Giao an Anh 9 ky 2

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(1)THE SECOND TERM UNIT 6: THE ENVIRONMENT I. Aims of unit. - By the end of lesson Ss will be able to: - Ask for and give reasons. - Persuade somebody to do something. - Complete a questionnaire. - Write a letter of complaint. II. Language focus. 1. Adverbs clauses of reason. 2. Adjective + that clause. 3. Conditional sentences type 1. III. Time: 5 periods. .. Date of teaching: 11/1/2011. Period 37.. UNIT 6. LESSON 1. GETTING STARTED + LISTEN AND READ + LISTEN I. Aims of lesson. - Reading about the work of a group of conservationists and listening for details to complete the notes. II. Objective. - By the end of the lesson, Ss will know more about the environment problems and the solutions. III. Teaching aids: Text books, pictures, cassettes, posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. New lesson. Activities Work arrangement I. Warm up. * Brainstorming. - Asks Ss to think of the environmental problems in their city. - Gets them to go to the board and write down their ideas. air pollution dirty street. T – Whole class environmental problems in our city. rubbish * Possible answers: - the destruction of the forests. - garbage / trash. - smoke from car, motorbikes, ... - smoke from factories. - ........ II. Getting started. - Helps Ss to know the meaning of words/phrases, then asks them to match the environmental problems to the pictures. - garbage dump : r¸c th¶i.. Groupwork. Teacher – Ss.

(2) - deforestation (n) : n¹n ph¸ rõng. - dynamite fishing : đánh cá bằng thuốc nổ. - spraying pesticides : phun thuèc trõ s©u. * Key: a) air pollution. d) water pollution. b) spraying pesticides. e) deforestation. c) garbage dump. f) dynamite fishing. III. Listen and read. 1. Pre – reading. a. Vocabulary. - disappointed (by/about/at s.th) (adj) (synonym): thÊt väng, buån rÇu. - sewage (n) : níc th¶i, níc cèng. - (to) spoil: lµm háng, lµm h¹i. * Checking vocabulary. ( Slap the board ) b. Prediction. - Asks Ss to keep the books closed. - Sets the scene: Mr Brown is talking to some volunteer conservationists. Guess the place where they are going to work. 2. While-reading. - Asks Ss to open their books , read the text on page 47- 48 and check their prediction. * Key: The conservationists are going to clean the beach. a. Matching. - Asks Ss to match the names in column A with the activities in column B ( Ex –2, p. 48 ) - Asks Ss to read the text again and work in pairs to match. * Key: - Group 1 - f. walk along the shore. - Group 2 – e. check the sand. - Group 3 – b. check among the rock. - Mr. Jones – a. collect all the bags and take them to the garbage dump. - Mrs. Smith – c. provide the picnic lunch for everyone. - Mr. Brown – d. give out the bags. b. Comprehension questions. - Asks Ss to work in pairs to answer the questions on page 48 (exercise 2b) - Lets Ss read the text again and answer the questions. * Key: 1) The speaker is Mr. Brown. 2) The listeners are (members of) the volunteer conservationists. 3) They are on the beach. 4) They are going to clean the beach. 5) If they work hard today, they will make the beach clean and beautiful again soon. 6) Yes, I have. We clean our school/the park/street . We collected the rubbish and take the to the garbage dump. 7) If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life. - Asks Ss to work in closed pairs. 3. Post-reading.. T – Whole class. Whole class Individual work. Pairwork. Pairwork. Pair work Pair work.

(3) Have sts work in pairs ask and answer about the things we should make the environment clean. - feed back and correct. IV. Homework. - Asks Ss to copy the questions and answers (p.48) in their noterbooks. - Prepare speak and listen.. Date of teaching: 11/1/2011 Period 38.. UNIT 6. ( Cont .....) LESSON 2: SPEAK + LISTEN. I. Aims of lesson. - Practice speaking ( to persuade people to protect the environment) - Listening to complete the notes about the reason why the ocean is polluted. II. Objective: - By the end of the lesson, Ss will be able to persuade their friends to protect the environment..

(4) III. Teaching aids: Text books, posters, pictures. IV. Proceudre. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to talk about the environmental problems in their city and what did they do to protect the environment around them C. New lesson. Activities I. Warm up. * Jumbled words. uaderpse = persuade. beaargg = garbage. rodepvi = provide. lupotilon = pollution. duproce = produce. paispoidednt = disappointed. II. Presentation. 1. Vocabulary. - (to) prevent (traslation) : ng¨n chÆn, phßng chãng. - (to) reduce (example: last time, this shirt cost 50.000 dongs. Now it costs 30.000 dongs. What happens ?): gi¶m, lµm gi¶m. - (to) wrap (mime) : bao bäc. - faucet (n) (picture) : vßi níc, c¸i r« bi nª. - leaf (n) – leaves (pl) (realia) : ngän l¸. - Reads and helps Ss to repeat. * Checking vocabulary. ( Slap the board ) 2. Matching. - Asks Ss to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners. - Asks Ss to match the lines in column B with an expression in column A so that they have sentences of persuasion. * Form: I think you should Won’t you It would be better if you + INFINITIVE. Can I persuade you to Why don’t you Why not What / how about + V-ing....? * Use: Express persuasion. III. Practice. 1. Practice speaking. - Asks Ss to call out the sentences (one by one) until all sentences are finished. S1: I think you should use banana leaves to wrap food. S2 : Won’t you use banana leaves to wrap food ? S3: Why don’t you turn off the lights before going to bed ? S4: It would be better if you go to school or go to work by bike. S5: Can you persuade you to check all the faucets before going out ? S6: Why not put garbage bins around the school yard ? S7: I think you should use public buses instead of motorbikes. S8: What about using public buses instead of motorbikes? S9: ........ Work arrangement T – Whole class Groupwork. Teacher – Ss. T – Whole class Whole class. Individual work.

(5) 2. Questionaire. - Lets Ss work in pairs to answer the questions in the questionaire. - Gives feedback, T can write some possible answers on the board so that weak Ss can follow. - Asks Ss to work in pairs, practice asking and answering. * Possible answers: a) How can you save paper ? - I think you should recycle used paper, newspapers. - Why don’t you use banana leaves for wrapping ? - Won’t you write on both sides of the paper ? b) How can we use fewer plastic bags ? - How about cleaning and reusing them ? - Why not use paper bags instead of plastic bags ? c) How can we reduce water pollution ? - It would be better if you don’t throw wastes and garbage into streams, lakes or rivers and even ocean. d) How can we prevent littering ? - I think we should put garbage bins around the school yard. - Why don’t you throw all garbage in waste bins ? e) How can we reduce air pollution ? - Can I persuade you to go to school by bike. - Why not use private vehicles less ? f) How can we reduce the amount of garbage we produce? - Won’t you try to reuse and recycle things. 3.* Listening: - Asks Ss to complete the notes about the reasons why ocean is polluted by listening to the tape. - Lets Ss listen twice/ three times. - Gives feedback. * Key: 1) Garbage is dumped into the ocean. 2) Oil spills come from ships at sea. 3) Oil is washed from land.. Pairwork. Pairwork. Groupwork. IV. Production. * Exhibition. T – Whole class. - Divides the class into 4 groups, each group has a secretary. Asks them to discuss the question: “ What you do to protect the environment ” - The Ss in groups have opinions, the secretary writes down. - Gets Ss to use the ideas in exercise 3a,b. - After finishing, the Ss stick the 4 posters on the wall. They can go around the class and read. - Gives feedback. V. Homework. - Asks Ss to write a passage about protecting their environment.. Date of teaching:18/1/2011.

(6) Period 39.. UNIT 3. ( Cont .....) LESSON 3. READ. I. Aims of lesson. - Reading a poem about the environment. II. Objective: By the end of lesson Ss will be able to understand a poem about the environment. III. Teaching aids: Textbooks, pictures, and posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to read their passages about the environment. C. New lesson. Activities Work arrangement I. Warm up. * Chatting. - Asks Ss some questions about poetry. - Do you like poetry ? T –whole class - Which poet do you like best ? - Name some poems that are your favorite ? - Do you think it is easy to understand a poem ? - Have you ever read an English poem ? Do you understand it ? Do you like it ? II. Pre-reading. 1. Pre teach vocabulary. - junk yard (n) (explanation: a place where people store T – whole class wastes) : b·i phÕ th¶i. - treasure (n) (translation) : kho b¸u. - hedge (n) (visual) : hµng rµo. - nonsense (n) (translation) : ®iÒu v« nghÜa, d¹i dét. - foam (n) (picture) : bät. * Checking vocabulary. ( R.O.R ) 2. Pre-questions. - Gives Ss two questions and asks them to answer before reading the Pairwork poem. * Set the scene: Two people are going on the picnic. They are talking about the pollution. * Questions: a. Who are the people in the poem ? b. Where are they ? - Asks Ss to work in pairs to guess the answers. - Gives feedback. Pairwork III. While-reading. 1. Reading and checking. - Asks Ss to read the poem and check their answers. * Key: a. The mother and her son. b. They are in the park / woods. - Asks Ss to practice asking and answering the questions in pairs. Individual work 2. Matching. (Ex a- p.51) - Asks Ss to practice guessing the meaning of the words by matching each word in column A with appropriate explanation in column B. * Key: 1-c, 2-g, e-f, 4-e, 5-d, 6-a, 7-b. 3. Comprehension questions. (Ex b-p.51). - Shows the questions ( from 1 to 5 on page 51 ) on the poster, asks.

(7) Ss to answer by playing Lucky numbers game. * Key: 1) If the pollution goes on, the world will end up like a second hand junk yard. 2) The mother thinks other folk pollute ( are responsible for the pollution of ) the environment but not her or her son. 3) His mother will take him home right away. 4) No. Because he is right ; if he throws the bottles that will be polluting the woods. 5) The poet wants us to learn that everyone is responsible for keeping the environment from pollution. - Calls on some Ss to answer some questions again. IV. Post-reading. * Discussion. - Asks Ss to work in groups of 4 or 5 and discuss the question: “ What could you do in your school/house to minimize pollution ? ” ( In our school we could do s.th to minimize pollution by keeping it always clean and beautiful and by reducing the amount of garbage as much as we can.) V. Homework. - Asks Ss to write 5 things to keep the environment unpolluted.. Pairwork. Groupwork. Date of teaching:22/1/2011. Period 40.. UNIT 6. (Cont .....) LESSON 4. WRITE. I. Aims of lesson: Writing a letter of complaint. II. Objective: By the of lesson Ss will be able to write a complaint letter. III. Teaching aids: Textbooks, posters, pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss 5 things that they have to to keep the environment unpolluted. C. New lesson. Activities Work arrangement I. Warm up. * Categories .- Asks Ss to find out the verbs beginning with the letters that teacher gives. Groupwork - Divides class into 2 groups, gives 4 or 5 letters at the same time, Ss are to find out 4 or 5 verbs beginning with 4 or 5 letters given. The team which finish first gets one mark/ win..

(8) Eg:T : a b c d e Ss : add borrow cut drive encourage T: s t u v m Ss : start think use value meet. II. Pre-writing. 1. Pre-teach vocabulary. - (to) complain (translation) : phµn nµn. => complaint (n) / complication (n) : ®iÒu g©y r¾c rèi. - resolution (n) (translation) : sù quyÕt t©m. - (to) float (picture) : tr«i, næi bång bÒnh. - (to) prohibit (translation) : ng¨n c¶n, ng¨n cÊm. - Reads and helps Ss to repeat. * Checking vocabulary: ( R.O.R ) 2. Ordering. - Asks Ss to keep their bokks closed and provides them 5 sections of a complaint letter( with their definitions) - Gets them to put the sectrions in a correct order. a. Action: talks about future action. b. Situation: states the reason for writing. c. Politeness: ends the letter politely. d. Complication: mention the problem. e. Resolution: makes a suggestion. * Answer key: 1-b, 2-d, 3-e, 4-a, 5-c => SCRAP. 3. Reading and matching. - Asks Ss to read the letter on page 52. * Set the scene: Mr Nhat wrote a letter to the director of L & P Company in Ho Chi Minh. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S,C,R,A,P. - Asks Ss to work in pairs. - Gives feedback. * Key: R ( I would ......... leaving ) S ( I am ............. the North ) A ( I look ............ company ) C ( When ............. and flies ) P ( Your faithfully. ...........) - Lets Ss read the production 6b on page 53 and asks some questions to make sure the Ss to know what they have to write. * Questions. a. What do people do in the lake behind your house these days ? ( They begin to catch fish ) b. What makes you worried ? (They use electricity to catch fish) c. To whom do you write the letter to ? ( We write to the head of the local authorities) d. What suggestion do you want to make ? (We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish) e. Any future plan you want to make ? (We look forward to seeing the protection of environment from the local authorities). Teacher- Ss. T – Whole class. Individual work. Teacher – Ss. Whole class.

(9) III. While-writing. - Asks Ss to write the letter individually. - Moves around class and helps Ss if necessary. Individual work * Sample: Dear Mr President. I am writing to you about the catching of fish of many people in the lake behind my house. Iam very worried because they use electricity to catch fish. After a short time, they leave the lake, a lot of small fish die and float on the water surface. Other animals such as frogs, toads and even birds have also die from electric waves. I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish. I look forward to hearing from you and seeing the protection of environment from local authorities. Sincerely. (signature) IV. Post-writing. - Gets Ss to share with their partners and correct if possible. Pairwork - Calls on some Ss to read aloud their letters. - Gives feedback and corrects some letter before class. - Teacher can writes the mistake on the board. Teacher – Ss V. Homework. - Asks Ss to write their letter in their noterbooks. Date of teaching: 21/1/2013 Period 41.. UNIT 6. ( CONT .....) LESSON 5. LANGUAGE FOCUS I. Aims: Revision of some adjectives, adverbs, adjective + that clause and practice in Conditional sentences type 1 and adverb clause of reason beginning with because/since/as. II. Objective: By the end of the lesson, Ss will be able to use adjectives and adverbs to make sentences with adj + clause. And use Conditional sentences type 1 to make sentences with because/as/since. III. Teaching aids: Textbooks, posters. IV. Procedure. A. Organization. - Getting and checking the total of the clas. B. Checking up. - Asks Ss to repeat the ways change adjectives into adverbs. C. New lesson . Activities Work arrangement I. Warm up. * Pelmanism. ( extreme/happy/sad/good/slow/fast Whole class sadly/happily/extremely/well/fast/slowly) II. Language focus 1. 1. Presentation. * Pre-teach vocabulary. - (to) sign : (mime) : thë dµi. Teacher – Ss - amazed (adj) (synonym) : ng¹c nhiªn. - disappointed (adj) (translation) : thÊt väng. - Reads and helps Ss to read..

(10) * Checking vocabulary. R.O.R 2. Revision of adjectives and adverbs. Adj + LY = Adverb of manner. Adjectives can come in two places in a sentence. +) Before a noun: eg: a nice girl/ new shoes. +) After the verb: be and the linking verbs: look, appear, seem, feel, taste, sound, smell, ..... Eg: These shoes are new / That soup smells good. -) Adverbs normally go after the direct object: Eg: I read the letter carefully. => If there is no direct object, the adverb goes after the verb. Eg: She walks slowly. 3. Practice. - Asks Ss to use the adverbs provided in “Pelmanism game” to complete the sentences in LF 1 (p53) * Key: b- slowly, c- sadly, d- happily, e- well. III. Language focus 2. 1. Vocabulary. - exhaust fume (n) (visual) : khãi x¨ng, khãi x¶ cña xe cé. - (to) cope (translation) : đối phó. - respiratory (adj) ( translation): thuéc vÒ h« hÊp. - ideal (adj) (synonym): lý tëng , hoµn h¶o. - pesticide (n) (realia) : thuèc trõ s©u. - inedible (adj) (example) : không ăn đợc. - Reads and helps Ss to read. * Checking vocabulary. R.O.R 2. Revision of the adverb clauses of reason with BECAUSE/AS/SINCE. - Gives 2 sentences and asks Ss to combine them into one . (a) Ba is tired. (b) He stayed late watching TV. * Answer: Ba is tired because he stayed up late watching TV. main clause adverb clause of reason - Asks Ss to use other words for BECAUSE: => SINCE/AS. 3. Practice. - Asks Ss to do LF 2 on page 54-55. - Lets Ss to work in pairs and join the pairs of sentences together using Because, Since or As. * Key: b. I .........leg because/as I .......basketball. c. I’m ........school because/since the bus is late. d. I broke the cup because/as I was careless. e. I .....home because/since I feel sick. f. I’m hungry because/as I haven’t eaten all day. IV. Language focus 3. 1. Presentation. - Sets the scene to introduce the structure: adjective + that clause Ba: Dad! I got mark 9 on my test. Father: That’s wonderful. I’m pleased that you are working. Teacher. Whole class. Whole class. Teacher – Ss. Teacher-whole class. Pairwork. Teacher – Ss.

(11) hard.  Form: S + be + adjective + that clause complement 2. Practice. - Asks Ss to do exercise in LF 3 on page 55. - Lets them to work in pairs to complete the dialogues. Pairwork - Gives feedback. * Key: b. I’m excited that I can go to Da Lat this time. c. I’m sorry that I broke your bicycle yesterday. d. I’m disappointed that you did not phone me about it. e. I’m amazed that I could win first prize. - Call Ss to practice the dialogues. V. Language focus 4,5. 1. Presentation. - Sets the scene to introduce the structure of Conditional sentences type 1. * Form: If + main clause, subordinate Teacher – Ss clause. (simple present tense) ( will + infinitive) 2. Practice. * Matching. ( LF 4- P56) * Key: 1-e, 2-a, 3-c, 4-d, 5-b. Individual work VI. Homework. - Asks Ss to do exercise in LF 5 on page 56.. UNIT 7.. SAVING ENERGY. I. Aims of unit. - Helping student: - to give and response to suggestions. - to write a speech. - to discuss the solution to save ennegy. II. Language focus. 1. Connectives: and, but, because, or, so therefore, however. 2. Phrasal verbs: turn off, turn on, look for, look after, ............... 3. Structures for making suggestions. III. Time: 5 periods. . 2013 Period 42.. Date of teaching:23; / 01/ UINT 7. LESSON 1.. GETTING STARTED + LISTEN AND READ I. Aim: Reading a dialogue for details about saving water. II. Objective: By the end of the lesson, Ss will be able to understand the dialogue and about the ways to save energy. III. Teaching aids: Textbooks, posters, and pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. New lesson. Activities Work arrangement I. Warm up. * Getting started: - Chatting. - Asks Ss to look at the picture on page 57( or show the picture on the board ) and asks some questions so that they can understand the picture. Teacher – whole class.

(12) Is the TV on ? Who is watching TV ? Is the light still burning ? What happens to the faucets ? Should we turn the TV off ? Must we pay for water and electricity we use in our home ?  What should we do to save energy ? II. Pre-reading. 1. Pre-teach vocabulary. - water bill (n) (realia) : hoá đơn tiền nớc. - enormous (adj) (synonym) :khæng lå, to lín. - (to) reduce : gi¶m. - plumber (n) (picture) : thợ sửa chữa đờng nớc. - crack (n) (visual) : vÕt nøt, g·y. - dripping faucet (n) (picture/visual): vßi níc bÞ rØ nhá giät. - Reads and helps Ss to read. * Checking vocabulary: What and Where. 2. True/False statements prediction. * Set the scene: Mrs Ha is talking to his neighbor, Mrs Mi , and Mrs Ha looks very worried. - Asks Ss to work in pairs and guess which statements are true or false. (exercise 1- p.58) III. While-reading. 1. Reading and checking prediction. - Asks Ss to read the dialogue on page 57 and check their prediction. * Key: (1),(2), (5) : T (3) : F => Mrs Ha hasn’t checked the pipes in his house/ She says she will follow Mrs Mi’s advice to have a plumber check the pipes later. (4) : F => Mrs Mi suggests getting a plumber to check cracks in the pipes. 2. Comprehension questions. - Asks Ss to work in pairs to find out the answers of these questions. a. Why is Mrs Ha worried ? b. How much money does Mrs Ha pay for her water bill ? c. What does Mrs Mi advise Mrs Ha to do ? d. How much water can be wasted a month by a dripping faucet ? - Asks Ss to work in open/closed pairs. * Key: a. Because her recent water bill is enormous. b. She pays 200.000 dongs. c. She advises Mrs Ha to get a plumber to check her water pipes and to redure the amount of water by taking shower and turning off faucets after use. d. A dripping faucets can waste 500 liters of water a month. IV. Post-reading. * Discussion. - Asks Ss to work in groups of 4/5, discussing the topic: “ What do you do to save energy at home and at school ? ”      . Teacher – Ss. Whole class. Pairswork. Individual work. Teacher- Ss. Pairwork. Groupwork.

(13) * Possible answers: Saving energy at school and at home. + taking a shower instead of a bath. + turning off faucets after use. + making sure there are no cracks in the water pipes. + turning off lights before leaving. + turning off TV, radio when none watch or listen. V. Homework. - Asks Ss to write 5 things they should do to save energy at home and at school.. Individual work.. Duyệt của chuyên môn: Ngày: 21/ 01/ 2013. Date of teaching:28/ 01/ 2013 Period 43.. UNIT 7. ( Cont .....). LESSON 2. SPEAK + LANGUAGE FOCUS 3 I. Aim: Practice making and responding to suggestions. II. Objective: By the end of the lesson, Ss will be able to make and respond to suggestions. III. Teaching aids: Textbooks and pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to give 5 things that they should do to save energy. C. New lesson. Activities Work arrangement I. Warm up. * Kim’s game. - Gives them activities to save energy. - turn off TV/the light. - go to school by bus. - switch off the fan. Teacher-whole class - turn off the air conditioner. - fix the faucet. II. Presentation. - Elicits from Ss to draw the exchange. I suggest taking a shower. OK. I’ll do that. - Asks Ss to find out other ways of making suggestions. + I think you should take a shower. Teacher – Ss + Why don’t you take a shower ? + How about taking a shower ? + What about taking a shower ? * Form: Suggestions Response Teacher-whole class I suggest + V-ing.... - OK. I think we should + V(infi) ... - That’s a good idea. Shall we ..........? - All right. Why don’t we + V(infi) ....... ? - Let’s..

(14) How / What about + V-ing ...? - No, I don’t want to. Let’s + V(infi) ....... - I prefer to ..... III. Practice. - Have Ss to do exercise 3a on page 58,59. - Asks Ss to look at the pictures on page 59 and the tables on page 58 and make responses to the suggestions ( or use picture cue drill ) Example: A. I think we should turn off the faucet. I suggest fixing the faucet. * Answers: B. I think we should turn off the electric/gas stove/ oven/cooker. - I suggest repairing the gas stove. OK. C. I think we should turn off the electric fan. - I suggest turning off the electric fan. - W hy don’t we switch off the fan ? That’s a good idea. D. I think we should turn off the air conditioner. All right. E..... turn/ switch off the lights and TV. OK. F. ....fix the faucet in the bathroom. G. .....use bikes instead of motorbikes. H. ....use the public buses. - Helps Ss to practice with different suggestion. * Further practice. - Asks Ss to work in groups to practice Ex 3b on page 59. * Possible answer: - I think we should turn off the faucets after use. - Why don’t we turn off the lights before going out/ leaving rooms. - Let’s turn off TV when none watches. - I suggest putting the lid on the cooking pot when cooking. IV. Production. ( LF 3- P64) * Discussion. - Remind Ss that after suggest we can use a “that clause”. - Divides class into 2 groups. Group A discuss the topic in 3a on page 64 “ what you do to help the poor in the neighorhood of your school”, using the structure “ suggest + V-ing” . Group B discuss the topic 3b on page 64 “giving suggestions that help your friend to improve his/her English ”, using the structure “suggest + that clause”. * Possible answer: “What you do to help the poor in the neighorhood of your school”. + Collect some money. + Collect unused clothes. + Organized a show to raise money. + Give lessons to poor children. + Help poor families with their chores. + Give poor children books, notebooks and school things. “Giving suggestions that help your friend to improve his/her English”.. Pairwork. Pairwork. Groupwork. Groupwork. Teacher-whole class.

(15) + Work harder on your pronunciation. + Speak E in class. + Buy a dictionary. + Do some reading every day. + Write new vocabulary on small pieces of paper and stick everywhere in your home. + Write diary in English. - Asks Ss volunteer from each group to show their ideas before class. V. Homework. - Asks Ss to write what they’ve discussed in their notebook.. Teacher – Ss. Date of teaching: 02 / 02/ 2013 Period 44.. UNIT 7. ( Cont .....). LESSON 3: READ I. Aim :Reading a text about saving energy for details. II. Objective: By the end of the lesson, Ss will be able to know more how North American and European countries save money and natural resouces. III. Teaching aids: Textbooks, posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls a pair of Ss to make suggestion about saving energy and respond. C. New lesson. Activities Work arrangement I. Warm up. * Chatting. - Uses an electricity bill and a water bill to chat to Ss. - What’s this ? - How much is your family’s water bill ? - How much is your family’s electricity bill ? Teacher-whole class - Do you think it is enormous ? - How much electricity does your TV use everyday ? - How much electricity does your fridge use everyday ? - Are your parents worried about that ? - Do you want to reduce the amount of electricity and water your family use ? - What should you do ? - Do you want to know how the people in other countries save energy ? II. Pre-reading. 1. Pre-teach vocabulary. - consumer (n) (explanation: a person who buys goods that Teache- Ss he will use himself) : ngêi tiªu dïng. - bulb (n) (realia) : bóng đèn tròn. - (to) label (mime) : d¸n nh·n. - scheme (n) (synonym: a plan) : kÕ ho¹ch. - efficient (adj) (translation) : hiÖu qu¶, cã n¨ng suÊt cao. - category (n) (translation) : lo¹i, h¹ng. - ultimately (adv) (synonym: finally) : cuèi cïng, xÐt vÒ l©u dµi. - innovation (n) (translation) : sự đổi mới, sáng chế mới. - (to)conserve : b¶o tån, gi÷ g×n..

(16) - Reads and helps Ss to read. * Checking vocabulary. What and Where. 2. Pre-questions. - Gives Ss 2 questions and asks them to discuss with their partners to predict the answers. a. Do people in Western countries think electricity, gas, and water are luxury ? b. Do they want to save electricity ? What do they do to spend less on lighting ? III. While-reading. 1. Reading and checking. - Asks Ss to read the text on page 60,61 to check their prediction. * Answers: a. No, they don’t. They think electricity, gas, and water are not luxuries but necessities. b. Yes, they do. They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficently. 2. Reading for main ideas. - Asks Ss to read the text again and choose the best summary of the passage.( * Which of the following is the best summary of the passage ? ) * Key: 3- North American and European countries are interested in saving money and natural resources. 3. Comprehension questions.(p.61) - Asks Ss to work in groups and answer the questions by playing Lucky Numbers game. ( 1-1, 2-LN, 3-2, 4-3, 5-4, 6-LN, 7-5, 8-LN ) * Key: (1) Western consumers are interested in products that will not only work effectively but also save money. (2) They can use energy saving bulbs instead of ordinary 100 watts bulbs to spend less on lighting. (3) She will pay US$2. Because these bulbs use a quarter of the electricity of standard bulbs. (4) The labeling scheme helps the consumers know how energy efficent the household appliances are. (5) Because when we save energy, we’ll save money and conserve the Earth’ resources. IV. Post-reading. * Writing. - Asks Ss to work in groups and discuss the ways to spend less on lighting. (the secretaries write on the posters and stick on the board) * Possible answer: - Use energy saving bulbs instead of ordinary 100 watts bulbs. - Turn off the light before leaving the rooms. - Use household appliances properly (follow the instructions) - Keep refrigerator door closed. V. Homework. - Asks Ss to write the ways how to save money and write down ideas on how to save energy.. Wholeclass. Pairwork. Whole class. Groupwork. Teacher- Ss. Groupwork. Individual work..

(17) Duyệt của chuyên môn: Ngày: 28/ 01/ 2013 Date of teaching: 04/02/2013 UNIT 7. ( Cont..... ) LESSON 4. WRITE. I. Aim: Writing a speech about saving energy. II. Objective: By the end of the lesson, Ss will be able to write a simple speech and present it before the class. III. Teaching aids: Textbooks, posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls Ss to go the board and write new vocabulary. C. New lesson. Activities Work arrangement I. Warm up. * Jumbled words. - usm pu = sum up (express briefly) - ioatnetnt = attention. - aeidtl = detail. - diosl = solid. Whole class - fradt = draft. II. Pre-writing. 1 Matching. - Asks Ss to match each part of a speech in column A to a suitable function in column B. ( Ex 6a on page 61 ) Teacher – Ss * Key: 1-B, 2-C, 3-A. 2. Ordering. - Asks Ss to put the sections in Ex 6b on page 62 in the correct order to form a speech. * Key: Correct order to form a speech: 3-2-1. - Calls Ss to read aloud the speech. Whole class - Helps Ss to present the speech before class naturally. III. While-writing. ( Write speeches – Exhibition ) - Divides the class into 3 groups. - Asks each group to a speech about one of these topics.  Reducing garbage.  Reusing paper.  Saving energy in the kitchen. Groupwork * Possible speeches: 1) Reducing garbage: Good morning, ladies and gentlemen, my name is ..... and I’m going to tell you how to reduce garbage. Most of us use too much garbage everyday. You can reduce garbage by:  Collecting plastic bags.  Not keeping solid waste with food waste.  Putting different kinds of waste in different places. If you follow those simple rules, you’ll not only reduce garbage, Period 45..

(18) but also keep the environment cleaner. 2) Reusing paper: Good morning, ladies and gentlemen, my name is ..... and I’m going to tell you how to reduce garbage. Most of us use too much paper. You can reuse paper by:  Having a separate wastebasket for waste paper.  Keeping sheets with single printed page for drafting. If you follow these rules, not only you will reduce garbage, but also you’ll save money. 3) Saving energy in the kitchen: Good morning, ladies and gentlemen, my name is ..... and I’m going to tell you how to save energy in the kitchen. Groupwork Most of us use too much electricity, especially in the kitchen. You can reduce this amount by:  Turning off the lights before leaving the kitchen.  Preparing food carefully before turning on the stove.  Keeping refrigerator door closed. If you follow these simple rules, you’ll not only save money, but also conserve the resouces. IV. Post-writing. * Correction. - Have a volunteer from each group present his/her group’s speech before class. Teacher – Ss. - Corrects their mistakes. - Gives feedback. V. Homework. - Asks Ss to copy down/ rewrite one of these speeches in their notebooks. Date of teaching: 09/2/2013. Period 46. UNIT 5 ( Cont .....) LESSON 3. LISTEN + LANGUAGE FOCUS 1,2. I. Aim: Listening to a text for details and further practice in connectives and phrasal verbs. II. Objective: By the end of the lesson, Ss will be able to know more about solar energy by listening and use the connectives: and, but, because, therefore, however and some phrasal verbs. III. Teaching aids: Textbooks, cassette, and posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls a student to present his/her speech that he/she has written at home C. New lesson. Activities Work arrangement I. Warm up. * Bingo. - Suggested list of verbs + prepositions. ( look for, look after, turn on, turn off, want for, belong to Whole class depend on, go on, listen to, dream about, talk to ) II. Listen. 1. Pre-listening. a. Vocabulary..

(19) -. solar (adj) (explanation: everything which is connected with the Sun) : thuéc vÒ mÆt trêi. - solar panel (n) (picture) : tấm kim loại để tiếp nhận n¨ng lîng mÆt trêi. - nuclear power (n) (translation) : n¨ng lîng h¹t nh©n. - (to) install (translation) : lắp đặt, cài đặt. - Reads and helps Ss to read. * Checking vocabulary. Slap the board. b. True/False statements prediction. - Asks Ss to look at the statements on page 60 (4a), work in pairs and guess which statements are true or false. 2. While-listening. a. Listening and checking. - Lets Ss listen to the tape twice and check their prediction. - Gets them to correct the false statements. * Key: 1,4 : T 2: F => Most of our electricity comes from the use of coal, gas, oil or nuclear power. 3: F => 1 % of the solar energy that gets to to the Earth can provide enough power for the world’s population. 5: F => They will be heated by solar energy in 2015. b. Gap-filling. - Asks Ss to look at Ex 4b on page 60 and work in pairs to guess the words in the blanks. - Lets them listen to the tape again and fill in the gaps. If Ss can’t finish, lets them listen once more. * Key: 1-effective, 2-pollution, 3-countries, 4-store, 5-roof, 6-instead. III. Language focus. 1. LF 1(62,63) a. Presentation. * Brainstoming. therefore however and but moreover so because or furtermore b. Practice. - Asks Ss to work individually to do exercise LF 1. * Key: (a) and, (b) but, (c) because, (d) therefore, (e) or, (f) so, (g) and, (h) however. 2. LF 2 (64). a. Presentation. - Provides Ss 5 verbs + preposition and then asks them to match the verbs with the pictures on page 64. * Key: Picture 1: look after the baby. Picture 2: go on ( wasting water ) Picture 3: look for. Picture 4: turn on TV. Picture 5: turn off the faucet. b. Practice. - Asks Ss to work in pairs to do exercise LF 2. * Key: (a) look after, (b) go on, (c) turn on,. Teacher – Ss. Whole class. Pairwork. Teacher-whole class. Pairwork. Whole class. Individual work. Teacher – Ss.

(20) (d) looked for, (e) turn off. IV. Homework. - Asks Ss to write a passage about solar energy, using the information in the listening exercises.. Pairwork. Duyệt của chuyên môn: Ngày: 04/ 02/ 2013.

(21) Date of teaching: 18/2/2013 Period 47: Full name:....................................... Class: 9 ....... §Ò2. KiÓm tra 1 tiÕt. §Ò kiÓm tra 1 tiÕt M«n: TiÕng Anh 9. ( TiÕt 47 ). I/ Choose the best anwer for each of the following sentenses: 1..Don’t ever complaint about this and that. Noone wants to hear your .........., dear! A. complaints B. compliments C. words D. letters 2. Mrs Hoa always ........................ the lights when it’s necessary. A. turn off B. turn on C. turn down D. turn up 3. On Tet holidays, everyone who live apart try ................. together. A. to live B. to be C. to keep D. to stay 4. The newspaaer is pulished every week. It’s a ......................... newspaper. A. yearly B. monthly C. daily D. weekly. II/ Combine two sentenses into one, using the conectives in the brackets. 1. Do you like tea? Do you like milk? (or)  ............................................................................................................................. 1. My friend failed her test. She has to do the test again. ( therefore)  ............................................................................................................................. 2. He didn’t know how to solve the problem. He asked her for help. (so)  ............................................................................................................................ 3. Lan is nice. She is intelligent, too. ( not only .............. but also..............)  ................................................................................................................................ III/ Read the passage carefully and then anwer which statement bellow T or F. Sports and games make uor body strong, prevent us from getting too fat keep us healthy. These are not only their uses, they give us valuable practice in making eyes, brain and muscles work together. Sports and games are also useful for character training. Boys and girls may learn about such virtues as courage, discipline and love their country. 1.......... The uses of sports and games to our body are making our body strong, preventing us from getting too fat and keeping us healthy. 2.......... Sports and games make eyes, brain and muscles work together. 3.......... Sports and games are useful for character training. 4.......... Virtues may boys and girls learn about is only courage. IV/ Listen and complete the following sentenses with the suitable words. 1. Solar energy can be cheap and ...................... 2. Most of our electricity now come from coal, oil, gas and ............................ power. 3. ........................ percent ...................... solar energy can provide enough power for the world’s population. 4. Solar energy can be used on .......................... days. V/ Use the given cues to prepare a speech.  Reusing paper: - Keep sheets with single printed page for drafting. - Have a separate wastebasket for wastepaper. Begin with: Good morning ladies and gentlemen........................................................................ .............................................................. ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ....................................................................................................................................... Full name:....................................... §Ò kiÓm tra 1 tiÕt Class: 9 ....... M«n: TiÕng Anh 9 ( TiÕt 47 ) §Ò1 I/ Choose the best anwer for each of the following sentenses: 1..Don’t ever complaint about this and that. Noone wants to hear your .........., dear! A. compliments B. complaints C. words D. letters 2. Mrs Hoa always ........................ the lights when it’s not necessary. A. turn off B. turn on C. turn down D. turn up 3. On Tet holidays, everyone who live apart try ................. together. A. to live B. to be C. to keep D. to stay 4. The newspaaer is pulished everyday. It’s a ......................... newspaper. A. yearly B. monthly C. daily D. weekly..

(22) II/ Combine two sentenses into one, using the conectives in the brackets. 1. Do you like coffee ? Do you like coca? (or)  ............................................................................................................................. 2. My friend fail his English test. He has to do the test again. ( therefore)  ............................................................................................................................. 3. He didn’t know how to solve the problem. He asked her for help. (so)  ............................................................................................................................ 4. My friend, Mai is beautiful. She is clever, too. ( not only .... but also......)  ................................................................................................................................ III/ Read the passage carefully and then anwer which statement bellow T or F. Sports and games make uor body strong, prevent us from getting too fat keep us healthy. These are not only their uses, they give us valuable practice in making eyes, brain and muscles work together. Sports and games are also useful for character training. Boys and girls may learn about such virtues as courage, discipline and love their country. 1.......... The uses of sports and games to our body are making our body strong, preventing us from getting too fat and keeping us healthy. 2.......... Sports and games don’t make eyes, brain and muscles work together. 3.......... Sports and games are not useful for character training. 4.......... Virtues may boys and girls learn about are courage, discipline and love their country IV/ Listen and complete the following sentenses with the suitable words. 1. Solar energy can be cheap and ...................... 2. Most of our electricity now come from coal, oil, gas and ............................ power. 3. ........................ percent ...................... solar energy can provide enough power for the world’s population. 4. Solar energy can be used on .......................... days. V/ Use the given cues to prepare a speech. Saving energy : - Turn off the lights after using. - Prepare food carefully before turning on the stove. - Check the electrical appliances regularly. Begin with: Good morning ladies and gentlemen........................................................................ .............................................................. ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ............................................................................................... Date of teaching: 20/02/2013. Period 48.. Test correction. A. Aim: Help sts to find out the mistakes and correct themselves. B. Ojectives: By the end of the lesson, sts will be able to recognize their own mistakes and understand to correct themselves. C. Teaching aids: The marked tests, word cards D. Procedure: I/ Divide the tests. – Give sts their marked tests a. Give them five minutes to look carefully their tests b. Elicit sts to get their mistakes c. Make the list of the common mistakes and important ones. 1. The important mistakes  Verb tenses. - Sts didn’t understand to distinguish and use the correct forms of the verbs in different tenses.  Không nắm cách dùng của các liên từ đã học nh: therefore; or; not only ... but also ...; so.  PhÇn nghe cßn nhiÒu h¹n chÕ. Cô thÓ: - Nghe kh«ng chÝnh x¸c. - Ghi không đúng từ cần nghe. - Lçi tõ vùng. - ....

(23) * Writing: - Cha nắm chắc cách viết một bài diễn văn: Về: cấu trúc; cách dùng động từ theo sau by. - ... 2. Common mistakes. d. Sts are lack of the real/ fact knowledge. They read in the book but they do not compare with the fact so, if the teacher change s.t in the book --> they will get mistakes. e. Sts are lack of vocabulary so it’s difficult for them to understand the whole aim of the test. They do the test with their feeling, not their knowledge. II/ Gi¶i ph¸p: f. §Ó h¹n chÕ lçi cña häc sinh, gi¸o viªn ph¶i cho c¸c em lªn b¶ng lµm l¹i bµi kiÓm tra( mỗi em một câu) sau đó giáo viên cho cả lớp đa ra ý kiến cá nhân mình bổ sung cho bạn và cũng có điều kiện phát hiện lỗi của bản thân mình để kịp thời söa ch÷a. g. Ra một số dạng bài tập tơng tự để các em rèn luyện thêm ở nhà. III/ Homework: h. Do the test again.. Duyệt của chuyên môn: Ngày: 18/ 02/ 2013.

(24) UNIT 8.. CELEBRATIONS. I. Aim: Helping students: - to give and response to compliments. - to describe events. - to express opinions. - to write a letter. II. Language focus. 1. Adverb clauses of concession. 2. Relative pronouns and relative clauses (defining) III. Time: 6 periods. Date of teaching: 25/02/2013 Period 49. UNIT 8 – LESSON 1 GETTING STARTED + LISTEN AND READ I. Aim: Reading a text about some celebrations in the world for details. II. Objective: By the end of the lesson, Ss will be able to know more about the popular celebrations in the world. III. Teaching aids: Textsbooks, pictures, cassette. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. New lesson. Activities Work arrangement I. Warm up. * Brainstorming. - Asks Ss to think of the celebrations they’ve known. Lunar New Year Women’s Day Celebrations Teachers Day Christmas May Day Passover Valentine’s Day Birthday * Getting started. - Asks Ss to match the names of the celebrations with the right pictures.  Key: 1- Easter, 2- Wedding, 3- Birthday, 4- Christmas, 5- Mid-Fall Festival, 6- Lunar New Year. II. Pre-reading. 1. Pre-teach vocabulary. - (to) occur: (synonyms) : x¶y ra. - (to) decorate (picture) : trang trÝ. - freedom (n) (translation) : sù tù do. - slavery (n) (explanation) : sù n« lÖ. - jewish (translation) : ngêi Do Th¸i, thuéc vÒ Do th¸i. - parade (n) (picture) : cuéc diÔu hµnh. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. 2. True / False statements prediction. a. Lunar New Year is the most important celebration for Vietnamese. b. Family members who live with each other try to be together at Tet. c. Passover is also a new spring festival.. Whole class. Teacher – Ss. Whole class. Pairwork.

(25) d. On this festival, people celebrate freedom from slavery. e. People celebrate Easter only in European countries. f. Everyone can get chocolate or sugar eggs on that day. - Asks Ss to work in pairs and guess which statements are true or false. III. While-reading. 1. Reading and checking. - Asks Ss to read the text on page 65,66 silently and listen to the cassette at the same time, then check their prediction. - Asks them to correct the false statements. * Key: a,d : T b: F => live apart. c: F => ancient festival. e: F => in many countries. f: F => young children. 2. Grids. - Lets Ss to read the text again and complete the word map on page 66. Celebration When Activities Food Country Tet (Lunar in late cleaning sticky rice Viet New Year) January & cake Nam or early decorating February homes, wearing new clothes & enjoying special food Passover in late eating special meal in many March or special caaled Seder countries early meal April Easter around watching chocolate, in many the same colorful sugar eggs countries time as parades Passover IV. Post-reading. * Report the celebrations. Gets Ss to look at the grids and introduce the celebrations: Tet – Passover – Easter to the whole class. * Possible answer: S1: “ Tet is the most important celebration in Viet Nam. It is in the late January or early February. On this occasion, people clean and decorate their homes, they wear new clothes and family members enjoy together special food such as sticky rice cake. Everyone in Viet Nam feels happy on Tet Holiday”. S2: “ Passover is the festival in Israel and all Jewish people celebrate it. Passover occurs in late March or early April. On the first or second nights of Passover, Jewish families eat a special meal called the Seder. Passover celebrates freedom from slavery”.. Whole class. Teacher – Ss. Groupwork. Whole class. Teacher - Ss.

(26) S3: “ Easter is celebrated in many countries. It happens in late March or early April. On Easter Day, people crowd the streets to watch colorful parades. They give children chocolates and sugar eggs if they are good.” V. Homework. - Asks Ss to write about one celebration that they like best. Date of teaching: 02/3/2013 Period 50.. UNIT 8. ( Cont..... ) LESSON 2. SPEAK + LISTEN.. I. Aim: Practice giving and responding to compiments. And fill the missing words by listening to a song. II. Objective: By the end of the lesson, Ss will be able to give and respond to compliments, complete a song. III. Teaching aids: Textbooks, cards, pictures and cassette. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls a student to talk about the celebration he/she like best. C. New lesson. Activities Work arrangement I. Warm up. * Revision of adjectives. - Gets Ss to make sentences: I have + a/an + adj + friend. Whole class - Asks Ss to give an adj to complete the sentences. The adj must begin with the letters a-b-c-d-e-.... Eg: S1: I have an active friend. S2: I have a beautiful friend. S3: I have a clever friend. S4: I have a dirty friend. S5: I have a e.........friend. II. Speak. 1. Pre -speaking. Teacher – Ss a. Pre-teach vocabulary. - active (a) => activist (n) (translation) : ngời hoạt động ( tÝch cùc ) - (to) nominate (translation) : ghi danh, mÖnh danh, chän. nomination (n) - charity (n) (explanation: kindness in giving help to the poor) : lßng tõ thiÖn, héi tõ thiÖn. - Auld Lang Syne (n): tªn 1 bµi h¸t: The Good Old Days. - acquaintance (n) (example) : ngêi quen biÕt. - trusty (a) (translation) : đáng tin cậy. Whole class - Reads and helps Ss to read. * Checking vocabulary. What and Where. b. Model sentences. - Sets the scene: Trang has just won the first prize in the English speaking contest. What does Mai say to pay Trang a compliment ? And what does Trang respond ? Mai: Well done, Trang..

(27) Trang: Thanks. - Asks Ss how to give and respond to compliments. * Give a compliment: - Well done. - That’s a great ..... - That’s an excellent ..... - Congratulations on ..... - Let me congratulate you on ..... * Respond to a compliment: - Thanks/ thanks a lot. - It’s very nice/ kind of you to say so. - That’s very kind of you. 2. While-speaking: - Asks Ss to work in pairs, read the situation on page 66,67 then give and respond to compliments. * Key: b) That’s a great cake, Huyen. Thanks, Mom c) Congratulations on your nomination, Tuan. It’s very nice of you to say so. d) That’s excellent drawing, Hoa. That’s very kind of you to say so. 3. Post-speaking - Asks Ss to work in groups of four, think of the situations in which you can give compliments and how to respond them. Eg: - Your sister has passed the graduation exam. - Hoa made an excellent report on saving energy. - You friend got high mark for Maths. - Ba has just won the school swimming championship. - Hai got an award in the Casio exam. - Gets feedback from some groups. III. Listen. * Listening to the song: Auld Lang Syne. - Asks Ss to listen to the tape (twice/three times) and fill the missing words in the song.  Key: a-days, b-take, 3-mind, 4-hand, 5-kindness. IV. Homework:- Asks Ss to learn by heart the song.. Teacher – Ss. Pairwork. Groupwork. Whole class. Duyệt của chuyên môn: Ngày: 25/ 02/ 2013 Date of teaching:04 / 3/2013. Period 51. UNIT 8. ( Cont ...) LESSON 3. READ I. Aim: Reading for details about children’s emotion on Father’s Day. II. Objective: By the end of the lesson, Ss will be able to know more about the opinions, feelings, and memories of children about their fathers on the Father’s Day in the USA and in Australia. III. Teaching aids: Textbooks, posters. IV. Procedure..

(28) A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls a student to sing the song: Auld Lang Syne. C. New lesson. Activities Work arrangement I. Warm up. * Pelmanism. - Gets Ss to work in groups A – B. 1. Women’s Day. a. June 1st. 2. Teacher’s Day. b. September 2nd. 3. VNese Independence Day. c. Match 8th. 4. Children’s Day. d. November 20th. 5. May Day. e. May 1st. 6. Christmas Day. f. December 25th. 7. New Year Day. g. January 1st. II. Pre-reading. 1. Pre-teach vocabulary. - (to) hug : (mime) : «m (khi chµo nhau) => a hug. - considerate (a) (translation) : ân cần, chu đáo. - priority (n) (explanation: being earlier in time or order) : sù u tiªn, quyÒn u tiªn. - sense of humor ( situation) : khiÕu hµi híc. - (to) distinguish (translation) : ph©n biÖt, lµm kh¸c biÖt. - terrific (a) (synonym: terrible) : tuyÖt vêi, kú diÖu. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. 2. Prediction. - Sets the scene: On Father’s Day in Australia and in the USA, children show their love to their fathers by giving their fathers presents, cards.... - Asks Ss some questions: - Do you love your parents ? - When do you often show your love to your father? mother ? - What do you do on that day ? - Then asks Ss to think of the adjectives that children use to talk about their fathers. * Possible answers:  strong.  generous.   considerate.   handsome.  humorous.   health.  great.   the best.   terrific.  III. While-reading. 1. Reading and checking. - Asks Ss to read the opinions, fellings and memories of children about their fathers on Father’s Day in Australia and. Groupwork. Teacher-whole class. Individual work. Whole class.

(29) in the USA, then compare the adjectives they guess with the adjectives Rita, Bob and Jane use to describe their fathers. 2. Comprehension questions. ( on page 69 ) - Asks Ss to answer the questions on page 69 by playing Lucky numbers game. * Key: a. Rita sends this card to her father. b. He is possibly dead. These ideas may tell about that: ....how much you are missed...., I now have children, Dad.... c. His sense of humor. d. The best person in the world, a teacher, a care taker, a friend, ..... IV. Post-reading. * Tell about your fathers. - Asks Ss to talk about their opinions, feeling, and memories about their fathers in frond of the class. - Asks Ss to ask their friends some questions if they want. Eg: Trang, Is your father handsome ? ....................... V. Homework. - Asks Ss to write about their fathers or mothers.. Whole class. Groupwork. Individual work.

(30) Date of teaching: 09/3/2013 Period 52.. UNIT 8. ( Cont .....) LESSON 4. WRITE I. Aim: Writing a letter to a friend. II. Objective: By the end of the lesson, Ss will be able to write a letter to a friend/ pen pal to share their ideas. III. Teaching aids: Textbooks, poster. IV. Procedure. A. Organization. - Greeting and checking the total of the B. Checking up. - Calls a student to go to the board to write new words C. New lesson. Activities Work arrangement I. Warm up. * Kim’s game. ( celebrate, tradition, flowers, card, special food, gift, memory, feeling, party, cake) Groupwork - Lets Ss to work in 2 groups: A – B. II. Pre-writing. 1. Pre-teach vocabulary. - (to) enhance: (explanation: add to the value, size, beauty of ...): t¨ng cêng, t«n lªn. Teacher – whole class - have a day off: (example): nghØ 1 ngµy. - (to) support (synonym: help, give strength to): ñng hé, hæ trî. - nationwide (adv) (translation): toµn quèc, c¶ níc. - Reads and helps Ss to read. * Checking vocabulary: Slap the board. 2. Ordering. - Asks Ss to keep their books closed, show the outline (on page Individual work 70) on the board. - Gets them to put the parts in the correct order. * Key: Paragraph 1: (3), paragraph 2: (1), paragraph 3: (2) III. While-writing. - Asks Ss to write individually to a friend to tell him / her about Individual work why they want to celebrate Mother’s Day or Father’s Day in Viet Nam and how to celebrate it. The outline on page 70 will help them to write easily. * Suggested ideas: In my opinion, it is essential to have a day to celebrate for our parents. On these occasions, children will have a special day to express their feelings, memories and love for their parents. We have an opportunity to enhance family traditions. Members of families can have a chance to get together, to know one another and to help one another. I think first Sunday of April is suitable. Sunday is a day off so everybody is free from work or the weather is generally fine at this time of the year, many activities can happen outdoors. It is not necessary to have parties but it’s a good ideas to have lunch or dinner with all members of the family. Children should.

(31) give their parents flowers, send them cards, or bring them special cake. Moreover, children should serve their parents the food that they like best. I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want their parents to be happy. IV. Post-writing. Pairwork - Asks Ss to share their writing with their partners and correct their partners’ mistakes. Teacher – Ss - Calls some Ss to read aloud their writing before class. - Corrects mistakes. V. Homework. - Asks Ss to write their letter on their notebooks.. Duyệt của chuyên môn: Ngày: 04/ 03/ 2013.

(32) Date of teaching:11/3/2013 Period 53.. UNIT 8. ( Cont ..... ) LESSON 5, 6. LANGUAGE FOCUS I. Aim: Practice in Relative clauses and further practice in adverbial clauses of concession. II. Objective: By the end of lesson, Ss will be able to use relative clauses, and use “ though/although/even though ” to combine sentences. III. Teaching aids: Textbooks, pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls 5 students to go to the board and check their writing. C. New lesson. Activities Work arrangement I. Warm up. * Jumbled words. - tlaouhgh = although - lofk = folk. Whole class - ubclpi = public. - ppaenh = happen. - stieavfl = festival. II. Vocabulary. - (to) compose (translation): s¸ng t¸c, so¹n th¶o. Teacher – Ss - culture (n) (translation): nÒn v¨n ho¸. - (to) occur (synonym: happen): x¶y ra. - (to) satisfy (synonym: please): lµm tho¶ m·n. - jumper (n) (realia): ¸o trßng qua ®Çu. - lap (n) (realia): đùi (từ hông trở lên). - due to (adj) (synonym: cause by): do bëi, t¹i. - Reads and helps Ss to read. Whole class * Checking vocabulary: R.O.R. III. Language focus 1,2. 1. Presentation. - Form and use: Relative Pronouns: WHO / WHICH.  Who – Which: replace the pronoun.  Who is used for people, which is used for things. * Relative clauses : Pairwork * Mệnh đề quan hệ là mệnh đề phụ được dùng để bổ nghĩa cho danh từ đứng trước nó . Mệnh đề quan hệ đứng ngay sau danh từ mà nó bổ nghĩa . Mệnh đề quan hệ thường nối với mệnh đề chính bằng các đại từ quan heä (relative pronouns ) who, which, whom, that, whose _ Who : được làm chủ ngữ hoặc tân ngữ thay cho danh từ chỉ người Ex: Jack is the boy who plays the guitar _ Whom : có thể được dùng làm tân ngữ thay cho who ( được duøng trong loái noùi trang troïng ) Ex: The boy whom we are looking for is Tom _ Which : được dùng làm chủ ngữ hoặc tân ngữ thay cho danh từ chỉ vật hoặc sự việc.

(33) Teacher-whole class Ex; She works for a company which makes washing machines _ That : được dùng thay cho danh từ chỉ người hoặc vật . That có thể được dùng thay cho who, which, whom trong mệnh đề hạn ñònh ( restrictive clauses ) Ex: I don’t like the story that /which have unhappy endings . _ Whose : được dùng để chỉ sự sở hữu cho danh từ chỉ người hoặc vật đứng trước . Danh từ sau whose không có mạo từ . Ex: What is the name of the man whose car you borrowed ? Ex: Hoa found a cat whose leg was broken . Whole class * Có 2 loại mệnh đề quan hệ : xác định và không xác định . 1. Defining relative clauses : đi sau 1 cụm danh từ và làm rõ người hoặc vật chúng ta nói về . Ex: People who drink and drive are a danger to everyone . Ex: This is a horse that won last year’s race . + Giữa danh từ / đại từ và mệnh đề quan hệ không có dấu phẩy . Individual work + Mệnh đề quan hệ là thành phần không thể lược bỏ trong câu . 2. Non- defining relative clauses : đi sau 1 cụm danh từ đã được xác định từ trước mà không cần định nghĩa hoặc giải thích gì theâm . Ex: Bill, who won the race last year , hopes to win again Ex: His new car , which he paid $ 15,000 for , has broken down . + Giữa danh từ / đại từ và mệnh đề quan hệ có dấu phẩy + Mệnh đề quan hệ là thành phần có thể lược bỏ trong câu . 2. Practice. - Asks Ss to work in pairs to do LF 1,2 exercises on page 70, 71. * Key: (LF1) a- which, b-which, c-who, d-which, e-which, f-which, g-which, h-who. (LF2) a. Mom is the woman who is sitting in an armchair / receiving a gift from the little girl. b. Dad is the man who is standing behind my sister. c. Linda is the little girl who is wearing a pink dress/ giving a gift to Mom. d.Grandmother is the woman who is wearing a violet blouse/giving a gift to the baby. e. Uncle John is the man who is wearing a pink jumper. f. Jack is the little boy who is sitting on his mother’s lap. - Asks Ss to work in pairs and then read aloud each sentence before class.. Period 54. IV. Language focus 3,4. 1. Presentation.. Date of teaching:13/3/2013 16/3/2013 Teacher-whole class.

(34) - Sets the scene: Thu Ha is not satisfied with her preparations for Tet. Thu Ha has decorated her house and made plenty of cakes. - Asks Ss to combine two sentences above into one by using a connective: even though. => Thu Ha is not satisfied with her preparations for Tet even though she has decorated her house and made plenty of cakes. - Though vaø although coù cuøng nghóa. Even though coù nghóa maïnh Whole class hôn though vaø although . - Mệnh đề trang ngữ chỉ sự tương phản cũng có thể đứng sau mệnh đề chính .. Ex; We found a table , although the cafe was crowded .  even though  though + adverbial clause of concession  although 2. Practice. - Asks Ss to do LF 3 exercise individually. They have to join the sentences, using though, although, or even though. * Key: b. Although we don’t ..... Vietnam, Dad .............8th March. c. We ..........last year even though we ...................Nam Dinh. d. Many tourists ......VNam, though they ....... very much. e. Even though in Australia ..... Summer, people ......countries. f. Although Jim ..............jam, he .............the show. * LF 4: Complete the sentences, use the correct tense of the verbs and the information, using adverbial clause of concession. * Key: a. Although Mrs Thoa was tired , she helped Tuan with his homework. b- Even though Liz has an exam tomorrow , she is still watching TV now. c- It rained yesterday although the weather bureau predicted the weather would be fine . d- Ba ate a lot of food though he wasn’t very hungry .. e- even though the keyboard wasn’t working well. Mary tried to finish her letter. - Have sts free practice more. V. Homework. - Asks Ss to do exercise in textbook. Again and in the workbook. Prepare unit 9: Lesson 1.. Individual work Teacher-whole class. Whole class. Individual work. Duyệt của chuyên môn: Ngày: 11/ 03/ 2013. UNIT 9. I. Aims of unit:. NATURAL DISASTERS.

(35) Helping students: - to make predictions. - to talk about the weather forecast. - describe events. - to write a story. II. Language focus.: 1. Relative pronoun: WHO - THAT – WHICH. 2. Relative clauses (defining and non defining) III. Time: 5 periods. Date of teaching: 18 /3 / 2013 Period 55. UNIT 9. – LESSON 1. Getting Started + LISTEN AND READ I. Aim: Reading a dialogue for details about the weather forecast. II. Objective: By the end of lesson, Ss will be able to get the information about weather from the weather forecast. III. Teaching aids: Textbooks and pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls 2 students to go to the board and do exercise LF 4. C. New lesson. Activities Work arrangement I. Warm up. * Matching and chatting. (Getting started) - Shows 4 pictures on page 74 and asks Ss to match them with 4 words (snowstorm, earthquake, volcano, typhoon ) * Keys: a. snowstorm – picture 1. b. earthquake – picture 2. c. volcano – picture 3. d. typhoon – picture 4. - Gives Ss some questions about the four natural disasters. - How do you know it is a snowstorm/ an earthquake/ a volcano/ a typhoon ? - Have you ever experienced any of these natural disasters? what happened ? How did you feel ? * Chatting. - Asks Ss some questions about weather. - What’s the weather like today ? - Do you like hot / cold water ? - Have you ever listened to the weather forecast on the radio or on TV ? - Do you think weather forecast is useful for us ? How is usefull ? II. Pre-reading. 1. Pre – teach vocabulary. - (to) turn up (mime): diều chỉnh to lên (âm thanh TV, đài). - (to) expect (translation): mong chờ, chờ đón. - thunderstorm (n) (picture): b·o cã sÊm sÐt, ma to. - Delta (n) (visual): vïng ch©u thæ. - just in case (n) (translation): phßng khi, lì khi. - (to) trust (synonym: rely on): tin tëng, tin lµ thËt. - Reads and helps Ss to read. * Checking vocabulary: What and Where. 2. Pre-questions..

(36) - Sets the scene: Thuy is talking to her grandmother while they both are watching TV. - Gives Ss one question and ask them to guess the answer. ? What are they watching ? III. While-reading. - Asks Ss to read the dialogue silently and check their guess. * Key: They are watching the weather forecast on TV. 1. Gap-filling. - Asks Ss to read the dialogue again and do exercise 2b on page 75. - Gives feedback. * Key: 1-turn up/weather forecast, 2-raining, 3-thunderstorm, 4-have temperature, 5-weather forecast/watching them. 2. Comprehension questions. - Shows the questions on the poster. Asks Ss to answer in pairs * Questions: a. Why does Thuy’s grandmother ask her to turn up the volume? b. Which City is the hottest today ? c. Where is Thuy going ? d. What does Thuy’s grandmother want her to do ? * Key: a. Because she wants to listen to the the weather forecast. b. Ho Chi Minh City is the hottest. c. She is going on to a park on the other side of Thang Long Bridge with her old friends (she’s going on a picnic). d. She wants her to bring along a raincoat. 3. Practice the dialogue. - Lets Ss listen to the dialogue and focus on the pronunciation. - Calls them to play the roles to practice the dialogue in groups of three. IV. Post-reading. * Speaking. - Asks Ss to read again the weather forecast on TV and notice some phrases. * will have temperature between .................. and ................. * will experience temperature between ................ and ................. * HCM’ temperature will be between ............ and ..................... * can expect clouds / thunderstorm. - Asks Ss to present before the class. - Have them work in pairs – one student speaks, the other listens. V. Homework. - Asks Ss to write a weather forecast, they can change the information, the place ..... in the dialogue.. Date of teaching: 20 /3/ 2013 Period 56. UNIT 9.. ( Cont ..... ).

(37) LESSON 2. SPEAK + LISTEN I. Aim: Practice speaking about prepara tions for a typhoon and listen for details to complete a table. II. Objective: By the end of lesson, Ss will be able to talk about what they want to buy and do to prepare for a typhoon as well as get some ideas on how to live with earthquekes by listening. III. Teaching aids: Textbooks, pictures, posters and cassette. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Calls 2 students to go to the board and read their weather forecast that they’ve written at home. C. New lesson. Activities Work arrangement I. Warm up. * Chatting. - Asks Ss some questions about earthquakes and typhoons: - Have you ever heard of an earthquake ? - What happens if there is an earthquake ? - In which country do earthquakes occur frequently ? - How about the typhoon ? Which is more dangerous ? - What do you do / prepare for a typhoon ? (buy food/store water/check the doors and the windows/cut some branches of high trees in the garden or around the house) II. Pre-speaking. 1. Pre-teach vocabulary. - bucket (n) (picture/visual): c¸i x«. - leak (n) (visual): chç thñng, chç dét. - latch (n) (picture): c¸i chèt cöa. - ladder (n) (picture/drawing): c¸i thang. - (to) damage (synonym of hurt or spoil): ph¸ háng, lµm thiÖt h¹i. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. 2. Revision. * Form: must/may + infinitive. * Use: in deduction or prediction. * Practice: ? What happens if there is a typhoon ? - the water pipe may be damaged. - there be must strong wind blowing. - there may be a power cut. - there must be heavy rain. - the market may be closed. - there may be flood. ................ III. While-speaking. - Asks Ss to do exercise 3a on page 76. The Ss have to check () what preparations they think should be done for a typhoon. * Key:- Buying some canned food. - Buying candles. - Buying matches. - Filling all buckets with water. - Buying a ladder. - Fixing the leak in the roof..

(38) - Tying the roof to the ground with pegs and ropes. - Checking all the window and door latches. - Elicits some questions and gets Ss to ask and answer in pairs. a. Why do we need to buy food ? (Because the market will be closed and no food will be available) b. What food do we need to buy ? ( rice, oil, canned food, soy sauce, flour .....) c. Why do we need to buy candles ? ( Because there may be power cut ). d. Why do we need to fill all buckets with water ? (Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon) e. Why do we need to buy a ladder ? (Because the roof may be damaged by the typhoon, and we have to fix it) f. Why do we need to check all the windows and the door latches ? ( Just in case the strong wind pushes the doors open) - Asks Ss to use the expressions on page 77 when talking to one another. * I think ............  I think you should ............  Yes, I think so.  What for ?. .... IV. Listening. 1. Pre-teach vocabulary. - (to) block (definition: make movement difficult or impossible): h¹n chÕ, ng¨n c¶n. - roller (n) (picture): trôc l¨n, con l¨n. - Helps Ss to read and asks them some questions about the earthquakes. + What would you do if there was an earthquake ? + What can you prepare for eartherquakes ? 2. Listen. - Lets Ss listen to the tape (twice/three times) and fill the missing words from (1) to (9) in the box on page 77. * Key: (1) bottom shelf of the bookshelf. (2) fridge. (6) inside. (3) washing machine. (7) under a strong table. (4) mirrors. (8) doorway. (5) a window. (9) corner of a room. - Lets them listen once more if they can’t finish. V. Homework. - Asks Ss to write something about what they have to do to prepare for a typhoon or earthquake.. Duyệt của chuyên môn: Ngày: 18/ 03/ 2013 Date of teaching: 25/3/2013 UNIT 9. ( Cont .....) LESSON 3. READ I. Aim: Reading a text about natural disasters for details. II. Objective: By the end of the lesson, Ss will be able to get more information about the natural disasters in the world. III. Teaching aids: Textbooks, pictures and posters. IV. Procedure. A. Organization. Period 57..

(39) - Greeting and checking the total of the class. B. Checking up. - Asks Ss to read the things they have to prepare for a typhoon. C. New lesson. Activities Work arrangement II. Pre-reading. 1. Pre-teach vocabulary. - Tidal wave (n) (translation): sãng thÇn. - abrupt (adj) (synonym: quick, sudden): bất ngờ, đột ngột. - shift (n) (definition: change of position): sự di chuyển, thay đổi. - (to) warn (translation): c¶nh b¸o, b¸o tríc. - funnel-shaped (adj) (visual): cã h×nh phÓu. - (to) suck up (translation): hót lªn. - Tornado (n) : c¬n lèc xo¸y. - majority (n) (example): ®a sè, phÇn lín. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. 2. True – False statements prediction.(exercise 5a on page 79) - Sets the scene: There are 6 statements about the information of some natural disasters. All of you have to read them and guess whether they are true or false. - Hangs on the poster of T/F statements on the board and gets Ss to work in pairs to guess. III. While-reading. 1. Reading and checking. - Asks Ss to read the text on page 78 and check their prediction. - Gets them to correct the false statements. * Key: 1,2,4,6: T. 3: F => A huge tidal wave traveled from Alaska to California. 4: F => The eruption of Mount Pinatubo is the world’s largest volcano eruption in more than 50 years. 2. Complete the sentences. - Asks Ss to work in pair and coplete the sentences in exercise 5b on page 79. * Key: 1) ......... occur around the Pacific Rim. 2) ........ people were killed when homes, office blocks and highways collapsed. 3) ........ there is an abrupt shift in the underwater movement of the Earth. 4) ......... a cyclone. 5) ......... the word “ typhoon ”. 6) passes overland below a thunderstorm and sucks up anything that is in its path. IV. Post-reading. * Asking and answering. - Divides the class into 4 groups and asks them to read the text again. + Group 1 ask a question, group 2,3,4 answer. + Group 2 ask another question, groups 1,3,4 answer. - Go on until the four groups ask their questions. * Possible answer: 1) Why do people call the Pacific Rim “Ring of Fire” ? - Because 90% of earthquakes occur around the Pacific Rim..

(40) 2) What will happen when there is an abrupt shift in the underwater movement of the earth ? - Tidal waves will happen. 3) What does “typhoon” mean ? - It means “big wind”. 4) Can we predict a volcano ? - Yes, the scientists can warn us about the eruption. V. Homework. - Asks Ss to write exercise 5b into their notebooks, using their ideas. Period 58. Date of teaching: 27/3/2013 UNIT 9. ( Cont .....) LESSON 4. WRITE I. Aim: Writing a story about a typhoon. II. Objective: By the end of the lesson, Ss will be able to write a story . III. Teaching aids: Text books, and posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to go to the board and write vocabulary in last lesson. C. New lesson. Activities Work arrangement I. Warm up. * Jumbled words. - otnophy = typhoon. - danotro = tornado. - lacono = colcano. - tearquahke = earthquake. - ormst = storm. II. Pre-writing. 1. Pre-teach vocabulary. - (to) behave (translation): c xö, øng xö. - shelter (n) (definition: a place of safety): chæ tró ngô. - all of sudden (IDM) (synonym: suddenly): bÊt ngê, bæng dng. - Helps Ss to reads. * Checking vocabulary: What and Where. 2. Telling the story. - Shows 6 pictures on the board and sets the scene: This is Lan’s family, They are at home. - Asks some questions to elicit the story. a. Picture 1: Who’s this ? It’s Lan. Where is she ? She’s outside/ in the garden. What is she doing ? She’s playing with her dog, Skippy.  Lan is outside playing with her dog, Skippy. b. Picture 2: How is the dog ? It looks strange. Perhaps it is scared.  All ao a sudden, the dog behaves strangely. c. Picture 3: What’s on TV ? The weather forecast. What does Lan’s mother say ? She tells Lan that she has just heard on TV that there is a typhoon coming.  Lan ran home and her mother tells her that there is a typhoon coming. d. Picture 4: What are they doing ? They are gathering and talking about the coming typhoon.  Mrs Quyen gathers her family and asks them to find shelter.

(41) in the house. e. Picture 5: What’s the weather like now ? It is very dark. It has strong wind and heavy rain.  Suddenly, it becomes dark. The storm comes with strong wind and heavy rain. f. Picture 6: What’s the weather like now ? It’s fine. How are they now ? They all are happy.  The storm finishes soon and everyone is glad. - Asks Ss to look at the pictures and retell the story. III. While-writing. - Asks Ss to write the story individually/ in groups of 4. The cues in the box on page 79 will help them to write. - Asks Ss to use past tense. * Sample: It was a beautiful day. The sun was shiny, the sky was blue and the weather was perfect. Lan was outside playing with her dog, Skippy. All of a sudden, the dog began behaving strangely. She kept running around circles. Lan ran home with her dog to tell her mother what Skippy was doing. Lan’s mother, Mrs Quyen told Lan that she heard on Tv that there was a typhoon coming. Mrs Quyen gathered her family and told them to find shelter in the house. Suddenly, the sky became very dark. The storm came with strong wind and heavy rain. Mrs Quyen and her family were scared, but soon the storm finished and everyone was glad. What a clever dog Skippy is. She saved Lan from being caught in the typhoon. IV. Post-writing. - Asks Ss to share with their partners and correct mistakes. * Correction: - Takes some writings to correct in front of the class. - Collects their papers and corrects. V. Homework. - Asks Ss to write another story, they can make changes or add more details to the story.. Duyệt của chuyên môn: Ngày: 25/ 03/ 2013.

(42) Period 59.. Date of teaching: 01/4/2013. UNIT 9. ( Cont ..... ) LESSON 5. LANGUAGE FOCUS 1. I. Aim: Further practice in defining relative clauses and non-defining relative clauses. II. Objective: By the end of the lesson, Ss will be able to distinguish between defining relative clauses and non-defining relative clauses. III. Teaching aids: Text books, and cards. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to go to the board and read their story that they’ve written at home. C. New lesson. Activities Work arrangement I. Warm up. * Quiz. - Divides class into 2 teams, calls out the questions and asks Ss in 2 Group works teams to answer as quickly as possiple.  Questions: 1. Which country won the 1998 Tiger Cup ? (Singapore) 2. Which animal has 1 or 2 horns on its snout ? (rhinoceros) 3. Which explorer discovered America ? (Christopher Columbus) 4. Which planet is closest to the Earth ? (Venus) 5.Which animal was chosen to be the logo of Sea Game 2003 ? (Buffalo) 6. Which ASEAN country is divided into two regions by the sea ? (Malaysia) 7.Which food can you chew but can’t swallow ?(chewing gum) 8. Which thing can you swallow but can’t chew ? ( water) II. Presentation. 1. Pre-teach vocabulary. T – Sts - (to) strike –struck-struck ( synonym: hit): va ch¹m. - snout (n) (picture): mõm (của động vật). - (to) sweep-swept-swept (mime): quÐt, cuèn ®i, trµn ®i. - (to) destroy (define: pull down or break to pieces): ph¸ huû. - extensive (adj) (synonym: wide, large): lín, réng lín - (to) border (visual): tiÕp gi¸p víi. - Swallow ( V): nuốt - Reads and helps Ss to repeat. * Checking vocabulary: R.O.R. Copy 2. Revision of who – which or that. - Who is used for people. - Which is used for thing. - That is used for both who or which. 3. Defining and non defining relative clauses. - Gives Ss 2 pairs of sentences and asks them to use relative pronoun who or which to combine them. (1) The Novel has been lost. You gave me the novel on my birthday. Pairs work => The novel which you gave me on my birthday has been lost (2) Vietnam exports rice. Vietnam is in the Southeast Asia. => Vietnam, which is in the Southeast Asia, exports rice. - Helps Ss to distinguish between defining and non defining relative clauses..

(43) -. Defining relative clauses identify nouns, these clauses tell us which person or thing the speaker means - Non – defining relative clauses give more information about a person or thing already identified. When we write these clauses, we put commas at the beginning of the clause ( and often at the end of the clause)  We can’t use “that” in a non – defining relative clause. III. Practice. 1. Language focus 1 - Asks Ss to work in pairs and do exercise LF 1 on page 81. * Key: a. The city which was struck by a huge earhtquake in 1995 is Kobe. Group work b. The country which won the 1998 Tiger Cup is Singapore. c. The animal which has one or two horns on its snout is rhinoceros. d. The explorer who discovered America is Christopher Columbus. e. The planet which is closest to the earth is Venus. f. The animal which was chosen to be the logo of Sea games 2003 is buffalo. g. The ASEAN country which is divided into regions by the sea is Malaysia. h. The food which you can chew but you can’t swallow is the chewing gum and the thing you can swallow but you can’t chew is water. IV. Production. * Writing. - Asks Ss to rewrite the sentences , using relative clauses. - (Lets them use facts or their imagination.) Eg: a. Vietnam, which is a small country, exports rice. b. Kangaroos, which are called “Chuot tui” in Vietnamese, have long tails. c. Ba, who is my best freind, likes playing the guitar. d. (defining) Individually e. Neil Armstrong, who is famous astronaut, lived in the USA. f. (defining) g. Miss Lien, who teaches us English, is a beautiful woman. V. Homework. - Asks Ss to write some more ( about 5) sentences with non-defining relative clauses.. Period 60.. Date of teaching: 03/4/2013. KHUNG MA TRẬN BÀI KIỂM TRA TIẾT 60. MÔN TIẾNG ANH LỚP 9 Xác định mục đích đề kiểm tra:.

(44) Phạm vi bài kiểm tra : nội dung bài 8+ bài 9 chủ đề. nhận biết TNKQ. Listening. thông hiểu TL. TNKQ. vận dụng. TL. TNK Q. cộng. TL. 4câu. 4câu (1 đ). language focus. (1đ). 6 câu (1,5đ). Reading. 6câu. 12câu (1,5 đ). 2 câu 5 câu (0,5 đ) (2,5đ). Writing. 4câu 10câu 2,5đ = 25%. 2câu 0,5đ=5%. 7câu (3đ) 2câu. (2đ) Total. (3đ). 15câu 6đ=60%. 6câu (1đ). 2câu 1đ=10%. (3đ) 29câu (10đ). BÀI KIỂM TRA TIẾT 60 MÔN TIẾNG ANH LỚP 9: I. LISTENING *An expert is giving a talk on how to live with earthquakes. Listen to the talk then choose true(T) or false(F) sentences.( 1đ) 1............. When earthquakes happen you should stay inside. 2............ You should put your bed near a window. 3............ It is very importance to place heavy books on the bottom of the book shelf. 4.......... When earthquakes happen you should sit under a strong table or doorway. II. READING * Read the passage then do exercises below? Two popular traditions at Christmas are decorating the home and singing Christmas carols. The home is the center of the Christmas celebration. Inside , evergreen tree is usually placed in a corner of the living room. They wrapped strings of colorful lights around the tree . They hang ornament on the branches.Carefully , wrapped gifts are placed beneath. Outside, families often string lights around windows and wind lights around trees in the front yard.On Christmas Eve, family members gather around the christmas tree to sing traditional songs such as Jingle Bells and Slient Night and then give presents to each other. *. Answer these questions? (2,5đ) 1. What are the popular traditions at Christmas? ............................................................................................................................................. 2. Where is the evergreen put? ............................................................................................................................................ 3. Do they hang the gifts on the tree? ............................................................................................................................................ 4. What do family members often do on Christmas Eve? ............................................................................................................................................ 5.Are gifts placed under the table or the tree? ............................................................................................................................................ *, Chosse the false ( F) or true ( T) statements? (1đ) 1. They hung colorful lights around the tree . ............ 2. There are many popular traditions at Christmas . ............ III. LANGUAGE FOCUS. * Choose the correct answers (1,5đ).

(45) 1. Daddy, It’s the weather forecast ............. TV. A) in B) on C) at D) out 2. Neil Armstrong .................... first walked on the moon, lived in the USA A) who B) which C) that D) where 3. Many people become ..................... because of the natural disaster every year. A) homeland B)homeless C) homesick D) home 4. I can’t hear what you are saying. Can you .................. the TV A) turn up B) turn on C) turn down D) turn over 5. A tropical storm which reaches 120 meters per hour is called a ................. in north and south America A) typhoon B) hurricane C) storm D) cyclone 6. If a disaster ................ in an area, people from other areas will offer helf. A) happens B) happeningC) will happen D) would happen * Compete the sentences with the correct prepositions .(1,5đ) 1. Slient Night is a song which is sung .............. Christmas Eve. 2. Lunar New Year is a festival which occurs ............ late january or early february. 3. I’ll wait ......... you are ready. 4. you should bring your raincoat just ........... case. 5. He gave .......... smoking 3 years ago. 6. School children are fond ............. chatting on network. IV. WRITING: *Join each pair of the sentences, using relative clause ( who, whom, which, that) and adverb clause of concession( though, eventhough, allthough). (3đ) 1. Her house is in excellent repair. Her house is over 200 years old. ............................................................................................................................................ 2. This is Mr. Hung.I was telling you about him. ............................................................................................................................................ 3. Nam could see the main part of the film . He came the movies late due to broken bike ............................................................................................................................................ 4. The picture was painted by my friend. It is on the wall. ............................................................................................................................................ 5. There are some words . They are very difficult to translate. ............................................................................................................................................ 6. The book was too expensive. I want to buy it. ............................................................................................................................................ Keys: I. LISTENING ( 4x0,25=1đ) ( bài nghe của U9 phần 4 listen) 1T 2F 3T 4F II. READING *. Answer these questions?( 5x0,5=2,5đ) 1. The popular traditions at Christmas are decorating the home and singing Christmas carols. 2. The evergreen is put in a corner of the living room. 3. No, they don’t 4. On Christmas Eve, family members gather around the christmas tree to sing traditional songs and give presents to each other. 5.gifts are placed under the tree. *, Chosse the false ( F) or true ( T) statements? ( 2xo,25=0,5) 1T 2F III. LANGUAGE FOCUS. * Choose the correct answers: ( 6x0,25=1,5đ) 1B 2A 3B 4C 5B 6A * Compete the sentences with the correct prepositions.

(46) 1. on 2. in 3.for 4. in 5. up 6.of ( 6x0,25=1,5đ) IV. WRITING Join each pair of the sentences, using relative clause and adverb clause of concession ( 6x0,5=3đ) 1. Her house which is over 200 years old is in excellent repair. 2. This is Mr. Hung whom I was telling you about .3. Nam could see the main part of the film eventhough he came the movies late due to broken bike 4. The picture which is on the wall was painted by my friend. 5. There are some words which are very difficult to translate. 6. The book which I want to buy was too expensive.. Duyệt của chuyên môn: Ngày: 01/ 04/ 2013.

(47) UNIT 10.. LIFE ON OTHER PLANETS.. I. Aim of unit: Helping students: - to talk about possibility. - to seek information. - to write an exposition. II. Language focus. 1. Modal verbs: may, might. 2. Conditional sentences: type 1 and type 2. III. Time: 5 periods. .......................................................... Unit 10: Period 61.. Life on other planets Date of teaching:. /. 4/2011. LESSON 1 GETTING STARTED + LISTEN AND READ I. Aim: Reading a text about UFOs for details to complete the notes. II. Objective: By the end of the lesson, Ss will be able to know more about UFOs. III. Teaching aids: Textbooks, posters and pictures. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. New lesson. Activities Work arrangement I. Warm up. * Guessing words: T – whole class - Have Ss guess three words. - Gives them the number of the letters of each word and gives the definitions so that Ss can guess the words. 1) .........................................................................  This word has 12 letters. It is the opposite of identified. 2) ...........................................................................  This word has 6 letters. It means moving through the air as a bird does. 3) ..........................................................................  This word has 7 letters. It is in form. It means a thing that can be seen or touched. * Key: 1) Unidentified, 2) Flying, 3) Objects => UFOs (VËt thÓ bay không xác định) II. Pre-reading. 1.Chatting: Getting started. - Shows the pictures on page 83 to the Ss and asks them some questions T - sts – sts about UFOs.  What can you see in the pictures ?  What do we call them in Vietnamese ?  Have you ever heard about UFOs ?  Do you know another word for UFOs ? (Flying Saucer)  Do you think they really exist ?  Have you ever seen any films on UFOs ? What were they about ?  Do you want to see a UFO ? What do you want to know about UFOs ?  If you saw a UFO, what would you do ? 2. Pre-teach vocabulary. - spacecraft (n) (picture): tµu vò trô. - meteor (n) (visual/picture): sao b¨ng. T - sts.

(48) -. evidence (n) (definition: anything that makes clear, shows or proves): b»ng chøng. - alien (n) (definition: person on other planets): ngêi ë hµnh tinh kh¸c. - (to) capture (synonym: catch (by force) arrest): b¾t. - device (n) (translation): dông cô, thiÕt bÞ. - (to) claim (translation): đòi quyền, nhận là. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. III. While-reading. 1. Guessing the meaning of the words. - Gets Ss to read the text and find the words in the text that have the meanings in exercise 2a on page 84. - Asks Ss to work in pairs. - Gives feedback. * Key:1) evidence, 2) meteor, 3) aliens, 4) collecting, 5) captured, 6) disappeared. 2. Complete the notes (exercise 2b). - Gets Ss to read the text again and complete the notes. They have to work in groups. - Calls on some Ss from groups to read aloud their sentences. * Key: a-An aircraft/ a weather balloon/ ameteor. b- nine large round objects traveling at about 2,800 meters an hour. c- 1,500 UFO. d- UFO above their house. e- an egg-shaped object in one of his fields and also aliens collecting soil. f. claimed they were captured by aliens and taken aboard a spacecraft. g. and his plane disappeared after sighting a UFO. h. that he saw a plate – like device at a treetop 30 meters away. IV. Post-reading. * Discussion. - Asks Ss to discuss the topic “ UFOs ”. - Chooses a good student to be the leader. - Gets the leader to make a summary of the evidence of the existence of UFOs and then discuss with his / her friends. - Gives the leader some questions for him / her to ask his / her friends.  Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house ?  Have you ever seen a picture of an alien ? Can you imagine what the aliens are like ? Are they small or big ? Are they intelligent ? (if yes) Why do you think so ? V. Homework. - Asks Ss to write the notes on page 84 in their notebooks. - Prepare L2: Speak + Listen + LF1.. Chorally and inviduadly Copy down Pairs work. Groups work. Copy down. Groups work. Copy down Date of teaching:. Period 62. 4/2011. /. UNIT 10. ( Cont .... ) LESSON 2. SPEAK + LISTEN + LF1 I. Aim: Practice speaking about Mars and listen for details about the description of the Moon..

(49) II. Objective: By the end of the lesson, Ss will be able to talk to on another about what they think there might be on Mars, on the Moon, and on other planets. III. Teaching aids: Textbooks, posters, pictures, and cassette. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to go to the board and write vocabulary in last lesson. C. New lesson. Activities Work arrangement I. Warm up. * Word square. Group work S E A R T H M U M E R C U R N S A U S S R U B R A A R V C Y M O O N T S Earth, Mars, Moon, Sun, Mercury. - Asks Ss some questions about solar system:  Which planet is the nearest to the sun ?  Which is the biggest ?  Which is the hottest ? II. Pre-speaking. 1. Pre-teach vocabulary. - microorganism (n) (translation): vi sinh vËt. - gemstone (n) (realia): đá quý. - sparkling (adj) (realia): lÊp l¸nh. - creature (n) (translation): sinh vËt. - trace (n) (visual): dÊu vÕt. - mineral (n) (example): kho¸ng s¶n. - Reads and helps Ss to read. * Checking vocabulary: R.O.R. 2. Revision of model verbs: may – might. * Form: May / Might + infinitive. * Use: We use may, might to talk about present or future possibility. - Might is normally a little less sure than may. II. While-speaking. 1. Matching. - Sets the sence: A space tourist traveled to Mars, he saw many things there and noted them down. These are drawings with their names. - Number from 1 to 7 from left and right. * Key: 1. minerals. 2. water. 3. mountains. 4. plants. 5. little creatures. 6. gas. 7. gemstone. 2. Drill. - Uses the drawings to drill. * Exchange: What is this ? => This may be water on Mars.. whole class. pairs work.

(50) a) What are they ? => They may be minerals on Mars. b) What are they ? => They may be plants on Mars. pairs work c) What’s this ? => This may be gas on Mars. d) What are they ? => They may be gemstones on Mars. e) What are they ? => They may be little creatures. 3. Practice the dialogue. - Asks Ss to practice the dialogue between Nam and Hung on page 85. - Calls some pairs of Ss to practice the dialogue. - Corrects their pronunciation. - Then asks Ss to make up similar dialogues about the drawings. * Sample: S1: What do these drawings say ? S2: There may be mountains on Mars. S1: And what about the red signs on the left corner ? S2: Well, they might be gas on Mars.. IV. Post-speaking. * Listening. 1. Prediction. - Sets the scene: You will listen to the description of the moon, but before listening, you should read the statements on page 86 and guess which is correct and which is incorrect. - Asks Ss to work in pairs and guess. 2. Listening and checking. - Lets Ss to listen to the tape (twice) and check their prediction. * Key: a, c, d, f, i, j. 3. Comprehension questions. - Lets Ss to listen to the tape once again and answer the questions. a. Why are there no sounds on the moon ? ( Because there is no air on the moon ) b. How many craters are there on the moon ? ( There are about 30,000 craters on the moon ) c. How much will you weigh on the moon if you weigh 50 kilos on the earth ? ( If I weigh 50 kilos, I’ll weigh only a little more than 8 kilos) d. Will you sleep very well on the moon / Why ? Why not / ( No, we won’t. Because one day lasts for two weeks on the moon ). V. Homework. - Asks Ss to exercises 3c (on page 85) & LF1 (on page 89,90) Period 63. 4/2011.. Date of teaching:. /. UNIT 10. ( Cont .....) LESSON 3. READ I. Aim: Reading a text about a space trip. II. Objective: By the end of the lesson, Ss will be able to understand the text about a space trip. III. Teaching aids: Textbooks, pictures and posters. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up..

(51) - Asks Ss to talk about what there may be on Mercury, on the moon/ on Mars. C. New lesson. Activities Work arrangement I. Warm up. * Chatting. - Prepares some pictures of s spaceship or of the first travel of man to the moon. - Shows Ss those pictures and asks them some questions to involve Ss in the topic of the lesson.  Do you want to travel ?  Have you ever traveled in your country or aboard ?  Have you ever dreamed of a trip to space ?  Do you want to be an astronaut ?  Do you think traveling into space takes a lot of money ? II. Pre-reading. 1. Pre-teach vocabulary. - (to) push – up (mime): hít đất. - orbit (n/v)(picture/translation): quĩ đạo, di chuyển theo quĩ đạo. - totally (adv) (synonym: completely): hoµn toµn. - marvelous (adj) (synonym: wonderful): tuyÖt diÖu, kú diÖu. - physical condition (n) (translation): t×nh tr¹ng thÓ chÊt, thÓ lùc. - Reads and helps Ss to read. * Checking vocabulary: What and Where. 2. Ordering statements. - Shows the poster of 5 statements (5a) on the board and asks Ss to work in pairs to put the statements in order to show what they need and get in joining a trip into space. II. While-reading. 1. Reading and checking. - Asks Ss to read the text and check their guess. * Key: a-4, b-1, c-5, d-2, e-3. 2. Comprehension questions. (5b-p.87) - Asks Ss to read the text again and answer the questions from 1 to 5 by playing Lucky numbers game. * Key: 1) If you decide to take a space trip, you’ll have to run a lot, swim everyday, and do aerobics and push – ups to have an excellent physical condition. 2) If you want to show you are in perfect health, you must get a letter from the doctor. 3) You can see pictures of the earht: your country, interesting places, the oceans, the big rivers, the tall mountains. 4) We can see those scenes 16 times a day. 5) We can walk on the wall or on the ceiling. IV. Post-reading. * Discussion. - Gives Ss the topic of the discussion. “If you were able to take a space trip, what would you do to prepare for the trip ? What would you like to bring along ?” - Divides class into 4 groups and asks them to discuss. - Asks each group to choose one leader who will present his/ her group’s opinions. - Helps Ss to show their ideas. V. Homework. - Asks Ss to write a short paragraph to answer the questions in the.

(52) discussion..

(53) Date of teaching:. /04 /. 2011. Period 64.. UNIT 10. ( Cont ..... ) LESSON 4. WRITE I. Aim: Writing an exposition about the existence of UFOs. II. Objective: By the end of the lesson, Ss will be able to write an exposition about the existence of UFOs. III. Teaching aids: Textbooks. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to read their paragraph that they’ve written at home. C. New lesson. Activities I. Warp up. * Jumbled words. ucinionttrod = introduction. oybd = body. nculcoonsi = conclusion. taimnenterent = entertainment. caret = trace. peapacrean = appearance. II. Pre-writing. 1. Pre-teach vocabulary. - imagination (n) (translation): sù tëng tîng. - trick (n) (definition: a cunning action): mÑo, kû x¶o. - man – like creature (n) (translation): sinh vËt gièng ngêi. - mysterious (adj) (definition: difficult or impossible to explain): bÝ hiÓm. - fly saucer (n) (synonym: UFO): đĩa bay. - Reads and helps Ss to read. * Checking vocabulary: Slap the board. 2. Matching. - Gets Ss to do exercise 6a on page 88. - Lets Ss read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A. * Key: Introduction – (ii), Body- (iii), Conclusion- (i). 3. Reading the dialogue. - Asks Ss to read the dialogue between An and Ba about the existence of UFOs. - Then gives them some questions to make sure they understand the dialogue. * Questions: a. Does An believe there are UFOs ? (No, he doesn’t) b. Does Ba believe in UFOs ? (Yes, he does) c. What does An think about UFOs ? (He thinks that it might be people’s imagination) d. Why does Ba think UFOs exist ? (Because newspapers talk a lot about UFOs and many people around the world say they have seen flying saucers) e. What evidence makes Ba believe in UFOs ? (There are plenty of photos of them and the mysterious circles on the fields). Work arrangement.

(54) - Calls on some Ss to answer the questions and corrects their answers. III. While-writing. - Gets Ss to use Ba’s opinion to write an exposition about the existence of UFOs. - Lets Ss to write individually. * Suggested writing: “ I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance. First, many people from different countries reported that once saw flying saucers. Second, there are many photos of flying saucers and some of the photographers said they saw man-like creatures get out of the saucers. Moreover, people are discussing the mysterious cricles on the fields in the countryside of Great Britain. So I think UFOs are not human’s imagination. They are real, and we should be ready to welcome their visits” IV. Post-writing * Correction. - Asks Ss to share their writing with their partners and correct mistakes by themselves. - Then collects some writings to correct the mistake before the class. - Calls on some Ss to read aloud their writings. V. Homework. - Asks Ss to write an exposition, using An’s opinion. Date of teaching:. /. 4/2011 Period 65.. UNIT 10. ( Cont ..... ) LESSON 5. LANGUAGE FOCUS 2,3,4 I. Aim: Further practice in conditional sentences type 1 and type 2. II. Objective: By the end of lesson, Ss will be able to use conditional sentences. III. Teaching aids: Textbooks. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to read their exposition with An’s opinion. C. New lesson. Activities I. Warm up. * Kim’s game. ( rich, clock, visit, alarm, alien, space, computer) II. Presentation. 1. Revision of conditional sentences type 1. * Form: If clause : simple present tense. main clause: simple future. ( will + verb (infinitive)) * Use: we use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present.. 2. Conditional sentences type 2.. Work arrangement.

(55) - Sets the scene: Ba is not rich so he can’t travel aroud the world. - Asks Ss to complete the sentence:  If Ba .......... rich, he .......... ........... around ......... ......... * Key: If Ba were rich, he would travel around the world. * Form: Main clause: would / could might + verb. If clause: past simple tense / past subjunctive. * Use: we use this structure to talk about unreal or unlikely present or future situations. We often use “ If I were you ” to give advice. Eg: If I were you, I would go to bed on time. II. Practice. 1. Language focus 2. - Asks Ss to work in pairs to do the exercise in LF 2 ( p.90) - Asks them to use the verbs in the box to complete the fives sentences, using conditional sentence type 1. - Calls on some Ss to read their sentences before the class. * Key: b) Lan will miss the bus if she does not hungry. c) If Ha is not careful, he’ll drop the cup. d) Mrs Nga will join us if she finishes her work early. e) If Mrs Binh writes a shopping list, she won’t forget what to buy. 2. Language focus 3. - Asks Ss to do LF 3exercise on page 90. They have to work with a partner and make conditional sentences type 2. * Key: b) If Mr Loc had a car, he would drive to work. c) If Lan lived in HCM City, she would visit Saigon Water Park. d) If Nam had an alarm clock, he would arrive at school on time. e) If Hoa lived in Hue, she would see her parents every day. f) If Nga owned a piano, she would play it very well. g) Tuan would get better grades if he studied harder. h) Na would buy a new computer if she had enough money. IV. Production. * Writing. (LF 4) - Gives the topic and asks Ss to discuss in groups before writing. “What would you do if you met an alien from outer space ? - Gives an example first. If I met an alien from outer space, I would invite him / her to my home and talk to him / her. - Asks each student to write 3 things he / she would like to do. - Gets Ss to share with their partners. - Calls on some Ss to read their sentences before the class. V. Homework. - Asks Ss to write some more sentences they get from their friends in class..

(56) Date of teaching: : : : Period 66;67;68;69.. /5/2011 /5/2011 /5/2011 /5/2011. Revision. I. Aim: Revision all the structures and grammar of English 9 II. Objective: By the end of lesson, Ss will be able to revise the structures and grammar to apply In exercises. III. Teaching aids: Textbooks. IV. Procedure. A. Organization. - Greeting and checking the total of the class. B. Checking up. - Asks Ss to read their exposition with An’s opinion. C. New lesson. Activities Work arrangement I. Warm up. * Kim’s game. Have sts to revise the tenses they have learnt II. Presentation. Sts revise the structures and 1. Past simple tense: - to talk about past activities give forms; uses. * Form: - doing exercises in pairs * Use: or in groups. - Past simple tense with: “wish”: - Checking before the 2. Present perfect: whole class. * Form: * Use: 3. Direct and reported speech; reported questions: * How to change 4. Here and now words in reported speech: - How to change: 5. Passive voice: - Form - Use 6. Gerunds: Gerunds after some verbs;( ex: enjoy; hate; like; dislike; love; ...) 7. Tag questions: - Form - Use 8. Model with if - Form - Use 9. Conditional sentences type 1 and type 2: - Form - Use 10. Relative clauses: * Relative pronouns: ( S; O; Possessive) *Types of relative clauses: - Defining - Non- defining. 11. Adjectives:.

(57) 12. Adverb clauses: - Adverb clause of result. - Adverb clause of reason - Adverb clause of concession. 13. Prepositions of time: Ex: up to; till; in; at; from.... to; on; ... * Have sts to do some more exercises - Have feedback - Correction V. Homework. - Asks Ss to learn by heart the structures they have learnt and do more exercises. - Prepare carefully for the final test..

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Giao an Anh 9 ky 2

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