GIAO AN 11

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(1)Unit1: Friendship Period1. Reading. I. Objectives By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II. Teaching aids Textbook, handouts, pictures concerning to the topic…….. III. Anticipated problems Ss may need help with discussion task so T should be ready to help them Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm …………. T may not have enough time to teach IV. Procedure teacher students 1. Check the attendance(2m) 2. Warm up(4m) Network Group work T repairs a hangout with network of the word Discuss about the qualities which “friendship” friendship must have to complete the network Suggested answers: Honest,unselfish,constant,loyal,mutual Friendship trust,sympathetic,patient…... T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time A. Before you read(10m) Discussing the picture and poem T asks the whole class to look at the picture on page 12 and asks them some questions: 1. What are girls and boys doing in the picture? 2. How do they feel? 3.What does the picture tell you? T ask Ss to work in pairs to read the short poem on the page13 and answer the question: What do you think of the friend in the poem T calls on some Ss to answer the questions. T may give some comments and the suggestions: The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances Pre- teaching vocabulary Lasting(a)= lifelong Be concerned with sb/st Constancy(n)constant(a) Rumour(n) ['ru:mə] Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true Incapable of/ in'keipəbl/ Suspicion(n)/ sə'spi∫n/ suspicious(a) Pursuit(n) Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/ Sorrow(n)/ 'sɔrou/= sadness T asks Ss to make some Ss to make sentences with above words to check their understanding Have Ss practice reading the vocabulary B. While you read Setting the scence You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook. Pair work Suggested answers 1. One boy is playing guitar, and the other girls and boys are singing 2. They seem very happy because we can see their smile 3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us Dedicated(a)tËn t©m, tËn lùc Thoughtful(a)chu đáo, quan tâm Circumstance(n)hoµn c¶nh, t×nh huèng L©u dµi, bÒn v÷ng Quan t©m tíi ai, c¸i g× tính kiên định tin đồn chuyện ngồi lê đôi mách, chuyện tầm phµo không đủ khả năng sù nghi ngê sù nghiÖp, sù theo ®uæi, ®am mª sù th«ng c¶m thông cảm, đồng cảm nçi buån do as T‘s requests. whole class.

(2) Task1 (6m) T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning T asks Ss to work individually to do the task T goes around to help them when necessary T asks Ss to exchange their answers with the other Ss T asks Ss for their answers and tell then to explain their choices Task 2(5m) T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage T gets Ss do the task individually T might also want to give Ss some strategies to find the main idea of the passage T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree Task 3(10m) Ask Ss to answers the questions in task3 T asks Ss to do the task individually to do the task, then discuss their answers with their partner T calls some Ss to write their answers on the board and ask them to explain their choices Correct answers: 1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend 2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object 3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them 4. Because if not people can’t feel safe when telling the other their secret 5. Because they cannot keep a secret, either of their own or of others’ 6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship C. After you read(6m) Ask Ss to work in pairs to discuss the question in the text book T goes around to help the Ss when necessary When all pairs have finished, T asks every two pairs to share ideas T calls on some Ss to report their ideas to the class. 4. Homework(2m) Learn by heart all of new words and structures and give examples Summarise the main points of the text. individual work & pair work Ss guess the meaning of the word base on the context in the sentences 1. mutual 2. incapable of 3. unselfish 4. acquaintance/ friend 5. give -and -take 6. loyal to 7. suspicious. Whole class read the text carefully Individual work Answer: B. Individual work and pair work. Pay attention then give remark Correct themselves their mistakes. Pair work The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes,joys, pleasures,aims ….to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship Whole class.

(3) Period 2:. Speaking. I. Objectives By the end of the lesson Ss will be able to Describe the physical characteristics and personalities of their friends, using appropriate adjectives II. Teaching aids Textbook, handouts, pictures about some famous people…………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV. Procedure. teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss to describe one of their friend or their relatives 3. New lesson A. Presentation(10m) Task 1 Ask 1 S to read aloud the title and explain Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs Before letting Ss do the task, T ask them to read useful language on page 16 T may explains some word if Ss don’t know the meaning of the adjectives provided Forehead(n)/ 'fɔ:hed/: T points at his/her forehead Crooked(a)/ 'krukid/ T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions: Height :tall,short, medium Build : slim(mảnh khảnh), plump(bụ bẫm, đầy đặn), overweight, thin.muscular/ 'mʌskjulə/(v¹m vì), stocky(thÊp vµ ch¾c), well-built(lùc lìng) Hair: -length: long, short, shoulder- length -style: straight , wavy, curly,crew-cut(®Çu cua) -color: black,grey, red, brown Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i sam Face: oval, round, large, square, skinny/ ['skini](gÇy nhom,gÇy tr¬ x¬ng), chubby(phóng phÝnh), long, with high cheekbones(gß m¸ cao) Eyes: small, big, black, brown, blue Nose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt) Chin: pointed chin(c»m nhän),double chin Lips: thin, full, narrow, heart-shaped Forehead: broad, high Skin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, black General appearance:beautiful, handsome,pretty,good looking, plain(b×nh thêng) T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer T gives feedback B. Practice(10m) Task 2 Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results Before Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or not T can elicit [i'lisit](luËn ra,gîi ra) or explain some. students Do as teacher’s request. Pair work. Whole class Tr¸n Mòi kho»m Whole class use hangouts to describe 1. The boy is about 16. He is shortsighted because he’s wearing apair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking 2.The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon(bêm tãc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty 3. The man is in his forties. He’s tall and well-buit. He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips. He quite good looking 4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin. She’s very beautiful. Whole class and group work. Chu đáo HiÕu kh¸ch Khiªm tèn Ch©n thµnh.

(4) adjectives quickly Caring Hospitable Modest sincere understanding T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well T goes round to offer help when Ss discuss T call on some Ss to report the result of their discussion. T elicits feedback from the class and gives final comments C. Production(15m) Task 3 Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs T asks Ss to look at their role on page 16 anf the suggestions on page 17 T may elicit the questions they may ask -his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies -his/her physical characteristics: what does he/ she look like? His/her personalities:How is he/she?Is she/he friendly...? T may also make clear the meaning of some adjectives Quick-witted Good-natured T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help T call on some pairs to perform the interview T elicits feedback from the class and gives final comments. Th«ng c¶m, th«ng hiÓu Group work 1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend…. Pay attention. Nhanh trÝ Tèt bông Pair work. Whole class. 4. Home work(3m) Write down a paragraph to describe your best friend Prepare the next period”listening”. Period 3. Listening. I. Objectives By the end of the lesson Ss will be able to Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts, cassette tapes…………. III. Anticipated problems Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task IV. Procedure teacher 1. Check the attendance(2m) 2. Warm up(5m) Matching. student Whole class.

(5) The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson T divides the class into small groups of 3-4 students Then T distributes the following crossword hand out for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner A B 1. good-natured a,Nhanh trÝ 2. friendly b, Hµo phãng 3. quick-witted c, HiÕu kh¸ch 4.hospitable d, Hay giúp đỡ 5. patient e,Khiªm tèn 6. honest f, Ham häc 7. generous g, Kiªn nhÉn 8. helpful h,ThËt thµ 9. modest i, Th©n thiÖn 10. studious j, Tèt bông 3. New lesson A. Before you listen(10m) Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs - T calls on some Ss to give their answer and comments on the answer - T gets Ss what they are going to listen about Vocabulary pre –teaching - Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - elicits/teaches some of these word and those taken from the listening passage Apartment building: Sense of humour: Give sb a ring: phone sb Go though a rough time: - T may get Ss to make sentences with the words and give corrective feedback B.While you listen Task 1(10m) Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or False. Put a tick() in the appropriate box Before Ss listen and do the task, T instructs them to use some strategies + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi…….. + Listen to the tape and pay attention to the key words + Decide whether statements are true or false based on what they can hear - T plays the tape once for Ss to do the task - T asks for Ss’answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in group 4 to compare their answers - T checks Ss’ answers by calling some Ss and asks them to explain their answers. Task 2(7m) Instruction: You are going to listen to the tape again and fill the table in the book with notes -T plays the tape again for Ss to complete their notes. - after playing the tape, T gets Ss to work in pair and. Group work. 1. j 2. i 3. a 4. c 5. g 6. h 7. b 8. d 9. e 10. f. Pair work. Whole class. Toµ nhµ cã nhiÒu c¨n hé KhiÕu hµi híc Gäi ®iÖn cho ai Tr¶i qua thêi kú khã kh¨n. Pay attention. Individual work & Group work Lan’s talk 1. F(They used to live in the same buiding there) 2. F( It is what people think) 3. T 4. F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) 5. T 6. F( They have been best friends since Lan’s trip to Do Son) Long’s talk 1. F( They met in college) 2. F ( Minh was a guitarist) 3. T 4. T 5. T Whole class Individual work and then pair work.

(6) check their answers - T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch Suggested answers:. Lan. Long. How and where did they meet? - They used to live in the same apartment building in HN - Lan went on a holiday in Do Son and Ha went there to help her - They met in college - Minh played the guitar, and Long was a singer - They worked together. What do they like about their friends? - Ha’s very friendly and helpful - Ha’Ss sociable. She’s got many friends in Do Son and she introduced Lan around. - Minh has a sense of humour - Minh likes to go to plays and movies - Minh is a good listener - Minh is friendly and helpful. Listen to the tape carefully and fill the table in the book with note. C. After you listen(8m) - T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s Pair work best friend - T goes around to offer help and correct Ss’ mistakes - T calls on some pairs to present their answers - T elicits feedback from the class and give final comments 4. Home work (3m) Ask Ss to learn by heart all new words and prepare the next lesson “ writing” Whole class Tapescript: Lan’s talk My best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll come to visit you”. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since. Long’s talk My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him. And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though. Period 4:. Writing. I. Objectives By the end of the lesson Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV. Procedure Teacher Students 1. Check the attendance(1m) 2. Warm up(6m) Guessing game T introduces the game: 1 student goes to the board and Group work T gives him or her a piece of paper with the name of a Ss may ask questions such as: student in the class. Other Ss have to ask Yes/No Is the person a girl?.

(7) question to find out who students is. Ss should ask about the appearance, personalities, or clothes…. - The game can continue until the time is up. A. Before writing(13m) - T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines - T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss’ writing should include 3 parts: + general information about about their friend + his/her physical characteristics and personalities + and what Ss like about the friend T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend. In this case, Ss may use the simple past tense and past continuous in their writing. T revises the use of the past tense and past continuous tense T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\ T goes around to offer help and gives corrective feedback B. While writing(15m) T gets Ss to write about their friend in 15minutes T goes around to observe and offer help C. Post writing(8m) T ask Ss to exchange their writing with another Ss for correction T goes around and collects mistakes and errors T collects some writings for quick feedback T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors Finally, T provide general comments on the writings. Is she tall? Is she short- sighted? Is she friendly? ………….. Whole class. Pay attention. Individual work. Pair work and whole class. 4. Home work(2m) Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections Ask them to prepare the next period: ‘language focus”. Whole class. Language focus. Period 5: I. Objectives By the end of the lesson Ss will be able to: -Distinguish the sound /dʒ/ and /t∫/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice. IV. Procedure Teacher 1. Warm up(3m) Noughts and Crosses. Students.

(8) Hospitable Caring Large. Honest Sense of humour Good-natured. Around face Friendly Pleasant. Group work. 2. New lesson. A. Pronunciation(10m) -Pronouncing the two sounds separately -T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them /dʒ/: is a voiced palatal Voiced=vocal cords vibrate while making this sound Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth /t∫/ is an unvoiced fricative palatal Unvoiced- vocal cords do not vibrate while making this sound Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth T plays the tape once for Ss to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tape Pronouncing words containing the sounds -T reads the words in each column all at once /dʒ/:jam, joke, January, dangerous,passenger, village /t∫/:children, changeable, cheese, mutual, church , which -T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks Ss to practice pronouncing the words in pairs -T goes around providing help - T asks some Ss to pronounce the words and give correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them -. T asks Ss to provide the sentences in pairs -T goes around providing help - T asks some Ss to read the sentences and gives feedback B. Grammar and Vocabulary 1. To infinitive (10m) - T writes some sentences on the board and underline the to+ infinitive + I have letters to write to my friends + I have some homework to do + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to – infinities in the example - The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them + I have letters to write = I have letters that I must write…… + I have some homework to do= I have some homework that I must do + Does he get anything to eat?= Does he get anything that he can eat?. -Listen attentively -Tell the difference ©m vßm miÖng h÷u thanh D©y thanh ©m rung lªn khi ph¸t ©m Listen and take note ©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m ©m vßm miÖng phô ©m x¸t. Repeat after the tape. -/dʒæm/, /. dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/ -/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/,. /wit∫/. Practice reading. Practice reading the sentences which contain 2 sounds. Pay attention. -Give their opinions - In the examples above the infinitives are used to replace relative clauses Give more examles.

(9) N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitions ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Adj + to -infinitive Too/ enough + to –infinitive. Take notes. Practice Exercise 1 Ask Ss to do exercise1 individually and then compare their answers with another student - T calls on some Ss to read aloud their answers - T gives the correct answers. I pleased to see you Ex: The water is too hot to drink He’Ss old enoughto go to school. 2. Infinitive without to(10m) - after “make, let”+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive Ask Ss to give some examples Listen and ask the other to comment Practice Exercise 2 -T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given -T asks them to compare answers with another pairs -T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers. Production(10m) Extra exercise Join these pairs of sentences 1. she crossed the road. I saw her 2. They sang a song. I heard them 3. He looked the door. I observed him 4. She drove off. I saw her 5. He was foolish. He left the firm 6. A pavement artist drew a portrait in crayons. I watch him 7. We can’t refuse their invitation. It would look rude 8. I met you again. I was happy 9. The film was boring. I didn’t watch it 10. The woman is old. She can’t drive a car 3. Homework(2m) Learn by heart all the knowledge they’ve learnt and practice them again at home Prepare the next lesson:unit 2 : reading. Individual work 1. Who wants somethings to eat 2. I have some letters to write 3. I am delighted to hear the news 4. My mother has some shopping to do 5. You always have too much to talk about 6. It’s lovely to see you again 7. It’s too cold to go out 8. I’m happy to know that you have passed the exams Ex:Nothing can make him cry I see her cook dinner(completed action) Notice:I see her cooking dinner(I see she’s cooking dinner) Pair work and then individual work 1. The police watched them get out of the car 2. They let him write a letter to his wife 3. I heard them talk in the next room 4. The customs officer made him open the briefcase 5. The boy saw the cat jump though the window 6. Do you think the company will make him pay some extra money? 7. I felt the animal move towards me 8. Do you think her parents will let her go on a picnic? Whole class 1. I saw her cross the road 2. I heard them sing a song 3. I observed him lock the door 4. I saw her drive off 5. He was foolish to leave the firm 6. I watched a pavement artist draw a portrait in crayons 7. It would look rude to refuse their invitation 8. I was happy to meet you again 9. The film was not interesting enough for me to watch 10. The woman is too old to drive a car Whole class. Unit 2: Personal experiences Period 1. Reading.

(10) I. Objectives By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may need help with discussion task, so T should be ready to help them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss some questions and ask Ss to answer when was your last birthday? What did you do on that day? - How did you feel on that day? - What did your parents offer you? 3. New lesson A. Before you read(5m) -T introduce the pictures: The six pictures describe the events in a story. They’re not in chronological order. Can you describe what’s happening in each of the picture - T suggests for the Ss by asking some questions: + What do you see in the 1st picture? + What do you think might be relationship between the girl and the man? + What do you see on the table? ………………………………………. Vocabulary Floppy cotton hat Wad of dollar notes B. While you read Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation Task 1(10m) -T asks Ss to reads the passage silently and do the task1 -T writes the given words and phrases on the board: To make a fuss Sneaky(a) Glanced (at) Embarassing(a) Idol(n) - T asks Ss to go back to the passage to locate and read around these words - T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses - Then T asks Ss to go back to the task and study the given sentences - T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole class Task 2(5m) - T asks Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again - T calls on a student to give and explain his/ her answer Task 3 (10m) - T checks if Ss can answer the comprehesions in task3 without having to read the passage again. If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answers on the board and asks them to explain their choices. Students Whole class. Answer the questions. Whole class. A man and a young girl May be they are family members It’s money Mò v¶I mÒm TËp tiÒn Pay attention Read the passage in silently Guess the meaning of the words G©y ån µo, Çm Ü lÐn lót to look quickly at st/sb making you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ someone you admire and adore. 1. glanced 2. making a fuss 3. ambarassing 4. idols 5. sneaky Individual work& pair work 1. picture d 2. picture b 3. picture f 4. picture e 5. picture a 6. picture c Individual work then pair work 1. A floppy cotton hat 2. to buy the hat for herself 3. A wad of dollar notes that looked like the ones her father had given 4. Because she didn’t like to make a.

(11) C. After you read(6m) Ask Ss to look at the last picture(c) and give suggestions + How did the girl in the picture feel? + Why did she feel that way? + What did she do after that? - T calls on the group to tell and explain their choice. - Then T asks Ss to summarise the main points of the lesson 4. Homework(2m) Summarises the main points of the lesson again Learn by heart the new words and make sentences with them. Period 2. fuss 5. She bought the hat with it Group work 1.She felt surprised/ ambarassed Because the money she took from the boy’s bag was not hers 2. Perhaps the girl might want to tell her father the truth and ask him for help. Perhaps the girl could come to the police station, tell the police the truth and ask them for help May be the girl could get on the same bus the next day and look for the boy to return him the money Whole class. Whole class. Speaking. I. Objectives By the end of the lesson Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on one’s life - Practice the present perfect and past simple, structures with “Make” - Use these structures to talk about a past experience and how it affects their life II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have problem using present perfect and past simple when talking about the past IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss some questions about their experiences - Have you ever sung in the public? + When did you sing in the public? + How did you feel ? + How did the experience affect you? Have you ever failed the exam ? - Have you ever got a bad mark? ……………………….. 3. New lesson Task 1(10m) - T introduces the task and gets Ss to do it individually then compare the answer with a partner - Call on some Ss to read out his/her answers - T checks with the class and gives feedback - T introduces the structures: Make sb do smt/make sb+Adj Ex: The flu makes me stay at home/ The flu makes me tired Task 2(15m) - T introduces the task and ask Ss to work individually then compare the answer with a partner -Notice Ss some about how to use past simple and present perfect simple + Present perfect: used with “ever” to ask about past experience:Have you ever been to England? +Past simple: used when one keeps asking about that experience: When did you go there?Who did you go. Students Whole class Answer the questions Yes, I have On Teacher’s Day I was all in a tremble(run) Since then I haven’t been afaid of singing in the pubic ……………………….. Individual work and pair work 1. d 2. c 3. a 4.b 5.e Appreciate(v): Coi trọng, đánh giá cao To change your attitude to sb/st( Thay đổi tháI độ của bạn đối với ai hoặc điều gì đó) -Give more examples. Whole class. Take notes 1.b 2.d. 3.h 4.a 5.e 6.g. 7.c.

(12) with?... - After finishing T gets Ss to read the sample conversation in pairs - 0pen dialogue: A – Have you ever………….? B – Yes,…………..English girl…….. A – How…….meet………..? B –………..walking along………asked the way…….started talking…….. A – What………talk…….? B – Everythging……….name, ……..turtles………. A – How……affect………? B – Well,………more interested………. - Call some pair Ss to practice the D then give marks Task 3(10) - T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences - T calls on some pairs to perform their conversations in front of the class 4. Home work(3m) Learn by heart the dialogue. Pair work Close the book and practice the open dialogue. Pair work Ex: “ be seriously ill” -what(what disease did you get) -when(when did you fall) -how(How did you get ill) -go to hospital(Did you have to goto ..) - how(How did the experience affect you?).

(13) Listening. Period 3 I. Objectives By the end of the lesson Ss will be able to: Develop such listening skills as listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts,cassette tape …………. III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Hangouts : Matching Column A Column B 1. Fire fighter 2. Fire alarm 3. Fire door 4. Fire escape 5. Fire hydrant 6. Fire extinguisher 7. Smoke 8. Fire struck. a. A metal stair way outside to help people get out of a building on fire b. A pipe that draws water for putting out a fire c. A person who fights fires d. What comes out of a fire e. A fire-resistant door that can be closed to stop the spread of a fire f. A large truck that carries firefghters and equipment to the side of a fire g. A tube that contains special chemicals for putting out fire h. A bell that tells you a fire has started. 3. New lesson A. Before you listen(10m) -Ask Ss to describe what is happening in the picture on page 27 +What can you see in the picture? +What is happening? + Who are these people? + What is this woman doing? …….. Vocabulary 1.Memorable(a) 5.Gas stove(n) 2.Terrified(a) 6. Embrace(v) 3.Scream(v) 7.Escape(v) 4.Replace(v) 8.Protect(v) - Ask Ss to practice the vocabulary in chorus. T helps Ss to pronounce them correctly B. While you listen Task 1(10m) -Asks Ss to read the statements to understand them -Tplays the tapes once for Ss to listen and do the task - Check the answer with the whole class - T can play the tape again and pauses at the answers for them to catch Task 2(10m) -Ask Ss to study the text carefully for the missing information they need to fill and guess the answers - After playing the tape, T gets Ss to work in pairs and check their answers - Call on some Ss to give the answers C. After you listen(6m) -Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions: -Asking for opinions: + What do you think about………? + What’s your opinion about…? + What’s your feeling about………? + What’s your point of view about…….?. Students Whole class. Group work Answer 1. c 2.h 3.e 4.a 5.b 6.g 7.d 8.f. Whole class -A fire -A house is burning and fire- fighters are trying to put out fire - They are fire-fighters - She is carring her daughter out of the fire 1. đáng nhớ 5. bÕp ga 2. sî h·I 6. «m 3. thÐt, gµo 7. trèn tho¸t 4. thay thÕ 8. b¶o vÖ Practice reading. Whole class Individual work 1. T 2. F(13 years ago) 3.F(in the kitchen) 4. F(she was sleeping) 5. T Individual work and pair work 1.small 3. family 5. took 2.everything 4.replaced 6.appreciate Group work Take notes.

(14) + How do you feel about…? + Do you have any opinion about…? Expressing opinions I think… Personally,….. I believe……. I feel… In my opinion.. From my point of view... Expressing agreement I agree I think so, too That’s true and… That’s right, and….. Expressing disagreement Well,may be, but… That might be true, but….. Well, my feeling is that.. Well, I don’t think so. I think.. -Give some suggestions by asking some questions: +Why does Christina think family is more important than things? + Where do you get love/care from, Your family or things? +Can we buy new clothes? + Can you get new parents or brothers or sisters? 4. Homework(2m) -Do the exercises in unit 2 in the workbook -Prepare for writing lesson. Giving opinion. Because she has realized that she needs her family. Things can be replaced, but family can’t From family Yes, we can No, we can’t. Whole class. Tapescript Interviewer: This is Radio 3. In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman. Hello Christina, welcome to our program Christina: Hello and thank you! It’s nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down Christina: The fire started in the kitchen where I forgot to turn off the gas stove Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes to find out myself surrounded by walls of fire Interviewer: That’s terrible. How did you escape? Christina: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily, I got away without even a minor burn Interviewer: Not many people are so lucky. Did the fire affect you in any way ? Christina: Oh,yes. Yes, very much, in fact. Although I lost many things in the fire, the experience helped me grow up Interviewer: What do you mean? Christina: Well, before the fire I was selfish. I always complained to my mother about how small my room was or how few clothes I had. Then the fire came and destroyed everything owned. But I slowly began to realized that I didn’t really need my old things. I just needed my family. After all, you can get new clothes anytime, but a family can never be replaced Interviewer: I see, so the fire took many things from you, but it gave you something too. Christina: Exactly, It taught me to appreciate my family more than things. writing. Period 4 I. Objectives By the end of the lesson Ss will be able to: Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have enough vocabulary to write about the topic, so T should be ready to help them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(8m). Students Whole class Group work.

(15) Brain-storming -T asks Ss to tell about their unforgettable past experiences and the others make questions to ask -Which team makes more questions is the winner A. Preparing to write(10m) -T gets Ss to read the task - Call on a S to answer and elicits more ideas Most unforgettable experience +what happened? + when it happened? +Where it happened? + How it happened? +who was involved? + How it affected you? - T gets Ss to plan their stories according to the questions Writing(17m) -T gets Ss to write their own letters in 10 minutes -Then T asks Ss to work in pairs, exchange their letters and correct each other - T goes around the class to offer help Feed back on Ss’ writing(6m) -T chooses one letter and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards. 3. Homework(2m) Do exercise in work book Prepare the next lesson Period 5. Past experiences: -Failing an exam -Getting a reward ………………………. Whole class -I nearly drowned -A year ago, my last summer vacation -A river near my grandparent’s house -When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim -Some of my friends were also swimming at that time, one tried to save me -I learned that life is so important. Individual work and pair work. Whole class. Language focus. I. Objectives By the end of the lesson Ss will be able to: Distinguish the sounds /m /, /n / and / η / Pronounce the words and sentences containing these sound correctly Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfect Use these verb tenses to solve communicate task II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss might have difficulty distinguish and using different verb tenses correctly. Therefore, T should be ready to assist them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Underline the most suitable verb form in each sentences a. While Tom watched/was watching TV, there was a power cut b. Who drove/was driving the car at the time of the accident? c. By the time she got back, he had gone/went home d. David had eaten/ate Chinese food before, so he knew what to order e. I did/ was doing some shopping yesterday when I saw your friend f. Laura missed the party because no one was telling/ had told her about it Pronunciation(7m) /m / : close the lips when pronouncing /n / : Ss’ tongues touch the roof of their mouth / η /: their tongues touch their soft palates. Students. a. was watching b. was driving c. had gone d. had eaten e. was doing f. had told. Pay attention.

(16) For all three sounds, the air goes through the nose - T asks Ss to read the words in each column out loud in chorus for a few more times. Then call on some Ss to read the words out loud - In order to help Ss identify these sounds T writes some sentences to check their understanding 1. I’ll call them/then 2. He ran/rang twice 3. That bun/bum is delicious /di'li∫əs/ 4. We got some/sun at the beach - Practising sentences containing the target sounds Ask Ss to work in pairs and take turn to read aloud the given sentences - T calls some Ss to read the sentences and provides corrective feedback Grammar Exercie1(10m) Review some tenses: a. Presentation - Present simple + The use + Form:(+) I, You, We, They + bare infinitive He, She, It + V(s,es) ( -) S+don’t/doesn’t+ V-infinitive (?) Do/does+ S + V-infi ? - Present continous + The use + Form: (+) S + be + V-ing ( -) S + be + not + V-ing (?) Be + S + V-ing? -Present perfect + The use: we use present perfect to express an action happened at unspecified time before now. The exact time is not important. It is not used to describe a specific event. So we can use the present perfect to describle our experience + Form:(+) S + have/ has + Past participle (-) S + have/ has + not + Past participle (?) Have/ has + S + Past participle? b. Practice - T gets Ss to do exercise 1 individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback Exercise 2(10m) a. Presentation: Review the past simple and past continous Past simple + The use + Form: (+) S + V-ed or irregular verbs (-) S + didn’t V-infi (?) Did + S + V- infi? Past continous + The use + Form: (+) S + was/ were + V- ing (-) S + was/ were + not + V- ing (?) Was/ were + S + V- ing? b. Practice - T gets Ss to do exercise 1 individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback. Exercise 3(10m) a. Presentation: Past perfect + The use: The past perfect expresses the idea that something. Whole class. Practicing pronunciation. Take notes Give examples. Give examples & take notes. Give examples & take notes. Individual work & pair work 1. invites 2. sets 3. gets 4. waves 5. promises 6. carries 7. contains 8. has baked 9. is 10. is shining 11. are singing 12. is Whole class Take notes and give example. Individual & pair work 1. broke/ was playing 2. wrote/ was 3. was working/broke 4.started/ were walking 5.told/ were having 6. didn’t listen/ was thinking 7. phoned/ didn’t answer/were doing 8. didn’t wear/ didn’t notice/ was driving Give example and take notes.

(17) occurred before another action expressed in the past Ex: I had never seen such a beautiful simple. It can also show that something happened beach before before a specific time in the past Past perfect also to show that something started in the past and continued up until another action in the past Ex: I had used that car for ten years before it broke out +Form: :(+) S + had + Past participle Or After I had used …..years, It broke (-) S + hadn’t + Past participle down (?) Had + S + Past participle? - T gets Ss to do exercise 3 individually then find a Give examples partner to check their answer with - T checks the answers with whole class and provides 1. had eaten/arrived 2. found/had taken corrective feedback 3. got/had closed 4. got/had left 5. got/had arrived 6. paid/had phoned 7. went/said/hadn’t arrived 8. had looked/asked/cost 3. Homework(1m) Review unit 1,2 to prepare the 45munite test Whole class. Unit 3: A party. Period 1: Reading. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement - Use the information they have read to discuss celebrations in their culture II. Teaching aids Textbook, handouts, cassette tapes …………. III. Anticipated problems Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Matching the celebrations with the correct images Christmas Easter Graduation Halloween Thanksgiving Mother’s Day Wedding Valentine’s Day Birthday a. b. c. h. 3. New lesson. f. i.. A. Before you read(8m) Ask Ss to work in pairs and ask them to look the pictures in text book and and answer the questions: 1. What is the relationship between the people in the. Students Whole class d.. Celebrations Christmas Halloween Wedding Easter Thanksgiving Valentine’s Day. images a e b i d f.

(18) pictures?. Graduation Mother’s Day Birthday. h g c. 2. What are they celebrating? Pair work 1.The people in the 1st picture might belong to a family. The young man might be the Pre- teaching vocabulary parents and three kids might be their -Mark(v): children. -Milestone: an important event or state in one’s life - In the 2nd picture : the people might belong to a family, too. The old lady&man might be -Lasting(a) parents. The woman and the man who are -Golden(a)made of gold sitting in front might be their son and daughter in law. The boy and the girl might -Golden anniversary/jubilee /'dʒu:bili:/: celebration of be their grandchildren th the 50 wedding anniversary /,æni'və:səri / 2. The people in the 1st picture are th -Silver anniversary: celebration of the 25 wedding celebrating a birthday. In the 2nd picture anniversary are celebrating a wedding -Diamond anniversary: celebration of the 60th wedding people anniversary. anniversary - T helps Ss to pronounce them correctly B. While reading Whole class You are going to read about how American people dÊu celebrate birthdays and wedding anniversaries. Then đánh sù kiÖn quan träng, mèc lÞch sö, giai ®o¹n do the tasks below quan träng Task 1(7m) bÒn v÷ng, l©u dµi - T gets Ss to read the passage silently and do the task1 - Call on some Ss to write the answer on the board and ask them to explain their choices. 1. People sing a song 2. People eat cakes 3. People receive cards and gifts from friends and relatives 4. People joke about about their ages 5. People remember their wedding days 6. People go out to dinner 7. People blow out candles, one for each year Task 2(10m) - T gets Ss to read through all the 7 sentences in task2. Then ask them to read the text again and locate these words - Ask Ss to check their answer with a friend - Call on some Ss to present and explain their answers - Give feedback and correct answers C. After you read(10m) -Ask Ss work in small group of 3 or 4 and discuss the questions - T goes around to check and offer help - Call on the groups to tell and explain their choice - Give the correct feedback 4. Home work(3m) Learn by heart new words and summarise the main point of the lesson - Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class. Take notes and give examples Practice reading the new words. Pay attention Individual work Birthday   . wedding  . .   . . Pair work 1. eight  sevenths 5. months years 2. makes eats 6. 5th 50th 3. foods presents 7. silver  golden 4. aniversaries ages.

(19) Group work. Whole class. Speaking. Period 2: I. Objectives By the end of the lesson Ss will be able to: Use appropriate language to talk about parties and negotiate how to plan them Use appropriate language to invite people to come to parties II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(7m) Talking about the party Yesterday I went to a party. Please ask some questions to gets as much information about the party as you can. T teaches necessary language for talking about parties: A birthday/housewarming party A family/social gathering To have/throw/organize/hold/celebrate/give a party To celebrate one’s birthday/wedding anniversary/graduation To join oneself To have fun/a good time Gifts: flowers, souvenirs, a bottle of wine, chocolate Decorations: balloons, flowers, lamps, pictures…. Food and drinks: starters, main courses, deserts, cakes, ice-cream,sweets, soft drink……… Music: pop music, jazz, classical music…… Task 1(7m) Get Ss to do the task individually T encourages Ss to take notes while doing so Go around the class to check and offer help Task 2 (7m) Put Ss in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in task1 Call on some pair to perform their conversations in front of the class Task3(10m) T gives suggestions by writing on the board Planning a party - where(home or restaurant) - when(date & time) - who to invite(family, relatives, classmates,teacher, friends). Students Whole class Who gave the party? What was it about? Where /when did it take place? How was it organized? How did it go? What activities did you do there? Did you have good time? How were the people like? What about music? What about food and drinks? Take notes. Individual work Ss choose the details they want to talk about and plan their stories Pair work. Disccuss in group Asking for opinions What do you think about….?.

(20) -. dressing code(former, informer, costumes) entertainment(dance,music, games) decorations(colored light, bulbs, flowers) food and drink(cook our own or order) budget( how much to spend?how much to contribute?) T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferences T gives some examples and gets Ss to do some practice with these expressions Divide the class into small group of 3 or 4 and get them to do task3 T goes around to check and offer help Task 4(10m) T elicits or teaches expressions for inviting and persuading Would you like to come……..? We would love to have you……… Please do come…. It’Ss our pleasure to invite you……….. You don’t know what you’ll miss out on if you don’t come T gets Ss do some practice with these structures Ask some group to report about the parties that they’ve planned. 3. Homework(2m) Ss write a paragraph about a party they have been to. What’s your opinion about……? How do you feel about…….? Do you have any opinion about…..? Giving opinions I think we should…../ I feel….. In my opinion,……... I’m thinking about….(odering some pizza) Expressing agreement I agree I think so, too That’s true, and….. That’s right, and…... Expressing disagreement. Well, may be, but……. That might be true, but… Well, my feeling is that.. Well, I don’t think so... Suggesting: May be we could… What about……? Perhaps we can………. Should we…….? Let’s……… Why don’t we..? It would be a good idea if.. How about…..?. Group work. Decide which parties would be the most attractive and they would most love to come to. Whole class.

(21) Period 3. Listening. I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as intensive listening for specific information II. Teaching aids Textbook, handouts, cassette tapes …………. III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them IV. Procedure Teacher Students 1. Check the attendance(2m) Whole class 2. Warm up(5m) -T divides the class into group of 10 and introdures the game: The groups should generate as many word Group work related to birthdays and birthday parties as possible Suggested words: - After finishing T calls on the representative of each Age, balloon, birthday, blow out, cake, group to come to the board and write their list. Then T candle, cards, candy, cookies, chocolate, gets the whole class to count. Each correct word gets confetti(hoa giấy), decoration, one point. Which group has more points with the game gift/present, icing, flower, fun, party, A.Before you listen(7m) song…. - T gets Ss in pairs to answer the questions and explain their reasons Listen and repeat Pair work To gather restaurant /'restrɔnt/ prize PhÇn thëng Birthdaycake to decorate icing Kem phñ trªn b¸nh ga t« Slice to clap hands L¸t, miÕng - T helps Ss to pronounce the words on page 36 correctly - T presents the meanings of these word from the class Whole class B. While you listen Individual work Task 1(10m) - Get Ss to read through the statements to understand 1. F(the party began at about 3 in the afternoon) them and underline key words 2. F(over 20) - Play the tape once for Ss to listen and do the task 3.F( at 4:30 they cut the cake) - Check the answer with the whole class - Play the tapes one or two more times and pauses at 4. T( the party ended at about 6) the answer for them to catch if Ss can’t answer the 5. F( other kids left, only one stayed to help) questions Individual work and pair work Task 2(10m) Listen and note down the answers -Ask Ss to read all questions in task2 7. at about 6 - T plays the tape again for Ss to listen and answer the 1. 16 2. Because it ’s noisy and expensive questions 3. soft drink and biscuits - T gets Ss to check their answer with a partner. Then T 4. At about 4:30 checks with whole class - Play the tape again and pause at difficult points if 5. It was beautiful and decorated with white and pink icing and 16 colorful many Ss can not complete the task candles in the middle 6. They clapped their hands eagerly and C. After you listen(8m) sang” Happy birthday” - Put Ss in pairs and do the task - T distributes the following handout for Ss to do the role Pair work play. - After they’ve finished, T calls on some pairs to perform the role play in front of the class Card A Ask your friend about Mai’Ss birthday - place where the party was held - when it began and ended - who came - what you did there Card B Tell your friend about Mai’s birthday party. - It was held at Mai’s place - It lasted about 3 hours(3-6pm) - About 20 guests came - Mai opened gifts, you played chess, 3. Home work(3m) then Mai cut cake Write a paragraph about their own birthday parties Whole class.

(22) Tapescript: Mai is my neighbour. She turned 16 recently and her parents held a birthday party for her. I was one of those envited. The party began at about 3 in the afternoon. There were about 20 of us gathering in Mai’s house. She didn’t like having the party at a restaurant because it is noisy and expensive. We gave presents to Mai and she happily opened them. It must really be exciting to receive all those presents. After that Mai’s mother served us soft drink and biscuits. We then listened to music and played cards. The winners were given prizes. At about 4:30 Mai’s mother brought out the birthday cake. It was beautifully decorated with pink and white icing. 16 colorful candles sat in the middle of the cake. We all clapped our hands eagerly and sang “ Happy birthday” as she blew out the candles and cut the cake. We helped ourselves to slices of the delicious cake and sang all the songs that we knew. Finally, at about 6 in the evening the party came to an end. We all tired but happy. The parents of other children came to collect them by motorbikes. I helped Mai and her mother clean up the mess we had made. After that I walked home, which was only 3 doors away.. Period 4 :. Writing. I. Objectives By the end of the lesson Ss will be able to: -Define the format and structure of an informal letter of invitation - Write an informal letter of invitation II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them IV. Procedure. Teacher Warm up(7m). Jumbled letter 1. This is my address: 150A Au Co Road 2. It’s a beautiful house and it looks over the West Lake and the Water Park 3. Dear Linda, 4. Guess what!I’ve just moved to a new house in Tay Ho District 5. Would you like to come? 6.Please let me know your answer as soon as possible 7. See you 8.My parents are giving a house-warming party this evening around 6:30 p.m 9. Hoa 10. I think Chris and Kim are coming, too 11. We’ll have”Pho” and some other special dishes A.Before you write Task1 (5m) -Ask Ss to work in pairs to answer the questions in task 1 -Call on some Ss to answer the questions and elicits more ideas from the class. T writes them on the board. Task 2(5m) -T gets Ss to do the task individually and then compare their answers with a partner -T calls on some Ss to give the answers and write them on the board. Students Group work. Suggested answer: 3-4-2-8-11-5-10-1-6-7-9. Pair work 1. Occasions for giving parties: Birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New year 2. Dressing codes: Formal: dresses, high-heel shoes for women,suits and ties for men Informal: jeans, T-shirt, skirts….. 3. Presents to give: Books, CDs, flowers, ties, pens, bags, hats…. Individual work 1. at my house 3. refreshments 5. winners. 2. to come 4. to cook 6. by Monday.

(23) B.While writing(20m) - Get Ss to read task 3 and work out the questions - T gives some suggestions for Ss to write: + Party: birthday party, farewell party, house warming party….. +Where: at home, in a restaurant, outdoor,…….. +When: during the day, in the evening……… + Guests: friends, classmates, relatives……. + Activities: singing, playing games…… + Foods and Drinks: cakes, wine, beer, soft drinks, fruits, fruits juice……….. -Get Ss to write their letters in 10 minutes, based on the outlines they have produced -Ask Ss to get in pairs, exchange their letters and correct eachother - T goes around and offer help C. After you write(6m) Feedback on Ss’ writing - T chooses one letter and reads it to the class - Then T elicits correctives feedback from the class and gives final comments afterwards. Home work(2m) Ask Ss to write a letter to invite their friend to their birthday party. Whole class take notes Ha Tay May26,2007 Dear Lan, As the school year is coming to an end, I’m giving a farewell party for people to meet up before going away for holiday. Would you like to come? It will be at my place at 7p.m next Sunday. I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily. I will be oder some pizzas and buy snacks and fruit. However, you might want to bring some drinks to be shared. There will be dancing and karaoke competion. So, there will be a lot of fun Please let me know if you are keen by Saturday. Just leave me a message on the phone if you can’t catch me at home See you Long. Whole class. Language focus. Period 5 I. Objectives By the end of the lesson Ss will be able to: Distinguish the sounds / l /, / r / and / h / Pronounce the words and sentences containing these sounds correctly Distinguish the uses of infinitive and gerund in active and passive voices Use these structures to solve communicative task II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be ready to assist them IV. Procedure Teacher 1. Pronunciation(10m) Distinguishing sounds / r /: Ss curl the tongues more backwark than when they pronounce / l / / h /: Ss move their vocal folds from wide apart to close together Practice sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences - Call on some Ss to read the sentences again and provides corrective feedback 2. Grammar Exercise 1(10m) a. Presentation - Review the verbs that are followed by an infinitive, a gerund, and both. + infinitive only Agree arrange Ask choose Decide demand Deserve expect Fail hope Refuse hesitate Intend learn Manage offer Wait seem Want plan. b. Practice. + gerund only Admit avoid Deny enjoy Keep suggest Practice miss Consider finish Prevent mind Detest risk Postpone delay Mention verbs+preposition. + both Begin stop, start continue love like hate remember forget regret try prefer. Students Whole class. Pair work and individual work. Whole class take notes Give some examples Individual work Answer.

(24) - T gets Ss to do Exercice 1 individually then find a partner to check their answers with. Exercise 2(10m) a. Presentation Review the forms of passive infinitive and gerund Form: Passive infinitive: to be + Past Participle Passive gerund : being + Past Participle Use: to emphasise the action/event rather than the agent b. Practice - get Ss to do exercise2 individually and then find a partner to check their answer - Check with the whole class and provides corrective feedback Exercise 3(10m) b.Practice - get Ss to do exercise2 individually and then find a partner to check their answer - Check with the whole class and provides corrective feedback Wrapping up (5m) Summarises the main points of the lesson For homework, ask Ss to review the uses of different verbs tenses that have been covered in the lesson. Period 6 ,7 Test. 1. having 2. getting 3. to tell 4. practicing 5. to see. Whole class take notes. Individual work 1.B. 2. A. 1. D. 2. C. 3. B. 3. B. 4. B. 4. B. 5. A. 5. C. Whole class. yourself A. I. Aims: Ss can understand the content of the test Ss can do the test well II. Procedure Teacher 1. Check the attendance(2m) 2. New lesson A. Listening (10m) -Ask Ss to read the sentences before listening -Ask Ss to complete the sentences after the 1st listening & then check the answer again after the 2nd & the 3rd listening - Correct B. Reading(20m) -Ask Ss to read the passage and then answer the questions in Reading -Call some Ss to stand up and answer the questions -Listen and give the feedback. C. Pronunciation and Grammar (20m) Pronunciation -Ask Ss to listen and put a tick in the right box -T reads the words for Ss to put a tick Grammar - Revise Ss the grammar about active infinitive and gerund and passive infinitive and gerund -Ask Ss do exercise then call some Ss to go to the board - Correct their mistakes D.Writing (20m) -Ask Ss to write about their birthday party (or one of their friends’) + Whose birthday party was it? +Where and when was it held? +What did you do there?. Students 1. A. 2. D. 3. B. 4.D. 5. C. 1. B these people had been childless for 10 years after they were married and were so thrilled to finally have a child 2. to take some photographs of the family 3. The boy was dressed in a smart, brand-new outfit and looked like a little prince 4. B he was interested in the toys 5. He felt that it was delightful and looked forward to the next day to have the film develop Pay attention to the pronunciation of the underlined part of the word 1. nine 2. hour 3. matching 4.jam Individual work 1. to see 2. to be 3. to phone 4. pay 5. to be met 6. to be appointed. Individual wok.

(25) +How did you enjoy it? - After they have finished T picks up some Ss’ writing and find common mistakes then asks Ss to correct Extra exercises (15m) Complete the following sentences a. He had a portrait painted as a birthday present………his daughter b. What do you want…………your next birthday? c. They got married 50 years ago, and today is their 50th……………… d. He will give her a diamond ring………..a present after living together for 60 years e. It’s their silver anniversary. In other words, they’ve been married………25 years f. She has just over 30, but she’s married ………..4 children I’ll give a special gift………..my husband on his next birthday. Whole class. 3. Homework(3m) - Ask Ss to revise and prepare a 45- minute written test tapecript I’ve known James for 25 years. We first met when he moved to my town. He went to a different school but we became friends because he lived next door to me. We’ve known each other since then, but we haven’t kept in touch all that time…we lost contact with each other when I moved to Scotland in the 1970s for my job..I didn’t go to James’ wedding but he came to mine. And now? Well, I’ve been living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that we’ve known for about the same length of time. We haven’t been doing that for very long but it’s good to get all of us together. Unit 4: Volunteer Period 1:. work. Reading. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and skimming for general information - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV. Procedure Teacher. Students. 1. Check the attendance(2m) 2. Warm up(5m). Whole class. Network -T prepares hangouts with network of the word “volunteer”. Group work. Outline : Help children Help the old Help the poor.

(26) Teach poor children. Volunteer work. A.Before you read(10m) -Ask Ss to look the picture on page 46 and ask them some Qs +What is the old woman doing in the picture? +What does this mean by “Little Moments Big Magic?”. Whole clas -She is teaching the boy to read -It means that your little contribution and help may lead to significant results/ may greatly change a person’s life - It tells me that everybody, no matter what they are young or old, can do volunteer work + The saying means that if you help sbd by giving some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills. +What does the picture tell you?. Whole class. -Ask Ss to work in pairs to read the short poem -Ask some Ss to give their opinions. Give examples -He volunteers to teach the poor children -I want to participated in play the game -He overcame the bad habit of smoking during the meals. Pre-teaching vocabulary Volunteer(n) [,vɔlən'tiə] To volunteer to do st/for st Voluntary(a) ['vɔləntri] Voluntarily(adv) [vɔlənt(ə)rili] The aged = the old Orphanage(n) ['ɔ:fənidʒ] To overcome To participate in = to take part in To suffer Remote(a)= far away Handicapped(a) ['hændikæpt] Disadvantaged(a) [,disəd'vɑ:ntidʒd] -Ask Ss to make sentences with above words to check their understanding - Ask Ss to practice reading vocabulary - Listen and check their pronunciation B, While you read Task 1(5m) - T asks Ss to work individually to do the task and exchange their answers with other Ss - T asks Ss for their answers and gives the correct Task 2 (10m) -Ask Ss to read the statements to understand them - Ask Ss to work individually to do the task,then discuss their answers with their partners - Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree Task 3(6m) - Ask Ss to read the questions before reading the. Speak out. Individual work 1. voluntary 3. volunteers. 2. voluntarily 4. volunteered. Individual work 1. A(line 1-2, para 2) 2. D(line3-4, para 2) 3. B(line3-4, para4) 4. D(last paragraph) 5. B.(A:too general, C&D do not cover the whole text Individual work and pair work 1. They read books to the people there, play games with them or listen to their problems 2. They give care and comfort to them and help them to overcome their difficulties 3. They volunteer to work in remote or mountainous areas.

(27) text carefully again to find the answers - Call on some Ss to write their answers on the board and ask them to explain their choices. Pair work. Whole class C.After you read(5m) - Ask Ss to work in pairs to discuss the questions in the book - Go around to help Ss when necessary - When all pairs have finished. T asks every two pairs to share ideas - Call on some Ss to report their ideas to the class 3. Wrapping up (2m) - T sumarises the main points of the lesson - Ask Ss to learn by heart all new words. Speaking. Period 2: I. Objectives By the end of the lesson Ss will be able to: Talk about different kinds of activities related to volunteer work II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Slap the board -Write words on the board: Volunteer, voluntary, voluntarily, tr¹i trÎ må c«I, the aged, vợt qua, chịu đựng, remote, tham gia, indicapped, disadvataged -Call on some 2 group Ss . T reads aloud the word on the board. Which team slaps the right word fast in the winner Task 1(8m) -Ask Ss to work in pairs to decide which of the activities in the book are volunteer works. -Call some Ss to give their answers and asks for comments from other students. Task 2(15m) - Before Ss do the task, T asks them to read the model conversation on page 50. Then Ss read the list of volunteer activities and the exact things related to them - T can elicit or explain some words quickly. Students Group work. Suggested answers: 1. The activities are not volunteer work: Taking part in an excursion and participating in an English speaking club 2. some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete. Whole class and pair work. - T requires Ss to match each activities on the left with corresponding activities on the right Suggested answers: Helping people in mountainous areas Helping old or sick people Helpingdisadvantag ed or handicapped children Taking care of. - Teaching the children to read and write - Giving them money - Cleaning up their houses - Doing their shopping - Cooking meals - Teaching the children to read and write - Listening to their problems - Playing games with them - Taking them to places of interest - Listening to their problems. + War invalid ['invəli:d]: th¬ng binh + Martyr(n) ['mɑ:tə] liÖt sü + Intersection: đờng giao nhau, ngã ba, ng· t + direct the traffic:híng dÉn giao th«ng + vehicles ['viəkl; 'vi:hikl]: Xe cé.

(28) invalids and the families of martyrs Taking part in directing the traffic. - Clean up their houses - Doing their shopping - Cooking meals - Directing vehicles at the intersection - Helping old people and young children to cross the road. - Ask Ss to use the suggestions to make similar dialogues -After they have finished T calls on some pairs to act out their conversation -T elicits feedback from the class and give final comments Task 3(12m) Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually do to help people - Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in - Call on some Ss to talk about the activities they take part in - T elicits feedback from the class and gives final comments. 3. Wrapping (3m) - T summarises the main points of the lesson - Learn by heart the new words - Prepare the next period “listening”. Pair work. Group work Ex: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people Whole class. Period 3: Listening I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, cassette tapes, handouts, …………. III. Anticipated problems Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task IV. Procedure. Teacher 1. Check the attendance(2m) 2. Warm up(5m) Competition game- Slap the board War invalid, martyr, intersection, the aged, orphanage, remote, suffer Before you listen(10m) -Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them -Ask Ss to discuss the questions in pairs -Call on some Ss to report on their partner’s answers Vocabulary Pre- teaching Fund-raising activities Donation Informal school Organization for Educational Development Co-operate(v) Disadvantaged children. Students Whole class Group work. Individual work Whole class Các hoạt động gây quỹ VËt quyªn gãp, tiÒn quyªn gãp Trêng häc kh«ng chÝnh thèng Tæ choc ph¸t triÓn Gi¸o dôc Hîp t¸c trÎ em thiÖt thßi phèi hîp.

(29) Co-ordinate(v) [kou'ɔ:dineit] Sponsor(n)[ 'spɔnsə] While you listen Task1(10m) Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City - Ask Ss to read the sentences in task 1 then lisen and fill the missing information - Play the tape once for Ss to do the task - Ask for Ss’ answers and write them on the board - Play the tape the second time for Ss to check their answers Task 2(9m) - Ask Ss to read the questions in task 2 before listening to the tape again -Play the tape again for Ss to do the task. - Get Ss to work in pairs and check their answers - Call on some Ss to give the answers and elicit feedback from other Ss. If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch After you listen(7m) T gets Ss to work in groups to summarise the story about Spring School, using the suggestions. Each group member has to take notes of the discussion -T goes around to offer help and collect Ss’ mistakes - Call on some Ss to present their summary - T elicits feedback from the class and gives final comments 3. Wrapping up(2m) Ask Ss to learn by heart all new words and prepare “listening”. nhµ tµi trî. individual work 1. informal 2. 30 street children 3. 250 children 4. 1998 5. volunteers………June Pair work 1. It provides classes to disadvantaged children in HCM City 2. Dance, theatre, singing and circus classes were set up in 1999 3. Because they need money to continue their English and Performance Art classes 4. They dance, sing and play music at one of the largest hotels in HCM City 5. B they need help to contact sponsors and expand the school activities Group work. Whole class. Tapescript: Sping School is an informal school. It provides classes to disadvantaged children in HCM City. Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classes The Organisation for Education Development co-operated with Sping School to set up English classes in 1998. Dance, theatre, singing and circus classes were set up a year later. Children from these classes participate in fundraising perfomances. They raise money to continue their English and Performance Arts classes. Spring School requires volunteers to help organize their fundraising dinner held annually in June. This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City. They also need foreign volunteers to contact sponsors and help to expand the school activities. Volunteers are required from February until July to help orgnise these events. It is hoped that more schools like Sping School will soon be found in other cities in VN. Writing. Period 4 I. Objectives By the end of the lesson Ss will be able to: Write a thank- you letter to a donor to acknowledge the donor’Ss contribution II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Quiz- a formal letter 1. You write your address in……..of the letter. Students. Group work.

(30) 2. The addresss of the receiver should be written on…………….starting below our address 3. We can write…….on the right or the left on the line after the address you are writing to 4. When the letter starts Dear Sir/Madam, you end it with………. 5. When the letter starts Dear Dr Smith, you end it with………. 6. It is not a good idea to use……such as I’m or can’t. Preparing Ss to write Task1(13m) - Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs - Call on some Ss to give the answers - Ask Ss to read the letter again and do task1 individually - T checks Ss’ answer by asking some Ss to read their answer out loud - Elicit corrective feedback from other Ss and give the correct answers when necessary Writing Task 2(16m) -Before Ss write the letter, T asks them to read the instruction carefully - T gets Ss to write the letter in 15 minutes - Go around to observe and offer help Feedback on Ss’ writings(7m) -Ask Ss to exchange their writing with another student for peer correction - Go around and collect mistakes and errors - Collect some writings for quick feedback - Write Ss’ typical errors on the board and elicits self and peer correction - Finally, T provides general comments on the letter. Wrapping up(2m) - T summarises the main point of the lesson - Ask Ss to improve their writing, taking into consideration their friends. 1. the top left- hand corner 2. the left 3. the date 4. Yours sincerely, 5. Yours sincerely, 6. contractions Pair work The sample letter is written to thank a donor for donating money donor /'dounə/: ngêi cho, ngêi tÆng Individual work - The opening of the letter: sentence 1 - The donated amount: sentence 1 - The way the money is used:sentence 2 The way the receipt is issued: sentence 3 -The gratitude on the donor:sentence 4 -The closing of the letter:yours faithfully Individual work. 9 Chuong Duong Street Hoan Kiem District Hanoi 30 May, 2007. Dear Sir, On behalf of New Future School, I would like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us to build our school library. A good library can help the students very much in their studying. We will issue a receipt as soon as possible Once again thank you very much for your kindness. We hope to receive more assistance and cooperation from your company in the future I look forward to hearing from you soon Yours faithfully Le Thi Hoa Principal of New Future School Whole class. Language focus. Period 5: I. Objectives By the end of the lesson Ss will be able to: Distinguish the sound /w/ and /j / Pronounce the words and sentences containing these sounds correctly Use gerunds, present participle, perfect gerunds and perfect participles appropriately II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV. Procedure Teacher Pronunciation(10m) Pronouncing the two sounds separately /w/: is a voiced labial-velar a pproximant. It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded /j /: is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised. Students Whole class.

(31) agaist the hard palate T plays the tape(or reads) once for Ss to hear the words containing these two sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape(or T) Pronouncing words containing the sounds - T reads the words and asks Ss to repeat them -T asks Ss to practice pronouncing the words in pairs - T asks some Ss to pronounce the words and gives correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them - Ask Ss to practice the sentences in pairs - ask some Ss to read the sentences and give feedback Grammar 1. Gerund(10m) A. Presentation Review the form and uses of gerund. The gerund can be used: a. as a subject of the sentences: b. as the complement of the verb ‘tobe’ c. after prepositions d. after a number of “phrase verb” which are composed of a verb + preposition/ adverb to look forward to, to give up, to be for/against, to take to, to put off, to keep on…. e. in compound nouns a driving lesson, a swimming pool, bird- watching f. after the expressions: can’t stand/help, it’s no good/use, it’s worth… B. Practice Exercise 1 - T asks Ss to do exercise1 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary 2. Present participle(10m) A. Presentation The present participle is used in the following ways: a. as part of the continuous form of a verb b. after verbs of movement/position in the pattern: verb+present participle c. verb + object+present participle d. as an adject e. verb + time/money expression+present participle ex: I spend 2 hours doing this exercise Don’t waste time playing computer games f. Catch/find + object+ present participle g. to replace a sentence or part of a sentence or part of a sentence ex: Singing to himself, he walked down the road B. Practice Exercise 2 - Ask Ss to do exercise 2 in pairs - Ask them to compare answers with another pair - Call on some Ss to go to the board to write their answers - Ask the other Ss to feedback and give correct answers 3. Perfect gerund and perfect participle(7m) A. Presentation a. Perfect gerund Form: having + PII Use:- it can be used instead of the present form of the gerund when we are referring to a past action Ex: He was accused of deserting his ship= he was accused of having deserted his ship. Individual work. Pair work. Whole class take notes Give examples - Reading helps you learn English - Her favorite hobby is reading - She is good at learning English I look forward to hearing from you soon - He kept on asking for a discount(giam gia). I can’t stand being stuck in traffic jams It’s no use/good trying to persuade him 1. listening 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. starting Whole class take note Give examples - I am working/ She was dancing - I go shopping everyday - He came running towards me - I heard someone playing the guitar I can smell something burning - It was an interesting film It’s a bit worrying when the police stop you - ex: If I catch you stealing my apples again, I’ll tell your parents We found our dog lying in the bathroom. Pair work 1. burning/rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing. Nó đc dùng để thay thế cho hình thức hiện tại của danh đt khi chúng ta đề cập đến một hành động trong qk Nó còn dùng để nhấn mạnh sự hoàn thành of.

(32) It also is used to emphasize completion in both the past and the future b. Perfect participle -form: having+PII -use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject (Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho hiÖn t¹i phân từ trong câu có 2 hành động xảy ra liên tiếp nhau cïng mét chñ ng÷) + The Perfect participle emphasizes the the first action is complete before the second one starts (Phân từ hoàn thành còn nhấn mạnh hành động thứ nhất hoàn thành trớc khi hành động thứ hai bắt đầu) + The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions (NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh khi cã 1 khoảng t/g giữa 2 hành động) + It is also used when the first action covered a period of time (Nó đc dùng khi hành động đầu tiên kéo dài trong một kho¶ng t/g) ex: Having been ill for a long time, He appreciated his health more B. Practice Exercise 3(6m) T asks Ss t to do exercise 3 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary. hành động ở cả qk và TL ex:the retired teacher recalled having taught. Wrapping up(2m) - summarises the main point of the lesson - Ask Ss to learn by heart all points that have been covered in the lesson and give more examples. Whole class. Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed. Ex: she bought a bike and cycled home Having bought a bike, she cycled home Ex: Having failed twice, he didn’t want to try again Ex: he had been living there for such a long time that he didn’t want to move to another town Having lived there for such a long time that he didn’t want to move to another town. Individual work 1. having made 2. having been 3.having been 4. having tied 5. having read 6.having taken. Period. 24 D.P:19/10/08 D.T:20/10/08. Illiteracy Reading. Unit 5: A.. I. Objectives By the end of the lesson Ss will be able to:.

(33) - Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context - Use information they have read to discuss illiteracy issues II. Teaching aids Textbook, handouts, …………. III. Procedure Teacher ‘S 1. Check the attendance(2m) 2. Warm up(5m) Hangman: Ask Ss to find the word which has 10 letters. It is a N about the inability to read and write Answer: illiteracy A. Before you read(7m) T introduces the picture in the text book(page56) This photo shows a scene of a classroom. This is a bit different class from other normal classes. Can you describe it and say what makes the class different? Ask Ss to look at the picture in the text book and ask Ss to describe it by answering the T’s questions 1. Where is this classroom? 2. Who are in this classroom? 3. What kind of textbooks are they learning? 4. Who is the teacher? 5. What are they learning? T introduces the picture: This photo shows a scene of a classroom in a poor mountainous area. The Ss are children of different ages. They are learning the textbooks for grade one and they are taugh by a soldier. It seems that the Ss in the classroom are illiterate people. They are now learning how to read and write Vocabulary- pre teach -illiteracy(n)[i'litərəsi]>< litercacy(n) -illiterate(a,n) [i'litərət] >< literate(a,n) -to eradicate [i'rædikeit]: to destroy or get rid of st (bad) completely / eradication(n) - campaign(n) [kæm'pein] - ethnic minority ['eθnik mai'nɔriti] T asks Ss to practice the new words and ask them to give example Call on some Ss to stand up and speak out new words. T listens and checks their pronunciation B. While you read Task 1(7m) Set the scene: You are going to read about education in mountainous areas and do the reading task that follow - Get Ss to read the passage silently and then do task 1 - T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese - T checks the answers with the whole class and gives corrective feedback Task 2(5m). Students’ Group work. Whole class pay attention then answer the questions Pair work 1.In a poor remote/mountainous areas 2.Children with different ages 3.Text books for grade one 4. A soldier ['souldʒə] 5.To read and to write. Pay attention. Inability to read and write:n¹n mï ch÷,v« häc Unable to read and write: mï ch÷, dèt n¸t (n) ngêi mï ch÷, ngêi thÊt häc Nhæ rÔ, trõ tiÖt, xo¸ bá ChiÕn dÞch D©n téc thiÓu sè Whole class. Pay attention Individual work 1. Phæ cËp gd tiÓu häc 2. Héi khuyÕn häc VN 3. Xo¸ mï ch÷ 4. Kü thuËt canh t¸c 5. Kế hoạch hoá gia đình Individual work Answer: D A: is too general B & C are too specific. Pair work 1. 94% of the population 2. the campaign for illiteracy eradication 3. 600 students in 2000 and 800 students in 2001 4. They voluntarily spent their vacations teaching ethnic minority illiterate people to.

(34) - Ask Ss to read the passage carefully again and try to summarise it then choose one of the list of main ideas provided in the task to find the most suitable one - Call on some Ss to give their answers and ask the other Ss to say whether agree or disagree Task 3(8m) - Ask Ss to skim the 5 question to understand them - Underline the key words to decide what information they need to find in the text - Get Ss to check their answers with a partner - Call on some Ss to write their answer on the board and ask them to explain their choice - Give the correct answers C. After you read(8m) - Ask Ss to work in small group of 3 or 4 and discuss the question: How to help illiterate peope in the disadvantaged areas to read and write - Go around to check and offer help - Call some group to tell and explain their answers - Corrective feedback. read and write 5. Illiteracy will soon be eradicated Solution: - Opening school - Sending teachers/ volunteer teachers there - Buying books for Ss - Providing individual assistance to Ss - Give financial rewards to families that send their children to school - Training local people to be teacher who will help their own people. 3.Consolidation (3m) - Summarise the main points of the lesson - For homework., ask Ss to learn by heart the new words and make sentences with them. D.P:19/10/08 D.T:22/10/08 11A2. Period:25. Unit 5. ILLITERACY. Speaking. B. I. Objectives By the end of the lesson Ss will be able to: - Talk about schooling and literacy related problems - Suggest solutions to these problems II. Teaching aids Textbook, handouts, …………. III.Procedure Teacher’s Students’ Warm up(5m) Matching: Talking about school problems & solutions - Divide the class into small group of 3-4 students Group work + not enough textbooks + shortage of tables and chairs Problems Solutions + lack of cassette recorders - not enough textbooks - collect used textbooks + no electricity -shortage of tables and ……………...

(35) + build more classroom +collect used textbooks +not enough computers +school yard hot in summer +no interesting books at school library +play truant +provide budget for study facility +plan more trees Task 1(7m) - Get Ss to do it in pairs - Call on a student to read out the answers - Check with class and gives corrective feedback Task 2(13m) - T introduces the task and calls on 1 or 2 pairs of Ss to read aloud the sample dialogue - T elicits the structures that are used for asking for and giving suggestion. Asking for opinion What do you think we need to/could/should/might want to do? What do you think about….? What’s your opinion about..? What do you have in mind? Giving suggestions Maybe we can…… Probably we should………. We might want to…… We could……… -T puts Ss into groups of 3-4 and gets them to define the problems of their own school and suggest as many solutions as possible - Go around to check and offer help - After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified - T writes these ideas on the board as Ss talk Task 3(17m) -T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions. - Remind Ss of the structures that can be used for expressing opinions and giving suggestions - Call on each group to report their ideas to the class and elicits comments from the class Consolidation(3m) Ask Ss to write a paragraph about a school problem and one or two solutions to it. chairs …………. Pair work 1. b-g 2. a –e 3. d-f. 4. c 5. h- i-j. Pair work. Take notes. Group work. Group work Suggested answers: 1. Class size: an ideal class size is 10-15 students, so the school should recruit more Teachers and open new classes. T should encourage Ss to work with different groups, not with the same group all the time. 2. Desks: buy larger desks or if there are new classes, the current number of desk is adequate 3. Equiment: buy/ hire facilities such as computers and OPHs, upgrade the classroom. D.P:20/10/08 D.T:23/10/08. Period 26. Unit 5. ILLITERACY. Listening. C. I. Objectives By the end of the lesson Ss will be able to: Develop extensive listening skills Use the information they have listened to for other communicative tasks II. Teaching aids Textbook, cassette tapes, …………. III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

(36) IV. Procedure Teacher Warm up(7m) A survey about school - T prepares a small survey and copies it on the board - Get Ss to move around and collects their friends’ opinions. They should interview at least 3 Ss - T teaches expressions of quantifiers and calls on Ss to report the result of their survey School survey. Students. Whole class. Do you agree with the following statements? In an effective school The T treats Ss as individuals with both their strengths and weaknesses The T encourages Ss to set realistic goals for their own learning The T encourages Ss to have positive attitudes towards themselves and others The T is motivating and interested in what Ss do Learning is centred on important life skills such as communication, building selfrespect and self-confidence, learning from failure, and time management The social side of the school is considered as important as academic activities Ss are involved in making decisions which have a direct effect on themselves. yes. no. Before you listen(5m) Setting the scene: you are going to listen about the results of a school survey carried out in Perth, Western Australia. The school asked its Ss what makes an effective school Pre-teaching vocabulary: Listen and repeat Effective(a) maturity(n) [mə'tjuəriti ] Perth(n) academic(a) [,ækə'demik] Western Australia performance(n) seft-respect(n) [ri'spekt] Weaknesses(n) - Help Ss to pronounce the word in their textbook correctly - Present or elicits the meaning of these word from the class - Get Ss to make sentences with some importance words While you listen Task 1(10m) - Get Ss to read the options in each question carefully and underline the words that make them different - Get Ss to guess the answer to each questions and tell them they need to listen attentively to check if their guesses are confirmed - Play the tape once for Ss to listen and do the task - Get Ss to find a partner to check their answers with - If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch. New words: To treat: đối xử Set realistic goals: đặt ra mục tiêu có khả năng đạt đợc Be centred on: tËp trung vµo Self-respect: lßng tù träng Learning from failure: häc tõ thÊt b¹i Time management: qu¶n lý thêi gian Be involved in: tham gia vµo individual /,indi'vidjuəl/: c¸ nh©n. Pay attention Write down the word and practice pronouncing them Sù trëng thµnh Cã tÝnh häc thuËt Sù thÓ hiÖn ®iÓm yÕu, nhîc ®iÓm, khuyÕt ®iÓm. Make sentences from these words. Individual work and pair work 1. D 2.B 3. B 4. C. Pair work Suggested answers:.

(37) Task 2(10m) - Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again - Get Ss to check their answers with a partner. Then check with whole class - Play the tape again and pause at difficult point if many Ss can’t complete the task After you listen(10m) - Divide the class into small group of 3 or 4 and get them to discuss the question in textbook - Go around to check and offer help - After checking that all the group have finished, T calls on the representative of each group to report their peers’ ideas - Listen and take note of their errors and give feedback after that adequate ['ædikwit] đủ, đầy đủ syllabus ['siləbəs] vấn đề, bài.. thuộc một giáo trình; chương trình học motivate['moutiveit](v) thúc đẩy stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến khích. -. -. Consolidation (3m) T summarises the main point of the lesson Ask Ss to learn by heart new words and make sentences with them. 1. In Perth, Western Australia 2. 80% 3. They felt that they should be allowed to have a say in the school decision making.. Group work Suggested answer: *Textbook are essential teaching and learning materials in any program and syllabus. Having good textbooks is very important. A good textbook provides Ss with adequate knowledge, skills and practice and therefore they do not need to look anywhere for these. A good textbook also guides Ss how to learn and helps them study effectively on their own However, I think having good teachers might be more important than having good textbooks because a good teacher can turn a poor quality textbook into an interesting and stimulating one. In fact, a good teacher can even replace the textbook, motivate students to learn, and train them to use self-study skills so that they can take responsibility for their own learning Whole class. Tapesript: In an informal survey carried out in Perth, Western Australia, students were asked to give their views on what makes an effective school. 80% of the Ss felt that mutual respect in the classroom was essential fof effective learning to take place. This implied that the Ss should be treated as individuals with both their strengths and their weaknesses. 60% of the Ss felt that they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others. About 55% of the Ss expected their teachers to be motivated and interested in what they were doing, this would then reflect in the performance of the Ss. Nearly all of the Ss believed that learning should be centred on important life skills such as communication, building self-respect and selfconfidence, the ability to learn from failure, and time management, suited to the maturerity of the Ss concerned. 100% of the Ss felt that the social side of school was as important as academic activities. The older Ss felt that they should be allowed to give some input into school decision making which had a direct effect on Ss.. D.P:25/10/08 D.T:. Period 27. Unit 5 ILLITERACY. Writing. D. I. Objectives - By the end of the lesson Ss will be able to: - Interpret information presented in tables - Identify languague to be used for describing tables - Write descriptions of tables II. Teaching aids Textbook, handouts, …………..

(38) IV. Procedure Teacher Warm up(5m) A matching game Match these expressions with the correct graphs. 1. fluctuate ['flʌktjueit] dao động, lên xuống 2. gradually decrease 3. slightly increase 4. remain the same 5. drop sharply 6. rise considerably/kən'sidərəbli/ đáng kể, lớn lao A. B. D. C. E. Before writing. Group work. 1. D 4. B. F. Task 1(10m) - Get Ss to read the task requirements and work on the task with a partner - Call on Ss to read out their answer and check with the class While writing Task 2 (20m) - Ask Ss to study the table in task 2 and analyses it with a friend by asking these questions: 1. What is the topic of the tables? Does it describe the past, the present, or the future? 2. What patterns are shown? How are the pieces of information related? a. Which region had the lowest rate of literacy in 1998?2002?2004?2007? b. Which region had the lowest rate in each year? c. Did the rate of literacy in the Lowlands increase of decrease between 1988 and 2007? d. What about that rate for Midlands and Highlands? - T checks the answer with the whole class - Based on their analysis of the table, Ss now write up a description individually - Go around to check and offer help - Ask Ss to work in pairs and correct each other’s writing The table desribes the trends of literacy rates in Sunshine country from 1998 to 2007. the literacy rate of pollution differs greatly in 3 areas of the country Lowlands, Midlands and Highlands, there has been a gradual rise in number of literate people from 1998 to 2004, but a sharp rise in 2007. During that 10 years, the Midlands sees a steady increase in the literacy rate, from 70% to 85%. On the contray, the Highlands area has to face the problem of falling literacy rate. After 10 years, its literate people has decreased 20%. So each area must have different plan for its education development.. Post writing(7m) Choose one description and reads it to class Elicit corrective feedback from the class and give final comments afterwards. Consolidation (3m) Summarise the main point of the lesson -. Students. 2. F 5. C. Group work 1. varied 3. declined 2. rise 4. different. 3. E 6. A. 5. went up 6. drammatically. Individual work and pair work Sample writing:. The table describes the literacy rates in different regions of the Sunshine country from 1998 to 2007.Generally, except for Highlands, where the rates slightly decreased between these years, Lowlands and Midlands both witnessed a rise. In Lowlands, for example, the rates were 50%, 53% and 56% in 1998, 2002, and 2004. In 2004, the rate sharply rose to 95%, which was a remarkable progress. Midlands saw a less dramatic change, however the rate went up gradually from 70% and 75% in 1998 and 2002 to 80% and 85% in 2004 and 2007. Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in2007. Obviously, this region needs to improve its literacy rate.. Pay attention. Whole class.

(39) Ask Ss to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections. D.P:25/10/08 D.T:. Period:28. Unit 5. ILLITERACY D. Language focus. I. Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly. - Understand reported speech with infinities and use these structures to solve communicative tasks II. Teaching aids Textbook, handouts, ………….. IV. Procedure. Teacher Pronunciation(7m). Students. Distinguishing the sounds. - T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them - Play the tape once for Ss to hear the words Containing these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation. Whole class pay attention Repeat after the tape or T. Individual work. Practicing sentences containing the target sounds. - Ask Ss to work in pairs and take turn to read aloud the given sentences - Call on some Ss to read the sentences again and provides corrective feedback Grammar A. Presentation: Reported speech with infinitive(5m) we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements .. a. Verb+ object+(not) to-Infinitive The verbs go with this structure: Advise, allow, ask, tell, , order, invite, urge, remind,request, beg, expect, warn, command, recommend, forbid, implore =entreat (khẩn nài, khẩn khoản, nài xin), encourage, want, persuade + O + to- Infinitive b. Verb + (not) to- Infinitive Agree, refuse, offer, promise, threaten, hope, propose+ to Infinitive - T gives some direct speech sentences and ask Ss to change into reported speech B. Practice Exercise 1(7m) -T gets Ss to do exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback Exercise 2(8m) -T gets Ss to do exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback Answer: 1. He advised me not to drink too much beer. Pair work. Whole class take notes “you had better hurry, Bill”she said  She advised Bill to hurry “Don’t swim out too far, boys” I said  I told the boys not to swim too far “if I were you, I’d stop smoking”I said  I advised him to stop smoking “I will help you”she said  She promised to help me “Let me give you some money”he said  He offered to give me some money Individual work 1. They promised to come back again 2. The lifeguard advised us not to swim too far from the shore 3. John asked Peter to close the window 4. The teacher encourage Eric to join the football team 5. John promised to give it to him the next day 6. My mum wanted Lan to become a doctor 7. My sister reminded me to lock the door.

(40) 2. She invited me to come and see her whenever I wanted 3. John wanted me not to smoke in his car 4. He told Sue to give him her phone number 5. He reminded me to give the book back to Joe 6. He promised not to wait for me 7. He agree to wait for me 8. John asked me to lend him some money C. Production (15m) - T prepares the following sentences and gives on sentence to each student - T picks a student at random to report what one student said. T corrects the response as appropriate, presenting the form - T repeat with another student You should go to see Paris, that’s a beautiful city We’re having a party tonight, would you like to come? We have a class this Monday, don’t forgert I can buy you a drink, if you like Please see me at 6 o’clock Don’t leave your bag unattended, it might be stolen Let’s play tennis this weekend I will email you as soon as I get there Con solidation (3m) T summarises the main points of the lesson - Ask Ss to revise reported speech with infinitives and do exercises in the workbook. before going to school 8. His boss advised him to go home and rest for a while. Individual work -Student A reads out his/her sentence to the whole class, others write it down -Student B reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out. Whole class. D.P:27/10/08 D.T:30/10/08. Period:29. Competitions. Unit 6: A.. Reading. I. Objectives By the end of the lesson Ss will be able to: Develop such reading micro-skills as scanning for specific ideas and identifying meaning in text Use the information they have read to discuss the related topic II. Teaching aids Textbook, handouts, pictures about competitions…………. III. Procedure Teacher Students Warm –up(5m) - Get Ss to work in pairs, matching the 4 given competition with the correct pictures on page 66 Pair work - Check the answer with the whole class - Get Ss to tell which of these competition they like a. Quiz: Road to Mount Olympia most and why. T gets Ss to name some other b. London Marathon competitions that they know or have ever c. Sao Mai Television Singing contest participated in and elicits their comments on the d. Olympic Games events Before you read(7m) - Introduce the topic of the lesson and get Ss to pair work work in pairs and answer the questions on page 67 1. Yes, Because I want to overcome myself - Call on some Ss to answer the questions. Ask Ss 2. Yes, I do. I like to win in Quiz:”Road to to give reasons for their answers. T helps Ss to Mount Olympia” express their ideas 3.No, it isn’t. Because I think the most important thing is having a chance to participate in a competition, learning from.

(41) Vocabulary pre- teach Representative(n) [,repri'zentətiv] Competition(n) [,kɔmpə'ti∫n]. other competitors and enjoy ourselves người đại diện cuộc thi đấu. to compete against / with somebody in / for something. ®ua tranh víi ai…. competitive(a) [kəm'petətiv] competitor(n) [kəm'petitə] to take part in st/doing st = to participate in st/doing st stimulate(v) ['stimjuleit]- stimulation(n) annual(a) ['ænjuəl] = yearly sponsor(v,n) ['spɔnsə] judge(n) ['dʒʌdʒ] announce(v) [ə'nauns] Ask Ss to practice the new words and make sentences from the new words - Then ask Ss to guess what they are going to read about While you read Set the scene: You are going to about a school’s competition Task 1(7m) Get Ss to read the passage silently and then do Task 1 - Check the answers with the whole class - Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese Task 2(8m) - Ask Ss skim the 6 questions to understand them - Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner - Call on some Ss to read aloud their answer and ask them to explain their choices - Give the correct answers Task 3 (8m) - Ask Ss to read Para 5 again and complete the sentences - Call on some Ss to write their answers on the board and ask them to explain their choices 1. ….to recite/complete the poem because he could not remember the last sentence 2…..became the winner of the competition 3. …60 points 4. …..” For me the important thing was our participation in the competition and the enjoyment we had from it” After you read(7m) - T reads the poem aloud once or twice and get Ss to repeat each line after her/him - Let Ss practice reciting the poem in their own groups - Call on different groups to read the poem and ask the class to decide who the best performers are - Ask them to translate the poem into Vietnamese Consolidation and homework(3m) - T summarises the main point of the lesson - Ask Ss to learn by heart the new words and make sentences from them.. khuyến khích. đỡ đầu, bảo trơ. gi¸m kh¶o thông báo. Individual work 1. d. 2. f. 3. e. 4. c. 5. b. 6. a. Individual work and pair work 1. The representatives of 3 classes of the speaker’Ss school 2. The aim was to stimulate the spirit of learning English among Ss 3. The Ss’ Parents Society 4. They had to complete 5 activities in all. On competition of each activity, they had to answer the questions in the worksheets within 2 mimutes 5. They had to observe and score the Ss’ performance. A maximum score for each activity was 15. At the end of the competition they would announce the total score of each group. The group that got the highest scores will be the winner 6. A set of CDs for studying English and an Oxford Advanced Learner’s Dictionary. Group work Patter ['pætə]: tiếng tí tách, tiếng lộp độp (mưa rơi). Window –pane /'windou'pein/ ô kính cửa sô. Whole class. D.P:1/11/08 D.T:. Period:30. Competitions. Unit 6: B. I. Objectives By the end of the lesson Ss will be able to:. Speaking.

(42) - Ask for and give information about types of competitions - Talk about a competition or contest II. Teaching aids Textbook, handouts, …………. III. Procedure Teacher Students Warm up(7m) Handouts: General knowledge quiz - T delivers the handouts in which have the questions for Group work Ss to choose the correct answers. 1.Which language has the most native speaker? 6.Which famous pop musician sang at a. Bengali b. English c. Mandarin Chinese d. Spainish Princess Diana’s funeral? 2. What is the largest country(by area) in the world that a. Mariah Carey b. Elton John has a land border with only one other country? c. Ricky Martin d. Celine Dion a. Australia b.Canada c. India d. United States 7. Which is the nearest star? 3. In which country will the 2008 Olympic Games held? a. The Moon b. Jupiter a. China b. Germany c. Greece d. United States c. The Sun d. Mars 4. In which country is Mount Everest? 8. Who discovered Americal? a. Tibet b. Nepal c. Findland d. Switzeland a. Christopher Columbus b. James 5. Which continent has the biggest population? Cook a. Africa b. Europe c. America d. Asia c. Great Khan d. King Henry VIII answer: 9. Who wrote the song entitled 1. c 2. b 3. a 4. b 5. d “Yesterday” 6. b 7. c 8.a 9. b 10. d a. John Lennon b. Paul McCartney Task 1(10m) c. Yoko Ono d. George Harrison -Introduce the task and gets Ss to do it individually 10. How many legs does a butterfly -Explain the meaning of the new words. have? -Call on different pairs to report their answers. T should a. 3 b. 4 c. 5 d. 6 encourage them to explain why they like or dislike a game/constest and help them to express their ideas when individual work and pair work necessary compare with their partners ex: Task 2(10m) My partner likes…..but I dislike it - Introduce the task and call on one or two pairs of Ss to Both of us like/dislike….. read aloud the sample dialogue Neither my partner nor I like….. - Ask Ss to read the useful expression on page 69 and Neither of us like…….. explain the new words - Giving more structures: Asking for opinions: What do you think about..? What’Ss your opinion about……/ How do you feel about…? Pair work Do you like..? Giving opinions I think….is/aregood/fun/great/wonderful/perfect/interesting I think in my opinion………. From my point of view…….. As I see it………… - Put Ss into pairs and get them to make similar dialogue, using the structures they have learnt - Go around to check and offer help - After that T calls on some pairs to perform their dialogue Task 3(15m) - Put Ss in groups of 3 or 4. T tells each group to choose a famous TV game or competion and work out details about it - Go around to check and offer help Group work - After Ss have finished, T call on each group to come the front. The whole class will ask questions about the game/contest and guess what game, constest it is. Consolidation and homework(3m) - Summarise the main point of the lesson - Ask Ss to write a para about a game show they like Whole class. D.P:01/11/08 D.T:. Period:31. Unit 6:. Competitions. C. I. Objectives By the end of the lesson Ss will be able to:. Listening.

(43) Develop extensive listening skills Use the information they have listened to for other communicative tasks II. Teaching aids Textbook, handouts, cassette tapes…………. III. Procedure Teacher Students Warm up(5m) Jumbled words -T divides the class into groups of 3 or 4 - Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange Group work the letter to make good words. The group which finishes the task first with the most correct words 1. marathon 2.finish will be the winner 3. runner 4. athletic The card 5. race 6. champion 1. tohamarn 2. sifihn 3. renurn 4. chiatelt 7. runing 8. distance 5. crae 6. conpahim 7. nurning 8. centadis 9. sport 10. racing 9. storp 10. cirang Before you listen(10m) - T uses the picture in the textbook to introduce the Whole class topic + What can you see in the picture? We can see two athletes + What event is it? Boston Marathon +Where do you think the Boston Marathon might USA take place? - What is the Boston Marathon? + It is held in the USA + It began at the end of the 19th century + The Boston race is about 42 km + Runners have to go through 13 towns during the race - Who do you think can take part in the Boston - Atheles race? While you listen Task 1(10m) Instruction: You are going to listen about the Boston Marathon. Listen and answer T/F questions. Individual work Put a tick in the appropriate box - Before listening, ask Ss to read through the Answers: statements to understand them and underline keys 1. T 2. T 5. T words. 3. F(2 hours 50 minutes and 10 seconds) - Play the tape once for Ss to listen and do the task 4. F(1967) - Check the answer with the whole class. If many 6. F(pass through 13 towns and ends in Ss cannot answer the questions, T plays the tape centre of Boston) one or two more times and pauses at the answer for them to catch Task 2(7m) - T asks Ss to read through the questions in task 2 - Play the tape again for Ss to answer the questions Individual work/ pair work and whole class - Get Ss to check their answer with a partner. Then 1. New York T checks with whole class. T should play the tape 2. In 1972 again and pause at difficult points if many Ss 3. 8 cannot complete the task 4. 6164 After you listen(10m) - Ask Ss to talk about a famous Vietnamese Work in group runner or sportman/sportwoman that they like - Put Ss in small group of 3 or 4 - Ask each group will prepare a short biography of a famous Vietnamese runner(or sportman) and do not let other group know who is this person is - Go around the class to check and offer help - After finishing, T calls on the representative of each group to talk about their favouite sportman/woman - Listen and take notes of Ss’ errors. T provides corrective feedback after that Consolidation and homework(3m) - Summarise the main point of the lesson - Do exercises in workbook Whole class.

(44) D.P:02/11/08 D.T:. Period:32. Unit 6:. Competitions. D. I. Objectives By the end of the lesson Ss will be able to: Write a letter to reply to the request of information II. Teaching aids Textbook, handouts, …………. III. Procedure Teacher Warm - up(5m) Hang-man game - T revises the vocabulary Ss learned in last lessons Before you write Task 1(10m) -T asks Ss if they want to participate in a competition, what information about the competition they would like to know and would look for. T writes the answers on the board - T gets Ss to read the letter in task 1 individually - Ask Ss to indentify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board. Writing. While you write(20m) - T gets Ss to read the requirement of task 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal or informal) they need to use. - Get Ss to write their own letters in 10 minutes - T then asks Ss to get in pairs, exchange their letters and correct each other - T goes around to offer help. Individual work and pair work. 28th October, 2007 Dear Thu Trang, Thank for your letter and welcome to our English Speaking Competion. Here are some details about the competion: The number of participants is limited- just 25. The competition is held on 25th November 2007, at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi. It starts at 8:00p.m. Contestants should be present one hour before the competition for registration For more information please contact me on the phone number(04) 9838188m, and email: Best wishes, Kate Johnson After you write(7m) - T chooses one or two letters and reads it/them to the class - Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organization of ideas and language use. Consolidation and homework(3m) - Summarise the main point of the lesson - T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson. Students Group work. - Individual work When?(the date and time) Where?(the venue) Who?(who can participate, who are the hosts/judges, who to contact,ect) How?(how to apply to participat, how the contest proceeds, how the candidates’ performance is assesses,etc) What?(what is expected of the candidates, what the award is). English for the World 106 Tran Hung Dao St, Hoan Kiem District. Hanoi. October 18,2007 Dear Thu Trang, Thank you for your interest in our English Speaking Competition. Here is the information that you request. Date and time:8:30p.m, October 25, 2006 Venue: 106 Tran Hung Dao Number of participant: 25 Entry procedure: Candidates fill an application form to participate We encourage you to apply to participate by 4p.m, October 20. Because this year we limit the number of participants to only 25, application submitted late will not be considered. For further information, please contact me on 9838188 or email me at We wish you good luck at the contest and look forward to seeing you there. Best regards Kate Johnson Secretary Whole class. Whole class.

(45) D.P:03/11/08 D.T:. Period:33. Unit 6:. Competitions. Language focus. E. I. Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly - Understand reported speech with gerund and use these structures to solve communicative tasks II. Teaching aids Textbook, handouts, …………. III. Procedure Teacher Students Pronunciation(10m) Distinguish sounds - T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them Individual work and whole class - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the given sentences - Go around to listen and take notes of the typical Pair work errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar a. Presentation(10m) Reported speech with gerund Form: V+(O)+Preposition+(not)+ V-ing Whole class take note and give Use: We usually use a gerund structure to report examples thanking, apologies, accusations, and so on. Ex: “Sorry, I’m late” Accuse(sb) of, apologise (sb)for, insist on(kh¨ng She apologized for being late kh¨ng), congratulated(sb) on, dream of, warn(sb) Ex:” I didn’t do that” against(dặn ai để phòng cáI gì/ai), prevent (sb)from, She denied doing that thank(sb) for, suspect(sb) of…. “It was nice of you to help me. Thank Note: we don’t use'say” in this structure. you very much” - Some verbs do not need a preposition: Tom thanked me for helping him “Shall we pick you up at school?” Stop, admit, suggest, deny, mention, propose(đề They suggested picking me up at school nghi) b.Practice Exercise 1(10m) Individual work, pair work and whole - T gets Ss to do the exercise 1 individually and then class find a partner to check their answers with Exercise 1 -T checks with whole class and provides corrective 1. John congratulated us on passing our feedback exam Exercise2(12m) 2. Mary apologized for not phoning me - T gets Ss to do the exercise 1 individually and then earlier find a partner to check their answers with 3. Peter insisted on driving Linda to the -T checks with whole class and provides corrective station feedback 4. The teacher accused the boy of not 1. Tom insisted on paying for the meal paying attention to what he had said 2. Mr and Mrs Smith looked forward to meeting their 5. Bob has always dreamed of being rich children soon 3. The boy denied breaking the window of the woman’s 6. I warned Ann against staying at the hotel near the airport house 7. Her mother prevented Jane from 4. The policeman stopped the customer from leaving going out that night the shop 8. Miss White thanked Jack for visiting 5. The thief admitted stealing Mrs Brown’s car her 6. Ann suggested having a party the next Saturday 7. John and his wife were thinking of buying the house Consolidation and homework(3m) - T summarises the main points of the lesson - Ask Ss to revise reported speech with gerund and do exercises in the workbook.

(46) D.P:10/11/08 D.T:13/11/08. Period:34. Test yourself B. I. Objectives Ask Ss to do test yourself B as a test to check Ss’ knowledge of unit 4,5,6 then T corrects it in front of the class. Ask Ss to give mark for themselves Listening 1. A (They had olive wreath placed on their heads) 2. B 3. D 4. C 5. B Tapescript In 776 B.C, the Olympic Games were held at the foot of Mount Olympus to honour the Greek chief god, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Contests in running, jumping, dicus( ném đĩa) and javelin throwing, boxing and horse chariot(xe ngùa) racing were held in individual cities, and the winner of these local contests competed every four years at Mount Olympus. Winners were greatly honoured by having olive wreaths [ri:θ] placed on their heads, and poems were sung bout their deeds (chiến công). Originally, these were held as games of friendship, and any wars in progress were halted (tạm thời dừng lại) to allow the games to take place. The Greeks attached (gắn liền với)so much importance to these games that they calculated time in four years cycles called” Olympiads” dating from 776 B.C. Reading 1. D 2. B. 3. B. 4. C. Pronunciation and Grammar a. Pronunciation 1. Play 2. drive 3. twice. 5. C. 4. proud. Tapescript: Listen and put a tick in the right box, paying attention to the pronunciation of the underlined part of the word 1. Play 2. drive 3. twice 4. proud b. 1. talking 2. to go 3. smoking 4. saying 5. do 6. going. Writing Sample writing “ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam. It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel. The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi The copetition last one year and consists of 52 qualifying sessions and a final. There are 4 competitors in each session. These are the representatives of different schools around the country. They are asked questions about sciences and arts. The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session. The winners a of the quarterly session can go to the final. The winner of the final will receive a large cash prize. I like the show very much because I can learn a lot from the questions asked in it.. D.P:22/11/08 D.T:24/11/08. Period 37. Unit 7: World population A. Reading. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them.

(47) IV. Procedure Teacher’s Warm-up(6m). Lucky number 1. Can you sing a song? 2. lucky number 3. The noun of populate 4. Which continent has the biggest population? 5. the synonym of ‘country’ - nation Before you read(10m) Discussing the pictures Ask Ss to look the pictures on page 80 then answer the questions: - Who can you see in the first picture? - How many children does the man have? - How is the house which his family live in? - What does the man do to earn his living? - What do two pictures tell you? Pre – teaching vocabulary To double: tăng gấp đôi Average(a) b×nh thêng, trung b×nh Birth- control methods: c¸c biÖn ph¸p h¹n chÕ sinh đẻ Family planning: khh g® It is time sb did st: đã đến lúc ai đó phảI làm gì Ex: It is time he came back home To continue to do st Ex: It continued to rain heavily While you read Setting the scene You are going to read a passage about the world population. While you read, doing the tasks in text book Task 1(9m) Ask Ss to read the words in the box then complete each sentence with a suitable word Ask Ss to work individually to do the task Ask Ss to exchange their answers with other Ss Call some of them to answer and give the feedback Task 2(8m) Ask Ss how to do this task and ask them to read the questions and underline key words before anwering them Ask Ss to work individually to do the task, then discuss their answers with their peers Call on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss and give the correct answers After you read(10m) T writes the name of ten countries on the board and ask Ss to work in pairs to order these countries according to their population Number 1 is the most populated country. And which is the richest, which is the poorest of them Indonesia Russia China Japan Pakistan Nigeria Brazil  Bangladesh United States India Consolidation and homework(2m) T summarises the main points T asks Ss to learn by heart all new words and do the exercises in workbook. Students’ Group work. Pair work -A family with too many children -6 children -They live in an old mud and draw cottage -He is unemployed so he has to do manual work - The first picture tells us that if we have a big family, we may not support our children properly and give them a good life and education The second picture indicates that population explosion can lead to poverty and unemployment Take notes and practice reading vocabulary. Pay attention Individual work and pair work 1. although 5. figures 2. method 6. limit 3. increases 7. international 4. resources 8. control. Individual work and pair work 1. The population of the world in 10.000 B.C was 10 million, in 1750 it was 650 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion 2. By the year 2015, the population of the world is expected to be over 7 billion 3. Some scientist say it can, but others say it can’t 4. No, they don’t 5. Because they know of no safe way to have fewer children - Pair work 1. China 2. India 3. United States 4. Indonesia 5. Brazil 6. Pakistan 7. Bangladest 8. Russia 9. Nigeria 10. Japan -Japan, China, Pakistan, Bangladesh, India, Indonesia are in Asia -The United States is in North America -Brazil is in South America -Russia is in Eroupe -Nigeria is in Africa -The richest country is the United States, the poorest country is Negeria.

(48) D.P:22/11/08 D.T:26/11/08. Period 38. Unit 7: World population B. Speaking. I. Objectives By the end of the lesson Ss will be able to: Talk about the causes of population explosion, problems of population booms and solutions to these problems II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help. IV. Procedure Teacher’S Warm up(6m) Picture description T shows Ss the following picture and ask them two questions: + What can you see in the picture? + What does the picture tell you?. Task 1(10m) You are going to put the following causes to overpopulation in order of importace and explain your decision. Ask Ss to read through the causes provided on page 83 Get Ss to work in pairs to order the causes and remind them to explain their order Call on some pairs to present their order and ask other pairs if they agree or disagree with their friends’ answers Task 2(7m) Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries T asks Ss to read the useful language on page 83. T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the right T may asks Ss to think of other problems not mentioned in the book T calls on some Ss to report their answers and asks other Ss to feedback. T comments and gives corrective feedback Task 3(10m) Instruction: Now you in groups to find out the solutions to the problems of overpopulation - T gets Ss to read Useful language. T may elicit/pre-teach some words/phrases Reward and punishment policy: ChÝnh s¸ch thëng ph¹t To exercise/implement /'implimənt/:thùc thi/¸p dông. Students’. Whole class A man is carring many children by motorbike The picture tells us about overpopulation. Whole class and pair work 1. Many people believe that having many children means happiness 2. People are not aware of the problem of overpopulation 3. Many people believe that having a large family is a form of insurance 4. People are not properly educated 5. Religion doesn’t encourage people to have fewer children 6. Fewer children die at birth Pair work Suggested answers: - poor living condition - low living standard - not enough/expensive food - lack/shortage of schools/hospitals/teachers/doctors and nurses - unemployment - social evils - illiteracy group work Suggested answers: -. raise an awareness of the problems of overpopulation raise the the people’s living standard exercise/implement reward and punishment policy carry out population education program/family planning program use birth control methods.

(49) To carry out: tiÕn hµnh To raise: nêu lên, đưa ra; đề xuất - T asks Ss to work in groups to do the task. Ss may work out other solutions - T goes around to offer help - T calls on some Ss to present their group’s ideas - T elicits feedback from the class and gives final comments Task 4(10m) Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of Task2 and Task 3 -Ask Ss to give a short presentation on the problems of population explosion and the solutions to them - Encourage Ss to use transition signals to make their presentation. T can elicit the list of signals from Ss + first/firstly, second, next + also, besides, moreover, in addition, furthermore + the first problems is that……/ the next solution is that…. + on the one hand, on the other hand, however, but……….. - Call on some group representatives to present and asks others to comment. Finally, T gives feedback on Ss’ presentations and corrects the mistakes and errors Consolidation and homework(2m) T summarises the main points T asks Ss to do exercises in workbook. Whole class and group work. Whole class. D.P:23/11/08 D.T:27/11/08. Period 39. Unit 7: World population C.Listening I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as listening for specific information and listening for general infromation II. Teaching aids Textbook, handouts, cassette tapes…………. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task. IV. Procedure Teacher’S Warm up (7m) Competion game - Crossword puzzele Crossword 1. an area of publish land in a town or a city where people go to walk, play and relax 2. the noun of “poor” 3. attractive without being very beautiful 4. without a job although able to work 5. a group of students who are taught together 6. (of men) attractive 7. feeling that you would like to sleep or rest 8. not knowing how to read or write 9. not young 10. the synonym of ‘country’ Before you listen(10m). Students’ Group work 1. park 2. poverty 3. pretty 4. unemployed 5. class 6. handsome 7. tired 8. illiterate 9. old 10. nation.

(50) Discussing the questions -Ask Ss to discuss the questions on page 84 in pairs - Call on some Ss to give their answers and comments on the answers - Get Ss to guess what they are going to listen about Vocabulary Pre-teach - Before writing the new words on the board, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - T teaches some of these words and those taken from the listening passage: Latin America Rate of population growth Developing countries Rank(v,n) Fall(n) Generation(n) Shortage(n) - T gets Ss to make sentences with the words and gives corrective feedback While you listen Task 1(10m) Instruction: You are going to listen to Dr Brown talk about the world population. While listening, choose the best answer A,B,C or D to complete the statements or answer the questions. - Get Ss to read the statements and questions carefully and work out what information they need to concentrate on while listening. Then check with whole class - Get Ss to read the options in each question and underline the words that make them different - Get Ss to guess the answer to each question - Play the tape once or twice for Ss to listen and do the task - Check the answer with whole class Task 2(7m) Ask Ss to read the questions in task 2 to understand them - Play the tape again for Ss to listen and answer the questions - T gets Ss to check their answers with a partner. Then T checks with whole class. T should play the tape again and pause at difficult point if many Ss cannot complete the task After you listen(8m) - T gets Ss to work in groups to orally summarise the main ideas of the listening passage. T might give Ss some cues base their summary on: + world population today +world population by 2010 + main cause of population explosion +problems caused by population explosion + solutions to the problems - Encourage Ss to use transition signals to make their summary more coherent (mạch lạc, chặt che) - Go around to offer help and collect Ss’ mistakes - Call on some groups to present their summary - T elicits feedback from the class and gives final comments Consolidation and homework(3m) - T summarises the main point of the lesson. pair work suggested answers 1. Yes, our world is overpopulated because it has more than 6 billion people 2. Asia has the largest population with China the most populated country in the world and India the second Whole class. Ch©u Mü La tinh tØ lÖ t¨ng d©n sè C¸c níc ph¸t triÓn XÕp h¹ng, thø h¹ng Sù gi¶m ThÕ hÖ Sù thiÕu. Individual work, group work and whole class. 1. A 2. D 3. C 4. D 5. A 6. C 1. It will be over 7 billion 2. The population growth rates in some part of the world are not the same 3. The reason is the improvement of public health services and medical care 4. They are shortage of foods, lack of hospitals and school, illiteracy, and poor living conditions 5. The experts offered four solutions: 1. to educate people and make them aware of the danger of having more children 2. to provide safe, inexpensive birth control methods 3. to strictly implement a family planning policy 4. to exercise strict and fair reward and punishment policies. whole class and group work. Whole class.

(51) D.P:23/11/08 D.T:. Period 40. Unit 7: World population D. Writing. I. Objectives By the end of the lesson Ss will be able to: Write a descriptions of pie charts, using appropriate language II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them. IV. Procedure Teacher’S Warm up(7m) Ask Ss some questions related to the lesson Preparing Ss to write(13m) - T prepares a handout with a description of a pie chart and asks Ss to do exercise The chart below shows the distribution of world population by region in 2001 Fill each blank with a word/phrase from the box to complete the desription of this chart Almost comprise conclusion majority making up Oceania’s Overall parts quarter respectively Second total vary with The pie chart gives population data for different(1)_of the world.(2)_, the(3)_of the world’s people live in Asia and Africal Asia has(4)_60% of the world’s people,(5)_3712 million. The (6)_biggest area is Africa. It (7)_813 million, less than one-(8)_the size of Asia’s population. Together, Europe, North and South America, and Oceania(9)_just over quarter of the world’s population. Erope has 726 million, while North and South America account for 527 and 317(10)_. Finally, (11)_tiny population makes up less than one percent of the world total. In (12)_ populations(13)_greatly by region, with Asia and Africa(14)_the biggest proportion(sự cân xứng, sự cân đối). Writing(15m) Before Ss describe the pie chart on page 86 T asks them to work in pairs to analyse the chart, focusing on the following questions: + What does the pie chart show? + What is the general trend of the chart? + Which region has the largest population? Which comes second?...... + Which region has the smallest population? + Where does most of the world population live? - T checks the answers with whole class - Then Ss work individually to write the description of the pie chart, using the sentence given in the book to begin their description - T goes around to observe and offer help. Feedback writing(8m) - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - T writes Ss’ typical errors on the board - T provides correction only when Ss are not able to correct the errors Consolidation and homework(2m) T summarises the main points For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction and do the extra exercise. Students’ Group work. Pair work New words +To comprise: bao gåm +Majority(n) phÇn lín +To make up chiÕm(bao nhiªu %....) +To total: tæng sè +Respectively(adv) t¬ng øng Answer key 1. parts 6.second 2. overall 7.totals 11. Oceania’s 3. majority 8.quarter 12.conclusion 4. almost 9.comprise 13.vary 5. with 10.respectively 14.making up Whole class, pair work & individual work Sample writing: The pie chart shows the distribution of the world population by region. Overall, more than half of the world’s population. The second largest area is East Asia with 6% less than South Asia. Europe ranks third with 15%. Coming next is Africa have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2% As can be seen, the greatest concentration of the world’s population is in Asia, with Europ far behind.. Pair work and whole class.

(52) Whole class. D.P:23/11/08 D.T:. Period 41. Unit 7: World population D.. Language focus. I. Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters /kl/,/gl/,/kr/,/gr/, and /kw/ - Pronounce the words and ialogue containing these clusters correctly - Use condition sentences (types 1,2 and 3) and conditional sentences in reported speech appropriately II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the clusters, so T should prepare a lot of practice IV. Procedure Teacher’s Students’ Pronunciation(12m) Distinguish the sounds -T models the clusters /kl/,/gl/,/kr/,/gr/, and /kw/ for few times and explains how to produce them. - T plays the tape(or reads) once for Ss to hear the words Whole class, individual work and pair work containing these cluster. - Ask Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects it. Practicing the dialogue containing the target sounds - T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 87 - T goes around to listen and takes notes of the typical errors - T calls on some Ss to read the dialogue again and provides corrective feedback Grammar(15m) 1. Revision of conditional sentences(type 1,2 and 3) Pay attention a. Presentation Give form and examples Type If -clause Main clause - If I run, I’ll get there in time 1 If + S + V(simple S + will + V-infinitive - If I were you, I wouldn’t go there present) - If I had studied harder, I would have 2 If + V(simple past) S + would/could + V- infi passed the exam. Be(were) Individual work 3 If + had + PII S + would have+ PII 1. would drive 4. will take b. Practice 2. could 5. closed Exercise 1 6. will come - Ask Ss to do exercise 1 individually and then compare 3. is their answer with another student Pair work - Call on some Ss to read out their answer.

(53) Exercise 2 - T asks Ss to do exercise 2 in pairs and then compare answers with another pair - T calls on some Ss to go to the board and to write their answer 2. Conditional sentences in reported speech(10m) a. Presentation - T writes some conditional sentences in reported speech on the board and asks Ss to comment on the changes of the verbs, pronouns and adverbs of time and places + “If I had a permit, I could get a job” he said He said that if he had a permit, he could get a job + “If you had followed my advice, you would have been the winner” said her mother Her mother said if she had followed her advice, she would have been the winner - T elecits the comments from Ss and make clear that: + Conditinal type 1: we apply all the necessary changes as usual(changes of verb tenses, pronouns, adverbs of time and place + Conditional type 2 and 3: we do not change the verb tenses, but we follow the rules to change pronouns, adverbs of time and place… b. Practice(6m) Exercise 3 - Ask Ss to do exercise 3 individually, Ss have to change the conditional sentences into reported speech - Ask Ss to compare answers with another student - Call on some Ss to go to the board to write their sentences - Ask other Ss to feedback and give correct answers Consolidation and homework(2m) - T summarises the main point of the lesson - For homework,Ss review the point that have been covered in the lesson and do exercises in workbook. D.P:01/12/08 D.T:04/12/08. 1. had been told 4. wouldn’t have bought 2. had realized 5. had studied 3. wouldn’t have been. Whole class, individual work and pair work Give comments and examples then take notes 1. The man said to her(that) he would come to see her if he had time 2. He asked her what she would say if someone stepped on her feet 3. They said to me that if it didn’t rain they would go out with me 4. The man asked the woman what she would do if she were a billionaire 5. The man said to me that if I had asked him he would have lent me his motorbike 6. The man said to his daughter that they would be very disappointed if she didn’t come 7. The boy said to the girl he was sure they would understand if she explained the situation to them. Whole class. Period 42. Unit 8: Celebrations. Reading. A. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids.

(54) Textbook, handouts, real objects and pictures concern to Tet holiday …………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them. IV. Procedure. Teacher’S Warm- up(6m). Brainstorm - T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree…., real objects as red envelops, a box of candied fruits…. - T points the pictures and real objects and ask questions: + What do you think of when you see this? + Why so? + What do you often do before Tet? Before you read(10m) Discussing Tet holiday -Ask Ss to look at the picture on page 90 and discuss the 3 questions in pairs - T goes around to offer help - T calls on some Ss to present their answer and elicits comments from other Ss. T gives feedback if necessary 1. What time of the year is it? 2. What are the people in the picture doing? 3. What else do you see in the picture? Pre -teaching vocabulary Lunar New Year To fall between…..and……… To spead: To be full of Candied fruit Peach blossom /pi:t∫'blɔsəm/ Apricot blossom /'eiprikɔt 'blɔsəm/ Positive comments: Ask Ss to make sentences with the above words to check their understanding While you read Setting the scene You are going to read a passage about Tet holiday in Vietnam. While you are reading, do the tasks in textbook Task 1 (6m) Find the meanings of the words. You can also use your dictionary + T writes these words on the board + Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning 1. grand: impressive and large 2. banner: along piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for st 3. sugared apples 4. agrarian: connected with farming and the use of land for farming 5. pray: to speak to God especially to give thanks or ask for help 6. excitement: the state of feeling excited Task 2 (5m) Ask Ss to work individually to do the task and discuss their answers with their partners. Students’. Pair work. I think of Tet holiday. Because they are the symblols of Tet Clean and decorate the house, go shopping to buy new clothes, candied fruits, make Banh Chung…….. Pair work It is Spring and it should be Tet holiday because we can see peach blossom and kumquat tree full of ripe fruits The grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents good health and happiness In the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table. TÕt ©m lÞch Rơi vào khoảng thời gian từ…đến kÐo dµi ®Çy nhiÒu Møt Hoa đào Hoa mai Những lời nói tốt đẹp. Whole class pay attention. Individual work. Trọng đại, hoành tráng BiÓu ng÷, b¨ng r«n Táo tẩm đờng Thuéc vÒ n«ng nghiÖp CÇu nguyÖn sù h¸o høc, nhén nhÞp individual work and pair work.

(55) Call on some Ss to give their answers and ask them to explain their choices Task 3(6m) - Ask Ss to work individually to do the task, then discuss their answer with their peers - Call on some Ss to write their answers on the board and ask them to explain their choices 5. It is made from sticky rice, green beans and fatty pork 6. Mut is candied fruit 7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games.. After you read(10m) - Ask Ss to work in groups to tell eachother about their last Tet holiday - When all groups have finished, T calls on some Ss to report their ideas to the class Consolidation and homework(2m) - T summarises the main points - Ask Ss to learn by heart all of the new words and give examples - Summarise the main ideas of the passage. D.P:06/12/08 D.T:08/12/08. 1, 2,4 – F 3, 5, 6 – T Individual work and pair work 1. It falls sometime between 19th January and 20th February 2. Tet’s preparations and celebrations used to be pread over months 3, They are decorated with coloured lights and red banners 4. They buy gifts, clean and decorate their houses and cook traditional foods. Group work. Whole class. Period 43. Unit 8: Celebrations. B. SPEAKING I. Objectives By the end of the lesson Ss will be able to: Talk about the celebrations of Tet and other festivals’ activities II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure Teacher’S Warm up(8m) Noughts and crosses. Students’. Ask Ss to make sentences from the words in the table Peach blossom Lucky money Relatives and friends. Kumquat tree Exchange wishes Special Tet foods. Work in group of 4 students. Candied fruits Banh chung pray. Task 1 (8m) Ask the whole class to read the dialogue silently And ask them what points are metioned in the dialogue Then ask Ss to practice the dialogue in pairs Call some pairs to act out the dialogue and give comments Task 2(14m) Ask Ss to look at the 3 pictures on page 93 and work out the name of each holiday. T checks with whole class and gives out the correct answer Ask Ss to list the activities people usually do in these holidays and write them quickly on the board so that Ss can compare these with the information they will deal with Call on some Ss to give the answer and ask other Ss to feedback. Task 3(13m) Get Ss to work in pairs to ask and answer about the. Pair work. Whole class Pic1: Mid- Autumn festival Pic 2: Thanksgiving Pic 3: Valentine’s Day 1. c C 2. a A 3. b B.

(56) holiday in task 2. T asks Ss to add any information about holiday they know to make the D more interesting Consolidation and homework(2m) T summarises the main points of the lesson Ask Ss to do exercises in workbook. Pair work. Whole class. D.P:08/12/08 D.T:16/12/08. Period 44. Unit 8: Celebrations. C. LISTENING I. Objectives By the end of the lesson Ss will be able to: Develop the listening micro-skill of intensive listening for specific information II. Teaching aids Textbook, cassette tapes , handouts, …………. III. Anticipated problems Ss may not have difficulty doing the first task, so T should be ready to give them some strategies. IV. Procedure. Teacher’S Warm up (7m) Competition game- Guessing game - T divides Ss into 2 groups: A and B - T tells Ss the rule of the game: One member from each group will go and stand in the front of the class with their back facing the board. T will write the word/phrase which was learnt from the previous lesson on the board. Other Ss from each group have to explain the word without mentioning it or translating it into Vietnamese so that their representative can guess the word. The student with the quickest and correct answer will get 1 point for their group. Ss take turn to be the representative. After some turns, the group with more points will be the winner. Before you listen(10m) Guessing - T introduces the listening passage - T asks Ss to work in pairs to guess which of the activities on page 94 the Japanese often do on their New Year’s Day - T calls on some Ss to give their answers and write them on the boards. T also asks Ss to add any other activities that they think the Japanese do at the New Year Pre-teaching vocabulary Shrine(n) /∫rain/ Longevity(n) [lɔn'dʒeviti] Pine trees Constancy(n) To represent: to be symbol of sth T may get Ss to make sentences with the words and gives corrective feedback While you listen Task 1 (10m) Ask Ss to read read through the statements T plays the tape once for Ss to do the task T asks for Ss’answers and write them on the board T plays the tapes the second time for Ss to check their answers T asks Ss to work in groups of 4 to compare their answers Call some Ss to stand up and answer. Students’. Group work The word/phrase T may write on the board are: Thanksgiving, Mid-Autumn festival, grand, pray, agrarian, lucky money, Peach blossom Apricot blossom………….. Whole class pay attention Pair work. điện thờ, miếu thờ tuôi thọ. c©y th«ng sự bền lòng, không thay đổi, trờng tồn) BiÓu trng cho, tîng trng cho. Correct answer - They put on special clothes - Housewives prepare special foods - They go to a shrine - They drind rice wine They watch television - They eat a special meal.

(57) Task 2(8m) T asks Ss to read and answer the questions with the things they remember from the previous time of listening T plays the tape again for Ss to do the task. After playing the tape, T gets Ss to work in pairs and check their answers T calls on some Ss to give the answers and elicits feedback from other Ss. After you listen(8m) T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one Before Ss take part in the activity, T elicits of the transition signal/phrases to talk about the similarities and differences between two things. Go around to offer help and collect Ss’ mistakes Call some pairs to present their answers Elicit feedback from the class and give final comments Consolidation and homework(2m) T summarises the main points of the lesson Ask Ss to learn by heart all new words and do the exercises in workbook as home work. D.P:08/12/08 D.T:16/12/08. Individual work and pair work 1. B they want to get rid of the dirt of the old year and welcome the new year 2. from the television and radio 3. Kimonos or special dress 4. No, New Year is mostly celebrated among family only. Pair work. Whole class. Period 45. Unit 8: Celebrations. D. WRITING I. Objectives By the end of the lesson Ss will be able to: Write a description of a popular celebrarion II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teacher’S Warm up (7m) Competition game- Christmas Cloze - T divides the class into small groups of 3-4 students. Then give handout for Ss to do in their own groups. Ss have to fill each blank in the passage with one suitable word from the box. Which group finishes first and has all the correct answers will be the winner.. Students’. Group work. Followed marks cards lights turkey marry holiday sing baked spirit Family peaceful presents decorate Christmas is an annual holiday that(1)…….the birthday of Jesus of Nazareth. Christmas Day falls on December 25. It is preceded by Christmas Eve on December 24, and in some countries it is (2)…..by Boxing Day on December 26, when many people go shopping for sales. It is a (3)…… when people get together with(4)……Peole give(5)…… to each other or send(6)…..wishing each other a(7)…….Christmas At Christas, people(8)…carols to get into the Christmas(9)….As well, people(10)….Christmas trees and put up(11)…around the house. A common Christmas dinner is (12)….There are also lots of(13)…..goodies for the kids. People. Answers: 1. marks 2. followed 3. holiday 4. family 5. presents. 6. cards 7. merry 8. sing 9. spirit 10. decorate. 11. lights 12. turkey 13. baked 14. peaceful. Suggested answers: The description includes 6 main points:.

(58) love Christmas because it is the time when they can share(14)….moments with their family. Preparing Ss to write(13m) - To prepare Ss for the writing task, T uses the passage in the Warm-up as a model - T gets Ss to read the passage again and discuss the main points included in the passage in pair. At the same time, Ss should write down which sentences belong to which main point - Now get Ss to work individually to writee an outline for their description, using the main points set in previous activities -. Writing(15m) T gets Ss to describe the festival they have chosen in 15 minutes T goes around to observe and offer help with vocabulary or structures Feedback on Ss’ writings(8m). -. T asks Ss to exchange their writing with another student for peer correction T goes around and collects mistakes and errors Choose one or two descrition and read it/them to the class Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’attention to the organization of ideas and language use. + Name of the festival (sentence 1) + Purpose of the festival (sentence 1) + Time of the festival(sentence 2-3) +Main activities of the festival/what people do in the festival(sentence4-7) +Foods eaten(sentence8-9) + Peope’s feeling about the festival(like/dislike? Reason(s)?)(sentence 10). Individual work Mid-Autumn Festival is of my most favourite festivals. It is held on the 15th day of the 8th lunar month every year. It’Ss the time when Vietnamese people celebrate the largest full moon in the year. The children have parties with special cakes and grapefruits. They also parade in the street with their beautiful lantern, which come in all shapes and sizes. Adults buy moon cakes for their relatives and friends. It is a great time for not only children but also adults. -. -. Consolidation and homework(2m) T summarises the main points of the lesson For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’Ss suggestions and correction. D.P:08/12/08 D.T:16/12/08. Whole class. Period 46. Unit 8: Celebrations D. LANGUAGE FOCUS. I. Objectives By the end of the lesson Ss will be able to: -Distinguish the clusters /fl/, /fr/, and /θr/ -Pronoun the words and sentences containing these clusters correctly -Use one(s), someone, no one, anyone, and everyone appropriately -Use vocabulary about holidays and celebrations appropriately II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice IV. Procedure Teacher,S Pronunciation(12m) Distinguish sounds T models the clusters /fl/, /fr/, and /θr/ for a few times - T reads once for Ss to hear the words containing these clusters. T reads again and ask Ss to repeat after - Ask Ss to read the words in each column out loud in chorus for a few more times. Then T. Students’. Whole class, individual work and pair work.

(59) call on some Ss to read the words out loud Practicing the dialogue containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given dialogue on page 97 - Go around to listen and takes notes of the typical errors - Call on some Ss to read the D again and provide corrective feedback Grammar a. Presentation(6m) - T writes some sentences on the board and asks Ss to comment on the of one(s), someone, no one, anyone, and everyone. -. One and one(s) are used to replace a previously mentioned noun when we do not want to repeat that noun. One replaces a singular N and ones replaces a plural N Someone=somebody. It used with a singular verb in an affirmative statement or a question when speaker expects the ‘yes’ answer Anyone= anybody. It used with a singular verb in a negative statement or a question No one usually takes a singular affirmative verb Everyone = everybody. It usually goes with a singular verb in an affirmative statement or a question . It is used to refer to every person or all people. T asks Ss to give similar examples and gives feedback b. Practice Exercise 1(10m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answers Exercise 2(8m) T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences, using the pronoun one/ones Ask them to compare answer with another pair Call on some Ss to go to the board to write their answers Ask other Ss to feedback and gives correct answers Exercise 3(7m) Use the words from the box to complete the following sentences Ask Ss to work individually to do exercise Then T calls on some Ss to speak out loud T listens and correct it if necessary Suggested answers: 1. traditional 2. grand 3. gifts 4. celebrating 5. polite 6. good luck 7. excitement Consolidation and homework(2m) T summarises the main point of the lesson Ask Ss to learn by heart grammar they have learnt. Pay attention and give comments on these examples + I don’t like the red shirt, I prefer the blue one + Don’t buy the sour oranges. Buy the sweet ones + There’s someone waiting for the director in the office + Did someone call me last night? +Have you met anyone like him? + Don’t tell anyone my secret + No one likes her story + Everyone laughs at him + Has everyone done your home work? Individual work 1. anyone 2. someone 3. anyone 4. someone 5. no one 6. everyone 7. no one 1. Of the 3 bags, I like the blue one 2. Mai is making a fruit cake. Huong is making one, too 3. I like reading books, especially the ones about the natural world 4. I don’t have a computer, and my father doesn’t want me to have one 5. They let me choose a pencil, and I took the red one 6. There are several national celebrations in Vietnam but perhaps the most meaningful one is Tet holiday 7. We told each other both happy stories and sad ones about our lives. Whole class.

(60) D.P:24/12/08 D.T:26/12/08. Period 52. Unit 9:. The post office Reading. A. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure Teacher Warm up (5m). Students. Network Ask Ss to work in group of 4 to complete the network about some services of the post office group work. Flower telegram service Telephone& fax service. Post office EMS. Phone cards&internet cards. Mail &Pacel service Postal savings. Before you read(7m) Ask Ss to look at the pictures in textbook page 100 and ask them questions: - what can you see in the pictures? Ask Ss to work in pair ask and answer the questions in textbook (page 100) Vocabulary Spacious(a)= large Well-trained(a) Courteous(a) /'kə:tjəs/ Surface mail Express Mail Service(EMS) Competitive rate Speedy(a)=fast Secure(a) /si'kjuə/ Messenger Call Service /'mesindʒə/ Recipient(n) /ri'sipiənt/=receiver Facsimile(n,v) /fæk'simili/ To surscribe /səb'skraib/ Ask Ss to practice reading vocabulary and make sentence from them While you read Task 1(7m) Ask Ss to work individually to circle the letter(A,B,C or D) before the word that has the opposite meaning to the italicized word Then call some Ss to speak out their answers Listen and give feedback Task 2(10m) Ask Ss to read again the text and answer the. Whole class There is a post office and some services of it Pair work. lich sự, nhã nhặn thư gửi đường bộ hay đường biển. dÞch vô chuyÓn ph¸t nhanh møc gi¸ ph¶I ch¨ng nhanh chãng an toàn, bảo đảm dÞch vô nh¾n tin ngêi nhËn b¶n sao, b¶n chÐp đặt mua dài hạn. Individual work 1. C. 2. B. 3. D. 4. C. Individual work and pair work 1. Thanh Ba Post Office is equipped with advanced technology and a spacious and pleasant front office.

(61) questions Ask them to work pairs to practice asking and answering Call on some Ss to go to the board and write their answers Ask the other to remark and give feedback. 2. Mail and Parcel Service, Express Money Transfer, Phone Calls and Faxes Press Distribution 3. They are air mail, surface mail, EMS mail 4. It is used for notifying the reciepient of the time and the place to receive the call 5. You will have subsribe to your favourite newspapers and magazines. Task 3(8m) Ask Ss to read the statements in task 3 and read the text again to find evidence in the text to support these statements Ask Ss to work individually and then discuss the answers with their partners Call on some Ss to speak out their answers Listen and give feedback. Individual work and pair work 1. The post office opens daily from 7a.m to 9p.m 2. We offer a very competitive rate for parcels of under 15kg 3. We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time 4. We offer a speedy and secure service of transfering mone in less than 24 hours. After you read(6m) Ask Ss to work in group to answer the questions Go around the class and offer help Call on a representer of each group to answer the questions Wrapping up(2m) T summarises the main points of the text Ask Ss to learn by heart new words and write a short paragraph about 50 words about Thanh Ba Post Office. D.P:24/12/08 D.T:30/12/08. Unit 9:. Group work. Whole class. The post office B. SPEAKING. Period 53. I. Objectives By the end of the lesson Ss will be able to: Taking part in a conversation about registering the services of the post office Making a free conversation about registering the services of the post office II. Teaching aids Textbook, handouts,pictures …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure. Teacher Warm up(5m) Show the picture and and ask Ss to guest how the clerk and the customer greet to eachother. Activity 1(10m) Task 1: T asks Ss to act out the dialogue and then answer the questions: What service is the. Students The woman: Excuse me! The clerk: Yes? Can I help you, Madam?. Pair work Suggested answer: facsimile service.

(62) customer taking in the D? Activity 2(10m) Task 2 T sets the scene: Make a conversation from the suggestions. The conversation takes place at the post office between a clerk(A) and a custom(B), who wants to have a telephone line installed at home. Ask Ss to work in pairs to make a converstion After they finish T calls on some pair to practice before class Listen and correct their mistakes. Activity 3(15m) Task 3 Imagine that one of you is a clert at the post office and the other is a customer, make a dialogue for each of the situations Ask Ss to work in pairs T goes around the class and offer help Call on some pairs to practice before class Wrapping up (5m) Summarise the main points of the lesson Ask Ss to complete the second dialogue in task 3. Pair work A: Good morning. Can I help you? B: Yes, I would like to have a telephone line installed at home? A: Ok, where do you live? B: I live in Ngoc Ha Street. When can you install it? A: We can install it one week afer you register B: Can you come on Friday? A: Yes, that’s fine. Have you got a telephone yet? B: Yes, I have a telephone already. How much is the installation fee and monthly fee? A: The installation fee is 600 thousand Dong and the monthly fee is 27 thousand Dong. Could you please fill this form? Dialogue 1 A: Good morning. Can I help you? B: Yes, I would like to suscribe to Lao Dong daily newspaper A: Yes, how long would you like to get the newspaper? B: for a year please A: where would you like to get the newspaper? B: At home. I live at 67 Ngoc Ha Street A: Ok B:Oh, can I get the newspaper every morning before 6:30? A: Before 6.30? Well, it might be a little bit too early? How about 7.30? B: Ok, That’s fine. Thank you! A: All right. Could you fill in this form please. D.P:28/12/08 D.T:02/01/09. Period 54. Unit 9:. The post office C. LISTENING. I. Objectives By the end of the lesson Ss will be able to: Develop extensive listening skills and understand about the development of Vietnam’s telephone system over past few years Use the information they have listened to answer the questions Summarise the content of the listening in speaking or writing II. Teaching aids Textbook, handouts, tape cassette …………. III. Anticipated problems Ss may have difficulties to get information to answer the questions so T can help them. IV. Procedure Teacher Warm up(7m). Question: Which is the quickest, a phone call, a fax, an email or a letter? T hang on some pictures about some modern technology on the board and ask Ss to speak out their names Before you listen(8m) Ask Ss to work in pair to discuss 3 questions in textbook Goes around the class and offer help Call on some Ss to answer the questions Practice reading the words in “Listen and repeat”. Task 1(8m). While you listen. Students A phone call Group work. Pair work 3. With a mobile phone, you can contac other people easily, you always feel close to your family even when you are away from home. However, you don’t have much privacy.( sự riêng tư). Sometimes,it’s irritating (làm phát cáu) to get a call when you are sleeping or in a meeting.

(63) Ask Ss to read the statements or questions in task 1 to understand them Explain some key words and practice to read them Play the tape once for Ss to get information Play it again and ask Ss to answer Task 2(15m) Before listening again the tape ask Ss to read the questions and understand them Ask Ss to listen again and answer the questions Call on some Ss to go to the board and answer the questions Play the tape again if they don’t answer correctly T listens and gives feedback. After you listen(5m) Ask Ss to work in group and base on provided suggestion to summarise the main point of the listening Wrapping up(2m) Ask Ss to rewrite the listening about 50 words. individual work 1. B. 2. D. 3. C. 4. D. 5. C. Individual work and pair work 1. China has the best growth in telephone number 2. In the early 1990s, there were only 140.000 telephones in VN 3. In the 1996, the fixed telephone nubers were changed from 6 to 7 digits in HN and HCM City as well as 5 to 6 digits in other provinces 4. In 2001 5. There are 6.014 communal post offices in VN Group work Whole class. D.P:02/01/09 D.T:05/01/09. Period 55. Unit 9:. The post office D.WRITING. I. Objectives By the end of the lesson Ss will be able to: - Understand the content and structure of a letter to express satisfaction(or dissatisfaction) - Write a letter to express satisfaction(or dissatisfaction) with the services of the post office II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for writing, so T should be ready to assist them. IV. Procedure Teacher Warm up(5m). Handout Read the following adjectives and underline those can make people/things satistified Polite, rude, cold, helpful, spacious, cramped(chật hẹp), large, small, good, bad, reasonable (hơp ly), expensive, cheap, arrogant, punctual, reliable /ri'laiəbl/. Students. Group work Polite, rude, cold, helpful, spacious, cramped, large, small, good, bad, reasonable (hơp ly), expensive, cheap, arrogant, punctual, reliable (đáng tin cậy). (chắc chắn, đáng tin cậy). Preparing Ss to write(13m) Ask Ss to open their book and read again the text about Thanh Ba Post Office to get information Ask them some suggested questions: 1. What time does Thanh Ba post office open and close? 2. What is Thanh Ba post office equipped with? 3. What services are offered at Thanh Ba post office? 4. What are the attitudes of the staff? Writing Task 1(7m) Ask Ss to work in pair to discuss the abilities which make the customers satisfied or dissatisfied with the services at Thanh Ba post office T goes around the class and offer help Then call some Ss to say their opinions. Individual work 1.It opens daily at 7a.m and closes at 9 p.m 2.It is equipped with advanced technology and a pacious, pretty place for transaction. (sự giao dich). 3. They are Mail and Parcel Services, EMS, Express Money Transfer, Phone Calls and Faxes, Messenger Call Services, Press Distribution 4. The staff are always thoughtful and courteous to the customers. Pair work + the opening hours of the post office It is too early when closing at 9 p.m. It would.

(64) Task 2(10m) Ask Ss to work in group to write letters to the director of Thanh Ba post office to describe the quality of the services they have received Ask Ss to work in group of 5 Ss to write the satisfaction or dissatisfaction or both using ideas in task 1 T goes around the class and offer help Feedback on Ss’writing(8m) - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - Choose one or two descrition and read it/them to the class - Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’attention to the organization of ideas and language use. be much better if the post office opened until 10 p.m so that customers can have more access to the services +The quality of the equipment It is a well-equipped and reliable address for the postals and telecommunication needs + The security conditions of the post office The parking area of Thanh Ba is not a good and security place( Although the parking area is large, it has no security guards + The attitudes of the staff The staff are always helpful and polite to the customers/ the attitude of the staff sometimes seems a bit cold and not very helpful. -. -. Wrapping up(2m) T summarises the main points of the lesson For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’s suggestions and correction. Whole class. D.P:02/01/09 D.T:06/01/09. Period 56. Unit 9:. The post office E. LAGUAGE FOCUS. I. Objectives By the end of the lesson Ss will be able to: -Distinguish the clusters /sp/, /st /, and /sk/ -Pronoun the words and sentences containing these clusters correctly - Understand the uses of defining relative clauses and non-defining relative clauses and do exercise correctly II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice. IV. Procedure Teacher Pronunciation(8m). Students. Handout T gives Ss some pictures of : spoon, scanner, stamp, statue, dish, sparrow and then give them a crossword puzzles which has the words concern to the pictures a. b. c.. Group work S T A M P a. statue stamp. d.. e.. T P A L D. A I O I E. b. dish. T N S O A. U K I N N. E G G R T. c.spoon e.. f.. T reads the words which they have found and introduces the clusters /sp/, /st /, and /sk/. Individual work, pair work and whole class.

(65) Distinguish sounds - T models the three clusters /sp/, /st /, and /sk/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the dialogue - Go around to listen and take notes of the typical errors - Call on some pairs to read the dialogue again and provides corrective feedback Grammar A. Presentation(10m) Defining relative clauses and non-defining relative clauses 1. Defining relative clauses. Pair work. Đợc dùng để bổ nghĩa cho danh từ đứng trớc nó, tức là làm chức năng định ngữ. Nó là mệnh đề cần thiết cho ý nghĩa cña c©u Ex: The girl who is wearing glasses is my daughter. Whole class Ex: The students who/that come from Japan work very hard MĐQH xác định thờng đứng sau the+N. ngoµi ra nã cßn ®c dïng sau m¹o tõ a, an +N or Ns kh«ng cã the, vµ nh÷ng ®t nh all, none,anybody, somebody…. Ex: I like the ruler which my mother bought from China very much That thêng theo sau c¸c tõ nh: something, anything, everything, nothing, all vµ trong so s¸nh bËc nhÊt Ex: Is there anything that we must pay attention to?. 2.Non- defining relative clauses. Ex: William Shakespeare, who was in Stratford-on-Avon, wrote the play”Romeo and Juliet”. For person For thing. For person For thing. Subject Who/that Which/that. Subject Who Which. Object Who(m)/that Which/that. Object Who(m) Which. possessive Whose Whose/ of which. possessive Whose Whose/ of which. MĐQH không xác định đc dùng để bổ nghĩa cho một danh từ đc đề cập đến trong câu. Nó cho ta biết thông tin thêm về một ngời, về sự vật, một hiện tợng nào đó đc biểu hiện ở N mµ nã bæ nghÜa do vËy nã kh«ng quan träng vµ cã thÓ lîc bá. Nã ®c t¸ch ra khái M§ chÝnh b»ng dÊu phÈy + Trong MĐQH không xác định ta không dùng that thay thế cho who, whom, which + Chóng ta kh«ng ®c phÐp bá ®tqh ngay c¶ khi nã lµ t©n ng÷ + MĐQH không xác định có thể đc mở đầu bằng các cụm tõ nh all of, many of+®tqh All of Each of Many of. Some of… Neither of Much of. Etheir of One, two...of A few of. None of Most of. đtqh which đứng đầu đtqh không xác định có thể đc dùng để chỉ toàn bộ thông tin trong phần trớc của câu He keeps asking a lot of questions, which annoys me B. Practice Exercise 1(5m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answers Exercise 2(5m) Ask Ss to work individually to complete the sentences using who, whom, whose Call some Ss to say loudly their answers Lisen and give feedback Exercise 3(7m) Ask Ss to do exercise individually and then compare the answer with their partners Call on Ss to go to the board and do exercise After finishing ask them to correct if necessary Exercise 4(7m) Ask Ss to do exercise 1 individually and then compare their. Ex: He told me about Susan, who he just met at the party. Ex: There were a lot of students gathering at the hall, all of whom looked excited He was studying all the cameras in the shop, some of which attracted him. Individual work 1. A burglar is someone who breaks into the house to steal things 2. A customer is someone who buys something from the shop 3. A shoplifter is some one who steals from the shop 4. A coward /'kauəd/ is someone who is not brave 5. A tenant /'tenənt/ is someone who pays rent to live in a house Individual work and pair work 1. who 2. whose 3. whom 4. whose 5. whom Pair work and individual work.

(66) answers with another student. Then T calls on some Ss to go to the board and do exercise After finishing ask them to correct if necessary 1. Peter, who has never been abroad, is studying Frech and German 2. You’ve all met Michael Wood, who is visiting us for a couple of day 3. We are moving to Manchester, which is in the north west 4. I’ll be staying with Asrian, whose brother is one of my closest friends 5. John Bridge, who has just gone to live in Canada, is one of my oldest friends Wrapping up (3m) T summarises the main points of the lesson Ask Ss to do extra homework Complete the sentences with your own words 1. My friend knows a man who…….. 2. I have a friend whose………. 3. I returned the book that………. 4. The people whose……….. 5. Do you know Mr Hung, who………….?. D.P:02/01/09 D.T:08/01/09. 1. The man who answered the phone told me you were away 2. the waitress who served us was very impolite and impatient 3. the building which was destroyed in the fire has now been rebuilt 4. the people who were arrested have now been released 5. The bus which goes to the airport runs every half an hour. Whole class. Period:57. Test yourself C. I. Listening Tapescript R: Father and Son Ltd, goodmorning, for Sales press 1. For Account press 2. For enquiries, please hold Donna: Father and Son Company, Thank you for calling. This is Donna speaking. How can I help you? Georgia: Hello, my name is Georgia King, I’d like to speak to John Barnes, please Donna: Sorry, What name is that? Georgia: It’s Georgia King speaking Donna: Oh, I’m afraid Mr. Banes isn’t here at the moment. Can I take a message? Georgia: Well, I’m returning his call. He lelf me a message to call him Donna: Ok, Hold on please….The line’s busy at the moment. Can you call Mr. Barnes back later Georgia: Um……..Can I leave a message please? Donna: Oh, just a minute, I’ll put you through to one of his colleagues R- Record Answer key 1. g 2. b 3. e 4. f 5. d 6. j 7. h 8. k 9. c 10. a 11. i II. Reading 1. They gather before midnight and select twelve grapes from a large bunch 2. Because the twelve grapes are symbols of the twelves months of the year 3. In Iran 4. It lasts for thirteen days 5. They read from the Koran, then all embrace each other and say.”May you live 100 years” III. Pronunciation and grammar a. pronunciation 1. glean 2. fry 3. thrive 4. overthrow b. join the sentences using who or which 1. Earth is a planet which can support life 2. The book is about a girl who runs away from home 3. A dictionary is a book which gives you the meaning of workds 4. The man and the woman who live in flat 8 are from Scotland c. 1. c 2. b IV. Writing Tet is one of the most important traditional holiday in our country. It celebrates the Lunar New Year. Actually Tet starts on the first day of the lunar new year, however, people always prepare for it well in advance. The house is usually cleaned and decorated with beautiful things such as flowers and pictures. Peach flowers and kumquat trees are very typical at Tet. Almost every house has at least either peach flowers or kumquat trees, some even have both in their house at Tet. During Tet people enjoy traditional foods such as banh chung, fruit jams….. On the first day of the Lunar New Year, people often go to pagodas or churches then they visit their relatives. I enjoys Tet holidays because we often have “lucky money” at Tet and we can get up later than usual. The only thing I don’t like at Tet is that the weather is wet and cold.

(67) D.P: D.T:. Period:58. Unit 10: Nature. in danger A. Reading. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic - Understand the consequences which cause from human for nature and environment and Ss will be aware of their activities to prevent nature and environment from destroying II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure. Teacher Warm up(7m) T shows some pictures of animals and ask them to look at the pictures and answer the questions: a. b.. Students Individual work and pair work e. f..

(68) c.. d.. 1. What animals can you see in these pictures? 2. Where do these animals often live? 3. What would happen if their habitats were destroyed? Before you read(8m) Ask Ss to open their book and ask them to read the fact about endangered species and answer the questions 1. What do you understand from the fact above? 2. Can you explain why the numbers of these animal become small? 3. What causes danger to environment? Vocabulary pre-teach Cheetah(n) ['t∫i:tə] loài báo gêpa To scatter ['skætə] rải, rắc Species(n) ['spi:∫i:z] loài Danger(n) dangerous(a) To endanger [in'deindʒə(r)] gây nguy hiểm Pollutant(n) [pə'lu:tənt] chất gây ô nhiễm (do xe cộ, động cơ.. thải ra) – pollution(n)- polluted(a) – pollute(v) Consequence(n) ['kɔnsikwəns] hậu quả, kết quả Extinct(a)[iks'tiηkt] tuyệt chủng To prohibit [prə'hibit]= ban ( to prohibit somebody / something from doing something) cấm; ngăn cấm Interference(n) [,intə'fiərəns] ( interference in / with something) sự can thiệp- to interfere [,intə'fiə] Offspring(n) ['ɔ:fspriη] con (của một con vật). -. to have a great influence on result in as the result in danger of becoming extinct While you read Task 1(5m) Ask Ss to work individually to fill the blanks with the words given Call some Ss to speak out their answer before class Task 2(7m) Ask Ss to work in group or pairs to circle A,B,C,D that best sums up each paragraph Task 3(10m) Ask Ss to read the text again and answer the questions Call on some Ss to go to the board and do exercise Correct it if necessary 1. Four ways that people change the world are: - They are changing the environment by building cities and villages - They are affecting the water supply by using water for industry and agriculture - They are changing weather condition by cutting down trees in the forests - They are destroying the air by adding pollutants like smoke from factories and fumes [fju:m] khói, hơi khói from cars. 1. a. A tiger b. A lion c. A bear d. An elephant e. A panda f. A cheetah 2. They often live in the forests, zoos or National Parks 3. If their habitats were destroyed, animals would die/ the environment would be polluted/the nature would be in danger Pair work 1. The facts above show that the numbers of some wild or rare animals such as cheetahs, pandas and Siberian tigers become small or extinct 2. The numbers of these animals become small because they are killed for food, medicines, fur or skin 3. - wastes from factories and hospitals - smoke from vehicles - oil spills from ships - forest fires - people’s carelessness. how many offspring does a cat usually have?. Give examples. Individual work 1. extinct 3. decreasing 5. endanger 2. protect 4. pollutants 6.interference Pair work 1. C 2. B 3. A 4. C Pair work 2. The serious consequences of people’s interference with the environment are: - many kinds of rare animals are killed - the environment where these animals are living is badly destroyed - the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct 3. Many things have been done to protect endangered nature, such as: - Many organizations have been set up and money has been raised to save rare animals.

(69) - thousands of national parks have been established - laws have been passed to prohibit killing endangered animals After you read(6m) Ask Ss to work in group to find out why some animals have become extinct Call on some Ss to speak out their ideas. Group work - people kill animals for fur, skin and food - people keep animals as pets people hunt or capture (bắt giư) animals for recreation or entertainment. Consolidation and home work (2m) T summarises the main point of the lesson - Ask Ss to learn by heart the new words and make sentences from them.. whole class. D.P: D.T:. Period:59. Unit 10: Nature. in danger. B. SPEAKING. I. Objectives By the end of the lesson Ss will be able to: - Talk about about nature in danger and about measures for protecting endangered nature II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure. Teacher Warm up(3m) T introduces new lesson by asking some questions: - Why do we call some animals such as tigers, bears, elephants, whales endangered animals? - What should we do to protect and save them? Activity 1(12m) Ask Ss to work in pairs to put the reasons why nature is threatened in order of importance Example: T : In your opinion which reason is the most important? T goes around the class and offer help if necessary Call some Ss to speak out their opinion and explain the reason why. Activity 2(15m) Ask Ss to work in pairs to match the reasons in task 1 with possible measures for protecting endangered nature in the box below. Suggested answer Task 1: Reasons 1. killing animals for fur, skin and food 2. keeping animals as pets 3. hunting or capturing animals for recreation and entertainment 4. cutting down trees for wood and burning the forests 5. using fertilizers and. Task 2: measures - killing animals for fur, skin and food should be banned - keeping animals as pets should be discouraged - animals should not be captured for recreation and entertainment - cutting down trees for wood and burning the forests should be banned and. Students Individual work - Because they are hunted or killed in large number that they are in danger of becoming extinct - As a student we should stop eating and using products which made from animals Pairs work A: I think burning the forests is the most important. Because animal and plants will die, which causes the air polluted B: I think using fertilizers and pesticides for cultivation is the most important. Because these chemicals that causes the air polluted and effects the water supply and people’s health C: As for me, I think cutting down trees for wood is the most importanct because without trees and plants, most water would run off and cause not only erosion [i'rouʒn] (sự xói mòn) but also floods Pair work A: It is said that people are killing animals for fur,skin and food B: I think killing amimals for fur, skin and food should be banned Pair work.

(70) pesticides for cultivation 6. discharging chemicals pollutants into the environment. planting trees should be encouraged - decreasing the use of fertilizers and pesticides for farming cultivation - discharging chemicals pollutants into the environment should be prohibited. Activity 3(12m) State the negative impacks made by people on the environment and suggest measures to protect it Ask Ss to work in pair to discuss about environment Go around the class and offer help Call some pairs to practice Listen and give feedback Consolidation and homework (3m) - T summarises the main points of the lesson - Learn by heart the new words - For homework T asks Ss to find out 3 reasons why nature is threatened and 3 measures to protect it D.P: D.T:. A: It is said in the newspaper that people are burning forests and cutting down trees for wood B: That’s why the forests are destroyed A: What should we do to protect forests? B: I think burning forests and cutting down trees should be banned and planting trees should be encouraged Whole class. Period:60. Unit 10: Nature. in danger. C. LISTENING. I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as listening for specific information and listening for general infromation II. Teaching aids Textbook, handouts, cassette…………. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task. IV. Procedure Teacher Warm up (7m) Describe the pictures about Cuc Phuong National Park and ask Ss questions: 1. What are the pictures about? They are in the forest or a national park? 2. What can you see in the pictures? 3. Why do governments set up these places?. Students Whole class 1. It’s about a national park 2. We can see trees, plants and animals 3. They set up national parks to protect and save endangered amimals rhino ['rainou] in Cat Tien National Park. Before you listen(8m) Ask Ss to name some national parks Viet Nam by seeing the pictures Where are they a.. b.. In pairs a. Cat Ba National Park- hai phong b. Cat Tien National Park –lam dong c. Bach Ma National Park-hue d. Phong Nha National Park –quang binh e. Cuc Phuong National Park- ninh b×nh c.. d..

(71) e. Listen and repeat these words Scenic features ['si:nik 'fi:t∫ə] nÐt phong c¶nh Approximately [ə'prɔksimitli] khoảng chừng Devasting(a) /'devəsteitiη/ tàn phá, phá huy Vehicles ['viəkl; 'vi:hikl] Maintenance ['meintinəns] sự giư gìn; sự duy trì Completely(adv) [kəm'pli:tli] - T explains the meaning and read the words as model and then asks Ss to practice reading these words T introduces the tapecript: You are going to hear a passage about nationals parks in US. While you listen Task 1(8m) Listen to the passage and decide if the statements are true or false - Before listening, ask Ss to read through the statements to understand them and underline keys words. - Play the tape once for Ss to listen and do the task - Check the answer with the whole class. If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catch Task 2(12m) Listen again and answer the questions T asks Ss to read and answer the questions with the things they remember from the previous time of listening T plays the tape again for Ss to do the task. After playing the tape, T gets Ss to work in pairs and check their answers T calls on some Ss to give the answers and elicits feedback from other Ss. After you listen(7m) Ask Ss to discuss in groups about the main content of the listening base on the answers in task 1, 2 Then call some presenter of each group to stand up and speak out their answer Consolidation and home work(3m) Summarise the points of the lesson and ask Ss to write down the content of the listening. It costs approximately 200 francs for the maintenance of their rights, the workmen must struggle. speak out the new words Individual work 1. T 2. T 3. F 4. T 5. T. Task 2 1. There are 52 national parks in the National Parks in the United States 2. Millions of people visit national parks every year 3. + Rare animals are killed or hunted for fur, skin or other parts + Trees are cut down for food +Large areas of national parks experience desvasting fires caused by careless people + The increasing number of visitors is harming the parks due to the pollution from their vehicles 4. – Rare animals and trees should be protected - Fires caused by careless people should be limited - Pollution from visitors vehicles should be decreased and many should be raised for the park’s staff and maintenance of their resources Group work Whole class. D.P: D.T:. Period:61. Unit 10: Nature. in danger. D. WRITING. I. Objectives By the end of the lesson Ss will be able to: Write a paragraph to describe the national parks base on provided information II. Teaching aids Textbook, handouts, cassette tapes …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teacher Students Warm up (7m).

(72) Handout Read the passage carefully and fill in each blank with one suitable word or phrase Cuc Phuong National Park is located 160 km()…..of Hanoi. It is the first of Vietnam’s nine national parks to be ()……and it contains over 200 km2 of(3)….. . Tourist go there to study butterflies, visit(4)……, hike mountains and look at (5)…….tree. According to scientists, there are about(6)……different species of flora and 450 species of (7)….. . Many visitors come to Cuc Phuong to see the work being done to protect(8)….. Before you write(8m) Ask Ss to read the information of Cat Ba National Park Ask Ss some questions Cat Ba National Park 1. Where is Cat Ba National Park located? 2. What are the features of Cat Ba National Park? 3. How large is it? 4. What do you know about the animals and plants in Cat Ba National Park? 5. What are some of historic features of the parks? Useful language It’s located in/on………….. It’s famouas for……… It covers/contains……. Its total area is…………… There are…….species of/kinds of/sorts of…… We can find……… Something is found in………….. While you write(17m) Ask Ss to write a description about Cat Ba National Park, using the facts and figfures Goes around the class and offer help Call some Ss to go to the board and write their writing Feedback writing(10m) - Ask Ss to correct the mistakes the writing on the board -Choose one description and reads it to class - Elicit corrective feedback from the class and give final comments afterwards Consolidation and home work (3m) T summarises the main points For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction and do the extra exercise. D.P: D.T:. Pair work 1. south west 2. established 3. rain forest 4. caves 5. 1000 year old 6. 2000 7. fauna 8. endangered species. Individual work. Take notes Cat Ba National Park, which was declared as a national park in 1986, is situated on Cat Ba Island, 120 km from Hanoi and 20 km east of Hai Phong. Cat Ba National Park is the only site in Vn endowed with both tropical forests and coastal waters with while sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15.200 ha, including 9,800 ha of ocean Cat Ba National Park presevers approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants The stone tools and human bones found in the island’s limestone caves reveal that people inhabited there at least 6,000 years old.. Period 62. Unit 10: Nature. in danger. E. LANGUAGE FOCUS I. Objectives By the end of the lesson Ss will be able to: Practice reading correctly the clusters: /sl/, /sm/, /sn/ and /sw/ Consolidate how to use relative pronouns with prepositions II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice. IV. Procedure. Teacher Warm up(5m) Complete two sentences 1. a/swims/lake/often/in/Snow/small 2. loudly/can’t/he/that/the/sleep/snores/bady/so Pronunciation(7m) Distinguishing the sounds. - T models the four clusters/sl/, /sm/, /sn/ and /sw/. Students Goup work 1. Snow often swims in a small lake 2. He snores so loudly that the baby can’t sleep.

(73) for a few times and explains how to produce them - Play the tape once for Ss to hear the words Containing these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation. Whole class Whole class, individual work and pair work. Practicing sentences containing the target sounds. - Ask Ss to work in pairs and take turn to read aloud the dialougue - Call on some pairs to read the dialogue again and provides corrective feedback Grammar a. Presentation(7m) Relative pronouns with prepositions T gives situation for Ss to rewrite it Ex: The man is living near your house. I talked to him on the phone last night  The man to whom I talked on the phone last night is living… Ask Ss to remark the differences in two answers Note: Giới từ trong MĐQH thờng đc đặt ở cuối MĐQH nhng trong văn viết hoặc để diễn đạt ý một cách trang trọng, giới từ thờng đặt trớc đại từ qh Giới từ không đứng trớc ĐTQH that and who of which, of whom, of whose ®c dïng sau c¸c tõ chØ sè lîng (all, both, many, most neither, none, some….) vµ d¹ng so sanh nhÊt b. Practice Exercise 1(5m) - Ask Ss to do exercise 1 individually and then compare their answer with another student - Call on some Ss to read out their answer Exercise 2(12m) - T asks Ss to do exercise 2 in pairs and then compare answers with another pair - T calls on some Ss to go to the board and to write their answer Exercise 3(7m) - Ask Ss to do exercise 1 individually and then compare their answer with another student Call on some Ss to read out their answer Consolidation (2m) Summarise the main points of the lesson. The man whom I talked to on the phone last night is living….. The room in which the young boy lived was untidy. Ex: Jane have three sisters, all of whom are married. 1. whom 4. whom. 2. which 3. whom 5. which 6. who 7. which. 1. The man to whom I talked yesterday was… 2. The man about whom I told you works… 3. The woman about whom Iam telling you teaches….. 4. The movie about which they are talking is… 5. The picture at which she was looking was.. 6. I’ll give you the address to which you …. 1. that 2. which 3. who 4. whom 5. which/ that 6. which 7. who 8. whom Whole class.

(74) D.P:06/02/09 D.T:09/02/09. Unit 11.. Sources of energy. Period 63 A. READING. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic - Understand the the importance of saving sources of energy in our life II. Teaching aids Textbook, handouts, picture …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure Teacher Warm up(3m) Complete the sentences 1. We use…….to cook 2. we use…….to run machines, cars, motorbikes Before you read(12m) 1.What do you call the group of oil, coal, natural gas? 2.What do you think about fossil fuels? 3.What should we do to preserve them? 4.What energy can replace fossil fuels? So. today we are going to learn about alternative sources of energy *Going through the pictures on page 124 - What sources of energy is in each picture? - What do you need energy for? Vocabulary pre-teach Hydroelectricity(n) [haidrouilek'trisiti] thủy điện Fossil fuel ['fɔsl fjuəl] Reserve(v,n) [ri'zə:v] ( to reserve something for something / somebody) để dành; dự trư Exhausted(a) [ig'zɔ:stid] kiệt sức, mệt lử To exhaust [ig'zɔ:st] Relatively short time ['relətivli] tương đối Alternative source [ɔ:l'tə:nətiv sɔ:s] Geothermal heat [,dʒi:ou'θə:məl hi:t] Windmill(n) ['winmil] To release [ri'li:s] Plentiful(a) ['plentifl] Infinite(a) ['infinit] Potential(a) [pə'ten∫l]. T helps Ss to pronounce them correctly Task 1(7m) Get Ss to read the passage silently and then do Task 1 - Check the answers with the whole class - Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese. Students Group work 1. oil, coal, wood, natural gas 2. gas -Fossil fuels -They are available but they are going to be -exhausted in the future - We should find new sources of energy which can replace them - They are geothermal heat, wind energy, water energy, nuclear power, solar energy Picture 1: wind power 2: solar panels, solar energy 3: hydroelectric power station, dam - we need energy to live and work +To cook meals +To light, heat or cool the house + to run machines, cars, mortobikes… nhiªn liÖu ho¸ th¹ch sự dự trư He reserves some money for later use Anh ta dự trư một ít tiền để dùng sau này. làm cạn kiệt; (nghĩa bóng) làm kiệt sức. trong một khoảng t/g tơng đối ngắn nguån thay thÕ địa nhiệt cối xay gió tha, thả, phóng thích có số phú; lương lớn; phong dồi dào vô tận; vô vàn, không đếm đươc tiềm năng; tiềm tàng practice reading vocabulary and give examples individual work 1. released 2. alternative 3. energy. 4. limited. Sources of energy Nuclear power Solar energy. 5. exhausted. Advantage(s). Dis dvantage(s. unlimited Plentiful, clean. dangerous Possible during.

(75) Task 2 (10m) - Ask Ss to read passage again and complete the table - Call on some Ss to write their answers on the board Task 3(5m) - Ask Ss skim the 2 questions to understand them - Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner - Call on some Ss to read aloud their answer and ask them to explain their choices - Give the correct answers After you read(7m) - Ask Ss to complete the summary of the reading passage by filling each blank with a suitable word from the box - Call on some Ss to stand up and speak out their answers - Listen and give feedback Consolidation and homework (3m) - T summarises the main point of the lesson - Ask Ss to learn by heart the new words and make sentences from them.. Water power Wind power. infinitve, safe Clean &unlimited Clean &unlimited. Geothermal heat. avialable. the day time expensive No wind no energy Possible in some places. Task 3 1. Our major source of energy come from fossil fuels 2. Five souces of energy are mentioned in the text. I think solar energy is the most potential 1. energy 3. fuels 5. alternative 7. unlimited 2. one 4. limited 6. sources 8. environment. Whole class. D.P:06/02/09 D.T:10/02/09. Unit 11.. Sources of energy Period 64 B. SPEAKING. I. Objectives By the end of the lesson Ss will be able to: Talk about advantages amd disadvantages of energy sources II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure. Teacher Warm up(7m). Handouts Look at the given pictures and write down the sources of energy + Which source of energy is the most popular in our country? + Is it limited or unlimited? What should we do to be sure that we can continue to use it in the future? Task 1(8m) Ask Ss to read the sentences in the box and tick if these facts are advantages or disadvantages -Nuclear reactor ['nju:kliə ri:'æktə] lò phản ứng hạt nhân -radiation [,reidi'ei∫n] sự bức xạ, sự phát xạ, phóng xạ Call on some Ss to stand up and speak out their answers Task 2 (17m) Ask Ss to work in pairs to make short exchange about the advantages of using each alternative source of energy, using suggestions from task 1 Useful expression I think that……… Why do you think/believe so? It is………..However,……………. Enormous(a) [i'nɔ:məs] to lớn, không lồ Renewable(a) [ri'nju:əbl] có thể hồi phục lại. Students Group work Fossil fuels It is limited so we should start using alternative sources of energy Individual work 1, 2,3,5,7- disadvantages 4,6- advantages Model T: More and more people worry about the shortage of fossil fuels S: That’Ss true and I think that wind power can be an alternative source of energy T: Why do you think so? S: Because our major source of energy is running out while the wind is abundant and unlimited T: I know it is also clean and safe to the environment. However, it is not available when there is no wind.

(76) Task 3(10m) Ask Ss to work in group to express your belief on the increasing use of alternative sources in the future, using the ideas from task 2 Model A: I think that more and more people will use the solar energy B: Why do you think so? C: But it’Ss expensive and we can only have it at a specific time of the year A: I hope that the progress of science and technology will help overcome this proplem B: That’s right and then we don’t have to worry about the shortage of energy C: And our life will be more comfortable with cheap simple devices run on the solar energy Consolidation and homework (3m) T summarises the main points of the lesson For homework T asks Ss to write about the advantages and disavantages of using solar energy as an alternative source of energy. D.P: 07/02/09 D.T:11/02/09. Unit 11.. Group work. Whole class. Sources of energy. Period 65 C. LISTENING. I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as listening for specific information and listening for general infromation II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task. IV. Procedure Teacher Warm up(5m) Pick out the odd one from the following words and explain why The sun, the air, the land, the ocean, the house Before you listen(7m) *Listen and repeat Practice reading the words in “Listen and repeat” Ecologist(n) [i'kɔlədʒist] nhà sinh thái học Fertilize(v) ['fə:tilaiz] làm cho phì nhiêu; làm cho màu mỡ. Students Individual work The house: the other words can be sources of energy Individual work and whole class Give examples. (đất). Sources Unlimited (a) Renewable(a) Fossil fuels While you listen You are going to hear a monologue ['mɔnəlɔg] kich một vai; độc bạch about the importance of some vital ['vaitl] (thuộc sự) sống natural resources Task 1(10m). Individual work 1. D. 2. C. 3. D. 4.A. 5. C.

(77) - Before listening, ask Ss to read through the statements to understand them and underline keys words. - Play the tape once for Ss to listen and do the task - Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch Task 2(12m) Ask Ss to work in pairs to read though the passage and guess the missing words - Play the tape once for Ss to listen and do the task - Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch After you listen(8m) Ask Ss to decide which group these souces of energy belong to- renewable or nonrenewable Consolidation and homework Ask Ss to revise the lesson at home and prepare the next lesson D.P:07/02/09 D.T:. Unit 11.. Pair work 1. unlimited 2. atmosphere 3. may 4. gases 5. amount Group work. Sources of energy Period 66 D. WRITING. I. Objectives By the end of the lesson Ss will be able to: Describe information from a chart II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them. IV. Procedure. Teacher Warm up(5m) T asks Ss some questions 1. what kind of energy is consumed the most in Vietnam? 2. Which one ranks next?why? Before you write Task 1(7m) Ask Ss to interpret the information from a chart. Read and take the exact figure for each item Ask Ss to work in group to do exercise Call on some Ss from each group to speak out their answers Listen and give feedback Task 2(8m) Ask Ss to continue the description of the trends in energy consumption in the year 2005 Call on some group to speak out their writing Listen and give feedback While you write Task 3(15m) Ask Ss to work individually to describe the chart, using information from task 1,2 Call on a S to write on the board. Students In group think about the questions 1.Petroleum 2.Coal 3. Nuclear and hydroelectricity because we need these sources in many factories Work in group 1. 117 million tons 2. coal 3. smallest. Work in group 2005: nuclear and hydroelectricity 75 million tons Petroleum – 50 million tons Coal -45 million tons Total – 170 million tona. Individual work The chart shows the energy consumption in the year 2005 in Highland Feedback Ss’s writing(8m) As can be seen, the total energy Pick up some Ss’s writing and find the mistakes and consumption was 170 million tons. write on the board Nuclear and hydroelectricity made up Ask Ss to correct the mistakes on the board the largest amount of this figure with 75 million tons. This was followed by the consumption of petroleum(50 million tons). Coal made up the smallest amount of energy consumption(45.

(78) Consolidation and homework (3m) T summarises the main point of the lesson For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction. million tons) Whole class. D.P:08/02/09 D.T:. Unit 11.. Sources of energy. Period 67 E. LANGUAGE FOCUS. I. Objectives By the end of the lesson Ss will be able to: -Distinguish the clusters /∫r/, /spl /, and /spr/ -Pronoun the words and sentences containing these clusters correctly - Understand the uses of defining relative clauses replaced by participles and to infinitives and do exercise correctly II. Teaching aids Textbook, handouts, ……….. III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice. IV. Procedure. Teacher Warm up(5m) Listen and write out the odd ones 1. shred shrank splash shram 2. shrine splice spline splay 3. splint spring split spleeny 4. shrimp sprint sprinkle spring 5. sprain spray splendid spread Pronunciation(7m). Students Individual work Listen and write down the odd ones. Distinguishing the sounds. - T models the clusters/∫r/, /spl /, and /spr/ for a few times and explains how to produce them - Play the tape once for Ss to hear the words Containing these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation. Individual work,pair work, whole class. Practicing sentences containing the target sounds. - Ask Ss to work in pairs and take turn to read aloud the sentences - Call on some pairs to read the sentences again and provides corrective feedback Grammar 1.Presentation(10m) 1.1 . Relative clauses reduced by participles a. Present participle ex1: The students who attend this school have to wear uniform → The students attending this school have to wear uniform Ex2: The girl who is speaking to Nam is my sister → The girl speaking to Nam is my sister Ex3: peole who hope to go on the tour → People hoping to go on the tour Ex4:Tom, who wanted to make a long trip, took her to the seaside →Tom wanting to make……, took her….. Note:. Pay attention and give examples - The bridge that connects the two villages is small → the bridge connecting the two villages is small Take notes: M§QH rót gän dïng hiÖn t¹i ph©n tõ khi V trong M§ ë th× tiÕp diÔn, hay V diÔn tả hành động thờng xuyên lâu dài hay thãi quen(exaple 1,2) + Khi V trong M§ diÔn t¶ sù mong íc: wish, desire [di'zaiə] mong muốn, ao ước, want, hope(but not like)(ex3) + trong M§QHKX§ cã nh÷ng ®t: know, think, believe, expect…(example 4).

(79)  Relative Pronoun + V = V-ing  Relative Pronoun + be + V-ing = V-ing (The verb in the relative clause is in active form) b. Past participle ex: The film which is shown at the cinema is really interesting → The film shown at the cinema is really interesting  Relative Pronoun + be + PII = PII (The verb in the relative clause is in passive form) 1.2. Relative clauses reduced by To Inf a. when the Relative Clause follows the first/second/third/../last only+N/pronoun or the superlative degree of Adj ex: The last man who left the shop → The last man to leave the shop Ex: This is the first man who reaches the top of this mountain →This is the first man to reach the top of this mountain b. When the Relative Clause express something that must/can/or have to be done ex: He has a lot of homework that he must finish → He has a lot of homework to finish Ex:The children need a large playground which they can play in → The children need a large playground to play in 2. Practice Exercise 1(7m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answers Exercise 2 (7m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss go to the board and write on the board After finishing and the rest Ss to correct if necessary listen and give feedback 1. The idea presented in that books are interesting 2. I come from a city located in the southern part of the country 3. They live in a house built in 1890 4. The photographs published in the newspaper were extraordinary [iks'trɔ:dnri] [iks'trɔ:dnri]. Tom, expecting to be paid the following week, offered to help me Ex: I like reading the stories which are written by Nam Cao → I like reading the stories written by Nam Cao. Pay attention and give examples He is the only one who understands me → He is the only one to understand me The first man who saw me was Tom → The first to see me was Tom. Individual and pair work 1. The boy playing the piano is Ben 2. Do you know the woman coming toward us? 3. The people waiting for the bus in the rain are getting wet 4. The scientists researching the causes of cancer are making progress 5. The fence surrounding our house is made of wood 6. We have and apartment overlooking the park Individual and pair work. lạ thường; khác thường. 5. The experiment conducted at the University of Chicago was successful 6. They work in a hospital sponsored by the government Exercise 3(7m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss go to the board and write on the board After finishing and the rest Ss to correct if necessary Listen and give feedback 3. Production T asks Ss to make sentences with relative pronouns redured by participles and to Inf Consolidation and homework (2m) Summarise the main point Give home work. Individual and pair work 1. John was the last man to reach the top of the mountain 2.The last person to leave the room must turn off the light 3. The first person to see is Mr. Smith 4. This is the second person to be killed in that way 5. The first person to catch the ball will be the winner Whole class.

(80) D.P:15/02/09 D.T:18/02/09. Period 68. Test yourself D. I.Objectives: By the end of the lesson Ss will be able to do all the exercises correctly II. Teaching aids: text book…. III.Anticipated problems Ss may find it difficult to do all the exercises IV.Teaching procedure I. Listening 1. can’t live 2. it rains 3. planting vegetation [thực vật, cây cối nói chung] 4. hold back the water 5. dry seasons II. Reading 1. Air, water and soil are necessary to the survival of all living things 2. Badlly polluted air can cause illness, and even death. Polluted water kills fish and other marine life. Pollution soil reduces the amount of land that is available for growing food 3. Because much pollution is caused by things that benefit people. For example, exhaust from automobiles causes a large percentage of air pollution, but the automobile provides transportation for millions of people 4. They would have to stop using many things that benefit them 5. Governments can pass and enforce laws that require businesses and individuals to stop, or cut down on certain polluting activities III. Pronunciation and grammar a. Pronunciation 1. sneeze 2. smash 3. shrimp b. Grammar 1. living 2. ringing 3. to leave 4. to drink 5. invited 6. blown. 4. spread.

(81) IV. Writing We are trying to find solutions to environmental pollution problem. People should stop cutting trees for timber [gỗ xây dựng]. Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and air pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not leave litter on the land and in the water. We should prohibit factories from dumping industrial waste into rivers and lakes. It is high time governments over the world had measures that require companies and individuals to stop or cut down on polluting activities.. Period 71. D.P:22/02/09 D.T:25/02/09. Unit 12: The. Asian games. A. READI NG. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic and summarise the content of the text - understand the history and meaning of The Asian Games II. Teaching aids Textbook, handouts,pictures about sport games in Asian Games, cassette …………. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task. IV. Procedure. Teacher Warm up(5m) Show some pictures about asian games and ask questions:. 1. What sports do you see in the photos? 2. Which one do you like to play?why? 3. In which sporting events are these sports competed? Before you read(7m) Ask Ss to open the book and look at the pictures in it and speak out what sport game it is Ask Ss to work in pair group to discus the questions in before you read Vocabulary pre- teach Intercultural knowledge Multi-sport event Facilities(n) [fə'siliti] ( số nhiều) nhưng tiện nghi Aquatic(n) [ə'kwætik] Wrestling(n) ['resliη] Squash(n) [skwɔ∫] Fencing(n) Billiards(n) ['biljədz] Appreciate(v) Enthusiasm(n) [in'θju:ziæzm]. Students. 1. They are football, table tennis, high jumping, and bodybuilding 2. I like to play…because it makes me healthy 3. In Sea Games and Asian Games Individual work - tennis, wushu, fencing, football Pair work - every four years - 44 - karatedo, Body building sù hiÓu biÕt v¨n ho¸ lÉn nhau sù kiÖn nhiÒu m«n thÓ thao (thể dục,thể thao) chơi ở dưới nước (ví dụ bóng nước...) môn đấu vật. bãng quÇn môn đấu kiếm bi da.

(82) While you read(20m) Choose the most suitable main idea for each para A. The spirit of the 14th Asian Games B. The purpose of Asian Games C. The five-decade history of the Asian Games Task 1 Ask Ss to work individually to complete the sentences using the word on the box Task 2 Scan the passage and complete the following table Ask Ss to work individually Call on some Ss to go to the board and write their answers Give the feedback Task 3 Ask Ss to work in pairs to practice asking and answering the questions Call on 2 Ss to write their answers on the board Give feedback. đánh giá đúng, đánh giá cao sự hăng hái, sự nhiệt tình 1- B. 2- C. 3- A. Individual work 1. facilities 2. aquatic 3. enthusiasm 4. effort 5. advancing 6. appreciated Individual work 1. 1951 2. the 2nd Asian Games in Manila, the Philipines 3. 1958 4. Squash, rugby, fencing and mountain biking 5. 2002 Pair work 1. The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia 2. 9,919 participants took part in the 14th Asian Games 3. They won the gold medals in body building, billiard and women’s kararedo. Period 72. D.P:22/02/09 D.T:02/03/09. Unit 12: The. Asian games. B. SPEAKING. I. Objectives By the end of the lesson Ss will be able to: Practise asking for and giving information about the Asian Games - Talk about sport results II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have difficulties with speaking ordinary numbers so T should help them. IV. Procedure. Teacher Warm up(7m) Ask Ss to arrange these jumbled words to make the complete questions by putting the words given in the correct orders 1. 14th, were, the, where, Asian, held, Games, when, and? 2. countries, in, how, the, part, many, complete, how,the? 3. were, at, Games,sports, many, completed,how,the? Call on 3 Ss to go to the board and write the questions Ask other Ss to correct if necessary Ask Ss to work in pairs to find the answers Activity 1(20m) T reviews how to read cardinal number and ordinal number T gives Ss handouts to practice speaking Ask Ss to work in pairs to practice asking for and giving information about the Asian Games and talking about sport results. Students Pair work 1. When and where were the 14th Asian Games held? In Busan, Korea 2. How many countries took part in the Games? 42 countries 3. How many sports were completed at the Games? 38 sports Pair work A: When and where were the 1st Asian Games held? B: in 1951 in India A: How many countries took part in the Games? B:11 A: How many sports were competed at the Games?.

(83) T goes around and offer help if necessary Then call on some pairs to stand up and practice Correct their mistakes if necessary Handout A Game No 1 2 3 4 5 6 7 8 9 10. Host country. year. Number of countries. 1951 Philipines Indonesia. Number of sports 6. 18 20 1962. 13 17 18. Thailand Iran. 16 1978. 25. 1986. 27. India. 21. Activitiy 2(15m) Ask Ss to take turns talking about the Asian Games and the sports results of the Vietnamese athlete at 14th Asian Games, using the information from the table in your books Ask Ss to work in pairs to practice talking about sport results T goes around and offer help if necessary Then call on some pairs to stand up and practice Correct their mistakes if necessary Consolidation and homework (3m) Summarise the main point Give home work, in 30 words write about athletes or sports you like best. B: 6 Handout B Game No. Host country. 1 2 3 4 5 6 7 8 9 10. India. year. Number of countries 11. 1954 Japan. Number of sports 8. 20 1962. Thailand. 13 18. 1970 1974. 13 25. Thailand. 19 1982. Korea. 25. Pair work A: In which sport did Vietnamese athletes won medals? B: Body building, Billiards, Karatedo, Shooting, Wushu A: How many medals did they win? B: 10 A: In which sport did Vietnamese athletes win 2 gold and 1 bronze medals? B: Karatedo Whole class. Period 73. D.P:23/02/09 D.T:03/03/09. Unit 12: The. Asian games. C.LISTENING. I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as listening for specific information and listening for general infromation Do multiple-choice questions, comprehension questions exercises well Summarise main ideas II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task IV. Procedure Teacher Warm up(5m) 1. Name some gymnastics you know or see? 2. What do you call a person who displays in. Students Group work.

(84) gymnastics? marathon Weightlifting pole vaulting. swimming. sports. We call a person who displays in gymnastics a gymnast. jumping. javeline Before you listen(8m) Ask and answer the following questions: 1. What are name of these sports? a. b.. Pair work a. long jump b. high jump c. gymnastics d. weightlifting e. swimming e.. c.. d.. Yes, I have 2. Have you ever watched sports like these on television? 3. Which sport do you like best? Why? - Ask Ss to work in pairs to ask and answer the questions - Go around check and offer help - Call some pairs of Ss to stand up and practice asking and answering the questions Listen and repeat Ask Ss to listen and repeat the words phrases in textbook Explain how to read correctly and their meaing While you listen Task 1(10m) - Get Ss to read the options in each sentene or question carefully - Play the tape once for Ss to listen and do the task - Get Ss to find a partner to check their answers with - If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Then check with whole class Task 2(14m) - Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again - Get Ss to check their answers with a partner. Then check with whole class - Play the tape again and pause at difficult point if many Ss can’t complete the task - Call on some Ss to go to the board and write down their answers - T gives the feedback After you listen(5m) Ask Ss to discuss about the famous Vietnamese gymnasts who won medals they know and what sports they won - Go around the class and offer help. I like swimming because it make relax and healthy. Whole class. Indidividual and pair work 1. C 4. B. 2. A 5. D. 3. B. Pair work and whole class 1. 10.15 p.m 2. 6 gold medals 3. 2 times 4. High jump 5. He looked very disappointed. Group work. Whole class.

(85) -. Call on some Ss to stand up and speak out Consolidation and homework (3m) Summarise the main point of the lesson For homework, in not more than 50 words write a paragraph about famous atheles you know. Period 74. D.P:24/02/09 D.T:04/02/09. Unit 12: The. Asian games. D.WRITING. I. Objectives By the end of the lesson Ss will be able to: Describe the preparations for the coming Asian Games II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have difficulties in writing and have mistakes so T should help them. IV. Procedure Teacher’S Warm up(7m) T asks Ss to work in groups and give each group some letters and asks Ss to arrange them into meaningful word Call on some group to go to the board and write down Give the feedback Before you write Handout Activity 1(5m). Ask Ss to match the verbs in column A with the noun phrases in column B A 1. build 2. upgrade 3. widen 4. equip 5. advertise 6. recruit 7. hold. B a. the training areas b. one more National Stadium c. people to serve the Games d. the national Sports Centres e. hotels with modern facilities f. a competition to choose and official song g. sports- places-dates and time. Activity 2(7m) Setting the scene Suppose Vietnam is going to hold the Asian Games. What will we have to do to prepare for the Games? T gives some questions: 1. what will your country do first? 2. Why will we have to upgrade the National Sports Centres and stadiums? 3. What about the training areas and the roads? 4. What will we have to equit the hotels and guest houses with? What for? 5. Which form of mass media will be used to advertise all the preparations for the Games? 6. Who will you recruit to serve the Games? 7. What competition will we have to hold? -Ask Ss to look at the suggestions in the book before. Students’ Group work +Suggestion Build, upgrade, winden, equip, advertise, recruit, hold. Group work 1. b 2. d 3. a 4. e 5. g 6. c 7. f. 1. We’ll have to build one more National Stadium and some sports buildings and car parks 2. Because they are not in good condition 3. We will widen the training areas the roads and the sports building 4. We will have to equip all the hotels and guest houses with modern facilities- to welcome foreign athletes and visitors 5. The radio and television will be used for advertising.

(86) writing Call on some Ss to stand up and answer the questions Listen and give feedback. 6. We should recruit university teachers and students with good English 7. We should hold a competition to choose an official song for the coming Asian Games. While you write(15m) Ask Ss to write a short para about 100-120 words to desribe the preparations for the Games Group work. Useful language Conjunctions: First, next, then, finally Because, so, moreover….. Tense: simple present and future Ask Ss to work in group to practice writing. Feedback on Ss’ writings(8m) -Ask Ss to exchange their writing with another student for peer correction - Go around and collect mistakes and errors - Collect some writings for quick feedback - Write Ss’ typical errors on the board and elicits self and peer correction - Finally, T provides general comments on the writings Consolidation and homework (3m) - T summarises the main points of the lesson - For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’Ss suggestions and correction. Sample writing: To prepare for the coming Asian Games, we will have a lot of things to do. First of all, we will build one more National Stadium, some sports buildings and car parks. The National Sports Centres and local stadiums are not good condition so they need upgrading. And we will widen the training areas the roads and the sports buildings. Then we will have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. The hotels should also have special service for disable athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and television. Finally we need to recruit volunteers to serve the Games- These people should be university teachers and students with good English. One more important thing is that we will have to hold a competion to choose and official music for welcoming the Asian Games. Whole class. Period 75. D.P:25/02/09 D.T:. Unit 12: The. Asian games. E. LAGUAGE FOCUS. I. Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters /str/, /skr/, and /skw/.

(87) - Pronoun the words and sentences containing these clusters correctly - Be consolidated relative clauses do exercise correctly - understand about omission of relative pronouns II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice. IV. Procedure Teacher Warm up (5m). Handout:. Students. Listen carefull and make a cross (X) at the sound you hear /str/. /skr/. /skw/. 1 2 3 4 5 6 7 8 9. 10 T reads aloud the words which have the clusters /str/, /skr/, and /skw/ 1. squire ['skwaiə] đia chủ, điền chủ 2. 3. 4. 5.. scram [skræm] (từ lóng) cút nhanh!, xéo! squeak [skwi:k](v,n) rít lên straight [streit] scroll [skroul]. Pair work /str/ 1 2 3 4 5 6 7 8 9. 10. /skr/. /skw/ X. X X X X X X X X X. 6. strict [strikt] 7. squeal [skwi:l](n,v) kêu ré lên, thét lên 8. stress [stres] 9. scrunch [skrʌnt∫](v) nghiến (răng) 10. straw [strɔ:]. Pronunciation(10m). Distinguishing the sounds. - T models the clusters/str/, /skr/, and /skw/ for a few times and explains how to pronounce them - Play the tape once for Ss to hear the words Containing these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation. Pair work, individual work and whole class. Practicing sentences containing the target sounds. - Ask Ss to work in pairs and take turn to read aloud the sentences - Call on some pairs to read the sentences again and provides corrective feedback Grammar 1.Presentation(7m) Relative clauses(revision) Setting the scene T: Do you know the man? T: The man whom you met in the street yesterday T: So the man you met yesterday is your cousin Trêng hîp bá §TQH khi nã lµ t©n ng÷ cña mét M§ T gives some example for Ss to do + The girl whom you saw on the bus yesterday is my sister + The books that/which I bought yesterday is very interesting 2. Practice Exercise 1(8m) Ask Ss to work individually and then ask them to read loudly before class Listen and give feedback. Exercise 2(8m). S: Which man? S: Oh, yes. He’s my cousin. The girl you saw on the bus…..siter The books I bought ……interesting Individual work 1. Have you found the bike you lost? 2. Most classmates he invited to…. 3. The short stories John told were…. 4. The dictionary I bought yesterday is.. 5. I didn’t like the man we met this…. 6. The beef we had for lunch was…… 1. I enjoy my job because I like the people I work with.

(88) Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun -Ask Ss to work individually and then ask them to read loudly before class -Listen and give feedback Exercise 3(5m) Ask Ss to tick the sentences in which the relative pronoun can be omitted Ask Ss to work individually then work in pairs to discuss Then T calls on some Ss to stand up to answer T corrects if necessary Consolidation and homework (2m) T summarises the main points of the lesson Give homework, ask them to do exercises work book at pages 8. 2. The dinner party we went to wasn’t very enjoyable 3. The house we’re living in is not in good condition 4. I wasn’t interested in the things they were talking about 5. He didn’t get the job he applied for 6. The bed I slept in was very modern Suggested answer The relative pronoun in sentence 1, 3, 5, 6 can be omitted. Whole class. Period 76. D.P: D.T:. Unit 13: Hobbies A. READING I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them. IV. Procedure. Teacher. Students. Warm up (8m) Match the word in column A to picture in column B A B Work in pairs. ____1. watching TV. 1. c 2. e 3. a 4. b 5. d. a. ____2. swimming. b. _3. climbing the moutain C. _4. listening to music d..

(89) __5. singing e. Before you read(6m) Ask Ss to look at the pictures on page 146 and call out the names of the hobbies described in the pictures Ask Ss which of these things they like to doing in their free time and why. If Ss do not like any hobbies in the pictures, they can talk about one of their hobbies Call on some Ss to answer the question What do you call things you do in your free time? Introduces the topic of the lesson→ Hobby While you read Set the scene You are going to read a passage about a person’s hobbies. Then do the task that follow Task 1(10m) Ask Ss to do an exercise to find the meaning of the words or phrases Instruction: the words/phrases in the box all appear in the passage. Use them to fill the blanks in the sentenes Accomplished discarded Accompanying modest Keep me occupied. indulge in avid. 1. I’ll forget about dieting today. I’m going to………eating whatever I like 2. He’s is an………musician. All his songs are very popular 3. I love all fictions by Sydney Sheldon. I’m an………collector of his works 4. He doesn’t like a big house in the centre. His only dream is to have a……….little house on the outskirt (ngoại ô ) 5. I spend most of my free time looking after these puppies. They really…………………. 6. They don’t need the old radio anymore. It can be……. 7. He mother loves ……her on the organ - T gets Ss to read the passage silently and then do task 1 Accomplished(a) [ə'kɔmpli∫t] Discarded(a) [di,skɑ:did] To indulge in [in'dʌldʒ] Accompany(v) [ə'kʌmpəni] Modest(a) ['mɔdist] vừa phải, phải chăng Avid(a) ['ævid] khao khát, thèm khát, thèm thuồng + Keep me occupied ['ɒkjʊpaid]. Picture 1: She is playing guitar Picture 2: He is going fishing Picture 3: He is swimming → Hobby. Individual work, pair work and whole class. 1. indulge in 2. accomplished 3. avid 4. modest 5. keep me occupied 6. discarded 7. accompanying. Tµi n¨ng, tµi hoa Bá, lo¹i bá, vøt bá Ham mª, say mª ( to accompany somebody at / on something) đệm nhạc cho ai. Lµm cho ai bËn rén. Invidual work, pair work and whole class 1. The writer’s first hobby is playing guitar 2. No, he doesn’t Task 2(11m) 3. Because he’Ss an accomplish - Ask Ss skim the 9 questions to understand them guitarist and he’s good at - Ask them to read carefully the passage again accompanying - Then T gets Ss to check their answer with a partner - Call on some Ss to read aloud their answer and ask them to 4. It is keeping fish 5. He bought some from the shop explain their choices and collected some from the rice - Give the correct answers 7. He collects them from discarded envelops his relatives and field near his house 6. He is not an avid stamp friends give him collector 8. Local stamps 9. He keeps the less common ones inside a small album. The common ones he usually gives away to other or if no Pair work one wants them he simply throws them away After you read(8m) Whole class Ask Ss to work in pairs to ask and answer about their hobby Consolidation and homework (2m).

(90) T summarises the main points of the lesson Ask Ss to learn by heart all new words and give examles Period 77. D.P: D.T:. Unit 13: Hobbies B. SPEAKING. I. Objectives By the end of the lesson Ss will be able to: + Ask and answer about a hobby + Talk about collection II. Teaching aids Textbook, handouts III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to oprovide help. IV. Procedure.

(91) Period 78. D.P: D.T:. Unit 13: Hobbies C. LISTENING. I. Objectives By the end of the lesson Ss will be able to: - Develop their skill of listening for specific information II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may not catch some information, so T should be ready to assist them. IV. Procedure. Teacher Warm up(7m)  Make as many sentences as possible with the words provided Stamps- fish- books –swimming Before you listen(8m) Brainstorming Get Ss to work in pair to brainstorm all the benefits of reading books in 3 minutes After 3 minutes T calls on the pair with the biggest number of benefits to give the answers Ask the other pairs to add more ideas Pre- teaching vocabulary Bygone(a) ['baigɔn]: past quá khứ, qua rồi Gigantic(a) [dʒai'gæntik]: very great(không lồ) Ignorant(a) ['ignərənt]: stupid(ngu dốt; dốt nát) ignorance(n) to be ignorant/unconscious/unaware of smt. To be fed up with: ch¸n ngÊy To cope with= to face with: đối phó đơng đầu với Jungle ['dʒʌηgl](n): forest ['fɔrist] rừng nhiệt đới Profitably(adv) ['prɔfittəbli] có lơi, có ích; thuận lơi Available(a) [ə'veiləbl] có thể kiếm đươc, có thể mua đươc, sẵn có để dùng Otherwise(adv) ['ʌđəwaiz] mặt khác, về mặt khác Continually(adv) [kən'tinjuəli] liên tục, không ngớt. While you listen. Task 1(12m) Ask Ss to read through the statements to understand them and underline key words T plays the tape once for Ss to do the task T asks for Ss’ answers and writes them on the board T plays the tape the second time for Ss to check their answers T checks Ss’ answers by calling on some Ss and ask Ss to explain their answers Task 2(9m) T asks Ss to read through the passage with the things they remember from the previous time of listening T plays the tape again for Ss to do the task. After playing the tape, T gets Ss to work in pairs and check their answers T calls on some Ss to give the answers and elicits feedback from other Ss. After you listen(7m) Get Ss to work in groups of 4 to talk about the disadvantages of over-reading Go around checking and offering help Call on the groups to present their ideas and other groups to add some more ideas T gives the feeback Consolidation and homework (2m) T summarises the main points of the lesson For homework, Ss revise the things they have learnt. Students Group work 1. I like stamps/ I have a lot of stamps… 2. We usually have fish for meals/What kinds of fish would you like to eat….. 3. I like reading book/ I read any kind of books….. 4. We go swimming everyday/ Do you like swimming? Pair work  Books are help to widen our knowledge  Books give us valuable experience  Books are good sources of information  Books make our life better  Books help us relax Profitable(a),profitability(n) ['prɔfitə'biləti] Otherwise(conj) nếu không thì... Ex:put the cap back on the bottle, otherwise the juice will spill đậy cái nắp chai lại, nếu không nước ngọt se đô ra- individual work, group work and. whole class +1, 5, 6,6,7,8 are true 2. F( His parents soon got fed up with having to read to him continually) 3. F(He started with simple ABC books) 4. F(Now he reads just about anything that is available individual work, group work and whole class 1. wonderful 2. disease 3. jungle 4. certainly 5. ignorantly. Group work Some disadvantages of over reading - becoming shortsighted - not having enough physical exercise - lacking practical knowledge - becoming a bookworm.

(92) and do the exercise in the work book. whole class. Period 79. D.P: D.T:. Unit 13: Hobbies D. WRITING. I. Objectives By the end of the lesson Ss will be able to: Write about a collection II. Teaching aids Textbook, handouts, III. Anticipated problems Ss may not have sufficient vocabulary to write, so T should be ready to help them. IV. Procedure. Teacher Warm up(7m). Students. Competion game Ask Ss to make questions with”book collection” Suggestions 1. Where to buy books 2. How to collect books 3. How to keep books 4. How to classify books 5. When started collecting 6. Why to collect books 7. Plan for the future Preparing Ss to write(12m) With weaker Ss, T allows them to write about a book collection and stamp collection, using suggestions or outlines T gets Ss to work in pairs to make an outline for their writing by answering the questions in warm up. They should discuss to choose the most appropritate detail to support the main ideas Writing(15m) T gets Ss to write a paragraph about their collection in 15m, base on the outlines they have produced. Ss should arrange the ideas in a logical way Call two Ss to go to the board to write Go around offering help Feedback on Ss’ writing(8m) - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - T writes Ss’ typical errors on the board - T provides correction only when Ss are not able to correct the errors Consolidation and homework (2m) T summarises the main points For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction. Work in group of four 1. from book shop, second-hand stall, parents, friends.. 2. buy the book when find it interesting 3. keep them in a big bookself 4.different categories: history, people, science… 5. at age of 12 6.broaden knowledge, know more about the world… 7. continue to make the collection richer Pair work and whole class. Individual work I’m very much interested in collecting books and have a book collection at home. I started collecting books when I was a 12 year-old student. I buy the book whenever I find them interesting. Near my house are several book shops, so when I have free time I go there to find books for my collection. Sometimes I also buy books in secondhand book stalls, and occasionally, my parents and friends give me some. Now I have a total about 100 books and I keep them all in a big bookshelf in my bedroom. I classify them into different categories: books about history, books about famous people, and books about science… I love collecting books because books helps me broaden my knowledge and know more about the world. Also, reading books train my patience. Period 80. D.P: D.T:. Unit 13: Hobbies E. LANGUAGE FOCUS.

(93) I. Objectives By the end of the lesson Ss will be able to: - Pronounce the clusters /pt/, /bd/, /ps/ and /bz/ - Pronounce the words and sentences containing these clusters correctly - Use cleft sentences (subject focus, object focus and adverbial focus) correctly to do the exercises and solve communicative task II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss might have difficulty pronouncing. Therefore, T should be ready to assist them. IV. Procedure Teacher Pronunciation(8m) Distinguish sounds - T models the /pt/, /bd/, /ps/ and /bz/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar A. Presentation(8m) Cleft sentences - T gives examples to explain This boy visited his uncle last month S O Adv + Subject focus: It was the boy who visited his uncle last month + object focus: It was his uncle that the boy visited last month + adverbial focus: It was last month that the boy visited his uncle - T calls on some Ss to comment on these examples - T explain and ask Ss to do the following sentence: David studied English at Oxford - Cleft constructions with the pattern It + be+ focus+ clause 1. Subject focus It is/was + S+ that/who +verb: chính ai đó làm cái g× 2. Object focus It is/was + O+ that/who(m)+ S +verb: chính ai đó, một cái gì đó mà … 3. Adverbial focus It is/was + adverbial of place + that+ S+verb+… (chính nơi nào đó ai đó/ một cái gì đó làm gì..) B.Practice Exercise 1(7m) - T asks Ss to do exercise 1 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answers if necessary 5. It was the boys who played football all day long 6. It was the girl who received a letter for her friend yesterday Exercise 2(7m) - ask Ss to do exercise 2 individually and then calls some Ss to write their answers on the board - T elicits feedback from other Ss Correct answers 1. It is E that the man is learning. Students. Individual work, pair work and whole Class. Individual work, pair work and whole Class. It was David who studied English at Oxford It was English that David studied at Oxford It was at Oxford that David studied E. It is my friend that helps me a lot It is my cat that I love very much It is in this hospital that I was born Individual work, pair work and whole Class 1. It was the boy who visited his uncle last month 2. It was my mother who bought me a present on my birthday 3. It was Huong and Sandra who sang together at the party 4. It was Nam’s father who got angry with him Individual work, and whole class 5. It was his grandfather who(m )the little boy greeted in a strange language.

(94) 2. It was the book that the woman gave him 3. It was the postcard that she sent her friend 4. It was the book that Hoa borrowed from Long Exercise 3(7m) - Ask Ss to do exercise 3 in pairs - Ask them to compare answer with another pair - Call on some Ss to read aloud their answers - Ask other Ss to feedback and gives correct answers Production(7m) Noughts and crosses My dog Their sister His wife At home In the library Her best friend My mother This Sunday Mai - Ask Ss to work in pairs to make cleft sentences - Call on some Ss to read out their sentences, and other Ss give comments Consolidation and homework (2m) T summarises the main points of the lesson For homework, Ss revise the things they have learnt and do the exercise in the work book. 6. It was the policeman who(m )the pedestrian asked a lot of questions 7. It was the stranger who(m) the dog barked at Pair work and whole class 1. It was in the garden that the boy hit the dog 2. It was for tea that she made some cakes 3. It was for him that his father repaired the bicycle 4. It was on his birthday that she presented him a book 5. It was in Britain that he met his wife 6. It was from the shop that she bought that present 7. It was at 8:00 a.m that the meeting started Whole class. Period 79. D.P: D.T:. Unit 14: Recreation A. READING. I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as guessing meaning of words in context and scanning for specific ideas - Use information they have read to discuss the related topic II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks IV. Procedure Teacher Warm up(8m) Matching picures with leisure activities. Students Group work.

(95) a.. b.. c. d. 1. singing 2. swimming 3. shopping 4. cooking 5. watching TV 6. listening to music 7. reading newspapers 8. playing chess Before you read(8m) Ask Ss to look at the pictures in their text book and tell what they are doing - Then ask Ss to look at the activities written on the board and guess which of these leisure activities Bristish people often do in their free time - T elicits the answers from the whole class and put a tick next to activities Ss think British people often do in their free time Pre-teaching vocabulary Recreation(n) [,rekri'ei∫n] Dull(a) [dʌl]:slow to understand/learn Pastime(n) ['pɑ:staim]: hobby Undertake(v) Snooker(n) ['snu:kə] Pool(n) [pu:l] Dart(n) [dɑ:t] Sophisticated(a) [sə'fistikeitid] Engrave (v) [in'greiv] While you read Task 1(10m) - Get the Ss to read the passage silently and do task 1 - Ask Ss to work in pairs to exchange their answers - T checks answers with whole class Task 2(10m) Ask Ss how to do this task and ask them to read the questions and underline key words before anwering them Ask Ss to work individually to do the task, then discuss their answers with their peers Call on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss and give the correct answers After you read(7m) - get Ss to work in pairs to discuss the question - go around to observe and offer help - call on some pair to present their discuss - listen and give feedback Consolidation and homework (2m) T summarises the main points of the lesson Ask Ss to learn by heart all new words and give examles. f.. g. 1- d 6- a. h.. 2- b 3-f 4- h 7-g 8-e. 5- c. Pair work 1. She is playing guitar 2. They are having a party 3. They are playing rugby 4. She is watching TV at home 5. They are swimming. sự nghỉ ngơi, sự giải trí, sự tiêu khiển chậm hiểu, tối dạ, ngu đần, đần độn trò tiêu khiển, trò giải trí, sự giải trí nhận, đảm nhận, đảm trách I can't undertake to do that trò chơi bi-da(21 vien) trò chơi bi-da(16 vien) trò chơi ném phi tiêu tinh vi, phức tạp, rắc rối; công phu. khắc, trô, chạm. individual work, pair work and whole class 1. A 2. B 3. B 4. A 5. B 6. A individual work, pair work and whole 1. Because without them people will become dull/bored 2. Football and rugby in winter and cricket and athletics in summer 3. Walking and swimming 4. B this is a new kind of entertainment which gives them pleasure. Pair work. Whole class Period 80. D.P: D.T:. Unit 14: Recreation.

(96) B.SPEAKING I. Objectives By the end of the lesson Ss will be able to: - Express agreements and disagreements about entertainment activities and state the reasons II. Teaching aids Textbook, handouts, III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help. IV. Procedure. Teacher Warm up(8m). Students. Lucky number Get Ss to play the game lucky number with the words they had learnt Task 1(10m) - Get Ss to work in pairs to read the expression on page 157 and decide which expressions show agreement and which expressions show dis agreement - T checks with whole class and gives correct Task 2+3(13m) - Ask the whole class to read the D on page 157 - Ask Ss to practice D in pairs - Call on some pairs to practice the D in front of the class and give feedback - Then ask Ss work in groups to continue the discussion Task 4(14m) - T calls on some representatives to report their discussion to the whole class. - Ask Ss to present the reasons why their group member agree or disagree about the camping trip and what their decision is - T elicits feedback from the class and gives final comments Consolidation and homework (2m) - T summarises the main point of the lesson - For homework, Ss learn by heart the expressions and do exercises in workbook. Group work. Pair work and whole class 1. A 5. D. 2. D 6. A. 3. A 7. A. 4.A. Pair work, whole class, group work A: Let’s go camping B: Yes, let’s do that. Then we can enjoy spectacular scenery C: Oh, that’s a good idea, but if we go camping we’ll have to bring a lot of equipment and supplies which are quite heavy Pair work and whole class. Whole class. Period 81. D.P: D.T:. Unit 14: Recreation C. LISTENING. I. Objectives By the end of the lesson Ss will be able to: - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may not catch some information, so T should be ready to help them. IV. Procedure Teacher Warm up(8m) -T gets Ss to work in groups of 3 and then gives the following handout - Ss discuss in their group and put the leisure activities in the appropriate column. The group with the correct and quicket answer is the winner. Students Group work. Indoor. Outdoor summer. Outdoor winter. All season outdoor. Playing vdeo. Surfing, scuba. Skiing, snowboardin. Building sand.

(97) Surfing, scuba diving, playing video games, skiing, sunbathing, surfing the internet, building sand castles, hiking, swimming, hose riding, having a picnic, bungee jumping, rollerblading, cycling, snowboardinf, bird watching, watching TV, playing chess.. Indoor. Outdoor summer. Outdoor winter. games, Surfing the internet, watchin g TV, playing chess. diving, sunbathin g. g. castles, hiking, swimming, horse riding, having a picnic, bungee jumping, rolerbladin g, cycling, bird watching. All season outdoor. -. T asks the winner group to go to the board and write their answers. Other Ss observe and comments - T checks and gives feedback Before you listen(8m) - T gets Ss to work in pairs to describe the two pictures. + Who are the people in the pictures? + What are they doing? + Where are they? + What is the weather like? Pre-teaching vocabulary Campinground(n) area for camping Depressed(n) sad Solitude(n): state of being alone, remoteness Spectacular(a): impressive, dramatic While you listen Task 1(10m) Before Ss listen to the task, T asks them to read through the statements to understand them well - Play the tape once for Ss to listen and do the task - Get Ss to find a partner to check their answers with - If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Then check with whole class Task 2(10m) - Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again - Get Ss to check their answers with a partner. Then check with whole class - Play the tape again and pause at difficult point if many Ss can’t complete the task - Call on some Ss to go to the board and write down their answers - T gives the feedback - Get Ss to read the options in each sentene or question carefully. Pair work and whole class They are students They are going for a camping holiday They in the forest and in the city The weather is fine. Cô đơn, cô độc, hiu quạnh đẹp, kỳ vĩ. Individual work, pair work and whole class. 1,2,4,6 – true 3. F( He used to be there in summer) 5. F( She doesn’t like it). Individual work, pair work and whole class 1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers. 2. In sleeping bags or tents 3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them 4. He thinks nature is also important in the world 5. In cities 6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack. Group work and whole class.

(98) - Play the tape once for Ss to listen and do the task - Get Ss to find a partner to check their answers with - If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Then check with whole class After you listen(7m) - T gets Ss to work in groups of 4 to discuss what campers should do to protect the widerness - T goes around to check and offer help - T calls on the groups to present their ideas and other groups to add some more ideas - T gives corrective feedback. -. They shouldn’t leave the trash in the place They shouldn’t cut trees or take plants home They shouldn’t throw dirty things into the lakes and treams Be careful with the fire They shouldn’t take rocks or wild amimals home. Consolidation and homework (2m) Summarise the main point of the lesson Ask Ss to learn by heart all new words and do exercises in workbook. Period 82. D.P: D.T:. Unit 14: Recreation D. WRITING. I. Objectives By the end of the lesson Ss will be able to: - Describe a camping holiday II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write , so T should be ready to help them. IV. Procedure. Teacher Warm up(8m) Competition game- What should be prepared for a camping trip? Imagine that your class is going for a camping trip in Ao Vua, a place which is around 50 km from Hanoi and has many mountains , streams and waterfall. - Ask Ss to discuss in groups to work out the things you should prepare before the camping trip. After 4 minutes, which group has the most suitable things will be the winner Preparing Ss to write Task 1(12m) Ask Ss to work in pairs to look at the pictures and activities given on page 159 and 160 of the book and match the activities with suitable pictures - Check the answers with the whole class - T asks Ss to work in group to brainstorm the ideas for the description. Ss should also work out the structure of the writing - Ss write one or two sentences about the time and place of the camping trip + Body: Ss describe the camping trip in details: the time they set up, what activities they did and the time they came back from the campground + conclusion: Ss write bout their feeling of the trip. Students Group work - Things to bring: Food, drinks, tent, shovel ['∫ʌvl]cái xẻng, flashlight, sleeping bag, blanket, whistle, mattress ['mætris] nệm, đệm, ,compass, first aid kit bộ dụng cụ sơ cứu, swimming suit, spare clothes, strong shoes, stove, cooker, guitar - Things to do: Hire a coach, hire the tent, buy necessary things, prepare some games and songs Pair work, group work and whole class 1. g 2. a 3. b 4. c 5. f 6. d 7. h 8. i 9. e Last weekend our class went to Ba Vi for a two-day camping holiday. Our bus left the school very early, at 5 a.mon Saturday morning so that we could hame more time to play. When we arrived at the campground, we quickly put up the two big umbrella tents. After that some of us went around to watch wildlife in the forest. Some of our classmates who had been in the.

(99) Writing(15m) Get Ss to write their description in 15 minutes, based on the suggestions given in task 1 - call two Ss to go to the board to write goes around and offer help. Feetback on Ss’ writing(8m) - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - T writes Ss’ typical errors on the board - T provides correction only when Ss are not able to correct the errors Consolidation and homework (2m) T summarises the main points For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction. place before went swimming in the lake. At around ten a.m, we gatered near the tent and cooked our food over the open fire. After lunch, we had a short rest. At about 3 p.m, we went fishing in the hope that we could catch some fish for our dinner. Luckily, we caught 3 big fishes. We cooked and had dinner together happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. Ar 11 p.m we went to sleeping in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly. The next morning we woke up early. After a light breakfast, we organized some games with funny and surprising prizes. After lunch, some of us went around the place while others took a nap in the tents. We got on the bus to leave to campsite at 4 p.m on Sunday afternoon The camping trip has had agreat impression on us. After the trip, our classmates seem to understand more about one another. We hope we can have another chance to go camping again. Period 83. D.P: D.T:. Unit 14: Recreation E. LANGUAGEFOCUS I. Objectives By the end of the lesson Ss will be able to: - Pronounce the clusters/ts/, /dz/, /t∫t/, /dʒd/ Pronounce the words and sentences containing these cluters correctly Use both……..and, not only……..but also, ether……or, neither…nor and cleft sentences in the passive correctly to do the exercises and solve communicative tasks II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have difficulty pronouncing the clusters. Therefore, T should be ready to assist them. IV. Procedure. Teacher Pronunciation(10m) Distinguish sounds - T models the clusters/ts/, /dz/, /t∫t/, /dʒd/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar Exercise 1 1. Presentation(10m) 1.1 Both……and(võa…v÷a)  both+ adj+and + adj She is both pretty and intelligent adj adj  both+ N and +N. Students. Individual work, pair work, and whole class. Pay attention and give examples He is both singer and actor.

(100) She plays both table- tennis and badminton N N  both +V and +V They both speak and laugh V V  both + adverbial phrase+ and + adverbial phrase 1.2 not only…..but also It is not only cold but also wet She not only plays badminton but also tennis 1.3 either……..or: hoÆc …hoÆc ( Đợc dùng để nói về sự lựa chọn giữa 2 khả năng(hoặc đôi khi nhiều hơn 2) Ex: I don’t speak either Chinese or Japanese You can have either soup or fruit juice He didn’t either write or phone Note: khi hai S ®c nèi b»ng either ….or , th× V chia theo S đứng gần V Either he or I am wrong 1.3 Neither….nor: kh«ng……mµ còng kh«ng I neither rich nor poor He neither phoned nor wrote Note: khi hai S ®c nèi b»ng Neither ….nor , th× V chia theo S đứng gần V 2. Practice(8m) - T asks Ss to do exercise 1 individually and then compare their answers with another student - Call on some Ss to write their answers on the board - T elicits peer correction and gives correct answers if necessary 8. Helen lost both her passport and her wallet at the airport 9. …they are both clean and easy to part 10. ……I either go to the ciname or stay at home and watch TV Exercise 2 1. Presentation(7m) Cleft sentences in the passive The boy hit the dog in the garden → It was the dog that was hit in the garden They gave Mai a book last week → It was Mai who was given a book last week 2. Practice(8m) - T asks Ss to do exercise 1 individually and then compare their answers with another student - Call on some Ss to write their answers on the board - T elicits peer correction and gives correct answers if necessary. Consolidation and homework (2m) T summarises the main points For homework, T asks Ss review the lesson, do the exercises in the workbook. Both my sister and brother are students Not only the students but also the teacher is interested Lan works hard both at home and at work Adv adv Note: khi hai S ®c nèi b»ng not only…….but also, thi đt chia theo S đứng gÇn ®t Not only my son but also my daughters are here You can either come with me now or walk home. Neither he nor I am right Individual work, pair work, and whole class 1. Both Jim and Carol are on holiday 2. George neither smokes nor drink 3. Neither Jim nor Carol has a car 4. The film was both long and boring 5. That man’s name is either Richard or Robert 6. I’ve got neither time nor money to go on holiday 7. We can leave either today or tomorrow Pay attention and give more examples 1. It was Christina who was given a lot of flower.. 2. It was the policeman wo was asked…. 3. It was his house that was talked… 4. It was a bicycle that was bought… 5. It was his home town that was described.. 6. It was the children who were frightened 7. It was her classes that were broken 8. It was my younger sister who was kissed.. 9. It was this story book that was given to… 10. It is Tet that is celebrated as the ….. Whole class.

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