
village.

4. Liz had lunch under the banyan tree.
6. People had a picnic on the river bank.

8. Liz took a lot of photos to show the trip to her parents.

III. Comprehension questions:

- Teacher works with weak students to give them
help.

- Has Ss give their answers.

1. Ba’s home village is about 100 km to the North of
Hanoi. It lies near the foot of a mountain and by a river
bank.

2. They got to the village by bus.

3. There’s a banyan tree at the entrance to the village.
4. On the mountain they saw a shrine of a young
Vietnamese hero.

5. They had a picnic on the river bank.

6. Liz took a lot of photos to show the trip to her parents.
7. She wishes she could visit Ba’s village again some days.

IV. Further Practice:

 Tell about the trip to Ba’s village:
- Gives students cues:

When to go / who to go with / how to go
What to do during the trip

How to feel after the trip.

- Teacher – Students.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Read the statements on page 23
and predict if they are true or
false. (Pairworks)

- Listen to the disk and read the
text to check the prediction.

- Give the answers then correct
the false statements.

- Work with partners, ask and
answer the questions.

- Write the answer in their
notebooks.

- Copy down on the notebooks
- Swap their notebooks with their
partners to help each other
correct the mistakes if necessary.

- Work in pairs, take turns to
play the role of Ba to tell each
other about the trip to his home
village.

Example: “It was a beautiful day. So
I invited Liz to visit my home town
with my family. We got up early and
went there by bus,...”

4. Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have

studied.

5. Homework

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- Read the text and learn new words by heart.
Unit 3

A trip to the countryside

Tiết 16 Ngày dạy.../10/2010

Speak & listen

I. Aims

- Talking about one’s home village.

- Practice in listening to the text about a trip to Ba’s home village for
details.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio disk.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas and they may get confused with the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Brainstorming:

- Students work in groups

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:

 Set the scene: Teacher asks:

1. Where did Ba and his family go last
Sunday?

- To his home town.

2. How did they go? (By bus)

- Answer the questions.

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3. What did they see during their trip?

- Green paddy fields, a big old banyan tree, a
shrine, mountains, rivers,...

T: “You are going to listen to the passage
about Ba’s trip to his home village and match
the places on the bus route with the letter on
the map.”

 Prediction:

- Give any explanation if necessary.

- Draw the map on the board and write Ss’
prediction on the board.

b. While listening:
 Checking prediction
- Plays the disk three times.

A. Banyan tree B. Airport

C. high way No. 1 D. Dragon Bridge

E. Gas station F. Store

G. Pond H. Bamboo forest

I. Parking lot
 Comprehension questions:
- Plays the disk

1. Where did the bus collect Ba and his
family? (From his house)

2. Where did it stop to get some more fuel?
( At the gas station)

3. Where did it go after leaving the high way?
( turned left onto a smaller road westward)
4. Where did the bus go next?

(turned right then turned left onto a road
which went through a bamboo forest)

5. Did the road to Ba’s home village go
through a bamboo forest? (Yes)

6. Where did the bus drop every one?
(At a parking lot near a banyan tree)

c. While Speaking:

 Speak a. P.24

- Ss ask and answer about:

Lacation: Where is your home village?

Distance: How far is it from Hanoi?

Transport: How can you get there?

Time to get there: How long does it take to
get there?

Things people often do for a living: What do
people often do for a living?

The sights: Does your village have a river?
How are the sights there?

Feelings: How do you think about your
village?/How often do you go there?

 Speak b P.24

- T monitors and gives help.

- Listen to the teacher.

- Students repeat the words
(1-9)

- Predict the answer. (Listen
P.25)

- Lisen and check the
prediction.

- Read the questions carefully
then listen to the dialogue
again to find the answers to
the questions.

- Work with a partner, read the
questions the play the role of
A and B asking and answering
about their partner’s home
village using the information
given in the box.

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d. Post speaking:

* Example:

“

I was born in the countryside. It s about 50’
km from the city I live now. It is near a
river....”

- Write about their real home
village.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 3: Read.

- Do exercise 5 page 22 (workbook).

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Unit 3

A trip to the countryside

Tiết 17 Ngày dạy.../10/2010

read

I. Aims

Practice in reading for details.
II. Objectives

By the end of the lesson, students will be able to understand a life of an
exchange student and summarize the text about his life in the USA.

III. Materials
- Text book

- Board, chalk, map...

- Posters.

IV. Anticipated problems
Students might have no problems.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Brainstorming:

- Work in groups think about
things people do and their life.
- Discuss and write the names of
clothes.

- Some students take turns to
read aloud the word they have,
others listen and add the words
they don’t have to their list.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:

 Set the scene: “Van is a student. He is from
HCM City. Now he is studying in the USA. He is
living with the Parker family on a farm.”

 Pre questions:
1.Where is the farm?

2. Does he enjoy his stay there?
b. While reading:

 Checking predition:

1. It’s 100 km outside Colombus, Ohio.
2. Yes, he does.

- Predict the answers to the
questions.

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 Matching:
- Read a) P.26

- Elicits the answers from Ss and helps them
practise saying the words or phrases.

 Gap fill:
- Read b) P.26.

- T elicits the answer from students.

1. Ohio, Colombus 2. farmer
3. works part time 4. Peter
5. Sam 6. after
7. farm 8. Watch
9. baseball 10. member
c. Post reading:

 Lucky Numbers:

- Divides students into 2 teams.
1. Where is Van now?

2. Who is he living with?
3. Where is the farm?
4. LN

5. What do Mrs. And mr. Parker do every day?
6. How many children have they got?

7. LN

8. What has Van learnt since his arrival?
9. Does he feel like his stay there? Why?
10. What does he do every day?

- Monitors and find the winning team.

- Read the text again and guess
the meaning of the words by
matching.

- Read and complete the
summary using the information
from the passage.

- Pairs compare the answers.

- Team work.

- Read the text again, try to
remember as many things about
the Parker’s life as possible.
- Close the books to play the
game.

4. Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese.
5. Homework

- Prepare for the next lesson: Unit 3: Write.
- Do exercise 6, 10 page 22, 25 (workbook).

Unit 3

A trip to the countryside

Tiết 18 Ngày dạy.../10/2010

Write

I. Aims

Giving students practice in writing about “A countryside picnic”.
II. Objectives

By the end of the lesson, students will be able to write a narration about a picnic
to the countryside.

III. Materials
- Text book
- Board, chalk,...
- Poster.

- Wordcards.

IV. Anticipated problems

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1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Write the simple past and the past participle of
the verbs:

To put To take To run
To lay To catch To blow

- T has 2 students wtite their answers on the
board and elicits the correction from Ss if
necessary.

- Individual work then pair
compare.

3. New lesson

Teacher s activities’ Students activities’
I. Pre writing:

1. New words:

- To play blind man’s buff (picture)
- To take a photo (picture)

- To go fishing (picture)
- Hurriedly (picture)

- To lay out the food (picture)
- To take/catch a bus (picture)

* Checking vocabulary: Matching pictures
2. Picture drill

* Set the scene: “You and your friend had a picnic in
the countryside. Write a passage entitled “A country
trip”

II. While writing:

1. Picture and word cue drill:

- T has Ss read the words and asks for any explanation
if necessary.

- Monitors and gives help.

- T has some Ss talk about their trip before the class.
1. beatiful day/my friend/I/decide/go/picnic.

2. Take / bus / countryside / walk / 10 minutes / picnic
site / river.

3. Put down/blanket/lay out/food.

4. After meal/play/games/”What song is it?”/blind
man’s buff.

5. Late/afternoon/go fishing.

6. We/enjoy/picnic. Wind/blow/gently/.Air/fresh.
7. When/look at/time/it/nearly 6.30 p.m/hurriedly
gather/things/run/bus stop.

8. Lucky/catch/last bus/arrive/home/very late/evening.
2. While writing:

- Teacher monitors, takes notes of typical

mistakes and helps if necessary.

 Suggested answer:

It was a beautiful day. So my friend and I decided to
go on a picnic. We took a bus to the countryside and
walked about 20 minutes to the picnic site next to a
river. When we arrived, we put down the blankets and
laid out the food. After meal we played some games
such as What song is it? and blind man s buff. Late“ ” ’

in the afternoon we went fishing. We enjoyed the
picnic. The wind blew gently. The air was so fresh.
But when we looked at the time, it was nearly 6.30.
We hurriedly gathered the things and run to the bus

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Write what the people in the
pictures (P.26-27 TB) are
doing.

- Look at the pictures and the
words on page 26-27, work
with thei partners to tell about
their trip. (students may talk
in Vietnamese if necessary)
- Other Ss listen and give
remarks.

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stop. We were lucky to catch the last bus and we
arrived home very late in the evening.

III. Post writing:
 Correction:

- Writes typical mistakes on the board and
elicits the correction from students.

- Gets some students to read their writings
before the class.

- Swap their writing and
correct any mistakes if
necessary.

4. Consolidation

Teacher retells and emphasises the aims.
5. Homework

- Prepare for the next lesson: Unit 3: Language focus
- Rewrite the passage.

Unit 3

A trip to the countryside

Tiết 19 Ngày dạy.../10/2010

Language focus

I. Aims

Giving students more practice in using “Wish”, prepositions of time and
adverb clauses of result.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book
- Board, chalk,...

- Workbook.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

The prepositions of time:

In On At Between Of

After Until Till Before Up to

- Language focus 2 P.30

a. at b. on c. between d. till
e. after f. up to.

- Language focus 3 P.30

- Revise the prepositions of
time.

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a. on b. at...in c. in d. for
e. in f. at.

3. New lesson

 Adverb clauses of result:

* Model sentence:

Hoa passed the exam because she worked hard.
 Hoa worked hard, so she passed the
exam.

* Concept check:

- Is “so she passed the exam” in the second
sentence an adverb clause of result or of
reason?

* Matching:

- Language focus 4 P.31

1e 2a 3d 4b 5c

people in the pictures wish.
- Individual work – compaire
in pairs.

- “Of result”.

- Translate the two sentences
into Vietnamese.

- Work in pairs.

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

- Prepare for the next lesson: Unit 4: Getting started + Listen and read .

- Do exercises 1, 2, 3, 4, 7, 8, 9 WB.

Unit 4

Learning a foreign language

Tiết 20 Ngày dạy.../11/2009

Getting started & listen and read

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- Reading the dialogue to understand the details and introducing “Yes-No”
questions in reported speech.

- Practice in reported requests, questions.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.
IV. Anticipated problems

Students may get confused with the reported questions.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Brainstorming: - Group work of four.

- Read “Getting started” and
compare.

- Add what they don’t have in
their lists.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation dialogue:

- Listen and read P.33

 Set the scene: Last week Lan had an oral
examination of English. Lan is talking to
Paola about her exam.

 Practice the dialogue:

- Plays the disk twice

- Elicits model sentence from students:
 Model sentences:

Where do you come from? The examiner asked mewhere I came from.
Do you speak any other

languages?

The examiner asked if
(whether) I spoke any other
languages.

Read this passage. The examiner asked me toread that passage.

- Listen.

- Practise the dialogue in pairs
the look at the list of questions
to check what exactly the
examiner asked her.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- We say “where I came
Your way of

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- Concept checking:

- Do we say “Where did I come or where I
came from” in reported “Wh-question”?

- Do we use “if / whether” in “Yes-No
reported question”?

- Do we use “to-infinitive / not to-infinitive” in
reported command and request?

- Do we change the tense of verb in reported
question when the verb in the main part of the
sentence is in the simple past tense?

- Translate the model sentences into

Vietnamese.

b. Practice:

- Teacher has students report the examiner’s
questions before the class.

1. What is your name?

- The examiner asked me what my name was.
2. Where do you come from?

- The examiner asked me where I came from.
3. Why are you learning English?

- The examiner asked me why I was learning
English.

...

c. Futher practice:
 Personalization:

Teacher says “Imagine last week you visited
your home village and you met an old friend
of yours. He asked you a lot of questions
about your life and study. Now you report
your friend s questions to your classmates...’ ”
1. Which school do you go to?

2. How do you go to school?

3. Do you wear uniform on week days?

4. How are you getting on with your study at
school?

5. Is your life interesting?
6. Come and see me some day.
...

from”.
- Yes.
- Yes.
- Yes.

- Practise the dialogue in pairs
then report the examiner’s
questions.

- My friend asked which
school I went to.

- He asked how I went to
school.

- ...

4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Prepare for the next lesson: Unit 4: Speak.

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Unit 4

Learning a foreign language

TiÕt 21 Ngày dạy.../11/2009

Speak

I. Aims

Giving students more practice in expressing ideas about which school they
should attend.

II. Objectives

By the end of the lesson, students will be able to know how to persuade
their friends to do something.

III. Materials
- Text book

- Board, chalk,...

- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Brainstorming:

- T elicits from students the answers:

I think... Let’s.... We should...

- Team work.

3. New lesson

Teacher s activities’ Students activities’

a. Pre speaking:

- T has students open their books and read
the expressions given.

 Pre teach:

- scholarship: Häc bæng

- Read to add any expressions
that they don’t have in their lists.
- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.

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- reputation: danh tiÕng
- dormitory: ký tóc x¸
- approximately: xÊp xØ

- campus: (on/off campus): Khu trêng häc
- native speaker: Ngêi b¶n xø.

 Checking: What and where.

 Set the scene: T: “ You are Thu, Tam and
Kim. You are awarded a scholarship to
attend an English summer course abroad.
Try to persuade your partners to attend the
school you would like to go”.

b. While speaking:

 Talk about 3 schools.
- Example:

Accommodation: We can live in dormitory oncampus.

Quality: The school has an excellentreputation.

Time of the course: The course lasts 6 weeks.

Fees of the course: It costs about US $ 2,00.

 Discussion:

- T monitors and helps.

- T has some groups practise their dialogues
before the class.

c. Post Speaking:
 Write it up:

After our discussion, we have decided
to attend Brisbane Institute of English
because...

- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Listen and take notes.

- Read the questions on page 14,
then work in pairs to add three
more questions.

- Read the information given
about 3 schools and tell each
other about the advantages and
disadvantages of each school.

- Work in groups of 3. Each one
chooses one school and tries to
persuade their friends to attend
the school he (she) has chosen.
- Write about the school their
group has chosen.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 4: Listen.

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Unit 4

Learning a foreign language

Tiết 22 Ngày dạy.../11/2009

Listen

I. Aims

Practise in listening for comprehension.

II. Objectives

By the end of the lesson, students will be able to tell each other about their
learning English.

III. Materials
- Text book

- Board, chalk,...

- An audio disk, a cassette.
IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Discussion:

Ex: S1: I have problem in speaking English. I
find it difficult to communicate.

S2: I think you should get a chance to practise
speaking English with your friends and
teachers or native speakers.

(Listen to English programs, songs, learn
songs in English, write letters, essays, ...)

- Work in pairs to tell each
other about their problems in
learning English. Their
partners would find a solution
for them.

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:
 Set the scene:

T: “Nga is learning English in London. She

has some problems in learning English. She’s
talking to Kate, her friend, about her
problems.”

* Pre question:

What problems does she have in learning
English?

b. While listening:

- Plays the disk.

- T has students give their answers and elicits

- Listen and take notes.

- Listen to the disk the answer
the pre question.

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the correction from them if necessary.
* Answer key:

She has problems in speaking and listening.
 T/F statements:

- Listen P.35

- Plays the disk again

- T asks Ss to give their answers and elicits
correction from them if necessary.

Keys:

a.T b.T c.T d.T e.F f.T
e. Her listening is terrible. This is her biggest
problem. People talk very quickly and she
can’t understand them.

c. Post listening:
 Survey:

Name Questions Answers

1. Which skill are you
good at?

2. What aspect of
learning English don’t
you like?

3. What do you think
you should do to
improve your English?

Ss’ answers

B 1, 2, 3

- Read the statements (a-f)
then listen to the disk again to
decide if each statement is T
or F and correct the false
statements.

- Get out of their seats, ask
two of their classmates 3
question to complete the table.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 4: Read.

- Write something about your friends’ ways of learning English.
Unit 4

Learning a foreign language

Tiết 23 Ngày dạy.../11/2009

read

I. Aims

Giving students practice in scanning for specific information.

II. Objectives

By the end of the lesson, students will be able to understand the
advertisements about English courses.

III. Materials
- Text book

- Board, chalk, ...

IV. Anticipated problems

Students might have no problems.

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1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Guessing game:

Example: Lan writes: “I listen to songs in
English and learn them by heart”.

Hoa: Do you talk to foreigners?
Lan: No, I don’t.

Mai: Do you...?
...

X: What do you do?

Lan: I listen to songs in English and learn
them by heart.

- Write what they often do to
improve their English. The
others guess what they do by
asking “Do you....?”

(Groups work of 8)

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- intermediate level: Trình độ trung bình
- council: Hi ng

- academy of language: Viện hàn lâm ngôn ngữ

- available: có khả năng

- Well-qualified: cú trỡnh cao
- tuition: sự giảng dạy.

 Checking vocabulary: Slap the board.

 Set the scene: T: “Mrs. Lam wants to go to
an English language school. He made a note
of what he needs. There are some
advantagements about language classes. Read
these advertisements and help him choose a
suitable school”.

b. While reading:
 Grid:

- Read a P.36

- T has students give their answers and elicits
correction from students if necessary.

 Comprehension questions:
- Read b) P.36

1. What classes does he want to attend?
2. What is his level of English?

3. When does he want the course begin?

c. Post reading:

 Which school do you choose for Mr. Lam
and why?

 Example exchange:

S1: Which school should Mr. Lam go to?
S2: I think he should go to Foreign Language
Council.

S1: Why?

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Listen.

- Work in pairs to read and
note down the information
about the English classes from
the advertisements.

- Read Mr. Lam’s notes and
answer the given questions.
- Work in pairs to answer the
questions.

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S2: Because he can go to evening classes.
There he can attend classes at intermediate
level. And the course starts on November 3rd.

4. Consolidation

Teacher gets some advanced students to translate the text in to
Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 4: Write.

- Summarize the text.

- Exercise 6 P.31 WB.

Unit 4

Learning a foreign language

Tiết 24 Ngày dạy.../11/2009

Write

I. Aims

Reading the letter to understand the details the practise writing another letter of
inquiry.

II. Objectives

By the end of the lesson, students will be able to write a formal letter.
III. Materials

- Text book
- Board, chalk,...
- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision: Games

English frequency English for children

From beginner to

advanced.

49 hours over 11 weeks
Available on Mon/Wed/Fri
or Tue/ Thur/Sat.

Fee: 150 USD
Add: 36 Cat Linh St
Tel: 7.338402

For children aged 7 to 12.
Level from started to
flyers.

Well-qualified teachers.
36 hours over 8 or 12
weeks.

Fee: 160 USD
Add: 10 Thai Ha St
Tel: 5.636608

- Shows Ss the 2 advertisements for 1 minute the
put them out.

- Asks Ss some questions:
1. Who should take this course?

2. On what days is the course available?
3. How much is it?

- Individual work then pair
compare.

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- Answer the questions.

3. New lesson
institution.

I am learning English at :Le Quy Don secondary school. I can speak
English, but my listening and writing skills are not so good. So, I want
to improve them. Could you send me details of courses and fees? I can
complete a spoken test if necessary.

I look forward to hearing from you.
Sincerely,

Tran Mai Thao Ly
c. Post writing:

 Correction:

- Writes typical mistakes on the board and elicits the
correction from students.

- Gets some students to read their writings before the
class.

choose a secretary to take
notes of every member’s
ideas first, then each
member writes his/her own
letter).

- Swap their writing and
correct any mistakes if
necessary.

4. Consolidation

Teacher retells and emphasises the aims.
5. Homework

- Prepare for the next lesson: Unit 4: Language focus
- Rewrite the letter.

Unit 4

Learning a foreign language

TiÕt 25 Ngày dạy.../11/2009

Language focus

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- Further practice in modal verbs with “if”.

- Further practice in reported speech with “here” and “now” words and
reported questions.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Workbook.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Checking the previous lesson:

- Gets 2 students to read their letter in front

of the class.

- Comment and give Ss marks.

- The others listen and make
comment on them..

3. New lesson

Teacher s activities’ Students activities’
Modal verbs with if:

* Revision:

If you want to improve your English, we can help you.

* Concept check:

1. Is the simple present used in the conditional
clause?

2. Is the main verb preceded by a modal verb?
3. Name some modal verbs?

- Language focus 1 P.38
 Reported speech:
* “Now” and “Here”:

- Grid (Language focus 2 P.38)

- T elicits the answer from students to complete
the table.

- Revise the prepositions of
time.

- Yes
- Yes

- Can, might, should, must, have
to, ought to, may, could,...

- Individual work.
- Complete the table.

Direct speech Indirect speech Direct speech Indirect speech

Present simple Past simple This That

These Those

Present progressive Past progressive Here There

Future simple Future in the past Now Then

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 Practice:

* Language focus 3 P.39
Keys:

a) Uncle Hung said (that) that birthday cake was
delicious.

...

* Language focus 4 P.39
Example exchange:

Mother: What did she ask you, Nga?
Nga: She asked me how old I was. And...
Keys:

a) She asked me how old I was.

b) She asked me if my school was nere there.
c) She asked me what the name of my school was.
d) She asked me if I went to school by bicycle.
e) She asked me which grade I was in.

f) She asked me if I could use a computer.
g) She asked me why I wanted that job.

h) She asked me when my school vacation started.

- Copy the table and the words
in the notebooks.

- Read the instruction
carefully, then play the role of
Lan to report everything to her

grand mother.

- Read the instruction
carefully, then play the role of
Nga to report everything to
her mother.

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

- Prepare for the coming written test 45’.

- Do exercises 3, 4, 5, 7 P.28-29 WB.

TiÕt 26 Ngµy kiĨm tra.../11/2008

Written test 45’’

A. Aims

- Nh»m kiểm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu
các bài học của học sinh.

- Giúp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ
thích hợp.

B. Objectives

The content of the test
Đề số 1 (Đề lẻ)

I.Em hóy nghe on vn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào 
trớc câu sai. (2 Đ)

1. The pasage is about Christmas Carols.
2. Christmas songs were stories put to music.

3. These song became popular again about 118 years ago.
4. People don’t enjoy Christmas songs.

II. HÃy chọn từ mà phần gạch chân có cách phát âm khác các từ còn lại 
(1Đ):

1 A. How B. Hour C. High D. Hot

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3 A. Answered B. Asked C. Helped D. Dressed

4 A. Bought B. Thought C. Ought D. Through

III. Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1. I wish I ...have a computer .

A.can B.will C.may D.could

2. Many designers took ... from Vietnam's ethnic minorities .

A.impression B.fashion C.inspiration D.friendliness
3. Wearing uniform helps students ...equal in many ways .

A.felt B.fall C.fell D.feel

4. Maryam and Lan ... pen pals for over two years.

A.have been B.are C.will be D.were

5. There ...old buildings in this area .

A.used to B.used to being C.used to be D.used
6. Please go on...

A. to write B. written C. write D. writing

IV. HÃy điền vào mỗi chỗ trống một từ thích hợp trong số các từ sau: (2 Đ)

In Everything Other With Was

To When As For Up

When I (1)...a child, I used (2)...go to see my grandmother. I
thought her house was (3)...beautiful as a palace and the garden seemed
bigger than a park. (4)...I grew (5)...the house and (6)...seemed smaller
but I still loved visiting the old lady. There were so many beautiful things in the
house. Sometimes, I played (7)...the doll’s house which was older than
grandmother herself. At (8)...times, I looked for books which were more
interesting than my children’s books at home.

V. Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1. I got up late. I didn’t go to school on time. (Liªn kÕt c©u dïng BECAUSE)
2. It is raining hard. We will stay at home. (Liên kết câu dùng SO)

3. Where are you studying? Said Mai. (Chuyển sang câu gián tiếp)
4. Do you live there? Liz asked. (Chuyển sang câu gián tiếp)

Đề số 2 (Đề chẵn)

I.Em hóy nghe on vn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào 
trớc câu sai. (2 Đ)

1. The pasage is about Christmas Carols.
2. Christmas songs were stories put to music.

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II. HÃy chọn từ mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):

1 A. Campus B. Relax C. Locate D. Fashion

2 A. Qualify B. Baggy C. Grocery D. Scenery

3 A. Gather B. There C. Ethnic D. Although

4 A. ploughed B. published C. ordered D. prayed

III. Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1. I wish I ...have a computer .

A.can B.could C.may D.will

2. Many designers took ... from Vietnam's ethnic minorities .

A.inspiration B.fashion C.impression D.friendliness
3. Wearing uniform helps students ...equal in many ways .

A.fall B.felt C.feel D.fell

4. Maryam and Lan ... pen pals for over two years.

A.are B.have been C.will be D.were

5. There ...old buildings in this area .

A.used to B.used to being C.used D.used to be
6. Please go on...

A. to write B. writing C. write D. written

IV. HÃy điền vào mỗi chỗ trống một từ thích hợp trong số các từ sau: (2 §)

In Everything Other With Was

To When As For Up

house. Sometimes, I played (7)...the doll’s house which was older than
grandmother herself. At (8)...times, I looked for books which were more
interesting than my children’s books at home.

V. Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1. I got up late. I didn’t go to school on time. (Liên kết câu dùng BECAUSE)
2. It is raining hard. We will stay at home. (Liên kết câu dùng SO)

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4. “Do you live there?” Liz asked. (Chuyển sang câu gián tiếp)

Tiết 27 Ngày dạy.../12/2008

Correcting the test

A. Aims

- Nhằm đánh giá mức độ làm bài của học sinh.

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau
không lặp lại những lỗi sai đó nữa.

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp
giúp đỡ thích hợp.

- Gióp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của
bạn mình

B. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. New lesson

- NhËn xét chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Cũn mắc lỗi về cách dùng thời của động từ,...

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ
trong câu quá liền nhau,...

Chữa bài kiểm tra:

Answer keys:
I. 0,5 x 4 = 2 (§)

1T 2T 3F 4F

Transcript:

Eight hundred years ago, Christmas songs were performed for people in towns and
villages. These songs were stories put to music and most people enjoyed them. The leaders of
the Church, however, did not. They said the songs were unsuitable, but about 180 years ago,

the songs became popular again.

IV. 0,25 x 8 = 2(§):

1. was 2. to 3. as 4. When

5. up 6. everything 7. with 8. other

V. 0,5 x 4 = 2 (§)

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3. Mai asked me where I was studying.
4. Liz asked me if I lived there.

§Ị sè 1
II. 0,25 x 4 = 1 (§)

1. C 2. A 3. C 4. B

III. 0,5 x 6 = 3 (§)

1. B 2. A 3. C 4. B 5. D 6. B

§Ị sè 2
II. 0,25 x 4 = 1 (§)

1. B 2. C 3. A 4. D

III. 0,5 x 6 = 3 (§)

1. D 2. C 3. D 4. D 5. C 6. D

Unit 5
The media

Tiết 28 Ngày dạy.../12/2008

Getting started & listen and read

I. Aims

- Talking about means of the media.

- Reviewing gerunds after some verbs.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Pictures

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may be new to the concept : “Media”.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Getting started: Guessing game:

- T prepares some pictures of someone

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watching TV, reading newspapers, listening to
radio, using the internet.)

- T does the first as a model:

T: What is my favorite activity in my free
time?

S1: Is it watching TV?
T: No, it isn’t.

S2: Is it using the internet?
T: Yes, it is.

S2: How many hours a week do you spend
using the internet?

T: About 5 or six hours, I think.

and how much time they
spend on each activity.

- The one who can guess
corectly will go to the front
and do the same as the
teacher.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:
 Pre teach:

- a town crier: Ngêi ®a tin
- a viewer: Ngêi xem

- a remote control: Điều khiển từ xa
- interactive: Tơng tác

* Checking: R0R
Set the scene

- Plays the disk twice

- T gives feedback and focuses Ss’ attention on
the model sentence:

- Elicits model sentence from students:

 Model sentences:

People love reading newspapers and magazines.

- Concept checking:

- Check meaning, use, form and elicit some more
verbs that are followed by a gerund.

- Translate the model sentences into Vietnamese.
b. Practice:

 Substitution drills:

a. enjoy / like / dislike / stop / finish.

Ex: People enjoy reading newspapers and magazines.
b. watching TV, listening to radio, using the internet.
Ex: People enjoy watching TV.

c. Futher practice:
 Survey:

Name What/like doing How much time/spend

Lan Watch TV 4 hours a week

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Listen to the disk and say
what the 4 picture are (the
town crier, magazines,
watching TV, using remote
control).

- Listen again to complete the table
in section a, P.41.

- Read the text individually to find
the answers to the qestions in
section b, P.42, then pair compare.

- Make sentences using the given
verbs, and phrases. (Individual
work)

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4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Prepare for the next lesson: Unit 5: Speak + Language focus 2.

- Do exercise I, II page 41, 42 (Bµi tËp bỉ trợ-nâng cao Tiếng Anh 9).
Unit 5

The media

Tiết 29 Ngày d¹y.../12/2008

Speak

+

language focus 2

I. Aims

Giving students practice in talking about the media using question tag.
II. Objectives

By the end of the lesson, students will be able to make a dialogue about the
media using question tag.

III. Materials
- Text book
- Board, chalk,...
- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Networks:

- Team work.

3. New lesson

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a. Pre speaking:

 Pre teach:

- a documentary film: Phim tài liệu
- violent: Có tính bạo lùc

 Dialogue build:

* Set the scene:, introduce the characters.

- T reads out the dialogue, pointing to each

character in turn.

- T reads the dialogue again, writing a few key
words / symbols on the B.B.

- Speak a) P.15

- Elicits tag questions from students.
You like watching sports, don t you’ ?

Positive sentence Negative tag

You don t like’ foieign films, do you?
Negative sentence Positive tag

b. While speaking:

 Language focus 2 P.45

- Ex: a) A: Tuan like news, doesn’t he?
B: Yes, he does.

b) A: Mai and Anh don’t like news, do
they?

B: No, they don’t.
 Mapped dialogue:

You Your partner

You like..., don t’

you? Not really, Iprefer...
I m the opposite, I’

love...and...seem
quite boring to me.

You don t like....,’
don t you?’

No, I don t’
c. Post Speaking:

 Brainstorming:

Ex: We like learning English through songs
most because we can remember words easily
and improve our listening skill, ...

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Copy down on the notebooks
- Reproduce the dialogue from the
B.B cues.

- Build the dialogue until it is
memorized.

Practise the dialogue (T
-Wclass  group1 – group2  open
pairs  closed pairs)

- Write the missing words on the
board.

- Work with a partner. Look at the
given table asking and answering
question about television programs
those people like and dislike.(Use
tag questios)

- Make similar dialogues in pairs to
talk about the programs they like
and dislike using the table on P.42

- Students work in groups of 4 to
discuss and write down the TV
program they like / dislike most
and the reasons why.

- Individual work
4. Consolidation

Teacher retells and emphasises the aims.

Wtitten test (10 minutes)

Use the words or phrases to rewrite each of the following sentences in
such a way that it means exactly the same as the sentence given.

a. Did you do your homework yesterday? (You...?)

b. “Where do you buy the ticket, Nam?” said Nga. (Nga asked...)
c. “Do you play golf or tennis?” she said to me. (She asked...)

d. No other building in the town is taller than that one. (That building...)
e. Let’s go abroad for our holiday this year. (Why...?)

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- Prepare for the next lesson: Unit 5: Listen + Language focus 1, 3, 4.

- Do exercise 4, 5 page 38-39 (workbook).
Unit 5
The media

Tiết 30 Ngày dạy.../12/2008

Listen

+

language focus 1, 3, 4

I. Aims

Giving students practise in listening for the important date of the media and
further practice in tag question, gerunds after some verbs.

II. Objectives

By the end of the lesson, students will be able to tell get the aims well.
III. Materials

- Text book
- Board, chalk,...

- An audio disk and a cassette.
IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Language focus 1 P.45:

- T gets a student to go to the board to tell the
form of the tag question.

- T gets student to complete the language focus 1.

- Listen and correct if necessary.
- Complete the dialogues
(Individual work)

- Practise the dialogue in pairs
3. New lesson

Teacher s activities’ Students activities’
a. Pre listening:

 Pre-teach:

- a newsreel: Phim thêi sù
- viable: Cã kh¶ năng tồn tại
- commercially: có tính thơng mại
- Journalism: Nghề b¸o

- an assignment: Nhiệm vụ đợc phân cơng
* Checking vocabulary: What and where
 T/F statement prediction:

1. The first printed newspaper appeared in China
in the 7th or 8th century AD.

2. The telegraph was invented in the early 18th
century.

3. Radio and telegraphs were the two new forms
of news media that appeared in the early 20th

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

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century.

4. Television became popular in the 1940s.

5. The computer became a major force in
journalism in the mid and late 1990s.

* Answer: 1T 2F 3F 4T 5F
b. While listening:

- Plays the disk.

- T gets feedback from students.

c. Gerunds after some verbs:

- T elicits from students verbs that are followed by
a gerund (like, dislike, enjoy, hate, love,...)

 Guessing game: (Language focus 3 P.46)

- T prepares some cards with cues (soccer, fishing,

movies, ...)

Ex: S1: Do you like playing soccer?
You: No, I don’t.

S2: Do you enjoy listening to music?
You: Yes, I do.

 Guided writing: (Language focus 4, P46).
- T moves around and gives students help if
necessary.

- Listen to the disk to correct the
prediction.

- Compare in pairs.

- Listen to the disk again to fill
in the table (P.43) with the
information they hear.

- Compare with their partners.

- Ask questions to find out what
pastime activity their partner
like/enjoy doing.

- Work individually to write true
sentences about their parents /
friends / themselves using the

words in the 3 boxes.

4. Consolidation

Teacher gets students to retell the important date of the media.

5. Homework

- Prepare for the next lesson: Unit 5: Read.

- Write a passage about the important date of the media.

Unit 5
The media

Tiết 31 Ngày dạy.../12/2008

read

I. Aims

Reading the forum on the internet for specific information.
II. Objectives

By the end of the lesson, students will be able to know more about the
advantages and the disadvantages of the internet.

III. Materials
- Text book
- Board, chalk, ...

IV. Anticipated problems

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1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Single word dictation:

- T dictates single words (E.g: computer,
website, e-mail, send, password, search,
chatting, information, ...)

- T checks the spelling and meaning of the
word.

- Write them down and find
the connection between them.
As soon as they find the
connection they shout out the
word (The Internet).

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:

 Pre teach:

- a forum: Diễn đàn
- a benefit: Lợi ích
- to deny: Phủ nhận

- time-consuming: MÊt thời gian
- alert: Cảnh giác

- to surf (the web): lớt web.
 Checking vocabulary: Slap the board.
 Pre question:

1. Who raised the question on the internet?

2. How many people send their responses to the
forum on the internet? What are their names?
3. What do you think people use the internet for?
b. While reading:

 Comprehension question:
7. Jimhello did.

8. Sandra morgan, Honghoa and
Huansui

9. (for many purposes: ...)
 Questions (P.44)

* Answer:

1. Sandra uses the internet to get information, to
communicate with friends and relatives by means
of e-mail or chatting.

2. It is uneasy for Honghoa to get access to the
internet because she lives in the countryside.
3. People use the internet for many purposes such
as education, communication, entertainment and
commerce.

4. The benefit of the internet:
+ to get information.

+ to communicate with friends and relatives by
means of e-mail or chatting.

+ to buy and sell goods.

+ to entertain themselves by watching films,
music shows, ...

- T gets feedback from students.
c. Post reading:

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict the answers to the
questions.

- Read the text in silence to find
the answer to the pre questions.
- Read the text again and answer
the given questions then practise
with their partners.

5. Some disadvantages of the
internet:

+ It’s time-consuming, costly.
+ The bad programs on the
internet have bad effect on
children.

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 Discussion:

- T moves around and give students help if
necessary.

- Work in groups of 4 to discuss
question 6 (P.44) then write their
own response to this forum
(question 7 P.44).

4. Consolidation

Teacher gets some advanced students to translate the text in to
Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 5: Write.

- Summarize the text.

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Unit 5
The media

TiÕt 32 Ngày dạy.../12/2008

Write

I. Aims

Practise writing the passage about the benefits of the internet.

II. Objectives

By the end of the lesson, students will be able to write a passage about

internet.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Brainstorming:
Ex:

- To get information.

- To communicate with other people.

- To play games, etc.

- Work in groups to discuss
and write down the benefits
(or advantages) of the
internet..

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
 Discussion:
* Questions:

1. Has the internet increasingly developed?

2. Why has it become part of our everyday life? What
would our life like without the internet?

3. What do we use the internet for?

4. Why is the internet used as a very updated source of
information?(Get the latest news, check the weather
conditions of any places in the world, check the new
exchange rates, find a timetable of trains/buses/flifhts,
book tickets, etc.)

5. Why is the internet used as a source of
entertainment? (Listen to music, play games, make

friends, chat with different kinds of people, read
novels, watch videos, etc)

6. Why is the internet used as a means of education?

- Work in groups of four to
discuss the answers to the
questions given by teacher.
- Work in 3 large groups:
- G1: The internet as a source
of information.

- G2: The internet as a source
of entertainment.

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(learn English, take a training/learning course, get
useful information for an essay, widen knowledge in
many fields,...)

b. While writing:

- T numbers all the Ss as one, two and three and put
them into new groups of 6 (including Ss from 3
different groups above).

- Teacher monitors, takes notes of typical mistakes and
helps if necessary.

- Teacher move around giving helps and does delayed
correction.

 Suggested format:

The internet has increasingly developed. It has
become part of our everyday life. Our life would be
very boring without it. It has been used for many
purposes, such as a source of information, a source of
entertainment and means of education.

Firstly, the internet is a very fast and convinient way
to get information. You can get the latest local or
global news, ....

Secondly, ...
Finally,...
Inconclusion,...

c. Post writing:
 Exhibition:

- Choose the best one as the winner.

- Share ideas and write a
passage about the benefits of
the internet on posters, using
the ideas they have discussed.

- Tick their poster on the wall.
- Share, compare, admire and
copy others

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Review unit 4, 5.

- Rewrite the passage.

Tiết 33 Ngày dạy .../12/2008

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives
- Wish-clause.

- The passive voice

- Adverb clause of result,

III. Materials

- Workbook

- Board, chalk,...

IV. Anticipated problems

Students may have difficulty with the passive.

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- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Steps to change an active into a passive ?
Active: S – V – O

+ O  S

+ V  (be) PII.
+ S  by O

 S + (be) PII + by O.

- Students tell how to change
an active into a passive.

3. New lesson

Teacher s activities’ Students activities’

 Exercise 1: Change these sentences into the

passive:

1. Noone has signed this cheque.

2. Has anyone answered your question?
3. We have asked some friends of her to join

us.

4. The police are holding him for further
question.

5. They built this house 5 years ago.

 Exercise 2: Rewrite these sentences using “I
wish...”:

1. I’d like Bob to drive more carefully.
2. I’m sorry I can’t help.

3. What a pity you didn’t come to my
birthday party.

4. I am sorry you spoke to Nam.

5. I am sorry I didn’t know you were
studying.

 Exercise 3: Combine each pair of sentences
into a new one using the cues in brackets.

1. This coat is very thin. I can’t wear it.
(so/such...that).

2. The folk song is simple. Everyone can sing
it. (so/such...that).

3. The chair was very weak. I couldn’t sit on
it. (so/such...that).

4. The boy is very good. Everyone admires
him. (so/such...that).

- Teacher gets 3 students to go to the board to do
the exercises.

- T elicits correction from students if necessary.
- Teacher gives feedback.

 Exercise 1:

1. This cheque hasn’t been signed.
2. ...

- Copy the exercises in the
notebooks.

- Do the exercise individualy.

- Share with the partner to
correct in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to
correct in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to
correct in pairs.

- Copy in the notebooks.

4. Consolidation

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5. Homework

- Review the reported speech, conditional sentence.

Tiết 34 Ngày dạy .../12/2008

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives
- Reported speech.

- Tag questions

- Conditional sentence

III. Materials

- Exercises on extra boards

- Board, chalk,...

IV. Anticipated problems

Students may have difficulty with the inderect speech.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Give the correct forms of the verbs in brackets:
1. If they (be) late, I ll punish them.’

2. If you (go) out. Would you buy me some
cigarrettes?

3. If she (need) a computer, she can borrow mine.
4. If you (hear) from Hoa, could you please let me

know?

- Students do the exercise
individually.

- One S goes to the board to do the
exercise.

- The others give their own ideas.

3. New lesson

Teacher s activities’ Students activities’
A. Conditional sentence:

If-clause Main clause
I Simple present Will/can + V
II Simple past Would/could + V
III Past perfect Would/could + have+ P

 Exercise:

1. If they (have) time at the weekend, they will
come to see us.

- Discuss in groups of four.

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2. If we (know) about your problem, we would
have helped you.

3. If I (be) you, I would not buy that dress.
4. We (arrive) earlier if we had not missed the

bus.

5. If I didn't have a mobile phone, my life (not /
be) complete.

B. Tag question:

 Exercise 2: Add question tags to the following
sentences:

1. Ba wasn’t angry, ...? (was he)
2. Ben hasn’t had lunch, ...? (has he)
3. You won’t tell anything,...? (will you)
4. I didn’t wake him up,...? (did I)
5. Your leg doesn’t hurt, ...? (does it)

6. There is a trip tomorrow, ...? (isn’t there)
7. Noone complained, ...? (did they)

8. Niether of them offered to help you, ...? (did
they)

9. Nothing went wrong, ...? (did it)
10. That isn’t Nam driving, ...? (is it)
C. Reported speech:

 Exercise :Change the following sentences into
indirect speech:

1. “I have something to show you,” I said to her.
2. “Nothing grows in my garden. It never gets

any sun,” she said.

3. “I’m going away tomorrow, mother,” he said.
4. “I’ve been in London for a month but so far I

haven’t had time to visit the Tower,” sai
Rupert.

5. “It isn’t so foggy today as it was yesterday,” I
remarked.

6. “We have moved into our new flat. We don’t
like it nearly so much as our last one,” said my
aunt.

7. “What happened to Mr.Budd?” said one of the
men.

8. “Which team has won?” asked Ann.
9. “Does this train stop at York?” asked Bill.
10. “Is a return ticket cheaper than two singles?”

said my aunt.

notebooks.

- Do the exercise individualy.
- Share with the partner to correct
in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to correct
in pairs.

- Copy the exercises in the
notebooks.

- Do the exercise individualy.
- Share with the partner to correct
in pairs.

Ex: 1. I said to her that I had
something to show her.

2...

4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Redo all the exercises.

Tiết 35 Ngày dạy .../12/2008

revision

I. Aims

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II. Objectives
- Used to

- Prepositions of time

- Too + adjectives...

III. Materials

- Exercises on extra boards

- Board, chalk,...

IV. Anticipated problems

Students may have difficulty in writing sentences.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Prepositions of time? Give example?
(in, on, at, about, during, after, before, ...)
Ex: on Monday, ...

- One student answers the
question in front of the class.

3. New lesson

Exercise: Rewrite the following sentences:

1. John smoked a lot last year, but now he doesn’t smoke any more.
- John used...

2. It’s time for you to go to school.

- It’s time you...
3. Please keep silent in the classroom.

- I’d rather you...
4. We can’t go out because of heavy rain.

- I wish it...
5. They often went to Vung Tau at weekends.

- They used...
6. We have learnt English for 4 years.

- We started...
7. I haven’t seen her for a long time.

- I didn’t...
8. How long have you learnt French?

- How long ago (When)...?
9. Noone could help him.

- He...
10. When was this car bought?

- When did...?
11. “I must go now.”

- The father said...
12. The coffee is so hot that I can’t drink it.

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13. The coffee is so hot that I can’t drink it.

- The coffee is not...
14. The water in this river is so dirty that we can’t swim in it.

- The water in this river is too...
15. “Why do you come here late?”

- She asked me...
16. “I will go to China next week.”

- She said to me...
17. “Do this test again please!”

- He requested me to...
18. She enjoys going swimming.

- She is...
19. I think it would be a good idea to take a train.

- I suggest...
20. I often go to bed late.

- I am used...

- Teacher gets students to copy the exercise into the notebooks the do it
individually.

- Teacher gets 10 students to go tho the board to correct the exercise. Each
one finish 2 sentences.

- T elicits correction from students then gives feedback.
4. Consolidation

Teacher retells and emphasises the structures.
5. Homework

- Redo all the exercises.

TiÕt 36 Ngµy thi .../01/2009

The first term test

A. Aims

- Nh»m kiÓm tra kiÕn thøc ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu
các bài học của học sinh.

- Giỳp phõn loi hc sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ
thích hợp.

B. Objectives

The content of the test

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Unit 6

The environment

Tiết 37 Ngày dạy... /01/2009

Getting started & listen and read

I. Aims

Presenting some vocabulary about the environment and conditional sentence
type 1.

II. Objectives

By the end of the lesson, students will be able to get the aims well.
III. Materials

- Text book
- Board, chalk,...

- A cassette and an audio compact disk.
IV. Anticipated problems

Students may have no problems.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Brainstorming:
* Suggested answer:

- Cutting down the forests / trees.
- Destroying wild animals and plants.
- Burning too much coal, oil and gas.
- Producing too much trash.

- Pulluting the land with chemicals
- Using dynamite for fishing.
- ...

- Work in groups to discuss this
topic.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:

 Pre teach:

- deforestation: Sù ph¸ rõng
- pesticide: Thuèc s©u
- dynamite: Thc nỉ
- to spray: Phun

- a dump: B·i rác

- a conservationist: Ngời bảo vệ môi trờng
- be disappointed: ThÊt väng.

* Checking: R0R

Matching: (getting started)

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

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 Pre-questions:
- Who is the speaker?
- Who are the listeners?
- Where are they?

- What are they going to do?

- T eacher elicits the model sentence from the
answer to the question.

What will they achieve if they work hard today?
* Model sentence:

If they work hard today, they ll make the beach a’
clean and beautiful place again.

- T checks meaning, use and form:

- Use: To express a true condition at present or in the
future.

- Form:

+ Main clause: S + will + V
+ If-clause: If + S + Vsimple present.
b. Practice:

 Repetition drill (Using word cues):
- Throw trash / pollute, the rivers

- Turn the light off before leaving / save electricity.
- plant more trees / have more fresh air.

- spray pesticide / pollute the land
- cut down trees / damage the forests.

- use dynamite to catch fish / pollute the water
- put trash, trash can / make the environment clean.
- collect waste food / have more food to feed pigs.
c. Futher practice:

 Noughts and crosses:

Spray/pollute Plant/have Work/make
Turn off/save down/damageCut trash/makePut
Throw/pollute dynamite/pollute Collect/haveUse
- Monitors and finds the winning team.

environment.

- Listen to the disk and follow
the text on P.47-48 to find the
answers to the pre-questions.
- Read the text individually to
do the matching in section a
P.48

( 1f, 2e, 3b, 4a, 5c, 6d)

- Copy.

- Teacher – students.
Eg: If we throw trash into the
water, we’ll pollute the rivers.

1 2 3

4 5 6

7 8 9

- Team work.
4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Prepare for the next lesson: Unit 6: Speak.

- Do exercise 2 P. 42, exercise 8 P.45 WB.
Unit 6

The environment

Tiết 38 Ngày dạy.../01/2009

Speak

I. Aims

Giving students practice in persuading someone into doing something to
protect the environment.

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By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Posters.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Networks:

- T divides the class into 4 groups.

- Each group disscuss and write
their ideas in the poster given
by teacher.

- 4 groups stick their poster on
the wall.

- Students share their ideas and

copy to their notebooks.

3. New lesson

Teacher s activities’ Students activities’

a. Pre speaking:
 Pre teach:

- to dissolve: ph©n hủ

- to persuade: thut phơc

- exhaust fume: khãi th¶i xe cé
 Revision:

* Way to give suggestion:
- Why don’t you...?
- Let’s...

- I think you should...

b. While speaking:

a).

 Mapped dialogue:

You Your partner

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Copy down on the notebooks
- T gets some students to tell in
front of the class.

- Teacher – students.

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I think you should...

Why?
Because...

b).

- Teacher monitors and gives help if
necessary.

c).

- Teacher monitors and gives help if
necessary.

c. Post Speaking:
 Pyramid:

- Students:

+ 2 pairs make a group of 4.
+ 2 groups of 4 make a group of 8
+ 2 groups of 8 make a group of 16

- Work in groups to discuss the answers
to the questions in the questionnaire
(P.49). The group on the right discuss the
3 questions, the group on the left discuss
the last 3 questions, then crossgroup
them.

- Students work in pairs to discuss the
best way to protect the environment
using what they have done in section

a and b.

- Students share, compare and
make a list of the best way to
protect the environment.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 6: Listen + Language focus.

- Do exercise 4, 5 page 42, 43 (workbook).
Unit 6

The environment

Tiết 39 Ngày dạy .../01/2009

Listen

+

language focus

I. Aims

Listening to the report on how our oceans are polluted for the main ideas
and giving students further practice in adjectives and adverbs, adverb clause of
reason, adjective + that clause.

II. Objectives

By the end of the lesson, students will be able to tell get the aims well.

III. Materials
- Text book

- Board, chalk,...

- An audio disk and a cassette.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure
1. Warmer

- Greeting.

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- Asking for the teaching date.

2. Revision

 Language focus 1 P.53:

Adjective + ly  Adverb

Notes: - Good – well Fast – Fast
- Hard – Hard

* Lovely, friendly, lively...are adjectives. They
don’t have adverb forms.

- T checks with the whole class.

- Comment on the ways to
form adverbs of manner from
adjectives.

- Complete the table and the
sentences in Language focus
1  pair compare.

3. New lesson

Teacher s activities’ Students activities’

a. Listening:
 Pre-teach:
- sewage: Níc th¶i
- to pump: Bơm

- to be guilty of: Có tội về/vì...
- to spill: Làm tràn ra

- to leak: Rò rỉ

- marine life: Cuộc sèng díi biĨn
- delibrate (adj): Cè ý.

* Checking vocabulary: R0R
 T/F statement prediction:

1. Most of the pollution comes from people.
2. Many countries are worried about raw
sewage flowing into the sea.

3. Little garbage is dropped into the sea.

4. Oil spills pollute the water and kill marine
life materials.

5. Waste from school runs directly into the

rivers.

6. Oil is washed from the sea.

* Answer: 1T 2F 3F 4T 5F 6F
- Plays the disk.

- T gets feedback from students.

b. Adverb clauses of reason:
 AS, SINCE, BECAUSE:

a. Because is generally used when the reason

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict which statement is
true or false.

- Listen to the disk to correct
the prediction.

- Listen again to complete the
note P.50.

- Compare in pairs.

- Listen, take notes and copy
to the notebooks.

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is the most important part of the sentence. The
“Because-clause” usually comes at the end.
b. As and since are used when the reason is
already well known or is less inportant than
the rest of the sentence. Since is a little more
formal than as. As and since-clauses often
begin the sentence.

- T elicits from students verbs that are
followed by a gerund (like, dislike, enjoy,
hate, love,...)

 Language focus 2 P .54

- T checks with the whole class.

c. Adjective + that clause:
 To express feelings.

S + (be) + adj + that clause

* Adjectives of this type are: happy, glad,
surprised, relieved, sad, disappointed,
delighted, amazed, pleased, exected, sorry, etc.
 Language focus 3 P.55

- T checks with the whole class.

- Listen, take notes, copy.

- Individual work  Compare
in pairs

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 6: Read.

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Unit 6

The environment

TiÕt 40 Ngày dạy.../01/2009

read

I. Aims

Reading a poem about the environment for specific information.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk, ...

IV. Anticipated problems

The poem may be difficult to be understood.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Word snake:

- Topic: The environment.

- Teacher monitors and finds the winning

team.

- Work in 2 teams using
different colored chalks to
write words in the shape of a
snake. The first letter of the
next word must be the same
as the last letter of the word
before.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- a junk-yard: b·i phÕ th¶i

- a treasure: Châu báu

- foam: Bọt

- a hedge: Hàng rào

- to litter: Vøt bõa b·i

- to save Sb from doing Sth.

 Checking vocabulary: Slap the board.

 Open prediction:

What will happen to the world / us if all the
pollution goes on?

Eg: - We will have no clean water to drink.
- We will have more serious diseases....

b. While reading:

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict, write down 2 or 3
things, then compare with
their partner.

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 Checking prediction
 Gap fill:

- Read a P.51

1c 2g 3f 4e 5d 6a 7b
 Comprehension questions:

- Read b P.51 (Questions 1-5)
- T elicits feedback from students.

c. Post reading:
 Discussion:

What could we do in our school / house to
minimize pollution?

Eg: - Clean our classroom/school everyday.
- Throw trash into trash bins around the
schoolyard.

mother’s answers.
- Work in pairs.

- Read the text in silence to
find the answer to the pre
questions.

- Work in groups of 4 to
discuss question 6 in section b
P.51.

4. Consolidation

Teacher gets some advanced students to translate the poem in to

Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 6: Write.

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Unit 6

The environment

TiÕt 41 Ngày dạy.../01/2009

Write

I. Aims

Practise writing a complaint letter.

II. Objectives

By the end of the lesson, students will be able to write a complaint letter.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Single word dictation:

- Teacher dictates a list of words:

- throw away, waste paper, vegetable waste,
useless things, smell. (trash)

- envelope, write, send, receive, stamp, post
(letter)

- Write them down then find
the connection between these
words. As soon as they find
the connection, they shout out
the word.

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
 Preteach:

- Complication: Sự than phiền
- Resolution: Giải pháp

- Refreshment: Sự nghỉ ngơi
- a fly: Con ruồi

- to fine: Phạt (To fine SB for St/doing st)
- a frog: Con Õch

- a toad: Con cãc
 Checking: R0R
 A complaint letter:
+ Situation (S)

+ Complication (C)
+ Resolution (R)
+ Action (A)

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and
pronunciation.

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+ Politeness (P)
 How to:

- State the reason for writing:
Eg: I am writing to you about...

- mention the problem (describe what have
happened, what makes you worried...)

Eg: I would suggest that you should...
I think you should...

- talk about future action

Eg: I look forward to hearing from you and...
- end the letter politely:

Eg: Faithfully / Sincerely
Your signature.

b. While writing:

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

- Teacher move around giving helps and does
delayed correction.

c. Post writing:
 Exhibition:

- Choose the best one as the winner.

- T write some typical mistakes on the board
and elicits the correction from students.

appropriate letter S, C, R, A or
P.

- Work in groups of four to
discuss the answers to the
questions given by teacher.

- Read the instruction in
section b (P.53) and write their
complaint letter in pairs.

- Students swap their letters,
read and correct mistakes.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 7: Getting started + Listen & Read.

- Rewrite the letter.

Unit 7

Saving energy

Tiết 42 Ngày dạy .../02/2009

Getting started & listen and read

I. Aims

Presenting some vocabulary about “Saving energy” and the new structure to
make suggestion: “I suggest + V-ing...”, ...

II. Objectives

By the end of the lesson, students will be able to get the aims well.
III. Materials

- Text book
- Board, chalk,...

- A cassette and an audio compact disk.
IV. Anticipated problems

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1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Getting started:

- T eacher focuses students’ attention on the
second picture and asks some questions:

1. Is the TV on? (Yes, it is.)

2. Who is watching TV? (Nobody is)

3. What should we do to save energy? (We
should turn it off.)

- Teacher – students.

- Look at the pictures and
make a list of things they
could do to save energy.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:

 Pre teach:
- enormous: to lín
- a plumber: thỵ èng níc
- a crack: vÕt nøt, vÕt rạn

- a dripping faucet: chiếc vòi rỉ nớc.
- invalid: ngời tµn tËt

* Checking: R0R
 Listen and read:

 Set the scene:

 Prequestion: What is Mrs.Mi talking with her
neighbor about?

- T plays the disk (twice)

- T checks with the whole class.

1T 2T 3F 4F 5T

- T asks Ss questions to elicit the model sentence:
T: What does Mrs. Mi advise Mrs. Ha to do to
save water?

Ss: She advises her to take showers.
T: What exactly does she say?

Ss: She says: “I suggest taking showers.”
 Model sentence:

I suggest taking showers.
Use?

Form?: S + (suggest) + V-ing.

Or S + (suggest) + that...should....
b. Practice:

 Substitution Drill:

- Turn the light off before going out.
- Watch only good programmes.
- Reduce the amount of water you use.
- Turn off faucet.

c. Futher practice:

 Write it up:
Eg: a):

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and

pronunciation.

- Copy down on the notebooks

- Predict the answer to the
question.

- Listen to the disk and follow
the text on P.57 to find the
answers to the pre-questions.
- Practise the dialogue in pairs
and do exercise in section b
P.58.

- Teacher – students.

- To make suggestion.
- Take note, copy.

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 I suggest turning the light off before going
out.

 ... - Write full sentences in the
“Practice” in your notebook.
4. Consolidation

Teacher retells and emphasises the structures.

5. Homework

- Prepare for the next lesson: Unit 7: Speak + Language focus 3.

- Do exercise 3 P.48 (Workbook).

Unit 7

Saving energy

TiÕt 43 Ngày dạy.../02/2009

Speak

+

language focus 3

I. Aims

Further practice in making and responding to suggestions about how to save
energy.

II. Objectives

By the end of the lesson, students will be able to get the aims well.
III. Materials

- Text book
- Board, chalk,...
- Pictures.

IV. Anticipated problems
Students may have no problems.
V. Procedure

1. Warmer
- Greeting.

- Checking attendance.

- Asking for the teaching date.
2. Revision

 Network:

- T divides class into 4 groups.

- Each group disscuss and
write their ideas in the poster
given by teacher.

- 4 groups stick their poster
on the wall.

- Students share their ideas
and copy to their notebooks.

3. New lesson

Teacher s activities’ Students activities’

a. Pre speaking:

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- T revise different ways of making
suggestions.

b. While speaking:

 Talk about how to save energy.
- T monitors and helps.

- T has some groups practise their dialogues
before the class.

- Chandelier: §Ìn treo nhiỊu ngän.
* Suggested answers:

A. turn off the faucet when water is not used.
B. turn down the gas fire / keep an eye on the
gas fire while you are cooking.

C. turn off the fan when n one is there.

D. turn off the air conditioner and open the
window.

E. turn off the lights before going out / use
either neon light or chandelier.

F. turn off the faucet before leaving / have the
dripping faucet checked and repaired.

G. go by bicycle instead of motorbike.
H. go by bus.

- T checks with the whole class by using
Noughts and Crosses with picture AH and add
1 more picture.

 Language focus 3 P.64
* Substitution drill:
c. Post Speaking:

 Discussion:

- Example Exchange:

A. I think we should turn off the lights and the
fans before leaving our classroom.

B. That’s a good idea.

C. Why don’t we ask the students on duty to do
that everyday?

D. Great ! Let’s do that.

table on page 58.

- Work in pairs to make and
respond to suggestions about how
to save energy using the
expressions in the tables and
pictures on page 58-59.

- Teams work.

- Teacher – students
- Work in groups of 4 each.

- Work in groups of 4 to work out
an action plan to save energy for
their class / school / families:

4. Consolidation

Teacher retells and emphasises the aims.
5. Homework

- Prepare for the next lesson: Unit 7: Listen + Language focus 1, 2.
- Do exercise 5 P.49-50 (workbook).

- What should you do to save energy at home?
Unit 7

Saving energy

Tiết 44 Ngày dạy.../02/2009

Listen

+

language focus 1, 2

I. Aims

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II. Objectives

By the end of the lesson, students will be able to tell get the aims well.

III. Materials
- Text book

- Board, chalk,...

- An audio disk and a cassette.

IV. Anticipated problems

Students may meet with difficulties in listening to the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Jumbled words:

- sag = gas cityceleirt = electricity
- loac = coal awert = water

- Groups work
- Teacher - students.

3. New lesson

Teacher s activities’ Students activities’

a.

Listening:
 Pre-teach:

- solar energy: Năng lợng mặt trời

- a solar panel: Tm thu năng lợng mặt trời
- to install: Lắp đặt, cài đặt

- to store: Dù tr÷

* Checking vocabulary: R0R
 T/F statement prediction:
- Listen a P.60

I think I hear

1
2
3
4
5

* Answer: 1T 2F 3F 4T 5F

- Plays the disk.

- T gets feedback from students.
Section b: 1. effective 2. pollution
3. countries 4. store 5. roof 6. instead
b. Connectives (Conjunctions):

 And, but, because, or, so, therefore, however:
- These are conjunctions and are esed to join pairs
of nouns/ adjectives/ adverbs/ verbs/
phrases/caluses.

- T gets students to give examples using the given

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Predict which statement is true
or false.

- Listen to the disk to correct the
prediction.

- Listen again and fill in each
blank with one word they hear
(section b P.50).

- Compare in pairs.

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conjunctions.

 Language focus 1 P .62
- T checks with the whole class.
 Language focus 2 P.63:

* Introduction: a phrasal verb:

- A phrasal verb  A verb + a preposition
- T elicits the examples from students:
Eg: look for, look after, ...

 The verb usually doesn’t have it own original
meaning.

- T checks with whole class.

a. look after b. go on c. Turn on
d. looked for e. turn off

- Individual work

- Complete the sentences, use

the right tense form of the
phrasal verbs in the box and the
pictures:

- Individual work.
- Share with a partner.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 7: Read.

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Unit 7

Saving energy

TiÕt 45 Ngày dạy.../02/2009

read

I. Aims

Reading a text about “Saving energy” for both general and specific
information.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk, ...

IV. Anticipated problems

Students may get difficulties in doing exercise Read a).

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Network:

 Chatting: What are you interested in when
you buy electrical appliances?

- Suggested answers: price, quality, size, style,
power...

- Each group disscuss and

write their ideas in the poster
given by teacher.

- 4 groups stick their poster
on the wall.

- Students share their ideas
and copy to their notebooks.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- A luxury: Sù xa hoa

- To account for: ChiÕm; lµ u tè cđa

- A consumer: Ngêi tiªu dïng

- An innovation: Sự đổi mới

- A labeling scheme: Kế hoạch dán nhÃn
- Energy efficiency: Hiệu suất tiêu thụ năng lợng

- Category: Loại, hạng

- Tell the meaning of the new

words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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 Checking vocabulary: What and where.
 Prediction:

- Read a) P.61

b. While reading:
 Checking prediction

- T checks with the whole class.
 Comprehension questions:
- Read b P.61 (Questions 1-5)
- T elicits feedback from students.

c. Post reading:
 Discussion:

- Talking about how people in different
countries save energy:

+ In Western countries
+ In North America
+ In Europe

+ In Viet Nam

- Predict which is the best
summary for the passage.
- Read the text then check the
prediction.

- Work in pairs.

- Work in groups of 4

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 7: Write.

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Unit 7

Saving energy

TiÕt 46 Ngày dạy.../02/2009

Write

I. Aims

Practise in preparing a simple speech.

II. Objectives

By the end of the lesson, students will be able to prepare a simple speech.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Shark attack: (INTRODUCTION)

- Team work

- Teacher – whole class

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
Preteach:

- A function: Chức năng

- To sum up: tãm t¾t; Tỉng kÕt

- A detail: Chi tiÕt

- A speech: Lêi nãi; bµi diƠn thut
 Checking: R0R

 Matching: Write a P.61

- Teacher checks with the whole class.
1B – 2C – 3A

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and
pronunciation.

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 Ordering: Write b P.61-62

- T asks Ss to label each section (Introduction /
Body / Conclusion) and focuses students’
attention on the language functions in each
part.

b. While writing:
 Write c P.62

- Teacher monitors divides the class into 6
groups. Group 1 + 2 prepare a speech about
“Reducing garbage”. Group 3 + 4: “Reusing
paper”. Group 5 + 6: “Saving energy in the
kitchen”

c. Post writing:
 Exhibition:

- T writes some typical mistakes on the board
and elicits the correction from students.

- Work individually to put
each section in the correct
order to complete a speech.

- Students compare in pairs.
- Do as teacher say.

- Students use the ideas in the
callouts on page 62 and model
speech in write b to write their
speech.

- The groups that have the
same topic compare their
speech, corect the mistakes
and improve their speech.

4. Consolidation

Teacher retells and emphasises what a speech is and how to write it.

5. Homework

- Prepare for the written test.

- Rewrite the letter.

TiÕt 47 Ngµy kiÓm tra .../03/2009

written test 45

’’

A. Aims

- Nh»m kiÓm tra kiÕn thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu

các bài học của học sinh.

- Giỳp phõn loi học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ
thích hợp.

B. Objectives

The content of the test

I. Listen to teacher reading a passage about ocean pollution then check if the

following sentences are true or false (2 pts)

1. Most of the ocean pollution comes from people.

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3. There are oil spills from ships.

4. There are waste materials from factories.

II. Combine two sentences in each pair using the word in bracket: (2 pts)
1. Mr. Jones didn’t feel well. He didn’t go to work yesterday. (Because)
2. Please turn down the radio. I want to be able to get to sleep. (So)

3. “Why don’t you take part in the contest tomorrow?” I said to Viet. (Suggested)

4. It rained very hard. He went out without a raincoat. (However)

5. Please try to speak more loudly. Please try to speak more clearly. (And)
6. Although Minh had a bad cold, he still went swiming. (In spite)

7. Unless he works harder, he will lose his job. (If)
8. He is a slower speaker than my teacher. (Speaks)

III. Give the correct form of the verbs in brackets to complete each of the
following sentences: (2 pts)

1. Yesterday afternoon Mrs. Hoa (make)...cakes while her children
(wash)... the dishes.

2. I (fall) ... asleep while I (watch) ... TV last night.
3. She advised me (not go)...there alone.

4. I suggest (give)...her a surprise party.
5. A: How long you (live)... here?

B: I (live)... here for about seven years.

IV. Read the passage carefully and then circle the best answer A, B, C or D ( 2.5M )
I arrived in London at last. The railway station was big, black and dark. I did not
know the way to my hotel, so I asked a porter. I spoke English not only very carefully,
but clearly as well. The porter, however, could not understand me. He answered me,
but he spoke neither slowly nor clearly. “I am a foreigner”, I said. Then he spoke
slowly, but I could not understand him. My teacher never spoke English like that! The
porter and I looked at each other and smiled. Then he said something and I understood
it. “You will soon learn English!” he said. I wonder. In England, each man speaks a
different language. The English understand each other, but I don’t understand them!
Do they speak English?

1. The writer asked the porter

A. How to speak English B. Where the railway station
was

C. The direction to the hotel D. If he could speak
English

2. The porter couldn’t understand the writer because
A. The writer didn’t speak English very carefully
B. The writer repeated the question several times
C. The porter didn’t know English

D. The writer English was unusual
3. The writer’s teacher of English

A. Spoke English different from English people B. Never spoke English in class
C. Didn’t speak English slowly D. Didn’t work as a porter
4. In England

A. People understand one another without speaking English

B. People speak English, which is not like the one the writer studied at school.
C. People don’t speak English at all.

D. Each person speaks a different language.
5. Which of the following statements is not true?

A. The writer expected every one in England to speak like his teacher.
B. At last the writer understood what the porter said.

C. The porter didn’t feel angry with the writer.

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V. Fill in each blank in the sentences below a suitable preposition: (1.5 pts)
1. I have looked ...my pen for 2 hours but I can’t find it anywhere.
2. Students take...their coats before entering a lecture hall.

3. I think they’ve gone to the airport to see their boss...
4. The bus was full. We couldn’t get...

5. Mr. Brown is 85 and living alone. He needs somebody to look...him.
6. Don’t forget to turn...the TV before going to bed.

Answer keys:
I. 2 điểm (Mỗi câu đúng đợc 0,5 điểm)

(Teacher plays the disc: English 9, Unit 6 – Listen (P. 50)

1. T 2. F 3. T 4. T

II. 2 điểm (Mỗi câu khoanh đúng đợc 0,25 điểm)

1. Mr. Jones didn’t go to worked yesterday because he didn’t feel well.
2. I want to be able to get to sleep, so please turn down the radio.

3. I suggested that Viet took/should take part in the contest the next day.
4. It rained very hard; however, he went out without a raincoat.

5. Please try to speak more loudly and clearly.
6. Minh went swimming in spite of his bad cold.
7. If he doesn’t work harder, he will loose his job.
8. He speaks more slowly than my teacher.

III. 2 điểm (Mỗ động từ chia đúng đợc 0,25 điểm)

1. was making...were washing
2. fell...was watching

3. not to go
4. giving

5. have you lived...haved lived

IV. 2,5 điểm (Mỗi câu đúng đợc 0,5 điểm)

1C 2D 3A 4D 5D

V. 1,5 điểm (Mỗi từ đúng đợc 0,25 điểm)

1. for 2. off 3. off

4. on 5. after 6. off

TiÕt 48 Ngày dạy.../03/2009

check the test

A. Aims

- Nhm ỏnh giỏ mc độ làm bài của học sinh.

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau khơng lặp

lại những lỗi sai đó nữa.

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giỳp
thớch hp.

- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn
mình

B. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

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- NhËn xÐt chung vỊ bµi kiĨm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bài liên kết câu còn nhiều lỗi

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu
quá liền nhau,...

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Unit 8

celebrations

Tiết 49 Ngày dạy.../03/2009

Getting started & listen and read

I. Aims

Reading for specific information about famous celebrations around the
world.

Presenting relative clause.

II. Objectives

By the end of the lesson, students will be able to understand and use
relative clause, get further information about celebrations around the world and
complete the table.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may have difficulties in getting enough information about
celebration around the world.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Matching: (Getting started)

- Teacher checks with the whole class. - Work in pairs to match the
icons with the names of the
celebrations they represent.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:
Pre teach:

+ Easter (n): Lễ phục sinh
+ lunar: thuộc âm lịch
+ Passover (n): Lễ Vợt Qua
+ Jewish (adj): Ngời Do Thái
+ Slavery (n): Chế độ nô lệ
+ To occur: xảy ra

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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+ a parade: Cc diƠu hµnh
- Teacher reads once again
 Checking vocabulary: R0R

 Matching:

A celebration Sù tù do

A sticky rice cake Khoảng

Around (adv) Vui vẻ

Freedom Bánh trng

Joyful (adj) LƠ kû niƯm

Pre questions:
Set the scene:

- How many festivals are described in the

passage?

- T p;ays the disk twice.
- T controls the class.

- T checks with the whole class.

- Teacher focuses Ss’ attention on relative
clauses in the following sentences:

 Model sentences:

- Tet is a festivel which occurs in late
January or early February.

- Family members who live apart try to be
together at Tet.

* Concept check:
- Meaning?:

- Use: We usually use relative pronouns who,“
which, that at the beginning of a clause”
(Relative/Adjective clause). This kind of
clause is used to modify a noun and is placed
right after the noun it modifies.

- Form: + Who: for person
+ Which: for things

+ That: for both person and things.
Ex: I thanked the man. He helped me.
 I thanked the manwho helped me .
Main clause Relative clause

b. Practice:

 Join each pair of sentences together to make
one sentence, using WHO or WHICH:

1. He pick up the book. It was on the desk.
2. He’s the person. He wanted to buy your
house.

3. The children broke my window. They live in
the next street.

4. The TV programme was very sad. I watched

- Individual work first, next
compare in pairs.

- Teacher checks with the
whole class.

- Listen to the disk (books
closed) to find the answer to
the pre-question.

- Listen again (books open)

- Read the passage
individually and find the
information to complete the
table on page 66.

- Compare in pairs

- Translate the sentences into
Vietnamese.

- Copy

- Listen and take notes
- Copy

- Individual work.

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it last night.

c. Futher practice:

Complete the following sentence:

1. I was talking to a person who...
2. That’s the car which...

3. She’s the woman who...

- T moves around and give help if necessary.

- Pair works then group works
(Oral work)

- Write the answer on the
notebooks.

4. Consolidation

Teacher retells and emphasises the form and use of relative clause.

5. Homework

- Prepare for the next lesson: Unit 8: Speak + Listen.

- Do exercise 1, 2 page 52, 53 (workbook).

Unit 8

celebrations

Tiết 50 Ngày dạy.../03/2009

Speak & listen

I. Aims

- Practise in giving and responding to compliments.

- Practice in listening to the song Auld Lang Syne and filling in the missing

word.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio disk.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas and they may get confused with the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

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2. Revision
 Chatting:

- Do you like singing?

- Can you sing an English song?
- Teacher may sing an English song.

- Teacher - Student

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:
 Pre teach

- Auld Lang Syne: The good old days

- An acquaintance: Ngời quen

- Trustly (adj): Đáng tin cậy

- Mind (unc): Tâm trí; tinh thần

- A complement: Lời khen

- To nominate: Bổ nhiệm; ấn định

- A charity program: Chơng trình tõ
thiÖn

 Checking Vocabulary: What and where
 Prediction:

a I think I hear

b
c
d
e

b. While listening:
 Checking prediction
- Plays the disk three times.

c. While Speaking:

 Revision: T elicits from students ways to
give and respond to compliments.

- T writes some more situations on strips of
paper and give to Ss to practise in pair.

- Your partner has just bought a lovely hat.
- Your partner’s handwriting is very beautiful.
- Your partner has made a lot of progress in
speaking English.

 Speak b P.24

- T monitors and gives help.

d. Post speaking:
 Writing

- T gets students to practise singing the song
“The Auld Lang Syne”

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Read the song individually
and guess what word to fill in
each gap and write in “I
think” column.

- Lisen and check the
prediction then write in “I
hear” column.

- Use the situations on P.66-67
to practise giving and
responding to appropriate
compliments.

- Pair works.

- Read the questions carefully
then listen to the dialogue
again to find the answers to
the questions.

- Write down the dialogues
they have just made up into
their notebooks

4. Consolidation

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5. Homework

- Prepare for the next lesson: Unit 8: Read.

- Practise reading the text.

Unit 8

Celebrations

TiÕt 51 Ngày dạy .../03/2008

read

I. Aims

Reading for main ideas and specific information.

II. Objectives

By the end of the lesson, students will be able to know more about one of
the important celebrations in Australia and the USA: Father’s Day by reading
about opinion, feeling, memories of children about their father.

III. Materials
- Text book

- Board, chalk, ...

IV. Anticipated problems

Students may not know much about Father’s Day.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Discussion: Talk about Father’s Day
1. Date: UK/US: 3rd Sunday in June
2. Purposes: - to honor fathers

- to give thanks

- to give presents or cards
3. Activities

- All family get together

- Bonfires are the main feature. Bonfires
artists fashion grotesque or satiric images of
animals’ house, gods or humans, which are
located round the town for people to admire.
This is followed by bull fights, parades,
fireworks, etc.

- Each group disscuss and
write their ideas in the poster
given by teacher.

- 4 groups stick their poster
on the wall.

- Students share their ideas
and copy to their notebooks.

3. New lesson

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a. Pre reading:
 Pre teach:

- A tear: Giät níc m¾t

- A groom: Chó rĨ

- To hug: ¤m

- Considerate (adj): Ân cần, chu đáo

- Priority (unc): : Sự u tiên

- A sense of humor: óc hài hớc

- To distinguish: Phân biệt

- Terrific (adj): xuất sắc, tuyệt vời.
Checking vocabulary: What and where.
 Open Prediction:

- Set the scene

- T asks Ss to guess and write down children’s
opinions and feelings about their fathers.

b. While reading:
 Checking prediction

- T checks with the whole class.
 Comprehension questions:
- Read b P.69 (Questions a-c)
- T elicits feedback from students.

c. Post reading:

 Group work

- (If time is not allowed, set this as homework)

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Write down.

- Ex: Love, be proud of,
admire, respect, etc.

- Read the text then check the
prediction.

- Work in pairs.

- Work in groups of 4 to
answer question d (P.69).
Write a postcard to their father
on their birthday, then
exchange the postcard with

their partner to correct the
mistake.

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 8: Write.

- Write a memory you have about your father.
Unit 8

celebrations

TiÕt 52 Ngày soạn .../03/2009

Write

I. Aims

Practise writing a letter to a penpal to express opinions.

II. Objectives

By the end of the lesson, students will be able to write a letter to a penpal
to express opinions.

III. Materials

- Text book

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IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Shark attack: (CELEBRATION)

- Team work

- Teacher – whole class

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
 Preteach:

- to enhance

- to support

- nationwide (adv)
 Checking: Slap the board

 Discussion

1. Why do you think it’s necessary/important
to have a day to celebrate for your parents?
2. When should we celebrate this day and why
do you think we should celebrate this day at
that time of the year?

3. How should we celebrate it?

4. What special gifts should you give to your
moms / dads?

5. What special food sgould you offer?

6. Do you believe that your idea will be
supported and celebrated nationwide? Why?

b. While writing:

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

- Teacher move around giving helps and does
delayed correction.

c. Post writing:

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Work in group of 4 to
discuss the answers to the
questions given by teacher:
- Ss compare their answers
with the outline in their books
(P.70)

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 Correction:

- T write some typical mistakes on the board
and elicits the correction from students.

- T collect 2 letters and checks with the whole
class.

- Students swap their letters,
read and correct mistakes.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 8: Language focus.

- Rewrite the letter.

Unit 8

celebrations

Tiết 53 Ngày dạy.../03/2009

Language focus

I. Aims

Further practice in relative clauses and adverb clauses of concession.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Workbook.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision: During the new lesson.

3. New lesson

Teacher s activities’ Students activities’
The Relative clause:

- Defining clause explains exactly who
or what is being discussed. It is more
common than non-defining clause.

- Non-defining clause gives information
about the subject being discussed, but
it is not essential information. It is
indicated by the use of comma before

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and after the clause.
* Practice:

- Language focus 1 P.70-71
- T checks with the whole class.
- Language focus 2 P.71

 Adverb clauses of concession:

- Situation: Tet is coming. Th Ha has decorated
her house and made plenty of cakes, but she is
not sastified with her preparations for Tet.
* Model sentence:

 Even though Ha has decorated her
house and made plenty of cake, she is not
satisfied with her preparations for Tet.

* Concept check:

- check the meaning, use and form.
* Practice:

- Language focus 3 P.71-72

- give feedback.

- Language focus 4 P.72-73
- T checks with the whole class.

- Individual work – compaire
in pairs.

- Listen.

- “Of concession”.

- Translate the sentence into
Vietnamese.

- Work in pairs.

- Take notes and copy.
- Pair works

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

- Prepare for the next lesson: Unit 9: Getting started + Listen and read .

- Do exercises 3, 4, 5 P.53-57 WB.

Written test 10’

Combine each pair of sentences into a new one. Use the relative clause.

1. The book is mine. It is on the table.
(The book which is on the table is mine.)
2. The girl is happy. She won the race.

(The girl who won the race is happy.)

3. She was looking at the picture. It was beautiful.
(She was looking at the picture which was beautiful.)
4. Do you know the man? He is standing overthere.

(Do you know the man who is standing overthere?)

5. Easter is a joyful festival. It is celebrated in many countries.

(Easter, which is celebrated in many countries, is a joyful festival.)

Unit 9

Natural disasters

Tiết 54 Ngày dạy.../.../2009

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I. Aims

Presenting some vocabulary about natural disasters and talking about the
weather forecast.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Getting started: (Brainstorming)

- Group work.

- Teacher – whole class

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:
Pre teach:

- a weather forecast: Dù b¸o thêi tiÕt.

- a coast: Bê biÓn

- a thunderstorm: B·o cã sÊm sÐt kÌm
ma to.

- Highlands: MiỊn nói.

- to trust: Tin, tin cËy

- in case: NÕu; phßng khi
 Checking vocabulary: R0R

 Presentation dialogue

- Set the scene

 Pre Question: What is Thuy talking to her
grandmother about?

Pre questions:
Set the scene:

- How many festivals are described in the
passage?

 Gap fill (P.75-76):

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Listen to the disk and answer
the pre-question.

- Practise the dialogue in
groups of 3.

- Individual work first, next

compare in pairs.

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 Language function:

Making predictions about the weather.

- It will be sunny.

- The temperature will be between....

- Ha Noi will have temperature...

- Ha Noi will experience ....

- There will be thunderstorms over...

b. Practice:
 Word cue drill:

1. It will be sunny. (rain / stormy / windy)
2. There will be thunderstorms over central
highlands (snowstorm / typhoon / earthquake?
3. The temperature will be between 270C and
350C. (300C and 370C / 280C and 340C)

whole class.

- Make predictions about the
weather using the given word
cues.

- Teacher – whole class.
- pair works.

- Individual work.

4. Consolidation

Teacher gets some Ss to translate the dialogue in to Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 9: Speak + Listen.

- Do exercise 5 page 61 (workbook).

Unit 9

Natural disasters

Tiết 55 Ngày dạy .../04/2009

Speak & listen

I. Aims

- Practise speaking about preparations for a typhoon.

- Practice listening to a talk on how to live with earthquakes for specific
information to fill in the gaps

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio disk.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas and they may get confused with the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

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2. Revision
 Chatting:

- What will you do if there is a
typhoon? (stay inside, close all the
doors and windows, put matches and

candles in a place next to you).

- Teacher may sing an English song.

- Teacher - Student

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:
 Pre teach

- To block the rollers

- A zone

- Potted plants

- A container

 Checking Vocabulary: What and where
 T/F Statements Prediction:

1. Place heavy books on the top of your
wardrobe.

2. Block the rollers on some big electrical
appliances to prevent them from moving.
3. make sure the mirrors in your house can’t

move.

4. Sleep next to a window.
5. Run out into the street.

6. Don’t stand in the middle of the room.
* Key: 1F, 2T, 3T, 4F, 5F, 6T

b. While listening:
 Checking prediction
- Plays the disk three times.
- T gives feedback.

- T checks with the whole class.

c. While Speaking:

 Revision: How to make predictions (Section
b, P.76)

* Speak a P.76

S1: I think we should buy matches and candles
before a typhoon.

S2: Yes, I think so, because there may be a
power cut.

d. Post speaking:
 Writing

Ex: - Buy some canned food.
- Buy a ladder

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Individual work

- Pair works

- Lisen and check the
prediction.

- Ss compare with their
partners.

- Listen again to complete the
table on page 77 individually.
- Ss compare with their
partner.

- Individual work.

- Ss work in pair to talk about
what they think they want to
buy and do to prepare for a
typhoon and explain why,
using the idea in Section a and
b.

- Pair works.

- Ss work in groups of 4 to
write down (on posters) what
should be done for a typhoon.

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Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 9: Read.

- Practise reading the text.

Unit 8

Celebrations

Tiết 56 Ngày dạy.../04/2009

read

I. Aims

Reading a text about natural disasters for main ideas and specific
information.

II. Objectives

By the end of the lesson, students will be able to get general background
information on some common natural disasters.

III. Materials
- Text book

- Board, chalk, ...

IV. Anticipated problems

Students may not have very good background on natural disasters.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Discussion:

- What are natural disasters?

- Where do they often happen?

- How do they often happen?

- What do they cause?

- Each group disscuss and
write their ideas in the poster
given by teacher.

- 4 groups stick their poster
on the wall.

- Students share their ideas
and copy to their notebooks.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- Pacific Rim: Vµnh ®ai TBD

- To collapse

- To erupt

- Tidal (adj)

- Abrupt: BÊt ngê

- A shift: Sự thay đổi, Sự chuyển dịch

- Funnel-shaped (adj): Cã h×nh phƠu

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

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- To suck up: Hót lªn
 Checking vocabulary: R0R.
 Skimming:

- Set the scene

- T asks Ss to guess and write down children’s
opinions and feelings about their fathers.

 Matching:

b. While reading:
 T/F statements

- T checks with the whole class.

 Complete the sentences: Read b P.79
- T gives feedback.

c. Post reading:
 Group work

- (If time is not allowed, set this as homework)
- T calls one from each group to the front to
present theirs.

- Have a quick look at the text
(2 minutes) (Look only at the
title and the sub-heading or
read the beginning and the
ending sentences) then tell
what the text is about in
general.

- Match the pictures with the
correct words.

- Individual work.
- Teacher – students.

- Individual work –
Exchange the notebooks then
correct each other’s mistakes.

- Ss work in five groups. Each
one is in charge of one kind of

narural disasters (Ex:

earthquakes or tidal waves,
etc). Ss have to summarise
that part and talk about it in
turns.

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 9: Write.

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Unit 9

Natural disasters

Tiết 57 Ngày dạy.../04/2009

Write

I. Aims

Practise writing a simple story.

II. Objectives

By the end of the lesson, students will be able to write a simple story.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

- T writes the word “a dog” on the board.
Ex: I have a dog.

I want to buy a clever dog.
I like playing with my dog.

Dogs can smell and hear better than
people.

...

- Work in groups to write as
many sentences as possible
with that word. The group that
can write the most correct
sentences will be the winner.

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
 Matching:

- T checks with the whole class.

b. While writing:

S1: picture 1, 2 S2: Picture 2, 3

S3: Picture 3, 4 S4: Picture 4, 5
S5: Picture 5, 6 S6: Picture 6, 1

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

- Work in group of 6 to match
the word cues in the box
(P.79) with the right pictures
on P.80.

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- Teacher move around giving helps and does
delayed correction.

c. Post writing:
 Correction:

- T writes some typical mistakes on the board
and elicits the correction from students.

- T gives indirect corrections.

It was a beautiful day. The sun was shining,
the sky was blue, and the weather was perfect.
Lan was outside playing with her dog, Skippy. All
of a sudden, the dog began behaving strangely.
She kept running around in circles, (and didn t’

seem to be herself). Lan ran home with the dog to
tell her mother what Skippy was doing. Lan s’

mother, Mrs.Quyen, told Lan that she heard on
TV that there was a typhoon coming. Mrs. Quyen
gathered her family and told them to find shelter
in the home.

Suddenly, the sky became very dark. The
storm came with strong winds and heavy rain.
Mrs. Quyen and her family were scared. But soon
the storm finished and everyone was glad. What a
clever dog Skippy is. She saved Lan from being
caught in the typhoon.

- Ss in each group share and
compare their sentences,
check and correct for each
other, then choose one
secretary to write the whole
story on a poster.

- All the groups exchange
their story to correct the
mistake.

- Copy.

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 9: Language focus.

- Rewrite the story.

Unit 9

Natural disasters

Tiết 58 Ngày dạy.../04/2009

Language focus

I. Aims

Further practice in relative pronouns and relative clauses.

II. Objectives

By the end of the lesson, students will be able to get the aims well.

III. Materials
- Text book

- Board, chalk,...

- Workbook.

IV. Anticipated problems

Students may have no problems.

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- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Noughts and crosses: (General knowledge
quiz):

1. Which country won the 1998Tiger Cup ?
2. Which explorer discovered America?
3. Which pnanet is closet to the Earth?

4. Which animal in Viet Nam was chosen to
be the logo of Sea Games 2003?

5. Which Asian country is divided into 2
regions by the see?

6. Which food can you chew but can’t swallow?
7. Which food can you swallow but can’t chew?

8. Which river flows through London?

9. Who wrote King Lear and Romeo and

Juliet?

- Team works
- Singapore

- Christopher Columbus
- Venus

- The buffalo
- Malaysia

- the chewing gum
- water / drinks
- the Thames

- William Shakespeare

3. New lesson

Teacher s activities’ Students activities’
Practice:

* Language focus 1 P.81

- T checks with the whole class.
* Matching

- Language focus 2 P.81

- T checks with the whole class.

* Recognition:

- Language focus 3 P.82
* Rewrite:

- Language focus 4 P.82

- Ex: Viet Nam, which is in South-east Asia,
exports rice.

Viet Nam, which is famous for its beautiful
spots, exports rice.

...

- Individual work

- Individual work – compaire
in pairs.

- Work in groups of 4. Each
group has to write one
sentence in Ex 3 (P.82) in
different ways by replacing
the underlined clause.

4. Consolidation

Teacher retells and emphasises the aims

5. Homework

- Prepare for the next lesson: Unit 9: Listen and read .

- Do exercises 3, 4, 5 P.53-57 WB.

Written test 15’’

Combine each of the following sentences using relative clause:
1. I must thank the people. I got a present from them.
2. The picture was beautiful. She was looking at it.

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4. I apologized to the woman. I spilled her coffee.
5. The man called the police. His wallet was stolen.

TiÕt 59 Ngµy kiĨm tra.../04/2009

written test 45

’’

A. Aims

- Nhằm kiểm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu
các bài học của học sinh.

- Giúp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ
thích hợp.

B. Objectives

The content of the test
§Ị sè 1

I. Listening: Listen and decide which is true which is false(2)

1. Mother’s Day is on the first Sunday of May.

2. Children often send their mother cards and give them flowers or sweets as presents.
3. Mothers have a rest on that day.

4. The children only do the cooking on that day.

II. Give the correct forms of the verbs in brackets (1).

1. If we (not protect)...the environment, our green planet
(be) ... badly polluted.

2. I suggest (give)... her a surprising party.

3. Yesterday afternoon, Mrs. Hoa (make)...cakes while her
children (wash)...the dishes.

III. Rewrite each of the following sentences in such a way that it means
exactly the same as the sentence printed before it (2)

1. Although I was tired, I couldn’t sleep.

=> In spite...

2. Let’s decorate the house and make a lot of cakes for Tet.
=> I suggest...
3. We didn’t go out because of the rain.

=> Because it...
4. Despite having very little money, they are happy.

=> Even...

IV. Combine each pair of sentences into a new one, using relative pronouns
(2)

1. Neil Armstrong first walked on the moon. Neil Armstrong lived in the
USA

2. The students are all from America. We met them at the party last night.
3. The town was beautiful. We spent our holiday there last summer.

4. Do you know the girl? I danced with her.

V. Use the cues given to write complete sentences (add comma where
necessary (1,5)

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2. He/like/Mexico City/where/he/worked/last/year.

3. We/be/stay/Phong/whose/brother/one of/closest friends.

VI. Cirle the best answer (1,5)

1. The people...live next door keep having all night party.

A. who B. whom C. which D. whose

2. People crowded the street on...Day to watch colorful parades.

A. Nation B. national C. nationallyD. nationality

3. People...take physical exercise can live longer.

A. who B. whom C. which D. whose

4. He is the ...and pride of his mother.

A. joy B. joyful C. joyfully D. joylessness

5. Passover is celebrated in Israel and by all...people.

A. English B Vietnamese C. Japanese D. Jewish

6. My friend come to stay ...us...Christmas

A. to/at B. with/in C. with/at D. to/in

§Ị sè 2

I. Listening: Listen and decide which is true which is false (2).

1. Mother’s Day is on the first Sunday of May.

2. Children often send their mother cards and give them flowers or sweets as presents.

3. Mothers have a rest on that day.

4. The children only do the cooking on that day.

II. Give the correct forms of the verbs in brackets (1).

1. He (watch)...T.V last night when the light (go) ...out.
2. I (buy)... a new house last year, but I (not sell)... my old

house yet, so at the moment I have two houses.

3. If the weather is good tomorrow, I (go)...swimming.

III. Rewrite each of the following sentences in such a way that it means
exactly the same as the sentence printed before it (2)

1. In spite of his broken leg, he managed to get out of the car.
- Although...
2. “ Why don’t we burn coal to heat the house?

- I suggested...
3. Despite his age, Mr. Thanh runs five kilometers every morning.

- Even...
4. Phong didn’t go to go work because he was ill.

- Because of...

IV. Combine each pair of sentences into a new one, using relative pronouns
(2)

1. The apples are bad. We bought them in the shop.

2. I like reading books. Books tell about different peoples and their
culture.

3. Do you know the girl? She danced with me.
4. That is the place. The festival occurred

V. Use the cues given to write complete sentences (add comma where
necessary (1,5)

1. It/will/rainy/Hue/which/ancient capital/Vietnam.
2. I/talk/man/whose/car/broke down/way/party.

3. We/ go/spend/vacation/Hawaii/where/there/some/strange volcanoes.

VI. Cirle the best answer (1,5)

1. Last night I came to the show late ...the traffic was terrible.

A. although B. despite C. and D. because

2. The picture...I bought was very valuable.

A. who B. which C. whose D. whom

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A. pride B. proudly C. proud D. prouding
4. He often takes part...many different charity activities.

A. on B. of C. to D. in

5. He want to...his room.

A. decorate B. decoration C. decorative D. decorator
6. Can you tell me the reasons for...the Mother’s Day?

A. celebrating B. celebration C. celebrate D. celebrated

The tapescript:

The second Sunday in May is Mother’s Day. It is a public holiday in both
Britain and America. On that day, children send Mother’s Day cards to their
mothers. They give their mothers flowers or sweets as presents. Fathers and
children do the cooking so their mothers can have a rest.

Tiết 60 Ngày dạy.../04/2009

check the test

A. Aims

- Nhằm đánh giá mức độ làm bài của học sinh.

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau
không lặp lại những lỗi sai đó nữa.

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện
pháp giúp đỡ thích hợp.

- Gióp häc sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học
của bạn mình

B. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. New lesson

- NhËn xÐt chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:
+ Kỹ năng viết còn hạn chế.

+ Grammar mistakes: Bài liên kết câu còn nhiều lỗi

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các
từ trong câu quá liền nhau,...

+ Chữ viết của nhiều học sinh còn xấu.
Chữa bài kiểm tra: Đáp án:

Đề số 1

I. Listening: Listen and decide which is true which is false(0,5 x 4 = 2)

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II. Cho dạng đúng của động từ trong ngoặc(0,2 x 5= 1)

1. don’t protect will be
2. giving

3. was making were washing

III. Viết lại các câu sau dùng từ cho trớc sau cho nghĩa không đổi(0,5 x 4 = 2)

1. => In spite of being tired I couldn’t sleep.

2. => I suggest decorating the house and making a lot of cakes for Tet.
3. => Because it rained, I didn’t go out

4. => Even though they have a little money, they are happy.

IV. Kết hợp các câu sau dùng mệnh đề quan hệ(0,5 x 4 = 2)

1. Neil Armstrong, who lived in the USA, first walked on the moon.

2. The students whom we met at the party last night are all from America.
3. The town where we spent our holiday last summer was beautiful.

4. Do you know the girl whom I danced with ?

V. Dùng từ gợi ý để viết câu hoàn chỉnh(0,5 x 3 = 1,5)

1. We are going to move to Mai Chau, which is in north-west of Vietnam.
2. He likes Mexico City, where he worked last year.

3. We are staying with Phong, whose brother is one of our closest friends.

VI. Chọn đáp án đúng(0,25 x 6 = 1,5)

1. A. 2. B. 3. A. 4. A. 5. D. 6 . C.

§Ị sè 2

I. Listening: Listen and decide which is true which is false(0,5 x 4 = 2)

1. F 2. T 3. T 4. F

II. Cho dạng đúng của động từ trong ngoặc(0,2 x 5= 1)

1. was watching went

2. bought haven’t sold

3. will go

III. Viết lại các câu sau dùng từ cho trớc sau cho nghĩa không đổi (0,5 x 4 =
2)

1 . Although his leg was broken, he managed to get out of the car.
2. I suggested burning coal to heat the house

3. Even though Mr. Thanh is old, he runs five kilometers every morning.
4. Because of being ill, Phong didn’t go to go work

IV. Kết hợp các câu sau dùng mệnh đề quan hệ(0,5 x 4 = 2)

1. The apples which we bought in the shop are bad.

2. I like reading books which tell about different peoples and their culture.
3. Do you know the girl whom danced with me.

4. That is the place where the festival occurred

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1. It will be rainy in Hue which is an ancient capital of Vietnam.
2. I talked to the man whose car broke down on the way to the party.
3. We are going to spend our vacation in Hawaii, where there are some strange volcanoes.

VI. Chọn đáp án đúng(0,25 x 6 = 1,5)

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Unit 10

Life on other planets

Tiết 61 Ngày dạy.../4/2009

Getting started & listen and read

I. Aims

Presenting some vocabulary about life on other planets.

II. Objectives

By the end of the lesson, students will be able to understand and use some

vocabulary about life on other planets, understand the content of the text.

III. Materials
- Text book

- Board, chalk,...

- A cassette and an audio compact disk.

IV. Anticipated problems

Students may not have enough information and words about the UFOs to
discuss.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Discussion: (Getting started)
- Teacher divides the class in to 4 groups.
- T calls one S from each group to answer by
speaking in front of the class or writing on the
board.

- Each group discuss the
answer to one question a, b, c
or d on page 83.

3. New lesson

Teacher s activities’ Students activities’

a. Presentation:
Pre teach:

+ a spacecraft: Tµu vị trơ

+ an alien: Ngêi ngoµi hµnh tinh
+ a sample: MÉu vËt.

+ an evidence: Bằng chứng
+ a meteor: Sao băng
+ to claim:

+ to capture:

- Teacher reads once again
 Checking vocabulary: R0R

 Set the scene

- Teacher checks with the whole class.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks

- Listen to the disk with the
books open and follow the
text (P.83-84)

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b. Practice:

 Noughts and crosses:

Alien Spacecraft Meteor

Evidence Claim Capture

Collect Disappear Sample

c. Futher practice:
 Summary:

- Teacher checks with the whole class.

the meaning from 1 to 6 in a,
P.84.

- Ss compare with their
partners.

- Group works. Ss make
sentences with the words they
have chosen.

-

Work in pairs to complete the
summary of the text.

- Listen to the disk (books
closed) to find the answer to the
pre-question.

- Listen again (books open)
- Read the passage individually
and find the information to
complete the table on page 66.
- Compare in pairs

4. Consolidation

Teacher retells and emphasises the aims of the lesson.

5. Homework

- Prepare for the next lesson: Unit 10: Speak + Language focus 1.

TiÕt 66 Ngày dạy.../4/2009

o Chng trỡnh kim tra hc k

revision

I. Aims

Helping students to review the knowledge which they learnt.

II. Objectives

- The verb tenses: Simple present, simple past, present continuous, pasr
continuous, present perfect...

- Simple past with “Wish”

- Conditional sentences type 1, 2...

III. Materials

- Exercises on extra boards

- Board, chalk,...

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Students may have difficulty in writing sentences.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

This will be done during new lesson

3. New lesson

- T elicits from Ss the use and the form of the berb tenses: Simple present,
simple past, present continuous, pasr continuous, present perfect....

- T checks with the whole class.

Exercise 1

Simple Present or Present Continuous?Type the correct form of each verb.

Next week, my friends and I (go) camping in the woods. I

(organize) the food, because I (like) cooking. Dave (have) a big
car with a trailer, so he (plan) the transportation. Sam (bring)
the tent -- he (go) camping every year, so he (have) a great tent
and lots of other equipment. My wife (think) we're crazy. She

(like) holidays in comfortable hotels, so she (take) a trip to Paris instead.

Exercise 2

Put the verbs into the correct tense (Simple Past or Past Progressive).
11. While Tom (read) , Amely (watch) a documentary on TV.

12.Marvin (come) home, (switch) on the computer and (check) his emails.
13.The thief (sneak) into the house, (steal) the jewels and (leave) without a

trace.

14.Nobody (listen) while the teacher (explain) the tenses.

15.While we (do) a sight-seeing tour, our friends (lie) on the beach.
16.He (wake) up and (look) at his watch.

Exercise 3

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2. We (not / plan) our holiday yet.
3. Where (be / you) ?

4. He (write) five letters.

5. She (not / see) him for a long time.
6. (be / you) at school?

7. School (not / start) yet.
8. (speak / he) to his boss?

9. No, he (have / not) the time yet.

Complete the Conditional Sentences. Decide whether to use Type I or II.
1. If they go to Washington, they (see) the White House.

2. If she (have) a hamster, she would call him Fred.
3. If he gave her a sweet, she (stop) crying.

4. If he (arrive) later, he will take a taxi.

5. We would understand him if he (speak) slowly.
6. Andy (cook) dinner if we buy the food.

7. I will prepare breakfast if I (wake up) early.
8. If they shared a room, they (fight) all day long.

Write sentences beginning with I wish...“ ”
Ex: 0. I can’t play the guitar.

- I wish I could play the guitar.
1. I don’t know Paul’s phone number.

- I wish...
2. I don’t have a computer.

- I wish...
3. It’s cold.

- I wish...
4. I live in a big city (and I don’t like it).

- I wish...
5. Mary isn’t here.

- I wish...
6. I can’t go to the party.

- I wish...
7. There are many people here (and it is very crowed).

- I wish...
8. I have to work tomorrow.

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4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Revision: The passive and the indirect
speech.

Tiết 67 Ngày dạy.../04/2009

o Chơng trình để kiểm tra học kỳ

revision

I. Aims

To help students review knowledge about the indirect speech and the

passive

II. Objectives

Students review:

- The indirect speech.

- The passive form.

III. Materials

- Text book + Exercise book .

- Board, chalk,...

IV. Anticipated problems

Weaker students may get confused with the grammar problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

Students review their old knowledge during the new lesson.

3. New lesson

 Teacher elicit from students the formations of the indirect speech and
the passive form.

Exercises on Indirect speech:
Change the following sentences into indirect speech:

1. “I have something to show you,” I said to her.

2. “Nothing grows in my garden. It never gets any sun,” she said.
3. “I’m going away tomorrow, mother,” he said.

4. “It isn’t so foggy today as it was yesterday,” I remarked.
5. “Does this train stop at York?” asked Bill.

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7. “Where is the ticket office?” asked Mrs. Jones.
8. He said, “What is happening?”

9. “When are you coming back?” I asked them.

10. “I’ll come with you as soon as I am ready,” she replied.

11. “You can keep that one if you like, Joan,” he said. “I’ve got plenty of
others.”

12. “Stand up, please!” he said.

13. “You should study harder.” the teacher advised Nam.
14.Peter said to Paul, “Are you working as well as studying?”
15. “Can you get coffee on the train?” said my aunt.

Exercises on the passive voice:
Change the following sentences into the passive voice:

1. They make shoes in that factory.
2. They built that skyscraper in 1934.
3. You must wash your hands before meals.
4. Peter writes a letter.

5. Mr Jones watches the film.

6. Somebody built the house last year.
7. They speak English in the shop.
8. She can sew three shirts a day.
9. She gave me the box.

10.We saw her in Dresden last week.
11.The students handed in the reports.
12.They play handball. (Bóng ném)
13.Maria crashed into the blue car.
14.Julia rescued three cats.

15.Steven forgot the book.

4. Consolidation

Teacher retells and emphasizes the structures students have reviewed.

5. Homework

Redo all exercises in the workbooks.

TiÕt 70 Ngµy kiÓm tra.../05/2009

semester test 45

’’

A. Aims

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- Giúp phân loại học sinh. Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ
thích hợp.

B. Objectives

Kiểm tra theo đề của Phũng giỏo dc
Unit 10

Life on other planets

Tiết 62 Ngày dạy... /05/2009

Speak

+

language focus 1

I. Aims

Talking about life on other planets using modals MAY and MIGHT.

II. Objectives

By the end of the lesson, students will be able to know how to persuade
their friends to do something.

III. Materials
- Text book

- Board, chalk,...

- Word cards.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 Back to the board:

- T divides the class into 2 teams and calls
one S from each team to the front. They
have to sit with their backs to the board.
- T writes the word (at a time) on the board.
- T writes: ALIENS

- Ss say: unknown / strange people or
things.

- Team work.

- The rest of the class describe
the word to the student in the
front. The one who can guess
the word correctly first will be
the winner.

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4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 10: Listen + Language focus 2, 3, 4.

- Do exercise 1, 2, 3 P.65-68 (workbook).

Unit 10

Life on other planets

TiÕt 63 Ngµy d¹y.../05/2009

Listen

+

language focus 2, 3, 4

Teacher s activities’ Students activities

a. Pre speaking:
Pre teach:

- a gemstone: Đá quý

- microorganism (unc): Vi sinh vËt

- sparkling (adj): lãng l¸nh.

- A trace: DÊu vÕt

- Precious (adj): quý gi¸

 Checking:R0R.
 Revision:

Madals: may, might to talk about
possibility.

Ex: He may be late.
It might rain.

There might be mountains on Mars.

b. While speaking:
 Mapped dialogue
- Example:

You Your partner

What do these
drawings say?

There might be....on Mars.
What about...?

There may be...on Mars.

c. Post Speaking:
 Brainstorming:

Ex: There might be house on Mars.
 There might be strange animals on
other planets.

- Read to add any expressions
that they don’t have in their
lists.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.

- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Listen and take notes.

- Ss work in pairs to make
similar dialogues about the
drawings.

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I. Aims

Practice in listening to someone talking about life on the moon for specific
information and further practice on the conditional sentence type 1, 2.

II. Objectives

By the end of the lesson, students will be able to get the aim well.

III. Materials
- Text book

- Board, chalk,...

- Pictures.

- A cassette and an aodio disk.

IV. Anticipated problems

Students may meet with difficulties in listening ti the disk voice.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision

 The condition sentence type 1, 2:
- T elicits the formations from students.
 Gap fill:

- Language focus 2 P.90

- T checks with the whole class .
 Pictures and word cue drill
- Language focus 3 P.90-91
- T checks with the whole class.

- T – Whole class

- Individual work – compare
in pairs

3. New lesson

Teacher s activities’ Students activities’

a. Pre listening:
 Pre teach

- a crater: Hè bom, miƯng nói lưa
 T/F statememt prediction:

Statements a-j P.86

- T introduces the topic of the listening text.

I think I hear

a
b
c
d
e
f
g

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h
i

b. While listening:
 Checking prediction:

- T checks with the whole class.

- Ss listen tho the disk again.

c. Post listening:
 Discussion

- Eg: There is no water or air on the Moon.
There are no rivers or no lakes,...
 Language focus 4 P.92

- T checks with the whole class.

Eg: If I met an alien from outer space, I would
invite him/her to my home town and talk.

- Listen to the disk then check
the prediction and write T or F
in the “I hear” column.

- Compare in pairs.

- Group work (Talk about
“Life on the Moon”

- Individual work – compare
in pairs

4. Consolidation

Teacher retells and emphasises the aims.

5. Homework

- Prepare for the next lesson: Unit 10: Read.

- Do exercise 4, 5, 6 P.68-70 (workbook).

Unit 10

Life on other planets

TiÕt 64 Ngày dạy.../05/2009

read

I. Aims

Reading about A space trip for general and specific information.

II. Objectives

By the end of the lesson, students will be able to get the aim well.

III. Materials

- Text book

- Board, chalk, ...

IV. Anticipated problems

Students may have no problems.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

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 Jigsaw dictation:

- T prepares the phrases in section a (P.87) on
5 strips of paper and have them photocopied.
Divide the class into groups of 5.

- All Ss have to write the
phrases on their own strip into
their notebook, then take it in
turns to dictate to other
members in the group.

- Swap their notebooks to

correct each other’s mistakes.

3. New lesson

Teacher s activities’ Students activities’

a. Pre reading:
 Pre teach:

- Physical condition

- Push-ups

- To orbit / in orbit

- marvelous

 Checking vocabulary: What and where.
 Ordering statements:

- Set the scene

- T asks Ss to guess and write down children’s
opinions and feelings about their fathers.

b. While reading:

- T checks with the whole class.

 Comprehension questios

- Question 1-5 Section b P.87
- T calls some pairs to check.

c. Post reading:
 Role play:

- T monitors and gives help.

Eg: I would take a good camera to take
photographs of the earth.

...

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Read the phrases they have
written in their notebooks and
put them inorder to show what
you need and get in joining a
trip into the space.

- Read the text individually to

check their order.

- Compare with their partners.
- Read the text again to find
the answer.

- Work in pairs to ask and
answer the questions.

- Work in groups: One acts as
the reporter and the rest are
spacemen who have a lot of
experience in the space trips.
- Discuss the answer to
question 6 P.87

4. Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5. Homework

- Prepare for the next lesson: Unit 20: Write.
Unit 10

Life on other planets

Tiết 65 Ngày dạy.../05/2009

Write

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Practise writing an exposition to express personal viewpoint about the
existence of UFOs.

II. Objectives

By the end of the lesson, students will be able to write an exposition to
express personal viewpoint.

III. Materials
- Text book

- Board, chalk,...

- Poster.

IV. Anticipated problems

Students may get difficulties in finding words and phrases to express their
ideas.

V. Procedure
1. Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision
 Jumbled words

SETENICEX = existence
TURERECA = creature

ECNARAEPAP = appearance

- Team work

- Teacher – whole class

3. New lesson

Teacher s activities’ Students activities’

a. Pre writing:
 Preteach:

- Mysterious (adj) bÝ hiĨm

- Imagination (uncl): Sù tëng tỵng

- Viewpoint (uncl): Quan ®iĨm

- Persuation:

 Checking: Slap the board

 Matching: Section a P.88

- T checks with the whole class.

- T focuses Ss’s attention on the 3 parts of an
expostion (Introduce, Body and Conclution)
 Reading comprehension: Section b P.88
a. What is Ba’s opinion about the existence of
UFOs ?

b. Why does he think so? Give all the reasons
he has mentioned!

c. What does he think we should do ?
- T checks with the whole class.

- Tell the meaning of the new
words in Vietnamese.

- Repeat in chorus.
- Read in individuals.

- Check the spelling and
pronunciation.

- Copy down on the notebooks
- Work in group of 4 to
discuss the answers to the
questions given by teacher:
- Individual work

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b. While writing:

- Teacher monitors, takes notes of typical
mistakes and helps if necessary.

- Teacher move around giving helps and does
delayed correction.

c. Post writing:
 Correction:

- T write some typical mistakes on the board
and elicits the correction from students.