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(1)Date: August 18th, 2010 Period: 3 Unit 1 HOME LIFE Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - Read and understand the meanings of words related to home life - Guess the meaning in context. - Talk about their family. II. Language Focus: - Grammar: revision - New words: secure, trick, close-knit, mischievous, pressure, household chores . . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-reading (7 minutes). Whilereading (20 minutes). Teacher’s Activities -T shows Ss a picture of a family and asks Ss some questions: + Who do you think they are? (parents and children) + Where are they? (at home) + What are they doing? (the mother is helping the daughter with her study, the father is playing with his son) + Are they happy? How do you feel when you see such a warm and peaceful scene? -T leads into the new lesson: Our reading lesson today is about home life and the responsibility of each person in the family. -T elicits/teaches some new words relating to the reading. + take / assume responsibility for sth/doing sth + secure (a): safe + trick (v) + close-knit (a): having strong relationship with each other. + mischievous (a): impish (translation) + pressure (n): stress, difficulties + to be under pressure (exp.) + join hands to do sth (idm) (translation) + household chores (n) Activity 1: Questions and Answer (task 2, page 14) -T asks Ss to work in groups of four to answer the questions. -T delivers a poster and a board marker to each group. -T asks Ss to read the text carefully. -T tells Ss if they finish answering the first question, they are allowed to receive the next one. -The first group to have the most correct answers is given good marks. * Expected questions: 1. How many people are there in the family in the passage? Who are they? 2. What are the jobs of the father and the mother? 3. How caring is the mother? 4. What does the daughter of the family attempt to do after secondary school? 5. Why do children feel they are safe and secure in their family? * Expected answers: 1. There are five. They are the father, the mother, the daughter and two younger brothers. 2. The mother is a nurse and the father is a biologist. 3. She is always the first one to get up in the morning to make sure that her children leave home for school with breakfast and in suitable clothes. She always makes dinner before her husband comes home. 4. She attempts to win a place at the university. 5. Because they are very close-knit and supportive of one another. They often share feelings and whenever problems come up, they discuss frankly and find solutions quickly. ================================ Activity 2: Summary completion. Students’ Activities. T  Ss. T  Ss. T  Ss Ss  Ss Ss Ss  Ss.

(2) -T arranges Ss to work in pairs. -Teacher asks Ss to read the passage again and then close all their textbooks. -T gives Ss the handouts with the summary of the passage and asks them to find a suitable word to fill in each gap in the passage. -T goes around the class and gives a help. -T asks Ss to compare their answer with others. -T gives out the correct answer I come from a family of (1).……. people: my parents, my two younger brothers and I. My mother works as a (2).……. She is a very caring woman (3).……. takes the responsibility for running the household. My father is a (4).……. . He is always willing to give a hand with cleaning the house. He enjoys (5).……. too. At weekends, he sometimes cooks us some special dishes. My parents are very busy at work but they always try to spend as much time for us as possible. Both of my parents join (6).……. to give us a nice house and a happy home. busy (7).……. family. We often share our (8).……. with one another. We always feel safe and secure in our family. * Suggested answer: 1. key 2. nurse 3. who 4. biologist 5. cooking 6. hands 7. close-knit 8. feelings Post- reading Chatting -T asks Ss to work in pairs to talk about their family (12 minutes) -T goes around the class and helps Ss. -T calls on some pairs to act out their conversation in class. -T makes comments. * Suggested questions: 1. How many people are there in your family? 2. What are their jobs? 3. Are you the oldest child, the youngest child or somewhere in the middle? 4. Do all your family members live together? 5. How do they share housework? 6. What do you like about each of them? Homework -T asks Ss to write short paragraphs about their family. (1minute) Date: August 22nd, 2010 Period: 4 Unit 1 Lesson:. T  Ss S S Ss S S. S S. T  Ss. HOME LIFE SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about household chores. - express their ideas about family life. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, cards IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game: Looking and guessing -T divides the class into 2 groups. Each group chooses one representative to go to the board. -T prepares cards with the following phrases on. 1. making the bed 2. washing dishes 3. cleaning the floor 4. watering plants 5. cooking meals 6. going shopping -T shows the cards, one by one to the representative of the groups to. Students’ Activities T  Ss Ss  Ss T  Ss.

(3) read. These students will then mime the words/ phrases so that their groups can guess what the words/phrases are. The first group to call out the correct phrases gets one point. -The group with more points wins the game. -T congratulates the winner. Lead-in: -T writes the phrases on the board and ask Ss some questions to introduce the lesson. + Who often does these things in your family? + Do you have any duties to your family? + What are they? What do people in your family expect from you? Pre-speaking (7 minutes). Whilespeaking (20 minutes). Postspeaking (12 minutes). Homework (1 minute). Activity 1: Read and Tick (task 1, p.15) -T asks each student to read the sentences and check the ones that apply to her /him and his /her family. Drilling -T puts Ss into pairs to practice speaking about their family, basing on the sentences in Task 1. -T invites some Ss to speak out their ideas. -T makes comments. Activity 2: Who works in your family? (task 2, p.15) -T asks Ss to work in pairs to ask each other the questions according the cues given in Task 2. -T explains some useful language and goes around the class to help Ss. -T invites some pairs to stand up and give out their talks. -T gives feedback. Activity 3: Role-play -T arranges Ss to work in groups of four or five and act as if they were members of a family. -Each person in the family says something about their family and duties to their family. -T calls on some groups to act out in front of the class. -T makes corrections if needed and make comments. * Suggested ideas: I am the eldest child in my family. I come from a family of four. My parents love their children very much and have done everything for our upbringing. As a father, I have got a lot of duties to do. I have to go to work to support my family. I’ve got to help my wife with housework . . . . Writing -T asks to write a few sentences about the work they often do to help their mother in the house. -T tells Ss to form in groups of four to exchange their writing for correction and share ideas. -T goes around the class and helps Ss. -T invites some Ss to present their ideas the rest of the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson.. Date: August 23rd, 2010 Period: 5 Unit 1 HOME LIFE Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen and pick up specific details. - listen and understand general ideas. - talk about household chores and family life. II. Language Focus: - Grammar:. Ss  Ss. T  Ss. T  Ss S S T  Ss S S S T  Ss S S Ss  Ss T  Ss Ss. Ss Ss  Ss T  Ss Ss T  Ss.

(4) - New words: reserve, coach, spread out, leftover . . . III. Teaching Aids: realia, handouts, CD players, pictures. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-listening (7 minutes). Whilelistening (12 minutes). (10 minutes). Postlistening (7 minutes). Teacher’s Activities Game: Touching the objects -T divides the class into 2 groups, A and B. Each group gets a representative who is blindfolded to take part in the game. -T gives students objects, one by one. They in turn touch the object, name the object, and then write it on a piece of a paper. (hat/ orange / mirror / ear / lemon / a sheet of iron / fan / egg) -The rest of Ss in two groups can help by giving the explanation / definition of the word. -T helps Ss continue the game in the same way until it ends. -T asks Ss to uncover their eyes and asks them to write the words on the board. -The group with more correct words will win the game. The initial letter of each word makes meaningful words: HOMELIFE -T leads into the new lesson. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. 1. reserve sth (for sb/sth) (synonym): book sth 2. coach (n) (picture) 3. spread out (v) (miming + explanation) 4. leftover (n) (explanation) 5. flight (n) (definition) Checking: -T asks Ss to listen to the explanations in English and say the word. -T checks the answers with the class. Activity 1: Listen and Tick (task 1, p. 16) -T tells Ss they are going to listen to the conversation between Paul and Andrea, talking about their family. -T asks Ss to listen and tick what is true or false about them. -T let Ss listen for the second time if necessary. -T goes over the answers with the class. * Expected answers: 1. F 2. F 3. F 4. T 5. T Activity 2: Listen and take notes (task 2, p. 17) -T asks Ss to listen again and note down two things that are different about Paul’s and Andrea’s family. -T asks Ss to write their answers on the board and check with the class. -T plays the tape many times for Ss to check their answers if necessary. -T gives the correct answers. * Expected answers + Paul: - His family members are not very close. - The family often eat the meal the mother cook at home. + Andrea: - His is a close-knit family. The family often goes out to eat when they get together. Speaking: Personalization -T asks Ss to work in groups to interview one another to get and give information about the members of their family. * Suggested ideas: their ages / names / what they do / what they are like / what they are interested in / how they are similar or different . . . -T goes around the class and helps Ss when necessary. -T invites some Ss to present their preparation. -T takes notes of Ss’ mistakes for later correction.. Students’ Activities T  Ss Ss  Ss T  Ss Ss. T  Ss. T  Ss. T  Ss Ss T  Ss Ss T  Ss Ss T  Ss Ss. T  Ss Ss  Ss T  Ss Ss.

(5) -T makes comments on what Ss have. Homework - T asks Ss to write a short paragraph about the importance of family (1 minute) in their life. Date: August 30th, 2010 Period: 6 Unit 1 HOME LIFE Lesson: WRITING. T  Ss. I. Objectives: By the end of this lesson, students will be able to: - write a letter to tell about their family rules. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: handouts IV. Procedures: Stages/Time. Warm-up (6 minutes). Pre-writing (8 minutes). Teacher’s Activities. Students’ Activities. Game -T divides the class into 8 groups. The Ss think of one thing they are allowed /not allowed /or have to do at school and write it on a slip of paper. -T elicits some useful language to help Ss in their writing: + We aren’t allowed to . . . . . + . . . . is required + They won’t let us . . . . + We have to . . . . * Examples: + We are not allowed to ride motorcycles to school. + They won’t let us smoke. + We all have to show respect to teachers. + We aren’t allowed to swear / fight / cheat in the exam. -T calls on some representatives of the groups to go to the board and write their sentences. -T remarks the sentences on the board in front of the class. -The group having the most phrases or sentences in the shortest time is the winner of the game. * Lead – in: Most schools have their own rules and disciplines and so do the families. What rules do you have in your family? Today we will focus on writing about family rules. What are you allowed to do? - T delivers handouts to Ss and then asks Ss to put a stick for ‘Yes’ and a cross for ‘No’. -T asks Ss to work in groups of four.. * Handouts: Are you allowed to . . . ? S1 stay in bed late at weekend? come home late at night? watch TV after 10 pm? have a pet? have boyfriends/girlfriends? wear whatever clothes you want? do household chores? invite your friends to your house without asking your parents?. S2. S3. -When Ss finish, T asks them to write about the results, using phrases like these: + All of us have to . . . . + Three of us are allowed to . . . + One of us is not allowed to . . . + None of us is allowed to . . . .. T  Ss Ss  Ss T  Ss Ss  Ss. S T  Ss T  Ss. T  Ss Ss  Ss Ss  Ss. T  Ss Ss Ss.

(6) Whilewriting (22 minutes) Post- writing (8 minutes) Homework (1minute). -T invites some groups to report the results of theirs to the class. * Variations (for advanced students) -T asks Ss to discuss the following questions in small groups. 1. Were your parents strict with you when you were younger? 2. What rules did you have about homework / household chores/ television and music / clothes, jewelry and hairstyle? 3. What happened if you broke the rule? Write it yourself -T asks Ss to work individually and write a letter to a pen pal about family rules. -T repeats some useful language to help Ss write more easily. -T goes around and helps Ss, taking note of mistakes for later correction. -T asks Ss to exchange their writing and check. -T asks Ss to work in groups of three or four to describe a famous family in local region. -T goes around the class and helps Ss. -T feedbacks and correct mistakes. -T asks Ss to continue their writing at home. -T asks Ss to prepare Language Focus.. Date: August 31st, 2010 Period: 7 Unit 1 Lesson:. T  Ss Ss T  Ss T  Ss Ss  Ss T  Ss. HOME LIFE LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - Recognize the differences in pronunciation of the –s ending sound. - revise the use of some tenses (past simple and present perfect) II. Language Focus: - Grammar: past simple and present perfect - New words: revision III. Teaching Aids: pictures, handouts, coins, small pieces of paper. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pronunciation (10minutes). Teacher’s Activities Game: Sound discrimination -T divides the class into 2 groups. -T sticks 10 pictures on the board and asks Ss to name the pictures. -T asks each group to arrange the words into two groups according to the pronunciation of the –s ending sound, then write the results on the board. -The group with more correct answers will win the game. * Expected answers: elephants woods books shoes lamps handbags months peas speaks ties Activity 1 – Listen and repeat -T writes two sounds /s/ and /z/ on the board, reads twice first. -T explains the differences between the two sounds. -T guides Ss to practise pronouncing. Activity 2 – Practise these sentences -T reads the sentences first as model. -T asks Ss to pay much more attention to stressed syllables. - T asks Ss to work in pairs, picking out the words containing the sounds /s/ and /z/. -T asks them to take peer correction.. Students’ Activities T  Ss Ss  Ss Ss  Ss Ss. T  Ss Ss T Ss.

(7) Grammar (30minutes). (42minutes). Homework (2 minutes). A. Presentation Present perfect , simple past tense and past progressive -T shows Ss a picture and asks questions to elicit the answers from Ss. + How did the shoes look a few minutes ago? (They were very dirty/ They looked dirty) + Look at them now. They are clean. Why is that? (He has just cleaned them) -T asks Ss what tense is used in the sentence -T elicits the differences b/w past simple and present perfect from Ss. (T prepares) B. Practice Activity 1: Choosing the right tense (exercise 1, p.18) -T asks Ss to do the exercise 1 individually. -T goes around to observe and gives helps if necessary. - T gives the feedback and correct answers. * Suggested answers: 1. have you seen 2. has written 3. has asked 4. did you give – saw 5. didn’t listen 6. have you two met 7. did you meet ======================== Activity 2: Multiple Choice (exercise 2, p. 19) -T asks Ss to work in pairs to do the task. -T goes around to observe and gives helps if necessary. - T gives the feedback and correct answers. * Suggested answers: 1. B, 2. C, 3. A, 4. A, 5. B, 6. B, 7. B, 8. C, 9. B, 10. C, 11. B, 12. C, 13. C, 14. A, 15. B * More exercises: Give the correct form of the verb in parentheses: ( simple past, past continuous, past perfect, present perfect) 1. A.( You/ enjoy) __________ your trip to Paris? B. It was wonderful . I ( look) ________ foward to going there for a long time, and I wasn't disappointed. 2. A. George (seem) ______ ather exausted yesterday. B. That ( be) ______ b/c he ( work) _____ with his new computer most of the time. 3. A. Have you seen Peter and Kate recently? B. Yes. I ( see) ____ them yesterday.they ( come) ________ out of the park. They ( have) _____- their tennis rackets with them , so I soppose they ( play) ______ 4.A. You weren't at the party last night. B. I wsa too tired. I ( look) ______ at flats all day. I (see) _____ about a dozen. And none of them were very good. Error correction -T gives Ss handouts and asks Ss to recognize mistakes and correct them. (handouts) - Do exercises 1,2,3,4,5 on pages 6,7,8 in the workbook. - T asks Ss to prepare Unit 2 – READING. T  Ss Ss  Ss T  Ss T  Ss. S T  Ss. S S T  Ss. 1. Did you enjoy/had been looking 2.seemed/was/ had been looking 3. saw/ were coming/ had/ had been playing 4. had been looking/ had seen T  Ss.

(8) Period: 8 Unit 2 CULTURAL DIVERSITY Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about cultural diversity. - guess the meaning in context. II. Language Focus: - Grammar: revision - New words: precede, confide, partnership, determine, sacrifice, oblige . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-reading 9 minutes. Teacher’s Activities Game: Hot seats -T breaks the class into big groups, A and B. -Each group chooses a representative to seat in the ‘hot seats’ in the front with their backs to the board. -T writes a word on the board and asks the groups to explain, describe, or define the word in any ways so that their team mates in the ‘hot seats’ can speak out the word. -T awards one point to the fastest group to succeed in guessing the word. * Expected words: house / love / money / job / health / fame -T leads into the new lesson: In your opinion, which of the above factors is the most important for a happy life? Why?. In today’s lesson, we discuss on the different ideas about love and marriage of the Americans and Asians. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + precede (v): happen or come before sth + confide (v) (in sb) (explanation) + partnership (n) (translation)  be partnership with sb / go into partnership with sb + determine (v) (explanation)  be determined to do sth + sacrifice (v) (for sb/ sth) (context) + oblige (v): to force (synonym) + counterpart (n) (explanation) Checking: Gap-fill -T asks Ss to work in pairs and do exercises (handouts) to check their understanding about the meanings of the new words given. 1. Parents are . . . by law to send their children to school. 2. An Indian woman has to . . . more in a marriage than a man. 3. The sales director phoned her . . . in the other company.. Students’ Activities T  Ss Ss  Ss. T  Ss. T  Ss. S S.

(9) 4. They agreed that it was unwise to . . . in their wives. 5. Love is supposed to follow marriage, not . . . it. 6. An inquiry was set up to . . . the cause of the accident. 7. He developed his own program in . . . with an American expert. * Expected answers: 1. obliged 2. sacrifice 3. counterpart 4. confide 5. precede 6. determine 7. partnership WhileActivity 1: Guiding questions reading -T asks Ss to read the passage and answer the questions. -T asks Ss to compare the answers with their partners. -T checks with the whole class. * Expected questions: 20 minutes 1. What is the survey about? 2. What are they four key values in the survey? * Expected answers: 1. The survey is about the traditional attitudes of Americans and Asians toward love and marriage. 2. They are Trust build on love; Physical attractiveness; Confiding; Partnership of equals. ================================ Activity 2: Multiple Choice -T arranges Ss to work in pairs. -T asks Ss to read the passage again and then close all their textbooks. -T asks Ss to do multiple choice exercise (handouts) -T goes around the class and gives a help. -T asks Ss to compare their answer with others. -T gives out the correct answer * Handouts: 1. Americans believe in . . . . marriage – a boy and a girl are attracted to each other, fall in love and decided to marry each other. A. contractual B. romantic C. lucky 2. Asians believe in . . . . marriage – the parents of the bride and the groom decide on the marriage. A. traditional B. romantic C. contractual 3. The Americans agree that a wife should maintain her beauty and . . . . after marriage. A. character B. personality C. appearance 4. The majority of Asian students reject the American view that marriage is . . . . A. a partnership of B. based on love C. to sacrifice equals 5. More Asian students agreed that a husband is obliged to tell his wife . . . . A. where he has B. about his work C. about his secrets been 6. Young Asians are not as . . . . as their Americans counterparts. A. trustful B. hard-working C. romantic * Suggested answer: 1. B 2. C 3. C 4. A 5. A 6. C Post- reading Discussion -T asks Ss to work in groups of four to discuss and find out the 12 minutes features of a traditional Vietnamese family, the modern Vietnamese family. -T goes around the class and helps Ss. -T calls on some pairs to act out their opinions in class. -T makes comments. * Suggested ideas: + A traditional Vietnamese family - There are a lot of children in the family. - Parents often decide who their children will marry. - Wives never decide things to do in the family without asking their. S S. T  Ss S S S. T  Ss S S Ss S S. T  Ss Ss  Ss.

(10) Homework. husbands’ opinions. Men often achieve a dominant position in the family. The father is the head of the household, who presents authority and makes all the important decisions. His wife is responsible for the domestic side of the family life. -Men rarely cook meals in the kitchen. Cooking is considered women’s task. + A modern Vietnamese family - There are only two children in the family. -Parents let their children decide whom they will marry. - Both the father and the mother work to earn living. - The mother takes care of the housework and the children with the help of the father. - The father can look after his children and help in the house, even his wife doesn’t go out to work. -T asks Ss to write short paragraphs about their family, a traditional or a modern one. (about 80 words). 1 minutes Period: 9 Unit 2 CULTURAL DIVERSITY Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about household chores. - express their ideas about family life. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, cards IV. Procedures: Stages/Time Teacher’s Activities. Warm-up (5 minutes) Pre-speaking 7 minutes. Whilespeaking 10 minutes. 10 minutes. Questions and answers: -T asks Ss to work in groups of five and discuss the questions given by teacher. + Who often does these things in your family? + Do you want to live in a modern or a traditional family? Why? -T leads into the new lesson. Useful expressions -T elicits some useful expressions to express the points of view from Ss. + In my opinion / In my point of view / As far as I am concerned / For me . . . + I agree / I don’t agree / It’s not true because . . . + Perhaps you are right, but . . . / I think it’s wrong to . . . + I don’t really have any opinions about . . . + Shall we come back to that later? Activity 1: What is your viewpoint (task 1, p.22) -T hangs on a chart with the sentences mentioned in task 1. -T lets Ss work in pairs to express their point of view upon the sentences, using words or expressions in the box. -T invites class opinions and goes over the answers with the class. -T gives feedback. =============================== Activity 2: Discussion -T arranges Ss to work in groups of four or five, discussing and finding out the corresponding features of the Vietnamese culture. -T goes around to control and gives helps if necessary. -T jots down some mistakes Ss have made for later correction. -T calls on some groups to act out in front of the class. -T makes corrections if needed and make comments. * Suggested ideas: In American (see the textbook) In Vietnam. T  Ss. Students’ Activities T  Ss Ss  Ss T  Ss T  Ss. T  Ss. S S T  Ss S S. T  Ss Ss  Ss Ss.

(11) Postspeaking 12 minutes. 1. Three or sometimes four generations live under the same roof. 2. Elders live with children and are taken care of by their sons, daughters-in-law or daughters. 3. Asking about age, marriage and salary are acceptable. 4. A Vietnamese greets the head of the family or an older person first, then the younger ones. 5. Tet is the most important. 6. The Vietnamese celebrate dead days. The prepare meals and often invite their relatives and friends to get together and talk about good respect of the dead person. 7. Young children often sleep with their children. Writing: Compare and contrast -T asks to work in groups of four. T gives each group a small bard and board marker. -In groups, Ss write about the similarities and the differences b/w the Vietnamese and the American cultures. -T invites representatives from the groups to report their ideas to the class. -T give feedback and makes comments. * Suggested ideas: + Differences: American culture - Most of Americans are individualists. - People always ask if it’s OK when they want to smoke. -Young people usually live in their own houses or flat after marriage. - Teenagers go out on dates a lot. -Asking someone about his age /marriage is considered to be impolite. - People live in nuclear family. Vietnamese culture - The Vietnamese are collectivists. - Smokers light up cigarettes at any time without asking permission. - The Vietnamese never exchange cheek-kisses. It is a shock to most married women. - It’s OK to blow your nose in public. - Young people usually live with their parents after marriage. - It’s OK to ask people about their age / marriage. - People live in extended family. + Similarities: - American and Vietnamese are multi-culture countries. - Both Vietnamese and American are friendly, hospitable, and hardworking people who always proud of their countries. -They both hate war and love peace. - They like doing charity work. - T asks Ss to prepare for the next lesson.. Homework 1 minutes Period: 10 Unit 2(cont.) CULTURAL DIVERSITY Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for the understanding of the passage about a wedding in Vietnam. - listen for specific ideas II. Language Focus: - New words: bride, groom, altar, banquet, III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Stages/Time Teacher’s Activities. Warm-up (3 minutes). Game: Flashing the picture -T flashes a picture of a wedding ceremony and asks Ss what they see in the picture. - If necessary, T can make some questions like these: 1. What is the picture about?. Ss Ss  Ss T  Ss Ss. T  Ss. Students’ Activities T  Ss Ss  Ss.

(12) Pre-listening (7 minutes). Whilelistening 12 minutes. 10 minutes. 2. How many people are there in the picture? 3. Who are they? 4. What are they doing? -T invites some Ss to make guesses. - T shows Ss the picture again so that they can have the right answers. Lead-in: - Have you ever been to a wedding ceremony? -What did you see there? Today, you will listen to two people talking about a wedding ceremony in Vietnam. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + bride (n) (picture) + groom (n) (picture) + altar (n) (picture) + banquet (n) (explanation) Checking: -T asks Ss to listen to the explanations in English and say the word. -T checks the answers with the class. Activity 1: Gap-fill (Task 1, p. 25) -T plays the CD two times and gets Ss to work in pairs to listen to the passage and fill in each gap with one word they hear. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: 1. the groom’s parents 2. red papers 3. altar 4. at the wedding banquet 5. wedding cards / money / gifts Activity 2: Answer the questions (Task 2, p. 25) -T delivers handouts in which there are five questions and answers in jumbled order (questions mentioned in the textbook). -T plays the tape many times for Ss to check their answers if necessary. -T gives the correct answers. * Expectedd answers:. E. They stop by each table to say thank to their guests.. T  Ss Ss. T  Ss. T  Ss. T  Ss S S T  Ss Ss. T  Ss Ss T  Ss Ss. D. They would pray asking their ancestors’ permission to be married. C. To go to the bride’s home bringing a lot of gifts wrapped in red papers. G. At the groom and bride’s home, at a hotel or a restaurant. A. After they pray and ask their ancestor’s permission to be married. B. When the M.C introduces the groom, the bride, the parents . . . Postlistening 10 minutes. Key: 1. C 2. D 3. A 4. G 5. E Retell the wedding ceremony -T asks Ss to work in groups. In groups, Ss describe the wedding ceremony. -T goes around the class and helps Ss when necessary.. T  Ss Ss  Ss.

(13) Homework 3 minutes. -T invites some Ss to present their preparation. -T takes notes of Ss’ mistakes for later correction. -T makes comments on what Ss have. Answer the questions - T asks Ss to answer the question: “What do families often do to prepare for a wedding ceremony?” Get on-line - T asks Ss to search for the information on the Internet to find some interesting customs for births, marriages, seasons or good luck.. Period: 11 Unit 2(cont.) CULTURAL DIVERSITY Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - describe the typical features of a Vietnamese conical leaf flat. - write the description of a conical leaf hat. II. Language Focus: - Grammar: revision - New words: rim, rib, strap, palm leaf, sew, trim, attar oil . . . III. Teaching Aids: handouts IV. Procedures: Stages/Time Teacher’s Activities. Warm-up (3minutes). Game: Ambiguous picture -T draws a small part of a picture, and asks Ss what it is going to be. -T invites Ss to give their opinions. -T adds a little more to the drawing and asks the questions again. -T builds the picture up in about 5 stages.. -T leads into the new lesson. Pre-writing 12 minutes. Whilewriting. 1. Brainstorming - T draws a conical hat on the board. (or T can bring a conical hat to the class) -T asks Ss to look at the conical hat and name different parts of the hat. 2. Pre-teaching vocabulary -T elicits some new words based on the answers of the Ss. 1. rim (n) (picture) 2. rib (n) (picture) 3. strap (n) (picture) 4. palm leaf (n) 5. sew (v) (miming) 6. trim (v) (explanation) 7. attar oil (n) (definition) 3. Outline -T elicits the outline of a paragraph to describe the conical hat. A. Instruction + symbol of Vietnamese girls / women + part of the spirit of Vietnamese nation B. Main body Materials + special kind of bamboo and soft palm leaves Shape and size + conical form + diameter: 45-50 cm; 25-30 cm high + shaping 16-18 ribs into conical form Process + covering the form with leaves / sewing leaves around ribs C. Conclusion + protecting people from rain / the heat of the sun + girls / women look pretty / attractive Write it yourself -T asks Ss to work individually and write a paragraph about 150. T  Ss Ss. T  Ss. Students’ Activities T  Ss S T  Ss. T  Ss Ss  Ss Ss  Ss T  Ss. T  Ss. T  Ss.

(14) 20 minutes. Post- writing 9 minutes. Homework 1 minutes. words about the conical hat of Vietnam, based on the outline and the information above. -T goes around and helps Ss, taking note of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Speaking: Role-play -T asks Ss to work in pairs, one is a foreigner and the other is a student of English. -The foreigner wants to know something about the conical hat and the student has to describe it. -T sets the time for Ss to practice speaking. -T calls on some pairs to act out their conversations if time allows. -T feedbacks and correct mistakes. Review -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. Ss T  Ss Ss. T  Ss S S T  Ss. T  Ss. Period: 12 Unit 2(cont.) CULTURAL DIVERSITY Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - recognize the differences in pronunciation of the –ed ending sound. - revise the use of some tenses (past simple and present perfect) II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, handouts, flipcharts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game: Sound classifying -T hangs on a flipchart with the verbs and the table below: wash / wait / waste / cause / ask / phone / dance / end / stop / watch / arrange / open /t/. Pronunciation 9minutes. Students’ Activities. /d/. /id/. -T tells Ss that they are going to work in pairs to write the past tense of the verbs in the correct column of the table according to the pronunciation of the –ed ending sounds. -The first pair who has the correct answer is praised -T calls on some Ss to go to the board, writing the verbs in the right column. -T checks with the whole class. Activity 1 – Listen and repeat -T writes two sounds /s/ and /z/ on the board, reads twice first. -T explains the differences between the two sounds. -T guides Ss to practise pronouncing. -T asks Ss to look at the chart and elicit the pronunciation of the –ed ending sound. 1. –ed ending sound is pronounced /t/ when the verbs end with the sounds /k/, /p/, /∫/, /t∫/, /f/,or /s/. 2. –ed ending sound is pronounced /id/ when the verbs end with the sounds /t/ or /d/ 3. –ed ending sound is pronounced /d/ when the verbs end with all sounds except those in 1 and 2. Activity 2 – Practise these sentences -T reads the sentences first as model.. T  Ss. S S S S T  Ss. T  Ss Ss T Ss. S S.

(15) Grammar 14minutes. 14minutes. 15minutes. Homework 2 minutes. -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 27. -T invites some Ss to read the sentences aloud. -T makes correction if needed. Presentation -T prepares some sentences (handouts). -T delivers the handouts to Ss and asks them to read the sentences. -T elicits the use of some tenses: present perfect, simple past, near future tense, present continuous from Ss, then T asks them to do the exercise in their textbooks. -T invites some Ss to give out their correct answers. -T check with the whole class. Practice Activity 1: Sentence completion (Exercise 1, p. 28) -T asks Ss to work in pairs to complete the conversation with the correct form of verbs in the box. -T goes over the answers with the whole class. -T calls on some pairs to act out their conversations. * Expected answers: 1. Have you seen / saw / am going to see 2. drank / have not drunk / drank 3. has written / Did she write / wrote 4. have been cooking / have cooked / have cooked Activity 2: Complete the passage (Exercise 2, p.28) -T gets Ss to read the passage and choose one correct answer which best fits each gap. -T goes around to control and gives helps if necessary. - T gives the feedback and correct answers. * Suggested answers: 1. C 2. A 3. C 4. A 5. C 6. A 7. C 8. A C. Production -T asks Ss to work in groups of four to make 5 sentences in which they use five tenses of the main verbs. Error correction -T asks Ss to do the exercise 3 in their textbooks. - T asks Ss to prepare Unit 3 – READING. T  Ss. T  Ss Ss  Ss T  Ss T  Ss. S T  Ss. T  Ss S. Ss  Ss T  Ss. Date: September 14th, 2010 Period: 13 Unit 3 WAYS OF SOCIALIZING Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about ways of socializing - guess the meaning in context. II. Language Focus: - Grammar: revision - New words: attract, verbal, non-verbal, informal, nod, approach . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time. Warm-up. Teacher’s Activities Game: Getting through -T asks Ss to play the game in groups of four or five. -T asks Ss, in turn, to make gestures. The others guess the meanings. * Expected:. Students’ Activities T  Ss.

(16) (5 minutes). 1. That sounds crazy! 2. Come here 3. Be quiet 4. Peace 5. Be careful 6. We won 7. Hello 9.I can’t hear you. Lead-in: -Do you often use these gestures to communicate? -Do other people understand you? Today, you get to know about ways of socializing through the reading passage.. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + attract sb’s attention (v) (synonym): draw sb’s attention Pre-reading + verbal (a) (explanation) 7 minutes + non-verbal (a) (antonym) + informal (a) (antonym) + nod (v) (miming) + approach (v) (synonym): come near Checking -T reads the English words and has Ss say the Vietnamese meanings and vice versa. WhileActivity 1: What’s the title? (Task 2, p. 32) reading -T asks Ss to read the passage and decide which option is the best title for the passage. -T asks Ss to compare the answers in pairs. -T make comments and gives feedback. 7 minutes * Expected answer: A. Attracting Attention: Non-verbal Cues Activity 2: Gap sentences -T delivers the handouts with gapped sentences about the content of 13 minutes the reading passage. -T gets Ss to read the passage again and close their books. -T asks to fill in the blanks with suitable words/phrases, then compare the answers in pairs -T invites some Ss to give their answers to the class. -T checks the answers with the whole class. * There are the sentences prepared on the handouts 1. We can use either verbal or _______ communication to attract someone’s attention. 2. _______ and waving are considered to be big, obvious non-verbal signals. 3. If we want to _______ , we wait until he passes us, catch his eyes, and nod slightly to let him know we want him. 4. If you are _______ the school yard and see your teacher approaching, you can use a _______ to attract his or her attention. 5. _______ someone is usually considered rude. * Expected answers: 1. non-verbal 2. Jumping up or down 3. attract the waiter’s attention 4. walking across / a small friendly wave 5. Pointing at Post- reading Discussion -T asks Ss to work in groups of four to discuss the different meanings 12 minutes of whistling and hand-clapping in Vietnamese culture. -T goes around the class and helps Ss. -T calls on some groups to give out their opinions in class. -T gives feedback and makes comments. * Suggested ideas: + Whistling: In Vietnam, people whistle when: -they are excited about something. -they are happy / feel relaxed. -they want to draw someone’s attention in very informal. Ss  Ss. T  Ss. T  Ss. T  Ss. T  Ss S S T  Ss. T  Ss Ss  Ss.

(17) Homework. situations. . . . + Hand-clapping: In Vietnam, people clap their hands when: -they want to encourage someone. -they want despise someone. -they want to attract someone’s attraction. -they want to give the signal to tell someone to come near. . . . -T asks Ss to find the different meanings of whistling and handclapping in British culture.. 1 minutes Date: September 16th, 2010 Period 14 Unit 3(cont.) Lesson:. T  Ss. WAYS OF SOCIALIZING SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - practice giving compliments in different situations. - know how to respond to compliments. II. Language Focus: - Grammar: revision - New words: terrific, decent, handle, kid, tune . . . III. Teaching Aids: cards IV. Procedures: Stages/Time. Warm-up (4 minutes). Pre-speaking 10 minutes. Teacher’s Activities Game: Scrambled sentences -T divides the class into 6 groups. -T writes 6 sentences onto the cards, one word on each card. All the words from one sentence should be written in the same colour card (or marker) to distinguish it from the other sentences. -T scrambles the word order of each sentence. -T gives one scrambled sentence to each group. -T asks Ss in each group to unscramble the sentence as quickly as possible then stick their sentence on the board. -The fastest group with the correct sentence will be the winner. * Expected scrambled sentences: 1. I really enjoy your public speaking! 2. I thought your tennis game was excellent today. 3. Your hairstyle is terrific, Mary! 4. That’s a nice pair of shoes you’re wearing. 5. What a lovely baby you have! 6. You really have a very beautiful jacket! + Who often does these things in your family? + Do you want to live in a modern or a traditional family? Why? Lead-in: T asks Ss some questions to lead into the new lesson. -When do you say these sentences? (Expected: when we want to give compliments) -How often do you hear people complimenting each other in English? -Do you often give or receive compliments? Today, we will practice giving and responding to compliments in different situations. Pre-teaching vocabulary -T elicits some new words by playing game. -T asks Ss to close their books. -T prepares five cards with the words which have missing vowels in each word. -T asks Ss to work in pairs and find the missing vowels in the words to make them meaning ones. -T invites some Ss to give their answers.. Students’ Activities T  Ss Ss  Ss T  Ss S. T  Ss. T  Ss. T  Ss S S.

(18) -T hangs on the chart with the definitions / synonyms of the words. -T calls on some Ss to go to the board and stick the word cards next to their definitions / synonyms. -T gives feedback.. S. 1. terrific (a) (synonym): excellent, wonderful 2. decent (a) (explanation) 3. handle (v) (translation) 4. kid (v) (synonym): joke 5. tune (n) (translation).. Whilespeaking 10 minutes. 10 minutes Postspeaking 10 minutes. Eliciting -T elicits compliment formulas and some useful expressions used to compliment from Ss. [Noun phrase + be / look + Adjective] + Your blouse is really beautiful. + Your hair looks great! [I + (really) + like / love + Noun phrase] + I really like your dress + I love your new apartment. [Pronoun + is + (really) + Adjective + Noun phrase] + That’s a really nice rug. * Some useful expressions  You have such beautiful hair / How beautiful your hair is!  Isn’t your ring beautiful!  You (really) did a good job!  You (really) handled that situation well!  Congratulations! You have played so well in the game.  Amazing! You’ve made an excellent speech!  That’s a great / an excellent . . .  Let me congratulate you on . . . * Suggested responses to the compliments  Thanks for your compliment. I’m glad you like it.  Thanks. It’s all very well for you to say so.  Your compliment is encouraging.  It’s nice of you to say so. Activity 1: Giving compliments (Task 2, p.33) -T lets Ss work with their partners to practise giving compliments to suit the responds. -T goes around to control and gives help if needed. -T invites some pairs to act out their dialogues. -T gives feedback and comments. Activity 2: Responding to the compliments (Task 3, p. 33) -T puts Ss into pairs o practice responding to the compliments. -T goes around to control and gives helps if necessary. -T jots down some mistakes Ss have made for later correction. -T calls on some groups to act out in front of the class. -T makes corrections if needed and make comments. Dialogue building -T asks to build dialogues to practice giving responding to the compliments in pairs. -T calls on some pairs to act out their dialogues. -T give feedback and makes comments.. T  Ss. T  Ss. T  Ss S S T  Ss S S. T  Ss T  Ss S S T  Ss.

(19) Homework 1 minutes. T  Ss. - T asks Ss to prepare for the next lesson.. Date: September 20th, 2010 Period 15 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general information. - listen for specific ideas. II. Language Focus: - Grammar: - New words: marvelous, argument, install, regulation, shank, apologetic, startling . . . . III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Pre-listening (8minutes). Teacher’s Activities Game: A phone call -T shows a picture of a boy and a girl talking each other on the phone. -T asks Ss to work in pairs, studying the picture and answering the following questions: 1. What do you see in the picture? 2. What are they doing? 3. What do you think they would say to greet each other? 4. How long do you think it would take them to finish their call and why? Lead-in: T asks Ss some questions to lead into the new lesson. -Do you often phone your friends? -What do you often talk to them on the phone? How long? Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + marvelous (a) (synonym): wonderful, fantastic + argument (n) (with sb over/about sth) (translation) + install (v) (context + explanation) + regulation (n) + shank (n) (picture) + apologetic (a) (about/ for sth) (explanation) + startling (a) (explanation) Checking: Slap the board -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. -T reads the synonym, explanation or Vietnamese equivalent of the words. The first student who slaps on the correct word on the board gets one point. -The group with more points wins the game.. Students’ Activities T  Ss Ss  Ss T  Ss Ss. T  Ss. T  Ss. T  Ss. S Whilelistening 12 minutes. 10 minutes. Activity 1: True or False (Task 1, p. 35) -T plays the CD two times and gets Ss to work in pairs to listen to the passage and decide whether the statements are true (T) or false (F). -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: 1. T 2. F 3. T 4. F 5. F 6. T Activity 2: Gap-fill (Task 2, p. 36) -T lets Ss listen to part of Ms. Linda Cupple’s talk again and write the missing words in the numbered blanks of the passage. -T plays the tape many times for Ss to check their answers if. T  Ss S S T  Ss Ss T  Ss Ss.

(20) Postlistening 10 minutes. Homework 3 minutes. necessary. -T asks Ss to compare the results in pairs -T gives the correct answers. * Expected answers: 1. agreed 2. to avoid 3. particular 4. adults 5. waking 6. heart 7. kindness 8. to stick Speaking: Summarizing -T arranges Ss to work in groups of four or five. -T asks Ss to summarize Ms Linda Cupple’s talk. -T gives some ideas as hints for Ss to summarize the talk. -T calls on some representatives to report to the class. -T gives feedback. + Length of time + Time for calling + Calling late at night + Calling at weekend Writing - T asks Ss to give some of their own pieces of advice on how to use the telephone in the family.. S S Ss. T  Ss Ss  Ss Ss T  Ss. T  Ss. Date: September 22nd, 2010 Period 16 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - build sentences based on given words. - re-order given sentences to make a complete paragraph. II. Language Focus: - Grammar: revision - New words: apologize, abrupt, thoughtful, discourtesy, interruption . . . III. Teaching Aids: cards IV. Procedures: Stages/Time. Warm-up (4minutes). Pre-writing 6 minutes. Teacher’s Activities Game: Cut-up sentence -T arranges the class into 6 groups. -T prepares 6 set of cards with words or phrases of the sentences cut up. -T gives one set to each group. -T asks Ss to rearrange the word cards so that they will make a meaningful sentence. -T tells Ss to stick the word cards on the board. -The first group to have the correct sentence will win the game. * Expected cut-up sentence something that / An apology is / to tell someone / that / you are sorry / you say or write. An apology is something that you say or write to tell someone that you are sorry. -T leads into the new lesson. Pre-teaching vocabulary -T elicits some new words based on the answers of the Ss. 1. apologize (v) (to sb for sth) (explanation) 2. abrupt (a) (explanation) 3. thoughtful (a) (synonym)): considerate 4. discourtesy (n) (synonym): rudeness. Students’ Activities T  Ss Ss  Ss S T  Ss. T  Ss T  Ss.

(21) Whilewriting 12 minutes. 12 minutes. Post- writing 10 minutes Homework 1 minutes. 5. interruption (n) (translation) Activity 1: Sentence building (Task 1, p. 36) -T asks Ss to discuss and make sentences in pairs. -T asks Ss to change the form of verb and no addition and omission is required. -T goes around and helps Ss, taking note of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Activity 2: Jumbled sentence (Task 2, p. 37) -T divides the class into groups of four to put the sentences into the correct order. -T goes around and helps Ss, taking note of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Expected answers: Paragraph 1: 1. C 2. E 3. A 4. B 5. D Paragraph 2: 1. C 2. E 3. B 4. A 5. D Correction -T asks Ss to write paragraph 1 and 2 on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. T  Ss Ss T  Ss Ss T  Ss Ss T  Ss Ss. T  Ss T  Ss. Date: September 24th, 2010 Period 17 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in two syllable words. - revise reported speech II. Language Focus: - Grammar: reported speech - New words: revision III. Teaching Aids: pictures, handouts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game: Odd one Out -T hangs on a flipchart with the words. -T asks Ss to read the words and underline the word with a different stress pattern from the others. Example: money machine mountain message 1. middle minute mission mistake 2. reason remove receive review 3. artist agree allow attract 4. common careful crazy complete -The first student who has the correct answer will be praised Key: 1. mistake 2. reason 3. artist 4. complete Activity 1 – Listen and repeat -T writes some words on the board and elicits the rule: * Most two-syllable nouns and adjectives have stress on the first syllable, even if they don’t come from an original one-syllable word.. Students’ Activities T  Ss S S T  Ss T  Ss Ss.

(22) Pronunciation 9minutes. Grammar 14minutes. * Most two-syllable verbs have stress on the second syllable, even if they don’t come from an original one-syllable word. * In general, the verbs all have the stress pattern oO. -T guides Ss to practise pronouncing. Activity 2 – Practise these sentences -T reads the sentences first as model. -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 38. -T invites some Ss to read the sentences aloud. -T makes correction if needed. Presentation Reported speech -T prepares some sentences (handouts). -T delivers the handouts to Ss and asks them to read the sentences. -T elicits some changes of verb tenses when reporting a sentence.. -The verb forms change in the following ways Direct speech Reported speech simple present  past simple present continuous  past continuous present perfect  past perfect past simple  past perfect past continuous  past perfect continuous past perfect  no change possible will  would is going to  was going to can  could must  had to  REMEMBER 1. The change of tense often happens because what the person said is in the past. 2. If what the person says is still true / relevant now, we often don’t change tenses. “I’m probably going to be late for the meeting”  Mary said she’s probably going to be late for the meeting. 3. Notice that if the reporting verb is in the present tense, then there is no tense change.. T Ss. T  Ss T  Ss S S. T  Ss. T  Ss. 4. Pronouns and possessive nouns often change in reported speech. Direct speech here this now today tonight tomorrow yesterday next Monday last Monday to come. 14minutes. Reported speech  there  that  then  that day  that night  the next day / the following day  the day before / the previous day  the following Monday the previous Monday to go. Practice Activity 1: Reporting the past (Exercise 1, p. 38) -T asks Ss to work in pairs to do the exercise 1 on page 38. -T goes over the answers with the whole class. -T calls on some pairs to act out their conversations. * Expected answers: (Teacher’s books) Activity 2: Sentence transformation -T hangs on a chart. -T asks Ss to rewrite the sentences on the chart, using indirect speech so that the meaning stays the same. -T asks some Ss to write their sentences on the board. -T encourages Ss to give their opinions. -T gives feedback.. T  Ss S S T  Ss. T  Ss S S.

(23) Homework 2 minutes. * Sentences on the chart: 1. They said: “We are learning Japanese now” 2. She said: “I’ll come here to take this book” 3. He said to his friend: “I am going on holiday tomorrow” 4. “You are not allowed to smoke in your room, Dick”, said his mother. 5. “I might not be able to come on Sunday,” said David * Key: 1. They said that they were learning Japanese then. 2. She said she would go there to take that book. 3. He told his friends he was going on holiday the next day. 4. Dick’s mother told him that he wasn’t allowed to smoke in his room. 5. David told us that he might not be able to come on Sunday. -T asks Ss to do the exercise 2 in their textbooks. - T asks Ss to prepare Unit 4 – READING. Date: October 1st, 2010 Period 21 Unit 4 SCHOOL EDUCATION SYSTEM Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about school system in England - guess the meaning in context. II. Language Focus:. T  Ss. T  Ss.

(24) - Grammar: revision - New words: attract, verbal, non-verbal, informal, nod, approach . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up (5 minutes). Game: Questions and answers -T asks Ss some questions to lead into the new lesson. 1. When did you start Grade 1? 2. When does the school year begin in Vietnam? 3. Do you have any examinations when you finish primary school? Lead-in: Today, we’ll focus on the school education system in England compared with school education system in Vietnam.. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + compulsory (a) (synonym): mandatory, obligatory ≠ optional Pre-reading + certificate (n) (realia) (9 minutes) + curriculum (n) (explanation) + core (a) + tuition fees (n) (explanation) + state school (n) (explanation) + primary education (n) (definition) + secondary education (n) (definition) Checking -T reads the English words and has Ss say the Vietnamese meanings and vice versa. WhileActivity 1: Questions and Answers (Task 2, p. 46) reading -T asks Ss to read the passage and answer the questions -T asks Ss to compare the answers in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. (7 minutes) * Expected answer: 1. From the age of 5 2. There are 3 terms 3. The state school and the ‘independent’ or ‘public’ school system. 4. Yes. 5. There are three core subjects (English, Maths, and Science) Activity 2: Gap-fill -T delivers handouts and asks Ss to work in pairs. (13 minutes) -In pairs, T asks Ss to read the passage and fill in each gap with suitable word. -T calls on Ss to speak out their answers. -T checks the answers with the whole class. * There are the gapped sentences on the handouts Schooling is (1) ______ for all English children from the age of 5 to 16. The academic year in England runs from (2) ______ to July and is (31) ______into 3 terms. (41) ______ term is from the beginning of September to mid-December. Spring term is from the beginning of January to mid-March and (4) ______ term from early April to midJuly. Each term is separated by one-week (1) ______ called half term. * Expected answers: 1. compulsory 2. September 3. divided 4. Autumn 5. Summer 6. break Post- reading Stop and Correct -T has Ss read the 2nd paragraph very carefully in about 4 minutes and (12 minutes) then Ss close their textbooks. -T reads the paragraph with some wrong information. -T asks Ss to listen and shout “STOP” when they realize the wrong information.. Students’ Activities T  Ss. T  Ss. T  Ss. T  Ss. T  Ss S S T  Ss. T  Ss S.

(25) -T asks Ss to correct the wrong information and give good marks to Ss who have correct answers. -T tells the class to open their books and check the answers. -T gives feedback and makes comments. * Suggested paragraph + Whistling: There are (1) three parallel school systems in England. The first is the (2) private school system, which is free to all students, paid for by the (3) people. The secondary category is the ‘independent’ or (4) ‘special’ school system, which is (5) paid by students. The state school system, which educates (6) 95% of the pupils in England, can be (7) put into two levels of education: primary education and (8) university education.. T  Ss. * Mistake correction: 1. two 5. fee paying Homework (1 minute). 2. state 6. 93%. 3. state 7. divided. 4. private 8. secondary. Writing -T asks Ss to write a short paragraph about the most difficult school subjects they are facing with and solutions to the better study of the subjects.. T  Ss. Date: October 4th, 2010 Period 22 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - get some knowledge of the education system. - talk about the school education system in Vietnam. II. Language Focus: - Grammar: revision - New words: nursery school, kindergarten, lower secondary school, upper secondary . . . III. Teaching Aids: pictures, handouts, pieces of paper. . . . IV. Procedures: Stages/Time. Warm-up (3 minutes). Pre-speaking (7 minutes). Teacher’s Activities Game: Match up -T asks Ss to play the game in pairs. -T shows pictures of schools and asks Ss to match the schools with their names. -T invites some Ss to give the answers. * Expected names of schools in the pictures 1. Pre-school (nursery school and kindergarten) 2. Primary school 3. Lower secondary school 4. Upper secondary school Lead-in: Today, you will practice speaking about the school education system in Vietnam. Pre-teaching vocabulary -T elicits the Vietnamese meaning of the following words from Ss. 1. Pre-school (nursery school and kindergarten) 2. Primary school 3. Lower secondary school 4. Upper secondary school. Students’ Activities T  Ss S S T  Ss S T  Ss. T  Ss T  Ss.

(26) Whilespeaking (10 minutes). (10 minutes). Postspeaking (14 minutes). Homework (1 minute). Activity 1: Questions and Answers (Task 1, p.47) -T lets Ss work with their partners to ask and answer the questions about the school education system in Vietnam based on the table on page 47. -T works with a student to model. -T goes around to control and gives help if needed. -T invites some pairs to act out their conversations -T gives feedback and comments. Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old. A: How long is the primary education? B: 5 years, from grade 1 to grade 5. Activity 2 (Task 2, p. 47) -T divides the class into groups of five. -T asks Ss to talk about the school education system in Vietnam, using the information from Task 1. -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. * Suggested ideas: There are three levels of education in Vietnam: pre-school, primary school and secondary school. Children often go to pre-school when they are one year old, which is optional. Primary and lower secondary education are compulsory in Vietnam. Children start to go to primary school at the age of six and generally move to lower secondary school at the age of eleven. Children stay in lower secondary school until the age of fourteen when they finish lower secondary school and then they have to take an examination to go to upper secondary school . . . Writing about the similarities and differences -T divides the class into six groups. -T assigns three groups to write about the similarities b/w the school system in Vietnam and England, and the other three groups to write about the differences. -T asks Ss to stick their extra board on the board. -T calls on some groups to report their writing to the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson.. T  Ss. S S. T  Ss. T  Ss Ss  Ss. T  Ss. T  Ss Ss  Ss T  Ss T  Ss. Date: October 6th, 2010 Period 23 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. - know more about the school education in Vietnam. II. Language Focus: - Grammar: - New words: tearaway, disruptive, methodical, well-behaved, struggle . . . III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities T  Ss. Warm-up. Game: Scrambled words -T delivers handouts with some jumbled words. -T tells Ss that here are some of the school subjects that English secondary school pupils usually have at school..

(27) (6 minutes). Pre-listening (8minutes). Whilelistening (10 minutes). (10 minutes). -T asks Ss to work in groups of four to work out what the words are. -The first group to have the most correct answers will be the winner. * Expected words: 1. history 2. French 3. physics 4. music 5. English 6. mathematics 7. geography 8. chemistry 9. cookery 10. computer Lead-in: T asks Ss some questions to lead into the new lesson. -What subjects do you like to study most / least in your class? Why? -What school subjects are you good at? Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + tearaway (n) (translation) + disruptive (a) (definition) + methodical (a) (synonym): careful, thoroughly + well-behaved (a) (explanation) + struggle (n) (picture + explanation)  struggle against / with s / sth Checking: Slap the board -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. -T reads the synonym, explanation or Vietnamese equivalent of the words. The first student who slaps on the correct word on the board gets one point. -The group with more points wins the game. Activity 1: Listen and tick (Task 1, p. 48) -T plays the CD two times and gets Ss to work in pairs to listen to the passage. -T asks Ss to listen and put a tick to the questions to which the answer is ‘Yes’. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: Jenny Gavin  1. Did you always work very hard?  2. Did you always listen carefully to your  teacher?  3. Did you always behave well? 4. Did you pass your exams easily 5. Did you always write your homework   slowly and carefully? 6. Did you think your school days were the best days of your life? Activity 2: Listen and answer the questions (Task 2, p. 48) -T lets Ss listen to the passage again if needed and then T asks them to answer the questions. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. * Expected answers: 1. When he enjoys the subjects. 2. He found it very difficult. 3. Because they were very difficult for him to do it in a short time. 4. Because he went away to boarding school when he was quite young and didn’t like that. So schools weren’t the best days of his life.. Ss  Ss T  Ss. T  Ss. T  Ss. T  Ss. Ss  Ss T  Ss T  Ss S S T  Ss. T  Ss S S S S.

(28) Postlistening (10 minutes). Homework ( 1 minute). Chatting -T asks Ss to work in pairs to talk about their school. If necessary, T gives Ss the following questions as cues. + How do you feel about your school? (Do you like it or not?) + What things do you like and what things don’t you like? (uniform? subjects? teachers? punishment / extra-curriculum activities?) + What changes would you like to make? -T goes around to control. -T gives feedback. Writing - T asks Ss to write about the results of their current exams at school and what they will do to prepare for the next exams.. T  Ss S S. T  Ss T  Ss. Date: October 8th, 2010 Period 24 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - describe school education system in Vietnam. - write a paragraph about the formal school education system in Vietnam. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, handouts, pieces of paper . . . IV. Procedures: Stages/Time. Warm-up (5minutes). Pre-writing (10 minutes) Whilewriting (17 minutes). Teacher’s Activities Questions and Answers -T asks Ss some questions to review the old knowledge and lead into the new lesson. -T asks Ss to work individually and answer the questions. * Expected cut-up sentence 1. When does a child start school in Vietnam? 2. How many terms are there in a school year? 3. When does a school year generally begin or end? 4. How long does it take to complete primary education? 5. How many grades are there in Vietnamese lower secondary school? 6. How many grades are there in Vietnamese upper secondary school? 7. How long does the summer holiday last? 8. Is upper secondary education compulsory? -T leads into the new lesson. Talking about the school education system -T asks Ss to work in pairs to talk about the national education system in Vietnam, using information shown in the questions given by teacher. -T invites some Ss to speak out their ideas. -T gives feedback and makes comments. Write a paragraph -T asks Ss to work in groups of five to write a paragraph on the formal school education system in Vietnam based on their above discussion. -T goes around and helps Ss, taking note of mistakes for later correction. -T asks Ss to exchange their writing and check.. Students’ Activities T  Ss S. T  Ss. T  Ss T  Ss S S T  Ss T  Ss S S T  Ss.

(29) Post- writing (12 minutes). Homework (1minute). -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T calls on a student from each group to read their group’s writing and T asks the others to make correction and comments. -If time allows, T chooses one best writing and ask one student to write it on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. Ss T  Ss Ss  Ss T  Ss T  Ss. Date: October 12th, 2010 Period 25 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in three syllable words. - revise the passive voice II. Language Focus: - Grammar: the passive voice - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Stages/Time. Students’ Activities. Teacher’s Activities Pronunciation. -T hangs on a chart with the following words: Warm-up (5 minutes). chemistry national impossible. drinkable statistics education. carefully forgetful electric. physical underpay investigation. -T asks Ss to read the words and put the words in the correct column according the stress pattern.. Pronunciation (8 minutes). 1. o0o 2. 0oo 3. o0oo 4. oo0o 5. ooo0o Expected answers: 1. statistics, forgetful, electric 2. chemistry, drinkable, carefully, physical, national, underpay 3. impossible 4. education 5. investigation Activity 1 – Listen and repeat -T writes some words on the board and elicits the rules: * We can build longer words by adding part to the beginning or end of the shorter words. Usually, this does not change the stress: it stays the same syllable as in the original words. for get for get ful for get ful ness for get a ble un for get a ble * Here is a list of beginnings and endings which do not change the stress of the shorter word. -able (drinkable). -al (musical). T  Ss. S S. T  Ss. T  Ss. T  Ss. T  Ss.

(30) -ful (beautiful) -ish (childish) -ly (friendly) -ness (business / happiness) -ment (employment) -hood (childhood) -under (underestimate). -in/im (incorrect) -less (careless) -un (unhappy) -ise (civilize / industrialize) -ing (surpring / reclaiming) -er (opener / player) .... T  Ss. * Some endings do change the stress in the shorter words. When we add the endings –ion or –ian, the stress always moves to the syllable before these endings. mu mu po po in in. sic si lice li ves ves. T  Ss cian ti ti ti. cain gate ga. tion. * The ending –ic also moves the stress to the syllable before it. T  Ss. Example:. Grammar (9 minutes). (8 minutes). (6 minutes). (8 minutes). science scientific economy economic atom atomic artist artistic -T guides Ss to practise pronouncing. Activity 2 – Practise these sentences -T reads the sentences first as model. -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 38. -T invites some Ss to read the sentences aloud. -T makes correction if needed. Presentation Passive voice -T asks Ss to go to the board and write some sentences in which they use ‘Passive voice’. -Basing on the sentences given by Ss, T elicits the passive forms. [ be + past participle] The use: 1. The agent is unknown, unimportant or obvious. 2. The main topic of the sentence is not the agent. 3. In formal text. Practice Activity 1: Gap-fill (Exercise 1, p. 50) -T asks Ss to work in pairs to do the exercise 1 on page 50. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. * Expected answers: (Teacher’s books) Activity 2: Change into passive forms (Exercise 2, p. 50) -T asks Ss to work in pairs to do the exercise 2 on page 50. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. * Expected answers: (Teacher’s books)-T gives feedback. Production News headlines (Lucky number) 1. Theft of valuable painting from National Gallery 2. Over 100 highway deaths last month 3. 15 students arrested after demonstration 4. Manager accused of accepting brides – forced to resign 5. Mexico wins soccer championship 6. Spacecraft discovers new planet beyond Pluto. T  Ss T  Ss S S. T  Ss T  Ss. T  Ss S S T  Ss T  Ss S S T  Ss T  Ss. Ss  Ss.

(31) Homework (1minute). -T divides the class into two groups. -T draws a table with 9 numbers on the board. Some of the numbers are lucky ones. T gets Ss to choose the number; each number is for one headline. Ss have to rewrite these newspaper headlines as complete sentences, using the passive. If they choose one lucky number, they get 2 bonus marks without making the sentence and they have right to choose another answer. -T awards one point to the group who has a correct sentence. -The group with more points is the winner. * Expected answers: 1. A valuable painting has been stolen from the National Gallery. 2. Over 100 people were killed on the highway last month. 3. Fifteen students were arrested after demonstration. 4. A manager was accused of accepting bribes and forced to resign. 5. The soccer championship is won by Mexico. 6. A new planet beyond Pluto is discovered by the spacecraft. -T asks Ss to do the exercise 3 in their textbooks. - T asks Ss to prepare Unit 5 – READING. Date: October 13th, 2010 Period: 26 Unit 5 : Lesson:. T  Ss. T  Ss. HIGHER EDUCATION READING. I. Objectives: By the end of this lesson, students will be able to: - understand the passage about students’ first impression of university life. - arrange the sequence of an event. II. Language Focus: - Grammar: revision - New words: tertiary, application form, candidate, requirement, veterinary . . . III. Teaching Aids: pictures, realia. IV. Procedures: Stages/Time. Warm-up (2 minutes). Pre-reading. Teacher’s Activities Game: Picture guessing -T divides the class into two teams A and B. -T shows a picture of Cambridge University covered with a piece of paper. -T reads 4 cues, one by one, about the picture and then T asks Ss to guess what the picture is about. -The first group to call out the name of the picture will win the game. Cues: 1. It’s one of the most famous universities in the world. 2. It’s also the oldest printer and publisher in the world. 3. It’s one of the two oldest and famous universities in Great Britain. 4. Its name begins with letter C. Lead-in: T asks Ss some a question to lead into the new lesson. + Have you ever planned to continue your education at Cambridge University? + What university would you like to apply for? And why? The reading passage today will provide you with some information about the first impressions of university life. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + campus (n)(picture + definition) + challenge (v) (translation). Students’ Activities T  Ss. Ss  Ss. T  Ss. T  Ss. T  Ss.

(32) (10 minutes). + blame (v)(explanation): to think or to say that someone is responsible for something bad + daunting (a): something that is daunting makes you feel slightly afraid or worried about dealing with it. + scary (a)(synonym): frightening + mate (n)(synonym): friend Checking: Gap-fill -T delivered handouts (prepared in advance) to Ss. -T asks Ss to work in pairs to fill in gaps with suitable words they have just learned. Expected handout 1. That’s the ………… story I’ve ever heard. 2. The new library was built in the centre of the ………… 3. Intelligent boys do something if it really ………… them. 4. A ………… of mine used to play soccer for Liverpool. 5. She has a ………… task of cooking for 20 people every day. 6. She doesn’t ………… anyone for her father’s death.. T  Ss S S. T  Ss. Expected answers Whilereading (8 minutes). (12 minutes). 1. scary 2. campus 3. challenges 4. mate 5. daunting 6. blame Activity 1: Find someone who . . . (Task 2, P. 54) -T asks Ss to work in pairs to read the text in about 5-7 minutes and then asks Ss to close all their books. -T asks Ss to do Task 2 on page 54. -T asks Ss to compare the answers in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answers Sarah: a – e Ellen: b – c Brenden: d – f Activity 2: Questions and Answers (Task 3, p. 54) -T asks Ss to work in pairs to ask and answer the questions in Task 3 on page 54. -T invites some Ss to give their answers -T checks the answers with the whole class. Expected answers 1. She went out with her friends, walking around the campus. 2. Because when she came to the party, the people at the party were busy playing some games and no one seemed to notice her existence. 3. Ellen’s roommate blamed her typing and having a light on while she was trying to sleep. 4. To Brenden, his first year at college was probably the best and the most challenging year of his life. 5. The social calendar of the colleges provides him with plenty of opportunities to meet non-engineering students as well as other engineers.. Post- reading Discussion -T divides the class into groups of four or five to discuss the question: (12 minutes) “Is the university study important to you? Why or Why not?” -T asks each group to choose one secretary to write down their ideas and one representative to report the ideas to the class. -T gives feedback and makes comments. * Suggested ideas: + University study is important because: -it helps to get well-paid jobs. -it helps to broaden your knowledge. -it helps you to work better. -it’s easy for you to get promotion. -in some companies, there is a “hire and fire” attitude to workers (that is they take on employees when needed and dismiss them for little reason when they are no longer needed), so you need to have. T  Ss S S T  Ss. T  Ss S S. T  Ss. T  Ss. T  Ss. Ss  Ss. T  Ss.

(33) university education. -there is often a big difference in salary b/w the directors and workers. +University study is not important because: -more skilled workers are needed than engineers in the present situation of our country. -young people can help their family out with money at home when they go to work. -they can attend in-service schools to further their education. Homework (1 minute). Writing -T asks Ss to write a short paragraph about the importance of university study.. T  Ss. Date: October 19th, 2010 Period: 27 Unit 5(cont.) HIGHER EDUCATION Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - express their interests in tertiary study. - talk about the application process to tertiary institution in Vietnam. II. Language Focus: - Grammar: revision - New words: reference letter, school certificate, entrance examination . . . III. Teaching Aids: realia. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-speaking (7 minutes). Whilespeaking (10 minutes). Teacher’s Activities Game: Name the things -T brings along with him the copies of an application form, an identity card, a birth certificate, a certificate of the successful completion of an English course and curriculum vitae. -T shows them to Ss, one by one, and then T asks them what they are -T invites some Ss to give the answers. Lead-in: -When do you need these things? (Expected: when we want to apply for a job or apply to a university) Today, you will talk about the application process to tertiary study in Vietnam. Pre-teaching vocabulary -T elicits the Vietnamese meaning of the following words from Ss. 1. reference letter 2. a copy of the originals of school certificate 3. a copy of records of your performance at school 4. scores of the required entrance examination Activity 1: Talking about preference -T lets Ss work with their partners to talk about the university they are interested in and say the reason why they would like to attend that college. -T works with a student to model. -T goes around to control and gives help if needed. -T invites some pairs to act out their conversations -T gives feedback and comments. Example: A: What university do you want to apply? B: I’d like to apply to the College of Foreign Languages. A: What is your most important reason for attending this college? B: I’d like to become a teacher. The important thing is my parents. Students’ Activities T  Ss S T  Ss S T  Ss T  Ss T  Ss. T  Ss. S S.

(34) (10 minutes). Postspeaking (12 minutes) Homework (1 minute). want me to become a teacher of English. Activity 2: Cues drill (Task 2, p. 55) -T asks Ss to work in pairs to ask and answer the questions about the application process in Vietnam. -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. * Example: A: When do you fill in and send the application form? B: In March . . . Discussion (Task 3, p.56) -In groups of six, T asks Ss to discuss the process of applying to a tertiary institution in Vietnam. -T moves around the class to give help when needed. -T calls on some groups to report their writing to the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson.. T  Ss T  Ss Ss  Ss. T  Ss T  Ss Ss  Ss T  Ss T  Ss. Date: October 20th, 2010 Period: 28 Unit 5(cont.) HIGHER EDUCATION Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: tearaway, disruptive, methodical, well-behaved, struggle . . . III. Teaching Aids: CD player . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Pre-listening (8minutes). Teacher’s Activities Game: Discussion -T asks Ss to work in groups of four to find some of the problems they may encounter while studying overseas. * Expected problems: 1. language 2. health 3. weather 4. accommodation 5. money 6. food Lead-in: -In today’s lesson, you will listen to the conversation b/w John and Christ talking about their study abroad. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + proportion (n) (definition) + rural (a) + agriculture (n) (explanation)  agricultural + tutor (n) (definition) + daunting (a) (translation) + appointment (n) (explanation)  to make/fix an appointment with sb. Checking: Slap the board -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. -T reads the synonym, explanation or Vietnamese equivalent of the. Students’ Activities T  Ss Ss  Ss T  Ss. T  Ss. T  Ss. T  Ss. Ss  Ss.

(35) Whilelistening (10 minutes). 10 minutes. Postlistening (12 minutes). Homework ( 1 minute). words. The first student who slaps on the correct word on the board gets one point. -The group with more points wins the game. Activity 1: True or False -T delivers handouts to Ss with the following sentences” 1. Christ has just finished his Master of Science (MSc) course. 2. He studied with many international students. 3. He thought the students from other countries got on well on the course. 4. Some of the overseas students were ready to take questions or problems to tutors. 5. He gave some pieces of advice to international students. -T plays the CD two times. -T gets Ss to listen and decide whether the statements are true or false. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: 1. T 2. T 3. T 4. F 5. T Activity 2: Multiple choice (p. 56-57) -T lets Ss listen to the passage again if needed and choose the best option (A, B, C or D) to complete the sentences on pages 56-57. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. * Expected answers: 1. C 2. A 3. C 4. A 5. B Dialogue building -T asks Ss to work in pairs to ask and answer the question: + Would you like to do an undergraduate course in your country or abroad? Why? -T goes around to control. -T calls out some pairs to act out their conversation. -T gives feedback. Writing - T asks Ss to write a few sentences about the problems they may have when studying in a new school.. Date: October 22nd, 2010 Period: 29 Unit 5(cont.) Lesson:. T  Ss T  Ss S S T  Ss. T  Ss S S S S. T  Ss S S T  Ss T  Ss. HIGHER EDUCATION WRITING. I. Objectives: By the end of this lesson, students will be able to: - express their ideas about how to write a letter of request. - write a letter of request. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities.

(36) Warm-up (5minutes). Pre-writing (9 minutes). Whilewriting (18 minutes). Game: Hangman -T has Ss guess a word phrase corresponding to 13 dashes. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 1 2 3 4 5 6 7 8 9 10 11 12 13 -T divides the class into 2 teams. -T tells Ss from each team to take turns to guess the individual letter of the word. -If the letter appears in the word, the teacher writes it in the right position. -Each time Ss get wrongly, a section is added to a simple picture of a hanging man. If this picture is complete, the man “hangs” and the students have lost the game. -T asks Ss to work individually and answer the questions. * Key words: Request letter -T leads into the new lesson. The Outline -T elicits the outline of a request letter. * Introduction: + The reason for wanting the information, your interest in tertiary study in England (mention the name of the program, the university) * Request: + The request for information + An apology for causing trouble followed by a specifying of the request (state what information you would like them to provide) + Say you would be happy to supply further information about yourself (your ability of English, record of secondary education) * Conclusion: + End with a polite conclusion Useful expressions: -I am writing to you because I need . . . -Would you be kind enough to let me know . . .? -I wonder whether you could give me some information about. -I should be very grateful if you would let me have the following information . . . -I should particularly like to know if . . . . -I should be very much obliged if you could let me have full details of ... -Would you be willing to supply . . . ? -I must apologize for bothering you with this but it would be so kind if you could . . . -T asks Ss to work in pairs to talk about the national education system in Vietnam, using information shown in the questions given by teacher. -T invites some Ss to speak out their ideas. -T gives feedback and makes comments. Write it yourself -T asks Ss to work in groups of four to rewrite a letter of request to ask for the information about the admission requirements to the university, following the outline on page 58. 457/57 Le thanh tong street district 1 ho chi minh city viet nam march 15 th 2008 dear madam i have read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there now i am in the last year of the high school and will finish secondary education in 3 months i am very much interesed in an undergraduate cuorse on economics in bermingham university could you please send me some information about the admission requirements tuition fees accomodation and details of the course i am ready to supply any information about myself if necessary i look forward to hearing from you soon yours faithfully hoang thanh mai. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check.. T  Ss Ss  Ss. T  Ss. T  Ss T  Ss. T  Ss. T  Ss. T  Ss S S T  Ss Ss.

(37) Post- writing (12 minutes). -T collects Ss’ writing when they have finished. . Peer correction -T pastes the writings of some groups on the board -T corrects mistakes with the whole class if necessary '- T. give marks if neccessary. '-T. Asks Ss to write down in their notebook.. T  Ss S T  Ss. Homework (1 minute). -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. T  Ss. Date: October 26th, 2010 Period 30 Unit 5(cont.) HIGHER EDUCATION Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in more than three syllable words. - use conditional sentences II. Language Focus: - Grammar: conditional sentences - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Stages/Time Pronunciation (10minutes) Grammar (7 minutes). (9 minutes). Teacher’s Activities -T writes some words on the board and elicits the rules: (See Language Focus – Pronunciation in Unit 4) -T reads the words and asks Ss to repeat. -T invites some Ss to read the words. -T asks them to practise reading the sentences in their textbooks (page 59). Presentation: Conditional sentences -T writes three conditional sentences of three types on the board with a mistake in each sentence. -T asks Ss to correct the mistakes in the sentences and give reasons to their answers. -T elicits the tree types of conditional sentences from Ss. * Expected sentences: 1. I will go for a walk if I woke up early. 2. If I would have enough money, I would go abroad on holiday. 3. If I had worked harder at school, I could have go to the university. Type 1: Future / Present possible [ If + S + simple present, S + will + verb] (real possibility) Type 2: Present unreal (imaginary situations generally in the present) [ If + S + past simple, S + would + verb] Type 3: Past unreal (imaginary situations in the past) [ If + S + past perfect, S + would have / might have / could have + past participle] Practice Activity 1: Real or Unreal? -T reads some conditional sentences of three types. -T asks Ss to listen and decide what type of conditional sentences they belong to. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. * Expected conditional sentences: T: What a pity! I’ll have a test tomorrow. If I didn’t have a test, I’d. Students’ Activities T  Ss T  Ss T  Ss T  Ss T  Ss. T S. T S.

(38) go with you. S: Present unreal. T: If I had been here earlier, I would have told her some good news. S: Past unreal. (9 minutes) Activity 2: Sentence completion -T delivers handouts and asks Ss to compete the sentences. -T asks Ss to work in pairs to do the exercise. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. * Expected handouts 1. Most people would be happier if . . . 2. If you had been there yesterday . . . 3. If there were a fairy here, . . . 4. If I had been a king in the old times, . . . 5. If I won a lot of money, . . . 6. She will be angry if . . . Who is your partner? (9 minutes) -T divides the class into two teams A and B. -T directs team A to compose only the first half of “if” clause sentences, using the names of Ss in the class. -T directs team B to compose only the second half of “if” clause sentences, using the names of Ss in the class. -T puts team A’s and team B’s sentence halves in separate piles. Ss, take turns, select a sentence half from each pile and read the resulting sentence aloud. The sentences may not make much sense but should prove amusing. -T makes corrections if necessary. 1. Theft of valuable painting from National Gallery 2. Over 100 highway deaths last month 3. 15 students arrested after demonstration 4. Manager accused of accepting brides – forced to resign 5. Mexico wins soccer championship 6. Spacecraft discovers new planet beyond Pluto -T divides the class into two groups. -T draws a table with 9 numbers on the board. Some of the numbers are lucky ones. T gets Ss to choose the number; each number is for one headline. Ss have to rewrite these newspaper headlines as complete sentences, using the passive. If they choose one lucky number, they get 2 bonus marks without making the sentence and they have right to choose another answer. -T awards one point to the group who has a correct sentence. -The group with more points is the winner. * Expected answers: 1. A valuable painting has been stolen from the National Gallery. 2. Over 100 people were killed on the highway last month. 3. Fifteen students were arrested after demonstration. 4. A manager was accused of accepting bribes and forced to resign. 5. The soccer championship is won by Mexico. 6. A new planet beyond Pluto is discovered by the spacecraft. Homework -T asks Ss to do the exercises in their textbooks. (1 minute) - T asks Ss to prepare Unit 6 – READING th Date: October 26 , 2010 Period 31 Unit 6 FUTURE JOBS Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read for specific information. - know some factors that would help them succeed in a job interview. II. Language Focus: - Grammar: revision - New words: vacancy, resume, recommendation, jot down, keenness, qualification . . .. T  Ss S S. T  Ss. T  Ss. Ss  Ss. T  Ss. T  Ss.

(39) III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Teacher’s Activities. Students’ Activities. Game – Collocation -T divides the class into 4 groups and gives each group a set of word cards as follows:. T  Ss. Stages/Time. Warm-up (5 minutes). Ss  Ss. dressing. self-confident. a smiling. gesture. answer responsibility. T  Ss. -T prepares another set of cards (see below) and stick the cards one by one the board. -T asks each group to choose and stick the appropriate cards to the ones on the board to make meaningful phrases. -T awards one point to the first group who gives a correct answer. -The groups with the most points will win the game.. face a nice. Pre-reading (8 minutes). Whilereading (12 minutes). (8 minutes). neatly and formally sense of. feeling clear and honest. Expected answers 1. nice gesture 2. dressing neatly and formally 3. smiling facet 4. clear and honest answer 5. sense responsible feeling 6. feeling self-confident. Lead-in: Have you ever been interviewed for a job? -In order to make a good impression during a job interview, what do you need to prepare for it? In today’s lesson, you’ll have got some useful pieces of advice for a job interview. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. vacancy (n) (explanation) 2. resume (n) 3. recommendation (n) (translation)  make recommendation to sb on sth. 4. jot down (v) (miming + synonym): write sth quickly 5. keenness (n) (synonym) be keen on sth/doing sth 6. qualification (n) (explanation) Activity 1: True – False statements (Task 2, p. 64) -T asks Ss to read the passage and check whether the statements are true or False according to the text. -T asks Ss to compare the answers in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. * Expected answer: 1. F 2. T 3. F 4. T 5. T 6. F 7. F 8. T Activity 2: Where is it from? (books closed) -T asks Ss to work in pairs to read the text again, and then close all of their books. -T reads the following words and asks each student to write the words on s sheet of paper, and then Ss put the words into the correct. T  Ss. T  Ss. T  Ss S S T  Ss T  Ss.

(40) paragraph (1. Before the interview; 2. During the interview; 3. After the interview) -T asks Ss to exchange the ideas with their partners and give the main ideas of each paragraph based on the words they have just written. * Expected words and answers: 1. Before the interview on time / dress neatly and formally / certificates / letters of recommendation / prepare 2. During the interview concentrate / polite / honest / enthusiasm / keenness 3. After the interview disappointed / interviewer’s comments Post- reading Role-play -T asks Ss to work in pairs, one student is the manager of a company (11 minutes) (the interviewer), the other is the job applicant (the interviewee). -T tells Ss that the interviewer will as the job applicant to give a CV and the job applicant will be ready to answer the interviewer’s questions. -T goes around to control the class. -T invites some pairs to act out their conversation in front of the class. -T gives feedback and makes comments.. Homework (1 minute). S S. T  Ss. T  Ss T  Ss. S S T  Ss. -T asks Ss to learn the new words by heart and prepare for new lesson SPEAKING. Date: October 28th, 2010 Period 32 Unit 6(cont.) Lesson:. T  Ss. FUTURE JOBS SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - express their opinions about jobs. - talk about their choice of jobs. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Students’ Activities. Teacher’s Activities Game – What’s my job? -T divides the class into 2 groups. -T reads sentences that farmers, doctors, teachers . . . often say. -T tells Ss to listen and guess the job. -The first group with more points is the winner. Sentences teacher reads: 1. Take two tablets a day after meal. 2. You will have a test next week. 3. Here’s your key. Room 245. 4. We have a bumper crop this year. 5. Please fasten your seatbelt before the plane take off. 6. You’re passed the red light. You have to pay a fine. 7. It’s rather cold inside Phong Nha Cave so you should bring warm clothes. 8. What would you like to order?. * Key: 1. doctor 4. farmer. 2. teacher 5. air-hostess. 3. receptionist 6. traffic warden. T  Ss S T  Ss. S. T  Ss.

(41) Pre-speaking (10 minutes). Whilespeaking (8 minutes). 7. tour guide 8. waiter Lead-in: Today, we continue talking and giving opinions about jobs. What am I? (Task 1, p.66) -T arranges the class into 6 groups. -T gives each group a card with a word on. -T asks Ss to take it in turns to give the definitions or descriptions of the words on their cards. -T tells Ss that they can use the given cues in their textbooks on page 66. The words to guess: teacher / doctor / librarian / farmer / tour guide / writer Example: What am I? -I sit in a desk. I work in a building and handle many books in the day. (I am a librarian) What am I? -I take care of injured and sick people. I help to save people’s lives. (I am a doctor) Activity 1: Matching (Task 2, p. 66) -T lets Ss work in pairs and decide which of the jobs (in column A, task 2, p. 66) they think these words or phrase go with. -T goes around to control and gives help if needed. -T calls on some Ss to give their answers. -T gives feedback and comments.. Expected answers: regular working hours : hotel receptionist, policeman uniform : policeman fascinating : pilot, teacher rewarding : waiter noisy : taxi driver dangerous : electrician challenging : pilot, computer programmer difficult : computer programmer away from home : journalist, pilot Activity 2: Discussion (Task 2, p. 55) -T asks Ss to work in pairs to discuss which of the following jobs they would like or would not like to do and state the reasons for their (12 minutes) choice. pilot / waiter / taxi driver / hotel receptionist / air-hostess / teacher / farmer / tour guide . . . -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. Example: -I’d like to work as a tour guide because I will be able to travel a lot when I take tourists on sight-seeing tours throughout my country. I am keen on introducing the foreign tourists to all the scenic spots of my country. . . . PostPersonalization (Task 3, p.67) speaking -In groups of six, T asks Ss to talk about a job they may do father the finish high school, using the following cues as help: (12 minutes) + Where you work + Who you work with + The salary you may get paid + The working condition -T moves around the class to give help when needed. -T calls on some groups to report their talk to the class. -T gives feedback and comments. Homework - T asks Ss to write about a job they may do when finishing high (1 minute) school and prepare for the new lesson. Date: November 2nd, 2010. T  Ss Ss  Ss. Ss  Ss Ss  Ss. T  Ss. S S. T  Ss. T  Ss. S S. T  Ss. T  Ss Ss  Ss T  Ss T  Ss.

(42) Period 33 Unit 6(cont.) Lesson:. FUTURE JOBS LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: predict, wholesale, retail, shift . . . . III. Teaching Aids: CD player . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-listening (7 minutes). Whilelistening (10 minutes). (10 minutes). Teacher’s Activities Game: Puzzles -T divides the class into two groups. -T sticks 8 leaves (prepared in advance) on the board. -Ss from each group take turns to pick a leaf on the board at random. There is a puzzle at the back of each leaf. -T lets Ss read out the puzzle to their groups and they have to guess what the job is. If the group can’t give the correct answer, the chance is given to the other group. -The group with more points is the winner of the game. * Expected puzzles: 1. I play music. Who am I (musician) 2. I direct traffic at the crossroads. (policeman / traffic warden) 3. I fly a plane. (pilot) 4. I protect the country. (soldier) 5. I travel a lot and show tourists around interesting places. (tour guide) 6. I help people when they are sick. (doctor) 7. I advise people about the law. (lawyer) 8. I keep or check financial accounts. (accountants) Lead-in: -Which jobs do you think is the most important in Vietnam? -In today’s listening lesson, you’ll get to know about some of the recent changes in the US jobs market. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + predict (v) (synonym): forecast + wholesale (n,a) (translation) + retail (n) (antonym): wholesale + shift (n) (definition): a change in position or direction. Activity 1: Listen and fill in the gap (Task 1, p. 67) -T asks Ss to read through the information in the boxes. -T plays the CD player twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to find the correct words to fill in the gaps. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: 1. manufacturing 2. service 3. transportation 4. finance 5. service Activity 2: True – False statements (Task 2, p. 68) -T lets Ss read the sentences for about 1 or 2 minutes. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers.. Students’ Activities T  Ss S Ss  Ss. T  Ss. T  Ss. T  Ss. T  Ss T  Ss S S S S T  Ss. T  Ss S S S.

(43) Postlistening (12 minutes) Homework ( 1 minute). * Expected answers: 1. T 2. F 3. T 4. F 5. F Speaking – Summarizing -T asks Ss to work in pairs to summarize the passage they have just listened, based on the information in Task 1 and Task 2. -T goes around to control. -T invites some Ss to report to the class. -T gives feedback.. T  Ss. - T asks Ss to prepare for the next lesson. T  Ss. Date: November 2nd, 2010 Period 34 Unit 6(cont.) Lesson:. S. S S S T  Ss. FUTURE JOBS WRITING. I. Objectives: By the end of this lesson, students will be able to: - write a formal letter of job application. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, charts, handouts . . . IV. Procedures: Stages/Time. Warm-up (3minutes). Pre-writing. Teacher’s Activities Questions and answers -T asks Ss some questions to lead into the new lesson. + Have you ever written a letter of job application? + How many parts are there in this kind of letter? What are they? + What job do you want to become in the future? Why? -T asks Ss to work individually and answer the question. -T leads into the new lesson. Activity 1 – Dialogue completion -T asks Ss to work in pairs, reading the following ad and fill in the notes.. (6 minutes). Students’ Activities T  Ss S T  Ss T  Ss. LONGWOOD BOOKSHOP VACANCY SHOP ASSISTANT. S S. Bookshop Duties: To work in a large bookshop; to handle customer inquires and sales. Qualifications: High school graduate Good knowledge of English. T  Ss. A: Which job would you like to apply for? B: I’d like to apply for the job of (1) ______ at (2) ______ . A: I see. Do you have the right qualifications for that job? B: (3) ______ . A: Good. And what’s your English like? B: (4) ______ . * Expected answers: 1. a shop assistant 2. Longwook Bookshop 3. Yes. High school graduate 4. I have a good knowledge of English -T calls on some Ss to give their answers.. S S. T  Ss.

(44) 6 minutes. Whilewriting (19 minutes). Post- writing (10 minutes) Homework (1 minute). -T checks the answers with the class. Activity 2 – Eliciting (Task 2, p. 69) -T elicits the outline of the letter applying for a job from Ss. The letter should include the following details:  Your name, address and date of writing  Name and address of the company  Introduction: say where you saw the ad and why you are writing the letter of application  Body: mention your education, qualifications and working experience  Conclusion: express your willingness/interests to work for the company and when you are available for the interview.  Closing  Some useful expressions: - I am interested in the job of . . . - I am writing in reply to your advertisement in Saigon Times. - I should be very grateful if you would send me further details about . . . - I should like to make an application for the of . . . - I saw your advertisement in the . . . and I would like to apply for the job of . . . - I enclose a full curriculum vitae. As you can see I have had considerable experience as an . . . - You will see from the enclosed resume that I have one year experience as a . . . - I think I meet all the qualifications that you specify . . . - I you consider that my qualifications and experience are suitable, I should be available for interview at any time. Write it yourself -T asks Ss to write a letter to Vinatour (Task 2), applying for the job mentioned in Task 1. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. Date: November 4th, 2010 Period 35 Unit 6(cont.) Lesson:. T  Ss. T  Ss. T  Ss. T  Ss. T  Ss. T  Ss T  Ss S S T  Ss Ss T  Ss S T  Ss T  Ss. FUTURE JOBS LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - distinguish b/w the strong and weak form of some conjunction and prepositions. - revise relative clauses and use reduced relative clauses. II. Language Focus: - Grammar: relative clauses - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities. Warm-up. Game – Reading some sentences -T hangs on a chart with the following sentences. -T reads the sentences and asks Ss to distinguish the strong form and. T  Ss.

(45) (5 minutes). Pronunciation (7 minutes). Grammar (8 minutes). (8 minutes). (8 minutes). (8 minutes). weak form of the conjunction and/but and prepositions at/for/to/from in the sentences. -T asks Ss to underline the words with strong form. * Expected sentence: 1. What is this in the bottom of /əv/ the bag? 2. I am looking forward to /tə/ seeing you. 3. I’ll see you at /ət/ lunch. What’s he shouting at /æt/ 4. A: He telephone me from /frəm/ overseas every day. B: Where is he from /frɔm/? 5. A: How long have I come for /fɔ:/ ? B: For /fə/a month. 6. This letter is from /frɔm/ him, not to him. 7. This is good but /bət/ expensive. 8. Come and /ən/ see. -Basing on the above sentences, T elicits some simple rules from Ss. Conjunctions: -AND and BUT are usually pronounced in their weak form. Practise: -T reads the sentences on page 70 and asks Ss to repeat. -T asks Ss to practise reading aloud the sentences. -Make correction of necessary. Presentation – Reduced relative clauses -T writes three sentences with relative clauses on the board: 1. The girl who is talking to your sister is Alice. 2. The house which (that) was destroyed by the storm last night is being built. 3. The book which I bought last week is about Africa. -T helps Ss to revise the use of relative pronouns who, whom, which, that and whose in the sentences. -T asks Ss to express the sentences in other possible ways. * Expected answers: 1. The girl talking to your sister is Alice. 2. The house destroyed by the storm last night is being built. 3. The book I bought last week is about Africa. Omission of relative pronouns  We can leave out who, that, which when they are the objects in defining relative clause (as in the 3rd sentence)  A present participle phrase can be used to replace a relative clause when the verb in the clause is active (as in the 1 st sentence). This structure is often used when the verb in the clause is in the progressive tense.  A past participle phrase can be used to replace a relative clause when the verb in the clause is passive (as in the 2 nd sentence)  To-infinitive can be used to replace the relative clause when the preceding noun or noun phrase contain the first, the second . . . the next, last, only and superlatives. Practice Activity 1 – Sentence completion (Exercise 1, p. 70) -T asks Ss to do the exercise 1 and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Activity 2 – Sentence combination (Exercise 2, p. 71) -T asks Ss to join the sentences in two ways as shown in the exercise 2. -T asks Ss to work in pairs to do the exercise. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Production – Relatively speaking -T asks Ss to work in groups of four to write down 5 sentences with relative clause of all kinds.. S. S. T  Ss T  Ss S T  Ss T  Ss T  Ss. T S S S S T S T  Ss S S S T  Ss T  Ss.

(46) Homework (1 minute). -T goes around the class and helps Ss. -T invites representative of some groups to go to the board and write their sentences. -T checks the sentences with the class. -T gives feedback and makes comments. -T asks Ss to do the exercises in their textbooks. - T asks Ss to prepare Unit 7 – READING. Ss  Ss T  Ss T  Ss. Date: November 19th, 2010 Period 39 Unit 7 ECONOMIC REFORM Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read for specific information. - express their ideas about changes in Vietnam since Doi Moi. II. Language Focus: - Grammar: revision - New words: stagnant, inflation, eliminate, subsidy, dissolve, substantial, dominate . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Comparisons -T divides the class into 6 groups T  Ss -T sticks 2 pictures on the board and asks Ss to look at them carefully Warm-up and say what they are about, telling the differences b/w the two (5 minutes) pictures. Expected pictures: The two pictures are about the changes of a village. The differences Ss  Ss are: -The school is larger and better now than it was in the past. -Houses were small with thatched roofs in the past but now there are.

(47) a lot of two-storey buildings. -In the past farmers worked in the field with their buffalos. Bundles of rice are now collected by machines and taken home by a tractor. Lead-in: T asks Ss some questions to lead into the lesson. -What do you think people have done to achieve these changes? -In today’s lesson, you’ll get to know more about the new changes of the economy of Vietnam from the time when an overall economic reform policy, known as Renovation was started. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. stagnant (a) (definition): not developing or growing. Pre-reading 2. inflation (n) (explanation) 9 minutes 3. eliminate (v) (synonym): remove, get rid of 4. subsidy (n) (translation) 5. intervention (n) (definition) 6. dissolve (v) (synonym): dismiss 7. substantial (a) (synonym): considerable, large in amount 8. dominate (v) (translation) 9. commitment (n) (to sb/sth; to do sth) (explanation): a promise to do sth or support sb/sth WhileActivity 1: Guiding questions reading 1. What was the aim of Doi Moi? 2. Name the renovation measures the Government introduced to implement Doi Moi. -T tells Ss to read the passage and answer the above questions. 10 minutes -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answer: 1. The aim of Doi Moi was to restructure the economy of Vietnam and to raise people’s living standard. 2. The measures the Government introduced to implement Doi Moi were as follows: + eliminated government subsidies, + shifted economic priority from heavy industry to three major economic programs: production of food, production of consumer goods and production of exports, + reduced state intervention in business, + opened trade relations with all countries in the world. -encouraged foreign and domestic private investment. . Activity 2: True or False (Task 2, p. 76) -T asks Ss to read the text again. 10 minutes -T asks Ss to work individually and decide whether the statements in Task 2 are true or false. -T checks the answers with the whole class and gives feedback. Expected answers: 1. F 2. F 3. T 4. F 5. T Post- reading Scanning the passage -T asks Ss to read the passage again, collecting the information and 10 minutes making a brief note of the following points:  Vietnam before Doi Moi  The Government’s innovation measures  Vietnam since Doi Moi. Homework 1 minutes. T  Ss. T  Ss. T  Ss. T  Ss. S S T  Ss. T  Ss S T  Ss T  Ss S S. -T invites some Ss to give their answers -T gives feedback and makes comments.. T  Ss. -T asks Ss to learn the new words by heart and prepare for new lesson SPEAKING. T  Ss.

(48) Date: Period Unit 7(cont.) Lesson:. ECONOMIC REFORM SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about the changes the new economic reform has brought about. - express theirs ideas about measures in economic reforms. II. Language Focus: - Grammar: revision - New words: sector, overall, disadvantaged, irrigation, drainage . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Pre-speaking 6 minutes. Whilespeaking 10 minutes. Teacher’s Activities Game – Scrambled words -T divides the class into small groups of five Ss. -T writes a scrambled word on the board. -T asks Ss to unscramble the word. T gives cues as the explanation for the word if necessary. (The word describe the difference, the act or the result of becoming different) -The first group to find out the word will win the game. ANGECHS Expected: CHANGES Lead-in: Today, we will talk about the changes and positive effects in education, health care, and agriculture of the country of Fantasia after the economic reform. Pre-teaching vocabulary -T elicits some new words happening in the lesson. + sector (n) (definition) + overall (a) (translation) + disadvantaged (a) (explanation) + irrigation (n) (picture) + drainage (n) (picture) Checking - ROR Activity 1: Matching (Task 2, p. 78) -T asks Ss to work in groups of six. -T gives each group a poster on which there are three columns education, health care, agriculture and trips of paper with the phrases (in Task 2, p.78) but in jumble. -T asks Ss to stick the trips of paper to the appropriate columns according to their categories then stick the posters on the board. -T goes around to control and gives help if needed. -T calls on some Ss to give their answers. -T gives feedback and comments.. Students’ Activities T  Ss Ss  Ss. T  Ss. T  Ss T  Ss Ss  Ss T  Ss T  Ss Ss  Ss S T  Ss.

(49) 14 minutes. Postspeaking 10 minutes. Homework 1 minutes. Date: Period Unit 7(cont.) Lesson:. Activity 2: Discussion (Task 3, p. 78) -T asks Ss to work in groups of six. -T tells Ss to discuss among the groups to find out the measures the Government and the people of Fantasia have taken to develop their country in education, health care and agriculture. -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. Suggested ideas: -In our opinion, we think the Government have provided modern facilities to the schools, more scholarships to poor or disadvantaged students and raise teachers’ salary to develop their economy in education. Writing -In individual, T asks Ss to write a few sentences about the measures the Government and the people of Vietnam have taken to develop the country. -T asks Ss to work in groups to exchange their writings. -T moves around the class to give help when needed. -T calls on some Ss to read aloud their sentences to the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson - LISTENING. T  Ss. S S. T  Ss. T  Ss T  Ss S T  Ss T  Ss. ECONOMIC REFORM LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: inhabitant, discourage, drug-taker, run short of . . . III. Teaching Aids: CD player, charts . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Teacher’s Activities Game – What is it? -T reads some clues, one by one, and asks Ss to listen and guess what it is. -T awards good marks to the first student to successfully guess the words. -T sticks 8 leaves (prepared in advance) on the board. -Ss from each group take turns to pick a leaf on the board at random. There is a puzzle at the back of each leaf. -T lets Ss read out the puzzle to their groups and they have to guess what the job is. If the group can’t give the correct answer, the chance is given to the other group. -The group with more points is the winner of the game. These are the clues: 1. It is a white substance used as pain-killer. 2. It is also an illegal substance that some people take because of its pleasant effects. 3. It contributes to violence and crime among the people who use it. 4. A few people are buying and selling it illegally.. Students’ Activities T  Ss. T S. T S. T S.

(50) Pre-listening (8 minutes). Whilelistening 10 minutes. 10 minutes. Postlistening 12 minutes. The word to guess: DRUG Lead-in: -Do you think drug-taking should be banned? -In today’s listening lesson, you’ll listen to a passage about the people of Tango, who found a drug plant and what they did with the plant. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + inhabitant (n) (definition): people who live at a place + discourage (v) (antonym): encourage  discourage sb from doing sth + drug-taker (n) (picture) + be in ruin (v) + islander (n) (definition): people who live on an island + run short of (v) (synonym): be/go short of + take measures to do sth: take actions to do sth Checking – Matching -T asks Ss to match the words/phrases with their Vietnamese meaning. Activity 1 – True or False (Task 1, p. 79) -T asks Ss to read through the information in Task 1. -T plays the CD player twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to decide whether the statements are true or false. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 1. F 2. F 3. T 4. T 5. F 6. F 7. T 8. T 9. F Activity 2 – Sentence completion -T delivers handouts with the following sentences. 1. The people of Tango discovered _______ which contained _______ 2. They _______ it all over the island and _______ the drug every day. 3. Because of the drugs, the whole population of island stopped _______ and spent all their time _______ 4. They _______ became lazy, the children _______ and the whole population began to _______ 5. This force the Government to _______ to introduce law to make drug _______, put the _______ into prison, _______ to other countries. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. * Expected answers: 1. a plant / powerful drug 2. grew / took 3. working / singing and dancing, looking at the sea 4. workers and farmer / did not want to go to school / run short of food. 5. take measures / illegal / drug-takers / exported the drug Role play -T asks Ss to work in pairs, one student is a journalist, the other is an islander of Tango. -T asks Ss to ask and answer the question: “Do you think the decision of the Government of Tango to export the drug to other countries was a better solution? Why / why not?”. T  Ss T  Ss. T  Ss. T  Ss T  Ss S S S S T  Ss. T  Ss. S. S S. S T  Ss. T  Ss S S.

(51) Homework 1 minutes. -T goes around to control. -T invites some pairs to act out their conversations to the class. -T gives feedback. - T asks Ss to write a short paragraph about the negative effects of taking drug and prepare for the next lesson - WRITING. Date: Period Unit 7(cont.) Lesson:. T  Ss. T  Ss. ECONOMIC REFORM WRITING. I. Objectives: By the end of this lesson, students will be able to: - describe information in a table. - write a report based on the information given in the table. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: charts. IV. Procedures: Stages/Time. Warm-up (5minutes). Game – Which graph? -T asks Ss to work in groups of six. -T hangs on a chart with the graphs as follows. -T asks Ss to look at the graphs and match the phrases to the corresponding information in each graph. -The first group to have the most correct answers is the winner. 1. 3. 2. 5 4. Pre-writing 7 minutes. Students’ Activities. Teacher’s Activities. T  Ss S T  Ss. 6. a. a dramatic increase b. to reach a peak c. a sudden fall or decline d. to rise steadily or increase gradually e. to remain constant/unchanged f. a drop /fall/decrease / decline Expected answers: 1. c 2. f 3. a 4. d 5. b 6. e Lead – in -These phrases are commonly used in describing the information in a table or graphs. Today we will focus on writing a description for information in the table. Activity 1 – Answer the question (Task 1, p.80) -T asks Ss to work in pairs, reading the detailed information in the table answer the questions in Task 1. -T goes around the class to help them. -T invites some Ss to share their answers in front of the class. -T gives feedback and makes comments. Expected answers: 1. The economic situation in Tango before 1980 was in ruins 2. The economic situation in Tango from 1980 to 2000 became much better. 3. The Government and the people of Tango have had proper. T  Ss. S S. T  Ss.

(52) Whilewriting 20 minutes. Post- writing 12 minutes. Homework 1 minutes. Date: Period Unit 7(cont.) Lesson:. policies to farmers and workers. Write it yourself (Task 2, p. 80) -T asks Ss to write a report of 150 words on the economic development of Tango, including the details mentioned in Task 2. -T helps Ss to use some useful phases that have just introduced in warm-up. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. T  Ss S S T  Ss Ss. T  Ss S T  Ss T  Ss. ECONOMIC REFORM LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - distinguish b/w the strong and weak forms of auxiliaries. - use the adverbial clause of concession with though, although or even though II. Language Focus: - Grammar: the adverbial clause of concession - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Finding out the auxiliaries -T asks Ss to work in groups of four to find out all of the auxiliaries in English they know. -T sets the time. The group having more words will be the winner. -T asks some Ss to write the auxiliaries on the boards. -T invites some Ss to read them and lead into the new lesson. -T elicits some simple rules of strong and weak forms of auxiliaries from Ss. CAN/COULD Weak forms: /kən/, /ked/ Strong form: /kæn/, /kud/ HAVE/HAS/HAD Weak form: /həv/, /həz/. /həd/ Strong form: /hæv. /hæz/, /hæd/ SHALL/SHOULD Weak forms: /∫əl/, /∫əd/ Strong form: /∫æl/, /∫ud/ MUST Weak forms: /məs/ (before consonants) /məst/ (before vowels) Strong form: /mʌst/ DO/DOES Weak forms: /də/, /du/, /dəz/ Strong form: /du:/, /dʌz/. 5 minutes. Pronunciation (7 minutes). Students’ Activities T  Ss Ss  Ss S T  Ss T  Ss. T  Ss. T  Ss. T  Ss.

(53) Grammar 8 minutes. AM/ARE/WAS/WERE Weak forms: /əm/, /ə, ər/, /wəz/, /wə, wər/ Strong form: /æm/, /a:/, /wɔz/, /wə:/ -T reads the sentences on page 70 and asks Ss to repeat. -T asks Ss to practise reading aloud the sentences. -Make correction of necessary. Presentation – Adverbial clause of concession -T elicits the use of adverbial clause of concession. * Although, though, even if, even though although though even though even if. T  Ss. S T  Ss. + clause. * Despite and in spite of despite in spite of. 8 minutes. 8 minutes. 8 minutes. Homework 1 minutes Date: Period Unit 8 Lesson:. + noun phrase. Practice Activity 1 – Combine the sentences (Exercise 1, p. 82) -T asks Ss to do the exercise 1 and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Activity 2 – Complete the sentences (Exercise 2, p. 82,83) -T asks Ss to complete the sentences, using the information the box in the exercise 2. -T asks Ss to work in pairs to do the exercise. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Production (Exercise 3, p. 83) -T asks Ss to work in groups of four, using their own ideas to complete the sentences in the exercise 3. -T goes around the class and helps Ss. -T invites representative of some groups to go to the board and write their sentences. -T checks the sentences with the class. -T gives feedback and makes comments. -T asks Ss to do the exercises in their textbooks. - T asks Ss to prepare Unit 8 – READING. T  Ss T S S S S T S T  Ss S S S T  Ss T  Ss Ss  Ss T  Ss T  Ss. LIFE IN THE FUTURE READING. I. Objectives: By the end of this lesson, students will be able to: - read for specific information to understand the passage. - express their ideas about advantages and disadvantages of robots. II. Language Focus: - Grammar: revision - New words: optimistic, pessimistic, labour-saving, depression . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities. Game – Describe the pictures -T divides the class into 6 groups -T sticks 5 pictures on the board and asks Ss to look at them carefully. T  Ss.

(54) Warm-up (5 minutes). Pre-reading 9 minutes. Whilereading. and say what they are about. -T sets a limit time for 4 minutes for Ss to write. -The group with more meaningful descriptions will be the winner. Expected descriptions: 1. Cars can run on sea water. 2. A city on the sea. 3. A city on Mars 4. Robots are seen everywhere in schools, factory, homes . . . 5. The anniversary of 111th birthday. Lead-in: T asks Ss some questions to lead into the lesson. -Do you think these things will happen in the future? -What is your dream life in the future? -We don’t know for sure what will happen to our future life. Some people have made optimistic predictions but the others the pessimistic ones. And that’s the focus of our lesson today. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. pessimistic (a)  pessimist (n) 2. optimistic (a)  optimist (n) 3. terrorism (n) (explanation) 4. labour – saving (a) (context) 5. wipe sth out (v) (synonym): remove or destroy sth completely 6. space shuttle (n) (picture + explanation) 7. depression (n) (translation)  economic depression -T helps Ss to understand the new words more clearly by asking them to do Task 1 (p. 86). Activity 1: Questions and answers (Task 2, p. 86) -T tells Ss to read the passage and answer the questions. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. 10 minutes Expected answer: 1. Many large corporations will be wiped and millions of jobs will be lost. 2. The security of the earth will be threatened by terrorism as terrorist groups will become more powerful and more dangerous. 3. People will be living in much cleaner environment, breathing fresher air and eating healthier foods. They will also be better looked after by a modern medical system. Domestic chores will be no longer a burden thanks to the inventions of labour-saving devices. 4. They are developments in micro technology-computers and telecommunication. Activity 2 – Collecting information (Task 3, p. 86) -T asks Ss to read the text again. 10 minutes -T asks Ss to work in groups of four, finding the information in the text to complete the notes about how technology will influence our life in the future. + work: ____________________________________________ __________________________________________________ + travel :____________________________________________ __________________________________________________ -T checks the answers with the whole class and gives feedback. Expected answers: 1. Work: factories will be run by robots, offices will go electronic, and many people will work from home. 2. Travel: travelling by space shuttle is very fast, at 15,000 kms per hour; car could run on electricity or methane gas and fitted with computers. Post- reading Discussion -T asks Ss to in groups of four or five. 10 minutes -T assigns some groups to discuss the advantages of robots and the. Ss  Ss. T  Ss. T  Ss. T  Ss. T  Ss. T  Ss S S. T  Ss. T  Ss S T  Ss. T  Ss.

(55) others the disadvantages of robots. -T invites some Ss to give their answers -T gives feedback and makes comments. Suggested ideas: * Advantages: + save labour, lighten our work + do difficulties / hard jobs so that men have more time to enjoy life or do more creative work. * Disadvantages: + replace human beings in many fields so many people will lose their jobs or go jobless. + people become more independent on robots; we can’t work properly when the power is off or when robots stop working. Homework 1 minutes. Date: Period Unit 8(cont.) Lesson:. -T asks Ss to learn the new words by heart and prepare for new lesson SPEAKING. Ss  Ss. T  Ss. T  Ss. LIFE IN THE FUTURE SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about the life in the future. - express theirs ideas and predictions about life in the future. II. Language Focus: - Grammar: revision - New words: holiday-maker, resort, Jupiter, Mars, cure, declared . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Teacher’s Activities Game – Making predictions -T divides the class into six groups. -T asks Ss in each group to make predictions about life in the next 50 years. -T asks Ss to think about the topics below: + Leisure and entertainment + Health + Education + Science and technology -T invites the groups to report their opinion. -The group with more predictions will win the game Expected ideas: + You will be able to take pills to stop you from getting fat. + All housework will be done by robots. + There will be no dentists because there will be a vaccine against tooth decay. +There will be a cure for most diseases. + Children won’t go to school – they will be able to study at home using computer. + Japan will be a very important world power and Japanese will be an international language. + People will do all their shopping by computer. There will be no more crime as technology will make it impossible. + People will live at least 130. + There will be a hotel on the Moon.. Students’ Activities T  Ss. Ss  Ss. T  Ss.

(56) Pre-speaking 6 minutes. Whilespeaking 10 minutes. 14 minutes. Postspeaking 10 minutes. Homework 1 minutes. + People can travel to space or to the Moon on their holiday. Lead-in: Today, we will talk about what will have happened by the end of 21 st century and discuss predictions about life in the future. Pre-teaching vocabulary -T elicits some new words happening in the lesson. + holiday-maker (n) + resort (n) + Jupiter (n) + Mars (n) + cure (for sth) (n) + declared (a) Checking - ROR Activity 1 – Word cue cards (Task 1, p. 87) -T sticks 6 word cards on the board.  Chinese astronauts on Mars  New moon city opened  A cure for a common cold found  150th birthday party  Holiday resort on Jupiter  Car on sea water -T elicits the tense used after “By the end of 21 st century . . .” from Ss. (The Future Perfect Tense). -T has Ss look at the word cards and say what will have happened by the 21st century. -T goes around to control and gives help if needed. -T calls on some Ss to give their answers. -T gives feedback and comments. Activity 2: Giving opinions (Task 2, p. 88) -T asks Ss to work in pairs to give their opinions about the predictions (Task 1) that are likely or unlikely to happen, using the information in the table in Task 2 (see the textbooks). -T works with a student to model. -T moves around the class to control and gives help if necessary. -T invites some pairs to act out their dialogues to the class. -T gives feedback on what Ss have done and then makes comments. Example: T: I think it’s very unlikely that by the end of the 21 st century Chinese astronauts will have landed on Mars. S: Why do you think so? T: Because it’s too far from the earth. S1: In my opinion, it’s likely that by the end of the 21 st century people will be living to the age of 150. S2: Oh, really? S1: Because there will be cures for fatal diseases. Discussion -T asks Ss to work in small groups to discuss to make some predictions about what life will be like one hundred year from now. -T asks Ss to exchange their writings. -T moves around the class to give help when needed. -T calls on some Ss to read aloud their sentences to the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson - LISTENING. T  Ss T  Ss Ss  Ss T  Ss. T  Ss Ss  Ss. S. T  Ss T  Ss. S S. T  Ss. T  Ss Ss  Ss T  Ss T  Ss.

(57) Date: Period Unit 8(cont.) Lesson:. LIFE IN THE FUTURE LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: incredible, centenarian, fatal, eradicate, life expectancy, eternal, mushroom. III. Teaching Aids: CD player, charts . . . IV. Procedures: Stages/Time. Warm-up (4 minutes). Pre-listening (8 minutes). Teacher’s Activities Game – Telling the difference -T shows Ss two photos of 2 men. (an old man of 60 and a young man of 35) -T elicits the answers from Ss by asking the following questions. 1. Can you guess how old they are? 2. How do they look? (Expected: One man looks thin, with pale complexion. The other looks strong, fit and in good health condition.) 3. What factors make the difference b/w them? Lead – in: -What do you think about the fact that a young man of 35 years old looks like an old man and an old man of over 60 looks younger for his age and is in good health condition? -The factor that makes the difference b/w them is a healthy way of life. In today’s lesson, you will listen to the interview about people’s life expectancy in the future.. T S. T S. T S T  Ss. having well-balanced diet. T  Ss. not smoking. 10 minutes. T  Ss. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T gets Ss to work in pairs to write down the factors that help people have a long and healthy life.. jogging. Whilelistening. Students’ Activities. not dinking much wine and beer. FACTORS playing sports doing physical exercises regularly. + incredible (a) (synonym): fantastic, unbelievable, surprising +centenarian (n) (definition) + fatal (a) (context) + eradicate (v) (synonym): eliminate, get rid of + life expectancy (n) + eternal (a) (synonym): everlasting, never-ending + mushroom (v): (translation): Checking – Matching -T asks Ss to match the words/phrases with their Vietnamese meaning. Activity 1 – True or False (Task 1, p. 89) -T asks Ss to read through the information in Task 1. -T plays the CD player twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to decide whether the statements are true or false. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers.. T  Ss. T  Ss S S S S.

(58) 10 minutes. Postlistening 12 minutes. Homework 1 minutes. Date: Period Unit 8 (cont.). -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 2. F 2. F 3. F 4. T 5. T Activity 2 – Multiple choice (Task 2, p.89) -T delivers handouts with the following sentences. -T asks Ss in pairs to listen and choose the best answer to each question according to the recordings. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected handouts: 1. What are factors that help people have longer life expectancy according to Dr. Davis? a. eating more meat and vegetables b. eating more healthily, cutting down on things like butter, alcohol, and cigarettes. c. doing exercise regularly 2. Which factor is the most important one? a. the development in medical science. b. the development in technology c. the development in food production 3. What does Dr. Davis mean when he says the development in medical science is the most important factor of all? a. nobody dies from old age b. nobody dies from disease c. a and b are correct 4. What will we have been able to do about AIDS in ten years’ time? a. eradicate AIDS b. cure AIDS patients c. bring AIDS under control AIDS: Acquired Immune Deficiency Syndrome HIV: Human Immunodeficiency Virus Expected answers: 1. b 2. a 3. c 4. c Discussion -T asks Ss to work in groups of four to discuss the advantages and disadvantages of having a very long life. -T goes around to control. -T invites some pairs to act out their conversations to the class. -T gives feedback. Suggested ideas: * Advantages: + do many things they want to do/enjoy life more + see their children and grandchildren grow up + help their children and grandchildren * Disadvantages: + too weak to do things and often get ill + feel lonely when their children are busy with work, and their friends are dead. - T asks Ss to write few sentences to answer the questions “How do you keep fit?” -T asks Ss to prepare for the next lesson - WRITING. LIFE IN THE FUTURE. T  Ss. T  Ss. S. S S. S. T  Ss. T  Ss Ss  Ss T  Ss. T  Ss.

(59) Lesson:. WRITING. I. Objectives: By the end of this lesson, students will be able to: - describe the world in which they would like to live in the future. - write the new lyrics for the melody of the song. II. Language Focus: - Grammar: revision - New words: conflict, harmony, materialistic . . . III. Teaching Aids: CD player, charts, handouts. IV. Procedures: Stages/Time. Warm-up (5minutes). Teacher’s Activities Game – Gap fill -T plays the song “Imagine” by John Lennon. -T asks Ss to work in pairs to fill in each blank with a word they hear. -T checks the answers with the whole class. -T gives good marks to the pair with the most correct answers. Imagine there’s no Heaven It’s easy if you try No (1) . . . . . . below us Above us only (2) . . . . . . Imagine all the people (3) . . . . . . for today Imagine there’s no countries It isn’t (4) . . . . . . to do Nothing to (5) . . . . . . or (6) . . . . . . for And no (7) . . . . . . too Imagine all the people Living life in (8) . . . . . .. Students’ Activities T  Ss S T  Ss. Expected answers:. Pre-writing 9 minutes. Whilewriting 20 minutes. 1. Hell 2. sky 3. Living 4. hard 5. kill 6. die 7. religion 8. peac Lead – in -What kind of the world did John Lennon imagine? (Expected: A world where everybody live in peace) In today’s lesson, you’ll learn to write the new lyrics for the melody of the song Imagine by John Lennon. Pre-teaching vocabulary -T elicits some new world before listening. + conflict (n) (explanation)  a conflict b/w A and B  to conflict with sth + be under the threat of terrorism (exp.) (translation) + harmony (n) (explanation) + materialistic (a) (explanation) Read and answer the questions (Task 1, p. 89-90) -T asks Ss to work in pairs to ask and answer the questions in Task 1. -T invites some pairs to practise asking and answering the questions. -T gives feedback Suggested answers: + world peace: peaceful world, no war, no conflict, no threat of terrorism, people live in harmony + employment: everyone has a job + environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected. + people: less materialistic, less selfish, less violent, and more loving Song writing (Task 2, p. 80) -T plays the song “Imagine” once or twice. -T asks Ss to work in groups of four to write the new lyrics for the song. -T goes around and helps Ss, taking notes of mistakes for later correction.. T  Ss. T  Ss. T  Ss S S T  Ss.

(60) Post- writing 10 minutes. Homework 1 minutes. Date: Period Unit 8(cont.) Lesson:. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary. T  Ss S T  Ss. -T asks Ss to revise their writings at home. -T asks Ss to prepare Language Focus.. T  Ss. Ss. LIFE IN THE FUTURE LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - distinguish b/w the full form and contracted form of auxiliaries. - revise the use of prepositions and articles II. Language Focus: - Grammar: the use of prepositions and articles - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Full form and contracted form of auxiliaries -T reads the following sentences and asks Ss to write what they hear. -T hangs on an extra board with those sentences 1. They’ve passed the exam. 2. I haven’t seen him for a long time. 3. He’d already gone when I got there. 4. She has finished the job, hasn’t she? -T asks Ss to pronoun the contracted form of the auxiliaries. -T introduces the pronunciation of each contraction and lead into the new lesson.. 4 minutes. Pronunciation (8 minutes). Students’ Activities T  Ss Ss  Ss S T  Ss. -T elicits the full and contracted form of auxiliaries Full forms I have I have not You have You have not We have He has He has not She has She has not It has It has not You had You had not. Contracted forms I’ve /aiv/ I haven’t /ai’hævnt/ You’ve /ju:v/ You haven’t /ju:’hævnt/ We’ve /wi:v/ He’s /hi:z/ He hasn’t /hi:’hæznt/ She’s /∫i:z/ She hasn’t /∫i:’hæznt/ It’s /its/ It hasn’t /its’hæznt/ You’d /ju:d/ You hadn’t /ju:’hædnt. T  Ss. T  Ss. T  Ss.

(61) Practice -T reads the sentences on page 91 (textbook) and asks Ss to repeat. -T asks Ss to practise reading aloud the sentences. -Make correction of necessary. Grammar 8 minutes. Presentation 1 – Prepositions -T shows Ss a chart with the following for only two seconds. Expected chart:. T  Ss S T  Ss. die of believe in warn about famous for good at get married to wait for in time proud of interested in afraid of on business -T puts the chart away and asks Ss to write down as many words as they can remember on a piece of paper. -The student with most correct words is awarded with good marks. -T gets Ss to put the words into the correct categories.. Verb + preposition. Adjective + preposition. T  Ss. Preposition + noun. 8 minutes. Practice Activity 1 -T asks Ss to do the exercise 1 in pairs and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. Expected answers:. 8 minutes. 1. in 2. of 3. on 5. to 6. in 7. about 9. between ; opposite 10. to Presentation 2 – Articles -T show Ss three notices as follows:. INSTRUCTIONS Take (1) ____ cup from dispenser and hold it under (2) ____ spout. 4. at 8. for. T S S S T S. T  Ss. Please turn off (3) ____ light when you leave (4) _____ room.. Please close (5) _____ door. -T tells Ss to fill in each blank with one correct article. Expected answer: 1. a 2. the 3. the 4. the 5. the -T elicits some basic rules of articles from Ss * Indefinite article: We use a/an when we don’t know which one, it is not unique and it has not been mentioned before. * Definite article: We use the when we know which one because: + it has been mentioned before + it is defined by a phrased or a clause + it is unique Practice Activity 2 – (Exercise 2, p. 92) -T asks Ss to do the exercise 2 in the textbook. -T asks Ss to work in pairs to do the exercise. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. T  Ss. S S.

(62) Homework 1 minutes. -T asks Ss to find more expressions according to the categories. Adjective + preposition Verb + preposition Verb +noun +preposition Preposition + noun -T delivers handouts In each space put a, an or the or leave the space blank 1. We could wee that ______ Alps cover in ______ 2. Diana has ______ degree in ______ engineering from ______ University of London. 3. We took ______ trip around London and saw ______ Tower Bridge. 4. ______ summer I spent in ______ USA was one of ______ in my life. 5. She was ______ first woman to cross ______ Atlantic in ______ canoe. 6. I don’t like ______ milk in ______ coffee. Key: 1. the / 2. a / - / the 3. a / 4. the / the / the 5. the / the / a 6. - / - T asks Ss to prepare Unit 9 – READING. HK-II: 2008-2010. Date of preparing: January 4th, 2010 Date of teaching: January 5th, 2010. T  Ss.

(63) Period 55 Unit 9 Lesson:. DESERTS READING. I. Objectives: By the end of this lesson, students will be able to: - read for specific information to understand the passage about deserts. II. Language Focus: - Grammar: revision - New words: aerial, dune, stretch, aborigine, hummock, slope, corridor, crest . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Warm-up (6 minutes). Pre-reading 9 minutes. Whilereading 10 minutes. 10 minutes. Teacher’s Activities Game – Animals in hiding -T divides the class into 6 groups -T delivers handouts with the following sentences -T asks Ss to find animals hiding in the sentences. -T sets a limit time for 4 minutes for Ss to write. -The group to find out all the animals is the winner. Expected sentences: 1. That will be a real help.(bear) 2. She came late every day. (camel) 3. He came to America today. (cat) 4. Eric owes mw ten cents. (cow) 5. Do good workers succeed? (dog) 6. If Roger comes, we’ll begin. (frog) 7. In April I only came once. (lion) 9. She clothes naked baby. (snake) 10. At last, I, Gerald, had won. (tiger) Lead-in: T asks Ss some questions to lead into the lesson. -Which kind of these animals can live in deserts? -Name some other kinds of plants and animals live in deserts. (Expected: scorpions, cactus . . . ) -Name some countries which have deserts. (Expected: Australia, China, Egypt . . . ) -T leads into the new lesson. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. aerial (a) (explanation): in the air, existing above the ground. 2. dune (n) (picture): hill of sand near the sea or in a desert 3. stretch (n) (translation): a length or area of land, road 4. aborigine (n) (translation) 5. hummock (n) (picture) 6. slope (n) 7. corridor (n) (translation) 8. crest (n) (picture) 9. spinifex (n) -T helps Ss to understand the new words more clearly by asking them to do Task 1 (p. 86) Activity 1: True or False (Task 2, p. 98) -T tells Ss to read the passage carefully and decide whether the statements in Task 2 are true or false. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answer: 1. F 2. F 3. T 4. F 5. F 6. T Activity 2 – Questions and answers (Task 3, p. 98) -T asks Ss to read the text again and answer the questions in Task 3. -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board.. Students’ Activities T  Ss. Ss  Ss. T  Ss. T  Ss. T  Ss. T  Ss. S S. T  Ss S S. T  Ss T  Ss S.

(64) -T checks the answers with the whole class and gives feedback. Expected answers: 1. They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and Simpson Desert. 2. It lies b/w Lake Eyre in the south, the MacDonald Rangers in the north, the Mulligan and the Diamantine Rivers in the east , and the Macumba and Finke Rivers in the west. 3. In 1845 4. He was the President of the South Australian Branch of the Royal Geographical Society of Australia. 5. They took camels across the desert. 6. In the western part, they are short, mostly less than 10 metres high, and in the northern part, they are parallel and are up to 20 metres high. 7. Two. They are hummock grass and spinifex. Post- reading Discussion -T asks Ss to in groups of four or five. 9 minutes -T asks Ss to discuss the questions as follows: * Which method should people use to stop desert expansion? -T invites some Ss to give their answers -T gives feedback and makes comments. Suggested ideas: - ban people from cutting down tress for fuel and farmland (because when people cut down tress, the climate and soil are affected and forests are turned into deserts) -plant a wall of tress across the edge of a desert to stop desert sand from spreading. - build long canals or pipelines to carry water to desert areas. Homework -T asks Ss to learn the new words by heart, read again the passage 1 minutes and prepare for new lesson SPEAKING. Date of preparing: January 5th, 2010 Date of teaching: January 6th, 2010 Period 56 Unit 9 DESERTS Lesson:. Ss  Ss. T  Ss. T  Ss. Ss  Ss. T  Ss T  Ss. SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about natural features of deserts and desert life. - express theirs ideas about related matters. II. Language Focus: - Grammar: revision - New words: eucalyptus, cactus, date palm, crocodile, lizard . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (4 minutes) Pre-speaking. Teacher’s Activities Game -T divides the class into two groups. -T asks Ss in each group to find out animals and plants which live in deserts. -T asks Ss to write them on the board. -T leads into the new lesson. Pre-teaching vocabulary. Students’ Activities T  Ss Ss  Ss T  Ss.

(65) 6 minutes. Whilespeaking 10 minutes. 16 minutes. Postspeaking 8 minutes. Homework 1 minutes. -T elicits some new words happening in the lesson. + eucalyptus (n) + cactus (n) + date palm (n) + buffalo (n) + crocodile (n) + for (n) +lizard (n) Checking – ROR -T asks Ss to work in pairs, checking the trees and animals that they think might exist in a desert. Expected: cactus, date palm, camel Activity 1 – (Task 2, p. 99) -T asks Ss to work in pairs to find out as many natural features of a desert as possible. -T asks Ss to compare their notes with other pairs. Suggested ideas:  Climate: hot , dry  Rainfall: very low  Plants/ trees: cacti, some kinds of trees such as palm trees  Animals: very few, only camels  Soil: sand  Seasons: hot season (during the day), cold season (at night) -T goes around to control and gives help if needed. -T calls on some Ss to give their answers. -T gives feedback and comments. Activity 2 – Discussion (Task 2, p. 99) -T asks Ss to work groups of five to discuss and choose the five most important things they should bring along with them on an expedition. -T moves around the class to control and gives help if necessary. -T invites some representatives of groups to present their ideas to the class. -T gives feedback on what Ss have done and then makes comments. Suggested ideas: -I will bring water because there is little water in a desert and I may die without it. -I will bring a camel because a camel is the best means of transport in a desert. -I will bring food because it is almost impossible to find food in a desert. -I will bring a box of match because there is no electricity in a desert. -I will bring a blanket because it is very cold at night in a desert. Writing -T asks Ss to work in small groups to write a few sentences about the living conditions of human life in a desert. -T asks Ss to exchange their writings. -T moves around the class to give help when needed. -T calls on some Ss to read aloud their sentences to the class. -T gives feedback and comments. - T asks Ss to prepare for the next lesson - LISTENING. Date of preparing: January 6th, 2010 Date of teaching: January 7th, 2010 Period 57 Unit 9 DESERTS Lesson: LISTENING. T  Ss. T  Ss. S S. T  Ss Ss  Ss. S T  Ss T  Ss. S S. T  Ss. T  Ss Ss  Ss T  Ss T  Ss.

(66) I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: frightening, canal, needle . . . III. Teaching Aids: CD player, charts . . . IV. Procedures: Stages/Time. Warm-up (6 minutes). Pre-listening (6 minutes). Whilelistening 7 minutes. 7 minutes. Students’ Activities. Teacher’s Activities Game – Similes -T asks Ss to work in groups of four. -T delivers handouts with the following phrases and uses the pictures as hints. 1. ………….. like a fish. 2. ………….. like a horse 3. Like crocodile ………….. 4. As ………….. as ABC 5. As thin as a ………….. 6. As white as a ………….. -T asks Ss in the groups to fill in the blanks with suitable word. * Expected words: 1. drink 2. eat 3. tears 4. easy 5. rake 6. sheet -T elicits the key word from Ss by asking them to form it by selecting the initial letter of each above word. DESERT Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + frightening (a): (explanation) + cool (v) (definition): to make sb/sth cooler + canal (n) (picture) + needle (n) (picture) Checking – ROR Activity 1 – True or False (Task 1, p. 100) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to decide whether the statements are true or false. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 3. T 2. T 3. T 4. F 5. T Activity 2 – Multiple choice (Task 2 adapted, p.89) -T delivers handouts with the following sentences. -T asks Ss in pairs to listen and choose the best answer to each question according to the recordings. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected handouts:. 1. The talk examines ………….. what they are and how they are formed. a. deserts. b. animals. T  Ss. Ss  Ss Ss  S. T S. T  Ss T  Ss. T  Ss S S S S T  Ss. T  Ss. S. S S. c. sand. 2. Desert is a hot, dry, ………….. place. a. peaceful. b. endless. c. sandy. 3. Desert is also a beautiful land of ………….. and space.. S.

(67) a. nature. b. silence. c. mountains. 4. ……… and ……… cause the growing of the world’s deserts. a. Nature and animals c. Nature and humans. b. Animals and humans. 5. Rabbits contribute to the growing of deserts in Australia. They …………… every plant they can find a. destroy Expected answers: 8 minutes. Postlistening 10 minutes. b. eat. T  Ss. c. keep. 2. a 2. c 3. b 4. c 5. b Activity 3 – Gap-fill (Task 3, p. 101) -T lets Ss listen to the passage again and fill in the missing word. -T asks Ss to compare the answers with their partners. -T checks the answers with the whole class. Expected answers: 1. 90 percent 2. smaller plants 3. prevent 4. spreading 5. capital 6. canals Information transfer -T asks Ss to work in groups of four to fill in the missing words/ phrases in the box. -T goes around to control. -T invites some Ss to give the answers to the class. -T gives feedback.. T  Ss S S S T  Ss T  Ss Ss  Ss S. Desert T  Ss. (1) ………. of the growth of deserts. (3) …… (4) …… Expected answers: Homework 1 minutes. Measures to (2) ………. the growth of deserts. (5)…….. (6) ……. 1. Causes 2. prevent 3. nature 4. humans 5. plants / trees 6. build canals - T asks Ss to learn the new words in the lesson by heart. -T asks Ss to prepare for the next lesson - WRITING. Date of preparing: January 10th, 2010 Date of teaching: January 12th, 2010 Period 58 Unit 9 DESERTS Lesson:. T  Ss. WRITING. I. Objectives: By the end of this lesson, students will be able to: - describe the main features of a desert. - write a paragraph about the Sahara Desert. II. Language Focus: - Grammar: revision - New words: extend, arid, oasis, tableland, gazelle, antelope, fox, jackal . . . III. Teaching Aids: CD player, charts, handouts. IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities.

(68) Warm-up (4minutes) Pre-writing 10 minutes. Whilewriting 20 minutes. Post- writing 10 minutes. Homework 1 minutes. Questions and Answers -T asks the whole class some questions to lead into the new listening lesson. 1. Do you know the Sahara Desert? 2. Have you ever seen it on television or read about it? 3. Where is the Sahara Desert? . . . . Pre-teaching vocabulary -T elicits some new world before listening. + extend (v) (explanation): cover a particular area, distance or length of time + arid (a) (context) + oasis (n) (translation) + tableland (n) (synonym): plateau + gazelle (n) (picture) + antelope (n) (picture) + fox (n) (picture) + jackal (n) (picture) Questions and answers -T asks Ss to work in pairs to ask and answer the questions about the Sahara Desert, referring the information in the table in the textbook. 1. Where is the Sahara Desert? 2. How large is it? 3. How is the climate? 4. Name some of the natural features of the Sahara. 5. What kinds of animals and plants can live in the desert? -T elicits the outline of the description. General Outline of the Description  Introduction  General description + geography (location) + area + natural features (climate / rainfall/ elevation . . . )  Conclusion Write it up -T asks Ss to write a description of the Sahara Desert, using the information in the table on page 102. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to search more information about the Sahara on the Internet. -T asks Ss to prepare Language Focus.. Date of preparing: January 12th, 2010 Date of teaching: January 13th, 2010 Period 59 Unit 9 DESERTS Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - distinguish b/w the full form and contracted form of auxiliaries. - revise the use of conjunctions such as so, but, however . . . in the sentences. II. Language Focus:. T  Ss S S T  Ss T  Ss. T  Ss. T  Ss S S S T  Ss T  Ss S T  Ss T  Ss.

(69) - Grammar: review the use of some conjunctions in the sentences - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Full form and contracted form of auxiliaries -T reads the following sentences and asks Ss to write what they hear. -T hangs on an extra board with those sentences 1. They’re always phoning me at home. 2. He’s walking over the bridge. 3. She says she’ll go to the party tonight. 4. I am a teacher and you are a student. 5. Ann will be 12 next week. -T asks Ss to distinguish b/w the full form and the contracted form of the auxiliaries and elicits the answers from Ss. -T introduces the pronunciation of each contraction and lead into the new lesson.. 4 minutes. Pronunciation (10 minutes). 10 minutes. 10 minutes. T  Ss Ss  Ss S T  Ss. -T elicits the full and contracted form of auxiliaries Full forms I am You are He is She is It is We are They are I shall / will You will They will ………... I’m You’re He’s She’s It’s We’re They’re I’ll You’ll They’ll ………... Contracted forms /aim/ /jɔ: (r)/ /hi:z/ /∫i:z/ /its/ /wiə(r)/ /đeiz/ /ail/ /ju:l/ /đeil/ ……….. Practice -T reads the sentences on page 103 (textbook) and asks Ss to repeat. -T asks Ss to practise reading aloud the sentences. -Make correction of necessary. Grammar. Students’ Activities. Presentation – Linking words: BUT / SO / HOWEVER / THEREFORE . . . -T writes down some sentences on the boards 1. It began to rain, so I opened my umbrella. 2. They were late but they didn’t hurry. -T asks Ss to express the above sentences in another way so that the meaning stays the same. Expected answers: 1. It began to rain, therefore I opened my umbrella. 2. They were late. However, they didn’t hurry. (Or) Although they were late, they didn’t hurry. -T elicits the use of conjunctions from Ss. The use:  Contrary meaning: We can also express a contrast by using the adverbs such as however, although, but, though, even though  Similar meaning: We use so, therefore, as a result or for this reason to introduce the result of something. Practice Activity 1 – Sentence completion (Exercise 1, p. 104) -T asks Ss to do the exercise 1 in pairs and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. Expected answers:. T  Ss. T  Ss. T  Ss. T  Ss S T  Ss. T  Ss. T S S S.

(70) 10 minutes. 1. so 2. but 3. so 4. but 5. so 6. but 7. but 8. so Activity 2 – Multiple Choice (Exercise 2, p.104) -T asks Ss to do the exercise 1 in pairs and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. Expected answers: Homework 1 minutes. 1. but 2. however 3. yet 4. so 5. but 6. However 7. however 8. but Sentence making -T asks Ss to make sentences with so, but, however, therefore, yet . . . -T asks Ss to do exercise 3 as your homework. - T asks Ss to prepare Unit 10 – READING. T S T  Ss S S T  Ss T  Ss. Date of preparing: January 10th, 2010 Period 60 Unit 1O Lesson:. ENDANGERED SPECIES READING. I. Objectives: By the end of this lesson, students will be able to: - read for specific information to understand the passage about endangered species. II. Language Focus: - Grammar: revision - New words: habitat, deforestation, urbanization, biodiversity, vulnerable . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities.

(71) Warm-up (6 minutes). Game – Sort out the words -T divides the class into 4 groups -T writes these headings on the board. * Amphibians and reptiles * Wild animals * Birds * Insects -T hangs on an extra board with the following words. frog ant peacock crocodile elephant chicken. Pre-reading. 10 minutes. tortoise whale penguin ostrich spider dolphin. snake leopard parrot mosquito lion …………. T  Ss. Ss  Ss. monkey butterfly tiger bee rhinoceros. -T asks Ss to place each word under the correct heading. -T sets a limit time for 4 minutes for Ss to write. -The group with the most correct words wins the game. Expected sentences: * Amphibians and reptiles: frog, tortoise, snake, crocodile * Wild animals: leopard, lion, tiger, elephant, monkey, rhinoceros, whale, dolphin. * Birds: chicken, penguin, parrot, peacock, ostrich * Insects: mosquito, bee, butterfly, spider, ant Lead-in: T asks Ss some questions to lead into the lesson. -Which kind of these animals and insects are found in Vietnam? -Which of them do you think are in danger of becoming extinct? Why? -T leads into the new lesson. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. habitat (n) (context): the natural environment in which an animal or plant normally lives or grows 2. deforestation (n): the act of cutting down or burning tress in a area. 3. urbanization (n)(translation) 4. biodiversity (n) (translation) 5. priority (n): sth that you think is more important than the other things  to take priority over sth / sb 6. vulnerable (a): weak, easily hurt physically and economically 7. enact (v)(situation): pass a law Checking - ROR. Ss  Ss. T  Ss. T  Ss. T  Ss. T  Ss Whilereading. Activity 1: Multiple Choice (Task 2, p. 108) -T tells Ss to read the passage carefully. -T asks Ss to work in pairs to discuss to choose the correct options in Task 2. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. 10 minutes -T make comments and gives feedback. Expected answer: 1. D 2. B 3. A 4. A 5. D Activity 2 – Finding information (Task 3, p. 109) -T asks Ss to read the text again. 10 minutes -T asks Ss to find information to support the statements. -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answers: 1. The first sentence of paragraph 2 2. Paragraph 3 3. paragraph 4 Post- reading Summarizing. T  Ss S S. T  Ss T  Ss S S S T  Ss T  Ss.

(72) 8 minutes. Homework 1 minutes. -T gets Ss to work in groups of four to summarize the reading passage by writing one topic sentence for each paragraph. -T invites some groups to read aloud their sentences. -T gives feedback and makes comments.. Ss  Ss. -T asks Ss to learn the new words by heart, read again the passage and prepare for new lesson SPEAKING. T  Ss. T  Ss. Date of preparing: January 12th, 2010 Period 61. ENDANGERED SPECIES. Unit 10 Lesson:. SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about the information of some endangered species. II. Language Focus: - Grammar: revision - New words: panda, life-span, decline . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up (6 minutes). Game – Who am I? -T divides the class into two groups. Each group chooses one representative to stand in front of the class. -T prepares one large read card and one large blue card with the name of one kind of animal on each. One of these is pinned to the back of each group’s representative.. Elephant. 6 minutes. Whilespeaking 10 minutes. T  Ss Ss  Ss. Tiger. -These two students then try to discover their identity by asking YES – NO questions -T asks the remaining Ss in the class only to answer the questions YES or NO. -The two Ss are allowed to wander around, asking the opposite group members questions such as: + Do I live in a forest? + Do I have 2/ 4 legs? + Do I eat grass or hay? + Can I fly? + Am I a big animal? ……….. -The group with its representative first discovers his/her identity is the winner. Lead-in: -Do you know where elephants live? -Are they endangered animals? In today’s lesson, you practise talking about the information of some endangered animals such as elephants, rhinos, panda . . .. Pre-speaking. Students’ Activities. Pre-teaching vocabulary -T elicits some new words happening in the lesson. + panda (n)(picture) + life-span (n)(synonym): life expectancy + decline (v)(synonym): decrease  in decline / on the decline Checking – ROR Activity 1 – Complete the table (Task 1, p. 99) -T asks Ss to work in pairs to ask the questions as follows: Which of the following animals would you ………….. ← eat? ← keep as pet?. T  Ss. S  Ss. S  Ss. T  Ss T  Ss. T  Ss T  Ss Ss  Ss.

(73) ← use for medicine? ← use for food? ← think they are endangered? -T asks Ss to fill their answers below. Animals. keep as pet. eat. use for food. use for medicin e. are endange red. Panda Rhino Tiger Elephan t Dog Duck Mouse Cat. 14 minutes. Postspeaking 8 minutes. Homework 1 minutes. T  Ss. -T asks Ss to work in groups of four. -Each S has to find out what everyone’s answers are, and add them to the table. -T gives feedback and comments. Activity 2 – Role play (Task 2, p. 110) -T asks Ss to work in pairs to look at the information about the giant panda, rhino, tiger and elephant and practise speaking about them. -T works with a student to model. -T moves around the class to control and gives help if necessary. -T invites some pairs to act out their dialogues. -T gives feedback on what Ss have done and then makes comments. Example: T: Where do giant panda live? S: In bamboo forest in the mountainous in central and western China. T: What of the population of panda in the world? S: Only about 600. T: What do they eat? S: Bamboo. T: Do you know the reason why they are in danger of extinction? S: Yes. Because of habitat destruction and illegal hunting.. T  Ss. S S. T  Ss. T S. Writing a report -T asks Ss to work in small groups to write a brief report on the animals. -T sets a limit time for about 5 minutes for the groups to finish the report. -T asks Ss to exchange their writings. -T moves around the class to give help when needed. -T calls on some Ss to read aloud their sentences to the class. -T gives feedback and comments.. Ss  Ss. - T asks Ss to prepare for the next lesson - LISTENING. T  Ss. Date of preparing: January 14h, 2010 Period 62 Unit 10 Lesson:. S. ENDANGERED SPECIES LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: bared teeth, sociable, sub-adult, nest, ranger, civil war . . .. T  Ss. T  Ss.

(74) III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game – Animal Quiz -T divides the class into two groups. -T asks Ss to look at the picture of animals and answer the questions. 1. What is the largest animal in the world? 2. What is the fastest animal in the world? 3. What is the friendly sea mammal in the world? 4. What is the most poisonous snake in the world? 5. What is the largest bird in the world? 6. What is the rarest large mammal in the world? 7. Which creature is the most dangerous to man? 8. Which is the animal that looks like a large monkey without tail? -T awards one point to the first group to have a correct answer. The group with more points wins the game.. Expected answer: 1. whale 2. cheetah 3. dolphin 4. black mamba 5. ostrich 6. Javanese rhinoceros 7. mosquito 8. gorilla Lead-in: -What do you know about gorilla? -Where can you find them? Today, you’ll listen to the passage about gorilla. Pre-listening (7 minutes). Whilelistening 12 minutes. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T hangs on an extra board and asks Ss to match the words with their synonyms or definitions. -T asks Ss to give the Vietnamese equivalents of the words. 1. bared teeth (n) 2. sociable (a) 3. sub-adult (a) 4. silverback (n) 5. nest (n) 6. ranger (n) 7. civil war (n) = = ================================= a. a war which is fought b/w different groups of people who live in the same country. b. make and use a nest. c. teeth which are shown in an aggressive and threatening way. d. a male adult gorilla with white or silver hair across its back. e. not fully grown or developed f. a person whose job is to look after the forest or a large park. g. out-going Expected answers: 1. c 2. g 3. e 4.d 5. b 6. f 7. a Activity 1 – Multiple Choice (Task 1, p. 111) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the best option. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 4. A 2. B 3. B 4. D 5. C. Students’ Activities T  Ss. Ss  Ss. Ss  S. T S. T  Ss. T  Ss. S S. S S. T  Ss T  Ss S S S S T  Ss.

(75) 10 minutes. Postlistening 10 minutes Homework 1 minutes. Activity 2 – Chart Completion (Task 2 , p.112) -T asks Ss to listen again to fill in the gaps with the correct information. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers: 1. peaceful 2. plant eating 3. a few males and their young 4. plants and a few insects 5. in trees 6. in grasses 7. civil war 8. forests being cut down Speaking – Summarizing -T asks Ss to work in groups of four to summarize the ideas of the passage, using the information in Task 1 and Task 2. -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback. - T asks Ss to search for more information about gorilla on the Internet. -T asks Ss to prepare for the next lesson - WRITING. T  Ss S S S. S T  Ss T  Ss Ss  Ss S T  Ss T  Ss. Date of preparing: January 18th, 2010 Period 63 Unit 10 ENDANGERED SPECIES Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - write about measures to protect endangered species and possible results. II. Language Focus: - Grammar: revision - New words: sufficient, rely, livelihood, reserve . . . III. Teaching Aids: CD player, charts, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes) Pre-writing (10 minutes). Teacher’s Activities Questions and Answers -T asks the whole class some questions to lead into the new listening lesson. 1. What kind of animals do you like to keep as pet? Why? 2. Name some of endangered animals in Vietnam. -T leads into the new lesson. Pre-teaching vocabulary -T elicits some new world before listening. + sufficient (a)(explanation): enough for a particular purpose + rely on (v) (synonym): trust sb, have faith in sb/sth  to rely on sb to do sth + livelihood (n): a means of earning money in order to live  to earn one’s livelihood by doing sth + reserve (n)(translation)  a wildlife reserve Discussion -T asks Ss to work in groups of four to give the solutions to the problems in Task 1 on page 113 in the textbook. Suggested solutions: * There should be programs to raise people’s awareness of the need to protect rare and endangered animal. * The Governments should spend time establishing more wildlife habitat reserves ………... Students’ Activities T  Ss S S T  Ss T  Ss. T  Ss. Ss  Ss.

(76) Whilewriting (20 minutes). Post- writing (9 minutes) Homework (1 minutes). Write a paragraph -T asks Ss to work in groups to write a paragraph about measures for protecting endangered animals using the ideas discussed in Task 1. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to prepare Language Focus.. T  Ss S S S T  Ss T  Ss S T  Ss T  Ss. Date: January 18th, 2010 Period 64 Unit 10 ENDANGERED SPECIES Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - practise giving the rhythm of English. - use modal verbs in sentences II. Language Focus: - Grammar: review the use of some conjunctions in the sentences - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up & Pronunciation. Rhythm -T reads the sentences on page 114 (textbook) -T asks Ss to listen and make the stress on the stressed syllables in each sentence. -T gives feedback and introduces some useful language. Example: 1 2 3 4 5 Walk down the path to the end of the canal            Yes, that was probably necessary, John Practice -T read the sentences in the textbooks. -T asks Ss to practise reading the sentences, paying attention to the stressed syllables. -T invites some Ss to read aloud the sentences. -T makes corrections if necessary.. (14 minutes). Grammar (10 minutes). 20 minutes. Presentation – The use of modals -T elicits the use of modal verbs in English. MAY: expressing possibility in two different ways: present/future probability and permission. MIGHT: expressing probability or permission, or in reported speech. MUST/MUSTN’T: expressing obligation, logical necessity NEEDN’T: using needn’t, don’t need to, or haven’t got to say that is not necessary to do something. Practice Activity 1/Activity 2 / Activity 3 – (Exercise 1,2,3, p. 114,115) -T asks Ss to do the exercise 1,2,3 in pairs and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Expected answers:. Students’ Activities T  Ss S. T  Ss T  Ss. S T  Ss. T  Ss T S S S.

(77) Exercise 1, p. 114 2. may/might wake 5. may/might slip. 3. may/might bite 6. may/might break. 4. may/might need. 3. needn’t walk 6. needn’t explain. 4. needn’t ask. 4. must 7. needn’t. 5. mustn’t 8. must/mustn’t. T S. Exercise 2, p. 115 2. needn’t come 5. needn’t tell. Exercise 3, p. 115 3. needn’t 6. needn’t. Homework -T asks Ss to prepare Unit 11 – READING 1 minutes Date: January 25th, 2010 Period 66. T  Ss. BOOKS. Unit 11 Lesson:. READING. I. Objectives: By the end of this lesson, students will be able to: - read for specific information to understand the passage about ways of reading books. II. Language Focus: - Grammar: revision - New words: taste, swallow, chew, digest, dip into, reviewer . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up (5 minutes). Game – Match up -T asks Ss to work in groups of four. -T asks them to match the names of the authors in column A with their relevant works in column B. -The first group to have correct answers is the winner. A. B a. Gone with the Wind b. Diary in Prison c. The Last Leaf d. Oliver Twist e. War and Peace f. Diary of Cricket g. Murder on the Orient Express h. The Old Man and the Sea. 1. O. Henry 2. Ho Chi Minh 3. Charles Dickens 4. Ernest Hemingway 5. Margaret 6. To Hoai 7. Leo Tolstoy 8. Agatha Christie Expected sentences: 1. c 2. b 3. d 4. h 5. a 6. f 7. e 8. g Lead-in: T asks Ss some questions to lead into the lesson. -Have you ever read the above novels? -What kinds of books do you enjoy reading most/least? -How do you read books? In today’s lesson. You’ll get to know some ways of reading or some reading habits. Pre-reading. (10 minutes). Whilereading. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. 1. taste (v)(explanation) 2. swallow (v)(miming) 3. chew (v)(miming) 4. digest (v)(explanation) 5. dip into (v) (miming) 6. reviewer (n)(definition): a person who write reviews of books, films or plays. Checking – Slap the board Activity 1: True, False or Not mentioned (Task 2, p. 120) -T tells Ss to read the passage carefully. -T asks Ss to work in pairs to decide whether the statements are true, false or no. Students’ Activities T  Ss. Ss  Ss. Ss  Ss. T  Ss. T  Ss T  Ss. T  Ss T  Ss.

(78) information according to the text. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answer: 1. NM 2. F 3. NM 4. T 5. F Activity 2 – Questions and Answers (Task 3, p. 120) -T asks Ss to read the text again and answer the questions. (10 minutes) -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answers: 1. Three 2. When you find a good story and have time to enjoy it. 3. Read a few pages to see if it’s the one you can easily read and understand. Check that it is not too difficult. 4. Televisions can bring you all the information and stories with colour picture and action. 5. Books are still a cheap way to get information and entertainment; you can keep a book forever and read it many times. Post- reading Discussion -T gets Ss to work in groups of four to discuss the sentence “A good book is a good (9 minutes) friend” -T invites some groups to give their ideas to the class. -T gives feedback and makes comments. Suggested ideas: + Bring much help to our daily life + Tell us good things to do and bad things to avoid + Our sadness can be driven away by an hour reading; A book can comfort us, support us and help us to overcome the most difficult moment in life. + It is the easiest friend of all, we can come to him any time we like and talk to him as long as we want. + When we are tired, we can leave him without excuse ………. Homework -T asks Ss to learn the new words by heart, read again the passage and prepare for (1 minutes) new lesson SPEAKING. (10 minutes). S S. T  Ss T  Ss S S S T  Ss. T  Ss Ss  Ss T  Ss. T  Ss. Date: January 26th, 2010 Period 67 Unit 11 Lesson:. BOOKS SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about reading habits. - talk about characters in a book. II. Language Focus: - Grammar: revision - New words: science fiction, romance, thriller, fiction, craft book, witch, wizard school. III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (6 minutes). Teacher’s Activities Game – Finding books -T divides the class into two groups. -T asks Ss to find out the names of types of books they know. -The group with more books will win the games. Expected answers: 1. story book 2. picture book 3. textbook 4. romance 5. thriller 6. song book 7. novel 8. fiction book 9. dictionary 10. craft book 11. science book 12. biography. Students’ Activities T  Ss Ss  Ss. T  Ss.

(79) Pre-speaking 9 minutes. Whilespeaking 18 minutes. Postspeaking 8 minutes. Homework 1 minutes. Lead-in: -When do you often read book? -What kinds of books do you like reading? -Are they endangered animals? In today’s lesson, you practise talking about the reading habits. Pre-teaching vocabulary -T elicits some new words happening in the lesson. + science fiction (n)(translation) + romance (n)(translation) + thriller (n) (translation) + fiction (n) ( translation) + craft book (n) (translation) + witch (n) (picture) + wizard school (n)(translation) Sentence completion -T asks Ss to work in pairs to complete the conversations 1 and 2 (Task 1, 3, p.122) -T invites some pairs to act out their dialogues. -T gives feedback. Activity 1 – Dialogue building -T asks Ss to work in pairs to ask and answer about each other’s habit of reading books, using the questions in the conversation 1. -T invites some pairs to act out their dialogues. -T gives feedback. Example: A: What kinds of books do you like to read? B: Well, I like reading all kind of all, especially thrillers and detective stories by Arthur Conan Doyle. A: How do you often read books? B: I often read different kinds of books in different ways. If it is a book on the subject that I’m interested in, I’ll read it slowly and carefully. A: How often do you read books? B: I often read books in my free time and before bedtime.. T  Ss T  Ss. T  Ss. T  Ss. S S. S S. T  Ss. Discussion -T asks Ss to work in small groups to discuss the questions: Why do you read books? -T sets a limit time for about 5 minutes for the groups to finish the report. -T asks Ss to exchange their writings. -T moves around the class to give help when needed. -T calls on some Ss to read aloud their sentences to the class. -T gives feedback and comments. Suggested ideas: -to get better understanding of what we learn. -to improve our knowledge -to relax our mind -to get through the most tedious moment of life. Ss  Ss. - T asks Ss to prepare for the next lesson - LISTENING. T  Ss. Date: January 27th, 2010 Period 68 Unit 11 Lesson:. BOOKS LISTENING. I. Objectives: By the end of this lesson, students will be able to:. T  Ss. T  Ss.

(80) - listen for general and specific information. II. Language Focus: - Grammar: - New words: incredible, wilderness, survive, reunite, distinct, faithful . . . III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game – What’s in a book? -T divides the class into 6 groups. -T shows a book covered with a newspaper. -T reads out some information about the book as clues (the main characters, content, author . . .) and asks Ss to guess what the title is. -The first group to speak out the title of the book is the winner. -T congratulates the winner. Here are the clues: 1. It is a novel written in Cuba in 1951. 2. The story describes the heroic struggle b/w an old Cuban fisherman and the greatest catch of his life. 3. The name of the fisherman is Santiago. 4. The book is one of Ernest Hemingway’s most famous works. Expected: The Old Man and the Sea Lead-in: -Have you ever read that novel? -What’s your opinion about the book? Today, you’ll listen to a woman talking about the book that she has just read.. Students’ Activities T  Ss. Ss  Ss. Ss  S. T S Pre-listening (7 minutes). Whilelistening 12 minutes. 10 minutes. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. + incredible (a) (synonym): unbelievable + wilderness (n) (explanation) + survive (v) (definition) + reunite (v)(explanation) +distinct (a) (explanation): clearly different + faithful (a)(explanation)  be faithful to sb/ sth Checking: Slap the board Activity 1 – Multiple Choice (Task 1, p. 123) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the best option. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 5. B 2. C 3. B 4. A 5. A Activity 2 – Gap fill (Task 2 , p.124) -T asks Ss to listen again to fill in the gaps with the correct information. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers: 1. family 2. strength 3. humans 4. journey 5. pet. T  Ss. T  Ss. T  Ss T  Ss S S S S T  Ss T  Ss. S S S.

(81) Postlistening 10 minutes Homework 1 minutes. T  Ss T  Ss. Discussion -T asks Ss to work in groups of four to give some benefits of reading books -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback.. Ss  Ss. - T asks Ss to search for more information about gorilla on the Internet. -T asks Ss to prepare for the next lesson - WRITING. T  Ss. S T  Ss. Date: February1st, 2010 Period 69 Unit 11 Lesson. BOOKS WRITING. I. Objectives: By the end of this lesson, students will be able to: - write complete sentences, using the prompts given. - write a book report. II. Language Focus: - Grammar: revision - New words: crane, leukaemia, survivor, tragedy, plot . . . III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-writing (10 minutes). Whilewriting. Teacher’s Activities Questions and Answers -T asks to work in pairs to discuss and give some main features of characters or content of the book they have ever read. -T sets the time for 3 minutes. -T invites some Ss to show their ideas -T leads into the lesson: 1. Have you ever written a book report? 2. Do you know how to write it? Pre-teaching vocabulary -T elicits some new world before listening. + crane (n)(picture) + leukaemia (n) (translation) + survivor (n) (context) + tragedy (n) (situation) + plot (n) (explanation): the series of events which form the story of a novel, play, film . . . -T elicits the outline of a book report. 1. General introduction What is the title of the book? Who is the author? What type of the book is it? Why did you choose that particular book? 2. Summary of the book’s content Where is the book set? What is the main theme of the story? Who are the main characters? What is the plot of the story? 3. Conclusion What is your opinion of the book? Would you recommend it to others? Activity 1 – Questions and answers (Task 2, p. 125) -T asks Ss to work in pairs, asking and answering the questions in Task 1 -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their ideas.. (6minutes) (13 minutes). Activity 2 – Writing -T asks Ss to work individually to write a report on the book they have read recently (discussed in Task 2).. Students’ Activities T  Ss S S T  Ss. T  Ss. T  Ss. Ss  Ss. T  Ss S S T  Ss.

(82) -T goes around the class and helps Ss. Post- writing (10 minutes). Homework (1 minutes). Peer correction -T chooses one or two pieces of writing and asks Ss to work on the board. -T corrects mistakes with the whole class if necessary. -T asks Ss to prepare Language Focus.. T  Ss S T  Ss T  Ss. Date: February 2nd, 2010 Period 70 Unit 11 Lesson:. BOOKS LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - practise making stress. - use modal verbs in passive voice II. Language Focus: - Grammar: modals in passive voice - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. & Pronunciation. Rhythm -T reads the sentences on page 126(textbook) and tells Ss to listen and underline the stressed syllables in the sentences. -T checks the answers with the class. -T asks Ss to listen and make the stress on the stressed syllables in each sentence. 1. Why did you behave like that? 2. Come for a swim. 3. I think it will be fine. 4. She’s gone for a walk in the park. 5. I wonder if he’ll ever come back. Practice -T read the sentences in the textbooks. -T asks Ss to practise reading the sentences, paying attention to the stressed syllables. -T invites some Ss to read aloud the sentences. -T makes corrections if necessary.. (10 minutes). Grammar (10 minutes). 12 minutes. 12 minutes. Presentation – Modals in Passive Voice -T elicits the use of modal verbs in Passive voice. Students’ Activities T  Ss S. T  Ss T  Ss. S T  Ss. must/can/may/will . . . + be + past participle Examples: 1. The essay must be finished tonight. 2. That job can be done. 3. The umbrella may be taken. 4. Her assignment must have been finished. 5. She could have been met. Practice Activity 1 – Sentence completion (Exercise 1, p.126-127) -T asks Ss to do the exercise 1 in pairs and compare the results with their partners. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Activity 2 – Verb conjugation (Exercise 2, p. 127) -T asks Ss to do the exercise 2 in pairs and compare the results with their partners.. T  Ss. T S S S T S T S.

(83) Homework 1 minutes. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. S S. Expected answers:. T S. 1. will be prepared 2. Is food going to be cooked 2. will be –re-packaged 4. can be warned 5. should food be chosen 6. have to be offered 7. could be selected 8. ought to be made Sentence transformation (handouts) Rewrite each sentence so that it contains the words in capital. 1. We believe that the government has prepared a plan. (HAVE) 2. In the end I was unable to find a garage to service my car. (GET) 3. They have found the remains of an old Roman villa nearby. (DISCOVERED) 4. Jill’s parents are making her study hard. (MADE) 5. You’ll get a rise in salary after six months. (RAISE) Key: 1. The government is believed to have prepared a plan. 2. In the end I was unable to get my car serviced. 3. The remains of an old Roman villa have been discovered. 4. Jill is being made of study hard by her parents. 5. After six months, your salary will be raised. -T asks Ss to prepare Unit 12 – READING. T  Ss. Date: February 22nd, 2010 Period 73 Unit 12 Lesson:. WATER SPORTS READING. I. Objectives: By the end of this lesson, students will be able to: - read for specific information to understand the passage about water sports. - Guess the meaning in context. II. Language Focus: - Grammar: revision - New words: vertical post, crossbar, advance, interfere, punch . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Warm-up (7 minutes). Teacher’s Activities Game – Crossword Puzzle -T divides the class into two groups. -T shows the crosswords on the board and asks Ss in each group to choose a number randomly. T gives the cues for each number. Ss guess what the word is. -T awards one point to the group who can guess the word correctly. The group with more points is the winner. Here are the cues: 1. Boys have to wear trunks, girls have to wear a bath suits to do this. (swimming) 2. A game played in the US by two teams of nine payers, using a bat and ball. (baseball) 3. It is the most popular sport in the world. (football). Students’ Activities T  Ss. Ss  Ss.

(84) 4. There is a Queen, a King, a castle . . . in this game. (chess) 5. A game for two people played with long sticks and three balls on a long table covered with green cloth. (billiards) 6. The synonym of board-sailing. (windsurfing) 7. Another game of table tennis. (ping pong) 8. A game played over a large area of ground using specially shaped sticks to hit a small ball into a series of 9 or 18 holes. (golf) 9. A game played by two teams of 13 or 15 players using an oval ball. (rugby) 10. A game like tennis played by two or four people, usually indoors. (badminton) 12. An activity which in voles being pulled through the water by a fast boat. (waterskiing) Key word: Water Sports Lead-in: T asks Ss some questions to lead into the lesson. Pre-reading Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + vertical post (n) + crossbar (n) (7 minutes) + advance (v): move forward + interfere with sth (v): prevent sth from succeeding + punch (v) (action) Checking – ROR WhileActivity 1: Matching (Task 1, p. 130) reading -T asks Ss to work in pairs to match the words in column A with their meanings in column B. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. (10 minutes) -T make comments and gives feedback. Expected answer: 1. e 2. c 3. a 4. b 5. d (10 minutes) Activity 2 – Questions and Answers (Task 3 – P. 130) -T asks Ss to work in pairs to ask and answer the questions in Task 3. -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answers: 1. People play it in a pool. 2. It is the center of the pool. 3. The can be advanced by passing with one hand or swimming with the head above the water and the ball b/w the arms so it rides on the wave created by the swimmer’s head. 4. Only the goalie can hold the ball with both hands. 5. The player is ejected after committing five personal fouls. 6. A game is divided into quarters ranging from five to eight minutes in length, depending on the level of play. Post- reading Activity 3 – Gap fill (Task 2, p. 130) -T asks Ss to read the text again to fill in each gap with suitable information. (10 minutes) -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answers: 1. 1,8/30 meters / 20 meters 2. white caps/ blue caps / red caps with the number 1 in white 3. their own goal lines 4. holding or punching the ball 5. five or eight minutes Homework -T asks Ss to learn the new words by heart, read again the passage and prepare for (1 minutes) new lesson SPEAKING. Date: February 23rd, 2010 Period 74. Ss  Ss. T  Ss T  Ss T  Ss. T  Ss T  Ss S S. T  Ss T  Ss S S. T  Ss. T  Ss T  Ss. S S. T  Ss T  Ss.

(85) Unit 12 Lesson:. WATER SPORTS SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - understand and talk about other forms of water sports. - give their own opinions about water sports. II. Language Focus: - Grammar: revision - New words: synchronized swimming, scuba diving, oars, air tank, fin, mask . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-speaking 7 minutes. Whilespeaking 10 minutes. Teacher’s Activities Name the sports -T divides the class into four groups. -T asks Ss to write down as many words of sports as possible in one minute. -T invites some Ss to write the names of sports on the board. Expected answers: 1. swimming 2. water polo 3. synchronized swimming 4. windsurfing 5. scuba diving 6. rowing Lead-in: In today’s lesson, you are going to talk about some types of water sports. Pre-teaching vocabulary -T elicits some new words and useful expressions to express how to play a game. + synchronized swimming (n) + scuba diving (n) + oar (n) + air tank (n) + regulator (n)(translation)  a pressure temperature regulator + fin (n) + mask (n) Activity 1 – Gap fill -T asks Ss to work in pairs -T delivers the hand-outs to each pair. Ss ask and answer the questions to fill in the gaps. Suggested ideas: + Where is it played? + What equipment is required to play it? + How many people are there in each team? Is it played individually or in a team?. . . Student A Equipment Number of Type of sport Place required to players / play with participants Water polo pool ball team sea, lake, individually, Rowing boat, oars river team Windsurfing Scuba-diving Student B Equipment Number of Type of sport Place required to players / play with participants Water polo Rowing Windsurfing sea, lake board, sail individually Scuba-diving sea air tank, pair, team. Students’ Activities T  Ss Ss  Ss. T  Ss T  Ss T  Ss. T  Ss. T  Ss. S S. S S. T  Ss.

(86) regulator, wet suit, mask, fins. (12 minutes). Postspeaking 10 minutes. Homework 1 minutes. -T asks Ss to compare their answers. Activity 2 – Group work -T asks Ss to work in groups of four, in turns talking about one of the four games, using the information in the table. Example: + Water polo is played in a pool. It is played with a ball and people play it in a team. + Windsurfing is played in the sea. It is done with a board and people go windsurfing individually. . . . . -T goes around the class to control and gives help if necessary. -T jots down some mistakes Ss make for later correction. -T invites some Ss to present their ideas. -T gives feedback and comments. Discussion -T asks Ss to work in small groups to discuss the questions: Which of the above sports would you prefer playing? -T sets a limit time for about 5 minutes for the groups to finish discussion. -T asks Ss to exchange their ideas. -T moves around the class to give help when needed. -T calls on some Ss to present their ideas to the class. -T gives feedback and comments. Suggested ideas: I prefer scuba-diving to water polo because it is adventurous. However, it can be dangerous because you can easily be attacked by sharks . . .. T  Ss. Ss  Ss. T  Ss - T asks Ss to prepare for the next lesson - LISTENING. T  Ss. Date: February 24th, 2010 Period 75 Unit 12 Lesson:. WATER SPORTS LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen to the passage and fill in the gaps about water sports. - listen to some specific information. II. Language Focus: - Grammar: - New words: synchronizing swimming . . . III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-listening. Teacher’s Activities Game – Bingo -T asks Ss to write five water sports they enjoy playing most. Ss listen to the teacher and tick the words they hear. If Ss have all the five words ticked first, they will win the game. Then Ss say out “BINGO”. Suggested words: Swimming – Water polo – Windsurfing – Rowing – Jet-skiing – Synchronizing swimming – Sailing – Water skiing – Surfing – Body boarding – Water rafting Lead-in: -Do you do any water sports? -Are you good at swimming? Today, you are going to listen to a paragraph about synchronizing swimming. Pre-teaching vocabulary. Students’ Activities T  Ss. T S.

(87) (7 minutes). Whilelistening 12 minutes. 10 minutes. Postlistening 10 minutes. Homework 1 minutes. -T elicits some new words that Ss will hear in the listening exercise. -T asks Ss to listen and repeat chorally and individually. + synchronizing swimming (n) + Annette Kellerman + Katherine Curtis + Chicago Teachers’ College + Wright Junior College + Amateur Athletic Union Activity 1 – Multiple Choice (Task 1, p. 133) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the best option. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 6. B 2. C 3. A 4. B 5. A Activity 2 – Questions and Answers (Task 2 , p.134) -T asks Ss to listen again. -T asks Ss to work in pairs to ask and answer the questions in Task 2, P. 134. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers: 1. The great Australian swimmer, Annette Kellerman did. 2. She founded a water ballet club in 1923. 3. Curtis did. 4. It received major publicity when AAU was founded on March, 1, 1940. 5. It became an Olympic event at the Los Angeles Games in 1984. Guessing the game -T asks Ss to work in groups of four. -T asks Ss to choose one of the sports to talk about, trying to give as much information on the game as possible. -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback. - T asks Ss to write a short paragraph about the game they like best. -T asks Ss to prepare for the next lesson - WRITING. T  Ss T  Ss. T  Ss T  Ss S S S S T  Ss T  Ss. S S S. T  Ss T  Ss Ss  Ss S T  Ss T  Ss. Date: March 1st, 2010 Period 76 Unit 12 Lesson:. WATER SPORTS WRITING. I. Objectives: By the end of this lesson, students will be able to: - understand the instructions. - write instructions on how to play a game. II. Language Focus: - Grammar: revision - New words: fingertip, apart, bend . . . III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Teacher’s Activities Game – Hot seat. Students’ Activities.

(88) Warm-up (7 minutes). Pre-writing (5 minutes). Whilewriting (10minutes) (12 minutes). Post- writing (10 minutes). Homework (1 minutes). -T divides the class into two groups: Tom and Jerry. -T chooses two representatives from the two groups to sit in the “hot seats” in the front with their backs to the board. -T writes a word on the board and asks the groups to explain, describe or define the word in any ways so that their team mates in the “hot seats” can speak out the word. -T awards one point to the fastest group to succeed in guessing the word. -The group with more points is the winner. -T leads into the lesson Pre-teaching vocabulary -T elicits some new world before listening. + fingertip (n)(realia) + apart (adv): separately, not together . . . + bend (v)(mime): to lean in a particular direction -T elicits the outline of a book report. Activity 1 – Matching (Task 2, p. 125) -T asks Ss to work in pairs to read the sentences carefully and match an appropriate action with a sentence. -T asks Ss to compare their answers together then say them out. -T goes around and helps Ss, taking notes of mistakes for later correction. Expected answers 1. B 2. D 3. A 4. C Activity 2 – Group work -T asks Ss to work in group of four to look at the pictures and the cues then give the instructions on each action. -T asks Ss to write down the instruction individually. -T asks Ss to exchange their writings. -T goes around the class and helps Ss. Suggested writing: Stand with your feet apart. Raise your hands above your head. Bend forward, fingertips touch the ground. Then bend again, fingertips touch the ground b/w the feet. Finally, push each arm back to the first position. Making an instruction. -T divides the class into four groups. -T gives each group an extra board and a board marker. -T asks Ss in each group to discuss and then write an instruction on how to do daily morning exercise. -T moves around the class to control and gives help if necessary. -T asks each group to hang their extra board on the board. -T corrects mistakes with the whole class if necessary -T asks Ss to prepare Language Focus.. T  Ss. S  Ss T  Ss T  Ss T  Ss. T  Ss S S T  Ss. T  Ss Ss  Ss T  Ss T  Ss. Date: March 2nd, 2010 Period 77 Unit 12 Lesson:. WATER SPORTS LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - pronounce correctly the elisions in a sentence. - distinguish the difference b/w transitive and intransitive verbs. II. Language Focus: - Grammar: transitive and intransitive verbs - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’.

(89) Warm-up (5 minutes). Game – Obeying instruction -T divides the class into two groups A and B. -T invites some volunteers from each group to the front of the class. -T asks Ss to have to obey and follow the opponent’s instructions on how to do morning exercise. -The group that has the suitable actions for the instructions will win the game.. Activities T  Ss Ss  Ss S T  Ss. Pronunciation (5 minutes). Grammar (10 minutes). 12 minutes. Elision. -T hangs on an extra board with the words potato tomato canary today tonight police correct perhaps -T asks Ss to pronounce the words. -T checks if they pronounced correctly. -T asks Ss to look at the extra board and elicits the pronunciation of the elision. * What is elision?  the act of leaving out the sound of part of a word when we are pronouncing it. * The rules of elision + Loss of weak vowel after p, t, k. Example: potato [p'teitou], tomato [t'mɑ:tou], canary [k'neəri], perhaps [p'hæps], today [t'dei] + Weak vowel + n, l or r Example: tonight [tə'nait], police [pə'li:s], correct [kə'rekt] + Avoidance of complex consonant cluster Example: acts [æks], looked back [luk bæk] Practice -T reads the words on [age 136 and asks Ss to repeat them. -T asks Ss to work in pairs to underline the elision in each word. -T asks Ss to practise reading the sentences aloud. -T invites some Ss to read the sentences aloud. -T makes corrections if needed.. T  Ss. S. T  Ss T  Ss. S. T  Ss. Presentation – Transitive and Intransitive Verbs -T hangs on an extra board with the following words:. T  Ss. sleep read write lie meet occur die help arrive rain exist climb -T asks Ss to work in pairs, putting the verbs into two columns, transitive and intransitive verb.. T  Ss. Transitive verb (vt) Intransitive verbs (vi) Expected answer: Expected answer: read, meet, write, help sleep, occur, lie, arrive, rain climb die, exist -T elicits the difference b/w transitive and intransitive verbs: -T invites some Ss to give their answers. -T checks the task with the whole class. * Transitive verbs: a verb used with a direct object. Example: She wrote a letter transitive direct object * Intransitive verb: a verb used without a direct object Example: He died suddenly. intransitive Practice Activity 1 – (Exercise 2, P.136) -T asks Ss to do the exercise 1 in pairs to decide which verbs are transitive and intransitive. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T corrects the answers with the whole class.. T S S S T S.

(90) Expected answers:. 12 minutes. Homework 1 minutes. 1. happened (vi) 2. bought (vt) 3. won (vt) 4. won (vi) 5. arrived (vi) 6. are staying (vi) 7. is blowing (vi) 8. walk (vi) Activity 2 – (Exercise 3, P. 137) -T asks Ss to do the exercise 2 in pairs to choose the sentences that have objects and then change them to the passive form. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T asks Ss to prepare Unit 13 – READING. T S S S T S T  Ss. Date: March 3rd, 2010 Period 78 Unit 13 Lesson:. THE 22ND SEA GAMES READING. I. Objectives: By the end of this lesson, students will be able to: - understand the passage about the 22nd SEA Games. - scan the passage to get some specific information. - answer the questions about the text. II. Language Focus: - Grammar: revision - New words: compete, reliable, precision, overwhelming, rival . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-reading. (7 minutes). Whilereading (12minutes). Teacher’s Activities Game – Kim’s game -T asks SS to work in two groups and close their books. -T shows the pictures of the mascots from SEA Games in 30 seconds, and then T puts them away. -T asks Ss to write down the names of the mascots. The group to show the right answer more quickly will win the game. -T checks Ss’ understanding of instructions. Lead-in: T asks Ss some questions to lead into the lesson. -Which mascot symbolized the 22nd SEA Games? -Where did it take place? When? Brainstorming -T elicits Ss’s understanding about the 22nd SEA Games. *What have you known about the 22nd SEA Games? The 22nd SEA Games was held in Vietnam in 2003. Vietnam won the most gold medal and came first in the 22nd SEA Games. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + compete (v)(explanation)  to compete against/with sb in/for sth  to complete with sb in talent + reliable (a) + precision (n)(synonym): accuracy + overwhelming (a) + rival (n) Checking – ROR Activity 1: Questions and answers (Task 3, P. 140) -T asks Ss to work in pairs to ask answer the questions in Task 3, P. 140 in the textbook. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board.. Students’ Activities T  Ss Ss  Ss. T  Ss T  Ss. T  Ss. T  Ss S S.

(91) -T make comments and gives feedback. (10 minutes) Activity 2 – Gap-fill (Task 2 – P. 140) -T asks Ss to work individually to read the text again to find out suitable word to fill in the gaps. -T asks Ss to compare the answers with their partners. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answers: 1. the 5th to 13th December, 2003. 2. 90 gold medals 3. the Swimming and Shooting events 4. between 2010 and 2015 Post- reading Discussion -T divides the class into 6 groups. Each group talks about the 22 nd SEA Games (10 minutes) without looking back to the information in the text. Choose a representative to answer the other group’s questions. -The other groups make questions about the 22nd SEA Games. -T checks the answers with the whole class and gives feedback. Homework (1 minutes). T  Ss T  Ss S S T  Ss T  Ss T  Ss Ss  Ss T  Ss. -T asks Ss to learn the new words by heart, read again the passage and prepare for new lesson SPEAKING. T  Ss. Date: March 8th, 2010 Period 79 Unit 13 Lesson:. THE 22ND SEA GAMES SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - talk about some popular sports, their likes and dislikes of sports. - talk about records the athletes made in the 22nd SEA Games. - report the results of team sports. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-speaking 7 minutes. Teacher’s Activities Game – Braining storming -T divides the class into four groups. -T delivers a piece of paper and a marker to each group. In one minute, Ss try to write down as many words of sports they often watch in the SEA Games as possible. -After one minute, each group sticks their papers on the board. -T declares the winner. Lead-in: In today’s lesson, you are going to talk about your likes and dislikes of sports and the records people made in the 22nd SEA Games. Useful expressions -T elicits some useful expressions to express likes and dislikes from Ss. + I’m crazy about . . . + I’m fond of . . . + I’m interested in . . . + I like . . . the best. + I quite like . . . + I don’t really like . . . + I don’t like . . . at all. + I can’t stand . . .. Students’ Activities T  Ss Ss  Ss. T  Ss T  Ss T  Ss. T  Ss.

(92) Whilespeaking 10 minutes. (12 minutes). Postspeaking 10 minutes. -T elicits some useful expressions to talk about records and reports. + He ran 200 metres in twenty point fourteen seconds. (20.14 seconds) + She jumbled seven point seventy six metres long. + Danna defeated Febi six to two (6-2). + The result (score) was two to one (2-1) + Chelsea evened the score just after half time. + The final score was one nil (1-0). Activity 1 – (Task 1, P. 141) -T asks Ss to work in pairs to write down the names of the sports under each symbol. -T asks Ss to say out the names of the sports. -T checks the answers with the whole class.. Expected answers: 1. football (soccer) 2. tennis 3. swimming 4. cycling 5. basket ball 6. running (athletics) -T asks Ss to work in pair again to express their likes and dislikes about the sports above. Example questions: + Do you do any sports? + Which sport do you like doing in your free time? + How often do you do sports? + Why sport do you prefer? Why? -T invites some Ss to answer the questions, using the expressions to express their ideas. -T gives feedback. Activity 2 – Reporting the record (Task 2, P. 141) -T asks Ss to work in pairs to talk about the records at the 22 nd SEA Games, using the information in the table in Task 2. -T goes around the class to control and gives help if necessary. -T jots down some mistakes Ss make for later correction. -T invites some Ss to present their ideas. -T gives feedback and comments. Making a report (Task 3, P. 142) -T gets Ss to work in groups to make a report on the sport results, using the information in the scoreboard. -T hangs on the scoreboard on the board. -T chooses a representative to present the report in front of the class. The others listen and give comments. Expected answer: 1. Vietnam and Myanmar played in the Women’s Football Final. The Vietnamese team won the gold medal. The result was 2-1. 2. Thailand and Malaysia played in the Women’s Football third – place Play off. The Thai team won the bronze medal. The score was 6-1. 3. Thailand and Vietnam played in the Men’s Football Final. The Thai team won the gold medal. The result was 2-4. . . .. Homework - T asks Ss to prepare for the next lesson - LISTENING 1 minutes Date: March 9th, 2010 Period 80. T  Ss. T  Ss. T  Ss. S S. S S S T  Ss. T  Ss. Ss  Ss. T  Ss T  Ss. ND. Unit 13 THE 22 SEA GAMES Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen and answer the questions about some achievements from the winning players at the 22 nd SEA Games. - listen to some specific information. II. Language Focus: - Grammar: - New words: clear, podium, milkmaid, proposal, deal, tempting . . . III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities.

(93) Warm-up (5 minutes). Pre-listening (7 minutes). Whilelistening 12 minutes. 10 minutes. Postlistening 10 minutes. Game – Guessing words -T divides the class into two groups. -T asks Ss to think about a word. He or She will give them some cues about the word. -Each group has two chances to guess the word. The first group to give the correct word will win the game. Suggested words: What is this? 1. This word is a name of a sport. 2. This sport can be done alone. 3. This sport needs to have a pole to do with. 4. To do this, you have to be good at jumping.  Key word: Pole Vaulting Who are they? 1. They played together in team. 2. They successfully defended the SEA Games title in the 22nd SEA Games. 3. They were all girls or women, no men in their team.  Key word: The Vietnamese Women’s Football Team -T declares the winner of the game. Lead-in: Today, we are going to listen to the articles about Pole Vaulting and the articles about these famous Vietnamese women. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T asks Ss to listen and repeat chorally and individually. + to clear (v): to jump over or get past sth without touching it. + podium (n)(picture)  podia (plural) + milkmaid (n) + proposal (n): for sth / to do sth / that + deal (n): am agreement + temping (a): attractive Checking: ROR Activity 1 – Questions and Answers (Task 1, p. 143) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to answer the questions. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 1. one 2. Thailand 3. 4,80 m 4. No, he didn’t Activity 2 – True or False (Task 2 , p.143) -T asks Ss to listen again. -T asks Ss to work in pairs to decide whether the statements in Task 2 are true or false. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers: 1. T 2. F 3. T 4. T 5. T 6. F Discussion – Group work -T asks Ss to work in groups of four. -T asks Ss to choose one of their favourite players or athletes to talk about but do not say out his/her name. Ss try to give as much information about him / her as possible Suggested ideas: + Male or female + Where she / he is from + What he /she looks like + What sport he / she plays. T  Ss. Ss  Ss. Ss  Ss. T S T  Ss T  Ss. T  Ss T  Ss S S S S T  Ss T  Ss S S S T  Ss T  Ss. Ss  Ss.

(94) Homework 1 minutes. + What he / she good at + Which he / she belongs to + He / she has ever won a gold medal . . . -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback. - T asks Ss to write a short paragraph about their favourite football player / athlete on their notebooks. -T asks Ss to prepare for the next lesson - WRITING. S T  Ss T  Ss. Date: March 10th, 2010 Period 81 Unit 13 Lesson:. THE 22ND SEA GAMES WRITING. I. Objectives: By the end of this lesson, students will be able to: - use the words on football. - describe a football match. II. Language Focus: - Grammar: revision - New words: spectator, opponent, defender, striker, penalty area . . . III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Teacher’s Activities Game – Miming -T divides the class into two groups. Each group nominates one representative.. Warm-up (7 minutes). Pre-writing (5 minutes). Whilewriting. -T writes these activities on a piece of paper. swimming volleyball mountain-climbing playing computer basket ball badminton games football -T asks each representative to mime the activities, and the members of his groups will have to guess what the activity is. -The group which has more correct answers will win the game. -T asks Ss some questions to lead into the lesson Expected questions: 1. Which of the sports above do you enjoy watching most? 2. Do you ever watch a football match b/w your school’s team and one of your neighbouring school’s team? 3. If yes, how did you feel? Did you report the football match to the other ones? . . . Some useful languages: -T elicits some useful languages. + player / captain / defender / striker / goalkeeper / forward / referee / midfield player . . . + spectator / opponent + center spot / center circle / penalty area / goal + in the first half / in the second half +keep the ball away from the goal + by a combination of passing and dribbling . . . + give a kick (shot) straight into the goal + save a short struck at close range + score goal / make a goal against . . . + jump up and cheer . . . Checking: -T says out the Vietnamese words, Ss says out the English words. Activity 1 – Ordering (Task 1, P. 143-144) -T asks Ss to work in pairs to read the questions describing the match and put them in the suitable sections: Introduction, Details of the match or Conclusion.. Students’ Activities T  Ss. S  Ss. T  Ss. T  Ss T  Ss. T  Ss.

(95) (10minutes). (12 minutes). Post- writing (10 minutes) Homework (1 minutes). -T asks Ss to compare their answers together. -T goes around and helps Ss, taking notes of mistakes for later correction. Expected answers + Introduction: 4 – 7 – 3 + Details of the match: 6 – 1 – 8 – 9 – 10 + Conclusion: 2 – 5 -T asks Ss to work in pairs again to ask and answer the above questions about a football match Ss have watched recently. -T moves around the class to give help if necessary. Activity 2 – Writing -T asks Ss to work in group of four to write a description of the football match mentioned above, based on the results of Task 1 and 2. The useful language may help them. -T asks Ss to exchange their writings. -T goes around the class and helps Ss. Correction -T asks some Ss to write their description on the board. -T lets them give feedback and then T makes comments. -T asks Ss to prepare Language Focus.. S S T  Ss. T  Ss Ss  Ss S T  Ss T  Ss. Date: March 14th, 2010 Period 82 Unit 13 Lesson:. THE 22ND SEA GAMES LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - focus on pronunciation: linking. - use double comparative sentences. II. Language Focus: - Grammar: double comparative sentences. - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Game – Miming the actions -T divides the class into two groups A and B. Each group chooses a representative. -T writes each action on a piece of paper. stand up, take off your coat, put on your hat, look at the board, turn off the light, turn on the fan . . . -T invites each representative to mime these actions, and the members of his/her groups will have to guess and say out what the action is. The two representatives take turns to do the miming. The group which has more correct answers will win the game. Lead-in: -T asks Ss to pronounce the words again, noticing the linking sound b/w an ending consonant and a beginning vowel. Example: look at take off Linking -T models and asks Ss to repeat the sentences chorally then individually. -T checks if they pronounced correctly. -T asks Ss to practise the sentences on page 145 – 146 in pairs, making sure they link the words together. -T invites some Ss to read the sentences aloud. -T makes corrections if needed.. (5 minutes). Pronunciation (7 minutes). Grammar. Presentation – Double Comparison -T asks Ss to work in pairs, looking at the table on page 146 in the textbook.. Students’ Activities T  Ss Ss  Ss S T  Ss. T  Ss S S S T  Ss T  Ss.

(96) (10 minutes). 12 minutes. 10 minutes. Homework 1 minutes. (Exercise 1, P. 146) -T asks Ss to match a line in A with a line in B to make meaningful sentences. -T asks Ss to read the sentences aloud and check if they are right or wrong. -T checks the task with the whole class. Expected answers: 1–c 2–e 3–a 4–b 5–d 6–g 7–f -From the exercise 1, T elicits the structures of double comparison. * Structure 1 [Comparative + and + Comparative] + Short adjectives: harder and harder, bigger and bigger, better and better . . . + Long adjectives: more and more difficult, more and more expensive . . .  We repeat comparatives to say that something is changing continuously. * Structure 2 [the + comparative, the + comparative] + Short adjectives: The sooner . . . , the better . . . The younger . . . , the easier . . . + Long adjectives: The more expensive . . . , the more . . . .  We use the . . . the . . . (with two comparatives) to say that one thing depends on another thing. Examples: -It’s becoming harder and harder to find a job nowadays. -The earlier we leave, the sooner we will arrive. Practice Activity 1 – (Exercise 2, P.146-147) -T asks Ss to do the exercise 2 in pairs to complete each of the sentences, using the structures above with the words in brackets. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T corrects the answers with the whole class. Activity 2 – (Exercise 3, P. 147) -T asks Ss to do the exercise 3 in individual to complete the sentences, choosing s suitable half-sentence from the given box. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. Expected answers: 1. The warmer the weather, the better I feel. 2. The more you practise your English, the faster you will learn. 3. The longer he waited, the more impatient he became. 4. The more electricity you use, the higher your bill will be. 5. The more expensive the hotel, the better service. 6. The more I got to know him, the more I like him. 7. The more you have, the more you want. -T asks Ss to prepare Unit 14 – READING. Date: March 16th, 2010 Period: 83 Unit Lesson. TEST YOURSELF E. I. Objectives: By the end of this lesson, students will be able to: - Develop listening skill by doing listening exercise. - Read and understand a passage about students’ homework. - Revise the passive form, relative clauses. - Write and ask for permission. II. Language Focus: - Grammar: Revision - New words: Revision III. Teaching Aids: Pictures, extra board, transparent sheet, overhead projector, cassette player, textbook . . .. T  Ss. T S S S S T S T S S T S. T  Ss.

(97) IV. Procedures: Stages/Time. Teacher’s Activities. Students’ Activities. Warm-up (3 minutes). -T asks Ss some questions: + Have you ever heard about Reading Town or Oxford? + What is Oxford famous for? -T leads into listening exerices. -T introduces the listening task. -T asks Ss to have a quick look at the content of the listening exercise. -T plays the tapes and asks Ss to listen to it three times. Each time has a short pause for Ss to check their answers. -T goes around the class and gets feedback from Ss. * Expected answers:. -Ss listen to T’s questions and answer them.. Listening. 10 minutes. Reading 1. 50 miles to the west of London 2. 120,000 people 3. market town 4. biscuit factory 5. computer industry. Reading 10 minutes. Grammar 10 minutes. Writing 10 minutes. Homework 2 minutes. Oxford. -Ss open their books and work in pairs. -Ss listen and take notes answer the questions. -Ss listen to T’s guidances and take notes the right answers.. 6. in central England 7. 90,000 people 8. university 9. car factory 10. Cowley Road. -T explains the task clearly and asks Ss to do the exercise individually. -T explains some new difficult words. -T goes around the class and helps Ss correct their mistakes in the answers. -T invites some Ss to present theirs answer in front of the class, and compares the answers with others. -T feedbacks from Ss and gives out remarks. * Expected answers: 1 – F; 2 – F; 3 – T; 4 – F; 5 – T. -Ss listen to T’s guidance.. -T asks Ss to work in pairs and do the exercise in the textbooks. -T goes around the class to help Ss. -T invites some Ss to give their answers in front of the class. * Expected answers: 1. by 6. the 2. for 7. a/per 3. there 8. by 4. which 9. it 5. the 10. be. -Ss work and discuss in pairs to complete the exercises. - Ss present their results in front of the class. -Ss listen and take note the correct answers from the T.. -T introduces the situation clearly. -T asks Ss to read the outline carefully. -T requires Ss to work in groups of 6 to write a permission. -T goes around the class and helps Ss. -T invites representatives of some groups to present their writing in front of the class. - T listen to Ss’ presentation and remarks.. -Ss listen and take notes. -Ss read the outline. -Ss work in groups of 6 and do the exercise.. -T asks Ss to rewrite the permission at home. -T asks Ss to review all the units from 4 – 6 for the Second English Test.. Date: March 17th, 2010 Period 84. -Ss do the exercise. -Ss present their answer in front of the class. -Ss take notes the keys.. -Ss present the writing in front of the class. -Ss listen to T’s remarks. -Ss listen and take notes..

(98) Unit 14 Lesson:. INTERNATIONAL ORGANIZATIONS READING. I. Objectives: By the end of this lesson, students will be able to: - know some more information about the International Red Cross. - know the activities of Vietnamese Red Cross society. - identify the main ideas. II. Language Focus: - Grammar: revision - New words: dedicate, initiate, appeal, appal, disaster-stricken . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-reading. (7 minutes). Whilereading (12minutes). (10 minutes). Teacher’s Activities Game – Matching -T divides the class into two groups A&B. -T sticks the symbols/logos of the international organizations to the board. -T distributes the cards of the name of the international organizations to the Ss: WWF, UNESCO, UNICEF, WHO, UN, FIFA. -T calls out the symbols in any order and the representatives of each group run to the board and stick the names under the symbols. Lead-in: T asks Ss some questions to lead into the lesson. -Which symbol refers to health? -What do you know about WHO? Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + dedicate (v): to give all your energy, time, efforts etc to sth. + initiate (v): to start something.  initiative (n) + appeal (v): to make a serious request for sth you need or want very much.  to appeal to sb for sth / appeal for sth. + appal (v): to make sb / sth afraid or shocked + disaster-stricken (adj): to be destroyed by floods, earthquake. Checking – -T asks Ss to work in pairs to do the Task 1, P. 154 for further understanding of the new vocabulary. -T asks Ss to give their answers in front of the class. -T gives feedback and makes comments. Expected answer 1. dedicated 2. appealed 3. initiated 4. appalled 5. resulted Activity 1: True of False (Task 2, P. 154) -T asks Ss to read the reading carefully. -T asks Ss to work in pairs to decide whether the sentences are true or false. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answer 1. F 2. T 3. T 4. F 5. F Activity 2 – Questions and Answers (Task 3 – P. 154) -T asks Ss to work in pairs again to ask and answer the questions in Task 3. -T asks Ss to compare the answers with others. -T asks some Ss to write their answers on the board. -T checks the answers with the whole class and gives feedback. Expected answer 1. The Red Cross Federation’s mission is to improve the lives of vulnerable people. 2. 181 countries. 3. People in the country can get quick help and supports when they are in difficulty.. Students’ Activities T  Ss Ss  Ss. T  Ss T  Ss. T  Ss. S S. T  Ss T  Ss S S S T  Ss T  Ss S S T  Ss T  Ss.

(99) Post- reading Summary -T asks Ss to work in groups of four to summarize the reading by filling in each space (10 minutes) with a suitable word. -T goes around the class to control and give help if necessary. -T checks the answers with the whole class and gives feedback. Expected answer 1. appalled 2. lack 3. of 4. in Homework (1 minutes). -T asks Ss to learn the new words by heart, read again the passage and prepare for new lesson SPEAKING. T  Ss Ss  Ss T  Ss T  Ss. Date: March 20th,2010 Period 85 Unit 14 Lesson:. INTERNATIONAL ORGANIZATIONS SPEAKING. I. Objectives: By the end of this lesson, students will be able to: - know some more information about WHO. - talk about some other international organizations. II. Language Focus: - Grammar: revision - New words: attainment, advocate, fund . . . III. Teaching Aids: charts . . . IV. Procedures: Stages/Time. Warm-up (7 minutes). Pre-speaking 5 minutes. Whilespeaking 10 minutes. Teacher’s Activities Game -T divides the class into two groups. Each group chooses a representative. -T asks two representatives to go to the board. -T shows some words to Ss and then T asks them to draw their logos on the board. The other members of the groups will have to say what organization is. -In limited time, which group having more correct words for the logos will be the winner. Expected words used in the game: WHO, UNICEF, WWF -T asks Ss to write the words under the logos. -T declares the winner. Lead-in: In today’s lesson, you are going to talk about some famous international organizations. Useful expressions -T elicits some useful expressions to express likes and dislikes from Ss. + attainment (n): the act of achievement of sth. + advocate (v): to support a particular plan or action. + fund (n): stock of money. Activity 1 – Talking about WHO (Task 1, P. 155) -T asks Ss to read the passage and answer the questions -T goes over the answers with the whole class. Expected answers 1. WHO stands for the World Health Organization. 2. It was established on 7 April 1948. 3. Its objective is the attainment by all people of the highest possible level of health. 4. Is main activities are carrying out research on medical development and improving international health care. -T invites some Ss to answer the questions. -T gives feedback.. Students’ Activities T  Ss Ss  Ss. T  Ss T  Ss. T  Ss T  Ss. T  Ss S S S S S T  Ss.

(100) (12 minutes). Postspeaking 10 minutes. Homework 1 minutes. Activity 2 – Talking about UNICEF / WWF (Task 2, P. 156) -Basing on the questions in Task 1, T asks Ss to work in pairs to make similar dialogues about UNICEF and WWF. -T asks Ss to use the information in the table. -T moves around the class to give help. -T invites some pairs to act out their dialogues. -T makes comments. Writing -T asks Ss to work in groups of four. -T asks Ss to write down what they know about UNESCO, one of the international organizations in the world. Suggested ideas + UNESCO: United Nations Educational Scientific and Cultural Organization + Founded: 16 November, 1945. + Headquarter: Paris, France + Aim: To contribute to peace and security by promoting international collaboration through education, science and culture. . . . -T asks Ss to find information of other international organizations such as: FAO, NATO . . . - T asks Ss to prepare for the next lesson - LISTENING. T  Ss S S T  Ss T  Ss. Ss  Ss. T  Ss T  Ss. Date: March 22nd, 2010 Period 86 Unit 14 INTERNATIONAL ORGANIZATIONS Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for some specific information. - know more about UN II. Language Focus: - Grammar: revision - New words: destruction, goal, religion, colony . . . III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up (5 minutes). Questions and Answers -T asks Ss some questions about UN to lead into the lesson. 1. What do you know about the United Nations? 2. Where is the United Nations located? -T asks Ss to work in pairs to discuss and give their right answers. Lead-in: Today, we are going to listen to a passage about the United Nations to understand more about it.. Pre-listening (7 minutes). Whilelistening 12 minutes. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T asks Ss to listen and repeat chorally and individually. + destruction (n): destroying or being destroyed + goal (n)(synonym): aim + religion (n): one of the system of beliefs that is based on a belief of a God or Gods + colony (n): a country or an area that is ruled by another, more powerful country. Checking: ROR Activity 1 – Multiple Choice (Task 1, p. 157) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the correct options. -T asks Ss to compare the results with their partners.. Students’ Activities T  Ss S S. T S T  Ss T  Ss. T  Ss T  Ss S.

(101) 10 minutes. Postlistening 10 minutes. Homework 1 minutes. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 1. C 2. D 3.C Activity 2 – Gap filling (Task 2 , p.157) -T asks Ss to listen again. -T asks Ss to work in pairs to find suitable words to fill in the blanks. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers 1. solve international problems 2. the un 3. in its goals 4. at war 5. independence Discussion – Group work -T asks Ss to work in groups of four. -T asks Ss to discuss the questions below: What would happen if there were not any international organizations in the world? Suggested ideas If there were no international organizations, . . . + The world would have more wars. + Life expectancy would be shorter than people have today. + There would be more fatal diseases. + More victims would lose their lives due to natural disasters. -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback. - T asks Ss to write a short paragraph about their favourite football player / athlete on their notebooks. -T asks Ss to prepare for the next lesson - WRITING. S S S T  Ss T  Ss S. S S. T  Ss T  Ss. Ss  Ss. S T  Ss T  Ss. Date: March 24th, 2010 Period 87 Unit 14 INTERNATIONAL ORGANIZATIONS Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - know more about the activates of WWF, WHO and UN. - write about the reason why they choose an organization to work for. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-writing. Teacher’s Activities Game – Guessing -T divides the class into two groups. -T shows some pictures related to the organizations. -T asks Ss to guess what organization the pictures belong to. Expected pictures The UN WWF WHO -T leads into the new lesson. + Would you like to work for one of them? Why? Pre-teaching vocabulary. Students’ Activities T  Ss. S  Ss T  Ss.

(102) (15 minutes). -T elicits some new languages. + do research (v): to make a detailed study + do charity (v): to raise money to help people who are poor, sick + remote (a): far away from where other people live. Checking: -T says out the Vietnamese words, Ss say out the English words. Categorizing -T asks Ss to look at some suggestions in Task 1 on page 158. -T asks Ss to put the suggestions into the correct columns.  WWF + do research on rare plants and animals + be good at biology + protect endangered species  WHO + help improve international health care + do medical research + do charity and volunteer work + work in remote and mountainous areas + meet different people + speak English at work  The UN + have an opportunity to live a broad. + use English at work + travel all over the world + have high salary + meet different people + work and live in New York -T asks Ss to work in groups to answer the questions Which international organization would you like to work for? -Ss answer the question, basing on the above category. Making the outline. T  Ss. T  Ss. S S. S S. S S. T  Ss. I’d like to work for . . . . because, as, since, for Firstly Whilewriting (15minutes) Post- writing (9 minutes). Secondly. Thirdly. Finally. Writing (Task 2, P. 158) -T forms groups of Ss who would like to work for WWF, WHO or the UN. -T asks Ss to write a paragraph about 100 words, expressing the reasons why they choose the organization. -T goes around and helps Ss, taking notes of mistakes for later correction. Role – play -One student is an officer (as an interviewer) of an international organization. The other is an applicant for the job. -T asks Ss to make a dialogue b/w an interview and interviewee. Suggested ideas + Greetings + Name + Address / Phone number + Marital status + Qualifications: what degree, diplomas, and certificates do you have? + Experience: what work have you been doing? + Reason + Salary + Hobbies + Closing. T  Ss S S T  Ss T  Ss. S S.

(103) -T goes around the class to give help. -T makes comments. Homework (1 minutes). T  Ss -T asks Ss to prepare Language Focus.. T  Ss. Date: March 29th, 2010 Period 88 Unit 14 Lesson:. INTERNATIONAL ORGANIZATIONS LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - know how to use the falling tune. - know some phrasal verbs and how to use them. II. Language Focus: - Grammar: phrasal verbs - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Game – Signs -T divides the class into two groups A and B. -T gives the cards of phrasal verbs: give up, take away, switch off, keep off, slow down, pick up . . . -T invites the representatives to take turns to complete the signs by sticking the phrasal verbs on the board corresponding to the T’s signs. Lead-in: -T asks Ss a question to lead in the new lesson. + What do you call these words? Presentation 1 -T elicits the formation of the phrasal verbs. [Verbs + Particles (preposition / adverb)] Example: + The dentist pulled out the tooth. + He’s looking after our cat while we’re on holiday. Practise Activity 1 – (Exercise 1, P. 159-160) -T asks Ss to work in pairs to do the exercise 1 -T asks Ss to compare the answers with others. -T asks Ss to read the sentences aloud and check if they are right or wrong. -T checks the task with the whole class.. (5 minutes). Grammar (4 minutes). (10 minutes). Students’ Activities T  Ss Ss  Ss S T  Ss. T  Ss T  Ss T  Ss S S. Expected answers. 10 minutes. 1. give up 2. fill in 3. turn on 4. take off 5. Wash up 6. look up 7. turn off 8. fill in 9. go on 10. put on Activity 2 – (Exercise 2, P. 160) -T asks Ss to do the exercise 2 in pairs to complete each of the sentences, using the words in the given box. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T corrects the answers with the whole class.. Expected answers. 10 minutes. 1. in 2. up 3. out 4. round 5. on 6. up 7. down 8. away 9. down 10. on Activity 3 – (Exercise 3, P. 160-161) -T asks Ss to do the exercise 3 individually to replace the words in brackets with a suitable phrasal verb in the box.. T  Ss T S S S S T S T S.

(104) -T goes over the answers with the whole class. -T calls on some Ss to give their right answers.. S. Expected answers Pronunciation (5 minutes). 1. turns up 2. look after 3. takes after 4. got over 5. held up 6. try out 7. went off Intonation – The falling tune -T hangs an extra board with the following sentences on the board.. T S T S. 1. What did they drink? 2. I saw Alice at the airport. S 3. What a fast car! 4. She couldn’t cook, could she? 5. Keep silent. 6. Don’t talk in class. -T asks Ss to read the above sentences and elicits the falling tune English.  The falling tune is used in Wh-questions, statements, exclamatory sentences, tag questions or imperative forms. -T asks Ss to practise reading the sentences on page 150 in the text book. Homework 1 minutes. -T asks Ss to prepare Unit 15 – READING. T S T  Ss. Date: April 5th, 2010 Period 91 Unit 15 Lesson:. WOMEN IN SOCIETY READING. I. Objectives: By the end of this lesson, students will be able to: - identify the main ideas. - read for specific information. - know some information about women’s work through the ages. II. Language Focus: - Grammar: revision - New words: deep-seated, involve, intellectual, discriminate . . . III. Teaching Aids: pictures, handouts . . . IV. Procedures: Stages/Time. Teacher’s Activities Game – Hidden Pictures -T divides the class into two groups A&B. -T prepares 6 numbered pictures which are covered with a piece of paper.. Students’ Activities T  Ss.

(105) Warm-up (5 minutes). -T asks Ss to take turns to choose a numbered picture they want. -T then explains the picture and the Ss try to say what the picture is. -If the group gets it right, they score one point. If they get it wrong, the other group has the chance to say the word and socre the point. -After 6 pictures have been revealed, Ss can guess what these pictures refer to. -The group that has more points will win the games. Explanation for the pictures 1. What do you call a machine that is used to wash clothes? 2. My house has a living room, 3 bedrooms, a toilet and a . . . 3. People use it to make themselves more beautiful. 4. This is s contest for beautiful girls. 5. A place where you can buy food, things, but not a shop or a market. 6. The flower that is the symbol of love.. Ss  Ss. Ss  Ss. Expected answer 1. washing machine 2.kitchen 3. lipstick 4. beauty contest 5. supermarket 6. roses Lead-in: T asks Ss some questions to lead into the lesson. -What do these pictures refer to? -Do you think that women were respected in the past? -What about nowadays? Do they play an important role in society now?. Pre-reading. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + deep – seated (a)  deep – seated cultural beliefs + involve someone / something in (doing) something (7 minutes)  involvement (n) + intellectual (a): connected with a person’s ability to think logically and to understand things. + discriminate (v): to treat one person /group worse than others + Age of Enlightenment (n)(translation) Activity 1 – Checking -T asks Ss to work in pairs to do the Task 1, P. 163 for further understanding of the new vocabulary. -T asks Ss to give their answers in front of the class. -T gives feedback and makes comments. WhileActivity 2 – Multiple Choice (Task 2, P. 164) reading -T asks Ss to read the reading carefully. -T asks Ss to work in pairs to choose the best option among A, B, C or D. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. (12minutes) -T make comments and gives feedback. Expected answer 1–C 2–D 3–C 4–B 5–A (10 minutes) Activity 3 – Identify the best title (Task 3 – P. 165) -T asks Ss to look over activities 1 and 2, then choose the best title for the text. -T asks Ss to compare the answers with others. -T asks some Ss to write their title on the board. -T checks the answers with the whole class and gives feedback. Expected answer – Women’s rights Post- reading Writing -T asks Ss to work in groups of four to write a short paragraph about the typical life of a (10 minutes) Vietnamese woman. -T goes around the class to control and give help if necessary. -T checks the writings with the whole class and gives feedback. Suggested ideas  Getting up (time)  Shopping  Prepare meals  Do housework (washing, washing up, tidying . . .). T  Ss T  Ss. T  Ss. S S T  Ss T  Ss S S S T  Ss T  Ss S S T  Ss T  Ss Ss  Ss T  Ss.

(106)      Homework (1 minutes). Look after children Teaching children Taking children to school Leave for work Read books or surf Internet to improve knowledge . . .. -T asks Ss to learn the new words by heart, read again the passage and prepare for new lesson SPEAKING. T  Ss. Date: April 6th, 2010 Period 92 Unit 15 WOMEN IN SOCIETY Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - give opinions - express agreeing and disagreeing. II. Language Focus: - Grammar: revision - New words: rubbish, sympathetic, temper, neglect, rear . . . III. Teaching Aids: charts, handouts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-speaking 5 minutes. Teacher’s Activities Game – Jumbled word -T divides the class into two groups. Each group chooses a representative. -T asks two representatives to go to the board. -T shows a word in jumbled on the board. T asks Ss to rear rage it into the meaningful word. -In the limited time, which group having the correct words for will be the winner. Expected words – POINT OF VIEW Lead-in: In today’s lesson, you are going to talk about someone’s opinions and the ways we express our agreeing and disagreeing. Pre-teaching vocabulary -T elicits new words by asking Ss to do matching exercise. -T prepares an extra board on which there are words and their definitions or explanations in two columns.. Students’ Activities T  Ss Ss  Ss S. T  Ss T  Ss. -T asks Ss to work in pairs to do this exercise. A 1. rubbish 2. sympathetic 3. run 4. temper 5. neglect 6. rear. B a. organize or be charged of something b. the way you are feeling at a particular time c. to give too little or no attention or care to somebody / something d. to look after and educate children e. anything that is thrown away as worthless f. showing that you understand other people’s feeling, especially their problem. Expected answer Whilespeaking 10 minutes. 1–e 2–f 3–a 4–b 5–c 6–d -T asks Ss to study the expressions and say them aloud in Task 1 – page 165. Activity 1 – Are you for or against it? (Task 2, P. 165-166) -T asks Ss to read the suggestions in Task 2. -T asks Ss to work in groups of four to respond to the statements, using expressions in Task 1. -T works with some Ss to give a model. -T goes around the class to control the activity and give helps Model. S S. T  Ss. T  Ss S S S S.

(107) (12 minutes). Postspeaking 10 minutes. Homework. T: I think men are usually stronger than women. S1: I agree with you completely. S2: I’m afraid, I disagree . . . -T gives feedback. Activity 2 – Discussion (Task 2, P. 156) -T asks Ss to work in groups of four to discuss the statement: Married women should not go to work -T asks Ss to give explanations. -T works with students to give a model T: I think married women should not go to work. S1: I quite agree. I think if they stay at home, they have time to look after their children and husbands. S2: I don’t agree with you. It’s too boring to be housewives all their lives. -T moves around the class to give help. -T invites some groups to give their points of view. -T makes comments. Writing – For and Against -T writes the sentence on the board: Women are second – class citizens -T asks Ss to work in groups, for or against. -T asks each group to write a short paragraph expressing their point of view on the above statement. -T goes around the class to help them. -T invites some Ss to show their ideas in front of the class. -T gives feedback and makes comments. Suggested ideas FOR  It’s nonsense to claim that men and women are equal and have the same abilities.  There are too many jobs that women can’t do.  Top-level political negotiation b/w countries, businesses and banking are almost controlled by men.  They are impossible to be wives, mothers and successful career women.  The employers can’t trust them because they often leave job to get married, have children . . .  They are not even capable of thinking clearly. AGAINST  Women won their independence years ago.  After a long, bitter struggle they now enjoy the same education opportunities as in most parts of the world.  They have proved repeatedly that they are equal to men in almost every filed.  Women have succeeded in any jobs, politicians, soldiers, doctors, university professors, farmers, company directors, business women.  They frequently succeed in all these jobs in addition to bearing and rearing children. - T asks Ss to prepare for the next lesson - LISTENING. Date: April 7th, 2010 Period 93 Unit 15 Lesson:. WOMEN IN SOCIETY LISTENING. I. Objectives: By the end of this lesson, students will be able to: - listen for some specific information. - know more about women’s life. II. Language Focus: - Grammar: revision - New words: hold up, domestic, respect . . .. S T  Ss T  Ss Ss  Ss. T  Ss T  Ss T  Ss. Ss  Ss. T  Ss. T  Ss.

(108) III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-listening (7 minutes). Whilelistening 10 minutes. 10 minutes. Post-. Teacher’s Activities Right or Wrong Chair -T asks Ss work in two groups. Five people from each group stand in 2 lines. -T puts 2 chairs in front of the class. -T sticks a picture of a village woman and a picture of a city woman on each chair. -T says out some women’s daily activities at random. T asks Ss to listen and decide which belongs to the village woman and which belongs to the city woman. -Ss take turns to run to the right chair and sit down. The group that scores more points will win the game. Suggested description Village woman City woman - Get up early - Go to the cinema at weekend - Work with animals - Work in an office - Have low standard of living - Dress well - Work outside - Have high standard of living - Live in the country - Play sports - Work in the filed - Live in the city Lead-in: Today, we are going to listen to a passage to know some more about women’s life.. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T asks Ss to listen and repeat chorally and individually. + hold up (v): to carry something high + domestic (adj): related to the home family house + three-fourths: ¾ + respect (v): to admire or have high opinion of somebody / something Checking: ROR Activity 1 – Multiple Choice (Task 1, p. 167) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the correct options. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 1. B 2. C 3.C 4. A 5. B Activity 2 – Questions and Answers (Task 2 , p.157) -T asks Ss to listen again. -T asks Ss to work in pairs to answer the questions in Task 2. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers 6. 40 % 7. They earn nothing for doing their domestic work. 8. They produce more than half of the food. 9. 80% 10. At 4.45 am 11. At 9.30 pm Speaking – Role play. Students’ Activities T  Ss. Ss  Ss. T S T  Ss T  Ss. T  Ss T  Ss S S S S T  Ss T  Ss S. S S. T  Ss T  Ss.

(109) listening 12 minutes. Homework 1 minutes. -T asks Ss to work in pairs. One student plays the role of an interviewer and the other is a city woman. The interviewer interview the city woman about her daily activities. -T goes around to control. -T invites some Ss to report their ideas to the class. -T gives feedback. - T asks Ss to compare a typical day of an African village woman in the listening passage with that of a woman in their family. -T asks Ss to prepare for the next lesson - WRITING. Date: April 12th, 2010 Period 94 Unit 15 Lesson:. WOMEN IN SOCIETY WRITING. I. Objectives: By the end of this lesson, students will be able to: - read information from a chart. - write a description from a chart. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game – Jumbled words -T asks Ss to work in groups of four. -T gives a list of jumbled words 1. USLLTARTEI 2. PAMOCONRSI. Students’ Activities T  Ss. S S T  Ss T  Ss.

(110) 3. VERAAEG 4. ISER 5. CEARSEDE 6. ARCHT -T asks Ss to work in groups to write the words on an extra board. -After 2 minutes, T asks them to stop writing and hang the extra boards on the main board. -The groups with the most correct words will be the winner of the game.. Ss  Ss. Ss  Ss. Answer key 1. illustrate 2. comparison 3. average 4. rise 5. decrease 6. chart Lead-in + What do you think we use these words for? These words are commonly used in describing trends in charts. Today we will focus on writing a description of the average hours of housework per week. Pre-writing (12 minutes). Whilewriting (20minutes) Post- writing (7 minutes). Pre-teaching vocabulary -T elicits some new languages. + respectively (adv)(translation) + reduce (v)≠ increase + distribution (n): the way something is shared out. Checking: -T says out the Vietnamese words, Ss say out the English words. * Explaining the chart -T elicits to explain the chart. 1. What does the chart illustrate? 2. What does the vertical axis show? 3. What does the horizontal axis show? Expected answers 1. The average hours of housework per week. 2. Number of hours of housework 3. 3 groups of family (without children, families of 1-2 children, families of 3 or more children) * Understanding the chart (Task 1, P. 169-170) -T asks Ss to work in pairs to discuss and answer the questions in Task 1 on page 169 – 170. -T goes over the answers with the whole class. Suggested answers 1. In general, married women do more housework than men do. 2. They have to do more housework when they have more children. 3. Married men have to do less housework when they have more children. 4. Married men and women without children spend 20 and 30 hours on their housework per week respectively. 5. It takes men and women with one or two children 15 and 50 hours respectively to do their housework every week. 6. They are 10 and 55. 7. (suggested): Married men should spend more time sharing the housework with their wives. Writing (Task 2, P. 169) -T asks Ss to work in groups of four. -T asks Ss to write a report describing the average hours of housework per week based on the chart, the suggested ideas and useful languages. -T goes around and helps Ss, taking notes of mistakes for later correction. Peer Correction -T asks Ss to write their writings on the board. -T asks Ss to compare their writings together.. T  Ss T  Ss. T  Ss. S S. S S. S S. T  Ss T  Ss S S T  Ss T  Ss S.

(111) Homework (1 minutes). -T checks mistakes in the writings with the whole class. -T gives feedback and makes comments.. T  Ss. -T asks Ss to prepare Language Focus.. T  Ss. Date: April 13th, 2010 Period 95 Unit 15 Lesson:. WOMEN IN SOCIETY LANGUAGE FOCUS. I. Objectives: By the end of this lesson, students will be able to: - know how to use the rising tune. - know some phrasal verbs and how to use them. II. Language Focus: - Grammar: phrasal verbs - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time Warm-up (7 minutes). Teacher’s Activities Game – Noughts and Crosses -T divides the class into two groups A and B.. -T draws 9 numbered squares. 1 4 7. 2 5 8. 3 6 9. -T asks each group to take turns to choose a number, for each number there is a question form them to answer. -The winner will be the group who form three successive noughts or crosses 1. Something that you put up when it’s raining. (an umbrella) 2. Something you have to do when you look after a baby. (lull the baby) 3. A reason to call off a wedding. (bad health) 4. A type of food you should keep off if you’re on a diet. (cake/fat/meat) 5. Something that you can try on when you can go into a shop. (shoes) 6. Something that you should give up if you want your health better. (cigarette / wine) 7. Something that you should switch off before you leave the room. (lights) 8. Something that you should take off when you enter a pagoda. (hat / shoes) 9. Something that you take up if you want to get fit. (sports). Students’ Activities T  Ss. Ss  Ss. S.

(112) Lead-in: -T asks Ss a question to lead in the new lesson. Grammar (10 minutes). (10 minutes). Presentation 1 – Phrasal verbs (continued) -T elicits the formation of the phrasal verbs. [Verbs + Particles (preposition / adverb)]  The particle can come before or after the object.  If the object is a pronoun, it must come before the particle.  Some phrasal verbs have an object, but the particle cannot move. Example + You should turn off the lights. + You should turn the lights off. + You should turn them off. + She looked after her husband while he was ill. + She looked after him. Practise Activity 1 – (Exercise 1, P. 170-171) -T asks Ss to work in pairs to do the exercise 1 -T asks Ss to compare the answers with others. -T asks Ss to read the sentences aloud and check if they are right or wrong. -T checks the task with the whole class.. Expected answers. 10 minutes. 1. glanced at 2. invited to 3. listen to 4. throw. . .at 5. staring at 6. speaking to 7. wrote to 8. point . . . at Activity 2 – Gap fill (Exercise 2, P. 170) -T asks Ss to do the exercise 2 in pairs to complete each of the sentences with a suitable preposition. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T corrects the answers with the whole class.. Expected answers. Pronunciation (7 minutes). 1. for 2. for 3. to 4. for 5. about 6. ____ 7. about 8. ____ 9. for 10. for Intonation – The rising tune -T hangs an extra board with the following sentences on the board. 1. Is this a boat?. T  Ss T  Ss T  Ss. T  Ss S S. T  Ss T S S S S T S. T S. 2. Does she live in Hue? S 3. A: Mr. Smith always plays football in the morning. B: In the morning 4. He isn’t a doctor, is he? -T asks Ss to read the above sentences and elicits the rising tune English.  The rising tune is used in Yes – No questions, tag questions (a real question), and in a phrase to express surprise. -T asks Ss to practise reading the sentences on page 160-170 in the text book. Homework 1 minutes. -T asks Ss to prepare Unit 16 – READING. Date: Period Unit 16 THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS. T S. T  Ss.

(113) Lesson:. READING. I. Objectives: By the end of this lesson, students will be able to: - identify the main ideas. - read for specific information. - know some information about the ASEAN. II. Language Focus: - Grammar: revision - New words: accelerate, diverse, integrate, justice, enterprise, Gross Domestic Product . . . III. Teaching Aids: pictures, handouts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-reading. (7 minutes). Students’ Activities. Teacher’s Activities Game – Guessing game -T divides the class into two groups A&B. -T thinks about an organization and asks Ss to guess what organization it is. -T gives Ss some hints. + Vietnam is one of the members of this organization. + It is a regional organization. + It has the logo of rice Key word: ASEAN Expected answer Lead-in: T asks Ss some questions to lead into the lesson. -ASEAN is the short form of The Association of South East Asian Nations. In order to know more this organization, we come to Unit 16 – Reading. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + accelerate (v) + diverse (adj): very different from each other + integrate (v): to join in and become part of a group + justice (n): the fair treatment of people + enterprise (n) +Gross Domestic Product (GDP) Activity 1 – Gap filling -T asks Ss to work in pairs to do the Task 1, P. 174 for further understanding of the new vocabulary. -T asks Ss to give their answers in front of the class. -T gives feedback and makes comments.. Expected answers 1. justice 4. integration Whilereading (12minutes). (10 minutes). 2. GDP 5. accelerate. 3. diverse 6. enterprises. Activity 2 – True or False (Task 2, P. 174) -T asks Ss to read the reading carefully. -T asks Ss to work in pairs to decide whether the statements are true or false. -T gets Ss to share their ideas in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. Expected answers 1–T 2–F 3–F 4–T 5–F 6-F Activity 3 – Questions and Answers (Task 3 – P. 175) -T asks Ss to work in pairs again to ask and answer the questions in Task 3. -T asks Ss to compare the answers with others. -T asks some Ss to write their title on the board. -T checks the answers with the whole class and gives feedback. Expected answers 1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore, and Thailand founded ASEAN.. T  Ss. Ss  Ss. Ss  Ss. T  Ss. T  Ss. S S. T  Ss T  Ss S S S T  Ss. T  Ss. S S.

(114) 2. The two main goals of the Association are to accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region. 3. It was about US$ 1405 billion. 4. It was adopted in 1998. 5. It includes trade, investment, industry, service, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism. Post- reading Discussion -T asks Ss to work 4 groups to discuss the questions (10 minutes) If you were a Vietnamese leader, what would you expect ASEAN do for your country? -T goes around the class to control and give help if necessary. -T invites some representatives to report their groups’ ideas. -T gives feedback. Suggested ideas  To train human – resources  To solve the unemployment in VN  To consume the goods of VN  To have the appropriate policy on taxes  To have cooperation in many fields: Industry, Agriculture, Science and Technology.  To force the political security in VN. Homework (1 minute). -T asks Ss to learn the new words by heart, read again the passage and prepare for new lesson SPEAKING. T  Ss. T  Ss Ss  Ss T  Ss. T  Ss. Date: Period Unit 16(cont.) THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - know some information about the ASEAN countries. - realize the flags of the Asean countries. II. Language Focus: - Grammar: revision - New words: Islam, Buddhism, Catholicism, Christianity, Hinduism . . . III. Teaching Aids: charts, handouts . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Teacher’s Activities Game – Matching -T divides the class into two groups. Each group nominates 5 students. -T sticks the flags of the countries: Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, and Vietnam. -T delivers cards written with the names of the countries and their capitals to the nominees. -T asks Ss to stick the cards under each national flag. The group that has the most correct answers will win the game. Lead-in: In today’s lesson, you are going to talk about four countries of. Students’ Activities T  Ss Ss  Ss S. T  Ss.

(115) Pre-speaking (7 minutes). Whilespeaking (10 minutes) (12 minutes). Postspeaking (10 minutes) Homework (1 minute). Date: Period. ASEAN: Malaysia, The Philippines, Thailand and Singapore. Pre-teaching vocabulary -T elicits new words by asking Ss to do matching exercise. + Islam (n) Islamic (adj) + Buddhism (n) Buddhistic (adj) + Catholicism (n) catholic (adj) + Christianity (n) christian (adj) + Hinduism (n)  hindu (adj) * Introducing the passage -T hangs a chart of the facts and a passage about Malaysia with some missing information. -T asks Ss to work in pairs to complete the passage, using the information in the chart. Suggested passage (1) ………. has a total area of (2) ………. Its capital is (3) ………. It has a population of (4) ………. . The official languages are (5) ………. and (6) ………. . The main religions are (7) ………. . The unit of currency is the (8) ………. Activity 1 – Substitution (Task 2, P. 177) -T asks Ss to work in pairs to look at the information on page 177. -T asks Ss to fill in the blanks with suitable information about The Philippines, Thailand and Singapore. -T goes around the class to control the activity and give helps. -T gives feedback and makes comments. Activity 2 – Questions and Answers -T asks Ss to work in pairs to look at the information about Thailand and then make questions from the given cues. -T works with a student as a model. 1. Area + How big is Thailand? + It has a total area of 517,000 sq km. 2. Population + What is the population of Thailand? + It has a population of 64,200,000. 3. Official language + What is the official language? + Thai (It is Thai language) 4. Religion + What is the main religion in Thailand? + Buddhism 5. Currency + What is the unit of currency in Thailand? + It’s baht. -T moves around the class to give help. -T invites some pairs to act out their dialogues in front of the class. -T makes comments. Writing -T asks Ss to work in groups to write a short paragraph to introduce some main information about Vietnam. -T asks each group to write the paragraph on the board. -T goes around the class to help them. -T gives feedback and makes comments. - T asks Ss to prepare for the next lesson - LISTENING. T  Ss. S S. T  Ss. T  Ss S S T  Ss T  Ss. S S. S S. T  Ss T  Ss Ss  Ss T  Ss T  Ss.

(116) Unit 16(cont.) THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - know something about languages and religions in the ASEAN countries. - listen for specific information. II. Language Focus: - Grammar: revision - New words: Muslim, Buddhist, Catholic, predominate . . . III. Teaching Aids: CD player, handouts, pictures . . . IV. Procedures: Stages/Time. Warm-up (5 minutes). Pre-listening (5 minutes). Whilelistening (12 minutes). (10 minutes). Postlistening (12 minutes). Teacher’s Activities Questions and Answers -T asks Ss to work in groups of four and find out as many religions and languages in the world as possible. -T goes around the class to control the game. -T leads into the new lesson Today, we’re going to listen to the dialogue b/w Mr. Hung and his daughter talking about languages and religions in the ASEAN countries. Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. -T asks Ss to listen and repeat chorally and individually. + Muslim (n) + Buddhist (n) + Catholic (n) + predominant (a) Checking: ROR Activity 1 – Multiple Choice (Task 1, p. 178) -T asks Ss to read through the information in Task 1. -T plays the CD player once or twice and lets Ss listen to the passage. -T asks Ss to listen to the passage individually to choose the correct options. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. Expected answers: 1. C 2. A 3.C 4. A 5. B Activity 2 – Questions and Answers (Task 2 , p.179) -T asks Ss to listen again. -T asks Ss to work in pairs to answer the questions in Task 2. -T plays the tape many times for Ss to check their answers if necessary. -T asks Ss to compare the results in pairs. -T invites some Ss to write their answers on the board. -T gives the correct answers. Expected answers 12. Tomorrow (the next day) 13. The US. 14. Around 50 millions. 15. In the Philippines. 16. Three – Islam, Buddhism and Catholicism. Summary -T asks Ss to work groups of four to summarize what they have listened to. -T goes around to control. -T invites some Ss to read the summary. -T gives feedback.. Students’ Activities T  Ss Ss  Ss T S T  Ss T  Ss. T  Ss T  Ss S S S S T  Ss. T  Ss S. S S. T  Ss T  Ss Ss  Ss S T  Ss.

(117) Homework ( 1 minute). - T asks Ss to find the information of the members of ASEAN. -T asks Ss to prepare for the next lesson - WRITING. T  Ss. Date: Period Unit 16(cont.) THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - write a letter of recommendation. II. Language Focus: - Grammar: revision - New words: ideal, hospitable, islet, grotto . . . III. Teaching Aids: charts, handouts. IV. Procedures: Stages/Time. Warm-up (5 minutes) Pre-writing (12 minutes). Teacher’s Activities Questions and Answers -T asks Ss some questions to lead in the new lesson. 1. Do you often write letters to your friends or someone else? 2. When do you write letters? 3. Have you ever received or written a letter of recommendation? If yes, how do you write it? Today we’re going to learn how to write a letter of recommendation. Pre-teaching vocabulary -T elicits some new languages. + ideal (a): perfect + hospitable (a): friendly and kind to visitors + islet (n) small island + grotto (n) picturesque cave Checking: -T says out the Vietnamese words, Ss say out the English words. -T asks Ss to work in pairs to complete the letter of recommendation with the missing sentences in the box (Task 1, P. 180) -T goes over the answers with the whole class. Suggested answers 1. I would like to recommend a well-known place in Vietnam to you. 2. It is about 170 km from Hanoi. 3. The beach is an ideal place for swimmers. 4. People here are very friendly and hospitable. 5. I’m sure you will have a wonderful time here in Ha Long Bay. -T shows a complete letter as a model on the board (using an extra board). -T asks Ss to read the model letter quickly and then T elicits the outline from Ss. Outline - Date - Salutation - Body + Introduction of place + Location + Natural features + Entertainment + Places to visit + Food + People - Close - Signature. Students’ Activities T  Ss. T  Ss T  Ss. T  Ss. S S T  Ss. T  Ss. T  Ss.

(118) Whilewriting (20minutes) Post- writing (7 minutes). Homework (1 minute). Writing (Task 2, P. 180) -T asks Ss to work in groups of four. -T asks Ss to write a letter of recommendation according the situation in Task 2 on page 180. -T goes around and helps Ss, taking notes of mistakes for later correction. Peer Correction -T asks Ss to write their writings on the board. -T asks Ss to compare their writings together. -T checks mistakes in the writings with the whole class. -T gives feedback and makes comments. -T asks Ss to prepare Language Focus.. T  Ss Ss  Ss T  Ss T  Ss S T  Ss T  Ss. Date: Period Unit 16(cont.) THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - know how to use adverbial clauses of time. - know some phrasal verbs and how to use them. - know how to use the rising – falling tune in the sentences. II. Language Focus: - Grammar: phrasal verbs and adverbial clauses of time. - New words: revision III. Teaching Aids: handouts, chart . . . IV. Procedures: Stages/Time. Teacher’s Activities. Warm-up. Game – Cut-up sentences -T divides the class into four groups. -T gives each group a set of cards with words or phrases of sentences cut up. -T asks Ss in each group to put the words or phrases into sentences and then stick them on the board. The first group to finish and get it all correct will win the game. Sentence Cards - I’ll call you - I met him - The train had already left - She has played the piano - We’ll have already finished the work - While I was walking down the street - Since she was a child - When you get back - When I arrived - As soon as I come home Suggested answers 1. I’ll call you as soon as I come here. 2. I met him while I was walking down the street. 3. The train had already left when I arrived. 4. She has played the piano since she was a child.. (7 minutes). Students’ Activities T  Ss. Ss  Ss. S.

(119) Grammar (10 minutes). (7 minutes). (7 minutes). 5. We’ll have already finished the work when you get back. Lead-in: T asks Ss some questions to lead in the lesson - Can you give me the names of subordinate clauses in these sentences? (Adverbial clauses of time) Presentation 1 – Adverbial Clause of Time. -T elicits the tenses of the main verbs in adverbial clauses of time. Main Clause Adverbial Clause of Time I. Sequence with the simple present in the main clause 1. Simple present Simple present 2. Simple present Present continuous 3. Simple present Present perfect II. Sequence with the future tenses in the main clause 1. Future Present perfect 2. Future Present simple 3. Future perfect Present simple III. Sequence with the past tenses in the main clause 1. Past simple Past simple 2. Past continuous Past simple 3. Past simple Past continuous 4. Past simple Past perfect 5. Past continuous Past continuous 7. Past perfect Past simple IV. Sequence with the present perfect in the main clause 1. Present perfect Present perfect 2. Present perfect Past simple Practise Activity 1 – Sentence completion (Exercise 1, P. 182) -T asks Ss to work in pairs to do the exercise 1 -T asks Ss to compare the answers with others. -T asks Ss to read the sentences aloud and check if they are right or wrong. -T checks the task with the whole class. Activity 2 – Tense form (Exercise 2, P. 183) -T asks Ss to do the exercise 2 in pairs to complete each of the sentences with a suitable preposition. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. -T corrects the answers with the whole class.. Expected answers. (6 minutes). Pronunciation (7 minutes). 1. arrives 2. arrives 3. are playing 4. got 5. have 6. 7. am 8. have read finished (had)graduated Activity 3 – Sentence combination (Task 3, P. 184) -T asks Ss to work in pairs to do the exercise 3 -T asks Ss to compare the answers with others. -T asks Ss to read the sentences aloud and check if they are right or wrong. -T checks the task with the whole class. Intonation – The rising – falling tune -T prepares an extra board on which there are the following sentences:. T  Ss T  Ss. T  Ss. T  Ss S S T  Ss T S S S S T S. T S S S T S T S. 1. Do you live in the city or in the country? 2. Would you like tea or coffee? 3. Are you a teacher or an engineer? 4. He bought a cup and some nuts. 5. He bought a cup, some nuts and more honey.. S.

(120) -T asks Ss to read the above sentences and elicits the rising tune English.  The rising – falling tune is used in “or questions”, in making a list of things or people. -T asks Ss to practise reading the sentences on page 182 in the text book. Homework (1 minute). -T asks Ss to prepare Test Yourself F. T S. T  Ss.

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