Giao an anh-van-9-ho- ky-ii

UNIT 6: THE ENVIRONMENTI. Aim

Helping students:- to ask for and give reasons.- to persuade somebody to do something- to complete a questionnaire- to write a letter of complaint.

II. Language focus:1. Adverbs clauses of reason2. Adjective + that clause3. Conditional sentences type 1.

III. Vocabulary:Verbs: Objectivities: Nouns:(to) cover disappointed deforestations garbage(to) minimize polluted dump hedge(to) persuade unpolluted dynamite junkyard(to) prevent environment mass(to) provide fence pesticide

(to) reduce flow rock(to) spray fly row(to) wrap foam sewage(to) pollute fold trash

PollutionV. Unit Allocation:Lesson 1

(1) Before you read.(2) Listen and Read(4) Listen.

Reading about the work of a group of conservationists and listening for details to complete the notes.

Lesson 2

(3) Speak Practice in persuading somebody doing something

Lesson 3

Language Focus 1-3 Revision of some adjectives and adverbs and practice in adjective + that clause

Lesson 4

(5) Read Reading a poem for details about the environment.

Lesson 5

(6) Write Practice in writing a letter of complaint.

Lesson 6

Language Focus 2-5 Practice in Conditional sentences type 1 and adverb clause of reason beginning with because, since, as …

1

UNIT 6: THE ENVIRONMENTLesson 1: Section - Before you read (page 47)Period 37: - Listen and read (page 47, 48)Aim

Reading about the work of a group of conservationists and listening for details to complete.

ObjectiveBy the end of the lesson, students will know more about the environment problems and the solutions.

Teaching aidsText books, picture

PROCEDUREStage Steps/Activities Work

arrangement

Warm-up

Pre-reading

* Brainstorming:- Ask students to think of the environment problems in their city.- Get students to go to the board and write down their ideas.

Air pollution dirty street

* Possible answers:- The destruction of the forests.- Rubbish/ garbage/ trash.- smote from cars, motorbikes…- smote from factories.I. Pre-teach vocabulary:- deforestation (n): söï taøn phaù röøng(explanation: the destruction of the forests)- garbage dump (n): ñoáng raùc(picture)- dynamite fishing (n): vieäc ñaùnh baét caù baèng thuoác noå.(picture)- spraying pesticides (n): vieäc phun thuoác dieät saâu boï(picture)- Disappointed (by/about/at something) (adj): thaát voïng, buoàn raàu.

T-whole class

T-whole class

T-whole 2

Environmental problems in our city

While reading

(synonym)- Sewage (n): nöôùc thaûi, nöôùc coáng* Checking vocabulary: what and where Write the words on the board, put one word on each circle.

- Have students repeat the words in chorus, then rub out word by word but leave the circle.- Go on until all the words are rubble out.- Point to each circle and ask students to repeat chorally the English words.- Ask students to go to the board and write the words again in their correct circles.II. Matching - Ask students to look at the six pictures on page 47 in their text books.- Ask them to match the words in the box with the correct picture.* anskeys:- Picture a: air pollution- Picture b: spraying pesticides.- Picture c: garbage dump- Picture d: water pollution.- Picture e: deforestation- Picture f: dynamite fishingIII. Prediction:- Ask students to keep the books closed.* Set the scene: Mr. Brown is talking to some volunteer conservationists. Guess the place where they are going to work- Give students 1 minute to guess- Give feedback- Ask students to open their books and read the text on page 47-48- Let students check their prediction* Answer keys:I. Matching- Ask students to match the names in column a with the activities in column B (exercise 2a on page 48)

class

Individual work

Individual work

Pair word

3

Garbage dump

Disappointed

Deforestation Dynamite

fishing

Sewage

Spraying pesticides

Post reading

- Ask them to read the text again and work in pairs to match.* Answer key:Group 1: --------------------- f. walk along the shoreGroup 2: --------------------- e. check the sandGroup 3: --------------------- b. check among the rockMr. Jones: ------------------- a. collects all the bags and

takes them to the dump.Mrs. Smith -------------- c. Provide the picnic lunch for

everyone.Mr. Brown--------------- d. give out the bagsII. Comprehension questions- Ask students to work in pair to answer the question on page 48 (exercise 2b) - Let students read the text again and answer the questions.- Give feedback* Questions and answer:- Who is the speaker?(The speaker is Mr. Brown)- Who are the listeners?(The listeners are (members of) the volunteer conservationists)- Where are they?( They are on the beach)- What are they going to do?( They are going to lean the beach)- What will they achieve if they work hard today?( If they work hard today, they will make the beach clean and beautiful again soon)- Have you ever done anything similar? If yes, what did you do?Where did you do it?(Yes, I have. We clean our school/the pair/street. We collected the rubbish and take them to the garbage dump)- If the pollution continues, what might happen?(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)- Ask students to work in closed pairs.* Listening:- Ask students to complete the notes about the reasons why ocean is polluted by listening to the tape.- Let students listen twice/ three times.- Give feedback.

Pair word

Pair word

Individual work

4

* Answer keys:1. Garbage is dumped into the ocean.2. Oil spills come from ships at sea3. Oil is washed from land.* Tape transcript:“Our ocean are becoming extremely pollution comes from the land, which means it comes it comes from the land, which means it comes from people. Fist, there is raw sewage, which is pumped directly into sea. Many countries, both development and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil leaks from the vessel. This not only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from land. This can be dumping of waste.

UNIT 6: THE EMVIRONMENTLesson 2: Section: - Speak (page 49-50)Periods 38:Aim

Practice speaking (to persuade people to protect the environment)Objective

By the end of the lesson, students will be able to persuade their friends to protect environmentTeaching aids

Text books, posters, pictures.PROCEDURE

Stage Steps/Activities Work arrangem

entWarm-

up* Jumble words:- Divide the class into two team. Students from to teams go to the board and write the correct words.- The team which writes more correct words fists wins the game.1. uadepse2. beaargg3. roderpvo4. lupotilon5. duproce6. paispoidednt

======

PersuadeGarbageProvidePollutionProduceDisappointed

I. Pre-teach vocabulary

t-whole classgroup work

5

Practice

- Prevent (v): ngaên chaën, phoøng choáng (translation)- Reduce (v): giaûm, laøm giaûm (example: last time, this shirt cost) 50.000 dongs. Now it costs 30.000 dongs. What happens?)- wrap (v): bao boïc (mine)- fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture)- leaf (n): --leaches (pl.) ngoïn laù (realia)* Checking vocabulary:- Put the new words all over the board, each word in a circle.

- Call two students or two teams (6 students for each team) to the from of the class. Ask them to stand at an equal distance from the blackboard.- Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap the word on the blackboard. The one who slap the right word first is the winner.- Ask 2 more students to come forward, etc … until all the words are slapped.II. Matching- Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners.- Have students match the lines in column B with an expression in column A so that they have sentences of persuasion* Form :I think you shouldWon’t youIt would be better if youCan I persuade you to Why don’t youWhy not

+ INFINITIVE

What / how about + V-ing* Use: Express persuasionIII. Practice speaking- Each student’s calls out one of their sentences unstill all sentences are finished.

t-whole class

Whole class

Individual work

Pair work

Individual work

6

Prevent Reduce

Leaf

Wrap

Faucet

Garbage bin

Production

* Example:S1: I think you should use banana leaves to wrap food.S2: Won’t you use banana leaves to wrap food?S3: Why don’t you turn off the lights before going to bed?S4: It would be better if you go to school or go to work by bike.S5: Can I persuade you to check all the faucets before going out?S6: Why not put garbage bins around the school yard?S7: I think you should use public buses instead of motorbike.S8: What about using public buses instead of motorbike?S9: ……………………IV. Questionnaire- Let students work in pair to answer to the questions in the questionnaire.- Give feedback, teacher can write some possible answer on the board so that weak students can follow.- Ask students to practice asking and answering.- Ask the whole class to work in pairs.* Possible answer:1. How can we save paper?* I think you should recycle used paper, newspapers* Why don’t you use banana leaves for wrapping?* Won’t you write on both sides of plastic bags?2. How can we use fever plastic bags?* How about cleaning and reusing them?* Why not use paper bags instead of plastic bags?3. How can we reduce water pollution?* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean.4. How can we prevent littering?* I think we should put garbage bins around the school yard.* Why don’t you throw all garbage in waster bins?5. How can we reduce air pollution?* Can I persuade you to go to school by bike?* Why not use private vehicles less?6. How can we reduce the amount of garbage we produce?* Won’t you try to reuse and recycle things?

Pair work

Open pairs

Group work

T- whole class

7

* Exhibition:- Divide the class into 4 groups, each group has a secretary. Ask them to discuss the question: “What you do to protect the environment”.- The students in groups have opinions, the secretary writes down.- Gets students to use the ideas in exercise 3a, b.- After finishing, the students stick the 4 posters on the wall. They can go around the class and read 4 posters.- Give feedback.

UNIT 6: THE ENVIRONMENTLesson 3: section: - Read (page 50)Period 39:Aim

Reading a poem about the environment.Objective

By the end of the lesson, students will be to understand a poem about the environmentTeaching

Text book, poster, picture.PROCEDURE


entWarm

up

Pre-reading

* Chatting:- Ask students some questions about poetry+ Do you like poetry?+ Which poetry do you like best?+ Name some poems that are your favorite?+ Do you think it is easy understand a poem?+ Have you ever read an English poem? Do you understand it? Do you like it?I. Pre-teach vocabulary- Junk yard (n): baõi pheá thaûi(explanation: a place where people store wastes)- treasure (n): kho baùu (translation)- Hedge (n): haøng raøo (visual)- nonsense (n): ñieàu voâ nghóa, daïi doät (translation)- Foam (n): boït (picture)* Checking vocabulary: Rub out and Remember- Get students to copy the work in their books.- Ask students to repeat the words chorally.

T-whole class

T-whole class

8

While reading

- Rub out the words one at a time. Each time you rub out an English word, point to the Vietnamese translation and ask “what’s this in English?” (the whole class answer chorally)- When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent.- If there’s time; get students to come to the board and write the English words again.II. Pre questions- Give students two questions and ask them to answer before reading the poem.* Set the scene:Two people are going on the picnic. They are talking about the pollution.Question:a) Who are the people in the poem?b) Where are they?- Have students work impairs to guess the answers.- Give feebackI. Reading and checking:- Have students read the poem and check their answers.* Answer key:a) The mother and her son.b) They are in the park/woods- Ask students to practice asking and answering the questions in pairs.II. Matching- Have students practice guessing the meaning if the words by matching each word in column A with an appropriate explanation in column B.A B1. junk yard 2. end up3. treasure4. foam5. stream6. hedge7. folk

a. a row of things forming a fence.b. peoplec. a piece of land full of rubbish.d. a flow of watere. mass of bubbles of air gasf. valuable or precious thingsg. reaches of state of.

* Answer key:1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-bIII. Comprehension questions- Show 5 questions (from 1-5) on page 51.- Get students to work in pairs to answer the questions.* Answer key:

Pair work

Pair work

Individual work

Pair work

9

Post reading

Home work

1. According to the mother, what will happen of the pollution goes on?- If the pollution goes on, the world will end up like a second hand junk yard.2. Who does the mother think pollute the environment?- The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son.3. What will happen to the boy if he keeps on asking his mother such questions?- His mother will talk him home right away4. Do you think the boy’s question is silly (line 9-10)? Why not?- No. Because he is right; if he throws the bottles that will be polluting the woods.5. What does the poet want us to learn about keeping the environment unpolluted?- The poet wants us to learn that everyone is responsible for keeping the environment from pollution.* Discussion:- Divide the class into four groups- Have students discuss the question:“What could you do in your house to minimize pollution?”- Ask students to write 5 things that they have to do to keep the environment unpolluted.

Group work

UNIT 6: THE ENVIRONMENTLesson 4: section: - Write (page 52-53)Period 40:Aim

Writing a letter of complaint.Objective

By the end of the lesson, students will be able to write a complaint letter.Teaching

Text book, posters, picture.PROCEDURE


entWarm

up* Categories:- Ask students to find out the verbs beginning with the letter that teacher gives.

T- wholeclass

10

Pre writing

- Divide the class into groups.- Give four, five letters at the same time, students are to find out four/five verbs beginning with four/five letters given.- The team which finish first gets one markExample:

TWrites:

SWrites:

TWrites:

SWrites:

TWrites:

SWrites:

a

add

s

study

m

meet

b

borrow

t

talk

n

nod

c

cut

u

use

o

open

d

drive

v

value

p

put

1. Pre-teach vocabulary- complain (v): phaøn naøn (translation) complain (n) complication (n): ñieàu gaây raéc roái- resolution (n): söï quyeát taâm (translation)- float (v): troâi, noåi boàng beành (picture)- prohibit (v): ngaên caûn, ngaên caám ( translation)* Checking vocabulary: rub out and Remember- Get students to copy the words in their books and then ask them to close their books.Rub out the new words one at a time. Each time you rub out the word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubble out, go thought the Vietnamese list and get students to call out the English words. (If there’s time, get students to come to the board and write the English words again.)2. Ordering- Ask them to keep their books closed- Provide students five section of a complaint letter (with their definitions) in random order.- Get them to put the sections in a correct order.a. Action: talks about future actionb. Situation: states the reason for writing.c. Politeness: ends the letter politelyd. Complication: mention the probleme. Resolution: makes a suggestion.* Answer key:1-b

T-whole class

Pair work

11

While writing

2-d3-e SCRAP4-a5-c3. Reading and matching- Have students read the letter on page 52* Set the scene:Mr. Nhat wrote a letter to the director of L & P Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S, C, R, A or P- Ask students to work in pairs.- - Give feedback: call on a student to read aloud the letter (in the correct order). Teacher gives ideas if necessary.* Answer key:Dear Sir/MadamR I would suggest your company to tell your

drives to clear up all the trash on the ground before leaving.

S I am writing to you about the short stop of your trucks around my house on their way to the North

A I look forward to hearing from you and seeing good response from your company

C When the trucks of your company have a short break on the streets around my house, the drives have left lots of garbage on the ground after their refreshment. When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies.

P Sincerely,Tran Vu Nhat

- Let students read the production 6b on page 53.- Ask some questions to make sure the students know what there have to write.* Questions:a. What do people do in the lake behind your house these days?( They begin to catch fish)b. What makes you worried?( They use electricity to catch fish)c. To whom do you write the letter to?(We write to the head of the local authorities)d. What suggestion do you want to make?(We suggest the local authorities should prohibit

Pair work

Individual work

Individual work

12

Post writing

Homework

and fine heavily any one using electricity to catch fish).e. Any future plant you want to make?( We look forward to seeing the protection of environment from the local authorities)- Ask students to write the letter individually.- Get students to share with their partners and correct if possible* Sample:Dear Mr. President.I am writing to you about the catching of fish of many people in the lake behind my house.I am very worried because they use electricity to catch fish. After a short time, they leave the lake; a lot of small fish die and float on the water surface.I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish. I look forward to hearing from you and seeing the protection of environment from the local authorities.Sincerely,

- Move around the class and help students - Call on some students to read aloud their letter.- Give feedback, correct some letters before the class. T can write the mistakes (spelling; grammar…) on the board.

- Ask students to write their letter in their notebooks.

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UNIT 6: THE ENVIROMENTLesson 6: LANGUAGE FOCUSI. Objectives:- By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clauseII. Language contents:

- Adjectives and adverbs- Adverbs clauses of reason- Adjective + that clause- Conditional sentences type 1

III. Techniques:- Role play- Fill in the blanks- Matching

IV. Teaching aids:- Picture – student books

V. Procedures:Steps ActivitiesWarm-up 5’

-Prepare twelve cards with numbers on one side and the adjectives (6 cards), adverbs (6) on the other side.- Make sure the adjectives are mixed up.- Stick the cards on the board so students can only see the number.- Divide the students into two teams and ask them to choose two numbers.- Turn the cards over and see if they match. Eg: happy – happily, give them on mark. If not, tune the cards obvert again and ask the next team to choose numbers.- Continue until all the cards are finished.Extreme Happy Sad Good Slow Sadly

Fast Slowly Well Fast Extremely

happily

Presentation& Practice35’

EXERCISE 1:* From the result of the game, sts give the formation of adv of manner.

Adj + LY – Adverb of maner- T. asks sts to do the exercise (p 51-1) in groups.- T gives the answer keys.- T. asks sts to tell the positions of adj – adv EXERCISE 2:* Revision of adverb clauses of reason with because, since, as: Give two sentences and ask students to combine them into one.Example: a) Nam goes to school late. b) He missed the bus Nam goes to school late because he missed.* Ask students to use other words for BECAUSE

14

ANSWER: SINCE or AS- Have students to language Focus 2 exercise on page 54-55- Let students work in park and join the pair of sentences together using, Because, Since or As.- T: call on some students to read aloud their sentences.- T: correct the sentences.EXERCISE 3:Set the scene to introduce the structure:

Adjective + that clauseBa: Dad! I got mark 9 on my textFather: That’s wonderful. I’m pleased that you are working hard. adjective + that clause- T: Ask students to do the exercise 3 on page 55- T: Let sts work in pair to complete the dialogues- T: Give feedbackEXERCISE 4:- Set the scene to introduce the structure of Con additional sentences type 1.- Write the statement on the board.………………………we pollute the water, we ………………………have no fresh……………to use.- Ask students to complete the sentences by filling in each blank with one suitable word.

If + main clause, subordinate clause(Simple present tense) (will / infinitive)* Matching:- Have students do the Language Focus 4 exercise on page 56. They have t match each half – sentence in column B.- Ask students to work in pairs and find out five complete conditional sentences. EXERCISE 5:Complete the sentences:- Explain sts how to do the text- Give them an example:+ If the rice paddies are polluted, the rice plants will die.- T: have students work in pairs and write the complete sentences in their notebook.- Give feedback.

Homework5’

T asks sts to write 6 conditional sentences typed.

15

UNIT 7: SAVING ENERGYLesson 1: GETTING STARTED – LISTEN AND READ

I. Objectives:- How to say energy- Give and respond to suggestions.

II. Language contents:- Grammar: suggest + V-ing (review)- Vocabulary: enormous (adj)

III. Techniques:- Question and answer- True / False statements

IV. Teaching aids:- Pictures – Students - Tape

V. Procedures:Steps Activities

Warm-up5’

- Sing the song “Turn on – Turn off” (based on “Stand up – Sit down”)

Getting started (5’)

- Teacher shows the pictures and asks Ss to tell about these 2 rooms:+ Is there any one in the bath-room/ living-room?+ Is the TV on?+ Who is watching TV/ listening to the radio?+ Who is using water?+ How about the lights/ the water in the bath-room?- SS answer- Teachers says: Wasting energy+ What should we do?+ Should we turn the TV off then we go out of the room?+ What should we to do save energy?

Presentation7’

- T introduces section “listen and read”- T explains a few new words that Ss need for the dialogue.+ Enormous (adj): very big+ Turn on (phr.v) # Turn off (phr.v)Waste (v) # Save (v)- Ss listen to tape (books closed)- Ss listen to tape (books opened)- Ss practice the dialogue in pairs.

Practice18’

* True- False statements (group work)- Ss reread the dialogue & do the exercise- Ss exchange their works with a parser- Feedback: T asks, Ss answerFor the False statements, T asks Ss to give the correct ones.* Comprehension:- Ss work in pair to answer the question:

16

a/ What is Mrs. Ha worried about?b/ Why is Mrs. Ha worried?c/ Which sentences tell you that Mrs. Mi advises Mrs. Ha to save money?d/ What does Mrs. Mi advise Mrs. Ha to do?

Consolidation8’

- Fill in the blanks with correct words (group work)- Free practice: about saving energy (pairs)

Homework2’

Write 5 sentences about saving energy

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LESSON PLANUNIT 7: SAVING ENERGY

Lesson 2: SPEAKI. Objectives:

- Making suggestions and responsesII. Language contents:

- Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V

- Vocabulary: to turn off, to turn onIII. Techniques: pair work and group work IV. Teaching aids: Pictures, Tape recorder, and chalks.V. Times: 45 minutesVI. Procedures:

Section Steps Techniques and Content2. Listen and Read

( Revision)

Warm-up(5’’)

- Supposing a situation: It is in the morning and the weather is cool. All the fans in the classroom are on. Ask students what would do to save energy in the case Giving suggestions.- Asking students to give on the suggestions Mrs. Mi gives to Mr. Ha in the previous lesson.

3. Speak

a)

Presentation

(10’’)

- Reminds Sts of the structures they have learnt that are used to give suggestions. (What about…/ Why don’t we…/ Let’s…/)- Asking students to open the textbooks. Page 58, part 2 – Speak and to add some mores structures, paying more attention on the two structures using “should”.- Asking students how to response a suggestion (Agree and Disagree)+ Agree: OK/ That’s a good idea/All right+ Disagree: No. I don’t want to/ I prefer to/ Let’s …- Conducting repetition these structures among the students.- Asking some pair to perform before the class and checking (pronunciation, grammar)* Predicting the activities: asking students to predict the activities for each pictures that are for saying energy (more than one activity for each picture is fine_ = page 59- Checking before the class* Pair work: Giving suggestions and responses out if these activities.- Checking before the class.

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* Group work: Students workings in groups of 4, playing the roles of A, B, C and D- Some groups forming before the class.- Explaining the task of this activity.- Students working in groups of 4 again, working out a similar exchange to save energy foot their class, using the expressions and ideas in the previous activities.Some groups performing the class then checking.

Consolidation(5’’)

- Asking students to put the suggestions in a presentation to save energy“To save energy, I think we should …, I suggest…, and let’s…”- Using responses to show (dis) agreement.

Homework

(2’’)

- Asking students to compare the two sources of power: “solar energy and nuclear energy”, which is better, more convenient, easier to exploit, etc.

19

UNIT 7: SAYING ENERGYLesson 2: Section: -Listen (page 60)Period 47:

AimListening to a text for details and further practice in making suggestionsObjectiveBy the end of the lesson, students will know more about solar energy by listening.Teaching aidsText books, cassette.

PROCEDURESStage Steps/ Activities Work

arrangement

Warm up

Pre-listenin

g

* Information transmitting:- Divide class into two teams- Choose six volunteers from each team.- The volunteers stand in two lines. The teacher shows the first student in each line a sentence.- The first students whisper the whole sentences to the second students in his / her line.- The second student whispers to the third and so on.- The last students shout out the sentence, (or write it on the board) if it is the same as the sentence teacher shows, that team wins the match.* Sentence 1: I suggest collecting waste paper.* Sentences 2: I suggest practicing English every day.II. Pre-teach vocabulary:

- solar (adj): thuoäc veà maët trôøi(explanation: everything which is connected with the sun)- solar panel (n): taám kim loaïi ñeå tieáp

nhaän maët trôøi- nuclear power (n): naêng löôïng haït nhaân

(translation)- install (v): laép ñaët, caøi ñaët (translation)

* Checking vocabulary: Slap the board

- Call on two students or 2 teams of students to the

T- whole class

Group work

T- whole class

Group work

20

Solar Install Solar energy

Nuclear power

Solar panel

Population

While listenin

g

front of the class.- Make sure they stand at an equal distance from the board- Call out one word in Vietnamese, the 2 students much run forward and slap the correct word on the board. The one who slaps first is the winner.- Continue to ask 2 more students to come forward.- Go to until students have slapped all the words.II. True – False statements prediction- Ask students to look at the statements on page 60 (4a)- Have they work in pairs and guess which statements are true and which one are false.1. Solar energy can be cheap and clean2. Most of our electricity now comes from nuclear power.3. The solar energy that gets to the Earth cannot provide enough power for the world’s population.4. Solar energy can be used on cloudy days.5. All buildings in Sweden will be heated by solar energy in 2050- Give feedbackI. Listening and checking:- Have students listen to the tape twice and check their prediction- Get students to correct the false statement* Answer keys:

1. T 2. F Most of our electricity comes from

the use of coal, gas, oil or nuclear power.

3. F 1% of the solar energy that gets to the Each can provide enough power for the world’s population.

4. T 5. F They will be heated by solar energy

in 2015.

* Tape transcript:“Are you using looking for cheep, clean, effective source power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the use of coal and gas, oil or nuclear power. This power could be provide by the sun. One

Pair work

Individual work

Pair word

21

Post listenin

g

percent of the solar energy that reaches the Earth is enough to provide power for the total population. Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun’s energy is used to heat water. The energy can be stored for a number of days, so on cloudy days you can use solar energy too.Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015”II. Gap-filling- Have students look at exercise 4b on page 60 and work in pairs to guess the words in the blank- Give feedback- Have students listen to the tape again and fill in the gaps. If students can’t finish, let them listen once more.* Answer keys:1. The Sun can be an effective source of power2. Solar energy doesn’t cause pollution3. A lot of countries in the world are already using solar energy4. It is possible to store solar energy for a number of days.5. Solar panels are installed on the roof of a house to receive the energy from the Sun6. We can save natural resources by using solar energy instead of coat, gas and oil* Write it up:- Have students write passage (about 100 words) about solar energy, using the information in the two exercises above* Sample:Most of our electricity now comes from coal, gas, oil, or nuclear power. The sun could provide this power so many countries are already using energy. Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population. Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources.There’s an advanced solar energy program in Sweden. It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too.We hope that there is such a program in Vietnam.

Individual work

22

We can save natural resources such as coal, oil, gas… by using solar energy. And every house hold in Vietnam has hot water in Winter without paying money.

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UNIT 7: SAVING ENERGY - READI. Objectives:

- By the end of the lesson, sts will know how European countries save energy.II. Teaching aids:

- Pictures, textbook, posters (or A4 paper)III. Teaching procedure:1) Pre-reading (8’)

- Show this picture and ask sts:“What does this picture advertise for?” energy – saving bulb- Ask sts to tell the advantages of energy – saving bulb

2) While-reading (20’)- Have sts read the passage silently and find out:+ How many paragraphs+ The main idea of each paragraph- Have some sts read the text loudly- Ask sts to choose the best summary of the passage- Have sts work in pairs to find out the answers of questions page 61 (text book)- Ask sts to make questions and answer give feedback

3) Post-reading (15’)- Ask sts to work in groups, discussing the ways to spend less on

lighting then write these ideas on the poster.- Have sts exchange posters and choose the best poster

IV. Homework (3’)- Write 5 sentences on how to save energy- Write answer of the exercise b/page 61

24

Last longer Energy – savingBULB

Saving electricity

Saving money

UNIT 7: SAVING ENERGY - WRITEI. Objectives:

- Help students develop there writing skills:+ How to prepare and write a speech.

II. Teaching aids: - Pictures of some MC - Textbooks- Paper with big size and pens

III. Teaching procedure:

Steps Time

Teacher’s activities Student’s activities

Warm-up

5’ - Introduce some MC: Thanh Baïch, Nguyeân Vuõ, Laïi Vaên Saâm- Ask questions:+ “How can we do to become a good MC?”

- Listen

- Discuss & answer:+ “Speak fluently and clearly”

Pre-writing

5’ + “What should we do in order to speak fluently and clearly?”

While-writing

20’ - Have students discuss and find out the three parts of a speech- Ask students about the function of each part: introduction, body and conclusion.- Correct mistakes and give the answers:1-B 2-C 3-A- Practice:+ Have students work in groups (part B, p61)- Correct the mistakes and give the corrects answers.

- Discuss and find by reading the information in textbooks- Answer the question by matching each part speech in column B.- Some students read aloud the three parts of a speech.

- Discuss and put the following section in the correct place complete a speech

Post-writing

10’ - (part C, p.62) have some sts work on groups. Divide the class into 3 groups: each group prepare a speech, write it on the paper and stick it on the board.- Correct the mistakes and give remarks.

- Choose one topic, discuss and write down the speech on a paper and then stick it on the board.- One person in each group makes a speech before the class.

Home-work

5’ - Have students prepare a speech and write down on

* Make a speech on the topic. Saving energy in

25

their notebooks, using the topic in textbook

the class-room.

26

UNIT 7: SAYING ENERGYLesson 6: Section: -Language Focus 1-2 (page 63)Period 48:AimFurther practice in connectives and phrasal verbsTeaching aidsText books.

PROCEDURESStage Steps/ Activities Work

arrangement

Warm up

Pre-sensatio

ns 1

Practice 1

* Bingo:- Ask students to write down in their notebook 5 verbs with prepositions.- Prepare a list of verbs + preposition. Then call out each word in a loud voice.- Students listen to the teacher carefully. If anyone has the same verb + prepositions, they cross it out.The first students crossing out all 5 verbs + prepositions shout “Bingo” and win the game.* Suggest list of verbs + PrepositionsLook forTurn onWant forDepend onListen toDream about

Look afterTurn offBelong toGo onTalk to

- Provide students 5 verbs + prepositions and then ask them to match the verbs with the pictures on page 64.* Answer keys:- Picture 1: look after the baby- Picture 2: go on (wasting paper)- Picture 3: turn off TV- Picture 4: look for- Picture 5: turn off the faucet- Have students work in pairs to do Language Focus 2 exercise on the page 63. They have to use suitable verbs to complete the sentences.* Answer keys:1) Hanh can’t go to the movies with us tonight. She will have to look after her little sister.2) If we go on watching water, there will be a shortage of fresh water in a few decades.3) Turn on the TV for me, will you? I want to watch

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Presentations 2

Practice 2

Production

weather forecast.4) I think I’ve lost my new pen. I’ve looked for it everywhere and I can’t find it anywhere.5) Mrs. Yen forgot to turn off the faucet when she left for work.* Brainstorming:

therefore however and

so moreover or but

because- Ask students to thinks of connectives that they’ve learnt.- Have students go to the board write down the connectives.- Give feedback

- Have students work individually to do the exerciseLanguage focuses 1 on page 63. They have to complete the sentences by using correct connectives.* Answer keys:a) Mrs. Quyen bought com, potatoes and cabbage at the market.b) I’d love to play volleyball but I have to complete an assignmentc) Nam got was because he forgot his umbrella.d) Hoa failed her math test. Therefore, she has to do the test againe) Do you want Vietnamese tea or milk tea?f) Its raining, so I can’t go to the beach.g) Ba’s hobbies are playing football and collecting stamps.h) Na is very tired. However, she has to finish her homework before she goes to bed.- Ask students to work in pairs to compare their answers.- Give feedback. Have some students read aloud the completes sentences, chalk their pronunciation and the meanings.

Naught and Crosses:- Divide the class into to teams. One team is Naught (O) and the other is Cross (X).- Have two teams choose the words in the boxes in

Individual work

Pair work

28

Connectives

Home-work

turns. And make sentences with the connectives given. If the sentences in correct, they will get one mark.

- The team which has 3 Nougats or 3 Crosses in a line will win the game.- Draw this chart on the board and the game begins.

1 or 2 and 3 so4 but 5 therefore 6 however7 so 8 because 9 and

* Possible answers: 1) Do you want to take a bath or take a shower?2) I’ll get a plumber to check the pipes and to repair the faucets.3) He got up late so he had to take a taxi to school.4) It’s raining but he is still going swimming.5) Her English is not good therefore she decides to practice more.6) Lan7) Baths use twice as much water, so I suggest talking showers8) The water bill is enormous this month because there is a crack in the pipes.9) I suggest taking showers and fixing the faucet,

- Ask students to write 5 sentences with connectives. Therefore Because However Or So

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GRADE 9 – UNIT 8CELEBRATION

GETTING STARTED & LISTEN AND READTeaching steps:

Stage Steps/ Activities Work arrangeme

nt Warm-up

Pre-reading

While-reading

- Ask Ss the name of some celebrations on VN & in other countries.- Give Ss some picture about birthday, wedding, Tet holiday,… and then ask Ss to guess the names of the pictures.- Ask Ss to look the picture are the books and then have they read the names of the celebration.- Give Ss the corrects answers.- Ask Ss which celebrations they like bestAnswer:1. Easter 2. Wedding 3. Birthday4. Christmas

5. Mid-Fall Festival

6. Lunar New Year

Listen and read:- Introduce the subject matter of the text- Introduce new words and then explain them1. Celebration (n)/ To celebrate (v)2. Easter (n)3. Lunar New Year (n)4. Mid-Fall Festival (n)5. To occur (v)/ occurrence (n)6. Sticky rice (n)7. Apart (adv)8. Passover (n)9. Jewish (a)/ Jew (n) = Jewish people10.Freedom (n)/free (v)/ free (n)11. Slavery (n)12. Joy (n)/ Joyful (a)13. Parade (n)- Get Ss to copy.- Ask Ss to listen to the tape (books closed); ask them to find out the celebrations mentioned in the text.- Ask Ss to give the answers.- Get Ss to listen to the tape (books opened)- Then have them find out the words or phrases which are concerted with celebrations.

Individual

Teacher-Ss

Whole class

Group work

30

Post-reading

- Ask Ss to reread the new words on the board- Explain new structure briefly: relative clauses ( Meänh ñeà quan heä) – Who, whom, which, whose, that.- Get Ss to finish the table in the text- Correct the mistakes if necessaryCelebration

When? Activities Food Country

Tet In late January or early February

Cleaning and decorating homes, and enjoying special food

Sticky rice cakes

Viet Nam

Passover

Late in March or early April

Not available

Special meal called the Seder

Israel

Easter Around the same time as Passover

People crowd the streets to watch colorful parades

Chocolate and surge eggs

In many countries

- Give Ss some questions to check their comprehension.1. Can you tell me the names of some celebrations you know?2. In what occasion do young children receive chocolate or sugar eggs?3. Which celebration occurs in late January or early February?4. Which festival is celebrated in many countries?- Ask Ss to give some information about the other celebrations which they know. (Ex: Mid-Fall Festival, Wedding, Lunar New Year,…)Celebration

When?

Activities

Food Countries

Mid-Fall FestivalChristmas

Whole class group

individual

Teacher – Ss

Homework Rereading the textFind more information about celebrations.

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UNIT 8: CELEBRATIONLesson 2: Section: - Speak (page 66-67)Period 51:Aim

Practice giving and responding to complimentsObjective

By the end the lesson, students will be able to give a respond to complimentsTeaching aids

Text books, cardsPROCEDUCE


nt Warm-up

Presentation

* Revision of adjectives- Have students review adjectives- Get students to make sentences.I have + a/an adjective + friend- The first students has to use the adjective beginning with the letter A. The second students has to use the adjective beginning with the letter B. The third with C…* Ex:S1: I have an active friendS2: I have a beautiful friendS3: I have a clear friendS4: I have a dirty friend……………………………………- Go on until the last student with the adjective beginning with the letter Y.Pre-teach vocabulary- active (adj)-activist (n): ngöôøi hoaït ñoäng tích cöïc (translation)- nominate (v): ghi danh, meänh danh, choïnNomination (n) (translation)- charity (n): loøng töø thieän, hoäi töø thieän(explanation: kindness in giving help to the poor)* Checking vocabulary: What and Where- Write the words on the board, put one word in each circle.

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Charity Well-done

Effective

ActivistNomination

Active

Practice

Further Practice

Production

- Have students repeat the words on chorus then rub out word by word but leave the circle.- Go on until the circle are empty- Get students to rewrite the words in their correct circleII. Model sentences:- Set the scene: Trang has just won the first prize in the English speaking contest. What does Mai say to pay Trang a compliment? And what does Trang respond?Mai: Well done, TrangTrang: Thanks.- Ask students how to give and respond to compliments* Give a compliment:- Well done - That’s a great…- That’s an excellent…- Congratulation on…- Let me congratulate you on…* Respond to a compliment:- Thanks/ Thanks a lot- It’s very nice/kind of you to say so- That’s very kind of you* Word-cue drill:a. Well done/thanksb. Congratulations/ thanks a lotc. Let/congratulate/ on passing the exam/kindd. Great report/ nice of you- Have students practice giving and responding the compliments- Have students works in open pairs then closed pairs- Ask students to works in pairs, to read the situation on page 66. 67 then give and respond to compliments.- Give feedback- Call on some pairs of students to act out.* Answer keys:a. On her mother’s birthday, Huyen made a big beautiful cake to celebrate.* Mother: Well done, Huyen* Huyen: Thanks, Mom.b. Tuan is an active student. He has taken pair in different charity activities in his town. Tuan has been the most nominated as the most effective activist in the town charity program.

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Open pair Closed

pairPair work

33

Homework

o Friend: Congratulation on your nomination, Tuan

o Tuan: It’s very nice of you to say so.c. Hoa brings to class a new picture she has paintedYou: That’s an excellent drawing, Hoa.Hoa: That’s very kind of you to say so.- Divide the class into 4 teams: A, B, C and D- Have students work in groups to think of situations in which they can give compliments- Ask team A to give situation, team B, C, D to make up the dialogue.- Have the teams take turns giving the situations- Give good marks for the teams which give good situations and make up suitable dialogue.* Suggested answers:a. Situation 1: Tam has just passed the graduation examination. Friends: Congratulation!Tam: Thanks a lot.b. Situation 2: Hoa make an excellent report on saving energy.Hoa: It’s very kind you to say so.c. Situation 3: Lan got high mark for Math.You: Well doneLan: It’s very nice of you to say sod. Situation 4: Ba has just won the school swimming championshipFriends: Congratulations on your great efforts, Ba.Ba: Thank you very much

- Ask students to write some situations with the compliments, the response to the compliments into their notebooks.

Group work

34

GRADE 9 - UNIT 8: CELEBRATIONSection: Listen

Aim: Filling the missing words by listening to a song. Objective: By the end the lesson, students will be able to complete

a song and sing a song beautifully. Teaching aids: Text books, picture, cassette player.


nt Warm-up

Pre-listening

While-listening

Post-listening

Homework

- Listen to a song:- Ask students “Have you ever listened to the song before?”- Let students listen to the song Auld Lang sine for fun.

Vocabulary:- Give some new words to students

o Auld Lang Sine (The Good Old Days)o Due to (a) = cause byo Bureau = departmento Acquaintanceo Trusty (a)

- Explain new words, using pictures, body language, or objects.Guessing:- Have students listen to the song Auld Lang Sine and then to guess the words in the blanks- Give feedback- Let students listen to the song twice

- Check their guess- Give feedback- Give students some questions to check their comprehension.- Have some students sing a song

Sing the song by heart

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Pair work

Individual work

Pair work

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LESSON PLANUNIT 8: CELEBRATION

Lesson 3: READ-----

I. Objectives: Students can express their opinions.

II. Language Contents:Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)Grammar: Relatives Clauses

III. Techniques:Questions and Answers, Matching, Write-it-up

IV. Teaching Aids:Pictures, Worksheets.

V. PROCEDUCE

Steps Teachers Activities Student’s activities

Warm-up(5’)

* Having Sts listen to the song “Cha Yeâu”* Having Sts sing it at the same time if they like.

The whole class

Pre-reading (10’)

* Asking Sts about the topic of the song* Having Sts work in groups ask and answer about Father’s Day.- What do you know about Father’s Day?- When did Father’s Day organized?- Where did is fist organized?- What is the purpose of this celebration?- What is the representative activity of Father’s Day?* Explaining some new words.To lose heart groom (n)To distinguish hug (n)Considerate (adj) priority (n)

The whole class

Group work

The whole class

While – Writing(20’)

Task 1: Matching* Giving Sts worksheets.

RITA

JANE

BOB

‘s farther always put his family in the first position, got married, he was very sad.Is proud of him because he is a considerate and children.Is always a little girl of her father although she had childrenReceived the best education from him

* Having Sts read the text in silence.Group work

36

* Having Sts work in groups to match the details with the suitable names.* Having some groups to perform their work in front of the class.* Giving the feedback.Task 2: Questions and Answers* Having Sts read the text again, then work in pair to discuss the questions.* Having some pair to act out their work in front of class.* Giving comment.

The whole class

Pair work

The whole class

Post-Writing (10’)

Task 3: Write – it – up * Having Sts write a short paragraph (about 50 words) to show their opinions, feelings, and memories about their father.* Having some Sts read this paragraph in front of class.

The whole class

Homework * Having Sts find some details about Mother’s Day The whole class

37

LESSON PLANUNIT 8: CELEBRATION

Lesson 4: WRITE-----

I. Objectives: Students can write a letter to a friend to share their ideas.

II. Language Contents:Vocabularies: to enhance, to support, nationwide (adj)

III. Techniques:Questions and Answers

IV. Teaching Aids:Text books and Cards.

V. Procedures:

Steps Teachers Activities Student’s activities

Warm-up(5’)

* Using the game “Jumbled words” to review vocabularies.* Giving each group (4 groups) some words whose letters is in a random order on the board, and asking them to write the correct words.1. calerbetoni => celebration 5. ftigs => gifts2. tratidoni => tradition 6. fleenigs => feelings3. folwres => flowers 7. rebemern => remember4. pirtase => parties 8. spicale => special

Group work

Pre-Writing

(10’)

* Sticking the cards of the some celebrations on the board, and asking Sts to write the correct date for each celebration:- Women’s Day: 8-3 - Teachers’ Day: 20-11- Children’s Day: 1-6 - May Day: 1-5- Christmas Day: 25-12 - Vietnamese Independence Day: 2-9* Through the celebrations above, presenting the new lesson by asking Sts some questions:1. In the celebrations above, which one can stand for a Mother’s Day in Vietnam?2. What about a Father’s Day in Vietnam?* Reading the situation in 6 – Write/page 70.

The Whole class

The Whole class

While- * Asking Sts to read the outline carefully. The Whole

38

reading (20’)

* Explaining some new words:To enhance, to support, nationwide (adv)* Giving some suggesting questions for each paragraph on the board on order to help Sts discuss in groups more easily.Paragraph 1:- Do you love your parents? If yes, I do thinks it is necessary to have a Day for your Father? You’re Mother?- Tell the reason for celebrating this day. (Sts can use the suggesting ideas in the Paragraph 1)

Paragraph 2:- When do you celebrate? Why?- Celebrating this day at home or a restaurant? Why?- Should you have a party with many guests or should you have lunch/dinner with family members?- What gifts should you buy for your father/mother>- What food should you serve?(Sts can use the suggesting ideas in the Paragraph 2)Paragraph 3:Do you thing your idea will be sororities nationwide? Why?* After discussing in groups, asking each group write a letter to a friend to share their ideas about celebrating a Day for Father or Mother on the papers A4.

class

Group work

Group work

Group work

Post-Writing

(10’)

* Asking 2 representatives of 2 groups to stick their papers on the board.* Asking Sts to give their opinions about the two papers on the board.* Correcting mistakes.

The Whole class

Homework

* Having Sts write a letter about celebrating a Day for Father/Mother in their notebooks.

The Whole class

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GRADE 9 - UNIT 8: CELEBRATIONSection: Language Focus

Aim: Practice in Relative clause Objective: By the end the lesson, students will be able to use

relative clauses. Teaching aids: Text books, picture.


nt Warm-up

Presentation

Practice

Jumbled words:Give the words whose letters are in a random order on the board/poster.Ex: ubclpi = publicPaephn = happen…………………Vocabulary:- Give new words to students:

Compose (v) Occur (v) = happen Satisfy (v) = please Violet (n) Jumper (n) Lap (n)

- Explain the new words, and how tousle Relative Pronouns WHO, WHICH, EVEN THOUGH, THOUGH, CONCESSION, ALTHOUGH (using pictures, objects or Vietnamese)Form and use:

Who-which: replace the pronoun Who is used for people, which is used for

things?

- Give students 2 examples.- Set the scene.- Have students do language focus 1 exercises, using relative clauses.- Have students look at 2 pictures on page 71 to describe each of the people in the pictures, using Relative clauses.- Correct the mistakes if they appear.- Have Ss do language focus 3 exercise

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Pair work

Individual work

40

Even thoughThoughConcession + adverbial clause of Although

Free practice

Homework

individually, using though, although or even or though- Have Ss look as the pictures on page 72-73 and complete the sentences, using correct tense of the verb.- Call on some Ss to read aloud their sentences and correct their mistakes.- Ask students to describe the people in their families’ photographs.

- Have students write sentences to describe the people in the 2 pictures on page 71 in their notebooks.- Get Ss write 5 sentences, using adverbs clauses of concession.

41

UNIT 9: NATURAL DISASTERS

I. Aim:Helping students:

- To make predictions- To tall about the weather forecast- To describe events- To write a story

II. Language focus:1. Relative pronoun: who – that – which2. Relative Clauses (defining and non defining)

III. Vocabulary:Verb Adjectives Nouns(To) behave abrupt battery temperature(to) border extensive bureauthunderstorm(to) collapse tidal carriage tide(to) destroy coast typhoon(to) erupt damage volcano(to) expect earthquake volume(to) lift flashlight disaster(to) trust forecast(to) warm Funnel

HighlandsPacific Rim

IV. Unit Allocation:Lesson 1 (2) Listen and Read Reading a dialogue for details about

the weather forecast and completing the information.

Lesson 2 (3) Speak Practicing speaking about what to prepare for a typhoon

Lesson 3 (1)Before you read

(5) Read

Reading a text about natural disasters for details.

Lesson 4 (6) Write Writing a story about a typhoonLesson 5 (4) Listen

Language Focus 1 – 2

Listening for details to complete a table and Further Practice in Relative pronouns: Who-which –that.

Lesson 6 Language Focus 3 – 4

Further Practice in defining Relative clauses and non defining Relative clauses.

42


Lesson 1: Section: - Listen and read (page 74 – 75)Period 56:

Aim: reading a dialogue for details about the weather forecast. Objective: By the end the lesson, students will be able to get the

information about weather from the weather forecast. Teaching aids: Text books, picture.

PROCEDUCEStage Steps/ Activities Work

arrangement

Warm-Up

Pre reading

* Chatting:- Ask students some questions about weather

What’s the weather like today? Do you like hot/clog water? Have you ever listened to the weather

forecast on the radio or on TV? Do you think weather forecast is useful for

us? How is it useful?II. Pre-teach vocabulary:- turn up (v): ñieàu chænh to leân (aâm thanh TV, radio). (mime)- expect (v): mong ñôïi, chôø ñoùn (translation)- thunderstorm (n): baõo coù saám seùt, möa to (picture)- delta (n): vuøng chaâu thoå (visual)- just in case (n): phoøng khi, lôõ khi (translation)- trust (v): tin töôûng, tin laø thaät (synonym: rely on)* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word but leave the circles. Remember to let students repeat before and after rubbing out each word.- Go on until students can remember the words.

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Pair work

43

Expect

Thunderstorm

DeltaTrust

Turn off Just in

case

While reading

Post reading

- Get students to write the words again in the correct circles.II. Pre-questions:- Set the scene: Thuy is talking to her grandmother while they both are watching TV- Give students one question and ask them to guess the answera. What are they watching?- Give feedback* Answer keys:a. They are watching the weather forecast on TVI. Gap filling:- Have students read the dialogue silently and do exercise 2b on page 75.- Get them to share their answers with their partners.- Give feedback* Answer keys:1. Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast2. The coast of Thanh Hoa will be raining.3. The central highlands will experience thunderstorms.4. Ho Chi Minh City will have temperature between 270C and 350C5. Although Thuy’s grandmother doesn’t trust weather forecast she like watching them.II. Comprehension questions:1. Why does Thuy’s grandmother ask her to turn up the volume?- Because she wants to listen to the weather forecast2. Which City is the hottest today?- Ho Chi Minh City in the hottest3. Where is Thuy going?- She going on to the part on the other side of Thang Long Bridge with her old friends (she’s going on the picnic)4. What does Thuy grandmother want her to do?- She wants her to bring along a raincoat.- Have students practice asking and answering in pairs.III. Practice the dialogue- Let students listen to the dialogue and focus on the pronunciation.- Call on some students to play the roles of Thuy,

Individual work

Pair work

Pair work

Group work

44

Homework

grandmother and weatherman to practice the dialogue.- Ask students to practice the dialogue in group of three* Speaking:- Ask students to read again the weather forecast on TV and notice some phrases.Will have temperatureBetween …………and……………………* will experience temperatureBetween …………and……………………* HCM’ temperature will beBetween …………and……………………* can expect clouds / thunderstorm.- Ask students to look at the map and play the role of the weatherman to present the weather forecast, baked on the information given.- Call on some students to present before the class- Have students work in pairs – one students speaks, the other listens.

- Ask students to write a weather forecast. The dialogue will help them. Students can change the information, the places…

45


Lesson 2: Section: - Listen and read (page 76 – 77)Period 57:

Aim: practice speaking about preparations for a typhoon. Objective: By the end the lesson, students will be able to talk

about what they want to buy and do to prepare for a typhoon. Teaching aids: Text books, posters.


arrangement

Warm –up

Presentation

* Brainstorming:- Have students think about what they do to prepare for a typhoon- Have students to go to the board and write down Buy food

Store water

* Possible answers:+ Check the doors and the windows.+ Cut some branches of high tree in the garden or around the house+ Buy oil, gas+ buy candles+ Check the roofI. Pre-teach vocabulary- bucket (n): caùi soâ (visual)- leak (n): choã thuûng, choã doät (visual)- tie (v): coät, troùi (mime)- latch (n): caùi choát cöûa (picture)- ladder (n) : caùi thang (picture)- blanket (n) : caùi meàn (picture)- available (adj) : coù saün (translation)- damage (v): phaù hoûng, laøm thieät haïi (synonym of hurt or spoil)* Checking vocabulary: Slap the board- Write the Vietnamese translation all over the board

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Preparation for A typhoon

Practice

- Call on two students or 2 teams of 4/5 students to the front of the class- Call out English works and two students run forward to slap the Vietnamese word on the blackboard. The students slapping the correct word first gets one mark.

II. Revision:* Form:

mustnay + infinitive

* Use: in deduction or prediction* Practice:

the water pipe may be damaged

There be must strong wind blowing

* Possible answers:- There may be a power cut- There must be heavy rain- Big trees may fall down.- The market may be closed- There may be a flood- ……………………………- Have students to exercise 3a on page 76. The students have to check () what preparations they think should be done for a typhoon.*Answer keys: Buying some canned foodPainting the house Buying a dog Buying candles Buying marches

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Pair work

47

Phaù hoûng

Caùi thang

Coät troùi

Caùi choát cöûa

Coù saün Choã

thuûng

Caùi meàn

What happens if there is a typhoon?

Production

Homework

Hiring some video movies Filling all buckets with water Buying a ladderWashing your blankets Fixing the leak in the roof Tying the roof to the ground with pegs and ropes.Inviting some friends over for a dinner Checking all the window and a door latches

- Elicit some questions and get students to ask and answer in pairs.a. Why do we need to buy food?( Because the market will be cooled and no food will be available)b. What food do we need to buy?(rice, oil, canned food, soy sauce, flour,…)c. Why do we need to buy candles?( Because there may be power cut)d. Why do need to fill all buckets with water? (Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon)e. Why do need to buy a ladder?( Because the roof may be damaged by the typhoon, and we have to fix it)f. Why do we need to the check all the window and door latches?(Just in case the strong wind pushes the doors open)- Ask students to use the expressions on page 77 when talking to one another.* I think …* I think you should…* Yes, I think so …* What for?* ………- Divide the students into the group of four.- Have students talk about what they think they want to buy and to do prepare a typhoon; explain why. They can you the questions and the answers above. Besides, the ideas in the bubbles on page 77 can help students talk easily.- Go around and help students. Encourage students to show their own ideas.

- Write something about what they have to do to

Pair work

Group work

Individual work

48

prepare for a typhoon.

49


Lesson 3: Section: - Listen (page 77)Period 57:

Aim: Listen for details to complete a table and Further Practice in Relative pronouns: who – which – that.

Objective: By the end the lesson, students will get some ideal on how to live

with earthquakes by listening and further practice on Relative pronouns: who – which – that.

Teaching aids: Text books, pictures.


arrangement

Warm up

Pre-listening

* Chatting:- Ask students some questions about earthquakes.+ Have you ever heard of and earthquake?+ What happens if there is an earthquake?+ In which country do earthquakes occur frequently?+ What would you do if there was an earthquake?

I. Pre teach vocabulary- block (v): haïn cheá, ngaên caûn(definition: make movement difficult or impossible)- roller (n): truïc laên, con laên (picture)- strike – struck – struck (v): va chaïm (synonym: hit)- snout (n): moõm (cuûa ñoäng vaät) (visual/picture)- hurricane (n): côn baõo (in North and South America)(synonym: typhoon in Asia)- cyclone (n): côn loác xoaùy, baõo (in Australia)-eruption (n): söï phun traøo (nuùi löaû) (picture)

* Checking vocabulary:- Call on two students or 2 team of students to the front of the class.- Make sure they stand at an equal distance from

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While listening

Presentation

the board.- Call out the definition or the synonym of the word, the two students must run forward and slap the correct word on the blackboard. The one who slaps the first gets one good mark.- Continue until students have slapped all the words.* Suggested phrases:1. Make movement difficult or impossible (block)2. Typhoon in North and South American (strike)3. Typhoon in Australia (cyclone)4. The synonym of “hit” (strike)5. The nose or jaws of an animal (snout)6. An outbreak or bursting forth (eruption)

II. Prediction* Set the scene: An expert is giving a talk on how to live with earthquakes.- Have students look at the box on the page 77 and guess the words in the blanks from (1) to (9)- Give feedback - Have students listen to the tape twice and check their prediction.* Answer keys: (1) Bottom shelf of the bookshelf(2) Fridge.(3) Watching machine(4) Mirrors(5) A window(6) Inside(7) Under a strong table(8) Doorway(9) Corner of a room* Tape transcripts:If you live in an earthquake zone, you should take some time to look around your house. Place heavy books on the bottom shelf of your bookshelves. Block the roller on your fridge and washing machine to present them from moving. Put hanging potted plants in plastic container. Check the mirrors in your bathroom and bedroom. Make sure they can’t move. Don’t put your bed next to window. Planning where you are going to be during an earthquake is very important. The first thing to remember is to stay inside. Then you should sit under a strong table or doorway, or stand in the corner of a room.

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Practice

Home work

I. Quiz- Divide the class into two teams- Call out the questions and the students have to answer as quickly as possible. The team having the right answers gets good marks. The team which has more marks wins the game.* Questions:1. Which country won the 1998 Tiger Cup?(Singapore)2. Which animal has 1 or 2 horns on its snout?((Rhinoceros)3. Which explorer discovered America?(Christopher Columbus)4. Which planet is closest to the earth?(Venus)5. Which animal was chosen to be the logo of Sea games 2003?(Buffalo)6. Which ASEAN country is divided into two regions by the sea?(Malaysia)7. Which food can you chew but can’t swallow?(chewing gum)8. Which thing can you swallow but can’t chew?(water)II. Revision of who-which or that

- Who is used for people- Which is used for thing- That is used for both who or which- Have students work in pairs to do the

exercise in Language Focus 1 on page 81- Ask them to answer the questions, using

the Relative pronouns which or who- Give feedback- Correct their pronunciation

* Answer keys:a) The city which was struck by a huge

earthquake in 1995 is Kobe.b) The country which won the 1998

Tiger Cup is Singapore c) The animal which had one or two

horns on its snout is rhinocerosd) The explorer who discovered

American is Christopher Columbus.e) The planet which is closest to Earth is

Venus

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52

f) The animal which was chosen to be the logo of Sea games 2003 is buffalo.

g) The ASEAN country which is divided into two regions by the sea is Malaysia.

h) The food which can you chew but you can’t swallow is the chewing gum and the thing can you swallow but you can’t chew is water.

- Have students work in closed pairs to ask answer the questions- Ask students to combine each pair of sentences into one.They have to write in their notebooksa) Do you know the people? They live in the While

Houseb) The pill made me sleep. I took it twice a dayc) The magazine is very interesting. You gave it to

me yesterday.d) The building is the oldest in our city. It was built

over 100 years ago.

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Lesson 3: Section: - Before you read (page 74)- Read (page 78-79)

Period 56:

Aim: Reading a text about natural disasters for details

Objective: By the end the lesson, students will be able to more information

about the natural disasters in the word.Teaching aids:

Text books, pictures.


arrangement

Warm –up

Pre reading

Matching and chatting: - Show four pictures on page 74 and ask students to match them with four words: snowstorm, earthquake, volcano, and typhoon.

Answer keys: a) Snowstorm – Picture 1b) Earthquake – Picture 2c) Volcano – Picture 3d) Typhoon – Picture 4

- Give students some questions about the four natural disasters.+ How do you know it is a snowstorm/ an earthquake/ a volcano/ a typhoon?+ Have you ever experienced any of these natural disasters? What happened? How did you feed?I. Pre-teach vocabulary- Tidal wave (n): soùng thaàn (translation)- abrupt (adj): baát ngôø, ñoät ngoät (synonym: quick, sudden)- shift (n): söï chuyeån dòch, thay ñoåi (definition: change of position)- warn (n): caûnh baùo, baùo tröôùc (translation)- funnel-shaped (adj): coù hình phieåu (visual)- suck up (v): huùt leân (translation)- tornado (n): côn loác xoaùy- Majority (n): ña soá, phaàn lôùn (example)

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While reading

* Checking vocabulary: Rub out and remember- Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again. When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words.

I. True- False Statements Predictions* Set the scene: There are 6 statements about the information of some to natural disastests. All of you have to read them and guess whether they are true or false.- Hang the poster of T/F statements on the board.- Get students to work in pairs to guess which statements are true and which are false.1. Most of 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 volcano eruption6. A Tornado looks like a funnel- Give feedbackI. Reading and checking- Have students read the text on page 78 and check their perfectionGet students to correct false statements.

Guess

Answer

Correction

1.

T

2.

T

3.

F A huge tidal wave traveled from Alaska to California

4.

T

5.

F The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years.

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Post reading

Home work

6.

T

II. Complete the sentences:- Have students work in pairs and complete the sentences in exercise 5b on page 79.* Answer keys:1. The majority of earthquakes occur around the Pacific Rim.2. During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed.3. A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth.4. In Australia, a tropical storm is known as a cyclone5. Christopher Columbus gave us the word “typhoon”.6. A Tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path.

* Asking and answering:- Divide the class into four groups.- Have students read the text again- Group 1 asks a question. Group 2, 3, 4 answer it.- Group 2 ask another question. Group 1, 3, 4 answers.- Go on until the four groups ask their questions.* Possible answers:1. Why do people call the Pacific Rim “Ring of Fire”- Because 90% of earthquakes occur around the Pacific Rim.2. What will happen when there is an abrupt shift in the underwater movement of the earth?- Tidal waves will happen3. What does typhoon” mean?- It mean “big wind”4. Can we predict a volcano?- Yes. The scientists can warn us about the eruption

- Have students write the exercise 5b into their notebooks, using their ideas.

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Lesson 5: Section: - Write (page 79-80)- Read (page 78-79)

Period 60:

Aim: Writing a story about a typhoon

Objective: By the end the lesson, students will be able to write a story

Teaching aids: Text books, pictures.


arrangement

Warm-up

Pre writing

* Jumble words:- Write the words whole letters are in a random order on the board.- Divide the class into two teams. Students from two teas go to the board and write the correct words.- The teams which write more correct words first win the game.1. otnophy – typhoon2. damotro – tornado3. lacono – volcano4. tearquake – earthquake5. ormst – storm

I. Pre-teach vocabulary- behave (v): cö xöû, öùng xöû (translation)- shelter (n): choã truù nguï (definition: a place of safely)- all of sudden (IDM): baát ngôø, boãng döng (synonym: suddenly)* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word by word but leave the circle. Remember

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Behave Shelter

PerfectScaredAll of a

sudden

While writing

to let students repeat before and after rubbing out each word.- Go on until students can remember the words.- Get students to write the words again in the correct circle.II. Telling the story- Show six pictures on the board- Set the scene: This is Lan’s family, they are at home- Ask home questions to elicit the story1. 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 strangely3. 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 coming4. Picture 4:- What are they doing? They are gathering and talking about the coming typhoon Mrs. Quyen gathers her family and asks them to find shelter in the house.5. Picture 5: - What’s the weather like now? It is very dark. It has strong wind a heavy rain Suddenly, it becomes dark. The storm comes with strong win and heavy rain6. 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- Ask some students to look at the pictures and retell the story- Have students write a story individually. The cues in the box on page 79 will help students to write easily- Ask students to use past tense.

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Post writing

Homework

- Go around and help students to write.* Sample:It was a beautiful day. The sun was shiny, the sky was blue and the weather was perfect. Lan was outside playing with her dog, Skippy. All of a student, the dog began behaving strangely. She kept running around circles. Lan ran home with her dog to tell her mother what Skippy was doing. Lan’s mother, Mrs. Quyen told Lan that she heard on TV that there was a typhoon coming. Mrs. Quyen gathered her family and told them to find shelter in the house.Suddenly, the sky became very dark. The storm came with strong wind and heavy rain. Mrs. Queen and her family were scared, but soon the storm finished and everyone was glad. What a clever dog Skippy is. She saved LAN from being caught in the typhoon.

- Get students to share with their partners and correct mistakes.* Correction:- Take some writing to correct on front of the class.- Ask students to rewrite their writings- Collect their papers and correct.

- Get students to write another story. They can make changes or add more details to the story.

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Lesson 6: Section: - Language Focus (page 81-82))Period 61:Aim:

Further Practice in defining Relative clauses and non – defining Relative clauses.

Objective: By the end the lesson, students will be able to distinguish between

defining Relative clauses and non – defining Relative clausesTeaching aids:

Text books, cards.


arrangement

Warm – up

Presentation

* Pelmanism:- Prepare twelve cards with number on one side and the words on the other.- Stick the cards on the board so that the students can only see the numbers, make sure the words are mixed up in pairs.- Divided the class into two teams. Each team chooses two numbers.- Turn over 2 cards at a time. If they match that team gets one mark. If not, turn the cards over again and ask the next team.- Continue until all the cards are turned over.Kangaroos

Tokyo Lang Son

Sacramento

Pompeii Italia

Neil Armstrong

Japan Australia The USA Ky Cung California

I. Pre-teach vocabulary- sweep – swept – swept : queùt, cuoán ñi, traøn qua (mime)- destroy (v): phaù huyû (define: pull down or break to pieces)- extensive (adj): lôùn, roäng lôùn (synonym : wide, large)- border (v): tieáp giaùp vôùi (visual)* Checking vocabulary: Rub out and rubber- Rub out the words one at a time. Each time you rub out the word in English, point to the Vietnamese, ask

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Practice

students to repeat in English. When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words.II. Defining and non defining Relative clauses:- Give students two pairs of sentences and ask them to use Relative pronoun who or which to combine them.1. The Novel has been lost. You gave me the novel on my birthday. The Novel which you gave me on my birthday has been lost.2. Vietnam, exports rice. Vietnam is in the Southeast Asia. Vietnam, which is in the Southeast Asia, exports rice.- Help students distinguish between defining and non-defining Relative clauses.- Defining Relative clauses identify nouns; these clauses tell us which person or thing the speaker means.- Non-defining Relative clauses give more information about a person or thing already identified. When we write these clauses, we put commas at the beginning of the clause (and often at the end of the clause)* We can not use “that” in a non – defining Relative clause.* In a non – defining Relative clause we cannot leave out who or which.

Recognizing – defining Relative clause.- Have students to do the exercise in Language Focus 3 on page 82- Ask students to underline the Relative clause in each sentence, and then add commas to separate the non defining Relative clause from the rest of the sentences.- Get students to work in pair, and then ask some students to write the sentences on the board.* Answer keys:a. Kangaroos, which come from Australia, have long tails.b. Ba, who lives Trang Tien Street, likes playing the guitar.c. The novel that you gave me on birthday, has been lostD. Neil Armstrong, who first walked on the room,

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Production

Homework

lives in the USA.e. The chair that I bought yesterday, is broken (defining Relative clause)F. Mrs. Lien, who sings very well, is my English teacher.

III. Matching- Have students do the exercise in Language Focus 2 on page 81-82- Ask students to match each of the sentences in column A with related sentences in column B, and then use a suitable relative pronoun to join them.- Get students work individual, then share with their partners.* Answer keys:1-e: Andrew is flying to Sacramento, which is the capital city of California2-g: It snowed in Lang Son, which is on the Ky Cung River, in Winter of 2002.3-f: Pompeii, which is an ancient city of Italy, was completely destroyed in AD 79 by an eruption of Mount Vesuvius.4-a: Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200.000 homeless.5-c: The cyclone of November 1970 in Bangladesh, which is bordered by the Bay of Bengal on the south, was one of the worst natural disasters of the 20th century.6-d: The most disasters earthquake in Japanese history, which occurred in 1923, damaged Tokyo and yokohama and killed about 150.000 people.7-b: The October 1989 Loma Pieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area.* Writing:- Have students rewrite the sentences in Language focus 3 exercise on page 82- Ask students to replace each underlined clause with their own clause.- Let students use facts or their imaginationEx:a. Vietnam, which is a small country, exports rice.b. Kangaroos, which are called “Chuot tui” in Vietnamese, have long tails.c. Ba, who is my best friend, likes playing the guitar.d. (defining)

62

e. Neil Armstrong, who is a famous astronaut, lived in the USA.f. (defining)g. Miss. Lien, who teachers us English, is a beautiful woman

- Have students write some more (about 5) sentences with non-defining relative clauses.

63

UNIT 10: LIFE ON OTHER PLANETS

I. AimHelping students:- To talk about possibility- To seeks information.- To write an expositionII. Language focus1. Modal verbs: may, might2. Conditional sentences: type 1 and type 2.III. VocabularyVerbs Adjectives Nouns(to) capture(to) claim(to) disappear(to) exist (to) grade(to) prove(to) sight(to) terrify

AlienConclusiveCrazyMysteriousPreciousRoundSubject (to)Unidentified

CreatureEvidenceGemstoneHoleImaginationInfantMeteorMicro organism

PlanetPublicPullSampleShapeSpace craftSpot traceMineral

3 (1) Before you read(2) Listen and read

Reading a text about UFOS for details to complete the notes

Lesson 2 (3) Speak Practicing speaking about MarsLesson 3 (5) Read Reading a text about a space tripLesson 4 (6) Write Writing an exposition about the

existence of UFOS.Lesson 5 (4) Listen

Language Focus 1Listening to the description of the moon for details and further practice in modal verbs may, might.

Lesson 6 Language Focus 2-3-4 Further practice in conidial sentences type 1 and type 2

64


Lesson 1: Section - Before you read (page 83)Period 63: - Listen and read (page 83-84)Aim

Reading a text about UFOs for details to complete the notes.Objective

By the end of the lesson, students will be able to know more about UFOs.Teaching aids

Text books, pictures.PROCEDUCE


nt Warm-up

Pre-reading

* Guessing words:- Have students guess three words.- Give students the number of the letters of each word and give the definitions so that students can guess the words.1) ----------------------------------------------------------------* This word has 12 letters. It is the opposite of identified.2) --------------------------------------------------------------* This word has 6 letters. It means moving through the air as a birth does.3) ---------------------------------------------------------------* This word has 7 letters. It is in form. It means a thing that can be seen or touched.* Answer keys:1. Unidentified2. Flying UFOs (Vaät theå bay khoâng xaùc ñònh)3. Objects* Chatting:- Show the picture on page 83 to the students and ask them some questions about UFOs* What can you see in the pictures?* What do we call them in Vietnamese?* Do you know another word for UFOs?(flying saucer)* Do you thing they really exist?* Have you ever seen any films on UFOs?* Do you want to see a UFO? What do you want to

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While reading

know about UFOs?* If you saw an UFOs, what would you do?I. Pre- teach vocabulary- spacecraft (n): taøu vuõ truï (picture)- meteor (n): sao baêng (visual, picture)- evidence (v): baèng chöùng (definiton: anything that makes clear, shows or proves)- alien (n): ngöôøi ôû haønh tinh khaùc(definition: person on other planets)- capture (v): baét(synonym: catch (by force) arrest)- device (n): duïng cuï, thieát bò (translation)- claim (v): ñoøi quyeàn, nhaän laø (translation)* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word by word but leave the circles. Remember to let students repeat before and after rubbing out each word.- Go on until students can remember the words- Get students to write the words again in the correct circles.II. Guessing the meaning of the words:- Get students to read the text and find the words in the text that have the meanings given in * 2 a on page 84:- Ask students to work in pair.- Give feedback* Answer keys:1. proof, support = evidence2. falling star or shooting star = meteor3. unknown/strange people or thing = aliments4. bringing together or gathering = collecting5. caught as a prisoner = captured6. because impossible to see = disappearedIII. Complete the notes- Have students to do exercise 2b on page 84- Get students to read the text again and complete the notes. They have to work individually then

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66

Spacecraft Spacecraft

Capture

Alien

Claim Device

Meteor

Post reading

Home work

compare with their partners.- Call on some students to read aloud their sentences.* Answer keys:UFO Sightings:

a) An aircraft , a weather balloon or a meteor can be mistaken for a alien spacecraft

b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours.

c) There were over 1.500 UFO sightings worldwide in 1952

d) In 1954, a woman and her children saw a UFO above their house.

e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964.

f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft.

g) A pilot and his plane disappeared after sighting an UFO in 1978.

h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden.

* Discussion:- Have the whole class discuss the topic “UFOs”- Choose good students to be the leader.- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends.- Give the leader some questions for him / her to ask his/ her friends.* Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?* Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why do you think so?

- Have students write the notes on page 84 in their notebook.

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Lesson 2: Section - Speaker(page 85)Period 64:Aim

Practice speaking about Mars.Objective

By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets.Teaching aids

Text books, pictures, posters.PROCEDUCE


nt Warm-up

* Word square S E A R T HM U M E R CU R N S A US S R U B RA A R V C YM O O N T S

Earth Sun Mars (Hoaû)

Moon Mercury (Thuûy)

- Ask students some questions about the solar system.* Which planet is the nearest to the sun? (M)* Which is the biggest?* Which is the hottest?

I. Pre-teach vocabulary- microorganism (n): vi sinh vaät (translation)- gemstone (n): ñaù quyù (relia)- sparkling (adj): laáp laùnh (realia)- creature (n): sinh vaät (translation)- trace (n): daáu veát (visual)- mineral (n): khoaùng saûn (example)* Checking vocabulary: Rub out and remember- Rub out the new word one at a time. Each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat in English. When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words.

II. Revision of model verbs: may – might

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* Form: May/might + infinitive* Use: We use may, might to talk about present or future possibility.- Might is normally a little less sure than may.

II. Matching- Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down. These are drawing of things. Try to guess and match the drawings with their names.- Number from 1 to 7 from left and right.* Answer keys:

1) Minerals]2) Water3) Mountains4) Plants5) Little creatures6) Gas7) Gemstone

II. Drill - Use the drawing to drill* Exchange: what’s this?This may be water on Mars.

1. What are they?They may be minerals on Mars2. What are they?They might be plants on Mars3. What’s this?This may be gas on Mars4. What are they?They may be gemstones on Mars.5. What are they?The may be little creatures.

III. Practice the dialogue- Have students practice the dialogue between Nam and Hung on page 85.- Call on some pairs of students to practice the dialogue.- Correct their pronunciation.- Have all students work in pairs to practice the dialogue.* DialogueNam: What do these drawing say, Hung?Hung: There might be water on Mars.Nam: And what about those back sparkling spots on the right corner? Whole

69

Production

Homework

Hung: Well, they might be traces of gemstones. There may be a lot of precious stones on Mars.

IV. Matching dialogue- Have students make up similar dialogue about the drawings, using the cues in 3a.* Sample:You: What do these drawing say?Your friend: These may be mountains on Mars.You: And what about the red signs on the left corner?Your friend: Well, they might be gas on Mass- Call on some pairs of students to practice their dialogue before the class.- Give feedback

* Discussion:- Give students the topic “What may there be on Mercury/on the moon/ on Mars?”- Ask students to write the dialogue in their notebooks.

class

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Lesson 3: Section - Read (page 86-87)Period 63:Aim

Reading a text about a space trip.Objective

By the end of the lesson, students will be able to understand the text about a space trip.Teaching aids



nt Warm-up

Pre reading

* Chatting:- Prepare some lectures of a spaceship or of the first travel of man to the moon- Show students that picture and ask them some questions to involve students in the topic of the lesson.* Do you want to travel?* Have you ever traveled in our country or broad?* Have you ever dreamed of a trip to space?* Do you want to be an astronaut?* Do you think traveling into space takes a lot of money?

I. Pre-teach vocabulary- push – up (v): hít ñaát (mime)- orbit (n/v:) quó ñaïo/di chuyeån theo quó ñaïo (visual/picture/translation)- totally (adv): hoaøn toaøn (synonym: completely)- marvelous (adj): tuyeät dieäu, kyø dieäu (synonym: wonderful)- physical condition (n): tình traïng theå chaát, theå löïc (translation)* Checking vocabulary: Slap the board- Write the new words all over board, each word in one circle.

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Orbit

Space trip

Marvelous

Push-up

Physical condition

Totally

While reading

Post reading

- Call on two teams of 5 students to the front of the lass.- Call out the Vietnamese and two students run forward to slap the English equivalent on the board. The students slapping the correct word first get one mark.- Go on until all the word is slapped.II. Ordering statements- Show the poster of five statements on the board.- Have students work in pair to put the statements in order to show what they need and get in Joining a trip space.1. Get a letter from a doctor to show you are in perfect health.2. See pictures of the earth, its interesting places, and the stars from very far.3. Feel tree and enjoy wonderful feeling.4. Get ready and be in an excellent physical condition.5. Get on the trip- Give feedback.- Have students read the text and check their guess.* Answer keys:a. 4b. 1c. 5d. 2e. 3I. Comprehension question:- Have students read the text again and work in pairs to answer the questions on page 87.- Call on some students to answer the questions loudly.- Correct their answer.- Get students to practice asking answering the questions.

* Answer keys: 1) What will you have to do if you decide to take a space trip?- If you decide to take a space trip, you’ll have to run a lot, swim every day, and do aerobics and push – ups to have an excellent physical condition.2) What must you do if you want to show you are in perfect health?- If you want to show you are in perfect health, you

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Homework

must get a letter from the doctor.3) What scenes on the earth can you see from the outer space?- You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains.4) How many times a day can you see those scenes?- We can see those scenes 16 times a day.5) What things can you do while you are in orbit that you cannot do when you are on the earth?- We can walk on the wall or on the ceiling.

* Discussion:- Give students the topic of the discussion.“If you were able to take a space trip, what would you do to prepare for the trip? What would you like to bring along?- Divide the class into 4 groups. The students discuss on groups.- Ask each group to choose one leader who will present his/her group’s opinions.- Help students to show their ideas.

- Get students to write a short paragraph to answer the questions in the discussion.

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Lesson 4: Section - Write (page 88-89)Period 66:Aim

Writing an exposition about rhea existence of UFOs.Objective

By the end of the lesson, students will be able to write an exposition about the existence of UFOs.Teaching aids

Text books.PROCEDUCE


nt Warm-up

Pre-writing

* Jumbled words:- Write the words whose letters are in random other on the board.- Divide the class into two teams. Students from two teams go to board and write the correct words (rearrange the letters in correct order). The team which writes more correct words first wins the game.1. ucinionttrod = introduction2. oybd = body3. nculcoonsi = conclusion4. taimnenterent = entertainment5. caret = trace6. peapaceran = appearanceI. Pre-teach vocabulary- imagination (n): söï töôûng töôïng (translation)- trick (n): meïo, kyû xaûo (definition: a cunning action)- man – like creature (n): sinh vaät gioáng ngöôøi (translation)- mysterious (adj): bí hieåm (definition: difficult or impossible to explain)- Flying saucer (n): ñóa bay (synonym: UFO)* Checking vocabulary: What and Where- Write the new words on the board, one word in each circle.

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Imagination MysteriousExist

Trick Flying saucer Man – like

creature

While writing

Post writing

- Ask students to repeat the words chorally the rub out word by word but leave the circles.- Go on until all the circle is empty.- Get students to go to the board and write the words again in the correct circles.II. Matching:- Get students to do exercise 6a on page 88- Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A.* Answer keys:1. Introduction: I don’t believe there exist UFOs even though Many new sappers talk a lot about them.2. Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light. Secondly, there are not enough photos showing clearly the shapes of the UFOs. Moreover, if there are UFOs, there will certainly be traces of their landing on the ground.3. Conclusion: There fore, UFOs are just the imagination of some writes and they do exist only in films for entertainment.III. Reading the dialogue- Have students read the dialogue between An and Ba about the existence of UFOs.- Give students some questions to make sure they understand the dialogue.* Comprehension questions:1. Does An believe there are UFOs?(No, he doesn’t)2. Does Ba believe in UFOs?(Yes, he does)3. What does An think about UFOs?( He think that is might be people’s imagination)4. Why does Ba think UFOs exist?(Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?)5. What evidence makes Ba believe in UFOs?(There are plenty of photos of them and the mysterious circles on the fields)- Call on some students to answer the questions.- Correct their answers - Ask students to practice asking and answering in pairs.* Writing:- Get students to use Ba’s opinion to write an

Individual work

Pair work

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exposition about the existence of UFOs.- Let students write the exposition individually then share with their partners and correct mistakes by themselves.* Suggested writing:“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance.First, many people from different countries reports that once saw flying saucers.Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers.Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain.So I think UFOs are not human’s imagination. They are real; and we should be ready to welcome their visits”* Correction:- Collect some writing to correct the mistake before the class.- Call on some students to read aloud their writings.- Get students to write an exposition, using An’s opinion.

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Lesson 5: Section - Listen (page 3)- Language Focus 1 - 2

Period 67:Aim

Listening for details to complete a table and further practice in modal verbs – may, might.Objective

By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that.Teaching aids



nt Warm-up

Pre listening

* Shark’s attack:- Prepare a shark (or a crocodile) and a school girl/boy on cards.- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps).- Draw 4 gaps for the word: MOON.- Get students into teams (or ask them as a whole class). They have to try to guess the letter. If their guess is right, they will get one mark (The girl/boy stands till)- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy.- The game can go on with the words:* Temperature* Lake* Mountain………………………I. Pre-teach vocabulary- expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive)- crater (n): hoá (bom), mieäng nuùi löûa (visual/picture)- one – sixth = moät phaàn saùu- two – fifths = hai phaàn naêm* Checking vocabulary: MatchingII. Prediction- Set the scene: “You will listen to the description

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of the moon. But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”.- Have students work in pair to tick the statements that they think they are correct.- Give feedbacka. There is no air on the moon.b. There are rivers and lakes on the moon.c. There is no sound on the moon.d. It is very cold at night on the moon.e. During the day the temperature is even lower.f. There are no round holes on the moong. There are no mountains on the moonh. You will weigh 8 kilo heavier on the moon.i. You will be able to jump very high on the moon j. One day on the moon lasts for two weeks.

I. Listening and checking:- Have students listen to tape twice and check their perdition.* Answer keys:a, c, d, f, i, j* Tape transcript:“Good evening. Welcome to our Science For Fun Program. This week, we’ve received a lot of questions asking about life on the moon. We’ve talked to some experts and this is what we’ve found out. There is no water or air on the moon. It is all silent because there is no air. Of course, there will be no music, no sounds. There are no rivers and no lakes. At night, it is very cold. The temperature rises to 1000C above zero.There are great round holes on the moon. They look like big lakes. They are called craters. There are more than 30.000 craters on the moon. There are also high mountains. The highest mountains on the moon are about 26.000 feet or 8.000 meters high.And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth. If you weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion. You can take very long steps as well. And… May be you won’t sleep very well because one day the moon lasts for 2 weeks.So, is there life on the moon? I’ll leave the questions for you answer yourself”.

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II. Comprehension questions- Give students some questions and ask them to work in pair to answer them.- Give feedback* Questions:1. Why are there no sounds on the moon?2. How many craters are there on the moon?3. How much will you weigh on the moon if you weigh 50 kilos on the earth?4. Will you sleep very well on the moon? Why? Why not?- Let students listen to the tape once again (or twice) and they check their answers.- Call on some students to read aloud their answers.Corrects their answer and let them listen to a tape again if they can’t answer the question.

* Answer key:1. Because there is no air on the moon2. There are about 30.000 craters on the moon3. If I weigh 50 kilos, I’ll weigh only a little more than 8 kilos.4. No, we won’t. Because one day lasts for two weeks on the moon.- Ask students to practice asking and answering in pairs.* Revision of modal verbs: may and might* Form : May/Might + infinitive (without to)*Use:* May/Might is used to talk about present or future possibility.* Might is normal a little less sure than May.* Drill:- Have students look at the pictures on page 89-90 to do exercise in Language Focus 1.- Get students to work in pairs. They have to practice asking and answering.a. Ex: S1: What may it be? S2: It may be a look or it might be a game.b. What may it be?It may be a box of crayons or it might b a box of plaint.c. What may it be?It may be a football or it might bad a basketball.d. What may it be?

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It may be a boat or it might be a traine. What may it be?It may be a flying saucer or it might be a meteor.f. What may it be?It may be an evening star or it might be a spacecraft.* Guessing game:- Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb…- Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present.- The game goes on until the time is over.

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Lesson 1: Section - Language Focus 2 – 3, 4 (page 90-91-92)Period 68:Aim

Further practice in conditional sentences type 1 and type 2.Objective

By the end of the lesson, students will be able to use conditional sentences.Teaching aids

Text books.PROCEDUCE


nt Warm-up

Presentation

* Jumble words:- Write the words with the random letters on the board.- Divide the class into two teams. Students from two teams go to the board and write the correct words.- The teams which write more correct words win the game.1. isrh = rich2. lockc = clock3. tivis = visit4. alrma = alarm5. aienl = alien6. psces = spaceI. Revision of conditional sentences type 1* Form: If clause: simple present tense main clause: simple future (will + verb (infinitive))* Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present.* Practice:- Have students work in pair to do the exercise in Language Focus 2 on page 90.- Ask students the fives sentences, using conditional sentences type 1.- Call on some students to read their sentences before the class.- Give feedback and correct.* Answer keys:a. If Ba forgets his lunch, he’ll be hungry at lunch

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time.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 finishing her works early.e. If Mrs. Binh writes a shopping list, she won’t forget what to buy.II. Conditional sentences type 2- Set the scene: Ba is not rich so he can’t travel around the word.- Ask students to complete the sentences:* If Ba ………………………rich, he ……………………………………around …………………* Answer keys: If Ba were rich, he would travel around the world.* Form : Main Clause: would/ could/ might + verbIf Clause: past simple tense/ past subjunctive* Use: We use this structure to talk about unreal or unlikely present of future situations.We often use “If I were you” to give advice- Ask students to do Language Focus 3 exercise on page 90. They have to work with a partner and make commotional sentences type 2.- Give an example first (3a)- Let students work in pairs.- Give feedback and correct.* Answer keys:a. If Mr. Loc had a car, he would drive to work.b. If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park.c. If Nam had an alarm clock, he would arrive at school on time.d. If Hoa lived in Hue, she would see her parents every day.e. If Nga owned a piano, she would play it very well.f. If Tuan studied harder, he would get better grades.g. If Na had enough money, she would buy a new Computer.(Na would buy a new Computer if she had enough money)I. Matching game- Divide the class into two teams, team a and team B

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- Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper.- Get each student from team B to write one main clause.- Take 2 pieces of paper from 2 team to have complete conditional sentences.- Call on some students to pick up 2 pieces of paper from 2 teas and call out the sentences.- This game help students to practice writing conditional sentences and make them feel relax.II. Writing- Give the topic and ask students to discuss in groups before writing.“What would you do if you met an alien from outer space?”- Give an example first.If I meet an alien from outer space, I would invite him/her to my home and talk to him/her- Have each student write 3 things he/she would like to do.- Get students to share with their partners.- Call on some students to call out their sentences before class.- Give feedback and correct.- Get students to write some more sentences they get from their friends in class.

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Giao an anh-van-9-ho- ky-ii

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