Giao an tieng Anh 8 New

<span class='text_page_counter'>(1)</span>PHÂN PHỐI CHƯƠNG TRÌNH THCS MÔN TIẾNG ANH 8 - Năm học 2012 - 2013 Cả năm học 37 tuần = 105 tiết. Trong đó có các tiết dành cho ôn tập, kiểm tra và sửa bài kiểm tra thường xuyên và định kỳ. Học kỳ I : 19 tuần = 53 tiết. Trong đó: Từ tuần 1 đến tuần 15: 15 tuần x 3 tiết = 45 tiết. Từ tuần 16 đến tuần 19: 4 tuần x 2 tiết = 8 tiết. Units Weeks Periods Contents 1. 1. Ôn tập kiểm tra Unit 1: My friends 2. Listen and Read - LF 4 3. Speak - LF 3 4. 4. Listen - LF 1 - LF 2 5. Read - Getting Started 6. Write Unit 2: Making 7. 7. Getting Started - Listen and Read arrangements 8. Speak - LF 2 9. Read 10. 10. Write (1, 2) 11. Listen - LF 3 Unit 3: At home 12. Getting Started - Listen and Read - LF 1 13. 13. Speak 14. Read 15. Write 16. 16. Listen - LF 2 17. Language Focus 3 - 4 18. Ôn tập 19. 19. Kiểm tra 1 tiết Unit 4: Our Past 20. Getting Started - Listen and Read - LF1, 2 21. Speak - LF 4 22. 22. Listen 23. Read - LF 3 24. Write 25. 25. Sửa bài kiểm tra Unit 5: Study hard 26. Getting Started - Listen and Read 27. Speak - Listen 28. 28. Read 1 29. Read 2 30. Write 31. 31. Language Focus 1 - 3 - 4 Unit 6: The 32. Getting Started - Listen and Read Young Pioneer 33. Speak - Listen Club 34. 34. Read 35. Write 36. Language Focus 1 - 2 - 3 37. 37. Ôn tập 38. Kiểm tra 1 tiết Unit 7: My 39. Getting Started - Listen and Read neighborhood 40. 40. Speak - LF5 41. Listen.

<span class='text_page_counter'>(2)</span> 43. Unit 8: Country 46. life and city life 49. 51. 53.. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54.. Read Write Language Focus 1 - 2 - 3 - 4 Sửa bài kiểm tra Getting Started - Listen and Read Speak - LF3 Listen - LF1 - LF2 Read - LF4 Write - LF 5 Ôn tập Ôn tập Kiểm tra bổ sung các cột điểm Kiểm tra Học kỳ I. Week 1: Date: Saturday, August 11, 2012 Period 1: Unit: REVIEW A/ Aim: Helping students to review the Present Simple tense, the Present Progressive tense, comparision of adjectives, invitations, … B/ Language Focus: - The Present Simple tense. - The Present Progressive tense. - Comparision of adjectives. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Presentation: 1/ The Present Simple tense: a) To “Be”: (+) S + am/ is/ are …… Eg: Mai is a student in class 8A. (-) S + am/ is/ are NOT ……… Eg: Mai is not a student in class 8A. (?) Am/ Is/ Are + S ……. ? Eg: Is Mai a student in class 8A? b) Verbs: (+) S + V(s/es) ……… Eg: Nam goes to school everyday. (-) S + do/ does NOT + infinitive …… Eg: Nam doesn’t go to school on Sunday. (?) Do/ Does + S + infinitive …… ? Eg: Does Nam go to school evreyday? 2/ The Present Progressive tense: (+) S + am/ is/ are + V-ing …… Eg: Mai is reading a book. (-) S + am/ is/ are NOT + V-ing ……… Eg: Mai is not reading a book..

<span class='text_page_counter'>(3)</span> (?) Am/ Is/ Are + S + V-ing ……. ? Eg: Is Mai reading a book? 3/ The Simple Past : a) “to BE”: (+) S + was/ were + ... + yesterday/ ago/ last week, … Eg: Nam was a student in class 7A last year. (-) S + was/ were + NOT + ... + yesterday/ ago/ last week, ……. . Eg: Nam wasn’t a student in class 7A last year. (?) Was/ Were + S + ... + yesterday/ ago/ last week, …? Eg: Was Nam a student in class 7A last year? b) Verbs: (+) S + V-ed/ V-2 + ... + yesterday/ ago/ last week, … . Eg: Liz visited Tri Nguyen Aquarium last month. (-) S + DID + NOT + infinitive + ... + yesterday/ ago/ last week, … . Eg: Liz didn’t visit Tri Nguyen Aquarium last month. (?) DID + S + infinitive + ... + yesterday/ ago/ last week, ……? Eg: Did Liz visit Tri Nguyen Aquarium last month? 4/ The Simple Past : (+) S + WILL + infinitive + ... + tomorrow/ next week, …. Eg: Nam will do his homework tomorrow. (-) S + WILL + NOT + infinitive + ... + tomorrow, next week, ……. . Eg: Nam will not do his homework tomorrow. (?) Will + S + ... + tomorrow, next week, …? Eg: Will Nam do his homework tomorrow? 5/ Comparision of adjectives: a) Comparative of adjectives: a1) Short adjectives: S1 + be + short adj.-ER + THAN + S2 Eg: This shirt is cheaper than that one. a2) Long adjectives: S1 + be + MORE + long adj. + THAN + S2 Eg: This shirt is more beautiful than that one. b) Superlative of adjectives: b1) Short adjectives: S1 + be + THE short adj.-EST + in/ on/ of ... Eg: Nam is tallest student in our class. b2) Long adjectives: S1 + be + THE MOST + long adj. + in/ on/ of ….

<span class='text_page_counter'>(4)</span> Eg: These toys are the most expensive in the toystore. c) Irrergular adjective: Adjective Comparative Superlative good better the best bad worse the worst little less the least many/ much more the most far further the further/ farther the fartther + Practice: 6/ Supply the correct form of the verbs in the Ask student to practice the brackets: exercises, then write into their a. Are you doing anything this weekend? notebooks. => I (see) see a film on Sunday. b. Jane (fly) flied to Madrid last month. c. What are you (do) doing at the moment? => I (take) am taking an intensive English course. d. There was an interesting film on TV last night. (you, watch) Did you watch it? e. Uncle Ho (work) worked as a teacher when he was young. 7/ Make questions for the following sentences: a. Mai Anh usually studies her lessons for two hours. => How long does Mai Anh usually study her lessons? b. They are going to the amusement center. => Where are they going? c. I enjoy classical music. => What kind of music do you enjoy ? 8/ Supply the correct form of the words in the brackets: a. This shirt is (cheap) cheaper than that shirt. b. Nam is (tall) tallest student in our class. c. Nga learns (hours) more hours than Hoa. d. Mai has four books, her brother has a book. She has (books) fewer books than her brother. E/ Homework: Ask students to do exercises into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 1: MY FRIENDS I/ Aim: Helping students: - To introduce people. - To respond to introductions. - To describe people..

<span class='text_page_counter'>(5)</span> - To write about themshelves and about other people. II/ Language focus: 1. Present Simple to talk about general truths. 2. (Not) adjectives + enough to – infinitive 3. Attributive and predicative adjectives. III/ Vocabulary: (to) annoy,(to) rise, (to) seem, blond (adj), curly (adj), fair (adj), generous (adj), reserved (adj), slim (adj), sociable (adj), straight (adj), volunteer (adj), a character, a joke, an ophanage, IV/Unit Allocation: Lesson 1 Listen and read Reading for details a conversation and further Language Focus 4 practice (not) adjective + enough to - infinitive. Lesson 2 Speak Practice in describing someone. Language Focus 3 Lesson 3 Listen Listening for details to complete the dialogue. Language Focus 1-2 Further practice in simple present tense Lesson 4 Read Reading a text for details about Ba’s friends. Getting started Lesson 5 Write Writing about oneshelf and about other people. Week 1: Period 2: Unit 1: Lesson 1:. Date: Saturday, August 11, 2012. MY FRIENDS. LISTEN AND READ Page: 11 LANGUAGE FOCUS 4 Page: 17 A/ Aim: Reading the dialogue for details and further practice the structure “(not) adjective + ENOUGH TO - infinitive”. B/ Objective: By the end of the lesson, students will be able to know more about Hoa, Lan and Nien, and to practice with the structure “(not) adj + ENOUGH TO - infinitive. ” C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: meet Come live think send thought receive met lived received came sent + Pre reading: 2/ Vocabulary: - Bookshut. - (to) seem [si:m] : dường như - Eliciting. (translation) - Recording. - a next-door neighbor ['nekst'dɔ: 'neibə]: người hàng xóm (explaintion: a person who lives next to your house) - (to) look like [luk laik] : trông có vẻ (translation) . Check: Rub out and Remember..

<span class='text_page_counter'>(6)</span> Give students some questions and ask them to work in pairs to answer them. Give feedback. + While reading: Ask students to read the dialogue between Hoa, Lan and Nien on page 10 and check their prediction. Ask students to read the dialogue again and answer the questions in exercise 2 on page 11.. + Presentation: Set the scene to introduce for the structure “(not) + adjectives ENOUGH TO infinitive”. Teacher is to ask students to hang the picture on the board, “How do I say and how do you answer? Complete the exchange.”. 3/ Pre questions: a) Is Nien Lan’s friend or Hoa’s friend ? b) How old is Nien ? c) Where does Nien live? d) Is she a beautiful girl? Answer keys: a) She is Hoa’s friend. b) She’s twelve years old. c) She lives in Hue. d) Yes, she is. 4/ Answer the questions: a) Where does Nien live? => She lives in Hue. b) Does Lan know Nien? => No, she doesn’t. c) Which sentence tells you that Hoa is older than Nien? => The sentence is “She wasn’t old enough to be in my class.” d) When is Nien going to visit Hoa? => At Christmas. 5/ Model sentences: a) Model sentences: - Can you (1) hang this (2) picture over there? => No, I (3) am not (4) tall (5) enough to (6) hang the (7) picture over there. Answer keys: (1) hang (2) picture (3) am (4) tall (5) enough (6) hang (7) picture b) Form: (not) + adjective ENOUGH TO - infinitive Meaning: ( chưa/ không đủ … để làm gì) … (not) TOO + adjective + TO - infinitive … Meaning: (quá đến nổi … không thể làm) 6/ Word cue drill: a) read English books/ V/ good - Can you read English books? => Yes. My English is good enough to read English books. b) drive a car/ X/ old - Can you drive a car? => No. I’m not old enough to drive a car ..

<span class='text_page_counter'>(7)</span> c) carry this bag/ V / strong - Can you carry this bag? => Yes. I’m strong enough to carry it. d) solve this problem/ X/ clever - Can you solve this problem? => No. I’m not clever enough to solve this + Practice: problem. Ask students to practice. 7/ Complete the dialogue: Give feedback. a) Hoa: Can you put the groceries in your bag? Have students work on their Lan: No. It is not big enough to carry own first then compare with everything. their partners. b) Hoa: Is Ba going to drive his father’s car? Lan: Don’t be silly! Ba is not old enough to drive a car. c) Hoa: Do you need any help? Lan: No, thanks. I’m strong enough to lift this box. d) Hoa: Why don’t you join our English Speaking Club? Lan: I don’t think my English is good enough to be a member. Answer keys: a) not big enough b) not old enough c) strong enough + Further Practice: d) good enough Ask students to do exercise 4 8/ Rewrite the following sentences, using the on page 17 in pairs. words in brackets: Ask students to practice the 1) Sophia isn't old enough to be in my class. dialogue. (young) Give feedback. => Sophia is too young to be in my class. 2) The room wasn't large enough far so many guests. (small) => The room was too small for so many guests. 3) David isn't tall enough to reach the self. (short) => David is too short to reach the self. E/ Homework: Ask students to write 5 sentences about themseves using the structure: “(not) + adjective + enough to - infinitive.” .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 1: Period 3: Unit 1: Lesson 2:. Date: Saturday, August 11, 2012. MY FRIENDS. SPEAK LANGUAGE FOCUS 3 A/ Aim: Reading a text for detaile and describing someone.. Page: 11 - 12 Page: 17.

<span class='text_page_counter'>(8)</span> B/ Objective: By the end of the lesson, students will be able to understand the text and rivise the simple present, comparison a lot of, many. C/ Teaching aids: Textbooks poster. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorming: Ask students to think of the body build hair adjectives used to describe Answer keys: body and hair. - fat - straight - slim - long - tall - short - short - black/ dark - overweight - blond/ fair - slender - brown + Presentation: 2/ Model sentences: Show students a picture of a) Model sentences: Mary and ask them to describe - She has long blond hair. her hair, her body build. - She is short and thin. b) Structure: 1. S + have/ has + adjective hair. 2. S + be + adjective . + Practice: 3/ Word cue drill: Ask students to practice. a) he/ tall/ thin Give feedback. => He is tall and thin. Ask students to look at 6 b) she/ short/ slim people on page 11 - 12 to => She is short and slim. describe one person. c) he/ short/ fat => He is short and fat. d) she/ long/ black => She has long black hair. e) she/ curly/ blond => She has curly blond hair. f) he/ straight/ brown => He has straight brown hair. + Further Practice: 4/ Speaking: Have students work in pairs Example: to answer the questions on S1: This person is short and thin. She has long page 17. blond hair. Give feedback. S2: Is this Mary? S1: Yes. 5/ Ask and answer the questions: a) How many people are there in the picture? => There are four people in the picture. b) What does each person look like? => There is a tall, heavy-set man; there is a tall, thin woman with short hair; there is a boy sitting on the ground, holding his head, and.

<span class='text_page_counter'>(9)</span> there is a short man standing across the street. e) What is each person wearing? => The man standing next to the taxi is wearing a yellow shirt and black trousers; the woman is carrying a shoulder bag, and is wearing a green skirt and red blouse. The boy sitting on the ground and holding his head is wearing blue short and a white shirt; the man across the street is wearing blue trousersand a pink shirt. E/ Homework: Ask students to do Language Focus 3 into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 2: Period 4: Unit 1: Lesson 3:. Date: Saturday, August 18, 2012. MY FRIENDS. LISTEN Page: 12 - 13 LANGUAGE FOCUS 1 - 2 Page: 16 A/ Aim: Listening for details and further practice in simple present tense. B/ Objective: By the end of the lesson, students will be able to describe someone and complete the dialogue by listening. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities +Warm up: 1/ Categories: Ask students to find out the T writes: a b c d g adjectives beginning with the S writes: awful big clever dirty great letters that the teacher gives. T writes: h i j k l S writes: heavy intelligent jealous kind lovely T writes: m n o p q S writes: mean new old poor quite + Pre listening: 2/ Vocabulary: - Bookshut. - a planet ['plænit] : hành tinh - Eliciting. (example: the sun, the moon, the earth …) - Recording. - a Mars [ma:z] : sao Hoả (translation) - a Mercury ['mə:kjuri] : sao Thuỷ (translation) - silly ['sili] (adj): ngốc nghếch (translation). .Check: Slap the board.. Planet Mercury. Ask students to do exercise 3/ Prediction: “Listen a, b, c, d.” on page 12 4/ Listening: 13. Answer keys: Give students some a) I’d like you to meet. Mars silly.

<span class='text_page_counter'>(10)</span> expressions and make sure they know their meanings. Get students to guess and to complete four dialogue on page 12 - 13, using the given expressions. Give feedback. + While listening: Let students listen to the tape twice. Get students to work in pairs to complete the dialogue and compare with their predictions.. + Post listening: Ask students to practice speaking the dialogue. Let students work in pairs to practice the dialogues. Ask students to use the simple present and simple past tense to complete paragraph 1 on page 16. Ask students to work individually and then compare their answers with their partners. Give feedback. Ask students to practice. Nice to meet you b) I’d like you to meet It’s a pleasure to meet you c) come and meet d) How do you do . Tape transcript: a) Hoa: Hello, Nam. Nam: Morning, Hoa. Hoa: Nam, I’d like you to meet my cousin, Thu. Nam: Nice to meet you, Thu. Thu: Nice to meet you too, Nam. b) Khai: Miss Lien, I’d like you to meet my mother. Miss Lien: It’s a pleasure to meet you, Mrs Vi. Mrs Vi: The pleasure is all mine, Miss Lien. Miss Lien: Oh, there is the princepal. Please excuse me, Mrs Vi, but I must talk to him. Mrs Vi: Certainly. c) Ba: Bao, come and meet my grandmother. Bao: Hello, ma’am. Grandmother: Hello, young man. Ba: Bao is my classmate, grandmother. Grandmother: What was that? Ba: Classmate! Bao is my classmate. Grandmother: I see. d) Mr Lam: Isn’t that Lan’s father, my dear? Mrs Linh: I’m not sure. Go and ask him. Mr Lam: Excuse me. Are you Mr Thanh? Mr Thanh: Yes, I am. Mr Lam: I’m Lam., Nga’s father. Mr Thanh: How do you do? 5/ Complete the paragraphs: a) Hoa (0) lived (live) in Hue last year, but now she (1) lives (live) in Ha Noi. Yesterday, Hoa’s friend Nien (2) sent (send) Hoa a letter. Nien (3) was (be) Hoa’s neighbor when Hoa lived in Hue. She (4) is (be) younger than Hoa. b) Lan (0) is (be) Hoa’s best friend. The two girls (1) are (be) in the same class at Quang Trung School. Last year, Hoa (2) came (come) in the school for the first time. Lan (3) showed (show) her around and (4) introduced (introduce) her to many new friends. Answer keys: a) (1) lives (2) sent (3) was (4) lived b) (1) are (2) came (3) showed (4) introduced 6/ Complete the dialogue:.

<span class='text_page_counter'>(11)</span> speaking the dialogue. Let students work in pairs to practice the dialogues. Ask students to use the simple present and simple past tense to complete dialogue 2 on page 16. Ask students to work individually and then compare their answers with their partners. Give feedback.. Ba is helping his young cousin Tuan with some homework. Ba: What do you know about the sun, Tuan? Tuan: The sun (0) rises in the east and (1) sets in the west. Ba: Can you tell me anything about the other planets. Tuan: I know something about the Earth. It (2) goes around the sun. Ba: Yes, and the moon (3) moves around the Earth. Tuan: Where is Mars, Ba? Ba: It (4) is near the sun. Tuan: No, it’s silly! That (5) is Mercury. Mars (6) is near the Earth. E/ Homework: Ask students to complete paragraph 1 on page 16. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 2: Period 5: Unit 1: Lesson 4:. Date: Saturday, August 18, 2012. MY FRIENDS. READ Page: 12 - 13 GETTING STARTED Page: 10 A/ Aim: Reading for specific information. B/ Objective: By the end of the lesson, students will be able to know more about Ba’s friends. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask students to look at the a) What are these students doing? four pictures on page 10 and => (play soccer/ play chess/ read books/ play talk about the activities they volleyball) want to do after school or in b) What time of the day do you think it is? their free time. => (in the morning/ evening, after school) Give them some questions. c) Do you like soccer/ rteading books … ? d) Whom do you like playing with? + Pre reading: 2/ Vocabulary: - Bookshut. - a character ['kæriktə] : tính nết - Eliciting. (translation) - Recording. - an orphanage ['ɔ:fənidʒ] : trại mồ côi (explaination: a place where children without parents live) - reserved [ri'zə:vd] (adj): kín đáo.

<span class='text_page_counter'>(12)</span> . Check: What and Where. . Set the scene: These statements are about Ba and his friends, read them and guess. Give feedback. + While reading: Ask students to open their books and read the text on page 13. Let students check their predictions. Get students to do exercise 1 on page 14. Ask students to work in pairs to choose the best answers. Give feedback. Ask students to work in pairs to do exercise 2 on page 14. Let students read the text again and answer the questions. + Post reading: Ask all students to work in close pairs. Ask students to work in groups and talk to one another about their friends, using the adjectives they have just learnt to describe.. (translation) - sociable ['sou∫əbl] (adj): dễ gần gũi (translation) - (to) tell jokes [tel dʒouk] : nói đùa (explaination: tell a story which makes people laugh) - sense of humor [sens əv 'hju:mə] (n): hài hước (translation) reserved character sociable tell jokes orphanage sense of humor 3/ True-False statements: a) Ba only has three friends - Bao, Song Khai. b) Ba and his friends have the same characters. c) Bao - Song - Khai are quite reserved in public. d) They all enjoy school and study hard. Answer keys: a) F b) F c) F d) T a) Ba has a lot of friends but he spends most of his time with Bao, Song and Khai. b) They have different characters. c) Only Song and Khai are quite reserved. 4/ Multiple choice: Answer keys: a) Ba talks about three of his friends. b) Bao’s volunteer work does not affect his school work. c) Khai and Song don’t talk much in public. d) Ba’s friends sometimes get tired of his jokes.. 5/ Answer the questions: a) How does Ba feel having a lot of friends? => He feels lucky having a lot of friends. b) Who is the most sociable? => Bao is the most sociable. c) Who likes reading? => Khai likes reading. d) What is the bad thing about Ba’s jokes? => His jokes sometimes annoy his friends.. e) Where does Bao spend his free time? => Bao spends his free time doing volunteer work at a local orphanage. f) Do you and your close friends have the same or different characters? => (Students’ answer.) 6/ Talking: E/ Homework: Ask students to write a paragraph (about 50 words) about one close friend..

<span class='text_page_counter'>(13)</span> .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 2: Date: Saturday, August 18, 2012 Period 6: Unit 1: MY FRIENDS Lesson 5: WRITE Page: 15 A/ Aim: Writing about oneself and about other people. B/ Objective: By the end of the lesson, students will be able to write a paragraph about their close friends. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities +Warm up: 1/ Kim’s game: Ask students to look at the Answer keys: picture on page 17 quickly (for a) How many people are there in the picture? 20 seconds). Then let them => Four. keep their books closed. b) What is each person wearing? Give students two questions, => The woman is wearing a red shirt and a green the group which answers skirt. correctly the fastest wins the => The man who is standing beside the car is games. wearing brown trousers and a yellow shirt. => The man who is standing on the pavement is wearing a pink shirt and blue trousers. => The boy is wearing blue shorts and a white short. + Pre writing: 2/ Answer the questions: Ask students to read the a) What is his name? information about Tam then => Le Van Tam. answer the questions. b) How old is he? + While writing: => Fourteen. Let students write a c) What does he look like? paragraph about Tam, using => He is tall and thin. He has short black hair. the information they have just d) What is he like? got. They have to work => He is sociable, humorous and helpful. individually. e) Where does he live? Ask students to compare => He lives at 26 Tran Phu Street in Ha Noi. with the paragraph in their f) Whom does he live with? books on page 15. => He lives with his mother, father and an elder Ask students to write some brother. information about one of their g) Who is his friend? friends, then write a paragraph => Ba and Bao. about him or her. Get students to share with their partners and correct if possible..

<span class='text_page_counter'>(14)</span> + Post writing: Ask each student to write a similar paragraph about himself or herself. Move around the class and help students, then ask some students to speak in front of the class about himself or herself.. 3/ Writing: “His name’s Le Van Tam and he’s fourteen years old. He lives at 26 Tran Phu Street in Ha Noi with his mother, father and his elder brother, Hung. He’s tall and thin and has short black hair. He is sociable, humorous and helpful. His best friends are Ba and Bao.” 4/ Writing about your friend, using the following questions as prompts: His/ Her is name …... and he/ she is …… years old. He/ She is …… and he/ she has …... . He/ She lives with his/ her ……. . He/ She is …… . His Her best friends …… . E/ Homework: Ask students to write another paragraph about one of their family members. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 2: MAKING ARRANGEMENTS I/ Aim: Helping students: - To talk about intentions. - To use telephone to make and confirm arrangements. - To take a telephone message. II/ Language focus: 1) GOING TO talks about intentions and activitives in the future. 2) Adverbs of place. III/ Vocabulary: (to) agree, (to) arrange, (to) conduct, (to) demonstrate, (to) emigrate, (to) transmit, commercial (adj), countless (adj), mobile (adj), an assistant, deaf-mute (n), a device, a directory, an exhibition, an experiment, a fishing rod, a message, a stationary IV/ Unit allocation: Lesson 1 Listen and read Reading the conversation about making and Getting started confirming arrangements. Lesson 2 Speak GOING TO talks about intentions. Lesson 3 Listen Listening for details and practicing adverbs of place. Lesson 4 Read Reading the text for specific information about Alexander Graham Bell. Lesson 5 Write Writing a message. Lesson 6 Language Focus Further practice in adverbs of place. Week 3: Period 7: Unit 2: Lesson 1:. Date: Saturday, August 25, 2012. MAKING ARRANGEMENTS. GETTING STARTED Page: 18 LISTEN AND READ Page: 19 A/ Aim: Reading for details about a conversation on the phone..

<span class='text_page_counter'>(15)</span> B/ Objective: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements. C/ Teaching aids: Textbooks, poster, pictures (on page 18). D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Matching: Ask students to match each Answer keys 1: object (pictures on page 18) a) an answering machine with its name. b) a mobile phone Give the definitions of these c) a fax machine objects on a poster and ask d) a telephone directory students to match the object e) a public telephone with its definition. f) an address book Denifitions: 1. to send fax 2. to find someone’s telephone number 3. to write addresses and telephone numbers 4. to make a phone call in a street telephone box 5. to leave and take message 6. to make phone call anywhere you like Answer keys 2: a+5 b+6 c+1 d+2 e+4 f+3 + Pre reading: 2/ Open prediction: . Set the scene: “Hoa and Nga a) Who made the call? are talking on the phone. They b) Who intruduced herself? are talking about going to see a c) Who invited the other to the movies? movie.” d) Who arranged a meeting place? Ask students to guess. e) Who arranged the time? + While reading: f) Who agreed to the time? Ask students to read the Answer keys: conversation between Nga and a) Nga made the call. Hoa on page 19 and give them b) Nga intruduced herself. feedback. c) Nga invited Hoa to the movies. d) Nga arranged a meeting place. e) Hoa arranged the time. f) Nga agreed to the time. 3/ Answer the questions: Give students some a) What is Hoa’s telephone number? questions and ask them to work => Her telephone number is 3847329. in pairs to answer them. b) Which movie are they going to see? Where? Get some pairs of students to => They are going to see the movie Dream City at ask and answer the questions. Sao Mai Movie Theater. Let all students work in c) How is Hoa going to see a movie? pairs. => Hoa is going by bike. d) Where are they going to meet? What time? => They are going to meet outside the theater at 6:30..

<span class='text_page_counter'>(16)</span> 4/ Matching: Ask students to match.. A B a. Hold on 1. Nó được chiếu ở đâu? b. Is six thirty all 2. Khá xa …. right? c. Where’s it on ? 3. Sáu giờ 30 được chứ? d. A bit far from … 4. (Cầm máy) chờ nhé. Answer keys: a. + 4 b. + 3 c. + 1 d. + 2 + Post reading: 5/ Role play: Ask students to play the roles Suggested dialogue: of two students who are talking Lan: 3854146. on the phone making Mai: Can I speak to Lan, please? arangements. Lan: Yes. Lan speaking. Students can change the Mai: Hello Lan. This is Mai. information which is Lan: Hello Mai. underlined. Mai: I’m going to see a movie at 7:30 this Let students work in pairs. evening. Would you like to come? Teacher moves around the Lan: Of course. But I have to ask my Mom. Hold class and helps the students. on …. OK. She says I can go, Where’s it on? Mai: At Sao Mai Movie Theate. Lan: Let’s go by bicycle. Mai: OK. Let’s meet outside the theater. Lan: Is 7:00 OK? Mai: All right. See you at 7:00. Bye. Lan: Bye. E/ Homework: Ask students to write a similar dialogue on their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 3: Date: Saturday, August 25, 2012 Period 8: Unit 2: MAKING ARRANGEMENTS Lesson 2: SPEAK Page: 20 - 21 A/ Aim: Practicing talking on the phone. B/ Objective: By the end of the lesson, students will be able to talk on the telephone informations with GOING TO. C/ Teaching aids: Textbooks, cards. D/ Procedure: Teachers’ and Students’ Content activities + Warm up: 1/ Chatting: Talk to students about using a) Do you have a telephone at home? telephone. b) How often do you make a phone call? c) What would you say when you pick up the phone to answer it?.

<span class='text_page_counter'>(17)</span> + Presentation: Ask students to do exercise 1 on page 20. The students have to work in pairs to put the sentences in the correct order to make a complete conversation.. Ask some questions to check students understanding and focus on the structure GOING TO.. + Practice: Model two cues then ask students to repeat chorally then individually. Ask some students to practice asking and answering. Ask the whole class to work in pairs. Ask students to do exercise Language Focus 1 on page 25. They have to work with a partner and say what the people are going to do. Give an example first. Let. d) What would you sayif you are the caller? 2/ Ordering the conversation: Answer keys: 1- b: Hello. 9210752. 2 - f: Hello. Can I speak to Eric, please? This is Adam. 3 - j: Hello, Adam. How are you? 4 - a: I’m fine. I’m going to a pop concert at the City Concert Center tonight. Would you like to come? 5 - i: Which band is it? 6 - c: It’s The Kids in Town. You like it, don’t you? 7 - e: Yes. What time can we meet? 8 - k: Is 7:15 OK? The concert starts at 7:45. Let’s meet inside the center, at the cafe corner. 9 - g: That’s fine. See you at 7:15. Thank you Adam. 10 - h: Bye, Eric. 11 - d: Bye. 3/ Structures: a) Model sentences: + Are they talking on the phone? => Yes. + What are they intend to do? => They intend to go to the pop concert. + What time are they meeting? Where? => They are meeting inside the concert at 7:15. + What form of the verbs do you use to talk about intention? => Be going to. b) Form: Subject + BE + GOING TO + infinitive c) Use: Express an intention 4/ Word cue drill: a) see a movie/V - Are you going to see a movie? => Yes, I am. b) play soccer/ X - Are you going to play soccer? => No. I’m not. c) meet your friends/ V - Are you going to meet your friends? => Yes, I am. d) help your mother/ V - Are you going to help your mother? => Yes, I am. e) do your homework/ X.

<span class='text_page_counter'>(18)</span> students to work in pairs. Give feedback.. - Are you going to do your homework? => No. I’m not. f) watch TV/ X - Are you going to watch TV? => No. I’m not. + Production: 5/ Further practice: . Set the scene: Ba and Bao are Example: Nga has amovie ticket. making arrangements to play => She’s going to see amovie. chess. a) Quang and Nam bought new fishing rods Ask students to work with yesterday. their partners to complete the => They are going to go fishing. dialogue. b) Trang’s mother gave her a new novel this Ask students to play the roles morning and she has no homework today. of Ba and Bao to practice the => She is going to read the new novel. dialogue. c) Van has a lot of homework in Math and she is Ask students to make the going to have Math at school tomorrow. similar arrangements and => She is going to do her homework. practice talking with a partner. d) Mr Hoang likes action movies very much and there’s an interesting action movie on TV tonight. => He is going to watch an action movie on TV tonight. e) Hien’s friend invited her to his birthday party. => She is going to give him a birthd at present. 6/ Role play: Ba: Hello. 8257012. Bao: May I speak to Ba please. This is Bao. Ba: Hello, Bao. How are you? Bao: I’m fine, thanks. And you? Ba: Great. Me, too. Bao: Can you play chess tonight? Ba: I’m sorry. I can’t play chess tonight. I’m going to do my homework. Bao: What about tomorrow afternoon? Ba: Tomorrow afternoon is fine. Bao: I’ll meet you at the Center Chess Club. Ba: At the Center Chess Club? OK. Let meet at the front door. Bao: Is 2:00 o’clock OK? Ba: Great. See you tomorrow afternoon at 2:00 o’clock. E/ Homework: Ask students to write five things that they intend to do next week. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 3: Period 9:. Date: Saturday, August 25, 2012.

<span class='text_page_counter'>(19)</span> Unit 2: MAKING ARRANGEMENTS Lesson 3: LISTEN Page: 21 A/ Aim: Listening for details in adverbs of place. B/ Objective: By the end of the lesson, students will be able to complete a telephone by listening and further practice in adverbs of place. C/ Taeching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Listen: + Pre listening: 1/ Telephone transformation: Ask students to look at the 2/ Prediction: form of the telephone message KINGSTON JUNIOR HIGH SCHOOL on page 21 and set the scene “a DATE: TIME: woman phoned the principal of FOR: The Principal Kingston Junior High School, MESSAGE: but he was out.” TELEPHONE NUMBER: Have students guess the 3/ Listening: message. Tape transcript: Let students work in pairs. Secrectary: Kingston Junior High School. Good Give feedback. afternoon. + While listening: Woman: Good afternoon. Could I talk to the Ask students to listen the principal, please? dialogue, compare with their Secrectary: I’m afraid Mr Kelvin is out at the guess. moment. Would you like to leave a message? Woman: Uhm, no. But I’d like to make an appointment to see him. Secrectary: I think he will be available on Tuesday. Woman: Tuesday’s OK. Can I see him in the morning? Secrectary: Sure you can. What time would you like to come? Woman: Is 10:30 OK? Secrectary: I’m sorry. The principal will have a school visit at 10:30. What about 9:45? Woman: 9:45? Let me see. Yes, it’s allright. Secrectary: What’s your name, please? Woman: My name’s Mary Nguyen. Secrectary: Is that N-G-U-Y-E-N? Woman: Yes, that’s right. Mrs Nguyen. Secrectary: And your address, please? Woman: Number 23, 51st Street. My telephone number is 64683720942. Secrectary: Thank you, Mrs Nguyen. Woman: Thank you very much. Goodbye..

<span class='text_page_counter'>(20)</span> Secrectary: Goodbye. Answer keys: KINGSTON JUNIOR HIGH SCHOOL DATE: (Students answer) TIME: (Students answer) FOR: The Principal MESSAGE: Mrs Mary Nguyen wanted to see you at 9:45 in the morning. TELEPHONE NUMBER: 64683720942. + Presentation: II/ Language Focus3: Ask students to do exercise 3 1/ Jumble words: on page 26. a) tdeousi = outside . Set the scene: “Ba is playing b) siiden = inside hide and seek with his cousin, c) hetre = there Mr Tuan. Use the adverbs of d) erhe = here place to complete the speech e) stupairs = upstairs bubbles.” f) wonstairds = downstairs + Practice: 5/ Complete the speech bubbles: Let students work in pairs Answer keys: then compare with another pair a) Where is Tuan? => I think he is upstairs. (at their table). b) No, he isn’t here. Give feedback. c) He isn’t downstairs and he isn’t upstairs. Ask students to read out the d) Perhaps he’s outside. speech bubbles. e) No, he isn’t there. f) I’m not outside. I’m inside, Ba. E/ Homework: Write six sentences about your house, using adverbs of place. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 3: Date: Saturday, September 10th, 2011 Period 9: Unit 2: MAKING ARRANGEMENTS Lesson 4: READ Page: 21 - 22 A/ Aim: Reading the paragraph for details about Alexander Graham Bell. B/ Objective: By the end of the lesson, students will be able to know more about Alexander Graham Bell. C/ Teaching aids: Textbooks, poster, picture of Bell. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorming: Let students answer the What is the telephone used for? questions by coming to the - to chat with friend board and write. - to communicate - to have a message - to call someone.

<span class='text_page_counter'>(21)</span> + Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: What and Where. Ask students to work in pairs and gues. Give feedback. + While reading: Ask students to read the text on page 21 - 22 and check their prediction. Have students correct false statements. Give feedback.. Ask students to look at the book page 22. Get students to read the events of Bell’s life and put them in the correct order.. - to make arrangements - to talk the person who live far from - to get information at the airport or railway station quickly 2/ Vocabulary: - (to) emigrate ['emigreit] : xuất cảnh (example: go to another country to live) - (to) transmit [trænz'mit] : truyền đi (translation) - (to) conduct [kən'dʌkt] : thực hiện (synonym: What’s the synonym of (to) carry out) - (to) demonstrate ['demənstreit] : chứng minh (translation) - a device [di'vais] : thiết bị (translation) - a deaf-mute ['def'mju:t] : người vừa câm vừa điếc (explanation: a person who is unable to hear and speak) conduct transmit emirgate deaf-mute demonstrate device 3/ True - False statements: a) Alexander Graham Bell was born in the USA. b) He worked with deaf-mute patients in a hospital in Boston. c) Thomas Watson was Bell’s assistant. d) Bell and Watson introduced the telephone in 1877. e) Bell experimented with ways of transmitting speech between deaf-mutes ever a long distance. f) Bell demonstrated his invention at a lot of exhibitions. Answer keys: a) F b) F c) T d) F e) F f) T a) Alexander Graham Bell was born in Edinburgh in Scatland. b) He worked with deaf-mute patients at Boston University. d) Bell and Watson introduced the telephone in 1876. e) Bell experimented with ways of transmitting speech over a long distance. 4/ Ordering: Alexander Graham Bell a) went to live in the United States b) successfully demonstrated his invention c) worked with Thomas Watson d) was born in Scotland.

<span class='text_page_counter'>(22)</span> Ask students to compare with e) went to live in Canada their partners. f) invented the telephone g) worked with people who could neither speak nor hear Answerkeys: 1-d 2-e 3-a 4-g 5-c 6-b 7-f + Post reading: 5/ Writing: Get students to write a Suggestion: paragraph about Bell’s life, “Alexander Graham Bell was born on March 3 rd, using the information from the 1847 in Scotland. He went to live in Canada and text. then to the USA in 1870s. He worked with deafLet students to swap their mutes at Boston University and did experiments writtings and corrcet. with ways of transmitting speech over a long distance. In 1876, he and his assistant - Thomas Watson introduced the telephone successfully and in 1877 the first telephone was in commercial use.” E/ Homework: Ask students to write the paragraph (they have just written and corrected with their friends) into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 4: Date: Saturday, September 10th, 2011 Period 10: Unit 2: MAKING ARRANGEMENTS Lesson 5: WRITE Page: 23 - 24 A/ Aim: Writing a message. B/ Objective: By the end of the lesson, students will be able to write a telephone message. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities +Warm up: 1/ Jumble words: Write the words whose a) mcuestor = customer letters are in a random order on b) ayddmi = midday the board. c) essgmea = message d) nifurretu = furniture e) rvseice = service +Pre writing: 2/ Chatting: Talk to students about talking a) Have you ever taken telephone message? a telephone message. => (Yes/ No) b) When you take a message, what should be mentioned in the message? => (Date, time, who sent, to whom, content) 3/ Vocabulary:.

<span class='text_page_counter'>(23)</span> - Bookshut. - Eliciting. - Recording.. . Check: Rub out and Remember. +While writing: Ask students to read the message and fill in the gaps in the passage on page 23. Let students work in pairs. Ask students to read message 2 on page 23 to get information and write the message. Let students write individually then share with a partner.. - a customer ['kʌstəmə] : khách hàng (explanation: a person who comes to buy something at a shop…) - a delivery [di'livəri] : sự giao hàng (translation) - a stationery ['stei∫ənri] : dụng cụ văn phòng (example: papers, pens, rulers, envelopes ) - (to) pick someone up [pik 'sʌmwʌn ʌp] : đón (translation) 4/ Gap filling: Answer keys: “A customer (1) phoned the Thang Loi Delivery Service on (2) May 12th just before midday. She wanted to (3) speak to Mr Ha but he was out. So Mr Tam (4) took a message for Mr Ha. The customer’s (5) name was Mrs Lien and she wanted to know about her furniture (6) delivery. She wanted (7) Mr Ha to call her. She said Mr Ha could reach her (8) at 8645141 after lunch” 5/ Fill the message: Answer keys: Thanh Cong Delivery Service Date: June 16th Time: After midday For: Mrs Van Message: Mr Nam call about his stationery order. He wanted you to call him at 8634082. Taken: Mr Toan. 6/ Write the message: Answer keys: Date: (Students answer) Time: (Students answer) For: Nancy. Message: Tom call about playing tennis this afternoon. He will come over to pick you up at 1:30. Taken by: Lisa.. + Post writing: Ask students to write another message. . Set the scene: “Tom phoned Nancy, but she was out. Lisa, Nancy’s sister took a message for Nancy. Help Lisa to write a message”. Ask students to read the dialogue between Lisa and Tom then write the message. Let students work in pairs. Give feedback. E/ Homework: Ask students to write the message on their notebooks. .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(24)</span> Week 4: Date: Saturday, September 10th, 2011 Period 11: Unit 2: MAKING ARRANGEMENTS Lesson 6: LANGUAGE FOCUS Page: 26 A/ Aim: Listening for details and further practice in adverbs of place. B/ Objective: By the end of the lesson, students will be able to complete a telephone by listening and further practice in adverbs of place. C/ Taeching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Language Focus 1: + Activitive 1: Example: . Set the scene: Ba and Bao are Nga has amovie ticket. making arrangements to play => She’s going to see amovie. chess. a) Quang and Nam bought new fishing rods Ask students to work with yesterday. their partners to complete the => They are going to go fishing. dialogue. b) Trang’s mother gave her a new novel this Ask students to play the roles morning and she has no homework today. of Ba and Bao to practice the => She is going to read the new novel. dialogue. c) Van has a lot of homework in Math and she is Ask students to make the going to have Math at school tomorrow. similar arrangements and => She is going to do her homework. practice talking with a partner. d) Mr Hoang likes action movies very much and there’s an interesting action movie on TV tonight. => He is going to watch an action movie on TV tonight. e) Hien’s friend invited her to his birthday party. => She is going to give him a birthd at present. + Activitive 2: II/ Language Focus 2: Model two cues then ask a) see a movie/V students to repeat chorally then - Are you going to see a movie? individually. => Yes, I am. Ask some students to b) play soccer/ X practice asking and answering. - Are you going to play soccer? Ask the whole class to work => No. I’m not. in pairs. c) meet your friends/ V Ask students to do exercise - Are you going to meet your friends? Language Focus 1 on page 25. => Yes, I am. They have to work with a d) help your mother/ V partner and say what the - Are you going to help your mother? people are going to do. => Yes, I am. Give an example first. e) do your homework/ X Let students to work in pairs. - Are you going to do your homework? Give feedback. => No. I’m not..

<span class='text_page_counter'>(25)</span> f) watch TV/ X - Are you going to watch TV? + Activitive 3: => No. I’m not. Ask students to do exercise 3 III/ Language Focus 3: on page 26. 1/ Jumble words: . Set the scene: “ Ba is playing a) tdeousi = outside hide and seek with his cousin, b) siiden = inside Mr Tuan. Use the adverbs of c) hetre = there place to complete the speech d) erhe = here bubbles.” e) stupairs = upstairs Let students work in pairs f) wonstairds = downstairs then compare with another pair 5/ Complete the speech bubbles: (at their table). Answer keys: Give feedback. a) Where is Tuan? Ask students to read out the => I think he is upstairs. speech bubbles. b) No, he isn’t here. c) He isn’t downstairs and he isn’t upstairs. d) Perhaps he’s outside. e) No, he isn’t there. f) I’m not outside. I’m inside, Ba. E/ Homework: Write six sentences about your house, using adverbs of place. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Full name: ....................................................... ENGLISH TEST Score: Class: 8 A Time: 15 minutes Section I: Choose the best word or phrase words and underlined: (2ms) 1) ……………………………………... does Hoa look like? => She’s beautiful. A. What B. Who C. Which D. Whose 2) My brother isn’t old enough …………………………………... to school alone. A. go B. to go C. going D. went 3) They are going to …………………………………… their homework tonight. A. to do B. did C. do D. doing 4) Alexander Graham Bell was a ………………………………………………. . A. English B. American C. French D. Scotsman Section II: Supply the correct form of the verbs in the brackets: (1.5ms) 1) We (be) …………………………………………………… in grade 8 this year. 2) Hoa and Lan (buy) …………………………………… some books yesterday. 3) Our class (go) …………………………………………… to the zoo next week. Section III: Combine the following sentences, using the structure “ENOUGH TO”: (1.5ms) Example: 0) She is old. She can go to school by herself. => She is old enough to go to school by herself. 1) Ba is tall. He can play volleyball. => .......................................................................... 2) Lan is intelligent. She can do that test. => .................................................................. 3) Tom is not old. He can’t ride a motorbike. => .............................................................

<span class='text_page_counter'>(26)</span> Section IV: Complete the second sentence so that it has a similar meaning to the first: (2ms) 1) Peter is too young to see the horror film. => Peter is not ............................................ 2) Remember to turn off the light before going out. => Don’t ........................................ 3) That girl is very intelligent. => What .........................................................................! 4) I intend to come over the pick you up. => I am .......................................................... Section V: Find the mistakes and write the correct form: (3 ms) 1) Could I say to Mrs Giang, please? 2) You don’t have some money left. Why don’t you ask your father of some? 3) How long is it from here to city center? => About 2 km. KEYS Section I: Choose the best word or phrase words and underlined: (4ms) 1) A. What 2) B. to go 3) C. do 4) D. Scotsman Section II: Supply the correct form of the verbs in the brackets: (3ms) 1) We (be) are in grade 8 this year. 2) Hoa and Lan (buy) bought some books yesterday. 3) Our class (go) will go to the zoo next week. Section III: Combine the following sentences, using the structure “ENOUGH TO” : (3ms) Example: 0) She is old. She can go to school by herself. => She is old enough to go to school by herself. 1) => Ba is tall enough to play volleyball. 2) => Lan is intelligent to do that test. 3) => Tom is not old enogh to ride a motorbike. Section IV: Complete the second sentence so that it has a similar meaning to the first: (2ms) 1) => Peter is not old enough to see the horror film. 2) => Don’t forget to turn off the light before going out.. 3) => What an intelligent girl! 4) => I am going to come over to pick you up. Section V: Find the mistakes and write the correct form: (3ms) 1) Could Can I say to Mrs Giang, please? 2) You don’t have some any money left. Why don’t you ask your father of some? 3) How long far is it from here to city center? => About 2 km. Full name: ................................................ ENGLISH TEST Score: Class: 8 B Time: 15 minutes Section I: Choose the best word or phrase words and underlined: (4ms) 1) …………………………………... does Hoa look like? => She’s beautiful. A. What B. Who C. Which D. Whose 2) My brother isn’t old enough …………………………………... to school alone. A. go B. to go C. going D. went 3) They are going to …………………………………… their homework tonight. A. to do B. did C. do D. doing 4) Alexander Graham Bell was a ………………………………………………. . A. English B. American C. French D. Scotsman Section II: Supply the correct form of the verbs in the brackets: (3ms).

<span class='text_page_counter'>(27)</span> 1) We (be) …………………………………………………… in grade 8 this year. 2) Hoa and Lan (buy) …………………………………… some books yesterday. 3) Our class (go) …………………………………………… to the zoo next week. Section III: Combine the following sentences, using the structure “ENOUGH TO”: (3ms) Example: 0) She is old. She can go to school by herself. => She is old enough to go to school by herself. 1) Ba is tall. He can play volleyball. => .......................................................................... 2) Lan is intelligent. She can do that test. => .................................................................. 3) Tom is not old. He can’t ride a motorbike. => ............................................................ KEYS Section I: Choose the best word or phrase words and underlined: (4ms) 1) A. What 2) B. to go 3) C. do 4) D. Scotsman Section II: Supply the correct form of the verbs in the brackets: (3ms) 1) We (be) are in grade 8 this year. 2) Hoa and Lan (buy) bought some books yesterday. 3) Our class (go) will go to the zoo next week. Section III: Combine the following sentences, using the structure “ENOUGH TO” : (3ms) Example: 0) She is old. She can go to school by herself. => She is old enough to go to school by herself. 1) => Ba is tall enough to play volleyball. 2) => Lan is intelligent to do that test. 3) => Tom is not old enogh to ride a motorbike. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 3: AT HOME I/ Aim: Helping students: - To describe places and situation. - To ask for and give reasons. - To write a description of a room. II/ Language focus: 1. Reflexive Pronouns. 2. Modal: must, have to, ought to. 3. Why - Because. III/ Vocabulary: (to) injure, (to) destroy, a bead, chore (n), a wardrobe, a cup board, a knife, a match, an object, precaution (n), a rice cooker, a rug, safety (n), a saucepan, scissors (n), a sink, a socket, a steamer, IV/ Allocation unit: Lesson 1 Getting Started Reading the dialogue and practice Modal verbs: Listen and Read must, have to, ought to, Lesson 2 Speak Talking about the position of furniture in the kitchen and in the living room. Lesson 3 Listen Further practice in Why - question and the answers Language Focus 2 - Because. Lesson 4 Read Reading for details about safety precautions in the.

<span class='text_page_counter'>(28)</span> house. Lesson 5 Write Writing a description of the room. Lesson 6 Language Focus 1 Further practice in Reflexive Pronoun, Modal -3-4 verbs: must, have to, ought to, and Why - question with Because. Week 4: Date: Saturday, September 17th , 2011 Period 12: Unit 3: AT HOME Lesson 1: GETTING STARTED Page: 27 LISTEN AND READ Page: 27 - 28 A/ Aim: Helping students to read the dialogue for details and to practice the Modal verbs: must, have to, ought to. B/ Objective: By the end of the lesson, students will be able to understand the dialogue and use Modal verbs to talk about the housework. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Kim’s games: Ask students to look at 6 a) wash dishes/ do the washing up pictures quickly in 30 seconds b) make the bed and try to remember the verbs c) sweep the floor in the pictures as many as d) cook possible. e) tidy up f) feed the chicken + Presentation: 2/ Vocabulary: - Bookshut. - a steamer ['sti:mə] : nồi hấp - Eliciting. ( picture) - Recording. - chore [t∫ɔ:] (n): việc trong nhà ( picture) - a cupboard ['kʌpbəd] : tủ ly ( picture) - a sink [siηk] : bồn rửa ( picture) - a saucepan ['sɔ:spən] : cái chảo ( picture) . Check: What and Where. steamer chore sink cup board sauce pan 3/ Model sentences: . Set the scene of the dialogue a) Model sentence: between Nam and his mother, - Nam has to cook dinner. Mrs Vui. - Nam has to go to the market to buy fish and Get students to listen the vegetable. dialogue while looking at their - Nam has to call his Aunt, Mrs Chi and ask her to books. meet his mother at grandma’s house. Ask students to complete the b) Form: list of the things Nam has to Have/ Has TO - infinitive … = Must do..

<span class='text_page_counter'>(29)</span> infinitive … c) Meaning: phải ( làm gì) . Exchange: - What do you have to do? + Practice: => I must do the washing up. Have students ask and 4/ Word cue drill: answer. a) make the bed - What do you have to do? => I must make the bed. b) sweep the floor - What do you have to do? => I must sweep the floor. c) cook dinner - What do you have to do? => I must cook dinner. d) tidy my room - What do you have to do? => I must tidy my room. e) feed the chicken - What do you have to do? + Further practice: => I must feed the chicken. Ask students to read the 5/ Complete the list of the things Nam has to do: dialogue again and write the Answer keys: list of the things Nam has to - Cook dinner. do. - Go and visit grandme. - Go to the market. Ask students to look at the - Buy some fish and vegetables. pictures and complete the 6/ Complete the dialogue: dialogue between Nga and Answer keys: Lan, using must or have to Nga: Can you come to the movie, Lan? together with the verbs given. Lan: No. I (0) have to do my chores Ask students to work in Nga: What do you have to do? pairs, practicing the dialogue. Lan: I (1) must tidy my bed room. Then I (2) have to dust the living room and I (3) must sweep the kitchen floor, too. Nga: That won’t take long. What else? Lan: I (4) have to clean fish tank and then I (5) must empty the garbage. Finally, I (6) must feed the dog. Nga: Ok. Let’s start. Then we can go out. E/ Homework: Write the things you have to do on Sunday. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 5: Period 13: Unit 3: Lesson 2:. Date: Saturday, September 17th , 2011. AT HOME SPEAK. Page: 28 - 29.

<span class='text_page_counter'>(30)</span> A/ Aim: Practice speaking. B/ Objective: By the end of the lesson, students will be able to use the prepositions of place to talk aboout the positions of furniture in the house. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students' Content activities + Warm up: 1/ Kim’s game: Ask students to look at the 2/ Answer the questions: picture on page 28, then write a) Where is the clock? name. => It’s above the fridge. + Presentation: b) The fruit Ask students the positions of => In the bowl. the items in the pictures. c) The flowers? => On the table. d) Rice cooker? => Next to the bowl of fruit. e) Cupboard? => On the wall, above the counter. f) Knives? => They are on the wall, under the cupboard. g) Dish rack? => On the counter, next to the bowl of fruit. + Practice: 3/ Speaking: Get students to work in pairs, - The calender is on the wall, above the stove. talking about the positions of - The knives are on the wall, under the cupboard. each item. + Further practice: 4/ Practice: . Set the scene: “Mrs Vui - Let’s put the clock on the wall, between the shelf bought new furnitures for her and the picture. living room, but she cannot - OK. I think we ought to put the TV and the decide where to put it. You stereo on the shelf. should help her to arrange the - I think the coffee table should be between the furnitures.” couch and the arm chair. Ask students to look at the - Let’s put the telephone next to the couch. picture and talk about their - I think we should put the magazines above the ideas. books on the shelves. - I think the shelves ought to be at one of the corners, opposite the couch. E/ Homework: Describle your living room .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 5: Period 14: Unit 3:. Date: Saturday, September 24th, 2011. AT HOME.

<span class='text_page_counter'>(31)</span> Lesson 3: READ Page: 31 - 32 A/ Aim: Reading for details about safety precautions in the house and further practice in Why - questions and answer - Because. B/ Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why - Because. C/ Teacing aids: Textbooks, pictures, realias. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorming: Danger in the house for children - drug - electricity - boiling wate - fire - gas - knife + Pre reading: 2/ Vocabulary: - Bookshut. - a precaution [pri'kɔ:∫n] : sự phòng ngừa - Eliciting. (translation) - Recording. - a socket ['sɔkit] : ổ cắm điện (realia) - a match [mæt∫] : que diêm (realia) - an object ['ɔbdʒikt] : dụng cụ gia đình (translation) - safety ['seifti] (adj): an toàn (translation) - (to) destroy [di'strɔi] : phá hủy (translation) - (to) injure ['indʒə] : làm bị thương (picture) . Check: Slap the board. 3/ True - False predictions: Ask students to read the a) It is safe to leave medecine around the house. statements and guess. b) Drugs can look like candy. Give feedback. c) A kitchen is a suitable place to play. + While reading: d) Playing with one match cannot start a fire. Ask students to read the e) Putting a knife into an electrical socket is poster and check their dangerous. prediction. f) Young children do not understand that many Ask students to correct if the household objects are dangerous. statement is false. Answer keys: a) F b) T c) F d) F e) T f) T a) It is safe to keep medecine in locked cupboards. c) A kitchen is a dangerous place to play. d) Playing with one match can cause a fire. 4/ Answer the questions: Ask students to work in pairs a) Why must we put all chemicals and drugs in a to find out the answers of these locked cupboard? questions. => Because children often try to eat and drink them..

<span class='text_page_counter'>(32)</span> b) Why mustn’t we let children play in the kitchen? => Because the kitchen is a dangerous place. c) Why mustn’t children play with matches? => Because playing with one match can cause the fire. d) Why must we cover electrical sockets? => Because children often try to put something into electrical sockets and electricity can kill. e) Why do we have to put all dangerous objects out of children’s reach? => Because the dangerous objects can injure or kill children. + Post reading: 5/ Discussion: Ask students to work in a) Safety precautions in the street. groups, discussing about the b) Safety precautions at school. topic. E/ Homework: Practice in Why questions with Because answer by doing the exercise Language Focus 4. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 5: Date: Saturday, September 24th, 2011 Period 15: Unit 3: AT HOME Lesson 4: WRITE Page: 32 - 33 A/ Aim: Writing a description of a room. B/ Objective: By the end of the lesson, students will be able to write a description of a room in their house. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask something about the a) Which room is this? room on page 32. b) What’s this? Where is it? + Pre writing: 2/ Vocabulary: - Bookshut. - a folder ['fouldə] : kẹp giấy - Eliciting. (realia) - Recording. - beneach [bi'ni:θ] (adj): ở phía dưới ( translation ) - a towel-rack ['tauəlræk] : giá khăn (picture) - a lighting fixture ['laitiη 'fikst∫ə] : đèn chùm (picture) . Check: Rub out and Remember..

<span class='text_page_counter'>(33)</span> Ask students to read the description of Hoa’s room, then ask some comprehension questions. Give feedback. + While writing: Ask students to describe Hoa’s kitchen, using the given cues. Ask students to share with their partners. Correct the mistakes from some descriptions. Give feedback.. 3/ Answer the questions: a) What is there on the left of the room? => There is a desk on the left of the room. b) Where is the bookshelf? => The bookshelf is above the desk. c) What is there on the right side of the room? => There is a window on the right side of the room. d) Where is the wardrobe? => The wardrobe is beside the window and opposite the desk. 4/ Writing: Answer keys: “ This is Hoa’s kitchen. There is a refrigerator in the right corner of the room. Next to the refrigerator are the stove and the oven. On the other side of the oven, there is a sink and next to the sink is a towel rack. The dish rack stands on the counter, on the right of the window and beneath the shelves. On the shelves and on the counter beneath the window, there are jars of sugar, flour and tea. In the middle of the kitchen, there are a table and four chairs. The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with + Post writing: flowers.” Ask students to talk to their 4/ Speaking: partners about their room/ living room/ kitchen. E/ Homework: Ask students to write a description of their bed room/ living room. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 6: Date: Saturday, September 17th , 2011 Period 16: Unit 3: AT HOME Lesson 3: LISTEN Page: 30 LANGUAGE FOCUS 2 Page: 35 A/ Aim: Listening and further practice in modal verb - ought to. B/ Objective: By the end of the lesson, students will be able to identify the right item by listening and further practice in modal verb - ought to. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Bingo:.

<span class='text_page_counter'>(34)</span> Ask students to write down on their notebooks 5 things you can eat. + Pre listening: Get students to look at page 30 and guess 4 things they use to cook the “Special Chinese Fried Rice”. Give feedback. + While listening: Students listen to the tape and check their predictions. Give feedback.. + Presentation: . Set the scene: “ Hoa is very sad because she failed her English test. What do you say to advise her?”. Can you tell me another word for “should”.. + Practice: Ask students to give advice to people in the pictures on page 35. Get students to practice 4 exchanges in pairs.. + Production: Ask students to practice in pairs. Give feedback.. Suggested: chickens, beef, cake, candy, garlic, noodles, bread,rice, ham, peas, …… 2/ Prediction: Answer keys: a) Fried rice b) Pan c) Garlic and green peppers d) Ham and peas Tape transcript: Lan: Can I help you cook dinner, Mom? Mrs Tu: Sure. You can cook the “ Special Chinese Fried Rice” for me. Use the big pan, please. Lan: Okey. How much oil do I put in? Mrs Tu: Just a little. Wait until it’s hot and then fry the garlic and the green peppers. Lan: Do I put the ham and the peas in now? Mrs Tu: Yes. And you can put the rice and a teaspoon of salt in. Lan: Yummy! It smells delicious. 1/ Model sentences: a) Model sentences: - You should study harder. OUGHT TO - You ought to study harder. b) Form: Ought to - infinitive … c) Use: “ought to” as well as “should” is used to give advice to someone. Meaning: “nên” 4/ Use “ought to” to give advice to these people: Answer keys: a) I failed my English test. => You ought to study harder. b) I’m late. => You ought to get up earlier. c) I’m fat. => You ought to eat less meet and more vegetables. d) My tooth aches. => You ought to see a dentist. 5/ Noughts and Crosses: his tooth/ Hoa/ late my room/ untidy ache the floor/ Bao/ she/ thin dirty overweight my English/ her grades/ the washing.

<span class='text_page_counter'>(35)</span> bad bad machine not work Answer keys: a) His tooth aches. => He ought to go to the dentist’s. b) Hoa is late. => She ought to get up earlier. c) My room is untidy. => You ought to tidy your room. d) The floor is dirty. => You ought to clean it. e) Bao is overweight. => He ought to eat less meat and do exercise more often. f) She is thin. => She ought to eat more. g) My English is bad. => You ought to study harder. h) Her grades are bad. => She ought to study harder. i) The washing machine doesn’t work. => You ought to fix it. E/ Homework: Write some advice when your friend feels sick. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 6: Date: Saturday, September 24th, 2011 Period 17: Unit 3: AT HOME Lesson 6: LANGUAGE FOCUS 1 - 3 - 4 Page: 36 A/ Aim: Further practice in Reflexive Pronouns. B/ Objective: By the end of the lesson, students will be able to use the Reflexive Pronouns. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students' Content activities +Warm up: I/ Brainstorming: Things you can do Things you can’t do - tidy up - repair the machine - do our homework - fix the TV set - water flower - paint the house - clean the floor - cook + Activitive 1: II/ LF 1 (Complete the dialogue): Ask students to look at the Answer keys: pictures and complete the Nga: Can you come to the movie, Lan? dialogue between Nga and.

<span class='text_page_counter'>(36)</span> Lan, using must or have to Lan: No. I (0) (must) have to do my chores together with the verbs given. Nga: What do you have to do? Ask students to work in Lan: I (1) must (have to) tidy my bed room. Then I pairs, practicing the dialogue. (2) have to (must) dust the living room and I (3) must (have to) sweep the kitchen floor, too. Nga: That won’t take long. What else? Lan: I (4) must (have to) clean fish tank and then I (5) (have to) must empty the garbage. Finally, I (6) must (have to) feed the dog. + Activitive 2: Nga: Ok. Let’s start. Then we can go out. + Presentation: III/ LF 3 (Model sentences): . Set the scene: “You do your a) Model sentence: homework and noone helps - I do my homework myself. you. What do you say?” b) Form: Explain the Reflexive - We use: I with myself. Pronouns. you youself he himself she herself it itself we ourselves they themselves Emphrasis pronouns: Used to emphrasire a person of a thing. Eg: - She cut herself. + Practice: - John saw himself in the mirror. Ask students to run through 3/ Word cue drill: the vocabulary first (do your a) you/ do/ homework homework, fix the washing - Did you do your homework? machine, cook dinner, paint => Yes. I did it myself. the pictures, do our chore). b) he/ fix/ washing machine Ask students to practice the - Did he fix the washing machine? questions and then the answer. => Yes. He fixed it himself. Ask students to work in open c) Mary/ cook/ dinner pairs then closed pairs. - Did Mary cook the dinner? Give feedback. => Yes. She cook it herself. d) these students/ paint/ the pictures - Did these students paint the pictures? => Yes. They painted them themselves. e) you/ do/ your chore - Did you do your chore? + Further Practice: => Yes. We did ourselves. Ask students to fill in the 4/ Complete the dialogue: blanks the suitable reflexive a) Miss Lien: Did someone help Ba draw that pronouns or emphrasis picture? pronouns. Bao: No. He did it (0) himself. Give feedback. b) Nga: The repairman cvan’t fix the washing Ask students to practice machine until tomorrow..

<span class='text_page_counter'>(37)</span> speaking in pairs.. Mrs Linh: Come on. We’ll have to try and do it (1) ourselves. c) Aunt Thanh: What’s the matter, Hoa? Hoa: I cut (2) myself. Aunt Thanh: Let me see. Oh, it’s all right. You didn’t cut (3) yourself badly. d) Lan: Why are you crying, Nga? Nga: I just watched the movie Romeo and Juliet. The boy killed (4) himself and then the girl killed (5) herself as well. Lan: Why did they kill (6) themselves? Nga: It’s a long story. e) Mr Nhat: Boys and girls, you’ll do this experiment this afternoon. Students: Will you come to help us? Mr Nhat: Yes, I will. But you’ll have to do it + Activitive 3: (7) yourself first. Ask students to look at the IV/ LF 4 (Answer the questions): pictures and ask and answer. a) Why did Hoa go to school late this morning? Ask students to work in => Because she watched TV late last night. pairs, practicing. b) Why did Nam have to cook dinner? => Because his mother was home late. c) Why was Mrs Vui, Nam’s mother home late? => Because she had to come to see his (Nam’s) grandmother, she was tired (sick). d) Why did Ha fail her English exam? => Because she didn’t learn for her exam. She played the computer games. e) Why didn’t Nga go to the movies? => Because she had to do her chores. She had to clean the kitchen and sweep the living-room. E/ Homework: Write 3 sentences with Reflexive Pronouns and 3 sentences with emphasis pronouns. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 7: Period 19:. Date: Saturday, October 1st, 2011. THE FIRST MIDDLE TERM ENGLISH TEST Time: 45 minutes A/ Aim: Helping students to review the Present Simple tense, structure: “(not) adjective + ENOUGH TO - infinitive”, future with BE GOING TO, Reflexive Pronouns, Modal verbs: MUST, HAVE TO, OUGHT TO, Why Because, B/ Language Focus: - The Present Simple tense. - The structure: “(not) adjective + ENOUGH TO - infinitive”..

<span class='text_page_counter'>(38)</span> - The Future with BE GOING TO. - Reflexive Pronouns. - Modal verbs: MUST, HAVE TO, OUGHT TO. - Why - Because. C/ Teaching aids: Paper test. D/ Procedure: E. Test: 8A Full name: ...................................................... English Test (1) Score: Class: 8 A Time: 45 minutes Section I: Choose the word that has the underlined part pronounced differently (1 m): 1) A. enough B. sound C. countless D. found 2) A. sorry B. bored C. orphan D. cover 3) A. character B. chore C. choose D. child 4) A. demonstrate B. experiment C. emigrate D. excellent Section II: Choose the best word or phrase words and underlined (1 m): 1) ………………………………………… does Hoa look like? => She’s beautiful. A. What B. How C. Which D. Who 2) They are going …………………………………….... their homework tonight. A. do B. does C. to do D. doing 3) He is ............................................................................. to ride his bike to school. A. enough not old B. not old enough C. not enough old D. enough old 4) The children are old enough to look after .............................................................. A. them B. their C. themself D. themselves Section III: Read the passage, then answer the questions: (1.5ms) Mr Bao is 37 years old. He has married and has got two children, a boy and a girl. He is a teacher of English at Truong Dinh High School. He’s very tall but rather slim. He loves his career and his students. 1) What does he do? => ................................................................................................... 2) Where does he work? => ............................................................................................. 3) What does he look like? => ......................................................................................... Section IV: Combine the following sentences, use the structures “ (not) adjective + ENOUGH TO - infinitive” (1.5ms): 1) This coat isn’t warm. I don’t wear it in winter. => ..................................................... 2) She is beautiful and intelligent. She can become Miss World. => .............................. 3) The weather is fine. We could go camping. => .......................................................... Section V: Put the verbs in the brackets into the correct form or tense (2 ms): 1) Bad driving (cause) ………………………………………… many accidents. 2) Nga and Hoa (see) ………………………………………… a movie tonight. 3) Sue can (speak) ……………………………………… VietNamese very well. 4) Mozart (write) ………………………………….. more than 600 pieces music. Section VI: Find the mistakes and write the correct form (1 m): 1) Why mustn’t children play by match? => ................................................................... 2) I’m going to being home late tonight. => ................................................................... Section VII: Rewrite the sentences using the words given (1 m): 1) He is too young to drive a car. (enough) => ................................................................ 2) Let’s go on a picnic to the countryside this weekend. (shall) => .................................

<span class='text_page_counter'>(39)</span> Section VIII: Write a paragraph about your friend, using the following questions ( What is his/ her name?/ - How ols is he/ she?/ - What does he/ she look like?/ - What is he/ she like?/ - Where does he/ she live?/ - Who does he/ she live with?/ - Who are his/ her friends?) (1 m): His/ Her name is ……………………………………………………… F. Test: 8B Full name: ............................................... English Test (1) Score: Class: 8 B Time: 45 minutes Section I: Choose the word that has the underlined part pronounced differently (1 m): 1) A. enough B. sound C. countless D. found 2) A. sorry B. bored C. orphan D. cover 3) A. character B. chore C. choose D. child 4) A. demonstrate B. experiment C. emigrate D. excellent Section II: Choose the best word or phrase words and underlined (2 ms): 1) ……………………………………………………. does Lien live? => In Hue. A. What B. When C. Which D. Where 2) ……………………………………… does Hoa look like? => She’s beautiful. A. What B. How C. Which D. Who 3) My brother isn’t old enough ………………………………… to school alone. A. go B. to go C. goes D. going 4) They are going …………………………….... their homework tonight. A. do B. does C. to do D. doing 5) He is ............................................................................. to ride his bike to school. A. not enough old B. enough not old C. not old enough D. enough old 6) The children are old enough to look after ............................................................. A. them B. their C. themself D. themselves 7) The calendar is ................... the clock, .......................... the picture and the lamp. A. on/ next to B. under/ between C. behind/ between D. above/ on 8) She worked hard .............................................. she could pass the final exams. A. so that B. in order to C. as result D. so as to Section III: Read the passage, then answer the questions: (1.5ms) Mr Bao is 37 years old. He has married and has got two children, a boy and a girl. He is a teacher of English at Truong Dinh High School. He’s very tall but rather slim. He loves his career and his students. 1) What does he do? => ................................................................................................... 2) Where does he work? => ............................................................................................. 3) What does he look like? => ......................................................................................... Section IV: Combine the following sentences, use the structures “ (not) adjective + ENOUGH TO - infinitive” (1.5ms): 1) This coat isn’t warm. I don’t wear it in winter. => ..................................................... 2) She is beautiful and intelligent. She can become Miss World. => .............................. 3) The weather is fine. We could go camping. => .......................................................... Section V: Put the verbs in the brackets into the correct form or tense (2 ms): 1) Bad driving (cause) ……………………………………… many accidents. 2) Nga and Hoa (see) ………………………………………. a movie tonight. 3) Sue can (speak) ……………………………………. VietNamese very well. 4) Mozart (write) ……………………………….. more than 600 pieces music..

<span class='text_page_counter'>(40)</span> Section VI: Write a paragraph about Trung, using the information in the box (2 ms): Name: Nguyen Manh Trung Age: 15 Appearance: tall, fat, short curly hair Charaters: sociable, generous, kind Address: 24 Nguyen Du Street, Ho Chi Minh City Family: mother, father and two younger sisters Hobbies: swimming, reading Friends: Nam, Thanh, Phong His name is …………………………………………………………………… .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 7: Period 20:. Date: Saturday, October 1st, 2011. CORRECT THE TEST A/ Aim: Help students to be able to know mistakes in test about the Present Simple tense, structure: “(not) adjective + ENOUGH TO - infinitive”, future with BE GOING TO, Reflexive Pronouns, Modal verbs: MUST, HAVE TO, OUGHT TO, Why - Because, B/ Objective: By the end of the lesson, students will be able to know more mistakes in test. C/ Teaching aids: Paper test. D/ Procedure: E/ 8A Section I: Choose the word that has the underlined part pronounced differently (1 m): 1) A. enough 2) D. cover 3) A. character 4) B. experiment Section II: Choose the best word or phrase words and underlined (1 m): 1) A. What 2) C. to do 3) B. not old enough 4) D. themselves Section III: Read the passage, then answer the questions: (1.5ms) 1) => He is a teacher of English. 2) => He teaches English at Truong Dinh High School. 3) => He’s very tall but rather slim. Section IV: Combine the following sentences, use the structures “ (not) adjective + ENOUGH TO - infinitive” (1.5ms): 1) => This coat isn’t warm enough for me to wear it in winter. 2) => She is beautiful and intelligent enough to become Miss World. 3) => The weather is fine enough to go camping. Section V: Put the verbs in the brackets into the correct form or tense (2 ms): 1) Bad driving (cause) causes many accidents. 2) Nga and Hoa (see) are going to see a movie tonight. 3) Sue can (speak) speak VietNamese very well. 4) Mozart (write) wrote more than 600 pieces music. Section VI: Find the mistakes and write the correct form (1 m): 1) Why mustn’t children play by with match? 2) I’m going to being be home late tonight. Section VII: Rewrite the sentences using the words given (1 m):.

<span class='text_page_counter'>(41)</span> 1) => He isn't old enough to drive a car. 2) => Shall we go on a picnic to the countryside this weekend? Section VIII: Write a paragraph about your friend, using the following questions ( What is his/ her name?/ - How ols is he/ she?/ - What does he/ she look like?/ - What is he/ she like?/ - Where does he/ she live?/ - Who does he/ she live with?/ - Who are his/ her friends?) (1 m): His name is Nguyen Manh Trung. He is fifteen years old. He is tall and fat, and has short curly hair. He is sociable, generous and kind. He lives at 24 Nguyen Du Street in Ho Chi Minh City and with his mother, father and two younger sisters. His hobies are swimming and reading. His best friends are Nam, Thanh and Phong. F/ 8B Section I: Choose the word that has the underlined part pronounced differently (1 m): 1) A. enough 2) D. cover 3) A. character 4) B. experiment Section II: Choose the best word or phrase words and underlined (2 ms): 1) D. Where 2) A. What 3) B. to go 4) C. to do 5) C. not old enough 6) D. themselves 7) B. under/ between 8) A. so that Section III: Read the passage, then answer the questions: (1.5ms) 1) => He is a teacher of English. 2) => He teaches English at Truong Dinh High School. 3) => He’s very tall but rather slim. Section IV: Combine the following sentences, use the structures “ (not) adjective + ENOUGH TO - infinitive” (1.5ms): 1) => This coat isn’t warm enough to wear it in winter. 2) => She is beautiful and intelligent enough to become Miss World. 3) => The weather is fine enough to go camping. Section V: Put the verbs in the brackets into the correct form or tense (2 ms): 1) Bad driving (cause) causes many accidents. 2) Nga and Hoa (see) are going to see a movie tonight. 3) Sue can (speak) speak VietNamese very well. 4) Mozart (write) wrote more than 600 pieces music. Section VI: Write a paragraph about Trung, using the information in the box (2.5 ms): Name: Nguyen Manh Trung Age: 15 Appearance: tall, fat, short curly hair Charaters: sociable, generous, kind Address: 24 Nguyen Du Street, Ho Chi Minh City Family: mother, father and two younger sisters Hobbies: swimming, reading Friends: Nam, Thanh, Phong His name is Nguyen Manh Trung. He is fifteen years old. He is tall and fat, and has short curly hair. He is sociable, generous and kind. He lives at 24 Nguyen Du Street in Ho Chi Minh City and with his mother, father and two younger sisters. His hobies are swimming and reading. His best friends are Nam, Thanh and Phong. Bảng thống kê điểm: 0 đến 2 > 2 đến < 5 5 đến < 7 7 đến < 9 9 đến 10 Lớp Sỉ số SL % SL % SL % SL % SL % 8A 32 8B 31.

<span class='text_page_counter'>(42)</span> .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 4: OUR PAST I/ Aim: Helping students: - To talk about the past events. - To express feelings. - To distinguish between facts and opinions. - To write a short imaginary story. II/ Language Focus: 1. Past Simple tense 2. Prepositions of time: in, on, at, after, before, between 3. Use to III/ Vocabulary: (to) look after, (to) shout, (to) tie, (to) appear, (to) escape, (to) graze, (to) own, cruel (adj), excited (adj), magical (adj), traditional (adj), upset (adj), magically (adv), an equipment, a festival (to), a folk tale, a mark, a rag, … IV/ Allocation unit: Lesson 1 Getting Started Reading the dialogue about life of many years ago. Listen and read Lesson 2 Speak Practice speaking about the way things used to be and the way they are now. Lesson 3 Listen Listening the story. Lesson 4 Read Reading the story “the lost shoe” for details. Lesson 5 Write Writing a short imaginary story. Lesson 6 Language Focus Revision and further practice in Past Simple tense. Further practice in USE TO - infinitive and prepositions of time. Week 7: Date: Saturday, October 1st, 2012 Period 21: Unit 4: OUR PAST Lesson 1: GETTING STARTED Page: 38 LISTEN AND READ Page: 38 - 39 LANGUAGE FOCUS 1 - 2 Page: 44 A/ Aim: Reading the dialogue about the life of many years ago. B/ Objective: By the end of the lesson, students will be able to tell the activitives people used to do in the past. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: run fly take go have do be ride eat sit come flew went did rode sat came ran.

<span class='text_page_counter'>(43)</span> had. + Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: What and Where. + While reading: Ask students to read the statements (on poster) and predict . Ask students to read the dialogue between Nga and her Grandma and check their prediction. Ask them to correct the false statements. Give feedback. Get students to work in pairs, asking and answering questions. Give feedback.. was/ were ate took 2/ Getting Started: Write the names of the things that do not belong to the past. Answer keys: - The TV - The radio - The mobile phone - The light fixture - Modern clothing/ school uniform 3/ Vocabulary: - (to) look after [luk 'ɑ:ftə] : chăm sóc (synonym) - an equipment [i'kwipmənt] : thiết bị (example) - traditional [trə'di∫ənl] (adj): truyền thống (translation) - a great grandmother ['greit'grændmʌđə] : bà cố (explanation) - a folktale ['foukteil] : chuyện cổ tích look after equipment traditional great grandma 4/ True - False statements: a) Nga used to live on a farm. b) Nga’s grandma didn’t go to school. c) She has an easy and happy life when she was young. d) There wasn’t any modern equipment at her time. e) “The lost shoe” is a short story. Answer keys: a) F b) T c) F d) T e) F a) Grandma used to live on a farm. c) She has a hard life. e) “The lost shoe” is an old folk tale. 5/ Answer the questions: a) Where did Nga’s grandmother use to live? => She used to live on a farm. b) Why didn’t she go to school? => Because she had to stay at home and help her Mom to look after her younger brothers and sisters. c) What did Nga’s great Grandma do? => She used to cook the meals, clean the house and wash the clothes. d) What did Nga’s great grandma and great grandfather do after dinner? => Her great grandma used to lit the lamp and her.

<span class='text_page_counter'>(44)</span> great gransfather used to tell stories. e) What did Nga ask her grandma to do at the end of the conversation? => She asked her grandma to tell her the tale “The lost shoe”. 6) Fact or Opinion: Have students read the a) I used to live on a farm. statements part 3 on page 39 b) There wasn’t any electricity. and decide which is fact and c) Mom had to do everything without the help of which is an opinion. modern equipment. Give feedback. d) My father used to tell us stories. e) The best one was The Lost Shoe. f) Traditional stories are great. Answer keys: a) F b) F c) F d) F e) O f) O + Post reading: 7/ Mapped dialogue: Revision of Past Simple Lan Nga Tense. - …….. lunch? . Set the scene: Lan asks Nga - No. I ate noodles. about Nga’s yesterday - How …… school? activities. - I …… bike to school. - Which subject …… ? - …… Math. - When …… yesterday evening? - …… home. Answer keys: Lan: Did you eat rice for noodle? Nga: No. I ate noodle. Lan: How did you get to school? Nga: I rode a bike to school. Lan: Which subject did you have yesterday? Nga: I had Math. Lan: When were you yesterday evening? Nga: I was at home. E/ Homework: Ask students to do exercises Language Focus 1 - 2 into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 8: Period 22: Unit 4: Lesson 2:. Date: Saturday, October 8th, 2011. OUR PAST. SPEAK Page: 40 LANGUAGE FOCUS 4 Page: 45 A/ Aim: Speaking about the ways things used to be and the way they are now. B/ Objective: By the end of the lesson, students will be able to use USED TO to talk about the things they used to do..

<span class='text_page_counter'>(45)</span> C/ Teaching aids: Textbooks, word cards for filling. D/ Procedure: Teacher’s and Students' Content activities + Warm up: 1/ Jumble words: a) rieletcicty = electricity b) menttaenterin = entertaiment c) rkmaet = market d) permasuekt = supermarket + Presentation: 2/ Model sentences: Recall the conversation a) Model sentence: between Nga and her - “Where did Nga’s grandma use to live?” grandma, then ask: + “She used to live on a farm.” “Where did Nga’s grandma b) Form: always live?” - “She always (+) S + USED TO – infinitive …… lived on a farm.” (-) S + didn’t USE TO – infinitive …… Ask: “ Another word for (?) Did + S + USE TO – infinitive …… ? always lived.” - Answer: c) Use: USED TO express a past habit, or an “Used to live.” action usually happened in the past. Ask students to use USED d) Meaning: Đã thường hay làm gì TO to make question and answer. + Practice: 3/ Word cue drill: Get students to work in open a) live/ Hue/ Ha Noi pairs then closed pairs. - Did you use to live in Hue? => No. I used to live in Ha Noi. b) have/ long hairs/ short hairs - Did you use to have long hairs? => No, I used to have short hairs. c) get up/ late/ early - Did you use to get up late? => No. I used to get up early. d) walk to school/ bike - Did you use to walk to school? => No. I used to go to school by bike. e) study/ evening/ early morning - Did you use to study in the evening? => No. I used to study in the early morning. + Production: 4/ Speaking: Get students to work in open a) Where did they live in the past? And now? pairs then closed pairs. => People used to live in small houses. Now they Compare two pictures on live in big houses and buildings. page 40, using “USED TO” to b) How did they travel? talk about the actions in the => People used to walk. Now, they can go by cars past. or motorbikes. Elicit some ideas so that c) What’s about the electricity? students can talk about them. => Now, there is electricity everywhere. Ask students to do exercise d) What’s about their life/ work?.

<span class='text_page_counter'>(46)</span> 4 on page 45. Have students work in pairs, looking at 4 pictures; using USED TO with the verbs live - stay - have - be to complete the dialogue between Nga and Hoa. Give feedback. Deliberate mistakes. Read aloud sentences and ask students to listen carefully and try to find out the mistake, When they hear a mistake, they stand up and say No then correct it.. => People used to work hard all the time. Now, they have a lot of time for entertaiment. e) Did children use to go to school? => Most children used to stay at home. Now, they all go to school. f) What’s about their entertaiment? => Children used to play traditional games such as hide and sick, skip rope …… outdoors. Now, they have a lot of modern games - video games. 5/ Complete the dialogue: Nga: Where is it? It isn’t Ha Noi. Hoa: No, it’ Hue. I used to stay there. Nga: Is that you, Hoa? Hoa: Yes. I used to have long hairs. Nga: Who is in this photos? Hoa: That is Loan. She used to be my next door neighbor. Nga: Are they your parents? Hoa: They’re my aunt and uncle. They used to live in Hue, too. E/ Homework: Write about the things you used to do last year. “Last year, I used to get up late. Now, I get up very early and do morning exercises.” And do Language Focus 4. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 8: Date: Saturday, October 8th, 2011 Period 23: Unit 4: OUR PAST Lesson 3: LISTEN Page: 41 A/Aim: Listen and further practice in Past simple tense. B/ Objective: By the end of the lesson, students will be able to understand the main idea of the story by listening and further practice in Past Simple tense. C/ Teaching aids: Textbooks, cards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: run ran fly flew ride rode eat ate sit sat come came + Pre listening: 2/ Vocabulary: - Bookshut. - foolish ['fu:li∫] (adj): ngốc nghếch - Eliciting. (translation) - Recording. - greedy ['gri:di] (adj): tham lam.

<span class='text_page_counter'>(47)</span> . Check: What and Where. Predict the moral lesson of the story. Ask students to look at four titles and guess which is most suitable to the story. Give feedback. + While listening: Have students to listen to the tape twice and check their predition. Ask students what tense is used in the story. Past Simple tense.. Have students listen again and try to write as many verbs as possible. The student who more verbs get good marks. Ask students to give the information of these verbs. + Post listening: . Set the scene: Lan ask Nga about Nga’s yesterday activities.. (translation) - gold [gould] (n): vàng (realia) - (to) lay/ laid/ laid [lei] : đẻ, sinh sản (picture) - amazement [ə'meizmənt] (n): sự sửng sốt (translation) 3/ Prediction: a) Don’t kill chickens. b) Don’t be foolish and greedy. c) Be happy with what you have. d) It is difficult to find gold. Answer keys: Don’t be foolish and greedy. 4/ Listening: Tape transcript: “ Once a farmer lived a comfortable life with his family. His chickens laid many eggs which the farmer used to buy food and clothes for his family. One day, he went to collect the eggs and discovered one of the chickens laid a gold egg. He shouted excitedly to his wife: “We’re rich!”, “We’re rich!”. His wife ran to him and they both looked at the egg in amazement. The wife wanted more., so her husband decided to cut open all the chickens and find more gold eggs. Unfortunately, he couldn’t find any eggs. When he finished all, the chickens were dead. There were no more eggs of any kind for the follish farmer and his greedy wife.” 5/ Find out the verbs in the story: Answer keys: went - were - discorvered - ran - laid - looked shouted - wanted - finished - decided - couldn’t 6/ Mapped dialogue: Lan Nga - …… lunch? - No. I ate noodles. - How …… school? - I …… bike to - Which subject …… ? school. - Where …. Yesterday evening?. - …… Math. - ……. home.. Answer keys: Lan: Did you eat rice for lunch?.

<span class='text_page_counter'>(48)</span> Nga: No. I ate noodles. Lan: How did you get to school? Nga: I rode a bike to school. Lan: Which subject did you have yesterday? Nga: I had Math. Lan: Where were you yesterday evening? Nga: I was at home. E/ Homework: Write twenty irregular verbs on the notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 8: Period 24: Unit 4: Lesson 4:. Date: Saturday, October 8th, 2011. OUR PAST. READ Page: 41 - 42 LANGUAGE FOCUS 3 Page: 44 A/ Aim: Reading the story “The Lost Shoe” for details. Further practice in prepositions of time. B/ Objective: By the end of the lesson, students will be able to understand and retell the story “ The Lost Shoe” and further practice in prepositions of time. C/ Teaching aids: Textbooks, cards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstormimg: Name some folk tales that The folk tales you have read. - One hundred - section bamboo (Cây tre trăm đốt) - Tấm Cám - The Frog Prince (Hoàng tử Cóc) - Snow White and seven Dwarfs (Bạch Tuyết và bảy chú lùn) - Seven - mile shoe (Đôi hìa bảy dặm) + Pre reading: 2/ Vocabulary: - Bookshut. - cruel ['kruəl] (adj): tàn ác, độc ác - Eliciting. (translation) - Recording. - upset [ʌp'set] (adj): bực mình (synonym) - a fairy ['feəri] (n): nàng tiên (translation) - magical ['mædʒikəl] (adj): thần bí (example) - magically ['mædʒikəli] (adv): thần bí (translation) - a rag [ræg] : áo quần rách (realia).

<span class='text_page_counter'>(49)</span> - (to) fall in love with [fɔ:l in lʌv wiđ] : phải lòng ai (translation) - immediately [i'mi:djətli] (adv): ngay lập tức . Check: Rub out and Remember. . Set the scene: These statements are about the schools in the “The Lost Shoe”. Read these statements and guess. Ask students to work in pairs to guess. Give feedback. + While reading: Have students read the story “The Lost Shoe” on page 41 and check their prediction.and ask them to correct. Ask students to work in pairs answering the questions in exercise 2 on page 42. Give feedback. Complete the sentences with words the story. Ask students to work in pairs, filling the blank with suitable words from the story. Give feedback.. + Post reading: Ask students to work in pairs, telling the story again in details. They can look at the statements in the gap filling exercise and add more.. 3/ True - False statements: a) Little Pea’s father is a poor farmer. b) Her father got married again after his wife died. c) Her new mother was beautiful and nice to her. d) She worked hard all day. e) She didn’t have new clothes to take part in the festival. Answer keys: a) T b) T c) F d) T e) F c) Her new mother was crual to her. e) A fairy gave her beautiful clothes. 4/ Answer the questions: a) Who was Little Pea? => She was a poor farmer’s daughter. b) What did Stout Nut’s mother make Little Pea do all day? => She made her do the chores all day. c) How did Little Pea get her new clothes? => Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes. d) Whom did the Prince decide to marry? Why? => He decided to marry Little Pea because the shoe (which the Prince was keeping) fitted her. e) Is it a true story? How did you know? => ( Students answer themselves.) 5/ Gap fiing: a) Little Pea’s father was a farmer. b) Little Pea’s mother died when she was young. c) Little Pea used to do housework all day after her father got married again. d) The Prince wanted to marry a girl from Little Pea’s village. e) Stout Nut’s mother did not make new clothes for Little Pea. f) The Prince found Little Pea’s lost shoe. 6/ Retell the story: “Little Pea’s father was a poor farmer. Unfortunately, Little Pea’s mother died when she was young and her father got married again. The new wife was very crual to her and made her work allday. One day, the Prince wanted to choose a wife from her village. Her new mother didn’t.

<span class='text_page_counter'>(50)</span> make new clothes for her, but the fairy did. She came to the festival and lost a shoe. The Prince found her shoe and decided to marry her.” 7/ (LF 3): + Presentation: a/ Matching: Write some preposotions in a A B list on the left - hand side of 1. in a. January the blackboard. 2. on b. November 1997 Write the time/ date/ month 3. at c. Wednesday … on the right - hand side of 4. between d. 3 pm the blackboard. 5. after e. July 2nd Give feedback. 6. before f. 7 am and 9 am Ask students to read aloud Answer keys: each phrase. 1+ a–b 2+c–e 3–5 –6+d 4+f b/ Gap filling: + Practice: a) I’ll see you on Wednesday. Ask students to do exercise 3 b) I’m going to Laos in January. on page 44 individually then c) We must be there between 8:30 and 9:15. compare with their partners. d) The bank closes at 3 pm if you arrive after 3 pm Give feedback. the bank will be closed. e) I’ll be home before seven because I want to see the seven o’clock news. E/ Homework: Have students rewrite the story and do Language Focus 3. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 9: Date: Saturday, October 15th, 2011 Period 25: Unit 4: OUR PAST Lesson 5: WRITE Page: 42 - 43 A/ Aim: Writing a short imaginary story. B/ Objective: By the end of the lesson, students will be able to use Simple Past tense to write a folk tale. C/ Teaching aids: Textbooks, poster. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask students some questions a) Do you want to read imaginary stories? about imaginary story. b) Name some of them. c) Which story do you like best? d) Have you ever read the story “How the Tigers got his stripes?” + Pre writing: 2/ Vocabulary: - Bookshut. - wisdom ['wizdəm] (n): trí khôn, sự khôn ngoan - Eliciting. (translation).

<span class='text_page_counter'>(51)</span> - Recording.. . Check: What and where. Ask students the meaning of the verbs in the box. Have students work in pairs using suitable verbs to fill in the blanks. Give feedback. Ask students to work in groups, answering the following questions. Get students to answer the questions. + While writing: Get students to do exercise 2. They have to imagine to be a man in order to write the story. Get students to change “the man – I, his – my”. Get students to write individually then share with their partners and correct mistakes. Take some writings to correct in front of the class. Give feedback.. + Post writing: They work in team, telling the story . Ask a volunteer. - a stripe [straip] : sọc, dây thừng (realia) - a straw [strɔ:] : rơm (realia) - a servant ['sə:vənt] : nô lệ, người đầy tớ (translation) - (to) escape [is'keip] : trốn thoát (translation) - (to) graze [greiz] : gặm cỏ (picture) - (to) light/ lit/ lighted [lait] : đốt (mime) wisdom stripe straw servant escape graze light 3/ Complete the story: How the Tigers got his stripes “ One day, as a farmer was in his field and his buffalo (0) was grazing nearby, a tiger (1) appear. The tiger wanted to know why the strong buffalo was the servant and the small man (2) was the master. The farmer (3) said he had something called wisdom, but he (4) left it at home that day. He (5) went to get the wisdom, but before that he (6) tied the tiger to a tree with a rope because he didn’t want it to eat the buffalo. When he returned, the farmer brought some straw with him. He said it was his wisdom. He (7) lit the straw and the fire (8) burned the tiger. The tiger (9) escaped, but it still has black stripes from the burns today.” 4/ Answer the questions: a) Where was the man? => He was in his field. b) What did the buffalo do when the tiger appeared? => It grazed nearby. c) What did the tiger want to know? => The tiger wanted to know why the strong buffalo was the servant and the small man was the master. d) What did he do before going home? Why? => He tied the tiger to a tree with rope because he didn’t want it to eat the buffalo. e) What did he do when he returned? => When he returned, he lit the straw to burn the tiger. 5/ Rewrite the story: Answer keys: “One day, as I was in a field and my buffalo.

<span class='text_page_counter'>(52)</span> from each team to tell the story grazed nearby, a tiger came. It asked why the infront of the class. strong buffalo was my servant and I was its master. I told tiger that I had something called wisdom. The tiger wanted to see it but I said that I left the wisdom at home that day. Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo. I went to get some straw and I burned the tiger. The tiger escaped, but today it still has black stripoes from the burn.” 6/ Tell the story: a) The tiger - I b) The buffalo - I E/ Homework: Write the story again, imagine you are: the tiger and the buffalo. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 5: STUDY HABITS I/ Aim: Helping students: - To talk about school subjects. - To ask for and describe recess activities. II/ Language focus: - Present progressive tense. - Adverbs of frequency. III/ Vocabulary: (to) chat, (to) enjoiy, (to) fix, (to) relax, (to) repair, (to) score, (to) swap, energetic (adj), famous (adj), portable (adj), present (adj), an appliance, an atlas, a bell, a blind man’s bluff, a calculator, a drawing, an equation, an event, an experiment, a globe, a household, a marbles, a pen pal, an essay, IV/ Allocation unit: Lesson 1 Getting started Reading the dialogue between Jim and his Mom for Listen and read details about his study. Lesson 2 Speak Practice speaking about study. Listen Practice listening about the study. Lesson 3 Read 1 Reading for details about different ways of learning vocabulary. Lesson 4 Read 2 Reading for details about different ways of learning vocabulary. Lesson 5 Write Practice writing letters to friends. Lesson 6 Language focus Further practice in adverbs of manner, the Modal: 1-3-4 Should, commands, requests and advice in reported speech. Week 9: Date: Saturday, October 15th, 2011 Period 26: Unit 5: STUDY HABITS Lesson 1: GETTING STARTED Page: 46 LISTEN AND READ Page: 46 - 47 A/ Aim: Reading the dialogue for details..

<span class='text_page_counter'>(53)</span> B/ Objective: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activites + Warm up: 1/ Network: Ask students to write as Subjects at school many subjects as they can on Possible answers: - Geography - Literature the blackboard. - Physics - Physical education - English Ask students some questions. - Biography - Music - Fine Arts - Civic education - Chemistry - Technology 2/ Chatting: a) What subjects are you good at? Bad at? b) What subjects do you like best? Why? c) How often do you have Math? Literature? English? + Pre reading: 3/ Vocabulary: - Bookshut. - a report card [ri'pɔ:t'kɑ:d] : phiếu điểm - Eliciting. (realia) - Recording. - pronunciation [prə,nʌnsi'ei∫n] (n): cách phát âm (mime) - (to) improve [im'pru:v] : trao dồi (situation) - (to) be proud of [bi: praud əv] : hãnh diện, tự hào (translation) - (to) try one’s best [trai wʌn’s best] : cố gắng (translation) . Check: Rub Remember.. out. and. Ask students to read the statements (on posters) and predict they are true or false. Ask students to share with their partners. + While reading: Get students to read the dialogue and check their prediction. Give feedback. Ask students to correct false statements. Ask students to work in pairs, answering the questions on page 47. Ask students to work in open. 4/ True - False statements: a) Tim was out when his mother called him. b) Tim’s mother met his teacher at school. c) Tim’s report is poor. d) Tim needs to improve his Spanish grammar. e) Tim promised to try his best in learning Spanish. Answer keys: a) F b) T c) F d) F e) T a) Tim was in the living room/ at home. c) Tim’s report is excellent. d) Tim needs to improve his Spanish pronunciation. 5/ Answer the questions: a) Who is Miss Jackson? => She is Tim’s teacher. b) What did Miss Jackson give Tim’s mother? => She gave Tim’s mother his report card..

<span class='text_page_counter'>(54)</span> pairs then closed pairs.. c) How did Tim study this semester? => He worked really hard. d) What did Miss Jackson say Tim should do? => She said Tim should work harder on his Spanish pronunciation. e) What did Tim’s mother give him at the end of the conversation? => She gave him a dictionary. 6/ Survey: + Post reading: Name What subject Ask students to work in Mai Literature group. Ask students to stand up and ask each other the question: “What subject do you need to improve?” They have to write the names and the subjects that their friends answer. Give feedback. Ask students who needs to improve the same subject work in groups and discuss how to improve. E/ Homework: Write the way how to improve the subject that you are not good at. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 9: Period 27: Unit 5: Lesson 2:. Date: Saturday, October 15th, 2011. STUDY HABITS. SPEAK Page: 47 LISTEN Page: 48 A/ Aim: Practicing speaking. B/ Objective: By the end of the lesson, students will be able to talk about their study habits. C/ Teaching aids: Textbooks, picture. D/ Procedure: Teacher’s and Students’ Content activities I/ Speak: + Warm up: 1/ Brainstorming: Ask students to write their speak English to friends in class exercises ideas on the board. How do you improve your Ask students to work in English? pairs, asking their partners questions and taking notes of do grammar watch English TV.

<span class='text_page_counter'>(55)</span> the answers. + Presentation: - Bookshut. - Eliciting. - Recording.. + Practice: Ask students to work in groups of 4 or 5 to report what they have known about their partners’ study. Students can use this structure to talk.. + Further practice: Have them work in pairs. Give feedback. Have students work in pairs, practicing asking and answering the questions.. + Pre listening: - Bookshut. - Eliciting. - Recording.. read English story listen to the English radio program 2/ Vocabulary: - civic education ['sivik edju:'kei∫n] (n): môn giáo dục công dân (translation) - technology [tek'nɔlədʒi] (n): môn công nghệ (translation) - biology [bai'ɔlədʒi] (n): môn sinh học (translation) - (to) watch films in English [wɔt∫ film in 'iηgli∫] : xem phim bằng tiếng Anh (translation) - (to) go to English clubs [gou tu: 'iηgli∫ klʌbs] : đi đến câu lạc bộ tiếng Anh (translation) 3/ Speaking: - Use the sentences on page 48, interview each other. - Notice the Commands, requests and advice in reported speech Ex: S1: How much time do you spend on your study English? S2: I spend about one hour studying English everyday. S1 will review in front of the class: - He / She (Nam) said (that) he spent about one hour studying English everyday - In reported speech, verb “ spend” => spent 4/ Answer the questions: a) When do you do your homework? => after school; after dinner; late at night; etc. b) Who helps you with your homework? => your parents; your brothers/ sisters; a friend; c) How much time do you spend on Math? English? History? Literature, etc? => half an hour; two hours; less/more than an hour;etc. d) Which subject do you need to improve? => Biolology; Physics; Chemistry; Geography; e) What do you do in improve your English? => do grammar exercises; read English stories, 5/ Speaking: II/ Listen: 1/ Vocabulary: - behaviour [bi'heivjə] (n): hành vi, cử chỉ (translation) - participation [pɑ:,tisi'pei∫n] (n): sự tham gia (explaination) - co-operation [kou,ɔpə'rei∫n] (n): sự hợp tác.

<span class='text_page_counter'>(56)</span> (translation) - satisfactory [,sætis'fæktəri] (adj): thoả mãn ( translation) - unsatisfactory [,ʌn,sætis'fæktəri] (adj): không thoả mãn (antonym) . Check: Rub Out and Remember. Ask students to look at Sarah Chen’s report and predict the missing information and then compare with their partners. + While listening: Get students to listen to the tape and check their prediction. Ask students to answer some questions about Sarah Chen’s report card. Ask students to work on their own to answer the questions. Give feedback.. 2/ Prediction: Answer keys: 1+c 2+d 3+a 4+e 5+b 3/ Open prediction: a) days present (1) b) days absent (2) c) behavior - participant (3) d) listening (4) e) speaking (5) f ) reading (6) g) writing (7) 4/ Listen: Answer keys: (1) 87 days present (2) 5 days absent (3) participation: S (4) Listening: C (5) Speaking:A (6) Reading: A (7) Writing: B Tape transcript: Miss Blake: Good evening, Mrs Chen. Mrs Chen: Good evening. Miss Blake: I’m pleased to tell you that Sarah has worked very hard this year and her gradesare very good. Mrs Chen: I’m so pleased to hear that. Miss Blake: She missed 5 days of school mdue to sickness but an attendance of 87 days for the whole term is acceptable. Both her participation and cooperation are safisfactory. So, there’re no problems there. Mrs Chen: How is she doing in English? Miss Blake: Her speaking and reading are excillent and her writing is good. If she works a bit harder on her writing skills, she should get an A for writing next term. Mrs Chen: How about listening comprehension?.

<span class='text_page_counter'>(57)</span> Miss Blake: I’m afraid she’s not very good at that. I gave her a C. Mrs Chen: How can we help her improve? Miss Blake: Get her to watch English TV if possible, and encourage her to listen to English radio programs. Also, I have some cassettes here which you can borrow. Mrs Chen: Thank you very much, Miss Blake. We really appreciate your help. + Post listening: 5/ Answer the question: Ask students to ask and a) Who are Nga’s parents? answer => Her parent is Mrs Chen. b) What’s Nga’s teacher name? => Her teacher name’s Miss Blake. c) What subjectwasreported? For what term? => English. d) What subject helps you know different countries and their people? => Speaking English quite well. However she does need to improvew her listening skill. e) What does S stand for? What about F, U, A, B, C, D? => S stands for Satisfactory, F for Fail, U for Unsatisfactory, A for Excillent, B for Good, C for Fair, D for Poor . 6/ Survey: E/ Homework: Ask students to write a short paragraph about their friends, using the information from the survey. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 10: Date: Saturday, October 22nd, 2011 Period 28: Unit 5: STUDY HABITS Lesson 4: READ 1 Page: 49 A/Aim: Helping students to read the text for details. B/ Objective: By the end of the lesson, students will be able to understand the text and get specific information. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask students some questions a) Do you like learning English? about their English learning. b) How many new words do you try to learn a.

<span class='text_page_counter'>(58)</span> day? c) What do you do when you read a new word? d) How do you learn/ remember new words? + Pre reading: 2/ Vocabulary: - Bookshut. - mother tongue ['mʌđətʌη] : tiếng mẹ đẻ - Eliciting. (example) - Recording. - (to) underline [,ʌndə'lain] : gạch dưới (example) - (to) highlight ['hailait] : làm nổi bật (example) - (to) come across [kʌm ə'krɔs] : tình cờ gặp (translation) - (to) stick [stick] : gắn, đính (mime) . Check: What and Where. mother tongue underline stick highlight come across 3/ Brainstorming: Ask students to work in pairs - learn by heart to make a list of the ways how How to improve your English? a language learner can learn new words. - translate it into mother tongue + While reading: - learn through example sentences Ask students to read the - write each word on one piece of paper and put it statements on page 50 then into the pocket to learn whenever read the text and decide which - write it on a small piece of paper and stick is true and which is false. everywhere in the house Give feedback. 4/ True - False statements: a) All language leaners write the meaning of the new words in their mother tongue. b) Some leaners writes examples of the words they want to learn. c) Every learner tries to learn all the new words they come across. d) Many learners only learn the new words that are inportant. Answer keys: a) F b) T c) F d) T a) Some language leaners write the meaning of the new words in their mother tongue. c) Some learners try to learn all the new words they come across. E/ Homework: Write the ways of learning words that you think are the best for you. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 10: Period 29:. Date: Saturday, October 22nd, 2011.

<span class='text_page_counter'>(59)</span> Unit 5: STUDY HABITS Lesson 4: READ 2 Page: 49 A/Aim: Helping students to read the text for details. B/ Objective: By the end of the lesson, students will be able to understand the text and get specific information. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorming: Ask students some questions - learn by heart about their English learning. - translate it into mother tongue How do you improve your English? - learn through example sentences - write each word on one piece of paper and put it into the pocket to learn whenever - write it on a small piece of paper and stick everywhere in the house + Pre reading: 2/ Answer the questions: Ask students to work in pairs a) Do learners learn words in the same way? to make a list of the ways how => No. They learn words in different ways. a language learner can learn b) Why do some learner write example sentence new words. with new words? + While reading: => Because they help them to remember the use Have students work in pairs of new words. to answer the questions on c) What do some learners do in order to remember page 50. new words? Ask students to practice => They write example, put the words and their asking and answering meaning on stickers, underline or highlight questions in open pairs and them. closed pairs. d) Why don’t some learners learn all the new words they come across? => They may think they can’t do so. Instead, they learn only important words. e) What is necessary in learning words? => Revision is necessary in learning words. f) How shopuld you learn words? => Learners should try different ways of learning words to find out what is the best. + Post reading: 3/ Survey: Ask students to work in Ways of learning words Nga Hoa … groups of 4 or 5 to interview 1. Make a list of words their v one another and tick the ways meanings and learn them they have used to learn new by heart. words. 2. Write sample sentences with new words. 3. Stick new words somewhere in the house..

<span class='text_page_counter'>(60)</span> 4. Underline or highlight the Ask students to report about words. v their group. 5. Read story in English. 6. Learn words through songs. Exchange: “ Hoa learns words by making a list of words, their meaning and learning them by heart. She also reads stories in English.” E/ Homework: Write the ways of learning words that you think are the best for you. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 10: Date: Saturday, October 22nd, 2011 Period 30: Unit 5: STUDY HABITS Lesson 5: WRITE Page: 50 - 51 A/ Aim: Writing letters to friends. B/ Objective: By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend. C/ Teaching aids: Textbooks, posters, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask students some questions a) Have you ever written to someone? dealing with writing letters. b) To whom do you usually write? c) What do you often write about? + Pre writing: 2/ Vocabulary: - Bookshut. - Lunar New Year Festival ['lu:nə 'nju:'jə: 'festivəl] : - Eliciting. Tết Nguyên Đán - Recording. (explanation) - enjoyable [in'dʒɔiəbl] (adj): thú vị (translation) - (to) celebrate ['selibretid] : kỷ niệm (example) . Check: Rub out and Remember. 3/ Ordering: Ask students to put the parts a) Opening of the letter in the correct b) Closing order. c) The date Give feedback. d) Body of the letter Ask students to read the e) Signature letter on page 51 to check their f) Writer’s address order. Answer keys: Ask students to label each.

<span class='text_page_counter'>(61)</span> section with the correct letter. Ask students to work in pairs and answwer some questions. Ask students to practice asking and answering the questions. + While writing: Ask students to do exercise 2 on page 51, students have to imagine that they are Lan and write a letter to her penpal Donna in Sana Francisco, using the given information.. 3–a 4–d 5–b 6–e 4/ Labeling: 5/ Answer the questions: a) Who wrote the letter? To whom? => Hoa wrote a letter to Tim, her penpal. b) What are there in the heading ? => There are the writer’s name and the date. c) What is the main part of the letter? => The body of the letter is the main part. d) What did Hoa received a few day ago ? => She received her first semester report. e) Is Hoa good at Math? => No. She isn’t. f) What subject is Hoa good at? => Sciene, English and History. g) Where is she going to celebrate the Lunar New Year Festival ? => She is going to Hue to celebrate the festival + Post writing: with her grandmother. Ask some students to read 5/ Substitution writing: aloud their letters and correct Answers: the mistakes. "Tinh Phong Junier High School October 7th, 2009 Dear Donna, Thanks for your letter. I’m glad to hear you had an interesting, enjoyable Mother’s Day. We received our second semester report last month.i got good grades for Geography, Physics and Math but my English and History results were poor. My teacher advises me to improve English and History. I think I have to study harder next school year. In a few weeks, we’re going to celebrate the mid Autumn festival. That is an Autumn moom festival in Viet Nam. This afternoon, I’m going to Ha Long Bay with my aunt and uncle by bus and I’m going to stay with them until the festival comes. I’ll send a postcard from there. Write soon and tell me all your news. Best, ........." 6/ Correction: E/ Homework: Write a letter to your friend to tell him/ her about your second semester report card about your Summer holiday. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 11: Period 31:. 1–f. 2–c. Date: Saturday, October 29th, 2011.

<span class='text_page_counter'>(62)</span> Unit 5: STUDY HABITS Lesson 6: LANGUAGE FOCUS 1 - 3 - 4 Page: 52 - 53 A/ Aim: Further practice the modal “Should”and commands, requests and advice in reported speech. B/ Objective: By the end of the lesson, students will be able to use modal “Should” as an advice and use reported speech with commands, requests and advice. C/ Teaching aids: Textbooks, posters, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Wordsquare: Ask students to find 8 words P R O N O U N C E L about study in the wordsquare. R E A D I M O N C I A A I B T K A E P S T M W R I T E Z R E I C E S T U D Y D N Answer keys: pronounce, study, read, write, speak, report card, practice, listen, + Presentation: I/ Language Focus 1: . Set the scene: 1/ Model sentences: “Complete the following a) Complete the sentences: sentences with the words - Lan has a (1) soft voice and she usually speaks given”. (2) softly. Help students distinguish the Answer keys: use of adjectives and adverbs. (1) soft (2) softly. b) Form: - S + V + a/ an + adjective + noun - S + BE + adjective - S + V + adverb c) Use: - Adjective modifies ( the noun after it the subject). - Adverb modies the verb of the sentence. + Practice: 2/ Complete the dialogue: Ask students ti work in pairs a) Hoa: Does Mrs Nga speak English? to do the exercise 1 on page Lan: Oh, yes. She speak English (0) well. 52. Students use the adverbs in b) Hoa: Ba always gets excellent grades. the box: Softly, well, fast, Lan: That’s because he studies (1) hard. badly, hard to fill in the c) Hoa: That’s our bus! dialogue. Lan: Run (2) fast and we might catch it. Give feedback. d) Hoa: I’m very sorry. I know I behaved (3) Ask students to practice the badly. dialogue in open pairs then Lan: It’s all right. closed pairs. e) Hoa: I can’t hear you, Lan..

<span class='text_page_counter'>(63)</span> + Presentation: . Set the scene: Introduce Tim’s mother and Tim’s teacher - Miss Jacson by drawing their faces (pictograms). They are talking about Tim’s study. Ask students to complete the dialogue between them. Ask some pairs of students to practice the dialogue. Introduce Tim and his mother. They are at home and talking about what Miss Jacson said.. Lan: Sorry, but I’m speaking (4) softly because I have a sore throat. II/ Language Focus 3: 1/ Complete the dialogue: a) Miss Jacson: (1) Can you give Tim this (2) dictionary . Tim’s mother: Yes.(3) of (4)course. Thanks (5) a (6) lot. Miss Jacson: His grade are (7) good. But he (8) should work (9) harder on his Spanish (10) pronunciation. Answer keys: (1) can (2) dictionary (3) of (4) course (5) a (6) lot (7) good (8) should (9) harder (10) pronunciation b) Tim’s mother: Miss Jacson asked me (1)to give (2) you this (3) dictionary. Tim: Yes, I know. Tim’s mother: Miss Jacson said (4) you (5)should work (6) harder on (7) your Spanish (8) pronunciation. Tim: I ’ll try (9) my best on (10) improve. Answers: (1) to (2) you (3) dictionary (4) you (5) should (6) harder (7) your (8) pronunciation (9) my (10) improve *) Check understanding: - What did Miss Jacson say to Tim’s mother? “ Can you give Tim this dictionary?” - What did Tim’s mother report it to Tim? “ Miss Jacson asked me to give you this dictionary.” **) Form: ask/ tell + someone + to do something - What else did Miss Jacson say? “ Tim should work harder on his Spanish pronunciation.” - What did Tim’s mother report it to Tim? “ Miss Jacson said you should work harder on.

<span class='text_page_counter'>(64)</span> + Pratice: your Spanish pronunciation.” Ask students to work in pairs 2 / Language Focus 3: to do exercise 3 on page 53 a) “Please wait for me outside my office.” (explain the situation clearly). => Miss Jacson asked me to wait for her outside her office. b) “Please give Tim his report card for this semester.” => Miss Jacson told me to give you your report card for this semester. c) “Can you help Tim with his Spanish pronunciation?” => Miss Jacson asked me to help you with your Spanish pronunciation. d) “Can you meet me next week?” Ask students to work with => Miss Jacson told me to meet her next week. their partners to do exercise 4 3 / Language Focus 4: on page 53. a) Tim should spend more time on Spanish Ask students to report Miss pronunciation. Jacson’s advice to Tim’s => Miss Jacson said you should spend more time mother in their conversation. on Spanish pronunciation. Call on some students to b) Tim should practice speaking Spanish every practice in pairs and correct day. their pronunciation. => Miss Jacson said you should practice speaking Ask students to work in Spanish every day. closed pairs. c) Tim should listen to Spanish conversation on TV. => Miss Jacson said you should listen to Spanish conversation on TV. d) Tim should practice reading aloud passage in Spanish. => Miss Jacson said you should practice reading aloud passage in Spanish. e) Tim should use this dictionary to find out how to pronounce Spanish words. => Miss Jacson said you should use this dictionary to find out how to pronounce Spanish words. E/ Homework: Rewrite commands, requests and advice in Reported Speech. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 6: THE YOUNG PIONEERS CLUB I/ Aim: Helping students - To talk about the future. - To ask for favors and offer assistance. - To write a letter telling about the future plan. II/ Language focus:.

<span class='text_page_counter'>(65)</span> 1. Present Simple with future meaning. 2. Gerund. 3. Modal verbs: may, can, could, III/ Vocabulary: (to) enroll, (to) fill out, (to) recycle, (to) tutor, (to) unite, an application, a citizenship, a drawing, a fund, an interest, a position, resources (n), a scout, a tire, a tutor, academic (adj), co-educational, IV/ Allocation unit: Lesson 1 Getting Started Reading a dialogue for details. Listen and Read Lesson 2 Speak Practicing asking for favors and responding to favors. Listen Listening for details and practicing offering and responding to assistance. Lesson 3 Read Reading for details about the Youth Organization of the Boy Scouts of America. Lesson 4 Write Write a letter about the future plan. Lesson 5 Language Focus Practicing Present Simple Tense with future 1-2-3 meaning, in gerund, and Modals verbs "may, can, could". Week 11: Date: Saturday, October 29th, 2011 Period 32: Unit 6: THE YOUNG PIONEERS CLUB Lesson 1: GETTING STARTED Page: 54 LISTEN AND READ Page: 54 - 55 A/ Aim: Reading a dialogue for details. B/ Objective: By the end of the lesson, students will be able to understand the dialogue. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Ask students some questions a) What do you usually do on your summer about their activities and their holiday? summer holidays. b) Are you members of the Young Pioneers and Get students go to the board Youth Organization? and write. c) Are there any activity programs for the summer? d) Do you take part in them? e) What activity do you like most? + Pre reading: 2/ Vocabulary: - Bookshut. - (to) enroll [in'roul] : đăng ký vào học - Eliciting. (translation) - Recordimg. - an application form [,æpli'kei∫n'fɔ:m] : đơn xin việc (visual) - (to) fill out [fil aut]: điền vào mẫu đơn (translation).

<span class='text_page_counter'>(66)</span> - (to) sign [sain] : ký tên (translation) - interest ['intrəst] (n): sở thích (translation) . Check: Rub out and Remember. . Set the scene: Nga is a student in grade eight. She wants to enroll in the activities for the summer. + While reading: Ask students to listen and read the dialogue at the same time. + Post reading: Get students to work in pairs and complete Nga’s particulars. Have students to work in pairs to answer the questions on page 61. Have students work in pairs to practice asking and answering.. 3/ Fill in the blanks: Name: Pham Mai Nga. Home adress: 5 Tran Phu Street. Phone number: No. Date of birth: April 22nd, 1989. Interest: drawing, out door activities and acting.. 4/ Answer the questions: a) What’s her name? => Her name’s Pham Mai Nga. b) Where does she live? => She lives at 5 Tran Phu Street. c) Does she have a phone number? => No, she doesn’t. d) What’s her date of birth? => Her date of birth is on April 22nd, 1989. e) What are her hobits? => Drawing, out door activities and acting. 5/ Complete the form: Have students work in pairs Name: What’s your name? to practice asking and Age: How old are you? answering. Grade: What grade are you in? School: Which school do you go to? Home address: Where do you live? What’s your address? E/ Homework: Write their friend’s hobbies. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 11: Period 33: Unit 6: Lesson 2:. Date: Saturday, October 29th, 2011. THE YOUNG PIONEERS CLUB. SPEAK Page: 55 - 56 LISTEN Page: 56 A/ Aim: Practicing asking for favors. Listening for details and practicing Present Simple Tense with future meaning and in gerund. B/ Objective: By the end of the lesson, students will be able to ask for favors and respond to favors, and to complete a song and to practice Present Simple Tense with future meaning and in gerund. C/ Teaching aids: Textbooks, posters..

<span class='text_page_counter'>(67)</span> D/ Procedure: Teacher’s and Students’ activities. Content I/ Speak: 1/ Shark’s attack:. + Warm up: FAVOR + Presetation: - Bookshut. - Eliciting. - Recordimg. Ask students the meaning of the word FAVOR. a) What do you say to ask for a favor? b) When do you ask for favor? c) How do you say to respond to favor? Ask students to copy down the following phrases. + Practice: Ask students to work in pairs to do excercise 3a on page 6162. They have to use the expressionsin the box (to ask for favor) to fill in the blanks in the dialogue. Get students to practice speaking in pairs.. + Production: Set the scene then ask students to make a dialogue between Mrs Ngoc and Hoa. Ask students to listen to the song and fill in the missing words then share with their partners. Ask students to practice the dialogue in pairs. Ask students to make similar dialogues about some of the following situations.. 2/ Vocabulary: - favor ['feivə] (n): sự giúp đỡ (translation) 3/ Structure (a): Asking for favor Responding for favor + Can/ Could you help + Certainly./ Of me? course./ Sure. + Could you do me a + no problem. favor? + What can I do for + I need a favor. favor? + Can/ Could + How can I help you? you ......? + I’m sorry. I’m really busy. 4/ Fill in the blanks: A. Woman: Can/ Could you help me, please? Man: Yes, certainly. Woman: Can you buy a tickat for me? B.Old woman: Could you do me a favor? Boy: What can I do for you? Old woman: Can you take me across the road? C. Boy: I need a favor. Girl: How can I help? Boy: Could you help me with this math problem? D. Grandpa: Can you help me, please? Niece: Yes. Of course. Grandpa: Can you water the flowers in the garden? 5) Speaking: Mrs Ngoc: Could you do me a favor, please? Hoa: Sure. What can I do for you? Mrs Ngoc: Can you help me carry my bag? I’ve hurt my arm. Hoa: Certainly. I’ll help you. Mrs Ngoc: Thank you very much.That’s very kind of you..

<span class='text_page_counter'>(68)</span> + Presentation: Ask students to listen to the dialogue between a receptionist and a tourist. Ask some questions to check students understanding. a) What does the receptionist say? b) What’s a favor? c) Another way to offer assistance? d) How do you say to respond to assistance? Ask students to copy down the following phrases. + Practice: Ask students to repeat chorally and then individually all the phrases in the chart. Ask students to complete the dialogue in exercise 3b on page 62. Ask students to look at the 6 pictures on page 61 and write the activities under such picture. + Production: Ask students to practice three dialogues in pairs. First, call on some pairs of students to play the roles of A and B. Then have students practice in close pairs. Give a situation, then write an open dialogue on the board. Ask students to complete the dialogue. Call on some students to practice the dialogue in front of the class. Ask students to work in closed pairs. Give another situation: You want to help a tourist who needs to find the nearest police station because he has lost money. Ask students to work in pairs. 6/ Structure (b): Receptionist: May I help you? Tourist: Yes. Can you show me the way to the neartest bank? Receptionist: Sure. Turn right when you get out of the hotel. Turn left of the first corner. It’s on your right. Tourist: Thank you very much. Offering assistance Responding assistance + May I help you? + Yes. That’s very kind of you. + Do you need any + Yes. Thank you. help? + No. Thank you. I’m + Let me help you. fine. 7/ Complete the dialogue: A: May I help you? B: Yes. Thank you. Could you fill in this form for me? A: Do you need any help? B: No. Thank you. I’m fine. A: Oh. This bag is heavy. B: Let me help you. A: Yes. That’s very kind of you. 8/ Speaking: Receptionist: May I help you? Tourist: Yes. Can you show me the way to the neartest bank? Receptionist: Sure. Turn right when you get out of the hotel. Turn left of the first corner. It’s on your right. Tourist: Thank you very much..

<span class='text_page_counter'>(69)</span> to make a similar dialogue then practice with their partners. Move around the class and help students. + Warm up: I/ Listen: + Pre listening: 1/ Listen to a song: - Bookshut. 2/ Vocabulary: - Eliciting. - (to) unite [ju:'nait] : đoàn kết - Recordimg. (translation) - peace [pi:s] (n): hòa bình (translation) - (to) hold hands [hould hænd] : bắt tay (translation) - (to) shout out [∫aut aut] : hét to (translation) . Check: Rub out and Remember. Ask students to guess the 3/ Guess the missing words: words to fill in gaps in the song Tape transcript: on page 56. “ Children of our land (1) unite, Let’s sing for (2) Ask them to share with their peace, Let’s sing for (3) right, Let’s sing for the partners. (4) love between (5) North and (6) South, Oh, Give feedback. children (7) of our land , unite, Children of the (8) + While listening: world hold hands, Let’s (9) show our love from Ask students to listen to the (10) place to place, Let’s shout (11) out loud, song and fill in the missing Let’s make a (12) stand, Oh, children of the (13) words then share with their world hold hands.” partners. 4/ Listening: Answer keys: (1) unite (2) peace (3) right (4) love (5) North (6) South (7) of (8) world (9) show (10) place (11) out (12) stand (13) world E/ Homework: Write on your notebook the dialogue between you and a tourist who lost money. .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(70)</span> Week 12: Date: Saturday, November 5th, 2011 Period 34: Unit 6: THE YOUNG PIONEERS CLUB Lesson 4: READ Page: 57 A/ Aim: Reading comprehension the passage about the Ho Chi Minh Communist Youth Union in Viet Nam. B/ Objective: By the end of the lesson, students will be able to know more about the Ho Chi Minh Communist Youth Union in Viet Nam. C/ Teaching aids: Textbooks, cards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Jumbled words: Write six words whose a) racchtaer = character letters are in disorder. b) thauolgh = although c) mai = aim d) pexalin = explain e) nessmsibuan = businessman f) iojn = join + Pre reading: 2/ Vocabulary: - Bookshut. - (to) encourage [in'kʌridʒ] : cổ vũ - Elciting. (explanation: give the verb which means to give - Recording. somebody support) - citizenship ['sitizn∫ip] : quyền công dân (translation: what’s “quyền công dân” in English) - (to) federate ['fedəreit] : tổ chức thành liên đoàn (translation) - beloved (adj) [bi'lʌvd]: được yêu mến (translation) - (to) establish [is'tæbli∫] : thiết lập (synonym: give the synonym of to start, to create an organization) - aware [ə'weə] (adj): ý thức, kiến thức . Check: Slap the board. establish federate encourage belove citizenship aware Ask students to gues these 3/ True – False statments: statements. a) The Ho Chi Minh Communist Youth Union is a + While reading: youth organization. Ask students to read the b) The Ho Chi Minh Communist Youth Union passage on page 57 and check was founded by the beloved President Trường their predictions. Chinh. Give feedback. c) Vietnam Communist Youth Union is oficially named as it is called today. d) The Ho Chi Minh Communist Youth Union often hold Helping the Handicapped, Cleaning the Enviroment, Greeen Summer Volunteers Campaign..

<span class='text_page_counter'>(71)</span> Ask students to word in pairs to do exercise 1 on page 57. Ask students to ask and answer in front of the class. Ask students to work in pairs.. + Post reading: Interview a member of the Ho Chi Minh Communist Youth Union. Call some pairs of students to play the roles of the interviewer and the member of. Answers keys: a) T b) F c) F d) T b) The Ho Chi Minh communist Youth Union was founded by the beloved President Ho Chi Minh. c) The Ho Chi Minh Communist Youth Union is ofically named as it is called today. 4/ Fill in the missing information: a) The Youth Union was founded in 1931. b) In 1976 the Youth Union was officially named as it is called today. c) The Youth Union's activities aim to help the young develop their public awareness and form their personality . d) Its aims and principles have been the guidelined for the young Vietnames people of today and tomorrow. 5/ Answer the questions: a) At what age can one join the Youth Union? => Vietnamese youth from 16 to 30 years of age can one join the Youth Union. b) When was the Youth Union founded? => The Youth Union was founded in 1931. c) What is the complete name of the Youth Union? => The complete name of the Youth Union is The Ho Chi Minh Communist Youth Union. d) Can you name some social activities of the Youth Union? => Some social activities of the Youth Union are Helping the Handicapped, Cleaning the Environment, Greeen Summer Volunteers Campaign. e) What do these activities aim to help? => These activities aim to help the young develop their public awareness and form their personality. f) Who established the guidelines for the Vietnbamese youth? => The beloved President Ho Chi Minh established the guidelines for the Vietnamese youth. 6/ Interview: a) When was the Youth Union founded? => The Youth Union was founded in 1931. b) Who was founded the Youth Union ? => The Youth Union was founded by the beloved President Ho Chi Minh..

<span class='text_page_counter'>(72)</span> the Ho Chi Minh Communist c) When was the complete name of The Ho Chi Youth Union. Minh Communist Youth Union? Ask students to work in => The complete name of The Ho Chi Minh closed pairs. Communist Youth Union was 1976. E/ Homework: Write the summary of the BSA. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 12: Date: Saturday, November 5th, 2011 Period 35: Unit 6: THE YOUNG PIONEERS CLUB Lesson 5: WRITE Page: 58 - 59 A/ Aim: Write a letter. B/ Objective: By the end of the lesson, students will be able to write a letter about a future plan using “be going to”. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Revision of the structure: Ask students the usage of “be going to” “be going to" (to express a T: I’m going to accept their invitation. future plan). Get students to S1: I’m going to buy a new bicycle. make the sentence: “I’m going S2: I’m going to clean the house. to + verb”. The verb have to ............ begin with a letter from A to Z. Give feedback. + Pre writing: 2/ Vocabulary: - Bookshut. - (to) raise fund [reiz fʌnd] : gây quỹ - Eliciting. (translation) - Recording. - a bank [bæηk] : bờ (sông, hồ) (visual) - natural resources ['næt∫rəl ri'sɔ:s]: nguồn tài nguyên thiên nhiên (example: coal, oil, iron, ......under the ground or the sea.) Ask students to read the 3/ Answer the questions: notice – To: All Y & Y a) What do member of the Y & Y have to do in members on page 58. the recycling program? Ask students some questions => They have to collect glass, paper and cans to to check their understanding. send them for recycling. Get students to work in pairs b) What is the purpose of the recycling program? to answer questions. => The purpose of the recycling program is Give feedback and get some saving natural resources and earning money for students to wotk in pairs. the organization. Ask some questions to set c) What other programs can menbers of the Y & the scene:.

<span class='text_page_counter'>(73)</span> . Who writes the letter? – Nga . . To whom does Nga write? – Linh. . Is Nga a member of Y & Y? – Yes. . What does Nga write to Linh about? – She writes about the programs of her school Y & Y that she is going to participate in. Get students to work in pairs to fill in the gaps in the letter. Give feedback. + While writing: . Set the scene: Hoa talk to her aunt about the Y & Y Green Group, about the activities that she is going to do. Ask students to read the dialogue between Hoa and her aunt. Ask them some questions to check their understand. - Why does Hoa look happy? – Because she is able to join in the Y & Y Green Group. - What is she going to do in the environment month? – She is going to clean the lakes banks, plant trees and flowers in the park and water them. - What are they doing to earn money for their school Y & Y? – They are going to plant young trees to sell to some schools.. Y participate in? => They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks or in the parks.. 4/ Complete the letter: Answers keys: “Dear Linh, I’m glad to tell you that I’m going to have interesting activities. The Y & Y is (0) planting to help the (1) community. I will participate in its (2) recycling program. In this program, we will (3) collect glass, used paper and cans. Then we will (4) send them for (5) recycling. I hope I can (6) save natural resources and (7) raise (earn) some money for my school Y & Y in these activities. I also think about (8) participating in either (9) planting trees and flowers or (10) helping street children. It is really interesting, isn’t it? Write to me soon and tell me all your news. Love, Nga.” 5/ Answer the questions: a) What activities do Vietnamese and American teenagers do the same? => They are watching TV, listening to some music, going to the movies, helping the old people, goimg shopping. b) Name some youth organization that Vietnamese teenagers can attend. => They are Youth peers, some clubs for teenagers. c) Which activity is the most popular? + Post writing: => It is eating fast food restaurant. More around the letter and 6/ Writing: choose four letters from four Suggested letter: groups. “ Dear Mom and Dad, Ask them to stick their letters I’m very happy to tell you that I’m able to join on the board. in the Y & Y Green Group of my school. The.

<span class='text_page_counter'>(74)</span> Get the whole class to read Green Group is holding an environment month the four letters and correct plan. We are going to clean the lakes banks on them. weekends. We are also going to plant trees and flowers in the park and water them every afternoon after class. We are planting young trees to sell to other schools. I hope that we can bring more green to the city and earn some money for the school Y & Y. The program is very interesting and useful, isn’t it? I’m still in a very good health. I will tell you more about the group activities later. With love, Hoa.” 7/ Correct: E/ Homework: Ask each students to help Hoa write a letter to her parents. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 12: Date: Monday, November 5th, 2011 Period 36: Unit 6: THE YOUNG PIONEERS CLUB Lesson 6: LANGUAGE FOCUS Page: 60 - 62 A/ Aim: Practicing Present Simple Tense with future meaning, in gerund, and Modals verbs "may, can, could". B/ Objective: By the end of the lesson, students will be able to practice Present Simple Tense with future meaning, in gerund and Modals verbs "may, can, could". C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Presentation: II/ Language Focus 1: - Bookshut. 1/ Vocabulary: - Eliciting. - a rest home: nhà an dưỡng - Recordimg. (explanation: a place where old or sick people are cared for) - a stadium: sân vận động ( picture) . Check: Rub out and Remember. . Set the scene: Introduce the 2/ Complete the dialogue: dialogue, Lan and Mai are Lan: (1) Where do we collect and empty garbage? members of the Y & Y Mai: At Dong Xuan Market. organization. They are talking Lan: (2) When do we collect (3) an emplty about the summer activity garbage? program. Mai: On January 9. Ask students to complete the Lan: (4) What time do we start and (5) finish?.

<span class='text_page_counter'>(75)</span> following dialogue. Ask students to play the roles Mai and Lan to practice the dialogue.. + Practice: Ask students to practice asking and answering about Y & Y activity program by using the following cues. Ask students to look at the 6 pictures on page 61 and write the activities under such picture.. Ask students to ask in pairs.. Mai: (6) We start at 8 am and (7) finish at 5pm. Answer keys: (1) Where do (2) When do (3) an emplty garbage (4) What time do (5) finish (6) We start at (7) finish at 3/ Practice: a) collect and empty garbage/ Dong Xuan Market - Where do they collect and empty the garbage? => At Dong Xuan Market. b) plant and water trees/ parks - Where do they plant and water trees? => In the parks. c) help elderly people/ March 26 - When do they help the elderly people? => On March 26. d) clean up the streets/ June 2 - When do they clean up the streets? => On June 2. e) water trees and flowers/ 6 am – 7 am - What time do they water trees and flowers? => They start at 6 am and finish at 7 am. f) collect and empty garbage/ 8 am – 5 pm - What time do they collect and empty garbage? => They start at 6 am and finish at 5 pm. III/ Language Focus 2: 1/ Modal sentences: a) Modal sentence: - What are Nga’s hobbies? + She likes drawing, out door activities and she also enjoys acting. b) Form: S + Like + gerund ( V-ing) ……… Love Hate Enjoy. + Presentation: Ask students to read the dialogue on page 54 again, then answer the question: - What is after “ likes”? - Drawing. - What is after “enjoys”? - Acting. - What do you call “drawing” and “acting”? - Gerund. - What is the form of “gerunds”? – V-ing. - When do you use “gerund”? – After some verbs: like, love, enjoy, hate, mind ...... + Practice: 2/ Practice: Ask students to ask in pairs. a) play soccer/ volleyball Ask some pairs of students to - What are your hobbies? practice asking and answering => I like playing soccer and volleyball..

<span class='text_page_counter'>(76)</span> (open pairs). b) watch TV/ listen to music Get the whole class to work - What are your hobbies? in pairss (closed pairs). => I love watching TV and listening to music. c) read books/ do homework - What are his hobbies? => He hates reading books and doing his homework. d) chat with friends/ do the housework - What are her hobbies? => She enjoys chatting with her friends and doing the housework. e) cook meal/ decorate the house - What are your hobbies? => We like cooking meals and decorating the house. + Production: 3/ Survey: Ask students to copy down love like don’t hate the chart (on page 61). like Ask students to work in playing soccer Nam groups of three to aks their washing up Nam friends and tick on the chart. cooking meals Nam Give feedback by asking performing music students to report their friends gardering hobbies. gathering broken glasses watching TV camping playing badnimton doing homework Example: Nam loves playing soccer. He doesn’t like cooking and especially hates washing up. 4/ Fill in the blanks: Ask students to work in A. Woman: Can/ Could you help me, please? pairs to do excercise 3a on Man: Yes, certainly. page 61- 62. They have to use Woman: Can you buy a tickat for me? the expressionsin the box (to B.Old woman: Could you do me a favor? ask for favor) to fill in the Boy: What can I do for you? blanks in the dialogue. Old woman: Can you take me across the road? Get students to practice C. Boy: I need a favor. speaking in pairs. Girl: How can I help? Boy: Could you help me with this math problem? D. Grandpa: Can you help me, please? Niece: Yes. Of course. Grandpa: Can you water the flowers in the garden? E/ Homework: Ask students to do the exercise in the notebooks..

<span class='text_page_counter'>(77)</span> .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 13: Date: Saturday, November12th, 2011 Period 37: Unit: REVIEW A/ Aim: Helping students to review the Past Simple tense, the Present Progressive tense, prepositions of time, used to, adverbs of manner, gerund, modal verbs: may, can. could, … B/ Language Focus: - The Present Simple tense. - The Present Progressive tense. - Prepositions of time. - Used to. - Adverbs of manner. - Reported speech . - Gerund - Modal verbs: may, can, could, ... C/ Teaching aids: Textbooks. D/ Procedure: I/ The present Simple tense II/ The Present Progressive tense III/ Propositions of time: on, in, between ... and ..., after, before, ... IV/ Used to:. S + USED TO - infinitive + ... V/ Adverb of manner.. - S + V + a/ an + adjective + noun - S + BE + adjective - S + V + adverb VI/ Commands, requests and advice in reported speech.. say/ ask/ tell + someone + to do something 1. Commonds in reported speech: Thuật lại mệnh lệnh của người khác *) S + TOLD + someone + TO – infinitive …… *) S + TOLD + someone + NOT + TO – infinitive …… Example: Tom told Mai: "Don't close window, please." => Tom told Mai not to close window. 2. Requests in reported speech: Thuật lại lời yêu cầu của người khác *) S + ASKED + someone + TO – infinitive …… *) S + ASKED + someone + NOT + TO – infinitive …… Example: My teacher asked me: "Do your homework, please." => My teacher asked me to do my homework. 3. Advices in reported speech: Thuật lại lời khuyên của người khác *) S + ASKED + someone + TO – infinitive …… *) S + ASKED + someone + NOT + TO – infinitive …… *) S + ASKED + S + SHOULD/ SHOULDN’T + TO – infinitive VII/ Gerund (V-ing) VIII/ Modal verbs: may, can, could, ....

<span class='text_page_counter'>(78)</span> E/ Homework: Ask students to learn by heart. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 13: Period 38:. Date: Saturday, November12th, 2011. THE MIDDLE TERM ENGLISH TEST A/ Aim: Helping students to review the Past Simple tense, the Present Progressive tense, prepositions of time, used to, adverbs of manner, gerund, modal verbs: may, can. could, … B/ Language Focus: - The Present Simple tense. - The Present Progressive tense. - Prepositions of time. - Used to. - Adverbs of manner. - Reported speech . - Gerund - Modal verbs: may, can, could, ... C/ Teaching aids: Paper test. D/ Procedure: Full name: ................................................... English Test (2.1) Score: Class: 8 A Time: 45 minutes Section I: Choose the word in each group that has the underlined, italic part pronounced differently from the rest: (1 m) 1) A. cloth B. both C. myth D. with 2) A. recover B. scout C. recycle D. cooker 3) A. recycled B. marked C. tied D. applied 4) A. underline B. unit C. uniform D. unite Section II: Choose the correct answer: (1 m) 1) I’ll see you ................................. 9:00 ................................................ the morning. A. at/ on B. at/ in C. from/ to D. from/ in 2) Could you do me a favor? => ................................................................................ . A. What can I do for you? B. Why? C. Both A & D are correct. D. I'm sorry. I'm really busy. 3) .................................................. you show me the way to the nearest bank, please? A. Can B. Could C. Do D. A & B are correct 4) A. My mother is not fine enough to cook tonight. B. My mother is not fine to cook tonight. C. My mother is hot enough fine to cook tonight. D. My mother is not so fine to cook tonight. Section III: Fill in the blanks with the correct prepositions: (1 m) 1) When do they arrived ................... Ho Chi Minh City? => ........................ May 1st . 2) Life in the country is quite different ......................... life ........................... a farm. Section IV: Supply the correct form of the verb in brackets: (2 ms) 1) There (be) ..................................................... an accident at this corner yesterday. 2) Look! The boys (climb) ...................................................................... up the tree..

<span class='text_page_counter'>(79)</span> 3) He (be) ........................... very homrous but sometime his jokes annoy his friends. 4) My parents (watch) ................................................................... TV at the moment. Section V: Rewrite, using the words in brackets: (1 m) 1) I live on a farm once, but I don’t any more. => I used ................................................ 2) “Shut the door but don’t lock it.” He said to us. => He told ....................................... Section VI: Read the text then write answer the questions below: (2 ms) How Nam has improved his English “ In the first year of lower secondary school, I had some difficulties in learning English. My pronunciation of English words was really bad and my English grammar was worse. I did not know how to improve them. One afternoon after the lesson, my teacher of English told me to wait for her outside the classroom. She took me to the school library and showed me cassettes of pronunciation drills kept in a glass bookcase. She also told me how to use an English – English dictionary to improve my English grammar. “ Now I think you know what you should do”, said she. I make much progress and only one year later, I won the first prize in the English Speaking Contest held for secondary school students in my hometown.” Questions: 1) What difficulties did Nam have in learning English in the first year? => .................. 2) What did the teacher show him then? => .................................................................... 3) What did she tell him to improve his English grammar? => ...................................... 4) What did he win one year late? => .............................................................................. Section VII: In each of the following sentences there is one mistake. Find it and correct it: (2 ms) 1) There are some milk in the fridge. => ......................................................................... 2) You have keep all dangerous objects out of children's reach. => ................................ Full name: ........................................................... English Test (2) Score: Class: 8 B Time: 45 minutes Section I: Choose the word in each group that has the underlined, italic part pronounced differently from the rest: (1 m) 1) A. cloth B. both C. myth D. with 2) A. recover B. scout C. recycle D. cooker 3) A. recycled B. marked C. tied D. applied 4) A. underline B. unit C. uniform D. unite Section II: Choose the correct answer: (2 ms) 1) I’ll see you ...................................... 9:00 ........................................... the morning. A. at/ on B. at/ in C. from/ to D. from/ in 2) Could you do me a favor? => ............................................................................ . A. What can I do for you? B. Why? C. Both A & D are correct. D. I'm sorry. I'm really busy. 3) .............................................. you show me the way to the nearest bank, please? A. Can B. Could C. Do D. A & B are correct 4) A. My mother is not fine enough to cook tonight. B. My mother is not fine to cook tonight. C. My mother is hot enough fine to cook tonight. D. My mother is not so fine to cook tonight. 5) I don’t like reading comic books. => ................................................................. . A. I don’t either. B. Neither do I. C. I don’t neither. D. A & B are correct 6) Would you like to see a film? => ........................................................................ ..

<span class='text_page_counter'>(80)</span> A. Yes, I like. B. Yes, I do. C. Yes, I will. D. Great! Let’s go. 7) I have a lot of work to do. I ............................. it before I go out my with friends. A. have to finish B. should to finish C. must to finish D. ought finish 8) Do you listen ................................. music .......................................... free time? A. to/ on B. in/ in C. to/ in D. in/ on Section III: Fill in the blanks with the correct prepositions: (1 m) 1) When do they arrived ............... Ho Chi Minh City? => .......................... May 1st . 2) Life in the country is quite different .................. life ............................... a farm. Section IV: Supply the correct form of the verb in brackets: (1 m) 1) There (be) ................................................. an accident at this corner yesterday. 2) Look! The boys (climb) ........................................................................ up the tree. Section V: Rewrite as directed: (3 ms) 1) “Shut the door but don’t lock it.” He said to us. => He told ....................................... 2) We usually lit our houses with candies. => We used .................................................. 3) “You should get up early and do exercise” her father said. => Her father said .......... Section VI: Read the text then write answer the questions below: (2 ms) How Nam has improved his English “In the first year of lower secondary school, I had some difficulties in learning English. My pronunciation of English words was really bad and my English grammar was worse. I did not know how to improve them. One afternoon after the lesson, my teacher of English told me to wait for her outside the classroom. She took me to the school library and showed me cassettes of pronunciation drills kept in a glass bookcase. She also told me how to use an English – English dictionary to improve my English grammar. “ Now I think you know what you should do”, said she. I make much progress and only one year later, I won the first prize in the English Speaking Contest held for secondary school students in my hometown.” Questions: 1) What difficulties did Nam have in learning English in the first year? => .................. 2) Who wanted to meet Nam one afternoon after the lesson? => ................................... 3) Where did they go after that? => ................................................................................ 4) What did the teacher show him then? => .................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 7: MY NEIGHBORHOOD I/ Aim: Helping students: - To make comparisons. - To ask for information and assistance. - To write a community notice. II/ Language Focus: 1. Present Perfect with FOR and SINCE. 2. Adjectives: like, (not) as ...... as, (not) the same as, different from III/ Vocabulary: (to) contact, (to) notice, (to) serve, an air mail, comfort (n), iscount (n), a mall, a pan cake), a parcel, a product), a resident, a roof, a selection, a surface mail, a wet market, air - conditionaled (adj), convenient (adj), tasty (adj), IV/ Allocation unit:.

<span class='text_page_counter'>(81)</span> Lesson 1. Lesson 3. Getting Started Listen and Read Speak Language Focus 5 Listen. Lesson 4. Read. Lesson 5. Write. Lesson 6. Language Focus 1- 2 - 3 - 4. Lesson 2. Week 13: Period 39: Unit 7: Lesson 1:. Read for specific information about places in the neighborhood. Practice speaking about how to send a parcel or to post a letter. Lestening for details to complete the advertisement. Reading for details about the opening of a shopping mall in Nam’s neighborhood. Writing a notice and practice in making comparisons. Practice in the Present Perfect Tense. Date: Saturday, November12th, 2011. MY NEIGHBORHOOD. GETTING STARTED Page: 63 LISTEN AND READ Page: 64 A/ Aim: Helping students to know about the place in their neighborhood. B/ Objective: By the end of the lesson, students will be able to know more about Na’s new neighbor. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Getting Started: Ask students to match the Answer keys: names or places with the a) grocery store suitable pictures. b) stadium c) wet marke d) drug store e) hairdresser’s f) swimming pool + Pre reading: 2/ Vocabulary: - Bookshut. - close by [klous bai] (adv): gần bên - Eliciting. (explanation: at a short distance) - Recording. - (to) serve [sə:v] : phục vụ (give somebody food or drink) - a pancake ['pænkeik] : bánh xèo (translation) - tasty ['teisti] (adj): hợp khẩu vị (what means the same as “delicious”?) . Check: What and Where. close by serve pancake tasty . Set the scence: Nam and Na 3/ Pre - questions: are talking about the place a) How long has Nam live in that neighborhood? where they live. But Na is new b) Where does Nam want to go? there. Answers keys:.

<span class='text_page_counter'>(82)</span> Get two questions and ask students to work in pairs to guess the answers. Ask students to listen and read silently the dialogue between Nam and Na then ask them if their answers correct or not. + While reading: Ask students to do exercise 2 on page 64. They work individually then compare with their partners. Give students some answers and ask them to make questions. Ask some students to ask and answer the questions. Teacher can correct their pronunciation. Get students to work in pairs. + Post reading: Ask students to write a passage about their neighborhood by answering the following questions. Students write, teacher moves around the class and helps students.. a) He has lived there for 10 years. b) Na wants to go a restaurant. 4/ Complete the sentences: a) Na is new to the neighborhood. b) She and her family arrived last week. c) Na’s mother is very tired. d) There is a resaurant in the area. e) The restaurant serves food from Hue. f) Nam thinks the pancakes are tasty. 5/ Answer given: a) Nam has lived here 10 years. => How long has Nam lived here? b) Yes. My mother is too tired to cook. => Is Na’s mother tired? c) The restaurant serves Hue food. => What kind of food does the restaurant serve? d) Hue food is very good. => What is the food like?. 6/ Write: a) How long have you lived in your neighborhood? b) Do you like it? Why? => (People are friendly/ the enveronment is good/ safe ...) c) Is there a restaurant / post office/ market/ bank/ shop is your neighborhood? d) How do you do to keep your neighborhood clean? E/ Homework: Ask students to complete their writing. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 14: Period 40: Unit 7: Lesson 2:. Date: Saturday, November 19th, 2011. MY NEIGHBORHOOD. SPEAK Page: 64 - 65 LANGUAGE FOCUS 5 Page: 70 -71 A/ Aim: Speaking about how to send a parcel of a letter. B/ Objective: By the end of the lesson, students will be able to talk about how to send parcels or letters. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities I/ Speak:.

<span class='text_page_counter'>(83)</span> + Warm up: 1/ Chatting: Show a letter and ask a) What is this? students some questions. => ( a letter) b) Where can I post it to my friends? => (at the post office) c) How can I post it? => ( Stick stamp on it) d) How much? => ( 80 VN dong) e) Is it more expensive when I send a parcel? => ( Yes, of course) f) Have you ever sent a letter or a parcel? + Presentation: 2/ Vocabulary: - Bookshut. - an airmail ['eə'meil] : thư bằng đường hàng - Eliciting. không - Recording. (explanation: letter or a parcel sent by air) - surface mail ['sə:fis'meil] : thư bằng đường bộ (explanation: letter or a parcel sent by bus, train or ship, ....) - (to) charge [t∫ɑ:dʒ] : phí (translation) - a charge [t∫ɑ:dʒ] : lệ phí (translation) . Check: Rub out and Remember. . Set the scene: Mrs Kim wants 3/ Reading comprehension: to send a parcel to Qui Nhon, a) Does Mrs Kim send the parcel air mail or so she has to go to the post surface mail? Why? office. => Mrs Kim send the parcel surface mail because Give students some it is very cheaper. questions. b) What’s the weight of her parcel? Ask students to read the => Her parcel is five kilograms. dialogue and find out the c) How much does she pay? answers. => She pays 19,200 dongs. Give students to work in pairs to compare their answers. + Practice: 4/ Speaking: Call on some students to ask a) Mrs Lan wants to post a letter air mail. and answer the questions. Expected dialogue: Call on a students to play the Clerk: Can I help you? role of Mrs Kim and practice Mrs Lan: I want to send a letter to Kontum. the dialogue with teacher. Clerk: Do you want to send it air mail or Call on some pairs of surface mail? students to practice the Mrs Lan: I send it surface mail. How much is it? dialogue. Clerk: Let me see. Mmm, 20 grams, it’s only Teacher corrects their 800 dongs. pronunciation. Mrs Lan: Here you are. Ask students to practice the Clerk: Thank you..

<span class='text_page_counter'>(84)</span> dialogue in pairs. + Futher Practice: . Set the scene and ask students to make the dialogue. Ask students to make the dialogue between Mrs Lan and the Clerk in the post office. Elicit and encourage students to make the dialogue themselves. Get students to practice the dialogue in pairs. Give other situations and ask students to make similar dialogue. The box on page 65 will help students know the price. Divide class into 3 groups, each prepares a dialogue. Ask students 2 pairs from each group to practice their dialogue. Teacher correct their pronunciation. Get students to work in pairs, practicing three dialogues. Teacher moved around and help students. Give feedback. + Presentation: Show students 3 books, a red bokk and a yellow one which have the same size and a bigger brown dictionary then ask students to make comprehensions. Write the form on the board.. b) postcard/ Ho Chi Minh City/ air mail/ 15g c) parcel/ Ca Mau/ air mail/ 2 kgs d) parcel/ Buon Ma Thuot/ surface/ 5 kgs. II/ Language Focus 5: 1) Fill in the blanks: a) The book is the same as the yellow one. b) The red book is as big as the yellow book. c) The yellow book is different from the brown dictionary. 2) Form: +) ...... the same as ...... +) ...... (not) as + adj/ adv + as ...... +) ...... different from ...... + Practice: 3) Practice: Ask students to do the a) The magazine is not as large as the new paper. exercise 5 on page 70 – 71 . b) Lipton tea is different from Dilmah tea. c) The red dictionary is different from the blue dictionary. d) The bag on the left is the same as the bag on the right. e) The toy cat is not as big as the toy dog. f) Hoa’s backpack is the same as Lan’s backpack..

<span class='text_page_counter'>(85)</span> g) The snake is as long as the rope. h) The pocket - watch is not as modern as the wristwatch. i) The ruler is not as cheap as the eraser. E/ Homework: Ask students to write a dialogue on their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 14: Date: Saturday, November 19th, 2011 Period 41: Unit 7: MY NEIGHBORHOOD Lesson 3: LISTEN Page: 65 - 66 A/ Aim: Listening for specific information. B/ Objective: By the end of the lesson, students will be able to know what Na is going to do on the weekend by listening. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorming and Guessing: + Pre listening: 1. Movies: Ask students to look at 4 The new comer ( has been done) advertisements of “what’s on 2. Place: this week?” and get students to Stadium/ School ground/ City/ Town ground guess what is in the blanks 2 - 3. Activity: 3 - 4. drama/ play/ English speak Club/ Contest/ . Set the scene: “Na is new in Dancing/ Picture exhibition/ Music the neighborhood. She is 4. Place: talking to Nam about what Gallery/ Culture house/ School/ City Hall she’s going to do on the 2/ Listening task 1: weekend”. . Tape transcript: Ask students to listen to the Na: Hi, Nam. tape and fill in the blacks in Nam: Hello, Na. What are you going to do this each advertisement. weekend? + White listening: Na: I’m not sure. I just don’t know what to do Let students to listen to the and where to go in this new neighborhood. tape twice and give the Nam: Why don’t we look at “What’s on this answers. week?” in the newspaper? Give feedback. Na: Good idea. Can you suggest what I should Ask students to read the do? statements in the exercises 2 Nam: Do you like movies? There’s a new film at on page 66. the Millennium Cinema. Get students to guess. Na: What’s that? The Newcomer, an Australian Ask students to share their film. I’ve seen this film before, I saw it on ideas with their friends. Star Movies channel. Give feedback. Nam: You did?.

<span class='text_page_counter'>(86)</span> Let students listen to the Na: Yes, (pause). Here, the photo exhibition at conversation again and tick in the Culture House sounds exciting! the correct boxes. Nam: But it does not open during the weekend. And you cannot go to the English Speaking Contest either. It is at Nguyen Khuyen School, and it is on Thursday. ( pause) Ah, yes. Here, the soccer, a match between Le Do School and Quang Trung School – the best U15 teams in our province. I’ll go and see it because my brother plays in the match. Na: Where do they play? Nam: At the Town Ground. Would you like to join us? Na: Oh, yes. I’d love to. I’ve never been to a soccer match before. It must be fun to watch a real match at the stadium. And I’d like to visit the Town Ground, too. Ask students some questions Nam: Great, I’ll tell Minh and Ba to come to your to check their understanding of home, and we all go together. Remember the the conversation. match starts at 4 pm, but we must be there by Let students listen again if 3:30 if we don’t want to miss the opening necessary. show. Answer keys: a) The new comer b) Town Ground c) English Speaking Contest d) Culture House + Post listening: 3/ Listening task 2: Ask students to work in a) Na does not know the neighborhood very well. groups to talk to their friends b) Na doesn’t like movies. about what Na is going to do c) Na will go to the photo exhibition this weekend. this weekend. d) Na won’t go to English Speaking Contest. Ask the volunteer from each e) Na will go to the soccer match with Nam. group to tell the whole class f) Nam is soccer fan. about Na. Answer keys: a) T b) F c) F d) T e) T f) No b) Na likes movies. c) Na will go to the soccer match with Nam. 4/ Answer the questions: a) Does Na like movies? => Yes, she does. b) Why won’t she go to see the film “The Newcomer”? => Because she has seen it before. c) Why won’t Na go to the photo exhibition? => Because it doesn’t open during the weekend. d) Who will Na go to the soccer match with? => Nam, Ba and Minh..

<span class='text_page_counter'>(87)</span> e) What time does the match start? => At 4 pm. 5/ Speaking: “Na looks at the advertisements to dicide what to do and where to go this weekend. She likes movies but she won’t see the film at Millennium Cinema because she has seen it before. She won’t go to the photo exhibition because it doesn’t open at weekends. She cannot go to to English Speaking Contest either because it is on Thursday. Finally, she decides to go to the soccer match with Nam because she thinks it must be fun to watch a real match at stadium and she wants to visit the Town Ground too.” E/ Homework: Ask students to write a short passage about what Na is going to do. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 14: Date: Saturday, November 19th, 2011 Period 42: Unit 7: MY NEIGHBORHOOD Lesson 4: READ Page: 67 - 68 A/ Aim: Reading for details about Tran Phu Shopping Mall. B/ Objective: By the end of the lesson, students will be able to understand the passage about a new shopping mall. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Guessing the words: Give the definitions and get a) A place where you can buy everything. students to find out the words => ( Supermarket) as quickly as possible. b) A place where you can buy vegetables and Give students good marks if fruit. they have correct answers. => (Grocery store) c) A place where you can buy books. => ( Bookstore) d) A place where you can come to eat. => ( Restaurant) e) A place where you can come to see the movies. => (Movie Theater) f) A person who comes to the store and buys somethings. => ( Customer) + Pre reading: 2/ Vocabulary: - Bookshut. - a roof [ru:f] : mái nhà.

<span class='text_page_counter'>(88)</span> - Elciting. - Recording.. . Check: What and Where. . Set the scene: In Nam’s neighborhood, there is a new shopping mall. Ask students to think about the convenience of the mall. + While reading: Ask students to read the text silently and compare their ideas or get more infirmation. Give feedback. Have students to look at the statements in the exercise 1 on page 68. Make sure understand the statements. Get them to read the text again and dicide. Have students to correct false statements. Ask students to work in pairs to answer the questions in the exercise 2 on page 68. Ask some students to ask and answer the questions. Get all students to work in pairs.. (picture) - convenient [kən'vi:njənt] : thuận tiện (translation) - a selection [si'lek∫n] : sự lựa chọn (explanation: a process of choosing carefully) - available [ə'veiləbl] (n): có sẵn (translation) - a mall [mɔ:l] : khu thương mại ( synonym: many stores, restaurants even movies theaters are under on roof) - a resident ['rezidənt] : cư dân (translation) roof convenient selection available resident mall 3/ Brainstorming: the convenience of the new shopping mall Answer keys: - customers don’t care of the weather - shop in comfortable - wide selection of goods - lower prices - buy many things at the same time - have fun or relax while shopping 4/ True False statements: a) A mall is open six days a week. b) There are more than 50 stores in the mall. c) Everyone in the neighborhood is pleased about the new mall. d) It will be more comfortable to shop in the mall than in the present shopping area. e) Some of the stores on Tran Phu Street may have to close. Answer keys: a) F b) F c) F d) T e) T a) A mall is open daily. b) There are 50 stores in the mall. c) Not everyone is pleased. The owner of the small stores on Tran Phu Street are not happy. 4/ Answer the questions: a) What is special about the new shopping mall? => It is different from the present shopping area. All the shops are under one roof. So customers will shop comfort and won’t notice the weather, especially during the hot and humid summer months.. b) What facilities are available in the shopping mall? => There are 50 air conditioned specially stores, 4.

<span class='text_page_counter'>(89)</span> movie theaters and 10 restaurants. There is also a children’s play area. c) What do the small stores owners think about the new shopping mall? => They think the mall will take their business. d) What kinds of goods will the stores in the mall offer? => The stores in the mall will offer a wider selection of products, some goods are at the lower prices. + Post reading: 6/ Discussion: Give a situation and ask “ Do you weant to have a new in your students to discuss it. neighborhood? If there is one, what will happen to the residents?” E/ Homework: Ask students to write the meanings of these phrases into their notebooks: “under one roof, shop in comfort, take their buseniss, offer a wider selection, specially stores, have been concerned about”. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 15: Date: Saturday, November 26th , 2011 Period 43: Unit 7: MY NEIGHBORHOOD Lesson 5: WRITE Page: 68 A/ Aim: Helping students to write a notice. B/ Objective: By the end of the lesson, students will be able to write a notice . C/ Teaching aids: Textbooks, cards, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: 1. be 2. go 3. eat 4. live 5. attend a) b) c) d) been e) eaten gone lived attended Answer keys: 1+d 2+a 3+e 4+b 5+c + Pre writing: 2/ Answer the questions 1: . Set the scene: “The residents a) Why are the residents and store owners on Tran and store owners on Tran Phu Phu Street going to hold a meeting? Street are going to hold a => To discuss the effects of the new mall. meeting to discuss the effects b) When will they hold a meeting? What time? of the new mall.” => They will hold the meeting on May 20 at 8 pm. Get students to read the c) Where will they hold the meeting? notice and answer the => They will hold the meeting at 12 Hang Da questions to check their Street, Binh’s hardware store. understanding. 3/ Answer the questions 2:.

<span class='text_page_counter'>(90)</span> + While writing: Let students know the way to write a notice, not write full sentences. Ask students to read passage 2 on page 68. Ask some questions to check students’ understanding and get them to use short answers. Get students to write the notice individually. Monitor and help them write. + Post writing: Ask students to share with their partners. Check some notices and correct them. Write the model notice on the board (Elicit students to write.). a) What is the English Speaking Club going to hold? => A Speaking Contest. b) Where and when will it be held? => At hall 204 on November 15th. c) What time? => From 7:30 pm to 10:00 pm. d) Who is the person to contact? => Tran Thi Thu Hang of class 8H.. 4/ Writing: The School English Speaking Club HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHERDAY Date: November 15 Time: 7:30 pm to 10:00 pm Place: Hall 204, Building G Please contact: Ms Tran Thi Thu Hang of class 8H at the above address for more information. E/ Homework: Ask students to write a notice . .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 15: Date: Saturday, November 26th, 2011 Period 44: Unit 7: MY NEIGHBORHOOD Lesson 6: LANGAGUE FOCUS 1 - 2 - 3 - 4 Page: 69 - 70 A/ Aim: Practice in Present Perfect Tense. B/ Objective: By the end of the lesson, students will be able to use Present Perfect Tense. C/ Teaching aids: Textbooks, poster, cards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Matching: 1. be 6. see a) f) live collected 2. work 7. go b) done g) seen 3. eat 8. attand c) writen h) been 4. write 9. collect d) worked i) attended 5. do 10. lived e) eaten j) gone Answer keys: 1+h 2+d 3+e 4+c 5+b 6+g 7+j 8+i 9+a 10+h + Presentation: 2/ Fill in the blanks:.

<span class='text_page_counter'>(91)</span> . Set the scene: Na is new in Nam’s neighborhood. They are talking to each other. Give students an open dialogue between Nam and Na then ask them to complete it. Ask students to repeat the dialogue and ask some students to practice in pairs.. + Practice: Ask students to look at exercise 2 on page 69 and decide which is the length on the time and which is starting point. Teacher reads out a phrase, students add since or for. Go on unstill students can remember how to use for or since. Give the cues written on cards and ask students to make full sentences. Teacher corrects their pronunciation... + Production: Ask students to do exrcise 4 on page 70 in pairs. Get students to work in pairs to practice the conversation between Ba and Tom.. Na:. How long (1) have you (2) lived in this neighborhood? Nam: I (3) have (4) lived here (5) for 10 years. Na: Really. It’s a long time. Answer keys: (1) have (2) lived (3) have (4) lived (5) for 3/ Form: S + have/ has + Past participle ... . Use: to talk about something which started in the past and continies up to the present. . We often use “For” and “Since” with the Present Perfect Tense. FOR + length of time ( khoảng thời gian) SINCE + starting point ( mốc thời gian) 4/ Substitution Drill: Answer keys: - For five minutes - Since 1990 - Since the summer - For three hours - For 10 weeks - Since Friday - For 20 years - Since January 5/ Write: a) I / live/ here/ last week => I have lived here since last week. b) we/ not eat/ in that restaurant/ 2 years => We haven’t eaten in that restaurant for 2 years. c) I / not see/ her/ yesterday => I haven’t seen her since yesterday. d) they/ attend/ Quang Trung School/ last year => They have attended Quang Trung School since last year. e) my Dad/ work/ for his company/ 20 years => My Dad has worked for his company for 20 years. f) Ba/ collect/ stamp/ 1985 => Ba has collected stamps since 1985. 6/ Complete the conversation: Ba: Hi. My name’s Ba. Tom: Nice to meet you, Ba. I’m Tom. Ba: Are you a newcomer here? Tom: Yes. I (1) have been here since last week. Ba: I’m sure you’ll love this place. Tom: I (2) hope so. How long have you (3) lived here? Ba: For 15 years..

<span class='text_page_counter'>(92)</span> Tom: So you must know the area very well. (4) Is there a post office near here? Ba: Yes. There’s one next to my house. Why? Tom: Ah! I (5) want to send this postcard to my parents. Ba: Let me have a look. Oh! It (6) looks very beautiful. Where’s your house? Tom: In London. Have you ever (7) been there? Ba: Not yet. But I (8) have seen it through films and magazines. Tom: That’s great. I hope to see you again over there. E/ Homework: Ask students to do exercise 3 on page 69 on their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 15: Period 45:. Date: Saturday, November 26th, 2012. CORRECT THE TEST A/ Aim: Help students to be able to know mistakes in test about thePresent Progressive tense, prepositons of position, vocabulary of subjects, adverbs of frequency, suggesstions sentences, the time. B/ Objective: By the end of the lesson, students will be able to know more mistakes in test. C/ Teaching aids: Paper test. D/ Procedure: I/ Test 8A: Section I: Choose the word in each group that has the underlined, italic part pronounced differently from the rest: (1 m) 1) D. with 2) C. recycle 3) B. marked 4) A. underline Section II: Choose the correct answer: (1 m) 1) B. at/ in 2) C. Both B & C are correct. 3) D. A & Bare correct 4) A. My mother is not fine enough to cook tonight. Section III: Fill in the blanks with the correct prepositions: (1 m) 1) When do they arrived in Ho Chi Minh City? => On May 1st . 2) Life in the country is quite different from life on a farm. Section IV: Supply the correct form of the verb in brackets: (2 ms) 1) There (be) was an accident at this corner yesterday. 2) Look! The boys (climb) are climbing up the tree. 3) He (be) is very homrous but sometime his jokes annoy his friends. 4) My parents (watch) are watching TV at the moment. Section V: Rewrite, using the words in brackets: (1 m) 1) => I used to live on a farm. 2) => He told us to shut the door but not to lock it. Section VI: Read the text then write answer the questions below: (2 ms) 1) => He had difficulties in pronunciation and grammar. 2) => She told him cassettes of pronunciation drills..

<span class='text_page_counter'>(93)</span> 3) => She told him how to use an English - English dictionary to improve his English grammar. 4) => He won the first prize in the English speaking contest held for secondary school students in his hometown one year later. Section VII: In each of the following sentences there is one mistake. Find it and correct it: (2 ms) 1) => There are is some milk in the fridge. 2) => You have keep have to keep all dangerous objects out of children's reach. II/ Test 8B: Section I: Choose the word in each group that has the underlined, italic part pronounced differently from the rest: (1 m) 1) D. with 2) C. recycle 3) B. marked 4) A. underline Section II: Choose the correct answer: (2 ms) 1) B. at/ in 2) C. Both B & C are correct. 3) D. A & Bare correct 4) A. My mother is not fine enough to cook tonight. 5) D. A & Bare correct 6) D. Great! Let’s go. 7) A. have to finish 8) C. to/ in Section III: Fill in the blanks with the correct prepositions: (1 m) 1) When do they arrived in Ho Chi Minh City? => On May 1st . 2) Life in the country is quite different from life on a farm. Section IV: Supply the correct form of the verb in brackets: (1 m) 1) There (be) was an accident at this corner yesterday. 2) Look! The boys (climb) are climbing up the tree. Section V: Rewrite as directed: (3 ms) 1) => He told us to shut the door but not to lock it. 2) => We used to light our houses with candies. 3) => Her father said she should get up early and do exercise. Section VI: Read the text then write answer the questions below: (2 ms) 1) => He had difficulties in pronunciation and grammar. 2) => His teacher of English did. 3) => They went to the school library. 4) => She told him cassettes of pronunciation drills. Bảng thống kê điểm: 0 đến 2 > 2 đến < 5 5 đến < 7 7 đến < 9 9 đến 10 Sỉ Lớp số SL % SL % SL % SL % SL % 8A 32 8B 31 ENGLISH TEST 8. Time: 15 minutes. School Year: 2011 - 2012. Full name: ............................................. ENGLISH TEST Score: Class: 8 A Time: 15 minutes Section I: Choose the correct answer (5 ms): 1) I started ............................................................. English when I was 3 years old. A. to learn B. to learning C. having learnt D. learnt 2) Have you finished ............................................................. your homework yet? A. do B. did C. doing D. does 3) Companies in the world today are now trying ......................................................... A. to recycle B. recycling C. recycle D. recycled 4) I don’t feel like ................................................................ to the cinema with him. A. to go B. going C. went D. go.

<span class='text_page_counter'>(94)</span> 5) Julia is ......................................................... of listening to music in her free time. A. like B. fond C. interested D. excited 6) What do you think of ................................................................................. aboard? A. study B. studied C. studying D. studies 7) Could you please stop ............................................................................. so loudy? A. talk B. to talk C. talks D. talking 8) I will buy that dress as soon as I .................................................... enough money. A. am having B. have C. had D. will have 9) The fun has helped poor children in this region .................................. a better life. A. living B. live C. lived D. lives 10) I enjoy ...................................................................... our school’s summer camp. A. enroll in B. to enrolling in C. enrolls in to D. enrolling in Section II: Supply the correct form of the verbs in brackets (3 ms): 1) We (not eat) ............................................................. in that restaurant for 2 years. 2) She (live) ........................................................................... here since a long time. 3) (Ba collect) .......................................................................... stamps since January? Section III: Rewrite these sentences, using the words given (2 ms): 1) It’s two years since I was last in HaNoi. => I haven’t ................................................ 2) This book is very interesting and so is that one. => This book is as ........................... Keys: Section I: Choose the correct answer (5 ms): 1) A. to learn 2) C. doing 3) A. to recycle 4) B. going 5) B. fond 6) C. studying 7) D. talking 8) B. have 9) B. live 10) D. enrolling in Section II: Supply the correct form of the verbs in brackets (3 ms): 1) We (not eat) have not eaten in that restaurant for 2 years. 2) She (live) has lived here since a long time. 3) (Ba collect) Has Ba collected stamps since January? Section III: Rewrite these sentences, using the words given (2 ms): 1) => I haven’t been in Hanoi for two years. 2) => This book is as is as interesting as that one. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 8: COUNTRY LIFE AND CITY LIFE I/ Aim: Helping students: - To about differences. - To talk about future events and changes. - To write a letter to a friend. II/ Language Focus: 1) Present Progressive. a) To talk about the future. b) To discribe changes with get and become. 2) Adverbs of frequency. III/ Vocabulary: (to) face, (to) prefer, (to) struggle, a drought, a facility, a flood, a mirgant, a nature, a train, a tragedy, a typhoon, accessible (adj), adequate (adj), plentiful (adj), rural (adj), urban (adj), permanently (adv).

<span class='text_page_counter'>(95)</span> IV/ Allocation unit: Lesson 1 Getting Started Listen and Read Lesson 2 Speak Language Focus 3 Lesson 3 Listen LF1-2 Lesson 4 Read. Reading for details about the differencesbetween the city and the countrylife. Speaking about the changes, using the Presnt Progressive Tense with get and become. Listening for details and Further practice in Present Progressive Tense . Reading the text for details about the problems of farmers moving to the city. Writing a letter to a friend about their neighborhood Further Practice in Comparative and Surperlative adjectives Date: Saturday, December 3rd , 2011. Lesson 5 Write Lesson 6 Language Focus 4 -5 Week 16: Period 46: Unit 8: COUNTRY LIFE AND CITY LIFE Lesson 1: GETTING STARTED Page: 72 LISTEN AND READ Page: 72 - 73 A/ Aim: Reading for details about the differences between city life and the country life. B/ Objective: By the end of the lesson, students will be able to talk about the city life and the country life. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Chatting: Talk to students about life in a) Where do you live? the city and life in the country b) Do you want to live in the city? Why? by asking some questions. c) Do you want to live in the country? Why? + Pre reading: 2/ Vocabulary: - Bookshut. - a relative ['relətiv]: bà con - Eliciting. (example: uncles, aunts, cousins…) - Recording. - peaceful ['pi:sfl](adj): yên bình (synonym: the synonym of quiet and calm) - permanently ['pə:mənənt] (adv): lâu dài (explanation: its means existing alll the time) - accessible [æk'sesəbl] (adj): có thể đếm được (translation) - a medical facilities ['medikl fə'silitiz]: phương tiện y tế (translation) . Check: Rub out and Remember. Get students to talk about 3/ Brainstorming: city life and country life. The Country life City life words is box of getting started Posible answers: - tall building may help them. - beautiful views - plenty kinds of goods.

<span class='text_page_counter'>(96)</span> Ask students to read the dialogue between Na and Hoa and compare their ideas. + While reading: Get students to work in pairs to answer the questions in erxercise 2 on page 73. Ask students to work in pairs to answer the questions. Ask some pairs to practice the dialogue.. - polluted air - traffic jams - entertainment - busy 4/ Answer the questions: a) Where has Na been? => Na has been to Kim Lien Village. b) How long was she been? => She was there for the weekend. c) What is her opinion of the countryside? => To her, the countryside is the peaceful and quiet and there is nothing to do. d) Na say “there is nothing to do”, what does she mean by this? => There is no libraries, no movies, no supermakets, no zoos, e) What are some of the changes that Hoa mentions? => Country life is becomingbetter. Many remote area are getting electricity. People can now have things like refrigerators and TV, medical fscilities are more accessible. + Post reading: 4/ Discussion: Ask students to work in Do you prefer the city life or the country life? groups to answer the questions. Why? Show their ideas before class. E/ Homework: Ask students to write as short passage about why they prefer the city life or the country life. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 16: Period 47: Unit 8: Lesson 2:. - fresh food - fresh air - friendly - peaceful. Date: Saturday, December 3rd , 2011. COUNTRY LIFE AND CITY LIFE. SPEAK Page: 73 LANGUAGE FOCUS 3 Page: 78 A/ Aim: Practice in Present Progressive tense to describe changes with get and become. B/ Objective: By the end of the lesson, students will be able to practice speaking about the changes of a place. C/ Teaching aids: Textbooks, pictures, poster. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: Ask students to find 7 E X P E N S I B.

<span class='text_page_counter'>(97)</span> adjectives.. + Presentation: . Set the scene: “Hoa’s grandmother is 78.” Five years ago, she was 73 and she was stronger than she is now. Ask students to make a sentence about her health. Explain the form – use of the Present Progressive Tense. + Practice: Model first two cues, the whole class repeat chorally, then some students read out individually. Give a new cue, ask new student to repeat. Go on until most of the students in class can remember the structure.. + Production: Ask students to look at the two pictures on page 73 and talk to their parents about the changes of the town. The words in the box under the pictures may help students. Write the word prompts on the board so that students can speak easily. Get students to work in pairs. Monitor and help students. O A M U B O I C D Y L E S M R U O N B P T Answers keys: modern, dirty busy noisy tall expensive beautiful. D I R T Y O F. N S T L H I D. U V R L G S E. V E Z A Y Y L. E A U T I F U. 2/ Structure: - “ Hoa’s grandmother is getting weaker.” . Form: am/ is/ are + V-ing ( GET or BECOME) . Use: Used to describe changes with “GET” and “BECOME”.. 3/ Drill: a) the boys/ get/ tall => The boys are getting tall. b) the old men/ become/ weak => The old men are becoming weak. c) it/ become/ dark => It is getting dark. d) the weather/ get/ cold => The weather is gettingcold. e) the students/ get/ better => The students are getting better. f) the school yard/ become/ cleaner => The school yard is becoming cleaner. 4/ Speaking: Answer keys: a) The traffic is getting busier. b) There are more tall buildings and houses. c) The houses are getting more modern. d) The town is becoming more beautiful. e) There are more green trees. f) The streets are becoming cleaner/ larger/ noisier..

<span class='text_page_counter'>(98)</span> speak. Ask students to work in groups and talk about changes in their hometown/ neighborhood. Call on volunteer from each group to show their ideas before the class. Other groups can add in their ideas. E/ Homework: Ask students to write about what they do in New Year’s Day. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 16: Period 48: Unit 8: Lesson 3:. Date: Saturday, December 3rd , 2011. COUNTRY LIFE AND CITY LIFE. LISTEN Page: 74 LANGUAGE FOCUS 1 - 2 Page: 77 - 78 A/ Aim: Listening for details to complete the dialogue and Further Practice in Present Progressive tense. B/ Objective: By the end of the lesson, students will be able to complete the dialogue by listening and Further Practice in Present Progressive to talk about the future. C/ Teaching aids: Textbooks, cards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Matching: Answer keys: play table tennis do my homework watch a program go to violin lesson clean the house have a meeting phone my aunt, Mrs Hang speak to Mom + Pre listening: 2/ Complete the dialogue: Ask students to use the a) Nam: What are you doing tonight? suitable verbs in the Present Bao: I’m playing (0) table tennis. Progressive Tense to complete b) Uncle Thach: Would you and Lan like to go to the dialogue in the exercise 2 the movies? on page 78. Hoa: Sorry, we can’t. We (1) are doing Get students to work in pairs. homework. Call some pairs to practice c) Mrs Vui: Are you watching the seven o’clock the dialogue before class and news? teacher corrects. Mr Nhat: No,. I (2) am watching a program on . Concept checking: rainforests. a) What tense do we use in 6 d) Hoa: I’m goimg to the bench on Sunday. dialogues? – Present Lan: Lucky you! I (3) am going to my violin.

<span class='text_page_counter'>(99)</span> Progressive Tense. b) What is the form? – am/ is are + V-ing c) Look at the adverbs of time in the dialogue. Are they at present or in the future? – In the future. d) Present Progressive Tense is used to talk about the future. + While listening: . Set the scene: “ Aunt Hang is talking to Lan on the phone. She is coming to visit Lan in Ha Noi.” Ask students to listen to the tape and complete the dialogue on page 74. Let students listen twice and find out the missing wirds individually. Ask students to share their answers with their friends.. lesson. e) Mrs Thao: Are you free on Sunday afternoon? Na: No, Mom and I (4) are cleaning the house. f) Nga: Can you fix my computer on Friday afternoon? Mr Lam: I’m afraid not. I (5) am having a meeting that afternoon.. 3/ Complete the dialogue: (Listening) Tape transcript and answer keys: Lan: Hello. Mrs Hang: Hello. Is (1) that Lan? Lan: Yes. Who is (2) this? Mrs Hang: (3) It’s Aunt Hang. How are you? Lan: I’m fine. (4) Where are you phoning (5) from? Mrs Hang: Hue. I’m calling to tell you uncle Chi and I are (6) coming to visit you next (7) week. Lan: Great! When are you (8) arriving? Mrs Hang: On (9) Thursday. We’re arriving in Ha Noi in the (10) late (11) afternoon. Lan: OK. Do you want to (12) speak to (13) my Mom? Mrs Hang: Yes, please. Lan: Hold on a moment and I’ll (14) get her. + Post listening: 4/ Speaking: Ask students to do exercise 1 a) Mrs Vui: Is the boat to Dong Hoi leaving at on page 77. 10:25? Call on some students to Clerk: Is that Lady of the Lake? practice the dialogue on page Mrs Vui: That’s right. 77. Clerk: I’m very sorry, madam., but it’s been Give them the shipping delayed. information and ask them to Mrs Vui: Oh, no! make similar dialogues. Clerk: Now, it’s leaving at 10:40. b) Mr Hung: Is the boat from Hai Phong arriving at 10:30? Clerk: Are you talikng about Bright Sky? Mr Hung: Yes. Clerk: It’s arriving on time, sir. E/ Homework: Ask students to write 5 sentences, using Present Progressive Tense about what they are doing next week. .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(100)</span> Week 17: Period 49: Unit 8: Lesson 4:. Date: Saturday, December 10th , 2011. COUNTRY LIFE AND CITY LIFE. READ Page: 75 LANGUAGE FOCUS 4 Page: 79 A/ Aim: Reading comprehension about the problem of people from the countryside moving to the city. B/ Objective: By the end of the lesson, students will be able to understand the text about one of the social problems. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Read: 1/ Jumble words: a) fulentipl = plentiful b) taneru = nature c) loofd = flood d) roestdy = destroy e) laputipoon = population f) viroped = provide g) suertl = result h) ciliestiaf = facilites + Pre reading: 2/ Vocabulary: - Bookshut. - rural ['ruərəl] (adj): thuộc về miền quê - Eliciting. (explanation: something deals with the - Recording. countryside) - urban ['ə:bən] (adj): thuộc về thành phố (antonym with rural) - a stain [stein]: trạng thái căng thẳng (translation) - a typhoon [tai'fu:n] : bão ( synonym with windy) - a drought [draut] : cơn hạn hán (explanation: hot and dry weather for a long time) - (to) struggle ['strʌgl] : đấu tranh (translation) - a migrant ['maigrənt] : người di cư (explanation: a person who moves from one place to another expecially in order to find work) - (to) increase ['inkri:s] : tăng cường, phát triển . Check: What and Where. + While reading: 3/ Brainstorm: Ask students to think of the difficulties of farmers’ life difficulties of farmers’ life. Answer keys: Ask students to guess how droughts - the weather - hard work - insects farmers deal with difficulties..

<span class='text_page_counter'>(101)</span> Let students read the text silently and answer the questions. Ask students to work in pairs to complete summary 1 on page 75, using the information from the passage. Ask students to do exercise 2 on page 75. Let them read the text again and work with their partners. Give feedback. + Post reading: Give a situation: If you were a Minister, what would you do for farmers? Ask students to work in groups and discuss. Ask 4 volunteers from 4 groups to show their ideas before the class.. + Presentation: Remind students of the forms of comparative and superlative adjectives.. + Practice: Ask students to do exercise 4 on page 79. They have to work in pairs to make comparitions between the city and the country about: food, traffic,. destroy harvests - no vocations - lack of clean water/ electricity 4/ Answer the question: - “ What do many farmers do to solve their problem?” + They move to the city so that they can get well paid jobs. 5/ Gap filling: “ People from the countryside are (1) leaving their (2) home to go and live in the (3) city. Farming can sometimes be a difficult life and these people from (4) rural areas feel the (5) city offers more opportunities. Howerver, many people coming to the city create (6) problems. There may not be enough (7) schools or (8) hospitals, while water and electricity supplies may not be adequate. This is a (9) problem facing goverments around the (10) world.” 6/ Finding the words: Answer keys: a) of the countryside = rural b) as many as needed = plentiful c) become greater or larger = increase d) a great presure = strain e) a terrible event = tragedy f) of the city or city life = urban 7) Discussion: a) Build streets, theaters, stadium in the country. b) Build schools, hospitals c) Provide clean water, electricity,facilities d) Build factory II/ Langage Focus 4: 1/ Brainstorming: Long adjectives Short adjectives Answer keys: - accessible - busy - beautiful - easy - convenient - cheap - difficult - good - intelligent - bad - comfortable - poor - delicious - fresh - interesting - small 2/ Revision: a) Comparative: Short adj.-ER + THAN + object MORE long adj. + THAN + object b) Superlative:.

<span class='text_page_counter'>(102)</span> transport, air, entertament, medical facilities, schools, electricity with the adjectives: easy, expensive, cheap, good, bad, pooor, buig, accessible, fresh. Give some examples. Let students make any sentences they want, only focus on the structures, not on the meaning. + Further Practice: Ask students to do exercise 5 on page 79. Ask them read some questions to check their understanding. Students can make more sentences.. THE + short adj.-EST THE MOST + long adj. c) Irregular adjectives: good/well better bad worse many more little less. the best the worst the most the least. 3/ Practice:. Answer keys: a) The air in the country is fresher than in the city. b) The madical facilities in the city are more accessible than in the country. c) The food in the city is more expensive than in the country. d) The school in the city is bigger than in the country. e) Electricity in the city is better than in the country. f) The entertament in the country is poorer than in the city. g) The traffic in the city is busier than in the country. h) The transport in the country is worse than in the city. E/ Homework: Get students to write 5 things that the government should do for the rural areas. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 17: Period 50: Unit 8: Lesson 5:. Date: Saturday, December 10th , 2011. COUNTRY LIFE AND CITY LIFE. WRITE Page: 76 LANGUAGE FOCUS 5 Page: 79 A/ Aim: Writingletters to friends about the neighborhood. B/ Objective: By the end of the lesson, students will be able to know more about a farmer’s work and get further practice in comparatives with “ more, less, fewer”. C/ Teaching aids: Textbooks. D/ Procedure: Teacher’s and Students’ Content.

<span class='text_page_counter'>(103)</span> activities + Warm up: 1/ Revision: Ask students to put the a) heading 1. Writer’s address 2. Date 3. Dear outlinefor an informal letter in b) Opening the correct order. c) Body of letter d) Closing + Pre writing: 2/ Answer the questions: Ask students to work in pairs a) Where do you live? to answer the questions in => I live in a small town/ big city/ village. exercise 2 on page 76. b) What does your house look like? Give feedback. => My house looks very nice/ small with 4/5 + While writing: rooms and a nice/ small garden. Ask students to write letters c) What can you see from your bedroom window? to friends about their => From my bedroom window, I can see a small neiborhood. park with many green trees and colorful Let students write flowers. individually. d) How far is it from your house to school? Ask students to compare with => It’s far from my house so I have to ride my their partners and correct if bike./ It’s very near so I can walk. they can. e) What kinds of facilities are there in your neiborhood? => There is a park/ a swimming pool/ some restausants, a post office/ a library. f) What things in your neighborhood do you like best? Why? => I like the park best because I can walk with my sisters after dinner/ every morning/ I like the library best because I can read many interesting books, or study or learn how to use the computer there. + Post writing: 3/ Write a letter: Choose some letters to Suggested letter: correct before class (using (Writer’s address) projector if possible) (date) Dear ......, I live in ......, a small town. My family has a large with four rooms and a small garden. My sister and I share one bedroom. From the bedroom window , I can see a beautiful park with green trees, flowers and a pond. We don’t live far from my school so I usually walk there. In my neighborhood, there is a swimming pool and a beautiful park. On the weekend, I often go swimming with my friends. Early in the morning , I always’ jog with my sister around the park. But the thing I like best in my neighborhood is the public library near my scool. There I not only can study and read books but also watch and learn.

<span class='text_page_counter'>(104)</span> how to use the computer. Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me. I’d like to say goodbye now. I’m looking forwards to hearing from you soon. Love, (Signature) 4/ Correction: + Further Practice: 5/ Answer the questions: Ask students to do exercise 5 a) What are advertised? on page 79. => an apartment, a villa and a house Ask them read some b) How old are they? questions to check their => The apartment is 2 years old, the villa is 5 understanding. years old and the house is new. Students can make more c) How much do we pay per month? sentences. => 900,000 dongs for the apartment; 6,6 million dongs for the house and 7,8 million dongs for the villa. 6/ Noughts and Crosses: old expensive big expensive small hot big beautiful old Answer keys: a) The villa is older the apartment. b) The house is more expensive than the apartment. c) The villa is bigger than the apartment. d) The villa is the most expensive e) The apartmet is smaller than the villa. f) The apartment is hotter than the house. g) The is the biggest. h) The villa is the most beautiful. i) The apartment is older than the house. E/ Homework: Ask students to write their letter ( after corection) on their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 18: Period 51 - 52: Unit:. Date: Saturday, December 17th , 2011. REVIEW ĐỀ CƯƠNG ÔN TẬP TIẾNG ANH 8 Học kỳ I - Năm học: 2012 - 2013. A. Theory: (Lý thuyết) I. Vocabulary: Unit 1 => Unit 8 II. Đọc hiểu: Xem lại các bài đọc hiểu từ Unit 1 => Unit 8 (SGK) III. Viết: Xem lại các dạng bài viết: một bức thư, một đoạn văn, tả người, tả căn phòng, một lời nhắn, một thông báo từ Unit 1 => Unit 8.

<span class='text_page_counter'>(105)</span> IV. Tense of verbs: 1. The Simple present tense: *) Use: - Hành động xảy ra nhiều lần hoặc thói quen ở hiện tại (đi với các trạng từ chỉ sự thường xuyên: every - Diễn tả một quy luật, một hành động theo lịch trình *) Form: (+) S + V(-s/ -es) …… (-) S + don’t/ doesn’t + infinitive …… (?) Do/ Does + S + infinitive ……? 2. The Simple past tense: *) Use: Diễn tả một hành động đã xảy ra và chấm dứt ở quá khứ (thường đi với: yesterday/ last/ ago/ …) *) Form: (+) S + V(-ed/ cột 2) …… (-) S + didn’t + infinitive …… (?) Did + S + infinitive ……? 3. The Simple Furture tense: *) Use: Hành động sẽ xảy ra ở tương lai (thường đi với: tomorrow/ next/ …) *) Form: (+) S + WILL + infinitive …… (-) S + won’t + infinitive …… (?) WILL+ S + infinitive ……? 4. The near furture tense (Thì tương lai gần): *) Use: Hành động sẽ xảy ra ở thời điểm rất gần với hiện tại hoặc một dự định (thường đi với: tomorrow/ next/ tonight/ …) *) Form: (+) S + am/ is/ are + going to + infinitive …… (-) S + am/ is/ are + not + going to + infinitive …… (?) Am/ Is/ Are + S + going to + infinitive ……? 5. The Present Perfect tense: *) Use: Hành động xảy ra ở quá khứ, vẫn tiếp tục ở hiện tại và có thể tiếp tục ở tương lai, hoặc hành động vừa mới kết thúc (thường đi với: since/ for/ already/ just/ not … yet/ ever/ …) *) Form: (+) S + have/ has + Past Participle …… (-) S + have/ has + not + Past Participle …… (?) Have/ Has + S + Past Participle ……? 6. The Present Progressive tense: *) Use: - Hành động đang xảy ra trong lúc nói (thường đi với: now/ at this time/ at present/ at the moment/ …) - Diễn tả một hành động sắp tới hoặc một sự thay đổi với “get/ become/ …” *) Form: (+) S + am/ is/ are + V-ing …… (-) S + am/ is/ are + not + V-ing …… (?) Am/ Is/ are + S + V-ing ……? V. Adverbs: 1. Adverb of place: (Answer question: Where?) here/ there/ outside/ insite/ downstairs/ upstairs/ near/ far/ … 2. Adverb of manner: (Answer question: How?) 3. Adjective + -LY => adverb of manner (note: hard - hard, far - far, late - late, straight - straight, early - early, …) 4. Adverb of frequency (Answer question: How often?) always, usually, often, sometimes, never, … VI. Reported speech:.

<span class='text_page_counter'>(106)</span> 1. Commonds in reported speech: Thuật lại mệnh lệnh của người khác *) S + TOLD + someone + TO – infinitive …… *) S + TOLD + someone + NOT + TO – infinitive …… 2. Requests in reported speech: Thuật lại lời yêu cầu của người khác *) S + ASKED + someone + TO – infinitive …… *) S + ASKED + someone + NOT + TO – infinitive …… 3. Advices in reported speech: Thuật lại lời khuyên của người khác *) S + SAID + someone + TO – infinitive …… *) S + SAID + someone + NOT + TO – infinitive …… *) S + SAID + S + SHOULD/ SHOULDN’T + TO – infinitive …… VII. Some structures: 1. Model verbs: MUST/ HAVE TO/ OUGHT TO/ CAN/ COULD/ + infinitive 2. Used to: Diễn tả thói quen ở quá khứ *) Form: (+) S + USED TO + infinitive …… (-) S + DIDN’T USE TO + infinitive …… (?) DID + S + USE TO + infinitive ……? 3. Enough: ai đó đủ/ không đủ …… để làm việc gì đó *) Form: (NOT) + adj. ENOUGH (+ FOR + someone) + TO - infinitve …… 4. Gerund: (V-ing): - Khi nó làm chủ ngữ đứng đầu câu. - Hoặc đi sau các giới từ hoặc một số động từ như: like/ dislike/ hate/ enjoy/ …… VIII. Comparision of adjectives: 1. Comparision with like/ as … as/ (not) the same/ different from *) LIKE + noun *) AS + adj. + AS = THE SAME + noun + AS *) NOT AS (SO) + adj. + AS = NOT + THE SAME + noun + AS = DIFFERENT FROM 2. Comparitive: (so sánh hơn/ kém) giữa hai vật hoặc hai người - S1 + be + MORE + long adj. + THAN + S2. - S1 + be + short adj.-ER + THAN + S2. 3. Superative: (so sánh bậc nhất) - S + be + THE MOST + long adj. + in/ on/ of … . - S + be + THE short adj.-EST + in/ on/ of … . 4. Irregular: adjectives/ adverbs Comparitive Superative good/ well better the best much/ many more the most little less the least far farther/ further the farthest/ the furthest B. Exercises: ĐỀ KIỂM TRA HỌC KỲ I Năm học: 2011 - 2012 (Huyện Sơn Tịnh) (tham khảo) Section 1: (1 m) Choose the word which has the underlined part pronounced differently from the others: 1) A. humor B. lunch C. run D. fun 2) A. promise B. revise C. stick D. visit 3) A. shout B. loud C. group D. about 4) A. mend B. send C. letter D. report.

<span class='text_page_counter'>(107)</span> Section 2: (2 ms) Choose the best answer A, B, C or D to complete each of the following sentences: 1) We had to wait ......................................................................... until the club opened. A. inside B. between C. outside D. at 2) Can I speak ………….......……………………………………............. Nam, please? A. by B. together C. with D. to 3) John said "You should ………………………………………......... a doctor, Mary." A. see B. sees C. seeing D. saw 4) The children are old enough to look after …………………………………………... A. ourselves B. herself C. himself D. themselves 5) Her dress is …………………………………………………...……................. mine. A. different B. different from C. not as D. the same to 6) Her mother …………………………..........…........................... this city 3 years ago. A. leaves B. left C. goes to D. is 7) He doesn't enjoy …………………………………………………...……. basketball. A. to play B. play C. playing D. played 8) When he was a boy, he used …………………………..........…... in the countryside. A. to live B. live C. to living D. left Section 3: (1 m) Choose the underlined word or phrase in each sentence that needs correcting: 1) I have not seen you since a long time. A B C D 2) My sister is not as long like yours. A B C D 3) Which one is good, milk or orange juice? A B C D 4) The doctor said he ought to keeping his body warm. A B C D Section 4: (1 m) Supply the corect form of the words in brackets to complete the following sentences: 1) How (care) …………………………...……………........... of you to break that cup! 2) Fishing is an (act) ……………………...………………....... my mother enjoys best. 3) The World Health (organize) ……………………………..... is an international one. 4) She's always worried about the (safe) ……...……………...………… of her family. Section 5: (2 ms) Reading the letter, then answer the questions: Dear Tim, I'm glad to tell you that I'm going to join the Y & Y Green Group. We are having an environment month. We are going to clean the streets on weekends. We are going to plant trees and flowers in the school garden and water them every afternoon after class. We are also planting young trees, and plants to sell to other schools. I hope we can give more green color to the city and eran some moneyfor our school Y & Y. It's really interesting and usefull, isn't it? Love, Nga Questions: 1) Who wrote the letter? => ............................................................................................. 2) What are they going to plant to sell to other schools? => ...........................................

<span class='text_page_counter'>(108)</span> 3) What are they planting to sell to other schools? => .................................................... 4) Do you like to join the Y & Y Green Group? Why or Why not? => ......................... Section 6: (1 m) Rearrange the following word to make the meaningful sentences: 1) I/ cook/ can't/ my mother/ as well as/. => ................................................................... 2) life/ city/ more exciting/ life/ country/ is/ than/. => .................................................... 3) colder/ is/ getting/ the weather/. => ............................................................................. 4) dictionary/ yours/ different/ is/ my/ from/. => ............................................................ Section 7: (2 ms) Complete the second sentence so that it has a similar meaning to the first one: 1) Peter is too young to see the honor film. => Peter is not ............................................ 2) Hoa is older than Nien. => Nien is .............................................................................. 3) They plan to invite him for dinner tonight. => They are going .................................. 4) "Please show me your passpost" The officer said.. => The officer asked me ............. ĐỀ KIỂM TRA HỌC KỲ I Năm học: 2010 - 2011 (Huyện Sơn Tịnh) (tham khảo) Section 1: (3 ms) Choose the best answer 1) She is in front of in the mirror and looks at ............................................................. A. him B. her C. himself D. herself 2) I am ......……………………………………............................... to buy this house. A. enough rich not B. enough not rich C. not rich enough D. not enough rich 3) He …………………………………........……….. to visit his parents tomorrow. A. goes B. went C. is going D. didn't go 4) What is ……………………………………………………... river in the world? A. the bigger B. the bigest C. the most biggest D. big 5) I'd like ……………………………………………….................. a call to Hanoi. A. made B. make C. making D. to make 6) Mr Nam was out so Miss Nga …………………………....... a message for him. A. called B. asked C. took D. spoke Section 2: (1 m) Which underlined part is pronounced different from the others? 1) A. chimney B. character C. change D. cheese 2) A. can B. stand C. stars D. have 3) A. generous B. reserve C. festival D. message 4) A. appearB. annoy C. agree D. after Section 3: (1 m) Use the corect tense of the verbs in brackets: 1) She (write) …………………...………………………… this novel 2 years ago. 2) They (meet) ……………...…………………........ their friends since yesterday. 3) Listen! She (sing) ……………………………………..................... in her room. 4) (he, drink) ………………...………………..................... coffee every morning? Section 4: (1 m) Fill in the blank with a suitable preposition: 1) I am good …………………………...………………………................. English. 2) Shall we go for a picnic tomorrow? It depends (quyết định) ..………….... the weather. 3) My children are afraid ………………………………………........................ dogs. 4) I'm looking ………………………...…………………. Lan. Is she here? Section 5: (1 m) Complete the following sentences with the an apropriate form of the words: 1) His parents are very (pride) ……………………………………….......... of him..

<span class='text_page_counter'>(109)</span> 2) Some of my (relate) ……………………...……………. live in the countryside. Section 6: (1.5 ms) Read the and full in each gap with a word in the box: money - them - planning- natural - take - participing Dear Lam, I'm glad to tell you that I'm going to have interesting activities. The Y & Y is (1) ……… to help the local community. I will (2) ……… part in its recycling program. We will collect used glass, paper and cans, and send (3) ……… for cecling. By doing this, I hope we can save (4) ……… resources and earn some (5) ……… for the organization. I also think about (6) ……… in their planting trees and flowers or helping street children. It's really interesting, isn't it? Write to me soon and tell me all your news. Love, Mai Section 7: (1.5 ms) Rewrite the sentences without changing the meaning: 1) I last wrote my friends in July. => I haven't ................................................................ 2) My father said to me, "Please turn down the radio for me." => My father told me .... 3) He lived in the country when he was child. => He used ............................................. ĐỀ KIỂM TRA HỌC KỲ I Năm học: 2009 - 2010 (Huyện Sơn Tịnh) (tham khảo) Section 1: (2 ms) Math A and B A B 0. mobile phone a. Oh, yes. Very much. 1. Fax machine b. to become or make something better 2. Do you love your home town? c. an equipment used and receive copies of documents. 3. Why were you late? d. Because I miss the bus. 4. To improve. e. A telephone you can around with you. Answer: 0. + e. 1. + … 2. + … 3. + … 4. + … Section 2: (2 ms) Choose the best answer 1) Would you …………………......………………… to go to the movie with me? A. do B. like C. please D. mind 2) Which one is ………….......……………………………... milk or orange juice? A. good B. well C. better D. the best 3) They have studied …………………………………………………… six o’clock. A. at B. to C. for D. since 4) My teacher advised me …………………………………………………….. late. A. not B. not be C. not to be D. being Section 3: (2 ms) Make the questions in A to the answer in B: A B 0) What …? => What is his name? 0) His name is Nguyen Tuan Kiet. 1) How old ……………………………? a) He is fifteen. 2) Where ………………………………? b) I live at 345 Hung Vuong Street. 3) When …………………………………? c) We have English class on Monday. 4) What …………………………………? d) She is tall, thin but very beautiful. Section 4: (1 m) Supply the correct form of the verb: 1) Most river (flow) …………….......………………………………… into the sea. 2) His father (work) ………………………………….. in this company since 1999. 3) They (wash) …………………………………….. the dishes in the kitchen now..

<span class='text_page_counter'>(110)</span> 4) She was very tired, so she (go) ………………...…………………. to bed early. Section 5: (2 ms) Fill the gaps with the words in the box: fluently - planet - restaurant - must 1) The Earth is the name of the ...……………………………………... we live on. 2) The school children ……...……………...……………. wear uniform at school. 3) We can speak English ……………………………………………...……………... 4) The ……………………………………………………………. serves Hue food. Section 6: (1 m) Rewrite as the direction in the parentheses: 1) He is tall. He can play volleyball. (Use: adjective enough) (Kết hợp hai câu thành một câu) => ………………………………………………………………………… 2) Linh is studying medecine. ( be a doctor - Use: be going to) (Sử dụng “be going to” và “be a doctor) => …………………………………………………………… 3) The villa/ old home/ this area. (Use: superlative) (Sử dụng so sánh bậc nhất để hoàn thành câu) => ………………………………………………………………… 4) You/ know/ her/ 3 months/? ( Make the question - Use Present Perfect tense) (Viết câu hỏi với thì hiện tại hoàn thành) => ………………………………………? Section 7: (2 ms) Read the pasage and answer the questions: The Y & Y is planing to help the community by encouraging all menbers to save the Earth because many people are destroying the world. The seas and the rivers are too dirty. There is so much smoke in the air. They have cut down many trees. If possible, we should participate in the problems such as collecting and recycling used paper, bottles and cans, planting trees, preserving natural resources … Nowadays, saving the Earth is very important and necessary. We must act right now. Questions: 1) What program is the Y & Y planing? => .................................................................... 2) What do we do with used paper, bottles and cans? => .............................................. 3) Should we destroy natural resources? => .................................................................... 4) What is the most important thing nowadays? => ........................................................ ĐỀ KIỂM TRA HỌC KỲ I Năm học: 2008 - 2009 (Huyện Sơn Tịnh) (tham khảo) Section 1: Combine two sentences into one sentence, using “enough”: (1 m) 1) He is very strong. He can carry that suicase. => ......................................................... 2) We have time. We can go on a picnic. => ................................................................... Section 2: Complete the sentences with suitable prepositions: (1 m) 1) I’m going to Danang City …………………………………………… December. 2) The class begins ………… 7 am. So I have to go to the class …….……… 7 am. 3) They must be there ………....…………………………………… Monday morning. Section 3: Complete the sentences from the words given: (1.5 ms) 1) Nile/ be/ longest/ river/ in/ worl/. => ........................................................................... 2) I/ be/ going/ visit/ my grandparents/ tomorrow/. => .................................................. 3) Lan/ like/ learn/ English/ very much/. => ................................................................... Section 4: Supply the correct form of the verb: (2.5 ms) Five years ago, Minh (go) ......... to Ho Chi Minh City. He (live) ......... there for 5 years. Now he returns home and (live) ......... in Quangngai City with his family. Last Sunday, he and his friends (not, go) ......... to school so they had time to go on a picnic and they (go) ......... to visit their old teachers next Sunday. Section 5: Fill in each of the gap in the following passage with one correct word: (1 m) natural - sidewalk - collect – recycling - community.

<span class='text_page_counter'>(111)</span> The Y & Y is planning to help the (1) ......... by encouraging all menbers to participate in a (2) ......... program. All you have to do is to (3) ......... used glass, paper and cans, and send them for recycling. By doing this, we can help save (4) ......... resources and earn some money for the organization. Answer the questions: 1) What is the Y & Y planing to do? => ......................................................................... 2) What do the students participate in? => ..................................................................... 3) How can they save natural resources and earn money for the organzation? => ......... Section 6: Change the following sentences into reported speech: (1 m) 1) “Please help Nam with this exercise.” => Miss Nga told me ..................................... 2) “Can you tell me the way to the rainway station?” => The man ask Mai .................. 3) “You should improve your English pronunciation.” => The teacher said Lan ........... Week 19: Period 53 - 54:. Date: Saturday, October 31st, 201... ĐỀ KIỂM TRA HỌC KỲ I Năm học: 2011 - 2012 (Huyện Sơn Tịnh) (tham khảo) Section 1: (1 m) Choose the word which has the underlined part pronounced differently from the others: 1) A. humor B. lunch C. run D. fun 2) A. promise B. revise C. stick D. visit 3) A. shout B. loud C. group D. about 4) A. mend B. send C. letter D. report Section 2: (2 ms) Choose the best answer A, B, C or D to complete each of the following sentences: 1) We had to wait ......................................................................... until the club opened. A. inside B. between C. outside D. at 2) Can I speak ………….......……………………………………............. Nam, please? A. by B. together C. with D. to 3) John said "You should ………………………………………......... a doctor, Mary." A. see B. sees C. seeing D. saw 4) The children are old enough to look after …………………………………………... A. ourselves B. herself C. himself D. themselves 5) Her dress is …………………………………………………...……................. mine. A. different B. different from C. not as D. the same to 6) Her mother …………………………..........…........................... this city 3 years ago. A. leaves B. left C. goes to D. is 7) He doesn't enjoy …………………………………………………...……. basketball. A. to play B. play C. playing D. played 8) When he was a boy, he used …………………………..........…... in the countryside. A. to live B. live C. to living D. left Section 3: (1 m) Choose the underlined word or phrase in each sentence that needs correcting: 1) I have not seen you since a long time. A B C D 2) My sister is not as long like yours. A B C D.

<span class='text_page_counter'>(112)</span> 3) Which one is good, milk or orange juice? A B C D 4) The doctor said he ought to keeping his body warm. A B C D Section 4: (1 m) Supply the corect form of the words in brackets to complete the following sentences: 1) How (care) …………………………...……………........... of you to break that cup! 2) Fishing is an (act) ……………………...………………....... my mother enjoys best. 3) The World Health (organize) ……………………………..... is an international one. 4) She's always worried about the (safe) ……...……………...………… of her family. Section 5: (2 ms) Reading the letter, then answer the questions: Dear Tim, I'm glad to tell you that I'm going to join the Y & Y Green Group. We are having an environment month. We are going to clean the streets on weekends. We are going to plant trees and flowers in the school garden and water them every afternoon after class. We are also planting young trees, and plants to sell to other schools. I hope we can give more green color to the city and eran some moneyfor our school Y & Y. It's really interesting and usefull, isn't it? Love, Nga Questions: 1) Who wrote the letter? => ............................................................................................. 2) What are they going to plant to sell to other schools? => .......................................... 3) What are they planting to sell to other schools? => .................................................... 4) Do you like to join the Y & Y Green Group? Why or Why not? => ......................... Section 6: (1 m) Rearrange the following word to make the meaningful sentences: 1) I/ cook/ can't/ my mother/ as well as/. => ................................................................... 2) life/ city/ more exciting/ life/ country/ is/ than/. => .................................................... 3) colder/ is/ getting/ the weather/. => ............................................................................. 4) dictionary/ yours/ different/ is/ my/ from/. => ............................................................ Section 7: (2 ms) Complete the second sentence so that it has a similar meaning to the first one: 1) Peter is too young to see the honor film. => Peter is not ............................................ 2) Hoa is older than Nien. => Nien is .............................................................................. 3) They plan to invite him for dinner tonight. => They are going .................................. 4) "Please show me your passpost" The officer said.. => The officer asked me .............. PHÂN PHỐI CHƯƠNG TRÌNH THCS - MÔN TIẾNG ANH 8 NĂM HỌC 2011 - 2012 Học kỳ II: 18 tuần = 52 tiết Trong đó: Từ tuần 20 đến tuần 35: 16 tuần x 3 tiết = 48 tiết Từ tuần 36 đến tuần 37: 2 tuần x 2 tiết = 4 tiết. Units Unit 9: A first – aid course. Weeks 54.. Periods Contents 55. Getting Started Listen and Read 56. Speak.

<span class='text_page_counter'>(113)</span> 57. 57.. 58. 59. 60.. Unit 10: Recycling 60.. 63. Unit 11: Traveling around Viet Nam 66.. 61. 62. 63. 64. 65. 66. 67. 68.. 69. Unit 12: A vacation abroad. 72.. 69. 70. 71. 72. 73. 74. 75.. 75. Unit 13: Festivals. 78.. 81. 84. Unit 14: Wonders of the world 87.. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90.. Language Focus 3 - 4 Listen Language Focus 2 Read Language Focus 1 Write Getting Started Listen and Read Speak Listen Language Focus 4 Read Write Language Focus 1 - 2 - 3 Getting Started Listen and Read Speak Language Focus 3 - 4 Listen Language Focus 1 - 2 Read Write Ôn tập Kiểm tra 1 tiết Getting Started Listen and Read Langage Focus 3 Speak Listen Langage Focus 1 - 2 Read Write Sửa bài kiểm tra Getting Started Listen and Read Speak Listen Read Write Language Focus 1 - 2 Language Focus 3 - 4 Getting Started Listen and Read Speak Listen Read Write.

<span class='text_page_counter'>(114)</span> 90. Unit 15: Computers. 93.. 96. 99. 101. 103.. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105.. Language Focus 1 - 2 - 3 - 4 Ôn tập Kiểm tra 1 tiết Getting Started Listen and Read Speak Listen (Unit 16) Read Write Language Focus 1 - 2 - 3 - 4 Sửa bài kiểm tra Ôn tập Ôn tập Ôn tập Kiểm tra Học kỳ II Ôn tập. Unit 9: A FIRST - AID COURSE I/ Aim: Helping students: - With the knowledge of the situations which repaire first - aid. - To make and respond to offers, promises and respond. - To write a thank - you note. II/ Language Focus: 1) in order to, so as to 2) Making requests, offers and requests using modal “will”. 3) Further Simple with “ will/ shall”. III/ Vocabulary: (to) bleed, (to)elevate, (to) minimize, (to) lit flate,(to) lower, (to) overheat, (to) ease, a bite, a burn, a crutch, an emergency, an eye chart, fainting (n), injection, promise (n), shock (n), sting (n), a stretcher, treatment (n), a victim, wound (n), an ambulance, parademic (n), a whellchair, tissue damage, concious (adj), sterile (adj), IV/ Allocation unit: Lesson 1 Getting Started Reading a dialogue for details about the situation Listen and Read which requires first – aid. Lesson 2 Speak Practice in making and responding to offers, Language Focus 3 requests and promises. -4 Further Simple with “will/ shall”. Lesson 3 Listen Listening for specific information about what is Language Focus 2 happening at a hospital. Lesson 4 Read Reading for instructures about the situations which Language Focus 1 require first – aid. Using "in order to/ so as to" to express purposes. Lesson 5 Write Write a thank – you note. Week 20: Date: Saturday, December 24th, 2011 Period 55: Unit 9: A FIRST - AID COURSE.

<span class='text_page_counter'>(115)</span> Lesson 1:. GETTING STARTED Page: 80 LISTEN AND READ Page: 80 - 81 A/ Aim: Reading for details about the situations which require first - aid. “Where is…….?” questions and prepositions of places to describe the position of a place. B/ Objective: By the end of the lesson, students will be able to know what they would do in the situations which require first - aid. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities I/ Getting Started: + Warm up: 1/ Kim’s game: Ask students to open their Answer keys: books and to look at the things 1. emergency room on page 80. Tell them these 2. sterile dressing things are open used for first – 3. medicated oil aid. 4. ice Ask students to close their 5. water pack books and to go to the board to 6. alcohol write the names of the things Answer keys: they’ve just seen from 1. A girl has a burn on her arm memory. => Use cold water/ ice to ease the pain. Have students open the 2. A boy has a bad cut on his leg books again and go through the => Use alcohol/ medicated oil/ sterile dressing. words in English. 3. A girl has a nose bleed Ask students to discuss and => Use a handkerchief to stop the bleeding/ tell to wirte down what they would her to lie down. do in these situations which require first - aid. Call on some groups to give their answers and correct. II/ Listen and Read: + Pre reading: 1/ Vocabvulary: - Bookshut. - an ambulance ['æmbjuləns]: xe cứu thương - Eliciting. (draw an ambulance) - Recording. - an emergency [i'mə:dʒensi]: sự cấp cứu (When do we need an ambulance? - When there is an emergency.) - unconscious [ʌn'kɔn∫əs] (adj) - conscious ['kɔn∫əs] (adj): bất tỉnh - tỉnh táo (What’s “bất tỉnh” in English?) - (to) bleed [bli:d]: chảy máu (When you have a cut, the cut will ...... ?) . Check: Slap the board. 3/ Gap fill prediction: Ask students to predict the “There was an emergency at Lan’s school. A words in the gaps. student (1) fell off her bike and hit her head on the Call on some students to go road. She was (2) conscious but she cut her head.

<span class='text_page_counter'>(116)</span> to the board and to write their words. + While reading: Have students open their books, listen to the tape while reading the dialogue. Ask students to read the dialogue again and select the topics coveredin the dialogue on page 81. Tell students (in groups) to write their answers on a sheet of paper and hand on after finishing.. and the (3) cut was (4) bleeding badly. Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) ambulance to Quang Trung School. Lan was asked to keep the student (6) awake while waiting for the ambulance.” Answer keys: (1) fell (2) conscious (3) cut (4) bleeding (5) ambulance (6) awake 4/ Select the topics: a) describing the condition of the injured person b) asking for the address c) asking about the condition of the injured person d) asking for advice e) giving first - aid f) arranging for an ambulance g) saying the injured person’s name Answer keys: a) b) c) e) f ) + Post reading: 5/ Role play: Have students in turns play 6) Write it up: the roles to demonstrate the “ Yesterday there was an emergency at ....... ” dialogue. Ask students to write a story using the information from tha dialogue. E/ Homework: Let students to do exercise in their workbook. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 20: Period 56: Unit 9: Lesson 2:. Date: Saturday, December 24th, 2011. A FIRST - AID COURSE. SPEAK Page: 81 - 82 LANGUAGE FOCUS 3 - 4 Page: 87 - 88 A/ Aim: Practice in making and responding to offers, promises and requests. B/ Objective: By the end of the lesson, students will be able to make and respond to requests, offers and promises. C/ Teaching aids: Textbooks, posters, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: Network:.

<span class='text_page_counter'>(117)</span> + Presentation: Ask students questions to elicit the models. Have students repeat 2 or 3 times before writing them on the board. Underline the key words. . Concept checking: Get students to work out the rules for themselves by asking questions. After formulating the model sentences, elicit some more phrases with the same use from students.. + Practice: Ask students to look at the pictures on page 82 and match the situations with the statements.. Situations which requires first - aid Answer keys: have a nose bleed - have a burn - have a cut - have a bee sting I/ Speak: 1/ Set the scene: a) I want you to get me a bandage. How can I say? b) I'd like you to come to my party. How can I say? c) I tell my mother that I'll surely finish my work before bedtime. How can I say? 2/ Model sentences: a) Will you (please) get me a bandage? b) Would you like to come to my party?? c) I promise I'll finish my homework before bedtime. 3/ Structure: a) To make a request: Will Would you (please) + infinitive ( without TO) ? Could Can Responses: + Sure./ + OK./ + All right. - I'm sorry I can't./ - I'm afraid not. b) To make an offer: Will/ Won't you Shall I + infinitive (without TO) ... ? Can I Would you like + TO infinitive ... ? What can I do/ get for you? Can I get you ... ? Responses: + Yes, please./ That would be nice. - No, thank you. c) To make a promise: I promise I'll/ I won't ... I will ... I promise ... I promise to ... Responses: I hope so./ Good./ I'm glad./ Don't forget. 4/ Matching: 1. The girl has a burn on her hand. 2. The girl has a bad fever. 3. The boy has just broken the vase 4. The boy has a headache. 5. The boy has a snake bite..

<span class='text_page_counter'>(118)</span> Identify the situations in the pictures. Model picture a) then get students to repeat. Call on one student to demonstrate picture b) with the teacher.. + Production: Ask students to look at the pictures and dialogues on page 87, 88 and fill in the gaps with the right words. Monitor and correct. Call on some pairs to play the roles in front of the class.. Ask students to make requests, offers or promises.. Answer keys: 1.+ a 2.+ d 3.+ e 4.+ b 5. + c 5/ Picture Drill: Picture a) request - Could you give me a bandage, please? => Sure. Here you are. Picture b) offer/ request - Can I get you some medecine? => Yes, please. Picture c) offer/ request - You are bleeding. What can I do for you? => Can you get me some bandage? Picture d) offer - You must have a fever. Can I get you some medecine? => Yes, please. Picture e) promise - I promise I won't play soccer in the house again. => I hope so. II/ Language Focus 3 - 4: 1) Language Focus 3: a) Nga: Are you hot, Grandma? Mrs Tuyet: Yes. Will you open the window, please, Nga? b) Mrs Tuyet: My book is on the floor. Will you give to me, please? c) Mrs Tuyet: Will you answer the telephone, please? d) Nga: Do you want to listen the radio? Mrs Tuyet: No, thanks. I always watch the news at 7 pm. Will you turn on the TV, please,Nga? e) Mrs Tuyet: I'm thirsty. Will you pour a glass of water for me, please? Nga: Of course. f) Nga: Are you comfortable? Mrs Tuyet: No, I'm not. Will pou get me a cushion, please? 2) Language Focus 4: a) Will you empty the garbage can, please? b) Will you paint the door, please? I will paint the door tomorrow. c) Will you study harder, please?/ I will study harder. d) Will you carry the bag for me, please? Shall I carry the bag for you? e) Will you hang the washing, please? Shall I hang the washing for you ?.

<span class='text_page_counter'>(119)</span> f) Will you cut the grass, please? I will cut the grass for you. E/ Homework: Let students do exercises in the workbook. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 20: Period 57: Unit 9: Lesson 3:. Date: Saturday, December 24th, 2011. A FIRST - AID COURSE. LISTEN Page: 82 LANGUAGE FOCUS 2 Page: 86 A/ Aim: Listening to a paragraph for details about the activities talking placein an emergency room. B/ Objective: By the end of the lesson, students will be able to listen for details. C/ Teaching aids: Textbooks, pictures on page 82, cassette, a chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: Guess from contest: Ask students to look at the What action? picture on page 82 and write Answer keys: (to) drive, wheel, move/ push, out all the verbs describing the weigh, wait, lie, stand, lean actions of the people in it. + Pre listening: I/ Listen: - Bookshut. 1/ Vocabvulary: - Eliciting. - an eye chart [ai t∫ɑ:t]: bảng đo thị lực - Recording. (use the picture) - a parademic: điều dưỡng viên (He takes care of patients but he isn't a doctor nor a nurse.) - a wheelchair ['wi:lt∫eə]: xe lăn (use the picture) - (to) wheel [wi:l]: lăn đẩy (to push a wheelchair) - a stretcher ['stret∫ə]: (cái) cáng (picture) - a crutch/ crutches [krʌt∫]: (cái) nạng (picture) . Check: What and Where. eye chart parademic wheelchair stretcher crutches Ask students to look at the 2/ Matching: picture in their books again Answer keys: and match the letter A, B, C, A + ambulance D, E, F to the correct words in B + wheelchair the box. C + crutches + While listening: D + eye chart Rub out the letters (A, B,.

<span class='text_page_counter'>(120)</span> C, ...) but leave the words. Tell students they are going to listen to a paragraph about the activities taking places in an emergency room which contains the words on the board. Put the words in the table. Have students copy and guess the order of the words. Ask students to listen.and give their answers then correct. Ask students to read the statements carefully and check if they understand the meaning of the statements. Ask students to work in pairs to decide which of the statements. Ask students to listen. Ask students to give their answers and correct.. + Post listening: Ask students to write the story about the activities in the pictures, using the Present Continuous Tense. Ask students to complete the dialogue.. E + scale F + stretcher 3/ Order prediction: You guess. On tape 3 2 6 4 5 1. ambulance wheelchair crutcher eye chart scale stretcher 4/ True - False statements: a) A doctor is wheeling a patient into the emergency room. b) The patient's head a bandaged. c) A nurse is pushing a wheelchair with a patient sitting on it. d) The eye chart consists of 28 letters ranging in the different size. e) The baby's mother is trying to stop the nurse from weighing her baby. Answer keys: a) F b) T c) F d) T e) F a) A parademic is wheeling a patient into the emergency room. c) A nurse is pushing an empty wheelchair . e) The baby's mother is trying to stop her baby from crying. 5/ Listening: Tape transcript: This is the emergency room in a large hospital. A parademic is wheeling a patient on a strtcher into the emergency room where a doctor is waiting to treat the patient. The patient doesn't look well. His head is bandaged and his eyes are closed. A nurse is pushing an empty wheelchair towards the exit. She is probadly taking it to a patient in the ambulance. The eye chart on the wall is used to checkpeople's eyesight. The chart consists of about 28 letters ranging in size from about 5 centimeters in height at the top of the chart to about 1 centimeter at the bottom. A doctor is trying to weigh a crying baby on the scale. The baby's mother is standing nearly. She's trying to stop her child from crying. The crutchers, which are for someone with a broken leg, are leaning against the wall. 6/ Write it up: "This is the emergency room in a large hospital .".

<span class='text_page_counter'>(121)</span> II/ Language Focus 2: Complete the dialogue: Ba: What time (0) will Aunt Mai be here? Mrs Nga: She (1) will be here in two hours. Ba: (2) Will Uncle Sau be with her? Mrs Nga: No, he (3) won't. He has to stay in Ho Chi Minh City. Ba: (4) Shall I come to the airport with you? Mrs Nga: OK. It (5) will be a nice trip for us both. Ba: Great, I (6)'ll be ready in two minutes. E/ Homework: Ask students to rewrite the above story in the Past Tense. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 21: Period 58: Unit 9: Lesson 4:. Date: Saturday, December 31st, 2011. A FIRST - AID COURSE. READ Page: 83 - 84 LANGUAGE FOCUS 1 Page: 86 A/ Aim: Reading for the instructionss about some more situations requiring first - aid. B/ Objective: By the end of the lesson, students will be able to use "in order to" and "so as to" to indicate purposes. C/ Teaching aids: Textbooks, pictures, chart, drawing. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: Bingo: Ask students to give nouns Suggested words: burn, cut, bee sting, snake bite, for emergencies which require faiting, shock, nose bleed, ... first - aid and write them on the board. I/ Read: + Pre reading: 1/ Vocabvulary: - Bookshut. - (to) lie flat [lai flæt]: nằm duỗi thẳng - Eliciting. (mime/ drawing) - Recording. - (to) elevate ['eliveit]: nâng cao (gesture) - (to) lower ['louə]: hạ xuống (gesture) - a victim ['viktim]: nạn nhân (person who needs first -aid) - (to) overheat ['ouvə'hi:t]: sưởi ấm (make something too hot) - tissue damage ['ti∫u: 'dæmidʒ]: mô hư (translation) - (to) ease [i:z]: làm dể chịu.

<span class='text_page_counter'>(122)</span> (translation) . Check: Rub out and Remember. Ask students to think of what to do in these emergency cases. Have students open their books and read the instructions on page 83. Ask students to go the blackboard and add the missing information. + While reading: Ask students to read the statements on page 84 and math the three Leading A, B, C, ... to them. Ask students to read the instructions again and fill in the information. Call on some students to the board to write their answers. Have students copy the grid in their notebooks. Ask the questions to elicit the answer.. 3/ Network: first - aid burn shock fainting - cool the burn with ice - Don't give the victim any food - Let the victim lie down 4/ Matching: a) The victim should not sit or stand. b) Victim cannot drink wine or beer. c) The victim's head should be below the level of the heart. d) You should case the paint with ice or cold water packs. e) The victim should drink a cup of tea when reviving. A. Fainting B. Shock C. Burns Answer keys: A + a, c, e B + b C + d 5/ Grid: Cases Do Don't Fainting - Leave the patient - Don't force lying flat. him/ her to sit - Elevate the or stand. patient's feet, or - Don't let the lower his/ her victim get head below the cold. level of the heart. - Give the victim a cup of tea when he/ she revives. Shock - Don't overheat the victim blankets or coat. - Don't give the victim any food or drink. - Don't give the victim drugs or alcohol. Burns - Cool the burns immediately so as to minimize tissue damage..

<span class='text_page_counter'>(123)</span> + Post reading:. - Put the affected part under a running cold tap. - Ease paint with ice or cold water packs. Cover the burned area with a thick sterile dressing. 6/ Model sentences: A: Why should we cool the burn immediately? B: We should do it so as to minimize the tissue damage. in order to * Form: so as to/ in order to + infinitive without TO ** Meaning: để *** Use: to indicate purposes. II/ Language Focus 1: A B 1) I always keep the a) case the victim's window open pain and anxiety. 2) Mary wrote a notice b) get to the meeting on the board on time. 3) Mr Green got up c) inform her early this morning classmates about the change in 4) My elder brother schedule. studies hard this d) minimize tissue year damage. 5) People use first - aid e) pass the entrance exam to the university. 6) You should cool the f) let fresh air in. burns immediately Answer keys: 1+f 2+c 3+b 4+e 5+a 6+d 1. I always keep the window open in order to let fresh air in. 2. Mary wrote a notive on the board so as to inform her classmates about the change in schedules. 3. Mr Green got up early this morning in order to get to the meeting on time. 4. My elder brother studies hard this year so as to pass the entrance exam to the universary..

<span class='text_page_counter'>(124)</span> 5. People use first - aid in order to ease the victim's pain and anxiety. 6. You should cool the burns immediatelyso as to minimize tissue damage. E/ Homework: Ask students to write the sentences (LF 1) in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 21: Date: Saturday, December 31st, 2011 Period 59: Unit 9: A FIRST - AID COURSE Lesson 5: WRITE Page: 84 A/ Aim: Writing a thank - you note. B/ Objective: By the end of the lesson, students will be able to write a thank - you note. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up:. 1/ Shark Attack: EASE. + Pre writing: - Bookshut. - Eliciting. - Recording.. . Check: Slap the board. . Set the scene: Nga was sick and she had to go to hospital. After she left the hospital, she wrote a thank you note to Hoa. Why and what did she write. Ask students to read the statements and predict. Ask students to read the whole letter and check their prediction. + While writing: Tell students they are going to write a thank - you note to a friend and invite him/ her to go on a picnic with them. Ask some students to answer the questions orally.. 2/ Vocabulary: - (to) thank someone for something: cảm ơn . về .. (example: She thanked me for helping her) - (to) cheer [t∫iə] s.o. up: làm phấn khởi (to make s.o. feel happier) - (to) come over: đến thăm (translation) 3/ True - False statements: a) Nga writes to thank Hoa for some candy. b) Hoa's gift cheered Nga up. c) Nga'd like Hoa to see her at the hospital. d) Nga is very bored now. e) Nga writes the letter at the hospital. Answer keys: a) F b) T c) F d) T e) F a) Nga writes to thank Hoa for some flowres. c) Nga'd like Hoa to see her at her house. e) Nga writes the letter at her house. 4/ Complete the letter: Dear Hoa, Thank you very much for the flowers you (0) sent (send) me while I (1) was (be) in the hospital. They (2) were (be) beautiful and they really (3) helped (help) to cheer me up. I (4) came (come).

<span class='text_page_counter'>(125)</span> Have students practice speaking to each other. Ask students to join the sentences into a paragraph (not put any numbers, eg: 1, 2, 3, ...) to make it a thank - you note. Tell students to write their letters on a sheet of paper to hand in or in their exercise notebooks.. out of the hospital on Monday morning. Now (5) am (be) very bored. Will you come over to my place on the weekend? I'd love to see you. I'll (6) telephone (telephone) you on Friday afternoon. Your friend, Nga. 5/ Questions and answers: - What did your friend give/ send you? - On what occasion? - What was/ were it/ they like? - How did you feel when you received the present? - How do you feel now? - Do you want to invite your friend to somewhere? - If so , then when? - How will you contact your friend? + Post writing: 6/ Write: Divide the class into 4 groups Answer keys: and choose a letter randomly in " Dear ..., each group. I want to thank - you for the lovely flowers you Ask 4 groups to copy 4 sent me while I was in hospital. They helped to chosen letters on posters then cheer me up on several gloomy days because they put them on the board. reminded me of a good friend's thought fulness. Compare the posters and I'm fine now and my family has decided to go on a correct. picnic to my native village next weekend and I Call on some more students can't help remembering you. Will you join us? I to read their letters for the think you say " Yes" to me. Right? I'd love to see class. you then. Give feedback and correct. Your friend." E/ Homework: Ask students to use the same format to write another letter to another friend for another occasion. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 10: RECYCLING I/ Aim: Helping students: - To give and respond to instructions. - To talk about feelings. - To write a set of instructions. II/ Language Focus: 1) Passive forms. 2) Adjectives followed by - an infinitive - a noun clause - Present Simple. - Future Simple. III/ Vocabulary: (to) decompose, (to) recycle, (to) reduce, (to) refill, (to) reuse, (to) protect, (to) contact, natural resource (n), compost (n), deposit (n), fabric (n), fertilizer (n), glassware (n), metal (n), representeative (n),.

<span class='text_page_counter'>(126)</span> IV/ Allocation unit: Lesson 1 Getting Started Listen and Read Lesson 2 Speak Lesson 3 Listen Language Focus 4 Lesson 4 Read Lesson 5 Write Lesson 6 Week 21: Period 60: Unit 10: Lesson 1:. Language Focus 1- 2 - 3. Reading a dialogue for details about how to protect the environment and save nature resources. Practice in giving and respond to instructions. Listening for specific information about making compost. Reading for details about how things are recycled. Write a set of instructions on how to recycle used things. Passive form in Present Simple and Future Simple. Adjective followed by: - a to infinitive; - a noun clause Date: Saturday, December 31st, 2011. RECYCLING. GETTING STARTED Page: 89 LISTEN AND READ Page: 89 - 90 A/ Aim: To give students information about the environment problems. B/ Objective: By the end of the lesson, students will be able to do something to protect the environment and save natural resources. C/ Teaching aids: Textbooks, poster. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting Started (Branstorming): Ask students to think of ways Ways of reduce the amount of garbage to reduce the amount of Possible answers: Use cloth bags, use tree garbage they produce. leaves to wrap things, make garbage into fertilizer, Give feedback. make vegetable matter into animal food, ... II/ Listen and Read: + Pre reading: 1/ Vocabulary: - Bookshut. - a representative [,repri'zentətiv]: người đại diện - Eliciting. (translation) - Recording. - (to) protect [prə'tekt]: bảo vệ - (to) protect (s.o./ s.th.) from (s.o/ s.th.) (to keep s.o./ s.th. safe from danger) - natural resource ['næt∫rəl ri'sɔ:s] (n): tài nguyên thiên nhiên (translation/ explanation: coal mines, oil/ gold/ mineral deposite are …) - (to) recycle [,ri:'saikl]: tái chế (translation/ denfinition: to communicate with someone by telephone or letter ...) . Check: Jumble words. 2/ Jumble words: a) tconatc = contact b) psentreretivea = representative c) ceresoru = resource.

<span class='text_page_counter'>(127)</span> d) ralnatu e) ropttce f) cyrecel. . Set the scene: A representative form Friends of the Earth, Miss Blake, is talking to the students of Quang Trung School. Friends of the Earth shows people how to protect the environment and save natural resources. Ask students to work in pairs to decide if the statements are true or false. + While reading: Ask students to open their books, listen to the tape while reading the dialogue. Call on students to correct the false statements. Ask students to look at the questions on page 90 and work in pairs. Call on some pairs to ask and answer the questions. Give feedback.. + Post reading:. = natural = protect = recycle 3/ True - False statements: a) Friends of the Earth is an organization to help people make friends with each other. b) Miss Blake asks the students to remember 3 things: reduce, reuse, recycle. c) Reduce means buying the products which are overpacked. d) We cannot reuse things like envelopes, glass, plastic bottles, old plastic bags. e) Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all. f) Recycling means not just throwing things away but trying and finding another use for them. Answer keys: a-F b-T c-F d-F e-T f-T a) Friends of the Earth is an organization to help people protect the environment and save natural resources. c) Reduce means not buying the products which are overpacked. d) We can reuse things like envelopes, glass, plastic bottles, old plastic bags. 4/ Comprehension questions: a) What does Miss Blake mean by reduce? => Reduce means not buying products which are overpacked. b) What things can we reuse? => We can reuse things like envelopes, glass, plastic bottles and old plastic bags. c) What does recycle mean? => Recycle means not just throwing things away. Try and find another use for them. d) Where can we look for information on recycling things? => We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends. e) Why Miss Blake tell Lan that we shouldn't use plastic bags at all? ( studnets' answers) => ( Possible answer: We shouldn't use plastic bags because when we throw them away, they could stay very long and could not be sefl destroyed/ self demolished.) 6/ Discussion:.

<span class='text_page_counter'>(128)</span> Ask students to express their How was the recycling? opinions/ ideas on this topic. Write the students' ideas on the board into a list. E/ Homework: Write the questions and full answers in your exercise notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 22: Date: Saturday, January 7th, 2012 Period 61: Unit 10: RECYCLING Lesson 2: SPEAK Page: 90 - 91 A/ Aim: To help students practice in giving and responding to instructions. B/ Objective: By the end of the lesson, students will be able to give and responding to instructions. C/ Teaching aids: Textbooks, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Kim's game: Answer keys: used paper, old newspapers, books, cardbook boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable matter, clothes, shoes, schoolbags, ... + Pre speaking: 2/ Vocabulary: - Bookshut. - fertilizer ['fə:tilaizə] (n): phân bón - Eliciting. (explanation: Farmers often use this thing to - Recording. make their plants or trees grow well. What is it?) - (to) fertilize ['fə:tilaiz]: bón phân - compost ['kɔmpɔst](n): phân xanh (question: What do you call the fertilizer made from spoiled food, leaves, vegetable matter, ...) - fabric ['fæbrik](n): sợi vải (arealia: clothes; What are these clothes made of?) - leather ['leđə](n): da (giày, dép) (question: Our shoes, sandals, are often made of ...? fertilizer, compost, leather, fabric , plastic, glass, metal, paper, cardboard, tin, ...) . Check: Bingo. + While speaking: 3/ Dictation list: Tell students they are going Group Items to listen to the words for items Paper used paper (old newspaper, and put them into the right books, cardboard boxes) groups. Glass (bottle, glasses, jars) Draw the table on the board Plastic (plastic bags, plastic bottle) and ask students to copy it. Metal (food cans, drinking tins).

<span class='text_page_counter'>(129)</span> Tell students to listen to the words and put them in the right columns. Read the words (in the table below) aloud, slowly and jumble them up. After listening, ask students to work in pairs and give their answers. Raed the words again and correct. Elicit the exchanges from students. Have some pairs practice each exchange before going on to another exchange. After finishing the dialogue, ask a good pair to demonstrate the whole dialogue. Ask some pairs to demonstrate the dialogue. Ask students to work in pairs, replacing the information (in brackets) with the words in the dictation list. + Post reading:. Fabric Leather Vegetable matter. clothes (cloth bags, metarial) (shoes, sandals, schoolbags) fruit peels (vegetables, retten, fruits). 4/ Mapped dialogue: Mai - Which group (do clothes) belong to?. Nam - Put (them) in (fabric). - What can we do with (those clothes)? - We can (recycle them and make them into paper or shopping bags). -. Is/ Are (furit vegetable matter)? - That's right.. - What will we do with (it)? - We make (it into compose and fertilize our field). Exchange dialogue: Mai: Which group do clothes belong to? Nam: Put them in fabric. Mai: What can we do with those clothes? Nam: We can recycle them and make them into.

<span class='text_page_counter'>(130)</span> paper or shopping bags. Mai: Is furit vegetable matter? Nam: That's right. Mai: What will we do with it? Nam: We make it into compose and fertilize our field. E/ Homework: Practice the dialogue with your partner, replacing the information. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 22: Period 62: Unit 10: Lesson 3:. Date: Saturday, January 7th, 2012. RECYCLING. LISTEN Page: 91 LANGUAGE FOCUS 4 Page: 97 A/ Aim: Listening for specific information about making compost and practice the purpose. B/ Objective: By the end of the lesson, students will be able to use the structure with adjectives. C/ Teaching aids: Textbooks, poster, cards. D/ Procedure: Teacher’s and Students’ Content activities + Presentation: I/ Language Focus 4: . Set the scene: Nam passed the 1/ Structure: English exam and his a) Model sentence: grandparents are delighted at it. - We are delighted that you passed the English What did they write to him? exam. Elicit the model. b) Form: Get students to copy. S + be + adjective + that / noun clause + Practice: 2/ Matching: Ask students to read the letter 1. relieved (adj) [ri'li:vd] a. xin chúc mừng on page 97 and match the 2. congratulations b. xác nhận lại [kən,grætju'lei∫n] words. Call on some students to go 3. (to) look forward to [luk c. nhẹ nhõm 'fɔ:wəd tu] to the board to draw the lines. d. trông chờ 4. (to) confirm [kən'fə:m] Ask students to copy the Answer keys: vocabulary. 1+c 2+a 3+d 4+b + Production: 3/ Gap fill: Ask students to work in pairs "Dear Nam, to complete the letter using the Your grandfather and I (0) are delighted that you words in the box. passed your English exam. Congratulations! Aunt Get some students to give Mai (1) was happy that you remembered her their answers. birthday last week. She told me you gave her a Give feedback and correct. beautiful scarf. I (2) am relieved that your father is feeling better. Please give her my love We're.

<span class='text_page_counter'>(131)</span> + Pre listening: Ask students to predict the answers in the listen on the page 91. + While listening: Tell students they are going to listen to an expert who gives the instructions to make compost. Ask students to open their books and read the multiple choice questions on page 91. Check if students understand the questions. Play the tape 2 or 3 times, students listen and do the exercise. Have students give their answers and correct.. + Post listening:. looking forward to seeing you in June. However, grandfather (3) is afraid that the day is wrong (4) Are you sure that you're arriving on Saturday 20th? I (5) am certain that there are no trains from Ha Noi on Saturdays. Write soon and confirm you arrived date and time. Love, Grandma." Answer keys: (0) are delighted (1) was happy (2) am relieved (3) is afraid (4) Are ... sure (5) am certain II/ Listen: 1/ Prediction: a) What type of garbage can you put in the compost? A. all vegetable matter B. meat or grain products b) Where is the best place for a compost heap? A. a place that gets no sun B. a place that gets sun and shade c) Should you water the compost? A. Yes B. No d) How long does it take you can use the compost? A. after it rains B. six months Answer keys: a) A b) B c) B d) B 2/ Listening: Tape transcript: a) What type of garbage can you put in the compost? => Today, I'm going to explain how to start a compost heap. First of all you must use only vegetable matter, which includes tea leaves, egg shells - but wash the shells first - and tissues. Don't use any meat or grain products because this attracts rats. b) Where is the best place for a compost heap? => Find a place in your garden that gets a few hours of sunlight each day. Use picks or shovels to turn the compost regularly so it gets plenty of air. c) Should you water the compost? => The compost also needs moisture, but it will get this from condensation. Cover the heap with a sheet of strong plastic if the weather is very wet. d) How long does it take you can use the compost?.

<span class='text_page_counter'>(132)</span> => Keep adding to the pile and after about six months, your compost will be ready to use as fertilizer. E/ Homework: Ask students to finish the exercie on the page 97 in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 22: Date: Saturday, January 7th, 2012 Period 63: Unit 10: RECYCLING Lesson 4: READ Page: 92 - 93 A/ Aim: Reading for details about, how things are recycle. B/ Objective: By the end of the lesson, students will be able to understand the recycling. C/ Teaching aids: Textbooks, pictures, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Wordsquare: Ask students to write their E N V I R O N M E N T answers on a piece of paper N B C G A R B A G E R and hand in when they finish. V E D R D O P P U R E Tell students the group with E J U E Y I L A R S C the most right words is the L U S E D P A P E R Y winner. O S T N O T S E D E C P R O T E C T R U U L E A B R C A I S C S E R E C E E N C A E E K D E E E F G H G I J L Answer keys: environment, garbage, pure, used paper, protect; envelope, dust, green tree, can, plastic, paper; bag, reduce, reuse, recycle, + Pre reading: 2/ Vocabulary: - Bookshut. - a tire ['taiə]: lốp xe - Eliciting. (picture) - Recording. - a pipe [paip]: ống nước (drawing) - a deposit [di'pɔzit] : tiền đặt cọc (translation) - (to) refill ['ri:fil]: làm đầy lại (explanation/ to fill something empty again) - (to) melt [melt] > < (to) freeze [fri:z]: làm chảy, tan > < làm đông đặc . Check: Rub out and Remember. 3/ Pre questions:.

<span class='text_page_counter'>(133)</span> Tell students they are going to read the dialogue a page in a newspaper giving some recycling facts to protect the environment. Write the questions on the board and ask students to guess what they're going to read. Write the students' guesses on the board. + While reading: Ask students to open their books and read the text. Ask students to work in pairs to make a list of recycling facts mentioned in the text. Call on some students to write the information in the grid on the board. Ask students to work individually to answer the questions on page 93. Let students compare their answers with their partners. Call on some students to answer. Give feedback.. a) What do people do with used things? b) What can they make from them? 4/ Grid: Used things Recycling facts Car tires are recycling to make pipes and floor coverings Milk bottle are cleaned and refilled (with milk) Glass is broken up, melted and made into new glassware Drink cans are bought back for recycling Household and is made into compost garden waste 5/ Comprehension questions: a) What do people do with milk bottles? => People cleaned and refilled empty milk bottles. b) What happens to the glass when it is sent to the factories? => The glass is broken up, melted and made into new glassware. c) What did Oregon government do to prevent people from throwing drink cans away? => The Oregon government made a new law that there mustbe a deposit on all drink cans. The deposit is returned when people brings the cans back for recycling. d) What is the compost made from? => Compost is made from household and garden waste. e) If you have a recycling story to share, how can you share it? + Post reading: => If we have a recycling story to share , we can call or fax the magazine at 5265456. 5/ Discussion: E/ Homework: Ask students to write the answers into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 23: Date: Saturday, January 28, 2012 Period 64: Unit 10: RECYCLING Lesson 5: WRITE Page: 93 - 94 A/ Aim: Writing a set of instructions on how to recycle used things. B/ Objective: By the end of the lesson, students will be able to write a set of instructions, using the sequencing. C/ Teaching aids: Textbooks, pictures. D/ Procedure:.

<span class='text_page_counter'>(134)</span> Teacher’s and Students’ activities + Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: Slap the board. . Set the scene: Tell students they are going to read a text about how to recycle used paper. Put the verbs on the board randomly in a flow chart. Ask students to work in groups to guess the order of the actions. Call on about 2 pairs to write their answers on the board. Explain the process of recycling, using mimes or VietNamese and correct. + While reading: Have students to open their books, read the text on page 93 and fill in the verbs. Minitor and correct the exercise in the text book. Ask students to close their books. Write the sequencing on the board and have students to practice speaking first. Call on students to say the sentences from memory. Get students to write the text in brief using the sequencing. Monitor and help students with their work. Call on some students to read their writing for the class. Give feedback and correct.. Content 2/ Vocabulary: - (to) soak [souk]: thấm ướt (explanation: to put s.th. in liquid for a time so that it becomes completely wet.) - (to) mash [mæ∫]: nghiền nát (mine) - a wire mesh [waiə me∫]: tấm lưới sắt (translation) - a bucket ['bʌkit]: thùng, xô (drawing) 3/ Ordering: a) soak b) dry c) pull out d) mix e) press f) mash Answer keys: 1-a 2-f 3-d 4-c 5-e 6-b 4/ Gap fill: First, (0) soak some old newspapers in a bracket of water overnight. Then (1) use a wooden spoon to mash the paper. Next, (2) mix the mashed paper and the water together in another butket. (3) Place a wire mesh in the mixture then pull it out. Then put the mesh with mixture on the cloth and (4) press it down firmly. Take the mesh off the cloth. (5) Wrap some heavy books in a plastic bag and put them on the cloth. (6) Wait about 5 minutes. Finally, put the books away and take the paper out of the cloth to (7) dry in the sunlight. 6/ Recall: - First, .................................................................. - Then, ................................................................. - Next, ................................................................. - After that, .......................................................... - Finally, ............................................................. Answer keys: - First, soak some old newspapers in a bracket overnight. - Then, mash the paper by a wooden spoon. - Next, mix the mashed paper with water. - After that, use a wire mesh to pull the mixture out, put it on the cloth and press it down firmly. - Finally, take the mesh ot of the cloth and dry it in.

<span class='text_page_counter'>(135)</span> the sun. + Post writing: 7/ Ordering pictures: Stick the photocopied a) First, take the used tealeaves from the tea pot. pictures on the board b) Next, scatter the tealeaveson a tray randomly. c) then, dry the tealeaves in the sun. Ask students listen and work d) Finally, put the dry tealeaves in a pot for future in groups to rearrange the use. picutures according to the instructions on how to prepare the tealeaves. Read the instructions aloud. Get students to give their answers and correct. E/ Homework: Write the instructions on how to make a thing you have ever made using the sequencing. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 23: Date: Saturday, January 28, 2012 Period 65: Unit 10: RECYCLING Lesson 6: LANGUAGE FOCUS 1 - 2 - 3 Page: 95 - 96 A/ Aim: Further practice in the Passive and in expressing their feelings using Adjectives. B/ Objective: By the end of the lesson, students will be able to form the Passive in Future Simple and the structures with Adjectives. C/ Teaching aids: Textbooks, cards, posters. D/ Procedure: Teacher’s and Students’ Content activities + Presentation: I/ Language Focus 1: Elicit the model sentences 1/ Model sentence: from students then have a) Model sentence: students repeat. - Car tires are recycled to make pipes and floor Have to copy. coverings. Ask students to read the - Glass is recycled into new glassware. instructions and look at the b) Form: pictures on page 95. S + be + past participle + by Object. Tell them to put the pictures c) Use: in the correct order according It is used when the subject is affected by the to the instructions. action of the verb (Vietnamese can be used for Call on some groups to give weaker students). their answers. - How to change an active sentence to a passive one. Active: S V O Passive: S. BE + PP. by O.

<span class='text_page_counter'>(136)</span> Eg: I My parents + Practice: Ask students to rewrite the sentences (LF 1) in the passive form. Let them compare their writing and ask some students to go to the board and write their sentences.. + Presentation: . Set the scene: Ask students to listen to the situation. A famous inventor, Dr Kim, is going to build a time machine. One of his assistants, Hai, is asking him questions about the invention. He wants to know when Dr Kim will start the project. How can he say the sentence in the Passive? (Use Vietnamese for weaker students.) + Practice: Have students copy down. Show students the questions (prepared on a poster) and ask them to fill in the gaps, using the Passive.. love are loved 2/ Ordering pictures:. my parents. by me.. Answer keys: a+1 b+4 c+3 d+5 e+2 f+6 3/ Rewriting: a) Break the glass into small pieces. => The glass is broken into small pieces. b) Then wash the glass with a detergent liquid. => Then the glass (it) is washed with a detergent liquid. c) Dry the glass pieces completely. => The glass pieces are dried completely. d) Mix them with certain specific chemicals. => They are mixed with certain specific chemicals. e) Melt the mixture until it becomes a liquid. => The mixture is melted until it becomes a liquid. f) Use a long pipe, dip it into the liquid, then blow the liquid into intended shapes. => A long pipe is used. It is dipped into the liquid, then the liquid is blown into intended shapes. II/ Language Focus 2: 1/ Strutures: a) Model sentence: - When will the project be started? b) Use: Pasive Form in the Future Simple c) Form: WILL + BE + Past participle. 2/ Gap fill: a) It (show) will be shown to the public when it is finished. b) Will it (build) be built by the end of the year? c) It (finish) will be finished before Tet. d) Will it (make) be made by you? Answer keys: a) will be showed (shown) b) Will ... be built c) will be finished d) Will ... be made 6/ Interview:.

<span class='text_page_counter'>(137)</span> + Production: Prepare 2 separate large cardboards, one for Dr Kim; one for Hai. Tell students haft of them are going to play the role of Hai to interview Mr Kim, and the others are Mr Kim. . Model: give one of the cardboards to a good student and ask him/ her to demonstrate. Deliver hand - outs (same content as 2 cardboards) to the whole class and ask them to do pairwork. Monitor and correct.. Hai Mr Kim 1. When/ will/ the 1. Very soon. project/ start/ ? 2. Many people/ 2. Yes./ It/ show/ to the want/ see/ time public/ when/ it/ machine/ finish/ 3. Will/ it/ build/ by 3. I'm afraid not./ but/ the end/ year/? it/ finish/ before Tet/ 4. Will/ it/ make/ by 4. No./ I/ need you/ you/ ? build it/ 5. Let's begin/ 5. When can you start? tomorrow/ Answer keys: Hai: When (0) (started) will the project be started, Doctor? Dr Kim: Very soon. Hai: Many people want to see the time machine. Dr Kim: Yes. It (1) (show) will be shown to the public when it is finished. Hai: (2) (build) Will it be built by the end of the year, doctor? Dr Kim: I'm afraid not, but it (3) (finish) will be finished before Tet. Hai: (4) (make) Will it be made by you? Dr Kim: No, I need you to build it. When can you start? Hai: Let's begin tomorrow. II/ LF 3: 1/ Strutures: a) Model sentence: - It is difficult to follow your directions. b) Form: IT + BE + adj. + TO - infinitive. + Presentation: . Set the scene: Ba gives Nam a lot of directions at a time so Nam find it difficult to follow Ba's directions. What does he say to Nam? Have students to copy. 2/ Gap fill: + Practice: Answer keys: Ask students to open their a) Ba: Turn right, then left, then right and then books and complete the left again. dialogue on page 96. Nam: It's (0) difficult to follow your directions. Call on some pairs to Can you start again, please? demonstrate the dialogue and b) Mr Dao: Can you do the exercise, Hoa? correct. Hoa: Yes, Mr Dao. It's (1) easy to understand. c) Lan: In the future, mankind might live on the moon. Nga: Really? It's (2) hard to believe. d) Mrs Thoa: Stop, Tuan! It's (3) dangerous to go near the store..

<span class='text_page_counter'>(138)</span> Tuan: Sorry, Mom. e) Hoa: Should I stir the mixture, Aunt Thanh? Aunt Thanh: No. It's (4) important to wait for five minutes. E/ Homework: Ask students to do exercises in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Full name: ................................................... ENGLISH TEST (3) Score: Class: 8 B Time: 15 minutes Section I: Choose the best answer and underlined words (4ms): 1) He talked softly ..................................................................... wake up his children. A. so as not to B. to not C. as not to D. in order to 2) He always drives carefully ............................................................ cause accedents. A. in order to B. in order not to C. in order to not D. in order 3) He promises he ............................................................. back in about haft an hour. A. is B. be C. will be D. has been 4) - I don't know how to use this computer. => OK, I ................................................. A. am going to help B. am helping C. could help D. will help 5) The girl fell .................................................. her bike and hit her head on the road. A. off B. of C. out D. from 6) It's too cold outside. .................................................? => Sure. I'll do it right now. A. Would you like to shut the window B. Will you shut the window C. Shall I shut the window D. Can I shut the window 7) We were delighted ................................................................. your letter last week. A. get B. getting C. to get D. got 8) Would you like .................................................................................... that for you? A. me doing B. me do C. that I do D. me to do Section II: Complete the second sentence so that it has the similar meaning to the first sentence (3 ms): 1) He catched up with his students. He worked through the summer. (so as to) => ....... 2) Do you want me to empty the backet? => Shall ........................................................? 3) We moved to the front row. We wanted to get a better view. (in order to) => ........... Section III: Fill in the blanks with the appropriate form of the words in parentheses (3ms): 1) Mary is very (conciousness) ......................................................... of those problems. 2) Cover the burn area with a thick sterile (dress) ......................................................... 3) Compost is a wonderful (fertilize) ......................................... . It helps plants grow. Keys 8B: Section I: 1) A. so as not to 2) B. in order not to 3) C. will be 4) D. will help 5) A. off 6) B. Will you shut the window 7) C. to get 8) D. me to do Section II: 1) => He catched up with his students so as to work through the summer. 2) => Shall I empty the backet? 3) => We moved to the front row in order to get a better view. Section III: 1) Mary is very (conciousness) concious of those problems..

<span class='text_page_counter'>(139)</span> 2) Cover the burn area with a thick sterile (dress) dressing 3) Compost is a wonderful (fertilize) fertilizer. It helps plants grow. Full name: ................................................... ENGLISH TEST (3.1) Score: Class: 8 A Time: 15 minutes Section I: Choose the best answer and underlined words (4ms): 1) He talked softly ..................................................................... wake up his children. A. so as not to B. to not C. as not to D. in order to 2) He always drives carefully ............................................................ cause accedents. A. in order to B. in order not to C. in order to not D. in order 3) He promises he ............................................................. back in about haft an hour. A. is B. be C. will be D. has been 4) - I don't know how to use this computer. => OK, I ................................................. A. am going to help B. am helping C. could help D. will help 5) The girl fell .................................................. her bike and hit her head on the road. A. off B. of C. out D. from 6) It's too cold outside. .................................................? => Sure. I'll do it right now. A. Would you like to shut the window B. Will you shut the window C. Shall I shut the window D. Can I shut the window 7) We were delighted ................................................................. your letter last week. A. get B. getting C. to get D. got 8) Would you like .................................................................................... that for you? A. me doing B. me do C. that I do D. me to do Section II: Complete the second sentence so that it has the similar meaning to the first sentence (4 ms): 1) Somebody cleans the room every day. => The room .................................................. 2) I took off my shoes so that I couldn't make any noise. (so as to) => .......................... 3) Mr Robinson teaches us how to speak English fluently. => We ................................. 4) We moved to the front row because we wanted to get a better view. (in order to) => .................................................................................................................................... Section III: Fill in the blanks with the appropriate form of the words in parentheses (2ms): 1) Mary is very (conciousness) ......................................................... of those problems. 2) Cover the burn area with a thick sterile (dress) .......................................................... 3) He (be/ leave) ........................................................ umemployed since he left school. 4) This tree (plant) ........................................................ by my grandfather a week ago. Keys 8A: Section I: 1) A. so as not to 2) B. in order not to 3) C. will be 4) D. will help 5) A. off 6) B. Will you shut the window7) C. to get 8) D. me to do Section II: 1) => The room is cleaned every day. 2) => I took off my shoes so as not to make any noise. 3) => People speak English all over the world. 4) => We moved to the front row in order to get a better view. Section III: 1) Mary is very (conciousness) concious of those problems. 2) Cover the burn area with a thick sterile (dress) dressing. 3) He (be) has been umemployed since he left school..

<span class='text_page_counter'>(140)</span> 4) This tree (plant) was planted by my grandfather a week ago. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 11: TRAVELING AROUND VIET NAM I/ Aim: Helping students: - To express intervest. - To make and respond to formal requests. - To make suggestions. - To complete a narrtive. II/ Language Focus: 1) Making requests with - Would / Do you mind if I ... ? - Would/ Do you mind + infinitive ? 2) -ed and -ing participles. III/ Vocabulary: (to) inport, (to) recognize, (to) sunbathe, accommodation (n), a canoe, corn (n), a crop, departure (n), florist (n), institute (n), limestone (n), stream (n), a sugar cane, tribe (n), a water buffalo, a waterfall, giant (adj), magnificent (adj), IV/ Allocation unit: Lesson 1 Getting Started Reading dialogue fot details about how to express Listen and Read interest. Lesson 2 Speak Practice in making and responding to formal Langage Focus 3 requests using mind. -4 Practice in making and responding to formal requests using mind. Lesson 3 Listen Listening for details about place directions and Langage Focus 1 places of interest. -2 Practice in using -ed and -ing participle. Lesson 4 Read Reading for information about places of interest in Vietnam and making suggestions Lesson 5 Write Complete a narrative. Week 23: Date: Saturday, January 28, 2012 Period 66: Unit 11: TRAVELING AROUND VIET NAM Lesson 1: GETTING STARTED Page: 98 LISTEN AND READ Page: 99 - 100 A/ Aim: Reading for details about how to express interest. B/ Objective: By the end of the lesson, students will be able to use some expressions to express their interest. C/ Teaching aids: Textbooks, posters. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting Started: Ask students to open their Answer keys: books on the page 98 and a) Ngo Mon Gate.

<span class='text_page_counter'>(141)</span> match the name with the b) Nha Rong Harbor pictures. c) The Temple Literature Call on some students to give d) Ha Long Bay their answers. II/ Listen and Read: + Pre reading: 1/ Vocabulary: - Bookshut. - a crop [krɔp] : vụ mùa - Eliciting. (translation/ explanation: something such as - Recording. grain, rice, fruit, ...is grow in one season) - a sugar-cane ['∫ugə'kein] : cây mía (What is used to make sugar?) - a water-buffalo ['wɔ:tə'bʌfəlou] : con trâu (translation) . Check: Bingo. 2/ Pre questions: . Set the scene: Put the chart with the a) Where does Hoa meet The Jones? b) Is it the first The Jones have visited Viet Nam? questions on the board. Check if students understand c) How do they travel to Ha Noi? the questions and have them a d) What do they see along the road to Ha Noi? few minutes to think about the e) What would Tim like to do? Answer keys: questions. Ask students to listen to the a) Hoa meets The Jones at the airport. tape while reading the dialogue b) Yes, it is. c) By taxi. on page 99. d) They see a boy riding a water buffalo, rice + While reading: paddles, corn and sugar cane fields. Have students work in pairs to e) He'd like to take a photo. answer the questions. 3/ True False statements: Call on some pairs to give a) This is the first time Hoa has met Tim's family their answers. (It should be used as a b) Hoa helps Mrs Jones with her luggage. listening task for good c) The Jones family is traveling from the airport in a bus. students, if not, use the text d) Shanon has never seen rice paddles before. books.) Ask students to listen and say e) The car is traveling past farmland. f) Only rice and corn are grown around Ha Noi. out True or False. Read the sentences aloud and Answer keys: a) T b) T c) F d) T e) T f) F wait for students answers. Ask some students to correct c) The Jones family is traveling from the airport in a taxi. the false sentences and have students write their notebooks. f) Not only rice and corn but also sugar canes are grown around Ha Noi. + Post reading: 5/ Discussion: Ask students to read the *) to express interest: dialogue again, discuss with - I'd like you to meet my parents ... them and ask them to pick out - It's nice to meet you ... the sentences containing the - It's great to be in Viet Nam ... situations mentioned below. - I'd like to sit with Tim ... *) to express a request:.

<span class='text_page_counter'>(142)</span> - Would you mind sitting in the front seat ... - Would you mind if I took a photo? E/ Homework: Ask students to practice the dialogue in group of 5. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 24: Period 67: Unit 11: Lesson 2:. Date: Saturday, February 4, 2012. TRAVELING AROUND VIET NAM. SPEAK Page: 100 - 101 LANGUAGE FOCUS 3 - 4 Page: 109 - 110 A/ Aim: To help students practice in making suggestions and using "mind" to make requests. B/ Objective: By the end of the lesson, students will be able to make and respond to formal requests using "mind" and make suggestions. C/ Teaching aids: Textbooks, posters, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Game ( What does it say?): Choose a students and ask Eg: On the board: Yes, I do. him/ her to go to the front of Ss ask: Do you like teacher? ........ class with his/ her back to the Or on the board: Every day. board so that he/ she cannot see Ss ask: How often do you have a shower? ..... what is written on the board. Write the information on the board. Ask the rest of the class try to help the student guess what is written on the board by asking questions until he/ she says out right the word's on the board. + Presentation: 2/ Structures: . Set the scene: Remind a) Model sentences: students of the exchanges 1. A: Would you mind sitting in the front seat of between Hoa and Mr Jones and the taxi? between Hoa and Tim in the B: No problem. last dialogue and elicit the 2. A: Would you mind if I took a photo? sentences from students. B: Not at all. . Concept check: b) Use: To make and respond to formal requests. c) Form: 1. WOULD YOU MIND + V-ing .............. ? DO YOU MIND 2. WOULD YOU MIND IF I + V-ed/ V2 .............. DO YOU MIND IF I + V-s/-es/.

<span class='text_page_counter'>(143)</span> + Practice: Prepare 4 cardboards ưith cues including check (v) and crose (x). Model the first cue 2 or 3 times. Call on 2 or 3 students to repeat it and correct. Go on with the same steps for the second cue. Ask students to work through the rest of the cues: new cue new sentence. + Production: Demonstrate how to put the exchange together, using a good student. Open pairs: Get 3 or 4 pairs to demonstrate the exchanges. Stick all the cardboards on the board. Closed pairs: Get the whole class to practice all the exchanges. Monitor and correct. . Set the scene: You are a tourist on vacation in Ho Chi Minh City. You want to visit a market. This is the conversation between you and the tourist officer. Put the dialogue chart on the board. Elicit the exchanges from students and have them repeat. Open pairs: Ask some paies to demonstrate the dialogue. Closed pairs: Have students open their books and use the. infinitive ......... . Responses: 1. Agreement: - No, I don't mind./ No, of course not./ Not at all./ Please do./ Please go ahead. 2. Dissagreement: - I'm sorry, I can't./ I'm sorry, it's impossible./ I'd prefer you didn't./ I'd rather you didn't. d) Meaning: Xin bạn cảm phiền ........... 3/ Cardboard drill: a) move/ car/ (v) c) get/ coffee/ (x) b) put out/ cigarette/ d) wait/ moment/ (x) (v) a) Would you mind moving your car? => No, of course not. b) Would you mind if I put out cigarette? => No, of course not. c) Do you mind getting coffee? => I'm sorry, I'm too busy right now. d) Do you mind if I wait me a moment? => I'm sorry, I can't. I'm already late for work. 4/ Mapped dialogue: You Tourist officer - Excuse me! - Yes? - I'd like to visit a market. Would you mind suggesting one? - Not at all. How about going to Thai Binh Market? It opens from about 5 am to 8 That sounds pm. interesting. Thank you. - You're welcome. Exchange dialogue: You: Excuse me! Tourist officer: Yes? You: I'd like to visit a market. Would you mind suggesting one? Tourist officer: Not at all. How about going to Thai Binh Market? It opens from about 5 am to 8 pm. You: That sounds interesting. Thank you..

<span class='text_page_counter'>(144)</span> information on page 101 to practice other dialogue. Students in pairs should be assigned to work on dirrerent information each. Monitor and correct.. Tourist officer: You're welcome. II/ Langue Focus 3 - 4: 1/ Language Focus 3: Answer keys: a) Would you mind moving your car? => No, of course not. b) Would you mind if I put out cigarette? => No, of course not. c) Do you mind getting coffee? => I'm sorry, I'm too busy right now. d) Do you mind if I wait me a moment? => I'm sorry, I can't. I'm already late for work. 2/ Language Focus 4: a) Do you mind if I sit down? => Please do. b) Would you mind if I smoked? => I'd rather you didn't. c) Do you mind if I postpone our meeting? => Not at all. d) Do you mind if I turn off the stereo? => I'd rather you didn't. e) Would you mind if I turned on the airconditioner? => Please do. f) Do you mind if I watch TV while eating lunch? => No, of course not. E/ Homework: Choose the information on page 101 and write down 2 complete dialogues, using your own words. Ask students to do their exercises Language Focus 3 - 4 in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 24: Period 68: Unit 11: Lesson 3:. Date: Saturday, February 4, 2012. TRAVELING AROUND VIET NAM. LISTEN Page: 102 LANGUAGE FOCUS 1 - 2 Page: 108 - 109 A/ Aim: Listening for detailsabout the place directions and information about some places of interst in Vietnam. B/ Objective: By the end of the lesson, students will be able to get information from simple tourist advertisements. C/ Teaching aids: Textbooks, cassette pictures. D/ Procedure: Teacher’s and Students’ Content activities.

<span class='text_page_counter'>(145)</span> + Warm up: */ Quiz ( What's this place?): Ask questions and call the a) Da Lat: student who puts his/ her hand 1. It is called the city of Eternal Spring. up first to answer. 2. It has a lot of waterfalls and lakes. Tell students each place 3. You can find the most kinds of flowers here. consists of 3 questions; 3 b) Nha Trang: points for the first question; 2 1. It's a seaside resort. points for the second and 1 2. It has a very big monument of Buddha. point for the third. 3. It has an Oceanic Institute. c) Sa Pa: 1. It is a mountainous resort. 2. It has tribal villages. 3. Sometiomes it has snow. d) Ha Long Bay: 1. It is recognized as a World Heritage Site by UNESSCO. 2. It has a lot of caves. 3. It consists of a lot of islands. + Pre listening: I/ Listen: . Set the scene: The Jones 1/ Prediction: family are going around Ha 2/ Listening: Noi and they are talking about Answer keys: the directions to 5 places in the a) restaurant maps. Listen to them and b) hotel match the places to the correct c) bus station positions on the map. d) pagoda Put the map on the board and e) temple ask students to identify the Tape transcript: places. Tim: Mom, I'm tired. + While listening: Mrs Brown: All right. You go back to the hotel Ask students to listen. and we'll go and look at the pagoda. Play the tape 2 or 3 times. Tim: Okay, but how do I get to the hotel? Tell students to work in pairs Mrs Brown: Let me check the map. Oh, yes. It's to compare their answers. Phong Lan Road, just off the Get students to give their highway. answers and correct. Tim: I remember. See you later. Mrs Brown: Bye. Shanon: I'm hurry, Mom. Mrs Brown: Can you wait until after we've seen the pagoda, Shanon? The restaurant's in Ho Tay Road. It's in the oppsite the direction from the pagoda. Shanon: Please, Mom. I'm starving. Mr Brown: I'll take you to the restaurant and get something to eat, Shanon. We'll let your mother go to the pagoda. Shanon: Thanks, Dad. Perhaps we can get some food at the restaurant and eat it.

<span class='text_page_counter'>(146)</span> + Post listening: Ask students to make and respond to requests. Give feedback.. + Presentation: Ask students to open their books and look at the picture on page 108. . Set the scene: It's time for recess and the people at Quang Trung School are in the school yard. What are they doing? Ask questions and call on students to answer then correct.. Elicit the target language by asking the question below then have students repeat. Have students to copy.. + Practice: Show the cardboards and have students run through the situations again.. beside the river. Mrs Brown: As you are going in the direction of the bus station, can you book seats on tomorrow's bus to Ho Chi Minh City? The bus station is just opposite the tourist information center. Mr Brown: All right. Mrs Brown: I'll see you back at the hotel. Shanon: How are you going to get to the pagoda, Mom? Mrs Brown: I'm going to walk ever the bridge and take the first road on the left. If I have time, I'll also visit an old temple, which is just past the pagoda in the road. Shanon: Bye, Mom. Have a nice time. Mrs Brown: I will, bye. II/ Language Focus 1: 1/ Answer the questions: T: What's Mr Quang doing? S: He's walking up the stairs. T: What's Miss Lien doing? S: She's carrying a bag./ She's talking to Nam. T: What's Nam doing? S: He's standing next to Miss Lien./ He's talking to Miss Lien. T: What's Ba doing? S: He's sitting under the tree./ reading a book. T: What's Lan doing? S: She's standing by the table. T: What are Nga and Hoa doing? S: They are playing chess. 2/ Structure: a) Model sentence: Who is the man walking up the stairs? => The man walking up the stairs is Mr Quang. b) Form: V-ing ( Present participle) c) Use: A present participle ( phrase) can be used as an adjective to quality a noun with active meaning.. 3/ Word cue drill: a) Mr Quang/ walking up the stairs => The man walking up the stairs is Mr Quang. b) Miss LIen/ carrying a bag => The woman carrying a bag is Miss Lien. c) Nam/ standing next to Miss Lien => The boy standing next to Miss Lien is Nam..

<span class='text_page_counter'>(147)</span> + Presentation: Ask students to look at the words in the box and the pictures on page 109 to do the matching.. Ask students to look at the pictures on page 109 again and answer the questions.. Elicit the target language by asking the question below then have students repeat. Get students to copy.. + Practice: Have students to look at their books, listen to the questions and answer. Ask students to work in pairs, asking and answering the questions. Call on some pairs to. d) Ba/ sitting under the tree => The boy sitting under the tree is Ba. e) Lan/ standing by the table => The girl standing by the table is Lan. f) Nga on the right and Hoa on the left/ playing chess => The girls playing chess are Nga on the right and Hoa on the left. III/ Language Focus 2: 1/ Matching: 1. box a. wrap in 2. truck b. dress in 3. lamp c. recycled from 4. doll d. keep in 5. flowers e. make in 6. toys f. paint Answer keys: 1. f 2. c 3. e 4. b 5. a 6. d 2/ Answer the questions: a) Where is the old lamp made in? => China. b) What color is the box painted? => Green. c) What is the truck recycled from? => Aluminum cans. d) What color is the doll dress in ? => Pink. e) What are the the flowers wrapped in? => Yellow paper. f) Where are the toys kept? => In the cardboard box. 3/ Structure: a) Model sentence: - How much is the old lamp made in China? => The old lamp made in China is five dollars. b) Form: V-ed/ V-3 ( Past participle) c) Use: A past participle ( phrase) can be used as an adjective to quality a noun with passive meaning. 4/ Question - Answer Drill: a) the box painted green/ $1 - How much is the box painted green? => The box painted green is one dollar. b) truck made from recycled aluminum cans/ $2 - How much is the truck made from recycled aluminum cans? => The truck made from recycled aluminum cans.

<span class='text_page_counter'>(148)</span> demonstrate for the class.. is two dollars. c) doll dressed in pink/ $2 - How much is the doll dressed in pink? => The doll dressed in pink is two dollars. d) flowers wrapped in yellow paper/ $1 - How much is the flowers wrapped in yellow paper? => The flowers wrapped in yellow paper is one dollar. e) toys kept in a cardboard box/ $10 - How much is the toys kept in a cardboard box? => The toys kept in a cardboard box is ten dollars. + Production: 5/ Gap fill: Ask students to use the right sit - break - live - water - sing form of the verbs in the box to a) The girl living at 50 Tran Hung Dao in my fill in the gaps. friend. b) The garden watered every morning is full of flowers. c) The cat sitting on the table is hers. d) The vase broken yesterday is my father's favorite one. e) The woman singing on the stage is my neighbor. Answer keys: a) living b) watered c) sitting d) broken e) singing E/ Homework: Ask students to do their exercises Language Focus 1 - 2 in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 24: Date: Saturday, February 4, 2012 Period 69: Unit 11: TRAVELING AROUND VIET NAM Lesson 4: READ Page: 102 - 103 - 104 - 105 A/ Aim: Reading for details about the place directions and information about some places of interest in Vietnam. B/ Objective: By the end of the lesson, students will be able to get information from simple tourist advertisements. C/ Teaching aids: Textbooks, posters, pictures. D/ Procedure: Teacher’s and Students’ Content activities.

<span class='text_page_counter'>(149)</span> + Warm up: Put the wordsquare poster on the board and inform the topic. Ask students to find 13 hidden words and write them on a poster of paper. Tell students to find out, the most right words will get 2 points.. + Pre reading: - Bookshut. - Eliciting. - Recording.. 1/ Wordsquare: A D D Y R E S O R T D C A T G B E A C H K N L R Y S A P A E B U A I M K S A P C A H T B V B I P J I` C A V E S L D K I T H L N L A K E C T A M O U N T A I N R D A N H A T R A N G E A G D E F G X C U L Answer keys: resort, beach, Sa Pa, caves, lake, mountain, Nha Trang; Bach Ma, Ha Long, Da Lat, trible, seaside, The Citadel 2/ Vocabulary: - accommodation (n) [ə,kɔmə'dei∫n]: thích nghi ( a place to live, work or stay in) - giant (adj) ['dʒaiənt]: khổng lồ (translation) - trible (n) [traib]: bộ tộc, bộ lạc (translation) - slope [sloup]: dốc, đường dốc, chỗ dốc, độ dốc ( visual) - a jungle ['dʒʌηgl] : rừng nhiệt đới ( a very thick forest) - limestone (n) ['laimstoun] : đá vôi (translation). . Check: Bingo. 3/ Matching ( vocabulary): + While reading: 1. mountain - climbing a. người bán hoa Put the poster on the board, ['mauntin 'klaimiη] and ask students to match the 2. sunbathe ['sʌn'beiđ] b. hàng nhập khẩu words or phrases in column A 3. florist ['flɔrist] c. leo núi to column B. 4. import ['impɔ:t] d. tắm nắng Ask students to go to the Answer keys: board and draw the lines to 1+c 2+d 3+a 4+b conect the words. 4/ Matching ( interest or places): Get students to open their 1. Nha Trang a. tribal villages, mountain books, read the text on page climbing 105 and check (V) the boxes. 2. Da Lat b. The place where President Monitor and correct. Ho Chi Minh left Viet Nam in 1911. 3. Sa Pa c. swimming and sunbathing 4. Ha Long Bay d. Oceanic Institute 5. Nha Rong e. flower gardens Harbor Answer keys:.

<span class='text_page_counter'>(150)</span> + Post reading: Ask students to ask and answer the questions, then write down their notebooks . Give feedback.. 1+d 2+e 3+a 4+c 5+b 5/ Grid: Nha Da Sa Ha Long Trang Lat Pa Bay caves V flight to Ha Noi V hotels V V V local transport V V V V mini - hotels V V mountain - slopes V railway V restaurants sand beaches V tourist attraction V V V V types of food villages V waterfalls V World Heritage V 6/ Answer the questions: a) Where should Andrew go? => He should go to Sa Pa because there are tribal villages there. b) Where should Mary go? => She should go to Nha Trang because there is railway there. c) Where should John go? => He should go to Ho Chi Minh City because there is Nha Rong Harbor there. d) Where should Joanne go? => She should go to Ha Long Bay because there is sand beach there. e) Where should Donna go? => He should go to Da Lat because there are flowers there. E/ Homework: Have students to do exercises in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 25: Date: Saturday, February 11, 2012 Period 70: Unit 11: TRAVELING AROUND VIET NAM Lesson 5: WRITE Page: 105 - 106 - 107 A/ Aim: To help students practice in writing a narrative using a guided composition. B/ Objective: By the end of the lesson, students will be able to know how to write a narrative. C/ Teaching aids: Textbooks, charts, cardboards..

<span class='text_page_counter'>(151)</span> D/ Procedure: Teacher’s and Students’ activities + Warm up: Get students to study the definition of a narrative by a gap fill. Put the missing words in a box on the board and have students to study first (Use Vietnamese). Show the chart and ask students to fill in the gaps with the words in the box. Ask students of each group to go to the board and write the words as fast as possible. Explain the definition in Vietnamese. + Pre listening: - Bookshut. - Eliciting. - Recording.. . Check: Jumble words.. + While listening: . Set the scene: Last week, while on vocation in Da Lat. The Jones family had quite an unforgetable adventure on Xuan Huong Lake. What did they do and what happened to them? Ask students to open their books, read the first part of the. Content 1/ Which word? written - climax - attention - brief - events " A narrative is a sequence of (1) events. These events are usually (2) written in chronological order and often lead to a (3) climax. The first sentence of a narrative should get the reader's (4) attention and the ending should be (5) brief. Answer keys: (1) events ( 2) written (3) climax (4) attention (5) brief. 2/ Vocabulary: - a canoe [kə'nu:] : xuồng (picture/ drawing) - (to) paddle ['pædl] : chèo xuồng (mime) - a paddle: mái chèo (a thing used to paddle) - (to) hire ['haiə]: cho thuê (translation) - (to) overturn ['ouvətə:n] : sự lật đổ, đảo lộn (drawing ) - (to) rescue ['reskju:] : giải thoát, cứu, cứu nguy (definition/ to save somebody's life from danger) a) cusere = rescue b) enaco = canoe c) apdled = paddle d) erhi = hire e) ventuader = adventure f) erovutrn = overturn 3/ Ordering statements: a) The canoe moved up and down the water. b) A boat appeared and rescued them. c) The wind started to blow and the rain became heavier. d) She leaned over and tried to pick it up. e) The family was very lucky. f) The canoe overturned and everyone fell into the deep and dangerous water. g) Shannon dropped her paddle..

<span class='text_page_counter'>(152)</span> story on page 105 and Answer keys: rearrange the sentences on 1. c 2. a 3. g 4. d 5. f 6. b 7. e page 106 to complete the story. 4/ Matching (vocabulery): Call on some pairs to give 1. (to) stumble ['stʌmbl] a) vang lên their answers and correct. Get 2. (to) go off ['gou'ɔ:f] b) nhận ra some students to read the story 3. (to) realize ['riəlaiz] c) trượt chân aloud for the class and correct Answer keys: pronunciation errors. 1.c 2.a 3.b Have students look at the 5/ Ordering pictures: pictures on page 106 and 107 Answer keys: and gues the meaning of the 1. d 2. b 3. e 4.h 5. a 6. f 7. c 8. g new words. Write the vocabulary on the board and ask students to match them. Get students to copy. + Post listening: 6/ Write it up: Ask students to look at the Answer keys: pictures again rearrange the “ Uyen had a day to remember last week. events in the correct d) She had a Math exam on Friday but she got up chronological order to make it late. a story. b) She realized her alarm clock did not go off. Call on some students to give e) As she was leaving home, it started to rain their answwers and correct. heavily. Ask students to use the h) Uyen tried to run as fast as she could. pictures already rearranged and a) Suddenly, she stumbled against a rock and fell the given words to write the (onto the road). story about Uyen. f) Her schoolbag went into a pool ( of water) and Monitor and help students everything got wet. with words or structures while c) Strangly, the rein stopped as she got to her they are writing. classroom. After students finish, call on g) Luckily, Uyen had enough time to finish her some students to read their exam. story aloud for the class. Give feedback and correct. Ask students to notice the Past Simple tense in often used in a narrative. E/ Homework: Get students write the whole story in their notebooks. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Week 25: Date: Saturday, February 11, 2012 Period 71: Unit: REVIEW A/ Aim: Helping students to review with the knowledge of the situations which repaire first - aid, to make and respond to offers, promises and respond, to write a thank – you note, to give and respond to instructions, to talk about.

<span class='text_page_counter'>(153)</span> feelings, to write a set of instructions to express intervest, to make and respond to formal requests, to make suggestions, to complete a narrtive. B/ Language Focus: 1) in order to, so as to 2) Making requests, offers and requests using modal “will”. 3) Further Simple with “ will/ shall”. 4) Passive forms. 5) Adjectives followed by - an infinitive - a noun clause 6) Present Simple. 7) Future Simple. 8) Making requests with - Would / Do you mind if I ... ? - Would/ Do you mind + infinitive ? 9) -ed and -ing participles. C/ Teaching aids: Textbooks. D/ Procedure: I/ in order to, so as to * Form: so as to/ in order to + infinitive without TO ** Meaning: để *** Use: to indicate purposes. II/ Making requests, offers and requests using modal “will”. a) To make a request: Will Would you (please) + infinitive ( without TO) ? Could Can Responses: + Sure./ + OK./ + All right. - I'm sorry I can't./ - I'm afraid not. b) To make an offer: Will/ Won't you Shall I + infinitive (without TO) ... ? Can I Would you like + TO infinitive ... ? What can I do/ get for you? Can I get you ... ? Responses: + Yes, please./ That would be nice. - No, thank you. c) To make a promise: I promise I'll/ I won't ... I will ... I promise ... I promise to ... Responses: I hope so./ Good./ I'm glad./ Don't forget. III/ Further Simple with “will/ shall”. IV/ Passive forms. a) Form: S + be + past participle + by Object..

<span class='text_page_counter'>(154)</span> b) Use: It is used when the subject is affected by the action of the verb (Vietnamese can be used for weaker students). - How to change an active sentence to a passive one. Active: S V O Passive: S Eg: I. BE + PP love. by O my parents.. My parents are loved by me. V/ Adjectives followed by - an infinitive - a noun clause. IT + BE + adj. + TO - infinitive S + be + adjective + that / noun clause VI/ Present Simple. VII/ Future Simple. VIII/ Making requests with. - Would / Do you mind if I ... ? - Would/ Do you mind + infinitive ?. 1. WOULD YOU MIND + V-ing .............. ? DO YOU MIND 2. WOULD YOU MIND IF I + V-ed/ V-2 .............. DO YOU MIND IF I + V-s/-es/ infinitive ......... . Responses: 1. Agreement: - No, I don't mind./ No, of course not./ Not at all./ Please do./ Please go ahead. 2. Dissagreement: - I'm sorry, I can't./ I'm sorry, it's impossible./ I'd prefer you didn't./ I'd rather you didn't. d) Meaning: Xin bạn cảm phiền ........... IX/ -ed and -ing participles. E/ Homework: Ask students to learn by heart. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 25: Period 72:. Date: Saturday, February 11, 2012. THE FIRST MIDDLE TERM ENGLISH TEST Time: 45 minutes A/ Aim: Helping students to review with the knowledge of the situations which repaire first-aid, to make and respond to offers, promises and respond, to write a thank-you note, to give and respond to instructions, to talk about feelings, to write a set of instructions to express intervest, to make and respond to formal requests, to make suggestions, to complete a narrtive. B/ Language Focus: 1) in order to, so as to 2) Making requests, offers and requests using modal “will”. 3) Further Simple with “will/ shall”. 4) Passive forms..

<span class='text_page_counter'>(155)</span> 5) Adjectives followed by - an infinitive - a noun clause 6) Present Simple. 7) Future Simple. 8) Making requests with - Would / Do you mind if I ... ? - Would/ Do you mind + infinitive ? 9) -ed and -ing participles. C/ Teaching aids: Paper test. D/ Procedure: Full name: ............................................................. English Test (3) Score: Class: 8 A Time: 45 minutes Section I: Choose the best answer and underlined words: (2 ms) 1) Could I help you .................................................................................. your luggage? A. with B. of C. on D. to 2) People use first-aid .............................................. ease the victim's pain and anxiety. A. so that B. in order to C. so as not to D. in order that 3) English .......................................................................................... all over the world. A. speak B. speaks C. is spoken D. has spoken 4) They are happy ............................................................. money from recycled things. A. to save B. when save C. when saving D. that saving 5) ........................................................................................................ helps plants grow. A. Plastic B. Tire C. Compost D. Leather 6) Would you mind .............................................................................. in the front seat? A. to sit B. sat C. sit D. sitting 7) The woman ............................................................. a brown handbag is Minh's aunt. A. holds B. holding C. is holding D. was holding 8) The lamp ............................................................................... in Japan is fifty dollars. A. makes B. was made C. is made D. made Section II: Turn into the passive voice: (1 ms) 1) Our father often takes us to the zoo at weekends. => ................................................. 2) Nga wrote a letter to her pen pal yesterday. => .......................................................... Section III: Supply the correct verb form: (2 ms) 1) The girls (play) ............................................................. badminton are Lan and Hoa. 2) Would you mind if I (ask) ......................................................... you some questions? 3) Would you like to go to the movie with me tonight? => Thanks, I'd love to. What time (the film/ begin) .....................................................................................................? 4) Tom loves playing soccer but he (not like) .............................................. swimming. Section IV: Use the cues given to complete the following sentences: (2 ms) 1) Old lamp/ make/ China/ 5 dollars/. => ........................................................................ 2) Minh/ morning exercises/ so as/ healthy/. => ............................................................. 3) Old car tires/ recycle/ make/ shoes/ sandals/. => ........................................................ 4) Do/ mind/ turn/ television/? => .................................................................................? Section V: There is one error in each sentence. Find and corect it: (1 m) 2) I promise I give it for you tomorrow. => .................................................................... 3) The ambulance will there for about ten minutes. => .................................................. Section VI: Read the following passage. Then answer the questions below: (2 ms) Ha Long - Bay of the Descending Dragon - is popular with both Vietnamese and international tourists. One of the attractions of Ha Long is the Bay's calm water with.

<span class='text_page_counter'>(156)</span> limestone mountains. The Bay's water is clear during the spring and early summer. Upon (trong lúc) arriving in Ha Long City, visitors can go along Chay Beach. From the beach, they can hire (thuê) a boat and go out the Bay. It is here that the visitors can find some of Southeast Asia's most beautiful sites. Dau Go Cave is one of the most beautiful caves of Ha Long. It was the cave in which General Tran Hung Dao hid (giấu) wooden stakes (cọc) to beat (chống giặc) the Mongols on Bach Dang River in 1288. Questions: 1) Who(m) is Ha Long popular with? => ........................................................................ 2) What can visitors do when they arrive in Ha Long City? => ...................................... 3) Is Dau Go Cave one of the most beautiful caves at Ha Long or not? => .................... 4) Where did General Tran Hung Dao hide wooden stakes to beat the Mongols on Bach Dang River in 1288? => ......................................................................................... Full name: ............................................................. English Test (3) Score: Class: 8 B Time: 45 minutes Section 1: Choose the best answer and underlined words: (4 ms) 1) Henry is studying hard ................................................................ pass the next exam. A. in order to B. so as to C. to D. All the correct 2) - Oh! Another broken cup of tea! => I'm sorry! I promise I .................................. . A. will be B. being C. am going D. would be 3) .............................................................................. the victim with blankets or coats. A. Not overheat B. Not to overheat C. Don't overheat D. Don't to overheat 4) The girl fell ................................................... her bike and hit her head on the road. A. of B. off C. out D. from 5) English .......................................................................................... all over the world. A. speak B. speaks C. is spoken D. has spoken 6) They are happy ............................................................. money from recycled things. A. to save B. when save C. when saving D. that saving 7) Mike was too anxious .................................................................. for the exam result. A. wait B. waited C. to be wait ed D. to wait 8) ...................................................................................................... helps plants grow. A. Tire B. Compost C. Plastic D. Leather Section 2: Change these sentences into the passive voice: (2 ms) 1) Somebody cleans the room every day. => .................................................................. 2) People play footbal all over the world. => .................................................................. Section 3: Supply the correct verb form: (2 ms) 1) The girls (play) ............................................................. badminton are Lan and Hoa. 2) Would you mind if I (ask) ......................................................... you some questions? Section 4: Use the cues given to complete the following sentences: (2 ms) 1) Old lamp/ make/ China/ 5 dollars/. => ........................................................................ 2) Minh/ morning exercises/ so as/ healthy/. => ............................................................. Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) My name is Liz. I come from China. I am a student, a university student. I am 18 years old. I am studying English as a foreign language. English is important to me because I will need it for my job in the future. I began learning English when I was very young - at the age of eight. I think that my biggest problem is listening. People.

<span class='text_page_counter'>(157)</span> speak very quicky, so, I can't understant them. English is really hard for me to learn, but I like it. I want to be a teacher of English, or I hope to become a singer one day because I love English songs very much. Questions: 1) Why is English important for her? => ......................................................................... 2) What does Liz want to be? => ..................................................................................... Unit 12: A VACATION ABROAD I/ Aim: Helping students: - To make plans. - To make, accept and decline invitations. - To ask and answer questions about the ưeather. - To ửite a postcard. II/ Language Focus: 1) The Past Progressive tense. 2) The Past Progressive with When and While. 3) The Present Progressive with "always". III/ Vocabulary: (to) bother, (to) carve, (to) include, (to) pick up, (to) pour, (to) come over, a brochure, a gallery, an itinerary, lava (n), a prison, sightseeing (n), valley (n), wharf (n), a volcano, overhead (adj) IV/ Allocation unit: Lesson 1 Getting Started Reading for details about making, accepting and Listen and Read declining invitation. Langage Focus 3 Practice in past progressive with "always". Lesson 2 Speak Practice in making plans. Lesson 3 Listen Listening for information about the weather. Langage Focus 1 Practice in past progressive with When and While. -2 Lesson 4 Read Reading for information about places of interest in the world. Lesson 5 Write Practice in writing a postcard. Week 26: Date: Saturday, February 18, 2012 Period 73: Unit 12: A VACATION ABROAD Lesson 1: GETTING STARTED Page: 111 LISTEN AND READ Page: 112 - 113 LANGUAGE FOCUS 3 Page: 120 A/ Aim: Reading for details about making plans for a vacation abroad. Practice in past progressive with "always". B/ Objective: By the end of the lesson, students will be aware of how to make, accept and decline invitationsand practice in Present Progressive Tense with "always". C/ Teaching aids: Textbooks, pictures, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting started:.

<span class='text_page_counter'>(158)</span> Ask students to match the Matching the name of the countries in the box name of the countries with with appropriate pictures/ flags. pictures/ flags. Answer keys: a) The United Startes of America b) Australia c) Thailand d) Britain e) Canada f) Japan II/ Listen and Read: + Pre reading: 1/ Vocabulary: - Bookshut. - (to) include [in'klu:d] : bao gồm - Eliciting. (translation) - Recording. - (to) come over [kʌm 'ouvə] : mời đến (explanation/ to come to someone's house to visit for a short time) - ( to) pick (someone up) [pik ʌp] : đón, rước (explanation/ to come and get someone in your car to drive him/ her to a place) - abroad [ə'brɔ:d] (adv): ở nước ngoài = in a foreign country => (to) be/ go/ travel/ live abroad . Check: Remember.. Rub. out. and. . Set the scene: Mrs Quyen is going to the Usa for a vocation. She is ringing her friend, Mrs Smith, to tell her about the trip. + While reading: Ask students to work in pairss to decide if the statements are true or false. Get students to give their answers and write them on the board. Have students open their books, listen to the tape while reading the dialogue on page 112. Call on some students to correct the false statements. Draw the grid on the board and have students copy it. Ask students to open their books and read the dialogue. Ask students to work in pairs to complete Mrs Quyen's. 2/ True - False statements: a) Mrs Quyen is calling Mrs Smith from the airport in San Francisco. b) Mrs Smith invites Mrs Quyen and her husband to stay with her while they are in town. c) Mrs Quyen doesn't accept Mrs Smith's invitation because she wants to stay with a VietNamese friend of hers. d) Mrs Quyen and her husband will be in the USA for three days. e) Mrs Quyen and her husband will come over to Mrs Smith's place for dinner on night. f) Mr Thanh; Mrs Quyen's husband, goes abroad for a business meeting. Answer keys: a) F b) T c) F d) T e) F f) T a) Mrs Quyen is calling Mrs Smith from the airport in Ha Noi. c) Mrs Quyen doesn't accept Mrs Smith's invitation because her accommodation is included in her ticket price. e) Only Mrs Quyen will come over to Mrs Smith's place for dinner on night. 3/ Grid: Date Mon 25 Tue 26 Wed 27 Thur 28.

<span class='text_page_counter'>(159)</span> schedule with the information taken from the dialogue. Call on some students to go to the board to write the infromation in the grid on the board. Ask students to look at their books and answer the questions on page 113. Let students compare their answers with their partner. Call on some students to answer. Give feedback and correct.. Schedule Coming Going to San out Francisco. Having Leaving dinner San with the Francisco Smiths 4/ Answer the questions: a) Will Mrs Quyen and her husband stay at Mrs Smith's house? Why? Why not? => No, they won't. Because they are coming on a tour and their accommodation is included in the ticket price, so they will stay at the hotel. b) Will Mrs Quyen's husband have dinner with the Smiths? Why (not)? => No, he won't. Because he will have a business meeting in the evening that day. c) How will Mrs Quyen go to Mrs Smith's house? => Mrs Smith will pick her up at the hotel. III/ Language Focus 3: 1) Structure: a) Model sentence: - Bao is always forgetting his homework. b) Form: S + BE (am/ is are) + ALWAYS +V-ing ...... c) Use: to express a complaint 2) Practice: a) Bao is always forgetting his homework. b) Mrs Nga is always losing her umbrella. c) They (Mr and Mrs Thanh) are always missing the bus. d) Nam is always watching TV. e) Na is always talking on the phone. f) Liem is always going out.. + Post reading: . Set the scene: Elicit the model from students, using VietNamese. Have students repeat and write the sentence on the board. Ask students to look at the pictures. Model the first picture and have students repeat. Ask students to work through the rest of the pictures. Call on some students to go to the board to write the statements. E/ Homework: Ask students to do exercise LF 3 in their notebooks. .......................................................................................................................................... .......................................................................................................................................... ........................................................................................................................................... Week 26: Date: Saturday, February 18, 2012 Period 74: Unit 12: A VACATION ABROAD Lesson 2: SPEAK Page: 113 - 114 A/ Aim: To get students to practice in making plans using tourist brochures and flight information. B/ Objective: By the end of the lesson, students will be able to talk about their plans for a trip abroad. C/ Teaching aids: Textbooks. D/ Procedure:.

<span class='text_page_counter'>(160)</span> Teacher’s and Students’ Content activities + Warm up: 1/ Quiz: Tell students the student who a) What's the end of everything? => Letter g. can answer the question will b) What word starts with T, ends with T, and is full get 1 or 2 good marks. of T? => Teapot; Pot => full of tea c) What's the middle of New York City? => York. d) Which river in America has 4 eyes? => Mississippi ; Four eyes => hononym + Presentaion: 2/ Vocabulary: - Bookshut. - an itinerary [ai'tinərəri; i'tinərəri] : lộ trình - Eliciting. (explanation/ translation/ a plan for a journey - Recording. including the route and the places you visit.) - a gallery ['gæləri] : phòng trưng bày tranh (situation/ I go to this place to see works of arts to be shown. What's it in English?) - a flight [flait] = a journey made by plane: chuyến bay - via ['vaiə] (prep) = through a place: băng qua - faclities [fə'siliti] (n): phương tiện, tiện nghi (translation) - a brochure ['brou∫ə] : tập quảng cáo (realia/ => travel brochure) . Check: Slap the board. Ask students to read the 3/ Complete itinerary: dialogue on page 113 then Depart Los Angeles: Flioght 835 at 10:00 on complete itinerary. Mon. + Practice: Arrive Boston: At 4:00. . Set the scene: These people Acommodation: Atlantic Hotel. are making a plan for their trip Sightseeing: Boston University, Museum and from Los Angeles to Boston. art galleries. Let's do it with them. Depart Boston: Flight 710 at 10:00 on Put the mapped dialogue Thursday, 22. chart on the board. 4/ Mapped dialogue: Elicit the exchanges from Nam Lan students. - Where ... stay? Have some pairs practice - The Revere Hotel ... each exchange before going on expensive, but ... gym. to another exchange. - Where ... After finishing the dialogue, visit? - I think we should ... Havard ask a good pair to demonstrate Medical School, the the whole dialogue. Museum and Arts Gallery. Ask some pairs to demonstrate dialogue. - What time ... Ask students to work in Los Angeles? - There's ... at 10 am, ... ? pairs, replacing the information Exchange: using the tables. Nam: Where shall we stay? Monitor and correct. Lan: The Revere Hotel is expensive, but it has a.

<span class='text_page_counter'>(161)</span> gym. Nam: Where should we visit? Lan: I think we should visit Havard Medical School, the Museum and Arts Gallery. Nam: What time should we leave Los Angeles? Lan: There's a daily flight at 10 am, would that be OK ? 5/ Transformation: + Production: Depart Quang Ngai: ............................................. Ask students to make a plan Arrive Ho Chi Minh City: .................................. for their coming summer Acommodation: ................................................... holiday by filling the Sightseeing: ......................................................... information in their itinerary. Depart Ho Chi Minh City: ................................... Call on some pairs to demonstrate their plans for the class. Give feedback and correct. E/ Homework: Ask students to write your itinerary in their notebooks. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................... Week 26: Period 75: Unit 12: Lesson 3:. Date: Saturday, February 18, 2012. A VACATION ABROAD. LISTEN Page: 115 LANGUAGE FOCUS 1 - 2 Page: 119 - 120 A/ Aim: Listening for information about the weather. B/ Objective: By the end of the lesson, students will be able to practice in listening to the weather forecast for information about the weather in big cities in the world. C/ Teaching aids: Textbooks, chart, cassatte. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Listen: + Pre listening: 1/ Chain game: Write the topic on the board. Yesterday, I went shopping and bought a lot of Ask students to find the things. words related to the topic. 2/ Brainstorm: Collect students' words and Words related to the weather forcast write them on the board. Answer keys: Ask students some questions cloudy, cool, cold, warm, hot, dry, fine, humid, to lead the lesson. rainy, snowy, sunny, wet, windy, stormy, degree, + While listening: minus, Centigrade, ...... Put the gap fill table on the 3/ Chatting: board. Suggesstions:.

<span class='text_page_counter'>(162)</span> Have students copy in their notebooks. Tell students are going to listen the weather forecast about the cities in the table and have to fill in the gaps with the information they hear. Tell students to work in pairs to conmpare their answers. Get students to give their answers and correct. Have students copy the answer.. + Post listening: Have students ask and answer the questions about the weather and temperature using the information in the table. Model, using a good student. Write the exchanges on the. a) Have you ever listened to the weather forecast on TV or on the radio? b) What does it often tell you about? => ( weather and temperature). c) Do you think it's necessary to listen to the weather forecast? Why/ Why not? d) What do you know about the high and the low temperaturet? => (It refers to the lowest and highest temperautre degrees in a day.) 4/ Gap fill: City Weather Temperaute Low High 1. Sydney dry; windy 20 26 2. Tokyo dry; windy 15 22 3. London humid; -3 7 cold 4. Bangkok warm; dry 24 32 5. New windy; 8 15 York cloudy 6. Paris cool; dry 10 16 Tape transcript: "And here is today's weather forcast for the international traveler. 1. Let's start with Sydney. It will be a dry in Sydney today, and windy. For the temperature, the low will be twenty and the high will be twenty-six degrees. 2. Tokyo will be dry and windy, with a low of fifteen and a high of twenty-two. 3. London is going to have a humid day. It will be very cold with a low of minus three and a high of seven. 4. Bangkok will be warm and dry, with a low of twenty-four degrees centigrade and a high of twenty-two. 5. New york is going to have a windy day. It will be clowdy with a low of eight and a high of fiftee. 6. In Paris, it will be cool and dry today. The low will be ten degrees and the high will be sixteen." 5/ Role play: Exchange: A: What's the weather like in Sydney today? B: It will be dry and windy. A: How about the temperautre? B: The low will be 20 and the high 26 degrees..

<span class='text_page_counter'>(163)</span> board. Open pairs. Ask a pair to demonstrate the exchanges. Close pairs. Have the whole class practice speaking, using the information in the table. Monitor and correct. Call on some pairs to demonstrate the exchanges before the class. + Presentation: Ask students to look at the pictures on page 119. Tell students to listen and number the pictures. Read the words aloud. Call on some students to give their anwers. Give feedback and correct. . Set the scene: (Look at the picture a)! What was ba doing at 8 o'clock last night?" Elicit the answer from students, got students to repair and write the sentence on the board. Continue to picture f) with the same steps. - "What were Lan and her Grandma doing at that time?" + Practice: Show the cardboards and go throgh the verbs. Model the first sentence and have students repeat. Ask the whole class work through the rest of the cues. Call on some students to go to the board and write the sentence.. II/ Language Focus 1: 1/ Ordering pictures: 1. walk with a dog 2. eat dinner 3. take a shower 4. talk a Grandma 5. read a comic 6. write a letter Answer keys: a.3 b.2 c.5 d.6 e.1 f.4 2/ Structure: a) Model sentence: - Ba was talking a shower at 8 o'clock last night. - They were talking to each other at that time. b) Form: (Past progressive tense) Was/ were V-ing c) Use: to indicate an action that was in progress at a point of time in the past.. 3/ Word cue drill: a) Hoa/ eat dinner => Hoa was eating dinner at 8 o'clock last night. b) Bao/ read a comic => Bao was reading a comic at 8 o'clock last night. c) Nga/ write a letter => Nga was writing a letter at 8 o'clock last night. d) Na/ walk with her dog => Na was walking with her dog at 8 o'clock last night. e) Lan / talk to her grandmother => Lan was talking to her grandmother at 8 + Presentation: o'clock last night. Ask students to look at the III/ Language Focus 2: pictures on page 119. 1/ Matching:.

<span class='text_page_counter'>(164)</span> Call on some students to give their anwers. Elicit model sentence by asking the questions. - What was the Le family doing when the mailman came? - What happened while Nga was eating? Get students to coppy.. Answer keys: a.C b.F c.E d.B e.D f.A 2/ Structure: a) Model sentence: - The Le family was sleeping when the mailman came. - The phone rang while Hoa was eating. b) Form: (Past progressive tense) Past When Past Simple Progressive Past Simple While Past Progressive c) Use: Sequence of tense: An action was taking + Practice: place in the past when another action took place. Put the photocopied pictures 3/ Picture drill: on the board in the order of the a) Hoa/ eating/ the phone/ ring word cues. => While Hoa was eating, the phone rang. Model the first sentence and b) Nam/ win the race/ the crowd/ cheer have students repeat. => When Nam won the race, the crowd was Ask students to work cheering. through the rest of the cues. c) Mrs Thoa/ cook/ Tuan/ arrive home => Mrs Thoa was cooking when Tuan arrived home. d) Lan/ arrive at school/ the school drum/ sound => When Lan arrived at school, the school drum was sounding. e) It/ rain/ the plane/ get to Ha Noi => It was raining when the plane got to Ha Noi. E/ Homework: Ask students to write, using the information in the table to write a weather report. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 27: Date: Saturday, February 25, 2012 Period 76: Unit 12: A VACATION ABROAD Lesson 4: READ Page: 116 - upload.123doc.net A/ Aim: Reading for information about the places of the intersest in the world. B/ Objective: By the end of the lesson, students will be able to obtain some knowledge about some scenic sports in the USA. C/ Teaching aids: Textbooks, postcards, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Palmanism: cloudy humidily humid warm windy dry.

<span class='text_page_counter'>(165)</span> warmth wind. Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: Ordering. Write the vocabulary on the board randomly. Have students copy the words into their exercise notebooks. Read the paragraph aloud. Get students to compare their answers with their partners. Ask students to give their answers and read the text again to correct. + While reading: Draw the grid on the board. Ask students to copy the grid in their notebooks. Ask students to read the postcards from Mrs Quyen to her children and fill in the gaps with the information taken from them. Call on some students to go to the board and write the information in the grid on the board. Give feedback and coerrect.. dryness cloud coolness 2/ Vocabulary: - a volcano [vɔl'keinou] : núi lửa (picture/ drawing) - lava ['lɑ:və] (n): dung nham ( picture/ drawing) - (to) pour out [pɔ: aut]: chảy tràn ( picture/ drawing) - (to) carve [kɑ:v]: khắc, tạc (mimi/ explanation) - (to) be situated [bi: 'sitjueitid] : bên cạnh (translation) - overhead ['ouvəhed] (adv): ở phía trên 3/ Ordering: " Mrs Quyen and her husband visited many places of interest in the USA while they were there. First they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu. There they could see the lava pouring out of the Kilawea Volcano when they flew oeverhead. They also saw the heads of four American Presidents carved into the rock of Mount Rushmore..." Answer keys: volcano(6) overhead(7) Island(3) lava(4) went swimming(1) pouring out(5) carved(8) situated (2) 4/ Grid: Place What she did and saw a. Hawaii went swimming, visited Kilawea Volcano b. New York went shopping, bought lots of souvernirs c. Chicago saw Lake Michigan d. Mount saw the heads of 4 American Rushmore Presidents e. San Francisco visited Fisherman's wharf, the Napa Valley winogrowing area and the Alcatraz Prison 5/ Comprehension questions: a) How did Mrs Quyen go to Kilawea Volcano? => She went there by plane. b) Where in San Francisco did Mrs Quyen see the famous prison? => She saw the famous prison on the island of Alcatraz. c) What is special about Mount Rushmore?.

<span class='text_page_counter'>(166)</span> => It is the mount where the heads of four American Presidents are carved into the rock, and it can be seen from more than 100 kms away. d) What is the other name of Chicago? => It is also called "The windy City". e) What did Mrs Quyen do while her husband was visiting the Statue of Librety? + Post reading: => She went shopping. Ask stusents to look at the 6/ Write it up: questions on page a) Mrs Quyen/ go/ Kilawea Volcano/ plane. upload.123doc.net and answer => Mr Quyen went to kilawea Volcano by plane. the questions. b) In San Francisco/ Mrs Quyen/ see/ famous Tell them to comparte their prison/ of Alcatraz. answers with their partners. => In San Francisco, she saw the famous prison Call on some pairs to give on the island of Alcatraz. their answers and give c) The mount Rushmore/ where/ heads of four feedback. American Presidents/ carve/ into/ rock/ and it/ see/ from/ 100 kms away. => It is the mount where the heads of four American Presidents are carved into the rock, and it can be seen from more than 100 kms away. d) Chicago/ also/ call/ "The windy City". => It is also called "The windy City". e) Mrs Quyen/ go shop/ while/ her husband/ visite/ Statue of Librety. => She went shopping while her husband was visiting the Statue of Librety. E/ Homework: Write the answers into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 27: Date: Saturday, February 25, 2012 Period 77: Unit 12: A VACATION ABROAD Lesson 4: WRITE Page: upload.123doc.net A/ Aim: To get students to practice in writing a postcard. B/ Objective: By the end of the lesson, students will be able to write postcadr to their friends about their trip. C/ Teaching aids: Textbooks, chart, drawing. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Wordsquare: Write the numbers on the 1. Where did Mrs Quyen and her husband spend.

<span class='text_page_counter'>(167)</span> board. Tell students each number is for a question but 4 of them are lucky numbers. For a lucky number, students will get 2 points. Ask students to answer briefly.. + Pre writing: . Set the scene: From the USA, Mrs Quyen sent a postcard to her friend Sally to tell her about the trip. Ask students to look at the postcard on page upload.123doc.net and complete the gaps with the appropiate words. Call on some students to go to the board and write the words they guess. Give feedback. Write the topic on the board. Ask students to look at part 2 on page upload.123doc.net. Go through the instructions by using questions. Draw on the grid the board. Let students copy the grid. Ask students to read the postcard again and fill in the gaps with the sentences showing the information on the left. Call on some students to go to the board and write their answers in the grid.. their holiday? => In the USA. 2. Lucky number. 3. What did they see on Mount Rushmore? => The heads of 4 American Presidents carved into the rock. 4. Who did they visit when they were in the USA? => The Smiths. 5. Lucky number. 6. What did Mrs Quyen do while her husband was visiting the Statue of Libety? => She went shopping. 7. Lucky number. 8. What did Mrs Quyen buy? => Lots of souvernirs. 9. What did she send to her children from the USA? => Postcards. 10. Lucky number. 2/ Gap fill: Dear Sally, We are having a wornderful time (1) ...... the USA. The (2) ...... are friendly and the (3) ...... has been warm and sunny. In San Francisco, I (4) ...... my friend, Sandra and (5) ...... family. It was (6) ...... to see them. I (7) ....... lots of souvernirs (8) ........ the childen. Thanh is always complainting about the (9) ......... of my suicase. See you (10) ...... . Love, Quyen. Answer keys: 1. in 2. people 3. weather 4. visited 5. her 6. nice/ lovely 7. bought 8. for 9. heaviness 10. soon 3/ Grid: Place We are having a wonderful time in the USA How you feel The people are friendly about the people Weather The weather has been warm and sunny Who you meet/ In San Francisco,visited visit friends- Sansra Smith What you buy Bought lots of souvernirs 4/ Writing: Dear Sally,.

<span class='text_page_counter'>(168)</span> Give feedback and correct. We are having a wornderful time in the USA. Ask students to write the grid The people are friendly and the weather has been in their notebooks. warm and sunny. + While writing: In San Francisco, I visited my friend, Sandra . Set the scene: Imagine you and her family. It was lovely/ nice to see them. are a tourist on vocation in a I bought lots of souvernirs for the childen. certain place/city in Vietnam. Thanh is always complainting about the heaviness Write a postcard to a friend of my suicase. about your trip, using the See you soon . information in the grid. Love, Tell students to write the Quyen." postcard on the piece of paper. Monitor and assist students with their writing. 5/ Exhibition: + Post reading: Call on some students to the front of the class and ask them to read their postcards to the whole class. Give feedback and correct. E/ Homework: Write your postcard into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 27: Period 78:. Date: Saturday, February 25, 2012. THE FIRST MIDDLE TERM ENGLISH TEST Time: 45 minutes A/ Aim: Helping students to review with the knowledge of the situations which repaire first-aid, to make and respond to offers, promises and respond, to write a thank-you note, to give and respond to instructions, to talk about feelings, to write a set of instructions to express intervest, to make and respond to formal requests, to make suggestions, to complete a narrtive. B/ Language Focus: 1) in order to, so as to 2) Making requests, offers and requests using modal “will”. 3) Further Simple with “will/ shall”. 4) Passive forms. 5) Adjectives followed by - an infinitive - a noun clause 6) Present Simple. 7) Future Simple. 8) Making requests with - Would / Do you mind if I ... ? - Would/ Do you mind + infinitive ? 9) -ed and -ing participles. C/ Teaching aids: Paper test. D/ Procedure:.

<span class='text_page_counter'>(169)</span> Keys 8A: Section I: Choose the best answer and underlined words: (2 ms) 1) A. with 2) B. in order to 3) C. is spoken 4) A. to save 5) C. Compost 6) D. sitting 7) B. holding 8) D. made Section II: Turn into the passive voice: (1 ms) 1) => We are often taken to the zoo by our father at weekend. 2) => A letter was written to Nga's pen pal (by her) yesterday. Section III: Supply the correct verb form: (2 ms) 1) The girls (play) playing badminton are Lan and Hoa. 2) Would you mind if I (ask) asked you some questions? 3) Would you like to go to the movie with me tonight? => Thanks, I'd love to. What time (the film/ begin) does the film begin? 4) Tom loves playing soccer but he (not like) doesn't like swimming. Section IV: Use the cues given to complete the following sentences: (2 ms) 1) => The old lamp made in China is five dollars. 2) => Minh does morning exercise so as to be healthy. 3) => Old car tires are recycled to make shoes and sandals. 4) => Do you mind turning on (off) the television? Section V: There is one error in each sentence. Find and corect it: (1 m) 2) => I promise I'll give it to you tomorrow. 3) => The ambulance will be there in about ten minutes. Section VI: Read the following passage. Then answer the questions below: (2 ms) 1) => Ha Long Bay is popular with VietNamese and international tourists. 2) => They can go along Chay Beach, from the beach, they can hire a beat and go out to the Bay, where they can find some of Southeast Asia's most beautiful sites. 3) => Dau Go Cave is one of the most beautiful caves at Ha Long. 4) => He hid wooden stakes in Dau Go Cave to beat the Mongols on Bach Dang River in 1288. Keys 8B: Section 1: Choose the best answer and underlined words: (4 ms) 1) D. all the correct 2) A. will be 3) C. Don't overheat 4) B. off 5) C. is spoken 6) A. to save 7) D. to wait 8) B. Compost Section 2: Change these sentences into the passive voice: (2 ms) 1) => The room is cleaned every day. 2) => Football is played all over the world. Section 3: Supply the correct verb form: (2 ms) 1) The girls (play) playing badminton are Lan and Hoa. 2) Would you mind if I (ask) asked you some questions? Section 4: Use the cues given to complete the following sentences: (2 ms) 1) => The old lamp made in China is five dollars. 2) => Minh does morning exercise so as to be healthy. Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) 1) => Because she will need it for her job in the future. 2) => She wants to be a teacher of English. .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(170)</span> Unit 13: FESTIVALS I/ Aim: Helping students: - To ask for explanations of events. - To give an account of something. - To write a paragraph about what was done. II/ Language Focus: 1. Passive Form: BE + Past Participle. 2. Compound words. 3. Reported speech. III/ Vocabulary: (to) award, (to) fetch, (to) participate, (to) separate, (to) urge, (to) yell, (to) rub, (to) spread, carol (n), competition (n), council (n), husk (n), patron saint (n), pomegranate (n), teammate (n), judge (n), tradition patron saint (n), jolly (adj), IV/ Allocation unit: Lesson 1 Getting Started Compound words. Listen and Read Ask for explanations of events. Lesson 2 Speak Practice in talking about preparations for a special event. Lesson 3 Listen Listening for details about the preparations for Tet. Lesson 4 Read Reading for details about Christmas. Lesson 5 Write Practice in writing a paragraph about what has been done. Lesson 6 Language Focus Practice in reported speech. Passive forms. Reported 1-2 speech. Lesson 7 Language Focus Practice in reported speech. Passive forms. Reported 3-4 speech. Week 28: Date: Saturday, March 3, 2012 Period 79: Unit 13: FESTIVALS Lesson 1: GETTING STARTED Page: 121 LISTEN AND READ Page: 121 - 122 A/ Aim: Reading for details about the traditional festivals. B/ Objective: By the end of the lesson, students will be able to ask for explanations of events. C/ Teaching aids: Textbooks, posters, cassette. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting started: Write the names on the Chatting: board: Tom, David, 1) Tom likes swimming and sunbathing. Where Huckleberry, Oliver, Robinson should he go? Why? Tell students these people 2) David is interested in ancient cities. Where are going to go on their visits should he go? Why? to Viet Nam and they need 3) Huckleberry likes mountain climbing. Where advice on where to go. should he go? Why?.

<span class='text_page_counter'>(171)</span> Introduce the names, one by 4) Oliver is keen on pottery. Where should she one. go? Why? 5) Robinsonis fond of crowded place. Where should he go? Why? II/ Listen and Read: + Pre reading: 1/ Vocabulary: - Bookshut. - (to) fetch [fet∫] : đem về - Eliciting. (denifition/ to go to get (something) and bring it - Recording. back) - (to) yell [jel]: la hét = (to) shout loudly - (to) urge [ə:dʒ]: thúc giục (translation/explanation/ to make a person/ an animal move more quickly) - (to) rub [rʌb]: cọ sát (mime) - (to) participate [pɑ:'tisipeit]: tham gia = (to) take part (in something) - participation (n) [pɑ:,tisi'pei∫n] : sự tham gia - (to) award [ə'wɔ:d]: thưởng (situation: he is the winner of the competition. They (award him the first price) - to award (someone) (something) = to award (something) to (someone) . Check: What and Where. . Set the scene: Ba invites his 3/ Open prediction: friend Liz to a traditional Rice-cooking festival festival in the North of Viet (water(fire-making) (rice-cooking) Nam. Do you know what kind fetching) to make a fire to cook rice of festival it is? (it is the rice to fetch water cooking festival.) 4/True - False statements: Ask students to guess what a) Two team members take part in the waterthey are going to read by fetching contests. asking questions then write b) One person has to collect four water bottles. students' answers on the board. c) The fire is made without matches or lighters. + How many competitions do d) Pieces of wood are used to make the fire. people enter in a rice-cooking e) In the final contest, the team members tast the festival? (3) rice. + In water-fetching f) The grand prize is given to the team with the competition, what do people most points. do? How about a fire-making Answer keys: competition? A rice-cooking a) F b) F c) T d) F e) F f) T competition? a) Only one team member takes part in the waterAsk students to open their fetching contests. books on page 121 - 122, read b) One person has to collect one water bottle. the dialogue and listen to the d) Pieces of bamboo are used to make the fire. tape. e) In the final contest, the judges tast the rice. + While reading: Ask students to read the.

<span class='text_page_counter'>(172)</span> statements on page 122 and check the boxes, using the information in the dialogue. Get students to give their answers and correct the false sentences. Have students copy down. + Post reading: Elicit the examples and write them on the board. Deliver posters to students. Have students put their posters on the board. Give feedback and correct. E/ Homework: Ask students to write 5 things that they like and dislike to eat. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 28: Date: Saturday, March 3, 2012 Period 80: Unit 13: FESTIVALS Lesson 2: SPEAK Page: 123 A/ Aim: Practice in talking about preparations. B/ Objective: By the end of the lesson, students will be able to talk about their preparations for a special event. C/ Teaching aids: Textbooks, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Find things in common: Ask students to think of 5 Answer keys: decorate/ clean/ paint/ the house/ things they often prepare the the room/ the yards ... buy cakes/ candies/ drinks/ Tet and write them down on food/ fruits ... cook/ makes cakes ... get/ buy new the piece of paper. dress ... write/ send New Year cards to friends/ Choose one student relatives... randomly in a side and ask him/ her call out his/ her words while the students in the other side check ( ) the words on their paper same as that student's. + Presentation: 2/ Vocabulary: - Bookshut. - a pomegranate ['pɔmigrænit]: quả lựu - Eliciting. - peach-blossom [pi:t∫'blɔsəm] (n): hoa đào - Recording. - marigold ['mærigould] (n): cúc vạn thọ - spring roll [spriη 'roul] (n): chả giò.

<span class='text_page_counter'>(173)</span> - a dried watermelon seed [drai 'wɔ:tə'melən hạt dưa hấu. si:d]. (n):. . Check: Bingo. Ask students to read the 3) Ordering: dialogue on page 123 and put Mrs Quyen Lan the sentences in the correct A. Have you tide the F. Yes, I have. Where order. bedroom? are you going, Call on some pairs to give Mom? their answers. B. Not, really. But I G. Mom, I know what Give feedback and correct. want our house to to do now, I'll clean + Practice: look nice at the all the glass Ask students to close their festival. windows. books. C. To the market. I H. Could you collect Put the chart with the cues on have to buy some my new "ao dai' at the board. oranges and some the tailor round the Elicit the exchanges from pomegranate. corner? students. I. Bye, Mom. D. Sure, I will. Have some pairs practice E. That's very good. J. Thanks, Mom. Is each exchange before going on there anything you Bye-bye. Sweetie. to another exchange. want me to do After finish the dialogue, ask while you're out? a good pair to demonstrate the Answer keys: whole dialogue. A-F-C-H-D-J-B-G-E-I Open pairs: Call on some 4/ Mapped dialogue: pairs to demonstrate the Mrs Quyen Lan dialogue. A. you/ tide/ bedroom? Closed pairs: Have the whole 1. yes/ where/ going? class work in pairs. B. market/ have to/ Monitor and correct. oranges/ + Practice: pomegranate Ask students to practice the 2. Could/ collect/ new/ statements and then the "ao dai" tailor/ response. corner? Ask students to work in C. sure/ will pairs. 3. Thanks/ anything/ + Further practice: want/ me/ do/ Ask students to choose one while/ out/ of the festivals on page 123 D. not really/ But/ want and make up their own house/ look nice// dialogues. festival Monitor and assist students 4. Mom/ I/ what/ do while they are working now/ will/ clean/ Call on some pairs to glass windows demonstrate their dialogue for E. That/ very good/ the class. Bye. Give feedback and correct. 5. Bye! Exchange: Mrs Quyen: Have you tide the bedroom?.

<span class='text_page_counter'>(174)</span> Lan:. Yes, I have. Where are you going, Mom? Mrs Quyen: To the market. I have to buy some oranges and some pomegranate. Lan: Could you collect my new "ao dai' at the tailor round the corner? Mrs Quyen: Sure, I will. Lan: Thanks, Mom. Is there anything you want me to do while you're out? Mrs Quyen: Not, really. But I want our house to look nice at the festival. Lan: Mom, I know what to do now, I'll clean all the glass windows. Mrs Quyen: That's very good. Bye-bye. Lan: Bye, Mom. 4/ Speak: E/ Homework: Ask students to write a dialogue into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 28: Date: Saturday, March 3, 2012 Period 81: Unit 13: FESTIVALS Lesson 3: LISTEN Page: 124 A/ Aim: Listening for details. B/ Objective: By the end of the lesson, students will be able to talk about their preparations for a special event. C/ Teaching aids: Textbooks, chart, cassette. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Find things in common: Ask students to think of 5 Answer keys: decorate/ clean/ paint/ the house/ things they often prepare the the room/ the yards ... buy cakes/ candies/ drinks/ Tet and write them down on food/ fruits ... cook/ makes cakes ... get/ buy new the piece of paper. dress ... write/ send New Year cards to friends/ Choose one student randomly relatives... in a side and ask him/ her call out his/ her words while the students in the other side check ( ) the words on their paper same as that student's. + Pre listening: 2/ Gap fill prediction: . Set the scene: " The Robinson "The Robinson family are making preparations family is making preparations for Tet. for Tet.They want to buy a) Mrs Robinson wants Mr Robinson to go to the.

<span class='text_page_counter'>(175)</span> things to make it a traditional festival as Vietnamese people do." Ask students to open their books and read the statements on page124. Get students to predict the words in the gaps. Write students' guesses on the board. + While listening: Play the tape two or three times. Ask students to listen and fill in the gaps. Call on some students to give their answers and check if students' guesses are right or not. Play the tape again and correct.. flower market. b) Mrs Robinson wants some marigolds because they are traditional at Tet. c) Mrs Robinson wants Liz to buy a packets of dried water-melon seeds. d) Mrs Robinson is asking Mrs Nga how to make spring rolls." Answer keys: a) Mr Robinson/ flower market b) traditional c) dried water-melon seeds d) make Tape transcipt: Mrs Robinson: John, I want you to go to the flower market for me, please. Mr Robinson: What do I have to buy? Mrs Robinson: Some peach blossoms and a bunch of flowers. Mr Robinson: What sort of flowers? Mrs Robinson: Marigolds, because they are traditional at Tet. Mr Robinson: Anything else? Mrs Robinson: No. but I need Liz to do a few things. Liz: What is that, Mom? Mrs Robinson: Are you busy? Liz: No. Do you need something? Mrs Robinson: Yes. Go to the market and pick up some candies and one packet of fried water-melon seeds, please. Liz: Okay.What are you going to do? Mrs Robinson: I'm going to Mrs Nga's. She's going to show me how to make + Post reading: spring rolls. Ask students to copy the grid 3/ Grid: on page 124 in their notebooks Mr go to the flower market to buy and fill in the gaps with the Robinson peach blossoms and a bunch of information taken from the marigolds. statements above. Mrs go to Mrs Nga's to learn how to Call on some students to give Robinson make spring rolls. their answers. Liz Go to the market to buy some candies and one packet of fried water-melon seeds. E/ Homework: Ask students to write the grid into their notebooks. .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(176)</span> Week 29: Date: Saturday, March 10, 2012 Period 82: Unit 13: FESTIVALS Lesson 4: READ Page: 124 - 125 - 126 A/ Aim: Reading for details about Christmas. B/ Objective: By the end of the lesson, students will be able to get some knoelegde about Christmas. C/ Teaching aids: Textbooks, pictures, posters, cardboards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Sing a song: Ask students to listen to the tape and sing a song along. + Pre reading: 2/ Vocabulary: - Bookshut. - (to) spread [spred]: lan truyền - Eliciting. (explanation/ to cover a larger and larger area.) - Recording. - Christmas carol ['krisməs 'kærəl] (n): bài thánh ca (example: Silent night is a Christmas carol) - patron saint ['peitrən seint] (n): thánh bảo hộ (translation) - jolly ['dʒɔli] (adj): vui nhộn = happy and cheerful - (to) decorate ['dekəreit]: trang trí (picture/ definition/ to make something look more attractive by putting things on it) . Check: Jumble words. Stick the pictures on the 3/ Jumble words: board (Christmas tree/ card/ a) tansa aucls = Santa Claus carol/ Santa Claus) b) yljol = jolly Put the statements/ poster on c) locra = carol the board, ask students to read d) pdsear = spread them and do the matching. e) codraete = decorate + While reading: f) ontrpa tsian = patron saint Call on some students to give 4/ Matching: their answers and write them a. 1. It has been said he was the patron on the bboard. Christmas saint of children, a fat jolly man Ask students to open their Carol who wore a red suit and gave books and read the paragraphs children presents on Christmas on page 124 and 125. Eve. Check if students' answers b. 2. The custom of decorating it and are right or not. Christmas putting it in a common place, Draw the grid on the board Card spread throught Europe to and have students copy it. America. Ask students to read the c. Santa 3. They were stories put to music paragraph again and complete Claus and enjoyed by most people. First the grid. the leaders of the Church did not Call on some students to fill like them but later they became in the gaps in the grid on the.

<span class='text_page_counter'>(177)</span> board. Give feedback and correct. Have students to copy.. d. Christmas tree. popular. 4. An English man had someone design it to send Christmas greetings to his friends. Now it is a part of the Christmas tradition.. Answer keys: + Post reading: 1+c 2+d 3+a 4+b Ask students to answer the 5/ Grid: questions on page 126. Christmas Place of origin Date Tell students to compare their Specials answers with their partners. The Christmas Riga (early Call on some students to give tree 1500s) their answers. The Christmas England mid-19th Give feedback and correct. Cards century Get students to write the Christmas (no information) 800 years answers in their notebooks. Carol ago Santa Claus USA 1823 5/ Comprehension questions: a) How long ago did the Christmas tree come to the USA? => More than a century ago. b) Why did the Englishman have someone design a card? => He wanted to send Christmas greetings to his friends. c) When were Christmas songs first performed? => 800 years ago. d) Who wrote the poem "A visit from Saint Nicholas"? => An American professor named Clement Clarke Moore. e) What is Santa Claus based on? => On the description of Santa Nicholas in professor Moore's poem. E/ Homework: Get students to write it up: Use the information in the grid to write the brief paragraphs. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 29: Date: Saturday, March 10, 2012 Period 83: Unit 13: FESTIVALS Lesson 5: WRITE Page: 126 - 127 A/ Aim: To get students to practice in writing a resort. B/ Objective: By the end of the lesson, students will be able to practice in writing a resort on a festival they have joined..

<span class='text_page_counter'>(178)</span> C/ Teaching aids: Textbooks, pictures, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Memory game: Show the photocopied a) How many people are there in the picture? pictures to students and ask What are they doing? them to observe it carefully. => They are participating in the rice-cooking Let students look at the competition. picture for about 20, then put it b) Name all the things in the pictures? away. => Rice, basket, pans, bamboo sticks, paper fans, Divide the class into 2 teams. chopsticks, a flag. Ask students (one student in each team at a time) to go to the board and write their answers. Ask students to listen to the questions. Put the picture on the board again. Give feedback and correct. + Pre writing: 2/ Lucky numbers: Write 9 numbers on the 1. What do you call the festival where people have board from 1 to 9. to cook rice? Tell students each number is => (The rice-cooking festival.) for a question but 3 of them 2. How many competitions are there in the riceare lucky numbers. If students cooking festival? What are they? choose a lucky number, they => (Three. Water-fetching, fire-making and ricedo not have to answer any cooking.) question but they get 2 points 3. Lucky number. and they can get another 4. What do people use to fetch water? number. => (Bottles.) Divide the class into 2 teams. 5. Lucky number. + While writing: 6. Do they use pieces of wood to make fire? Ask students to use the => (No, pieces of bamboo.) information in the dialogue on 7. What do people have to do before they cook the page 121 to fill in the gaps in rice? the resort on page 127. => (Separate the rice from the husk.) Have students to write their 8. Lucky number. answer on a piece of paper. 9. How many people are there altogether in a team Tell students the first 5 or 10 taking part in the rice-cooking festival? pairs with the right answers => (Nine. One for water-fetching, two for firewill get 1 or 2 good marks. making and six for rice-cooking.) Collect students' papers' and 3/ Gap fill: correct. The Rice-cooking Festival by Festival Councilor Pham Phuong Linh This resort shows how the (1) rice-cooking festival was held. The festival was held in the.

<span class='text_page_counter'>(179)</span> communal house yard about (2) one/a kilometer away from a river. There were competitions (3) water-watching, fire-making and rice-cooking. The festival took one day. In the water-watching contest one person from each team had to (4) run to the river to get the (5) water. In the fire-making contest two team members had to make a fire in the (6) traditional way. They tried to rub pieces on (7) bamboo together to make the fire. (8) Six people from each team took part in the ricecooking contest. They had to (9) separate the rice from the husk and then cook the rice. After three contests, all the person were (10) added and the Thon Trieu group won the grand prize. The festival was wonderful. Answer keys: (1) rice-cooking (2) one/a (3) water-watching (4) run (5) water (6) traditional (7) bamboo (8) Six (9) separate (10) added 4/ Questions and answer: a) What is the name of the festival? b) Where was the festival held? c) How long did the festival last? d) How many activities were there? Were there any competitions? e) How were the activities organized? f) How many people took part in each activity? g) What did you think about the festival?. + Post writing: Ask students to write a similar resort on a festival they have joined recently. Have students look at the questions on page 127. Let students practice speaking first by answering the questions from a to g. Have students connect the sentences to make it a resort. Monitor and help students with their work. Call on some students to read their resorts aloud. E/ Homework: Have students write your resort in your notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 29: Period 84:. Date: Saturday, March 10, 2012.

<span class='text_page_counter'>(180)</span> Unit 13: FESTIVALS Lesson 6: LANGUAGE FOCUS 1 - 2 Page: 128 - 130 A/ Aim: To get students to practice in reporting what was said and further practice in using the passive forms. B/ Objective: By the end of the lesson, students will be able to use reported speech and the passive in the past, present and further tences. C/ Teaching aids: Textbooks, cardboards, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: */ Pelmanism: Ask students to choose 2 Put Write Hold Make Break numbers, one in the first row, Held Put Broken written Made and one in the second row. + Presentation: I/ Language focus 1: Ask students to match the 1/ Matching: words in the column A with the 1. Present Simple a. was/ were + past participle forms in the column B. 2. Past Simple b. have/ has been + past participle Call students to give their 3. Future Simple c. is/ am/ are + past participle answers. 4. Present Perfect d. will be + past participle Have student copy. Answer keys: 1+c 2+a 3+d 4+b + Practice: 2/ Gap fill: Ask students to look at LF 1 a) Christmas songs were performed for people in on page 128. towns and villages eight hundredyears ago. Have students fill in the gaps b) On Christmas Eve in the early 1500s, a tree was with the right form of the verbs decorated and put in the market place in the in the box. Latvian city of Riga. Call on some students to go c) In the rice-cooking festival, a fire is made in the to the board and write their traditional way. answers (only the verb forms). d) An Englih-speaking contest will be held at For each sentence, students Nguyen Hue School next month. should be asked why they e) The first prize was awarded to the Me Kong decided to use that verb from. Team just after the final match yesterday. f) The Christmas Carol "Silent Night, Holy Night" was written in Austria by Franz Gruber in the 19th centery. Answer keys: a) were performed b) was decorated / put c) is made d) will be held e) was awarded f) was written + Presentation: II/ Language focus 2: - Bookshut. 1/ Vocabulary: - Eliciting. - (to) jumble ['dʒʌmbl]: làm lộn xộn - Recording..

<span class='text_page_counter'>(181)</span> Have students copy. + Practice: Ask students to look at LF 2 on page 128 and 129 and fill in the gaps with the right form of the verbs in the box. Call on some students to go to the board and write their answers (only the verb forms). For each sentence, students should be asked why they decided to use that verb form.. + Presentation: . Set the scene: " Yesterday, Lan's grandmother, Mrs Thu, needed a plumber. A man came to her door and said, "I'm a plumber.' Write the quoted speech on the board: He said, "I'm a plumber." (quoted/ direct speech) Ask students to resort what the man said and write it on the board. Ask students to pay attention to the changes in: Have students copy.. (translation) - (to) scatter ['skætə]: rải rắc (explanation/ mime/ to throw things everywhere on the ground) - a jar [dʒɑ:]: lọ (drwing/ realia) 2/ Gap fill : Hanh: Mom! Something has happened to our kitchen. Mrs Thanh: What's wrong? Hanh: Mom! Look. The cupboard is open and everything has been (1) junbled. Mrs Thanh: Oh, no. The jar I like has been (2) broken. Hanh: Many bowls and dishes have been (3) broken, too. And look at this, Mom. The dried mushrooms have been (4) scattered all over the floor. Mrs Thanh: And where is the pan of fish I left on the stove? Hanh: Here it is. It has been (5) pulled into the sink. The fish has gone. Mrs Thanh: Who has done all this? Hanh: Mom, it must have been the cat! Answer keys: (1) junbled (2) broken (3) broken (4) scattered (5) pulled III/ Language focus 4: 1/ Structure: a) Model sentence: Reported speech - He said he was a plumber. (reported/ indirect speech) b) Change: 1. Tenses: Quoted speech Reported speech - Present Simple - Past Simple - will - would - must - had to 2. Pronouns: (depending on the subject of the main clause) 3. Adverb of place and time: this that now than.

<span class='text_page_counter'>(182)</span> here there today that day tomorrow the next day yesterday the day before + Practice: ago before Ask students to look at LF 4 4. Spelling on page 130 and do the 2/ Transformation drill: exercise. a) "I'm a plumber." Let students resay the => He said was a plumber. sentences first, then ask them b) "I can fix the faucets." write down. => He said he could fix the faucets. Call on some students to go c) "The pipes are broken." to the board and write the => He said the pipes were broken. sentences. d) "New pipes are very expensive." => He said new pipes were very expensive. e) "You must pay me now.' => He said Mrs Thu had to pay him then. E/ Homework: Ask students to write exercise into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 30: Date: Saturday, March 17, 2012 Period 85: Unit 13: FESTIVALS Lesson 6: LANGUAGE FOCUS 3 - 4 Page: 129 - 130 A/ Aim: To get students to practice in reporting what was said and further practice in using the passive forms. B/ Objective: By the end of the lesson, students will be able to use reported speech and the passive in the past, present and further tences. C/ Teaching aids: Textbooks, cardboards, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: */ Pelmanism: Ask students to choose 2 Put Write Hold Make Brteak numbers, one in the first row, Held Put Broken written Made and one in the second row. + Presentation: III/ Language Focus 3: 1/ Structure: a) Model sentences: - a rice-cooking festival - a water-fetching competition b) Form: Compound adjectives nouns (article) + (noun) + (verb-ing) + (noun) c) Use: to form a compound adjective nouns.

<span class='text_page_counter'>(183)</span> + Practice: Ask students to look at LF 3 on page 129. Ask students do LF 3. Call on some students to go to the board and write their answers.. + Presentation: . Set the scene: " Yesterday, Lan's grandmother, Mrs Thu, needed a plumber. A man came to her door and said, "I'm a plumber.' Write the quoted speech on the board: He said, "I'm a plumber." (quoted/ direct speech) Ask students to resort what the man said and write it on the board. Ask students to pay attention to the changes in: Have students copy.. + Practice: Ask students to look at LF 4 on page 130 and do the exercise.. 2/ Transformation drill: *) It is a contest in which participants have to cook rice. => It's a rice-cooking contest. a) It is a contest in which participants have to make a fire. => It's a fire-making contest. b) It is a festival in which people have their bulls fight against each other. => It's a bull-fighting festival. c) The United States has a big industry that make cars. => It's a car-making industry. d) Last week Tran Hung Dao School held a contest in which students arranged flowers as attractively as they could. => It's a flower-arranging contest. e) Viet Nam is a country which exports a lot of rice. => It's a rice-exporting country. f) This is a machine which is used to wash clothes. => It's a clothes-washing machine. III/ Language focus 4: 1/ Structure: a) Model sentence: Reported speech - He said he was a plumber. (reported/ indirect speech) b) Change: 1. Tenses: Quoted speech Reported speech - Present Simple - Past Simple - will - would - must - had to 2. Pronouns: (depending on the subject of the main clause) 3. Adverb of place and time: this that now then here there today that day tomorrow the next day yesterday the day before ago before 4. Spelling 2/ Transformation drill: a) "I'm a plumber." => He said he was a plumber..

<span class='text_page_counter'>(184)</span> Let students resay the sentences first, then ask them write down. Call on some students to go to the board and write the sentences.. b) "I can fix the faucets." => He said he could fix the faucets. c) "The pipes are broken." => He said the pipes were broken. d) "New pipes are very expensive." => He said new pipes were very expensive. e) "You must pay me now.' => He said Mrs Thu had to pay him then. E/ Homework: Ask students to write exercise into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Unit 14: WONDERS OF THE WORLD I/ Aim: Helping students: - To seek information. - To recognize and correct mistakes. - To prepare and complete questionaire. - To write a letter to a friend. II/ Language Focus: 1. Passive forms. 2. Indirect questions with if and whether. 3. Question words before to-infinitives. 4. Verb + to-infinitives. III/ Vocabulary: (to) claim, (to) compile, (to) snorkel, (to) suround, (to) suggest, (to) honor, edge, god, heritage, jungle, memorial, ranger, twin towers, wonder, clue, pyramid, canyon, crystal-clear (adj), marine (adj), religious (adj), royal (adj), bored (adj), breathtaking (adj), temperate (adj) IV/ Allocation unit: Lesson 1 Getting Started Reading to seek information. Listen and Read Lesson 2 Speak Practice in asking and answering questions about places and how to report them. Lesson 3 Listen Recognize and correct mistakes Verb forms: TO infinitive/ Bare infinitive Lesson 4 Read Reading for details about wonders of the world. Review Passive forms. Lesson 5 Write Write a letter to a friend. Lesson 6 L F 1 - 2 - 3 - 4 Reported speech with if and whether. Week 30: Date: Saturday, March 17, 2012 Period 86: Unit 14: WONDERS OF THE WORLD Lesson 1: GETTING STARTED Page: 131 LISTEN AND READ Page: 131 - 132 A/ Aim: To get to practice in reading to seek information..

<span class='text_page_counter'>(185)</span> B/ Objective: By the end of the lesson, students will be able to seek information about a language game to complete a summary. C/ Teaching aids: Textbooks, pictures,postcards, cassette, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting Started (Matching): Have students look at the Answer keys: picture on page 131 and do the a) The Pyramid ['pirəmid] matching. b) Sydney Opera House Check if they know where/ in c) Stonehenge which country these wonders are. + Pre reading: II/ Listen and Read: . Set the scene: "Nga, Nhi and 1/ Ordering: Hoa are playing a language 1. B asks questions to find out who or what is. game called guessing game. 2. A thinks of a famous person or place. How does this game work? 3. B wins if he/ she can guess the correct answer. Rearrange the statements in the 4. A gives B a clue. right order of the game." 5. B loses if he/ she cannot guess the correct Put the statements chart on answer. the board. 6. A can only answers "yes' or "no". Ask students to read the Answer keys: statements and put them in the 2-4-1-6-3-5 right order. 4/ Gap fill: How to play the guessing Hoa, Nga and her cousin Nhi were bored, so game: Nga suggested that they play a (1) game called 20 + While reading: Questions. She explained the rules and then the Call on some pairs to go to girls started to play. Nga thought of a (2) place the board and write their and she gave the others a (3) clue by saying that it answers. wasn't in (4) Vietnam. Nhi found out the place was Ask students to open their in (5) America. Hoa thought it was the (6) Gold books and read the dialogue on Gate Brigde, but that is in San Francisco. Nhi was page 131, 132 while listening (7) right when she said it (8) was the Statue of to the tape. Liberty. Check if students' guess are III/ Grammar Awareness: right or not. 1/ Structure: Have students copy the a) Model sentence: statements in the right order. - I don't know how to play a game. Have students read the b) Form: dialogue again and complete S + V + Question word + TO - infinitive .... the summary (2) on page 132. c) Use: Reduced form of an indirect question. Ask students to complete their Eg: Nga told Nhi how to go to school. answers with their partners. 2/ Matching: Have some students give A B their answers. 1. suggest a. a piece of information that helps you Elicit the target language by discover the answer to a question. asking students a question (in 2. golden b. What you often feel when you have.

<span class='text_page_counter'>(186)</span> Vietnamese).. nothing to do . c. made of gold d. make a suggestion. 3. clue 4. bored Answer keys: 1.d 2.c 3.a 4.b + Post reading: 3/ Change these sentences into reported speech: Asking students to read the a) "Who is going to stay with you?", Lan said to summary again. me. Write the words on the board. => Lan asked me who was going to stay with me. Ask students to match the b) "What time does the class begin?", he said to words in column A with their me. explanations in column B. => He asked me what time the class began. Ask some students to give c) "Where are you going on your vacation, their answers. Peter?", Tom said. => Tom asked Peter where he was going on his vacation. E/ Homework: Write the complete the dialogue into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 30: Date: Saturday, March 17, 2012 Period 87: Unit 14: WONDERS OF THE WORLD Lesson 2: SPEAK Page: 131 A/ Aim: Practice in asking and answering questions about places and how to report them. B/ Objective: By the end of the lesson, students will be able to make a report on famous places using reported speech. C/ Teaching aids: Textbooks, posters, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Who is the fastest: Inform the topic and time limit. Write 10/ 15 famous world places within 3 minutes. Deliver posters to students. Tell students to put their posters on the board. Give feedback and corect. + Presentation: 2/ Matching: Put the chart with the - Great Wall of 1. It was designed and build statements on the board. China by the French civil Ask students to read the - Empize State enginner with 300 meters statements and the names of Building in height. the famous places in the box on USA 2. It is in South Central Asia,.

<span class='text_page_counter'>(187)</span> page 133 and do the matching. Check if students understand the statements. Call on some pairs to give their answers.. + Practice: Ask students to write yes/ no questions about 10 places in the box, using the information in the matching. (Each student in a group asks a question) Monitor and assist students if necessary. Have students ask and answer the questions, check yes or no. Call on a group to demonstrate their work. . Set the scene: Ask a student: T: Is Hue Citadel in the Central Vietnam, Lan? S: Yes, it is. Ask students to listen: T: I asked Lan if Hue citadel was in the Central Vietnam. She said (that) it was. Write the statement on the board.. - PETRONAS Twin Towers - Great Barrier Raef - Hue Citadel - Ha Long Bay - Phong Nha Cave - Eiffel Tower Mount Everest - Big Ben. 8848 meters high above sea level. 3. It was built from 246 - 209 BC and some people say it can be seen from the moon. 4. It is a bell striking the hours in the clock tower of the Houses of Parliament in London. 5. It is a skycraper in Manhattan, New York City. 6. It is a famous place in Quang Binh Province recognized as a World Heritage Site by UNESCO.. Answer keys: 1. Eiffel Tower 2. Mount Everest 3. Great Wall of China 4. Big Ben 5. Empize State Building USA 6. Phong Nha Cave 3/ Questions and answer drill: a) Have they just built the Eiffel Tower in Paris? b) Is the Empize State Building located in New York City? c) Are the Petronas Twin Towers located in Malaysia? d) Is the Great Barrier Reaf in Australia? e) Have you ever seen Mount Rushmore? f) Is Mount Everest in Nepal?. 4/ Grammar drill: a) Model sentence: - I said to Lan, "Is Hue Citadel in the Central Vietnam?" (Yes/ No question => direct speech) - I asked Lan if Hue Citadel was in the Central Viet Nam. whether (Main clause) (indirect Yes/ No question) b) Form:.

<span class='text_page_counter'>(188)</span> Have students copy.. S + V + (O) + if + S + V ... whether c) Use: - to say => to ask/ want to know. - if the verb in the main clause is in apst tense, the tense in the indirect questions must be changed: Direct question Indirect question Present Simple => Past Simple Past Simple => Past Perfect Present Perfect => Past Perfect 5/ Reported: a) "Are you ready?", he said to Mai. => He asked Mai if she was ready. b) "Have you seen Nam recently?", Mai said to Hoa. => Mai asked Hoa if she had seen Nam recently. c) "Do you always go to school by bus, Tam?", Minh said. => Minh asked Tam if he always went to school by bus.. + Production: Choose a group's answer to demonstrate the model (asking and reporting). Call on apair in a group to demonstrate the exchanges and the tell one of them to report. Have students to work in their groups. Call on some students in different groups to report in front of the class. Give feedback and correct. E/ Homework: Have students write 10 indirect questions of your group in your notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 31: Date: Saturday, March 24, 2012 Period 88: Unit 14: WONDERS OF THE WORLD Lesson 3: LISTEN Page: 133 A/ Aim: To get students to practice in recognizing and correcting mistakes. B/ Objective: By the end of the lesson, students will be able to recognize mistakes through listening to an advertisement. C/ Teaching aids: Textbooks, pictures, chart, cassette. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Crossword puzzle: Put the chart on the board. L O S E Ask students to draw the crossesword in their notebooks. C L U E Ask students to listen and fill J U N G L E in the crossword. G.

<span class='text_page_counter'>(189)</span> 1. Unable to find something/ someone. 2. Something that help you find out an answer to a question. 3. A very thick forest. 4. To make a suggestion. + Pre listening: - Bookshut. - Eliciting. - Recording.. . Check: What and Where. + While listening: . Set the scene: "You are going to listen to an advertisement on the tape. There are 4 mistakes in the advertisement in your books. What are they?" Have students read the advertisement in their books for a fewminutes. Ask students some questions about the geographical names in the paragraph. Play the tape 2 or 3 times. Get some students ti give their answers. Play the tape the last time, give feedback and correct.. + Post listening: Ask students to correct the mistakes into their notebooks.. E S T. 2/ Vocabulary: - relaxing (adj) [ri'læksiη]: thư giản (translations/ relaxing vacation) - crystal clear ['kristlkliə(r)] (adj): hoàn toàn trong suốt = completely clear and bright - coral (n) ['kɔrəl]: san hô (realia// translation) - (to) snorkel ['snɔ:kl] : ống thở (translation) relaxing crystal clear coral snorkel 3/ Listening: Do you want a quiet, relaxing vacation? Look no further than beautiful southern far north Queensland. Stay right on the beach at the Coconut Palm Inn Hotel. Take guided tours through the jungle rainforest, swim in the crystalclear water of the Coral Sea and snorkel amongst the coral of the Great Barrier Reef Marine Park - a World Heritage Site. Call (077) 6824 6924 3927 for more information. Tape transcript: Mr Robinson: I think this place sounds all right. Mrs Robinson: You mean the one in far north Queensland? Mr Robinson: Yes, it sounds perfect. The Coconut Palm Hotel is right on the beach according to the advertisement. Imagine getting up in the morning and looking at the Pacific Ocean. Mrs Robinson: It must be near a rainforest because the hotel offers guided tours. I hope there won't be a lot of mosquitoes. Mr Robinson: I don't think there will be because it'll be dry when we go. Mrs Robinson: The Great Barrier Reef Marine Park is a World Heritage Site, isn't.

<span class='text_page_counter'>(190)</span> it? Mr Robinson: That's right. Mrs Robinson: OK. Let's find out how much it costs. What's the phone number? Mr Robinson: 07769243927. Mrs Robinson: 69243927. Answer keys: far north Hotel rainforest 6924 E/ Homework: Ask students to write the passage into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 31: Date: Saturday, March 24, 2012 Period 89: Unit 14: WONDERS OF THE WORLD Lesson 4: READ Page:134 A/ Aim: Read for details about the wonders of the world. B/ Objective: By the end of the lesson, students will be able to get some knowledge about the wonders of the world. C/ Teaching aids: Textbooks, pictures, chart, postcards. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1) Hangman: Draw dashes on the board, CORAL each dash is for a letter of the world. Have students guess the letters, one by one. For every wrong guess, draw a line (from 1 to 8), students will lose the game if they guess wrong 8 times. + Pre reading: 2) Vocabulary: - Bookshut. - (to) compile [kəm'pail]: biên soạn - Eliciting. (translation) - Recording. - (to) claim [kleim]: khẳng định (translation/ explanation/ to say something is true) - (to) honor ['ɔnə]: tôn kính = (to) show respect [ri'spekt]. - a god (male) [gɔd]: vị thần / goddess (female) (translation) - religion (n) [ri'lidʒən]: tôn giáo / religious (adj) (translation) - royal (adj) ['rɔiəl]: thuộc hoàng gia (situation: Phu Xuan (Hue) use to be an old royal capital city of Vietnam).

<span class='text_page_counter'>(191)</span> compile god. claim honor . Check: Slap the board. religion royal 3) True - False statements: a) An Egyptian man complied a list of what he Put the chart on the board. thought were the seven wonders of the world. Ask students to decide if b) The only surviving wonder is The Pyramid of the statements are true or Cheops in Egypt. false. c) Today, we can still see the Hanging Gardens of Write students' guess on babylon in present - day Iraq. the board. d) Angkor Wat was originally built to honor a + While reading: Hindu God. Ask students to read the e) The Great Wall of China first wasn't in the list text on page 134, to check of the seven wonders of the world. their guesses. f) In the early fifteenth centery, the Khmer King Call on some students to chose Angkor Wat as the new capital. correct the false statements. Answer keys: Ask students to choose the a) F b) T c) F d) T e) T f) F best answers to complete the a) A Greek man complied a list of what he thought sentences. were the seven wonders of the world. Put the answers chart on c) Today, we can still see the only surviving is the the board. Pyramid of Cheops in Egypt. Read the statements aloud f) In the early fifteenth centery, the Khmer King and make hand gestures to chose Phnom Penh as the new capital. show the missing words. 4) Multiple choice: Ask students to choose A, a) The only surviving wonder on Antipater's list is B, C or D. the Pyramid of Cheops. Correct and have students b) Angkor Wat was originally built for Hindus. write thr right answers in c) Angkor Wat was part of a Royal Khmer city a their notebooks. long time ago. d) In the 1400s, the Khmer King chose Phnom Penh as the new capital. Answer keys: a) C the Pyramid of Cheops b) A Hindus c) D was part of a Royal Khmer city a long time ago d) B chose Phnom Penh as the new capital + Post reading: 5) Grid: Draw the grid on the board Wonders of the world Country and have students copy it. 1. The Pyramid of Cheops 1. Egypt Ask students to read the 2. Hanging gardens of Babylon 2. Iraq text again and fill in the grid 3. The 12-m Statue of Zeus 3. Greece with the information taken 4. Great Wall 4.China from the text. 5. Taj Mahal 5. India 6. Angkor Wat 6. Cambodia E/ Homework: Have students to give their answers into their notebooks..

<span class='text_page_counter'>(192)</span> .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 31: Date: Saturday, March 24, 2012 Period 90: Unit 14: WONDERS OF THE WORLD Lesson 5: WRITE Page:135 A/ Aim: Practice in writing a letter to a friend. B/ Objective: By the end of the lesson, students will be able to write a letter to a friend about a place they have visited. C/ Teaching aids: Textbooks, pictures, drawing. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Guessing game: Ask students to think of one of the wonders of the world and write it on a piece of paper. + Pre reading: 2/ Vocabulary: - Bookshut. - a ranger ['reindʒə]: người quản lý - Eliciting. (explanation: person who takes care of a park) - Recording. - edge (n) [edʒ]: cạnh (bàn), lề, rìa (rừng) (drawing/ the edge of the table) - a canyon ['kænjən]: hẻm núi (translation/ picture) - breathtaking (adj) ['breθteikiη]: hấp dẫn = very exciting - temperate (adj) ['tempərət]: thuộc về ôn (explanation/ translation) - Stone age (n) [stoun eidʒ]: thời kỳ đồ đá (translation) . Check: What and Where. Ask students to read the letter 3/ Insertion: [in'sə:∫n] Tim sent to Hoa about his May 29, 2003 tripto the grand Canyon on Dear Hoa, page 135. How are you? (1) C I hope you are studying Tell students to complete the hard for your exams next week. My class has just letter by inserting the letters of returned from a trip to the Grand Canyon in the missing sentences (A, B, C Arizona. (2) B The Canyon is part of Grand and D). Canyon National Park and it was formed by the Call on some students to read Lolorado River over million of years. We spend a their completed letters in front week there and I don't want to leave. Although it of the class. was summer, it was quiet cool at night because the Give feedback and correct. area is more than 2,000 meters above sea level. On + While writing: our first day, a park ranger led us on a guided hike . Set the scene: Imagine you along the edge of the canyon. He talked about the have visited a place recently. history of the area (3) D He also talked about the Write a letter to a friend of original inhabitans who lived there during the.

<span class='text_page_counter'>(193)</span> yours and tell him/ her about this place. Draw the outline on the board and elicit some details. Have students talk about something they have done first by asking questions for them to answer. Ask students to write the letter in their notebooks. Monitor and assist students if necessary. Call on some students to read their letters in front of the class. Give feedback. + Post reading: Ask students to use the outline on the board and the information in their letters to make an interview. Model: Call on a student to stand up to answer the questions. Ask students to play in turn the role of an interviewer and an interviewee. Monitor and correct. Call on some pairs to demonstrate their interview.. Stone Age. (4) A That's all I have time to tell you about. What do you plan to do during the summer vacation? Write to me after your exams. Your friend, Tim. Answer keys: 1) C: I hope you are studying hard for your exams next week. 2) B: The Canyon is part of Grand Canyon National Park and it was formed by the Lolorado River over million of years. 3) D: He also talked about the original inhabitans who lived there during the Stone Age. 4) A: That's all I have time to tell you about.. 4/Writing: - Place: Cuc Phuong National Park/ Phong Nha Cave/ Ha Long Bay ... - Distance from your city/ home: 100 km/ 300 km/ 12 hours by train/ by coach ... - How to get there: by bus/ train/ airplane ... - Sights: beautiful/ magnificent/ breathtaking ... - Weather: temperature/ sunny/ cool/ windy ... - how you feel: happy/ excited/ relaxed ... 5/ Interview: a) Where have you just visited? b) How far is it? c) How did you het there? d) What is it like? Is it beautiful? e) How about the weather? f) How did you feel? E/ Homework: Have students write the completed letter (1) in your notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 32: Date: Saturday, March 24, 2012 Period 91: Unit 14: WONDERS OF THE WORLD Lesson 6: LANGUAGE FOCUS 1 - 2 - 3 - 4 Page: 135 A/ Aim: Further practice in Reported speech and the paasive and using TO-infinitive. B/ Objective: By the end of the lesson, students will be able to can report what people ask and answer about one of the world cultureal Heritage of Vietnam. C/ Teaching aids: Textbooks, charts, posters. D/ Procedure:.

<span class='text_page_counter'>(194)</span> Teacher’s and Students’ activities + Warm up: Temparate, breathtaking, royal, religious, canyon, pyramid, edge, god, jungle, compile, ... + Presentation: Ask stuents to resay the form of the passive in the Past Simple tense. Have students look at the exercise and choose the right verbs in the box for the gaps in the sentences. + Practice: Ask students to complete the sentences with the right passive form of the verbs. Call on some students to give their answers. Give feedback and correct. + Production: Write the words and their meaning on the board. Ask students to read the exercises again and do the matching. Call on some students to go to the board to draw the lines to connect the words.. + Presentation: . Set the scene: Yesterday, Nga and Nhi talked about My Son, one of the world culture Heritage of Vietnam. Beside aswering some of Nhi's questions, Nga gave her some. Content Bingo:. I/ Language Focus 1: 1/ Revision: S + was/ were + Past participle (V-ed/ cột 2). 2/ Gap fill: a) Sudney Opera House was completed in 1973. b) The first and longest section of the Great Wall of China was constructed between 221 and 204 BC (Before Christ). c) The Eiffel Tower was designed by the French civil engineer Alexander gustave Eiffel for the Paris World's Fair of 1889. d) The Statue of Liberty was presented to the United States by French in 1876. e) The summit of Mount Everest was reached by two members of a British expedition and a Nepalese guide on May 29, 1953. Answer keys: a) was completed b) was constructed c) was designed d) was presented e) was reached 4/Matching: 1. construct a. thiết kế 2. design b. đoàn thám hiểm 3. summit c. xây dựng 4. expendition d. hướng dẫn viên 5. guide e. đỉnh núi Answer keys: 1 + c 2 + a 3 + e 4 + b 5 + d II/ Language Focus 2: 1/ Structure: a) Model sentence: - Do you know My Son, Nga? + Nhi asked Nga if/ whether she knew My Son. b) Form: S + V + (O) + if + S + V ....

<span class='text_page_counter'>(195)</span> additional information about My Son. Ask students to report what Nhi asked Hoa, using reported speech. Call on some students to resay the use of the indirect Yes/ No question if necessary. Show the question on the board. Model the first question and ask students to listen. + Practice: Oral drill. Call on one student to read the question, another student read the reported sentence. Give feedback and correct if necessary. Go on asking students to do the rest questions orally with the same steps. + Production: Writing drill. Call on some students to go to the board and write the reported sentences. Correct and ask students to write the right answers in their notebooks.. whether c) Use: - to say => to ask/ want to know. - if the verb in the main clause is in apst tense, the tense in the indirect questions must be changed: Direct question Indirect question Present Simple => Past Simple Past Simple => Past Perfect Present Perfect => Past Perfect. 2/ Substitution drill: a) Do you know My Son, Nga? => Nhi asked Nga if she knew My Son. => Nhi asked Nga whether she knew My Son. b) Is it far from Ha Noi? => Nhi asked Nga if it was far from Ha Noi. => Nhi asked Nga whether it was far from Ha Noi. c) Do many people live at My Son? => Nhi asked Nga if many people lived at My Son. => Nhi asked Nga whether many people lived at My Son. d) Do many tourists visit My Son every year? => Nhi asked Nga if many tourists visited My Son every year. => Nhi asked Nga whether many tourists visited My Son every year. e) Do you want to visit My Son one day? => Nhi asked Nga if she wanted to visit My Son one day. => Nhi asked Nga whether she wanted to visit My Son one day. III/ Language Focus 3: + Presentation: 1/ Revision: Oral drill. a) Model sentence: Show the word cue chart on - Nga told Nhi how to go there. the board. b) Form: Model the first sentence and S + V + Question word + TO - infinitive .... ask students to listen. c) Use: Reduced form of an indirect question. Check if students recognize the model sentence. Ask one student to say the next sentence. Give feedback and correct. Have students do the rest of the exercise orally with the.

<span class='text_page_counter'>(196)</span> steps. + Practice: Writing drill. Ask some students to go the board and write complete sentences. Give feedback, correct and have students copy. + Production: Deliver posters to students. Write the question words on the board and ask students to write complete sentences of their own. Tell students to write their sentences on posters and put them on the board after finishing them. Award students good marks if their sentences are right. + Presentation: Elicit the target language from students. Get students to copy. + Practice: Ask students to open their books and complete the passage on 137 with the right from of the berbs. Call on some students to give their answers. Corect and have a student read the whole paragraph aloud.. 2/ Word cue drill: a) tell/ how/ go there => Nga told Nhi how to go there. b) show/ where/ get tickets => Nga showed Nhi where to get tickets. c) point out/ where/ buy souvernirs => Nga pointed out Nhi where to buy souvernirs. d) advise/ how/ go from My Son to Hoi An => Nga advised Nhi how to go from My Son to Hoi An. e) tell/ what/ do ther during the visit => Nga told Nhi what to do ther during the visit.. IV/ Language Focus 4: 1/ Structure: a) Model sentence: 1. I want to go out at weekends. 2. She enjoys swimming very much. 3. He can speak many language. b) Form: 1. S + V + TO-infinitive Use: Most of the verbs in English are followed by a to infinitive. 2. S + ENJOY + V-ing Use: Same use as enjoy: start, begin, advive, ... 3. S + CAN + infinitive without TO Use: Modals: can could, will, would, shall, should, may, might, must, ... 2/ Complete: + Production: Nhi and her parents are visiting Hoi An and My Ask students to write the Son. They are staying at a hotel near Cua Dai. passage into their notebooks. Early this morning, Nhi decided (0) to go (go) for a run. She left the hotel and started (1) jogging (jog) in the direction of Cua Dai beach. She thought she might (2) go (go) along the beach for 20 minutes before heading for the hotel. Unfortunately, after 10 minutes, dark clouds began (3) gathering (gather) and it started (4) raining (rain). Nhi tried (5) to reach (reach) a shelter, but within a few seconds she was completely wet. So she decided (6) to continue (continue) her run because she couldn't (7) get (get) wetter!.

<span class='text_page_counter'>(197)</span> E/ Homework: Have students write the write these exercises in your notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 32: Date: Saturday, March 24, 2012 Period 92: Unit: REVIEW A/ Aim: Helping students to review to make plans, accept and decline invitations, to ask and answer questions about the weather, to write a postcard, ask for explanations of events, give an acount of something, write paragraph about what was done, seek information, recognize and complete questionaire, write a letter to a friend. B/ Language Focus: 1) Past Progressive. 2) Past Progressive with WHEN and WHILE. 3) Present Progressive with ALWAYS. 4) Passive forms. 5) Compound words. 6) Reported speech. 7) Inderect questions with IF and WHETHER. 8) Questions words before TO-infinitive 9) Verb + TO-infinitive. C/ Teaching aids: Textbooks. D/ Procedure: I/ Past Progressive *) Model sentence: - Ba was talking a shower at 8 o'clock last night. - They were talking to each other at that time. **) Form: (Past progressive tense) Was/ were V-ing ***) Use: to indicate an action that was in progress at a point of time in the past. II/ Past Progressive with WHEN and WHILE *) Model sentence: - The Le family was sleeping when the mailman came. - The phone rang while Hoa was eating. **) Form: (Past progressive tense) Past Progressive When Past Simple Past Simple While Past Progressive ***) Use: Sequence of tense: An action was taking place in the past when another action took place. III/ Present Progressive with ALWAYS *) Model sentence: - Bao is always forgetting his homework. **) Form: S + BE (am/ is are) + ALWAYS +V-ing .............. ***) Use: to express a complaint IV/ Passive forms..

<span class='text_page_counter'>(198)</span> a) Form: S + be + past participle + by Object. b) Use: It is used when the subject is affected by the action of the verb (Vietnamese can be used for weaker students). - How to change an active sentence to a passive one. Active: S V O Passive: S Eg: I. BE + PP love. by O my parents.. My parents are loved by me. V/ Compound words *) Model sentences: - a rice-cooking festival - a water-fetching competition **) Form: Compound adjectives nouns (article) + (noun) + (verb-ing) + (noun) ***) Use: to form a compound adjective nouns VI/ Reported speech *) Model sentence: Reported speech - He said he was a plumber. (reported/ indirect speech) **) Change: 1. Tenses: Quoted speech Reported speech - Present Simple - Past Simple - will - would - must - had to 2. Pronouns: (depending on the subject of the main clause) 3. Adverb of place and time: this that now then here there today that day tomorrow the next day yesterday the day before ago before 4. Spelling VII/ Inderect questions with IF and WHETHER *) Model sentence: - Do you know My Son, Nga? + Nhi asked Nga if/ whether she knew My Son. **) Form: S + V + (O) + if + S + V ... whether ***) Use: - to say => to ask/ want to know. - if the verb in the main clause is in apst tense, the tense in the indirect questions must be changed:.

<span class='text_page_counter'>(199)</span> Direct question Indirect question Present Simple => Past Simple Past Simple => Past Perfect Present Perfect => Past Perfect VIII/ Questions words before TO-infinitive *) Model sentence: - Nga told Nhi how to go there. **) Form: S + V + Question word + TO - infinitive .... ***) Use: Reduced form of an indirect question. IX/ Verb + TO-infinitive *) Model sentence: 1. I want to go out at weekends. 2. She enjoys swimming very much. 3. He can speak many language. **) Form: 1. S + V + TO-infinitive Use: Most of the verbs in English are followed by a to infinitive. 2. S + ENJOY + V-ing Use: Same use as enjoy: start, begin, advive, ... 3. S + CAN + infinitive without TO Use: Modals: can could, will, would, shall, should, may, might, must, ... E/ Homework: Ask students to learn by heart. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 32: Period 93:. Date: Saturday, March 31, 2012. THE FIRST MIDDLE TERM ENGLISH TEST Time: 45 minutes A/ Aim: Helping students to review to make plans, accept and decline invitations, to ask and answer questions about the weather, to write a postcard, ask for explanations of events, give an acount of something, write paragraph about what was done, seek information, recognize and complete questionaire, write a letter to a friend. B/ Language Focus: 1) Past Progressive. 2) Past Progressive with WHEN and WHILE. 3) Present Progressive with ALWAYS. 4) Passive forms. 5) Compound words. 6) Reported speech. 7) Inderect questions with IF and WHETHER. 8) Questions words before TO-infinitive 9) Verb + TO-infinitive. C/ Teaching aids: Textbooks..

<span class='text_page_counter'>(200)</span> D/ Procedure: I/ Test 8B: Full name: ........................................................... English Test (4) Score: Class: 8 B Time: 45 minutes Section 1: Choose the best words: (4 ms) 1) I ............................................................... into the bath when the bell rang last night. A. get B. got C. was getting D. have got 2) He ....................... always ................................................................... his homework. A. was/ forgotten B. is/ forgetting C. have/ forgotten D. will/ forget 3) While I .................................. to the cinema, I ......................... across my old friend. A. was going/ was coming B. was going/ came C. was going/ have come D. went/ came 4) This novel .......................................................... into English by a famous professor. A. is translate B. was translate C. translated D. was translated 5) Tet is said ...................... one of the most impoftant festivals for Vietnamese people. A. to be B. to have C. to come D. to know 6) Viet Nam is a ............................................................................................................... A. country rice-exporting B. rice-exporting country C. country exporting-rice D. exporting-rice country 7) Nga told Mai ..................................................................................... during the visit. A. what doing B. what she does C. what to do D. what do 8) Mary asked me if I ................................................................. with her to the theater. A. can go B. goes C. will go D. could go Section 2: Make complete sentences: (2 ms) 1) Mary/ fall asleep/ while/ she/ read/ magazine. => ...................................................... 2) I/ do homework/ while/ younger brother/ play ganmes/ computer. => ....................... Section 3: Complete the following sentences with the correct verb forms: (2 ms) 1) She told her father (stop) ............................................... smoking as soon as posible. 2) He asked her if she (like) ..................................... playing the piano in her free time. Section 4: Rewrite the following sentences beginning with the words given: (2 ms) 1) Lan said,"I have to go to the school library now." => Lan ......................................... 2) The government will build some more schools next year. => Some .......................... Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) My name is Liz. I come from China. I am a student, a university student. I am 18 years old. I am studying English as a foreign language. English is important to me because I will need it for my job in the future. I began learning English when I was very young - at the age of eight. I think that my biggest problem is listening. People speak very quicky, so, I can't understant them. English is really hard for me to learn, but I like it. I want to be a teacher of English, or I hope to become a singer one day because I love English songs very much. 1) Why is English important for her? => ......................................................................... 2) How old was she when she began learning English? => ............................................ 3) What aspect of learning English does she find most difficult? => .............................. 4) What does Liz want to be? => ..................................................................................... II/ Test 8A: Full name: ........................................................... English Test (4.1) Score: Class: 8 A Time: 45 minutes.

<span class='text_page_counter'>(201)</span> Section 1: Choose the best words: (2 ms) 1) I ............................................................... into the bath when the bell rang last night. A. get B. got C. was getting D. have got 2) He ....................... always ................................................................... his homework. A. was/ forgotten B. is/ forgetting C. have/ forgotten D. will/ forget 3) While I .................................. to the cinema, I ......................... across my old friend. A. was going/ was coming B. was going/ came C. was going/ have come D. went/ came 4) This novel .......................................................... into English by a famous professor. A. is translate B. was translate C. translated D. was translated 5) Tet is said ...................... one of the most impoftant festivals for Vietnamese people. A. to be B. to have C. to come D. to know 6) Viet Nam is a ............................................................................................................... A. country rice-exporting B. rice-exporting country C. country exporting-rice D. exporting-rice country 7) Nga told Mai ..................................................................................... during the visit. A. what doing B. what she does C. what to do D. what do 8) Mary asked me if I ................................................................. with her to the theater. A. can go B. goes C. will go D. could go Section 2: Make complete sentences: (2 ms) 1) Mary/ fall asleep/ while/ she/ read/ magazine. => ...................................................... 2) I/ do homework/ while/ younger brother/ play ganmes/ computer. => ....................... 3) While/ Diana/ watch/ favorite televition program/ there/ power-cut. => .................... 4) What/ you/ do/ when/ alarm/ sound? => ..................................................................... Section 3: Complete the following sentences with the correct verb forms: (2 ms) 1) She told her father (stop) ............................................... smoking as soon as posible. 2) He asked her if she (like) ..................................... playing the piano in her free time. 3) This tree (plant) ......................................................... by my grandfather a week ago. 4) Last night I (do) .................................. the washing up when the electricty went out. Section 4: Rewrite the following sentences beginning with the words given: (2 ms) 1) Lan said,"I have to go to the school library now." => Lan ......................................... 2) The government will build some more schools next year. => Some .......................... Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) My name is Liz. I come from China. I am a student, a university student. I am 18 years old. I am studying English as a foreign language. English is important to me because I will need it for my job in the future. I began learning English when I was very young - at the age of eight. I think that my biggest problem is listening. People speak very quicky, so, I can't understant them. English is really hard for me to learn, but I like it. I want to be a teacher of English, or I hope to become a singer one day because I love English songs very much. 1) Why is English important for her? => ......................................................................... 2) How old was she when she began learning English? => ............................................ 3) What aspect of learning English does she find most difficult? => .............................. 4) What does Liz want to be? => ..................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...........................................................................................................................................

<span class='text_page_counter'>(202)</span> Unit 15: COMPUTERS I/ Aim: Helping students: - To recognize facts and opinion. - To express opinions. - To agree and disagree. - To complete a flow chart. - To write a set of instructions. II/ Language Focus: 1. Present Perfect with yet and already. 2. Comparision of Present Perfect and Past Simple. III/ Vocabulary: (to) adjust, (to) connect, (to) fix, (to) install, (to) post, (to) restrict, (to) turn on, under guarantee, concern, degree, document, freshman, jack, jam, manual, printer, requirement, plug, socket, challenging (adj), skeptical (adj), properly (adj), IV/ Allocation unit: Lesson 1 Getting Started Reading to recognize facts and opinions and to know Listen and Read how to express opinions. Lesson 2 Speak Practice in expressing agreement and digreement. Lesson 3 Listen (Unit 16) Practice in writing instructions on how to use the printer and completing a flow chart. Lesson 4 Read Reading for details about how compute work in a university. Lesson 5 Write Practice in writing instructions on how to use the printer and completing a flow chart. Lesson 6 L F 1 - 2 - 3 - 4 Practice with Present perfect with yet and already, and complete of Present Perfect and Past Simple. Week 33: Date: Saturday, April 7, 2012 Period 94: Unit 15: COMPUTERS Lesson 1: GETTING STARTED Page:138 LISTEN AND READ Page: 138 - 139 A/ Aim: To get students to differentiate facts from opinions through reading. B/ Objective: By the end of the lesson, students will be able to express their opinions about a problem. C/ Teaching aids: Textbooks, pictures, realia, cassette, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I/ Getting Started: Write the topic on the board. */ Brainstorm: Ask students to think of the Computers help us: topic and express their Suggestions: opinions. - Computers help us learn interestingly. Collect students opinions and - Computers help us learn more quickly. write them on the board. - Computers are convenient./ easy for keeping/.

<span class='text_page_counter'>(203)</span> + Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: Bingo. . Set the scene: Nam and his father, Mr Nhat are talking about the problem of the compute, they have just bought. What happen to the computer? Put the chart on the board and have students gues which statemnets are true and which are false. Call on some students to give their answers. Write students' guess on the books. + While reading: Ask students to open their books, read the dialogue on the page 138 and listen to the tape. Have students work in pairs again to check if their guesses are right or not. Give feedback. Have students copy the corrected sentences. Explain the words: "Fact and Opinion":. storing information. - Computers are very quick in giving answers to our questions. II/ Listen and Read: 1/ Vocabulary: - a printer ['printə]: máy in (picture) - manual (n) ['mænjuəl]: sách hướng dẫn (explanation/ realia/ a book coming with a machine tells you how to use operate the machine) - (to) connect [kə'nekt]: nối , kết nối (hand gesture) - under guarantee ['ʌndə ,gærən'ti:]: trong thời gian bảo hành (situation/ The machine you buy at a shop will be under guarantee from 6 to 12 months) - a plug [plʌg]: phích cắm (realia) - a socket ['sɔkit]: ổ cắm điện (picture/ realia) 2/ True false statements: a) The printer isn't working. b) Nam has already turned the computer on. c) Nam knows how to connect a printer but he hasn't connected it properly. d) The manual helped them to find out the problem. e) Mr Nhat bought the computer in Ho Chi Minh City and it's still under guarantee. f) Mr Nhat thinks the company wouldn't do anything with his computer because it's too far from his place. Answer keys: a) T b) T c) F d) F e) T f) F c) Nam knows how to connect a printer and he has connected it properly. d) Mr Nhat thinks it isn't ery helpful. f) Mr Nhat thinks the company should do something with it.. 3/ Reading comprehension: a) The printer isn't working..

<span class='text_page_counter'>(204)</span> + Fact: a thing that is known to b) There shouldn't be anything wrong with it. be true, especially when can be c) I know how to connect a printer. proved. d) The manual isn't very helpful. + Opinion: You feel or thought e) I bought it in Ho Chi Minh City. about someone or something, f) I don't know what they can do. rather than a fact. Answer keys: Get students to read the a) F b) O c) O d) O e) F f) F statements and check ( ) the suitable boxes. Call on some students to give their answers. Have students copy. + Post reading: 4/ Write it up: Ask students to used reported speech to rewrite the dialogue. Divede the class into 3 groups and assign each group to report about 3 or 4 sentences. Have them write their report on a poster and put it on the board for public check. E/ Homework: Have students write in their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 33: Date: Saturday, April 7, 2012 Period 95: Unit 15: COMPUTERS Lesson 2: SPEAK Page:139 - 140 A/ Aim: To get students to practice in expressing agreement and dissagreement. B/ Objective: By the end of the lesson, students will be able to use to some common useful expressions to express agreement and disagreement. C/ Teaching aids: Textbooks, pictures, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Guessing game: Ask students each to think of "Do you think that ... ?" one of the ways computers are helpful and write it on the piece of the paper. + Presentation: 2/ Brainstorm: Write the topic on the board: Opinion Agreement Degree of Disagreement Useful expressions to express agreement agreement and disagreement. I like ... So I do. I agree, I disagree..

<span class='text_page_counter'>(205)</span> Put the table on the board and elicit students' answers then write them in the table. Explain the phrase "on the other hand"to students. Get students to copy the table. Put the photocopies (page 139) on the right of the board and the words cuess on the left (not in order). Ask students to match the words with the pictures. Call on some students to go to the board to draw the matching lines. + Pratice: Erase the words but leave the pictures. Get a student to demonstrate the model a). Ask students to use the adjectives on the board to practice speaking with their partners. Call on some pairs to demonstrate for the class. Give feedback and correct.. I don't like ... I think . I feel ... I don't believe. I agree. You are right. Neither do I.. but ... Yes, but on the other hand .... I can't agree with you. No, I think .... 3/ Matching: 1. Reading comic books 2. Playing in the rain 3. Driving a car 4. Eating foreign food Answer keys: 1.b 2.c 3.a 4.d 4/ Picture drill: Example: - I think computers are useful. => I disagree. I think they are unnecessary./ So do I. a) - I think driving a car is easy. => I disagree. I think it's difficult to drive a car./ So do I. b) - I think reading comic books is boring. => I disagree. I think it's interesting to read comic books./ So do I. c) - I think playing in the rain is fun. => I disagree. I think it's interesting to play in the rain./ So do I. d) - I think eating foreign food is delicious. => I disagree. I think it's unhealthy to et foreign food./ So do I. 5/ Mapped dialogue: Lan Ba - I am having problems with - What's wrong? - It doesn't work. I think - No. You didn't - Oh! Sorry. Example exchange: Lan: I am having problems with my computer. Ba: What's wrong? Lan: It doesn't work. I think it's broken. Ba: No. You didn't plug it in. Lan: Oh! Sorry.. + Production: Present the dialogue and have students repeat, sentence by sentence. Call on some students to demonstrate the dialogue. Open pair. Closed pairs: Students make similar dialogue referring the cues on page 140 (below the dialogue) to replace the information. Put the mapped dialogue chart on the board. E/ Homework: Have students write a similar dialogue in your notebooks..

<span class='text_page_counter'>(206)</span> .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 33: Date: Saturday, April 7, 2012 Period 96: Unit 15: COMPUTERS Lesson 3: LISTEN Page:141 A/ Aim: Listening about papermaking and inventions. B/ Objective: By the end of the lesson, students will be able to fill in the gaps and order sentences from listening . C/ Teaching aids: Textbooks, cassatte, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Guessing game: Ask students each think of an - What invention? invention or write it down on a Are you thinking of ...... ? piece of paper. No./ Yes. Call on a student to the front of the class or ask the rest of the students ask him/ her yes/ no questions. The chosen student can only answer Yes or No. + Pre listening: 2/ Vocabulary: - Bookshut. - procedure [prə'si:dʒə] (n): thủ tục - Eliciting. (translation) - Recording. - pulp [pʌlp] (n): bột (question: What is used to make paper?) - a vat [væt]: thúng (picture/ drawing) - (to) drain [drein]: làm ráo nước (explanation/ to make something empty or dry by removing all the liquid from it) - roller ['roulə] (n) : trục lăn (picture) - roll ['roul] (n): trục cán . Check: What and Where. procedure pulp vat drain roller roll + While listening: 3/ Gap fill: Inform the topic: paper- a) Papermaking is a (1) simple process. making process. b) The procedure is almost the (2) same as it was Have students read the (3) two hundred years ago. sentences. c) The pulp vat is on the (4) left of the machine. Play the tape 2 or 3 times and d) The papermaking machine has a lot of (5) ask students to fill in the gaps rollers. with the words they catch..

<span class='text_page_counter'>(207)</span> Ask students to compare their answers their partners. Call on students to give their answers. Give feedback and correct.. Answer keys: (1) simple (2) same (3) two hundred (4) left (5) rollers Tape transcript: "Papermaking is a simple process. The procedure is almost the same as it was 200 years ago. Look closely at this picture of an old papermaking machine. On the left is the pulp vat. Paper pulp was placed in the vat and mixed with a lot of water. The water was then drained and the pulp fibers were poured out of the vat and onto a conveyor belt. The conveyor belt took them under the rollers. There were quite a lot of rollers as you can see. These rollers smoothed the fibers and pressed them dry. The finished paper was then put on a roll at the end. You can see the roll of paper at the far right of the picture." 4/ Ordering prediction: a) The water was drained. b) The paper was put on a roll. c) Paper pupl was placed in the vat. d) Paper pulp was mixed with water. e) The pulp fibers were poured out. f) The pulp was conveyor bvelt under the rollers. Answer keys: c) d) a) e) g) f) b). + Post listening: Ask students to read the sentences (a - g) carefully and guess the order. Write the students' predictions on the board. Play the tape again and ask students to listen. Call on students to give their correction. Give feedback and correct. E/ Homework: Have students fill the gaps Language Focus 1 on page 150 and write sentences in Language Focus 2 into their notebooks.. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 34: Date: Saturday, April 14, 2012 Period 97: Unit 15: COMPUTERS Lesson 4: READ Page: 141 - 142 A/ Aim: Reading comprehention. B/ Objective: By the end of the lesson, students will be able to know more about how computers work in a university. C/ Teaching aids: Textbooks, cardboard, chart. D/ Procedure:.

<span class='text_page_counter'>(208)</span> Teacher’s and Students’ Content activities + Warm up: 1/ Jumbled words: Inform the topic. a) terpirn = printer Put the cardboards on the b) seumo = mouse board. c) recsne = screen d) nimorot = monitor e) bdoaryke = key board f) moseu dap = mouse pad + Pre reading: 2/ Vocabulary: - Bookshut. - a freshman ['fre∫mən] = the first-year student at a - Eliciting. college/ university: sinh viên năm thứ nhất - Recording. - a jack [dʒæk]: kích lên (translation) - a bulletin board ['bulitin'bɔ:d] = notice board: bảng thông báo - skeptical (adj) ['skeptikl]: tính hoài nghi (translation) - impact (n) ['impækt]: ảnh hưởng, tác động (translation) . Check: What and Where. Introduce the topic of the 3/ Open prediction: text. a) Where in the library do we get/ find Ask students to guess what information? they are going to read. b) How can we store the information? Write the students' guesses on c) If we want to discuss something, how can we the board. do? Ask students to read the text 4/ True False statements: to check if their guesses are a) There is a new university without a library in correct or not. the USA recently. + While reading: b) Users can send and receive messages by using Get students to read the text computers. again then read the true or c) First-year student in many universities are false statements and decide if required to have access to a computer. the statements are true or false. d) Students have to go to computers rooms to Call on some students to give connect their computers to the computer jacks. their answers and correct the e) Computer bulletin boards are the same as the false statements. traditional ones. Have students copy all the f) Not all people think positively about the new right statements in their method on study off campus. notebooks. Answer keys: a) T b) T c) T d) F e) T f) T d) Students don't have to go to computers rooms because collect campus now have computer jacks in every part of the university. + Post reading: 5/ Comprehension questions: Have students read the a) What makes the new university different from questions on page 147 and find others?.

<span class='text_page_counter'>(209)</span> the information in the text to => It has no library. All the information normally answer. found in a library is now stored in the Ask students to compare university's computers. their answers with their b) What type of information is available through partners. the computer? Call on some students to give => All the information normally found in a their answers for the class. libraryer messages normally found on a bulletin Give feedback. board. c) What type of equipment is necessary for firstyear students? => A computer and a telephone (line). d) What is the difference between a traditional bulletin board and the one on the internet? => With a bulletin board on the Internet, a great number of people (over 20 million) can get access to the bulletin and exchange information quickly. e) Would you like to complete a college degree from home? => (Student's answers) E/ Homework: Have students write the answers into their books. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 34: Date: Saturday, April 14, 2012 Period 98: Unit 15: COMPUTERS Lesson 5: WRITE Page: 142 - 143 A/ Aim: To get students to practice in writing instructions. B/ Objective: By the end of the lesson, students will be able to write a set of instructions on how to use the printer and complete a flow chart. C/ Teaching aids: Textbooks, pictures, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Wordsquare: Put the word square chart C N E E R C S K on the board. O U T P U T P E Inform the topic and the M O N I T O R Y number of the hidden P A E N O C I B words. U H B C D E N O Ask students to write the T R A Y O P T A words they find out on a E S U O M G E R piece of paper and hand in R I P O W E R D offer they finish their work. Answer keys: Give feedback and.

<span class='text_page_counter'>(210)</span> correct. + Pre writing: - Bookshut. - Eliciting. - Recording.. Ask students to look at exercices 1 on page 142 and do the matching. Give some students to give their answers and correct. + While reading: Get students to make use of some phrasal verbs. Put the words on the board and ask students to fill in the gaps with the right words if possible. Ask some students to give their answers and correct. + Post writing: Ask students to look at the pictures on page 143 and read the cues. Have students work in pairs to outline the instructions. Call on some students to say out the instructions first. (1 or 2 students for each sentence). Ask students to write the instructions in their notebooks. Have some students read their writing before the. output, monitor, tray, power screen, icon, mouse computer, printer, keyboard 2/ Vocabulary: - paper input tray ['peipə 'input trei]: khay để giấy vào máy (translation) - power button ['pauə 'bʌtn]: nút mở điện (translation) - icon ['aikən]: ký hiệu trên màn hình (translation) - output path ['autput pɑ:θ] : lối ra giấy in (example) - (to) remove [ri'mu:v] = to put something away: lấy cất đi (translation) 3/ Matching: a) ... paper input tray. b) ... monitor screen. c) ... power button. d) ... icon. e) ... output path. f) ... paper. Answer keys: a) 3 b) 1 c) 6 d) 2 e) 4 f) 5 4/ Gap fill: 1. (to) wait for (someone/ something). 2. (to) remove # (something). 3. (to) turn on/ off (a machine). 4. (to) plug in (something). 5. (to) load # (something). Answer keys: 1. for 2. # 3. on/ off 4. in 5. # 5/ Writing: - Put in the rprinter and turn on the power. a) Remove/ old paper/ load/ new paper/ input tray. - Remove the old paper and load the new paper in the paper input tray. b) Wait/ power button/ flash. - Wait for the power button to flash. c) Have/ pages/ appear/ computer screen. - Have the pages appear on the computer screen. d) Click/ icon/ the screen/ wait/ a few seconds. - Click the printer icon on the screen and wait for a few seconds. - The prined-paper will get out from the output path in a minute..

<span class='text_page_counter'>(211)</span> class. Give feedback and correct. E/ Homework: Have students write those sentences into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 34: Date: Saturday, April 14, 2012 Period 99: Unit 15: COMPUTERS Lesson 6: LANGUAGE FOCUS 1 - 2 - 3 - 4 Page: 142 - 143 A/ Aim: Further practice in using the present perfect and past simple. B/ Objective: By the end of the lesson, students will be able to use "yet" and "already" to express the present perfect past simple. C/ Teaching aids: Textbooks, chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: */ Lucky numbers: Write 10 numbers on the 1. What does your father/ mother do? board. 2. What did you do last night? Tell students each number is 3. Lucky number. for a question but 3 of them are 4. How often is Hue Festival held? lucky numbers. If students 5. Lucky number. choose a lucky number, they 6. What were you doing at 8 o'clock last night? don't have to answer any 7. Guess what your parents are doing at the question but they'll get 2 points moment? and they can choose another 8. Who often cooks in your family? number. 9. Which grade will you be in next school year? Divide the class into 2 teams. 10. Unlucky number. + Presentation: I/ Language Focus 1: . Set the scene: "Ba's mother 1/ Structure: has just been back from - Do homework (V) => (already) market. She wanted him to do - Tidy the room (X) => (not yet) some housework while she was - Turn off the washing machine (V) (already) at the market. Ba made notes in - Call and tell Aunt Le to have lunch (V) his diary and checked ( ) the (already) work he has done. Look at Ba's T: Has Ba done his homework yet? diary." S: Yes, he has already done his homework. Show the chart (Ba's diary) on T: Has Ba tidied the room yet? the board. S: No, he hasn't tidied the room yet. Ask questions and elicit the *) Concept check: Present Perfect with "yet" and answers from students. "already". Have students repeat and **) Use: write the sentences on the - yet: used in questions and negative statemnets. board. - already: used in positive statements..

<span class='text_page_counter'>(212)</span> Have students copy.. + Practice: Ask students to look at Ba's diary and complete the dialogue using yet and already. Call on some pairs to demonstrate the dialogue for the class. Give feedback and correct.. + Production: Ask students to look at the flight information tables and ask questions to show the models. Ask students taking in turns to ask and answers the questions. Call on some students to demonstrate the exchanges in front of the class. Give feedback and correct. + Presentation: . Set the scene: Use Vietnamese to elicit the models. Have students copy.. ***) Positions: - Yet: at the end of the sentence. - already: between auxiliary HAVE and PAST PARTICIPLE. 2/ Gap fill: Ba's mother: Have you finished your homework yet? Ba: Yes, I have already finished it , Mom. Ba's mother: Good. What about your room? Is it tidied now? Ba: I'm sorry, Mom. I haven't cleaned and tidied it yet. Ba's mother: Bad boy, Ba. And the washing machine! Have you turned it off yet? Ba: Don't worry, Mom. I have already turned it off . Ba's mother: Have you called and told Aunt Le to have lunch with us today? Ba: Yes. I have already called and told her to have lunch with us, and she said she would come. Answer keys: (1) I have already finished it (2) I haven't cleaned and tidied it yet. (3) I have already turned it off . (4) I have already called and told her to have lunch with us 3/ Questions - Answers (LF2): T: Has the flight to Vientiane departed? S: Yes, it has alrewady departed. T: Has the flight from Los Angeles arrived yet? S: No. it hasn't arrived yet. II/ Language Focus 3: 1/ Structure: a) Model sentence: *) I have ever been to Da Lat. => ( finished) (Tôi đã từng đến Đà Lạt) **) My parents have gone to Da Lat for 3 days. => (incomplete) (Ba mẹ tôi đi Đà Lạt đã 3 ngày nay rồi) b) Concept check: present perfect tense.

<span class='text_page_counter'>(213)</span> c) Use: - finish actions => indefinite time - incomplete actions => for, since, recently, ... d) Form: have/ has + past participle 2/ Grammar drill: + Practice: finish incomplete Ask students to look at the action action table on page 146, read the V sentences and check (V) the a) I've been to Sa Pa highlands. correct column. V Call on some students to give b) They have lived in Ca Mau for 10 years. their answers. c) She has finished her V Give feedback and feedback. homework. d) He has worked with the V computer since early morning. e) We have found the V troubles of the printer. f) Someone has unplugged V the printer. g) People have received V information through the internet recently. III/ Language Focus 4: + Presentation: 1/ Revision: Put the chart on the board a) Her family moved to Ha Noi 2 years ago. (Past and ask stuents to read the simple => finished action with definite time.) sentences.. b) He has never met such an intelligent boy Ask students to decide which before. (Present perfect => an action (not) sentence is in the present taking place from the past to the present. perfect anmd which is past c) My brother has become more independent since simple. he left home. (Present perfect) Call on students to give their d) When did the second world war break out? answersa. (Past simple) Give feedback and correct. 2/ Grammar drill: + Practice: Ba: (1) Have you seen the film Jurassic Park Ask students to complete the yet? (see) dialogue on page 146 orally. Nam: Yes, I have. Call on some pairs to give Ba: When did you see it? their answers. Nam: I saw it three months ago. Give feedback and correct. Loan: We (2) have not had a vacation since last Have some pairs to year. (not have) demonstrate the dialogue for Chi: Why not? the class. Loan: My parents (3) have been very busy since Pronunciation correction. then. (be) + Production: Nga: (4) Have you heard the news about Nam? Ask students to write 4 (hear).

<span class='text_page_counter'>(214)</span> sentences of their own 2 in the past simple and 2 in the present perfect. Have some of them write their sentences on the board for public check and give them points if possible.. Mai: No, What (5) happened? (happen) Nga: Ha (6) had an acident. He was jogging. He suddenly (7) fell and (8) broke his leg. (fall, break) Sung: (9) Have the plane arrived yet? (arrive) Clerk: Yes, it has. Sung: When did it arrive? Clerk: It arrived at the airport two hours ago. E/ Homework: Have students write those sentences into their notebooks. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 35: 2012 Period 100:. Date: Saturday, April 21,. CORRECT THE TEST A/ Aim: Helping students to review to make plans, accept and decline invitations, to ask and answer questions about the weather, to write a postcard, ask for explanations of events, give an acount of something, write paragraph about what was done, seek information, recognize and complete questionaire, write a letter to a friend. B/ Objective: By the end of the lesson, students will be able to know more mistakes in test. C/ Teaching aids: Paper test. D/ Procedure: I/ Keys 8B: Section 1: Choose the best words: (4 ms) 1) C. was getting 2) B. is/ forgetting 3) A. was going/ was coming 4) D. was translated 5) A. to be 6) B. rice-exporting country 7) C. what to do 8) D. could go Section 2: Make complete sentences: (2 ms) 1) => Mary fell asleep while she was reading a magazine. 2) => I was doing my homework while my younger brother was playing computer. Section 3: Complete the following sentences with the correct verb forms: (2 ms) 1) (stop) to stop 2) (like) liked Section 4: Rewrite the following sentences beginning with the words given: (2 ms) 1) => Lan said she had to go the school library then. 2) => Some more schools will be built by the government next year. Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) 1) => Because she will need it for her job in the future. 2) => She was eight. 3) => She finds listening most difficult. 4) => She wants to be a teacher of English. II/ Keys 8A: Section 1: Choose the best words: (2 ms) 1) C. was getting 2) B. is/ forgetting 3) A. was going/ was coming.

<span class='text_page_counter'>(215)</span> 4) D. was translated 5) A. to be 6) B. rice-exporting country 7) C. what to do 8) D. could go Section 2: Make complete sentences: (2 ms) 1) => Mary fell asleep while she was reading a magazine. 2) => I was doing my homework while my younger brother was playing computer. 3) => While Diana was watching her favorite television program, there was a powercut. 4) => What were you doing when the alarm sounded? Section 3: Complete the following sentences with the correct verb forms: (2 ms) 1) (stop) to stop 2) (like) liked 3) (plant) was planted 4) (do) was doing Section 4: Rewrite the following sentences beginning with the words given: (2 ms) 1) => Lan said she had to go the school library then. 2) => Some more schools will be built by the government next year. Section 5: Read the following passage then make questions with the cues and answer them: (2 ms) 1) => Because she will need it for her job in the future. 2) => She was eight. 3) => She finds listening most difficult. 4) => She wants to be a teacher of English. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Full name: ...................................................... ENGLISH TEST Score: Class: 8 A Time: 15 minutes Section 1: Choose a word whose underlined and bold part is pronounced differently: (2 ms) 1) A. gathered B. completed C. compiled D. repaired 2) A. modest B. global C. tone D. grow 3) A. imported B. needed C. designed D. constructed 4) A. fertilize B. twice C. hike D. twin Section 2: Choose the best words: (4 ms) 1) Would you mind if I .............................................................. a photo of your house? A. caught B. got C. took D. had 2) Thank you very much .......... the flowers you .................... me yesterday afternoon. A. for/ send B. to/ sent C. about/ sent D. for/ sent 3) Are you ...................................................................................... in that kind of book? A. fond B. interested C. excited D. like 4) This temple ......................... quite old. It .................................... over 100 years ago. A. looks/ was built B. looks/ is built C. look/ was built D. look/ built 5) We were delighted .................................................................... your letter last week. A. getting B. to get C. get D. got 6) Milk bottle can be ....................................................................... after being cleaned. A. recycled B. thrown away C. reused D. broken 7) ................................................................................................... you mind if I smoke? A. Could B. Don't C. Would D. Do 8) I can see a boy.................................................................................... a water buffalo. A. riding B. rides C. to ride D. rode.

<span class='text_page_counter'>(216)</span> Section 3: Do as directed: (3 ms) 1) My new car was stolen yesterday. => Someone ......................................................... 2) Can I open the door? => Would you mind if I ..........................................................? 3) My father (just come) ................................................................. back from the USA. 4) It/ not easy/ answer/ these questions/. => .................................................................... 5) Most of the goods are exported. They are made in this factory. => ............................ 6) Could you lend me some money? => Do you mind ..................................................? Section 4: Read the following text and answer the questions below: (1 m) When people talk about Nha Trang, the biggest city in Khanh Hoa Province, they often think of a tropical paradise thiên đường. Nha Trang is a famous seaside resort. It has a long coastline bờ biển with beatiful white sandy beaches. In the morning and afternoon, tourists can take part in various fascinating quyến rũ outdoor activities such as mud bùn bathing, swimming, snorkeling ...... Besides, tourists can also take boat trips to the islands. One of the most enjoyable trips is the trip to Mieu Island, where Tri Nguyen Aquarium was built in 1999. In addition thêm vào, tourists can spend an evening visiting a fishing village, where they could get a taste of the local seafood. Questions: 1) What can tourists take part in outdoor activities? => .................................................. 2) What do people think of Nha Trang? => .................................................................... KEYS Section 1: Choose a word whose underlined and bold part is pronounced differently: (1m) 1) B. completed 2) A. modest 3) C. designed 4) D. twin Section 2: Choose the best words: (4.5 ms) 1) C. took 2) D. for/ sent 3) B. interested 4) A. looks/ was built 5) B. to get 6) C. reused 7) D. Do 8) A. riding Section 3: Do as directed: (3 ms) 1) => Someone stole my new car yesterday. 2) => Would you mind if I opened the door? 3) => My father has just come back from the USA. 4) => It's not easy to answer these questions. 5) => Most of the goods made in this factory are exported. 6) => Do you mind lending me some money? Section 4: Read the following text and answer the questions below: (1.5 ms) 1) => They can take part in mud bathing, swimming, snorkeling, etc. 2) => They think Nha Trang is a tropical paradise.. Full name: ...................................................... ENGLISH TEST Score: Class: 8 B Time: 15 minutes Section 1: Choose a word whose underlined and bold part is pronounced differently: (2 ms) 1) A. gathered B. completed C. compiled D. repaired 2) A. modest B. global C. tone D. grow 3) A. imported B. needed C. designed D. constructed 4) A. fertilize B. twice C. hike D. twin Section 2: Choose the best words: (4 ms) 1) Would you mind if I .............................................................. a photo of your house? A. caught B. got C. took D. had 2) Thank you very much .......... the flowers you .................... me yesterday afternoon. A. for/ send B. to/ sent C. about/ sent D. for/ sent.

<span class='text_page_counter'>(217)</span> 3) Are you ...................................................................................... in that kind of book? A. fond B. interested C. excited D. like 4) This temple ......................... quite old. It .................................... over 100 years ago. A. looks/ was built B. looks/ is built C. look/ was built D. look/ built 5) We were delighted .................................................................... your letter last week. A. getting B. to get C. get D. got 6) Milk bottle can be ....................................................................... after being cleaned. A. recycled B. thrown away C. reused D. broken 7) ................................................................................................... you mind if I smoke? A. Could B. Don't C. Would D. Do 8) I can see a boy.................................................................................... a water buffalo. A. riding B. rides C. to ride D. rode Section 3: Do as directed: (3 ms) 1) Can I open the door? => Would you mind if I ..........................................................? 2) My father (just come) ................................................................. back from the USA. 3) Could you lend me some money? => Do you mind ..................................................? Section 4: Read the following text and answer the questions below: (1 m) When people talk about Nha Trang, the biggest city in Khanh Hoa Province, they often think of a tropical paradise thiên đường. Nha Trang is a famous seaside resort. It has a long coastline bờ biển with beatiful white sandy beaches. In the morning and afternoon, tourists can take part in various fascinating quyến rũ outdoor activities such as mud bùn bathing, swimming, snorkeling ...... Besides, tourists can also take boat trips to the islands. One of the most enjoyable trips is the trip to Mieu Island, where Tri Nguyen Aquarium was built in 1999. In addition thêm vào, tourists can spend an evening visiting a fishing village, where they could get a taste of the local seafood. Questions: 1) What can tourists take part in outdoor activities? => .................................................. 2) What do people think of Nha Trang? => .................................................................... KEYS Section 1: Choose a word whose underlined and bold part is pronounced differently: (1m) 1) B. completed 2) A. modest 3) C. designed 4) D. twin Section 2: Choose the best words: (4.5 ms) 1) C. took 2) D. for/ sent 3) B. interested 4) A. looks/ was built 5) B. to get 6) C. reused 7) D. Do 8) A. riding Section 3: Do as directed: (3 ms) 1) => Would you mind if I opened the door? 2) => My father has just come back from the USA. 3) => Do you mind lending me some money? Section 4: Read the following text and answer the questions below: (1.5 ms) 1) => They can take part in mud bathing, swimming, snorkeling, etc. 2) => They think Nha Trang is a tropical paradise. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 37: 2012 Period 101 - 102 - 103:. Date: Saturday, April 21,.

<span class='text_page_counter'>(218)</span> ĐỀ CƯƠNG ÔN TẬP TIẾNG ANH 8 HỌC KỲ II - NĂM HỌC: 2011- 2012 A/ Theory: (Lý thuyết) I/ Passive voice (Dạng bị động): Active voice: S+ V +O Passive voice: S + BE PP (V-ed/ V-3) + by O Example: People speak English in Viet Nam. => English is spoken in Viet Nam. II/ Reported speech (Câu tường thuật gián tiếp): 1) Câu mệnh lệnh khẳng định: S + ordered/ told/ asked/ ... + someone + TO-infinitive Example: My teacher asked me:" Do your homework, please." => My teacher asked me to do my homework. 2) Câu mệnh lệnh phủ định: S + ordered/ told/ asked/ ... + someone + NOT TO-infinitive ... Example: Tom told Mai: " Don't close window, please." => Tom told Mai not to close window. 3) Câu hỏi Yes/ No: S + asked/ ... + someone + if/ whether + S + V ...... Example: "Are you a student, Minh?" Lan asked. => Lan asked Minh if/ whether he was a student. *) Present Simple (infinitive/ V-s/ V-es) => Past simple (V-ed/ V-2) Past Simple (V-ed/ V-2) => Past Perfect [had PP( V-ed/ V-3)] Present Perfect [have/ has PP( V-ed/ V-3)] => Past Perfect [had PP( V-ed/ V-3)] 4) Câu hỏi có từ hỏi: a) S + asked ... + someone + WH-questions + S + V Example: "How old are you, Nam?" Mai asked. => Mai asked Nam how old he was. *) Present Simple (infinitive/ V-s/ V-es) => Past simple (V-ed/ V-2) Past Simple (V-ed/ V-2) => Past Perfect [had PP( V-ed/ V-3)] Present Perfect [have/ has PP( V-ed/ V-3)] => Past Perfect [had PP( V-ed/ V-3)] b) S + asked ...... + someone + WH-questions + TO-infinitive .... Example: Mrs Robinson askes Mrs Nga how to make springroll. III/ Các dạng của động từ (Form of the verbs): 1) V-ing: (thường đi với các động từ sau) like, dislike, hate, start, stop, finish, enjoy, keep, ...... (sau các cấu trúc): would you mind, be used to, look forward to, how about, ...... (sau các giới từ): about, of, with, without, ...... 2) TO-infinitive (hai động từ thường)/ (sau các tính từ): glad, happy, ready, kind, ... (sau các cấu trúc): in orrder to, so as to, enough, too 3) infinitive without TO (sau các động từ khiếm khuyết): can, could, would, shall, should, may, might, rather, had better, ...... IV/ Present Participle (dạng hiện tại phân từ/ V-ing) and Past Participle (dạng quá khứ phân từ): Example: 1) The boy is my brother. He is sitting in the room. => The boy sitting in the room is my brother. 2) These bicycles are very good. They are made in Japan. => These bicycles made in Japan are very good. V/ Cấu trúc in order to/ so as to + infinitive ... Example: He went to Ha Noi. He wanted to meet his grandmother. => He went to Ha Noi in order to meet his grandmother..

<span class='text_page_counter'>(219)</span> => He went to Ha Noi so as to meet his grandmother. VI/ The Present Progressive tense with always: S + am/ is/ are + ALWAYS + V-ing + ... VII/ The Present Perfect tense with already or yet: S + have/ has + ALREADY + PP (V-ed/ V-3) + ...... S + have/ has NOT PP (V-ed/ V-3) + ...... + YET. Have/ Has + S + PP (V-ed/ V-3) + ...... + YET? VIII/ Cấu trúc: It + is + adjective + TO-infinitive ...... IX/ Cấu trúc: Would you mind/ Do you mind + V-ing ...... ? Would you mind if I + V-ed/ V-2 ...... ? Do you mind if I + infinitive ................ ? B/ Exercises: ĐỀ KIỂM TRA HỌC KỲ II Năm học: 2011 - 2012 (Huyện Sơn Tịnh) (tham khảo) PART A: PRONUNCIATION (1 pt) Section 1: Choose the word which has the underlined part pronounced differently from the others. (0.5 pt) 1) A. seat B. great C. seaside D. beach 2) A. stamps B. trains C. hotels D. caves * Your answer: 1.......... 2.......... Section 2: Choose the word which is street differently from the others. (0.5 pt) 1) A. canoe B. award C. prison D. import 2) A. jungle B. bulletin C. mountain D. remove * Your answer: 1.......... 2.......... PART B: VOCABULARY AND GRAMMAR (5 pts) Section 1: Choose the correct answer: (3 pts) 1) Would you mind (correct/ to correct/ correcting/ corrected) ....... you the dictionary. 2) The woman (walk/ walks/ walking/ walked) ..................... up the stair is Mrs Hong? 3) Would you mind if I (have/ has/ having/ had) …...…... a look at your homework? 4) The watch (make/ makes/ making/ made) …..... in China is eighty thousand dongs. 5) Compost is made (of/ for/ from/ in) ............................ household and garden waste. 6) It's dangerous (swim/ to swim/ swiming/ swam) ...……...…...........….. in this river. 7) This temple ............................................ quite old. It ................................................. over 100 yers ago (looked/ built; looks/ is built; look/ was built; looks/ was built). 8) I am having problems (for/ about/ with/ of) ......................................... my computer. 9) Tom likes mountain-climbing. He should go to (Ha Noi/ Hue/ Sapa/ Nha Trang) .............................................................................................................................. ............ 10) I was reading (when/ while/ which/ who) ................................................................. my sisters were playing with their dolls. 11) What can we do to prevent people (in/ of/ on/ from) .. throwing drinks cans away. 12) You have to work (hardly/ more hardly/ hard/ more hard) ... for the coming exam. Section 2: Rewrite the sentences without changing the meaning, beginning with the phrases given: (1 pt) 1) They built this house more than one hundred years ago. => This house .................... 2) Can I turn on the TV? => Would you mind ................................................................ 3) Viet Nam is a country which exports a lot of coffee. => Viet Nam is a ..................... 4) Getting to school by bus is not convenient. => It ........................................................

<span class='text_page_counter'>(220)</span> Section 3: Change the sentences into reported speech: (1 pt) 1) "I can't answer this question." Hoa said. => ................................................................ 2) She asked the tourists, "Do you know the way to the station?" => ............................. 3) "We are waiting for the school bus.", The children said. => ...................................... 4) Mary asked me, "Is Phong Nha cave in Quang Binh?" => ......................................... PART C: READING (2 pts) Ha Long Bay is popular with both Vietnamese and international tourists. One of the attractions of Ha Long is the Bay's calm water with limestone mountains. The Bay's water is clear during the spring and early summer. Arriving in Ha Long City, visitors can go along Chay Beach. From the beach, they can hire a boat and go out the Bay. It is here that the visitors can find some of Southeast Asia's most beautiful sites. Dau Go Cave is one of the most beautiful caves of Ha Long. It was the cave in which General Tran Hung Dao hid wooden stakes to beat the Mongols on Bach Dang River in 1288. 1) Who(m) is Ha Long popular with? => ........................................................................ 2) What is one of the attractions of Ha Long? => ........................................................... 3) Is the Bay's water clear during the spring and late summer? => ................................. 4) What can visitors do when they arrive in Ha Long City? => ...................................... 5) Which is one of the most beautiful caves at Ha Long? => ......................................... PART D: WRITING (2 pts) You are Lan and you are on a vacation in Ha Noi. Write a postcard to your parents using the following words and phrases. - I/ have/ wonderful time/ Ha Noi. - weather/ cool/ sunny. People/ friendly/ helpful. - Yesterday/ I/ visit/ old friends. - It/ nice/ meet/ them. - Tomorrow/ I/ visit/ some/ interesting places/ Ha Noi/ Uncle Ho's Mausoleum/ Hoan Kiem Lake/ the Temple of Literature. - I/ Dong Xuan Market/ I/ buy/ some souvenirs/ you/ my brother. ĐỀ KIỂM TRA HỌC KỲ II Năm học: 2010 - 2011 (Huyện Sơn Tịnh) (tham khảo) Section 1: Circle the best answer A, B, C or D (1 m) 1) A. show B. follow C. how D. throw 2) A. pour B. touch C. bought D. thought 3) A. cooked B. washed C. laughed D. weighed 4) A. internet B. monitor C. printer D. icon Section 2: Underling the best answer: (2 ms) 1) Mr Lam asked me (give/ to give/ giving/ gave) …………...….. you the dictionary. 2) She (have finished/ has finished/ haven’t finished/ hasn’t finished) ....................... her homework yet. 3) I’d like (live/ lived/ to live/ living) ………........………. a house in the countryside. 4) His new car (is make/ is made/ is making/ is to make) ……...…...………. in Japan. 5) It is easier (learn/ learning/ learned/ to learn) ............................................................. English than any other language else. 6) Would you mind (do/ doing/ to do/ did) ...……..….. the washing up for me tonigh? 7) I prefer walking (to/ than/ with/ for) …...……......…………………... riding a bike. 8) She used to (look for/ look after/ look up/ look at) ..................................................... her younger brother when her parents went out. Section 3: Supply the appropriate prepositions: (1m).

<span class='text_page_counter'>(221)</span> 1) I disagree …………...………….…………... you I think English is very interesting. 2) Computers are necessary …………………………………… the first-year students. 3) The new university is different ………………...…...…………………. the old one. 4) Nam turned …………...……………...………… his computer, but it doesn’t work. Section 4: Give the correct forms of the verbs: (2ms) 1) Nam ………………… (do) already……...…………...…………….. his homework. 2) I didn’t know how (get) …………………...……...……………………... to the city. 3) It (rain) …………...…...… heavily while my family were having dinner yesterday. 4) They (not go) ………..…………...……………… anywhere last summer vacation. Section 5: Rewrite the sentences, not change the meaning: (2 ms) 1) This factory produces thousands of cars each year. => Thousands of cars ................ 2) “My sister likes reading old folktales.” said Nam. => Nam said that ......................... 3) Where is the dentist’s office? => Could you tell me .................................................. 4) The question is so difficult that we can’t answer it. => The question is too ............... Section 6: Write the meaningful sentences, use the cues: (2ms) 1) Jane/ not write/ me/ since/ leave/ my farm/. => .......................................................... 2) She/ prefer/ stay/ home/ shopping/. => ....................................................................... ĐỀ KIỂM TRA HỌC KỲ II Năm học: 2009 - 2010 (Huyện Sơn Tịnh) (tham khảo) Section 1: Choose the best answer of each sentence and underline: (1m) 1) Who is (good/ better/ the best/ well) …………...…………….. player in the team? 2) The Angkor Thom used (be/ to be/ being/ been) ……..……… the royal capital city. 3) They emigrated (at/ in/ to/ for) ……...…………. Australia in 1960s to find work. 4) Would you mind (close/ closing/ to close/ closed) ……………….... the window? 5) We are (delight/delighted/delighting/to delight) .................................................... that you passed your final examination. 6) Thanks (for/ to/ at/ from) ……………………………….. inviting me to the party. Section 2: Circle the words that has the underlined part pronounced different from the others: (2ms) 1) A. grow B. open C. officer D. moment 2) A. quiet B. industry C. relative D. participant 3) A. famous B. tourist C. tedious D. anxious 4) A. unique B. computer C. university D. discuss Section 3: Supply the correct form of the verbs in brackets: (1m) 1) Last night, when I came to visit him, he (do) …….......…………... an experiment. 2) How long (you, be) ………...………………… a nurse, Mrs Lan? => For 5 years. 3) I (not, finish) ………...……………………………. reading “War and Peace” yet. 4) The first papermaking machine (invent) …….. in the late 1700s by a Frenchman. Section 4: Supply the correct words form: (1m) 1) There are a lot of (tradition) ………………...…………….. festivals in Viet Nam. 2) Sugar is not an (health) …………...……………. food, because we need it to live. 3) D E Huges was the (invent) …………..…………………………. of microphone. 4) What is the (nation) ………………...……………………….. of Thomas Edison? Section 5: Fill in the blanks with proper words in the box: (1.5 ms) garbage - pollution - serious - harmful - atmosphere - environment Big cities in the world are facing (1) ............ problems of (2) ............ pollution, especially air and water pollution. The great number of motorcycles is on of the main causes of air (3) ............ . Smoke coming out from vehicles contains a big amount of.

<span class='text_page_counter'>(222)</span> lead which is very (4) ............ to health. Besides, factoriesin the cities release so much carbon dioxide into the (5) ............ every day. These factories pollte not only the air but also the water as well. Poisonous sewage from factories flows directly into rivers without any treatment. Moreever, tons of (6) ............ are thrown into rivers, turning them into huge garbage dumps. Section 6: Rewrite the following sentences without changing their meaning: (1.5 ms) 1. It is dangerous to walk home late in the evening. => Walking ................................... 2. Could you send this letter for me? => Do you mind ................................................... 3. “I don’t want to go swimming”, says Mr Minh. => Mr Minh said that ..................... Section 1: Write the sentences with using the cues words: 1. it/ simple/ solve/ this/ problem/. => ............................................................................. 2. I/ going/ visit/ grandma/ after school/ afternoon/. => .................................................. ĐỀ KIỂM TRA HỌC KỲ II NĂM HỌC: 2008 - 2009 (Huyện Sơn Tịnh) (tham khảo) Section 1: Choose the words that doesn't have the same sound as the others: (1m) 1) A. machine B. vanilla C. microwave D. mixture 2) A. chocolate B. challenging C. fetch D. charecter 3) A. canoe B. carol C. jack D. gallery 4) A. sunbathe B. crutch C. jungle D. urge Section 2: Put the verbs in brackets into the correcttense: (2ms) 1) Last night Lan (lose) ................... her key, but it (just find) ............................. again. 2) How did you know each other? => Oh, I (work) ........................................................ in the factory when I (meet) .................................................................................... him. 3) The bicycle which you (ride) ..................................................................... at present (invent) ............................................................................................ in 1816 by a Germa 4) He should know how (use) ................................................................ the computer, but if he doesn't you'd better (show) ........................................................................ him. Section 3: Find one mistake in each sentence, underlined and correct it: (2ms) Example: He must to collect on bottle of water. collect 1) The poem "A Visit from Saint Nicolas" was writing by an American professor. 2) The girl spoke to my brother last night in my cousin. 3) Last Sunday our class held a painting picture contest. 4) He said me that he was a journalist. Section 4: Fill in the blank the correct form of the words given in brackets: (1m) 1) A toaster is a kitchen (apply) ............................................. that is used to cook food. 2) Santa Claus is based on the (describe) ........................... of Saint Nicolas in a poem. Section 5: Finish the second sentences so that it has the same meaning as the first one: (2ms) 1) He said to me: "Will you go here with your father next week?" => He asked me ..... 2) She learns English so that she can communicate with people from other countries. => She learns English in .................................................................................................. 3) I sent a letter to my friend in Canada last week. => A letter ....................................... 4) Some grammartical rules are difficult to explain. => It is .......................................... Section 6: Read the passage and answer the questions: (1.5ms) Sydney Opera House, a major arts center built on the harbor in Sydney, Australia. It was designed in 1970 by the Danish architect Jurn Ulzon. The building was completed in 1973. Although called an opera house, it is a complex that contains several halls and theaters. There are two concert halls, a theater for opera and ballet, a smaller.

<span class='text_page_counter'>(223)</span> theater for plays, a recording hall and rehearsal rooms, and cinema. It is the home of the Sydney Symphony Orchestra. The Austrilian Ballet, and Australian Oprea. *) Questions: 1) Where is Sydney Opera House? => ............................................................................ 2) When was it designed and completed? => .................................................................. 3) How many concert halls are there in Sydney Opera House? => ................................. 4) Are there any theaters in Sydney Opera House? => ................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Week 37: Period 105:. Date: Saturday, May 15, 2010. ĐỀ KIỂM TRA HỌC KỲ II Năm học: 2011 - 2012 Section 1: Circle the best answer A, B, C or D (1 m) 1) A. show B. follow C. how D. throw 2) A. pour B. touch C. bought D. thought 3) A. cooked B. washed C. laughed D. weighed 4) A. internet B. monitor C. printer D. icon Section 2: Underling the best answer: (2 ms) 1) Mr Lam asked me (give/ to give/ giving/ gave) ..…………...….. you the dictionary. 2) She (have finished/ has finished/ haven’t finished/ hasn’t finished) ..................... her homework yet. 3) I’d like (live/ lived/ to live/ living) ……………………. a house in the countryside. 4) His new car (is make/ is made/ is making/ is to make) ……………......…. in Japan. 5) It is easier (learn/ learning/ learned/ to learn) English than any other language else. 6) Would you mind (do/ doing/ to do/ did) ….....…….. the washing up for me tonigh? 7) I prefer walking (to/ than/ with/ for) ………………………………... riding a bike. 8) She used to (look for/ look after/ look up/ look at) ............................................... her younger brother when her parents went out. Section 3: Supply the appropriate prepositions: (1m) 1) I disagree …………………………………... you I think English is very interesting. 2) Computers are necessary ………………………....………… the first-year students. 3) The new university is defferent ………………….……………………. the old one. 4) Nam turned ………………………………..…… his computer, but it doesn’t work. Section 4: Give the correct forms of the verbs: (2ms) 1) Nam …………… (do) already………………..…………………….. his homework. 2) I didn’t know how (get) ………………………..………………………... to the city. 3) It (rain) ……………..…… heavily while my family were having dinner yesterday. 4) They (not go) …………….……………………… anywhere last summer vacation. Section 5: Rewrite the sentences, not change the meaning: (2 ms) 1) This factory produces thousands of cars each year. => Thousands of cars ................ 2) “My sister likes reading old folktales.” said Nam. => Nam said that ......................... 3) Where is the dentist’s office? => Could you tell me .................................................. 4) The question is so difficult that we can’t answer it. => The question is too ............... Section 6: Write the meaningful sentences, use the cues: (2ms) 1) Jane/ not write/ me/ since/ leave/ my farm/. => ………………………………...........

<span class='text_page_counter'>(224)</span> 2) She/ prefer/ stay/ home/ shopping/. => ……………………………………............... KEYS Section 1: Circle the best answer A, B, C or D (1 m) 1) C. how 2) B. touch 3) D. weighed 4) D. icon Section 2: Underling the best answer: (2 ms) 1) to give 2) hasn’t finished 3) to live 4) is made 5) to learn 6) doing 7) to 8) look after Section 3: Supply the appropriate prepositions: (1m) 1) with 2) for 3) from 4) on Section 4: Give the correct forms of the verbs: (2ms) 1) (do) has already done 2) (get) to get 3) (rain) was raing 4) (not go) didn’t go Section 5: Rewrite the sentences, not change the meaning: (2 ms) 1) => Thousands of cars are produced by this factory each year . 2) => Nam said that his sister liked reading olk folktales. 3) => Could you tell me where the dentist’s office is. 4) => The question is too difficult for us to answer. Section 6: Write the meaningful sentences, use the cues: (2ms) 1) => Jane hasn’t written to me since she left my farm. 2) => She prefers staying at home to going shopping. A/ Aim: Listening for details. B/ Objective: By the end of the lesson, students will be able to complete the flow chart. C/ Teaching aids: Textbooks, pictures, chart, cassette. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Shark attack: COMPUTER + Pre listening: 2/ Vocabulary: - Bookshut. - a circle ['sə:kl] : vòng tròn, hình tròn (starting/ - Eliciting. stopping point) - Recording. - a triangle ['traiæηgl]: hình tam giác (questions) Put the flow chart on the - a oval ['ouvəl]: hình bầu dục (answers) board and have students 3/ Gap fill: copy it into their exercise Find a books. machine Get students to understand a) Do you have the correct how events are sequenced in change a flow chart and the meanings of all the shapes used in the chart. + While listening: b) Yes. c) What do you want Ask students to look at the to drink? flow chart and guess the words in the gaps. Play the tape (2 or 3 times) Lemon soda..

<span class='text_page_counter'>(225)</span> and ask students to listen. Tell students to fill the gaps with the information they have heard from the tape. Have students compare the answers with their answers. Call on some students to go to the board to write their answers. Give feedback and correct. Have students copy.. Insert coins and press button d) Take it. Tape transcript: " Computer programers use flow charts to help people understand how events are sequenced. All the shapes on this chart have a particular meaning. For example, the circles indicate a starting or stopping point, the triangles are questions and the ovals are answers. This flow chart show how to get a drink from a machine. It shows that the first step is to find a machine. Next, ask yourself if you have the correct change. When the answer to this question is "yes", ask yourself what you want to drink. For example, lemon soda. Finally, insert the coins and press the button to choose the drink you want. Once the drink appears, you may take it from the machine." 4/ Write it up:. + Post listening: Have write a set of instructions on how to get a drinmk from a machine, using the flow chart. E/ Homework: Let students do the exercises in the exercise book.. Unit 16: INVENTIONS I/ Aim: Helping students: - To say what something was like. - To talk about processes. - To write about processes. II/ Language Focus: 1. Passive form. 2. Sequence markers. III/ Vocabulary: (to) crush, (to) grind, (to) liquify, (to) manufacture, (to) remove, (to) drain, a conveyor-belt, a facsimile, a hairdryer, a helicopter, loudspeaker, a microwave, mold, process, pulp, reinforced concrete, toaster, procedure, a vat, roller, IV/ Allocation unit: Lesson 1 Getting Stared Reading for details about the development of paper Listen and and the process of producing chocolate. Read Lesson 2 Speak Practice in talking about the inventions using the passive. Lesson 3 Listen Listening to fill in the gaps and oreder the sentence. Lesson 4 Read Reading a poem for information about inventions. Lesson 5 Write Practice in using sequence markers. Lesson 6 L F 1 - 2 - 3 - 4 Further practice in using the passive. Week 34: Date: Saturday, April 24, 2010 Period 98:.

<span class='text_page_counter'>(226)</span> Unit 16: Lesson 1:. INVENTIONS GETTING STARED Page:147 LISTEN AND READ Page: 147 -149 A/ Aim: Reading for details about the development of paper and how to produce chocolate. B/ Objective: By the end of the lesson, students will be able to know the origin of paper and talk about the process of producing something. C/ Teaching aids: Textbooks, cassette, pictures, grid chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: I / Getting Started: Get students to look at the Answer keys: A. b) B. c) C. e) D. a) E. d) pictures on page 147 and ask them some questions to evaluate how much they understand the pictures. Ask students to read the sentences (a - e) and match them with the correct pictures. II / Listen and Read: + Pre reading: 1/ Vocabulary: - Bookshut. - (to) remove [ri'mu:v]: bóc ra - Eliciting. (translation) - Recording. - (to) crush [krʌ∫] : nghiền (translation) - (to) liquefy ['likwifai]: hóa lỏng (translation) - (to) grind [graind]: xay (translation) - (to) manufacture [mænju'fækt∫ə]: sản xuất = (to) produce - a process ['prouses]: quy trình - manufacturing process (Use the flowchart to explain the word) - a mold [mould]: cái khuôn (realia/ picture) - conveyor belt [kən'veiə] [belt] : băng chuyền (picture) . Check: Slap the board. . Set the scene: Tim Jones, 2/ Open prediction: Hoa's American penpal, is 3/ Matching: visiting a chocolate factory a) The beans are A. after visitors have toured with his class and his teacher, cleaned the factory. Mrs Allen. Now, guess who b) Mr Roberts B. to leave some chocolate will show them around the thought for others. factory and what they will c) After cooking, C. the cacao beans smell learn from this visit. like chocolate..

<span class='text_page_counter'>(227)</span> Write the students' predictions on the board. + While reading: Play the tape and ask students to listen while reading the dialogue on page 148. Ask students to match the half sentences on page 149. have students compare their answer with their pictures. Call on students to give their answers for the class. Give feedback and correct. Get students to write the full sentences in their exercise notebooks.. d) Sugar is. D. Tim and Sam were going to touch the button. e) Mrs Allen E. before being cooked. warned Sam f) A sample of F. one of the ingredients in chocolate is chocolate. given Answer keys: a) + E (The beans are cleaned before being cooked.) b) + D (Mr Roberts thought Tim and Sam were going to touch the button.) c) + C (After cooking, the cacao beans smell like chocolate.) d) + F (Sugar is one of the ingredients in chocolate.) e) + B (Mrs Allen warned Sam to leave some chocolate for others.) f) + A (A sample of chocolate is given after visitors have toured the factory.) 4/ Grid: CHOCOLATE MANUFACTURING PROCESS Answer keys: 1. The beans are washed, weighed and cooked. 2. The shells are removed. 3. The beans are crushed and liquefied. 4. Cocoa butter, sugar, vanilla and milk are added. 5. The mixture is ground, rolled and pround into the molds.. + Post reading: Put the grid on the board and have students copy. Ask students to read the dialogue again and fill in the grid. Call on some pairs to go to the board to write their answers. Give feedback and correct. E/ Homework: Ask students to rewrite the grid using sequence markers into their exercise books. Week 35: Period 99: Unit 16: Lesson 2:. Date: Saturday, May 1, 2010. INVENTIONS SPEAK Page:149 - 150 LANGUAGE FOCUS Page: 156 A/ Aim: Further practice in using the passive. B/ Objective: By the end of the lesson, students will be able to talk about the inventions using the passive. C/ Teaching aids: Textbooks, grid chart. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Bingo: Get students to brainstorm Foreman, liqiefy, process, manufacture, remove, a list of 10 words and write crush, grind, pour, mold, conveyor belt, ....

<span class='text_page_counter'>(228)</span> them on the board. Ask students to choose say 4 words and copy them into their paper. Call on the words until someone has ticked all of his/ her words and shouts "bingo". + Presentation: 2/ Vocabulary: - Bookshut. - a facsimile [fæk'simili]: máy fax - Eliciting. (translation) - Recording. - reinforced concrete (n) [,ri:in'fɔ:st'kɔnkri:t] : bê tông cốt thép (translation) - a microphone ['maikrəfoun]: micrô (translation) - X-ray (n) ['eks'rei]: tia X (translation) - a louderspeaker ['laud'spi:kə] : loa phóng thanh (translation) - a helicopter ['helikɔptə]: máy bay lên thẳng (translation) Have studentsstudy the 3/ Grammar Awareness: meanings of the inventions Answer keys: using Vietnaese. 1. This is where the cocoa beans are stored. (present Ask students to read the simple) dialogue on page 148 again 2. That button cannot touched. (passive with model) and pick out all of the 3. The beans are washed, weighed and cooked here. passive sentences. 4. After the shells are removed ... into molds. Call on students to give their answers. Have students review the passive in the present and past simple tenses. + Practice: 4/ Word cue drill: Have students read the T: What was invented by Friedrich Koenig? model dialogue on page 149. S: Printing Press. Let students know what T: When was it invented? they are going to do: Ask S: In 1810. and answer questions about T: Where was Koenig from? the inventions to fill in the S: He was from Germany. missing information. Answer keys: Ask students to look at the Invention Date Inventor Nationality tables on page 150 and 156 Printing Press 1810 Friedrich German and model the exchanges, Koenig using a good student. Bicycle 1816 Karl D German Have students work in Sauerbronn pairs, one looks at the table.

<span class='text_page_counter'>(229)</span> on page 150 and other page 156. Ask students to ask and answer the questions orally then fill in the missing information. Monitor and help students if necessary. Call on sopme pairs to demonstrate the exchange. Give feedback and correct. Have students copy the complete table.. Facsimile. 1843. English. 1845. Alexander Bain Elias Howe. Sewing machine Reinforced concrete Microphone X-ray. 1849. F J Monier. French. American. D E Hughes American Wilhelm German Konarad Loudspeaker 1924 C W Rice American Helicopter 1939 Igor American Sikorsky Color 1950 Peter Carl American television Godmark Optical fiber 1955 Narinder German Kapany Laser 1958 Gordon American + Production: Gould Model and have students 5/ Making reports: repeat. a) The printing press was invented by Friedrich Ask students to use the Koenig in 1810. complete table to report b) The bicycle was invented by Karl D Sauerbronn what they have found. in 1816. c) The facsimile was invented by Alexander Bain in 1843. d) The sewing machine was invented by Elias Howe in 1845. e) The reinforced concrete was invented by F J Monier in 1849. f) The microphone was invented by D E Hughes in 1878. g) The X-ray was invented by Wilhelm Konarad in 1895. h) The loudspeaker was invented by C W Rice in 1924. i) The helicopter was invented by Igor Sikorsky in 1939. j) The color television was invented by Peter Carl Godmark in 1950. k) The optical fiber was invented by Narinder Kapany in 1955. l) The laser was invented by Gordon Gould in 1958. E/ Homework: Ask students to use the information in the table to write 12 complete sentences in their notebooks. Week 35: Period 100: Unit 16:. 1878 1895. Date: Saturday, May 1, 2010 INVENTIONS.

<span class='text_page_counter'>(230)</span> Lesson 3: LISTEN Page:150 - 151 A/ Aim: Listening about papermaking and inventions. B/ Objective: By the end of the lesson, students will be able to fill in the gaps and order sentences from listening . C/ Teaching aids: Textbooks, cassatte, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Guessing game: Ask students each think of an - What invention? invention or write it down on a Are you thinking of ...... ? piece of paper. No./ Yes. Call on a student to the front of the class or ask the rest of the students ask him/ her yes/ no questions. The chosen student can only answer Yes or No. + Pre listening: 2/ Vocabulary: - Bookshut. - procedure [prə'si:dʒə](n): thủ tục - Eliciting. (translation) - Recording. - pulp [pʌlp](n): bột (question: What is used to make paper?) - a vat [væt]: thúng (picture/ drawing) - (to) drain [drein]: làm ráo nước (explanation/ to make something empty or dry by removing all the liquid from it) - roller ['roulə](n) : trục lăn (picture) - roll (n): trục cán . Check: What and Where. procedure pulp vat drain roller roll + While listening: 3/ Gap fill: Inform the topic: paper- a) Papermaking is a (1) simple process. making process. b) The procedure is almost the (2) same as it was Have students read the (3) two hundred years ago. sentences. c) The pulp vat is on the (4) left of the machine. Play the tape 2 or 3 times and d) The papermaking machine has a lot of (5) ask students to fill in the gaps rollers. with the words they catch. Answer keys: Ask students to compare their (1) simple answers their partners. (2) same Call on students to give their (3) two hundred answers. (4) left Give feedback and correct. (5) rollers Tape transcript: "Papermaking is a simple process. The.

<span class='text_page_counter'>(231)</span> procedure is almost the same as it was 200 years ago. Look closely at this picture of an old papermaking machine. On the left is the pulp vat. Paper pulp was placed in the vat and mixed with a lot of water. The water was then drained and the pulp fibers were poured out of the vat and onto a conveyor belt. The conveyor belt took them under the rollers. There were quite a lot of rollers as you can see. These rollers smoothed the fibers and pressed them dry. The finished paper was then put on a roll at the end. You can see the roll of paper at the far right of the picture." 4/ Ordering prediction: a) The water was drained. b) The paper was put on a roll. c) Paper pupl was placed in the vat. d) Paper pulp was mixed with water. e) The pulp fibers were poured out. f) The pulp was conveyor bvelt under the rollers. Answer keys: c) d) a) e) g) f) b). + Post listening: Ask students to read the sentences (a - g) carefully and guess the order. Write the students' predictions on the board. Play the tape again and ask students to listen. Call on students to give their correction. Give feedback and correct. E/ Homework: Have students fill the gaps LF-1 on page 150 and write sentences in LF-2 into their notebooks.. Week 35: Date: Saturday, May 1, 2010 Period 101: Unit 16: INVENTIONS Lesson 4: READ Page:151 - 152 A/ Aim: Reading for information about papermaking and inventions. B/ Objective: By the end of the lesson, students will be able to fill in the gaps and order sentences. C/ Teaching aids: Textbooks, cassatte, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Brainstorm: Get students to brainstorm a Household appliances list of 10 new words and write Answer keys: Microwave, vacuum, hairdryer, them on the board. dishwasher, telephone, toaster, washing Ask students to choose any machine, ... 4/5 words and copy them into their paper. Call out the words until someone has ticked all of the words and shout "Bingo" and wins..

<span class='text_page_counter'>(232)</span> + Pre reading: - Bookshut. - Eliciting. - Recording.. . Check: Bingo. + While reading: Get students to read the poem on page 151. Ask students some questions to help them understand the reading more. Have students match the headingsto the verseson page 152. Call on some students to give their answers. Give feedback and correct.. 2/ Vocabulary: - a microwave ['maikrəweiv]: lò nướng vi sóng (translation) - a vacuum ['vækjuəm]: máy hút bụi (translation) - a toaster [toustə] : lò nướng bánh mì bằng điện (translation) *) Bingo: Microwave, vacuum, hairdryer, dishwasher, telephone, toaster, washing machine, ... 3/ Matching: +) What the 1th verse about? +) Is the 2nd verse about the appliances used in the kitchen? +) What about "doom [du:m] (sự diệt vong), chugga-chug [t∫ʌg] (tiếng nổ bình bịch), vroom, boom [bu:m] (tiếng vang)" Answer keys: Verse 1: b. Appliances that cook food. Verse 2: c. Appliances that clean or dry things. Verse 3: a. Instrument invented by Alexander Graham Bell.. + Post reading: Tell students to read the sentences carefully and fill in 4/ Gap fill: the gaps with the inventions a) "Joan, where's the (1) vacuum? I want to clean taken from the poems. the floor. Have students compare their b) Last night I was reading in the bedroom when answers with their partners. the (2) telephone rang. It was Ann, an old Call on some students to give friend I didn't see for more than twelve years. their answer and correct. c) A (3) washing machine is a kitchen appliance that automatically washes, rinses, and dries dishes and utensils. d) "Jane, why don't you put the meat in the (4) microwave to defrost it?" e) "Can I borrow your (5) hairdrier? I've just wshed my hair." f) The Romans knew how to toast bread over an open fire two thousand years ago. We now toast bread with a (6) toaster on the table. Answer keys: (1) vacuum (2) telephone (3) washing machine (4) microwave (5) hairdrier (6) toaster.

<span class='text_page_counter'>(233)</span> E/ Homework: Have students write the sentences in their notebooks. Week 36: Date: Saturday, May 8, 2010 Period 102: Unit 16: INVENTIONS Lesson 5: WRITE Page:152 - 153 A/ Aim: Further practice in using the sequence markers. B/ Objective: By the end of the lesson, students will be able to use the sequence markers to describe a manufacturing procedure. C/ Teaching aids: Textbooks, cardboards, pictures. D/ Procedure: Teacher’s and Students’ Content activities + Warm up: 1/ Jumble words: Put the cardboards with 1. lppu = pulp jumbles words on the board. 2. llreor = roller Inform the topic:words related 3. morever = remove to papermaking procedure. 4. darni = drain Ask each group to write their 5. berif = fibre answers on a piece of paper to hand it. + Pre writing: - Bookshut. 2/ Vocabulary: - Eliciting. - a log [lɔg]: gỗ khúc - Recording. (drawing/ explanation: a thick piece of wood that is cut from a tree) - (to) flatten ['flætn]: làm cho bằng (to make something become flat) - (to) refind [ri'fain] : lọc, tinh luyện (translation) - (to) chemically ['kemikəli]: bằng hoá chất (translation/ treated in a chemical process) . Check: Rub out and Remember. Ask students to read the text 3/ Gap fill: on page 152 and fill in the gaps How Paper to Made with the right sequence markers (1) First, logs are cut into smal chips. (2) Then to describe the procedure of they are mixed with water and acid. (3) Next they paper-making. are heated and crushed into a heavy pulp. This Ask students some questions wood pulp is also cleaned and chemically to check if they understand the whitened. (4) After this, it is passed through text. rollers to be flattened. (5) Then, sheets of wet Call on some students to read paper are procedured. (6) Finally, the water is the completed sentences. removed from the sheets which are pressed, dried Give feedback and correct. and refined until the finished paper is procedured. + While writing: Answer keys: Have students look at the (1) First pictures on page 153. (2) Then.

<span class='text_page_counter'>(234)</span> Ask students to think of the process of chocolate-making and put the pictures in the correct order. Call on some pairs to give their answers. Ask students to listen to check if their answers are correct or not. Read the statements aloud. Give feedback and correct. + Post writing: Ask students to rearrange the sentences on page 153 according to the ordered pictures. Call on students to give their answer. Have students use the sequence markers to link the sentence together in a paragraph. Monitor and assist students if necessary. Call on some students to read their writing for the the class. Have students to copy.. (3) Next (4) After this (5) Then (6) Finally 4/ Ordering pictures: Answer keys: 6-2-4-1-5-3. 5/ Write: a) The beans are dried in the sun. b) They are shelled and ground to produce chocolate liquor. c) The beans are roasted to bring out the chocolate flavor. d) The fruit harvest is fermented for three to nine days to kill the beans and turn them brown. e) The beans are cleaned is special machines. f) The liquor is made into chocolate candy or cocoa power. Answer keys: 1) d 2) a 3) e 4) c 5) b 6) f First, the fruit harvest is fermented for three to nine days to kill the beans and turn them brown. Then the beans are dried in the sun. Next the beans are cleaned is special machines. After this, the beans are roasted to bring out the chocolate flavor. Then they are shelled and ground to produce chocolate liquor. Finally, the liquor is made into chocolate candy or cocoa power. E/ Homework: Ask students to write a paragraph. Week 36: Date: Saturday, May 8, 2010 Period 103: Unit 16: INVENTIONS Lesson 6: LANGUAGE FOCUS 1 - 2 - 3 - 4 Page: 152 - 153 A/ Aim: Further practice in using the PASSIVE. B/ Objective: By the end of the lesson, students will be able to change active sentences into passive cues and write WH-questions in the passive. C/ Teaching aids: Textbooks, cardboards. D/ Procedure:.

<span class='text_page_counter'>(235)</span> Teacher’s and Students’ Content activities + Warm up: 1/ Pelmanism: Inform the topic: Infinitive Write Draw Sell Win Past participle. Run Sold Won Written Divide the class into 2 teams. + Presentation: 2/ Vocabulary: - Bookshut. - a zipper ['zipə]: dây kéo - Eliciting. (realia) - Recording. - xerography [ziə'rɔfədʒi] : (translation) + Practice: 3/ Language Focus 1: Have students do exercise 1 Answer keys: on page 154. Example: Miss lien wrote the letter. Call on some students to => The letter was written by Miss Lien. give their answers oraaly for a) Mrs Quyen typed the document. the class. => The document was typed by Mrs Quyen. Get some students to go to b) Mr Nhan repaired the computer. the board and write the => The computer was repaired by Mr Nhan. sentences. c) Ba drew the picture. Give feedback and correct. => The picture was drawn by Nam. d) Hoa returned off the lights. => The lights were returened off by Hoa. e) Lan baked the cake. => The cake was baked by Lan. Have students do exercise 2. 2/ Language Focus 2: Ask students to complete a) The grand prize (award) awarded to the Hoa their answers. Vinh Village team. Call on some students to b) Viet Nam (win) won two gold medals on the give their answers orally then first day of the Games. ask them to go to the board c) Last year Mrs Jackson (run) ran a small business and write the sentences. around the corner. Have students do exercise 3. d) The factory (run) was run by Quang Vinh Ltd Go through the understand before it (sell) was sold to a foreign film. words with students before e) Thanh Ha School (close) was closed for two have them write questions. days last week due to a flood. Answer keys: a) awarded b) won c) ran d) was run/ was sold e) was closed + Production: 3/ Language Focus 3: Ask students to use the Example: The facsimile was invented by pictures and the word cues on Alexander Bain in 1843. page 155 to write a => When was the facsimile invented? description of how while rice a) The zipper was invented by W I Judson in 1893..

<span class='text_page_counter'>(236)</span> is produced in the traditional way, using the sequence markers. Have students complete the sentences orally first. Ask students to write the paragraph in their exercise notebook. Monitor while students are writng and help if necessary. Call on some students to read their writing. Give feedback and correct.. => What was the zipper invented in 1893? b) Maize was bought into Viet Nam by Phung Khac Khoan in the 16th century. => What was bought into Viet Nam by Phung Khac Khoan in the 16th century? => When was Maize bought into Viet Nam by Phung Khac Khoan? c) The fountain pen was invented by Lewis Waterman in 1884. => Who invented the foundtain pen? => When was the foundtain pen invented? d) The ballpoint pen was invented in Hungary by brothers Lazlo and Georg Biro in 1935. => Where was the ballpoint pen invented? e) Xerography is widely used in commerce and industry in copying machine. => In which machine is xerography widely used? 4/ Language Focus 4: Answer keys: First, the rice crop is harverted. Then the rice plants are threshed (to separate the grains from the straw). Next (after this), the rice grains are husked in the mill to produce brown rice. After this, the bran is removed in the mortar and it is finally winnowed to produce while rice. E/ Homework: Have students do exercises in their notebooks.. Full name: ............................................................. English Test (4) Score: Class: 8 ...... Time: 45 minutes I/ Choose the best words: (2 ms) 1) I (get/ got/ was getting/ have got) into the bath when the bell rang last night. 2) He (was/ is/ have/ will) always (forgetting/ forgotten/ forget) his homework. 3) While I (was going/ went/ go) to the cinema, I (came/ was coming/ have come) across my old friend. 4) This novel (is translate/ was translate/ was translated/ translated) into English by a famous professor. 5) Tet is said (to be/ to have/ to come/ to know) one of the most impoftant festivals for Vietnamese people. 6) Viet Nam is a (country rice-exporting/ rice-exporting country/ country exportingrice/ exporting-rice country). 7) Nga told Mai (what to do/ what doing/ what she does/ what do) during the visit. 8) Mary asked me if I (can go/ goes/ could go/ will go) with her to the theater. II/ Make complete sentences: (2 ms) 1) Mary/ fall asleep/ while/ magazine. => ....................................................................... 2) I/ do homework/ while/ younger brother/ play games/ computer. => ......................... 3) While/ Diana/ watch/ favorite televison program/ there/ power-cut. => .................... 4) What/ you/ do/ when/ alarm/ sound? => ..................................................................... III/ Complete the following sentences with the correct verb forms: (2 ms).

<span class='text_page_counter'>(237)</span> 1) She told her father (stop) .............................................. smoking as soon as posible. 2) He asked her if she (like) .................................... playing the piano in her free time. 3) This tree (plant) ........................................................ by my grandfather a week ago. 4) Last night I (do) .................................. the washing up when the electriciy went out. IV/ Rewrite the following sentences beginning with the words given: (2 ms) 1) Lan said,"I have to go to the school library now." => Lan said .................................. 2) The government will build some more schools next year. => Some .......................... V/ Read the following passage then make questions with the cues and answer them: My name is Liz. I come from China. I am a student, a university student. I am 18 years old. I am studying English as a foreign language. English is important to me because I will need it for my job in the future. I began learning English when I was very young - at the age of eight. I think that my biggest problem is listening. People speak very quicky, so, I can't understant them. English is really hard for me to learn, but I like it. I want to be a teacher of English, or I hope to become a singer one day because I love English songs very much. 1) Why is English important for her? => ......................................................................... 2) How old was she when she began learning English? => ............................................ 3) What aspect (khía cạnh) of learning English does she find most difficult? => .......... 4) What does Liz want to be? => ..................................................................................... Week 32: Period 91:. Date: Saturday, April 10, 2010. CORRECT THE TEST A/ Aim: Helping students to review to make plans, accept and decline invitations, to ask and answer questions about the weather, to write a postcard, ask for explanations of events, give an acount of something, write paragraph about what was done, seek information, recognize and complete questionaire, write a letter to a friend. B/ Objective: By the end of the lesson, students will be able to know more mistakes in test. C/ Teaching aids: Paper test. D/ Procedure: I/ Choose the best words: (2 ms) 1) was getting 2) is/ forgetting 3) was going/ was coming 4) was translated 5) to be 6) rice-exporting country7) what to do 8) could go II/ Make complete sentences: 1) => Mary fell asleep while she was reading a magazine. 2) => I was doing my homework while my younger brother was playing games computer. 3) => While Diana was watching her favorite television program, there was a powercut. 4) => What were you doing when the alarm sounded? III/ Complete the following sentences with the correct verb forms: (2 ms) 1) (stop) to stop 2) (like) liked 3) (plant) was planted 4) (do) was doing IV/ Rewrite the following sentences beginning with the words given: (2 ms) 1) => Lan said she had to go the school library then. 2) => Some more schools will be built by the government next year. V/ Read the following passage then make questions with the cues and answer them:.

<span class='text_page_counter'>(238)</span> 1) => Because she will need it for her job in the future. 2) => She was eight. 3) => She finds listening most difficult. 4) => She wants to be a teacher of English..

<span class='text_page_counter'>(239)</span>