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(1)Date of preparing: 22/8/2013 Date of teaching : 29/8/2013 Period 1 REVIEW I.Objectives: A.Aims : Students will be able to remind the main knowledge in grade 8 and know how to learn well English 9 program B.Knowledge :- grammar : tenses , reported speech , passive form - Vocabulary: C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A. warm up : 5’ * Write the past form of the following verbs go - went have – had play – played swim – swam visit – visited eat - ate break – broken sit - sat write – wrote say - said B.New lesson : 38’ Teacher's activities Students' activities I/ Presentation & - Introduce the tenses - Call 1 student say tenses again - Present the simple present tense - Give the form and ask ss to give examples - Present the present progressive tense - Give the form and ask ss to give examples. - Give the form and ask ss to give examples - retell sts about the reported speech.

(2) - remark, retell passive form II.Practice - Hang the prepared exercise on the board and get Ss to complete the sentences with the correct form of the verbs in the brackets -call on some Ss to go to the board -Correct mistake(s) if necessary (remind the verb form to Ss) -Go around the class to check Ss’ work and offer help -Correct mistake(s) if necessary. III.Production: - Ask ss to complete the blanks with the suitable verbs -use the poster. 1. The simple present tense : She often goes to school in the afternoon They are students. 2. The present progressive tens: Ex: They are playing football. 3. The past simple- progressive tense : Ex : We watched a good film yesterday. S + Be (was / were) + V-ing Ex : While my mom was watching Tv, my dad was reading a newspaper. 4. The near future tense : Form : S + be going to + V-inf Ex : My friends are going to visit Hue on this summer 5. The present perfect tense Form: S + have / has + V3ed.

(3) ex: We have learnt English since 1990 S + have / has + not + V3ed Have / Has + S + V3ed ? 6.Reported speech: * request, command and advice ( S + asked / told + 0 + ( not) + to-inf ( S1 + said + S2+ should + Vinf * Yes/No question: ( If/Whether * Statement 7. Passive form: Passive form: Active: S V O Passive: S be + pp by O 1.Give the correct verb form: 1/ I.............(go) to school everyday. 2/ Next summer, We..............(visit) my grandparents. 3/ My mother (cook).................while my father (read)......book at 8 o’clock last night. 4/ We................(met) Lan since last week. 5/ Hue and huong...........(draw) this picture 5 years ago. 2. Change into passive: 1. He bought a new car yesterday. -> A new car .................................. 2. He makes a new desk. -> A new desk ................................... 3. Nam will collect me at the airport. -> I............................................. 3. Change into reported speech: 1. He said: “ I am hungry now.” -> He said ....................................... 2. She said to us: “ Look at the board,please.” -> She told us ............................................ 3. The teacher asked me: “Do you have your book?” -> The teacher asked ...................... -Ss read the text and complete the blanks with the suitable verbs -work in pairsIV. Homework Assignment: 2’ -learn the structures by heart -do exercises in work book -prepare : Unit1 lesson 1 V.Comment:.

(4) ………………………………………………………………………………. Date of preparing: 27/8/2013 Date of teaching :31/8/2013 Period: 2 UNIT 1: A VISIT FROM A PEN PAL Lesson 1: Getting Started & Listen and Read I.Objectives: A.Aims : Talk about visiting and entertainment that students are able to make for their friends when they come to visit their country from a foreign country. Introduce a visit from LAN’s pen pal. B.Knowledge : - Vocabulary: to correspond (v), mosque (n), to be impressed by…, to pray (v) - Structure:- Past simple tense: S + V-ed ( Past column of the irregular Verbs) - Past simple tense with wish C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A. warm up : 5’ * * Getting started: Chatting - Do you have pen pals? - Do you have any friends abroad / in the North / in the South? - Do you like to have pen pals? “ Where would you go in these places ? “ - Ask students to work in pairs to tell where they should take their friends to. - Ask some students tell about their opinions. B.New lesson : 38’ Teacher's activities Students' activities I.Presentation:(10’) -use situations to elitcit -ask Ss to listen and give vocab -lead them to listen and repeat * Checking vocabulary : Rub out and remember.

(5) Set the scene: Razali Maryam is Lan’s pen pal. She came to stay with Lan last week. You are going to read a text about Maryam and her visit to Vietnam: II. Practice 22’ -Presentation text: Listen and Read P.6,7 - Plays the disk. - Teacher elicits the model sentence from students: What did Lan say to Maryam? - introduce the context -explain the Simple past tense and the the past simple with Wish -Give some examples Teacher gives unreal situations: 1. I want to phone her but I don’t know her address. 2. We’ve lost the way because we don’t have a map. 3. Marie isn’t here now. 4. They won’t come with us. 5. Today is not a holiday III. Production 6’ -ask Ss to choose the correct option to complete the sentences -get them to work in pairs -correct 1.Vocabulary: - to correspond : trao đổi - to be impressed by : ấn tượng bởi - to pray : cầu nguyện - a mosque : nhà thờ hồi giáo - keep in touch : liên lạc Listen and repeat in chorus and individually Guess its meanings Copy down 2. Pre questions: 1. Where did Lan take Maryam to? 2. Did Maryam invite Lan to visit her country? 1. Check the prediction 1. - Hoan Kiem Lake. -Ho Chi Minh’s Mausoleum/ the History Museum and Van Mieu. - Many beautiful lakes and parks in Hanoi, the mosque on Hang Luoc Street. 2. Yes, she did. 2. Model sentence: I wish you had a longer vacation I wish +S +past.sub Ex : I wish I were in the swimming pool now.

(6) I wish I had a computer now. I wish I knew her address * choose the correct option to complete the sentences - Answers: 1. Maryam usually writes to one another every two week. 2. Maryam was impressed because Hanoi people were friendly. 3. The girls went to see famous places in Hanoi, areas for recreation, a place of worship. 4. Maryam wanted to invite Lan to Kuala Lumpur IV. Homework Assignment: 2’ -learn the structures by heart -do exercises in work book -prepare : Unit1 lesson 2 V.Comment: ……………………………………………………………………………………. Date of preparing: 4/9/2013 Date of teaching : 7/9/2013 Period: 3 UNIT 1: A VISIT FROM A PEN PAL Lesson 2: speak + listen I.Objectives : A.Aims : By the end of the lesson, students will be able to introduce about himself or herself to others and especially to respond to the introduction. Students will be able to choose the pictures with correct orders from the conversation between Tim and Carlo. B.Knowledge : -modal verb “must” Let’s....... - Vocabulary: industrial,nem, hamburger C.Skills : Speaking and Reading. II .Preparation : A.Teacher : Lesson plan , Poster, Text books , cassette , chalks,CD B.Students : New lesson.

(7) III.Procedures : A.Warm up :5’. ( Jumbled words:. Troicendu = introduce Derscopron = correspond Mispres = impress Daroba = abroad B.New lesson : 38’ Teacher's activities Students' activities I. Pre speaking: ( Ordering: * Set the scene: “Nga is talking to Maryam. They are waiting for Lan outside her school.” - What activities would you do if a foreign pen pal is coming to stay with you for a week? - Teacher has students give their answer. - Teacher elicits the correction from students. ( Answer key: 1c – 5b – 4d – 2e – 3a – 6. b. While speaking: Yoko from Tokyo, Japan: Lan:You must be Yok – Maryam’s friend. Yoko: Yes. That’s right. I am. Lan: Pleased to meet you, Yoko. Let me introduce myself. I’m Lan’s classmate. Yoko: Pleased to meet you. Lan: Are you enjoying your stay in Vietnam? Yoko: Yes, very much. I’d like Vietnamese people because they are very friendly. I love old cities in Vietnam like Hue and Hanoi. Lan: Is Hanoi different from Tokyo? Yoko: Yes. The two cities are the same in some ways. They are both big and busy capital cities. - Teacher monitors and gives help. - Teacher has some pairs practise their dialogue before the class. III.Post-speaking: * Pre- listening: - Hang pictures and have Ss guess the content , the characters then choose the pictures. - Ask ss to present their guessing.

(8) - introduce the word “ hamburger” - Introduce the content of the lesson:” let’s listen tim and carlo. What are they going to do? and where do they go?” - Correct and give the answer Nga Maryam ? Have Nga and Maryam met each other before? ? Is Maryam enjoying her stay in HN? ? What does she like in VN. - industry (n): công nghiệp - industrial (adj) - nem = spring roll: chả giò Modal dialogue : A: Hello. You must be Yoko. B: That’s right. I am. A: Are you enjoying your stay in Hue? B: Oh yes, very much. I like Vietnamese people and I love old cities in Vietnam. A: Do you live in the city , too? B: Yes, I live in Tokyo. Have you been there? A: No. What’s it like ? B: It’s a busy big city capital. It’s different from Hue. A: I see.. Work in groups and guess. a) 1 b) 2 c) 2 a/ Will Carlo eat Mexican food? b/ What will he eat? where? c/ What is the number of the bus they go?IV. Homework assignment: 2’ - Learn by heart all new words, the structures. - Do exercise in workbook. - Prepare for lesson 4 unit 1: Read V.Comment:.

(9) ................................................................................................................................ ..... Date of preparing:7/ 9/ 2013 Date of teaching :12/9/2013 UNIT 1: A VISIT FROM A PEN PAL Lesson 3: Read. Period: 4 I.Objectives: A.Aims:By the end of the lesson, students will have some knowledge about Malaysia, one of the countries of the ASEAN. B.Knowledge : -Vocabulary: currency, federation, territory, major, Islam, Hinduism, official religion, national language, instruction , ethnic, compulsory , additional, optional, continue, comprise - Structures: The present simple C.Skills : listening , speaking and reading. II .Preparation : A.Teacher : Lesson plan , Poster,tape B.Students : New lesson III.Procedures : A.check up : 5’ * Net work: Indonesia ASEAN. Questions: - What is the capital of Malaysia? - What is it population? - How big is Malaysia? - What language is spoken in this country? B.New lesson : 38’ Teacher’s activitiesstudent’s activities I.Pre - reading : (15’) - elicits the words from the Ss and says them out. -using translation , - writes and checks..

(10) b. While reading: 19’ T/F statements: -ask sts what they know about Malaysia -guide sts how to complete the table with the information they already know about Malaysia. (prediction ; group work) T: introduce the vocabulary. - Write them on the board. - Read them compulsory ( a ) # optional. bắt buộc 1. Islam ( n ) : Đạo Hồi 2. official ( a ) : chính thức 3. Buddhism ( n ) : Đạo Phật 4. Hinduism ( n ) : Đạo Hinđu 5. Bahasa = Malay : Tieáng Malay 6.. Tamil ( a ) : Tiếng/ người Tamil 7. instruction ( n ) : kiến thức, lời chỉ dẫn III.Post-reading: (4’) -guide sts to match the name of the capitals with appropriate countries Sts : match. And speak aloud. (as the model) T: comment and give the feedback. 1.Vocabulary : -ASEAN : Association of South East Asian Nations : -region ( n ) : area ( khu vực) -comprise ( v ) : consist (of) ( bao gồm) -tropical climate (n) : khí hậu nhiệt đới -unit of currency : đơn vị tiền tệ Ex: Dong is the unit of currency of Vietnam..

(11) -try out & repeat chorally-individually. - give the meaning & make the sentences 2./F statements prediction: 1. Malaysia is a country of ASEAN. 2. There are two religions in Malaysia. 3. People speak only Malay in Malaysia. 4. Primary school children learn three languages at school. 5. All secondary school children learn in English. - Predict the answers to the questions - Read the text about Malaysia then check and correct the false statements ( Answer keys: 1. T 4. T 2. F. There are three religions in Malaysia. 3. F. People speak only Malay in Malaysia. 5. F. All secondary school children learn in Malay. work in group and complete the table. Fill in the table with the right information about Malaysia : Area : 329,758 sq km Population : over 22 million Climate : tropical climate Unit of currency: ringgit (consisting of 100 sen) Capital city : Kuala Lumpur Official religion : Islam National language : Bahasa Malaysia *Matching: 1. Viet Nam a. Bangkok 2. Malaysia b. Phnom Penh 3. Thailand c. Ha Noi 4. Cambodia d. Jakarta 5. Indonesia e. Kuala Lumpur => Ha noi is the capital of Vietnam.IV. Homework assignment: 2’ - Learn by heart all new words, the structures. - Do exercise in workbook. - Prepare for lesson 4 unit 1: write V.Comment: ................................................................................................................................ .....

(12) Date of preparing:9/ 09/2013 Date of teaching :14/9/2013 Period: 5 UNIT 1: A VISIT FROM A PEN PAL Lesson 4: write I.Objectives: A.Aims :By the end of the lesson, students will be able to write a personal letter. B.Knowledge: Vocabulary: consolidate all the new words Grammar: The present perfect tense; The past simple tense; The future simple tense. C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A.Warm up : (5’) Chatting 1. Have you ever visited any other places in Viet Nam? 2. When did you go? 3. How did you get there? T: asks sts some questions -Ss : answer B.New lesson : 38’ Teacher ‘s activitiesstudent’s activities I.Pre - writing : (15’) - set the scene and ask sts some questions. Sts : answer. - comment.. - Remind sts about the format of a personal letter by asking the questions. Sts: answer. - comment and write on the board. II.While - writing : (20’) - give the cues..

(13) Sts: write the letter in groups (each group writes with 4 paragraphs) (write on sub boards). T : Go around class and correct if any.. III. Post – writing : (4’) - correct their writing. Give the suggested letter. -ask Sts to read the letter aloud. - correct .. => Image you are visiting your relatives or friends in another places part of Viet Nam Questions : 1. When did you arrive? 2. Who did you meet at the bus station? 3. What did you do ? 4. What places did you visit ? 5. What kin of food did you tried ?.

(14) 6. How do you feel now ? 7. What do you think interest youmost? 8.When are you returning your home ? =>What are the parts of a personal letter? A. Heading – writer’s address and the date. B. Opening – Dear…. , C. Body of a letter. D. Closing – your friend / regard / love. Letter possible : Dear…….. , I / arrive/ Hue Station / 7am on Sunday. Uncle Hung/ take/ me home/ taxi. I/visit/the Imperial City. I /be / amazed / magnificent monuments there. I / also go/ Dong Ba Market, / the biggest market in Hue. This /be/ the place where/ I /buy/ a lot of souvenirs. Yesterday uncle Hung and I /go/ eat /beef noodle. I /enjoy/ it /very much. I/ leave /Hue/ Saturday. I /be/ so happy. People in Hue /be/very nice /and friendly. I / miss /them very much. The train /be/ scheduled to come to Ha Noi/ 7pm. Please pick/ me /up /at station. I /look forward/ meet and tell/ you about the trip in Hue. See you then. Yours Suggested letter: Dear…….. , I arrived at Hue Station at 7am on Sunday. Uncle Hung took me home by taxi. I’ve visited the Imperial City. I was amazed by magnificent monuments there. I also went to Dong Ba Market, the biggest market in Hue. This is the place where I bought a lot of souvenirs. Yesterday uncle Hung and I went to eat beef noodle. I enjoyed it very much. I’ll leave Hue on Saturday. I am so happy. People in Hue are very nice and friendly. I will miss them very much. The train is scheduled to come to Ha Noi at 7pm. Please pick me up at station. I am looking forward to meeting and telling you about the trip in Hue. See you then. YoursIV. Homework assignment: 2’ -Learn by heart all new words they have learnt -Prepare the next lesson .: Unit1 lesson 5 language focus V.Comment: ……………………………………………………………………………………… …...

(15) Date of preparing: 14/9/ 2013 Date of teaching :19/9/2013 Period: 6 UNIT 1 : A VISIT FROM A PEN PAL Lesson 5: language focus I.Objectives: A.Aims : By the end of the lesson, students will know how to use Past simple with Wish. B.Knowledge : 1,Vocabulary: consolidate all the new words 2, Grammar: The past simple tense; The Past simple with Wish. C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A. Revision: 5’ Simple past: Work in groups of 4 each to discuss the uses and the forms. - Each group has one students tell in front of the class. - Write some irregular verbs. B.New lesson : 38’ Teacher’s activitiesstudent’s activities 1.Activity1: (9min) T: set the scene: This is the conversation between Tan and Phong. They are talking about what ba did on the weekend. T: read the dialogue with a good st. Sts: listen the dialogue. Sts: read the dialogue in pairs.. Sts : say the use of the Past simple tense and give some examples. T: guide sts how to make similar dialogues about Nga, Lan, Nam and Hoa. Sts : work in pairs. Sts: speak aloud the dialogues. T: comment. 2.Activity 2: (5min) T: show the pictures, explain the task. Sts: read the words and phrases in the box. Give the past form of the verbs. Sts: tell the class the activities in each picture..

(16) Sts: write in pairs about the things Lan and her friends did. Sts: write on the board. T: correct and give the feedback.. 3.Activity 3: T: give some examples. Explain the Wish sentence. T: make some more examples. Sts: make similar examples. Sts: do the task. T: correct if and give the feedback.. LANGUAGE FOCUS 1. Work with a partner. Ask and answer questions about what each person did on the weekend. (Sub-board) T : What did Ba do on the weekend? P : He went to see a movie call “Ghosts and Monsters”. T : When did he see it ? P : He saw it on Saturday afternoon at 2 o’clock. ( The Past simple tense: S + V2/ V-ed. Ex: He went to the zoo yesterday. Cues (if): - go to the concert performed by Hanoi singers. - go camping held by Y and Y. - watch a soccer match Dong Thap vs. The Cong. - go to see the play called “Much Ado about nothing”.

(17) 2. Write the things they did to prepare for the party. Use the pictures and the words in the box. Feedback: 1. The girl made a cake. 2. The boy hung colorful lamps 3. The girl bought flowers 4. The boy painted a picture of Hanoi 5. The girl went shopping. 3. Write wishes you want to make in these situation: The past simple with Wish : Ex : I wish I were in the swimming pool now I wish I had a computer now. Form : I wish + S + past simple. (be: Were) b- I wish I were in the swimming pool now. c- I wish I had a computer now. d- I wish I lived close to school. e- I wish I had a sister. f- I wish I drew well. g- I wish I had my friend’s phone number. h- I wish I knew many friends. IV. Homework assignment : 2’ - Learn by heart all the new words and structures - Read the text and do exercise in workbok - Prepare for the U2. lesson: getting started & listen and read V.Comment : ………………………………………………………………………………………. Date of preparing: 14/9/ 2013 Date of teaching : 21/9/2013 Period: 7 UNIT 2: CLOTHING Lesson 1 : Getting started- Listen and read I.Objectives: A.Aims : By the end of the lesson, students will be able to know some more about AO DAI, the traditional dress of Vietnamese women.

(18) B.Knowledge : Vocabulary: tunic; slit; loose; fashion; inspiration; Pattern; unique; minority ;fashionable; design; Symbol Grammar: The present perfect tense; The passive form C.Skills : Speaking and Reading. II .Preparation : A.Teacher : Lesson plan , Poster, Text books , cassette , chalks,CD B.Students : New lesson III.Procedures : A.Warm up :5’ show the pictures and asks sts to look at the clothes people wearing and take turn to decide where each person comes from .Ss answer some information about the clothes they are wearing such as : sari; veil ; kilt; kimono b. She’s from Vietnam c. He’s from Scotland d. She’s from India e. He’s from Western part of the USA f. She’s from an Islamic country B.New lesson : 38’ Teacher’s activitiesstudent’s activities I.Presentation : (12mins) - Set a situation. Guide Sts how to predict about the text. - explain some new words, give examples. - read them. - ask Ss to listen and repeat in chorus / individually.. Checking : Rub out and remember Sts: listen to the tape and get the main information to check prediction. T: correct if. T: review the present perfect tense Sts: tell its use and its form T : give ex II.Practice : (18mins) Sts: read the text again and complete the sentences in groups then read the completed sentences before class Sts : work in groups T: correct if any, give the feedback..

(19) - correct if and give the feedback.. III. Production : (6mins) - guide sts how to tell more what they know about Ao dai 1. Vocabulary : - poet ( n ) : nhà thơ - a long silk tunic : aùo luïa daøi roäng - slit (v) : x ẻ - inspiration ( n ) : cảm hứng - ethnic minority : dân tộc thiểu số - pattern ( n ) : ( picture ) hoa vaên, maãu -fashion ( n ) thời trang => fashionable ( a ) : hợp thời trang, -unique (a) : độc đáo, rất đặc biệt - loose pants : quaàn roäng EX: They have mentioned the ao dai in poems, novels, and songs (The present perfect tense) ( Structures : The present perfect tense :  Form : S + has / have + V3/ V-ed. a)Complete the sentences. Use the information from the passage: 1 . For a long time the ao dai has been the subject of poems, novels and songs..

(20) 2 . The Ao dai is described as a long silk tunic with slits up the sides worn over loose pants. 3 . The majority of Vietnamese women prefer to wear modern clothing at work. 4 . Some designers have modernized the Ao dai by printing lines of poetry on it. 5 . Another alternative is to add symbols such as suns, stars, crosses and stripes. b) Answer the questions: 1 . Traditionally, men and women used to wear the “Ao dai “ 2 . Because it’s more convenient. 3 . They have printed lines of poetry on it and added symbols such as suns, stars, crosses and stripes. Write what they know about Ao dai in their notebooks Sts : tell before class. IV. HomeworkAssignment : 2’ -learn vocab by heart - Do the exercises in workbook . - Prepare the next lesson Unit 2 : speak V.Supplementary : ..................................................................................................................................... ..................................................................................................................................... ........... Date of preparing: 14/9/ 2013 Date of teaching : 26/9/2013 Period: 8. UNIT 2: CLOTHING Lesson 2 : Speak. I.Objectives: A.Aims :By the end of the lesson, students will be able to ask and respond to questions on personal references. B.Knowledge : 1, Vocabulary: plain suit; baggy jean; plaid skirt 2, Grammar: The present simple C.Skills : Speaking and Reading. II .Preparation : A.Teacher : Lesson plan , Poster. pictures, colored chalk, ruler, books, subboard. B.Students : New lesson III.Procedures : A.Warm up : (5’). Noughts and crosses: Talking about the ao dai..

(21) 1. What is our traditional dress? 2. What is it made of? 3. What is the ao dai described as? 4. Who used to wear the ao dai by traditional? 5. Why do the majority of Vietnamese women prefer to wear modern clothing at work? 6. What have fashion designers done to modernize the ao dai? 7. On what day do you have to wear school uniform? 8. What do your teachers often wear on Teachers’ Day? 9. What colour is your school uniform? B.New lesson : (38’) Teacher ‘s activitiesstudent’s activitiesI.Pre-speaking:: (9’) -use the words of different clothes on page 17 (or other clothes Ss are wearing) to teach these words: -ask Ss to listen and give vocab -lead them to listen and repeat * Checking vocabulary : Rub out and remember II.while speaking : 21’ - guide Sts how to match the pictures with the phrases. Sts : discuss in pairs and match. - correct if, give the feedback. - ask some questions about their clothes they like. T: comment. a- a colorful T – shirt (aùo thun nhieàu maøu saéc) b- a sleeveless sweater ( aùo len khoâng tay) c- a striped shirt ( aùo sô mi soïc ) d- a plain suit ( boä comleâ trôn ) e- faded jeans ( quaàn Jean baïc maøu f- a short – sleeved blouse ( chieác aùo ngaén tay) g- baggy pants ( quaàn roäng ) h- a plaid skirt ( vaùy caroâ ngaén ) i- blue shorts ( quaàn sooùc maøu xanh. III. Post Speaking: 8’ - Set the scene then let sts work in groups. ( Feedback:.

(22) Lan: Hoa said she often wore a short-sleeved blouse and baggy pants. She said she like them because they were cool and comfortable. She said her favorite clothes were short baggy pants and short sleeved blouse. She said she wore school uniform every day except for Sunday. She said it was comfortable and it had dark blue and white... 1. Vocabulary : - Plaid [plæd]: kẻ ca rô - Sleeve [sli:v]: tay áo - Sleeveless: cộc tay - Fade ['feid]: bạc màu - Plain [plein] : trơn - Casual ['kæʒjuəl]: bình thường Copy down 2) Match the phrases to the pictures :. Feedback: 2) Work in small group. Write two more questions for the last section : Questions Name Items of Clothes Notes 1. What do you often wear on the weekend? 2.. Why do you wear these clothes? 3. What is your favorite type of clothing? Why? 4. Is it possible to wear uniform? 5. What color is it? 6. What type of clothing do you usually wear on Tet Holiday? 7. What would you wear to a party?  Three people said they liked their uniform.  Two people said they usually wore colorful T- shirt on the weekend.  Hoa said she loved Jeans. Make a list of types of clothes that most of the sts in the class like wearing on different special casesIV. Homework Assignment : 2’ -Learn by heart all new words they have learnt . -Do their exercises in workbook . -Prepare the next lesson .: Unit2 lesson 3 V.Commment : ……………………………………………………………………………………… …...

(23) Date of preparing: 20/ 09/2013 Date of teaching : 27/09/2013 Period: 9. UNIT 2: CLOTHING lesson 3 : Listen. I.Objectives: A.Aims : By the end of the lesson, students will be able to listen for specific information describe what people are wearing and know how use the present perfect. B.Knowledge : 1. Vocabulary: announcement, missing, an entrance, fair 2. Grammar: The present perfect tense C.Skills : Speaking and Reading. II .Preparation : A.Teacher : Lesson plan , Poster. pictures, colored chalk, ruler, books, subboard. B.Students : New lesson III.Procedures : A.Warm up : (5’) Net work CLOTHES. shorts. -guide Ss to write the kind of clothes B.Newlesson: 38’ Teacher ‘s activitiesstudent’s activities I.Pre - listening : (12’) - give meaning of some new words in the report. Checking : Rub out and remember.

(24) - get sts to look at the pictures in the book and ask about them: what are these ? / what color are they ? Sts : listen and answer If sts don’t know what they are teacher can explain - introduce the lesson then set a situation, guide sts to predict the content of the report by answering some questions. Sts: Predict. II.While - listening : (20’) -ask Ss to listen for the 1st time to check their prediction. - correct if. Tape transcript : Announcer(on publicAnnouncement ) Attention please. Here is a special announcement. A little girl is reported missing. She was last seen 20 minutes ago near the main entrance to the Car Fair. Her name’s Mary and she is 3 years old. She has short dark hair. She’s wearing shorts – blue shorts and a long sleeved white blouse. She is wearing a pair of shoes – brown shoes. She may carry a large doll. If you see Mary, pleasing her to the Information Desk. Her father’s waiting for her there. Thank you. -correct and give the feedback III.Post - listening : (6’) - guide Sts to describe about Mary and their friends. - comment and give marks if. 1.New words : 1. announcement ( n ) : thông báo 2. missing = lost ( a ) : thất lạc 3. an entrance ( n ) = door, gate : lối vào 4. fair ( n ) : hội chợ. a)A-floral pants B- blue shorts C-polka dot skirt b) A-long-sleeved white blouse B-short-sleeved pink shirt C-short-sleeved white shirt c) A-Sandals B-boots C-brown shoes Questions :.

(25) a. How old is Mary ? ( she is three ) b. Where was she last seen? ( she was last seen near the main entrance to the Car Fair ) c. What’s she like? (She has short dark hair). Feedback: a) B : She’s wearing blue shorts b) A : She’s wearing a long-sleeved c) white blouse d) C : She ‘s wearing brown shoes Sts: listen two more times to check the correct letter of the correct pictures. Sts : discuss pairs to discuss about their checking.. Comprehension question: 1. How old is Mary? (3) 2. What color is her hair?(short, dark hair) 3. What is she wearing? She’s wearing a short sleeved blouse. She’s wearing blue shorts and she’s wearing brown shoes. What may she be carrying? (a doll)IV. Homework Assignment : 2’ -Learn by heart all new words they have learnt . -Do their exercises in workbook . -Prepare the next lesson .: Unit2 lesson 4 V.Commment ……………………………………………………………………………………… ……………………………………………………………………………………… ….. Date of preparing: 28/ 09/2013 Date of teaching : 2 /10/2013 UNIT 2: CLOTHING Lesson 4 : Read. Period: 10 I. Objectives: A.Aims : By the end of the lesson, students will be able to understand the text for details, about jeans..

(26) B.Knowledge 1. Vocabulary: cotton, wear out, style, embroider, label, worse, economic, generation 2. Grammar: The passive voice C.Skills : reading II .Preparation : A.Teacher : Lesson plan , Poster. pictures, colored chalk, ruler, books, subboard. B.Students : New lesson III.Procedures : A.Warm up : (5’) B.Newlesson:ﾵﾵ Teacher ‘s activitiesstudent’s activities I.Pre - reading : (14’) T gives sts some question about Jeans. Sts: predict. -give some new words Checking vocabulary * Matching: - get sts to play matching to know the meaning of the new words in this text. - write them on the board. - Read them - give the feedback. - remind the passive form of the simple past tense Sts: tell the form T; give ex II.While - reading : (18’) Sts: listen to the tape and then check their prediction. Sts: read the text and fill the missing dates and words in groups. Sts: read their sentences T: Correct if and give feedback. Sts: read the text again and work in pair to ask and answer the questions T : correct if and give the feedback.

(27) III.Post – reading : (6’) -guide sts to work in groups to discuss the questions : 1. Do you like wearing jeans ? why? why not? 2. What type of jeans do you love wearing? 3. Do you think jeans are in fashion?1. Vocabulary : Cotton (n): (realia) bông, sợi bông Wear out (v): (translation) sờn, mòn Embroider (v) (translation):thêu Style (n): kiểu Generation (n): : theá heä Label (v): nhãn hiệu Out of fashion : lỗi thời -read the words in chorus ,read individually Answer :1. e ; 2. a ; 3.f ; 4. i ; 5. b ; 6. c ; 7. d ; 8. g; 9. j ; 10. h * Passive of simple past tense: Passive: S + Be + V3 + by Obj Ex: They made jeans from cotton. -> Jeans were made from cotton. Sts: change into passive Sts: find sentences in the text, using the passive form & red them a) Fill the missing dates and words : 1. 18th century: workers like to wear jeans cloth because the material made from cotton was very strong and could hardly wear out. 2. 1960s: A lot of university and college students wore jeans. 3. 1970s: Jeans became cheaper so many, many people began wearing jeans. 4. 1980s: Jeans became high fashion clothing..

(28) 5. 1990s: the sale of jeans stopped going up. b) Answer the questions : 1. The word “jeans” comes from a kind of material that was made in Europe. 2. The 1960s’fashions was embroidered jeans, painted jeans and so on. 3. Because Jeans became cheaper. 4. Jeans at last became high fashion clothing in the 1980s. 5. The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s Discussion - work in groups to discuss the questions IV. Homework Assignment : 2’ -Learn by heart all new words they have learnt . -Do their exercises in workbook . -Prepare the next lesson .: Unit2 lesson 5 V.Commment ……………………………………………………………………………………… ……… Date of preparing: 2/ 10/2013 Date of teaching : 5 /10/2013 UNIT 2: CLOTHING Lesson 5 : WRITE. Period 11 I. Objectives: A.Aims :By the end of the lesson, students will be able to write an exposition, presenting one side of an argument. B.Knowledge: 1, Vocabulary: bear, equal, practical, freedom of choice, self-confident 2, Grammar: languages: I think, my opinion, Firstly, Secondly, Finally, Therefore, In conclusion. C.Skills : reading ,writing ,spealing II. Teaching aids: A.Teacher : Lesson plan , Poster. pictures, colored chalk, ruler, books, subboard. B.Students : New lesson III. Procedures: A.check up : (15’)1.Give the correct tense or form: a.He ( live)......................... in Bmt for two years. b.Mr.Thanh ( move)........................... to HCM Last year. c.You ( see)........................ that film yet? d.He used to ( learn)......................... French when He was in France..

(29) e.Ba enjoys( collect)........................... stamps. 2.Rewrite the following sentences, beginning with :Wish a.I wish.................................................................................. b. Huong cannot take part in the English speaking club. Huong wishes..................................................................... c. The weather is cold today. I wish................................................................................. B.Newlesson : 28’ Teacher ‘s activitiesstudent’s activities I.Pre - writing : (14’) - give meaning of some new words Sts : listen – repeat – copy down T: explains how to write an argumentative writing. Sts : listen. Checking : Rub out and remember Sts: read the outline of part A and the modern argument supporting the idea that secondary students should wear uniforms Sts: do as directed. II.While - writing : (16’) - ask Ss to work in groups and use the outline B as the guidelines, write a paragraph that supports the argument that secondary students should wear casual clothes. T: Go around class and correct if any. (T: use sub-board).

(30) III.Post – writing : (8’) -ask Ss to write their writing on the board and correct. Then read it. -feedback 1. Vocabulary : 1. encourage ( v ) : động viên 2. be equal in : coâng baèng 3. bear one’s name : mang tên trường 4. freedom of choice : tự do chọn lựa 5. self-confident : tự tin 6. practical : thực tế It should have 3 parts as in the text book : Page 18 1. Introduction:. My opinion is… I think… 2. Series of arguments: Firstly,… Secondly,… Finally,… 3. Conclusion: Therefore,… In conclusion Modern argument : page 18 Possible answer : In my opinion, secondary students should wear casual clothes. Firstly, casual clothes make students feel comfortable. Secondly, wearing casual clothes gives students freedom of choice. They have rights to choose sizes, colors and fashion that they love. Thirdly, casual clothes make students feel self-confident when they are in their favorite clothes. Finally, casual clothes make school more colorful and lively. In conclusion, secondary school students should wear casual clothes. Wearing casual clothes is convenient, comfortable and fun. - write their writing on the board and correct. Then read it. IV. Homework Assignment : 2’ -Learn by heart all new words they have learnt . -Do their exercises in workbook ..

(31) -Prepare the next lesson .: Unit2 lesson 6 V.Commment ……………………………………………………………………………………… ……………………………………………………………………………………. Preparing date: 5/10/2013 Teaching date: 10/10/2013 Period :12 I.Objectives:. UNIT 2: CLOTHING Lesson 6: LANGUAGE FOCUS. A.Aims :By the end of the lesson, students will be able to practice in asking for and giving information using the present perfect and simple past. B.Knowledge Revision and further practice in the passive form with “can/should/might/have to”. C.Skills : Speaking, Listening , Reading and Writing III. Teaching aids: A.Teacher : Textbook, pictures, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A.Warm up : 5’ Matching: 1. Verb infinitivePast formdo 2. visit 3. go 4. eat seea. visited b. ate c. did d. saw e. wentB.New lesson : 38’ Teacher ‘s activities student’s activities I.Presentation : 10’ - - T uses the dialogue in language focus 1 P.19 to help Ss revise the use of the present perfect -Ask Ss to Work in groups of 4 each to discuss the uses and the forms. - Each group has one students tell in front of the class. -get them to Write some irregular verbs..

(32) II.Practice : 22 ’ - Language focus 1 P.20  Substitution table: -T has some pairs practise their dialogues before the class. ( Language focus 2 P.20 (Yet/Already)  Matching: See Giac Lam Pagoda Visit Reunification Hall Go to the zoo and Botanical Garderns Go to Dam Sen Amusement Park Eat Vietnamese food ( Language focus 3 - Elicits and focuses on the difference between the present perfect and the simple past (Have you seen...?/When did you see...? - give some examples, and then remind sts how to change into Passive voice. - guide sts to complete the second sentences -ask Ss to work in groups to change into passive form. - give feed back III.Production: 6’ - Divides class in to 2 teams. - Read the word. * Example: T says: “Comic” S1: Have you ever read a comic? S2: Yes, I have/No, I haven’t. - Rewrite all the exercises in the notebooks. - Prepare test one period.1. The present perfect tense : - Since: a point of time - For: a period of time - Both “Since” and “For” can be used to answer the question “How long have/has + PP - Recently: Indicate an incomplete period of time..

(33) - How long: Ask a period of time of an action. - When: Ask a start of time of an action. 2.The passive form: Active: S+V+Obj Passive: S+be+ V3+ by Obj Modal verb:Active: S+ M.V+ V-inf+ Obj Passive: S+ M.V+ be+ V3 1. Work with a partner. Read the dialogue: A: Come and see my photo album. B: Lovely! Who ‘s this boy? A: Ah! It’s Quang, my brother’s friend B: How long have you known him ? A: I’ve known him FOR seven months. B: Have you seen him recently? A: No. I haven’t seen him SINCE January. Key: 1 – c ; 2 – a ; 3 – e ; 4 – b ; 5 – d 2. .Work with partner. Ask and answer questions the things you have done : 3. Work with partner. Ask and answer questions about each term of the items in the box: IV. Complete the second sentences with Passive form: a. Jeans cloth was made completely from cotton in the 18th century. b. Rice is grown in tropical countries. c. Five million bottles of champagne will be produced in France next year . d. A new style of Jeans has just been introduced in the USA. e. Two department stores have been built this year. V. Change these sentences into the Passive : a. The problem can be solved. b. Experiment on animals should be stopped. c. Life might be found on another planet. d. All the schools in the city have to be improved. e. A new bridge is going to be built in the area. Noughts and crosses: 1. Comic 2.Computer 3. Supermarket 4.Volleyball 5.Singapore 6. Movies 7. Elephant 8. Hue.

(34) 9. Durian. IV. Homework Assignment: 2’ - Do the exercises in workbook . - Prepare : Test V.Supplementary : ..................................................................................................................................... ........... Preparing date: 7/10/2013 Teaching date: 12/10/2013 Period 13 ONE PERIOD TEST I.Objectives : 1.Aims :-By the end of the lesson ,Ss will be able to do the test fluently ,correctly 2.Knowledge :From Unit9 to 11 Language: -vocab :activities -grammar:past simple ,comprehension question, question words, preposition, present simple 3.Skills : writing , reading 4.Matrix Chủ đềNhận biết Thông hiểuVận dụngTổngTNTLTN TLTNTLI.Language Focus reflexive,modal verb, Prepo., command, Would like decide,Present perfect. 15/5/ 50% 10/2.5 /25% 5/2. 5/25%15/5/50%II.PhoneticsEd,wh ,I ,e ,u6/1.5/15% 6 / 1.5 /15% 6/1.5/ 15%II. Writing rewrite Comparati.. Modal verb Exclamati.. 6/1.5/15%6/1.5/15% 3/1.5/ 15%III. Reading Choose the best answer 4/2/ 20% 4/2. / 20 % 4/2./20 %Tổng16/4/40% 9/4.5/ 45% 6/1.5/15%31/10/.

(35) 100 %I. Choose the best answer (2.5ms). 1.We’re very ...................by the beauty of the country. A.impressed B. impressive C. impression D.impress 2. Can you divide this Moon Cake ................... four equal pieces? A.into B. among C. with D.in 3. Nguyen Du is a famous ................... A. musician B. poet C. designer D.writer 4.Vietnamese women prefer to wear modern clothing ................. work. A.in B. at C. on D. for 5. Jane has a new beautiful dress. ~ Oh, I wish I ……… one. A. have B. having C. have had D. had 6. They still keep ……… touch though they live far away form each other. A. on B. at C. to D. in 7. Asian people eat rice. Rice ………. in many parts of Asia. A. is grown B. are grown C. has grown D.have grown 8. I …….. the letter from him yet. A. don’t receive B. didn’t receive C. haven’t received D.won’t receive 9.Mary …….. long curly hair. Now her hair is short. A. has B. had had C. used to have D. having 10. She often goes to the ................ to pray because her religion is Islam. A. Church B. Pagoda C. Mosque D. temple II.Pronunciation:(1.5ms) 1.A.worked B.enjoyed C.impressed D.laughed 2. A. chance B. machine C. chicken D. kitchen 3. A. mind B. kind C. find D. still 4.A. missed B. completed C. divided D. separated 5. A. impressB. expressC. dependD. seperateIII. V.Read the text and Nga’s England pen pal, Jane Brown, was staying with Lan last week. On Jane’s first day in Ha Noi Nga took her to the West Lake. They tried the Lobster Cake, a kind of food which is often sold nearby the West Lake. Over the next few days, the girls visited Ho Chi Minh’s Mausoleum, the History Museum and the Temple of Literature, as well as many beautiful parks and lakes in Ha Noi such as Thu Le Park, Sword Lake…. Jane was really impressed by the beauty of the city and by the friendliness of Ha Noi’s people. “I wish you had a longer vacation,” Nga said to Jane at the and of the week. “Yes, I wish I had more time to get ot know your beautiful country better. Nga, would you like to come and visit me next summer?” Jane asked. 1: Jane Brown was staying with Nga…….

(36) A. for a week B. yesterday C. 2 weeks ago. D. last week. 2: The first day Nga took Jane Brown to……. A. Ho Chi Minh’s Mausoleum B. the History Museum C. the Temple of Literature D. the West Lake 3: Jane was really impressed because …… A. Ha Noi was big and modern. B. Ha Noi people were kind C. Ha Noi people were unfriendly D. Ha Noi was ancient. 4: Jane wanted to……. A. stay in Ha Noi for a week. B. visit Ho Chi Minh city. C. invite Nga to her country. D. visit Ha Noi next year. IV.Find and correct the mistakes: 1. She wishes she can speak English as fluently as her brother. A B C D 2.West Malaysia and East Malaysia is separated by 640 km of sea. A B C D 3. Last weekend, Ba went to see a movie calling “Ghosts and Monsters”. A B C D 4. Have you red any of Jane Austen’s novels? A B C D 5. I used to playing soccer when I was a boy. A B C D V. Put the verbs in brackets into the correct form: 1. He (buy) this car five years ago. 2. I (not write) to her since she left school. 3. My mother used (go) to school on foot. 4. Henry gets used (eat) at 8 p.m. 5. Maryam has decided (stay) for another week. 6. It’s time we (catch) the bus. KEY I.Choose the best answer :(2,5ms) 1.A 2.A 3.B 4.B 5.D 6 .D 7.A 8.C 10.C II. Phonetics : (1,5ms) 1. B 2. B 3. D 4. A 5.C III. Read the text : (2ms) 1.D 2.D 3.B 4.C IV. Find and correct the mistakes: (1,5ms) 1.B- could 2.B- are 3.D – called 4.B- read 5.B- play V. Put the verbs in brackets into the correct form: :(2,5ms). 9.C.

(37) 1.bought 2.haven’t written 3.to go 4.to eating 5. to stay 6.caught V.Results and Comments 1.Results : Classes 0- < 3 3-<5 5-<6,56,5-<8,0 8- 109A9B9C 2.Comments : ……………………………………………………………………………………………. Preparing date: 14/10/2013 Teaching date: 18/10/2013 Period: 14. UNIT 3 : A TRIP TO THE COUNTRYSIDE Lesson 1 : getting started & listen and read. I. Objectives: A.Aims :By the end of the lesson, students will be able to talk about life and activities in the countryside. B.Knowledge : - Vocabulary: home villagebanyan, shrine, enjoyable, Bamboo forest - Grammar: The past simple with WISH (review); Prepositions of time; Adverbs clauses of result C.Skills : Speaking and Reading. II .Preparation : A.Teacher : Lesson plan , Poster, Text books , cassette , chalks,CD B.Students : New lesson III. Procedures: A.Warm up :5’ GETTING STARTED show the pictures and asks sts to describe what the people are doing in the pictures. B.Newlesson : 38’ Teacher’s activitiesstudent’s activities I.Presentation : (13’) - Set a situation then give some guiding questions and play the tape. - explain some new words -Ask Ss to repeat in chorus then individually. Checking: What and where. ( Set the scene: “You are going to read the text about Liz’ trip to Ba’s village”. - Listen and Read a) P.23 II. While - reading : (17’).

(38) -ask Ss to read the text again and work in group to choose True or False sentences, correct the false sentences. - correct, give the feedback.. -ask Ss to remind the structure of wish S + WISH + S + V (past) - guide sts to work in pairs to answer the questions. - comment and give the feedback.. III. Post - reading :. 6’. - guide ss to talk something about Liz’s trip to Ba’s home village. - comment and give marks if. 1. Vocabulary : -home village ( n)( translate) : quê nhà -bamboo forest( n) ( picture) : lũy tre -banyan tree ( picture) : cây đa -shrine ( n )( example) : đền ,miếu -enjoyable ( a ) = exciting -have a rest = rest (v) -Tell the meaning of the new words in Vietnamese. ( T/F statement prediction: - Read the statements on page 23 and predict if they are true or false. (Pairworks) a) True orFalse? Then correct the false sentences: 1 . F : Ba and his family had a day trip to their home village. 2.T.

(39) 3 . F : There is a big old banyan tree at the entrance to the village. 4 . F : People had a snack under the tree. 5. T 6 . F : People had a picnic on the river bank. 7.T 8. F : Liz took a lot of photos to show the trip to her parents. 9.T I wish I could visit your village again some day. b) Answer the questions: 1 . It’s to the north of Ha Noi . 2 . They got there by bus . 3 . The banyan tree is at the entrance to the village. 4 . They saw the shrine of Vietnamese hero on the mountain. 5 . They had a picnic on the river bank. 6 . Liz took a lot of photos to show the trip to her parents. 7 . Liz wishes she could visit Ba’s village. - Work in pairs, take turns to play the role of Ba to tell each other about the trip to his home village. Example: “It was a beautiful day. So I invited Liz to visit my home town with my family. We got up early and went there by bus,...”IV. Homework Assignment:2’ -Learn by heart all new words they have learnt . -Do their exercises in workbook . -Prepare the next lesson .: Unit3 lesson 2 (speak and listen ) V.Supplementary : ..................................................................................................................................... ..... Preparing date: 19 /10/2013 Teaching date: 24/10/2013 Period 15. UNIT 3 : A TRIP TO THE COUNTRYSIDE Lesson 2 : Speak & Listen. I. Objectives: A.Aims : By the end of the lesson, students will be able to ask for and give information about their own village B.Knowledge : - Vocabulary: words about countryside - Grammar: The present simple C.Skills : Speaking and Reading. II .Preparation :.

(40) A.Teacher : Lesson plan , Poster, Text books , cassette , chalks,CD B.Students : New lesson III.Procedures : A.Warm up :5’ Noughts and crosses who where whenwhatHow farHowHow longIsAre B.New lesson : (38’) Teacher’s activitiesstudent’s activities I.Speaking: * presentation: ( 8 ‘) - guide ss to read the questions on page 24, ask and answer about their partner’s home village, using information in the box. - ask ss some questions. Sts : work in pairs - Comment, correct if. *Practice: (10’) - guide ss to work in pairs to ask and answer about their own village. Sts : work in pairs. - comment, correct if. * Production : (7’) - guide ss how to write a short paragraph about their home village. - comment and give marks if. III. Listening: 13’ * Pre - listening : - show the picture and the words given. Sts : read the words. - give meaning of some new words in the listening text. - guide sts to guess where the places on the map are and compare with their partner. Ss: guess and write on the board. * While - listening : T: Give some questions, play the tape. Ss: listen to the tape, then answer the questions. T: Play the tape twice more. Ss: listen then match the places on the map. Ss: Compare with a partner’s matching. T: check ss’ matching and give the feedback T: check ss’ guessing with ss..

(41) a) Work with a partner:. A : Where is your home village ? B : It’s to the west of the city. A : How far is it from the city ? B : It’s about 15 kilometers from the city. A : How can you get there ? B : We can get there by bus. A : How long does it take to get there ? B : It takes an hour. A : What do people do for a living? B : They plant rice and raise cattle. A : Does your village have a river ? B : There aren’t any rivers, but there is a big lake. b) Work in pair to practice asking and answering about their home village: The same dialogue as part a. New words : 1. route ( n ) : lộ trình 2. parking lot = car parking 3. gas station ( n ) : trạm xăng Questions : a. What time did the bus collect Ba and his family? ( At 6.30 ) b. How far is it from the parking lot to the big old banyan tree ? ( 10 meters ) Answer: A. banyan tree B. airport C. highway number 1 D. Dragon Bridge E. Gas station F. Store G. Pond H. Bamboo forest I. Parking lot IV. Homework Assignment:2’ -Do their exercises in workbook . -Prepare the next lesson .: Unit3 lesson 3 (Read ).

(42) V.Supplementary : ..................................................................................................................................... ...... Preparing date: 20 /10/2013 Teaching date: 26/10/2013 Period 16 UNIT 3 : A TRIP TO THE COUNTRYSIDE Lesson 3 : Read I. Objectives: A.Aims : By the end of the lesson, students will be able to understand the text for details. B.Knowledge - Vocabulary: maize , work part-time , hot dog , grocery store - Grammar: The present simple tense C.Skills : listening , speaking and reading. II .Preparation : A.Teacher : Lesson plan , Poster,tape B.Students : New lesson III.Procedures : A.Warm up : 5’ Brainstorming Life on a farm. Grow rice B.New lesson : (38’) Teacher ‘s activitiesstudent’s activities I.Pre - reading : (14’) Set the scene: “Van is a student. He is from HCM City. Now he is studying in the USA. He is living with the Parker family on a farm.”. II.While - reading : (18’) -ask Ss to read the text and check their prediction - check ss’ matching and give the feedback..

(43) - Elicits the answers from Ss and helps them practise saying the words or phrases. -T elicits the answer from students.. III. Post – reading : (6’) - Divides students in to 2 teams. 1. Where is Van now? 2. Who is he living with? 3. Where is the farm? 4. LN 5. What do Mrs. And mr. Parker do every day? 6. How many children have they got? 7. LN 8. What has Van learnt since his arrival? 9. Does he feel like his stay there? Why? 10. What does he do every day? ( Pre questions: 1.Where is the farm? 2. Does he enjoy his stay there? - Predict the answers to the questions. 1.Reading : ( Checking predition: 1. It’s 100 km outside Colombus, Ohio. 2. Yes, he does. a) Matching A. B.

(44) Maize feed grocery part – time collect. bring things together where people buy food and small things give food to eat corn shorter or less than standard time. ( Gap fill: Complete the summary: A Vietnamese boy named Van is living with the Packer family in the American state of Ohio. Mr. Parker is a farmer and Mrs. Parker works part-time at a grocery store in a nearby town. They have two children, Peter and Sam. Van often does chores after school. Sometimes, he also helps on the farm. The family relaxes on Saturday afternoon and they watch Peter play baseball. Van likes the Parkers, and he enjoys beings a member of their family. Read the text and find the answers to the pre questions. - Read the text again and guess the meaning of the words by matching. - Read and complete the summary using the information from the passage. - Pairs compare the answers. Lucky Numbers: - Team work. - Read the text again, try to remember as many things about the Parker’s life as possible. -Close the books to play the game. IV. Homework Assignment:2’ - Write down the summary in notebook and learn the main idea in the text - Do homework: 6 - Prepare for : “Write” V.Supplementary : ..................................................................................................................................... ......

(45) Date of preparing:25/10/2013 Date of teaching :31/10/2013 Period: 17 UNIT 3 : A TRIP TO THE COUNTRYSIDE Lesson 4 : Write I. Objectives: A.Aims : By the end of the lesson, students will be able to write a short paragraph describing a story happened in the past – a picnic in the countryside. B.Knowledge:- Vocabulary: blanket, lay out, gather, picnic site. - Grammar: Simple past tense C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A. Warm up : 5’Chatting 1. Have you ever gone on a picnic ? 2. When did you go ? 3. Where did you go ? 4. How did you get there ? 5. What did you do ? 6. When did you get home ? 7. Did you enjoy it ? B.New lesson : 38’ Teacher ‘s activities student’s activities I.Pre - writing : (12’) - give meaning of some new words. Checking : Rub out and remember * Set the scene: “You and your friend had a picnic in the countryside. Write a passage entitled “A country trip” - T has Ss read the words and asks for any explanation if necessary. - Monitors and gives help. - T has some Ss talk about their trip before the class. - explains how to write a paragraph to tell a story with simple past tense.

(46) 1.beatifulday/myfriend/I/decide/go/ picnic. 2. Take / bus / countryside / walk / 10 minutes / picnic site / river. 3. Put down/blanket/lay out/food. 4. After meal/play/games/”What song is it?”/blind man’s buff. 5. Late/afternoon/go fishing. 6.We/enjoy/picnic.Wind/blow/gently/.Air/fresh. 7.When/lookat/time/it/nearly6.30 p.m/hurriedlygather/things/run/bus stop. 8.Lucky/catch/last bus/arrive/home/very late/evening. II.While - writing : (18’) - divide class into 4 groups. - check the writing and give the feedback (hang sub-board). III.Post – writing : (8’) - Writes typical mistakes on the board and elicits the correction from students. - Gets some students to read their writings before the class.1. Vocabulary : -blanket ( n ) : chaên meàn -lay out ( v ) : traûi, doïn -gather ( v ) : thu lượm -picnic site ( n ) : ñòa ñieåm -Ss : listen – repeat – copy down Ss tell the main meaning of each picture. ( Picture and word cue drill:.

(47) Possible answer : It was a beautiful day, my friends and I decided to go on a picnic. We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river. We put down the blanket and laid out the food. After meal we played games called “ What song is it ? “ and blind man’s buff. Late in the afternoon we went fishing. We enjoyed our picnic. When we looked at the time, it was nearly 6.30 pm. We hurriedly gathered our things and ran to the bus stop. We were lucky to catch the last bus and we arrived home very late in the evening. -Ss write in groups. -Ss read, talk with a partner then speak. ( Correction: IV. Homework Assignment:2’ - Do homework: - Prepare for : “Language Focus” V.Supplementary : ..................................................................................................................................... ...... Date of preparing:29/10/2013 Date of teaching : 2/11 /2013 Period 18 UNIT 3 : A TRIP TO THE COUNTRYSIDE Lesson 5 : LANGUAGE FOCUS I. Objectives: A.Aims:By the end of the lesson, students will be able to use the past simple with wish ; prepositions of time, and adverb clause of result. B.Knowledge : - Grammar: The past simple with wish; Modal could with wish; Preposition of time; Adverb clauses of result C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A.Warm up : (5’) Networks - guide sts to write some preposition of time Prepositions of time.

(48) At B.New lesson : 38’ Teacher’s activitiesstudent’s activities I. Presentation : 8’ Ask Ss to read information in the book and show the use of the prepositions. -T listen, checks and asks Ss to copy. - show the pictures and remind the Wish sentence; give examples. - explain the form. Give some more examples II.Practice: *Activity 1 : (6’) - Guide ss how to do - correct if, give the feedback. * Activity 2 : 6’) - read the information in the table and explain the usage of the prepositions of time. - guide sts to work in groups and complete the sentences with correct prepositions. - work in groups - correct if, and give the feedback.. *Activity 3 : (7’) The same method as Activity 2. *Activity 4 : (10’) - give some examples, then explains about adverbs clause with SO, - guide ss how to do the task. - Correct if and give the feedback..

(49) 1. The presitions of time: + in + month, … + on + days of the week… + at + time, parts of a day. .. 2.Wish S + wish + S + V2 / V-ed ex. Ba wishes he could have a laptop. I. What do these people wish ? Write the sentences : a. Ba wishes he could have a new bicycle. b. Hoa wishes she could visit her parents. c. I wish I passed the exam. d. We wish it didn’t rain. e. He wishes he could fly. f. They wish they stayed in Hue. - look at and listen, make similar examples. II. Work with partner. a. Mr. Thanh leaves Ha Noi at 2 pm. b. He arrives in Singapore on Monday. c. On Tuesday morning, there is a meeting between 11 am and 1 pm. d. On Wednesday, Mr. Thanh has appointments at 10 pm. e. He returns to the hotel at 10 pm. f. He will be in Singapore from Monday till Thursday. III.. Complete the sentences with on, at, in, for: a. Goodbye! See you on Monday. b. The bus collected us at 5 o’clock in the morning. c. We usually go to our home village at least once in the summer. d. We walk for half an hour to reach the waterfall. e. They planted to have a trip in June. f. She loves to watch the stars at night. IV. Match the half-sentences. Then write the full sentences in your exercise book: SO is used to express the result of the statement before. - work in group and match the sentences 1 – e : Hoa worked hard, so she passed the exam..

(50) 2 – a : It was hot, so I turned on the air conditioner. 3 – d : Nga is sick today, so she won’t go to school. 4 – b : Na woke up late, so she didn’t have time for breakfast. 5 – c : The new camera didn’t work, so Mrs. Robinson took it back to the shop. IV. Homework Assignment:2’ - Do the exercises in workbook . - Prepare the next lesson : test Correction V.Supplementary : ..................................................................................................................................... .... Date of preparing: 2/11/2013 Date of teaching : 7/11/2013 Period : 19 CORRECT THE TEST 1 I.Objectives : A.Aims :-By the end of the lesson ,Ss will be able to indentify the mistakes and correct them Fluently ,correctly B.Knowledge : from unit 1 to unit 2 C.Skills : speaking ,writing ,reading II .Teaching aids : A.Teacher’s : hand out the test B.Students’ : review III.Procedure : A.Warm up : B.New lesson : Teacher’s activities Students’ activities I.Test handing out : 10’ -hands the testing papers out then gives general comments on their tests -ask Ss to look at the test and recognize the mistakes -gets Ss’ ideas -call some Ss to give their mistakes II.Correction : 26’ -asks Ss to work individually for self correction -moves around the class to control -gives some helps if having -gives answer key to some errors -asks Ss to work in pairs for peer-correction Controls the class ,follows the activities and helps them some certain mistakes and provides answer key to more difficult ones.

(51) -take notes on somegeneral mistakes that many Ss made on a poster for later correction -collects all the errors and groups them into different ones for correction -shows the common and main mistakes on a poster then makes them clear -gives some more examples if necessary -gives answers to all questions raised by Ss -focuses Ss on the following basic grammar points -Have ss retell the form and use of Modal verbs, The present simple tense, the future tense, Enough,… -explains them more and makes sentences with them -gives answer key to the hardest ones. III.Further practice : 7’ -ask Ss to work individually -call on some Ss to go to the board -give feed back -ask them to copy down -receive the tests and look at them roughly then listen to the teacher -read and recognize the mistakes 1.Self correction : -work individually and look at their own errors then try their best to correct the errors themselves bybrainstorming all things they have learnt -make a list of the wrong answers for correction 2.Peer- correction : -work in pairs and exchange their papers with each other to correct Share their ideas in pairs and reach agreement if they can -take notes on some mistakes they find it unclear.

(52) 3.T’s and Ss’ interactive correction : -give out their ideas about the errors they can’t correct -listen to the teacher’s explanations carefully and try to get the correct answers -take notes and raise some more questions for real understanding -copy down all what T provides Present simple tense Present progressive tense / Past progressive tense / present perfect tense Passive form “wish “ sentences Modal verbs Rewrite : a. I don’t know how to speak France. I wish....................................... b. Huong cannot take part in the English speaking club. Huong wishes........................ c.Somebody has borrowed the books on wild animals. The book…………………………… d.He has learned English for three years -he started………… IV. Homework Assignment:2’ -Remind the important grammar : tenses , prepositions , question words -do exercises in work book -prepare Unit 4 lesson 1 :getting started-listen and read V.Supplementary : ……………………………………………………………………………………………………… ………. ……………………………………………………………………………………………………… ……... Date of preparing: 5/11/2013.

(53) Date of teaching :9 /11/2013 Period 20. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 1 : getting started & listen and read. I. Objectives: A.Aims : By the end of the lesson, students will be able to produce the questions for an oral examination. B.Knowledge: - Vocabulary: examiner aspect ,written examination, oral examination - Grammar: Direct and reported speech; Here and Now words in reported speech; Reported questions. C.Skills : Speaking, Listening , Reading and Writing II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III.Procedures : A. warm up : 5’ Getting started 1. Do the homework 2. Do more grammar exercises. 3. Write English as much as possible. 4. Learn by heart all the new words and the texts. 5. Use a dictionary for reading. 6. Learn to sing English song B.New lesson : (38’) Teacher ‘s activities student’s activities I.Presentation: (13’) - set a situation. - explains some new words: read – write Checking : Rub out and remember. - give two questions and play the tape and get sts to listen then answer the questions. - close book, listen and answer. II. Practice: Set the scene: Last week Lan had an oral examination of English. Lan is talking to Paola about her exam..

(54) - explain quickly about “Reported speech” - copy down – repeat after teacher. -Teacher has students report the examiner’s questions before the class.. -run through the questions and model She asked me what my name was.. III. Futher practice: ( Personalization: Teacher says “Imagine last week you visited your home village and you met an old friend of yours. He asked you a lot of questions about your life and study. Now you report your friend’s questions to your classmates...” 1. Vocabulary : - examiner ( n ) : giám khảo - written examination : thi viết - oral examination : thi nói - aspect ( n ) : khía cạnh Pre-questions : 1. Were the questions in oral examination difficult or easy ? 2. How many questions did the examiner ask Lan? 1.Reading : 1.They are difficult 2.About over 7 questions. Besides, she was asked to read a passage a. Practice the dialogue with a partner Model sentences Where do you come from? The examiner asked me where I came from..

(55) Do you speak any other languages? The examiner asked if (whether) I spoke any other languages. Read this passage. The examiner asked me to read that passage.. b.Grammar : Reported speech Answer: What exactly did the examiner ask Lan ? (sub-board) 1. What is your name ? 2. Where do you come from ? 5. When did you begin studying English? 6. Why are you learning English ? 7. Do you speak any other languages? 8. How did you learn English in your country? 9. How will you use English in the future? 10. What aspect of learning English do you find most difficult? 14. Read a passage Reported speech : 1. She asked me where I came from. 2. She asked me how I learned English in my country. 3. She asked me to read that passage. 1. Which school do you go to? 2. How do you go to school?IV. Homework Assignment:2’ -do exercises in work book -prepare Unit 4 lesson 2 : listen and speak V.Supplementary : ……………………………………………………………………………………………………… ……. Date of preparing: 7/11/2013 Date of teaching :12/11/2013 Period 21. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 2: Speak. I. Objectives:.

(56) A.Aims : By the end of the lesson, students will be able to practice speaking to persuade friends to attend the school they like.listen to the conversation and correct the false sentences. B. Knowledge: - Vocabulary: scholarship; persuade; dormitory; campus - Grammar: I think…What do you think …? Why don’t we … ?; Let’s … I agree …/ C. Skills: Listening, Speaking, Reading and Writing II .Teaching aids : A.Teacher’s : pictures ,lesson plan ,Textbook, workbook, chalk, board, B.Students’ : prepare the lesson III. Procedures: A. Warm-up (5 ’) Brainstorming: - T elicits from students the answers: Way of expressing ideas. I think... Let’s.... We should... B.Newlesson :38’ Teacher ‘s activitiesstudent’s activities I.Pre - speaking : (10’) - Tell the meaning of the new words in Vietnamese. - Repeat in chorus. - Read in individuals. Checking : Rub out and remember. - set the scene : Tomorrow, Lan and her friends want to go somewhere. Lan enjoys going to the seaside. What does she say to persuade her friends to go with her. Sts : listen and give the expression they can use to persuade someone to do something - make a model with a good st. II.while – speaking : (21’) - have sts to look at the table in the book. - let sts to work in group of three to persuade his / her friends to attend the school they like. Sts : work in groups..

(57) *. III.Post-speaking: ( 7’) -ask Ss to write about the school their group has chosen. -call some Ss to go to the board 1.vocabulary : -scholarship ( n ) : học bổng -persuade ( v ) : thuyết phục -dormitory ( n ) : ký túc xá -campus ( n ) : trong khuôn viên - Copy down on the notebooks I think……………. What do you think… ? I agree / I disagree…… I don’t understand………. Why don’t we / you …………. ? If we got to …….., we can ……….. We should ………………….. Let’s ……………………….. The suggestion dialogue: Thu : So wonderful! Which school are you Tam ?. going to attend,.

(58) Tam : I think we should attend the Seattle School of English in USA. It’s very good school in USA. Besides, we can stay with Vietnamese friends. Kim: Yes. What you say is right . but the course is too expensive . It cost US$1.700 when The Brisbane Institute of English which we are going to attend is cheaper. It cost only US$ 1.200. why don’t we attend this university? Thu : I think both of you should go to the Brighton Language Center. We can live in the dormitory, right on campus. We won’t have to worry about going to class late or the transport. Kim : Each school has advantages and disadvantages . I choose The Brisbane Institute of English. It’s in Australia so if we all attend this school, we can spend our summer break at home because it’s quite close to Vietnam. You agree with me, don’t you? Thu and Kim : Maybe . Let’s have a second thought. Write it up: After our discussion, we have decided to attend Brisbane Institute of English because - Write about the school their group has chosen.IV. Homework Assignment:2’ -do exercises in work book -prepare Unit 4 lesson 3 : listen V.Comment ..................................................................................................................................... ........... Date of preparing: 10/11/2013 Date of teaching :15/11/2013 Period 22. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 3: Listen. I. Objectives: A.Aims : By the end of the lesson, students will be able to tell each other about their learning English. B. Knowledge: C. Skills: Listening, Speaking, Reading and Writing II .Teaching aids : A.Teacher’s : pictures ,lesson plan ,Textbook, workbook, chalk, board, B.Students’ : prepare the lesson III. Procedures: A. Warm-up (5 ’) Discussion:.

(59) Ex: S1: I have problem in speaking English. I find it difficult to communicate. S2: I think you should get a chance to practise speaking English with your friends and teachers or native speakers. (Listen to English programs, songs, learn songs in English, write letters, essays, ...) B.Newlesson :38’ Teacher ‘s activitiesstudent’s activities I. Pre listening: 10’ ( Set the scene: T: “Nga is learning English in London. She has some problems in learning English. She’s talking to Kate, her friend, about her problems.” * Pre question: What problems does she have in learning English? II. While listening: 21’ - Plays the disk. - T has students give their answers and elicits the correction from them if necessary. - Listen P.35 - Plays the disk again - T asks Ss to give their answers and elicits correction from them if necessary.. III. Post listening: 7’ ( Survey: Name Questions Answers A 1. Which skill are you good at? 2. What aspect of learning English don’t you like?.

(60) 3. What do you think you should do to improve your English? s’ answers B 1, 2, 3. - Listen and take notes.. - Listen to the disk the answer the pre question.. - Check the prediction. * Answer key: She has problems in speaking and listening. - Read the statements (a-f) then listen to the disk again to decide if each statement is T or F and correct the false statements. 1. T/F statements: Keys: a.T b.T. c.T. d.T. e.F. f.T. e. Her listening is terrible. This is her biggest problem. People talk very quickly and she can’t understand them.. - Get out of their seats, ask two of their classmates 3 question to complete the table..

(61) IV. Homework Assignment:2’ -do exercises in work book -prepare Unit 4 lesson 4 : Read V.Comment ……………………………………………………………………………………… ……... Date of preparing: 10/11/2012 Date of teaching :14/11/2012 Period 23. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 4: Read. I. Objectives: A.Aims : By the end of the lesson, students will be able to get information about the English classes from advertisements. B. Knowledge: - Vocabulary: beginner; intermediate; advanced - Grammar: The present simple tense C. Skills: Listening, Speaking, Reading and Writing II .Teaching aids : A.Teacher’s : pictures ,lesson plan ,Textbook, workbook, chalk, board, B.Students’ : prepare the lesson III. Procedures: A. Warm-up (5 ’) do homework. The way you learn English.

(62) -ask sts to write about the way they learn English. B.Newlesson :38’ Teacher ‘s activitiesstudent’s activities I.Pre - reading : (15’) - give sts some statements and let sts to choose True or False. - play the tape and get sts to give the answer. -give meaning of some new words - write them on the board. - Read them ( Checking vocabulary: Slap the board. Set the scene: T: “Mrs. Lam wants to go to an English language school. He made a note of what he needs. There are some advantagements about language classes. Read these advertisements and help him choose a suitable school”. II.While - reading : (18’) - ask sts to read the advertisements and note down information about the English classes. Sts : read and do their task. - correct - ask sts to read the advertisements again and work in groups to choose the suitable school for Mr. Lam Sts : work in groups - correct if.. III.Post – reading : (6’) - guide ss how to speak summary about the text based on some questions. - comment, give marks if. 1. Vocabulary : -beginner ( a) : người mới bắt đầu -intermediate ( a ) : trung cấp -advanced ( a ) : cao cấp -intermediate level: trình độ trung bình - council: hội đồng -academy of language:viện hàn lâm ngôn ngữ.

(63) - Well-qualified: có trình độ cao - tuition : học phí - matching – copy – repeat - Tell the meaning of the new words in Vietnamese. - Repeat in chorus. - Read in individuals.. True or False : a. Mr.Lam needs to learn French b. He needs the intermediate level class. c. He wants to learn English in the morning. d. He wants the course to begin late November. Key : a. False b. True c. false d. True a) Note down information about the English classes from the advertisements : School Class time Language level Time to start - Look at the advertisements and choose a suitable language school for him. Give reasons for your choice : Foreign language council is the most suitable school for Mr. Lam because it meets all the requirements set out : - Class time : early evening - Language level : intermediate - Time to start : 3rd November Questions : 1. What class time does Mr. Lam looking for ? 2. What level is he ? 3. When does he want to start the course ? IV. Homework Assignment:2’ -do exercises in work book -prepare Unit 4 lesson 5 : Write.

(64) V.Comment ……………………………………………………………………………………… ……... Date of preparing: 16/11/2012 Date of teaching :21/11/2012 Period 24. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 5: Write. I. Objectives: A.Aims : By the end of the lesson, students will be able to write a letter of inquiry to the institution requesting for more information about the course and fees. B. Knowledge: - Vocabulary: look forward to; express; exactly; edition - Grammar: The past simple tense C. Skills: Listening, Speaking, Reading and Writing II .Teaching aids : A.Teacher’s : pictures ,lesson plan ,Textbook, workbook, chalk, board, B.Students’ : prepare the lesson III. Procedures: A. Warm-up (5 ’) Jumble words ( versetimadnet ( advertisement ( swne ( news ( restetni ( interest ( atmorfioinn ( information ( eef ( fee ( sasecenry ( necessary B.Newleson 38’ Teacher ‘s activitiesstudent’s activitiesI.Pre - writing : (12’) - have sts to read the letter and the outline - give meaning of some new words - have sts to read again the three advertisements on page 36 and choose one of schools they want to attend to improve their English..

(65) II.While - writing : (18’) T: guide sts to write a letter of inquiry to the institution requesting for more information about the courses and fees. Ss: write in groups.. III. Post – writing : (7mins) - Writes typical mistakes on the board and elicits the correction from students. - Gets some students to read their writings before the class 1. Vocabulary : -look forward to : trông mong -express ( v ) : bày tỏ -edition ( n ) : ấn bản - listen – repeat – copy down Read Robinson’s letter and answer the questions. ( Comprehension questions: 1. How did you know about the Institution? 2. What is he interested in?.

(66) 3. What would he like? 4. How is his Vietnamese? 5. What does he want the Institution to send him? 6. How is the letter end? ( Language function: (would and could) - T focus on how the writer expresses his request. a. I would like...... b. Could you please....? ( Format of a formal letter: - T elicits the answer from students. 1. Introduction 2. Request 3. Further information 4. Conclusion. Possible answer : 23 Tran Phu Street. District 10 Ho Chi Minh City, Viet Nam November 23rd, 2005 Dear Sir, I saw the advertisement for a new English course at your institution in the Ha Noi Moi newspaper. I’m interested in taking this course and would be grateful if you give me some information about the course. I started to learn English 4 years ago. My speaking is pretty good. However, I can’t write well. English grammar is difficult for me. So I want to improve my grammar and writing skill as well. Could you please provide me with more information about the length of the course and fees for beginners ? If it’s necessary I can supply my record of English study. I am looking forward to hear from you. Yours faithfully. ( Correction: IV. Homework Assignment:2’ -do exercises in work book -prepare Unit 4 lesson 6 : Language focus V.Comment………………………………………………………………………… …………………. Date of preparing: 16/11/2012.

(67) Date of teaching :27/11/2012 Period 25. UNIT 4 : LEARNING A FOREIGN LANGUAGE Lesson 6: LANGUAGE FOCUS. I. Objectives: A.Aims : By the end of the lesson, students will be able to know how to use the modal verb with “if” B. Knowledge - Grammar: Modal verbs with if ,reported speech with “here” and “now” words and reported questions C. Skills: Listening, Speaking, Reading and Writing II .Teaching aids : A.Teacher’s : pictures ,lesson plan ,Textbook, workbook, chalk, board, B.Students’ : prepare the lesson III. Procedures: A. Warm-up (5 ’) Word storm Must. should Modal verbs. Might. ought to. may. B.New lesson : 37’ Teacher ‘s activitiesstudent’s activities I.Act.1: (10’) - gives the model and elicits the situation. - asks them to combine two into one, using IF- Clause. - checks the meaning, form and ,use - asks Ss to complete Excer. I . - invites the answers - helps Ss to correct.. II.Act.2: (10’).

(68) - elicits the ways to change the direct sentences into indirect one . - asks Ss to complete the table in groups. - gets feedback - emphasizes the ways to change them and helps them to correct. III.Act 3: (10’). - gives the example & asks Ss to change it - checks the form and focuses Ss on verb form, persons and timing words. - asks them to complete Excer. 3-P.39. - gets feedback. - asks the whole to check. IV.Act 4: (7’) - gives the example & asks Ss to change it - checks the form and focuses Ss on reported verb , persons ,timing words and the position of factors in the sentence. - asks them to complete Excer. 4-P.39. - gets feedback. - asks the whole to check.1. Complete the sentences, use Modal verbs with the information in the box. * Model: -You want to get good marks. You must study hard. (If you want to get good marks, you must study hard. *) Structure: IF-Clause(Type 1)-Possible conditionals at present or in the future IF-Clause, S+modal verbs + V-inf. Or S+modal verbs + V-inf.. + IF-Clause *)Answer key:(Teacher/s book) - pick out the situation, try to do it. - give the use and form and the meaning of IF-clause, work in pairs, speak out their answers & correct it with teacher. 2. Complete the table.(Part 2 -P.38) * Reported Speech: - revise the ways for Affirmative, Y/N Qs. and question words sentences. - share their ideas. - speak out their answers and explain - correct themselves..

(69) 3. Change the affirmative sentences into indirect ones.(Part 3-P.39). *)Example: “ I/m happy to see you” (Aunt Xuan) (Aunt Xuan said she was happy to see you *)Answer key:(Teacher/s book) - change it into the indirect sentence. - pick out the the way to do it. - work in pairs. - write their answers on the board. - check it with teacher. 4. Change the sentences into indirect ones. * Example: -“ Does she play tennis?” (Nga asked me if /whether I played tennis. -“ Where do you live? “ Nga asked ( Nga asked me where I lived - change it into the indirect sentence. - pick out the way to do it. - work in pairs. - write their answer on the board. - check it with teacher. IV. Homework assignment: (3’) - asks Ss to do exercise 5-P.30 and 7-P.33 (workbook) at home. - asks Ss to prepare: Units 3,4 for the coming 45-minute test. V.Comment : ………………………………………………………………………………………. .. Preparing date: 27/11/2012 Teaching date: 1/12/2012 Period 26 ONE PERIOD TEST I.Objectives : -By the end of the lesson ,Ss will be able to do the test fluently ,correctly II.Knowledge :From Unit3 to 4 1. Language: Vocabulary: countryside and learning a foreign language. - Pronunciation: ۸, ju,‫ﻼ‬, .. - Grammar: could with wish, prepositions of time, adverb clauses of result ,Simple past with Wish, modal verbs with if, direct and reported speech, reported questions.

(70) 2.Skills : writing , reading III.Matrix Chủ đềNhận biết Thông hiểuVận dụngTổngTNTLTN TLTNTLI.Language Focus wish,prepo.of time, adverb clauses 10/2.5/ 25%10/2.5 /25% 10/2.5/25%II.Phonetics ۸, ju,4/1.0/10.. ,‫ﻼ‬% 4 / 1.0 /10% 4/1.0/ 10%II. Writing Rewrite/ MatchingSimple past with Wish, modal verbs with ifdirect and reported speech, reported questions 11/4/40%6/1. 5/15%5/2.5/25% 11/4/ 40%III. Reading English T/F 5/2.5/ 25% 5/2.5 /25 % 5/2.5 / 25 %Tổng20/5/50% 5/2.5/ 25% 5/2.5/25%30/10/ 100 %IV.Test and keys I- Choose the word in each group that has underlined part pronounced differently from the rest: (1,0 p) 1.A.buffalo B. reputation C. study D. lunch 2.A.station B. bamboo C. national D. exam 3.A.nearby B. here C. area D. wear 4.A.shrine B. institute C. until D. improve II- Choose the best answer to complete the following sentences:( 2,5 ps) 1.I .....................English since 2001. A. have learnt B. has learnt C. learnt D. learn 2.I wish I ....................this exam. A. can pass B. pass C. will pass D. could pass 3.If he ....................hard, he can get good marks. A. studied B. studies C. study D. has studied 4.I’ll be in Ha Noi from Friday ................. Sunday. A. on B. up to C. between D. after 5.You can speak English fluently. It means your speaking is .......................... . A. bad B. terrible C. excellent D. well.

(71) 6. Viet got up late, …………. he couldn't catch the first bus. A. then B. so C. as D. when 7. He can't earn money ……….. he has no job. A. unless B. until C. if D. without 8. I'm always go to school ………. time. A. on B. at C. from D. during 9. She said she would be there ……………… . A. the next day B. next day C. following day D. tomorrow 10. The teacher asked me ………….. in the class time. A. to not talk B. to talk C. not talk D. not to talk III- Read the passage and decide if each statement is true (T) or false (F) (2,5 ps) It is not easy for adult students of English to improve their pronunciation. Unlike children, adults often find it hard to change the way they speak. This is why adult students have more difficulties in pronunciation than the children. There are several things that international students of English can do to improve their pronunciation and to learn English well. They can join an English pronunciation class or practice speaking and listening to English native speakers as much as possible. Watching TV programs in English is also a good way of improving your pronunciation. The best way to improve your pronunciation is to learn English in an English speaking country where you can learn the language as well as its culture. ….. 1.Adult students find it easy to change the way they speak. …. 2.Chidren have more difficulties in pronunciation than adult students. …… 3.Speaking and listening to English native speakers can help them improve their pronunciation ….. 4.Watching TV programs in English is the only way to improve yourpronunciation. ……. 5.Learning English in an English speaking country is the best way to improve your pronunciation IV.Match the sentences in column A with the suitable responses in column B: 1,5ps Column AColumn B1. If you want to study medicine, a., you have to do exercise.2. He may miss the train. b. if you want to get good grades3. If you want to lose weight,c. you must stay in bed.4. If you want to get welld. you have to go to university.5. You must study hard.e. if he doesn’t come 6. You should stay at home,f. if you are not very well.V-Rewrite the sentences. (2,5 ps) 1. They bought a computer last Sunday. - A computer ................................................................................................. 2. Because the movie was boring , we went home before it finished.

(72) - The movie was …………………………………………………… 3.”How do you go to school?” said the teacher. -The teacher asked how............................................................... 4.”Do you like watching English news?” said Ba. - Ba asked ................................................................................ 5.- It was three months ago since I last saw my old teacher of English. -I have not…………………………………………………………………………… ANSWER KEYS. I-(1p) 1.B 2.A 3.D 4.A II-(2.5 ps) 1.A 2.D 3.B 4.B 5.C 6. B 7.C 8.A 9.A 10.D III-(2,5 ps) 1.F 2.T 3.T 4.F 5.T IV. (1.5 ps) 1. d 2. e 3. a 4. c 5. b 6. f V-(2,5 ps) 1. A computer was bought last Sunday. 2. The movie was boring, so we went home before it finished. 3. The teacher asked how I went to school. 4. Ba asked if I liked watching English news. 5. I have not seen my old teacher of English for three months. V.Results and Comments 1.Results : Classes 0- < 3 3-<5 5-<6,56,5-<8,0 8- 109A9B9C2.Comments : ……………………………………………………………………………………… ……. Preparing date: 29/11/2012 Teaching date: 4/12/2012 Period: 27 Unit 5: THE MEDIA Lesson 1: Getting started-Listen & read I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand and know the benefits of some kinds of media and the development of the information net. B. Knowledge: - Vocabulary: media, town crier, popular, interactive, benefit, remote control, bring about. - Grammar: Gerunds after some verbs. C. Skills: Listening, reading and speaking..

(73) II. Preparation: A. Teacher: Lesson plan, textbooks, poster, cassettes B. Students: homework, textbooks, some kinds of media, pictures P.40, 41, … III. Procedure: A. Warm-up: " Chatting"(G.started- P.40) 5’ Ss: ask and answer the above Qs. in pairs and give their ideas B. New lesson: 38’ Teacher/s activitiesSs/ activities I.Presentation: - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses What and Where to check vocab. b.Act.2: (10ms) - hangs on the poster and focuses Ss on the informations - explains the listening task. - plays the tape twice - asks Ss to share their answers in pairs and then read the text to check. - gets feedback. - helps the whole to check II.practice: a.Act.1: (10ms) - hangs on the Qs & explains the way.. - asks Ss to read the text again and answer the four questions. - gets feedback . - asks the whole to check. b.Act.2: (4ms) - elicits the model by asking this question: "What do Vietnamese love reading?" - introduces it then does the concept check (form / meaning / use / pronunciation)..

(74) III.Further practice: a.Act.1: (7’) - writes the Qs. On the board and asks Ss to work in groups, gets feedback. - helps Ss to add more information. 1. Vocabulary: - (the) media - (a) town crier - popular (Adj.) - interact (v) =>{ interaction (N) {interactive (A) - benefit (N) - (a) remote control. - (to) bring about - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board.. 2. Listen and then match the passage with the facts & events (Part a). *)Answerkey: 1. D 2.B 3.B 4.C 5.A 6.D - have 1 M to read through the facts and events and pick out the meaning: popular, ages, benefit and available. - follow T/s and copy down the numbers. - listen and take notes - share their results and read the text to check what they get, give their answers. - check and explain the results. 3. Comprehension questions (Part b - Page 42) *) Answer key: (T's book) - read through the task - work in pairs to share their ideas - ask and answer the questions and then write the answers on the board. - check the answers with teacher. Model sentences - answer the T's eliciting question then pick out the model. Vietnamese love reading newspapers. - copy down & take notes.

(75) Discussion . 1. What kinds of magazines and newspapers do you read? 2. What’s your favorite type of media? Why? - work in groups of four, give their ideas. - copy down. IV. Homework assignment: (2’) - asks Ss to revise the lesson & do exercises 1- P.35 (workbook) - asks Ss to prepare: Speak & listen -P.42, 43 V.Comments : ……………………………………………………………………………………… ….. Preparing date: 29/11/2012 Teaching date: 5/12/2012 Period: 28. Unit 5: THE MEDIA Lesson 2: Speak and Listen. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to learn some vocabulary about TV programs and understand the appearance of newspaper, telegraph and know how to use Tag question for agreements and disagreements. B. Knowledge: - Vocabulary: documentary, violent film, weather forecast, children/s corner, informative, (to) prefer/love/kike + V-ing - Grammar: Tag question & Gerunds (review) C. Skills: Reading, speaking and writing II. Preparation: A. Teacher: Lesson plan, textbooks, poster, cassettes B. Students: homework, textbooks, notebooks, study tables P.42,43. III. Procedure: A. Warm-up: " Discussion" : (3’) What benefits does TV bring about to people/s life? B. New lesson: 42’ Teacher/s activitiesSs/ activities I. Pre-speaking: Act.1: (5’) - elicits the words from Ss. - says out and writes them on the board - checks the meaning, pronunciation - uses “ Matching” to check vocab. Act.2: (7’).

(76) - asks Ss to read the text and then elicits the questions. - runs though them and check the understanding. - talks about the intonation: raising tone for searching information; falling tone for searching agreements; &then gives notes II. While-speaking Act.: (15’). - runs through the words on the table. - hangs on the model and makes the model and ticks the imformation in it - asks Ss to work in groups & goes round to elicit the expressions from Ss. - asks Ss to show their ideas to the front. III. Post-speaking: Act.: (15’) - hangs on the Grids and runs it through, focuses Ss on the information. - plays the tape twice and asks them to share their results. - gets feedback and plays the tape once again and checks the information.1. Vocabulary - news (N) - documentary (N) - (the) violent film - (the) weather forecast - informative (Adj) - (to) prefer/love/kike + V-ing Ex: She prefers listening to music - try out their ideas, copy them down. - give the meaning & the stress. - read and then match them with the Vietnamese meaning. 2. Presentation dialogue. * Model:.

(77) Lien:You like watching sports, don/t you? Trung: Yes, I do Lien: You don/t like foreign films, do you? Trung: No, I don/t. * Structure: Tag question Affirmative sentence, Negative question? Aux. + S ? Negative sentence, Affirmative question? Aux. + not + S? - practice it in pairs and pick out the Qs. - give the meaning and discover the structure and use, listen and copy down. 3. Talk about the programs you like or dislike. * Model: Lan: You like watching Folk music, don/t you? Hai: No, I don/t. I prefer Cartoons. I like Tom & Jerry. Lan:You prefer watching football match, don/t you? Hai: Yes, I do. But what time? Lan: At 6.00 on VTV3 - read them through. - make the model with teacher and grasp the way to complete it, express their ideas in groups, making conversations. - practice speaking & correct themselves. 4. Listen & fill in the missing information. * Answer key: a) the late 19th century c) in the 1950s b) Radio and Newsreels d) the Internet - listen and take notes and work in groups to share their ideas. - speak out their answers. - listen to sentence breaking, explain the answer and correct their answers.IV. Homework assignment: (2’) - asks Ss to revise the lesson & do exercises 1- P.35 (workbook) - asks Ss to prepare: Read V.Comment ……………………………………………………………………………………… ……….

(78) Preparing date: 4/12/2012 Teaching date: 11/12/2012 Period: 29. Unit 5: THE MEDIA Lesson 3: Read. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand and know the advantages and disadvantages of the Internet. B. Knowledge: - Vocabulary: - (to) communicate, (to) get acess to, - time-consuming(Adj) - (to) wander, - website (N), - (to) suffer various risks - Grammar: No C. Skills: Reading, speaking and writing II. Preparation: A. Teacher: Lesson plan, textbooks, poster, B. Students: homework, textbooks, read the forum & answer The Qs P.44. III. Procedure A. Warm-up: 5’" Brainstorm You get information from. Internet B. New lesson:. newspapers. 37’ Teacher/s activitiesSs/ activities. I. Pre-reading: a)Act.1: ( 7’) - elicits the words from the Ss and says them out, writes and checks. - instructs Ss to read. - uses “ Matching” to check vocab and asks Ss to correct. b)Act.2: (8’). - introduces the topic of the text and asks two above questions, gets feedback. - makes its content more clearly. II. While-reading a)Act.1: (15’) - hangs on Qs. from 1 to 3 on the board.

(79) & explains the meaning. - asks Ss to read the responses to answer. - gets feedback. - asks the whole to check. - gives the answer key and comments.. III. Post-reading: a)Act.1: (7’) - writes down the question and asks Ss to discuss it in groups. - gets feedback1. Vocabulary - (to) communicate (with) - (to) get access to - time-consuming (Adj) - (to) wander - website (N) - (to) suffer various risks - try out & repeat chorally-individually. - give the meaning & make the sentences. - run through the words and go to the B.B to match the words with the parallel meaning. 2. Guiding questions a.How many people are using the Internet in the Forum? Who are they? -Three: Sandra Morgan,Honghoa and Huansui. 2. What are they talking about? -..about the advantages & disadvantages of the Internet. - read the text to answer the questions. - speak out their answers. - take notes. 3. Read the text & answer the Qs. * Answer key: 1. She uses the Internet to get information and to communicate with her friends & relatives. 2. Because she lives in the countryside, where the Internet is not available. 3. People use the Internet for education, ................& commerce - read the Qs and take notes then read the responses & answer them in pairs..

(80) - share their ideas in pairs, give their ideas. Discussion: "What are the advantages & disadvantages of using the Internet?" - work in groups of five to discuss the question, share ideas, give them out and take notes.IV. Homework assignment: (3’) - asks Ss to read the text at home again and do exercise 6 P.40 (workbook) - asks Ss to prepare: WriteV.Comment ……………………………………………………………………………………… ….

(81) Preparing date: 7/12/2012 Teaching date: 12/12/2012 Period: 30. UNIT 5: THE MEDIA Lesson 4: Write. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to write a passage about the benefits of the Internet in people/s life. B. Knowledge: - Vocabulary: No - Grammar: No C. Skills: Writing and speaking II. Preparation: A. Teacher: Lesson plan, textbooks, posters, … B. Students, textbooks, read the forum & make a list of benefits of the Internet. III. Procedure: A. Warm-up: 5’" Brainstorming Commerce. Benefits of the Internet? from. information. - T shows the question then gets Ss to brainstorm the benefits of the Internet. - Do as what T asks, give their ideas, get geed back and take notes. B. New lesson: 37’ Teacher/s activitiesSs/ activities I. Pre-writing: a)Act.1: (6’) - introduces the Internet and asks Ss to discuss and list out its main benefits.. - writes their ideas on the board and adds some more details. - explains: on-line, book, make a contact ... b)Act.2: (5’) - elicits the way to write a logic paragraph from Ss. - works with Ss to make every stage clearer. - notes Ss with: Such as/ For example/ Furthermore/ Additionally/Moreover II. While-writing:.

(82) a)Act.1: (20’) - asks Ss to read the outline and use the information from the discussion to write a paragraph individually. - goes around to instruct Ss. - gives out the cellophanes(about 4) and asks Ss to write their passages in groups. III. Post-writing: a)Act.1: (6’) - collects 3 drafts from Ss and put them in the overhead, helps the whole to correct. - asks them to copy down.1. Discussion. Benefits of the Internet + a source of information: - get information conveniently and fast - get local and international news - book tickets for the next soccer match... + a source of entertainment: - listen to music/ the radio/ ......... - watch videos; play games ........... + a means of education: - learn English, look up new words,......... - take part in a learning course by on-line schools/lessons + means of commerce: - make a contact on business… - read the texts at P-43, discuss and share their ideas then speak them out - follow teacher/s, copy them down. 2. Form of an argumentative paragraph. + Introduction: State what you'll talk about. + Body: Your ideas about the topic Firstly, …Secondly, …Finally, … + conclusion: Refer to the topic in a different way In conclusion,/ to sum up, / in general, .... - work with teacher and revise how to write an argumentative paragraph. - copy down & take notes the way to give examples and add ideas in a paragraph. 3. Write a passage about benefits of the Internet. - write their paragraphs individually. - share their ideas in groups and choose the best one, then write it on the cellophanes - share and compare their work. . Exhibition The Internet has become part of our everyday life. Is very useful and has a lot of benefits. Firstly, we can use it as a source of communication. For example, we can communicate with our friends or relatives in other countries and ..........

(83) Secondly, the Internet is seen as a means of education. We can take part in a learning course by on-line schools and learn English or French........ Next, We can use it as a source of entertainment such as playing games, listening to music and watching videos. ...... Finally, we can use it as a means of commerce. We can make contacts on business and ............... In conclusion, the internet is very useful and convenient. It plays an important part in our life.. - correct paragraphs with teacher. - copy it in their booksIV. Homework assignment: (3’) - ask Ss to read the text at home again and do exercise 6 P.40 (workbook) - ask Ss to prepare: Language focus V.Comment ……………………………………………………………………………………… ……. Preparing date: 12/12/2012 Teaching date: 17/12/2012 Period: 31. UNIT 5: THE MEDIA Lesson 5: Language Focus. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to revise and practice further in Tag questions and gerunds after some verbs B. Knowledge: - Vocabulary: - Grammar: Tag questions and gerunds after some verbs C. Skills: Writing and speaking II. Preparation: A. Teacher: Lesson plan, textbooks, posters, teaching aids… B. Students: homework, textbooks, foresee and do all exercises in L.Focus at home. III. Procedure: A. Warm-up: " Game: Verb Focus." : (6’) like enjoy hate finish postpone avoid want invite ask tell. V + V-ingV + V-to-inf.- enjoy - ...............- want - ...............

(84) -Ss will share their ideas in pairs. After the task, they'll make sentences with some verbs) Ex: a) My mother enjoys reading newspapers in the morning. b) Did Nam invite you to have dinner with him? c) ……………………………………… B. New lesson: Teacher/s activitiesSs/ activities I.Act.1: (8’) - gives the model and checks the way to use Tag question. - asks them to complete the excer. in pairs. - gets feedback & helps Ss to correct. - asks them to practice the dialogue in pairs. - invites three pairs to practice. II.Act.2: (8’). - asks Ss to read through the information in the Table and gives the model. - checks how to use Tag questions again - asks Ss to ask and answer the questions in pairs. - gets feedback - helps them to correct. III.Act 3: (10’) - gives the example & checks the way to use: like, enjoy,...... - asks Ss to write other sentences by choosing one word in each box. - invites the answers on the board.. - asks the whole to check. IV.Act 4: (10’) - asks Ss to work in groups to complete the following exercises.1. Complete the dialogue with correct Tag questions. *) Model: Complete *) Use the right form of the verb in parentheses. -You*)have readthe thisfollowing article, sentences, haven/t you?. using Tag Questions: 1. We love using the Internet, .....................?. 1. My sister enjoys ............ (watch) cartoons. 2. Do you mind ............. (buy) me a newspaper?.

(85) - Nam has to work hard, doesn't he? *) Answer key: b, didn't he? d, do you? / c, warn t it? e, aren'tt we? - give the structure.. - work in pairs. - speak out their answers & correct it. - play the role with the dialogues. 2. Ask and answer questions about the television programs, using Tag questions *) Example: a, A: Tuan likes news, doesn'tt he ? B: Yes, he does. b, A: Mai & Anh don/t like news, do they? B: No, they don/t. - practice the dialogue orally. - read through the Table.. - revise Tag questions with their form and use - work in pairs, using the model. - ask and answer, using Tag questions. - correct themselves. 3. Write true sentences, using the words in three boxes. * Example: My father likes watching sports but my mother doesn't. She loves listening to music. - like/enjoy/ .......... + V-ing - work individually and then in pairs, writing about their mother, father........ - write their answer on the board. - check it with teacher. IV. Further exercises: - work in groups of four to do these exercises, give their ideas.. IV. Homework assignment: (3’) - asks Ss to do exercise 5-P.39 (workbook) at home. - asks Ss to prepare: Reported Speech, prepositions, word form for Revision. V.Comment ……………………………………………………………………………………… …….

(86) Preparing date: 16/12/2012 Teaching date: 18/12/2012 Period 32 TEST CORRECTION. I. Objectives: A. Aim: Ending the lesson, Ss will be able to examine, evaluate and adjust their learning, consolidate the basic knowledge in Units 3 and 4, self-correct the mistakes they made from the test and know how much progress they have made. B. Knowledge: From unit 3 to unit 4. - Grammar: Modals with If, reported speech, averb clause of result, prepositions of time, modal with wish… C. Skills: Writing, reading, listening and speaking. II. Preparation: A. Teacher: Lesson plan, cassette, cassette tape; test papers; posters B. Students: books, notebooks, ... III. Procedure: A. Warm-up: B. New lesson: Teacher/s activitiesSs/ activities I. Test handing out:: (4’) - hands the testing papers out then gives general comments on the Ss’ tests. - has Ss pay much attention to the mistakes they made in the tests. - gets Ss’ ideas II.Test correction:: (7’ - gets Ss to work individually for self-correction - moves around the class to control . - gives some help if having - gives answer key to some small errors.

(87) - asks Ss to work in pairs for peer- correction. - controls the class, follows the activities and helps them some certain mistakes and provides answer key to more difficult ones - takes notes general errors that many Ss made on a poster for later correction - collects all the errors and groups them into different ones for correction. - shows the common and main mistakes on a poster then makes them clear. - gives some more examples if necessary. - gives answers to all Qs raised by Ss. - focuses Ss on the following basic grammar points - explains them more and makes sentences with them. - gives answer key to the hardest ones. III.Further practice : 7’ -ask Ss to work individually -call on some Ss to go to the board -give feed back -ask them to copy down - get their tests, look at them roughly then listen to the T. - focus on the errors they made then ask T for something if necessary. 1. Self-correction: - work individually and look at their own errors then try their best to correct the errors themselves by brainstorming all things they have learnt. - make a list of the wrong answers for correction. 2. Peer-correction: - work in pairs and exchange their papers with each other to correct. - share their ideas in pairs and reach agreement if they can. - ask T for help if necessary. - take notes on some mistakes they find it unclear. 3. T’s & Ss’ interactive correction:.

(88) - give out their ideas about the errors they can’t correct - listen to the T’s explanations carefully and try to get the correct answers. - take notes and raise some more questions for real understanding. - copy down all what T provides + Simple past with wish: (Modals focus) Wish + S Were... V-ed/V(c2)... Could + V(inf)... + Conditional sentences: (Type 1) If + Simple present, simple future * Note: (Must/might/should/… can be used instead of shall/will in main clause) + Reported speech: * Statement: S said (that) + S + V… told + O * Question: S + asked + O if/whether S + V Wh-word + Adv clauses of result: * Clause of reason, so + clause of result. IV. Homework assignment: (3’. ) - asks Ss to review all basic knowledge (Grammar & Vocab) in all units they have learnt for the coming revision lesson. V.Comment : ..................................................................................................................................... ........... Preparing date: 16/12/2012 Teaching date: 21/12/2012.

(89) Period 33 REVISION (1) I. Objectives: A. Aim: Ending the lesson, Ss will be able to revise and practice further in some basic knowledge they have learnt in the first term B. Knowledge: - Vocabulary: personal information and education - Pronunciation: - Grammar: Tenses, IF – Clause and Wish - Clause. (First term) C. Skills: Writing, reading. II. Preparation: A. Teacher: Lesson plan, posters, textbook, workbook, colored chalk, … B. Students: books, notebooks, revise knowledge in first term. III. Procedure: A. Warm-up: B. New lesson: 42’ Teacher/s activitiesSs/ activities I.Act.1: (15’) 1. Nam …..(buy) a dictionary yesterday. 2.When...(you/start) school? It was at 6? 3. We ……. (never/meet) Hung. 4. ………(she/work) for this company for three years. 5. They ……… (not/see) her parents since last year. 6. What are they doing? They ……(play) in the yard at the moment. - hangs on the exercises and asks Ss to revise the way to use the simple past, present continuous & present perfect. - asks Ss to complete it in pairs gets feedback - helps them to correct and gives feedback II.Act 2: (15’) 1. I gave Mary this present an hour ago. - This present……………… 2. They have found oil in the Antarctic. - Oil…………………… 3. I will have to change my birthday party on another day. - My birthday…………… 4. My father will buy a new house next month. - A new house…………………. 5. I am listening to some music. - Some music ……………. - gives the example & checks the way to complete the task. - explains more how the used knowledge..

(90) - asks Ss to write other sentences by using the words given.. - invites the answers on the board. - asks the whole to check. 3.Act 3: (12’) 1. She is not in class now. - I wish…………………. 2. It is a pity that Nga does not go with us to the countryside. - We wish………………. 3. I do not have enough money, so I cannot buy that interesting books - If………………………. 4. He failed his exam because he did not work hard. - If………………… - revise Ss with the way and structure of using If, Wish- clause. - instructs Ss to define the situation for each sentence. - asks Ss to do it in pairs and write the answers on the board. - asks the whole to share the ideas.1. Use the correct tense of the verbs in parentheses. 1. bought 2. did you start 3. have never met 4. Has she worked 5. have not seen 6. are playing. - give the structures and the use. - do the exercises. - give their answers. - get feedback and take notes. 2. Change the following sentences into passive. - work in pairs, using the model. - give their answers and explain the way. - correct themselves. *) Answer key: - Mary was given this present by me an hour ago. - Oil has been found in the Antarctic - My birthday party will have to be changed on another day. - A new house will be bought by my father in the following month..

(91) - Some music is being listened my me - talk about passive - copy it down. - work individually and then in groups. - write their answers on the board. - check it with teacher. III. Rewrite the following sentences, using IF or Wish clause. *) Answer key: - I wish she were in class now. - We wish Nga went with us to the countryside. - If I had enough money, I would buy that interesting books. - If he had worked hard, he could not have failed his exam. - refresh the structure and the way to complete the task. - complete the task in pairs and then write their answers on the board. - share their ideas and refresh the knowledge.IV. Homework assignment: (3’) - asks Ss to prepare: Reported Speech, prepositions, tag question for the next lesson. V.Comment : ...................................................................................................................................................... ...................................................................................................................................................... ........................................................................................................................ Preparing date: 16/12/2013 Teaching date: 23/12/2013 Period 34 REVISION (2) I. Objectives: A.Aim: Ending the lesson, Ss will be able to revise and practice further in some basic knowledge they have learnt in the first term B. Knowledge: - Vocabulary: personal information, education & community - Grammar: Reported speech, prepositions, tag questions and some key structure C. Skills: Writing, reading. II. Preparation:.

(92) A. Teacher: Lesson plan, posters, textbook, workbook, colored chalk, … B. Students: books, notebooks, revise knowledge in first term. III. Procedure: A. Warm-up: B. New lesson: Teacher/s activitiesSs/ activities I.Act.1: (15ms) 1. “ Nga loves their children very much” I told them. - I told them………………… 2. He asked: “ How are you, Lan?” - He asked……………………… 3. “We are having a wonderful time” She said. - She said ……………….. 4. “ Why do you want this job?” He asked me. - He asked ……….. 5. My mother asked her:” Do you like some music, Nga?” - My mother asked…………….. 6. “ Are you interested in reading books” They asked me. - They asked me………………….. - hangs on the exercises and revises Ss with the use of Reported speech. - notices Ss with the way to change and timing words in the Reported speech. + define the form: Wh-question, Y/N question……… + change persons, timing words, … - asks Ss to share their ideas in pairs. - invites the answers on the board and helps Ss correct the answers II.Act.2: (13’) 1. They want to come, _______________? 2. They won’t be here,_______________? 3. Lan is a dentist, _________________? 4. There aren’t any problems, _________? 5. That is your umbrella, _____________? 6. Huy is a student, ____________? 7. He has learned a lot of years, _______? 8. LuLu can’t come with us, __________? 9. She‘ll help us later, _____________? 10. John would like to come with us, ___? - gets Ss to read the sentences carefully then do the task. - gets their ideas, gives feedback and the answer key III.Act.3: (14’) Choose the best answer from A,B , C or D. 1. They move to Thai Land ...........May 17. (on/for/in/at) 2. His brother was born ......(1975,April/at 1975,April/on April 1975/in April,1975) 3. What subjects are you good .......... in the 9th form?.(about/at/in/on) 4. I am looking forward to ......... from you soon.(hear/ heard/ hearing/ hears) 5. Most of us are interested in ........... the Internet.(use/to use/using/used) 6. This painting comes from his private ............(collect/collection/collective/collecting) 7. We have had a lot of .............to answer that question?.(difficult/difficulty/difficultly.

(93) 1. Rewrite the following sentences, using Reported speech. *) Answer key: - I told them Nga loved their children very much. - He asked how Lan was. - She said they were having a wonderful time. - He asked why I wanted that job. - My mother asked her if/ whether Nga liked some music. - They asked me if/ whether I was interested in reading books. - revise the structures, way to change the direct sentence into the indirect one.. - rewrite them in pairs and write their answers on the board. - share their ideas and refresh the language. 2. Add tag questions to the following sentences. - work individually to add the tag questions to the following sentences. - share their result in pairs then in groups. - give out their answers. - copy down, get feedback and take notes. * Answer key: 1. don't they 2. will they 3. isn't she 4. are there 5. isn't it 6. isn't he 7. hasn't he 8. can she 9. won't she.

(94) 10. wouldn't he. IV. Homework assignment: (3’) - asks Ss to prepare and revise all basic knowledge V. Comment: ..................................................................................................................................... ...........

(95) Preparing date: 16/12/2013 Teaching date: 23/12/2013 Period 35 REVISION (3) I. Objectives: A. Aim: Ending the lesson, Ss will be able to revise and practice further in some basic knowledge they have learnt in the first term B. Knowledge: - Vocabulary: personal information and education - Grammar: Word-formation, prepositions and some key structures (First term) C. Skills: Writing, reading. II. Preparation: A. Teacher: Lesson plan, posters, textbook, workbook, colored chalk, … B. Students: books, notebooks, revise knowledge in first term. III. Procedure: A. Warm-up: B. New lesson: 41’ Teacher/s activitiesSs/ activitiesI.Act.1: (9’) 0. A. book 1. A. stopped 2. A. hospital 3. A. table 4. A. teacher 5. A. poet 6. A. thunder 7. A. shortage 8. A. poetry 9. A. meat 10. A. subject. B. blood B. received B. hour B. vocabulary B. children B. novel B. ethnic B. carriage B. grocery B. seat B. lunar. C. look C. destroyed C. house C. climb C. school C. modern C. health C. teenage C. country C. pleasure C. erupt. D. foot D. appeared D. holiday D. buy D. exchange D. majority D. gather D. garbage D. typhoon D. please D. suffer. II.Act.2: (17’) 1. It is …..…(difficulty) to learn English 2. The singer is always …………(fashion) dressed. 3. We can get a lot of ………….. (inform) from the Internet. 4. Every summer, thousands of people have a trip to the ……….(country) 5. I can see the ……….. (paint) drawing some pictures. 6. She is always ……….(delight) to hear other/s point of view. 7. He is ………(friend) to meet us at the first time. 8. I am afraid that I have to ……… (agreement) with you on that. 9.The Internet is useful in communication and ………..(entertain). 10. Necessity is the mother of ……….(invent).. (difficult) (fashionable) (information) (countryside) (painter) (delighted) (friendly) (agree) (entertainment) (invention).

(96) - hangs on the exercises and asks Ss to explain how to do it. - asks them to complete the exercises in pairs. - gets feedback & helps Ss to correct. III.Act.3: (15’) 1. The Internet is not only ................. but also costly. A. consuming-time B. time-consuming C. convenient 2. My house ………… of four rooms.. A. gets B. takes C. consists 3. We go to school ............ we can learn new things A. so B. so that C. too 4. My teacher told me………. English better. A. learn B. to learn C. learning 5. Would you mind………… me the way to the post office? A. show B. to show C. showing 6. Peter suggested …………… a shower instead of a bath to save water. A. take B. taking C. use 7. His father ………… go swimming in the morning. A. is used to B. want C. used to 8. We want to visit Nha Trang……….. we can go swimming every morning.. A. so B. because C. if 9. One of her friends asked me ............. she was learning English and French. A. if B. what C. because 10 Nam has to go to school on time, ……………..? A. do they B. has he C. does he. D. convenience D. has D. enough D. learned D. A&C D. using D. make D. when D. so D. doesn't he. - hangs on the exercises and check the way to complete it. - instructs Ss to define the knowledge and asks them to complete it in groups. - gets feedback and invites explanations1. Phonetics:.

(97) 2. Word form:. - look at the exercises on the poster carefully and get to know how to do them. - work in groups to do the exercises. - raise their answers, get feedback, copy down and take notes. 3. Multiple choice: (Structure & vocab). - give the way to complete it.. - work in pairs. - speak out their answers & correct it..

(98) - look at the exercises on the poster carefully and get to know how to do them. - work in groups to do the exercises. - raise their answers, get feedback, copy down and take notes. - share their ideas in groups and check the answers with the whole class.IV. Homework assignment: (4‘) - asks Ss to prepare: The tenses (active and passive), if, wish-clause.. Date of planning : Date of teaching : 8/1/2014 THE FIRST SEMESTER TEST Period 36 I.Objectives : -By the end of the lesson ,Ss will be able to grasp the knowledge and do exercises Correctly 1.Knowledge : from unit 1 to unit 5 Language: -vocab :activities -grammar:present simple ,comprehension question, question words, preposition,the time 2.Skills : writing , reading II.content of test.

(99) Preparing date: 29/12/2012 Teaching date: 3/1/2013 Period: 37 UNIT6: THE ENVIRONMENT Lesson 1: getting started and listen & read I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand and know the environmental problems and talk about activities they have done to protect the environment. B. Knowledge: - Vocabulary: environment (N), pollute(V), pollution (N), sand (N), rock (N) spoil (V) - Grammar: conditional sentences type I C. Skills: Listening, reading and speaking. II. Preparation: A. Teacher: Lesson plan, textbooks, poster, cassettes B. Students: homework, textbooks, pictures about the environment, pictures P.47, … III. Procedure: A. Warm-up: " Matching"(G.started- P.47) (4’) Ss: look at the pictures carefully the work in pairs to discuss the pictures and the phrases the match them together, give their ideas. B. New lesson: 38’ Teacher/s activitiesSs/ activities I.Presentation:.

(100) 1.Act.1: (5’) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses What and Where to check vocab. 2.Act.2: (5’) - hangs on the poster and focuses Ss on the information and sets the scene. - asks Ss to predict the information. - gets feedback. II.Practice: 1.Act.1: (10’). - asks Ss to read the passage in 3 Ms. - gets feedback. - asks the whole to check. 2.Act.2: (9’) - hangs on the Qs & explains the way.. - asks Ss to read the text again and answer the above questions. - gets feedback . - asks the whole to check. III.Further practice: 1,Act.1: (4’) - asks Ss to pick out the sentences in the passage. - writes and does concept check - gives feedback. - asks Ss to do exercises- P. 46 (workbook) - gets feedback. 2,Act.2: Discussion: (5’).

(101) ?What did you do to protect the environment - asks Ss to work in pairs and then invite them to ask and answer.1. Vocabulary - environment (N) môi trường - pollute(V) ô nhiễm - pollution (N) sự ô nhiễm - sand (N) cát - rock (N) - spoil (V) phá hủy - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board. 2. Matching (Part a-P.48). - reads through the information. - work in groups and write their answers on the worksheets. - stick their worksheets on the board. 3. Read & check the predictions *)Answer key: 1. f 2.e 3.b 4.a 5.c 6.d - read it to check their predictions. - speak out their answers. - check it and explain the information. 4. Comprehension questions : *) Answer key: 1. Mr. Brown is the speaker. 2.The volunteer conservationist is the listeners. 3. They are on the beach. 4.They are going to clean the beach. 5. If they work hard today, they will make the beach clean and beautiful again. - read through the questions - read it and then share their ideas in pairs to answer them. - ask and answer the questions and then write the right answers on the board. - check the answers with teacher. V. Conditional clause (Type 1) *)Model: If they work hard today, they will make the beach clean and beautiful again. *)Use and form: to talk about activities that possible or impossible to happen at present or future. IF-CLAUSE-------------- MAIN CLAUSE Simple Present, S+ will/shall + V-inf. *)Exercise: (b,c,d at P. 46-Workbook) - pick out the model. - give their ideas..

(102) - copy down. - do it in pairs - speak out their answers - ask and answer the question and then present their ideas.IV. Homework assignment: (3’) - asks Ss to revise the lesson & do exercises 8,10-P.46 (workbook) - asks Ss to prepare: Speak -P.49 V. Comment:. ………………………………………………………………………………………………………………………………………………………………………………………… …………….. Preparing date: 10/1 /2014 Teaching date: 15/1/2014 period 38. UNIT 6: THE ENVIRONMENT lesson 2: speak and listen. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand the situations causing the pollution in the oceans and talk about the ways to protect the environment and use the expressions: I think you should/ Why don/t you…?/…to persuade others to do something. B. Knowledge: - Vocabulary: (to) dissolve, plastic bags, (to) kill fish, (to) recycle, (to) save energy, (to) avoid traffic jams, (to) cause, (to) prevent - Grammar: Adverb clauses of reason (because/since/as) C. Skills: Listening, reading and speaking. II. Preparation: A. Teacher: Lesson plan, textbooks, poster, cassettes B. Students: homework, textbooks, pictures about the environmental problems,… III. Procedure: A. Warm-up: " Discussion" (4’) - read the question carefully then work in groups to discuss it and make a list of their ideas. B. New lesson: 38’ Teacher/s activitiesSs/ activities I.Pre-speaking: a)Act.1: (5’) AB1.(to) dissolve (Trans) 2. plastic bags (Realia) 3. (to) kill fish (Situation) 4. (to) recycle (Trans.) 5.(to) save energy (Explanation) 6. (to) avoid traffic jams (Trans.).

(103) *)Answer key: 1.e 2.d 3.f 4.c 5.b 6.a - elicits the words from Ss, then read them out. - hangs on the poster and asks Ss to read Part A and then match it with part B - gets feedback & asks Ss to check. - runs them through. - asks Ss to make example if possible b)Act.2: (6’) - elicits the language from Ss and writes it on the board.. - runs though them and check the understanding. - talks about the form and the use, help Ss be clearer with Because/For/...... II.While-speaking 1)Act.1: (15’) -hangs on the questions and makes the model. - asks Ss to work in groups & goes round to elicit the expressions from Ss. - asks Ss to show their ideas to the front.. III.Post-speaking:. a)Act.1: (12’).

(104) - hangs on the Grids and focuses Ss on the information. - plays the tape again (twice)1. Vocabulary:. - try out and repeat chorally-individually - work in pairs and match the words with the Vietnamese meaning. - go to the board and then check it. - read and then copy the words. - make their sentences 2. Presentation text. *) Model: Lien:I think it would be better if we use banana leaves to wrap food Trung: Why? How come? Lien: Because plastic bags are very hard to dissolve. They will cause pollution. Trung: OK. *) Structure: + To persuade someone: I think you should ........... It would be better if you ......... Why don/t you + V-inf...............? + To explain reasons: Because + clause of reason, clause of result As Since/For - read the text and try to give it out. - give the meaning and discover the structure and use. - listen and copy down. 3. Questionnaire *) Model: Lan:I think you should save paper. Hai: How can we save it? Lan: It would be better if you collect waste paper and recycle it. Hai: And................. - read them through..

(105) - make the model with teacher - express their ideas in groups. - practice speaking , correct themselves. 4..Listen and fill the missing information in the notes *) Answer key Secondly: Garbage is ........... Thirdly: come from ships at sea. Next: Waste materials come from factory. Finally: Oil is washed from the land - read through the grid with information. - listen and then share their ideas in groupsIV. Homework assignment: (3’) - asks Ss to do exercises 3,4-P.38, asks Ss to prepare: Read - P.51. - asks Ss to write a short paragraph on how to keep our environment unpolluted V. Comment:.

(106) Preparing date: 12/1/2014 Teaching date: 18/1 /2014 UNIT 6: THE ENVIRONMENT Lesson 3: Read. Period 39 I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to understand the details of the poem about the pollution of environment and know how to reduce it. 2. Knowledge: - Vocabulary: (a) junkyard, (to) cover, foam (Un. N), (to) end up treasure(N), folk (N) = people - Grammar: No 3. Skills: Reading and speaking. II. Preparation: 1. Teacher: Lesson plan, textbooks, poster, … 2. Students: homework, textbooks, read the poem and look up the new words, … III. Procedure: 1. Warm up : 5’Netswork Causes lead to the pollution problems. Cutting the forests. Pumping raw sewage into rivers, oceans,...... 2. New lesson: 38’ Teacher/s activitiesSs/ activities I.Pre-reading: a)Act.1: (5’) - elicits the words from the Ss and says them out. - writes and checks. - instructs Ss to read. - uses “ Matching” to check vocab. and asks Ss to correct.. b)Act.2: (5’) - gets Ss to read the words and match them together, gives feedback and answer key c)Act.3: Guiding questions (5’) 1 What are Mom and the boy talking about? 2.Can we enjoy our day now? Why (not)? - introduces the topic of the text and asks two above questions..

(107) - gets feedback. - makes the content of the text more clearly. II.While-reading a)Act.1: (17’) *) Questions: 1.What will happen if the pollution goes on?. 2.What will happen with the fields & streams? 3. Do you think the boy/s question (lines 9-10) is silly? Why (not)? 4. Who make the environment polluted? 5. What does the poet want us to do for the environment? - hangs on the Qs. on the board & asks Ss to read the poem to answer. - gets feedback. - asks the whole to check. - asks Ss to ask and answer the questions. III.Post-reading: (7’) - writes down the above questions and asks Ss to work in groups - gets feedback 1. Vocabulary - (a) junkyard : nơi để phế thải - (to) cover : bao bọc - foam (Un. N) bọt Ex: The streams will be covered with foam. - (to) end up :kết thúc - treasure(N) kho báu - folk (N) = people : dân gian ,người - try out & repeat chorally-individually. - give the meaning & make the sentences. - run through the words. - share their ideas and go to the B.B and match the words with the definitions. 2. Matching (Part a-P.51) *)Answer key: 1. c 2. g 3.f 4.e 5. d 6.a 7.b -read and match, take note. - They are talking about the pollution. -No. Because the environment is very polluted - read the text to answer the questions. - speak out their answers..

(108) - take notes. 3. Read the text and answer the questions. - If the pollution goes on, the world will end up like a second-hand junkyard. - The fields will be littered with plastics and tins; the streams will be covered with foam. - No. Because if he throws the bottles, that will be polluting the woods. - The mother thinks other folk made the environment polluted. - The poet wants us to take responsibilities for protecting the environment. - explain the questions, read the poem and answer them in pairs. - speak out &write their answers on the BB. - correct the answers and copy down. - ask and answer the Qs... . Brainstorm What could you do to minimize pollution in your school? Ex: - pick up the garbage - put the bins around the school yard - share their ideas in groups - write their ideas on the board and then check them..IV. Homework assignment: (2’) - asks Ss to list out the ways to protect the environment at home. - asks Ss to prepare: Write- P.52 V. Comment: ……………………………………………………………………………………… …….... Preparing date: 18/1/2014.

(109) Teaching date: 21/1 /2014. UNIT6: THE ENVIRONMENT Period 40 Lesson 4: Write I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to understand and know how to write a letter for complaints and write their letters to complain something about pollution. 2. Knowledge: - Vocabulary: (to) suggest, response (N), (a) frog, (a) toad (the) electric shock wave, (to) prohibit - Grammar: No 3. Skills: Writing and speaking, reading II. Preparation: 1. Teacher: Lesson plan, textbooks, posters, pictures… 2. Students: homework, textbooks, read the sample letter for its format and content. III. Procedure: 1. Warm-up: " Revision" : (3’) - T asks Ss to revise the format of a letter of inquiry. - Ss work in pairs to revise the format and function of each section in a letter of inquiry + Introduction: + Request: + Further information: + Conclusion: 2. New lesson: 40’ Teacher/s activitiesSs/ activities I.Pre-writing: a)Act.1: (5’) - elicits the words from the Ss and says them out. - writes and checks. - uses “ R.O.R” to check vocab. and asks Ss to correct.. b)Act.2: (7’).

(110) - hangs the form of the complaint letter on the board and explains the way form each part. - hangs on the jumbled letter named for each part: from 1 to 7 - asks Ss to macth them with: Address, opening, S, C, R, A, P/ Closing - gets feedback. - asks the whole to check and asks the Qs about the content of the letter. II.While-writing: a)Act.1: (19’) Ex: Dear Mr. President, I am writing to you about the problem of fish catching in..... - introduces the situation and asks Ss to write their complaint letter. - goes around to instruct Ss. - gives out the cellophanes(about 4) and asks Ss to write their letters in groups. III.Post-writing: (7’) - collects 3 drafts from Ss and put them in the overhead. - helps the whole to correct. - asks them to copy down.1. Vocabulary - (to) suggest Ex: I suggest that you should keep your school clean. - response (N) - (a) frog : con ếch - (a) toad : con cóc - (the) electric shock wave - (to) prohibit : cấm - try out & repeat chorally-individually. - give the meaning & make the sentences. - read the rubbed words and write them again on the board.. 2. Presentation text + Form of the complaint letter: + Matching: ( The jumbled letter at P.52) - listen and take notes - work in four groups, share their ideas and then write their answers on the worksheets. - check the answers with teacher and answer the questions.. 3. Write a complaint letter about catching fish by electricity..

(111) - read it and write it individually, using the information in Brainstorm and the text. - write a letter for themselves. - discuss in groups, share their ideas and write their letter on the cellophanes.. Exhibition - share and compare their work. - correct passages with teacher - copy it in their books IV. Homework assignment: (2’) -asks Ss to complete their letter at home and give it to T in the next lesson. - asks Ss to prepare: Language Focus - P.53-56 V. Comment: ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .............................................................................................. Preparing date: 7/1/2014 Teaching date: 15/1 /2014 UNIT6: THE ENVIRONMENT Lesson 5: language focus. Period: 41 I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to practice further in some basic knowledge in unit 6 by doing all exercises in language focus (unit 6) 2. Knowledge: - Vocabulary: health vocabulary (Revision) - Grammar: Adjectives and Adv. of manner, adverb clauses of reason, adjective + that clause and If-clause (Type 1) 3. Skills: Writing and speaking, reading II. Preparation:.

(112) 1. Teacher: Lesson plan, textbooks, posters, pictures (P.54,55), … 2. Students: homework, textbooks, do all the exercises in L.Focus (Unit 6) at home. III. Procedure: 1. Warm-up: No 2. New lesson: 43’ Teacher/s activitiesSs/ activities I.Act.1: (8’) - gives the model and checks the way to change Adj. into Adv. of manner. - checks the meaning and its function - asks them to complete the excer. in pairs. - gets feedback & helps Ss to correct. II.Act.2: (12’) - asks Ss to read through the example and give the meaning, form. - asks Ss to compare it with Pre. “Since” - asks Ss to ask and answer the questions in pairs. - gets feedback - helps them to correct.. III.Act 3: (8’) - gives the example & checks the meaning & the form.. - asks Ss to work in pairs to complete the exercise 3. - invites the answers . - asks the whole to check..

(113) IV.Act 4: (8’) - gives the example and asks Ss to revise the use and form of If-clause (Type 1) - asks Ss to do exercise 4. - gets feedback. - asks the whole to check.. V.Act 5: (7’) - asks Ss sto work in pairs and then write their answers on the board. - asks the whole to check.1. Complete the sentences with the adverbs of manner. (Part 1-P.53) *) Model: - Extreme ( Extremely b. slowly d. happily c .sadly e. well/slowly ( modifying verbs and coming at the end of the sentence. - give the structure and work in pairs. - speak out their answers & correct it. - play the role with the dialogues. 2. Adverb clause of reason: Because/as/since *) Example: Ba is tired because/as/since he stayed up Or Because Ba stayed up ........., he is tired - pick out the main clause and subordinate clause. - compare it - work in pairs, using the form. - write their answers on the board. - correct themselves. 3. Use That clause with adjectives : *) Ex: That/s wonderful. I am pleased that you are working hard. *) Structure: S + be + Adj. + that + clause (N. clause) b,I am excited that I will go to Da Lat. c,I am sorry that I broke your bicycle yesterday. d,I am disappointed that you did not phone me. e, I am amazed that I could win the first prize..

(114) - discover the use and form. - asks and answer to complete the exer. - write their answer on the board. - check it with teacher. 4. Match the two columns, focusing on If - clause (Type 1) *) Example: If we pollute the water, we will have no fresh water to use. - revise the use and form of conditional adverb clause. - work in groups. - give their answers and explain.. - check them with teacher. V. Put the verbs in parentheses in the right form. (exer. 10-P.46-workbook) Ex: If we ........................(run) out of oil, we ....................(need) other kind of energy - run/will need - complete from C to F in pairs and then write their answers on the board.IV. Homework assignment: (2’) - asks Ss to do exercise 9,10 - P.46 (workbook) at home. - asks Ss to prepare Unit 7: Getting started & Listen and Read. V.Comment : ……………………………………………………………………………………… ……. Preparing date: 10/1/2014 Teaching date: 16/1 /2014 UNIT 7: SAVING ENERGY Lesson 1: Getting started and Listen & read. Period 42 I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to understand and know how to save energy in their daily life. 2. Knowledge: - Vocabulary: energy (N), (a) water bill, (a) crack, (to) turn off # (to) turn on , (to) waste # (to) save, (a) dripping faucet - Grammar: Adverb clauses of contrast (But) 3. Skills: Listening, reading and speaking. II. Preparation: 1. Teacher: Lesson plan, textbooks, poster, cassettes, pictures P.57,… 2. Students: homework, textbooks, pictures about wasting energy, pictures P.57,… III. Procedure:.

(115) 1. Warm-up: " Picture exploiting"(G.started- P.57) (5’) -ask Ss to look at the pictures and ask them some questions to exploit them and talk about saving energy. Possible questions: Is there anyone in the living-room/bathroom? Is the light/stereo/T.V/faucet on or off? Should we do like this? What should we do with this? Ss: look at the pictures carefully the work in pairs to discuss the pictures then answer T's questions according to their own ideas 2. New lesson: 37’ Teacher/s activitiesSs/ activities I.Presentation: a.Act.1: (6’) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses R.O.R to check vocab. b.Act.2: (7’) *)Guiding questions: 1. How much does Mrs. Ha pay for the water bill? 2.Do baths waste a lot more water than showers ? - writes the questions on the board. - introduces the conversation between Mrs. Mi and Ha and tells out the task. - plays the tape twice and gets feedback. - plays the tape again - asks Ss to practice the dialogue and then invite three pairs to practice the dialogue . - helps Ss to correct pronunciation II.Practice: a.Act.1: (16’) - hangs on the poster with the statements and runs through the information. - asks Ss to read the dialogue again to decide the statement T or F - gets feedback.. III.Further practice: (8’).

(116) - gives the model and asks Ss to pick out the use. - asks Ss to compare it with So, Because, if, gives feedback. - asks Ss to do exercise 1- P.47 (workbook) and gets feedback.1. Vocabulary - energy (N) năng lượng - (a) water bill :hóa đơn tiền điện - (a) crack : vết nứt - (to) turn off # (to) turn on - (to) waste # (to) save (Trans.) Ex: We should save water. - (a) dripping faucet :vòi nước nhỏ giọt - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board.. 2. Listen and practice the dialogue. - She pays 200.000 dong. - yes, they do. - reads through the infomation. -pay attention - listen to the tape to get information. - give their answer individually. - check their answers again. - practice the dialogue in pairs - correct themselves 3. T/F statements 1. T 2.T 3.F 4.F 5.T - read through the statements. - read it and share their ideas in pairs. - give their answers and correct the false statements. 4. Adverb clause of contrast: a.Model: We came to her house, but we did not meet her. b.Structure:.

(117) Main clause, but + adverb clause of contrast (We can use But as a co-coordinating conjunction. - share their ideas in pairs and pick out the use and structure. - compare it with So, Because, If - copy down. - match two columns, using: and, but, because or so.IV. Homework assignment: (3’) - asks Ss to revise the lesson & do exercises 2,3-P.47,48 (workbook) - asks Ss to prepare: Speak -P.58, 59 + Exps for making suggestions - asks Ss to read all statements in Listen, get their contents and do as direction. V. Comment: ..................................................................................................................................... ........... Preparing date: 15 /1 /2014 Teaching date: 21/1 /2014 Period 43. UNIT 7: SAVING ENERGY Lesson 2: Speak and Listen. I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to talk about the ways to save energy and make suggestions about how to save energy, and listen and understand how people use solar energy and its advantages in the life. 2. Knowledge: - Vocabulary: instead of, (a) cooking pot, gas fire, (an) air- conditioner neon (N) - Grammar: Make suggestion with …suggest + V-ing 3. Skills: Listening, reading and speaking. II. Preparation: 1. Teacher: Lesson plan, textbooks, poster, cassettes, pictures P.59,… 2. Students: homework, textbooks, pictures about wasting energy, pictures P.59,… III. Procedure: 1.Warm-up: "Network" (3ms) oil electricity water nuclear power. Sources of energy. gas solar energy.

(118) 2. New lesson: 39’ Teacher/s activitiesSs/ activities I.Pre-speaking: a)Act.1: (5ms) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses the question: What is this? to check. b)Act.2: (7ms) asks Ss to look at the picture a: What happened? What should we do? - writes the model and runs through them. - revises the structure , meaning and form - explains more. II.While-speaking a)Act.1: (7ms) -hangs on the pictures, the cues and makes the model. - asks Ss to work in groups & goes round to elicit the expressions from Ss. - asks Ss to show their ideas to the front. - corrects if necessary b)Act.2: (8ms) - makes the model and asks Ss to practice with the pictures. - goes round to help Ss and then gets feedback. - helps Ss to correct. III.Post-speaking: a,Act.1: (13’) - hangs on the poster and asks Ss to run through the information. - explains the words: solar energy, solar panel, nuclear power - plays the tape again (twice) - gets feedback. - plays the tape once more and gets feedback again.1. Vocabulary - instead of -(a) cooking pot - gas fire - (an) air- conditioner - neon (N) - try out and repeat chorally- individually - give the meaning, stress & make sentences.

(119) 2. Presentation text .Model: Lan: I think we should turn off the faucet. Hoa: I suggest fixing the faucet . Form: When we make suggestions, we use -I suggest + V-ing Ok -I think we should That/s a good idea -Why don/t we......? All right / -Let s ........... No. I don/t want to - look at the picture and answer the Qs. - read through the model. - give the meaning, structure and use. - listen and copy down. 3. Discover the pictures (P.59) *) Possible questions: Pic.A: What happened with the faucet? Pic.B: What do we use to cook? Pic.C: What happened? - look at them and make the model with teacher. - ask and answer to discover the pictures. - express their ideas individually. - correct themselves. 4. Make suggestions about how to save energy. *) Example exchange:Pic.A: Nga: I think we should turn off the faucet to save water. Ba: That/s a good idea. - make the model with teacher. - practice making suggestions about how to save energy. - correct themselves. V. Listen and fill the missing information in the gaps.(Part b-P.60) *) Answer key 1. effective 4. store 2. pollution 5. roof 3. countries 6. instead - read through the information, note down - listen and then share their ideas in groups - write their answers on the board. - listen again and check the answers.IV. Homework assignment: 3’ - asks Ss to write the passage about advantages of solar energy at home - instructs them to prepare : Read V.Comment:.

(120) Preparing date: 10/2 /2014 Teaching date: 13/ 2/2014 Period 44. UNIT 7: SAVING ENERGY Lesson 3: Read. I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to understand the details of the passage about saving electricity and know how to save electricity in their daily life. 2. Knowledge: - Vocabulary: consumer(N), light bulb(N), (a) labeling scheme(N) tumble dryer(N), conserve(V) - Grammar: No 3. Skills: Reading and speaking. II. Preparation: 1. Teacher: Lesson plan, textbooks, poster, … 2. Students: homework, textbooks, read the passage and look up the new words, … III. Procedure: 1. Warm-up: "Discussion"4’ - T: raises the question and gets Ss to discuss it in groups "What are the advantages of using solar energy?" - Ss: work in groups of four to discuss the question + Cheap and inexpensive (using it without money) + Clean (doesn't cause pollution) 2. New lesson: 38’ Teacher/s activitiesSs/ activities I.Pre-reading: a)Act.1: (6’) - elicits the words from the Ss and says them out. - writes and checks. - instructs Ss to read. - uses “ Matching” to check vocab. and asks Ss to correct. b)Act.2: (7’) - hangs on the statements and focus Ss on the information. - asks Ss to read the passage individually and then share their ideas in groups. - gets feedback: What is the passage about?.

(121) - explains more to make it clearer II.While-reading a)Act.1: (15’) - hangs on the Qs. on the board & runs through them.. - asks them to read the passage again to answer all. - gets feed back. - asks the whole to check. - asks Ss to play the role with the Qs.,. III.Post-reading: (7’) - writes down the above task and asks Ss to work in groups to list out their ideas on the worksheets. - gets feedback - asks the whole to share their ideas.1. Vocabulary - consumer (N) - light bulb (N) - (a) labeling scheme (N) - tumble dryer (N) - conserve(V) - not only.......... but also.......... Ex: We not only save energy but also conserve it - try out & repeat chorally-individually. - give the meaning & make the sentences. - run through the words. - share their ideas and go to the B.B and match the words with the definitions. 2. Choose the best summary of the passage *)Answer key: 3. North American and European countries are interested in saving money and natural resources. - read through the summaries..

(122) - read the passage and then share their ideas in groups to choose the best summary. - gives their answers and their ideas. - copy down. 3. Comprehension questions . (P.61) *)Answer: 1.They are interested in products that not only work effectively but also save money.. 2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs. 3. She will pay US$ 2 for lighting if she uses two energy-saving bulbs instead. 4. The purpose of the labeling scheme is to tell the consumers how much energy efficiency each model has so that they can save money and energy. 5.We should save energy to conserve the Earth/s resources. - read through the questions. - read it and share their ideas in pairs. - speak out &write their answers on the BB - correct the answers and copy down. - ask and answer the Qs. . Brainstorm List out the ways to save electricity - share their ideas in groups and list out the ways to save electricity - write their ideas on the board. - check and add more ideas.IV. Homework assignment: (3ms) - asks Ss to read the text at home again and list out the ways to save electricity. - asks Ss to prepare: Write- P.61 V.Comment:. ..................................................................................................................................... Preparing date: 12 /2/2014 Teaching date: 18/2/2014 UNIT 7: SAVING ENERGY.

(123) Period 45 Lesson 4: write I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to know how to give a speech and prepare a speech about the environment or energy-saving. 2. Knowledge: - Vocabulary: Vocabulary about energy waste problems - Grammar: No 3. Skills: Writing and speaking, reading II. Preparation: 1. Teacher: Lesson plan, textbooks, posters, energy-wasting pictures, … 2. Students: homework, textbooks, read the sample letter for its format and content. III. Procedure: 1. Warm-up: " Slap the board " : (3’) environment energy conserve Natural resources. garbage. - T writes the words on the B.b and gets them to play the game. - Ss work in two groups to play the game for revision. 2. New lesson: 39’ Teacher/s activitiesSs/ activities I.Pre-writing: a)Act.1: (5’) - introduces a speech and asks Ss to match exercise a-P.61. - gets feedback and checks the understanding of the form. - explains more each part of a speech and notices Ss the conjunctions, connectors..... used to connect the ideas. - asks Ss to compare each part. b)Act.2: (7’) - hangs the speech that is not in a right order and asks Ss to read through it. - asks them to work in groups to order it into a complete speech. - gets feedback. - makes the meaning clearer. II.While-writing: a)Act.1: (20’) - introduces three topics and explains some words in the callouts..

(124) - asks Ss to choose their topics and write a speech. - goes around to help Ss. - gives out the cellophanes (about 4) and asks Ss to write their speech in groups. III.Post-writing: (8’) - collects 3 speeches from Ss and put them in the overhead. - helps the whole to correct. - asks Ss to read out their speeches to the front. Good morning, ladies and gentlemen. Today I am going to tell you how to reduce garbage. Firstly, we should collect plastic bags and make the other use for them. Secondly, we should not keep solid waste with food way. Finally, we should put different kinds of waste in different places. If we follow these simple ways, we not only save money, but also keep our environment clearer. 1. Presentation text (Matching - Part a-) *) Parts of a speech: 1. Introduction: Getting people/s attention and telling them what you are going to talk. 2. Body: Giving details in easy-going language. 3. Conclusion: Summing up what you have said. - work in pairs to complete it. - give their answers and explain the functions of each part of a speech. - copy it down. - find out the differences. 2. Ordering (Part b - P.61) *) Answer key: Order: 3-2-1 - read it through to make sure the meaning - work in four groups, share their ideas and then order it. - give their orders and explain - copy it down and then read out the speech 3. Write a speech. (Part c-P.62) Example: Good morning., ladies and gentlemen. I am ........... and today I am going to tell you how to reduce garbage. ............................................. - read it and write it individually, using the information in Brainstorm and the text..

(125) - write a letter for themselves. - discuss in groups, share their ideas and write their letter on the cellophanes. Exhibition - share and complete their work. - correct the speeches with teacher. - present their speech to the front of the class. IV. Homework assignment: (3’) - asks Ss to complete their speech at home. - asks Ss to prepare: Language Focus - P.62-64. V. Comment: .................................................................................................................. ..................................................................................................................................... .................................. Preparing date: 18 /2/2014 Teaching date: 22/2/2014 UNIT 7: SAVING ENERGY Period: 46 Lesson 5: language focus I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to practice further in some basic knowledge in unit 7 by doing all exercises in language focus (unit 7) 2. Knowledge: - Vocabulary: Vocabulary about energy waste problems (Revision) - Grammar: connectives: and, but,…, phrasal verbs and making suggestions. 3. Skills: Writing and speaking, reading II. Preparation: 1. Teacher: Lesson plan, textbooks, posters, pictures (P.63), … 2. Students: homework, textbooks, do all the exercises in L.Focus (Unit 7) at home. III. Procedure: 1. Warm-up: No 2. New lesson: 39’ Teacher/s activitiesSs/ activities I.Act.1: (14’).

(126) - gives the connectives : and/or, but, so,......and checks the meaning, the function and use. - asks them to complete the excer. in pairs. - gets feedback & helps Ss to correct. II.Act.2: (11’) - asks Ss to match the phrasal verbs with the pictures to find out the meaning.. - gets feedback and explains their meaning - asks Ss to complete exercise 2 in pairs. - gets feedback - helps the whole to correct.. III.Act 3: (14’) - gives the example & checks the meaning & the form.. - asks Ss to work individually and the in pairs to complete the exercise 3. - invites the answers . - asks the whole to check.1. Use the correct connectives to complete the sentences.(Part 1-P.62) *)Answer key: a, and b, but c, because d,Therefore.

(127) e, or f,so g,and h, however - give the structure and work in pairs. ( adverb clause of reason, result, concession.................... - speak out their answers & correct it. 2. Use the right tense form of the phrasal verbs in the box and the pictures *) Answer key: a, look after b, go on c, turn on d, look for e, turn off - match it in groups to find out the meaning. - speak out their answers. - work in pairs, using the phrasal verbs and the tense form.. - write their answers on the board. - correct the answers and copy down. 3. Rewrite the sentences, using the cues.(Part 4-P.64). *) Example: - collect some money. ( I suggest collecting some money. - work harder on your pronunciation. ( I suggest (that) you should work harder on your pronunciation. *)Answer key: a) - I suggest collecting unused clothes. - I suggest organizing a show to raise money. b) - I suggest that you should write sentences with new words. - I suggest that you should speak English in class. - S + suggest + V-ing - S + suggest (that) + S + should + V-inf. - discover the use and form. - write the ways to make suggestions ; first Exer. (a) and then (b) - write their answers on the board. - check it with teacher then copy down. IV. Homework assignment: (6’) - asks Ss to revise the lesson at home. - asks Ss to revise all basic knowledge in unit 6 and unit 7 for the coming test + Adjs and advs + Adv clauses of reason + Adjs - that clauses.

(128) + Conditional sentences (Type I) + Connectives + Phrasal verbs + Suggestions V. Comment: .................................................................................................................. ......................... Preparing date: 21/2/2014 Teaching date: 25/2/2014 Period 47 ONE PERIOD TEST I.Objectives : -By the end of the lesson ,Ss will be able to do the test fluently ,correctly II.Knowledge :From Unit6 to 7 1. Language: -vocab :activities -grammar: Prepositions,connective,comprehension question, If clause ,suggest 2.Skills : writing , reading III.Matrix Chủ đềNhận biết Thông hiểuVận dụngTổngTNTLTN TLTNTLI.Language Focus Prepositions,connective If clause ,suggest 14/45/ 45% 10/2.5 /25% 4/2. 0/20%14/45/ 45%II.Phonetics ed ,o ,au u4/1.0/10% 4 / 1.0 /10% 4/1.0/ 10%II. Writing Correct the mistakesAdv ,connective ,request 4/2/20%4/2/20% 4/2/ 20%III. Reading Dalat.

(129) Multiple ch. 5/2.5/ 25% 5/2.5 / 25 % 5/2.5 / 25 %Tổng14/4/40% 9/4/ 40% 4/2/20%27/10/ 100 %IV.Test and keys I . Choose the best answer and circle it. (2,5ms) 1. Can you …………….. the light? - It’s too dark to do homework. A. turn off B. turn on C. turn in D. turn at 2. I think people should use tree leaves for ……………food. A. wrapping B. rolling C. making D. recycling 3. If it is raining this evening, I ……………. A. will go out B. don’t go out C. go out D. won't go out 4. I’m disappointed …….. people have spoiled this area. A. if B. when C. that D. how 5. We couldn’t go on a picnic as planned ………….it was raining hard. A. however B. but C. because D. so 6. Sue likes ......... the kitchen as often as possible. A. to cleaning B. cleaning C. that I clean D. clean 7. Everyone must take part……….preventing deforestation A. off B. on C. in D. at 8. What are you looking ……….. ? –My picture book. I’ve lost it. A. on B. off C. in D. for 9.How about……a bus ? we have plenty of time A. to taking B. taking C. that I take D. take 10.Please ………..off the lights before leaving the room A. turn B. turning C. put D. get II- Supply the correct tense or form of the verbs in brackets. (2ms) 1. If the rice paddies ( be ).. … .polluted, the rice plants ( die) ……………… 2. I suggest ( collect )……………… garbage 3. They (buy)…………………… these interesting books several times. 4. Why don’t we ( go )……………………………… to the zoo now ? III-Phonetics : (1m) 1. A. forest B. pollution C. foreign D. honest 2. A. studied B. turned C. installed D. interested 3. A. faucet B. bathe C. save D. cake 4. A. club B. plumber C .pub D. reduce IV.Choose the one word or phrase that would not be appropriate and correct it: (2ms).

(130) 1.His family was poor, because he couldn’t go to school. A B C D 2.The baby laughed happy as she played with her toys. A B C D 3.They suggested she gets a good dictionary. A B C D 4.Tom is a carefully driver. AB C D V. Read the passage carefully and then circle the best answer A, B, C or D ( 2.5ms) I arrived in London at last. The railway station was big, black and dark. I did not know the way to my hotel, so I asked a porter. I spoke English not only very carefully, but clearly as well. The porter, however, could not understand me. He answered me, but he spoke neither slowly nor clearly. “I am a foreigner”, I said. Then he spoke slowly, but I could not understand him. My teacher never spoke English like that! The porter and I looked at each other and smiled. Then he said something and I understood it. “You will soon learn English!” he said. I wonder. In England, each man speaks a different language. The English understand each other, but I don’t understand them! Do they speak English? 1. The writer asked the porter A. How to speak English B. Where the railway station was C. The direction to the hotel D. If he could speak English 2. The porter couldn’t understand the writer because A. The writer didn’t speak English very carefully B. The writer repeated the question several times C. The porter didn’t know English D. The writer English was unusual 3. The writer’s teacher of English A. Spoke English different from English people B.Never spoke English in class C. Didn’t speak English slowly D. Didn’t work as a porter 4. In England A. People understand one another without speaking English B. People speak English, which is not like the one the writer studied at school. C. People don’t speak English at all. D. Each person speaks a different language. 5. Which of the following statements is not true? A. The writer expected every one in England to speak like his teacher. B. At last the writer understood what the porter said. C. The porter didn’t feel angry with the writer. D. The porter always spoke English slowly and clearly. ANSWER KEYS:N1 I.(10 x 0,25Ps) = 2,5Ps..

(131) 1. B 2. A 3. D 4. C 5. C 6. B 7. C 8. D 9. B 10. A II.( 4 x 0,5 ) = 2Ps. 1.are polluted /will die 2. collecting 3. have bought 4. go III.(4 x 0,25Ps) = 1P. 1. B 2. D 3. A 4. D IV. ( 4 x 0,5P) = 2,0Ps. 1.C 2.B 3.B 4.C V. ( 5 x 0,5P) = 2,5Ps. 1. C 2.D 3.A 4.D 5.D V.Results and Comments 1.Results : Classes 0- < 3 3-<5 5-<6,56,5-<8,0 8- 109A9B9C2.Comments : ……………………………………………………………………………………… ……. Preparing date: 14 /2/2014 Teaching date: 18/2/2014 Period 48 UNIT 8 : CELEBRATIONS Lesson 1: Getting started - Listen & Read I. Objectives: 1. Aim: At the end of the lesson, Ss will be able to understand and get to know some celebrations in Vietnam and around the world. 2. Knowledge: - Vocabulary: (to) celebrate, (to) occur, (to) decorate, (a) sticky rice cake, slavery (n) - Grammar: Relative clauses with “Which, Who and Whom”. 3. Skills: Listening, reading and speaking. II. Preparation: 1. Teacher: Lesson plan, textbooks, poster, cassettes, pictures P.65, 66,… 2. Students: homework, textbooks, pictures about celebrations, pictures P.65, 66, … III. Procedure: 1. Warm-up: "Matching"(Getting started- P.65). (5’) -uses the pictures and asks Ss to share their ideas in groups to match them with the celebrations. Questions: + When does Lunar New Year/ Christmas/........ occur? + What do the people often do at Lunar New Year/ Christmas/.............? + Which celebrations do you like best? Why? - Look at the pictures carefully then match them with the names of the celebrations given together with answering the T's questions..

(132) 2. New lesson:. 37’ Teacher/s activitiesSs/ activities. I. Presentation: a.Act.1: (5’) (Trans) (Trans) (Examples) (Picture) (Situation) - elicits first and says out the words - writes and checks, asks Ss to make the sentences and runs through the words. - uses Slap the board to check vocab. b.Act.2: (5’) - writes the questions on the board. - introduces the passage. - plays the tape twice. - gets feedback. - plays the tape again - aks Ss to read the text again to check Answer key: - ........ Tet, Passover and Easter - ......... Viet Nam -.......... Israel II. Practice: a.Act.1: (12’) *Answerkey: CelebrationWhen?Activities?Food?Country?TETin late January or early Februarycleaning and decorating homes and enjoying special foodsticky rice cakesViet NamPassoverlate March or early Aprilcelebrate freedom from the slavery.special meal called SederIsraelEasteraround the same time as Passoverpeople crowd the streets to watch colorful paradeschocolate or sugar eggsIn many countries. - hangs on the poster with the Table and runs through the information. - asks Ss to read the text again and find out the missing information. - gets feedback. b.Act.2: (8’) -makes the model with Ss and asks them to work in pairs. III. Further practice: (7’).

(133) - gives the model and asks Ss to pick out the use., gives feedback. Example: 1. Tet is a festival which occurs in late January. 2. The doctor who checked our health is Mr.Nam. 1. Vocabulary: -(to) celebrate :kỉ niệm { celebration (N) - (to) occur : xảy ra - (to) decorate :trang hoàng - (a) sticky rice cake : bánh nếp - slavery (N) nô lệ - try out and repeat chorally- individually - give the meaning & make sentences and read through them. - play the game into two teams. 2. Listen and answer the Qs: *)Guiding questions: 1. What celebrations do people talk about? 2. Which countries celebrate TET? 3. Which countries celebrate Passover? - reads through the information. - pay attention, listen to the tape to get information, give their answer individually, check their answers again. - read it and confirm their answers 3. Word map (Read the text and fill the information on the Table- P.66). - read through the Table.and share their ideas in pairs. - give their answers and explain them - check the answers with T. 4. Asks and answer about the celebrations. Possible questions: 1. When is Tet celebrated? 2. Which activities do people often do?.

(134) 3. What food do they often eat? 4. Which countries is it celebrated in? - ask and answer the information on the Table. 5. Relative clause: *) Use and form: The relative clause is the subordinate adjective clause. It begins with relative/ adverb pronouns and comes after the modifying nouns/ noun phrases - share their ideas in pairs and pick out the use and structure. - copy down the rule. 3. The teacher whom I saw yesterday is kind. IV. Homework assignment: (3’) - asks Ss to revise the lesson & do exercises 1,2-P.52,53 - (workbook) - Prepare : + Speak: (How to give & respond to complements) + Listen: (Fill the missing words and practice singing the song) V.Comment. Preparing date: 17 /2/2013 Teaching date: 20/2/2013 Period 49. UNIT 8 : CELEBRATIONS Lesson 2: Speak and Listen. I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand and use the ways to give and respond to compliments, listen and understand the content of the song Auld Lang Syne and practice singing it. B. Knowledge: - Vocabulary: compliment (N), to congratulate, charity (N), nominate (V) acquaintance (N) - Grammar: How to give and respond to a compliment. C. Skills: Listening, reading and speaking. II. Preparation: A. Teacher: Lesson plan, textbooks, poster, cassettes, pictures P.67, the song. B. Students: homework, textbooks, pictures P.67, the song "Auld Lang Syne". III. Procedure: A. Warm-up: "Question given": (3’) -Asks Ss to answer the following questions. 1. When does Tet occur? 1. What do people often do on Tet holiday? 2. What do people often eat at Easter? 4. In which countries is Easter celebrated? B. New lesson: 40’ Teacher/s activitiesSs/ activities.

(135) I. Pre-speaking: a)Act.1: (7’) (Explanation) (Explanation) (Situation) (Trans.) (Trans.) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses Matching to check vocab.. b)Act.2: (8’) - gives a picture in which Hoa gets 10 marks for her exam. ? How many marks does Hoa get ? What does Lan want to say - asks Ss to look at the picture and elicits the target language from Ss. - writes the model and runs through them. - does concept check. - explains more and runs through the model. II.While-speaking a)Act.1: (10’) - hangs on the pictures and helps Ss to pick out the situation. - gives the example and asks Ss to work in pairs to practice giving and responding to compliments. - asks Ss to show their ideas to the front. - corrects if necessary *) Questions for Teacher. ?Who are they ? What has Trang just got ? What does Mai say ? What does Trang respond. III. Post-speaking: a,Act.1: (15’).

(136) - explains the song Auld Lang Syne and asks Ss to listen to the song. - helps Ss to practice singing the song1. Vocabulary - compliment (N) :khen ngợi - congratulate (V) : chúc mừng { congratulation (N) ( to congratulate sb on sth - charity (N) :hội từ thiện - nominate (V) : đề cử {nomination (N) - acquaintance (N) :làm quen - try out and repeat chorally- individually - give the meaning, stress & make sentences, match the words with the Vietnamese meaning. 2. Presentation Dialogue: Model: Lan: Congratulations on your result. Hoa: Thanks. 2. Form: When we want to give compliment,we use + Give a compliment: - Well done - Congratulations on ........... - Let me congratulate you on ........ + Respond to a compliment: - Thanks - It/s nice of you to say so - That/s very kind of you. - look at the pictures and answer the questions, try to pick out the language. - read through the model. - give the meaning, form and use. - listen and copy down. 3. Give the appropriate compliment and respond for each situation. (P.66) *) Example: Mai:Well done, Trang Trang: Thanks - look at them , answer the Qs. - make the model with teacher and build up their conversations through pictures. - practice giving a compliment. - correct themselves. 4. Listen and fill in gaps.

(137) *) Answer key: a, days d, hand b, take e, kindness c, mind - listen and fill in gaps. - practice singing the songIV. Homework assignment: (2’) - Practice singing the song again at home. - Prepare : Read (P.68-69) - Read the texts then answer the Qs (P.69) V. Comment: ……………………………………………………………………………………… ……………………………………………………………………………………… …………. Preparing date: 22 /2/2013 Teaching date: 25/2/2013. UNIT 8: CELEBRATIONS Period 50 Lesson 3: Read I. Objectives: A. Aim: At the end of the lesson, Ss will be able to understand the details of the passages about the feelings from the children for their fathers. B. Knowledge: - Vocabulary: hug (N), considerate(Adj), sense of humor, priority (N), terrific (Ad - Grammar: No C. Skills: Reading and speaking. II. Preparation: A. Teacher: Lesson plan, textbooks, poster, picture cards about some celebrations. B. Students: homework, textbooks, read the passages & look up the new words, … III. Procedure: A. Warm-up: "Matching"4’ T sticks the picture cards on the board and asks Ss to match them with the following celebrations. 1. Women/s Day 4. Christmas Day / 2. Teacher s Day 5. Lunar New Year / 3. Father s Day 6. Birthday - Ss: Match the cards to the correct celebrations.

(138) B. New lesson: 38’ Teacher/s activitiesSs/ activities I.Pre-reading: a)Act.1: (6’) (Mime) (Trans.) (Explanation) (Trans) (Synonym) - elicits the words from the Ss and says them out, writes and checks. - uses Slap The Board to check vocab. b)Act.2: (6’) - hangs on the statements and focus Ss on the information. - asks Ss to predict the information in groups. - gets feedback. II.While-reading a)Act.1: (10’) - asks Ss to read the passages again to check their predictions. - gets feedback again. - checks the understanding. b)Act.2: (8’) - hangs on the Qs. on the board & runs through them. - asks them to read the passage again to answer all. - gets feed back. - asks the whole to check. - asks Ss to play the role with the Qs.,. III.Post-reading: (8’) NameNamAge45JobWorkerAppe aranceTallCharacterGenerousY our feelingsLove,….

(139) - writes down the above Table and asks Ss to complete it with the information about their father, makes the model and asks them to ask and answer about their father, gets feedback1. Vocabulary - hug (N) : ôm {(to) hug/ to give a hug - considerate(Adj): ân cần ,chu đáo - sense of humor : khiếu hài hước Ex: Nam always has a sense of humor. - priority (N) : quyền ưu tiên - terrific (Adj)=wonderful - try out & repeat chorally-individually. - give the meaning & make the sentences. - Play the game into two teams. II. T/F statement predictions *) Statements: 1. Rita/s father teaches him how to love, cry and laugh. 2. Jane is now a little girl. She always remembers the days when she lived with her father. 3. Jane is always a little girl of her father. 4. Bob/s father is a considerate and generous man. 5. All his friends do not know him a lot. - read them through, share their ideas and write their predictions on the worksheets. - stick the worksheets on the board. 3. Checking predictions: *)Answer key: 1. T 2. F 3. T 4. T 5. F - read it and then share their ideas in pairs. - give their answers. - give out the information in the passages. 4. Answer the questions: (P.69) *)Answer key: a, to his father. b, his sense of humor. c, A father as a good teacher, a good caretaker , a good friend, ............ * When is Father/s Day?-It is on the third Sunday in June. - read through the questions. - read it and share their ideas in pairs. - speak out &write their answers on the BB, correct the answers and copy down. - ask and answer the Qs..

(140) V. Talk about your father Ex: S1: What is your father/s name? S2: He is Nam S1: How old is he? S2: He is forty- five years old. .......................................... - complete the information in the Table about their father, make the model with T and use their own language to ask and answer, make the conversations to the front..IV. Homework assignment: (3’) - asks Ss to read the text at home again and write about their father , using the information on the Table, asks Ss to prepare: Write- P.70 V. Comment: ……………………………………………………………………………………… …. Preparing date: 22 /2/2013 Teaching date: 27/2/2013 UNIT 8: CELEBRATIONS Lesson 4: Write. Period 51 I. Objectives: A. Aim: At the end of the lesson, Ss will be able to write a paragraph about their ideas for celebrating Mother/s Day or Father/s Day. B. Knowledge: - Vocabulary: (to) express one/s feelings, (to) enhance, opportunity (N), memory (N), (to) support (N) - Grammar: No C. Skills: Writing and speaking, reading II. Preparation: A. Teacher: Lesson plan, textbooks, posters, … B. Students: homework, textbooks, read and study the outline carefully for its content. III. Procedure: A. Warm-up: " Network" : (3’) Women/s Day. Celebrations in your country. Teacher/s Day National day.

(141) B. New lesson:. 40’ Teacher/s activitiesSs/ activities. I.Pre-writing: a)Act.1: (5’) (Explan) (Trans) (Trans) (Trans) (Trans) - elicits the words from the Ss and says them out. - writes and checks. - uses Slap The Board to check vocab. b)Act.2: (4’) - asks Ss to read the outline at P.70. - gets feedback and checks theunderstanding of the outline.. - explains more each part of a paragraph used to connect the ideas.. II.While-writing : a)Act.1: (6’) - hangs on the Qs. and asks Ss to ask and answer them in pairs. - gets feedback. - makes some information clear b)Act.2: (18’) -asks Ss to write the paragraph individually - goes around to help Ss. - gives out the cellophanes (about 4) and asks Ss to write their paragraph in groups.. III.Post-writing: (6’) - collects 3 paragraphs from Ss and put them in the overhead. - helps the whole to correct.1. Vocabulary.

(142) - (to) express one/s feelings - (to) enhance - (to) have an opportunity to do something = (to) have a chance to do something - memory (N) (Trans.) - (to) support (N) (Trans.) - try out & repeat chorally-individually. - give the meaning & make the sentences. - Play the game into two teams. 2. Presentation text *) Outline of a paragraph: 1. Introduction: Talking about the reasons you want to celebrate Mother/s Day or Father/s Day. 2. Body: Giving details about when, how to celebrate, what special gifts and food to offer. 3. Conclusion: State whether or not you think your ideas will be supported and you hope it will be celebrated. - read it and give their answers and explain the main content of each paragraph. - copy it down. 3. Answer the questions: a. Why do you want to celebrate Mother/s Day/ Father/s Day ?. b. When will you celebrate it? Why do you want that day? c. How will you celebrate it? d. What special gifts do you want to give to your Mother/Father? e. What foods do you want to offer them? - ask and answer the questions to pick out the information, ask and answer to the front, take notes. 4. Write a paragraph: - write a paragraph about having a day to celebrate for their Mom. - discuss in groups, share their ideas and write their letter on the cellophanes. 5. Exhibition: - share and compare their work. - correct the paragraphs with teacher. - take notesIV. Homework assignment: (2’) - asks Ss to complete their paragraphs and write another one about a day for their mothers. - asks Ss to prepare: Language Focus - P.70-73. V. Comment: ……………………………………………………………………………………… ………….

(143) Preparing date: 1 /3/2013 Teaching date: 4/3/2013 Period: 52. UNIT 8: CELEBRATIONS Lesson 5: language focus. I. Objectives: A. Aims : By the end of the lesson, students will be able to recognize and distinguish relative clauses and know how to use them in various situations, and the adverbs clauses of concession. B. Knowledge: - Vocabulary: - Grammar: Relative clauses ; adverb of clauses of concession. C. Skills: Writing and speaking, reading II. Preparation: A. Teacher: Lesson plan, textbooks, posters, pictures (P.63), … B. Students: homework, textbooks, do all the exercises in L.Focus (Unit 7) at home. III. Procedure: A. Warm-up: No B. New lesson: 42’ Teacher/s activitiesSs/ activities I. Activity 1 - remind sts Relative pronouns that they have learnt in the previous period. - tell sts how to identify relative clauses Mệnh đề xác định là mệnh đề được dùng để xác định danh từ đứng trước nó. Mệnh đề xác định là mệnh đề cần thiết cho ý nghĩa của câu, không có nó thì câu khoâng coù nghóa.. -let sts to work in pairs to do this exercise -give the feedback, comment. II.Activity 2 -guide sts how to do. -give a the first answer. -give the feedback, comment. III.Activity 3.

(144) - have sts look at the pictures in the book and use relative clause to describe . - give the feedback, comment.. IV.Activity 4 -explain how to use the adverb clauses of concession. Mệnh đề trạng ngữ chỉ sự nhượng bộ là mênh đề phụ chỉ sự tương phản của hai hành động trong câu Mệnh đề này thường được bắt đầu bằng các từ : Though ; although ; even though. - give the feedback, comment.. V.Activity 5 -let sts to work in pairs to do this exercise -give the feedback, comment. *1. Defining relative clauses : a. Defining clauses : Ex : The book which you lent me was very interesting *“Who, Which”: replace for pronouns and nouns -Who: is used for people. -Which: is used for things. . Join the sentences. Use relative clauses : a. Auld Lang Syne is a song which is sung on New Year Eve. b. This watch is a gift which was given to me by my aunt on my 14th birthday. c. My friend Tom, who sings Western folk songs very well, can compose songs. d. We often go to the town cultural house, which always opens on public holidays. 2. Describe each of the people in the pictures. Use Relative clauses - Mom is the woman who is sitting in an armchair. - Dad is the man who is standing behind my sister. - Linda is the little girl who is wearing a pink dress..

(145) - Grandmother is the woman who is wearing a violet blouse. - Uncle John is the man who is wearing a pink jumper. - Jack is the little boy who is sitting on his mother’s lap. 3. Adverb clauses of concession Ex : Even though I was really tired, I couldn’t sleep. Join the sentences. Use the words in brackets. b. Although we don’t have a Mother’s Day in Viet Nam, dad and I have special gifts and parties for my mom every year on the 8th of march. c. We went to Ha Noi to watch the parade on the National Day last year even though we live in Nam Dinh. d. Many tourists enjoy festivals in Viet Nam though they do not understand Vietnamese cultural very much. 4. Look at the pictures. Complete sentences: a. Although Mrs. Thoa was tired, she helped Tuan with his homework. b. Even though Liz has an exam tomorrow , she is still watching TV now. c. It rained yesterday although the weather bureau predicted the weather would be fine. d. Ba ate a lot of food though he wasn’t hungry. e. Even though the keyboard wasn’t working well, Miss Mai tried to finish her letter.IV. Homework assignment: (3’) - Learn by heart all the new words and structures - Read the text and do exercise in workbook -prepare : correction test V. Comment: Preparing date: 1 /3/2013 Teaching date: 6/3/2013 Period 53 TEST CORRECTION. I. Objectives: A. Aim: Ending the lesson, Ss will be able to examine, evaluate and adjust their learning, consolidate the basic knowledge in Units 6 and 7, self-correct the mistakes they made from the test and know how much progress they have made. B. Knowledge: From unit 6 to unit 7. - Grammar: Prepositions,connective , If clause ,suggest C. Skills: Writing, reading, listening and speaking. II. Preparation: A. Teacher: Lesson plan, cassette, cassette tape; test papers; posters B. Students: books, notebooks, ... III. Procedure: A. Warm-up:.

(146) B. New lesson: 42’ Teacher/s activitiesSs/ activities I. Test handing out:: (4’) - hands the testing papers out then gives general comments on the Ss’ tests. - has Ss pay much attention to the mistakes they made in the tests. - gets Ss’ ideas II.Test correction:: (21’) - gets Ss to work individually for self-correction - moves around the class to control . - gives some help if having - gives answer key to some small errors. - asks Ss to work in pairs for peer- correction. - controls the class, follows the activities and helps them some certain mistakes and provides answer key to more difficult ones - takes notes general errors that many Ss made on a poster for later correction - collects all the errors and groups them into different ones for correction. - shows the common and main mistakes on a poster then makes them clear. - gives some more examples if necessary. - gives answers to all Qs raised by Ss. - focuses Ss on the following basic grammar points - explains them more and makes sentences with them. - gives answer key to the hardest ones III.Further practice : 7’ -ask Ss to work individually -call on some Ss to go to the board -give feed back -ask them to copy down.

(147) - get their tests, look at them roughly then listen to the T. - focus on the errors they made then ask T for something if necessary. 1. Self-correction: - work individually and look at their own errors then try their best to correct the errors themselves by brainstorming all things they have learnt. - make a list of the wrong answers for correction. 2. Peer-correction: - work in pairs and exchange their papers with each other to correct. - share their ideas in pairs and reach agreement if they can. - ask T for help if necessary. - take notes on some mistakes they find it unclear. 3. T’s & Ss’ interactive correction: - give out their ideas about the errors they can’t correct - listen to the T’s explanations carefully and try to get the correct answers. - take notes and raise some more questions for real understanding. - copy down all what T provides + Adverb clauses of reason ( as, because, since ) / Adjective + that clause. + Conditional sentences: (Type 1) If + Simple present, simple future * Note: (Must/might/should/… can be used instead of shall/will in main clause) + Connectives : and, but, because, or, so, therefore, however, besides… - Phrasal verbs / Making suggestions. Underline the best word or words to complete each sentence 1. I suggest …… a shower.( took/ taking/ take) 2. Mr. Vinh speaks English quite…………….. ( better/ good/ well) 3. You should ……………the amount of water your family uses. ( recycle/ reduce / reuse ) 5. What will happen if the pollution ………………. on.( puts / goes / takes) 6. Don’t forget to ………the TV when no one watches it. ( turn up/ turn on / turn off). IV. Homework assignment: (3’ ) -Remind the important grammar : tenses , prepositions , connective , If clause ,suggest -do exercises in work book.

(148) -prepare Unit 9 lesson 1 :getting started-listen and read V.Comment : ..................................................................................................................................... ........... Preparing date: 16/3/2014 Teaching date: 25/3/2014 UNIT 9: NATURAL DISASTERS Lesson 1: Getting started and listen & read. Period: 54 I. Objectives: A. Aims : At the end of the lesson, Ss will be able to:Learn vocabulary about disasters and understand the dialogue about the weather.And talk about the weather of the countries in Viet Nam. B. Knowledge: - Vocabulary: earthquake, forecast, thunderstorm,trust, typhoon, volcano, expect. - Grammar: Relative clauses, Adverb clause of concession C. Skills: Listening, reading and speaking. II. Preparation: A. Teacher: Lesson plan, textbooks, posters, B. Students: homework, textbooks, . III. Procedure: A. Warm-up: 3’Matching (Getting started- P.65) T: uses the pictures and asks Ss to share their ideas in groups to match them with the phrases 1. snowstorm 3. volcano 2. earthquake 4. typhoon B. New lesson: 40’ I.Presentation: 15’ a.Act.1: (Pic..) (Pic..).

(149) (Pic..) (Tras.) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences and runs through the words. - uses Slap the board to check vocab. b.Act.2: Listen and answer the Qs.. *) - writes the questions on the board. - introduces the passage. - plays the tape twice. - gets feedback. - plays the tape again - aks Ss to read the text again to check - asks Ss to read the text aloud in groups. II.Practice:. 18’. a.Act.1: *)Answer key: 1. turn up- weather forecast 2. raining 3. central highlands 4. have temperatures 5. the weather forecast- watching them - hangs on the poster with the missing information and runs through the information. - asks Ss to read the text again and find out the missing information. - gets feedback.. III.Further practice: 7’ Example exchange: S1: What/s the weather like in Ha Noi? S2: It is hot and sunny S1: What is the temperature? S2: It has the temperature between 27oC and 35oC.

(150) - gives the language and makes the model. - asks Ss to practice it in pairs, basing the map at P.75 - gives feedback.1.Vocabulary -weather forecast : dự báo thời tiết -thunderstorm( n ): baõo coù saám seùt vaømöa to -expect ( v ) : mong đợi -trust ( v ) : tin tưởng -in case : trong trường hợp -C = degree Celsius : - try out & repeat chorally-individually. - give the meaning & 2. questions: 1. What is on TV? 2.What is the temperature in HCM city? 3. Does Grandma trust weather forecast? - try out and repeat chorally- individually - give the meaning & make sentences and read through them. - play the game into two teams. 1.Read the text and fill in the blank - The weather forecast ….. - . between 27oC and 32oC - No, she doesn't - reads through the information. - pay attention - listen to the tape to get information. - give their answer individually. - check their answers again. - read it and confirm their answers - play the role in groups of five - read through the sentences..

(151) - read it and share their ideas in pairs. - give their answers and explain them - check the answers with T. Ask and answer about the weather - make the model with T. - ask and answer about the weather in different places in VN. - talk about the weatherIV. Homework assignment: (2’) - asks Ss to read the text at home again -asks Ss to prepare: speak and listen V. Comment: ……………………………………………………………………………………… …. Preparing date: 18/3/2014 Teaching date: 24/3/2014 Period: 55. UNIT 9: NATURAL DISASTERS Lesson 2: listen & speak. I.Objectives: A.Aims : By the end of the lesson, students will be able to talk about how to prepare for a typhoon , to listen specific information to select the correct pictures and to use Past simple, Past simple with Wish. B.Knowledge: - Vocabulary: bucket, leak, tie, latch, ladder, damage - Grammar: The present simple, The past simple, The Past simple with Wish C. Skills: Listening & Writing. II. Preparation: A. Teacher: Lesson plan, textbooks, posters, pictures B. Students: homework, textbooks . III. Procedures: A. Revision: 4’Network typhoon flood Natural disasters B. New lesson:39’ I.Pre-speaking: 15’ a)Act.1: (Trans.).

(152) (Trans.) (Picture) (Picture) - elicits first and says out the words - writes and checks. - uses What and Where to check vocab. b)Act.2: - asks Ss to work in groups to pick out the good ideas. II.W hile-speaking:15’ 1.Act 1 - asks Ss to work in groups to pick out the good ideas to prepare for a typhoon - gets and gives feedback. - asks the whole to share their ideas. b)Act.2: Presentation Text - asks Ss to practice the model in the book and then pick out the language - writes the model and runs through them. - does concept check. - hangs on the text with missing information and runs through - asks Ss to predict the missing information in the gaps and gets feedback.. III.Post-speaking:9’ - asks Ss be about listening to the text - plays the tape twice. - asks them to share their results. - plays the tape again and gets feedback..

(153) - plays the tape once again and checks the information. 1.Vocabulary - (to) block :hạn chế -bucket (n) : cái xô -mirror (N) : cái gương -leak (n) : lổ thủng -latch (n) cái chốt cửa -roller (n) trục lăn - try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words. 2.Brainstorming What happens if there is a typhoon. There may be a flood 1.Check what preparations you think should be made for a typhoon. 2.Speaking a.Model: S1: I think we should buy S2: Yes, I think so. But why? S1: Because the markets will be closed and S2: I think we should buy a ladder. S1: What for? S2: We need to fix the roof because there b. Form: Use to give advice or make suggestions: - I think we should ……. It would be better if we ….. - make the model with teacher first and build up their conversations through the cues. - practice giving their ideas about preperations for a typhoon. - correct themselves. Listen and check the predictions *) Answer key: 1. bottom sheft of your bookshelves 2. fridge 6. inside.

(154) 3. washing machine 7. under a strong table 4. mirrors 8. doorway a window 9. corner of a room - read through the information. - work in groups, writing their predictions on the worksheets - stick their predictions on the board. - pay attention. - listen and take notes. - work in groups & share their ideas. - keep listening. IV. Homework assignment: (3’) - asks Ss to learn vocab by heart -asks Ss to prepare: Read V. Comment: ……………………………………………………………………………………… …. Preparing date: 23/3/2014 Teaching date: 28/3/2014 Period: 56. UNIT 9: NATURAL DISASTERS Lesson 3: read. I. Objectives: A. Aims:At the end of the lesson, Ss will be able to: understand the details of the passages about the natural disasters that usually happen in the world. B.Knowledge: - Vocabulary: strike, erupt, collapse, suck up, severe, abrupt, shift. - Grammar: The present simple C. Skills: Reading, Writing and Speaking. II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III. Procedures: A. warm up : 5’ Slap the board earthquake typhoon snowstorm volcano thunderstorm B. New lesson:38’ Teacher/s activitiesSs/ activities I.Pre-reading:15’.

(155) a)Act.1: (Pic.) (Trans.) (Trans) (Pic (Pict.) (Pict.) - elicits the words from the Ss and says them out. - writes and checks. - uses Matching to check vocab. b)Act.2: - hangs on the statements and focus Ss on the information. - asks Ss to predict the information in groups. - gets feedback.. II.while-reading:16’ a)Act.1: - asks Ss to read the passages again to check their predictions. - gets feedback again. - checks the understanding. a)Act.2: Read the passage and complete the sentences.(P.79) - hangs on the sentences on the board & runs through them. - asks them to read the passage again to complete it. - gets feed back. - asks the whole to check.. III.Post-reading: 7’ - writes down the questions and asks Ss to answer them in pairs. - asks Ss to read the text again and practice asking and answering..

(156) - gets feedback 1.Vocabulary : -strike (v) tấn công - erupt (v) : phun ,trào - collapse (v) : đổ ,sụp -suck up (v) hút, cuốn -severe (a) :nghiêm khắc -abrupt (a) : bất ngờ -shift. (v) dịch chuyển -funnel (n) :cái phễu - try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words. 2.T/F statement predictions(P.79) 1. Most of the earthquakes in the world occur in the ring of fire. 2. The earthquake in Kobe in 1995 caused severe damage. 3. A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s. 4. Typhoon, hurricane and tropical storm are different words for the same natural disasters. 5. The eruption of Mount Pinatubo is the world’s largest ever volcanic eruption. 6. A tornado looks like a funnel. 1.Read the passages and check the predictions. 1. T 2. T 3. F 4. T 5. F 6.T - try out & repeat chorally-individually. - give the meaning & make the sentences. - match the words with Vietnamese meaning. - read them through. - share their ideas and write their predictions on the worksheets. - stick the worksheets on the board. 2: Read the passage and complete the sentences. *)Answer key: 1,…..occur in the Pacific Rim 2,…..people were killed 3, …….there is an abrupt shift in the underwater movement of the Earth 4,…….a cyclone 5,…..the word “Typhoon” 6,…. pass overland below a thunderstorm. - read it and then share their ideas in pairs..

(157) - give their answers. - give out the information in the passages. Talk about natural disasters 1,Where do earthquakes often occur? 2, When do the tidal waves occur 3, What are the names of tropical storms? 4,What are tornadoes? - read through the questions.and share their ideas in pairs. - speak out &write their answers on the BBIV. Homework assignment: 2’ - asks Ss to read the text at home again. - asks Ss to prepare: Write- P.80 V.Comment: …………………………………………………………………………. ……................. Preparing date: 16/3/2013 Teaching date: 20/3/2013 period: 57. UNIT 9: NATURAL DISASTERS Lesson 4: write. I. Objectives: A.Aims :At the end of the lesson, Ss will be able to:write a paragraph about their ideas of celebrating Mother/s Day or Father/s Day. B.Knowledge- Vocabulary: consolidate all the new words - Grammar: The present perfect tense; The simple past tense; The simple future tense C. Skills: Writing . II .Preparation : A.Teacher : Textbook, pictures, tape, cassette player, chalk, Lesson plan , Poster. B.Students : prepare the lesson III. Procedures: A. check - up: 4’ Questions ? Where do earthquakes usually occur ? When does a tidal wave occur ? What do we call a tropical storm in Australia/ Asia/ South and North America/ China ? What is a tornado.

(158) B. New lesson:39’ Teacher/s activitiesSs/ activities I.Pre-writing: a)Act.1: - hangs on the pictures and ask Ss to work in groups to pick out their meaning.. - elicits the language from Ss. - asks the whole to share their ideas and express their ideas from the pictures Ex: Pic.1: Lan played with her dog - notices Ss with the Simple past, Past continuous and Past perfect 4. Picture 4: - What are they doing? They are gathering and talking about the coming typhoon 5. Picture 5: - What’s the weather like now?. II.while-writing: a)Act.1: Write a story about a typhoon. - makes the model for the first sentence and ask for Ss/ understanding. - asks Ss to complete the story individually ( in groups. - goes round to help Ss. - makes some information clearly. III.post-writing: - asks each S to write their sentence on the blackboard. - asks the whole to correct the result. - gives feedback1.Discover the picture - do group work and ask and answer about the pictures Ex: S1: What did she do? S2: She played with her dog.

(159) - express their ideas to the front - give their ideas and take notes 1. Picture 1: - Who is this? It’s Lan - Where is she? She’s outside/in the garden. - What is she doing? She’s playing with her dog, Skippy. => Lan is out side playing with her dog. 2. Picture 2: - How is the dog? It looks strange. Perhaps is it scared? ( All of a student, the dog behaves strangely 3. Picture 3: - What’s on TV? The weather forecast - What does Lan’s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming. ( Lan ran home and her mother tells her that there is a typhoon coming 4. Picture 4: ( Mrs. Quyen gathers her family and asks them to find shelter in the house. 5. Picture 5: It is very dark. It has strong wind a heavy rain ( Suddenly, it becomes dark. The storm comes with strong win and heavy rain 6. Picture 6: - What’s the weather like now? It’s fine. - How are they now? They all are happy. ( The storm finishes soon and everyone is glad 2. Write a story about a typhoon. - pay attention - write their story and then share their ideas in groups - go to the board and write their sentences - correct the story with teacher. - copy down. Exhibition It was a beautiful day. The sun was shining. The sky was blue and the weather was perfect. Lan was outside playing with her dog, Skippy. All of a sudden, her dog behaved strangely. She kept running around in circles. Lan ran home with her dog and told her mother what Skippy did. Lan/s mother- Mrs. Quyen told Lan that she had heard the weather forecast on TV and that there was a typhoon coming. Mrs. Quyen gathered her family and told them to find the shelter in the home. Suddenly, the sky became very dark. The storm came with strong winds and heavy rain. Mrs. Quyen and her family were/ felt scared. But sooner, the storm finished. Everyone was glad. What a clever dog, Skippy!. She saved Lan from catching in a typhoon. IV. Homework. assignment: 2’ - ask Ss to complete their paragraphs at home. - ask Ss to prepare: Language Focus - P.80-82.

(160) V.Comment:. ………………………………………………………………………….…….... Preparing date: 20/3/2013 Teaching date: 25/3/2013 period: 58. UNIT 9: NATURAL DISASTERS Language focus. I. Objectives: A.Aims : By the end the lesson, students will be able to distinguish between defining Relative clauses and non – defining Relative clauses. B.Knowledge - Vocabulary: consolidate all the new words - Grammar: Relative clauses C. Skills: Writing . II .Preparation : A.Teacher : Textbook, pictures, chalk, Lesson plan , Poster. B.Students : prepare the lesson III. Procedures: A. check - up: 4’ asks two Ss to combine two following sentences into one 1. I like reading books. They tell me about different people and cultures. 2. A girl is my friend. She Stayed with us during Christmas. 3. My aunt is a woman. Her house was broken by a typhoon. B. New lesson:39’ Teacher/s activitiesSs/ activitiesI.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81). - checks the understanding of Relative clause - hangs on the exer. and check the way to do this task. - asks them to complete the excer. in pairs. - gets feedback & helps Ss to correct..

(161) II.Act 2: - hangs on the exer. and helps Ss to define their task. - asks Ss to work individually and the in pairs to complete these exercises. - invites the answers . - asks the whole to check.. III.Activity 3: - asks Ss to work individually and the in pairs to complete these exercises.. - gets feedback & helps Ss to correct. 1.Relative clause Defining relative clause Relative pronouns. Relative adverbs. Who, whom, which, whose Where, when, why ( That. a, The city is Kobe. It was struck by a huge earthquake in 1995 in Japan. b, The animal is rhinoceros. It has one or two horns on its snout. c, The explorer is Christopher Columbus. He discovered America. d, That boy is playing football. We askes him some questions. - give Relative pronouns/ adverbs. - give the ways to do it. - write their answers on the board and check them with T..

(162) 2.Combine two sentences into one a, Lan sings very well. She got a prize on her performance. b, Lang Son is on the Ky Cung river. It snowed in Lang Son in the winter of 2002. c, The earthquake was dangerous. We felt scared about it. d, My English teacher is Mrs. Lien. She sings very nicely. - combine two sentences into one. - talk about the way to use and discover the differences as against Defining Clause - complete it in pairs. - write their answers on the board. - check the answers with teacher. 3.Put who / which in the right place a.Do you know the girl is talking with Jane ? b.How long is the river flows through the city of DaNang ? c.My friend is playing chess with Nga is a nice lad . d.Kangaroos are the animals come from Australia . e.He delivered an impressive speech caught our attention . IV. Homework assignment: 2’ - ask Ss to complete their paragraphs at home. - ask Ss to prepare: do a test V.Comment: ………………………………………………………………………….…….... Preparing date: 22/3/2013 Teaching date: 27/3/2013 Period 59 ONE PERIOD TEST I.Objectives : -By the end of the lesson ,Ss will be able to do the test fluently ,correctly.

(163) II.Knowledge :From Unit8 to 9 1. Language: -vocab : -grammar: Prepositions,connective,comprehension question, If clause ,suggest 2.Skills : writing , reading III.Matrix Chủ đềNhận biết Thông hiểuVận dụngTổngTNTLTN TLTNTLI.Language Focus Prepositions,connective If clause ,suggest 14/45/ 45% 10/2.5 /25% 4/2. 0/20%14/45/ 45%II.Phonetics ed ,o ,au u4/1.0/10% 4 / 1.0 /10% 4/1.0/ 10%II. Writing Correct the mistakesAdv ,connective ,request 4/2/20%4/2/20% 4/2/ 20%III. Reading Dalat Multiple ch. 5/2.5/ 25% 5/2.5 / 25 % 5/2.5 / 25 %Tổng14/4/40% 9/4/ 40% 4/2/20%27/10/ 100 %IV.Test and keys I. Choose the word that has the underlined part pronounced differently from the others. ( 1 p ) 1. a. abrupt b. appliance c. delta d. behavior 2. a. disaster b. drill c. fixture d. flashlight 3. a. treasure b. Easter c. bear d. weather 4. a. nationwide b. last c. Passover d. congratulate II)Choose the word or phrase among A,B,C or D which best completes each sentence. (3ps) 1)I think that Mother’s day should be celebrated.......................

(164) a) nation b) national c) nationwide d) native 2) Do you know a shop.................. I can buy sweets and newspapers? a) that b) which c) where d) If 3) People can know when a volcano will ................. nowadays, can’t they? a) break b) warn c) erupt d) invent 4) Mrs. Pike,................ is my neighbor, often shouts at night. a) who b) that c) whom d) whose 5) I can’t hear what you are saying. Can you turn ................ the volume a little please? a) up b) off c) on d ) down 6) Tornadoes are ........................ storms which pass overland below a thunderstorm a) funnel-shaped b) funnel-shaping c) shaping-funnel d) funnel-shape 7) ..................... his good salary, he was not satisfied with his job a) In spite of b) Although c) Despite d) a & c are correct 8) Mai congratulated me.................. winning the first prize in the Englishspeaking contest a) of b) on c) at d) in 9). A tropical storm which reaches 120 meters per hour is called a ..................... in North and South America. a). typhoon b) cyclone c) hurricane d) tornado 10) Many people become ........................... because of the natural disasters every year. a)homeland b) homesick c) homeless d) homework 11) It’s nice ………………you to say so. a.)to b) for c) of d) at 12) Daddy, It’s the weather forecast ............. TV. a) in b) on c) at d) out III) Complete the sentences with an appropriate form of the words in brackets (2ms) 1) Luckily, the ......................wave didn’t cause any damage on the coastal villages.(tide) 2) I hope you will join in our Tet .............................. (celebrate) 3) Easter is a ......................................... festival in many countries (joy) 4) Thu Ha is not satisfied with her ...................................... for Tet (prepare) IV. Read the following passage and answer if the statements are true or false. (2ms).

(165) People who live in California have every reason to be afraid of earthquake. No one has ever forgot the great quake that destroyed San Francisco in 1906. In May , 1988, the people in Los Angeles panicked .According to a prophecy made in the 16th century by a prophet called Nostradamus, the city would be destroyed early in 1988 .During the panic, parents didn’t send their children to school and people didn’t go to work. No one stayed home, either .The airline did great business carrying people who fled from their “doom city”. Which is more puzzling : how Nostradamus knew that a city which didn’t even exist in his time would be destroyed in the 20th century, or the behavior of those people who believed “ the prophecy’: -prophecy(n): lời tiên tri -Panic ( n,v) sự hoảng loạn -flee ,fled , fled: chạy thoát 1. California people are always worried about earthquake. ....................... 2. In Los Angles in 1988, people panicked because of a prophecy. ..................... 3. The people didn't go to work and parents didn't take their children to school, all of them stayed home ...................... 4. Most of the people left the city by cars. ...................... V) Rewrite the following sentences as directed (2ms) 1) My brother is working for a company. It makes bicycles (using a relative pronoun) ........................................ 2)The girl just laughed .Her dog bit me (using a relative pronoun). ........................................................................ 3) This is Mr Johnson. I often tell you about him (using a relative pronoun). ......................................................... 4.Mr Brown is still an active man in spite of his old age.(although ) .................................................................... ANSWER KEYS:N1 I.(10 x 0,25Ps) = 2,5Ps. 1. B 2. A 3. D 4. C 5. C 6. B 7. C 8. D 9. B A II.( 4 x 0,5 ) = 2Ps. 1.are polluted /will die 2. collecting 3. have bought III.(4 x 0,25Ps) = 1P. 1. B 2. D 3. A 4. D IV. ( 4 x 0,5P) = 2,0Ps. 1.C 2.B 3.B 4.C. 10. 4. go.

(166) V. ( 5 x 0,5P) = 2,5Ps. 1. C 2.D 3.A 4.D 5.D V.Results and Comments 1.Results : Classes 0- < 3 3-<5 5-<6,56,5-<8,0 8- 109A9B9C2.Comments : ……………………………………………………………………………………… ……. Preparing date: 27/3/2013 Teaching date: 1/4/2013 Period 60 UNIT 10 : LIFE ON OTHER PLANETS Lesson 1 : Getting started & Listen and read I. Objectives : A.Aims : By the end of the lesson, by the end of the lesson, Ss will be able to understand about the UFOs Ss will be able to answer the questions and complete the missing words of the parraghaps. B.Knowledge::- Vocabulary: Meteor, Sighting , Alien, Sample, Spacecraft, Eggshaped, late-like, Treetop. - Grammar: conditional sentence type 2 C. Skills: Writing, reading, listening and speaking. II. Preparation: A. Teacher: Lesson plan, cassette, cassette tape; posters B. Students: books, notebooks, ... III. Procedure: A. Warm-up: Getting started 3’ Have you ever seen UFOs ? Do you believe the life on other planets. B. New lesson: 40’ Teacher/s activitiesSs/ activities I.Presentation: a.Act.1: (Trans.) (Pic.) (Pic.) (Trans.) (Trans.) - elicit first and says out the words.

(167) - write and check . - use R.O.R to check vocab. b.Act.2: - ask Ss to read through the task at P. 84 and explains the task. - ask them to read the text in groups to find out their synonyms. - get feedback and invites the explanations. - give feedback. II.Practice: a.Act.1: - hang on the poster with the missing information and runs through the information. - ask Ss to read the text again and find out the missing information. - get feedback.. III.Further practice: - ask Ss to work in groups again to summarize the text and then invite two Ss to present to the front. 1.Vocabulary - (a) strange object :vật thể lạ - (a) spacecraft : tàu vũ trụ - (an) alien (N) :người ngoài hành tinh - a sample: m ẫu v ật - an evidence: Bằng chứng - a meteor: Sao băng - (to) disappear :biến mất - try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words. 2.Read the text and find out the synonyms *Answer key: 1.evidence 4. collecting 2.meteor 5. capture.

(168) 3. aliens 6. disappear 1.Read the tex and fill in the blank : a, An aircraft, a weather balloon or s meteor b, nine large round objects traveling at about 2.800 meters an hour c, 1,500 UFOs sighting d, a UFO above their e, an egg-shaped object in one of his fields and also aliens collecting soil samples. F, claimed they were captured by aliens and taken abroad a spacecraft. g, and his plane disappeared after sighting a UFO h, That he saw a plate-like device at a treetop 30 meters away - try out and repeat chorally- individually - give the meaning & stress - read and then rewrite the rubbed-oput words. Summary - Work in pairs to complete the summary of the text. - Listen to the disk (books closed) to find the answer to the pre-question. - Listen again (books open) - Read the passage individually and find the information to complete the table on page 66. - Compare in pairs - work in groups and then present their text to the front. IV. Homework assignment: (2’) - ask Ss to read the text at home again -ask Ss to prepare: speak and listen V. Comment: ……………………………………………………………………………………… … Preparing date: 29/3/2013 Teaching date: 3/4/2013 Period 61 UNIT 10: LIFE ON OTHER PLANETS Lesson 2: Speak & listen I. Objectives: A.Aims : By the end of the lesson, students will be able to practicie speaking about Mars using modal verbs may and migh, listen to a rather long talk about the moon for general ideas B. Knowledge: Vocabulary: Minerals, Microorganism, Gemstones, Little creatures, Sparkling spots , Trace, Precious - Grammar: conditional sentence type 2.

(169) C. Skills: Listening & speaking. II. Preparation: A. Teacher: Lesson plan, cassette, cassette tape; posters B. Students: books, notebooks, ... III. Procedure:: A. Warm-up: 5’ Slap the board temperature. the moon. air. weigh. last. B. New lesson:38’ Teacher/s activitiesSs/ activities I. Pre speaking: 7’ a)Act.1: Vocabulary (Examples) (Trans) (Picture) - elicits first and says out the words - writes and checks. - uses What and Where to check vocab.. II. While speaking: 20’ -ask Ss to work in pairs to make similar dialogues about the drawings.. III.Post Speaking: 11’ - writes down the task and asks Ss to predict the information individually. - gets feedback..

(170) - asks Ss be about listening to the text - plays the tape twice. - asks them to share their results. - plays the tape once again - gets feedback. - plays the tape once again and checks the information. - asks Ss to read through the statements and checks the understanding. - plays the tape twice again - asks Ss to share their answers in pairs. - plays the tape once more. - gets feedback - plays the tape and asks Ss to check their answers. 1.Vocabulary a, Minerals(n): substances ontained by mining b, Microorganism(n):Little creatures c, Gemstones (n): Precious stones d, Sparkling spots (n): flashing spots - try out and repeat chorally- individually - give the meaning & pronounciation ( Revision: Madals: may, might to talk about possibility. Ex: He may be late. It might rain. There might be mountains on ( Mapped dialogue Example: You Your partner What do these drawings say?. There might be....on Mars. What about...?. There may be.....on Mars..

(171) Open prediction (P.77). water river. air On the moon, there is no…... lake. music sounds - read through the information and then guess the things that is not available on the moon - speak out their predictions. Listen and check the correct statements. - pay attention. - listen and take notes. - work in groups & share their ideas. - keep listening. - speak out their answers. - give feedback and correct the answers and their predictions. Answer key: a–c–d–f–i–j. IV. Homework assignment: (2’) - Asks Ss to revise the lesson and do exercise 2,3. P.67 at home. - Instructs them to prepare : Read (P86). V. Comment: ……………………………………………………………………………………… …. Preparing date: 3/4/2013 Teaching date: 8/4/2013.

(172) Period: 62 UNIT 10: LIFE ON OTHER PLANETS Lesson 3: read I. Objectives: A.Aims : At the end of the lesson, Ss will be able to: understand the details of the text about the trip to space. Talk about the forthcoming space trip they will take B. Knowledge: - Vocabulary: Physical condition, Push-up, Orbit, Cabin, Marvelous C. Skills: Reading and Speaking. II. Preparation: A. Teacher: Lesson plan, cassette, cassette tape; posters B. Students: books, notebooks, ... III. Procedure:: A. Revision: 4’Questions and answers ? Do you want to go to the moon ? What is the weather like on the moon ? What is the temperature ? What are not there on the moon ? Can we go to the moon B. New lesson:39’ Teacher/s activitiesSs/ activities I. Pre-reading: 12’ a)Act.1: Vocabulary (Trans) (Trans.) ( Trans.) - elicits the words from the Ss and says them out. - writes and checks. - uses R.O.R to check vocab. b)Act.2: *)Answer key: 4–1–5 -2 -3 - hangs on the statements and focus Ss on the information. - asks Ss to work in groups to put it in the right orders. - gets feedback. II. While-reading : 20’ a)Act.1: . - hangs on the questions on the board & runs through them. - asks them to read the passage again to answer them in pairs.

(173) - gets feed back. - asks the whole to check.. III. Post-reading: 7’ 1,If you were able to take a space trip, What would you do to prepare for the trip? 2, What would you like to bring along? - writes down the questions and asks Ss to answer them in pairs. - gets feedback1.Vocabulary - (to) orbit :di chuyển quanh quỹ đạo -the physical condition :tình trạng thể chất -To get out of : ra khỏi -Push-up : hít đất -Cabin : buồng lái - Marvelous : kì diệu - try out & repeat chorally-individually. - give the meaning & make the sentences. - read and then rewrite the rubbed-out words. 2.Ordering - read them through. - share their ideas and write read the text to complete the task in groups. - speak out their orders and explain the information. Compre. Questions.(P.87) - read it and then share their ideas in pairs. - give their answers. - give out the information in the passages..

(174) *)Answer key: 1,If you decide ….., you will have to run a lot, swim every day, and do aerobics and push-up to have an excellent perfect health. 2, If you want to show you are in perfect health, you must get a letter from the doctor. 3, You can see pictures of the Earth: Your country, interesting places, the oceans, the big rivers, the tall mountains. 4, We can see those scenes 16 times a day 5, We can walk on the walls or on ceiling - read through the questions. - read it and share their ideas in pairs. - speak out &write their answers on the BB - correct the answers and copy down. - practice asking and answering. Discussion - show their ideas to the front.IV. Homework assignment: (2’) - asks Ss to read the text at home again and do exer. 4,5 – P. 68,69. - asks Ss to prepare: Write- P.88 V. Comment: ……………………………………………………………………………………… …. Preparing date: 3/4/2013 Teaching date: 10/4/2013 UNIT 10: LIFE ON OTHER PLANETS Lesson 4: write I. Objectives: A.Aims : At the end of the lesson, Ss will be able to: - write a paragraph to talk about opinions to the existence of UFOs. B. Knowledge : - Vocabulary: man-like creature , (the) mysterious circle - Grammar: Revision.

(175) C. Skills: Writing . II. Preparation: A. Teacher: Lesson plan, posters B. Students: books, notebooks, ... III. Procedure:: A. Revision : 3’ Questions ? Do you believe in UFOs ? What makes you believe /not believe ? Where can you see UFOs or aliens B. New lesson: 40’ Teacher/s activitiesSs/ activities I.Pre-writing: 15’ a)Act.1: (Trans.) (Pict.) (Trans.) (Trans.) - elicits the words from the Ss and says them out. - writes and checks. - uses Matching to check vocab. b)Act.2: - asks Ss to work in groups to match the parts of argumentative paragraph. - gets feedback and then explains the form of this paragraph.. II.While-writing: 18’ a)Act.1: - asks Ss to read the dialogue and then share their ideas in pairs to write a paragraph. - asks Ss to complete the paragraph in groups. - goes round to help Ss. - makes some information clearly..

(176) III.Post-writing: 7’ - asks two groups to write their paragraphs on the blackboard. - asks the whole to correct the result - gives feedback1.Vocabulary - (an) imagination { imaginative (Adj.) - (the) flying saucer - (the) man-like creature - (the) mysterious circle - try out & repeat chorally-individually. - give the meaning & make the sentences. - read match them with the Vietnamese . 2.Matching *)Form of argumentative paragragh: 1, Introduction: present the viewpoint I think ……… I believe/ I don/t believe ……. 2, Body: give reasons - Firstly/secondly/………. + add ideas: What is more,/ Moreover,/ Additionally,/ In addition,/…. 3, Conclusion: Sum up the argument - Therefore,/ in general,/ to sum up,/….. - read the information and share their ideas in groups. - give their answers and make it clearer with T. Write a paragraph about the existence of UFOs (Part b-P.88). - read the dialogue and then write a paragraph to support the existence of UFOs. The left half will be against the existence. - share their ideas in groups to complete it Exhibition I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance. Firstly, many people around the world say they have seen flying saucers. Secondly, there are plenty of photos of them. And some of the photographers said they saw manlike creature get out of the saucers. Moreover, people are talking about the mysterious circles on the fields in Great Britain. Therefore, UFOs are no longer human beings / imagination. They are real and we should be ready to welcome their visits.. - go to the board and write their paragraphs.

(177) - check it with T and compare their paragraphs IV. Homework assignment: (2’) - asks Ss to complete their paragraph at home. - asks Ss to prepare: Language Focus - P.89-90. V.Comment: ……………………………………………………………………………………… …. Preparing date: 3/4/2013 Teaching date: 10/4/2013 UNIT 10: LIFE ON OTHER PLANETS Lesson 5 : Language focus I. Objectives : A.Aims : By the end of the lesson, students will be able to Master the use of modal verbs: may and might. Further practicing modals: may, might and conditional sentences type 1 and type 2 B. Knowledge - Vocabulary: revision - Grammar: may, might and conditional sentences type 1 and type 2 C. Skills: Writing . II. Preparation: A. Teacher: Lesson plan, posters B. Students: books, notebooks, ... III. Procedure:: A. Warm up : 3’ Jumbled words 1. aolobnl 2. ecrasru . 3. ertnmgau 4. nilea 1. balloon 2. saucer 3. argument 4. alien B. New lesson: 40’ Teacher’ s activities student’s activities I.Activity1(10’): T: Ask Ss to work with a partner. Use may or might and talk about Andy's presents. Sts: work in pairs Tell Ss to compare their answers with a friend. Call on some Ss to read their answers in front of class..

(178) II.Activity2(8’): T: Ask Ss to make sentences using conditional sentence type 1. Make sure Ss use the correct verb form in if clause and main clause. Tell Ss to do exercise 2. Complete the sentences by using the verbs in the box. Sts: work in pairs T: Call on some Ss to read the complete sentences aloud in front of class. Correct mistakes if any.. III.Activity3(16’): T: Ask Ss to look at the pictures in the book and complete the sentences by. Using conditional sentence type 2. Sts: listen and do as directed T: Tell Ss to exchange the exercise and correct for each other. Sts: Compare the two types of conditionals & do exercise T: Call on some Ss to read their answers aloud. Sts: read. Activity1: Might/may + V-infi b) It may be a box of crayons, or it might be a box of paint. c) It may be a football, or it might be a basketball. d) It may be a boat, or it might be a train. e) It may be a flying saucer, or it might be a meteor..

(179) f) It might be an evening star, or it might be a spacecraft Activity2: Conditional sentence: type 1 Form: If + S + do, S + will do. (Present simple) (Future simple) Use: Conditional sentence type 1 can be used to describe situations and consequences that are possible in the present or future. Feedback and give correct answers: b) Lan will miss the bus if she does not hurry. c) If Ha is not careful, he’ll drop the cup. d) Mrs. Nga will join us if she finishes her work early. e) Mrs. Binh writes a shopping list, she won't forget what to buy. Activity3: Conditional sentence type 2 Form: If + S + V2/ed, S + would V(inf). Use: Conditional sentence type 2 can be used to describe imaginary and unreal or untrue situations I actions at present or in the future. b) If Mr. Loc had a car, he would drive it to work. c) IfLan lived in Ho Chi Minh City, she would visit Saigon Water Park. d) IfNam had an alarm clock, he would arrive at school on time. e) If Hoa lived in Hue, she would see her parents every day. f) If Nga owned a piano, she would play it very well. g) If Tuan studied harder, he would get better grades. h) If Na had enough money, she would buy a new computer IV. Homework assignment: (2’) - asks Ss to complete their paragraph at home. - asks Ss to prepare: Test correction V.Comment: ……………………………………………………………………………………… ….

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