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(1)TIẾT 1 HƯỚNG DẪN HỌC TẬP BỘ MÔN th Planning date: Aug 20 Teaching date: Aug 23rd * Objective 1. Aims of the lesson: - To introduce the textbook- English 10 - To introduce the way of testing. - To set up some class regulations. - To give a fifteen- minute test. 2. Lexical items: 3. Teaching aids: handouts, textbook 4. Skills: * Method: Intergrated , mainly communicative. Procedure A fifteen- minute test. I. Complete the following sentences with the correct form of the verbs in brackets 1. The sun always (rise) .............. in the east. Look, it (rise) ......................... 2. I don't think I (go) ...................... tonight. I'm too tired. 3. Where you ( spend) ........................... your summer holiday last year, Tam? 4. Mai ( be ) ............... very happy when she (receive) ............a letter from her sister this morning. 5. Would you like (join) ................. my class next Sunday? We ( visit) ............ the local museum. II Complete the second setence so that it has a similar meaning to the first one. 1. I haven't been to Portugal since 1990. I last ................................................. 2. When did you start your course? How long have ................................... 4. I know it belongs to them , because there's a label on it. I know it's ............................................... 5. I recognized him at once. At once I knew ............................................................ 8. The phone call interrupted my breakfast. I was .......................................................................... III. Choose the best answer 1. The boys like ( playing/ play) games but hate ( doing/ do) lessons. 2. Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to the Y& Y Green Group. 3. His doctor advised him( to give/giving) up ( to smoke/ smoking). 4. By (working/ to work) day and night he succeeded in ( finishing / to finish) the job in time. 5. After filling in the form . please (bring/take) it back to me. 6. The tourist needs (finding/ to find) the police station because he has lost money. 7. Is he able (can join/ to join) the Y & Y Green Group? 8. He doesn't enjoy ( playing/ to play) basketball. 9. Let him (does/ do) what he wants. 10. My mother is busy ( to cook/ cooking). Tiết 2. UNIT 1: A DAY IN THE LIFE OF… Lesson 1: A. READING. Planning date: Aug 20th Teaching date: Aug 25th I. Objectives: 1. Aims: - Students read and guess the meaning of words in contexts. - They read and answer questions about the texts. - They practise scanning specific information in the texts 2. Knowledge: - General knowledge : A day in the life of a farmer. - Language: Words concerning farming. The present simple tense. II. Methods: integrated, mainly communicative. III. Anticipated problems: no problems IV. Teaching aids: - picture, board, chalks, textbook, handouts V. Procedures: Teacher's activities Students' activities 1. Warm- up:( 5 mins) - close their books + Aims: to introduce the topic of the lesson and to raise sts' interest. - match two columns - Ask sts to close their books - Deliver handouts, and ask sts to match a noun in column A with a phrase in column B. A B T : What does a teacher do? 1. a teacher a. does homework S1 : He gives lessons 2. a doctor b. works in the field T : What does a doctor do? 3. a student c. delivers letters S2 : He looks after patients. 4. a postman d. looks after patients ......... 5. a farmer e. gives lessons T : What does a farmer do? - Ask sts to match quickly in one minute, then ask S5 : He works in the field. some sts to stand up to answer T's quetions. S: I often get up at six - After the last question, T introduces the new S1: What time do you often go to school? lesson. S2: I often go to school at 6.30 S3: What time do you often have breakfast? 2. Before you read:( 10 mins) - Do the first example. S4: I often have breakfast at 6.15. T: What time do you often get up? ............ - Ask sts to work in pairs to ask and answer about S11: What do you often do in the evening? their daily routine, using the cues in the textbook. S12: I often do my homework..

(2) - Introduce the topic of the reading passage: " A day in the life of a farmer" - Introduce some new words: - plough (v) ( the action of the man in the picture) - 'harrow (v) : bõa - a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer - pump(v) : b¬m - trans'plant (v)( use 2 words"plant" and "trans-" to explain). do the transplanting - Ask sts to listen and repeat these words twice, then ask some sts to read again. 3. While you read:( 20 mins) - Aims: Sts practise reading + Task 1: - Ask sts to read the passage about a farmer, Mr. Vy and his wife, Mrs. Tuyet. and do Task1. - Ask sts to work individually in 5 minutes to do this task. - Ask 4 sts to stand up to answer , then give remarks. - Translate number 4 into Vietnamese in case sts do not know the word " contented with" and three options. + Task 2: - Ask sts to read the passage again and answer the questions about Mr. Vy and Mrs. Tuyet. - Ask them to work in pairs , one asks and one answers. - Move round to make sure that all sts are working and to help them if necessary. - Ask some sts to report and give feedback. + Task 3: - Ask sts to read the passage again , and explain what they are going to do. - Ask them to complete the note in 7 minutes, then discuss their answers with their partners. - Ask three sts to report their answers aloud. - Check and give remarks. Work in groups to discuss. - Ask one member of their groups to report if possible. 4. After you read:( 9 mins) - Aims: to help sts to consolidate what they have read. - Ask sts to close their books. - Ask them to work in small groups of three or four to talk about Mr. Vy and Mrs. Tuyet's daily routines basing on their note in Task 3. - Encourage them to use their own words. - Ask one or two pairs to report. 5. Homework:( 1 min) - Ask sts to write full passage about Mr. Vy and Mrs. Tuyet basing on what they have discussed in Post- Reading.. Tiết 3. S: I think he is a farmer. - Listen and repeat. - plough - peasant - harrow - pump - a plot of land - transplant 1. C 2. C 3. A 4. A S1: What is Mr. Vy's occupation? S2: He is a farmer. S3: What time does he get up and what does he do after that? S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea. S5: What does he do in the morning? S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break. S7: What do Mr. Vy and his wife do in the afternoon? S8: They repair the banks of their plot of land. Mr. Vy pumps water into it while his wife does the transplanting. S9: Are they happy with their lives or not? Why? S10: Yes, they are. Because they love working and they love their children. - In the morning: + 4.30: The alrm goes off and Mr. Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field. + 5.15: he leaves the house + 5.30: he arrives in the field, ploughs and harrows his plot of land. +7.45: He takes a rest + 10.30: he gose home + 11.30: he has lunch with his family. - In the afternoon: + 2.30: they go to the field again, repair the bank of the plot of land. He pumps water into it, she does the transplanting. + 6.00: they finish work. + 7.00: they have dinner. - After dinner: + They watch TV, sometimes they see their neighbours for a cup of tea and chat with them. +10.00: they go to bed.. Lesson 2: B. SPEAKING th. Planning date: Aug 20 Teaching date: Aug 30th I. Objectives: 1. Aims: - Students work in pairs to ask and answer about one's daily activities using a timetable or pictures - They can talk about their daily routines. 2. Knowledge: - General knowledge: A day in the life of a student. - Language: - Words concerning school subjects. - The way to tell clock time. - The present simple tense. II. Methods: integrated, mainly communicative. III. Anticipated problems: - Problems: Students may forget the names of school subjects and the way to tell clock time. - Solutions: teacher should recall these words before they practise speaking. IV. Teaching aids: - picture, board, chalks, textbook, handouts.

(3) V. Procedures:. Tiết 4. Lesson 3: C. LISTENING.

(4) Planning date: Aug 26th Teaching date:Aug 31st I. Objectives: 1. Education aims: Kow hard manual labourer in Vietnam work and appreciate them. 2. Knowledge: a. General knowledge: A day in the life of a cyclo-driver. b. Language: - The present simple tense. - Words concerning the cyclo- driver's work. 3. Skills: + Listening comprehension. - Students listen and number the pictures in their correct order. - Students listen and decide whether the staments are true or false. + Speaking: ask and answer about the information in the listening text. II. Anticipated problems: + Problems: - Students may do not know some works in the listening text. - They do not know where to focus on the listening text. + Solutions: - Teach new words in advance. - Guide students to guess the answers before they listen. III. Teaching aids: - Tape, board, chalk, textbook. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:( 5 mins) Two sts tell the whole class about their daily routines - work in groups and recall the 2. Before you listen:( 10 mins) Aims: focus sts on the topic and review/ introduce the vehicles and their operators then make words and phrases used to describe a cyclo driver’s a list on a sheet of paper daily activities. - compare theirs notes. a. T asks sts to work in groups and make a list of vehicles - listen to the T and open their books and the people who operate them, then compare their list - Work in pairs to ask and answer. with other groups’ - Some pairs stand up and report. S1: Have you ever traveled by cyclo? - Introduce the topic of the listening text: ‘A day in the S2: Yes, I have. S3: When was it? life of a cyclo driver’ and asks sts to open their books. - Ask sts to work in pairs to ask and answer the questions S4: Last summer holiday... S5: Is it interesting to travel by cycle? in the textbook S6: Yes, it is. Have you ever traveled by cyclo? S7: Which do you prefer, going by When was it? bicycle or by cyclo? Is it interesting to travel by cyclo? Which do you prefer, going by bicycle or by cyclo? S8: I prefer traveling by cyclo because I have time to look around and I’m not Give reasons. tired. - Move around to help sts then ask some pairs to report. - Give remarks. b. T asks S to look at the words in the book and read after - look at the words and read after T . T. - copy the words and phrases. - Introduce some new words - 'passenger (n): (in the pictures) - 'district (n): e.g.: Ba Dinh district, Thanh Mien district - drop (v): when the passenger gets off the cyclo. - 'pedal (v) = cycle (v) - 'purchases (n) = the shopping: The things someone - listen and repeat. - Some individuals read the words has bought aloud - food stall (n) : (In the picture) - Read the words aloud and asks sts to repeat. - Ask some sts to read the words again. 3. While you listen:( 20 mins) - look at the pictures and listen to the + Task 1: T. - Do the first example: In the first picture, a cyclo driver is cycling his cyclo - describe the other pictures in pairs. and taking a woman to somewhere. - Introduce the situation about Mr. Lam, a cyclo driver in - listen to the teacher. Hochiminh city talking about his daily routines. T asks - listen to the tape / the teacher and do sts to listen to the tape/ teacher and number the pictures the task - Share their answers. in the correct order. - give feedback. - play the tape/ read the text twice. - check their answers , and then - Ask sts to share their answers in pairs. correct their work if they have any - Get sts’ answers. - play the tape once again, stop where necessary and wrong answers. Key: 5 – 6 – 1 – 3 – 2 – 4 conduct the correction. - Read the statements , underline the + Task 2: -Ask sts to listen to the tape/T again and tick the box to key words in each sentence. - Try to guess whether each sentence is indicate if the statements are true or false. true or false. - Ask sts to compare their answer in pairs. - Listen and do the task. - Checks sts’ answers. - Play the tape once again, stop where necessary and - Share their answers with their partners..

(5) conduct the correction. 4. After you listen:( 9 mins) - Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver. - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to retell the cyclo driver’s routines in front of the whole class. - Check and give remarks. 5. Homework: ( 1min) -Write a short paragraph about Mr. Lam's routines. Tiết 5. - Give answers. - Listen again and check. Key: 1F; 2T; 3F; 4F; 5F. - Work in pairs to ask and answer questions such as: " What is the man's name?" " What does he do?" .............. Lesson 1: D. WRITING st. Planning date: Sep 1 Teaching date: Sep 3rd I. Objectives: 1. Education aims: Students write a narrative. 2. Knowledge: a. General knowledge: - Writing about a hotel fire. b. Language: - The past simple tense. - Connectors (time expressions) 3. Skills: + Reading: Read a passage to find the verbs in the past simple and the connectors. + Writing a narrative using the prompts. + Speaking: - Students discuss in groups to share their answers. II. Anticipated problems: + Problems: Students may not know some expressions in the tasks. + Solutions: Explain these words/ expresssions in advance. III. Teaching aids: - A picture, board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Warm- up:( 5 mins) Aims: To raise students' interest. - Look at the picture. -Show a picture that teacher prepared in advance about S: The buildings are on fire. the explosion in Twin Towers in 2001. S: It happened in the U.S.A - Ask some questions: S: It happened on September 11th , 2001 T: What is happening ? S: Two planes carrying bombs crashed into T: Do you know where it happened? two buildings and killed a lot of people. - Tell sts that they are going to write a narrative of past events. - Look at Task 1. 2. Before you write:( 20 mins) - Read through the passage individually . - Aims: to provide sts with the materials ( vocabulary, - S: The most frightening experience of the grammar, form) to write. writer's life when he(she) travelled on a + Task 1: plane on 14th July 1995. - Ask sts to look at Task 1 . - Ask them to read through the passage in two minutes - Listen and repeat: to get the main idea. + stare death in the face - Ask one student to report. + fasten - Explain some new words/ phrases in the passage: + stare death in the face ( explain the meaning of each + dip - Read the passage again and do task 1. word ,then let sts guess the meaning of the whole + Verbs used in the past simple: stared, was, phrase) arrived, got, took off, began,thought, were + 'fasten(v)( demonstrate) told, seemed, realised, were, screamed, + dip (v) : move to a lower level. thought, had, felt, gained, announced, - Ask sts to listen and read these words again. landed. - Ask them to read the passage again more carefully + Connectors( expressions of time): on that and do task 1 in 5 minutes. day, at first, then, a few minutes later. - Ask them to share their answers with their partners. - work in groups. - Check the task by asking two sts to report. - Report the answers: - Give remarks. + The events: people got on plane, plane + Task 2: took off, hostesses were just beginning to - Ask sts to read the passage again and in groups to do serve lunch when plane began to shake, task 2. plane seemed to dip, people screamed in - Divide the class into three regions: one identifies the panic. events, one identifies the climax and the rest identifies + The climax: We thought we had only the conclusion. minutes to live. - Ask sts to work in only 2 minutes. + The conclusion: the pilot that everything - Draw the conclusion about writing a narrative. was all right, we landed safely, it was the + Form: 3 parts: - introduction. most frightening experience of my life. - body: events, climax - Listen and repeat these words. - conclusion + Verb tense: the past simple tense. - Write the passage into their notebooks. + Connectors: at that time, on that day,then, after that, Last year I spent my summer holidays at a a few minutes later, until, etc. - Ask sts to do task 3 but before that explain some new seaside town. The hotel was modern and comfortable. I had a wonderful holiday until words:.

(6) + 'discotheque (n) : disco + choke (v): to be unable to breath - Ask sts to listen and read these words again. 3. While you write:( 10 mins) - Aims: students practise cotrolled- writing. + Task 3: - Ask sts to build up a narrative about a hotel fire using the prompts. - Ask them to work individually. - Ask sts to share their answers with their partners. 4. After you write:(9 mins) -Aims: to get feedback. - Ask sts to report their work sentence by sentence. 5. Homework( 1min) - Ex 1, 2 (page 9). Tiết 6. the fire. It was Saturday evening and everyone was sitting in the discothequeon the ground floor. It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began to fill the room. Everybody started to scream in panic. People ran away toward the fire exits. One door was blocked. Many people began to cough and to choke. Then just as we thought we had only minutes to live, the fire brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frioghtening experience of my life.. Lesson 5: E. LANGUAGE FOCUS nd. Planning date: Sep 2 Teaching date: Sep 6th I. Objectives: 1. Education aims: Distinguish the sound / i / and the sound /i:/ and pronounce them correctly. Students revise the present simple tense and the past simple tense. 2. Knowledge: 1. General knowledge: - a person's hobby and the narrative of a camping trip. 2. Language: - Pronunciation: / i / and /i:/ - The present simple tense. - Adverbs of frequency - The past simple tense. 3. Skills: Read sentences aloud. Read the passages silently to do the exercises. II. Anticipated problems: + Problems: - Students may have difficulty in pronounce / i / and /i:/ correctly. + Solutions: - Explain carefully the diference between two sounds . III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking.( 7 mins) Exercise1: - Ask one student to do exercise 1 (page 1. I first went to school when I was six years old. 9) on the board. 2. My father held my hand firmly and took me to the - Check Ex 2 with the whole class. Check school gate. this exercise sentence by sentence. 3. I was frightened by all the strange faces and the large - Give remarks and marks. buildings. 4. I quickly found another gate on the other side of the 2. Pronunciation:( 17 mins) - Introduce two sounds / i / and /i:/. playground. - Read each sound twice and then ask sts ......... to listen and repeat. Exercise 2: - Ask sts to look at the book, then listen 1. Last summer 5. so and repeat. 2. In the morning 6. At first - Ask sts to practise reading these words 3. Once in a while 7. in the end in groups. 4. However 8. On the whole - Ask some sts to read aloud and give - Look at the board. remarks. - Listen to the teacher and then listen and repeat / / - Ask sts to look at part 2 and tell sts what and /i:/ they are going to do. - Listen and repeat. - Do the first example:( read the sentence /ɪ/ / i:/ aloud and underline the sounds) hit kick heat repeat 1. Is he coming to the cinema ? bit click beat read /ɪ/ /ɪ/ /ɪ/ /ɪ/ little interested meat eaten - Ask sts to work in pairs to practise 2. We 'll miss the begining of the film. reading and to find the sounds in the rest 3. Is it an interesting film, Jim? sentences. ( sound /ɪ/) - Remind them of the intonation of the 4. The beans and the meat were quite cheap. questions. 5. He's going to leave here for the Green Mountains. - move round to help if necessary. 6. Would you like to have meat, peas and cheese? - Ask some sts to read these sentences ( sound / i:/) aloud. + Form: (+) S + V/ Vs/ Ves +....... - Give remarks. (- ) S + don't/ doesn't + V +...... 3. Grammar and vocabulary:( 20 (?) Do/ Does + S + V +..........? mins) + Use: to talk about present habits or present states. - Ask sts to think about the present simple + Position: tense and ask some to tell the whole class - after " to be" but before other verbs. about the form and the use of the tense. - " As a rule" is placed at the beginning of a sentence. - Ask sts about the position of adverbs of 1. is 7. catch frequency. 2. fish 8. go - Ask sts to do Ex 1 individually in 5 3. worry 9. give up.

(7) minutes, then share their answers with their partners. - Explain any new words if necessary. - Ask some sts to report and give remarks. - Ask sts to do Ex 2 orally in pairs in 2 minutes. - Present the past simple tense. - Ask some students to tell the whole class about the form and the use of this tense. - Ask sts to look at Ex 3 and explain what sts are going to do. - Ask 2 sts to do this exercise on the board. - Move round to help sts if necessary. - Check and give remarks. 4. Homework ( 1 min) -Ex 1, 2 ( page 6). Tiết 7 Planning date: Sep 3rd I. Objectives: 1. Education aims: 2. Knowledge:. 4. are 10. say 5. catch 11. realise 6. am 12. am Sample answers: He always get up early. She is sometimes late for school. Lan normally practises speaking English. As a rule, Thao is a hard- working student. + Form: (+ ) S + V-ed/ V( irregular) +........ ( - ) S + didn't + V +.......... ( ? ) Did + S + V + .............? + Use: to indicate that somthing happen in the past. 1. was done 7. began 13. was 2. cooked 8. felt 14. leapt 3. were 9 put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept 17. wound 6. sang 12. woke 18. flowed. UNIT 2: SCHOOL TALK Lesson 1: A. READING Teaching date: Sep 8th. - Students know more about school and related problems. a. General knowledge: - Knowledge about school. b. Language: - The present simple tense. - V-ing and To-infinitive. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: to fill in the blanks and to answer the questions II. Anticipated problems: Students may have difficulty in understanding some of the topics like health problems or hobbies. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities. - Work in pairs orally. 1. Warm-up: ( 5 mins) - some sts report. - Aims: to raise sts' interest and to introduce the topic. S1: When I meet my friends, I often talk -Ask students to work in pairs and discuss this question: about films, our study, and other "When you meet your friends, which of the following topics do you often talk about?" students. - Ask sts to look at the cues in the textbook. S2: I often talk about my favourite - Encourage them to think of other topics. singers, some film stars, or my hobbies. S3: I usually talk sports and games . - Ask them to work in 2 minutes then ask some pairs to report. - Copy down - Check and give remarks. - Listen to the teacher then repeat. - Introduce the topic of this lesson. - Practise reading these words with their 2. Before you read:( 10mins) partners. - Aims: to introduce vocabulary and the grammatical item relating to the reading text. - Some sts read these words aloud. a. Vocabulary pre-teach: - Provide the students with these new words/phrases in this way: hope + Read and write each word/phrase on the blackboard then like love + V- ing want + to- V give the meaning of the word/phrase enjoy decide + corner shop(NP): a shop at the corner of a street + pro'fession(n): = job, occupation . + stuck(adj): bÞ t¾c, bÞ kÑt + 'attitude(n): what you think about or behave toward - Listen to the teacher. something. + mall (n): an area containing a lot of shops . eg: a shopping mall - Ask sts to listen and repeat, then practise with their partners. - Read through the talks, then discuss - Ask some sts read all the word/phrases aloud, listen and their contents. help the students to read the words/phrases correctly. b. Gerund and to- infinitive introduction: -Recall the usages of gerund and to-infinitive to the - Read the text again and do the task. students. - Share their ideas with their partners. - Ask sts to tell the teacher the cases to use gerund and to- Some sts read their answers aloud. infinitive. - Ask sts to discuss quickly in 1 minute, then one of them 1. enjoy 2. traffic 3. worry stand up to report..

(8) - Listen and give remarks. 3. While you read:( 20 mins) - Aims: sts practise reading and then do the tasks relating to the text. - Introduce briefly the content of the reading text. "You are going to read three talks given by a student, a teacher and a student’s father about school. You read them and do the tasks assigned." - Ask sts to read through three talks and tell teacher the main ideas of these talks. Task 1: Gap-filling. - Have sts compare the answer with a partner. - Get feedback and give correct answers. Task 2: Finding who...… - Ask students to work in pairs. Read the small talks again and find out who..... - Move round to check sts'work. - Ask sts to share their answers with other pairs'. - 9-10 pairs are required to give answers in front of the class(1 pair/ 1 time/ 1 answer). - Listen and check. Task 3: Answering questions. - Ask students to keep on working in pairs. Read the talks more carefully and answer the questions. - Get feedback and give correct answers. 4. After you read:( 9 mins) - Tell students to work in groups: Choose one of the following topics and talk about it for about 5 minutes. a.What subjects you like learning best and why. b. What you like and dislike doing at school . c. What you worry about at school . - Go round to help students with their work. - check and give remarks. 5. Homework:( 1 min) - Part A ( page 10- workbook). Tiết 5. 4. crowded. 5. language. - Work in pairs to discuss. - Share their ideas with other pairs'. - Some pairs stand up and report. - S1: enjoys teaching S2: Miss phuong - S3: has to get up early S4: Phong - S5: lives far from school S6: Phong - S7: loves working with children - S8: Miss Phuong ........................... - Discuss in pairs. - Some pairs report . P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, Chemistry..... P3: Because it is an international language. P4: She says that teaching is hard work, but she enjoys it because she loves working with children. P5: Because his son has to ride his bike in narrow and crowded streets on the way to school - Discuss in groups of three or four one of three topics. - Assign one member of each group to be the secretary to take notes their group's ideas. - Some sts stand up to present their ideas.. Lesson 2: B. SPEAKING. Planning date: Sep 6th Teaching date: Sep 9th I.Objectives: 1. Education aims: - Sts can make small talks in daily situations 2. Knowledge: a.General knowledge: Make a conversation and practise with their classmates b.Language: - The simple past tense. - Wh- questions 3. Skills: - Speaking: - Asking and answering in small talks.. - Starting and closing a conversations. - Reading: sentences and then rearranging them into a conversation. II. Anticipated problems: "How is everything at school? Catch you later......" III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher’s activities Students’ activities 1-Warm - up: ( 5 mins) - Aims: to focus sts on the topic of the lesson and to raise their interest. - Introduce the situation and write a short dialogue on - Look at the board and listen. board: "Suppose that you meet a friend at the supermarket. - Work in pairs to ask and answer. You are very busy .What will you say to open and end the conversation." - Some pairs stand up to report. A: ............................... ( 1) (1) Hello, Mai/ Hi Mai B: Hi Lan. How are you? (2) I’m very busy now . A: I’m fine. Thank you. And you? I really must go now, Perhaps another B: I’m very well. Thanks. I haven’t seen you for a time. long time. Let’s go somewhere for a drink A: Sorry, ..................... ( 2) - Ask sts to complete the dialogue in pairs. - Work in pairs to put the phrases into the - Ask some pairs to report. correct columns. "Today we will practice speaking conversation having - Ask two sts to give feedback. starting and closing sentences." Starting a Closing a 2.Before you speak( 12 mins) conversation conversation Aims: Introduce phrases used to start or to close a Good morning Goodbye. See you conversation. later.

(9) + Task 1: - Ask sts to look at the phrases in the book and to work in pairs to put the expressions in starting and closing a conversation - Make sure that sts understand all the expressions = + How’s everything at school?= How 's your studying? + Catch you later = See you later. 3. While you speak:( 12 mins) + Task 2: - Ask sts to read through all the sentences and rearrange them into an appropriate conversation. - Ask sts to do the task individually and then discuss with their partners. - Go around to help sts - Get feedback and give correct answers. - Ask sts practise reading this dialogue in pairs. - Ask some pairs to read aloud. + Task 3: - Ask sts to read all the given expressions and the incomplete dialogue. - Ask sts to complete the conversation with suitable words, phrases or sentences in the box. - Ask sts to work individually first and then work in pairs - Get feedback and give correct answers. - Ask some pairs to practise in front of the class. - Listen and help sts if necessary. 4- After you speak:( 15 mins) Aims: Sts can make small talk on suggested topics. + Task 4: - Introduce the topics: The weather Last night’s TV programmes Football Plans for the next weekend - Divide the class in to four groups. Each group gets one topic and use the starting and ending of a conversation to practise. - Ask sts to work in pairs to make small talks about the topic they are assigned. - Go round to help sts. - Call on some pairs to act out the dialogues in front of the class. - Ask others sts to comment on their conversations. - Get feedback and correct any mistakes if there are 5- Homework:( 1 min) - Write down what they have discussed.. Tiết 9. How’s everything?. Well, it’s been nice talking to you. Hello. How are Sorry. I’ve got to you? go. Talk to you later. Hi. How is school? Great. I’ll see you tomorrow. Hello. What are Catch up with you you doing? later. - Read and rearrange the sentences into a conversation. - Share their ideas with their partners. Answers : D - F - B - H - E - C - G - A. - Practise reading in pairs. - Some pairs stand up to read the dialogue aloud. - Read all the words and phrases as well as the dialogue. - Work individually ,then work in pairs. - Some pairs read the dialogue aloud. A: ..................... What’s the matter with you? B: ....... I feel tired .I’ve got a headache A: .................. You’d better go home and have a rest - Listen to the teacher and try to brainstorm about the topics. - Listen to the teacher. - Work in pairs to make small talks. - Some of sts act out in front of the class. 1. The weather: A: Hi, Lan. How was your trip to Vung Tau? B: Hi Hung. It was wonderful|. I really enjoyed it. A: What did you like most in Vung Tau? B: The weather. A: What was the weather like in Vung Tau? B: It was warm. I prefer the weather in Vung Tau to Nha Trang. A: Oh, really? I love it, too. B: By the way, do you want to see my photos? A: Sure .... Lesson 3: C. LISTENING th. Planning date: Sep 16 Teaching date: Sep 19th I. Objectives: 1. Education aims: conversations about daily topics: study at school, wheather and travelling.... 2. Knowledge: a. General knowledge: - Sts understand small talks about everyday life. b. Language: Sts recall and learn more about: - The present continuous tense - Verbs to describe everyday activities - Vocabulary on school, friends, 3. Skills: Sts develop the following skills: - Listening and numbering the pictures in the correct order. - Listening and answering given questions - Listening and filling in the gaps. - Speaking : describe the pictures and talk about their problems at school. II. Anticipated problems: - Sts have difficulty listen to the dialogues read aloud by one people. - Sts cannot take notes to answer the questions while listening. III. Teaching aids: - textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1 Homework checking:( 5 mins) Two pairs of sts make small talks about their daily life -Work in pairs and do the matching. 2. Before you listen:( 10 mins) 1-c; 2-e; 3-a; 4-b; 5-d. Aims: focus sts on the topic and review/ introduce the - Work in pairs to ask and answer: words and sentence models used in small talks..

(10) - Ask sts to read the questions and answers in the book and work in pairs to match the question with the appropriate answer, and then compare their list with other pairs’. - Check sts’ work - Ask sts to work in pairs to ask and answer. - Move around to help sts. - Ask some pairs to present and gives remarks - Introduce some new words/ phrases + semester (n): e.g.: Semester 1: 5 Sept -> Jan. Semester2: January -> May + enjoy oneself (n): somebody does something and likes it. + go for a swim (v): e.g.: go for a walk/ a drive - Read the words sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:( 20 mins) - Aims: Sts practise listening and numbering pictures, listenning for specific information by answering questions and by filling in the blanks with missing words. + Task 1: - Ask sts to work in pairs, look at the pictures in the textbook and use the following suggestions to ask and answer about each picture. What/ who/ see? Who/ they? Where/ they? What / think / talk about? - Ask sts to do the same. - Move around to help sts. - Introduce that sts will listen to four short conversations and ask sts to look at the pictures and listen to the T. - Play the tape once again, stop the tape after each conversation and conduct the correction. + Task 2: - Ask sts to read the questions in pairs and make sure they understand the statements and know what information they need to answer the questions. - Ask sts to listen to the tape/T twice and take short notes to answer the questions. - Ask sts to compare their answer in pairs. - Ask some sts to report the answers. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 3: - Ask sts to read the conversation in pairs and see what information they need to fill in the gaps. They may guess the answers in some gaps. - Ask sts to listen to the tape/T once and fill in the gaps. - Ask sts to compare their answer in pairs. - Ask some sts to report their answers. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:( 9mins) - Ask one or two pair to retell theirs problems in front of the whole class. - Check and give remarks 5. Homework( 1min) Write a short paragraph about their problems at school .. Tiết 10. - Some pairs stand up and present. S1:What subjects are you taking this semester? S2: I’m taking maths. S1: How do you like the class? S2: I really like it ......................... - Copy the words and phrases. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud. - Look at the pictures and listen to the T. S: A hotel S: Two people S: Maybe they are talking about the hotel or the holiday. - Ask and answer about the pictures in pairs. - Listen to the teacher. - Listen to the tape / the teacher and do the task - Compare their answers and then correct their work if they have wrong answers. - Report their answers. Key: b – c – d – a - Work in pairs to read the questions. - Listen and do the task. - Compare their notes. - Report their answers. 1. (She is taking) English; 2. (She is) in Miss Lan Phuong’s Class; 3. (He is) at a party; 4. (He plans to stay there) for a week. 5. No, she doesn’t. She travels alone. - Work in pairs to read the conversation and try to fill in the gaps before they listen. - Listen and do the task. - Compare their answer in pairs. - Report the answers. 1: it here 5: travelling 2: very nice 6: No 3: big 7: alone 4: comfortable 8: for a drink - Listen to the teacher. -Ask and answer in groups. - One/ two pairs present.. Lesson 4: D. WRITING. Planning date: Sep 17th Teaching date: Sep 20th I. Objectives: 1. Education Aims: - Students know how to fill in an English form. 2. Knowledge: a. General knowledge: - The structure of an English form. b. Language: - Wh- questions - Words/expressions used in a form. 3. Skills: - Speaking: discuss in pairs. - Writing: fill in a form. II. Anticipated problems: Expressions in a form so teacher should teach them in advance. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking( 5mins) - Listen to their friend attentively. - Ask one st to tell the whole class about his or her.

(11) problems at school in front of the whole class. - Check and give marks. 2. Before you write:( 20 mins) - Aims: To introduce the topic of this lesson, and to guide sts to fill in a form. - Introduce the topic of this lesson:" Filling in a form" and ask sts to look at the textbook. + Task 1: - Ask sts to work in pairs to discuss two questions in 2 minutes. 1. On what occasions do you have to fill in a form? 2. What sort of information do you often have to provide when you fill in a form? - Move round to help sts if necessary. - Ask some pairs to stand up to report their ideas. - Add some more ideas. - Give remarks. + Task 2: - Ask sts to look at the introduction in task 2 and explain more clearly. - Ask them to look through column A and column B. - Explain the phrase: "'marital 'status"= Are you married or single? - Ask sts to listen and repeat this phrase. - Ask sts to match a line in A with a question in B individually 2 minutes. - Ask sts to work in pairs to ask and answer about the questions in column B. - Ask them to give short answers. - Move round to conduct the activity. - Ask some pairs to report. - Give remarks. + Task 3: - Tell sts that forms ask them to do certain things so they should follow the requirements. - Ask sts to read through five points , then explain some new words: - de'lete( v) : to omit something. - 'applicable (adj): suitable. - Ask sts to listen and read these words again. - Ask sts to read the task again and fill in the blanks as they are required. - Ask 2 two sts to write their answers on the board. - Check and give remarks. - Ask sts to look at Task 4 and read through this task. - Explain some new words: - en'rol (v): to become a member/ a student in a course. en'rolment( n) - natio'nality( n): eg: Vietnamese, French, etc - 'specify (v): tell clearly. - Ask sts to listen and read these words again. 3. While you write: ( 10 mins) - Aims: Sts practse filling in a form. - Ask sts to read the form again and fill in it. - Ask them to work individually in 8 minutes . - Copy the form on the board. - Ask them to share their answers with their partners. 4. After you write: ( 9 minutes) - Ask one st to fill in the form on the board. - Ask another st to give remarks. - Check and correct any mistakes. - Ask sts to read their forms again and correct the mistakes if there are. 5. Homework: ( 1 min) - Part D ( page 27- textbook). Tiết 11. - Open their books and look at the tasks. - Pair 1: 1. When you want to send some money/ parcels at a post office. 2. Your surname, your first name, your age. - Pair 2: 1. When you apply for a job or attend an examination to a high school/ a university. 2. Your address, your job, your date of birth.... - Look at task 2 and listen to the teacher. - Read through the task . - Write this phrase in their notebooks. - listen and repeat. - Do the task individually. - discuss in pairs. - Give feedback. 1- d; 2 - f; 3 - e; 4 - g; 5 - b; 6 - c; 7 a. S1: What do you do? S2: I'm a student. S3: Where are you living at the moment? S4: At 32 Tran Hung Dao Street. S5: Are you married or single? S6: Single. S7: What 's your first name? S8: Binh. ......... - Listen to the teacher. - write these words into their notebooks. - Read thes e words again. - Do the task silently and the share their answers with their partners. 1. NGUYEN THI NHUNG. 2. Nhung 3. I am a student. (Delete other choices) 4. 5.  - Write these words in their notebook - Listen and repeat. - Fill in the form. - Discuss in pairs . + Sample : Mr/ Mrs/ miss Surname: PHAM First name: VAN TUNG Date of birth: FEBRUARY 20th, 1991. Nationality: VIETNAMESE. ........................... - Self- correct.. Lesson 5: E. LANGUAGE FOCUS th. Planning date: Sep 20 Teaching date: Sep 22nd I. Objectives: 1. Education Aims: Distinguish the sound // from the sound /a:/ pronounce them correctly. Students revise Wh-questions and V-ing and to infinitive. 2. Knowledge: a. General knowledge: - informal letters. b. Language: - Pronunciation: /  / and /a:/ - Wh- questions.

(12) - V-ing and to infinitive. - work in pairs to ask and answer Wh- questions. - Read words and sentences aloud. -Read the passages and sentences silently to do the exercises. II. Anticipated problems: + Problems: Difficulty in pronounce /  / and /a:/ correctly. + Solutions: - Explain carefully the diference between two sounds . III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Warm-up: ( 3mins) - Look at the board. - Aims: to introduce the topic and to raise sts' interest. - Look at the book , listen and repeat. - Write on the boards two sentences: study far eg: My cousin is my uncle's son. subject father I want to read this example. ................. - Ask one st to read the examples aloud. - Read these words in pairs and check - Check whether they pronounce correctly, then ask the for their partners. whole class to read the sentences again. - Look at the book and work in pairs.- Point at underlined words and introduce the topic;" Today Answers: / / /a:/ we will practise pronouncing two sounds /  / and /a:/. 2. Pronunciation:( 15 mins) love dancing a. Write two sounds on the board and pronounce them much stars clearly twice, then ask sts to repeat. - S: They are questions beginning with - Tell sts the difference between two sounds. " what, who, where, how,etc". ................ - Ask them to look at the textbook, listen and repeat. - Look at the textbook. b. Ask sts to look at sentences in page 29 in the book. - make questions then ask and answer - Ask the to work in pairs to read the sentences and then with their partners. find out the words containing sound // and the words ............ containing sound /a:/. V-ing: - Ask them to work in 4 minutes. - After some verbs: - Check and give remarks. admit, avoid,admit,give up, like, love, 3. Grammar and vocabulary:( 25 mins) enjoy, finish, keep, mind, postpone, a. Wh- questions: practise, suggest, consider, etc. - T: What are Wh- questions? - Go + V-ing: go camping - Ask sts to give examples. go dancing, go shopping, go swimming, - Check and give remarks. etc. b. V-ing and To infinitive: - After prepositions. - Ask them about the cases to use to infinitive. To infinitive: - Check and add any information if necessary. - Ask sts to read the letter in Ex 2 and then give the correct - after some verbs: afford, arrange, choose, manage, refuse, promise, want, form of the verbs in brackets. need, hope, agree, plan, decide, etc. - Ask them to work alone in 5 minutes and then check it - V + O + to infinitive: with their partners. want, advise, tell, request, order, etc. - Ask two sts to write the answers on the board. EX 2: - Check and give remarks. 1. to hear 6. to pay - Ask sts to do Ex 3 in 3 minutes . 2. going 7. to go - Ask 2 sts to do this exercise on the board. 3. remembering 8. visiting - Tell sts to work individually , then share their answers 4. doing 9. seeing with their parters. 5. worrying 10. hearing. - Ask one st to give remarks on their friends ' task. EX 3: 1. to go 6. making - Check and give remarks. 2. waiting 7. to call 4. Homework: (1 min) 3. having 8. to lend - Part B ( page 11- workbook) 4. to find 9. talking 5. living 10. to post. 3. Skills:. Tiết 12+13. + Speaking: + Reading:. UNIT 3: PEOPLE’S BACKGROUND Lesson 1: A. READING. Planning date: Sep 22nd Teaching date: Sep 26th and Sep 27th I. Objectives: 1. Education aims: Famous scientists especially about Marie Curie, and admire her. 2. Knowledge: a. General knowledge: - Background knowledge about Marie Curie. b. Language: - the past simple tense. - vocabulary concerning study. 3. Skills: - Reading: Matching and True or False exercise and answer the questions. - Speaking: discuss in pairs and in groups. II. Anticipated problems: Students may lack of information about Marie Curie. III. Teaching Aids: textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up: Network... ( 5 mins) + Aims: to raise sts' interest in the reading text. - Ask students to work in groups of 3-4 students . - Work in groups - Ask the students to give a list of famous scientists and.

(13) their inventions. - Move round to check the activity. - Ask them to work in 4 minutes and then get feedback. The group which has the longest list will be the winner 2. Before you read:( 10 mins) - Aims; to introduce the content of the text and provide sts with some new words. - Students are required to work in pairs to answer the following questions: + Have you ever heard of Marie Curie? + What do you know about her? - give the correct information. - Read and write new words on the board. + background (n): lai lÞch + ease (v): lµm dÞu + mature (adj): full-grown + interrupt (v): §øt qu·ng + humanitarian (adj): Nhân đạo humane (adj): Nhân đức + tragic(adj): bi th¬ng + ambitious(adj): tham väng + atomic(adj): thuéc vÒ nguyªn tö - Read each word 3 times and ask the sts to repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the words aloud in front of the class - Listen and help the sts to read the words correctly. 3. While you read:( 20 mins) - Aims: Sts practise reading and do the tasks + Task 1: Matching. - Ask the students to read the passage independently and match the words or phrases in A with their meaning in B. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Ask them to compare the answers with their friends. - Call on some sts to read and explain their answers aloud in front of the class. - Give feedback and correct answers: + Task 2: True or False. - Ask the sts to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask the sts to highlight or underline the information in the passage that helps the students to find the correct answers. - Move round to help sts if necessary, then ask them to share their answers with their partners. - Ask some sts to give answers. - Listen and help the students to do the exercise correctly + Task 3: Answering questions. - Ask students to work in pairs to answer the questions. - Tell the students to compare their answers with other pairs. Let them discuss and correct for one another. - Call some pairs of students to read aloud the questions and answers in front of the class. - Feedback and give correct answers. 4. After you read:( 9 mins) - Aims: to check sts' understanding and to summarize the text. - Make sure students understand all the adjectives given in this part. - Ask sts to describe Marie Curie, basing on these adjectives . Find the evidence from the passage to prove each of them. - Ask the students to work in groups and highlight or underline the evidence that they find in the passage. - Go round to help students with their work. - Ask presentatives of some groups to report in front of the whole class. - Listen andgive remarks. 5. Homework:( 1 min) - Ask students to write a passage of about 60 words about a famous scientist.. TiÕt 14. - Some Students report orally.. - Discuss in pairs and then answer the questions. - Some sts stand up to answer. - Listen to the teacher and Copy down. - Repeat the words. - Work in pairs to check for each other. - 1 student/ 1 time - Work individually. - Discuss in pairs to share their ideas. -Listen and self-correct the exercise. - Copy down * Key: 1.c 2. e 3. a 4. d 5. b - listen to the teacher. - Students do the work individually. - Discuss the answers with their partners. - some sts do orally while others watch + Key: 1. T 2. F( Her dream was to become a scientist) 3. T 4. F (She married Pierre Curie in 1895) 5. T - Self-correct the work - Work in pairs orally - Share their ideas. - 9-10 pairs work orally in front of the class. Key: 1.Marie Curie was born in Warsaw on November 7,1867 2.She was a brilliant and mature students . 3. She work as a tutor to save money for a study tour abroad. 4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium. 5. No it wasn’t. her real joy was “ easing human suffering - work in groups orally and try to find the evidence in the reading text. - Some sts report in front of the ckass. - Others listen to their friends and give remarks. - Listen to the teacher.. UNIT 3 - Lesson 2: b. speaking.

(14) Planning date: Sep 25th Teaching date: Oct 4th I.Objectives: 1. Education aims: Sts know how to interview a person and talk about a person's background. 2. Knowledge: a.General knowledge: - A person's background. b.Language: - The simple past tense. - Wh- questions 3. Skills: - Speaking: - Asking about another person's background. - Talking about a person's background basing on what they have interviewed. II. Anticipated problems: - Sts may not know what is included in the term "background". III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher’s activities Students’ activities 2.Before you speak( 10 mins) Aims: to guide sts how to do and to provide them with needed - Think about people's background. vocabulary and grammar. - Work in pairs to choose the + Task 1: correct items. - Ask sts to think about people's background, and then read the + family + education cues in this task. + experience - Ask them to discuss in pairs to choose which items to tell - Work in pairs to discuss the about someone's background. questions. - Get feedback and give the correct answers. - Some pairs stand up to give - Ask sts to continue working in pairs to discuss what questions answers. they can ask when they want to know about these things. Family: - Move round to conduct the activity. - How many people are there in your family? - Ask some pairs to give answers. - What does your father/ mother - Write the questions on the board and give remarks. do? 3. While you speak:( 20 mins) Aims: Sts can practise making an interwiew and then talking Education: - Where did you study at primary about the person they have interwiewed. school/ junior secondary school? + Task 2: - Ask sts to imagine they are journalists and ask them to work - What subject do you like best? in pairs to interview their partners about his/her background or - What degree do you have? Experience: that of a person he/ she knows well. - How long have you been a - Ask them to follow the stages in the textbook. member of our school's speaking - Go around to suggest the questions if necessary. club? - Ask one pair to report. - Have you ever won any prizes? - Give remarks so that other pairs can correct their mistakes. - Work in pairs to ask and answer. + Task 3: - Ask sts to work in small groups to talk about the person they - One pair stand up and report: S1: Hello. Can you tell me have learnt about from the interview. something about yorself? - Ask them to work in 7 minutes. S2: Oh, of course. What do you - Move around to conduct the activity. want to know? 4- After you speak:( 9 mins) Aims: Sts present what they have discussed in the previous S1: When and where were you born? stage. - Ask two sts to tell the whole class about the people they S2: I was born on September 11th, 1991 in Hai Duong. interviewed about. S1: How many people are there in - Listen to them attentively and correct the mistakes. your family? - Give remarks on the whole activity. S2: There are four: my parents, my - Sample answer: " Quan's cousin, Minh, was born on November 2 nd, 1985 in sister and I. Hai Duong City. He is the only child in his family. His father is S1: What do your parents do? an engineer and his mother is a teacher. As a brilliant student, S2: my dad is a doctor and my he always got good marks when he was a student at To Hieu mum is a nurse. ............................... Primary School and then at Le Quy Don Secondary School. When he was fifteen , he passed the exam to Nguyen Trai High School. He said he liked all subjects at school but among them - Discuss in groups using the he liked English best. He has attended the English Speaking information they have got from the Contest twice and won the fisrt prize in 2003. At the moment interview. he is studying at a university in Australia and he is very successful..." 5- Homework:( 1 min) - Write about the people they have interviewed about.. TiÕt 15. UNIT 3 - Lesson 3: c. listening. Planning date: Oct 1st Teaching date: Oct 6th I. Objectives: 1. General knowledge: - Sts know about the background of a famous person. 2. Language: Sts recall and learn more about: - The simple past tense - Verbs to express opinion - Vocabulary on sports. 3. Skills: Sts develop the following skills: - Listening and marking True/False - Listening and filling in gaps - Asking, answering about sb’s background. II. Anticipated problems: - Sts do not know some new words..

(15) - Sts have trouble listening to a conversation read by a teacher. III. Teaching aids: - Handouts IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:( 5 mins) - Two sts tell the whole class about two people's - Two sts stand in front of the class to speak. background. - Listen and give remarks and marks. - Work in groups and recall the names of 2. Before you listen:( 10 mins) Aims: focus sts on the topic and review/ introduce the sports and the names of the sports words and phrases used to describe the background of competitions then make a list on a sheet of a sports star. paper + Ask sts to work in groups and make a list of sports - Compare theirs notes. and the names of the sports competitions, then - Listen to the T and open the book compare their list with other groups’ - Work in pairs. - Introduce the topic of the listening text: ‘A - Some pairs stand up and report. conversation between a reporter and an Olympic S1: Can you name any Olympic champions? Champion’ and ask sts to open their books. S2: Tran Hieu Ngan, Sergey Bubka… T asks sts to work in pairs to ask and answer the S3: What would you like to know about these people? questions in the textbook S4: Date and place of birth, study, family, Can you name any Olympic champions? What would you like to know about these people? achievements, hobbies… - Note down the forms of questions: - Move around to help sts. When/where were you born? - Ask some pairs to present and gives remarks - Ask sts to work in pairs and recall the forms of Where did you get a general education? What achievement have you got? question used to get the information. What do you like doing in your free time? - Ask some sts to speak aloud. + Ask sts to look at the words in the book and read - Look at the words and read after T /the tape. after T / the tape. - Introduce some new words - Copy the words and phrases. - Olympic champion (n): (in the picture) - di'ploma (n): sb receive this when he finishes a course /graduates from college or university. - ro'mantic (adj): Romeo and Juliet is a romantic - Listen and repeat. - Read the words in pairs and correct each play. other’s mistakes. - Read the words and ask sts to repeat. - Some individuals read the words aloud. - Ask sts to read the words in pairs. 3. While you listen:( 20 mins) + Task 1: Aims: Practice listening for specific information by - Work in pairs to read the statements. deciding whether the given statements are true or false. - Introduce the conversation between a reporter and an - Listen and do the task. Olympic champion then ask sts to listen to the conversation and tick on the box to indicate True or - discuss their answers in pairs. - Gives their answers: False statements. 1T; 2T; 3F; 4T; 5F. - Ask sts to have a look at the statements and read them in pairs and make sure they understand the - Say their answers aloud, and then correct their work if they have the wrong answer. statements. - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false. - Read/ play the tape twice. - Listen to the tape / the teacher and do the - Ask sts to compare their answer in pairs. task - Check sts’ answers. - Read/play the tape once again, stop the tape where - compare their answers. - Give their answers. necessary and conduct the correction. 1. a general education 4. love stories + Task 2: - Aims: sts listen for specific information to fill in the 2. lives; family 5. teacher's diploma blanks. - Ask sts to listen to the conversation again and fill in 3. different; swimming - Check their answers, and then correct their the gaps with the suitable words/ phrases. work if they have the wrong answers. - Read the conversation twice. - Ask sts to compare their answer in pairs. - Check sts’ answers. - Read/play the tape once again, stop the tape where necessary and conduct the correction. - Ask and answer in pairs. 4. After you listen:( 9 mins) - Aims: to check sts'comprehension in the previous stage. - Ask sts to work in pairs and use the information in Task 1 and 2 to ask and answer about the Olympic - One/ two sts present. champion. - Move round to check the activities and to make sure that sts are working effectively..

(16) - Check and give remarks. - T can ask sts to ask and answer about the sports star(s) they like 5. Homework:( 1 min) - Write a short paragraph about the Olympic champion .. UNIT 3 - Lesson 4: d. writing. TiÕt 16 st. Planning date: Oct 1 Teaching date: Oct 7th I. Objectives: 1. Education Aims: - Students can write a simple C. V( curriculum vitae) - They can write about a person's background basing on a C. V 2. Knowledge: a. General knowledge: - A curriculum vitae in English. b. Language: - The past simple tense. - Words/expressions used in a curriculum vitae. 3. Skills: - Reading: read a model curriculum vitae. - Speaking: discuss in pairs. - Writing: fill in a curriculum, write about a person's background. II. Anticipated problems: Expressions in a CV so teacher should teach them in advance. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5 mins) - Aks one st to talk about Sally in front of the whole class. - One st speaks. - Give remarks and a mark. - Others listen to their friend. - Give remarks. 2. Before you write:( 20 mins) - Aims: to focus sts on the topic and to introduce the structure of a simple C.V, to guide sts to fill in the C.V. - look at the C.V. + Task 1: - Ask sts to look at the C.V in the textbook and introduce - Copy these words into their some new words: notebooks. + C.V( curriculum vitae) : a form with details about somebody's past education and jobs. + tourist guide (n): a person who goes with tourists to point - Listen to the teacher and read these out interesting sights on a journey. words again. + hotel telephonist (n): a person who answers the phone in a hotel. - Read the C.V in the textbook and + travel agency ( n) : a business of organising travelling for answer T's questions. people. S1: His full name is David Brown. S2: He was born on November 12th, - Read these words aloud and ask sts to listen and repeat. 1969 in Boston. - Ask some sts to read again and check. S3: He attended Kensington High - Ask sts to read the model C.V in the textbook about Mr. School. Brown and then answer the questions: T: What is his full name? T: When and where was he born? S4; He passed exams in English, French and Mathematics. T: What school did he attend? T: What exams did he pass? S5: He was a tourist guide and a T: What did he do before? hotel telephonist. - Ask sts another question: - Discuss the question in pairs then " What kind of information do you find in the C.V?" one of them will answer. - Ask sts to discuss this question in pairs then ask one st to S: We can find some information answer. - Give remarks. such as his name, his date of birth - Introduce the elements of a C.V: and his place of birth, his education +Personal information: name, sex, date of birth, place of and his previous jobs, etc. birth. - Copy this part into their notebooks. + Education : name of a high school/ a university... - Read the form . + Previous jobs: teacher/ tourist guide/ etc. ( time) - Work in pairs to ask and answer. + Interest: dancing/ swimming/ etc. - Complete the form with suitable + Task 2: information. - Ask sts to read the incomplete form in the book. - Some sts stand up and read aloud, - Ask them to work in pairs in 5 minutes to ask and answer other sts listen and give remarks. about their partner's father/ mother then complete the form with suitable information. - Move round to conduct the activity and to help if necessary. - Read Mr. Brown's C.V again. - Use the suggested words/ phrases - Ask some sts to read aloud the information they have to write a paragraph about Mr. collected and ask some other sts to give remarks. Brown. - Check and give remarks. - Share their paragraph with their 3. While you write:( 10 mins) friends'. - Aims: Sts practise writing about a person's background using the information in a C.V and the cues in the textbook. - Some sts stand up and read their - Ask sts to look at Task 1 again. work aloud. - Ask them to work independently and write a paragraph - Other sts give remarks. about Mr. Brown ,using the suggested words and phrases. " Mr. Brown was born on November - Ask sts to use the past simple to write..

(17) - Move around to help if necessary. - Ask sts to write in about 9 minutes, then compare their paragraph with their partners'. 4. After you write:( 9 mins) - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. 5. Homework: ( 1min) - Because time is not allowed, the writing activity in Task 3 will be assigned as homework.. 12th, 1969 in Boston. He went to Kensington High School and passed examed in English, French and Mathematics. He worked as a tourist guide in a travel agency from June 1991 to December 1998. And from 1999 to 2002 , he worked as a hotel telephonist. He likes music and dancing.". UNIT 3 - Lesson 5: e. language focus. TiÕt 17 st. Planning date: Oct 1 Teaching date: Oct 10th I. Objectives: 1. Education Aims: The sound / e / from the sound / æ / and pronounce them correctly. Students revise the past perfect and distinguish it from the past simple. 2. Knowledge: + Language: - Pronunciation: / e / and / æ / - The past perfect tense. - The past simple tense. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the passages and sentences silently to do the exercises. II. Anticipated problems: - Students may have difficulty in pronounce sound / æ / correctly. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read aloud the paragraph that he/she wrote - One st read his/ her paragraph aloud. about his/ her partner's parent. - Listen to their friends. - Listen to him/her. - Give remarks. - Ask one st to give remarks. - Listen to the teacher. - check and give a mark. - Write down two sounds. - Listen to the teacher and repeat. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /e/ and /æ/ and help sts to - Look at the book , listen and repeat. practise these sounds. men man said sad a. Write two sounds on the board and pronounce them met mat clearly twice, then ask sts to repeat. ................. - Tell sts the difference between two sounds. - Read these words in pairs and check - Ask them to look at the textbook, listen and repeat. for their partners. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Look at the book and work in pairs. - Move around to help . - Answers: - Ask two sts to read again and give remarks. /e/ /æ / b. Ask sts to look at sentences in page 39 in the book. red fat - Ask the to work in pairs to read the sentences and then pen man find out the words containing sound /e/ and the words sent handbag containing sound /æ /. Helen apples - Ask them to work in 4 minutes. said pans - Move around to conduct the activity. ................ - Ask one st to report and other sts to give remarks. - Look at the example . - Check and give the correct answers. - One st stands up and answers: - Ask some sts to read these sentences aloud. " had started" - Listen and give remarks. - Form: (+ ) S + had + PII ............ 3. Grammar: ( 29 mins) ( - ) S + had + not + PII - Aims: To revise the past perfect tense and the past simple ( ? ) Had + S + PII ..........? tense as well as to give them some exercises to do. - Uses: - Write an example on the board. + The past perfect refers to a past "When I arrived at the cinema,the film had started" - Ask sts to look at the example and identify the verb in the activity or situation that took place before another past activity or past perfect. situation. - Ask sts to recall the form of the past perfect tense and to - Copy the examples and listen to the tell the whole class. teacher. - Revise the use of the past perfect by giving some + The past perfect can be used as the examples. past form of the present perfect. Eg1: - Copy the examples. When the police came , the robbers had escaped. - Listen and repeat. The train had left when Mary arrived at the station. - Read through all sentences in this - Tell sts about the chronological order between the past exercise. perfect and the past simple. - Do the exercise and then share their Eg 2: I was nervous because I had never spoken before answers with their partners. an audience.( I spoke before an audience yesterday) EX 1: The house was dirty. We hadn't cleaned it for weeks. 1. had broken 6. had been - Ask sts to read these examples again. 2. had done 7. had left + EX1:.

(18) Sentence Correction - Ask sts to read Mistake Ex 1 in page 39, then do the task. climbed - Ask1 them to had workclimbed individually to put the verbs into the had compare turned their turned past 3perfect, then answers with their partners. 5 had called called - Let them work in 5 minutes and then ask some sts to 7 had heard heard report. 9 and give wentremarks. had already gone - Check + EX2: - Ask sts to read the sentences in Ex 2 and then give the correct form of the verbs in brackets. - Ask sts to pay attention to the difference between the past perfect and the past simple. - Ask them to work alone in 3 minutes and then check it with their partners. - Ask some sts to read the answers aloud. - Check and give remarks. 4. Homework: (1 min) - Because time is not allowed, Ex3 is assigned as homework. - Part B ( page 19,20- workbook). TiÕt 18. 3. had met 8. had moned 4. hadn't turned off 9. hadn't seen 5. had ever seen 10.had broken in. - Read the sentences carefully and do the exercise individually. - Share their answers with their partners. EX 2: 1. had just finished..... came. 2. had seldom travelled ....... went. 3. went...... had already taken. 4. Did you manage........ had he gone. 5. had just got.... phoned...... had been.. test yourself a th. Planning date: Oct 10 Teaching date: Oct 12th I. Objectives: 1. Aims: - Sts revise what they have learned in unit 1. unit 2 and unit 3. 2. Knowledge: - General knowledge in unit 1, unit 2 and unit 3. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities 1. Homework checking:( 5 mins) - Look at the textbook and try to understand the - Ask one st to do Ex 3 in the textbook on the information in the table. board. - Ask one st to give remarks. - Give remarks and marks. - Copy these words into their notebooks. 2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home - Listen and read after the teacher. in advance to save time. - Give sts the time duration for each part : part II: - Listen carefully and do the task. 10 minutes, part III: 10 minutes, part IV: 15 - Work in pairs to discuss their answers. minutes. 1. 15th January 1929 6. a minister at a - Ask sts to do listening in class. 2. In 1951 7. the black freedom 2.1. Listening: movement - Ask sts to read the table in the textbook. 3. for 4 years 8. heard his speech at the - Introduce new words: 4. he met 9. In 1986 + 'minister (n): priest, vicar. 5. they got married 10. 4th April 1968 + black freedom movement (n): phong trµo gi¶i phãng ngêi da ®en. + me'morial (n): an institute built to remind - work in groups to share their ideas. people of a person or an event. - one st stands up to report. - Read the text twice and ask sts to try to 1.F 2. C 3. A 4. D 5. B complete the table in the second time. - Ask sts to share their ideas with their partners. - Discuss in groups. - Read the text again so that sts can check their - Answers: task for the last time. 1. to apply 5. got 9. am able - Ask 2 sts to write their answers on the board. 2. am 6. can 10. hearing - Ask other sts to give remarks. 3. attended 7. reading - Check and give feedback. 4. passed 8. know 2.2. Reading: - Ask sts to work in groups to compare their - Read their letters aloud answers. - Ask one st to report his/ her answers aloud. - Listen to the teacher's remarks. - listen and check. 2.3. Grammar: - Ask sts to discuss their answers in groups. - Ask 2 sts to write their answers on the board. - Ask two other sts to give remarks. - Check and give the correct answers. 2.4. Writing: - Ask some sts to to read their letters aloud. - Ask some sts to give ramarks. - Listen and give remarks on: + form + grammar and vocabulary.

(19) + ideas + style 3. Homework: ( 1 min) - Part D ( Page 22- workbook). TiÕt 19 Planning date: Oct 10. written test 1 th. Teaching date: Oct 13th. Nội dung đề số 121 I. Choose one word whose underlined part is pronounced differently. Identify your answer by circling the corresponding letter A, B, C, or D. 01.A. sandy B. handy C. many D. candy 02.A. rough B. cough C. tough D. enough 03.A. learning B. searching C. clearing D. earning 04.A. given B. whiten C. ridden D. risen 05.A. pays B. says C. stays D. plays II. Choose one word whose stress pattern is different. Identify your answer by circling the corresponding letter A, B, C, or D. 06.A. employment B. surprising C. important D. comfortable 07.A. colorful B. vegetable C. equality D. dictionary 08.A. industrial B. irrational C. variety D. characterize 09.A. noisy B. quiet C. hundred D. abroad 10.A. important B. elegant C. regional D. musical III. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. Identify your answers by circling the corresponding letter A, B, C, or D. 11. Jan didn’t check she had enough petrol before she left, ____ was careless of her. A. that B. it C. what D. which 12. Have you live here____life? A. all your B. your all C. all the D. the whole 13. All the boys are good at cooking, but_____is as good as the girls. A. every B. none C. either D. neither 14. I’m really looking forward ____to university. A. going B. go C. to go D. to going 15. Are there enough apples for us to have one_____? A. individually B. each C. self D. every 16. We arrived home safe and ____________. A. warmly B. sound C. soundly D. warm 17. Please do not talk_____the orchestra is playing. A. while B. otherwise C. that D. during 18. They left the room_____they had finished the exam. A. while B. although C. before D. once 19. If you____a crime, you must expect to suffer the consequences. A. commit B. do C. perform D. make 20. Anyone who lives alone has to look after_____. A. self B. one self C. itself D. himself 21. Do you bring __________with you? No, we are going to sleep in a rented house. A. sleeping bags B. drinks C. foods D. umbrellas 22. The room was_____of strangers A. crowded B. filled C. full D. complete 23. They had lunch together in the school_____. A. cafe B. restaurant C. bar D. canteen 24. Some animals are now ____________. We need to find ways to protect them. A. in danger B. dangerous C. danger D. dangerously 25. We took a short ___________ for thirty minutes in the middle of the afternoon. A. rest B. talk C. time D. meal IV. Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: There is now increasing concern about the world’s energy resources, particularly about those involving fossil__(26)__. In less than a hundred years, we shall probably __(27)__ all the present__(28)__of oil and gas. The world’s coal__(29)__should last longer but, once used, these cannot be___(30)__. It is important, therefore, that we should develop such__(31)___sources of energy as solar energy and nuclear energy as well as water and wind__(32)__(classed as ___(33)__energy). Until these energy__(34)___are widely used, it is important for the developed countries to reduce energy__(35)__as much as possible. 26. A. fuels B. energies C. powers D. forms 27. A. complete B. end C. exhaust D. total.

(20) 28. A. findings B. productions C. amounts 29. A. reserves B. contents C. stores 30. A. updated B. produced C. renewed 31. A. surprising B. traditional C. alternative 32. A. power B. strength C. force 33. A. repeatable B. continuous C. renewable 34. A. goods B. materials C. supplies 35. A. consumption B. exhaustion C. waste V. Find out ONE mistake in each sentence that needs correcting . 36. The rain came sudden and everybody got wet because nobody had an umbrella. A B C D 37. When I came in, my father was talking to anyone so I went out quietly. A B C D 38. I want to try on the blue skirt over there. Can you showing me the changing room? A B C D 39. Ha Anh can now speak English more well than the last time I met him. A B C D 40. There are many ways to do this exercise but mine is the best good one. A B C D. TiÕt 20. written test 1 - correction. Planning date: Oct 11th 01 02 03 04 05 06 07 08 09 10. { {. D. sources D. mines D. repeated D. revolutionary D. motion D. continual D. provisions D. destruction. | | -. } } } -. ~ ~ ~ -. Teaching date: Oct 17th 11 12 13 14 15 16 17 18 19 20. { { { -. | | | -. -. ~ ~ ~ ~. 21 22 23 24 25 26 27 28 29 30. { { { { { -. -. } } } }. ~ -. 31 32 33 34 35 36 37 38 39 40. { { { -. -. } } } } -. ~ ~ ~. UNIT 4: SPECIAL EDUCATION TiÕt 21 Planning date: Oct 15th I. Objectives: 1. Education aims: 2. Knowledge:. UNIT 4 – LESSON 1: A. READING Teaching date: Oct 19th. - Students know more about the study of disabled children a. General knowledge: Special education and the Braille Alphabet. b. Language: - The past simple tense, the present simple tense. - Vocabulary concerning special education. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: to match words II. Anticipated problems: - Students may have no ideas about special education and Braille. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:( 2 mins) - Look at the board and listen to the - Aims: Sts get used to the topic. - Ask sts to match an adjective in A with its meaning in B: teacher. - Work in groups to match an A B adjective in A with its meaning in B. 1. deaf a. unable to see. 2. dumb b. unable to hear. - One st presents the ideas. 3. blind c. unable to use a part of 1 - b; 2 - d; 3 - a; 4 - c of their body normally. - Listen to the teacher's remarks. 4. disabled d. unable to speak - Listen and repeat. - Ask sts to work in groups to match the items. - Ask one st from one group to present the ideas. - Ask other sts to give remarks. - Work in groups to list out. - Check and ask sts to read the adjectives in A aloud. Eg: get up, wash my face, have 2. Before you read( 13 mins) breakfast, go to school by bike, - Aims: to prepare information and vocabularies for the topic. listen to the teachers, write the - Ask sts to work in groups of three or four to list out their daily lessons, talk to friends, play soccer,.

(21) activities. - Ask some sts from different groups to report their ideas. - Write the list on the board ask sts to point out what activities would be difficult for disabled people to do. - Ask sts to study the Braille Alphabet and then work in pairs to work out the message below the alphabet. - Introduce some new words: + retarded ( adj) : less developed than normal. + Proper schooling(phr): enough and good study at schooling. + Opposition(n): opposing ideas/ disagreeing ideas(viewpoints). Opposed to ( adj) + Make efforts (v): try, attempt. + To be proud of..... (phr): = To take pride in..... + add( v) : + ; subtract ( v ) : + finger (n) ( demonstration ) - Ask sts to listen and read the words again then ask some sts to read again. - Listen and check. 3.While you read:( 20 mins) - Aims: Read the passage for information to do the tasks. + Task 1: Matching. - Ask the sts to read the passage individually and do Task 1: the words in A appear in the reading passage. Match them with their definition in B. - Encourage sts to guess the meaning of the words in the context. - Tell sts to compare their answers with a partner. - Call on some sts to read their answers aloud in front of the class. - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words + Task 2:Multiple choice. - Ask the students to read the passage more carefully and complete the sentences by circling the corresponding letter A, B, C, or D. - Move around to conduct the activity. - Ask sts to share the answers with their partners. - 5-6 students are required to give answers in front of the class(1 students/ 1 time/ 1 answer). - Listen and help the sts to do the exercise correctly - Give explanation to some words/ phrases or expressions if needed 4. After you read:( 9 mins) - Aims: Give the summary of the topic. - Ask sts to work individually and read the summary of the passage carefully. - Encourage them to guess the missing words. - Have sts complete the summary. - Note: Sts may not be familiar with this kind of exercise. T should provide help when necessary. - Call on some sts to read the completed summary aloud in front of the class. - Give feedback and correct answers: 5. Homework:( 1 min) - Part A ( page 23).. TiÕt 22. watch TV , etc. - Point out some activities. Eg: go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV, etc. - The message: " We are the world" - Copy the words into their notebooks.. - listen and repeat. - some sts stand up to read the words again.. - Read the passage and do the task individually. - Share their answers with their partners. - Some sts give out their answers. 1. – c; 2 – e; 3 – a;4 - b ; 5 - d. -Listen and self-correct the exercise. - Copy down - Students do the work individually - Compare their answers with their partners. - 5-6 students do orally while others listen to them. 1. D 2. B 3. A 4. C 5. D - Self-correct the work - Read the summary passage carefully. - Do the task individually. - 10 students give answers orally 1. disabled 2. read 3. write 4. efforts 5. opposition 6. time-consuming 7. maths 8. arms 9. figures 10. proud - self-correct. UNIT 4 – LESSON 2: B. SPEAKING. Planning date: Oct 15th Teaching date: Oct 21st I. Objectives 1. General knowledge: Talk about so’s school life and actively engage in an interview 2. Language: - The simple past tense II, Skills: - Making an interview : Matching - Asking and answering about school life of a student. - Reporting on results. III. Anticipated problem: work as an interviewer and an interviewee IV. Teaching aids - textbook, chalk, board. V. Procedures Teacher’s activities Students’ activities 1. Warm-up( 3 mins) - Work in groups. Aims: Sts recall the words on school. - Asks sts to work in groups and make a list of words relating - Suggested words:.

(22) to school. The words must be correctly spelled and related to the topic. - Ask some groups to report. - The group with the longest list will be the winner. 2.Before you speak:( 15 mins) Aims: Sts can match the words, give the correct answers - Asks sts some questions: + What are your favourite subjects? + Which one don’t you like? + How much time do you prepare for your lessons every day? + Task 1: Fill in blanks with the right questions - Asks sts to study the questions in the interview carefully and work in pairs. - Ask some sts to give their answers in front of the class. - Listen and give the correct answers. - Ask sts to work in pairs and carry out the interview using the right questions . 3. While you speak:( 15 mins) Aims: Sts can ask and answer about school life of their partner. + Task 2 - Write the questions in task 1 on board and ask sts to work in pairs ,ask and answer about their school life using the questions on board. - Go round to help sts when necessary. T can play the role of the interviewee to help sts if necessary. - Ask one pair to present in front of the whole class. - Listen and ask other sts to give remarks. - Give remarks. 4. After you speak:(10 mins) Aims: Sts can tell about their partner’s school life. + Task 3: - Ask some sts to tell the whole class what they know about their partner using the notes from the interview. - Ask other sts to listen to their classmates and comment on presenters’ work. - Listen and make necessary corrections. 5 Homework: ( 1 min) Write a paragraph about their partner's study at school( about 150 words). Subjects: English, maths, literature,........... Tests, breaks, homework, teacher, students,.....Secondary school , high school....... Sts answer: - My favourite subjects are Math, English.... - I don’t like .......... - It takes me about ........ - Work in pairs to fill the right questions into the blanks. - Some sts give their answers A - 4 ; B - 1 ; C - 2 ; D -6; E-3;F-5;G-7 - Two sts read the interview aloud - Work in pairs , ask and answer the questions on board using his or her own information to answer the questions. - The student in role of the interviewer takes notes the information of the partner in their notebook. - One pair stand up to present their interview. S1: Which lower- secondary school did you go to? S2: I went to Nguyen Luong Bang lower- secondary school in Thanh Mien District. ........................ - Work individually using the example in the textbook as the beginning: " Hanh went to Lequi don lower – school......". UNIT 4 – LESSON 3: C. LISTENING. TiÕt 23 th. Planning date: Oct 20 Teaching date: Oct 25th I. Objectives: 1. General knowledge:- Sts know about a special photography club. 2. Language: Sts recall and learn more about: - The present continuous tense - Verbs to describe everyday activities - Vocabulary on photography. 3. Skills: Sts develop the following skills: - Listening : marking True/false statements, filling in the gaps - Speaking: retelling the story. II. Anticipated problems: - Sts have difficulty listening to long, similar words. - There are too many new words in the text. III. Teaching aids: textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:( 5 mins) Others listen and give remarks Two sts talk about their school. 2. Before you listen:( 15 mins) Aims: to focus sts on the topic and review/ introduce the - Work in groups to discuss the questions. words in the listening text. a. Ask sts to discuss the following questions in groups: + Have you ever taken part in a club? What kind of club is - Some sts present. it? + What are the club activities? + What do you think of the club activities? - Ask sts to present. b. Introduce some words related to photographs: - 'photograph (n) = photo - pho'tography (n) : the art of taking photos. - photog'raphic (adj) - pho'tographer (n): the person whose job is to take photos. - Read the words after T and some.

(23) - photo'genic(n): looking more beautiful in photos - Ask sts to read the words after T and calls on some sts to read individually - Ask sts to read the text carefully and use the given words to fill in the gaps. Sts work in pairs. - Ask some sts to give answers and give remarks . * Introduce some new words/ phrases - sur'roundings (n): everything around you/ the place where you live - 'sorrow (n): sadness - mute (v): = dumb (unable to speak) - exhi'bition (n) an exhibition of paintings/ photos ... ex'hibit (v) - 'labourer (n): a person who does hard work (with his hands and body) - 'stimulate(v): = encourage(v) - Read the words and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:( 15 mins) +Task 1 Aims: Practice listening for specific information by deciding if the given statements are true or false. - Introduce the talk about a very special photography club: The Vang Trang Khuyet Club. T asks sts to listen and tick on the box to indicate True or False statements. - Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements. - Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false. T reads/plays the tape twice. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Read/ play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 - Ask sts to listen to the talk again and fill in the gaps with the suitable word. - Encourage sts to fill in / guess the most suitable words to fill in the gaps - Read the conversation / play the tape twice. - Ask sts to compare their answer in pairs. - Check sts’ answers. - Read/ play the tape once again, stop the tape where necessary and conduct the correction. IV. After you listen:( 9 mins) - Ask sts to work in groups and tell each other about the photography club. Sts may need to use the following suggested questions: - Who are the members? - What are they doing? - How many photos are on display? - What are the photos about? - What does the passion help them? - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to present in front of the whole class. - Give remarks. IV. Homework:( 1 min ) - Write a short paragraph about the Vang Trang Khuyet Club/ another club.. TiÕt 24. read individually - Work in pairs read the text and do the task - Some sts give answers and give remarks. - Copy the words and phrases.. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud - Listen to the T - Work in pairs to read the statement. - Listen and do the task. - Compare their answers - Give their answers. Key: 1T; 2F; 3T; 4F; 5T. - Check their answers and then correct their work if they have the wrong answers. - Listen to the tape / the teacher and do the task - Compare their answers. - Give their answers. 1. photography 6. simple 2. 19 7. peaceful 3. exhibition 8. chickens 4. 50 9. stimulated 5. beauty 10. escape - Check their answers, say it aloud, and then correct their work if they have the wrong answers. Sts ask and answer in groups.. One/ two pairs present.. UNIT 4 – LESSON 4: D. WRITING. Planning date: Oct 22nd Teaching date: Oct 27th I. Objectives: 1. Education Aims: - Students can write a letter of complaint. 2. Knowledge: a. General knowledge: - A letter of complaint. b. Language: - Language used in a formal letter. - Connectors. 3. Skills: - Reading: read the advertisement. - Speaking: work in pairs to complete the dialogue. - Writing: complete a letter of complaint using the suggested information. II. Anticipated problems: - Students may not be familiar with complaints in English. III. Teaching Aids: - board, textbook, chalk..

(24) IV. Procedures: Teacher's activities 1. Warm-up:( 3 mins) - Aims: to introduce the topic and to raise sts' interest in the topic. - Ask sts: " What kind of letter do you write when you feel angry about something or unhappy with something?" - Suggest: " A letter of complaint or a thank-you letter?" - " Have you ever written a complaint letter?" - " Do you know how to write a complaint letter?" - Introduce the topic of the lesson. 2. Before you write:( 20 mins) - Aims: to help sts to prepare vocabulary and information before they write. + Ask sts to work in pairs and read the advertisement. - Explain some new words: + native teacher (n): teacher from English - speaking counties( England, The USA, Australia...) + free (a): cost nothing + air-con'ditioned (a): to be equipped with airconditioner. - Ask sts to listen and repeat and then some sts stand up to read again. - Move round to conduct the activity and to help sts if necessary. - Ask some questions to make sure that sts understand the advertisement. T: Do Vietnamese teachers teach in this center? T: How many students are there in a class? T: Do you have to pay for books and cassette tapes? T: Are there air- conditioners in the classrooms. T: What time do the classes start and finish? - Give the correct answers. + Task 1: - Ask sts to read the requirement of this task and make sure they know what they are going to do. - Ask sts to work in pairs to complete the dialogue. - Give the first example:( ask one st to play A's role) T:( reply) No, I'm not happy with it at all. T: No, not all of them are native speakers. - Note sts that their answers may vary from one to another. - Move round to help sts and to encourage them to speak naturally. - Ask two pairs to report . - Ask other sts give remarks. - Check and give the correct answers. + Task 2: - Ask sts to read the letter of complaint in the book. - Introduce briefly the structure of a complaint letter. A letter of complaint usually includes three main parts: Opening - Explaining the problem. - Suggesting a resolution - Ask sts to write the second part of the letter basing on the dialogue in task 1. - Remind sts that this is a formal letter so they should not use contractions and that they should use connectors to make their writing smoother. - Suggest some connectors: first of all, firstly, secondly, furthermore, in addition, to make the matter worse, finally... 3. While you write:( 15 mins) - Aims: Sts practise writing the second part of the letter basing on the information in task 1 . - Let sts write the letter. - Move around to conduct the activity. 4. After you write:( 5 mins) - Get feedback by asking one or two sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. 5. Homework: ( 1min) - Part D ( page 16- workbook). Students' activities - Listen to the teacher's question. - " a letter of complain" - "Yes/ No" - Read the advertisement in pairs . - Copy these words into theit notebooks. - Listen and read after the teacher. - Some sts stand up and read aloud, other sts listen and give remarks. - Answer teacher's questions: S1: No, there are only native teachers. S2: No more than 20 students. S3: No, they are free. S4: Yes, all the rooms are airconditioned. S5: They start at 5.30 p.m and finish at 8.30p.m - one st asks the teacher and other listen carefully. S: Are you happy with your study at English For Today Center? S: Are all the teachers native speakers? - Work in pairs to complete the dialogue. - Two pairs report their answers . - Sample answers: 3. that's not true. My class has over 30 students. 4. I had to pay for them. 5. only some of them. Mine is not. 6. in fact classes often start late and finish early. - Read the incomplete letter. - Listen to the teacher. - Copy to their notebooks. - Listen to the teacher. - Read the dialogue in task 1 again and prepare to write. - Do the writing task. - Read their writing: " First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers. You also say that each class has no more than 20 students but there are over 30 students in my class. In the advertisement , you say we can have books and cassette tapes free of charge but in fact we had to pay for them. To make the matter worse, the classroom is not air-conditioned. That is quite different from the advertisement. Finally, the class time is not the same as what the advertisement says. Classes not only start late but also finish early.".

(25) UNIT 4 – LESSON 5: E. LANGUAGE FOCUS. TiÕt 25 th. Planning date: Oct 26 Teaching date: Oct 29th I. Objectives: 1. Education Aims:- The sound /a/ from the sound / ɔ:/ and pronounce them correctly. - " the + adjective" as a noun, review "used to + infinitive" and combine " which". 2. Knowledge:+ Language: - Pronunciation: /a/ and / ɔ:/ - The + adjective. - Used to + infinitive. - Which as a connector. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may have difficulty in pronounce sound /a/ correctly. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to do the homework on the board - One does the exercise on the - Ask one st to give remarks. board. - check and give a mark. - Look at their friend's task. - Give remarks. 2. Pronunciation:( 10 mins) - Listen to the teacher. - Aims: to introduce two sound /a/ and / ɔ:/ and help sts to practise these sounds. - Write down two sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat. - Listen to the teacher and repeat. - Tell sts the difference between two sounds. - Look at the book , listen and - Ask them to look at the textbook, listen and repeat. repeat. - Then ask sts to work in pairs to read the words again so that top call they can check for each other. boss sport - Move around to help . doctor four - Ask two sts to read again and give remarks. ................. b. Ask sts to look at sentences in page 52 in the book. - Ask them to work in pairs to read the sentences and then find - Read these words in pairs and check for their partners. out the words containing sound /a/ and the words containing - Look at the book and work in sound / ɔ:/. pairs. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Answers: - Ask one st to report and other sts to give remarks. /a/ / ɔ:/ - Check and give the correct answers. socks lost - Ask some sts to read these sentences aloud. on doctor - Listen and give remarks. top walking 3. Grammar: ( 29 mins) box called a. Aims: to introduce " the + adjective"as a noun and have job sport sts do Ex 1. ................ - Present the use of " the + adjective" by giving examples. - Read the examples. E.g: The young are very active. - Try to guess the meaning Her real joy is looking after the old. S: - The young = young people - Focus sts on the underlined words and ask them to try to - The old = old people. guess their meaning. - Give the answer: " we use "the + adjective" to describe a - Copy these words. group of people." - Listen and repeat. - Ask sts to look at Ex1 and to do the task. - Explain any new words if necessary+ 'ambulance (n) : a kind - Some sts read again. EX 1: of vehicles used to carry sick/injured people. 1. the injured + unemp'loyed (n) : without a paid job. 2. the unemployed - Read these words aloud and ask sts to listen and read these 3. the sick words again. 4. the rich..... the poor - Ask some sts to read again and check. - Ask sts to do the exercise individually and then compare their - Think about the teacher's question and answer: answers in pairs. - S: We use " used to + - Check the exercise sentence by sentence. infinitive" to talk about past - Listen and give remarks. b. Aims: to review " used to + infinitive" and get sts to do Ex 2. actions or past habits that no longer exist. - Ask sts to recall the use of " used to" by giving an example: - Do the exercise individually " She used to get bad marks when she was at primary school" and compare their answers with - Ask sts to do Ex 2 individually and then share the answers their partners. with their friends. - Do the exercise on the board. - Move round to help if necessary. 2. used to have 3. used - Ask two sts to do this exercise on the board. to live - Ask one st to give remarks. 4. used to eat 5. used - Check and give remarks. to be c. Aims: to revise the use of " which" as a connector and ask 6. used to take 7. used sts to do exercise 3. to be - Recall sts of the relative clauses with " which" used to refer to.

(26) the whole of the earlier clause. - Ask sts to read the requirement of Ex2 and read the example carefully. - Explain the example if necessary. - Ask sts to do this exercise. - Go round to conduct the activity. - Ask some sts to read sentence by sentence. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( Page 24- workbook). 8. did you use to go - Listen to the teacher. - Read the requirement and the example carefully. - Do Ex 3. 2-c 5-a 3-f 6-d 4-g 7-b. UNIT 5: TECHNOLOGY AND YOU UNIT 5 – LESSON 1: A. READING. TiÕt 26 + 27 th. Planning date: Oct 28 Teaching date: Nov 1st 1. Education aims: - Students know more about computers. 2. Knowledge: a. General knowledge: - Knowledge about the computer and its uses. b. Language: - The present simple tense. - Vocabulary concerning computers. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: matching, answering the questions. II. Anticipated problems: understanding the words of computers. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities EX 2: 1. Homework checking( 5 mins) 3. disabled - Ask two sts to do EX2 and EX4 in the workbook on the 1. stimulate 2. origin 4. sorrow 5. professional 6. opposition board. 7. time - consuming 8. exhibit - Ask other sts to give remarks. EX 4: - Give remarks and marks. 1. She used to play the piano but she 2. Before you read( 10 mins) hasn't played the piano for years. - Aims: to prepare information and vocabularies for the 2. She used to be very lazy but she works topic. very hard these days. - Ask sts to look at the textbook and work in pairs to ............................. match each numbered item with one of words or phrases - Look at the board and listen to the in the box. teacher. - Move round to conduct the activity. - Work in pairs to match the items with the - Ask some sts to give feedback. words/ phrases. - Check and give remarks. - Introduce some new words: - Key: 1- D ; 2 - E ; 3 - G ; 4 - C ; + mi'raculous ( adj ) : remarkable. 5-A;6-F;7-B;8-H + de'vice ( n ) : a thing for special purposes. - Listen to the teacher's remarks. + a'ppropriate ( adj ) : suitable + 'storage ( n ) : the storing of information - Copy the words into their notebooks. + 'data ( n - U ) : information. + 'memo ( n ) : a record of agreement. - listen and repeat. + leave ( n ) : the time that a person is permitted to be - some sts stand up to read the words absent from work. - Ask sts to listen and read the words again then ask some again. - Read the passage and do the task sts to read again. individually. - Listen and check. 3.While you read:( 20 mins ) - Aims: Read the passage for information to do the tasks. - Share their answers with their partners. - Some sts give out their answers. + Task 1: Matching. - Ask the sts to read the passage individually and do Task 1. c; 2 - e; 3 – a; 4 - b ; 5 - d. -Listen and self-correct the exercise. 1: the words in A appear in the reading passage. Match - Copy down them with their definition in B. - Encourage sts to guess the meaning of the words in the - Students do the work individually - Compare their answers with their context. partners. - Tell sts to compare their answers with a partner. - C . What can the computer do? - Call on some sts to read their answers aloud in front of - Self-correct the work the class. - Give correct answers and explain all the words carefully - Work in pairs to to ask and answer. - Answers: to make sure the students understand the meaning of the S1 : What can the computer do to help us words in our daily life? + Task 2: Passage Headings. - Ask the students to read the passage more carefully and S2: It can help us visit shops, offices and places of interest; pay bills; read choose the best title for it. newspapers. - Move around to conduct the activity. S3: Why is a computer a miraculous - Let sts dicuss the answer with their partners. device? - Ask one st to give the answer and encourage them to S4: Because it is capable of doing explain their choice. anything you ask; it can speed up the - Give further explanation and tyhe correct answer..

(27) - Give explanation to some words/ phrases or expressions if needed. + Task 3: Answering questions. - Ask sts to work in pairs and answer the questions using the cues. - Go around the class and provide help if necessary. - Call on some pairs to report in front of the whole class. - Listen and give remarks. 4. After you read:( 9 mins ) - Aims: Give sts a chance to discuss the topic.. - Ask sts to work in groups to discuss two questions: 1. What are the advantages of computers? 2. What are the disadvantages of computers? - Move around to conduct the activity. - Ask some representatives to report. 5. Homework:( 1 min ) - Part A ( page 28 ).. TiÕt 28. caculations, ect. - Suggested ideas: 1. Advantages: - storing data - a means of entertainment - a useful device in many services. 2. Disadvantages - a waste of time and money on games. - being harmful to people's health - spam or electronic junk mail.. UNIT 5 – LESSON 2: b. speakING. Planning date: Teaching date: I. Objectives: 1. Education aims: Sts know about the uses of modern inventions 2. Knowledge a. General knowledge: Modern inventions radio, TV, fax, air conditioner b. Language: - The simple present passive. - Verbs concerning the modern inventions. 3. Skills + Speaking: - Asking and answering about the uses of the modern inventions. -Talking about the uses of the information technology. + Reading: - Using the suitable verbs to complete the sentences. II. Anticipated problems The uses of some inventions such as fax machine or air conditioner III. Teaching aids Textbook, chalk, board, pictures of some modern inventions. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking ( 5 mins ) - Ask two sts to talk about the uses of computers in daily - Look at the board and think about life. these inventions. - Listen and give the corrections. - Sts read the name of the inventions 2. Before you speak( 10 mins) Aims: Sts get used to the topic and then they ask and in chorus and then individually. - Work in pairs. answer about the uses of modern inventions. - Give some pictures and writes the names of these -Suggested answers: 1. Could you tell me what the radio is inventions on board: used for? a. Electric cooker e. Computer Well, it’s used to listen to the news b. Refrigerator f. Cassette player and learn foreign languages. c. Television g. Air conditioner 2. Could you tell me what the TV is d. Washing machine h. Fax machine used for? - Ask sts to give name for the each modern invention. - Ask some sts to read their names aloud and then give Well, it’s used to watch the news, performances and football matches. remarks. 3. Could you tell me what the fax + Task 1: Asking and answering - Ask sts to work in pairs to ask and answer about the machine is used for? Well, it’s used to send and receive uses of mordern inventions basing on the cues. letters quickly. - Do the first example: 4. Could you tell me what the electric + Have you got a cell phone? cooker is used for? Yes, ....../ No,........ Well, it’s used to cook rice, meat, fish +Could you tell me what the cell phone used for? Well, it’ s used to talk to people when you are away and keep food, rice warm. 5. Could you tell me what the air from home. conditioners is used for? - Give sts the form of the questions and answer: Well, it’s used to keep the air cool or Question: cold when it’s hot or cold. What is the ............. used to..........? Answer: It is used to ........+ infinitive or infinitive phrase. - Read all the new words and make - Go around to help sts if necessary. sure they know them. - Ask some pairs to report. - Listen and give remarks. 3. While you speak( 15 mins) Aims: Sts practice completing the suitable verbs to talk - Read the new words . - Work in pairs to find the suitable about the uses of modern inventions. verbs + Task 2: Completing sentences - Ask sts to read all the verbs in the box and explain some - Some sts to read the sentences of them: 1. store 2. transmit 3. process + transmit ( v ) truyÒn th«ng tin.

(28) + process( v ): xö lÝ th«ng tin + make use of: sö dông, tËn dông - Ask sts to read the new words. - ask sts to work in pairs - Go around to help sts. - Ask some sts to read the sentences aloud in front of the class. - Listen and give correct answers: + Task3: Ranking: - Ask sts to look at the ideas in Task 2 and rank them in order of importance. Give the reasons - Ask sts to work in groups of three or four. - Suggest some structures in discussion: I think/ believe that the most important use of information technology is .... because ...... - Go around to help sts to give the reasons to support their ideas. - Ask some sts to present in front of the class. 5. After you speak( 14 mins ) Aims: Sts can talk about the uses of modern inventions + Task 4: - Ask sts to work in groups to talk about the uses of information technology using the information above. - Go around to help sts. - Ask one or two sts to present in front of the class. - Listen and give remarks . 5. Homework( 1 min ) Write a passage about the uses of information technology.. 4. send 7. send. 5. hold 8. receive. 6. make 9.design. - Work in groups to discuss.. - Work in group. - One or two students talk about the uses of information technology: - It allows us to ....... - It can help us store .... transmit ...... process ........ TiÕt 29 UNIT 5 – LESSON 3: c. listenING Planning date: Oct 28th Teaching date: Oct 31st I. Objectives: 1. General knowledge: How difficult it is for the elderly to learn how to use a computer. 2. Language: - The past simple tense - Vocabulary on computers 3. Skills: - Listening and marking True/False - Listening and filling in gaps - Speaking: Discussing and retelling the story II. Anticipated problems: Difficulties in catching the exact words for the blanks. III. Teaching aids: - chalk, board, textbook. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(9 mins) - Two sts tell the whole class about the roles of information - Work in groups and make a list of technology in our daily life. the modern devices on a sheet of 2. Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the paper Sts compare theirs notes. words and phrases used in the listening text. - radio - Ask sts to work in groups and make a list of modern - TV - computer electronic/ digital devices that they use daily and then - camcorder - camera - cell phone compare their list with other groups’ ............................. - Ask sts to discuss if it is difficult to learn how to use these - Discuss in groups devices - Some sts stand up and give their - Ask some sts to give their answer. - Asks S to look at the words in the book and read after T / answer. the tape. - Introduce some new words - Look at the words and read after - 'memory (n): the power to remember things T /the tape. - re'fuse (v): say 'no' when someone asks you to do st. - ex'cuse (n) saying sorry for doing st wrong - Copy the words and phrases. - Read the words again and ask sts to repeat. - Ask sts to read the words in pairs. - Listen and repeat. - Ask some sts to read the words again. - Read the words in pairs and correct 3. While you listen:(10 mins ) each other’s mistakes. + Task 1 - Some individuals read the words Aims: Practise listening and marking True/ false. - Introduce the topic: An old company director talking aloud about his experience of learning how to use the computer. - Ask sts to listen to the tape/ teacher’ reading and decide whether the given statements are true or false. - Ask sts to read the statements to see if they understand.

(29) them. - Play the tape/ read the text twice and ask sts to tick to the box to indicate T/ F statement and underline the false information - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 Aims: Practice listening for specific information by filling in the gaps. - Ask sts to have a look at the passage and read them in pairs and make sure they understand it. T encourages sts guess the word to fill in the gaps. - Ask sts to listen to the tape/T once or twice again fill in the gaps with the missing words. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:(8 mins) - Ask sts to work in pairs and use the suggested sentence and the information in Task 1 and 2 to retell the story about the old director. - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to retell the story in front of the whole class. - Check and give remarks. IV. Homework:(1 min) Write a short paragraph about how they learnt to use the computer. - Listen to the T.. - Read the statements in pairs. - Listen to the tape / the teacher and do the task - Compare their answer. - Give their answer. 1. F 2. T 3. T 4. F 5. F 6. F - Check their answer, say it aloud, and then correct their work if they have the wrong answer. - Work in pairs to read the passage and try to fill in the gaps. - Listen and do the task. - Give their answer. - Check their answer, say it aloud, and then correct their work if they have the wrong answer. 1. invited 2. still 3. refused 4. excuse 5. anything - Work in pairs. - One/ two sts present.. TiÕt 30 UNIT 5 – LESSON 4: d. writiNG th Planning date: Nov 5 Teaching date: Nov 7th I. Objectives: 1. Education Aims: - Write simple instructions on how to use some household appliances. 2. Knowledge: a. General knowledge: - Writing instructions. b. Language: - Language used in instructions. - Connectors and the imperative form of of the verbs. 3. Skills: - Reading: read the set of instructions on how to use a public telephone. - Speaking: work in pairs and in groups to read, to answer the questions. - Writing: write instructions on how to operate a TV with a remote control. II. Anticipated problems: The verbs used in certain instructions. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Warm-up:( 3 mins) - Aims: to introduce the topic and to raise sts' interest in the topic. - Ask sts to in groups to match the word in A with the - Listen to the teacher. words in B. A B 1. insert a. the long pips - Work in groups to match. 2. make b. a button 3. press c. a card 4. hear d. a call - A st stands up to present the ideas: - Ask a member of a group to present the ideas. 1 - c ; 2 - d ; 3 - b ; 4 - a. - Listen and check. - Introduce the topic of the lesson. - Listen to the teacher. 2. Before you write:( 20 mins) - Aims:to give sts a chance read samples of some - Copy these words into theit instructions and to help sts to prepare vocabulary and notebooks. information before they write. - Explain some new words: + lift ( v ) : raise something - Listen and read after the teacher. + re'ceiver ( n ) : the part of a telephone that receives the - Some sts stand up and read aloud, sound. other sts listen and give remarks. + slot ( n ): a narrow opening to put a card or a coin in + 'ambulance ( n ): a special vehicle used to for carrying sick people to hospital. - Read the set of instructions in pairs . + remote control ( n ): ( picture ).

(30) + cord ( n ): ( realia ) - Ask sts to listen and repeat and then some sts stand up to read again. + Task 1: -Ask sts to work in pairs and read the set of instructions on how to use a public telephone. - Move round to conduct the activity and to help sts if necessary. - Ask some questions to make sure that sts understand the instructions. T: What should I have to make a call? T: How many stages are there to operate the telephone? T: What number shoudl I dial to call the fire service? - Listen and check. + Task 2: - Ask sts to work in pairs to read the instructions again and find out the connectors and the imperative form of the verbs. - Move around to help sts if necessary. - Ask sts to compare their answers with other pairs. - Ask 2 sts to read their answers aloud. - Ask other sts give remarks. - Check and give the correct answers. + Task 3: - Ask sts to look at the TV and the remote control in the picture and then work in pairs to answer the questions. - Move round to conduct the activity and to help sts if necessary. - Ask some pairs to report and check. 3. While you write:( 10 mins) - Aims: Sts practise writing a set of instructions on how to operate a TV with a remote control. - Let sts write the instructions. - Move around to conduct the activity. 4. After you write:( 5 mins) - Get feedback by asking one or two sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. 5. Homework: ( 1min) - Part D ( Page 33- workbook). - Answer teacher's questions: S1: You will need a phone card and the number you are calling. S2: There are four stages. S3: You should dial 114. - Work in pairs to do the task. - Two sts read their answers aloud: + Connectors : first, next, then, until. + Verbs : lift, insert, press, wait. - Check their answers and correct them if they are wrong . - Listen to the teacher and then work in pairs. - Some pairs report: S1: What do you have to make sure if you want to operate the ... ? S2: If you want to operate ..., you have to make sure that the cord is plugged in and the main is turned on. ............................... - Do the writing task. - Read their writing: "...................................................... To turn on the TV, press the POWER button To turn off the TV, press the POWER button again. To select a programme, press the PROGRAMME button. To watch VTV1, press button number 1. To watch VTV2, press button number 2. ................................... TiÕt 31 UNIT 5 – LESSON 5: e. language focus Planning date: Nov 5th Teaching date: Nov 8th I. Objectives: 1. Education Aims: - Sound / ʊ / from the sound /u:/ and pronounce them correctly. - The present perfect, the present perfect passive and - The relative clauses with " who, which" and "that." 2. Knowledge:+ Language: - Pronunciation: / ʊ / and /u:/ - The present perfect. - The present peffect passive. - Relative clauses with " who, which, that" 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: Distinguishing sound / ʊ / from / u:/ and pronouncing them. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities - One st speaks aloud in front of the 1. Homework checking: ( 5mins) - Ask one st to tell their friends how to make tea in front of whole class. - Give remarks. the whole class. - Listen to the teacher. - Ask one st to give remarks. - Write down two sounds. - Check and give a mark. - Listen to the teacher and repeat. 2. Pronunciation:( 10 mins) - Look at the book , listen and repeat. - Aims: to introduce two sound / ʊ / and /u:/ and help sts to / ʊ/ /u:/ practise these sounds. put food a. Write two sounds on the board and pronounce them pull school clearly twice, then ask sts to repeat. full tooth - Tell sts the difference between two sounds. ................. - Ask them to look at the textbook, listen and repeat. - Read these words in pairs and check - Then ask sts to work in pairs to read the words again so for their partners. that they can check for each other. - Look at the book and work in pairs. - Move around to help ..

(31) - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 60 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound / ʊ / and the words containing sound /u:/. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) a. Aims: to revise the present perfect tense and have sts do Ex 1. 2. He has turned on the TV. 3. He has tidied the house. 4. He has cleaned the floor. - Ask sts to think about the present perfect and tell the teacher the form and the use of this tense. - Ask one st to present. - Ask some sts to give examples. - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Ask two sts to do this task on the board. - Ask one st to give remarks. - Listen and give remarks. b. Aims: to review the present perfect passive and get sts to do Ex 2. - Ask sts to tell the teacher the form of the present perfect passive. - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. c. Aims: to revise the use of "who, which, that" as relative pronouns and ask sts to do exercise 3. - Recall sts of the relative clauses with " who,which, that". - Ask sts to read the requirement of Ex3 and then do the task individually. - Go round to conduct the activity. - Ask some sts to read sentence by sentence. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( Page 30 - workbook). - Answers: /ʊ/. could put book full look. /ɔ:/. Miss June Moon shoes boots school ................. + Form: ( + ) S + have/ has + PII ( - ) S + have/has + not + PII ( ? ) Have/ Has + S + PII ? + Uses: - The present perfect expresses the idea that something happened in the past before now at an unspecified time in the past. - Do the task individually and then share their ideas with their friends. - Two sts do this task on the board. ............................ - Listen and correct their work if necessary. + Form: ( + ) S + have/ has + been + PII ( - ) S + have / has + not + been + PII ( ? ) Have / Has + S +been + PII ? - Do the exercise individually and compare their answers with their partners. - Do the exercise on the board. 1. A new hospital for children has been built in our city. 2. Another man-made satellite has been sent up into space. 3. More and more trees have been cut down for wood by farmers. ................................. - Listen to the teacher. - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. 1. which 6. who 2. which 7. who 3. which 8. which/ that 4. who 9. which 5. who 10. who. UNIT 6: AN EXCURSION. TiÕt 32 UNIT 6 – LESSON 1: A. READING Planning date: Nov 6th Teaching date: Nov 10th I. Objectives: 1. Education aims: - Some famous places in Vietnam and read an informal letter in English.. 2. Knowledge: a. General knowledge: - Knowledge about some famous places in Vietnam . b. Language: - The present progressive tense ( with a future meaning). - Vocabulary concerning tourism. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: to do multiple choice exercise and to answer the questions . II. Anticipated problems: Background information about famous places in Vietnam. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:( 3 mins ) Aims : Sts get used to the topic. - Ask the sts to work in groups of three or four and make a - Work in groups of 3-4 students list of famous places in Vietnam. - 3 representatives are required to speak out the lists in - 3 students speak aloud. front of the class - Check if who has the longest list wins the game. - Listen to their friends and the teacher. 2. Before you read: ( 15 mins ) Aims: to prepare information and vocabularies for the.

(32) topic and to provide students with new words/phrases. a.Vocabulary: - Provide the students with new words/phrases. + Lotus (n): hoa sen + resort (n): n¬i nghØ + picturesque site (n): nơi đẹp nhu tranh + cave ( n ): hang động + permission (n): sù cho phÐp. to get smb’s permission : xin phÐp ai + persuade (v): thuyÕt phôc - Read each word twice and ask the sts to repeat it. - Leave the sts 1 minute to self-practice. - Ask 1-2 sts to read all the words/phrases aloud in front of the class - Listen and help the students to read the words/phrases correctly. b. Matching: - Ask sts to work in pairs to match the photos with the information given. - Ask one st to report the answer and ask him/her to say the names of these places if they can. - Ask some other sts to tell the teacher which of places they would like to visit and the reasons as well. 3. While you read:( 17 mins ) Aims: Sts read the letter for information to do the tasks. + Task 1: Multiple choice. - Ask sts to read the letter individually and choose the best answer( A, B, C, or D) to complete each of the sentences. - Tell sts to compare their answers with a friend. - Call on some sts to report and explain their answers aloud in front of the class. - Give correct answers to the sts Task 2:Answering questions. - Ask the students to work in pairs and answer the questions. - 5 pairs of students are required to act out orally in front of the class. - Listen and check the answers in front of the class. 4. After you read:( 9 mins ) Aims: Give the summary of the topic. - Ask sts to work independently and fill in each blank with a suitable group of words from the text. - Ask them to read the summary carefully before doing the task. - Ask the sts to compare the answers with a friend. - one or two sts are required to read the completed summary. - Check and give feedback 5. Homework: ( 1 min ) - Part A ( page 35 ).. - Listen and then copy down - Listen to the teacher and repeat. - Read these words silently. - Others listen. - Self-correct. - Work in pairs - One st report the answer: 1 - d ( Thien Mu Pagoda) 2 - b ( Ha Long Bay ) 3 - a ( One-pillar Pagoda ) 4 - c ( Da Lat ) - Some sts stand up and speak aloud. - Do the task individually. - Share their answers with their partners. - Report their answers: Key: 1 – C. 2–D. 3-A. - Work in pairs to ask and answer the questions. 1. They are going to have some days off at the end of the first term . 2. Because they want to understand more about rock formations and many of them have never been inside a cave. 3. It’s only over 20 kms. 4. They are going to have a two - day trip and a night campfire. 5. Lan is anxious about her parents’ permission. They may not want to let her stay the night away from home. - Listen and self-correct. - Work individually. - Work in pairs to compare the answers. 1. going to go on 2. some caves 3. want to see 4. have learnt 5. their trip 6. only problem 7. to persuade them 8. her classmates. TiÕt 33 UNIT 6 – LESSON 2: B. SPEAKING th Planning date: Nov 10 Teaching date: Nov 14th I. Objectives: 1. Education aims: - Students know about a boat trip. 2. Knowledge: a. General knowledge: A boat trip on Lake Michigan in Chicago. b. Language: - The simple present - Vocabulary on traveling 3. Skills: - Asking and answering about the seat plan on a boat trip. - Talking about a boat trip abroad. II. Anticipated problems: - Students may not know much about a boat trip in Chicago. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking - One st talks about his/ her - Ask one st to talk about their excursion which they like best. excursion. - Listen and give corrections. 2 Before you speak - Look at their books in page 67 Aims: focus sts on the topic and introduce new words - Ask sts to look at the picture (page 67) and give the new - Listen and take notes. words: - Listen and read the new words and + sundeck (n): platform extending from side to side of a ship then sonme sts stand up and read + get sunburnt (v): the skin hurt or destroyed by the sunlight again. + travel sickness (n): the state of being sick due to traveling.

(33) + non air- conditioned >< air - conditioned + refreshment (n): room that serves food and drinks to refresh in a boat + occupied (adj ): being kept, in use - Read these words aloud and ask sts to listen and repeat. + Task 1: a. Ask sts to work in groups to get the information about the people in the pictures. - Ask sts some questions: 1. Where doesn't Mrs Andrews like to sit? 2. What does she want? 3. Where does Susan want to sit? 4. What doesn't she wantt? .................................. b. Ask sts to list all the seats for each person - Ask sts to work in groups. - Move around to help sts if necessary. - Ask some sts to report. - Check and give remarks. 3. While you speak Aims: Sts practice asking and answering about the seat plan on an boat trip. + Task 2: Deciding the best seat for each person. - Ask sts to read the model in the book. - Ask sts to work in groups to do the task. - Give sts some useful expressions: What do you think?/ What is your idea? I think Mary should ....... She’d better ............. Seat ..... would be better ........ Maybe you are right but I still think that ...... - Ask sts to make the conversation like the example in the book. - Go around to help if necessary. - Call on some sts to conduct the conversation in front of the class. - Listen and check. 4. After you speak Aims: Sts practice making the conversation to arrange the seats on a boat trip for themselves. + Task 3: Giving reasons - Ask sts to work in pairs and discuss: Which seat do you think the most suitable for you? Why? Use information in Task 1 as suggestions - Call on some sts to talk about their seat preference in front of the class. - Listen and give corrections. 5. Homework - Part C ( page 39 - workbook ). - Work in groups to read the information . - Some sts answer the teacher’s questions 1. She doesn't want to sit in the sundeck. 2. She wants to see all the students. 3. She wants to be near Mary. 4. She doesn't want to get sunburnt. ....................... - Work in groups to find the best seat for each person. - Some sts report. S1: Mrs Andrews’ seats aren’t in the sundeck but can help see all the students: seats 46, 43, 40, 45, 34. S2: Mary’s seats have plenty of fresh air : seats 31, 37, 19, 20, 26, 32. S3: John’s seats aren’t air – conditioned; suitable for taking photographs: seats 10, 11, 12. S4: Tim’ seats are in the sundeck: 1, 6. S5: Sam’ seats can help a good view, safe: seats 16, 29, 34 - Look at the seat plan and read the conversation in the textbook as an example - Work in groups to call all the suitable seats for each person. - Some sts present to give the answers. A: Now let’s begin with Mrs. Andrew. Which seat seems suitable for her? B: I think she should sit in seat 12. From here she can see all the students. C: But look! It’s in the sundeck and she doesn’t like it. What about seat 34? A: OK. I think she will like it, so seat 34 for Mrs. Andrew. ............................................... - Work in pairs to discuss the seat plan. - Some sts talk about their seat preference in front of the class.. TiÕt 34 UNIT 6 – LESSON 3: C. LISTENING th Planning date: Nov 11 Teaching date: Nov 15th I. Objectives: 1. General knowledge:- Sts know about a weekend picnic in the Botanical Garden. 2. Language: - The past simple tense - Vocabulary on sts' everyday life 3. Skills: - Listening and ordering pictures - Listening and filling in gaps - Listening and answering questions - Discussing and making a plan for a picnic II. Anticipated problems: - Sts have to fill in the gaps with long groups of words. - The answers to some questions are too long. III. Teaching aids: - Textbook , tape IV. Procedures: Teacher’s activities Students’ activities 1. Before you listen:(10 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text. - Work in groups to ask and answer a. T asks sts to work in groups and asks each other the the questions following questions. - Do you often go for a picnic? - Who do you go with? -Some sts stand up and give their - When is the best time for a picnic? answer. - Why do people go for picnic? - Ask some sts to give their answer. - Read after T . b. T asks S read after T / the tape the words in the textbook - Copy the words and phrases..

(34) without looking at them. - Introduce some new words +destination (n): e.g.: the train to Hanoi: Hanoi is the ~ + glorious (adj): famous / wonderful / beautiful. + spacious (adj) adj of space + left-overs (n): foods left after a meal + delicious (adj): good. tasty - Read the words again and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 2. While you listen:( 24 mins) + Task 1: Aims: Practise listening and ordering pictures. - Ask sts to work in pairs, look at the pictures in the textbook and describe each picture. - Give one example: "In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky." - Introduce the situation about a st talking about a picnic to the Botanical garden. T asks sts to listen to the teacher’ reading and number the picture in the correct order. - Read the text twice. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Read the text once again, stop where necessary and conduct the correction. + Task 2: Aims: Practice listening for specific information by filling in the gaps. - Ask sts to have a look at the given sentences and read them in pairs and make sure they understand them. T encourages sts guess the words/ phrases to fill in the gaps. - Ask sts to listen to T once or twice again fill in the gaps with the missing words/phrases. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Read the text once again, stop where necessary and conduct the correction. + Task 3: Aims: Practice listening for specific information by answering given questions. - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions. - Ask sts to listen to T once/twice and take short notes to answer the questions. - Ask sts to compare their answer in pairs. - Read the text once again, stop where necessary and conduct the correction. 3. After you listen:(10 mins) - Ask sts to work in group and plan for their picnic this weekend. - Ask sts to pay attention to the times, means of transport, picnic sites, food, equipment... - Move round to check the activities and to make sure that sts are working effectively. - Ask two sts to report in front of the whole class. - Check and give remarks. 4. Homework:(1 min) Write a short paragraph about how they learnt to use the computer. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud.. - Look at the pictures and listen to the T. - Describe the other pictures in pairs. - Listen to the teacher. - Listen to the teacher and do the task. - Compare their answer. - Give their answer. Key: 1a – 2e –3b– 4c – 5f – 6d - Check their answer and then correct their work if they have the wrong answer. - Work in pairs to read the passage and try to fill in the gaps. - Listen and do the task. - Give their answer. 1. was just a few 2. to pay a visit 3. at the school gate 4. a short tour 5. playing some more - Check their answer, and then correct their work if they have the wrong answer.. - Work in pairs to read the questions. - Listen and do the task. - Compare their notes. - Check their answer, and then correct their work if they have the wrong answer. 1. It was very nice. 2. Yes, it was. 3. It was beautiful. 4. Because it was so peaceful and quiet in the garden. 5. They took pictures, played games, talked, sang and danced. - Work in groups.. -Two sts present.. TiÕt 35 UNIT 6 – LESSON 4: D. WRITING th Planning date: Nov 15 Teaching date: Nov 17th I. Objectives: 1. Education Aims: A confirmation letter responding to a request or an invitation. 2. Knowledge: a. General knowledge: - Writing a confirmation latter. b. Language: - Language used in informal letters. - The future simple tense and " be going to ". 3. Skills: - Reading: read two sample letters. - Speaking: work in pairs to discuss the two letters. - Writing: write confirmation letters. II. Anticipated problems: - Students may not be familiar with confirmation letters..

(35) III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities 1. Homework checking :( 5 mins) - Ask one st to talk about his/ her plans for the picnic if his/ her class could have one. - Ask other sts to listen to their friends and give remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims:to give sts a chance read the sample letters and to help sts to prepare vocabulary and information before they write. + Task 1: - Ask sts to look at two letters in page 69. - Explain the definition of " request " and " confirmation " letters : + Request is the letter that asks for information or help. + Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not. - Ask sts to work in pairs to read the two letters and to find the requests in Nga's letter and confirmation in Hoa's. - Ask sts to pay attention to the structure showing requests and confirmation. - Move round to help if necessary. - Ask sts to compare their ideas with other pairs. - Ask two sts to say their answers aloud. - Listen and give remarks. + Task 2: - Ask sts to read the situations in this part. - Explain some new words: + bunch ( n ): things of the same kind grouping together. Eg: a bunch of bananas/ keys. + 'wildlife ( n ) : life of fre animals/ plants in the nature. + a'ccept ( v ): > < refuse - Ask sts to listen and repeat and then some sts stand up to read again. - Ask sts to read the situations in 2 minutes and then ask them some questions to make sure they understand the situations. - Ask some sts to answer T's questions: T: What is Lan going to do? T: What does she ask you to do? T: Will you help her? T: What does Minh want to do? - Remind sts that these are informal letters so they can use abbreviations and that they should mention the information in requests again. 3. While you write:( 10 mins) - Aims: Sts practise writing one of the two confirmation letters. - Divide the whole class into two groups and ask sts in each group to write one letter. - Let sts write in 8 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) - Get feedback by asking two sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 5. Homework: ( 1min) - Write the other letter.. Students' activities - Listen to their friend and give remarks. - Listen to the teacher. - Listen to the teacher carefully. - Copy these words into theit notebooks. - Read the letters in pairs. - Share their ideas with other sts. Requests: "Can you go shopping with me to buy the things we need for the trip?" Confirmation: Certainly, I will help you to prepare everything you need for the trip. I will be waiting for you at 2.30 p.m. - Listen to the teacher. - Copy these words. - Read after the teacher and then some sts stand up to read them again. - Read the situations thoroughly. S1: She 's going to have birthday party at..... S2: She asks me to buy her two bunches of... S3: Yes, I will. S4: he wants to borrow a book about ..... .................................. - Listen to the teacher and take notes. - Do the writing task. - Read their writing: 1. Dear Lan, It's great to hear about your birthday party. Sure, I'll help you with the shopping this Saturday. It wouldn't be a problem. And I'll bring them to your house befoer the party. I want to help you prepare the party, too. I'll see you on Saturday then. Hang. 2. Dear Minh, Sure you can have my book. I've just finished reading it. But 9 a.m . this Saturday is not a good time . I won't be home at that time. Can you come later? Is 10 a.m. good for you? Tell me what you think. Tung. TiÕt 36 UNIT 6 – LESSON 5: e. language focus th Planning date: Nov 18 Teaching date: Nov 21st I. Objectives: 1. Education Aims:- Sound / ə / from the sound / ɜ:/ and pronounce them correctly. - Students revise the present progressive( with a future meaning) and be going to 2. Knowledge: + Language: - Pronunciation: / ə / and / ɜ:/ - The present progressive ( with a future meaning). - " Be going to"..

(36) 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Sound / ə / from sound / ɜ:/ and pronouncing them correctly. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read his/her confirmation letter aloud . - One st speaks aloud in front of the - Ask another st to give remarks. whole class. - Check and give a mark. - Give remarks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sound / ə / and / ɜ:/ and help sts to practise these sounds. - Write down two sounds. a. Write two sounds on the board and pronounce them - Listen to the teacher and repeat. clearly twice, then ask sts to repeat. - Look at the book , listen and repeat. - Tell sts the difference between two sounds. /ə/ / ɜ:/ - Ask them to look at the textbook, listen and repeat. teacher bird - Then ask sts to work in pairs to read the words again so together work that they can check for each other. about church - Move around to help . ................. - Ask two sts to read again and give remarks. - Read these words in pairs and check b. Ask sts to look at sentences in page 60 in the book. - Ask them to work in pairs to read the sentences and then for their partners. find out the words containing sound / ə / and the words containing sound / ɜ:/. - Look at the book and work in pairs. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Answers: - Ask one st to report and other sts to give remarks. /ə/ / ɜ:/ - Check and give the correct answers. about heard - Ask some sts to read these sentences aloud. pagoda excursion - Listen and give remarks. father birds 3. Grammar: ( 29 mins) teacher learning Aims: to revise the present progressive with a future river German meaning, " be going to" and have sts do Ex 1, EX 2 and ................ EX 3.- Give two examples: - Read the examples. eg: Fiona is having a birthday party next Saturday. + The present progressive: a definite I'm feeling unwell so I'm going to see the doctor arrangement. some time this week. - Ask sts to think about the use of present progressive and + "Be going to": an intention to do something in the future although no " be going to" in these sentences. definite arrangement has been made. - Ask one st to present. - Listen to the T attentively and take - Remind sts that " be going to" can also be used to notes. predict something with some evidence. Eg: The ceiling looks unsafe. I think it's going to fall. - Do the task individually and then - Notes: Avoid using the present progressive with " be" share their ideas with their friends. and " go" EX 1: - Ask some sts to give examples. 1. are you doing 3. Are you going + Exercise 1: to - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare 2. is getting married. 4. am going to be sick. 5. is going to their answers in pairs. Listen and correct their work if - Move round to conduct the activity. necessary. - Check the exercise sentence by sentence. - Do the Ex individually. - Listen and give remarks. EX 2: + Exercise 2: 1. is going 2. are having - Ask sts to do Ex 2 individually and then share the 3. is going to catch 4. are you putting answers with their friends. 5. isn't going to give - Move round to help if necessary. - Listen to the teacher. - Ask two sts to do this exercise on the board. - Read the requirement carefully. - Ask one st to give remarks. - Do Ex 3. - Check and give remarks. 1. Are you going to see it?/ I'm visiting + Exercise 3: to see it. - Ask sts to read the requirement of Ex3 and then do the 2. we are going for a picnic. task individually. 3. is he going to do with it / he 's going - Go round to conduct the activity. to buy a villa. - Ask some sts to read sentence by sentence. 4. It's going to rain. - Listen and give remarks. 5. is going to clean them. 5. Homework ( 1 min) - Part B ( Page 37 - workbook) TiÕt 37 Planning date: Nov 18th. TEST YOURSELF B Teaching date:Nov 22nd.

(37) I. Objectives: 1. Aims: - Sts revise what they have learned in unit 4. unit 5 and unit 6. 2. Knowledge: - General knowledge in unit 4, unit 5 and unit 6. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities EX 3: 1. Homework checking:( 5 mins) 1. is going to be 2. am not using - Ask one st to do Ex 3 in the workbook on the board. 3. is going to rain 4. are having - Ask one st to give remarks. 5. is going to buy 6. are doing - Give remarks and marks. 7. are you leaving 8. is coming/ is 2. The new lesson:( 39 minutes) travelling/ am meeting. - Ask sts to do part II, part III and part IV at home in - One st gives remarks. advance to save time. - Give sts the time duration for each part : part II: 10 - Look at the textbook and try to minutes, part III: 10 minutes, part IV: 15 minutes. understand the information in the table. - Ask sts to do listening in class. 2.1. Listening: - Copy these words into their notebooks. - Ask sts to read the table in the textbook. - Listen and read after the teacher. - Introduce new words: - Listen carefully and do the task. + in'habitant (n) : a person living in a place - Work in pairs to discuss their answers. + lo'cate (v) : build in a place 1. 50 miles to the west of London location (n) 2. 120,000 inhabitants/ people + stroll (v) : walk slowly 3. market town 4. biscuit factory. - Read the text twice and ask sts to try to complete the 5. computer industry 6. in central table in the second time. England - Ask sts to share their ideas with their partners. 8. university - Read the text again so that sts can check their task for the 7. 90,000 people 9. car factory 10. Cowley Road last time. - work in groups to share their ideas. - Ask 2 sts to write their answers on the board. - one st stands up to report. - Ask other sts to give remarks. 1.F 2. F 3. T 4. F 5. T - Check and give feedback. - Discuss in groups. 2.2. Reading: - Answers: - Ask sts to work in groups to compare their answers. 1. by scientist 2. for other - Ask one st to report his/ her answers aloud. 3. there is 4. which attempts - Listen and check. 5. all the 6. organizing the 2.3. Grammar: 7. inventions a 8. developed by - Ask sts to discuss their answers in groups. 9. it is 10. it be wanted? - Ask 2 sts to write their answers on the board. - Read their letters aloud - Ask two other sts to give remarks. - Listen to the teacher's remarks. - Check and give the correct answers. - Listen and give remarks on: 2.4. Writing: + form + grammar and vocabulary - Ask some sts to to read their letters aloud. + ideas + style - Ask some sts to give ramarks. 3. Homework: ( 1 min) - Part D ( Page 40 - workbook) TiÕt 38 Planning date: Nov 20th. WRITTEN TEST 2 Teaching date: Nov 24th. Nội dung đề số 521 I. Read the passage then choose the best option marked A, B, C, or D to answer the following questions: Of all the natural wonders of the world, few are as spectacular as Niagara Falls. Located on the Niagara River along the border between the US and Canada, Niagara Falls actually consists of two falls, the American Falls and the Horseshoe Falls. The former is on the US side of the border, in the state of New York, while the latter is on the Canadian side. About 80% of the water in Niagara River flows over the Horseshoe Falls, which is the more impressive of the two falls. About 10 million people visit the falls each year, most during the summer tourist season. Sightseers can ride steamers up close to the boiling water of the falls, or view them from parks on both sides of the river. Niagara Falls has long been a popular honeymoon destination for newlyweds. 01. Which of the following is entirely on the US side of the border with Canada? A. Niagara Falls B. American Falls C. Niagara River D. Horseshoe Falls 02. According to the passage, where can people watch the falls? A. From parks or boats B. From trains C. From airplanes D. From cars 03. In line 6, the word “them” refers to _____ . A. waterfalls B. parks C. steamers D. sightseers 04. It can be inferred from the passage that Horseshoe Falls ____. A. is the less impressive fall B. has 15% of the Niagara River flowing over its edge C. is the larger of the two falls D. is in the state of New York 05. According to the passage, Niagara Falls____ . A. can be viewed from only one side of the Niagara Falls B. is a favorite sport of newlyweds..

(38) C. generates very hot water. D. is only impressive during the summer tourist season. II. Find the word whose stress pattern is different from the others of the groups: 06. A. celestial B. basement C. powerful D. substance 07. A. mathematics B. instrumental C. accidental D. communicate 08. A. compound B. comment C. commence D. compact 09. A. souvenir B. kilometer C. bakery D. opposite 10. A. satellite B. contestant C. similar D. interview III. Choose the word which grammatically best completes each of the sentences below: 11. All his companies had been successful and he was known to be _____ rich. A. completely B. absolutely C. extremely D. thoroughly 12. Employees who have a ____ are encouraged to discus it with the management. A. disadvantage B. grievance C. hindrance D. disturbance 13. Unless my room was warmer tonight, I’m going to ____ to the hotel manager. A. argue B. complain C. regret D. sympathize 14. He always did well at school ____ having his early education disrupted by illness. A. in addition to B. even though C. in spite of D. on account of 15. He denied ___ in the hotel at 7a.m. A. himself B. to be C. it’s him D. being 16. It was not easy to understand her ____ to the situation. A. conduct B. feelings C. outlook D. reaction 17. Religions and politics interest him almost _____ . A. the same B. similarly C. equally D. alike 18. Over the past two years the ______ of living has risen considerably. A. charge B. cost C. rate D. price 19. He told his father a long and _____ story to explain his lateness. A. inconceivable B. incredulous C. unimaginable D. unconvincing 20. In this job you must ____ up to the problems and not run away from them. A. raise B. face C. play D. gaze 21. After a thorough search, the police ___ most of the missing jewels. A. retreated B. recovered C. recorded D. refreshed 22. In hot weather, fresh milk quickly turns ______ . A. rotten B. sour C. bitter D. foul 23. The cows got out of the field through a _____ in the fence. A. fault B. crack C. gap D. cut 24. After listening to all the arguments I am now of ____ that there should be no new road. A. idea B. attitude C. opinion D. thought 25. It was too late to ____ of the contract. A. back away B. back up C. back down D. back out 26. We need ____ information before we can decide. A. further B. furthest C. far D. farther 27. The government’s present policy is seen as a ____ to local democracy. A. harm B. suppression C. sneer D. threat 28. If you hear the fire ____, leave the building quickly. A. alarm B. caution C. notice D. publicity 29. One condition of this job is that you must be ____ to work at weekends. A. accessible B. capable C. available D. acceptable 30. Women workers wear hats in ____ their hair gets caught in the machinery. A. course B. case C. occasion D. event IV. Find the word whose italic part is pronounced differently from the others of the same group: 31. A. booked B. helped C. hoped D. waited 32. A. natural B. name C. native D. nation 33. A. blood B. moon C. food D. pool 34. A. both B. sixth C. with D. myth 35. A. child B. children C. mild D. wild V. Find out the underlined word or phrase in each sentence that needs correcting: 36. I went to the United States six months ago because mine cousin is out there. A B C D 37. There is a hotel at the bottom of the canyon where we can stay there. A B C D 38. You pay about $50 per person and can having dinner and breakfast there. A B C D 39. I was such nervous that I didn’t think I would pass the exam. A B C D 40. She asked why did Mathew look so embarrassed when he saw Carole..

(39) A. TiÕt 39. B. C. D. WRITTEN TEST 2 - CORRECTION. Planning date: Nov 25th 01 02 03 04 05 06 07 08 09 10. { { { -. | | | |. } } -. ~ -. Teaching date: Nov 28 th 11 12 13 14 15 16 17 18 19 20. -. | | | |. } } } -. ~ ~ ~ -. 21 22 23 24 25 26 27 28 29 30. { { -. | | |. } } } -. ~ ~ -. 31 32 33 34 35 36 37 38 39 40. { { { -. | |. } } } -. ~ ~ -. UNIT 7: THE MASS MEDIA TiÕt 38 UNIT 7 – LESSON 1: a. reading Planning date: Nov 25th Teaching date: Nov 29th I. Objectives: 1. Education aims: - Students read about TV programme schedules. 2. Knowledge: a. General knowledge: - Knowledge about TV programme schedules.. b. Language: The present simple tense. Vocabulary concerning TV programmes.. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: Read for general ideas and specific information. II. Anticipated problems: Difficulties in understanding some names of TV programmes. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1.Warm-up:( 3 mins) Aims: sts get used to the topic. + Jumbled words. - Give 5 words about the forms of mass media whose letters - Work in groups of 3-4 sts are in the wrong order and ask sts to work in groups of 3-4 - Sts write the words individually on sts to rearrange them in good order to make the right words. the blackboard 1. enslieisov 2. rwepeapns 1. television 3. idora 4. agenmzia 5.evido 2. newspaper - 4 representatives are required to write the words on the 3. radio blackboard. 4. magazine - Check and give remarks. 5. video - Listen to the teacher. 2. Before you read: ( 10 mins) Aims: to prepare information and vocabularies for the topic. - Work in pairs. + Pairwork: - Do the work orally in front of the - Ask the sts to work in pairs to answer the question given in class. the part and some other questions. - Listen and copy down. - For each question, 3-4 sts are required to answer orally in front of the class ( 1 st/ 1 time). - Listen and then copy down - Gather the ideas and give some background information about TV channels in Vitetnam. - Listen and repeat. + VTV1: Combination of Politics, Economics and - Some sts stand up and read these Entertainment. word aloud. + VTV2: Science and Education. - Others listen. + VTV3: Sports and Entertainment. - Self-correct. + VTV4: For the overseas Vietnamese. + VTV5: For the Ethnic minority groups + Vocabulary: - Provide the students with new words/phrases + channel (n) : Kªnh ( truyÒn h×nh) + Mass media (n): public institutions that report news and - Work in pairs to read the other stories . programmes and do the task. + Population and Development (phr): D©n sè vµ ph¸t triÓn + TV Series (n): Phim truyÒn h×nh dµi tËp - Share their answers with their + Folk Songs (n): D©n ca nh¹c cæ friends. + News Headlines (n): ®iÓm tin chÝnh - Some sts present their answes: + Weather Forecast (n): Dù b¸o thêi tiÕt 1 – c; 2 – a; 3 – d; 4 – b + Quiz Show (n): trß ch¬i truyÒn h×nh - Others listen. + Portrait of Life (phr): Ch©n dung cuéc sèng + Documentary (n): Phim tµi liÖu.

(40) + Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d· + Around The World (phr): Vßng quanh thÕ giíi - Read each word/phrase twice and ask sts to repeat it and leave sts 1 minute to self-practice. - Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) Aims: Read the passage for information to do the tasks. + Task 1: Matching. - Ask sts to read the TV programme schedules and do task 1: Match the words in A which appear in the reading passage with their definitions in B. - Sts are required to compare their results with their partners. - 4 sts are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help sts to do the task correctly. + Task 2: True or false: - Sts are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F). - 5 sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage. - Listen and check the answers orally in front of the class. + Task 3: Answering questions. - Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage. - 6 pairs are required to answer orally in front of the class ( 1 pair/ 1 time). - Listen and help sts to answer the question correctly. 4. After you read:( 10 mins) Aims: to give the summary of the topic. - Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why. - 2-3 sts are required to give short talks on the given topic. - Get feedback and help the students to give correct talks 5. Homework:( 2 mins) - Write a paragraph about a programme you like best.. - Work individually 1. T 2. T 3. F ( The Nature of Language is on VTV3.) 4. T 5. F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check. - Work in pairs. - Some pairs stand up and ask and answer: 1. There are five films on. 2. At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3. 3. VTV2 4. The Quiz Show. 5. (You should watch) VTV1 6. Football - Work in pairs. - Some sts talk in front of the whole class. - Others listen. - Listen and self-correct.. TiÕt 41 UNIT 7 – LESSON 2: b. speaking th Planning date: Nov 28 Teaching date: Dec 1st I. Objectives: 1. Education aims: - Popular types of the mass media. 2. Knowledge: a. General knowledge: Talk about the different types of the mass media. b. Language: - The simple present - Vocabulary on the mass media. 3. Skills: - Speaking about different types of the mass media. - Discussing about the features the types of the mass media. II. Anticipated problems: Compare different types of mass media. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities 1. Homework checking( 5 mins) - Ask one st. to talk about the TV programme they like watching best. 2. Before you speak(5 mins) Aims: Sts distinguish the different types of the mass media from the others. - Introduce some new words: + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask sts to read the new words orally. + Task 1: - Ask sts to work in pairs and decide which items are types of the mass media.. Students’ activities - One student talk about the TV programme they like best. - Write the new words and read them aloud.. - Work in pairs - Listen and take notes. - Some sts give their answer in front of the class..

(41) - Ask sts about the definition of the mass media: Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers. - Call on some sts to explain their answers in front of the class. - Give sts correct answers. 3. While you speak( 18 mins) Aims: Sts compare the features of the types of the mass media. + Task 2: Work out what features the types of the mass media have in common and what main features each of them has. Ask sts to use the cues below. - Ask sts to read some phrases: present receive provide information and entertainment get deliver - Give sts the meaning of those words if they don’t know. - Ask sts to work in pairs and carry out the activity using the cues in the book. - Go around the class and help sts if necessary. - Call on some pairs to explain their answer in front of the class. - Ask sts to look at the information above and talk about the different types of mass media. eg. The common feature of the mass media is that they all provide information and entertainment. Television provides information and entertainment orally and visually, and we receive them through our eyes and ears. 4. After you speak( 15 minutes) Aims: Talking about the different types of the mass media. + Task 3: - Ask sts to work in groups and answer the following questions: +What are the different types of the mass media? + What features do they have in common? + What are their distinctive( own) features? - Ask sts some more questions : Which types of the mass media do you usually get information from? Which one do you like most? Why? - Go around to help sts if necessary. - Ask some sts to answer and give correct answers. 5. Homework:( 2 mins) - Write a paragraph ( about 50 words) about the features of the types of mass media. TiÕt 42 Planning date: Dec 1st I. Objectives:. 1. Television 2. Radio 3. Newspapers 4. The Internet. - Read after the teacher and ask the meaning if they don’t know.. - Work in pairs to discuss some popular types of the mass media. - Some sts give the answers in front of the class. + The mass media: - Provide information and entertainment + The radio: Present information and entertainment orally (through mouth) - Receive information aurally(through ears) ................................. - Work in groups to answer the questions in the book. S1: Television, radio, newspapers, the Internet. S2: Provide/ deliver information and entertainment. S3: TV presents information and entertainment orally and visually while radio provides ........... - Some sts answer: I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I’m interested in. ................................................... UNIT 7 – LESSON 3: c. listening Teaching date: Dec 5th.

(42) 1. General knowledge: - Sts understand 2 news stories on the radio. 2. Language: - The simple present tense. - Vocabulary on adjs to describe weather. 3. Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories II. Anticipated problems: - Sts have to fill in the gaps with long groups of words. - The answers to some question are too long. III. Teaching aids: - Textbook , tape IV. Procedures: Teacher’s activities Students’ activities - Work in pairs to ask and answer the 1. Before you listen:(10mins) Aims: focus sts on the topic and review/ introduce the questions words and phrases used in the listening text. + Pairwork: - Some sts stand up and give their - Ask sts to work in pairss and asks each other the answer. following questions. - Copy the words and phrases. - How often do you listen to the radio? - Listen and repeat. - Which program do you like listening to? - Read the words in pairs and correct - Do you like listening to strange stories? each other’s mistakes. - Ask some sts to give their answer. - Some individuals read the words + New words aloud. + Mount (n): e.g.: Mount Everest - Listen to the teacher. + in spite of + N (phr): = despite + N = Although + Clause - Listen to the tape and do the task - Give some examples - Read the words asks sts to repeat. - Compare their answer. - Ask sts to read the words in pairs. - Give their answer. - Ask some sts to read the words again. News story 1: strong, cloudy. 2. While you listen: News story 2: healthy, young, + Task 1: (7 mins) highest, wonderful Aims: Practise listening and tick the word they hear. - Check their answer, say it aloud, - Tell sts that they are going to listen to two news stories and then correct their work if they and the words will appear in the stories have the wrong answer. - Ask sts to work in pairs, look at the words given and guess what the news stories about. - Work in pairs to read the passages - Ask sts to listen to the news and tick the right column to and try to fill in the gaps. indicate which words appear in which stories - Play the tape twice and ask sts to compare their answer in - Listen and do the task. pairs. - Give their answer. - Check sts’ answer. News story 1 - Play the tape once again, stop the tape where necessary 1. has caused floods and conduct the correction. 2. has left their homes + Task 2: (10 mins) 3. have risen Aims: Practise listening for specific information by filling 4. two metres in the gaps. 5. has stopped - Ask sts to have a look at the stories in the textbook and 6. cloudy read them in pairs and make sure they understand them. T 7. strong wind encourages sts to guess the words/ phrases to fill in the News story 2 gaps. 1. twenty third 2. 4,418 - Ask sts to listen to the tape once or twice again to fill in 3. California 4. the gaps with the missing words/phrases. wonderful - Ask sts to compare their answer in pairs. 5. young and healthy - Check sts’ answer. - Check their answer, say it aloud, - Play the tape once again, stop the tape where necessary and then correct their work if they and conduct the correction. have the wrong answer. + Task 3 (7 mins) Aims: Practice listening for specific information by - Work in pairs to read the questions. answering given questions. - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they - Listen and do the task. need to answer the questions. - Compare their notes. - Ask sts to listen to the tape once/twice and take short - Some sts answer the questions: notes to answer the questions. 1. Heavy rain has caused floods all - Ask sts to compare their answer in pairs. over the country. - Play the tape once again, stop the tape where necessary 2. Because the rivers have risen. and conduct the correction. 3. (The old lady has climbed Mount - Listen and check. Whitney) 23 times. 3. After you listen:(10 mins) 4. Because it has kept her young and - Ask sts to work in pairs and each retell one news story. healthy. - Move round to check the activities and to make sure that - Check their answer, and then sts are working effectively. correct their work if they have the - Ask two sts to present in front of the whole class. wrong answer. - Check and give remarks. 4. Homework:(1min) Two sts present. Write a short paragraph about a news story they have just heard on the radio or TV.

(43) TiÕt 43 UNIT 7 – LESSON 4: d. writing Planning date: Dec 1st Teaching date: Dec 6th I. Objectives: 1. Education Aims: Advantages and disadvantages of television and other types of mass media. 2. Knowledge: a. General knowledge: - Advantages and disadvantages of mass media. b. Language: - Language concerning mass media. - The present simple tense. 3. Skills: - Reading: read about the advantages and disadvantages of television. - Speaking: work in pairs to discuss the advantages and disadvantages of the mass media. - Writing: write a paragraph about the advantages and disadvantages of the mass media. II. Anticipated problems Advantages and disadvantages for writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Listen to their friend and give - Ask one st to talk about one of the news stories that remarks. he/she is interested in. - Listen to the teacher. - Ask other sts to listen to their friend and give remarks. - Listen to the teacher carefully. - Check and give remarks. 2. Before you write:( 20 mins) - Copy these words into theit - Aims:to get sts to read about the advantages and notebooks. disadvantages of television and to help sts to prepare vocabulary and information before they write. + Task 1: - Listen to the teacher and then read - Ask sts to read the advantages and disadvantages of these words in chorus and individually. television. - Read the table in pairs. - Explain some new words: - Structures: + 'memorable (adj) : easy to remember + help/encourage someone to do + en'joyable (adj) : pleasant something: help us to learn, + popu'larity (n) : the noun of " popular" encourage us to buy... + be a'ware of (v) : realize + make someone/ something + + brain (n) : part of the body inside the head adjective: make things memorable, + 'violent (adj) : fighting, killing, etc. make us aware of, make us passive, + inter'fere with (v) : get in the way of something make people violent... - Ask sts listen to the teacher and repeat , then write these S: Television helps us to learn more ............. words into their notebooks. - Work in pairs to discuss. - Ask sts to work in pairs to read about the advantages - Some sts stand up to give their ideas. and disadvantages of television. * Radio: - Make sure that sts know what " advantage" and + Advantages: "disadvantage" are. - It helps us to get updated news and - Ask sts to pay attention to the basic structures used in infofmation. the table. - It helps us to listen to music, dramas, - Move round to help if necessary. etc. - Ask sts some questions to make sure that they - It is not harmful to people's eyes. understand all the advantages and disadvantages of + Disadvantages: television. - It is rather boring because we can't What are the (dis)advantages of television? see anything. - Listen and give remarks. - The programmes are not very vivid, + Task 2: there are no games and films, etc. - Divide the whole class into three groups and ask each - Listen to the teacher and take notes. pair in group 1 to discuss the advantages and disadvantages of radio, each pair in group 2 discuss those - Do the writing task. - Read their writing: ( a sample of newspapers, and each pair in group 3 discuss those of paragraph) the internet. "The Internet is now the largest source - Ask sts to work in 7 minutes. of information and entertainment for - Move round to help if necessary and then ask them to people. Firstly, you can get a lot of share their ideas with other pairs. information about any places in the - Ask three three sts to present their ideas. world. The Internet provides you with - Ask other sts to give remarks. the latest changes in the markets such - Listen and give remarks. as the increase or decrease in the 3. While you write:( 10 mins) price of gold or oil. You can relax by - Aims: Sts practise writing a paragraph about the advantages and disadvantages of one of the mass media. watching films or football matches, listening to music on-line or chatting - Ask sts to write a paragraph about the advantages and to friends or relatives living thousands disadvantages of one of the mass media they have kilometres away. However, the discussed in task 2. Internet can be dangerous because - Let sts write in 8 minutes. you can be exposed to harmful - Move around to conduct the activity. websites, for example, the websites 4. After you write:( 9 mins) containing violent scenes. Moreover, - Get feedback by asking three sts to read their work chatting or playing games online can aloud. take you a lot of time. In short, the - Ask some other sts to give remarks..

(44) - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 5. Homework: ( 1min) - Write a paragraph about another types of mass media.. Internet can be good or bad so you should know how to use it properly.". TiÕt 44 UNIT 7 – LESSON 5: e. language focus st Planning date: Dec 1 Teaching date: Dec 8th I. Objectives: 1. Education Aims: - Students know how to pronounce the sound / eɪ/, /aɪ/ and /ɔɪ/ correctly. - Students revise the present perfect and because of and in spite of. 2. Knowledge: + Language: - Pronunciation: /eɪ/, /aɪ/ and /ɔɪ/. - The present perfect tense. - Because of and in spite of. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may confuse the use of because of and in spite of. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities - One st speaks aloud in front of the 1. Homework checking: ( 5mins) - Ask one st to tell the whole class the advantages and whole class. disadvantages of one of the mass media. - Give remarks. - Ask another st to give remarks. - Listen to the teacher. - Check and give a mark. - Write down three sounds. - Listen to the teacher and repeat. 2. Pronunciation:( 10 mins) - Look at the book , listen and repeat. - Aims: to introduce three sounds /eɪ/,/aɪ/ and /ɔɪ/ and /eɪ/ /aɪ/ /ɔɪ/ help sts to practise these sounds. play time voice a. Write three sounds on the board and pronounce them today wildlife noise clearly twice, then ask sts to repeat. radio height toy - Tell sts how to pronounce these sounds accurately. ........................... - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so - Read these words in pairs and check for their partners. that they can check for each other. - Move around to help . - Look at the book and work in pairs. - Ask two sts to read again and give remarks. - Answers: b. Ask sts to look at sentences in page 79 in the book. - Ask them to work in pairs to read the sentences and then /eɪ/ /aɪ/ /ɔɪ/ afraid ninety-nine noisiest find out the words containing sound /eɪ/, /aɪ/ and /ɔɪ/ made type Royce - Ask them to work in 2 minutes. mistake Friday oil - Move around to conduct the activity. changed like boy - Ask one st to report and other sts to give remarks. ............................... - Check and give the correct answers. - Read the examples. - Ask some sts to read these sentences aloud. Eg1: Because of being ill Mary didn't - Listen and give remarks. go to school. 3. Grammar: ( 29 mins) In spite of being ill Tom went to Aims: to revise the present perfect and "because of" and school. "in spite of" and have sts do Ex1, EX 2 and EX3. Eg2: Because of the rain we stopped a. The present perfect tense: - Give two examples: playing football. eg: I've known her for five years. In spite of the rain they continued We have been here since 7.00 a.m. playing football. - Ask sts to think about the use of the present perfect in + The present perfect: these sentences. "How long an action has lasted up to the - Ask one st to report and recall the use of since and for. b. Present the use of because of and in spite of through present." - Listen to the T attentively and take some examples. - Ask sts to think about the use of because of and in spite notes. + because of + N/NP, V-ing of in these sentences. in spite of - Ask some sts to report. + Because of is used as a preposition to - Distinguish because of from because and in spite of express the reason. from although. + In spite of is used as a preposition to - Ask some sts to give examples. express a concession. + Exercise 1: - Listen to the teacher attentively and - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare take notes if necessary. - Do the task individually and then share their answers in pairs. their ideas with their friends. - Move round to conduct the activity. EX 1: - Check the exercise sentence by sentence. 1. have been 2. has lived 3. have - Listen and give remarks. met 4. have done 5. have had 6. + Exercise 2: have taken 7. have watched. - Ask sts to do Ex 2 individually and then share the - Listen and correct their work if.

(45) answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask sts to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( Page 42 - Workbook). necessary. - Do the Ex individually. EX 2: 1. since 2. ago 3. for 4. for 5. since 6. for 7. ago 8. ago 9. since 10. since - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. 1. c, f 2. b. d 3. a , e 4. h .j 5. i, g.. UNIT 8: THE STORY OF MY VILLAGE UNIT 8 – LESSON 1: A. READING. TiÕt 45 th. Planning date: Dec 5 Teaching date: Dec 12th I. Objectives: 1. Education aims: - Students read about the changes in the country life. 2. Knowledge: a. General knowledge: - Knowledge about the country life. b. Language: - Verb tenses and reported speech. - Vocabulary about country life 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: vocabulary matching and table completion exercises. II. Anticipated problems: - Students may lack of vocabulary about country life . III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities - Work in groups of 3-4 students - Give the lists to the teacher 1 .Warm-up:( 4 mins) - Work in pairs. - Aims : - Get used to the topic. - Do the work orally in front of the - Sts are required to work in groups of 3 or 4 to make a list class. of words related to the country in written form. Suggested answers: - The group with the longest list will be the winner. 1. The farmers are harvesting the crop 2. Before you read: ( 10 mins) 2. They are working very hard. - Aims: - Prepare information and vocabularies for the 3. It’s a good/ bumper crop. topic. 4. Good farming methods, good - Introduce the topic of the reading passage. varieties, modern technology used, a. Pair work: people work hard..... - Ask sts to work in pairs to answer the questions given in - Listen and then copy down the part. - Repeat. - For each question, 3-4 sts are required to answer orally in - Read silently. front of the class ( 1 st/ 1 time)..

(46) - Gather the ideas and help the sts to give correct answers. b.Vocabulary: - Provide the sts with new words/phrases. + Straw(n): dry cut stalks of various cereals( r¬m). + Mud(n) : wet, soft soil (bïn). + Technical high school (n): trêng trung häc kü thuËt d¹y nhÒ + Farming method(n): ph¬ng ph¸p canh t¸c. + Brick house (n): houses made of bricks( nhµ x©y b»ng g¹ch). + Thank to(prep): = owing to = because of (nhê cã) - Read each word/phrase 3 times and ask sts to repeat it. - Leave the sts 1 minute to self-practice reading the words, then ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and check. 3. While you read: ( 20 mins) - Aims: Read the passage for information to do the tasks. + Task 1:Vocabulary Matching. - Ask sts to read the passage and do task 1: Match the words in A which appear in the reading passage with their definitions in B. - Sts are required to compare their results with their partners. - 4 sts are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help the sts to do the task correctly. - Explain the meaning of these words and phrases if necessary. + Task 2:Table Completion. - Ask sts to scan the passage to get specific information to complete the table. - Let sts to study the table carefully before doing the task. - Go round the class and provide help when necessary. - Tell sts to discuss the answers with a friend. - Check the answers in front of the class as a whole. - Give correct answers. + Task 3: Answering Questions: - Ask sts to work in pairs to read the passage again and answer the questions in task 3. - Sts are required to underline the information that supports the answers. - Sts are required to compare their answers with another pair. - Ask 5-6 sts to read their answers aloud in front of the class. - Give feedback and correct answers. 4. After you read: ( 10 mins) - Aims: Give the summary of the topic. + Discussion: - Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better? - Clarify some terms if needed: + People with an education: people with a university study. - Sts are required to look back to the passage to get the ideas for the questions. - Go to groups and provide help when necessary. - Ask some representatives to report the groups' ideas. 5. Homework:( 1 min) - Ask sts to write a paragraph about the topic they discussed in After you read.. - Others listen. - Self-correct. - Read the passage and then do the task. - Share their answers with their partners. - Report their work . +1–b+2–d +3–a+4–e+5–c - Work individually - Study the table. - Discuss the answers with a friend. - Report their answers. before Now a.o.c Made of houses Made of straw and mud bricks Few families had Many families a radio or a TV have a radio or R. set a TV set and TV old New F.M Good/ bumper crops poor By motorbike travel - Work in pairs to ask and answer the questions. - Ask sts to report their work in pairs. 1. It was poor and simple. 2. Because they hope that with an education of science and technology their children could find a way of bettering their lives. 3. They introduced new farming methods which resulted in bumper crops. They also helped grow crash crops for export. 4. He said their lives had changed a lot thanks to the knowledge their children had brought home. 5. He told his grandchildren: “ Study harder so that you can do more for the village than your parents did.” - Listen to the teacher. - Discuss in groups. - Some representatives are required to report. - Give suggested answers: + Introduce new farming methods. + Grow crash crops for export. + Help local people apply modern technology in farming. + Help community especially young people access to ways of entertainment. + Raise people’s awareness about food safety and environmental hygiene.. UNIT 8 – LESSON 2: B. SPEAKING. TiÕt 46 th. Planning date: Dec 10 Teaching date: Dec 15th I. Objectives: 1. Education aims: Plan to improve life of a village and their possible results. 2. Knowledge: a. General knowledge: - Students can talk about plans and results. b. Language: - "Should" and conditional sentences type 1 - Vocabulary on the plan to improve life of a village. 3. Skills: - Speaking about plan and results.- Discussing plans to improve life in the village. II. Anticipated problems: Ideas to discuss by themselves..

(47) III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities 1. Homework checking( 5 mins) - Ask one st. to tell about the life of the village in the text. - Listen and give remarks and marks. 2. Warm-up( 5 mins) - Ask sts to work in groups and make a list of the ideas that carried out to improve the village life. Sts may share ideas in Vietnamese and ask T for English equivalences. - Check ideas and lead in the new lesson. 3. Before you speak: (10 mins) Aims: Sts can match each of the plan to improve life in the village with its possible result. + Task 1: The village of Ha Xuyen are discussing plans to improve life in the village. Match the plans with possible results.( 10 minutes) - Explain some new words: resurface (v ):put new surface on, renew widen (v ) canal (n): man-made waterway for irrigation muddy(a ): full of mud - Ask sts to do the task in pairs and give explanation for their answers - Ask some sts to read the answers in front of the class. - Give the correct answers. 4. While you speak: ( 10 mins) Aims: Sts practice discussing the plans to improve the life in the village and the possible results. + Task 2: The villagers are discussing their plans. Read and practice the conversation in groups of three. - Read the conversation in the textbook. - Ask sts to work in groups using conditional type 1 and "should". - Briefly explain Conditional sentence type 1 and should: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E. g.: If the roads are widened, cars and lorries can get to our village. Should or shouldn’t: to give opinions about what is the best thing to do. - Ask sts to practise the conversation in the textbook. - Ask some groups to practice the conversation in front of the class. 5. After you speak: ( 14 mins) Task 3: Continue the conversation, using the ideas in table in Task 1. Add some more possible if you like - Ask sts to work in groups and continue the conversation. - Write the main phrases on board and ask sts to look at these phrases to practice their conversation. - medical center health. Students’ activities - One st. tell about the village. - Listen to the teacher. - Work in groups. - Listen to the teacher.. - Listen and take notes. - Work in pairs. - Read the answers aloud in front of the class. 1. b 2. g 3. d 4. e 5. f 6. c - Listen to the T. - Listen and take notes.. - Work in groups of three. Some groups practice conversation in front of the class.. the. - Work in groups and add some their own ideas. - Some groups present in front of the class. A: I think we should build a football ground, too. B: I agree with you. If a football ground is built, young people can play sports in the free time. C: A football ground is also a place where people can meet and exchange ideas. A: What about a medical centre? I think it’s necessary to build a medical centre. B: Yes. If a medical center is built, People’s health will be looked after.

(48) - cash crops export, money - bridge shorter way to town - football ground play sports, exchange ideas. - Go around to help sts if necessary. Sts may add their own ideas in the conversation. - Comment and give necessary corrections. 6. Homework: ( 1 min) Write a passage about plans to improve the life in the area where you live.. better. C: Yes. And if we get sick. we won’t have to go to the provincial hospital for treatment.. UNIT 8 – LESSON 3: C. LISTENING. TiÕt 47. Teaching date: Dec 16th I. Objectives: 1. General knowledge: - Sts know the changes in a small town on the South coast of England. 2. Language: - The past tense: used to - The passive voice - Vocabulary on villages. 3. Skills: - Listening: choose True/ False statements, fill in the gaps - Speaking: Discuss the changes in sts' hometown/ home village II. Anticipated problems: - - The town is strange to sts. III. Teaching aids: - Textbook , tape IV. Procedures: Teacher’s activities Students’ activities 1. Home work checking:(7 mins) - One st presents. - One st talks about what people should do to - Others listen and give remarks. improve life in their village/ town. 2. Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the - Work in groups to ask and compare the two pictures. words and phrases used in the listening text. a. Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book. - Some sts stand up and give their E.g.: - There didn't use to be any hotel in the town answer. - There used to be small houses Sts copy the words and phrases. - Cows used to graze in the field ........................................ - Ask some sts to give their answer. b. Introduces some new words - Listen and repeat. - atmosphere (n): kh«ng khÝ - Read the words in pairs and correct - resurface(v): trải lại ( mặt đờng) each other’s mistakes. - turn into (v): trë thµnh - Some individuals read the words - Read the words and ask sts to repeat. aloud. - Ask sts to read the words in pairs. - Ask some sts to read the words again. - Listen to the T. 3. While you listen:( 17 mins) + Task 1: Aims:Sts practise listening and marking True/ False - Work in pairs to guess if the statements. statements are true or false. - Tell sts that they are going to listen to a talk about the - Listen to the tape and do the task changes in a small town in England. - Compare their answer. - Ask sts to work in pairs, look at the statements given and - Give their answer. guess if they are true or false. 1. F It's on the south coast of - Ask sts to listen to the talk and tick the right column to England. indicate their answer and underline the false information. T 2. F It's used to be a small quiet plays the tape twice. town. - Ask sts to compare their answer in pairs. 3. T 4. F The big trees have been cut - Check sts’ answer. - Play the tape once again, stop the tape where necessary down. 5. F Some people don't like the and conduct the correction. changes + Task 2: Aims:Sts practise listening for specific information by - Check their answer and then correct their work if they have the filling in the gaps with ONE word. - Ask sts to have a look at the paragraph in the textbook and wrong answer. to read them in pairs and make sure they understand them. - Work in pairs to read the passages T encourages sts guess the words to fill in the gaps. and try to fill in the gaps. - Ask sts to listen to the tape once or twice again to fill in - Listen and do the task. the gaps with the missing words. - Give their answer. - Ask sts to compare their answer in pairs. 1. houses 2. hotel - Check sts’ answer. 3. widened 4. cut 6. shop - Play the tape once again, stop the tape where necessary 5. car 7. department 8. expensive and conduct the correction. - Check their answer and then 4. After you listen:(10 mins). Planning date: Dec 12. th.

(49) - Ask sts to work in pairs and tell each other about the changes in their village/ town. - Move round to check the activities and to make sure that sts are working effectively. - Ask two sts to present in front of the whole class. - Check and gives remarks. 5. Homework:(1min) Write a short paragraph about the changes in their village/town. correct their work if they have the wrong answer. - Work in pairs. -Two sts present.. UNIT 8 – LESSON 4: D. WRITING. TiÕt 48 th. Planning date: Dec 15 Teaching date: Dec 19th I. Objectives: 1. Education Aims: - Students can write a letter giving directions to a certain place. 2. Knowledge: a. General knowledge: - Giving directions. b. Language: - Language used to give directions. - Imperative sentences. 3. Skills: - Reading: read the sample letter. - Speaking: work in pairs to find Ann's house - Writing: write a letter to tell Jim the way to house A on the map. II. Anticipated problems: - Students may have difficulty in giving directions in letters. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the changes in our hometown or - Listen to their friend and give his/her home village. remarks. - Ask other sts to listen to their friend and give remarks. - Listen to the teacher. - Check and give remarks. - Listen to the teacher carefully. 2. Before you write:( 20 mins) - Aims:to get sts to read the sample letter and to help them - Copy these words into theit notebooks. to prepare vocabulary and information before they write. + Task 1: - Listen to the teacher and then read - Introduce the situation. these words in chorus and - Explain some new words: individually. + direction (n) : the way that a person or thing moves along - Read the letter in pairs. + enclose (v): put something in a letter or a parcel - Share their answer with their - Ask sts to listen to the teacher and repeat , then write these friends. words into their notebooks. - Present their ideas. - Ask sts to work in pairs to read about the letter and to look Answer: H at the map to find Ann's house. - Move round to help if necessary. - Listen to the teacher. - Ask sts to compare their ideas with other pairs. - Work in pairs to read the letter and - Ask some sts to tell the whole class where Ann's house is. T undreline the words/phrases. may ask them to explain more about their answer. - Listen and give remarks. - Two sts write the words and + Task 2: phrases on the board - Ask sts to work in pairs to read the letter again and get out of go over ( a bridge) underline the words and phrases used to give directions. turn right/left walk past ( a - Move round to help if necessary. medical centre) - Ask 2 sts to write these words/ phrases on the board. keep walking take the - Check and give remarks. first/second..... - Ask sts to make some examples with these words. - Do the writing task. - Read their writing: ( a sample 3. While you write:( 10 mins) paragraph) - Aims: Sts practise writing a letter to Jim, telling him the "Dear Jim, way to house A from Roston Railway Station. - Ask sts to write a letter to Jim, telling him the way to house I'm very glad that you will come here for the summer holiday ............. A from Roston Railway Station. from Roston Raiway Station. - Let sts write in 8 minutes. Now when you come out of the - Move around to conduct the activity. station, turn right. Keep walking for 4. After you write:( 9 mins) about 5 minutes, you will see a small Aims: to get feedback and check sts' work. bridge ahead. Go over the bridge, go - Get feedback by asking some sts to read their work aloud. along the street, walk past a medical - Ask some other sts to give remarks. centre and the car park then take the - Check and give the correct answer. second turning on the left. Walk past - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their the Souvenir shop and you will see my house. It's on the right, next to friend's work and give remarks the shop.............. " 5. Homework: ( 1min) - Write a letter to tell their friends the way to their house from Hai Duong Railway Station..

(50) TiÕt 49. UNIT 8 – LESSON 5: e. language focus th. Planning date: Dec 16 Teaching date: Dec 22nd I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly. - Students revise reported speech and conditional sentence type 1. 2. Knowledge: + Language: - Pronunciation: /aʊ/ and/əʊ/ . - Reported speech . - Conditional sentence type 1. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Confuse these sounds with some sounds in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to tell the whole class the way to their house from - One st speaks aloud in front of Hai Duong Raiway Station. the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. - Write down two sounds. 2. Pronunciation:( 10 mins) - Listen to the teacher and repeat. - Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to - Look at the book , listen and practise these sounds. repeat. a. Write two sounds on the board and pronounce them clearly /aʊ/ /əʊ/ twice, then ask sts to repeat. cow coat - Tell sts how to pronounce these sounds accurately. town phone - Ask them to look at the textbook, listen and repeat. how bone - Then ask sts to work in pairs to read the words again so that ........................... they can check for each other. - Read these words in pairs and - Move around to help . check for their partners. - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 89 in the book. - Ask them to work in pairs to read the sentences and then find - Look at the book and work in pairs. out the words containing sound /aʊ/ and sound /əʊ/ . - Answers: - Ask them to work in 2 minutes. /aʊ/ /əʊ/ - Move around to conduct the activity. shout rose - Ask one st to report and other sts to give remarks. loudly snow - Check and give the correct answers. ours over - Ask some sts to read these sentences aloud. ............................... - Listen and give remarks. - Read the examples. 3. Grammar: ( 29 mins) Aims: to revise the reported speech and conditional sentence - Listen to the teacher. - Copy down the example. type 1 and have sts do Ex1, EX 2, EX3and EX4. - Read the example and think a. Reported speech: Statements about the changes. - Recall the use of reported speech: to report what someone - Work in pairs to complete the has said. No quotation marks are used and some parts of table. speech have to be changed. - Give an example: eg: "I worked late yesterday," said Susan. Susan said she had worked late the previous day. - Ask sts to read the example and think about the changes when - Some sts report. 1. did 4. him/her we turn a sentence into reported speech. 2. would do 5. the night - Ask sts to complete the table below: before Direct speech Reported speech 3. may/ might 6. here Do (1) Listen to their friends and their Will do (2) teacher. (3) might - Listen and copy down. me/you (4) - Read the examples and point out last night (5) the form and the use of conditional (6) there sentence type 1: - Ask sts to work in pairs and complete the table and then ask + Form: some sts to report and give remarks. If- clause , main - Make clear the difference between say, tell and talk: clause Say + clause S + V( P.S) , S + V( S.F) Tell + O + clause + Use: something that may happen Talk (to sb) about sth at present or in the future. b. Conditional sentence type 1: - When-clause: - Review the form and the use of conditional sentence type 1 something that will certainly by giving some examples: happen in the future. eg: If I have enough money, I will go to Hue for holiday. - Do the task individually and then If it rains. I won't go there. share their ideas with their friends. - Ask sts to read the examples and point out the form as well as EX 1: the use of conditional sentence type 1. 1. An old farmer said their lives.

(51) - Distinguish when-clause and if-clause: eg; When summer comes, he will go to Hue for holiday. - Ask sts to compare this example with the first example. - Ask some sts to give examples. + Exercise 1: - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask sts to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Homework ( 1 min) - Ex 4 ( page 90- sts' book). TiÕt 50. had changed a lot..... children had brought home 2. She said she was going to Ho Chi Minh City soon. 3. I thought the film would be interesting. ............................... - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1.told 2. said 3. said 4. told 5. talked - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. ....... If I do more homework, I will pass my exam. If I pass my exam. I'll go to medical college. If I go to medical colege, I'll study medicine............... TEST YOURSELF C th. Planning date: Dec 20 Teaching date: Dec 23rd I. Objectives: 1. Aims: - Sts revise what they have learned in unit 7.and unit 8. 2. Knowledge: - General knowledge in unit 7 and unit 8. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities EX 4: 1. Homework checking:( 5 mins) 1. If 2. When 3. if 4. If 5. when - Ask one st to do Ex 4 in the workbook on the board. - One st gives remarks. - Ask one st to give remarks. - Look at the textbook and read the - Give remarks and marks. statements. 2. The new lesson:( 39 minutes) - Try to focus on the important words. - Ask sts to do part II, part III and part IV at home in - Copy down these words into their advance to save time. notebooks. - Give sts the time duration for each part : part II: 10 - Listen and read after the teacher. minutes, part III: 10 minutes, part IV: 15 minutes. - Listen carefully and do the task. - Ask sts to do listening in class. - Work in pairs to discuss their answers. 2.1. Listening: - Ask sts to read the requirement of the task. 1. F 2.F 3. T 4.F 5. T - Read the paragraph. - Introduce new words: - Listen carefully and complete the + queue (v) : xÕp hµng paragraph. + traffic (n) : cars, motorbikes, traffic lights,.... 1. aren't 2. evening 3. cinemas heavy traffic 4. theatres 5. knows - Play the tape twice and ask sts to do the task. - work in groups to share their ideas. - Ask sts to share their ideas with their partners. - Some sts stand up to report. - Get feedback and play the tape again so that sts can 1. because people can sit comfortable at check their answers. home, they don't have to pay for - Ask sts to read the paragraph in part B and try to guess expensive seats at the theatres or in the what will be filled in each blank. cinemas. - Play the tape again . 2. People can see films, plays of every - Ask 2 sts to write their answers on the board. kind, political discussions and the latest - Ask other sts to give remarks. exciting football matches. - Check and give feedback. - Discuss in groups. 2.2. Reading: - Answers: - Ask sts to work in groups to compare their answers. 1. have been........... haven't had - Ask some sts to report his/ her answers aloud. 2. haven't given .............. have paid - Listen and check. 3. said 4. had taken 2.3. Grammar: 5. thought ............ would come - Ask sts to discuss their answers in groups. 6. told............... have got - Ask 2 sts to write their answers on the board. - Read their writing aloud - Ask two other sts to give remarks. " When you come out of the bus station, - Check and give the correct answers. turn right. Go straight ahead until you 2.4. Writing:.

(52) - Ask some sts to read their writing aloud. - Ask some sts to give remarks. 3. Homework: ( 1 min) - Part D ( Page 52 - workbook). TiÕt 51. see the traffic lights. Turn left to Redham Road, walk along this street in about 10 minutes. The Indian Restaurant is the pink building on the left after the Beach Parade. It is very easy to find." - Listen to the teacher's remarks.. LESSON 1: THE FIRST TERM REVIEW. Planning date: Dec 25th Teaching date: Dec 26th A. Objectives: - Students review English stress in words of more than two syllables. - Students can do the exercises about phonetics. B. Teaching aids: - Lesson plan, handouts, projector C. Procedure: - Teacher teaches some rules to put the stress on words of two syllables and more than that. - Students take notes, give examples and do exercises to master the knowledge. Contents: I. Two syllable words. 1. Two syllable verbs: stress often falls on the final syllable if it is/ contains: + a long vowel: refer, inform, repeat… + a dipthong (but / / ) : design, divide… ( borrow…) + more than 1 final consonant: perfect, intend, attend… 2. Two syllable nouns: stress often falls on the final syllable if it is/ contains: + a long vowel: routine + a dipthong ( but / / ): design… ( sorrow, window…) 3. Two syllable adjectives: are stressed according to the same rules as Verbs e.g: correct, polite, technique, idea, heavy, happy, sincere… 4. Other 2-syllable words: Adverbs and Prepositions: seem to behave like Verbs and Adjs E.g: again, before, behind… II. Three syllable words. 1. Three syllable verbs: a. Stress falls on the second syllable if the final syllable contains a short vowel and equal or less than 1 consonant: E.g: consider, determine, interpret b. … On the third syllable if it: + a long vowel: introduce + a dipthong (but / /): entertain + more than 1 final consonant: resurrect c. …On the first syllable if the third one is: + _ate: concentrate, educate + _ fy: certify, terrify, satisfy + _ise/ize: critisise, standardize 2. Three syllable nouns: a. Stress falls on the second syllable if + the final syllable has a short vowel, but / /: + the 2nd syllable has a long vowel, a dipthong or more than 1 final const. e.g: potato, disaster, mimosa… b. …On the first syllable if: + second syllable has a short vowel and equal or less than 1 final consonant + third syllable has a short vowel, but / / e.g: cinema, camera, evidence… c. On the first syllable if the final one is/has: + a long vowel: photograph + a dipthong: marigold + more than 1 final const: intellect d. On the third syllable: magazine, lemonade, expertise… 3. Three syllable Adjectives = rule of Nouns e.g: possible, insolent, opportune, important, similar, accurate, popular…. TiÕt 52. LESSON 2: THE FIRST TERM REVIEW. Planning date: Dec 26th Teaching date: Dec 29th -CLAUSE: 1- With because/since/as/now that Because/ Since/As/Now that/Inasmuch as + clause of cause + main clause.

(53) E.g.. Because she needed some money to buy a book, she cashed a check. Needing some money to buy a book, she cashed a check. Because she lacked the necessary qualification, she was not considered for the job. Lacking the necessary qualification, she was not considered for the job.  Often an –ing phrase at the beginning of a sentence gives the meaning of because. E.g. Having seen that movie before, I didn’t want to go again. Being unable to afford car, she bought a bike. Unable to afford a car, she bought a bike. 2- With because of/due to Because of heavy rain, we didn’t go out yesterday. Because it rained heavily, we didn’t go out yesterday. We didn’t go out yesterday due to heavy rain. Because of/due to + Phrase RESULT 1- With so…………that…. He is so intelligent that he can do all the exercises in this book. She ran so fast/quickly that we couldn’t reach him. There are so many cars in the street that we can’t move. There’s so little time left that I can’t finish my work as I expect. So + adjective/adverb + that + clause Much/many/few/little + N 2- With such…….that……. He is such an intelligent student that she always gets good marks. It is such an interesting film that I’ve seen it three times. They are such beautiful pictures that many people are watching them. Such + (a/an) + adj + N + that + clause 3- With too…to…. This table is too heavy (for me) to lift. Your questions are too difficult (for us) to answer. He studied too badly to get average mark. Too + adj/adv + (for Somebody) + to V 4- With not…..enough …….to V: He is not old enough to get a driving license. They are not tall enough to play volleyball. He doesn’t study well enough to take the exam. I didn’t get up early enough to catch the first train to London. Not ………….adj/adv + enough + to V V. Rewrite the following sentences. 1. I can't come because I have to look after my neighbour's children. - If I _______ 2."I wouldn't go swimming on a day like this, if I were you , Tom" - Brian advised_____ 3. I haven't been to the dentist for two years. - It is _______ 4. People say that he has been all over the world. - He is _______ 5. I have to write letters , but I hate it. - I hate__________ 6.We went out in spite of the heavy rain. - Although ___________ 7. It's nearly twenty years since my father saw his brother. - My father________________ 5- With so/therefore/as a result/consequently He got up late so he was late for work. Nothing more was heard so (that) we wondered he was dead. He studied hard; therefore, he passed all the exams easily. He studied hard; as a result, he passed all the exams easily. He studied hard; consequently, he passed all the exams easily..

(54) * We can say as a result of something,………………….. in consequence of something,………………. TiÕt 53 Planning date: Dec 29. THE FIRST TERM TEST th. Teaching date: Dec 15th. Nội dung đề số 421 I. Chọn một từ, hoặc cụm từ thích hợp để hoàn tất mỗi câu sau đây: 01. ______ the causes of allergies is complex yet valuable part of patient diagnosis. A. To determine B. Determine C. Determined D. Determining 02. A holiday in Cyprus doesn’t ______ to me, I prefer Widnes. A. call B. attract C. allure D. appeal 03. It is _____ how the Japanese society have remained their cultural heritage. A. amazement B. amazed C. amazing D. amazingly 04. Glaciers are huge ice masses which ____ flow over land. A. slowly B. slower C. slow D. slowest 05. The___ of days in a week is seven. A. amount B. figure C. number D. sum 06. ___ I known what he was really like, I would never have married him. A. Had B. Have C. Did D. Would 07. ___ is four miles from the city centre to the station. A. That B. There C. Such D. It 08. Could you tell me how far ____ from here to the next petrol station? A. it was B. it is C. was it D. is it 09. Don’t_____ such a lie to me. I can’t see you through. A. talk B. say C. tell D. speak 10. Two of the books Tom lost on the bus ____ returned to the main desk at his room. A. has B. was C. had D. were 11. Most of them also have more time to devote _____ leisure. A. of B. to C. for D. with 12. Would you mind ____ standing in the boat, it upsets the balance? A. not B. no C. stop D. 0 13. Let’s buy our tickets while I still have ____ left. A. a few money B. a few dollar C. a few dollars D. little money 14. Some 3,000 people die a year in the US ______ using cocaine, according to a survey. A. because B. before C. after D. during 15. Africa is quite different from ______ these people believe. A. who B. that C. what D. which 16. She arranged ___ her friend in the afternoon as the weather was fine. A. to have met B. meeting C. to meet D. to be meeting 17. In fact, _______ of Africa is not jungle but mostly deserts and grassland. A. most B. many C. much D. all 18. Please go to ____ to pick up your ID card. A. third window B. the window C. window third D. the third window 19. Shakespeare was not only a famous playwright _____ a poet _____ well. A. also/ as B. but/ so C. but/ as D. and/ too 20. It was _____ to rescue the drowning boy. A. too late B. so late as C. much late D. not enough II. Chọn một từ có phần in nghiêng đợc phát âm khác so với các từ trong cùng nhóm: 21. A. good B. book C. school D. football 22. A. one B. mother C. office D. love 23. A. traffic B. traveling C. language D. later 24. A. family B. father C. ask D. start 25. A. each B. weather C. headache D. heavy III. Chän mét tõ cã vÞ trÝ träng ©m kh¸c so víi c¸c tõ cßn l¹i trong nhãm: 26. A. following B. difficult C. rearrange D. suitable 27. A. expect B. visit C. because D. enjoy 28. A. Vietnamese B. capital C. attitude D. interesting 29. A. conversation B. entertainment C. information D. applicable 30. A. consider B. behaviour C. memory D. appearance IV. . Chọn một đáp án thích hợp để hoàn tất các câu hỏi về đoạn văn sau: Rice is grown in more than 100 countries. It is very productive in tropical regions, but it also grows successfully under different climate conditions. Depending on the rice types and the climate, rice grains are ready for harvest in 3 or 6 months. To grow a paddy rice crop, farmers usually follow these below activities:.

(55) 1. Prepare the rice nursery: the soil of the nursery should be loose, fertile and without weeds. It is also very important to select good rice seeds. 2. Prepare the rice field: farmers have to prepare the rice fields about one or two months before the rice is transplanted. The fields are usually first flooded then ploughed. Ploughing is often done by hand, by animals (like oxen and buffaloes) or by tractors. 3. Transplant the seedlings: The seedlings should be transplanted into wet rice fields about one month after sowing the nursery. In order for rice to grow healthily, farmers have to water and fertilize rice fields. The is cut when the heads are yellow. Rice is very useful because it can be used for many food and nonfood products such as cooked rice, rice flour, beer, etc. 31. Rice field are ______ . A. always ploughed by tractors before flooded B. ploughed half a month before the rice is transplanted C. flooded before ploughed D. fertilized before farmers transplant the seedlings 32. Rice grows ________ A. only in tropical areas. B. under different climate conditions C. only under mild climate D. only in some countries over the world 33. When the heads of the rice plants are yellow, it’s time for farmers to ______ . A. water the rice field B. fertilize the rice field C. harvest the rice crop D. use pesticides to kill weeds 34. When preparing the rice nursery, farmers have to _____ . A. put rice seeds in water B. fertilize the soil C. select rice seeds D. all of these above 35. Whether rice grains are harvested in 3 or 6 months depends on ____ . A. the area rice grows B. C & D C. the climate D. the rice types Exercise 5: Find out ONE mistake in each sentence . 36. My elder sister is taller and thiner than I am. A B C D 37. I like Maths more than Literature because it is more short and more interesting. A B C D 38. Physics is difficult than so I like Chemistry more than Physics. A B C D 39. A good English speaker should speak fluently and clearly but not too fastly. A B C D 40. You should learn harder and practise English oftener to be a better speaker of English. A B C D. TiÕt 54 THE FIRST TERM TEST - CORRECTION Planning date: Dec 29th Teaching date: 01 02 03 04 05 06 07 08 09 10. { { -. | -. } } } -. ~ ~ ~ ~. 11 12 13 14 15 16 17 18 19 20. { {. | -. } } } } } } -. ~ -. 21 22 23 24 25 26 27 28 29 30. { { { -. | -. } } } }. ~ ~ -. 31 32 33 34 35 36 37 38 39 40. UNIT 9: UNDERSEA WORLD TiÕt 55 + 56 Planning date: Jan 2nd I. Objectives: 1. Education aims:. UNIT 9 – LESSON 1: A. READING Teaching date: Jan 3rd and 5th. - Students read about the undersea world.. { -. | | | |. } } } } -. ~ -.

(56) 2. Knowledge: a. General knowledge: - The oceans and the undersea world. b. Language: - The present simple tense. - Vocabulary concerning undersea world like: whale, jellyfish, shark, ..... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: Matching and Table completion exercises. II. Anticipated problems:- Students may lack vocabulary on undersea world. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:( 3 mins) - Aim: Sts get used to the topic. - Work in groups of 3-4 students - Give the lists to the teacher + Networks: - Sts are required to work in groups of 3 or 4 to make a list of - Work in pairs and do the work words related to the names of the animals in the sea in written orally. form. - Some sts report. - The group with the longest list will be the winner. + Pa'cific ocean: Th¸i b×nh d¬ng + At'lantic ocean: §¹i t©y d¬ng 2. Before you read( 12 mins) + 'Indian ocean: ấn độ dơng - Aim: -Prepare information and vocabularies for the topic. + 'Arctic ocean: B¾c b¨ng d¬ng + Work with a partner 1: - Ask sts to look at the map and give Vietnamese names for + An'tarctic ocean ( southern ocean): BiÓn nam cùc. the oceans on the map. - Listen and copy down. - Allow sts to discuss in pairs in 2 minutes. - Do as they have done in the - Get feedback and give remarks. previous part + Work with a partner 2: - Some sts report. - Sts are required to do in the same way as in “ work with a + Picture1: Seal + Picture2: partner 1” to name the sea animal in each picture. Jellyfish - Ask some sts to report. + Picture3: Turtle + Picture4: - Listen and give remarks. Shark + Vocabulary: - Self- correct - Provide the sts with new words/phrases: + Gulf(n): VÞnh - Listen and then copy down + challenge(v): th¸chthøc - Listen and repeat. + Subma'rine(n): Tµu ngÇm - Read these words silently. + 'organism(n): c¸ thÓ - Soms sts read these words aloud + Biodi'versity(n): sù ®a d¹ng sinh häc and others listen. + at stake(phr) : Cã nguy c¬ tuyÖt chñng = in danger - Self-correct. - Read each word/phrase 3 times and ask the sts to repeat it. - Listen to the teacher. - Leave the sts 1 minute to self-practise reading the words. - Ask 4-5 sts to read all the word/phrases aloud in front of the - Read the passage and then do the task. class - Share their answer with their - Listen and help the sts to read the words/phrases correctly. partners. 3. While you read:( 20 mins) - Some sts report. - Aims: Read the passage for information to do the tasks. 1. tiny 2. investigate + Set the scene: 4. biodiversity - You are going to read a passage about undersea world. Read 3. gulf 5. samples it and then do the tasks that follow. - Work in pairs to ask and answer. + Task 1:Fill in each space with a suitable from the box. - Compare their answer with other - Ask sts to read the passage and do task 1. - Sts are required to compare their results with their partners. pairs. - Some pairs report. - 5 sts are required to do the task orally in front of the class 1. 75% (1 st/ 1 time). 2. They do that by using modern - Listen and help sts to do the task correctly. devices + Task 2: Answering Questions: 3. They bring samples to the - Ask sts to work in pairs to read the passage again and scientists to study answer the questions in task 2. 4. We can learn about the - Require sts to underline the information that supports the temperature, depth, and the marine answers. - Sts are required to compare their answers with another pair. population - Ask 5-6 sts to read their answers aloud in front of the class 5. They are : + the bottom depending (1 st / 1 time). + current independing - Give correct answers. + tiny organism 4. After you read:( 9 mins) - Work in pairs to do the task. - Aims: Give the summary of the passage. - 8 sts report. - Sts are required to work in pairs to fill in each numbered 1. three-quarters 2. mysterious space with a word/phrase in the box. 3. modern 4. discovery - 8 sts represent by reading aloud the answers. 5. plants and animals 6. huge - Listen and help sts to do their task well. 7. biodiversity 8. closely 5. Homework:( 1 min) connected - Learn the summary of the reading passage. - Others listen TiÕt 57 Planning date: Jan 3rd. UNIT 9 – LESSON 2: B. SPEAKING Teaching date: Jan 7th.

(57) I. Objectives: 1. Education aims: - Students know about some actions to protect the oceans. 2. Knowledge: a. General knowledge: - Students can talk about the protection of the oceans. b. Language: "Should" and the simple present. Vocabulary on undersea world. 3. Skills: - Speaking about undersea world. - Reading and ordering the importance to protect the oceans. II. Anticipated problems: - Students may not know many new words on the topic. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework - checking: (7 mins) - Ask sts to write the new words on the board. - One student write the new - Ask others to answer the questions of the reading passage. words on board. 2. Before you speak: (13 mins) - Others answer the questions. Aims:to focus sts on the topic and introduce the new words - Listen to the T. and phrases used to talk about the protection of the oceans. + Task 1: There are some actions that should be taken to protect our oceans. Put the actions in order of importance and say what we should or shouldn’t do. - Write down the new words and - Ask sts to look at the task and give sts some new words: practise reading them. - rubbish (n): r¸c rëi - pollute (v): g©y « nhiÔm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u - Work in pairs to do the task. - Ask sts to read the new words aloud. - Ast sts to work in pairs, using should or shouldn’t to put the - Sts may answer: I think that actions in order of importance and talk about these actions. action( f ) is the most important - Go around to help sts if necessary. because if we learn all we can - T. may give sts some suggested phrases: know about the oceans we will What do you think of understand their values and try How do you feel about + V- ing to protect them. What’s your opinion of Well, I think... In my opinion we should..... - Ask some sts to give their opinions. - read the sentences and find the 3. While you speak( 15 mins) new words. Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions. - Ask sts to skim the sentences in Task 2 and find the new - Listen and take notes. words. - Explain some new words: hunt (v ) explosive ( n) spill ( v ) tanker ( n ) -- Ask sts to work in groups of three or four to discuss the - Work in group of three or four. consequences of the threat to our oceans listed in Task 2 and offer some solutions. - Give sts some suggestions: Threats Consequences Solutions 1. Beaches are - polluted water - place plastic bags filled with in proper dustbins plastic bags. 2.Whales are extinct/ - not hunt or sell hunted for disappear whale products food. 3.Explosives - a lot of fish - be banned..

(58) are used to died catch fish. 4. Oil is filled - polluted water from tanks. -clean the water/punish captain.. sea - Some sts report their opinions in front of the class.. - Go around to help sts if necessary. 4.After you speak: ( 9 mins) - Others listen and give remarks. Aims: Sts report what they have discussed. Task 3: Report to the class what your group has discussed. - Ask some representatives to report their group’s opinions in front of the class. - Listen and ask others to listen to give their opinions. 5. Homework: (1min) - Write a passage about the threats to our oceans and the solutions. TiÕt 58 UNIT 9 – LESSON 3: C. lIsTENING Planning date: Jan 5th Teaching date: Jan 9th I. Objectives: 1. General knowledge: - Sts know about the whales 2. Language: - Parts of the world - Vocabulary on sea animals. 3. Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales II. Anticipated problems: - Too many new words. - The tape's quality is not very good. III. Teaching aids: - Textbook , tape, pictures of whales and other sea animals. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(7 mins) One st presents. Others listen and One sts talks about what people should do to protect the give remarks. oceans. 2. Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words - Discuss in groups. and phrases used in the listening text. a. Focus sts on the picture of a whale and ask sts to answer the following questions: Some sts stand up and give their - What animal is the largest in the world? answer. - What do you know about whales? - Why do people think whales are not fish? Sts copy the words and phrases. - Why do people keep hunting whales? - Ask some sts to give their answer. b. Introduces some new words - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - Listen and repeat. - mig'rate(v): to move from one place to another according - Read the words in pairs and correct to season each other’s mistakes. - conser'vation (n): taking care of st, the prevention of loss, - Some individuals read the words damage..... aloud. - feeding / bearing ground (n): the place where a species of - Look at the map, recall parts of the animal find food/ give birth. world, the oceans and discuss where - an/a/the increase/ decrease in st(phr): there are cold waters. - International whaling Commission: an organization - Listen to the T. responsible for the number of whales hunted. - Work in pairs to guess if the - measure(n): an action taken to achieve a purpose statements are true or false. - Read the words and ask sts to repeat. - Listen to the tape and do the task - Ask sts to read the words in pairs. - Ask some sts to read the words again. - Compare their answer. - Ask sts to refer to the map of the world in the textbook (p. 94) - Give their answer. and revise parts of the world, the oceans and discuss where 1. F. It's the largest animal on there are cold waters. earth. 3. While you listen:( 17 mins) 2. T 3. T + Task 1: 4. F. They are in danger because Aims: Sts practise listening and marking True/ False some people are still killing them for statements. food - Tell sts that they are going to listen to a talk about whales. 5. T - Ask sts to work in pairs, look at the statements given and - Check their answer and then guess if they are true or false. correct their work if they have the.

(59) - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: Aims:Sts practise listening for specific information by answering given questions. - Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them. T encourages sts guess the answer to the questions. - Ask sts to listen to the tape once or twice again to answer the questions. Sts can note down important information - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:(10 mins) - Ask sts to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water - North - SouthPacific - Atlantic - krill - in danger - hunting - The Eskimo not protect - disappear. - Move round to check the activities and to make sure that sts are working effectively. - Ask two sts to present in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about the whale. wrong answer.. - Work in pairs to read the questions and try to answer them. - Listen and do the task. - Gives their answer. 1. It is about 30 metres in length and over 200 tons in weight. 2. It is because there is a lot of krill - their favourite food 3. They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean. 4. Heavy hunting. 5. They have asked the International Waling Commission to stop most whaling. 6. If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer. - Work in pairs to talk about whales. - Two sts present.. TiÕt 59 UNIT 9 – LESSON 4: D. WRITING th Planning date: Jan 6 Teaching date: Jan 10th I. Objectives: 1. Education Aims: - Students can write a paragraph to describe information from a table. 2. Knowledge: a. General knowledge: - Information about the sperm whale and the dolphin. b. Language: - Language used to describe animals. - The present simple tense. 3. Skills: - Reading: read the sample paragraph. - Speaking: work in pairs to find information to complete the table . - Writing: write a paragraph to describe the facts and figures provided in the table. II. Anticipated problems: difficulty in using the information to write a full paragraph. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Listen to their friend and give - Ask one st to talk about whales. remarks. - Ask other sts to listen to their friend and give remarks. - Listen to the teacher. - Check and give remarks. - Listen to the teacher carefully. 2. Before you write:( 20 mins) - Copy these words into theit - Aims:to get sts to read the sample paragraph and to notebooks. help them to prepare vocabulary and information before they write. + Task 1: - Listen to the teacher and then read - Introduce the situation. these words in chorus and individually. - Explain some new words: - Read the paragraph in pairs and do + sperm whale (n): a kind of whale that is hunted for an oily the task. substance in its head. + 'carnivore (n): an animal that eats meat - Share their answer with their friends. + squid (n): mùc èng - Present their ideas. + ges'tation period (n): the process of carrying the young + Range and habitat: all oceans. baby inside the mother's body. Prefer the waters with high squid + life span (n): the period from birth to death populations. + en'trapment (n): sù m¾c bÉy + Size: Male: 18 m in length, 54,000 kg in + 'offspring (n): con c¸i weight - Ask sts to listen to the teacher and repeat , then write these Female: 12 m in length, 17,000 kg in words into their notebooks. weight. - Ask sts to work in pairs to read the paragraph and then .................................. complete the table that follows. - Listen to the teacher. - Move round to help if necessary. - Ask sts to compare their ideas with other pairs. - Work in pairs to read the table and - Draw a table on the board and ask some sts to go to the try to understand the information. board and complete the table..

(60) - Look at the board and give remarks. + Task 2: - Ask sts to work in pairs in 3 minutes to read the second table with some information about the dolphin. - Move round to help if necessary. 3. While you write:( 10 mins) - Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin.. - Ask sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table. - Let sts write in 10 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks. 5. Homework: ( 1min) - Part D ( page 67- workbook). - Do the writing task. - Read their writing: ( a sample paragraph) Dolphins are not fish. They are mamals that live in the water. Dolphins among the most intelligent on Earth. Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays. The size of dolphins varies greatly. The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish. A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months............ UNIT 9 – LESSON 5: e. language focus Teaching date: Jan 12th I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/ correctly. - Students revise the use of "should" and conditional sentence type 2. 2. Knowledge: + Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ . - Should. - Conditional sentence type 2. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Sounds with some sounds in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities - One st read the text aloud in 1. Homework checking: ( 5mins) front of the whole class. - Ask one st to read the text about the blue whale. - Give remarks. - Ask another st to give remarks. - Listen to the teacher. - Check and give a mark. 2. Pronunciation:( 10 mins) - Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts - Write down three sounds. - Listen to the teacher and repeat. to practise these sounds. a. Write three sounds on the board and pronounce them clearly - Look at the book , listen and repeat. twice, then ask sts to repeat. /ɪə/ /eə/ /ʊə/ - Tell sts how to pronounce these sounds accurately. here pair poor - Ask them to look at the textbook, listen and repeat. dear chair sure - Then ask sts to work in pairs to read the words again so that clear square tour they can check for each other. ........................... - Move around to help . - Read these words in pairs and - Ask two sts to read again and give remarks. check for their partners. b. Ask sts to look at sentences in page 101 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound /ɪə/, sound /eə/ and sound /ʊə/ . - Look at the book and work in pairs. - Ask them to work in 2 minutes. - Answers: - Move around to conduct the activity. /ɪə/ /eə/ /ʊə/ - Ask one st to report and other sts to give remarks. beer where sure - Check and give the correct answers. dear wear poor - Ask some sts to read these sentences aloud. ............................... - Listen and give remarks. - Read the sentences. 3. Grammar: ( 29 mins) - " Should " is a modal verb that is Aims: to revise the use of " should" and conditional sentence used to give advice. type 2 and have sts do Ex1, EX 2 and EX3. - Some sts give examples: a. Should: eg: You should get up early in the - Ask sts to tell the T the use of "should" morning. - Ask sts to give examples with "should" and "shouldn't". People shouldn't hunt whales. - Ask sts to do EX1. - Do Ex 1. + Exercise 1: - Some sts sts report their work - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare their sentence by sentence. 2. You should look for another job.. TiÕt 60 Planning date: Jan 10th.

(61) answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. - Introduce the use of " I think/ I don't think ...... should ..."by using some examples: eg: Joana and Andrew are planning to go skiing this weekend. You think it's a bad idea. You; I think you should stay at home. I don't think you should go skiing thid weekend. - Explain why " I don't think ....... should...." is preferred to " I think ....... shouldn't.........". - Ask sts to do EX2. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. b. Conditional sentence type 2: - Review the form and the use of conditional sentence type 2 by giving some examples: eg: If my grandfather were still alive, he would be 100 today. If I had a lot of money, I would lend you some. - Ask sts to read the examples and point out the form as well as the use of conditional sentence type 2. + Note: " were" is used with all persons. - Ask some sts to give examples. - Ask sts to do EX3. + Exercise 3: - Ask sts to do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( page 54 - workbook). 3. He shouldn't go to bed so late. 4. You should take a photograph. 5. She shouldn't use her car so much. 6. He should put some pictures on the wall. - Look at the examples and listen to the teacher. - Listen to the teacher. - Do this EX individually. - Some sts report. 2. I think smoking should be banned, especially in restaurants. 3. I don't think you should go out this evening. 4. I think he should resign. - Listen to their friends and their teacher. - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause, main clause S + V( P.S), S + would + V + Use: an unreal situation at present or in the future. - Do Ex 3 in pairs. - Some sts report. 3. would take 7. pressed 4. refused 8. wouldn't be 5. wouldn't get 9. didn't come 6. closed down 10. borrowed ............................. UNIT 10: CONSERVATION. TiÕt 61 + 62 UNIT 10 – LESSON 1: A. READING th Planning date: Jan 14 Teaching date: Jan 16th and 17th I. Objectives: 1. Education aims: - Students improve their knowledge about conservation. 2. Knowledge: a. General knowledge: - Knowledge about conservation. b. Language: - The present simple tense. - Vocabulary concerning conservation. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension II. Anticipated problems: - words, and knowledge about conservation. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:( 3 mins) + Network.. - Ask sts to work in groups of 3 or 4. - Work in groups to discuss. - Ask sts to give a list of the animals which are in danger of extinction. - Some sts report the list in front of the - After 3 minutes, the group which has the longest list class. will be the winner. - Think of the answers. 2. Before you read:( 10 mins) - Sts are required to answer the questions given in the part: 1. Have you ever visited a zoo or a forest? 2. What animals are you interested in? Why? - Students give answers orally..

(62) 3. Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally. + Vocabulary: - Provide the students with some new words/phrases +Variety(n): a large number of different kinds. + Species(n): = kind, type. + Eliminate(v): = disappear, remove + Destruction(n) destroy(v) destructive(Adj): sù ph¸ huû. + Hydroelectric dam(n): ®Ëp thuû ®iÖn. + Circulation(n): Sự chuyển động. circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practise. - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) + Task 1: Matching. - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Call on some sts to read and explain their answers aloud in front of the class. - Get feedback and give correct answers. + Task 2: True or False. - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers. - 6 - 7 sts are required to give answers in front of the class(1 st/ 1answer). - Listen and help sts to do the exercise correctly + Task 3: Main ideas. - Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph. - Call on some representatives to read their choice for each paragraph in front of the class. - Get feedback and give correct answers. 4. After you read:( 9 mins) Questions - Answers - Ask sts to work in pairs to give answers to the questions. - Go round to help the students with their work. - 3-4 sts are required to give answers to one question orally in front of the class( 1 st/1 time). - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should do for the future of our planet.. - others listen - Copy down these words into their notebooks. - Listen and repeat - Practise reading these words by themselves. - Some sts read these words again aloud (1 student/ 1 time) - Work individually. - Try their best to do the task. - Ask some sts to report. 1.c 2.a 3.d 4.b -Listen and self-correct the exercise. - Sts do the work individually - Highlight or underline the important information. - 6-7 students do orally while others watch 1. T 2. T 3. T 4. T 5. F( two last sentences of paragraph B) 6. F(last sentence of paragraph C) - Self-correct the work - Work in groups of 3-4 students orally - Some sts report. A.3 B. 4 2. C.. - Self-correct - Work in pairs orally. 1. We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in... 2. Mankind and most plants and animals can't survive without water... 3. We should stop polluting the environment and destroying plants and animals ....... TiÕt 63 UNIT 10 – LESSON 2: B. SPEAKING Planning date: Jan 17th Teaching date: Jan 19th I. Objectives: 1. Education aims: - Students know about the new kind of zoo. 2. Knowledge: a. General knowledge: advantages and disadvantages of the new kind of zoo. b. Language: - The passive voice. 3. Skills: - Asking and answering about the new kind of zoo. - Showing agreement or disagreement about the new kind of zoo. - Reporting on discussion results. II. Anticipated problems: - Students may not know some new words in this topic. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up ( 5 minutes ) -Sts answer: - Ask sts some questions: Yes, I have/ No, never Have you ever visited the zoo? What did you see there? I saw many animals there.

(63) Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat. 2.Before you speak:( 10 minutes) Aims: Sts can discuss the questions about the features of the new kind of zoo. + Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs. - Give sts some new words: + sensitive (adj): be affected by slight changes, influences: nhËy c¶m + imprison (v): put or keep in prison: bá tï + reconstruct (v): build again + breed (v) : g©y gièng , nh©n gièng. + reintroduce (v): put a species of animal or plant back into a former habitat: ®a trë vÒ m«i trêng sèng tù nhiªn - Ask sts to read the new words orally - Ask sts to work in pairs to discuss the questions in two paragraphs. - Go around to help sts . - Ask some sts to present their answers. - Get feedback and give remarks. 3. While you speak: ( 18 mins) Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo. + Task 2: Put a tick in the right box and share your ideas with a partner. - Before sts do the task T elicits some structures for asking opinions and giving the opinions ... Asking for opinions Giving opinions What do you think of ...? I think ... Do you think......? I don’t think ... Do you agree with ....? In my opinion .. Showing agreement Showing disagreement I agree with .... I don’t really think so. Yes , I think you are right. Yes, ..but... Exactly. I would doubt that .. - Ask sts to work individually to do the task - Ask sts to work in pairs to share their ideas. - Go around to observe and help sts - Ask some sts to talk about their ideas. - Listen and give feedback. + Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below. - Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo. Advantages Disadvantages - the conditions the - the money spent on animals are in rescontructions of the animals natural - the animals that people environment can visit - the dangers that keepers may have - Go around to help sts if necessary. - Take notes of Ss’ mistakes for later correction. 4. After you speak:( 10 minutes ) Aims: Sts can report on their discussion results + Task 4: Make group report, sharing your views with the rest of the class. - Call on one representative from each group to report what his/her group have discussed. - Ask other sts to take notes and compare with their groups’ ideas. - Give remarks on Ss’ answers. 5. Homework ( 2 minutes ) Write a paragraph of the report that they have discussed in the class.. They are in the cages.. - Read two paragraphs silently. - Listen and take notes.. - Practise reading the new words . - Work in pairs. - Some sts present in front of the class. 1. They are opened to help endangered species develop. 2. The animals are not kept in cages. They can live in their natural environment. - Listen to the T.. - Work individually. - Work in pairs to share the ideas . - Say their opinions aloud. I think it would be better for animals if they live in the zoo of new kind because they may have better food. ................................................ - Listen to the teacher. - Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo.. - Some sts present in front of the class: "There are some advantages of the new kind of zoo. Firstly, the animals can live in a better environment and are safer than when they are in nature......" - Listen to their friends as well as to the teacher..

(64) UNIT 10 – LESSON 3: C. LISTENING Teaching date: I. Objectives: 1. General knowledge: - A forest fire starts and what campers have to protect the forests. 2. Language: - Some set expressions - Vocabulary on forest 3. Skills: - Listening: order events ,mark True/False, detect sentences. - Speaking: - Discuss how a forest fire may start and what every camper ought to remember. II. Anticipated problems: - T may be short of time. - The quality of the tape is not very good III. Teaching aids: - Textbook , tape, pictures of whales and other sea animals. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(5 mins) - One st tell the whole class about the advantages and Other sts listen to their friend and disadvantages of a zoo of the new kind. give remarks - Listen and give remarks. 2. Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the - Work in groups and discuss the words and phrases used in the listening text. questions. a. Divide sts into 3 groups and ask each to discuss one of the following questions: a. How destructive can a forest fire be? - One st from each group stands up b. What can cause a forest fire? and gives their answer. c. Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires - Copy down the words and every year? phrases into their notebooks. - Ask some sts to give their answer. b. Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip. - Listen and repeat. - forester (n): the person whose job is to take cares of the - Read the words in pairs and forest. correct each other’s mistakes. - a heap of (n): a lot of thing on top of one another. - Some individuals read the words - spread (v): to move to other places very quickly] aloud. - leave sb/ st doing: leave sb/st when it/he is Ving - Listen to the T. - Read the words again and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again and give remarks 3. While you listen:( 26 mins) + Task 1: Aims: Sts practise listening and numbering the event in the correct order. - Read the statements in pairs and - Introduce sts that they are going to listen to the tape about try to guess the order of the events. forest fires and they have to number the given statements in the - Listen to the tape / the teacher order they hear. and do the task - Ask sts to read the statements in pairs and make sure that they - Compare their answer. understand them. - Give their answer. - Play the tape twice and ask sts to put the number in the right Key: 3 - 2 - 5 - 1 - 4 box to indicate the order of the events - Check their answer, and then - Ask sts to compare their answer in pairs. correct their work if they have the - Check sts’ answer. wrong answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: - Listen to the T. Aims: Sts practise listening and marking True/ false. - Read the statements in pairs and - Ask sts to listen to the tape again and decide whether the try to do the task. given statements are true or false. - Listen to the tape / the teacher - Ask sts to read the statements to see if they understand them. and do the task - Play the tape once and ask sts to tick to the box to indicate T/ - Compare their answer. F statement and underline the false information - Give their answer. - Ask sts to compare their answer in pairs. 1. F 2. F 3. T 4. T - Check sts’ answer. 5. F - Play the tape once again, stop the tape where necessary and - Check their answer say it aloud, conduct the correction. and then correct their work if they + Task 3: have the wrong answer. Aims: Sts practise listening and ticking the sentences they hear. - Ask sts to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them. - Read the sentences and find out - Ask sts lo listen to the tape again and tick in the box to the difference between sentences indicate the sentences they hear. in each pair. - Play the tape once.. TiÕt 64 Planning date:.

(65) - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:(8 mins) - Ask sts to work in groups and use the information in Task 1 and 2 to discuss the following questions: - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to retell the story in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about what people can do to protect forest from fires.. - Listen to the tape and do the task. - Give their answer. Key: 1. B 2. A 3. A - Check their answer and then correct their work if they have the wrong answer. - Work in groups to discuss.. - One/ two sts present.. TiÕt 65 UNIT 10 – LESSON 4: D. WRITING Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students can write a letter of invitation. 2. Knowledge: a. General knowledge: - A letter of invitation. b. Language: - Language used to write an informal letter. - Structures: "Let's ...... "," Shall we.....?", etc . 3. Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2. - Speaking: fill each blank in these invitation letters. - Writing: write an invitation letter basing on the cues. II. Anticipated problems: - Students may not be able to distinguish some structures such as " Let's......", " Would you like....?", "How about.........?", etc. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about how a forest fire may start and - Listen to their friend and give what every camper ought to remember. remarks. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. - Listen to the teacher. - Listen to the teacher carefully. 2. Before you write:( 20 mins) - Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and - Copy the structures into theit then to use these sentences to fill the blanks in the notebooks. invitation letters. + Task 1: - Ask sts to read the requirement of task 1 carefully and - Do the task in pairs. then work in pairs to do the task. - Share their answer with their friends. - Ask sts to pay attention to the meaning as well as the - Present their ideas. structure of the two halves. 1.c 2. f/h 3. a - Recall some structures so that sts can do the task more 4. g/d 5. h/f 6. d/g 7. e easily. 8.b Shall we/ Can you/ Why don't you + V- inf...? - Listen to the teacher. Let's + V-inf. Would you like/ Are you free + to-V.......? Do you feel like/ How about + V-ing.......? - Work in pairs to read the letters and - Ask sts to do in 4 minutes and move around to help if try to understand the content of the necessary. letters. - Get feedback and give remarks. + Task 2: - Listen and repeat. - Ask sts to work in pairs to read the letters in pairs and to - Copy the words/ phrases use the above expression to fill each blank. - Report their answer: - Introduce some new words/phrases: 1.3/8 2.3/8 - 4/6 3. 2/5+ for a while: for a period of time 7 + 'disco (n): a club or party where people dance with pop - Listen to the teacher. music + 'afterwards (adv): at a later time - Ask sts to listen to the teacher and repeat , then write - Do the writing task. these words into their notebooks. - Get sts to do the task in 5 minutes and then get feedback - Read their writing: ( a sample letter by letter. paragraph) - Listen and give remarks "Dear Lam, 3. While you write:( 10 mins) We haven't met since oyu moved. And - Aims: Sts practise writing an invitation letter. I miss you a lot. - Ask sts to play the role of Nam's and to write a letter to We are both having some days- off.

(66) Lam, inviting him to spend a weekend with him. - Let sts write in 8 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 5. Homework: ( 1min) - Part D (page 63- workbook).. between the two terms soon. So if you haven't made any other plans why don't we spend a weekend together? Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals. Do come if you find it possible and I'll make all the preparations then. Please give my love to your parents. Your friend,. TiÕt 66 UNIT 10 – LESSON 5: e. language focus Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students know how to pronounce the sound /b/ and /p/ correctly. - Students revise the passive voice. 2. Knowledge: + Language: - Pronunciation: /b/ and/p/ . - The passive voice. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: Sound /p/ in English with sound /p/ in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities - One st reads his/her letter aloud 1. Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud. aloud in front of the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. - Write down two sounds. 2. Pronunciation:( 10 mins) - Listen to the teacher and repeat. - Aims: to introduce two sounds / b / and / p / and help sts - Look at the book , listen and repeat. to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat. /b/ /p/ - Tell sts how to pronounce these sounds accurately. bee pea / b / : a voiced sound ban pan / p / : a voiceless sound bad Paul - Ask them to look at the textbook, listen and repeat. ........................... - Then ask sts to work in pairs to read the words again so - Read these words in pairs and that they can check for each other. check for their partners. - Move around to help . - Look at the book and work in pairs. - Ask two sts to read again and give remarks. - Answers: /b/ /p/ b. Ask sts to look at sentences in page 110 in the book. Bill Pat - Ask them to work in pairs to read the sentences and then big pan find out the words containing sound / b / and sound / p / . black paper - Ask them to work in 2 minutes. ............................... - Move around to conduct the activity. - Read the sentences. - Ask one st to report and other sts to give remarks. - Listen to the teacher , read the - Check and give the correct answers. example and tell the whole class - Ask some sts to read these sentences aloud. their ideas. - Listen and give remarks. + In the passive, the object of an 3. Grammar: ( 29 mins) Aims: to revise the passive voice and have sts do Ex1, EX active verb becomes the subject of the passive verb. 2 and EX3. + The passive voice: + Form: - Recall the form of the passive by giving an example: S + V ( be + p.p ) eg: Active: We clean this window every day. - Listen to the teacher and take note. Passive: This window is cleaned every day. - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the - Give examples. - Some sts report. passive sentence. 1. were reported 2. are grown - Ask sts to tell the T the form of the passive. 3. be spoken 4. am not invited + Note: Only transitive verbs are used in the passive. It is 5. are being built impossible to use verbs such as happen, sleep, stand - Listen and correct their work if ( intransitive verbs) or seem, feel ( intensive verbs) in the necessary. passive. - Ask sts to give some examples. - Do the Ex individually. + Exercise 1: EX 2: - Ask sts to look at Ex1 and to do the task. 1. came.... had ( been) started .......... - Ask sts to do the exercise individually and then compare.

(67) their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask sts to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read the dialouge. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( page 60- workbook). were 2. is standing........ is being photographed 3. Have the students been told 4. was being laid ...... decided 5. will ................ be planted - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. EX3: 1. was organized 2. arrived 3. were met 4. taken 5. had been cleaned 6. had been put 7. was excellent 8. prepared 9. made 10. were served. UNIT 11: NATIONAL PARKS TiÕt 67 UNIT 11 – LESSON 1: A. READING Planning date: Teaching date: I. Objectives: 1. Education aims: - Students improve their knowledge about national parks . 2. Knowledge: a. General knowledge: - Knowledge about national parks. b. Language: - The present simple tense. - Vocabulary concerning national parks. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: the definitions and answering questions. II. Anticipated problems: - Students may not have much knowledge about national parks. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher’s activities Students’ activities 1. Before you read:( 9 mins) Aims: to repare information and vocabularies for the topic. - Listen and think of the question. - Ask sts to answer the question: - Some sts answer: Can you name some national parks in Vietnam and in Cuc Phuong National Park the world? Bach Ma national Park. - Ask some sts to answer the question. Nairobi National Park. - Listen and give remarks. Alaska National Park. - Introduce the reading text and provide sts with new words/phrases. - Listen and then copy down + lo'cate(v): = to place (cã vÞ trÝ) + 'butterfly(n): an insect with very big wings that can fly(con bím) + e'stablish(v): = to make/ build( thiÕt lËp) + hike(v): to walk for health +sur'vive(v): to be alive after accident( sèng sãt ).....  - Listen and repeat. survival(n) - Read silently to self-practise. + 'orphan(v): to be made parentless(må c«i) orphanage(n) - Some sts read these words aloud + Sub-tropical(Adj): cận nhiệt đới and others listen. + 'wilderness(n): = wild place( n¬i/ sù hoang d·) - Self-correct. + contami'nation(n)  contaminate(v): to make something dirty/ polluted. - Read the passages and do the task. - Read each word/phrase 3 times and ask sts to repeat it. - Compare their results with their - Leave sts 1 minute to self-practise reading the words. parners. - Ask 4-5 sts to read all the word/phrases aloud in front of the - Present their answer: class 2. contain 3. species 4. - Listen and help sts to read the words/phrases correctly. survival 2. While you read:(15 mins) 5. sub-tropical 6. Aims: Read the passage for information to do the tasks. contamination + Set the scene: - Listen to the T and correct if - You are going to read the passages about The National necessary. Parks. Read them and then do the tasks that follow. - Work in pairs to read the passages + Task 1:Fill in each space with a suitable from the again and to ask and answer. passages. - Underline the information from the - Ask sts to read the passages and do task 1. passages. - Explain more about the definitions if necessary. - Share their answer with other sts. - Sts are required to compare their results with their partners. - Some pairs report: - 5sts are required to do the task orally in front of the class (1 1.200 square km: st/ 1 time). 2. Because the rainy season is over..

(68) - Listen and help sts to do the task correctly. + Task 2: Answering Questions: - Ask sts to work in pairs to read the passages again and answer the questions in task 2. - Require sts to underline the information from the passages that supports the answers. - Required sts to compare their answers with another pair. - Ask 6 - 7 sts to read their answers aloud in front of the class (1 st/1 time). - Listen and give remarks. 3. After you read:( 5 min) Aims: to give the summary of the passage. - Sts are required to work in groups to give reasons for their choice from one of the three national parks in the reading passages. - One representative is required to give their talk orally in front of the class - Listen and help the students to do their task well. 4. Homework:( 1 min) - Complete the talk in written form.. 3. They can learn about the habits of animals and how one species is dependent upon another for survival. 4. In the orphanage, orphaned and/ or abandoned animals are taken care of. Everglades National Park is endangered because of the toxic levels of chemicals in the water 5. If more chemicals are released into the water, plans and animals will die/ be killed/ destroyed. - Work in groups to talk about their choice. - Present his/her ideas. - Others listen. TiÕt 68 UNIT 11 – LESSON 2: B. SPEAKING Planning date: Teaching date: I. Objectives: 1. Education aims: - Students know about an excursion to Huong Pagoda. 2. Knowledge: a. General knowledge: Talk about an excursion and express their regrets. b. Language: - Conditional sentences types 3. - Vocabulary on an excursion. 3. Skills: - Matching - Talking about an excursion. - Expressing the regrets. II. Anticipated problems: Sufficient vocabulary to talk about an excursion. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teacher’s activities 1. Warm-up:( 3 mins) - Ask sts the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts. to answer. 2. Before you speak:( 12 mins) Aims:tofocus sts. on the topic and introduce the words and phrases used in the task. + Task 1: Matching Last week Nga’s class went on an excursion to Huong Pagoda. Unfortunately, the excursion turned out to be a disaster. Most of the things they did went wrong. You are required to match the thing in column A with the coresponding consequences in column B . - Ask sts to read through the sentences in the two columns. - Give sts some new words or expressions: + food poisoning: ngộ độc thức ăn + fine (n ): cash paid as punishment ( tiÒn ph¹t) + get lost: unable to find way( lạc đờng ) + carsick( adj ): feeling sick because of a car’s movement ( say « t« ) - Ask sts to read the new words orally and individualy. - Ask sts to work in pairs to do the task. - Go around to observe sts working. - Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B. - Listen and give remarks.. Students’ activities - Some sts answer: Yes, ew have. We prepared food, drinks, tents, cameras ….. - Listen to the T.. - Read the sentences and find some new words. - Listen and copy down these words into their notebooks.. - Read the new words. - Work in pairs. - Read the answers aloud. 1- f 2- e 3- h g 5- b 6- c 7- a d. 48-. - Listen to the T. - Read the examples and listen to the T. - Look at the example and tell the whole class the form and the use: +Form:.

(69) 3. While you speak:( 14 mins) Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets. + Task 2: Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda. Now you are talking with some friends about what you wish you had or hadn’t done. - Before sts do the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example. - Revise the conditional sentence type 3 by giving an example: + Eg: If I had had money, I would have bought this car. ( But I didn’t have money and so I didn’t buy it.) - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type 3. - Ask sts to work in groups. - Go around to help sts. - Ask sts to compare their answers with another group. - Call on some sts to speak out their answers in front of the class. - Listen to sts and give remarks. 4. After you speak:( 15 mins) Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets. + Task 3: You are Nga. You are going to work in pairs. Tell your partner about your class’s excursion to Huong Pagoda and express your regrets about what you did or didn’t do during the excursion. - Ask sts to work in pairs using the third conditional to do the task. - Go around to observe, offering help and collecting mistakes. - Ask one or more sts to tell about their excursion in front of the class and give remarks. 5. Homework:( 1 min) - Write down what they have discussed in task 3.. If + S + past perfect, S + would/ could +have + P II. +Use: The third conditional is used to talk unreal situations in the past. - Work in groups. - Compare the answers with others. 2. If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants. 3. If some of us hadn’t had food poisoning we could have enjoyed our visit. 4. If we had had rain coats, we wouldn’t have got wet and have got a cold. 5. If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us. 6. If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost. 7. If we hadn’t thrown wast in the forest, we wouldn’t have got a fine. 8. If we had stayed there more than one day, we could have visited all the pagodas. - Listen to the T. - Work in pairs. - Some sts tell about their excursion in front of the class.. TiÕt 69 UNIT 11 – LESSON 3: C. LISTENING Planning date: Teaching date: I. Objectives: 1. General knowledge: - Sts get more information about Cuc Phuong National Park. 2. Language: - Some set expressions - Vocabulary on nature 3. Skills: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park. II. Anticipated problems: - Sts may do not know some new words. - The quality of the tape is not very good. III. Teaching aids: - Tape, cassette, textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets - Listen to their friend and give about what he/she did or did not do during the excursion. remarks - Listen and give remarks.

(70) 2. Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a. Divide sts into small groups and ask them to discuss the following questions: a. Where is Cuc Phuong National Park? b. What is the area of the rainforest in Cuc Phuong National Park? c. When is the best time to visit Cuc Phuong National Park? d. What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer. b. Introduce the topic of the listening text. - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect. - 'fauna (n): all the animals of an area. - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders. - 'ethnic mi'nority (n): The Tay, Nung, Dao ..... - Read the words again and asks sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:(20 mins) + Task 1: Aims: Practise listening and filling in the gaps. - Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Ask sts to read the sentences in pairs and make sure that they understand them. Sts try to guess the missing information. - Play the tape twice and ask sts to fill in the gaps. - Ask sts to compare their answer in pairs. - Checks sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 Aims: Practise listening and Answering questions. - Ask sts to listen to the tape again and answer the given questions. - Ask sts to read the questions to see if they understand them. - Play the tape once and ask sts note down the neccessary information. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:(8 mins) - Ask sts to work in groups and use the information in Task 1 and 2 and the reading text to disscus the following problems: - Time founded - Area, location - Numbers of visitors - Historical event - Local people. -Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to present in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about Cuc Phuong National Park. - Work in groups and discuss the questions.. One st from each group stands up and gives their answer.. - Copy down the words and phrases into their notebooks.. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud.. - Listen to the T. - Read the statements in pairs and try to guess the missing information. - Listen to the tape and do the task - Compare their answer. - Give their answer. 1. 1960 2. 160 km south west of 3. 100,000 visitors 4. 2,000; 450 5. Quen Voi - Check their answer say it aloud, and then correct their work if they have the wrong answer. - Listen to the T. - Read the questions in pairs and try to do the task. - Listen to the tape and do the task. - Compare their answer. - Give their answer. 1. It covers 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa. 2. It is about 160 km. 3. They come to see the work being done to protect endanger species. 4. Nguyen Hue defeated the Qing invaders in the spring of 1789 5. They live mainly on bee keeping and farming. - Check their answer say it aloud, and then correct their work if they have the wrong answer. -Work in groups to discuss. - One/ two sts present.. TiÕt 70 UNIT 11 – LESSON 4: D. WRITING Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students can write a letter of acceptance or refusal. 2. Knowledge: a. General knowledge: - A letter of acceptance or refusal..

(71) b. Language: - Language used to write an informal letter. - Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because.....?", etc . 3. Skills: - Reading: read. fill the blanks of the incomplete letters. - Speaking: Rearrange the sentences to make a letter of acceptance. - Writing: write a letter of acceptance or refusal. II. Anticipated problems: Choose suitable expressions to write a letter of their own. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the special features of Cuc Phuong National Park. - Listen to their friend and give remarks. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. - Listen to the teacher. 2. Before you write:( 15 mins) - Aims: to get sts to read the expressions in the table and - Listen to the teacher carefully. to do task 1 and task 2. + Task 1: - Introduce the topic of the lesson: Write a letter of acceptance or refusal. - Introduce some new words: + a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse" - Copy down the words into theit + dec'line (v) : refuse sth offered ( politely) notebooks. - Ask sts to listen and repeat and then copy down these words into their notebooks. - Do the task in pairs. - Ask sts to read the expressions in the table in 2 minutes - Share their answer with their friends. - Remind sts of three invitation letters that they have - Present their ideas. already read in Unit 10 and ask them to work in pairs to 1. Accepting: Yes, I'd like/love to. complete three reply letters by using the expressions in 2. Refusing: I'm afraid I can't come the table. because - Ask sts to do in 3 minutes and move around to help if 3. Accepting: I'd be delighted to. - Listen to the teacher. necessary. - Listen to the teacher. - Get feedback and give remarks. + Task 2: - Remind sts of the letter Nam wrote to Lam to invite - Work in pairs to rearrange the Lam to spend a weekend with him. And now Lam write a sentences into a letter. letter accepting Nam's invitation. - Present their ideas: - Ask sts to work in pairs to rearrange the sentences into a 1.d 2. e 3. c 4. a 5. f letter. 6. b - Listen to the teacher. - Move round to help if necessary. - Read the requirement. - Get feedback and give remarks. - Listen to the teacher. 3. While you write:( 15 mins) - Do the writing task. - Aims: Sts practise writing a letter of acceptance or refusal. - Read their writing: ( a sample - Ask sts to read the requirement of task 3. - Ask them to write a letter accepting or declining his/her paragraph) "Dear Binh, friend's invitation. It's lovely to hear that you are going - Ask them to pay attention to the structure of a letter: for a picnic to Cuc Phuong National greeting, organisation ( introduction, body...) Park next weekend. Thank you for - Suggest that they use letters in task 1 and task 2 as inviting me to join you but I'm afraid I sample letters. can't come. - Let sts write in 13 minutes. My English friend, Maria, is coming to - Move around to conduct the activity. Vietnam next weekend and I have 4. After you write:( 9 mins) promised to cook her some of our Aims: to get feedback and check sts' work. traditional dishes on Saturday morning. - Get feedback by asking some sts to read their work After that, I'm going to take her to some aloud. famous places in Hai Duong. - Ask some other sts to give remarks. I hope that you will have a wonderful - Check and give the correct answer. day in Cuc Phuong. Remember to show - If there is enough time, T can have sts exchange their me the photos you take in Cuc Phuong writing among sts within a group so that they can check whem you get home. their friend's work and give remarks Your friend, 5. Homework: ( 1min) - Part D (page 68- workbook). TiÕt 71 UNIT 11 – LESSON 5: e. language focus Planning date: Teaching date: I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /t/ and /d/ correctly. - Students revise conditional sentence type 3. 2. Knowledge: + Language: - Pronunciation: /t/ and/d/ . - Conditional sentence type 3. 3. Skills: + Speaking: - Work in pairs to discuss the exercises..

(72) + Reading:. - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: Sound /t/ and /d/ in English with sound / t / and / d /. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud. - One st reads his/her letter aloud aloud in - Ask another st to give remarks. front of the whole class. - Check and give a mark. - Give remarks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /t/ and /d / and help sts - Write down two sounds. to practise these sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. a. Write two sounds on the board and pronounce them /t/ /d/ clearly twice, then ask sts to repeat. topic difficulty - Tell sts how to pronounce these sounds accurately. contain invader / d / : a voiced sound, / t / : a voiceless sound plant spend - Ask them to look at the textbook, listen and repeat. ........................... - Then ask sts to work in pairs to read the words again - Read these words in pairs and check for so that they can check for each other. their partners. - Move around to help . - Look at the book and work in pairs. - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 119 in the book. - Answers: /t/ /d/ - Ask them to work in pairs to read the sentences and next to third then find out the words containing sound / t / and sound restaurant dear /d/. counter stayed - Ask them to work in 2 minutes. ............................... - Move around to conduct the activity. - Read the sentences. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Listen to the teacher - Ask some sts to read these sentences aloud. - Read the example and tell the whole - Listen and give remarks. class their ideas. 3. Grammar: ( 29 mins) + Form: Aims: to revise conditional sentence type 3 and have If - clause , main clause sts do Ex1 and EX2. If + S + V( past perfect), S + would +have + Conditional sentence type 3: + V( PII) - Recall conditional sentence type 1 and type 2. + Use: - Revise conditional sentence type 3 by giving an - to talk about something that might have example. happened in the past but didn't. eg: Tom didn't study hard so he fail the exam. => I can say: " If Tom had studied hard, he would have - Listen to the teacher and take note. - Give examples. passed the exam." - Some sts report. - Ask sts to tell the T the form and the use of 1. had known 2. had had conditional sentence type 3. 3. would have gone 4. would have Note: passed - We can use could/might/should instead of would in 5. could have enjoyed 6. had known main clause. 7. had stopped 8. had called - We can also use the past perfect continuous in If Listen and correct their work if clause. necessary. - Ask sts to give some examples. - Do the Ex individually. + Exercise 1: EX 2: Each st writes three sentences - Ask sts to look at Ex1 and to do the task. 1. .... hadn't stopped so suddenly, the - Ask sts to do the exercise individually and then accidents wouldn't have happened. compare their answers in pairs. 2. .... that Lam had to get up early, I would - Move round to conduct the activity. have woken him up. - Check the exercise sentence by sentence. 3. ... lent me the money, I would have been - Listen and give remarks. able to buy the car. + Exercise 2: 4. ... been wearing a seat belt, she would - Ask sts to do Ex 2 individually and then share the have been injured. answers with their friends. 5. ..... had braekfast, you wouldn't - Move round to help if necessary. behungry now. - Ask two sts to write the sentences on the board. 6. ... had some money on me, I would have - Ask two sts to give remarks. got a taxi. - Check and give remarks. - Listen to the teacher. 5. Homework ( 1 min) - EX 3 ( page 120 - st's book) TiÕt 72 TEST YOURSELF D Planning date: Teaching date: I. Objectives: 1. Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11. 2. Knowledge: - General knowledge in unit 9, unit 10 and unit 11. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing..

(73) II. Teaching aids: textbook, chalk, board. I. Procedures: Teacher's activities 1. Homework checking:( 5 mins) - Ask one st to do Ex 3 in the workbook on the board. - Ask one st to give remarks. - Give remarks and marks. 2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time. - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask sts to do listening in class. 2.1. Listening: - Ask sts to read the requirement of the task. - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): m¹ch níc phun - Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. - Get feedback and play the tape again so that sts can check their answers. - Ask other sts to give remarks. - Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud. - Listen and check. 2.3. Grammar: - Ask sts to discuss their answers in groups. - Ask 2 sts to write their answers on the board. - Answers: 1. a. junk and litter c. highway b. landscape d. healthy. 2. a. T b. T c. F d. F e. T f. T a. 1. has been cleaned......2. have been turned on..........3. are waiting b. 1. knew ......2. would help.....3. knows c. 1. decided ....2. to stay......3. would have gone out ......4. hadn't been - Ask two other sts to give remarks. - Check and give the correct answers. 2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks. 3. Homework: ( 1 min) - Part B ( Page 65 - workbook) TiÕt 73 Planning date:. Students' activities EX 3: 1. If I had been working at the restaurant last night, I would have waited on your table. 2. If they had been paying attention, they would have seen the sign marking .... 3. If Carol hadn't been studying, she would have answered the phone. 4. If the sun hadn't been shining, we wouldn't have gone to the beach yesterday. 5. If the music hadn't been playing loudly at the restaurant, I would have heard ... - One st gives remarks. - Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. 1. they go to a national park to enjoy the nature. 2. It became a national park in 1872. 3. No, it isn't. It's the world's largest park. 4. It has about 70 geysers. 5. They mustn't pick the flowers, feed or hunt the animals. - work in groups to share their ideas. - Some sts stand up to report. ... - Discuss in groups. - Read their writing aloud " Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year. He has invited some of our relatives and his friends to make the party a success. I too have invited a number of my friends in the neighbourhood. Mother has asked me to tell you to come home for the New Year celebration. I'm sure you will be here in time to share the fun with us on that day. Your sister, Helen - Listen to the teacher's remarks. WRITTEN TEST 3 Teaching date:. Nội dung đề số 621 I. Choose one word whose underlined part is pronounced differently. 01. A. expect B. visit C. because D. enjoy 02. A. difficult B. following C. suitable D. rearrange 03. A. interesting B. capital C. Vietnamese D. attitude 04. A. conversation B. entertainment C. information D. applicable 05. A. consider B. memory C. appearance D. behaviour II. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. 06. The politician tried to arouse the crowd, but most of them were ______ to his arguments. A. indifferent B. dead C. closed D. careless 07. My brother lives on the 15th floor of that ______ of flats. A. block B. building C. house D. tower 08. Your argument _____ that Britain is still a great power, but this is no longer the case. A. outlines B. presupposes C. concerns D. presents 09. I don’t know the ______ price, but it costs about $50. A. true B. accurate C. exact D. proper 10. Could you possibly _____me at the next committee meeting? A. fall back on B. keep in with C. stand in for D. make up for 11. In a dream he had a ____ of the future..

(74) A. reflection B. view C. image D. vision 12. She should have been here, but she’s gone _____ flu. A. through with B. down by C. back on D. down with 13. He became a millionaire by ____ of hard work and a considerable amount of luck. A. effect B. process C. dint D. cause 14. She expressed her ____ for certain kinds of cheaply produced movies. A. distaste B. disloyalty C. dissatisfaction D. disapproval 15. You are under no obligation _____ to accept this offer. A. eventually B. whatsoever C. indeed D. apart 16. I must remember to put that dinner invitation in my ____ . A. agenda B. record C. diary D. journal 17. The crime ____ seemed to be going up and up. A. wave B. percentage C. rate D. figures 18. Don’t worry, it’s just a difficult stage. She’ll ____ it. A. grow out of B. get through to C. get on with it D. get up to 19. If I _____ the chance, I would have trained to be a doctor. A. would have B. have had C. would had D. had had 20. You can look up the number in the phone _____ . A. dictionary B. directory C. index D. register 21. He’s been teaching music for years, but he hasn’t any _____ . A. experience B. examinations C. qualifications D. experiences 22. He’s a very difficult person to ____ with. A. get B. deal C. do D. treat 23. She’s _____ a kind person that she can never say no to anyone. A. much B. quite C. very D. so 24. I am ____ the habit of reading in bed. A. on B. of C. in D. from 25. In order not to jerk the vehicle you must release the _____ frequently. A. dashboard B. windscreen C. clutch D. indicator III. Read the following passage then answer questions by circling its corresponding letter A, B, C, or D. Thanks to the development of modern technology, the idea of an electronic house is no longer ridiculous. It will be possible to have a house run electronically by computer technology I the near future. Lights can be turned on and off on a regular schedule. Old and sick people can be taken care of at home by computers. Many modern machines contain computer chips, allowing their users to program them. For example, a microwave oven can be instructed to cook a certain dish. The housework will be done by a dishwasher, the washing machine and dryer, and so on. Most entertainment equipment will operate with computer technology, too. Some examples are radios, television sets, CD players, etc. these equipments can be set up to electronically go to certain channels or stations, or record specific programs at certain times. Indeed, cars can be started automatically so that on cold winter mornings people can get into a warm vehicle to drive to work. In short, computers will be widely used from operating the household equipments to entertaining people. 26. You can program a/an _____ to make a dish. A. oven B. washing machine C. none of the mentioned D. dryer 27. Most entertainment equipments are operated by _______. A. instructions B. certain channels C. specific records D. computers 28. What can be electronically controlled in the house? A. all B. cars & vehicles C. kitchen appliances D. entertainments 29. What did people use to think about the idea of an electronic house? A. new B. silly C. clear D. clever 30. Computers can help ______ the house automatically. A. protect B. none C. operate D. entertain IV. Choose one word whose underlined part is pronounced differently. 31. A. overeating B. disease C. death D. treatment 32. A. survival B. mankind C. cancer D. alcohol 33. A. ordinary B. alcohol C. pollution D. doctor 34. A. prevention B. psychology C. pneumonia D. psychiatrist 35. A. survival B. pollution C. successful D. surgery V. Choose one that needs correcting by circling its corresponding letter A, B, C, or D. 36. The salad tasted so well that my brother returned to the salad bar for another helping. A B C D 37. Even though she looks very young, she is twice older than my twenty-year-old sister. A B C D 38. Despite his smiling face, the second-place contestant is more sadder than the winner. A B C D.

(75) 39. We thought our cameras were the same, but his is different than the one that I bought. A B C D 40. They played so good game of tennis last night that they surprised their audience. A B C D. TiÕt 74 Planning date: 01 02 03 04 05 06 07 08 09 10. { { -. | | | -. } } }. ~ ~ -. Tiết 75. WRITTEN TEST 3 - CORRECTION Teaching date: 11 12 13 14 15 16 17 18 19 20. { { -. | |. } } } -. ~ ~ ~ -. 21 22 23 24 25 26 27 28 29 30. { { { -. | | -. } } } } }. -. 31 32 33 34 35 36 37 38 39 40. { { { { -. | |. } } } -. ~ -. UNIT 12: MUSIC UNIT 12 – LESSON 1: A. READING. Planning date: Feb 17th Teaching date: Feb 23th I. Objectives: 1. Education aims: - Students know more about the role of music in our life. 2. Knowledge: a. General knowledge: - Knowledge about music. b. Language: - The present simple tense. - Vocabulary concerning music: rock 'n 'roll, mournful, solemn...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: sentence completing and answering questions. II. Anticipated problems: Words, and knowledge about some kinds of music. III. Teaching aids: board, textbook, chalk, tape. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:(5 mins) - Play the tape with 5 pieces of music and ask sts to guess - Listen to the tape and guess. what types of music they are. - Stand up and say aloud the names - Get feedback and check. of the types of music. 2. Before you read:( 12 mins) ...…...…...… Aims: To provide sts with words/phrases about music. a. Matching: - Ask sts to work in pairs to match the descriptions to the - Work in pairs to match. types of music given in the part: - For each type of music, 2 sts from 2 pairs are required to - Give answers orally. give their match orally. 1- b 2- e 3- d 4- a 5- c - Listen and help sts to give correct match. b.Vocabulary. - Others listen - Provide sts with the new words/phrases: + Emotion(n): a strong feeling e.g.: hate, love....... - Listen and read after the T..

(76) + Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up. + Delight(v): To make somebody happy. + Funeral(n): a funaral is celebrated when someone dies. + Solemn(adj): serious, not happy + Mournful(adj): sad - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help sts to read the words/phrases correctly. 3. While you read:( 18 min) Aims: Read for information to do the sentence completing, and answering excercises + Task 1: Sentence completing. - Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ 1 time/ 1 sentence). - Feedback and give remarks. + Task 2: Questions answering. - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given. - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers. - 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ 1 time/ 1answer). - Listen and help the students to give correct answers. 4. After you read:( 9 mins) + Questions – Answers Aims: Students' summary about the roles of music. - Ask sts to work in pairs to give answers to the questions given in the part. - Go round to help sts with their work. - 2-3 pairs are required to give answers to one question orally in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write about the roles of music and which role is the most important.. Tiết 76. - Write down these words into their notebooks. - Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T. - Work individually. - Report their answers sentence by sentence. 1. Communicate 2. Lull 3. delights 4. integral part 5. solemn 6. emotion 7. mournful - Listen to the T - Students do the work in pairs - Some pairs report their answers while others watch. 1. Language and music. 2. It can express ideas, thoughts and feelings. 3. It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful. 4. It makes people happy and excited. It delights the senses. 5. It is a billion-dollar industry. - Self-correct the work - Work in pairs orally. - Some pairs report while others listen. 1. Students tell 5 roles. 2. Students give their own ideas. - Listen to the T.. UNIT 12 – LESSON 2: B. SPEAKING th. Planning date: Feb 19 Teaching date: Feb 27th I. Objectives: 1. Education aims: - Students know about some favourite kind of music. 2. Knowledge: a. General knowledge: - Students can talk about their favourite kinds of music. b. Language: - The simple present tense. - Vocabulary about music. 3. Skills: - Asking and answering questions about music. - Talking about favourite kinds of music II. Anticipated problems: Sts may not have enough vocabulary to talk about the topic. III. Teaching aids: Textbook, chalk, board, pictures. IV. Procedures: Teacher’s activities Students’ activities 1. Warm- up: ( 5 mins) Aims : get used to the topic. - Look at the pitures and give the names - Give sts some pictures of singers and ask sts about of some foreign singers. their names. - Talk about these singers. - Ask sts what they know about these singers and name some of their songs. 2. Before you speak: ( 10 mins) Aims: : focus sts on the topic and introduce the words and phrases used in the task. - Listen to the T. + Task 1: Answering questions based on the reading.

(77) text. - Introduce the situation: You are going to read what Ha Anh says about music. - Give sts some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud. - Ask sts to work in pairs to ask and answer the questions. - Go around to observe sts working. - Ask some sts to present their answers in front of the class. - Get feedback and give correct answers: 3.While you speak: ( 13 minutes ) Aims: Sts can talk about their favourite kind of music. + Task 2: Asking and answering about music taste. - Tell sts that they are going to ask your partners questions to get information to complete the table below. - Ask sts to look at the first column of the table which includes 5 items they should ask their friend about. - Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band……. - T. may introduce some adj. and expressions to talk about music: + make sb excited/relaxed. + help sb forget troubles and worries + relaxing/ peaceful...... - Ask sts to form groups of 3. One of them will be a journalist who will interview their friends about their music taste. The journalist has to ask two sts some questions and complete the table. Sts can change their roles if time permits. - Go around to help sts and collect the mistakes. 4. After you speak: (15 mins) Aims: Sts make group report. + Task 3: Reporting on the information - Ask sts to report what they have got from their friends to the whole class. - Before sts report T asks sts to look at the example and elicits some structures they can use: - Ask sts to prepare in one minute. - Ask some sts to report what they have found out about their patners in front of the class. - Correct the Ss’ mistakes. 5. Homework: (2 mins) - Write a short paragraph about their friends' music taste.. Tiết 77. - Take notes - Listen and read the text . - Work in pairs to ask and answer the questions. - Some sts present. 1. She likes pop music. 2. Because it keeps her happy. 3. The Backstreet Boys. 4. She listens to music all the time - Listen to the T. - Listen to the T and read the information in the table. - Think of the questions and say aloud: + What kind of music do you like? + Why do you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When do you listen to music? - Listen and take notes.. - Work in groups of 3: one will be a journalist and others will be students in the class. - Listen to the T. - Listen to the T and take notes if necessary. + Both A and B like ….. + A likes…, and so does B. + A likes …and B does , too. + A likes…, but B prefers….. - Some sts report in front of the class. E.g: " Both Hoa and Binh like pop music. Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to. Hoa's favourite band is Westlife but Binh like Lam Truong very much. ............". UNIT 12 – LESSON 2: C. LISTENING th. Planning date: Feb 19 Teaching date: Feb 28th I. Objectives: 1. General knowledge: - Sts know more about Van Cao and his music. 2. Language: - Vocabulary on music..

(78) 3. Skills:. - Listening: choose True/ False statements and answer questions. - Speaking: discuss the one's ideas about Van Cao's music. II. Anticipated problems: - Some sts rarely listen to Van Cao's songs. III. Teaching aids: - Tape, cassette player, textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Home work checking:(7 mins) - Ask one st to talk about what kind of music he likes best. One st presents. Others listen and give remarks. 2. Before you listen:(12 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text. - Work in groups to say about a. - Focus sts on the picture in the textbook and ask sts if they the person in the picture. know the person in it. - Listen to the teacher and then - Introduce Van Cao, the most famous musician in the history of work in groups to discuss Van Vietnamese music then ask sts to work in groups and ask about Cao's life and career. Van Cao's life and works. - Possible questions: - Ask some pairs to ask and - Where and when was he born? answer. - Was he born in a rich or poor family? - When did he start writing songs? Some sts stand up and give - Can you name some of his famous songs? What is his most their answer. famous one? - Suèi m¬ - TiÕn qu©n - Ask sts to give their answer to the question in p. 128. ca b. Introduce some new words - Lµng t«i - Trêng ca - rousing (adj): hµo høng s«i næi S«ng L« - lyrical(adj): tr÷ t×nh - solemn(adj): trang nghiªm - Copy down the words and - national anthem(n): E.g.: TiÕn Qu©n Ca phrases into their notebooks. - Read the words and ask sts to repeat. - Ask sts to read the words in pairs. - Listen and repeat. - Ask some sts to read the words again. - Read the words in pairs and 3. While you listen:( 17 mins) correct each other’s mistakes. + Task 1: - Some individuals read the Aims: Practise listening and marking True/ False statements. words aloud - Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards - Listen to the T. Van Cao's music. - Work in pairs to guess if the - Ask sts to work in pairs, look at the statements given and guess if statements are true or false. they are true or false. - Listen to the tape and do the - Ask sts to listen to the talk and tick the right column to indicate task their answer and underline the false information. T plays the tape - Compare their answer. twice. - Give their answer. - Ask sts to compare their answer in pairs. 1. F The guess is Quang Hung. - Check sts’ answer. 2.F He likes some Vietnamese - Play the tape once again, stop the tape where necessary and musicians conduct the correction. 3. T + Task 2: 4. F It was written in 1944. Aims: Practise listening for specific information by answering 5. F ( He always ..... ) given questions. - Check their answer, and then - Ask sts to read the questions in pairs and make sure they correct their work if they have understand the questions and know what information they need to the wrong answer. answer the questions. - Ask sts to listen to the tape once/twice and take short notes to answer the questions. - Work in pairs to read the - Ask sts to compare their answer in pairs. questions. - Play the tape once again, stop the tape where necessary and - Listen and do the task. conduct the correction. - Compare their notes. 4. After you listen:(8 mins) 1. It is 'My favourite Musician'. - Ask sts to work in pairs and discuss Quang Hung's ideas about 2. He likes the song 'Tien Quan Van Cao's music. Ca' most. T may introduce some sentences to show one's opinion: 3. Because it is hard and + Agreeing: solemn, it makes him feel great - I (strongly) agree with him. and proud of his country. - I share his opinion. - Check their answer, and then - I share the same point of view with him. correct their work if they have - I think his opinion is similar to mine. the wrong answer. + Disagreeing: - I'm sorry but I don't think so. - Work in pairs revising Quang - I don't agree with him. Hung's ideas about Van Cao's - I don't share his point of view. music. - Move round to check the activities and to make sure that sts are working effectively. - Ask some pairs to present in front of the whole class..

(79) - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about your opinion about Van Cao's Music. Tiết 78. Two sts present.. UNIT 12 – LESSON 4: D. WRITIING. Planning date: Feb 19th Teaching date: Feb 28th I. Objectives: 1. Education Aims: - Students can write a profile. 2. Knowledge: a. General knowledge: - The life story of a famous person. b. Language: - Language used to write a profile . - The past tenses , to-infinitive and the passive voice . 3. Skills: - Reading: read the information about Van Cao. - Writing: the life story of Van Cao. II. Anticipated problems: Use the prompts to write a complete profile. . III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about his/her opinion about Quang - Listen to their friend and give Hung's ideas about Van Cao's music. remarks. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. - Listen to the teacher. - Listen to the teacher carefully. 2. Before you write:( 20 mins) - Aims: to get sts to recognise what a profile is like and to - Copy down the words into theit read the information about Van Cao. notebooks. + Task 1: - Introduce the topic of the lesson: Writing a profile. - Listen and repeat. - Introduce some new words: - Some sts stand up and read again. + 'profile (n): a report of a person ( usu. in a newspaper article) +'mixture (n) : sù hoµ quyÖn - Read the prompts and do the task in +tune (n): giai ®iÖu pairs. + Ragtime (v) : a kind of music which is a mixture of - Write down the sentences into their classical European and African beats. notebooks. + rag (n): a Ragtime song - Share their answer with their friends. + beat (n): nhÞp - Present their ideas. + 'talent (n): a natural skill/ ability. 1. He learned to play music when he + 'talented (a): having talent was very young. + app'reciate (v): recognise sb's good qualities. 2. Scott learned to play the works of composers like Bach, Beethoven, and - Ask sts to listen and repeat and then copy down these Mozart as well as to compose music. words into their notebooks. 3. He quickly became famous. - Ask some sts to read these words again. 4. His tune were wonderful mixture of - Ask sts to read the prompts in task 1 and to make up classical European and African beats complete sentences about Scott Joplin by adding suitable which were known as Ragtime. auxiliaries, articles or prepositions and appropriate verb 5. All in all, he wrote 50 piano rags, tenses. and was called the King of Ragtime. - Allow sts to work in pairs first to make up sentences 6. Scott Joplin died in 1917. orally and the write them down into their notebooks. - Listen to the teacher. - Move around to help if necessary. - Answer T's questions: - Ask sts to compare their answer with other sts. 1. We use the past simple. - Get feedback and give remarks. - Focus sts on some points about writing a profile by asking 2. the date of birth/death, the place of birth, family, career, personal life. some questions: 1. Which tense do you use? - Listen to the teacher. 2. What kind of information is included in a profile? + Task 2: - Work in pairs to discuss. - Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him. - Do the writing task. - Ask them to refer to their writing in task 1 as a sample. - Read their writing: ( a sample 3. While you write:( 10 mins) paragraph) - Aims: Sts practise writing about a life story of Van Cao. - Ask sts to write down what they have discussed into their " Van Cao was born on the fifteenth of November, 1923 in Nam Dinh. His notebooks. parents were poor workers. However, - Let sts write in 10 minutes. he started composing music when he - Move around to conduct the activity. was very young. His first song was 4. After you write:( 9 mins) written in 1939 and it quickly became Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. famous. The song " Tien Quan Ca", which is the national anthem of - Ask some other sts to give remarks. Vietnam, was written in 1944. Van - Check and give the correct answer. Cao was also very good at other - If there is enough time, T can have sts exchange their artistic works like song writing, poem writing among sts within a group so that they can check writing and paintings. He died on the their friend's work and give remarks..

(80) 5. Homework: ( 1min) - Part D (page 73 - workbook).. Tiết 79. tenth of July,1995. He was known as a very talented musician and highly appreciated by the Vietnamese people.. UNIT 12 – LESSON 5: E. LANGUAGE FOCUS th. Planning date: Feb 19 Teaching date: March 1st I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /s/ and /z/ correctly. - Students revise to-infinitive and Wh-questions. 2. Knowledge: + Language: - Pronunciation: /s/ and/z/ . - To-infinitive and Wh-questions. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: confuse sound /s/ in English with sound / s / in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read the passage they wrote about Eric Clapton's - One st reads his/her writing life aloud. - Ask another st to give remarks. aloud in front of the whole class. - Check and give a mark. - Give remarks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /s/ and /z / and help sts to - Write down two sounds. practise these sounds. - Listen to the teacher and repeat. - Look at the book , listen and a. Write two sounds on the board and pronounce them clearly repeat. twice, then ask sts to repeat. /s/ /z/ - Tell sts how to pronounce these sounds accurately. Sue zoo / z / : a voiced sound / s / : a voiceless sound sip zip - Ask them to look at the textbook, listen and repeat. piece peas - Then ask sts to work in pairs to read the words again so that ........................... they can check for each other. - Read these words in pairs and - Move around to help . check for their partners. - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 130 in the book. - Look at the book and work in - Ask them to work in pairs to read the sentences and then find pairs. out the words containing sound /s / and sound /z / . - Answers: - Ask them to work in 2 minutes. /s/ /z/ - Move around to conduct the activity. Susan music - Ask one st to report and other sts to give remarks. classical jazz - Check and give the correct answers. sound records - Ask some sts to read these sentences aloud. ............................... - Listen and give remarks. - Read the sentences. 3. Grammar: ( 29 mins) - Listen to the teacher Aims: to revise to-infinitive and Wh-questions and have sts do - Read the example and tell the Ex1,EX2 and EX3. whole class their ideas. a. to-infinitive: + Use: - Recall the use of to-infinitive by giving an example: - to show purpose. e.g.: A: What did you buy this cassette player for? - Listen to the teacher and take B: I bought this cassette player to study English. note. e.g.: To keep fit, you have to do morning exercises every day. - Give examples. - Ask sts to tell the T the use of to-infinitive in these sentences. - Some pairs report. Note: 1. I phoned her to tell her good - We can put to-infinitive at the beginning or at the end of the news. sentence. 2. I'm saving money to buy a - We can also use in order to or so as to to show purpose. cassette player - Ask sts to give some examples. 3. She practise singing all day to + Exercise 1: win the singing contest. - Ask sts to look at Ex1 and to do the task. ................................... - Ask sts to do the exercise in pairs and then compare their Listen and correct their work if answers with other pairs. necessary. - Move round to conduct the activity. - Do the Ex individually. - Ask some pairs to report. EX 2: Each st writes three - Listen and give remarks. sentences + Exercise 2: 2. to buy - Ask sts to do Ex 2 individually and then share the answers with 1. to read 3. to send 4. to their friends. invite - Move round to help if necessary. 5. to learn - Ask some sts to report. - Listen to the teacher. - Check and give remarks. - One st answers: b. Wh-questions: Who, where, when, what, - Ask one st to name some question words they have already which ..... known. - Listen to the T and take note. + Note:.

(81) - The question element generally comes first in the sentence. - There is no S - operator inversion in the Wh - question asking about the S. e.g.: Who gave you that present? + Exercise 3: - Ask sts to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to write their answers on the board. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 71 - workbook). Tiết 80 Planning date: March 4th I. Objectives: 1. Education aims: 2. Knowledge:. - Two sts write their answers on the board: 1. What will you do if it rains? 2. What sort of music does your father enjoy listening to? 3. When did he leave for Ho Chi Minh City? 4. Who wants to talk to you? ............................. UNIT 13: FILMS AND CINEMA UNIT 13 – LESSON 1: A. READING Teaching date: March 5th. - Students know more about the history of films. a. General knowledge: - Knowledge about films and cinema. b. Language: - The past simple tense. - Vocabulary concerning music: scene, camera, character...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension questions and identifying the main idea. II. Anticipated problems: Knowledge and words/phrases about films and cinema. III. Teaching aids: board, textbook, chalk, some pictures. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:(5 mins) - Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the world. - Look at the T's pictures . - Ask sts to say the names of these films and film stars. - Stand up and say aloud the names - Get feedback and check. of the films and film stars. ...…...…...… 2. Before you read:( 12 mins) - Work in pairs to ask and answer. Aims: To introduce the topic and provide sts with words/phrases about films and cinema. - Give answers orally. a. Answering questions: 1. I want to see a film on T.V - Ask sts to work in pairs to ask and answer the questions in because it is cheap and I may feel Before you read. more comfortable. - Go round to help if necessary. - I want to see a film at the cinema - Ask some sts to give answers. because I can see the latest film there. - Listen and check. Sts may give different answers. ................................... b.Vocabulary. - Others listen - Provide sts with the new words/phrases: + 'sequence (n):chuçi - Listen and read after the T. + motion (n): sự vận động + movement (n):sự chuyển động + 'decade (n): 10 years + au'dience (n):kh¸n gi¶ - Write down these words into their + spread (v): lan réng notebooks. - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practice. - Listen and repeat. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Read these words and check for - Listen and help sts to read the words/phrases correctly. their partner. 3. While you read:( 18 min) - Read the words aloud. Aims: Read for information to find the word meaning in - Listen to the T. contexts, to answer the questions and to find the best title for the passage. + Task 1: Finding the words in the passage - Work individually. - Ask sts to read the passage indepently then read the.

(82) definition given in task 1 and scan the passage to find the suitable words. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading. - Ask sts to share their answers with their partners. - Call on 6 sts to read their answers aloud in front of the class. - Get feedback and give remarks. + Task 2: Answering questions. - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given. - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers. - Move round to help is necessary. - 6 pairs are required to give answers in front of the class. - Listen and help the students to give correct answers. + Task 3: - Ask sts to read the passage again individually and choose the best title for the passage. - Ask one or two sts to give answer and to explain why they choose A, B or C. - Listen and check. 4. After you read:( 9 mins) Aims: Students' summary about the history of cinema. - Ask sts to look at the cues given and work in groups to talk about the history of cinema basing on the cues. - Go round to help sts with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write a summary of the reading text basing on what they have discussed in After you read.. Tiết 81. - Report their answers one by one. 1. cinema 2. sequence 3. a decade 4. rapidly 5. scene 6. character - Listen to the T - Students do the work in pairs - Some pairs report their answers while others watch. 1. It began in the early 19th century. 2. They dicovered that when a sequence of still pictures were set in motion .............. 3. No, they didn't. 4. Audiences were able to see long films in the early 1910s. ................................. - Self-correct the work - Read the passage again and choose the best title. Answer: B ( A brief history only) - Listen to their friends and the T. - Work in groups orally. - Some sts report. - Listen to the T.. UNIT 13 – LESSON 2: B. SPEAKING. Planning date: March 4th Teaching date: March 6th I. Objectives: 1. Education aims: - Students know about some kinds of film. 2. Knowledge: a. General knowledge: - Students can talk about some favourite kinds of music. b. Language: - The simple present tense. - Vocabulary to describe films. 3. Skills: - Asking and answering questions about film. - Talking about favourite kinds of music. - Expressing attitudes, preferences II. Anticipated problems: vocabulary to talk about the topic. III. Teaching aids: Textbook, chalk, board, pictures. IV. Procedures: Teacher’s activities Students’ activities 1. Warm- up: ( 5 minutes ) - Look at the posters and match the Aims : to get used to the topic. film with the correct types. - Give sts some film posters on the board: + Names of the films: Shrek (1) The adventures of Sherlock Holmes. (2) - Some sts give the answers. The Lord of the Rings (3) + Key: Pearl Habour ( 4) 2- detective film - Ask sts to match the films with the correct types of films . 1- cartoon 3action film 4war film - Listen and check. 2. Before you speak:( 8 minutes) Aims: :to focus sts on the topic and to introduce the words and phrases used in the task. + Task 1: - Ask sts to study the table on p. 134 and tick the boxes that - Look at the table and tick . - Compare with their partner’s. suit their preferences for a particular type of films. - Some sts report: - Ask sts to compare their answers with a partner..

(83) - Call on some sts to report their likes and dislikes. - Listen and give remarks. 3.While you speak: ( 20 minutes ) Aims: Sts can talk about their favourite type of films.. + Task 2: Find out what your friends feel about each kind of films. - Give sts some new words: + violent (adj): b¹o lùc + horrifying (adj) lµm khiÕp sî + moving (adj): cảm động + find + O + Adj - Ask sts to read the new words orally and individually - Introduce sts some expressions of agreement and disagreement. + Agreement: + Disagreement: I agree I don't think so. Yes, exactly Yes, but ........... Right / Sure ! I don't quite agree with you. - Ask some sts to read the model conversation in the textbook. - Divide the class into small groups of 3 and ask sts to find out what the others of their group feel about the given types of films. - Go around to help sts if necessary . - Call on some groups to practise the dialogues. - Listen and give remarks. + Task 3: Find out the preferences of your friend for films. - Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences. - Ask sts to make sentences with the structure. - Call on two sts to read the model conversation in the textbook. - Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation. - Go around to offer help. - Ask some pairs to practise the dialogues. - Listen and correct their mistakes. 4. After you speak: (10 min ) Aims: Sts can talk about the film they have seen. + Task 4: Talk about a film you have seen. - Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook. - Ask sts to take turns to talk about the films they have seen. - Go around to help sts. - Ask some sts present in front of the class if the permits 5. Homework: ( 2 min ) - Write a short paragraph about a film they have already said about.. Tiết 82 Planning date: March 4 I. Objectives:. S1: I like science fiction films very much. S2: I don't like cartoons very much. S3: I don't like horror films at all. ...................... - Listen and take notes - Read the new words orally and individually. - Listen to the T. - Read the model aloud. - Work in groups and ask some sts to present. A: What do yoy think of detective films? B: Oh, I find them exciting. C: I think so. I think they are good fun. ........................ - Listen to the T - Make sentences with the structure. - Two sts read the model conversation. - Work in pairs to ask and answer the similar questions. S1: Which do you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers. - Listen to the T. - Work in groups. - Some sts report in front of the class. E.g: I saw " Sand life" at the cinema. It is a love story film. It is about the life of a soldier after the war. He has already been married but after the war he returns with another woman. Life with two wives is definitely not easy. I feel sorry for the soldiers' life after the war. I like the film because of its humane value.. UNIT 13 – LESSON 3: A. LISTENING th. Teaching date: March 8th.

(84) 1. General knowledge: - Sts know how some people can arrange to do st. 2. Language: - Vocabulary on days of the week . 3. Skills: - Listening: Listen for the main idea and fill in the chart . - Speaking: Talk about sb's plans. II. Anticipated problems: - Sts may not interested in "The Titanic" as it is an old film. III. Teaching aids: - Tape, cassette player, textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(7 mins) -Ask one sts to talk about a film he likes best. - One st presents. - Listen and give remarks. - Others listen and give remarks. - Listen to the T. 2. Before you listen:(12 mins) Aims:to focus sts on the topic and to review/ introduce the - Work in groups to list the words and phrases used in the listening text. entertainments a. Ask sts to work in groups and list the types of entertainments. - Note down the list on board: - Stand up and give their answers. go to the cinema/ watch TV S1: I never go to the cinema. listen to music/ ............. S2: I often watch T.V. - Ask sts to read the table in the book and put a tick on the S3: I sometimes listen to the radio. right column. - Listen to their friends. - Compare their answers with a partner. - Ask some sts to speak aloud. - Copy the words and phrases. b. Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - Listen and repeat. - su'ppose(v): think that st is true but not be sure - Read the words in pairs and - guess(v): predict, give an answer but do not know if it correct each other’s mistakes. is right - Some sts read the words aloud. - instead (adv): in the place of st/ sb - Read the words asks sts to repeat. - Ask sts to read the words in pairs. - Listen to the T. - Ask some sts to read the words again 3. While you listen:( 17 mins) -Work in pairs to guess what the + Task 1: conversation is about. Aims: Sts practise listening and marking True/ False -Listen to the tape and do the task statements. - Exchange their answer. - Tell sts that they are going to listen to a conversation - Gives their answer. between two friends, Lan and Huong. They are planning to go to the - Ask sts to work in pairs, look at the picture and guess cinema together to see Titanic what the conversation is about. - Check their answer and then - Ask sts to listen to the talk and answer the question: correct their work if necessary. "What are they planning to do?". T plays the tape once. - Work in pairs to have a look at - Ask sts to exchange their answer in pairs. the chart. - Check sts’ answer. - Listen and do the task. - Play the tape once again and conduct the correction. - Compare their notes. + Task 2: Lan Huong Aims: to practise listening for specific information by Mon see a play fillingin a chart. Tue -Ask sts to have a look at the chart in pairs and make sure Wed work ang go to singing they know what information they need to fill in the blanks. club - Ask sts to listen to the tape once/twice and take short Thu visit notes to fill in the chart. grandparents - Ask sts to compare their answer in pairs. Fri take Chinese - Play the tape once again, stop the tape where necessary classes and conduct the correction. Sat work (busy) go on a - Ask sts to look at the chart again and find out if there is a Sun picnic day when both Lan and Huong are free to go to the cinema Key: Tuesday together. - Check their answer, and then 4. After you listen:(8 mins) - Ask sts to work in pairs and use the chart to talk about correct their work if necessary. Lan and Huong's plan for nextweek - Study the chart and find out a day - Revise some structures to show one's plans: when both of the girls can go to the - be going to V cinema. Sts give their answer. - be Ving - Move round to check the activities and to make sure that - Work in pairs talking about the sts are working effectively. two people' plans - Ask some sts to present in front of the whole class. - Some sts present. - Check and gives remarks. 5. Homework:(1 min) Write a short paragraph about your plan for next week. TiÕt 83 Planning date: March 14th. UNIT 13 – LESSON 4: D. WRITING Teaching date: March 19th.

(85) I. Objectives: 1. Education Aims: - Students can write a description of a film. 2. Knowledge: a. General knowledge: - The film Titanic. b. Language: - Language used to describe a film. - The present tenses . 3. Skills: - Reading: read the description of the film Titanic and then answer the questions. - Writing: write about a film they have seen. II. Anticipated problems: to write about the content of the film. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about Lan and Huong's plans for the - Listen to their friend and give remarks. next week. - Ask other sts to listen to their friend and give remarks. - Listen to the teacher. - Check and give remarks. - Listen to the teacher carefully. 2. Before you write:( 20 mins) - Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic. - Copy down the words into theit + Task 1: notebooks. - Introduce the topic of the lesson: describing a film. - Listen and repeat. - Introduce some new words: - Some sts stand up and read again. +'tragic (a): bi th¶m - Read the description of the film Titanic +'luxury (n) : sù xa hoa in task 1 and to answer the questions +'voyage (n): a long journey by sea about the film. + ad'venturer (v) : ngêi thÝch phiªu lu. - Work in pairs to ask and answer and + be engaged: đính hôn then share their answer with their + 'iceberg (n): t¶ng b¨ng tr«i friends. - Ask sts to listen and repeat and then copy down these - Present their ideas. words into their notebooks. 1. The name of the film is Titanic. - Ask some sts to read these words again. 2. It is a tragic love story film. - Ask sts to read the description of the film Titanic in 3. It is about the sinking of a luxury liner. task 1 and to answer the questions about the film. 4. It is made in America. - Allow sts to work in pairs to ask and answer the 5. It is based on the true story of questions orally. Titanic. - Move around to help if necessary. 6. The main character are Jack Dawson - Ask sts to compare their answer with other pairs. and Rose DeWitt Bukater. - Get feedback and give remarks. 7. Jack is a young and generous + Task 2: adventurer. Jack and Rose fall in love - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions with each other. 8. It has a sad ending. to those in task 1. - Listen to the teacher. - Allow sts to work in pairs in 5 minutes. - Move around to help if necessary and to check . - Think of a film that they have seen. - Correct sts' mistakes if there are any. 3. While you write:( 10 mins) - Aims: Sts practise writing a description of a film they - Work in pairs to ask and answer about have seen basing on the answers.. the films they have seen. - Ask sts to write down what they have discussed into - Listen to the teacher. their notebooks. - Do the writing task. - Let sts write in 10 minutes. - Ask them to refer to the model description in task 1 if - Read their writing: ( a sample paragraph) necessary. " Of all the films I have seen, " Gone - Move around to conduct the activity. with the wind" is the film I like best. " 4. After you write:( 9 mins) Gone with the wind" is a love story film. Aims: to get feedback and check sts' work. It is about the change in a woman 's life - Get feedback by asking some sts to read their work during the civil war aloud. in America. The film is made in - Ask some other sts to give remarks. America. It is based on the famous - Check and give the correct answer. - If there is enough time, T can have sts exchange their novel " Gone with the wind" written by writing among sts within a group so that they can check Margaret Mitchell. The main character is Scallet O'hara. She is a beautiful but their friend's work and give remarks. ambitious woman....." 5. Homework: ( 1min) - Part D (page 79 - workbook). TiÕt 84 UNIT 13 – LESSON 5: E. LANGUAGE FOCUS th Planning date: March 16 Teaching date: March 20th I. Objectives: 1. Education Aims: - Students know how to pronounce the sound /f/ and /v/ correctly. - Students learn about: - Adjectives of attitude. - Structure: It is/was not until ... that ... - Articles: a/an and the 2. Knowledge:+ Language: - Pronunciation: /f/ and/v/ . - Adjectives of attitude. - Structure: It is/was not until ... that ... - Articles: a/an and the.

(86) 3. Skills:. + Speaking: + Reading:. - Work in pairs to discuss the exercises. - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: Distinguish adjectives ending in -ing from adjectives ending in -ed. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask two sts to talk about the films they have seen. - Two sts talk about the films they have - Ask another st to give remarks. seen.. - Check and give a mark. - Give remarks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts - Write down two sounds. to practise these sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. a. Write two sounds on the board and pronounce them /f/ /v/ clearly twice, then ask sts to repeat. fan van - Tell sts how to pronounce these sounds accurately. first vine / f / : a voiceless sound form view / v / : a voiced sound ........................... - Ask sts to pay attention to the length of two sounds. - Read these words in pairs and check for - Ask them to look at the textbook, listen and repeat. their partners. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Move around to help . - Look at the book and work in pairs. - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 139 in the book. - Answers: /f/ /v/ - Ask them to work in pairs to read the sentences and feels Stephen then find out the words containing sound /f / and sound enough driving /v / . photograph van - Ask them to work in 2 minutes. ............................... - Move around to conduct the activity. - Read the sentences. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It - Listen to the teacher - Read the instruction and the example and is/was not until ... that ...", articles: " a/an" and "the" then do task 1. and have sts do Ex1,EX2 , EX 3 and EX4. a. Adjectives of attitude: - Firstly ask sts to read the instruction and the example Key: 1. fascinating 2. exciting in task 1. 3. terrifying 4. irritating - Ask them to do task 1. 5. horrifying 6. boring + Exercise 1: 7. surprising 8. amusing - Ask two sts to write the adjectival forms of the verbs ................................ on the board. - Ask sts to compare their answers with other sts. - Listen to the T. - Move round to conduct the activity. - Look at the example. - Look at the board and give remarks. - One st tells the difference: + Tell sts that there may be two adjectival forms of a + The -ing adjectives: the nature of sth/sb verb. One ends in -ing and the other ends in -ed. + The -ed adjectives: how sb feels (about - Ask sts to look at the example and tell the difference sth). E.g: interest => interesting and interested - This book is interesting. - I am interested in this book. I 've read it twice. - Some pairs report. - Ask sts to do task 2. 1. depressing - depressed + Exercise 2: 2. interested - interesting - Ask sts to do Ex 2 individually and then share the 3. boring - bored answers with their friends. ................................... - Move round to help if necessary. - Listen and correct their work if - Ask some sts to report. necessary. - Check and give remarks. b. It is/was not until ... that ... : - Read the examples. - Give examples so that sts can see the use as well as - Pay attention to the underlined parts. the form of this structure: E.g: Mary didn't know how to make cakes until I taught - Tell the T that the second sentences are more emphatic. her. = It was not until I taught Mary that she knew how to - Do the Ex individually. make cakes. EX3: I did not start to learn English until 1995. 1.... 1990 that she became a teacher. = It was not until 1995 that I started to learn English. 2..... he was 30 that he knew how to swim. - Ask sts to read the examples and tell the teacher 3..... 1980 that they began to learn which sentences are more emphatic. English. + Exercise 3:.

(87) - Ask sts to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to write their answers on the board. - Check and give remarks. c. A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog. The cat is lazy and the dog is intelligent. - Ask sts to do Ex 4. + Exercise 4: - Ask sts to do this execise in pairs. - Move round to help if necessary. - Ask some sts to report. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 77 - workbook). ................................. - Listen to the teacher. - Read the example and the tell the T the use of these articles: + A/an: indefinite articles. A/an + N (sing) + The: definite article. The + N - Do the exercise in pairs. - Some sts report: 1. a...the...the 2. an...a...a...the...the...the 3. the...the...the...the 4. an...a...a...the....a - Listen and correct their work if necessary.. UNIT 14: THE WORLD CUP. TiÕt 85 + 86 UNIT 14 – LESSON 1: A. READING th Planning date: March 20 Teaching date: March 22nd, March 27th I. Objectives: 1. Education aims: - Students know more about the World Cup. 2. Knowledge: a. General knowledge: - Knowledge about the World Cup. b. Language: The passive. Vocabulary concerning sport: tournament, final, trophy...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: sentence completing and marking true/false statements. II. Anticipated problems: Knowledge and words/phrases about sport. III. Teaching aids: board, textbook, chalk, some pictures. IV. Procedures: Teacher’s activities Students’ activities 1. Warm-up:(5 mins) - Show sts some pictures of the 2006 World Cup - Look at the T's pictures . tournament. - Stand up and say aloud what they - Ask sts what they know about the 2006 World Cup know about the latest World Cup tournament. tournament. - Get feedback and check. ...…...…...… 2. Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about the World Cup. a. Answering questions: - Work in pairs to ask and answer. - Ask sts to work in pairs to ask and answer the questions - Give answers orally. in Before you read. 1. It was held in Japan and Korea. - Go round to help if necessary. 2. Brazil did. - Ask some sts to give answers. 3. Germany was. - Listen and check. Sts may give different answers. ................................... - Others listen b.Vocabulary. - Provide sts with the new words/phrases: + 'tournament (n): giải đấu + 'final (n): chung kết + 'witness (v): chøng kiÕn + elimi'nation game (n): trËn - Listen and read after the T. đấu loại + 'honoured title (n): danh hiệu cao quý + 'victory (n): chiÕn th¾ng - Read each word/phrase 3 times and ask sts to repeat it. - Write down these words into their - Leave sts 1 minute to self-practice. notebooks. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and repeat. - Listen and help sts to read the words/phrases correctly. 3. While you read:( 18 min) - Read these words and check for their Aims: Read for information to match the words in A with partner. the definitions in B, to do sentence completing and to - Read the words aloud. mark true/false statements.. - Listen to the T. + Task 1: Matching: - Ask sts to read the passage independently then read the words as well as the definitions given in task 1 and scan the passage to match. - Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading. - Work individually. - Ask sts to share their answers with their partners. - Report their answers one by one. - Call on 5 sts to read their answers aloud in front of the 1. - b 2-c 3 - a class. 4 - e 5-d.

(88) - Get feedback and give remarks. + Task 2: Sentence completing. - Ask sts to scan the passage independently then complete each sentence with a word or a number. - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible. - Move round to help and ask sts to share their ideas. - Call on 5 sts to read and explain their answers aloud in front of the class. - Feedback and give remarks. + Task 3: - Ask sts to read the passage again individually and mark true/false statements. - Move around to help. - Ask sts to share the answers with their friends and correct the false sentences. - Ask 5 sts to give answers. - Listen and check. 4. After you read:( 9 mins) Aims: Students' summary of the reading passage. - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage. - Go round to help sts with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write a summary of the reading text basing on what they have discussed in After you read.. - Listen to the T - Scan the passage and find the information. - Work in pairs to compare their answers. - Report their answers sentence by sentence. 1. 13 2. 32 3. Argentina 4. one 5. 26 - Listen to the T - Read the passage again and mark true/false statements. - Present their ideas: 1. F ( in 1930) 2. F ( every four years) 3. T 4. T 5. F ( .... has won the trophy 5 times ) - Listen to their friends and the T. - Work in groups orally. - Some sts report. E.g: 13 is the number of teams that took part in the first tournament. 1930 is the year when the first World Cup was held. ................................ - Listen to the T.. TiÕt 87 UNIT 14 – LESSON 2: B. SPEAKING Planning date: March 25th Teaching date: March 29th I. Objectives: 1. Education aims: - Students know about the World Cup. 2. Knowledge: a. General knowledge: - Students can talk about the World Cup winners. b. Language: The simple present tense. Vocabulary about football . 3. Skills: - Asking and answering questions about the World Cup. - Talking about the World Cup winners. II. Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic. III. Teaching aids: Textbook, chalk, board, handouts, posters. IV. Procedures: Teacher’s activities Students’ activities 1. Warm- up: ( 5 minutes) Jumble words Aims :Sts get used to the topic. - Listen to the T. - Divide the class into small groups of 3 or 4 and introduce the games: Sts are to rearrange the letters into meaning - Work in groups and find out the words. words. - Write some groups of letters on the board. - Answers: winner, score, runner- Ask sts to work in groups. up,host country, champion. - Ask some goups to give answers . - Introduce the new lesson: Today we will talk about the World Cups. 2. Before you speak: (12 minutes) Aims: :to focus sts on the topic and introduce the words and phrases used in the task. + Task 1: A World Cup 2002 quiz - Answer the question of the T. - Ask S to name the team in the photos on page 145: 1- England 3- Italy - Before doing the task T give S some new words: 2- France 4- Germany + draw (v,n): e.g. a score of 1- 1 + lose the match to sb - Listen and write down these words + defeat sb: beat sb into their notebooks. + penalty shoot - out Answer: - Give S some handouts and in each handout T writes two.

(89) questions about the four football teams: Q1. How many times has Italy won the trophy up to World Cup 2006? Q2. Who was the captain of the French national football team in World Cup 2006? Q3. What was the score of the World Cup 2006 final? Q4. Which team was the runner-up in the World Cup 2006? Q5. Who was the head coach of the German team in World Cup 2006? Q6. What nationality was the top scorer in World Cup 2006? Q7. Who was the captain of the English national football team in World Cup 2006? Q8. Who beat England in the World Cup 2006 quarter final? - Ask sts to work in groups to answer the questions. - Go around to check that S work and speak English. - Ask some Ss to answer the questions. 3. While you speak: ( 15 minutes) Aims: Sts can talk about the World Cup tournaments. + Task 2: - Ask sts to read the information about 17 World Cup tournaments in the table. - Read the model dialogue aloud and then ask two pairs to read the dialogue again. - Ask sts to work in pairs to make similar dialogues about the World Cup tournaments. - Move round to make sure that Sts are working and to help if necessary. - Ask sts to compare their answers with other pairs. - Ask some pairs to report. - Listen and give remarks. 4. After you speak: ( 10 minutes) Aim: S can talk about the World Cup winners + Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years. - Ask Sts to read the model in the textbook. - Ask Sts to work in groups and take turns to talk about the WC winner in a certain year. - Go around to check and to offer help. - Ask some Sts to talk about different World Cup if time permit. 5. Homework:( 2 minutes ) Write a paragraph to talk about World Cup 2006.. 1. 4 times 2. Zinedine Zidane 3. 1 - 1( Italy won the game 5 - 3 in a penalty shoout- out. 4. France. 5.Jurgen Klinsmann 6. German 7.David Beckam 8. Portugal (by 3-1) - Listen to their friends and check. - Read the table in 2 minutes. - Listen to the T and then some sts read the model again. - Work in pairs to make similar dialogues. - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy. S3: Which teams played in the final match? S4: Italy and Czechoslovakia. ............................... - Listen to the T. - Listen to the T. - Some Sts read the model. - Work in group to talk about the WC winners. - Some Sts present in front of the class. Suggested answer: The 17th World Cup was help in Korea and Japan in 2002. The final match was between Brazil and Germany. Brazil defeated Germany by 2 to 0. Brazil becema the champion and Germany was the runner- up.. TiÕt 88 UNIT 14 – LESSON 3: C. LISTENING Planning date: Teaching date: I. Objectives: 1. General knowledge: Information about PelÐ, the most famous footballer in the world. 2. Language: - Vocabulary on football. - The simple past tense. 3. Skills: - Listening: Listen and fill in the table, and answer the questions. - Speaking: Talk about important events in Pele's life. II. Anticipated problems: name of Pele. III. Teaching aids: - Tape, cassette player, textbook, chalk, board..

(90) IV. Procedures:. TiÕt 89 UNIT 14 – LESSON 4: D. WRITING Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students can write an announcement. 2. Knowledge: a. General knowledge: - An announcement concerning football. b. Language: - Language used to write an announcement. - The future tenses and the passive voice. 3. Skills: - Reading: read the model announcement. - Speaking: discuss in pairs. - Writing: write an announcement. II. Anticipated problems: - Students are not familiar with this type of writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities.

(91) 1. Homework checking :( 5 mins) - Ask one st to talk about the milestones in Pele's life. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims: to get sts to know how to write an announcement. + Task 1: - Introduce the topic of the lesson: Writing an annoucement. - Introduce some new words: +a'nnounce (v): th«ng b¸o + a'nnouncer (n):ngêi th«ng b¸o + announcement (n): th«ng b¸o + co'mmittee (n): uû ban + post'pone (v):tr× ho·n +due to (prep): v×, do + se'vere (adj) : very bad. + con'tact (v):liªn l¹c + The Ho Chi Minh Communist Youth Union : §oµn Thanh niªn Céng S¶n Hå ChÝ Minh - Ask sts to listen and repeat and then copy down these words into their notebooks. - Ask some sts to read these words again. - Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow. - Allow sts to work in pairs to ask and answer the questions orally. - Move around to help if necessary. - Ask sts to compare their answer with other pairs. - Get feedback and give remarks. - Tell sts that these four questions are the main contents of an announcement. + Task 2: - Ask sts to read two situations in task 2. - Ask them to work in pairs to answer the similar questions to those in task 1. - Ask sts to create the time and the place of the meeting in the first situation. - Allow sts to work in pairs in 5 minutes. - Move around to help if necessary and to check . - Ask sts compare their answers with other pairs. - Ask some pairs to report. - Correct sts' mistakes if there are any. 3. While you write:( 10 mins) - Aims: Sts practise writing one of the two situations. - Ask sts to write down what they have discussed into their notebooks. - Let sts write in 10 minutes. - Ask them to refer to the model announcement in task 1 if necessary. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks. 5. Homework: ( 1min) - Part D (page 84 - workbook).. - Listen to their friend and give remarks. - Listen to the teacher. - Listen to the teacher carefully. - Copy down the words into theit notebooks. - Listen and repeat. - Some sts stand up and read again. - Read the announcement in pairs and then answer the questions that follow. - Work in pairs to ask and answer and then share their answer with their friends. - Present their ideas. 1. The national football championship organizing committee is. 2. The match between Nam Dinh and Binh Duong. 3. The match will be played at 3 p.m on Sunday, April 25th. 4. It will be played at My Dinh national Stadium. - Listen to the teacher. - Read two situations. - Work in pairs to discuss two situations. - Some pairs report. + Situation 1: 1. Nguyen Trai High School Football Team. 2. The team are looking for new players for the new football season. 3. The first meeting of volunteers will be at 7 p.m on Sunday, April 15th. 4. It will be at Hai Duong Central Stadium. + Situation 2: 1. The HCM Communist Youth Union of NT High School. 2. A friendly match with New Stars Football Club. 3. It will be played at 5 p.m on Sunday, April 20th. 4. It will be played in the football field of New Stars Football Club. - Listen to the teacher. - Do the writing task. - Read their writing: ( a model announcement) " Nguyen Trai High School Football Team wishes to announce that the team are looking for new players for the new football season. Volunteers must be good at football and are students of Nguyen Trai High School. The first meeting will take place at 7 p.m on Sunday, April 15th at Hai Duong Central Stadium.If you want any further information, you can contact Nguyen Van Ba, class 10 of Chemistry or at 860.222.". TiÕt 90 UNIT 14 – LESSON 5: E. LANGUAGE FOCUS Planning date: Teaching date: I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /g/ and /k/ correctly. - Students revise: The uses of will, difference between will and be going to. 2. Knowledge: + Language: - Pronunciation: /g/ and/k/ . - The uses of will. - Will vs. be going to. 3. Skills: + Speaking: - Work in pairs to discuss the exercises..

(92) + Reading:. - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: Difference between will and be going to. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities - Two sts read the announcements 1. Homework checking: ( 5mins) aloud. - Ask two sts to read the announcements they wrote aloud. Give remarks. - Ask another st to give remarks. - Listen to the teacher. - Check and give marks. - Write down two sounds. 2. Pronunciation:( 10 mins) - Listen to the teacher and repeat. - Aims: to introduce two sounds /g/ and /k / and help sts to - Look at the book , listen and repeat. practise these sounds. /g/ /k/ a. Write two sounds on the board and pronounce them clearly group club twice, then ask sts to repeat. game kick - Tell sts how to pronounce these sounds accurately. together cup / k / : a voiceless sound ........................... / g / : a voiced sound - Read these words in pairs and - Ask sts to pay attention to the length of two sounds. check for their partners. - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so that - Look at the book and work in pairs. - Answers: they can check for each other. /g/ /k/ - Move around to help . group scored - Ask two sts to read again and give remarks. goal took b. Ask sts to look at sentences in page 150 in the book. Uruguay cat - Ask them to work in pairs to read the sentences and then ............................... find out the words containing sound /g / and sound /k / . Read the sentences. - Ask them to work in 2 minutes. Listen to the T. - Move around to conduct the activity. Look at the examples. - Ask one st to report and other sts to give remarks. - One st tells the difference: - Check and give the correct answers. + Will: to talk about the future and - Ask some sts to read these sentences aloud. the decision is made at the moment - Listen and give remarks. of speaking. 3. Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, + Be going to: to talk about intentions/ decisions which are made and the uses of will, and have sts do EX1,EX2 and EX3. before we report them. a. will vs. be going to: - Firstly ask sts to look at the examples and tell the difference - Some pairs report. 1. I'll get 2. I'm going E.g: to wash - Wife: This dress looks beautiful. It must fit me well. 3. are you going to paint Husband: Ok. I will buy it for you. 4. I'm going to buy 5. I'll show - A: Why did you buy so much paint? ................................... B: I'm going to repaint my bedroom tomorrow. Listen and correct their work if - Listen to the S and give remarks. necessary. - Ask sts to do task 1. - Read the example. + Exercise 2: - Pay attention to the underlined part. - Ask sts to do Ex 1 in pairs and then share the answers with - Tell the T that will is used to talk their friends. about what the speaker predicts - Move round to help if necessary. about the future. - Ask some pairs to report. - Do the Ex individually. - Check and give remarks. EX3: b. Will: making predictions 1....he will help ..... - Give an example so that sts can remember the use of will. 2. ... won't lend me ..... E.g: A: I like that car very much but I don't have enough 3. ... it will rain....... money to buy it. ................................. B: Ask Jack for some money, please. He is rich and - Listen to the teacher. generous. I'm sure he will lend you some. - Ask sts to read the examples and tell the teacher the use of - Read the example. will in this situation. - Pay attention to the underlined part. + Exercise 3: - Tell the T the use of will in this - Ask sts to do Ex2 individually and then share the answers situation: with their friends. to make offer/ to show willingness. - Move round to help if necessary. - Do the exercise in pairs. - Ask two sts to write their answers on the board. - Some pairs report: - Check and give remarks. 1. I will make you a glass of orange c. Will: making offer juice. - Give an example so that sts can revise the use of will: 2. I'll open it. E.g: A: I'm so tired but I still have a lot of work to do. 3. I'll lend you some. B: Oh, I will help you to finish it. ................................ - Ask sts to do Ex 3. Listen and correct their work if + Exercise 3: necessary. - Ask sts to do this execise in pairs. - Move round to help if necessary. - Ask some sts to report..

(93) - Check and give remarks. 5. Homework ( 1 min) - Part B( page 81 - workbook) TiÕt 91 TEST yourself e Planning date: Teaching date: I. Objectives: 1. Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14. 2. Knowledge: - General knowledge in unit 12, unit 13 and unit 14. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities EX 4: 1. Homework checking:( 5 mins) 2. It will look ....... 3. you will - Ask one st to do Ex 4 in the workbook on the board. like... - Ask one st to give remarks. 4. you will get ....... 5. They'll - Give remarks and marks. be.... 2. The new lesson:( 39 minutes) 6. we'll meet ..... 7. she'll - Ask sts to do part II, part III and part IV at home in come...... advance to save time. 8. I'll be.......... - Give sts the time duration for each part : part II: 10 - One st gives remarks. minutes, part III: 10 minutes, part IV: 15 minutes. - Look at the textbook and read the - Ask sts to do listening in class. statements. 2.1. Listening: - Try to focus on the important words. - Ask sts to read the requirement of the task. - Copy down these words into their - Introduce new words: notebooks. + 'Jupiter (n): Sao Méc - Listen and read after the teacher. + senior citizen (n): ngêi giµ + re'duce (v): gi¶m - Listen carefully and do the task. - Play the tape twice and ask sts to do the task. - Work in pairs to discuss their answers. - Ask sts to share their ideas with their partners. - Some sts report. - Get feedback and play the tape again so that sts can 1. 8.45 2. students check their answers. 3. Mountain 4. are reduced - Ask other sts to give remarks. 5. 7.30 - Check and give feedback. 2.2. Reading: - work in groups to share their ideas. - Ask sts to work in groups to compare their answers. - Some sts stand up to report. - Discuss in groups. 1.He/She has to do a lot of practice and - Answers: often spends a Saturday or Sunday away 1. 0 .................2. the ..............3. 0............4. 0 from home. 5.the ..............6. a..................7. the .........8. the 2. They are often played on Saturdays 9. the .................10. a and Sundays. - Ask some sts to report his/ her answers aloud. 3. To play against other school teams. 1. I stayed in to watch a film on T.V. 4. No. Sometimes parents, friends and 2. I wrote them a letter to thank them for the weekend. other students will travel with them. 3. She went to university to study egineering. 5. The whole school does.... 4. You should go to Britain to improve your English. - Compare their answers with their 5. You should book your tickets well in advance to see parners. that football match. - Write these sentences on the board. - Listen and check. 2.3. Grammar: 2.3.1. - Read their writing aloud - Ask sts to discuss their answers in groups. " The monitor of class 10G wishes to - Ask some sts to report. announce that the musical performance - Ask two other sts to give remarks. of class 10G to raise money for the - Check and give the correct answers. people in the flooded areas will be held 2.3.2. to-infinitive: at 7.30 p.m on Thursday, November 23rd - Ask sts to share their answers with their friends. in the school meeting hall. The ticket - Ask 2 sts to write on the board. price is 5,000 VND." - Check and give remarks. - Listen to the teacher's remarks. 2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks. 3. Homework: ( 1 min) - Part A ( Page 80 - workbook) TiÕt 92 Planning date:. WRITTEN TEST 4 Teaching date:. NỘI DUNG ĐỀ 601 I. Choose one word whose stress pattern is different. Identify your answer by circling the corresponding letter A, B, C, or D..

(94) 01. A. difference B. internet C. suburban D. character 02. A. favourite B. beautiful C. effective D. popular 03. A. evolve B. exist C. enjoy D. enter 04. A. success B. passion C. medium D. aspect 05. A. visit B. attraction C. government D. borrowing II. Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: Tonight I am going to stay in and watch television. There is a film on that I want to see. It is __(6)__ a policeman trying to find the man who killed his brother. I saw it last year ___(7)___ the cinema. It was too late at night and I fell asleep __(8)__ the end so I can’t remember __(9)___ happened. I don’t __(10)___ watch much TV. There are too __(11)___stupid quiz shows and boring programs about politics. I sometimes watch the News __(12)__ I don’t enjoy it. There is never __(13)___ good news - just wars and disasters. I don’t think that there are __(14)__ comedy programs. They should put on more. They cheer me __(15)___and make me laugh. And, of course, I’d like to see more exciting movies! 06. A. amuse B. along C. around D. about 07. A. at B. by C. on D. in 08. A. before B. after C. below D. behind 09. A. which B. what C. that D. all 10. A. probably B. really C. possibly D. usually 11. A. lot B. much C. more D. many 12. A. but B. because C. if D. what 13. A. less B. any C. all D. some 14. A. extra B. enough C. few D. fewer 15. A. in B. off C. on D. up III. Choose one word whose underlined part is pronounced differently. Identify your answer by circling the corresponding letter A, B, C, or D. 16. A. book B. look C. floor D. good 17. A. good B. food C. soon D. noon 18. A. month B. thank C. youth D. than 19. A. child B. change C. cheap D. chorus 20. A. cake B. manage C. hate D. mate IV. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. Identify your answers by circling the corresponding letter A, B, C, or D. 21. ____ to an accident in the High Street, traffic is moving very slowly on the London road. A. Because B. Through C. Owing D. Since 22. It’s an awful _____ your wife couldn’t come. I was looking forward to meeting her. A. sorrow B. harm C. shame D. shock 23. Of course I’m a Christian ____ I expect everyone who works here to be a Christian too. A. and B. but C. since D. then 24. He is a little bit ____ in his left ear, but if you speak clearly he will hear what you say. A. disabled B. diseased C. dead D. deaf 25. ____ scientists have observed increased pollution in the water supply. A. Lately B. Late C. Later D. Latter 26. He left his book at home, he’s always so ____ . A. forgetting B. forgotten C. forgetful D. forgettable 27. If only he ____ told us the truth in the first place, things wouldn’t have gone wrong. A. should have B. had C. would have D. have 28. Mr. and Mrs. Hudson are always _____ with each other about money. A. arguing B. shouting C. discussing D. annoying 29. He enjoyed the dessert so much that he accepted a second ____ when it was offered. A. helping B. pile C. sharing D. load 30. She remember the correct address only _____ she had posted the letter. A. after B. afterwards C. since D. following 31. It was impossible for her to tell the truth so she had to _____ a story. A. invent B. lie C. imagined D. combine 32. The children did not know the _____ by which the game was played. A. customs B. facts C. orders D. rules 33. Mr. and Mrs. Black were delighted when they ____ to sell their house quickly. A. risked B. succeeded C. managed D. could 34. I’ll have to ___ to you, otherwise he will hear. A. whistle B. say C. whisper D. shout 35. Can you tell me the ____ of these shoes? A. expense B. charge C. price D. amount V. Find out ONE mistake in each sentence that needs correcting ..

(95) 36. She can sing very beautiful and dance very gracefully but she cannot do any difficult math exercise. A B C D 37. With this type of exercise, reads the questions first and then read the text to find the correct answers. A B C D 38. Children nowadays seem to be more intelligenter than their parents when they were at the same age. A B C D 39. When I came in, my father was talking to anyone so I went out quietly. A B C D 40. I want to try on the blue skirt over there. Can you showing me the changing room. A B C D. TiÕt 93 Planning date: 01 02 03 04 05 06 07 08 09 10. { { -. | | | |. } } -. WRITTEN TEST 4 - CORRECTION Teaching date: ~ ~ -. 11 12 13 14 15 16 17 18 19 20. { { { -. | |. } -. ~ ~ ~ ~ -. 21 22 23 24 25 26 27 28 29 30. { { { { { {. | -. } } -. ~ -. 31 32 33 34 35 36 37 38 39 40. { { { -. | -. } } } } -. ~ ~. UNIT 16: HISTORICAL PLACES TiÕt 94 Planning date: I. Objectives: 1. Education aim: 2. Knowledge:. UNIT 16 - LESSON 1: A. READING Teaching date:. - Sts know about Van Mieu – Quoc Tu Giam. a. General knowledge: Sts can talk about Van Mieu – Quoc Tu Giam. b. Language: Sts can recall more about: - The simple past tense. - Vocabulary to talk about historical places. 3. Skills: - Reading for general ideas and specific information. - Choosing the best suitable words and guessing in context. - Deciding on True or False statements. - Discussing in group. II. Teaching aids: - Textbook, blackboard, chalk, ...… III. Anticipated problems:- Students may not have sufficient words to talk about the topic . IV. Procedure Teacher’s activities Students’ activities 1. Warm-up: Network..(5minutes) - Ask students to work in groups of 3-4 students . - Ask the students to name some historical places in Vietnam. - Work in groups - After 2 minutes, the group which has the longest list will be the winner 2. Before you read: (8 minutes) Aims: To provide students with words/phrases about historical places. -- Students are required to work in pairs to answer the questions in the textbook. - Go around to offer help S. - Ask some S to answer the questions. - Work in pairs. - Listen and help S to give correct answers. Suggested answers: 1. Co Loa Citadel. Hoa Lu Capital. Con- Son- Kiep Bac Site. Den Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City, etc. 2. Yes, it is. It is the first university of Vietnam. - Some S answer the.

(96) 3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry. It is one of the most visited places in Hanoi. - Give S some new words: * The new words/phrases are: + Confucian ( a): ngời theo đạo Khổng, nhà nho + engrave ( v): kh¾c, tr¹m træ + stelae ( n): bia đá + banyan trees ( n): c©y ®a + tortoise ( n): con rïa Read each word/phrase 3 times and ask the students to repeat it. Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ 1 time) Listen and help the students to read the words/phrases correctly. 3. While you read: (20 minutes) Aims: Read for information to do the task, and do the tasks. Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task 1. - Write these words on board: Originally, representative, memorialise, engrave, flourish. - Ask S to go back to the text to locate and underline these words and try to guess the meanings. - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese. - S are required to compare their answers with their partner. - Call on students to read and explain their answers aloud in front of the class. - Feedback and give correct answers: * Key: 1. b 2. a 3. c 4. b 5. c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F). Correct the false information. - Ask s to do the task individually and then check their answers with their friend. - Ask some representatives to give their choice orally in front of the class and explain their answers. - Listen and help S to give the right answer. Answer: 1. F ( it was built in 1070) 2. T 3. F ( from 11th century to 18th century) 4. F ( it is an example of well- preseved traditional Vietnamese architecture) 5. T 6. T 4. After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam. - Ask S to work in groups of 3 or 4 and prepare a talk about Van MieuQuoc Tu Giam, using the suggestions in the textbook. - Go round to help the students with their work. - Ask some S to talk in front of the class and give feedback. Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year. Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi. Quoc Tu Giam was considered the first university of Vietnam,. questions. - Read after the T and then read individually. - Listen and take notes. -. - Work individually - Some S do the task orally while others listen.. - Read the text and do the task individually - Check the answers with a partner. - Some S present.. - Listen to the T - Work in groups - S take turn to talk about Van Mieu- Quoc Tu Giam..

(97) which was established on the grounds of Vietnam. Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae. These talae were carried on the backs of giant tortoises, which can still be seen today. 5. Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam. TiÕt 95 UNIT 16 - LESSON 2: B. SPEAKING Planning date: Teaching date: I/ Objectives 1. Education aims: - Sts know about the historical places . 2. Knowledge: - General knowledge: Sts can talk about a historical place. - Language: The simple past tense. Vocabulary on a historical place. 3. Skills: - Asking and answering questions about a historical place. - Talking about historical places. II/ Anticipated problems: vocabulary to talk about the topic. III/ Teaching aids: Textbook, chalk, board, handouts. IV/ Procedure: Teacher’s activities Students’ activities 1. Warm- up: (5 minutes) Aims : get used to the topic. - Introduce the game: You are going to work in groups to match the - Work in group. names of different historical places of interest in Hanoi with their English translatations. - Give the answers.: 1. Chïa Mét Cét a. Presidential Palace 1-e 2- h 3- i 2. Cét Cê Hµ Néi b. Temple of Literature 4- b 5- c 6- a 3. B¶o tµng C¸ch m¹ng c. Ho Chi Minh Mausoleum 7- d 8- j 9- f 4. V¨n MiÕu d. National Museum of Ethnology 10- e 5. L¨ng Hå Chñ TÞch e. Co Loa Citadel 6. Phñ chñ TÞch f. National Museum of Fine Arts 7. B¶o tµng D©n téc häc g. One Pillar Pagoda 8. B¶o tµng LÞch sö h. Flag Tower of Hanoi 9. B¶o tµng Mü thuËt i. Revolution Museum 10. Thµnh Cæ Loa j. Vietnamese National History Museum - Go around to observe and check that S work. - Check with the whole class. 2. Before you speak: (8 minutes) Aims: : focus sts. on the topic and introduce the words and grammar used in the task. Task 1: Ask and answer about President Ho Chi Minh Mausoleum. - Ask S to study the fact sheet of the monuments and explain new words if any. - read the fact sheet and listen + stand : place + late( adj): nguyªn, cè cùu to the T. + maintenance ( n): b¶o dìng - Ask S to read the model conversation in the textbook. - Ask S some questions as examples. - Ask S to work in pairs to ask and answer about President Ho Chi Read the model Minh’s Mausoleum. conversation. - Go around to help S. - Answer the teacher’s - Call on some pairs to perform in front of the class. questions. Suggested questions: - Work in pairs. + Where is it located? + When did the construction start? - Some pairs present in front.

(98) + When did the constuction finish? of the class. + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? 3. While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places . Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall. - Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tö cÊm thµnh - Listen and take notes. + Admission: gi¸ vÐ vµo cöa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ huû nÆng nÒ + Air bombardment: nÐm bom + Chamber: phßng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task 1. - Go around to check and offer to help. - Call on some pairs to perform in front of the class and give feedback. 4. After you speak: (10 minutes) Aim: S can talk about the historical place they have been to. Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to. - Remind S to take notes of their friends’ talk while listening so that they can report in front of the class. - Go around to help S . - Call some S to report their findings. - Give corrective feedback. 5. Homework: (2 minutes ) Write a paragraph to talk about a historical place . TiÕt 96 UNIT 16 - LESSON 3: c. listenING Planning date: Teaching date: I. Objectives: 1. General knowledge: - Sts know some information about PelÐ, the most famous footballer. 2. Language: - Vocabulary on football. - The simple past tense. 3. Skills: - Listening: Listen and fill in the table, and answer the questions. - Speaking: Talk about important events in Pele's life. II. Anticipated problems: the name of Pele. III. Teaching aids: - Tape, cassette player, textbook, chalk, board. IV. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(7 mins) - Ask one st to talk about some World Cup tournaments. - One st presents. - Others listen and give remark. - Listen and give remarks. - Work in groups to talk about their 2. Before you listen:(12mins) Aims: to focus sts on the topic and to review/ introduce favourite football players the words and phrases used in the listening text. a. Ask sts to work in groups and talk about their - Discuss the players in the pictures favourite football players, the name of their football - Some sts stand up and give their clubs, their nationalities... answers. - Ask sts to work in groups again to look at the pictures 1. Pele 2. Maradona 3. Zidane.

(99) in the textbook and discuss the football players in the pictures. b. Introduce some new words - as a/ an...... : When he/ she was a/an.... - kick (v):( miming) -control(v): to make people/ things do what you want. - participate in (v): take part in - ambassador(n) đại sứ - promote(v):to help the progress of st. -Read the words and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:(17 mins) + Task 1: Aims: Sts practise listening for specific information by filling in a table. - Tell sts that they are going to listen to a talk about Pele. - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks. - Ask sts to listen to the tape twice and take short notes to fill in the table. - Ask sts to compare their answers in pairs. - Ask some sts to report. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: Aims: Sts practsce listening for specific information by answering questions. - Ask sts to read the questions in pairs and make sure they understand the questions. - Ask sts to listen to the tape twice and take short notes to answer the questions. - Ask sts to compare their answer in pairs. - Ask some sts to report. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen:(8 mins) - Ask sts to work in pairs and use the information in the table and the answers in Task 2 to talk about important events in Pele's life - Move round to check the activities and to make sure that sts are working effectively. - Ask some sts to present in front of the whole class. - Check and give remarks. 5. Homework:(1 min) - Write a short paragraph about Pele.. 4. Barthez. 5. Beckham. - Copy the words and phrases. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud Sts listen to the T. Sts work in pairs to have a look at the table. - Listen and do the task. - Compare their notes. - Some sts report. Year (1) 1940 1956 (3) 1962 (4) 1974 1977. Events Born in Brazil (2) Joined in a Brazilian football club First world cup championship 1200th goal (5) Retired. - Check their answer, and then correct their work if they have wrong answers. Sts work in pairs to read the questions - Listen and do the task. - Compare their answer. - Some sts report. 1. He was fanous for his powerful kicking and controlling the ball. 2. He participated in 3 World Cups. 3. He played for an American football club before he retired. 4. He became an international ambassador for the sport. - Check their answer, and then correct their work if they have the wrong answer. - Work in pairs to talk about Pele's life.. - Some sts present.. TiÕt 97 UNIT 16 - LESSON 4: D. WRITING Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students can describe a chart. 2. Knowledge: a. General knowledge: - Student knows how to read the information in a chart. b. Language: - Language used to describe a chart. - The past tenses. 3. Skills: - Reading: read the model description. - Speaking: discuss in pairs. - Writing: write a description. II. Anticipated problems: - Students are not familiar with this type of writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the ancient town of Hoi An. - Listen to their friend and give remarks. - Ask other sts to listen to their friend and give - Listen to the teacher. remarks. - Read the chart and try to understand the - Check and give remarks. information in the chart. 2. Before you write:( 20 mins) - Aims: to get sts to know how to write a description - Work in pairs to ask and answer and then share their answer with their friends. of a chart. + Task 1: - Present their ideas. - Firstly, ask sts to look at the chart and explain the 1. The USA had the biggest number of information in the chart. visitors to Vietnam in 2001. 2. 99,700 visitors. - Ask them to look at the chart and then answer the 3. Australia did. questions in pairs..

(100) - Move around to help if necessary. - Ask sts to compare their answer with other pairs. - Get feedback and give remarks. - Introduce some useful words/expressions that sts can use when describing a chart. + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows................. The chart presents some information .... +Expressions: As we can see from the chart, ............. It can be seen from the chart that ......... According to the chart, ................. + Verbs: increase >< decrease reduce, rise, ..... + Adverbs: rapidly, quickly, sharply, steadily, etc. + Comparatives and superlatives. 3. While you write:( 10 mins) - Aims: Sts practise describing the chart. + Task 2: - Ask sts to write a description of the chart. - Ask them to use the answers to the questions above to write. - Let sts write in 10 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks. 5. Homework: ( 1min) - Part D (page 95 - workbook).. 4. No, it isn't. 5. France did. 6. The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001. - Listen to the teacher. - Copy down these words into their notebooks. - Do the writing task. - Read their writing: ( a model description) " The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam National Administration of Tourism. It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002....... ". TiÕt 98 UNIT 16 - LESSON 5: E. LANGUAGE FOCUS Planning date: Teaching date: I. Objectives: 1. Education Aims: - Students know how to pronounce the sound /ʒ / and / ʃ / correctly. - Students revise: - Comparatives and superlatives. 2. Knowledge:+ Language: - Pronunciation: / ʒ / and/ ʃ / . - Comparatives and superlatives. - Making comparisons. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may forget the knowledge about comparisons. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask two sts to read the description of the chart they - Two sts read the announcements aloud. wrote at home aloud. - Ask another st to give remarks. - Give remarks. - Check and give marks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /ʒ / and / ʃ / and help - Write down two sounds. - Listen to the teacher and repeat. sts to practise these sounds. a. Write two sounds on the board and pronounce them - Look at the book , listen and repeat. /ʒ/ /ʃ/ clearly twice, then ask sts to repeat. television shop - Tell sts how to pronounce these sounds accurately. pleasure machine / ʃ / : a voiceless sound measure Swedish / ʒ / : a voiced sound ........................... - Ask sts to pay attention to the length of two sounds. - Read these words in pairs and check for - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again their partners. so that they can check for each other. - Look at the book and work in pairs. - Move around to help . - Answers: - Ask two sts to read again and give remarks. /ʒ/ /ʃ/ b. Ask sts to look at sentences in page 175 in the pleasure shouldn't book. Asia shop - Ask them to work in pairs to read the sentences and illusions washing then find out the words containing sound /ʒ / and.

(101) sound / ʃ / . - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1,EX2 and EX3. a. Comparatives and superlatives: - Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives. E.g: My house is smaller than your house. My house is the smallest in this street. Exercise 1 is more difficult than exercise 2. Exercise 1 is the most difficult in this book. - Ask sts to tell the T the comparative and superlative form of the adjectives. - Listen to the S and give remarks. - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask sts to do EX 1. + Exercise 1: - Ask sts to do Ex 1 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some pairs to report. - Check and give remarks. + Exercise 2: - Ask sts to read the requirement and the example carefully. - Ask sts to do the Ex individually. - Move round to help if necessary. - Ask sts to share their ideas with their friends. - Ask two sts to write the sentences on the board. - Ask other sts to give remarks. b. Making comparisons: - Ask sts to EX3. + Exercise 3: - Ask sts to do Ex3 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some sts to report in front of the whole class. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 91 - workbook). ............................... - Read the sentences. - Listen to the T. - Look at the examples. - One st tells the T the comparative and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs .....- er the .....est long longer the longest hot hotter the hottest .... ..... ......... Long adjs more ..... the most .... expensive more expensive the most ex. ....... .......... ........... - Some sts report. 1. young => younger => the youngest 2. happy => happier => the happiest 3. big => bigger => the biggest 4. busy => busiest => the busiest ................................... - Listen and correct their work if necessary. - Read the requirement and the example carefully. - Do the Ex individually. 2. My sister is younger than me. 3. Who is the oldest in the class? 4. Concord used to be the fastest passenger plane in the world. ................................. - Listen to the teacher. - Do the exercise in pairs. - Some sts report: 1. v 2. so 3. more 4. the 5. the 6. v 7. than 8. of 9. v ................................ - Listen and correct their work if necessary.. TiÕt 99 Test yourself f Planning date: Teaching date: I. Objectives: 1. Aims: - Sts revise what they have learned in unit 15 and unit 16. 2. Knowledge: - General knowledge in unit 15 and unit 16. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities - One st gives remarks. 1. Homework checking:( 5 mins) - Ask one st to do Ex 4 in the workbook on the board. - Look at the textbook and read the - Ask one st to give remarks. statements. - Give remarks and marks. - Listen carefully and do the task. 2. The new lesson:( 39 minutes) - Work in pairs to discuss their answers. - Ask sts to do part II, part III and part IV at home in - Some sts report. advance to save time. 1. three 2. friends 3. capital - Give sts the time duration for each part : part II: 10 4. crowds 5. noisy 6. minutes, part III: 10 minutes, part IV: 15 minutes. interesting - Ask sts to do listening in class. EX 4:.

(102) 3. larger 4. the longest 5. the worst 6. happier 7. the most popular 2.1. Listening: - Ask sts to read the requirement of the task. - Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. - Get feedback and play the tape again so that sts can check their answers. - Ask other sts to give remarks. - Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud. - Listen and check. 2.3. Grammar: 2.3.1. Non-defining Relative Clauses: - Ask sts to discuss their answers in groups. - Ask some sts to write on the board. - Ask two other sts to give remarks. - Check and give the correct answers. 2.3.2. Comparisons: - Ask sts to share their answers with their friends. - Ask some sts to report:. - Check and give remarks. 2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks. 3. Homework: ( 1 min) - Part A ( Page 85 - workbook). ............................ - work in groups to share their ideas. - Some sts stand up to report. 1. C 2. A 3. A 4. A 5. A - Discuss in groups. - Answers: 1. Their house, which is quite big and modern, .... 2. The new English teacher, who I met yesterday, ..... 3. Sandra has got a new job with Capital Insurers, which is a much ..... .......................................... - Compare their answers with their parners. - Answers: 1. bigger 2. best 3. better 4. more polluted 5. more stressful - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century. It has a population of 2.3 million. It is the country's most exciting city, but the weather there is very humid and not very pleasant. Taipei is a busy city, and the streets are always full of people. It is famous for excellent museums." - Listen to the teacher's remarks.. TiÕt 100+101 LESSON 1: THE 2ND TERM REVIEW Planning date: Teaching date: CONTRAST 1- With although/even though/while/whereas/though; Although I asked her, she didn’t come. I asked her, she didn’t come, though. Even though I asked her, she didn’t come. (more emphasized) While Nam is a quick boy, his sister is very slow. Nam is a quick boy whereas his sister is very slow. 2- With however/nevertheless She’s beautiful. However; I don’t like her. She’s beautiful. I, however, don’t like her. Paul says he is poor. Nevertheless, he has bought a new car. 3-With despite/in spite of In spite of the rain, we went swimming yesterday. (Although it rained, we went swimming yesterday.) Despite the rain, we went swimming yesterday.  In spite of/despite + N/Phrases Despite losing, we were satisfied. (Although we lost the game, we were satisfied.) V. Rewrite the following sentences. 1. I can't come because I have to look after my neighbour's children. - If I _______ 2."I wouldn't go swimming on a day like this, if I were you , Tom" - Brian advised_____ 3. I haven't been to the dentist for two years. - It is _______ 4. People say that he has been all over the world. - He is _______ 5. I have to write letters , but I hate it. - I hate__________ 6.We went out in spite of the heavy rain. - Although ___________ 7. It's nearly twenty years since my father saw his brother. - My father________________.

(103) 8."You stole the money, Joe, didn't you!" said the inspector. - The inspector accused_____________________________________________. 9.Although I admire Shakespeare's comedies, I cannot agree that they are any superior to his tragedies. -In spite of__________________________________________ 10. He gave me a lift to the station and I didn’t miss the train. - If____________________________________________________. 11.When was America first discovered, Peter?" Mary asked. - Mary asked___________________________________________. 12.If he doesn't start work right away, he 'll never finish it. - Unless_____________________________________.. TiÕt 102 + 103 Planning date:. LESSON 2: THE 2ND TERM REVIEW Teaching date:. 1. The English vowel sounds: There are 20 vowels in the English language, 12 of them are pure vowels (single vowels), and the left eights diphthongs (combination of two vowels). - The 12 pure vowels: / I - i: /, / e - æ/, / o - o:/, /  - a: /, / u- u:/, / ә - з/. - The 8 diphthongs: / ei - ai - oi /, / au - әu /, / iә - eә - uә / * Notes: Triphthongs and other vowel sequences: / aiә /: fire, hire, tyre, buyer, wire, flyer, iron,… / әuә /: slower, lower, grower, sower, mower,… / auә /: flower, power, tower, shower, sour, flour,… / eiә /: greyer, player, layer, payer, prayer,… / oiә /: employer, destroyer, royal, loyal, annoyance,… 2. The English consonants sounds: There are 24 consonants in English, which are divided into voiceless and voiced consonants as they are shown below: 2.1. Voiceless consonants: / p /, / f /, /  /, / t /, / s /, /∫ /, / t∫ /, / k /, / h /. 2.2. Voiced consonants: / b /, / v /, /  /, / d /, / z /, / Ʒ /, / dƷ/, / g /, / l /, /m /, / n /, / ŋ /, / r /, / w /, / j /. 3. The English consonant clusters: 3.1. / s / + / p, t, k, f, m, n, w, j / spy, stay, sky, smile, snow, sleep, swear, suit, speak,… 3.2. / p / + / l, r, j /: plough, play, proud, pray, pure, purify,… 3.3. / t / + / r, w, j /: tree, try, twin, twice, tune, tunic,… 3.4. / k / + / l, r, w, j /: plan, clay, crown, cry, quite, quick, cure, curious,… 3.5. / b / + / l, r ,j /: blind, blow, blown, brown, bring, brick, beauty, bureau,…. 3.6. / g / + / l, r /: glass, glance, grass, grow,… 3.7. / d / + / r, w, j /: draw, dress, dwell, duty, duke,… 3.8. / f / + / l, r, j /: fly, flat, free, frozen, few, fuse,… 3.9. /  / + / r, w /: throw, throat, thwart, thwack,… 3.10. / v / + / j /: view, viewer,… 3.11. / ∫ / + / r /: shrink, shriek,… 3.12. / m / + / j /: music, mule,… 3.13. / n / + / j /: new, nude,… 3.14. / spr /: spread, spray, … 3.15. / str /: strand, stray, string,… 3.16. / skr /: scratch… 3.17. / spj /: spure, spurious, … 3.18. / spl /: splendid, split,… 3.19. / stj /: stupid, student,… 3.20. / skj /: skew, skewer,… 3.21. / skw /: square, squash,… TiÕt 104 Planning date:. THE 2ND TERM TEST Teaching date: NỘI DUNG ĐỀ 601. I. Choose one word whose stress pattern is different. Identify your answer by circling the corresponding letter A, B, C, or D. 01. A. difference B. internet C. suburban D. character 02. A. favourite B. beautiful C. effective D. popular 03. A. evolve B. exist C. enjoy D. enter.

(104) 04. A. success B. passion C. medium D. aspect 05. A. visit B. attraction C. government D. borrowing II. Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D: Tonight I am going to stay in and watch television. There is a film on that I want to see. It is __(6)__ a policeman trying to find the man who killed his brother. I saw it last year ___(7)___ the cinema. It was too late at night and I fell asleep __(8)__ the end so I can’t remember __(9)___ happened. I don’t __(10)___ watch much TV. There are too __(11)___stupid quiz shows and boring programs about politics. I sometimes watch the News __(12)__ I don’t enjoy it. There is never __(13)___ good news - just wars and disasters. I don’t think that there are __(14)__ comedy programs. They should put on more. They cheer me __(15)___and make me laugh. And, of course, I’d like to see more exciting movies! 06. A. amuse B. along C. around D. about 07. A. at B. by C. on D. in 08. A. before B. after C. below D. behind 09. A. which B. what C. that D. all 10. A. probably B. really C. possibly D. usually 11. A. lot B. much C. more D. many 12. A. but B. because C. if D. what 13. A. less B. any C. all D. some 14. A. extra B. enough C. few D. fewer 15. A. in B. off C. on D. up III. Choose one word whose underlined part is pronounced differently. Identify your answer by circling the corresponding letter A, B, C, or D. 16. A. book B. look C. floor D. good 17. A. good B. food C. soon D. noon 18. A. month B. thank C. youth D. than 19. A. child B. change C. cheap D. chorus 20. A. cake B. manage C. hate D. mate IV. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. Identify your answers by circling the corresponding letter A, B, C, or D. 21. ____ to an accident in the High Street, traffic is moving very slowly on the London road. A. Because B. Through C. Owing D. Since 22. It’s an awful _____ your wife couldn’t come. I was looking forward to meeting her. A. sorrow B. harm C. shame D. shock 23. Of course I’m a Christian ____ I expect everyone who works here to be a Christian too. A. and B. but C. since D. then 24. He is a little bit ____ in his left ear, but if you speak clearly he will hear what you say. A. disabled B. diseased C. dead D. deaf 25. ____ scientists have observed increased pollution in the water supply. A. Lately B. Late C. Later D. Latter 26. He left his book at home, he’s always so ____ . A. forgetting B. forgotten C. forgetful D. forgettable 27. If only he ____ told us the truth in the first place, things wouldn’t have gone wrong. A. should have B. had C. would have D. have 28. Mr. and Mrs. Hudson are always _____ with each other about money. A. arguing B. shouting C. discussing D. annoying 29. He enjoyed the dessert so much that he accepted a second ____ when it was offered. A. helping B. pile C. sharing D. load 30. She remember the correct address only _____ she had posted the letter. A. after B. afterwards C. since D. following 31. It was impossible for her to tell the truth so she had to _____ a story. A. invent B. lie C. imagined D. combine 32. The children did not know the _____ by which the game was played. A. customs B. facts C. orders D. rules 33. Mr. and Mrs. Black were delighted when they ____ to sell their house quickly. A. risked B. succeeded C. managed D. could 34. I’ll have to ___ to you, otherwise he will hear. A. whistle B. say C. whisper D. shout 35. Can you tell me the ____ of these shoes? A. expense B. charge C. price D. amount V. Find out ONE mistake in each sentence that needs correcting . 36. She can sing very beautiful and dance very gracefully but she cannot do any difficult math exercise. A B C D.

(105) 37. With this type of exercise, reads the questions first and then read the text to find the correct answers. A B C D 38. Children nowadays seem to be more intelligenter than their parents when they were at the same age. A B C D 39. When I came in, my father was talking to anyone so I went out quietly. A B C D 40. I want to try on the blue skirt over there. Can you showing me the changing room. A B C D. THE 2ND TERM TEST - CORRECTION Teaching date:. TiÕt 105 Planning date: 01 02 03 04 05 06 07 08 09 10. { { -. | | | |. } } -. ~ ~ -. 11 12 13 14 15 16 17 18 19 20. { { { -. | |. } -. ~ ~ ~ ~ -. 21 22 23 24 25 26 27 28 29 30. { { { { { {. | -. } } -. ~ -. 31 32 33 34 35 36 37 38 39 40. { { { -. KẾT THÚC CHƯƠNG TRÌNH TIẾNG ANH 10 35 TUẦN – 105 TIẾT (CHỈNH LÝ NĂM 2011). | -. } } } } -. ~ ~.

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