Giao an tieng anh 11 tron bo

Lesson plan of English 11

Writing date:

Period 1 UNIT 1 FRIENDSHIP

READING

• Objectives: By the end of the lesson, Ss will be able to guess meaning in context.

• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion.

• Skills: Reading, Speaking

• Teaching aids: textbook, pictures

PROCEDURE

Teacher 's activities Students’ activities

I. PRE-READING

*Warm-up (5’)Brainstorming

-Ask Ss to give the adjectives describing features of a good friend.

Generous sincere

*Lead-in: I know that we have a lot of friends in our lives. Today, we’ll know more about friendship through reading the text.

*Teaching vocabulary(12’)

1. unselfishness (n) -> (example)

2. constancy (n.) -> (translation): su kien dinh

3. be loyal to = be faithful to

4. sympathy (n.) -> (definition): the feeling of being sorry for sb, showing that you care about sb’s problems.

5. enthusiasm (n.) -> (example)

6. suspicion (n.) A: friendly

B: happy C: suspicious

Ex: He always helps people without thinking of his own benefit.

What characteristics can you say about him?

Ex: The news is greeted with enthusiasm.

What does “enthusiasm” mean in Vietnamese?

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where (3’)

II. WHILE-READING: (15’)

Task 1: (3’aTask 2: (4’) Finding the main

Read the passage quickly & tick the words in Warmer appearing in the

1

friend


idea of the whole passage. (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5.

Task 3: (8’) Answering the questions. (Task 3, p.15)

+Divide class into 2 groups A & B

+Group A answer the first questions, group B answers the rest. (Pair work)

+Closed pairs- Open pairs.

+ T’s feedback.

passage

+ Expected answer: B. Conditions of the true friendship.

*Expected answer:

1…. 2. ….. 3. ….. 4. …….5. …..

III. POST-READING (8’) *Discussing the question “Why do we need to have friends?”

+ In groups of 4, ask Ss to tell what a friend can do for you:

+ in your studies

+ when you are in need.

IV. HOME WORK (2’) -Do Task 1, p.14.

-Prepare Period 3 – Speaking.

PERIOD 2 UNIT 1: FRIENDSHIP

SPEAKING

* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives.

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

Teacher ‘s activities Students’ activities

I. PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the parts of the body they can be used to describe.

2


Short Broad straight tallish sleek

Pointed Oval tall shortish round snub

Crooked Short large wide shoulder-length

Wrinkled Glossy flat wavy long

Dyed

Parts of the body Adjectives

Face

Nose

Hair

Forehead

Height

• Call Ss to fill in the words on the charts

• T’s feedback

* Teaching vocabulary

1. crooked (adj.): (picture)

2. hospitable (adj.): welcoming gueSs/ visitors friendly

3. generous (adj.): (translation)

4. quick-witted (adj.): intelligent

II. WHILE-SPEAKING:

Task 1: (Using the chart in the warm-up activity )

Task 2:

Call some groups to report their results to the class

In groups of 4, ask students to describe some people in the picture given by the teacher, using the words in the chart.

In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons

III. POST-SPEAKING: Interview

• Make role cards and deliver to students (see textbook)

• Before students start, ask them to agree upon the basic profile of the friend.

- his/ her name

Pair work:

• Ss can use suggestions given to ask and answer, using the following cue cards

• - why he/ she is interested in Math

- how much time he/ she spends on

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- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Math

- what makes him/ her a good friend

- what made him/ her successful

- what he/ she does in his/ her free time

IV. HOMEWORK (2’)

PERIOD 3 UNIT 1 FRIENDSHIP

LISTENING

* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes.

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player.

PROCEDURE


I. PRE-LISTENING:(12’)

*Warm-up:

-Divide class into 2 groups A & B.

*Teaching vocabulary:

- sense of humor: -> (photo of Mr. Bean)

->He has good sense of humor.

*True/ False prediction:

-Deliver handouts

-A Student in group A will describe some physical characteristics of a student in his/her group.

-Group B has to guess who the student is.

- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)

II. WHILE- LISTENING (20’)

Task 1: True/False statements. (8’)

-Ask Ss to listen to the tape twice & check their exercises in prediction activity.

-T’s feedback.

Task 2: Fill in the table. (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback.

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F5.T 6.F

-*Long’s talk: 1.F 2.F 3.T4.T 5.T 6.T

Ss to listen the tape again to find out the information & fill in the table.

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How and where they met What they like about their friends

Lan - They used to live in the same residential area in Hanoi.

- Lan went on a holiday to Do Son and Ha went there to visit her.

- Ha’s very friendly and helpful.

- Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around.

Long - They met in college.

- Minh played the guitar, Long was a singer.

- They worked together.

- Minh has a sense of humor.

- Minh likes to go to plays and movies.

- Minh is a good listener.

- Minh is friendly and helpful.

IV. POST-LISTENING.(11’) Ss talk to each other about their best friends

+ how & where they met.

+ what they like about their friends.

V. HOMEWORK.(2’) - Write a short passage about your best friend.

Teaching date:.../09/2007


WRITING

*Objectives: By the end of the lesson, Ss will be able to:

+ make an outline of the ideas to describe a friend

+ write a paragraph describing a friend’s characters with supporting details for each character.

*Skills: Writing

*Teaching aids: textbook, posters.

PROCEDURE

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I. WARM-UP: (6’) Noughts & crosses.

1. friendly 2. cheerful

3. pleasant 4. modest

5. active 6. hardworking

7. studious 8. responsible

9. selfish

Key:

1-d 2-g 3-c 4-i 5-f

6-a 7-h 8-e 9-b

In 2 groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj.

a. My mother gets up at 6 every day and never stops working until dinner-time.

b. Minh never wants to share anything with us. Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”

c. It’s nice to be around with Tam for his polite and friendly manner.

d. He’s very close to us. Though he’s our teacher, he treats us almost like his friends.

e. I like working with Lan. She always tries her best to finish her part of the work.

f. She is a lively person who engages in almost all the community activities.

g. I love spending time with Linh and seeing her broad smiles.

h. My friend spends a lot of time learning. She is one of the best students in our class.

i. Trust him. He doesn’t say more than what he has thought or done.

II. PRE-WRITING (6’)

*Brainstorming:

Where/ When first met

Physical characteristics

Personalities

-in school extra-activities

-at a football match

-high forehead

-very tall

- good-natured

-quick-witted

III. WHILE-WRITING

1. Making outline. (10’)

-While Ss are writing, T. goes around the class to see how well Ss work and whether they need some help.

-Ask 2 groups to write their outlines on the board.

-T’s feedback.

-Ss work in pairs

-For column one, think of the possible places and situations in which you may have met your best friend. Write down as many of them as possible.

-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column.

-For column 3, think of the personalities of your friend that you like most about him/her.

-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity.

-Ss work in groups of 46

1 2 3

4 5 6

7 8 9




LANGUAGE FOCUS

*Objectives: By the end of the lesson, Ss will be able to:

+ pronounce the two sounds /dz/ & /t…/ correctly.

+know how to use to-infinitive or bare infinitive.

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook.

PROCEDURE

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I. PRONUNCIATION (12’)

*Warm-up:

-Divide class into 2 groups A & B.

*Practice:

-T. reads the words & Ss repeat them in chorus.

-Call some Ss to pronounce the words.

-T. reads sentence S (See textbook) & Ss underline the words containing the sounds /t…/ & /d…/.

-T’s feedback.

-T. reads sentence by sentence & Ss repeat.

-T corrects if there’re some mistakes.

II. GRAMMAR.

1. Infinitive with “to”. (10’)

-T. shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information.

-Use pictures of two happy faces & ask Ss to complete the sentence.

T: Who can complete the boy’s sentence?

S: I’m happy to meet you.

* Practice:

- Ask Ss to put the words in the correct order to make complete sentences with infinitive with to

- Ss work individually.

- Have some Ss write their sentences on the board.

- The other Ss correct the mistakes.

2. Infinitive without to: (10’)

*Practice:

-T’s feedback.

3. Free-practice: (10’)

-SS write on the board as many words having the sounds /d…/ & /t…/ as possible in 3 minutes.

Group A Group B

/d…/ /t…/ /d…/ /t…/

Jam Children

chair

orange

church

…

- Ss to give the form:

Noun/pron. + to-infinitive

Adjective

- Ss to match the words in column A with those in B to make meaningful sentences.

A B

1. I saw a dog a. sing a romantic song

2. I heard you b. bite the crying boy

3. They made me c. clean their ten bicycles

- Ss to give the form of the sentences above.

Verb + Object + bare-infinitive

- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make”

- Expected answers: watch, let, feel, notice

-Ss. To rewrite sentences, using the words in brackets.(textbook, p.21)

- Ss to exchange the exercise and correct them.

-In pairs, each student tells his/her partner the first time she/he met his/her closet friend.

Ex: - I was glad to meet her.

- I thought she was a very interesting person to make friend with.8

I’m happy…you.


Teaching date:.../09/2007PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READINGObjectives: By the end of the lesson, Ss will be able to:

- learn some vocabulary about personal experiences- understand the passage- to use the vocabulary to tell about their own personal

experiencesLexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)Skills: reading, speaking, listening, writing Teaching aids: pictures, handouts, textbook.

PROCEDURETeacher ‘s activities Students’ activities

I. PRE-READING: 1. Warm up: (pair work) (5’)- T: prepares /sticks 6 pictures on the B.B - lead-in: Have you involved in the situation in which you don’t know what to do?2. Teaching voc: (10) - idol (n): (example): thần tượngEx: Who’s your favorite singerHong NhungHong Nhung is your idol.-glance (v) (miming): liếc mắt- sneaky (a) (situation): lén lút What would you do if you couldn’t do your test?

Copy What’s your attitude?

Be afraid of the T. and look sneaky.- embarrassing (adj) (synonym ) = confusing (adj): bối rối- make a fuss (exp) (over/about) (explanation): làm ầm ĩ.

S.o complains noisily about s.t she/he doesn’t like.3. Checking voc: (handout) (3’)

Ss to discuss what’s happening in each picture and then asks Ss to predict the order of 6 pictures

Gap- filling (Task 1 / p.24) (individuals)Key: 1. glanced 2. making a fuss

3. embarrassing 4. idol -5.sneaky

II. WHILE-READING: 1. Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in the order that they happen in the story.(correct the prediction in warmer )

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c

Activity 2 Multiple choice (5’).1. The writer’s most embarrassing

Individuals

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experience happened when she was....A. a teacherB. a junior high school

studentC. a senior school

student.2. She wished to have a... like the

one of her pop idol.A. a red dressB. a red floppy cotton

hat C. a pair of red shoes

3. She bought it with the money...A. her father gave herB she picked on the street

C. She took from a school boy’s bag3. Activity 3 (Task 3/ p. 24) Comprehension questions (pair work )-Ss read the passage again and answer the following questions 1. Why did her father give her some money on her birthday?2. What did she see in the boy’s bag?3. Why did she decide to take the money from the boy’s bag without saying anything about it?III. POST-READING: (7’)Discuss the question: What would you do if you were the writer?

IV. RESERVED-ACTIVITY:

Keys: 1. So that she could buy the hat for herself 2. A wad of dollar notes exactly like the ones her father had given her before.3. Because she didn’t like to make a fuss.

(Group work ) Expected answers: - say nothing / keep as a secret.-try meet the boy and give the money backSs tell about their embarrassing experiences.

V. HOMEWORK: (3’) - Prepare for speaking-Write about their own experiences.

Teaching date:.../09/2007Period 7: UNIT 2 PERSONAL EXPERIENCES

Speaking*Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life.*Lexical items: native speaker; affect (v); turtle (n)*Skills: speaking; listening; writing; reading.*Teaching aids: textbooks; pictures; handouts.

PROCEDURE

10



I. PRE-SPEAKING1. Warm-up: (5ms) HangmanTeacher asks Ss to think of a word containing 10 letters, you can guess 2 letters first: __ __ __ __ __ __ __ __ __ __2. Lead-in: (2ms) _ asks Teacher Ss: .Have you ever had an interesting experience?3. Teaching vocabulary: (2ms)- native speaker (n) (situation) người bản xứEx: Mary comes from England.She speaks English as a native speaker- (to) affect (v) (example) ảnh hưởngEx: Smoking is harmful to our health. It means smoking ……….badly our health.→ affects- turtle (n) (picture) con rùa4. Checking vocabulary: (3ms) R.O.R

Key words: EXPERIENCE

II. WHILE-SPEAKING: (15 ms)1. Activity 1: (5 ms) (Task 1, textbook, P.25) 2. Activity 2: (10 ms)

Teacher asks Ss to practice the dialogue in pairs Teacher calls some pairs to perform the dialogue in front of the class.Teacher sticks a poster with the completed dialogueTeacher asks Ss to pay attention to the tense of the verb <Simple past >

Key answers: 1_d; 2_c; 3_ a; 4_ b; 5_ eSs put the conversation in the correct

order by numbering the expressions (Task 2, textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a; 5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions: Have you ever ……..?How did it happen?When did it happen?How did the experience affect you?

III. POST- SPEAKING: (13ms)Ask Ss to use the questions above to talk about their own past experiences, using the cues in task 1IV. HOMEWORK: (2ms)

Write down your own dialogue in the exercise

Teaching date:.../09/2007PERIOD 8 UNIT 2: PERSONAL EXPERIENCES

LISTENING* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),

replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts...

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PROCEDURE


I. PRE - LISTENING:

Warm - up: (5’) (group work): Describing the picture (p27 - textbook). Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

snakes

- Scream (v): (explanation) la thất thanh,

la hét.

What do people often do when they see

something terrible?

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from

the prison.

- Protect (v): (explanation)

What do we wear a helmet for? → to

protect our head

Keys:

1. protect 2. embraced 3. memorable 4. terrified 5. screamed 6. replace7. gas stove 8. escape II. WHILE – LISTENING

Keys:

1. T 2.F 3. F 4. F 5.T

Ss look at the picture and say what is

happening in it.

Checking vocabulary (5’) (individual)

Gap - filling

1. A good pair of shoes will ………. your

feet while jogging.

2. The child ……….her mother tightly

because of fear.

3. April 30th 1975 is a ……….day of

Vietnamese people.

4. I feel …whenever I stay at home alone

5. The fans …….with excitement when

they saw their idols.

6. Robots can …….people in some work

7. Remember to turn off the …… right

after cooking.

8. They were trying to ……….from a

burning house.

1. Activity 1 (5’) (Pair work) (task 1 P27)

1. Christina is a businesswoman

True

False

2. The fire happened three years ago

True

False

3. The fire started in the bedroom

True

False

4. When the fire started, Christina was

12


Ask Ss to put the sentences in right

order to make a completer story.

Keys:

1. b 2. d 3. a

4. c 5.f 6.e

Keys:

1. small 2. everything 3. family4. replaced 5. took 6. appreciate

reading a book

True

False

5. Her mother came and rescued her

True

False

2. Activity 2 (5’) (Group work) Teacher

prepares 6 piece of paper on which there

are 6 sentences as follow.

-b. Her most unforgettable experience

happened 13 years ago.

-d. Her house burned down

-a. The fire started in the kitchen because

she forgot to turn off the gas stove.

-c. She heard her mother’s voice calling

her name

-f. She rushed to her mother and her

mother carried her out.

-e. She got away without even a minor

burn.

3. Activity 3 (5’) Individual (Task 3 textbook P28)

III. POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more

important than things. Do you agree or

disagree with her? Why? Exchange your

ideas with a partner.IV. HOME - WORK (3’) Write down your idea (Post - listening) in

the notebook


WRITINGA. OBJECTIVES

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A1 Aims: - To help Ss know the way to write a personal letter about a past experience.

A2. Lexical items: - Words/Phrases used to write about a past experience: embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life…

A3. Structures: I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc.

A4. Method: Integrated, Communicative approach A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projectorB. PROCEDURE

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Teacher ‘s activities Students’ activities WARM-UP (3 mn)Look at the pictures or listen to the situations and answer the questionsT. either shows 2 pictures of ‘a man attacked by a dog’ and of ‘a man slipped & fallen in the street’ or gives 2 situations and asks some questions: 1. What’s the matter with the man in the 1st

picture?2. How did this affect him?3. How about the 2nd picture?4. According to you, how did he feel when there were a lot of people in the street?PRE-WRITING (15 mn)Act.(7mn). Listen to the teacher’s past experience and do a multiple-choice task.T. tells Ss her/his past experience.‘I’ve had a lot of experiences in my life. My unforgettable experience was just 2 months ago, when my family spent a summer holiday in Hue city.We stayed at a big hotel with 7 floors for three days. My son, a quick and naughty boy likes taking the lift so we decided to choose a room on the top floor. On the last afternoon of our stay, while I and my husband were both talking to each other and stepping into the lift, my son was putting his left hand into one of the two slots of the lift. I really lost my temper then. Immediately, I grabbed his hand and tried to draw it out of the slot, but I couldn’t. The boy was more and more crying, and I began crying. My husband, who prevented me from doing like that, was very calm. He managed to draw his hand out of the slot. At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him. Luckily, he wasn’t seriously injured.This experience made me frightened and pay more attention to my naughty son. Especially, I find that we should be calm when solving any problems.’TASK: Listen to my past experience and then tick the right pictures related to the story.tick the right pictures related to the story.1. a b c d

2. a b c d

3. a b c d

Ss: Observe the pictures on board or listen to the situations givenSs’ answers:1. He was attacked/bitten by a dog.2. This made him frightened.3. He was slipped.4. He felt embarrassed.

Group work (groups of 4)Ss: Observe the pictures of the task provided and make group discussion before listening.

Ss’ answers: 1. b

2. d

3. c

4. c

5. b

Ss. Look at the poster and answer the questions

Individual workSs give as many kinds as possible

Pair workSs write outline in pairs

Individual workWrite a letter about a past

15

1. Where the experience happened: at a hotel,…

2. When it happened: 2 months ago, when I was on holiday,…

3. How it happened: (various details)

4. Who was involved:

5. How it affected you: It made me embarrassed/frightened…; It changes my outlook on life…



LANGUAGE FOCUS (1)• Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/

and use present simple indicating past time correctly

• Lexical items:

• Skill: speaking, listening, writing, reading

• Teaching aids: textbooks, handouts, poster

• PROCEDURE

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• WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15 words and asks Ss to put into correct columns

- T gives feedback

- T leads in the new lesson

A. PRONUNCIATION (15’)

I. PRESENTATION (5’)

- T introduces and modals 3 consonants /m/; /n/; /η/

II. PRACTICE (5’)

T asks Ss to underline the words containing 3 consonants above and read the sentences loudly (individual)

1. Good morning. I want an apartment in central London.

2. We have an inexpensive apartment in Northern Avenue.

3. I remember meeting him on a nice summer afternoon.

4. Mr. King is singing next door.

5. He’s holding a string in his fingers.

6. He loves spending his holidays in his small summer house.

III. PRODUCTION (5’)

T divides class into 2 groups ands asks Ss to choose the number and give the word containing the consonant

B. GRAMMAR (23’): Present simple indicating past time

I. PRESENTATION (7’)

T feedbacks and explains: Present Simple also indicates past time

Keys:

1. invites 2 sets 3. gets

4. waves 5. promises 6. carries

7. contains 8. has baked 9. is

10. is shining 11. are singing 12. is

II. PRACTICE: (8’)

Multiple Choice

One fine day, we (1. decide) _______ to go into a jungle. We (2. start) _______ preparing for the trip at six in the morning, and (3. leave) _______ with two elephants carrying our luggage. It’s a hot day but all of us (4. wear) ______ shoes and trousers to protect us from snakes. In the jungle, there is a lot of wildlife but we (5. try)

/m/ /n/ /η/

may nose Wrong

running make nine

- Ss repeat

Game: Noughts and Crosses

1 2 3

4 5 6

7 8 9

- Ss close the books and gives Ss handouts

Handouts:

The story is about a girl called Little Red Riding Hood who (0. live) lives with her mother. Little Red Riding Hood‘s grandmother (1. invite) _________ her to her cottage, so one fine day she (2. set) _________ off to visit her. The little girl (3. get) __________ready, (4. wave) _________ goodbye to her mother and (5. promise) __________to be careful. On her arm she (6. carry) _________ a basket which (7. contain)_________a cake her mother (8. bake) __________specially. It (9. be) _________ a lovely spring morning, the sun (10. shine) _________ and the birds (11. sing) __________, happy that the winter (12. be) _________ over.

1.a. to decide b. decidesc. deciding d. decide

2.a. have started b. had startedc. start d. was starting

3.a. leave b. leavesc. leaving d. to leave

4.a. wears b. wearc. wearing d. weared

5.a. is trying b. tryc. has tried d. was trying

6.a. to climb b. climbingc. climb d. climbs

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LANGUAGE FOCUS (2)• Objectives: By the end of the lesson, Ss will be able to use the past simple, past

progressive and past perfect correctly.• Skills: writing, speaking, listening, reading.• Teaching aids: textbook, handouts, chart, pictures, etc.


I/ WARMER: 5’T gives an exercise: RIGHT (R) or WRONG (w)

1/ I was making a cake when the light goes out.

2/ Last night, while I watched T. V, my mother was reading a newspaper.

3/ When I arrived, the lecture had already started.

4/ He went out with his friends after he finished his homework.

- T gives feedback.- T leads in the new lesson.

II/ PRESENTATION: 10’ From the above sentences, T elicits from Ss 3 structures: …………WHEN ………..WHILE …………, …………WHEN / BEFORE / AFTER ………..,

II/ PRACTICE: 1/ Activity 1: 8’ Exercise 2 / p.30. Textbook.Keys: 1/ broke - was playing

2/ wrote - was 3/ was working - broke 4/ started - were walking 5/ told - were having6/ didn’t listen - was thinking7/ phoned - didn’t answer - were (you) doing8/ had looked - asked - cost.

2/ Activity 2: 8’ Exercise 3 / p.31 textbook Keys: 1/ had eaten - arrived 2/ found - had taken 3/ got - had closed

(1) Past progressive + WHEN + Past simple

WHEN + past simple + past progressive

*Expressing an action happening when another action happened in the past. (2) WHILE + Past progressive + Past progressive Past progressive + WHILE + Past progressive *Expressing two actions happening at the same time in the past. (3) WHEN / BEFORE + Past simple + Past perfect Past simple + AFTER + Past perfect

*Expressing an action happened before another in the past.

pair work

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4/ got - had left 5/ got - had arrived 6/ paid - had phoned 7/ went - said - hadn’t arrived 8/ had looked - asked - cost

III/ PRODUCTION: 12’ Sentence building- T uses pictures or cards:

1/ Play football - do homework2/ Cook the meal - watch T.V3/ Go shopping - do housework4/ Have dinner - go to the cinema

- Ss to make sentences, using the three structures above.

Individual

Group work

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three structures above.


PERIOD 13 UNIT 3: A PARTYREADING

Objectives: By the end of the lesson, Ss will be able to: Read for gist. Study some new words relating to the topic: Party.

Skills: reading.Teaching aids: text books, hand-outs.


I. Warmer: (5 minutes) Chatting:

T elicits some information relating to a party from the Ss

- Have you ever been to a party? Expected answer: Yes.

- Do you enjoy going to a party? Expected answer: Yes.

- Could you tell me some kinds of party you have been invited to?

Lead – in: T introduces the lesson:

“Today we will learn about some kinds of parties that people are celebrating”

I. Pre-reading: (10 minutes)

Expected answer:

19


Pre-teaching vocabulary:1. blow out (v) thổi tắt(Miming: T asks the Ss to look at him or

her. T does the action of blowing out the candles then asks the Ss:

“What I have done?” Expected answer: blow out the candles)

2. couple (n) 3. anniversary (n) + golden anniversary + silver anniversary + wedding anniversary 4. gift (n) 5. milestone (n):

Checking vocabulary: RUB OUT AND REMEMBER.

I. While reading: (20 minutes) Activity 1: Task 1:

Activity 2: Task 2: T asks Ss to read the text again individually. T asks Ss to work in pairs and do the

exercise. T reminds the Ss that there is only

ONE wrong word. T calls some Ss to stand up and give

their answers. T checks and gives feedbacks.

Ss to work in pairs and read the text again.

Ss ask and answer then tick () in the right box.

T delivers the hand-outs (taken from the textbook, p.34).

T checks and gives feedbacks. PAIR WORK

o Answer keys: 1. birthday party2. both3. both4. wedding anniversary party5. wedding anniversary party6. wedding anniversary party7. birthday partyPAIR WORK

o Answer keys: o 1. Lisa’s family and friends are at her

seventh birthday party.2. Everyone eats cake and ice cream at

the birthday party.3. Lisa opens birthday cards and presents

from her family and friends.4. Many Americans over the age of 30

don’t like to talk about their age.5. Fifty years ago, Rosa and Luis got

married. 6. People call the 50 th wedding

anniversary the “golden anniversary”

7. Rosa and Luis are happy to be together for their golden anniversary.

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III. Post-reading (9 minutes)PREPARE YOUR BIRTHDAY PARTY

Time to startPlace to celebrate your birthday party in a park, at home, at a restaurant, at a coffee

shop…Number of gueSs coke, cake, candies, milk, …Foods and drinks Playing games, singing, dancing, taking

photos, … Interesting activities

DISCUSSION- T asks Ss to work in groups of 5.- T asks Ss to discuss the reasons why they prefer to celebrate their birthday party at home / in the restaurant. T checks and gives feedbacks.II. Homework (1 minutes)

Write-it-up:

Write a short paragraph (about 70 100 words) about the preparation for your birthday party. Using the information given in the chart above.

Teaching date:.../10/2007PERIOD 14 UNIT 3: A PARTY

SPEAKING

Objectives: By the end of the lesson, Students will be able to:

+ Talk about the party they have been to

+ Tell how they organize a party

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

PROCEDURE


I. Warmer: (5 mins)

• Brainstorming:

• T divides the class into 2 groups: Tom and Jerry

T asks each group to choose a representative to come to the board

T asks Ss to find some words related to the topic PARTY then write their words

Ss to clap their hands

Ss read the list of questions on p. 35

Ss choose from the list 5 or 6 questions to answer

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on the board

T checks the Ss' answers

The group that has more correct words will be the winner

Lead-in:

T introduces the lesson: " Today, you will learn to talk about the parties you've been to and how to organize a party."

II. Pre-speaking: (10 mins)

• Activity : Task 1

T asks them to write their answers on a piece of paper

T reminds them to use The Past Tense

T calls some Ss to stand up and talk about their answers

III. While-speaking: (20 mins)

Activity 1: Task 2

T asks them to tell their friends about the party they've been to

T asks them to use the information in the previous activities

T goes around to check and offers help if necessary

T calls some Ss to stand up and tell about the party they have been to

T gives feedbacks

Activity 2: Task 3

PARTY-ORGANIZER'S COMPETITION

Ss to work in pairs

II. Post-speaking: (10 mins)

- T asks the Ss to work in pairs

T gives some cues

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-T asks Ss to plan an interesting party (using the cues) then tell their friends to invite them to come to that party.

-T calls some Ss to stand up and talk about their parties

-T checks and gives feedbacks.

- Ss to discuss in their groups

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three structures above.


PERIOD 15 UNIT 3: A PARTY LISTENING

Objectives: By the end of the lesson, Students will be able to:

+ Listen for gist.

+ Listen to get some specific information to answer the questions.

Lexical items: words related to a party / parties.

Skills: listening.

Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.

PROCEDURE


I. Warmer: (5 mins)

T elicits some information related to parties from the Ss by asking the following questions:

- When do you like to organize your birthday party, during the day or in the

- Ss work individually to read through the hand-outs.

- Ss listen to the tape once and try to decide if the statements are True (T) or False (F).

- Ss to work in pairs and discuss

BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and famous singers

Foods and Drinks: coke, fruit juice, cake, biscuits, etc.

23


evening?

- What foods and drinks are often served at your birthday party? What act …

II. Pre-listening: (10 mins)

Teaching vocabulary: + gather (v) (picture …) + decorate (v) (explanation) + slice (n) (realia) + clap (v) (miming) + icing (n) (picture)Checking vocabulary: WHAT AND

WHERE

III. While _listening: (20 mins)

• Activity 1 : Task 1

• T delivers handouts (taken from the textbook, p.37) T call some Ss to stand up and give their answers.

• T plays the tape again to check with the whole class.

• T gives feedbacks.

Activity 2: Task 2

their answers.

- Answer keys:

1 2 3 4 5F F F T F

MULTIPLE CHOICES

1. How old was Mai?

A.6 B.16 C.60 D.26

2. Why didn’t she like having her party at a restaurant?

A. noisy and expensive B. quiet and cheap

C. noisy and cheap D. quiet and comfortable

3. What did Mai’s mother serve the gueSs at the beginning of the party?

A. ice-cream and biscuits B. soft drinks and biscuits

C. coffee and cake D. fruits and milk.

4. What time was the birthday cake brought out?

A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m

5. It was beautifully decorated with

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A. pink and white icing B. brown and yellow icing

C. green and white icing D. black and yellow icing

6. What did all the gueSs do while Mai was cutting the cake?

A. they danced and sang B. they played the Bingo game

C. they took photos D. they clapped their hands and sang

7. What time did the birthday party finish?

A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00 a.m

IV. Post listening: (9 mins)

T asks them to talk about Mai’s birthday party.

T asks the secretary to take notes.

Homework: (1 min)

- Ss to work in group of 6.

- Ss choose a secretary and a presenter.

Write a short paragraph about Mai’s birthday party (5070 words).


PERIOD 16 UNIT 3: A PARTY WRITING

Objectives: By the end of the lesson, Ss will be able to: Write a letter of invitation.

Lexical items: Words / phrases used in letters of invitation.Structures: Would you like to…?Skills: Writing.Teaching aids: Hand-outs, posters.

PROCEDURETeacher ‘s activities

T devides the class into 2 groups: Apple and Orange.

T asks each group to choose a representative to come to the board.

T asks Ss to find words related to LETTER. I . Lead – in: -T introduces the lesson: “One of the kinds of letter we will study today is letter of invitation“

II. Pre-writing: (10 mins)Vocabulary teaching:-refreshments (n) -serve (v) -take place-T elicits some information from the Ss:

Students’ activitiesSs do the exercise in the hand-out

Answer keys: 1. refreshments 2. would you like - - served 3. took placeAnswer keys:

1. at my house 2. to come 3. refreshments 4. to cook 5. winners 6. by Monday

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Would you like to go to the cinema with me?-Structure:

Form 1. I often bring a lot of ….when I go on a picnic. 2. What …. to be …. at the party? 3. The 2002 World Cup …. in Korea and Japan.III. While writing: (20 minutes) Activity 1: Task 2 -T asks the Ss to work in pairs-T asks them to complete the letter in the textbook.

-T calls Ss to give their answers.-T checks and gives feedbacks.Activity 2: Task 3 T asks the Ss to find the answers for the questions in the textbook.

Activity 3: -T asks Ss to work in groups again

III. Post-writing (9 minutes)T calls the Ss to stick their poster on the board.

Ss work in group of 5o Suggested answer:

1. I am going to organize a birthday party.

2. I intend to organize the party in the park on July 25th.

3. I will invite about 50 friends / classmates.

4. I will organize some interesting games such as hide and seek, Bingo, ect...

5. Fast food and fruits will be served.

V. Home work (1 minutes) T asks Ss to rewrite the letter of invitation in their notebooks.


PERIOD 17 UNIT 3: A PARTYE. LANGUAGE FOCUS

A. Aims: After the lesson, students will be able to:- distinguish the sounds /l/ - /r/ - /h/- know about infinitive and gerund- apply to do the exercisesB. Teaching aids:- Textbook- Pictures of a plate of salad, a restaurant, and a house

C. Procedure:Teacher ‘s activities Students’ activities

A. Class stabilization:B. New lesson: I. Warm-up: - T uses pictures of a plate of salad, a restaurant, and a house to lead to pronunciationII. Pronunciation:1. Activity 1: Listen and repeat2. Activity 2: Practise reading aloud these sentences1. Hello, Mr. Allen. You’re early for lunch. It’s only

- T asks Ss to repeat the words.

26

Would you like to …


eleven o’clock.2. I’d like a plate of salad, a glass of lemonade, a slice of melon and some jelly, please.3. Laura is a really pretty librarian in the public library.4. Her parents own a restaurant in a country in central Europe.5. Hello, Harry. Have you heard the news? There’s been a horrible accident. A helicopter has hit Helen’s house.6. Helen and her husband will have to spend their holiday in hospital.III. Grammar: A. INFINITIVE AND GERUNDI. Examples: List what people often do at a birthday party give presents sing birthday song get l

eat and drinkblow out the candles

- I hope to receive many presents on my birthday.- We enjoy singing birthday song.II. Verbs followed by V-ing and To-inf Verb + (O) + V-ing + V (To-inf) 1. Verbs followed by To-inf V + (O) + To-inf- decide, expect, try, attempt, tend, ask, want, refuse, desire, wish, order, require, demand, fail, advise, hesitate- would like / love, agree, be willing, hope, tend - intendEx: - I expect to meet him tomorrow. - She fails to solve this problem. - Don’t hesitate to contact me when you ‘re here. Other structures: - It + (be) + adj + to-inf - S + V + too … + to-inf - S + V + … enough … + to-inf2. Verbs followed by V-ing V + (O) + V-ing- avoid - mind - appreciate- deny - delay / postpone - miss

- T asks Ss to read the sentences

- T gives a situation and asks Ss some questions to lead to the grammar point.

- T presents

27

Birthday Party


- consider - dislike/ hate / detest - finish- keep - enjoy - practise* Expressions: - look forward to - be worth- There ‘s no point in - be busy- It ‘s no good / use - be / get used to- can’t help / bear / stand - be accustomed toEx: - I deny having stolen money - The book ‘s worth reading* Adj phrase with preposition + V-ingIII. Exercise 1:1. Most passengers dislike ___________ to sit in small, uncomfortable seats on long flights.(have)2. I must drive more carefully. I can’t risk ________ another speeding ticket. (get)3. Did Dick mean ___________ Sue about the party, or did it slip out accidentally?(tell)4. You must keep __________ on the computer until you understand how to use all of the programs. (practise)5. The judge demanded _________ the original document, not the photocopy. (see)IV. Homework: - Prepare Language Focus (cont)

- T has Ss do the exercise.- T gives correction and comments.Key:1. having, 2. getting, 3. to tell, 4. practising, 5. to see

Teaching date:.../10/2007PERIOD 17 UNIT 3: A PARTY

E. LANGUAGE FOCUS (cont)A. Aims: After the lesson, students will be able to:- know about passive infinitive and gerund- apply to do the exercisesB. Teaching aids:- TextbookC. Procedure:

28


Teacher ‘s activities Students’ activities A. Class stabilization:B. New lesson:B. PASSIVE INFINITIVE AND GERUNDUsage:- used in passive meaningI. Passive InfinitiveExercise 2:1. Ms. Thompson is always willing to help, but she doesn’t want....... at home unless there is an emergency.A. to call B. to be called2. The children agreed....... the candy equally.A. to divide B. to be divided3. I expected....... to the party, but I wasn’t.A. to invite B. to be invited4. I expect.......at the airport by my uncle.A. to meet B. to be met5. Mr. Steinberg offered....... us to the train station.A. to drive B. to be driven

II. Passive Infinitive and Gerund

Exercise 3:1. The new students hope....... in many of the school’s social activities.A. including B. being included C. to include D. to be included2. Jack got into trouble when he refused....... his briefcase for the customs officer.A. opening B. being opened C. to open D. to be opened3. Barbara didn’t mention....... about her progress report at work, but I’m sure she is.A. concerning B. being concerned C. to concern D. to be concerned4. You’d better save some money for a rainy day. You can’t count on....... by your parents every time you get into financial difficulty.A. rescuing B. being rescued C. to rescue D. to be rescued5. Please forgive me. I didn’t mean....... you.A. upsetting B. being upset C. to upset D. to be upset

C. MORE EXERCISES

I. Choose the best word / phrase/ sentence 1. Would you mind....... the door? (open)2. You should give up....... or you’ll die of cancer. (smoke)3. The teacher told his pupils.......in class. (not talk)4. The driver stopped.......a coffee because he felt sleepy. (have)5. Have you ever considered.......a pharmacist? (become)6. Peter advised me.......again. (try)7. Avoid.......such a mistake again. (make)8. My father wanted me.......a pilot. (be)9. Mr. Thomas doesn’t allow.......while he is explaining the lesson. (talk)10. Do you have any money.......for this book? (pay)

- T presents the usage of passive infinitive or gerund

- T has Ss do the exercise.- T gives correction and comments.Key:1. B, 2. A, 3. B, 4. B, 5. A

- T asks Ss to do the exercise- T gives correction and commentsKey: 1. D, 2. C, 3. B, 4.B, 5. C

- T asks Ss to do the exercise.- T gives comments and correction.Key:1. opening, 2. smoking, 3. not to talk, 4. to have, 5. becoming, 6. to try, 7. making, 8. to be, 9. talking, 10. to pay, 11. meeting, 12.

29



Period 19. Unit 4: VOLUNTEER WORK

Reading

Objectives: By the end of the lesson, students will be able to

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE


I. WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the questions prepared before hand by the teacher

- If they give the correct answer they will get 1 mark. The group with more marks wins the game.

Leading: Can you tell me some volunteer work in our school?

II. NEW LESSON

Teacher says: In our lesson today, we’ll read about the volunteer work PRE-READING

• Teaching vocabulary

1. Volunteer (n) (v) (picture + explanation)

These people are doing volunteer work. They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2. Voluntary (adj) (context situation: Synonym)

In her spare time, she does the work without being paid for it?

Questions:

1.What do you call the person who cures diseases for animals? (vet)

2.Tell me the name of the fruit which is round, sweet, rather big? (orange)

3.Which animal lives in the forest and eats the carrots? (rabbit)

4.Fill in the missing words

a. .......or West, home is best

5.What is the antonym of “full”? (empty)

6.What do you call the money we give to the children on Tet Holidays? (lucky money)

7.What is a popular kind of drink in Japan, China and Vietnam? (tea)

8.What is up when it rains? (umbrella)

What do you call the home of the birds (nest)

Expected answers:

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Show a picture of the handicapped and elicit the word.

30


In her spare time, she does....... work (voluntary)

3. Remote (adj) (synonym)

What is the synonym of “far away”?

4. Wow (v) (picture +example)

Show the picture of a mower and ask students to fill in the gap with one word in the following sentence:

“ This machine is used to....... lawn/

5. Handicapped (adj ) (picture + translation)

III. WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best answer from A, B, C or D for each of the sentence

- Call on some Students to give the answers

- Make corrections

Activity 2: Questions and answers (task 3, P49)

Have students work in pairs to ask and answer the questions.

Call some students to give the answer and write on the board

IV. POST – READING: Discussion

- Have students work in groups of for or five, discussing the following questions:

1. What kind of volunteer work do you usually do at school?

What do you usually do in each kind of volunteer work?

• Checking vocabulary: Gap fill

1. When she retired, she did a lot of.......service for the Red Cross

2. He continued to.......the lawn and did routine chores

3. She needs some.......to clean up the kitchen

4. We have visited many villages in.......areas

5. I’m going to work two days a week teaching.......kids to fish

KEYS: 1. Voluntary 2. mow 3. volunteers 4. remote 5. handicapped

Expected answers: 1.A, 2.D. 3.B. 4.D, 5.B

Expected answers:

1. They read books to the people there, play games with them and listen to their problem.

2. They give care and comfort to them and help them to overcome their difficulties

3. During summer vacations, they volunteer to work in remote or mountainous areas to provide education for children

IV. HOMEWORK: Write a short paragraph about volunteer work at your school/hometown.


Period 20 UNIT 4 VOLUNTEER WORK31


SPEAKING

Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

Lexical items: invalid/ martyr/ intersection

Skills: Speaking

Teaching aids: Handouts, charts

PROCEDURE


I. WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their rows and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in turns, read the explanation for the word in that row and say what the word is

-Uncover the piece of paper of each row when Ss have the correct answer

-One point for one correct answer. If they can guess the word in vertical column, they will get 3 points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red Cross Association?

- What kind of volunteer work do people work in the Red Cross Association?

→In our lesson today, we are going to speak about such volunteer work.

II. PRE- SPEAKING: (8’)

1. *Teaching vocabulary: Invalid(n) (picture + Situation man. He has to be confined to a wheel- chair and he needs other people to take care of him. He is an....

2. Martyr (n). (Situation + Translation)

3. Ex: Do you know Nguyen Van Troi? He devoted himself to the revolutionary cause and he was killed by the enemy. He is considered as a....

4. Intersection (n) (picture ).

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

D What do you call a person who takes care of the teeth? (Dentist)

C What do we use to drink tea? (Cup)

R What is the antonym of “wrong”? (Right)

O What is Iraq famous for? (Oil)

S What do we wash our hair with? (Shampoo)

S What is the most popular sport in the world? (Soccer)

Expected answers: -Yes/ No

They help the poor, or those suffering from natural disasters.

32


III. WHILE _SPEAKING: *Activity 1(task 1, p.49)Teacher: Hang this chart.

Teacher gives feedback.

Answer: 1

2

3

4

5

6 Teacher shows the chart of the conversation on page 50 on the board. Teacher reads the conversation aloud.

- Teacher gives feedback.

IV. POST- SPEAKING

Teacher divides the class into groups of four or five, asking them to discuss volunteer work that they usually do to help people.

- Teacher collects the mistakes made by student/

Teacher gives feedback.

- Taking part in an excursion

- Helping people in remote or mountainous areas

- Giving care and comfort to the poor and the sick.

- Participating in an English speaking club.

- Providing education for disadvantaged children.

Joining the Green Saturday Movement.

Students go to the board to stick the smiling faces next to volunteer work and sad faces to the activities which are not volunteer work.

Pairs

Substitution:

Instruction: You are going to walk in pairs to make similar conversation, using the activities from the table.

Group discussion.

V Homework: 1. We/ usually/ take part/ social activity.

→2. Classmates/ interested/ help/ handicapped children/ neighborhood.

→3. Father/ used/ help/ people/ mountainous areas.

→


Period 21: UNIT 4: VOLUNTEER WORK LISTENING

Objectives: By the end of the lesson, the students will be able to:- listen for specific information- know more about volunteer work

- work in pairs/ groups actively33


- discussLexical items: co-operate, fundraising, sponsor, annuallySkills: listening (main), speakingTeaching aids: CD player, poster, handouts


I. Warm-up: (5 mins) Game: Finding one’s other half- Divide the class into 2 teams A and B- Hang on 2 posters on the board-Stick pieces of paper on each poster

- Ss in each team combine pieces of paper to form meaning full phrases-The team who finishes first wins

*Lead-in: (point at the posters) These activities are volunteer workIn today’s listening section, you listen to a passage to know more about volunteer work.II. Pre- listening:*pre-teaching vocabulary: 1, co-operate (v) (example)Ex: I work with him and help him for a particular purpose. I………….. with him.2, fundraising (n)(definition+ translation): the activity of collecting money to support a charity or an organization: hoat dong gay quy3, sponsor (n) (situation)+ Hue Brewery Company paid all the expenses for the Festival held in 2006This company was the……………….. of the Festival.4, annually (adv) (synonym) What is the synonym of yearly?*Checking vocabulary: Slap the boardIII. WHILE- LISTENING: (20 mins)*Activity 1: Gap- fill (task 1,p. 51)

*Key: supporting charities/ raising money/ helping the poor/ helping the elderly/ making donations

Expected answers:1. informal 2. 30 street children 3. 250 children 4. 1998 5. volunteers/

34


- Ply the tape and ask Ss to listen and fill in the missing information- Let Ss listen again if necessary- Call some Ss to give the answers*Activity 2: Error Recognition- Deliver handouts- Have Ss listen and underline an error in each sentence and correct it- Call some Ss to give the answers

1. Spring School provides classes for disadvantaged children in Ho Chi Minh City.2. Dance, theatre, singing and circus classes was set up a year later.3. Spring School requires volunteers helping organize their fundraising dinner.4. This is an exciting night in where children perform circus, theatre, dance and singing.

5. More schools like Spring School will soon be finding in other city in Vietnam.*Activity 3: Questions and Answers (task 2. p. 51)- Have the Ss listen to the passage again and find the answers to the questions- Ask them to compare the answers in pairs- Give the feedbackIV. POST-LISTENING: (14 mins)Speaking

- Ask Ss to work in pairs to talk about Spring School, using the following suggestions: + The aim of Spring School

+ The number of children living and studying at the school or the classes + The activities the children at the school take part in + The kinds of volunteers that Spring School requires - Go round to give help where necessary - Call on some Ss to report in front of the class

February

Key:1. to 2. were 3. to help 4. which 5. found

Expected answers:1. IT provides classes to

disadvantages children in Ho Chi Minh City.

2. 2. Dance, theatre, singing and circus were set up in 1999.

3. Because they need money to continue their English and Performance Arts classes.4. At one of the largest hotels in Ho Chi Minh City.5. To contact sponsors and help to expand the school activities.

V. HOMEWORK: - Ask Ss to summarize the story about Spring School


35


Period 22: Unit 4: VOLUNTEER WORK WRITING

Objectives: By the end of the lesson, Ss will be able to write a formal letter expressing gratitude.Lexical items: amount, ….Skills: writing (main), readingTeaching aids: charts, reality


I. WARM-UP: (3 mins) Game (Jumbled word)Lead- in: (2mins)Elicit the answers from Ss: -When do you say “thanks”?In today’s lesson, you’ll learn how to write a formal letter to express gratitude or thanks.PRE-TEACHING VOCABULARY:Amount (n): (Synonym)

+What is the synonym of “a sum of money”1. Donation (n): (translation)2. Ask Ss: What do you call a person

who donates something? (donor)3. Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins) - Have Ss work in pairs to read the letter and underline the sentence that express the points given (task 1, p.52) - Call on some Ss to read aloud the sentences - Give feedback*Activity 2: Identifying ideas(5 mins) - Hang on a chart with parts of a thank- you letter arranged in the wrong ordera. An offer to pay and a renewal of thanksb. A personal remark about the usefulness of the gift or present c. An acknowledgement and thanksd. Closing e. A fuller expression of gratitude - Call some SS to give the answers- Check with the classActivity 3: Write a thank-you letter (15 mins) (Task 2, page 53) - Elicit some useful expressions used to express gratitude or thanks from SsII. POST-WRITING: (8 mins) - Choose one writing and ask a student to

Ss work out the anagram the following word: STANHK

Key: THANKSExpected answers:+ When someone gives you a present.+When someone does you a favor.+When someone helps you with something.Suggested answers:The opening of the letter: Dear Sir or MadamThe amount that is donated: I am verry happy to receive a donation of $500 from your company some days ago.How the money is used: the money will help us to repair the old school building and build a new block of flats for the handicapped students.How the receipt is issued: We will certainly issue a receipt as soon as possible.The gratitude to the donor: I would like to express our thanks for the donation from your company.The closing of the letter: I look forward to hearing from you soon.Yours faithfully,Expected answers: 1. An acknowledgement and thanks 2. A fuller expression of gratitude3. A personal remark about the

usefulness of the gift or present4. An offer to pay and a renewal of

thanks5. ClosingExpected answers: - Thank you very much indeed for … - Many thanks to you for …

36


write it on the board - Ask the whole class to correct the mistakes - Give comments

III. HOMEWORK: (2 mins)

- It is kind / good of you to help … - On behalf of … I’m writing to thank you for… - I would like to express my thanks to you for …- I would like to offer my sincerest


PERIOD 23 UNIT 4 – VOLUNTEER WORK

LANGUAGE FOCUS (1)

▪ Objectives: By the end of the lesson, SS will be able to

- know how to use gerund / present participle of the verbs.

- do all the tasks in the course book / set by teacher correctly.

- work in pairs/groups effectively.

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart.

PROCEDURE


I. PRESENTATION

Warm-up (5’)

Hangman game

Lead in and presentation (8)

Do you like playing soccer, boys?

Why?

T writes: They find that playing football is interesting.

T asks: Pay attention to the word playing. Is it an infinitive or a gerund?

(gerund).

T revises some cases in which gerund is used:

- after preposition (of, with, about, in...)

- After some verbs (V*: mind, enjoy, admit...)

T hangs the picture of a boy seeing some boys playing football

What did the boy do?

Key word: Soccer

(Yes)

(Because it's interesting).

Preposition + gerund

V* + gerund

Checking: Decide if the following underlined words are gerund or present participle.

1. He is interested in playing football.(gerund)

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(He saw some boys playing football.)

T writes: He saw some boys playing football.

T explains: Playing is present participle of the verb.

Run through the words

To help you do the following exercises, I'll help you with some new words.

- toe (n): (picture)furious (adj)

(synonym)

What's another word for "very angry"?

prevent s.o from doing st: (translation)

diary (n) (gap-fill)

I am very interested in seeing the program "Vang Anh's........"

* Checking vocabulary: Rub out and remember

II. PRACTICE

1. Task 1(page 54) (9m)

2. Task 2: (9m)

III. POST-PRACTICE (13’)LUCKY NUMBER (12)

T: prepare 7 pictures beforehand.

picture of a boy preparing his lessons

picture of a woman going shopping

lucky number

picture of of a man collecting old books.

picture of some boys playing badminton.

.picture of a girl looking forward to a letter from her friend.

picture of a woman asking a man not to smoke.

picture of a girl seeing a boy running past her house.

Divide the class into 2 groups: gerund group and PP group.

T: Declare the winner

2. She wasted a lot of time collecting old books.(pp)

3.I have no intention of moving to York.(gerund)

Lan is going fishing this afternoon.(pp)

Suggested answers:

1.listening 2.bending 3. behaving 4.meeting 5. spending 6. waiting 7. starting

Suggested answers:

1. burning / rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing

Each group takes turns to choose a number and make a sentence about the picture they see. The Gerund group has to use a gerund in their sentence and the PP group has to use a present participle in their sentence. They earn one mark for each correct sentence. If they choose the lucky number, they have one mark without answering any questions. The group with more marks wins the game.

* Expected answers:

1. The boy is absorbed in preparing his lesson / I saw the boy preparing his lesson

2. The woman went shopping this morning / The woman enjoys going shopping every weekend. 3...........

Write 6 daily activities of your own,

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IV. HOMEWORK: (2’) using gerund and PP. Ex: I enjoy reading every night.


PERIOD 23 UNIT 4 – VOLUNTEER WORK

LANGUAGE FOCUS (2)* Objectives: By the end of the lesson, Ss will be able to known the following points.-pronunciation: /w/ -/ j/.-perfect gerund and perfect participle*Skills: speaking, writing.* Teaching aids: handouts, charts


I. WARMER: Game Lucky numberT: Divide the class into two groups Each group will take turns to choose any number on the chart. If they give the correct answer, they will get one mark If they give the wrong answer, another group will have chance to answer it and continue to choose another number. The group with more marks wins the game.

Key: 1. west 2. wet 6. whale 4. yes 5. year 8. yesterday T: Can you pronounce these words? Ss: Yes/ No T: Call some Ss to pronounce them.Today We study how to pronounce /w/ - /j/.II. NEW LESSON:A. Pronunciation:*Activity 1:T: Read aloud the words in the textbook.T: Call some Ss to read the words again. Make correction if necessary.*Activity 2:T: Read aloud the sentences in the textbook.T: Call some student to read again. Make correction if necessary.

*Activity 3: Group work

Ss: play the game1. The sun sets in the …….2. Can you tell me the antonym of

“dry”?3. Lucky number.4. Which word do you use to agree with

one’s idea? The word has 3 letters.5. A …… has 12 months.6. What is the biggest animal that lives

in the sea.7. Lucky number.

What is the day before today?

Ss: Repeat after T

Ss: Repeat after T.

Ss: Make their own sentences with the sounds /w/ - /j/

Expected answer:

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T: Go around and help if necessary.

B. Grammar: perfect gerund and perfect participle.1. Presentation:* Example: Rewrite the following sentences, beginning with the given wordsa. He was blamed. He broke the window.He was blamed for…………………b. Because I had already read the book several time, I didn’t borrow it.Having…………………………………. Explanation:_Perfect gerund is the perfect form of the gerund. It is used to refer to a part action._Perfect participle is the perfect form of the present participle. It is used when one action happens before another action. 2. Practice: (Task 3 p. 55)T: Call Ss to give the answer. Make correction if necessary3. Production: Sentence buildinga. Take/ two/ these pills/ my daughter/ felt/ better.b. He/ admit / steal/ my bike.c. Finished/ her work/ she/go/ home.

a. He was blamed for breaking the window gerundHe was blamed for having broken the window. Perfect gerundb. Having already read the book several times, I didn’t borrow it.

Perfect participle

Ss: Do the exercise 3 page 55Key: 1. having made 2. Having been 3. having been 4. Having tied 5. Having read 6. having taken

Key:a. Taking two these pills, my daughter felt better.b. He admitted having stolen my bike.c. Having finished her work, she went home.

IV. HOMEWORK: (2’) Write 6 daily activities of your own, using gerund and PP.

Ex: I enjoy reading every night.

Teaching date:.../11/2007PERIOD 26 UNIT 5: ILLITERACY

ReadingObjectives: Improve the Ss' vocabulary, skim for main content and scan for specific details. Method: Communicative Approach Teaching aids: textbook, objects, pictures

Procedure: Teacher ‘s activities Students’ activities

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* Warm – up: Guessing Game:- T prepares a bag/ box with some objects:

pen, book, ruler, notebook, blackboard, chair, table…

PRE - READING1/Task 1: Question answering: - What is it? + It's a pen / a ruler / a

blackboard..- What is it used for? + It's used for

writing/ drawing …- Do you have them?

- Why do you need them? + I'm a student. I used them for studying.

2/Task 2: Picture describing: * Suggested questions: - Where do you think the class is?- What do you think of the people in the class? - Are they at the same age?- What do you think of the teacher?- Is this class different from your class? * Suggested words/ phrases to answers:- remote, mountainous areas- ethnic minority- soldier…

WHILE - READING1/ Task 1: Vocabulary:- Find the Vietnamese equivalent to the following expressions:* Feedback:1. Phổ cập giáo dục tiểu học 4. Kĩ thuật canh tác2. Hội khuyến học Việt Nam 5. Kế hoạch hóa gia đình3. Xóa mù chữ2/ Task 2: Scanning for main content:* Suggested answer: D. The fight again illiteracy3/ Task 3: Answering the questions:* Answer:1. 94% of the population.2. The campaign for illiteracy eradication

- T divides Ss into 4 groups and chooses a leader.- The leader touches the thing in the bag (without seeing) and uses some words, phrases to describe it so that the others can guess what it is.- The winner is the group which has more answers than the others.- T shows real objects and makes questions. - Ss answer individually.

-T leads Ss to task 2+ Textbook- T shows the picture and asks Ss to describe in groups of 4.- Ss can ask and answer to get more information about the picture.- T calls some Ss to present their ideas in front of the class.

- T reads through the text once.- T calls some Ss to read the text paragraph by paragraph.- Ss read the text in silent to do task 1 in textbook in pairs

- T asks Ss read the text again to do task 2.- Ss can discuss in groups of 4.- T calls some students to talk about their choice.- Ss do this task in pairs.- T plays the tape and asks Ss to pass the envelop around the class. When T pauses the tape, st holding the envelop will open it and pick a question to answer.

- T divides Ss into 2 big groups to

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3. 600 students in 2000 and 800 students in 20014. They willingly/ voluntarily spent their vocations teach ethnic minority illiterate people to read and write.5. Illiterate will be soon eradicated. POST - READINGDiscussion: Discussing the two questions below:1. Are there any illiterate people in your neighborhood?2. What do you think we should do to help them read and write?* Suggested ideas:- prepare books, notebooks, pen, pencil…- teach them how to write / read at night, every Sunday, on summer vocation…- …..* Homework - Read the text again and translate into Vietnamese- Comment:

answer 2 questions in textbook.- Ss in each big groups work in groups of 4.- After 5 minutes, T asks Ss to write their ideas on poster and tick them on the board.- T calls 2 group's leaders to present in front of the class


SpeakingA/ AIMS: - To enable students to talk about literacy problem and offer solutions. - To improve the students’ speaking skillB/ TEACHING-AIDS: posters, pictures, textbooks C/ METHOD: Communicative approachD/ PROCEDURE:


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I. Lead-in: 1. Are there still illiterate people in the highland?2. What do you think we should do to help them read and write?→1. asking about literacy problem.→2. asking for solutions

II. New lesson: 1. Pre speaking: Matching Ac.1: VocabularyMatch a verb in A with a phrase in B A B 1. Cheat a. old clothes 2. Enforce b. a club 3. Set up c. in a game 4. Collect d. education for children 5. Provide e. traffic regulationsAc.2: Match each problem with its solutions (Textbook p59)Suggested answers 1.b-g 2.a-e 3.d-f 4.c 5.h-i-j

Ac. 3: Useful expressions* Asking for solutions: What do you think we should do to.....* Offering solutions: I think we should.......

2. While speaking: Talking about school problems and offering solutions

3. Post speaking: Talking about class problemsAc.1: Brainstorming

Make too much noise ? ? ? Problems carve on the tables/walls play truant ? fights between A&B

T has Ss answer the questions to introduce the lesson.

Pair work

T delivers handouts and asks Ss to do the matching in pairs. He may give them some Vietnamese meanings if needed. Suggested answers:1.c 2.e 3.b 4.a 5.d

Pair workT has Ss read the table given in the textbook (p.59) carefully and do the matching.Some Ss are asked to read the answers. Others listen and give comments. T shows Ss ways to ask for and offer solutions.Group workT and 2 Ss act out the model then has st work in groups of three to talk about the problems and offer solutions.T has Ss think of some problems their class have besides the ones given in the textbook.

Group work

Ss talk about the problems their class often have and try to think of some effective solutions to these problems.T goes round and offer some help.

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Ac. 2: Talking aboutA: Talk about class problemsB: Offering solutionsExample: A: Some students in our class are always go to school late, which affects our study. What do you think we should do to put an end to this?B: I think we should tell this to our form teacher so that he can have ways to deal with this.III. Homework: Write about the problems in studying English that high school students have and suggest an effective way to solve them.


LISTENING

A. Objective: Help students improve their listening skill and listening for gist.B. Method: Communicative approachC. Teaching aids: Textbooks, poster, tape.D. Procedure:

Teacher ‘s activities Students’ activities I. Check-up:II. Warm-up:Game: Crossword puzzle

1.A public garden or an area in a town where people go to walk, play, relax.

Group work.T asks Ss to answer the question: ”What does this means?”. Students answer.* Across.1. Park2. Breakfast3. Farm4. Toy5. House* Down: PERTH

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2. The first meal of the day.3. An area of land and the buildings on it used for growing crops of keeping animals.4.A thing to play with: especially for a child5.A building made for people to live in, usually for one family.III. Pre-listening:Task 1. Asks and answer the questions.1. Do you know where Perth is?2. Have you ever done a survey?

Task 2: Listen and repeat.Effective Maturity WeaknessesPerformance Self-respect AcademicPerth Western Australia

IV. While-listening:Task 1: Multiple choice-Teacher introduces the situation: Listen and choose the best option to complete the following sentences.-Teacher opens the tape twice.-Teacher lets students listen again with some pauses and help them correct their answer.* T’feedback: 1D 2B 3B 4B

Task 2: Answer the questions: Suggested answers:1. In Perth2. 80% of the students.3. They think that they should be allowed to give some in put into school decision making.

V. Post-listening: Discussion-T asks students to discuss the question: ”Which do you think is more essential for better leaning good teachers or good textbooks?” * The cues:- Method of learning- Timetable- Guidance- Exercise

VI. Homework:

-Teacher and students’ activities-T asks students some questions to lead students to new content.

-T and students ’activities-T reads and asks students to repeat.

Pair work-Teacher asks students to read the sentences and guess the answer.-Students listen to the tape and work in pairs.-Students listen again to correct their answer.-T’s feedback

-T asks Ss to read the questions-Ss listen to the tape twice.-Ss compare their answer with the others.-Ss listen again to correct their answer.

Group work-T divides class into 4 groups and asks Ss to discuss in group, using the cues.-T goes around the to help Ss if necessary.-T has the representative of each group present their talk in front of the class. The others listen and give comment.


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PERIOD 29 UNIT 5: Illiteracy WritingA. Aims: - Helping Ss know how to describe trends from a table. B. Teaching aids: Textbooks, table, posters.


I. Check-up: What do you think your school should do to help you learn better? What do you expect from your teacher?II. New lesson: Writing: Describing trends. 1. Before writing: * T: Introducing some kinds of charts: - Table / Bar chart / Circle (Pie) chart / Graph* Task 1: Filling in the blank with a suitable word from the box: - Suggested answers: 1. varied 2. rise 3. who 4. number 5. rate 6. different 7. dramaticallyRegions Lowlands Midlands HighlandsMales

Females

2. While writing: A suggested outline:

A B (1)Introduction a. Trends at different times(2)Body b. Overall trend(3) Conclusion c. A general statement (Title)

Some useful words and expressions to describe trends:

* Intro.: - The table shows / describes/ illustrates....... * Body: - As can be seen from the table/ chart / graph....... - As shown in the bar chart............... - It can be seen from the chart that..............- There was a ADJ + NOUN slight rise gradual increase steady decrease(in the number of..) sharp decline dramatic fall/drop -.....................VERB + ADV rise slightly

T: Checks one or two SsSs: gives answers

Possible answers:- Provide modern facilities- Give Ss more practical lessons- Encourage Ss' creative ability.- Make Ss more active.- Make the lessons more interesting.

T: Shows the pictures to illustrateSs: Name kinds of charts if possible

Read the passage and do task 1 as required T: Asks Ss read the complete passage again. Ss: One reads, the others correct the mistakes if necessary. T: has Ss draw a table for the reading passage.

T: From the model, has Ss underline the words or phrases describing trends.

Ss: Read the model and identify the outline of this kind of writing.T: Elicits some useful languages.

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increase gradually from...to.... decrease steadily by...% decline sharply fall /drop dramatically - on the increase / decrease - fluctuate (v) - remain unchanged * Conclusion: -In conclusion / In summary /

Task 2: Writing a paragraph of about 120 words, describing the information in the table:

Suggested answers: The table describes the trend of literacy rates in different parts of Sunshine country from 1994 to 2003. As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the East and the West. In 1994 the literacy rate was 50% in the East and 70% in the West but in 2003 it increased by 95 % and 85 % respectively. This shows that the number of literate people in the East went up more sharply than that in the West. On the contrary, in the South this rate declined steadily from 50% in 1994 to 30% in 2003. These data suggest that more plans for education development should be made in these areas of the country, especially in the South.III. Homework:

T: has Ss write in groups,

T goes round to observe and give help if possible.

T: has the representative of two groups write their writing on the chalkboard for the others to remark.

do exercises in Workbook


Language FocusObjectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly. Help Ss know reported speech with infinitives. Method: Communicative Approach Teaching aids: textbook, objects, handouts, cassette tape.

Procedure: Teacher ‘s activities Students’ activities

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* Warm – up: Whispering Game:- Black brown blouse and jeans.- Please give me a precious ring.

PRONUNCIATION1/ Presentation: - black brown please precious /bl/ /br/ /pl/ /pr/2/Activity 1: Listen and repeat:/ pl/ /bl/ /pr/ /br/please black pride brownpleasure blouse pretty breadplay blue precious brotherplenty blow practice 3/ Activity 2: Practice reading aloud the dialogue:A: Brian, what is Bretty presenting on Sunday?B: She 'll teach us how to play English pronunciation games.A: Are you going to prepare for it?B: Yes. My brother is going to play the guitar and I'll sing the blues.4/ Activity 3: Listen to the sentences and check the sounds:1. The boys played football all day long.2. His presence frightened the children.3. The table was broken yesterday.4. She won a special prize.

GRAMMAR1/Presentation: Nam was ill. You are his classmate. What will you say to advise him?Ex: You should see the doctor.(direct speech) I advise him to see the doctor. (indirect speech)* Structure: Reported Speech with Infinitive.- Reported orders, requeSs, offers and suggestions: tell/ ask / adviseS +V remind/ offer/ order + O +(not) TO Infinitive request/ beg / want…

2/ Practice:* Exercise 1: Sentence completing:Feedback:1. They promised to come back again.2. The lifeguard advised us not to swim too

- T divides Ss into 2 groups and each group chooses 7 Ss to play the game.- T whispers the sentences to the first st. then he / she whisper them to the next st. and does the same to the last one. - The last student writes what he/ she heard from his / her friends. The group having less mistakes will win.

- T underlines the 4 words to introduce the lesson.- T pronounces these sounds first, Ss observe T's mouth.

- Textbook - page 63- T plays the cassette recorder, Ss listen to the tape then repeat.

- Ss listen to the tape first, then practice in pairs.- T asks some pairs to present in front of the class.- T reads the sentences.- Ss listen to the sentences. Stand up when you hear the consonant /pl/, clap your hand when you hear the consonant/bl/stamp your feet when you hear /pr/ and raise your hand when you hear?br/.- Ss work individually.- T sets situation, Ss listen and do the task in pairs.- T has Ss look at the reported speech and give the structure.- T asks Ss to give some more verbs having the same structure.- Textbook - page 64.- T asks Ss to complete the second sentence so that it has a similar meaning to the first one.- Ss work in pairs.- T's feedback.- Textbook - page 65.- T asks Ss to write the following sentences in reported speech, using the right form of the words given in the

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far from the shore.3. John asked Peter to close the window.4. The teacher encouraged Eric to join the football team.5. John promised to give it to him the next day.6. My mum wanted Lan to become a doctor.7. My sister reminded me to lock the door before going to school.8. His boss advised him to go home and rest for a while.* Exercise 2: Sentence rewriting:Feedback:1. He advised me not to drink too much beer.2. She invited me to come and see her whenever I wanted.3. He asked me not to smoke in his car.4. He told Sue to give him her phone number.5. He reminded me to give it to Joe.6. He promised never/ not to do it again.7. He agreed to wait for me.8. He asked me to lend him some money.

3/ Production:Slip of paper - T prepares for each group a slip of paper.* Homework - Do exercise 2, page 36 in exercise book.- Comments:

brackets.- Ss work individually, then share their answer in the groups of 4.- T calls some Ss go to the board and write.- Ss work in groups of 4.- First, Ss write in the slip of paper one verb that can be used in reported speech with infinitive.- then, T exchanges their paper and asks them to make a full sentence with the verb they had.- Ss take turn to read aloud their groups' sentences.- The most interesting, correct sentence will be the winner.

Teaching date:.../11/2007PERIOD 31 UNIT 6: COMPETITION

READINGI. Aims: -To introduce some vocabulary about competition -After the lesson students can get more knowledge about competition, the rules, main activities.II. Teacher and students’ preparation: Textbooks, pictures, handouts, pictures, video clips, power point

III. Procedure: Teacher ‘s activities Students’ activities

*Warm up: (pictures )Watching some video clips: SaoMai Television Singing Contest

Students watch some video clips about SaoMai Television Singing Contest and answer the question.

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Questions: 1. What event is it?2. Do you like taking part in it?3. What do you think the rules were?4. Can you make a guess about the sponsor of the competition?5. What do you think the main activities? I. Pre-reading:

Task 1:*Look at the pictures and match with these words - Sao Mai Television Singing Contest- Quiz: “ Road to Mount Olympia “- Olympic Games- London Marathon

*Work with a partner. Answer the following questions 1. Do you like taking part in competitions like

these? why or why not?2. Do you hope to win a competition? If so,

which competition do you like to win?3. Is winning the most important thing in a

competition? Why/ why not?’II. While-reading Task 1: Match the words or phrases on the left

with their definitions on the right.1. representative

2. annual

3. stimulate

4. in all

5. spirit

6. smoothly

a. without problems or difficultiesb. enthusiasm and energyc. altogether or as a totald. a person chosen or appointed on behalf of another person or a groupe. encourage or make something more active

- 2 Ss go to the board and match

-Ss work with a partner discussing the answer to the questions in the books.-pair work-feedback

-Handouts -Ss work in pairs, read the text and do task 1 Answer: 1d 2f 3e 4c 5b 6a- Read new words after the teacher.

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f. happening or done once every year

Task 2: Answer the questionsGame: “ lucky color “1. Who took part in the annual final English Competition last Saturday?2. What was the aim of the competition?3. Who sponsored the competition?4. What did each group of students have to do during the contest?5. What did the judges have to do to choose the winner of the competition?6. What would be awarded to the winner?Feedback: 1. The representatives of three classes of the writer’s school took part in the annual final English Competition last Saturday.2. Its aim was to stimulate the spirit of learning English among students3. The student’s Parents Society sponsored the competition.6. The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner’s Dictionary.Task 3: Read paragraph 3 again and complete the sentences.Feedback:1. In activity 5, Hung was unable to complete the poem.2. ….. Group B became the winner of the competition.3. Group C lost the game because they just got 60 points.4. Nga encouraged her group by saying “ For me the most important thing was our participation in the competition and the enjoyment we had from it” III. Post-reading: Group work- Read and translate the poem into Vietnamese.- Collect the information about the annual final English Competition

Ss work in pairs, answer the questions in the textbook- closed pair first- Open pair- Ss play the game “Lucky color”.Each pair takes turn to choose their color, having a question at the back. Then answer the question

Each correct answer will get ten marks. If any pair gets the color with the word “ lucky “, they will receive the present-Teacher’s correction - deciding the winner

- individuals- Compare the answers with their friends

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Home work: - Practise talking about the passage.

Teaching date:.../11/2007PERIOD 32 UNIT 6: COMPETITIONS

SpeakingA. Aims: - Helping students practice asking information about types of competitions.B. Method: Communicative ApproachC. Teaching aids: Textbook, Pictures, Hand-outs

D. Procedure:Teacher ‘s activities Students’ activities

I. Check-up: The Reading of Unit 6II. Warm-up: Answer the questions:- What is this competition?- Who is this competition for?- Where does it take place?- Do you like this game? Why/Why not?III. New Lesson:1. Task 1: Which competition/contest do you like or dislike? Compare your answers with a partner’s.2. Task 2: Ask your partner how she feels about each type of the competitions/conteSs in task 1 basing on the useful language.Useful Language-entertaining, exciting, fascinating- dangerous,-simple-minded, monotonous,- too noisy

-encourages self-study-promote teamwork spirit

For example:A: What do you think of the General Knowledge Quiz?B: Oh, it’s great. It’s an opportunity to test your general knowledge.3. Task 3:Talk about a competition or contest you have

- T calls one student to check the old lesson

- T shows a picture of the “Road to Olympia” Quiz and elicits questions, Ss listen and answer the questions.

- T explains some new words. - Ss work in pairs to ask about their choices.

- Pair work.- T gives instruction and practises conversation with a good student as a model.- T calls some pairs to do the task.- Ss take notes

- Groups of 4.52


recently joined or seen. Use the suggestions in the textbook.IV. Homework:- Write a short paragraph (50- 60 words) about the competition or contest you have discussed in Task 3.

- T gives instruction and goes around to give help when needed.

- Ss take notes

Teaching date:.../11/2007PERIOD 33 UNIT 6 competitions

LISTENINGAIMS: - Listen and number the pictures in their correct order

- Decide True or False statementsTEACHING AIDS: Books, posters, handouts, pictures.METHOD: Communicative approach

PROCEDURE: Teacher ‘s activities Students’ activities

A. Check –up: B. Warm –up: Talking about the pictures in the text book.

1. What are they doing?2. What kind of competitions are they participating in?

Boston marathonC. New lessonActivity 1: Asking and Answering: 1. What is the Boston Marathon?2. Who do you think can take part in the Boston race?Activity 2: Vocabulary: 1- Matching

1. officially2. organization

- T puts some questions.- Ss have a look at the pictures and answer the questions to give the key word.

- Pair-work- T asks questions. Students gives the answers

- Poster and cards- T sticks the poster of definitions and cards of word on the board. - Ss choose and stick words next to the

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3. to achieve or register (the started time, distance or speed)

4. a 26 mile distanceclock – race – formally – female – athletic – association – Kuscsik – McDermott2- Listen and Repeat: Stop the busActivity 3: Remembering1- The Boston marathon is held every year in the USA.2- It began in 1897.3- Women were officially allowed to participate in the races in 1957.4- In 1984, 34 countries took part in the marathon.Activity 4: Task 1: True - False

Activity 5: Task 2: Answer the questions

Activity 6: 1- Talking about the lesson, using numbers189719671972342 hours 50 minutes and 10 seconds42132- Name some famous runners in Viet Nam and say what is special about them.. 1- Truong Thanh Hang got Asia Golden medal (800m) 2- Vu Thi Huong got Asia Golden medal (1000m) 3- Pham Dinh Khanh Doan got Asia Golden medal (800m)D. Homework: - Write a short paragraph about Boston Marathon.

corresponding definitions- Group-work

- Ss listen to the tape and repeat the word they hear after they say “Stop the bus”. (1 time)- Group-work

- cards/ group-work- T shows some cards of sentence quickly.- Ss skim and read loud these sentences- The group having more correct sentences will win.

- Pair- work- T asks Ss to listen to the dialogue about the Boston Marathon and to decide whether the statements are T or F. (2 times)- Ss correct the false sentences- T gives the feedback

- Group-work.- Ss discuss the questions in the group of 4.- T asks Ss to listen again and answer the questions. (2 times)- T gives feedback

- Pair work- Ss exchange their ideas with each other- Three Ss write their answers on the board- Ss listen to the tape again - T gives feedback

- Group work

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Teaching date:.../11/2007PERIOD 34 UNIT 6: COMPETITIONS

WritingA. Aims: Helping students know how to write a letter of reply.B. Method: Communicative approach.C. Teaching aids: Textbook, cards, poster, cassette player, handouts.

D. Procedure:Teacher ‘s activities Students’ activities

I. Warm-up: Reordering (Group work) - Card 1: Yours faithfully-Card 2: I am interested in practicing English with native speakers and- Card 3: Dear Sir/ Madam- Card 4: I read the information about the English Speaking Competition on your Language Centre ’s website

- Card 5: 140 Kham Thien st, Dong Da District Hanoi, Vietnam 17th October, 2006

- Card 6: I want to get some information about the competition- Card 7:

Please provide me with your phone number and e-mail.

I look forward to hearing from you soon

- Card 8: Thu TrangCard 9:

Could you please send me details of the competition, the number of participants, entry procedures, venue, date and time?

II. New lesson: Writing a letter of replyActivity 1: Discussion(Pair work)

1. What kind of letter is it? 2. In what case do we write this kind of

letter?3. Which expressions do we use when asking

for information?Activity 2: Read the letter and find out the

information required for the English Speaking Competition.

- Ss play the game in 2 teams. - T divides the letter on the text book into many parts and then writes the content of its on 9 cards.- T sticks the cards on the board and asks Ss to reorder them in right positions as a complete letter on a blank poster.- T plays a cassette player and the game will end when the music stops.- The winner will be the one who has more cards put in the right positions.

- T asks Ss to look at the letter on the board(book closed)- T gives out some questions and asks Ss to discuss them in pair work

- T gives some details and asks Ss to read the letter again and find out the information required and share the answers with another.- Ss work in pair work

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a. Where to get information of the competition: • on language Centre ’s website

b. Why to take part in the competition• to practice English with native speakers• to get some information about the

competitionc. What information the writer wants to know about

• number of participants• entry procedures• venue• date• time

Vocabulary:

- participant: a person who participate in sth.

- Procedure: order or way of doing something

- Venue: place where people agree to meet

- Competition: contest Activity 3 :

Expressions used in writing a letter of reply1. Thank you for ……../ Thanks for…./

Thank you so very much….2. I’m very grateful to/ about……3. I’m sorry …4. It is with deep regret that…5. I’m afraid….6. I’m very happy to know that….7. I really appreciate your …….8. We would like to thank you for….9. I/we receive your….. and feel that it is….10. We would like to request that….11. In response for your request for…

Activity 4: Imagine you are Kate Johnson, secretary of the English Speaking Competition. Write a letter to respond to Thu Trang, using the details below.- number of participants: 25- Venue: 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi

- T explains some new words

- T asks Ss to write down some expressions commonly used in writing a letter of reply on posters in group work.

- The winner will be the one has more correct answers.

- T gives feedback

- T divides the class into 4 group and gives them posters.

- T asks Ss to look at the details given in the textbook to write a letter of reply to Thu Trang.

- T gives instructions, Ss listen and follow.

- T goes around to give help when needed.- Ss write the letter.- Ss. exchange their writings to correct the mistakes.- T. asks a student to go to the

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- date: 25th November- arrival time: 7: 00 p.m; starting time: 8: 00 p.m- Phone number: (04) 9838188- e-mail: [email protected]

Key: 28th October, 2007Dear Thu Trang, Thank you for your letter and welcome to our English Speaking Competition. Here are some details about the competition.The number of participants is limited – just 25. The competition is held on 25 November, 2007, at 106 Tran Hung Dao Street, Hoan Kiem district, Hanoi. It starts at 8.00 pm. Contestants should be present one hour before the competition for registration.For more information please contact me on the phone number: (04) 9838188 and e-mail: [email protected] wishes,Kate JohnsonSecretary.III. Homework: Write a complete body of the letter with the words given (handout)Dear Sir/ Madam,I/ten year/ student/ High Ridge School. I / involved/ Technology Project/ design/ make 3 D calendar/ I /be/ grateful/ if/ send/ me information/ samples/ concern/ 3D calendars.Thank you/ help/ attention

Yours faithfully,

board and write down his or her writing.- T. corrects mistakes and asks Ss. to copy down in their notebook.

_ T gives handout to Ss and asks them to do at home.


PERIOD 35 UNIT 6 competitions LANGUAGE FOCUS

AIMS: - Help students to pronounce sounds / tr /, /dr/ and /tw/TEACHING AIDS: Books, posters, handouts, picturesMETHOD: Communicative approach

PROCEDURE: Teacher ‘s activities Students’ activities

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mailto:[email protected]

mailto:[email protected]


A. Check – up: B. Warm – up: Describing a pictureQuestions:1- What does he do? A taxi driver.2- How long has he worked as a taxi driver?For twenty years.3- What is he wearing?Trousers, sweater and shirtC. New lesson: Activity 1: Introduce three sounds / tr /, /dr/ and /tw/Driver twenty trousers / dr / / tw/ /tr/Activity 2: Listen and repeatActivity 3: Practise reading aloud these sentences1- John always enjoys traveling by train.2- Jane’s teeth are troubling her.3- George is driving dangerously. 4- Her new dress is an absolute dream.5- She has an amused twinkle in her eyes.6- Think twice before doing something. Activity 4: Listen and perform

Troops- dreadful-twin- dream- traffic- tripActivity 5: Reported speech with gerundEx: Lan thanked me for giving her a present.Note:

• V + preposition + gerund• V + O + preposition + gerund• V + gerund

Activity 6: Do matching Verbs Preposition congratulate of apologize to accuse from insist against dream about warn for thank on confess forbadeActivity 7: Exercise 1/page 74Activity 8: Exercise 2/page 75Activity 9: Talking about some pictures

D- Homework: 1- Use the verb from the box to rewrite each

- Teacher shows a picture.- Teacher puts questions and students answer. - Teacher write the answers on the board.- T introduces three sounds / tr /, /dr/ and /tw/- T reads these sounds (chorus )- T has three Ss repeat them

- Textbook, cassette- Students read loud these sentences-A game: Listen and perform- Teacher read loud the words.- Students listen and perform as directed. /tr/: clapping their hands/dr/: stamping their feet/tw/: keeping silent- If anyone does wrong, he or she will have to do as teacher’s requeSs.- T gives a situation. - T gives the student a present and the student says:” Thank you”- T reports the saying and write the sentence on the board.- T introduces Reported speech with gerund.- T explains and students take notes- Pair-work- T asks students to match a verb with a suitable preposition.- FeedbackCongratulate onApologize forAccuse ofInsist onDream ofWarn against/ aboutThank forConfess toForbade from- T asks Ss Vietnamese meaning of these words. - T asks students change direct speech into reported speech- Pair work- Group-work of 3

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sentence in reported speech, beginning as shown. Do not change the meaning.

- Ss rewrite the dialogues in reported speed, using gerund.

Teaching date:.../12/2007PERIOD 39 UNIT 7 WORLD POPULATION

ReadingA. AIMS : - Helping Ss improve speaking, listening and writing skills, mainly reading skill for gist and detailed information about world population.

- Helping Ss guess the meaning of some words in context.B. TEACHING AIDS: Books, pictures, poster, handouts.C. METHOD : Communicative approach

D. PROCEDURE : Teacher ‘s activities Students’ activities

I/ Warm - up - T asks Ss some questions:1/ Tell some countries which have big population?2/ What problems may happen if the population of the word increases faster and faster?Suggested answers:1/ China, India...2/Social problems, shortage of water, food and other resources...- T introduces the new lesson

II/ New lesson - T asks Ss to look at the 2 pictures in textbook and answer the questions

A. Pre- reading - Pair workAct. 1: Answer the question -T can go round the class to help if

necessary.Suggested answer:

Act 2: Vocabulary and structure: 1/ In the countryside- Find the words or phrases from 2/ They word hard, have too many

children. Their life is difficult. They are poor...

the text that means: 3/ Ss ‘ opinion.- T sticks the poster on the board and asks Ss to find.- T gives handouts to Ss

1/number (n) -Pair work2/ to provide for Feedback:3/ way to limit the number of children born.

1/ figure

4/ water, iron, gold, silver... 2/ support5/# decrease (v) 3/ birth- control method

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Structure: 4/ resourceIt (take) sb (time) to do sth 5/ to increaseEx: It took 1,750 years for the world population to reach 625 million.

- T writers the right answers on the board

B. While- reading - T gives Ss 3 mins to read the passageTask 1 /p.82 Individually.

- T asks Ss to work in pairs and fill each blank with a suitable word.- T goes round the class to help if necessary.- T ‘s feedback after asking Ss to read aloud the sentences.

Task 2/p.82 - Ss ask and answer the questions.- Pair work-T checks whether their answers are right.

Task 3: True or False statements &correct the false ones: -T asks Ss to close their books.1/In 2000, the world ‘s population was about 6 billion.

-T reads aloud the sentences, Ss listen and decide T or F, then correct the false ones.

2/ By 2015, the world ‘s population is expected to be nearly 7 million.

- T ‘s feedback.

3/ The world ‘s population has been decreasing faster and faster.

Feedback:

4/ 50 percent of the earth ‘s land can be used for raising animals.

1/F (6.6 million)

5/We can use water as much as we want. 2/F (over 7 billion)6/ Most third world women want to have a lot of children.

3/F (increasing)

7/Third world women know of no safe way to have fewer children.

4/ F (20%)

5/ F (There is a limit to the water we can use)6/ F (They don’t want...)7/ T

C. Post- readingDiscuss with a partner and find out - Pair work. 5 world largest countries in - T goes rounds the class to help where

necessary.population. Say where they are and - T calls some Ss to give answer.which is the richest and which - T ‘s feedback.is the poorest country.III/ Homework:1/ Write a 100- word paragraph - T writes on the board while saying.about world population.2/ Prepare for “ Speaking”.


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PERIOD 40 UNIT 7: WORLD POPULATIONSPEAKING

A. AIMS: - To help students practice speaking about the problems of overpopulation and their solutions.B. TEACHING AIDS: books, handouts and poster.C. METHOD: Communicative approach

D. PROCEDURE:Teacher ‘s activities Students’ activities

I. Checking upII. Warm up-Please tell some causes of population explosion?-Can you give some solutions to those causes?III. New lessonUnit seven: WORLD POPULATION B. SPEAKING A. Pre-speaking:Activity 1: Put the causes of population explosion in order of importance and explain why. Fewer children die at birth. People are not aware of the problem of overpopulation. People are not properly educated. People believe that having many children means happiness. Religion doesn’t encourage people to have fewer children. Many people believe that having a large family is a form of insurance.Activity 2: Present the task to the class.Ex: We/ I think the first cause is the most important because there are a lot of modern medical techniques nowadays.B. While-speakingActivity 1: List the problems facing poor and overpopulated countries.Useful language:poor living conditionslow living standardsnot enough foodlack/ shortage of school/ hospital/ teacher/ doctor/ nurseActivity 2: Report the results to the class.Ex: - The problems facing poor and overpopulated countries are poor living conditions, . - They are ……………………..

-T asks ss to answer some questions and then introducing the new lesson and having ss open their books to do task 1.

-T introduces the situation and asks ss to work in pairs in 3’.-T goes around and offers help if necessary.-Ss’ answers may vary.

-Then T asks some students present their ideas to the class.-T can ask them the following question: “Which cause do you think it is the most important? Why?”-T gives an example orally.

-Ss are asked to work in pairs in 4’ to do task 2 in the textbook.-T asks them to use “useful language” in task 2 to be able to match them into phrases and find some more other problems.*For example:+poor living conditions+unhealthy living conditions+not enough food/ expensive food+illiteracy/ unemployment

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- First ………………………….- Second ………………………- Third …………………………

Activity 3: Work out the solutions to the problems of overpopulation.Useful language:raise an awareness of the problems of overpopulation living standardsexercise/ implement reward and punishment policiescarry out population education program family planning programsuse birth control methods Activity 4: Report the results to the class.*Suggested results:-People should raise an awareness of the problems of overpopulation and living standards.-The government should exercise reward and punishment policies.-Population education programs and family planning programs should be carried out to high school students.-Safe birth control methods should be used.C. post-speakingActivity 1: Talk about the problems of overpopulation and offer solutions, using the results of tasks 1, 2& 3.

Activity 2: Present the results to the class.

IV. Homework-Write a paragraph about 100 words about the problems of overpopulation and offer solutions.

+a lot of diseases-T goes around and offers help if necessary.

-Ss are asked to report the results to the class. -T can ask ss the following question before they report the results in front of the class. “What are the problems facing poor and overpopulated countries?”-The answers may vary. -T asks ss to work in groups of 8 in 4’, using “useful language” in task 3.-T goes around and helps them if necessary.

-3 representatives of the fastest 3 groups will be asked to report the results in front the class.-T will take down some good ideas on the board and praise them.

-T asks students to work in groups of 8’ in 5’, asking them to write down their ideas on a poster.-T walks around and offers ideas and comments when students need help.-T has 3 representatives of the three fastest groups to go to the board and present their results.-T and other groups correct the mistakes and T will give good marks to the best group.-Ss are asked to write a complete passage from the models on the board.

Teaching date:.../12/2007PERIOD 41 UNIT 7: WORLD POPULATION

LISTENINGAims : To help Ss listen for gist & for specific information

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Materials: Cassette player, poster, hand outsMethod : Communicative Approach

Stages Teacher ‘s activities Students’ activities Warm up

New lessonPre-Listening

While listening

Look at the picture (of a family with many children) and answer the questions.1) Discuss there questions in pairs.

a) Do you think that our world is over populated.b) What continent has the largest population?

2) Vocabulary:- population exploration (n) - punishment - death rate - shortage (n)- living condition (n) - generation (n)- improvement (n) - inexpensive (a)- particularly (adv) - rank (v)

Task 1: you’ll hear Dr Brown, a world population expert, talk about the world population. Listen to the interview and choose the best answer:1) The expert says that there are …………… people in the world today.

a) over 6,7 million c) about 6,7 million

b) 6,7 billion d) 6,6 billion2) According to the expert, the population of the world increases by ………………. a year.

a) 66 million c) 76 billionb) about 66 million d) about 76

billion3) According to the expert, the area has the highest population growth rate is ………

a) Africa c) Latin Americab) Asia d) The Middle East

4) ScientiSs say that the main reason for population explosion is ………………..

a) death rates c) an increase in death rateb) birth rates d) a decrease in death rates

5) Which of the following problems is not mentioned by the speaker?

a) literacy c) shortage of fordb) lacks of hospitals d) poor living & schools condition

Task 2: Activity 1: Listen again and answer these

T ask Ss to answer the questions as the lead in of the new lesson.- Pair work. Ask and answer- T checks & gives feedback

- T explains these words’ meanings.- T asks Ss to listen and repeat these words.- T emphasizes these words appearance in the text.- T introduces: you’ll hear an interview of world population.- T plays the cassette.

- Ss listen & do this task

- Ss listen & do this task

T observes & gives feedback:

1.c2.d3.c4.d5.a

Poster- T asks Ss to read the questions carefully on the poster.- T checks Ss’ understanding of these

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Post-Listening

Homework

questions1) According to the expert, what will the world population be by 2015?2) What did the expert say about the population growth rates in some parts?3) What is the reason for a fall in the death rates?4) What problems does population explosion cause to the world?5) How many solutions did the expert offer and what are they?

Activity 2: ask and answer the questions (on poster)Work in groups of five to summarize the main ideas of the passage.

Write a paragraph about the solutions to the problems of overpopulation.

questions.- T plays the cassette player.- Ss listen and do this task.- T asks some Ss to answer these questions orally.Pair work

Group work: Ss can use the words in “vocabulary part”T asks Ss to do it at home

Teaching date:.../12/2007PERIOD 42 UNIT 7: WORLD POPULATION

WRITING Aims : To help Ss practise describing the information in a chartMaterials : Chart, poster, hand outsMethod : Communicative Approach

Stages Teacher ‘s activities Students’ activities Warm up

New lessonPre-Writing

While Writing

1) Do you know any continents in our world? List them as quickly as you can.2) Which continent has the largest population?

Answer the questions1) What does this chart tell you?2) What’s the percentage of the population of Oceania?3) Let make a comparison between the percentage of the population of Europe and that of South Asia?4) Which continent ranks first and which ranks last in population?5) What can you conclude from this charts?

Task 1: Recognize useful language:1) It shows the distribution of world population by region.

- T asks Ss to discuss these questions.- T checks & corrects.

- T asks Ss to work in pairs to find out the answers for these questions.- Chart (Books opened)- Hand-outs (Questions)

- After Ss have discussed the questions. T asks them to give the answers. From the answer T corrects &

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Post-Writing

Homework

2) It accounts for 2 percent.3) The population of South Asia in more than double that of Europe.OR: The population of Europe is nearly half of that of South Asia (half as much as)4) The population of South Asia ranks first & Oceania ranks last.5) The population of the world is distributed unevenly by region.

Task 2: Describe the chart using the useful language from Task 1.You may begin with:“The chart shows the distribution of world population by region…”

1. Correction2. Evaluation

introduces the useful language for writing.- T can stop & check Ss’ understanding by asking them to translate these expressions underlined into Vietnamese.- T asks Ss to write does the underlined parts & makes sure they understand there useful expressions.- T ask Ss look at the chart & use expressions from Task 1 & the beginning like this to write a paragraph of 100-12- words describing the information in the chart.- T emphasizes the beginning and the conclusion of the paragraph.- T asks two Ss to go to the board and write their paragraph on the board.- T and other Ss look at the board and correct the mistakes if necessary.- T comments & gives the model.

Teaching date:.../12/2007PERIOD 43 UNIT 7 WORLD POPULATION

LANGUAGE FOCUSA. Aims: -To help st(s) know how to pronounce consonants/kl/, /gl/, /kr/,/kw/ correctly.- To help st(s) revise Conditional sentences as well as conditional in reported speech.B. Teaching aids: PicturesC. Method: Communicative approach

D. Procedures: Teacher ‘s activities Students’ activities

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Look at the pictures. What/ Who’s this?

A. pRONUNCIATION

Activity 1: Listen and repeat /kl/ /gl/ /kr/ /gr/ /kw/Listen and put the words in correct rows:Glean, crash, class, creature, grouping, quarrel, ugly, claim, green, glad, crowed, quarter, clown, creep, ground 1./kl/:………………………….2./gl/:……………………………3./kr/:……………………………4. gr/:…………………………….. 5. kw/:…………………………… Activity 2: Practise reading aloud this dialogue

B. GRAMMARI. REVISION OF CONDITIONAL SENTENCESEx: 1. (We’ll go camping tomorrow but it depends on the weather.) If it rains heavily, we’ll stay at home.2. (I don’t have a bike so I have to walk to school)=> If I had a bike, I didn’t have to walk to go to school.3. (Betty didn’t study hard so she didn’t pass the last examination.) If Betty had studied hard, she would have passed the last examination. Structures:

If clause Main clauseType 1: Present

simpleWill/Shall + Bare. inf

Type 2: Past simple (To

be: WERE)Would + Bare inf.

Type 3: Past perfect

Would + Have+ P.P

Exercise 1: Put the verbs in brackets into

Group work-T asks st(s) to look at the pictures for 1 minute, then write out the names of the things on the board.- The group having more correct answers will be winners.-T asks st(s) to pay attention to the consonants underlined and introduces new lesson: /kl/,/kr/,/gl/ /gr/, /kr/-T pronounces the consonants first.- St(s) repeat in chorus.- T asks st(s) to listen and put the words in correct numbered rows:* Key:1./kl/: class, claim, clown2./gl/: glean, glad, ugly3./kr/: crash, creature, crowed, creep4./gr/: grouping, ground, green5./kw/: quarrel, quarter

(Pair work)-St(s) practise the dialogue in pairs.-T corrects the pronunciation mistakes if nesses sary.

- Use poster - (pair work)

- St(s) work in pairs to find out the structures of each kind of Conditional sentences.

-St(s) work individually, then compare with their partner’s answers.- T corrects the answers if necessary. Feedback: Exercise 1:1. would drive 2. could 3. is 4. will take 5. closed 6. will come

Exercise 2: 1. were told 2. had realized 3. wouldn’t have been

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the correct form. Add ’ll or ‘d/ would if necessary. Exercise 2: Put the verbs in the brackets into the correct form:

II. CONDITIONAL IN REPORTED SPEECHEx: 1. “If I have a lot of money, I’ll build houses for the poor.”, John said.

John said if he had a lot of money, he would build houses for the poor.2. “ If today were Sunday, we wouldn’t go to school” they said to me.=> They told me if that day were Sunday, they wouldn’t go to school.Note: Conditional sentences type 2 and 3 can be the same in tenses in reported speech. Exercise 3: Change the following conditional sentences into reported speech.Put the sentences into reported speech:1. “If the weather is fine, I’ll go on a picnic with my friends”, Lan said to her brother.2. “I’m sure she will help you if you ask her, Jim”, said Mary.3. “If I were you, I would give up smoking”, the woman said to her husband.4.“I would have come to see you if I had known you were ill”, Kate said to Susan.5.“ You will be disappointed if you meet him”, Betty said to me.

Homework

4. would have bought 5. had studied

-T gives St(s) examples and asks them to pay attention to some important points when the report conditional sentences.- St(s) work individually.- T corrects the mistakes if necessary.Feedback:

1. The man told her that he would come to see her if he had time.2. He asked her what she would say if someone stepped on her feet.3. They told me that if it didn’t rain, they would go out with me.4. The man asked the woman what she would do if she were a millionaire.5. The man told me that If I had asked him he would have lent me his motorbike.6. The man said to his daughter that they would be very disappointed if she didn’t come.7. The boy told the girl that he was sure they would understand if she explained the situation to them.- Handouts

- T gives st(s) homework

Teaching date:.../12/2007PERIOD 44 UNIT 8: CELEBRATIONS

READINGI. Aims: By the end of the lesson, Ss will be able to master general and specific information.

Ss’ 4 skills are improvedII. Method of teaching: Communicative approachIII. Teaching aids: power point, textbook, chalk, board, handouts, posters

IV. Procedure:Teacher ‘s activities Students’ activities

I. Warm-up: Tet holiday, Christmas, Hallowen, Den Hung’s festival

T shows on the screen 4 pictures and 4 names of celebrations then divides the class into groups of 8. Within 3 minutes, they have to match each

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II. Pre-reading:Look at the picture and discuss the questions (in Textbook)

Tell your partner which of these activities you enjoy doing most at Tet.

III. While-reading:1. Vocabulary:- grand(a): large / important-agrarian(a): connected with farming-banner(n):a.long piece of cloth with a message on which is hung in a public place-pray(v):speak to God to give thanks or ask for help-sugared apples: tao dam-excitement(n)the state of feeling excited

2. Reading comprehension:Activity 1: task 2 (textbook)There are some incorrect words in these sentences in comparison with the content of the text but not all. Tick √ beside the correct sentences and underline the incorrect words then correct thema. Kumquat trees are popular both in the North and the South of Vietnamb. Tet is always on 20th February on the Western calendar.c. People try to be nice and polite to each other because they want to have good luck on New Year’s dayd. According to the text, for people anywhere in the world, the beginning of spring is the start of a new yeare. Tet used to be longer than it is nowadaysf. According to the text, “ Lucky Money” is given to everyone at tetActivity 2: Task 3(in textbook)

picture with the right nameT takes the first two groups to give commentsT gives presents / good marks to the best groupT shows the picture on the screen and asks Ss what some figures meanEx: chung cake, kumquat tree, fruit, mai tree, Mut, ect…Individual work / Pair workT goes round the class to help if necessary (explanations of words: decorate, fireworks, pagoda…)T asks Ss to present in front of the classT shows words /phrases in two separate sides of the screen but they are not in order in each side and gets Ss to match with each otherIndividuallyFeedback (T can give good marks to the student)Repetition drills: chorus-individualsChecking vocabulary: T rubs out words in one side and asks the class then 1-2 Ss to say words in the rest side again

Group work of 6(books closed, handouts)T takes the first two groups to correctGives good marks/ presents to the besta.√b. always→ sometimesc.√d. anywhere in the world→ agrarian peoplee.√f. everyone→ children

group work / pair workgroup work. T divides the class into

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Questions (nought and cross)

IV. Post-reading: Discussion

V. HomeworkRewrite information you applied after the discussion (100-150 words)Comments:

2 big groups. Each takes turns to put questions numbered and the rest answers. If one group can answer 3 questions in the straight line, they win the gameGroup work of 10.T hands out posters to groups presenting in front of the class laterT can go round the class to give offers of help if necessary or observeT gives goods marks /presents to the best after correction


SPEAKINGA. Objectives: Talking about the celebration of Tet and other festival activities.B. Method: Communicative approachC. Teaching Aids: book, picture, posters.

D. Procedures:Teacher ‘s activities Students’ activities

I. WARM – UP:

What celebrates do you think of when seeing these pictures? What do people do during Tet holidays?What do you say to foreigners about it?II. NEW LESSON1. Presentation TASK 1*Practice reading the dialogueUseful language- Did you know ……………..- It’s the time when ………………- What do you often do ……………?*Practice the dialogue again, using the cues below:

- Did / know / next month / Tet holiday?

T shows pictures and asks questions to elicit the lesson.

Moon festivalTet holidays

Ss play the roles.T explains these structures.

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- What / Tet?- It / time / when / celebrate / spring- When / it / exactly?- This year / it / 9 February- What / often / do / Tet?- Eat / special foods / dress up / friends /

relatives / play / traditional games- That / sound / interesting

2. Practice TASK 2*Explanation:thanksgiving (n)

mask (n) parade (n)

roast turkey (n)• There are some popular holidays

and celebrations in Vietnam and in the world. Match the holidays with its meaning and activities.

3. Post- speaking TASK 3: Ask and answer about the holidays, using the dialogue in Task 1 as the model.III. HOMEWORK

Pair worksClosed booksT hangs the poster on the boardSs practice the dialogue again T asks 2 pairs to present their work in front of the class.

T explains the meaning of some words.TranslationRealiaPictureTranslation bSs do task 2 individually, then work in groups of 3.St1: reads the name of a holidaySt2: reads its meaningSt3: reads its activities

Pair worksClosed pairs – Open pairsT corrects the mistakes.

Write a short paragraph about the holidays above Prepare ‘Listening’


Tiet: 46 UNIT 8: CELEBRATIONS LISTENING

A. Objectives: - Students listen to the tape carefully and complete the teSs well.B. Method Communicative approachC. Teaching Aids: - books, posters, handouts.D. Procedures:

Teacher ‘s activities Students’ activities I. CHECK-UPII. WARM-UP Game “Hear and do”III. NEW LESSON

A. Before you listenActivity 1: Discuss the following questionsa. Guess which of the following activities the

Japanese often do on their New Year days?

T lets Ss play a game to warm the class up.

Pair worksT asks Ss to do this task in pairs.

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* exchanging gifts and cards

* decorating the house with peach flowers

* wearing kimonos or special dress

* giving / receiving lucky money

* going to the pagoda

* visiting friends

b. What other things do you think the Japanese also do at the New Year?

Activity 2: Vocabulary

Similarities housewives longevity

constancy

Kimonos shrine pine trees represent

Activity 3: Listen and repeatB. While you listen TASK 1You will hear two people talking about how the New Year is celebrated in Japan. Listen and check the things you hear. TASK 2Answer the following questions.1. Why do the Japanese do a big clean up before the New Year comes?2. Where do the Japanese hear the bells from?3. What do the Japanese often wear when they go to visit their shrines?4. Do the Japanese often celebrate the New Year with their friends?C. After you listenCompare the following aspects of the Vietnamese New Year with those of the Japanese one.* preparations * foods and clothes* activities on New Year’s Eve * people to celebrate with

T introduces the new words of the lesson

T asks Ss to read the sentences before listening to the dialogue.First: Individually then both can exchange their ideas and do this task.Feed back

T has Ss listen to the tape again and answer the questions.

Group works

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IV. HOMEWORK- Write a short paragraph about the differences

between Vietnamese New Year and Japanese New

Year.

- Prepare ‘Writing’

Teaching date:...Tiet: 47 UNIT 8: CELEBRATIONS

WRITINGA. Objectives: - Students describe a celebration’s activities.B. Method : Communicative approachC. Teaching Aids: - books, posters, blackboard….


I. CHECK – UPII. NEW LESSON1. Pre-writing: 1. Match a word in A with one in B to

have a complete phrase: A B

- To crowd - the colorful parade- to decorate - special food- to celebrate - the greeting cards- to visit - the home - to express - friends and relatives- to watch - family traditions- to receive - the emotion- to enhance - the street- to enjoy - a hug- to give - the festival

2. Complete the table: T has Ss complete the missing information:

Celebration

When Purposes Activities

Women’s Day

- Women are honored

15th of the 8th lunar month

- People celebrate the largest full moon in the year

- wear marks- have parties with special cakes and lots of fruits.- parade in the

-Group work- Suggested answers: 1. to crowd the street2. to decorate the home3. to celebrate the festival4. to visit friends and relatives5. to express the emotion6. to watch the colorful parade7. to receive the greeting cards8. to enhance family traditions9. to enjoy special foods10. to give a hug

- Ss discuss in their groups and then write their answers on the board.

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street with lanterns - watch lion dance

- People express their feelings, memories and love for their teachers

- watching fireworks-visiting relatives and friends- going to the pagoda- eating special foods- receiving “ lucky money “- going to the pagoda-decorating the house-going to the flower market

3. While-writingT has Ss write a description of one of the popular celebrations in Vietnam. Their description should include the following main points:

• name and time of festival• purpose / meaning of festival• activities• whether you like it or not and the reasons

4. Post - writing: -T has two Ss present a description of one of the popular celebrations in Vietnam

III. HOMEWORKRewrite the paragraph in the book.

Prepare ‘Language Focus’

- Ss write this paragraph individually and can exchange their ideas in pairs.- T goes around and collects mistakes and errors.- T writes Ss’ typical errors on the board and elicits self and peer correction. T provides corrections only when Ss are not able to correct the errors.

- T asks 2 students to present their writings on the board.-T gives general comments - T summarizes the main points

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LANGUAGE FOCUSA. Objectives: - Pronunciation: /fl/, /fr/, /θr/. - Grammar: Pronouns one(s), someone, anyone, no one, everyone.B. Method Communication approachC. Teaching Aids: - book, posters.

Procedures:Teacher ‘s activities Students’ activities

I. CHECK – UPII. Warm up (5') Game: Tongue twister

III. NEW LESSONA. PRONUNCIATION(5') Activity 1. Introducing sounds

/fl/ /fr/ /θr/floor France Friday FruitActivity 2. Listen and repeat (Bingo)(8')

threaten fly fruitthrive overflow through

fry flu flowerfrozen afraid overthrow

overthrow frozen fruitflu overflow a afraidfry thrive flowerfly through threaten

threaten a afraid frythrive overthrow throughfruit flu frozen

flower fly overflow* Activity 3. Practise reading aloud this dialogueB. GRAMMAR1. Presentation(10')A. Complete the conversation below with the words in the box

Group workT has Ss write down a sentence by answering the following questions1. What is your name?2. When/where were you born?3. Where are you living?4. What is your job?5. What is your favourite food? The content of their answers must begin with letter "f". The winner is the one who can write the longest sentence with a lot of letters "f"e.g.: Fan, a farmer who was born on Friday, February 15th in France, is living on the first floor in a five- storey building…….After the game T can lead to the new lesson by asking some questions:Is it difficult for you to pronounce the whole sentence? Why/ Why not?

T underlines some words in sentences written down by Ssand pronounces them as example. Then T asks Ss to arrange these words in the right column

Work in groups of 8 - Give out the prepared cards

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Someone, anyone, everyone, no one

E.g. Fan, a farmer who was born on Friday, February 15th in France, is living on the first floor in a five- storey building…….


A. Is there....................at the door?B............... is at the doorA. Where is.........................? I need.............. to help meNotes.

Someone. - used in positive sentences - has the idea of a definite idea Anyone: - Used in negatives and questions - has the meaning of no limit Everyone: - All the people in a group Everybody used in positive sentences, questionsNo one: - No people - used in positive sentences * One - used to avoid repeating a singular noun ones - used to avoid repeating a plural noun - A/An + adj + one - one/ ones can’t combine with some, any, my......2. Practice(15')+ Control. + less controla. Complete the sentences with suitable words1. Quick! Let's go. There is...........coming and I don't want..........to see us2. There was hardly..........on the beach. It was almost deserted3. Who shall I invite to the party? I don't mind............you like4. I'd like some shoes like the...........in the window5. There are 2 pens on the table. The green.......is mineb. Correct the mistakes in each sentence below1. Are anyone coming to collect you?2. Everybody is ok, isn't he?3. What sort of cake would you like?

- Read out each of the words from one of the cards in random order. -Tick off the words as you read them to avoid reading them twice. -Ask students to cross out the words on their cards as they hear them- When a player completes a horizontal or vertical line on their card, he or she should shout Bingo!- Teacher asks this player to read back the words in the line to see if these words are among the ones you have already read out. The winner is the one who can read back the words correctly

Pair workT has Ss discuss and then present their conversation in front of the classT's correctionKey:anyone, no one, everyone, someone

Look at the conversation again and answer teacher's guiding questions. Ss can elicit the rule of using Someone, anyone,

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Someone, anyone, everyone, no one,

indefinite pronouns (refer to people without saying exactly who)

Followed by a singular verb

Refer back to them in a sentence with they/ them/their


A one with cream4. Could you lend me some stamps? I haven't got any ones5. No one doesn't know how to operate this machine+ free- practiceAsk and answer using Someone, anyone, everyone, no one, one, ones Ex. A: Is there anyone in the class room?B: Everyone is outside nowA. Is the green pen is yours?B. The green one is mineC. Vocabulary(7') + Exercise 3 (text book)Use the words from the box to complete the following passage.

+. What are the following pictures about?

HOMEWORK(1')Prepare UNIT 9 - READINGWrite 5 sentences in which Someone, anyone, everyone, no one, one, ones are used respectively

everyone, no one, one, ones

drill. Textbook

individual work

individual work

The player mustn’t answer "yes"/ "No" and in their answers Someone, anyone, everyone, no one, one, ones must be used. T gives each player some money. If they say "yes, no", they will lose their money. The winner is the one who gets (the) most money- drill. Text book

Ss can say a phrase/or a sentenceex. Traditional food People usually cook traditional food on Tet holiday


PERIOD 55 UNIT 9: THE POST OFFICE READINGA. Aims: By the end of the lesson, Ss can learn new words choosing the opposite meaning. And can scan for specific information of the reading, especially know many services of post office.

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Traditional, excitement, polite, good luck, celebrating, grand, agrarian, gifts


B. Teaching aids: cassette, tape, posters, handoutsC. Procedure:

Teacher ‘s activities Students’ activities * Warm up: T gives some pictures and asks Ss " What's it?" Stamp, phonecard, envelope, telephoneThen asks some questions: - Where can we buy it?- How often do you go to the post office? What for?- How far is it from your house to the nearest post office?- How do you go to the post office?- What services do you think the post office offers?

I. Pre-reading: * Teaching vocabulary:- Elicit meanings from Ss or give explanations yourself and then has Ss match these words:

Words Explanations1. spacious2. courteous3. surface mail4. transfer5. recipient6 subscribe7. original

a. to hand over sth to sbb. having a lot of spacec. a person who receives sth from sbd. having good manner or politee. mail by car, by train,....f. to agree to buy newspaper and magazines regularly over a period of timeg.not copied

- Give Ss some practise on pronunciation* Checking vocabulary: Rub out and rememberII. While-reading:1. Task 1: Circle the letter (A, B, C or D) before the word that has the opposite meaning to the italicised word.a. Thanh Ba Post office has a spacious and pleasant from office.A. large B. beautiful C. cramped D. openb. Our well-trained staff are always courteous to customers.A. helpful B. rude C. friendly D. openc. This speedy and secure service of transferring money can be useful.A. rapid B. hurried C. careful D. slowd. If you want to send a document and do not want to lose its original shape, send it by a fax machine.

Work individuallyT gives some pictures and asks Ss to give the names, then answer some questions.

Work in pairs.T asks Ss to read the words, explanations and then match them. Feedback1-b 2-d 3-e4-a 5-c 6-f7-g

Work in pairs.T asks Ss to choose and give feedbackT corrects the mistakes if neccesary.

Feedbacka-C b-Bc-D d-C

Work in groups of 4.

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A. unique B. outdated C. change D. imaginative2. Task 2: Read the text again and then answer the questions:a. What is Thanh Ba Post office equipped with?b. What services are offered at Thanh Ba Post Office?c. According to the text, what are three different ways of sending a letter?d. What is the Messenger Call Service used for?e. What will you have to do if you want to get your newspapers and magazines delivered to your house?3. Task 3: Find the evidence in the text to support these statements:a. You cannot make a pone call at Thanh Ba Post Office at 10 p.m.b. You can save some money if you send a parcel which is under 15 kg.c. The post office offers a special mail service which is particularly fast.d. Your relatives do mot have to wait till tomorrow to get the money you send them today.III. After you readWork in groups. Answer the following questions.1. Which services provided by Thanh Ba Post Office do you think is the most important and why?2. What services do you think Thanh Ba Post Office should have in the future?IV. Homework

Feedbacka. Thanh Ba Post office is equipped with advanced technology and has a spacious and pleasant front office.b. Mail and Parcel Service, Express Money Transfer, Phone Calls and Faxes, Press Distributionc.They are mail, surface amil and the Express Mail Service (EMS)d. It's used for notifying the recipient of the time and place to receive the call.e. You will have to subcribe to your favourite newspaper and magazines

Work in pairs. Feedbacka. The post office opens daily from 7 a.m to 9 p.m.b. We offer a very competitive rate for parcels under 15 kg.c. We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time.d. We offer a speedy and secure service of transferring money in less than 24 hours.Learn new words and questions by heart

Teaching date:... PERIOD 56 UNIT 9: THE POST OFFICE

SPEAKING * Aim : have Ss know how to register services provided by post offices * Lexical items: words related to the process of registering a service provided by the post office. * Structures : sentences used to describe a process of registering a service

provided by the post office. * Teaching aids: posters, pictures, handouts * Teaching method: Integrated, mainly communicative

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PROCEDURES

Teacher ‘s activities Students’ activities I. Warm-up - Describe the picture

- Do you often use the services provided by the post office?- Are the services provided by the post office very helpful?II. New lesson:Task 1 _ textbook/1031.1 Match the 2 parts of the sentences

A BWhat can I is that?

Could you help me do it for you?How much on the table

What'sto send this document

to my office by faxYou can see the

ratesthe fax number?

1.2 Questions:+ Which things does the customer says?+ Which thing does the clerk says?+ What service is the customer using?1.3 Read the dialogue Task 2 _ textbook/104Work with your partner, make a conversation from the suggestion below: Student A (clerk) Student B (customer) Great B and ask if say that you want to he can help have a telephone line installed at home

ask where B live give your address and ask when the installation will take placesay that the installation ask if A can comewill take place one on Fridayweek after registration agree and ask if B has say that you already a telephone have a telephone

T questions - ss answerPair workKey:- What can I do it for you?- Could you help me to send this document...........?- How much is that?- What's the fax number?- You can see the rates on the table.

T. questions - ss answerKey:The customer is using the fax servicePair workT has 2 pairs to speak out in front of the class.Ss work in pairs. T. walks around the class to make sure that all ss are working.T. selects some pairs and has them demonstrate their conversation in front of the class.Key:A: Good morning. Can I help you?B: I want to have a telephone line installed at home A: Ok. Where do you live?B: I live at 123 Le Loi street. When does the installation take place?A: The installation takes place one week after your registration.B: Can you come on Friday?A: Yes. Do you have a telephone yet?B: Yes, I have. How much is the installation fee and monthly fee?A: You can see the rates on the table Ss work in pairs, complete their paper. Then they may exchange their paper to other pairs to check their answer.T has 2 pairs to demonstrate their conversationT. commentsKey:a, can I help you?b, I would like

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and ask about the installation fee and monthly fee.tell B about the fees and ask B to fill in a formTask 3 _ textbook/1043.1 Complete the conversation belowA: Good morning..........a.........................?B:.......b........ to subscribe to Lao Dong daily newspaper.A: yes. How long would you like to subscribe it?B:.........c.......................A:..........d.....................................................?B: At home, please. I live at 67 Ngoc HA Street.A: Ok.B:...........e....................................................?A: Before 6:00? Well, it might be a little bit early.........f......................................?B: Ok, 6:30A: Can you fill in this form?3.2 Make a conversation for the 2nd situation in textbook/104.

IV. Homework:Your uncle's wedding is on 20th March. You want to use Mail and Parcel Service provided by the post office to send him a present. Make a dialogue follow the situation above.

c, for a yeard, where would you like to get the newspaper?e, can I get the newspaper every morning before 6:00?f, how about 6:30? Pair workSs work in pairs. T. walks around the class to make sure that all ss are working and offers ideas when ss need help.T. selects some pairs and has them demonstrate their conversation in front of the class.

Teaching date:.../01/2008PERIOD 57 Unit 9 THE POST OFFICE

ListeningI. Objective: By the end of the lesson, students will be able to listen and answer the development of Vietnamese network; summarize the listening by writing and speaking.II. Teaching aids: a cassette player and tape, pictures, posters, hand - outs

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Teacher ‘s activities Students’ activities Warm - up: Game: Stop the bus! a. Find 6 things that you use to contact with your friends. b. Find 5 things that belong to a cell phone. c. Find 4 things that you can buy at a post office. d. Find 3 names of call phone that are popular in Vietnam.Pre-listening: 1. Activity 1: Ask and answer the following questions. a. Do you like talking on the phone? b. Is your family on the phone? What is your phone number? c. Does any member of your family have a cell phone? What make is it? d. What do you think are the advantages and disadvantages of cell phone? * Suggestions: (d) - Advantages: When you have a mobile phone, you can: + contact other people easily. + be reached at almost anytime anywhere. + not miss any important information. + feel close to your family when you live far away from home, go on business - Disadvantages: + Don’t have much privacy + It’s irritating to get a call when you are sleeping or in a meeting. + Cost amount of money for paying every week/ month....2. Activity 2: Listen and repeat. Commune (n) communal growth Digit subscriber rural network Upgrade (n) capacity (n)While-listening:1. Activity 1: (Task 1) Listen to information about the development of Vietnam’s telephone system over the past few years and do the tasks. * Guiding questions:How many subscribers were there in Vietnam in the early 1990? How many ones now?How many percent of communes in Vietnam have telephone services?* Feedback of task 1:1. B 2. D 3. C 4. D 5.C 2. Activity 2 (Task 2): Listen again and answer the following questions:According to the passage, which country has the biggest growth in the number of telephone subscribers?How many telephone subscribers does Vietnam have now?How many telephones were there in Vietnam in the early 1990?

(Group work)T divides the class into four groups.Each group tries to find words as quickly as possible after T’s questions.The group that finish firstly will shout: “Stop the bus!” and go to the board to write down the answers. If the group give the right answer, they will get one mark. The group that get the best marks will be the winner.

(Pair work)(Poster/ Extra board)Ss work in pairs, ask and answer the questions.

T can gives some suggestions

T explains new words that appear in the listening.Ss listen and repeat in chorus and individually

(Pair work)(Hand-outs)T asks some questions and encourages Ss to try answering based on their general knowledge before they listen to the listening.T introduces the listening and asks Ss to scan the task.Ss work in pairs and underline key words.Ss listen to the first time to choose the right answers and the second time to check their answers.T corrects after the second time of listening.

(Pair work)(Poster)

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PERIOD 58 UNIT 9: THE POST OFFICEWriting

Aims: Help ss know how to write a letter to express satisfaction/ dissatisfaction. Practice writing a letter to express satisfaction/ dissatisfactionTeaching aids: Picture, posters.

Procedure:Teacher ‘s activities Students’ activities

A. Warm-up:Lucky star

Use a Picture of Danang central post office covered with pieces of paper, on which there are numbers from 1 to 4. Ss choose the number and answer the question to uncover the picture. For each correct answer ss get 2 marks and the piece of paper with the number they choose will be taken out. If they have the number with a lucky star, they will get 4 marks for their correct answer. Then the group which can guess the picture will have 2 marks. The one with more marks will win the game.Questions:

1. Which service do you use if you want to send a parcel to your friend?

2. Which service do you use if you want to make a call?

3. Which service do you use if you want to have your newspapers delivered to your house?

4. Which service do you use if you want to send your brother some money?

• Picture: Danang (central) post office Questions to lead in:

1) Have you ever been to a post office?2) What do you do there?3) Are you satisfied with everything there?

B. Writing:Pre-writing:Act 1: Discuss some matters of the post office.

-T gives instructions- Ss work in 2 groups. Each group will take turns to choose the number and answer the questions to get marks.

Feedback:1. Mail and parcel

service.2. Phone call and faxes

service3. Press distribution4. Express money

transfer

-T asks questions to elicit -Ss answer individually.

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Group 1 +2: 1. The opening hours of the post office.2. The quality of the equipment.

Group 3+ 4:3. The security conditions of the post office.4. The attitude of the staff.Group 5 +6:5. The prices of the services.6. The punctuality of delivery of letters and newspapers.

Act 2: Give model sentences:Ex: 1)The staff here are very helpful and polite. They are willing to help you when you need. 2) The equipment there needs upgrading. Sometimes I needed to fax an urgent document but it was impossible because the fax machine was out of order.…Act 3: Prepare for writing the letter:3.1. Read the requirements of task 2.3.2 Give useful languageSentence connectors:First, Second, Third, …. Finally.Moreover, Furthermore,However,…..Note: If you express both satisfaction and dissatisfaction, you should show your satisfaction first.

While-writing: Task 2After a year in the job, the director of Thanh Ba Post Office has invited residents in the neighborhood to write letters to him describing the quality of the services they have received. Write such a letter, using the ideas you discussed in Task 1.

Post writing

-Poster-SS work in 6 groups discussing the matters given.-T goes to some groups and gives help if necessary.-the representatives of the group presents their opinions.-T writes the words/expressions ss use to talk about the matters and adds some more.Feedback:1. too late/ early…2. good/bad/ poor quality/ needs repairing…3. good/ poor security condition/ no one to keep motorbikes or bikes/ pickpockets… 4. polite/ helpful/ rude/ arrogant…5. low/ high/ reasonable…6. always/ never punctual/ sometimes late/ letters and newspapers are lost….

-T asks some ss to express their ideas in full sentences and writes them on the board.

-T asks ss to read the task carefully and translate it into Vietnamese.-T asks ss some sentence connectors they may use in the letter.

-SS work in groups of 4

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- Correct some writings.- Model writing.

(address)Dear Sir,I have lived here for five years and during this time I have used most of the services of Thanh Ba post office. Now I am writing to show you my opinions of these services. The staff here are very helpful and polite. They are willing to help when we need. The prices of the services here are quite reasonable, so most people in our neighborhood use the services here. However, there are still some matters. The equipment in the post office needs upgrading. Sometimes I needed to fax an urgent document but it was impossible because the fax machine was out of order. Moreover, the delivery of newspapers is never punctual. One more thing I want to mention is that the security conditions of the post office are not very good. There used to be property loss here. I am writing in the hope that these matters will be improved. If so, I believe more and more people will go to Thanh Ba post office. Yours faithfully,

C. Homework:- write a letter to show your satisfaction/ dissatisfaction with the services of the railroad company.

writing the letter on the poster. -Ss may use the models sentences in Act 2 in their writing.

-Peer check-T corrects some writings-T gives ss model writing.

Teaching date:.../01/2008PERIOD 59 Unit: 9 THE POST OFFICE

LANGUAGE FOCUSAim(s): Show Ss how to pronounce the sounds /sp/, /st/, /sk/, and helps Ss practise reading correctly these sounds in the sentences. T also helps Ss to review kinds of relative clauses.Lexical items: words contain sounds /sp/, /st/, /sk/, and revision Structures: Defining relative clauses and Non-defining relative clausesTeachings aids: Pictures, handouts, posters.

PROCEDURE:Teacher ‘s activities Students’ activities

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1. Warm up: Name the pictures

Star Spider Skull /star/ /spaid∂/ /skl^l/2. Pronunciation: /sp/ /st/ /sk/: voiceless unaspirated/sp/ /st/ /sk/speak Stanley askspeech stand diskspeedy stop duskcrisp best skillspacious text school

Practise reading aloud this dialogue: (page 108)

3. Grammar: Defining relative clauses and Non-defining relative clauses

PresentationEx 1: Elephants who marry mice are very unusual.Ex 2: My friend John, who went to the same school as me, has just written a best-selling novel.Ex 3: Let's go to a country where the sun always shines. Ex 4: Elephants, which are large and grey, can sometimes be found in zoosDefining relative clauses give essential information to define or identify the person or thing we are talking about Non-defining relative clauses are always separated from the rest of the sentence by commas. Notes:1. In non-defining clauses, you cannot use ‘that’ instead of who, whom or which.2. You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause.3. Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun: Examples: There were a lot of people at the party, many of whom I had known for years.

Practice: Exercise 1: Explain what the words below

mean, using the phrases from the box (Textbooks page 109):Key: 1. A burglar is someone breaks into a house to steal things 2. A customer is someone buys something from a shop.

T shows Ss some pictures and asks them to give the English names of the pictures.

T corrects if necessary.T introduces the new lesson.

T has Ss to listen to the tape and then repeat several timesT calls Ss’ attention to these sounds in the sentencesSs have to recognize these sounds in the dialogue.

T asks Ss to identify what kind of relative clause the examples are.(ex1,3: defining; Ex 2,4: Non-defining)T asks Ss to recall how to use relative clauses. T can give Ss some more notes.

PairworkT has Ss to read the phrases and match the words with them. Then read loudly the sentences.

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Atlas

Axi s

Mandibl e

Zygomatic

Medulla

obl ongata

3rd Ce rvical ve rtebrae


3. A shoplifter is someone who steals from a shop. 4. A coward is someone who is not brave. 5. A tenant is someone who pays rent to live in a house or flat.

Exercise 2: Complete each sentence, using who, whom, or whose:(Textbook page 109) Key: 1. who/that 2. whose 3. whom/who/that

4.whose 5. whom/who/that Exercise 3: Join the sentences, using who,

that, or which: (Textbook page 109)Key: 1. The man who answer the phone told me you were away. 2. The waitress served us who was very impolite and impatient 3. The building which was destroyed in the fire has now been rebuilt. 4. The people who were arrested have now been rebuilt. 5. The bus which goes to the airport runs every half an hour.

Exercise 4: Join the sentences below, using who, whose or which: (Textbook page 110)Key: 1. Peter, who has never been abroad, is studying French and German. 2. You’ve all met Michael Wood, who is visiting us for a couple of days. 3. We are moving to Manchester, which is in the North-west. 4. I’ll be staying with Adrian, whose brother is one of my closest friends. 5. John Bridge, has just gone to live in Canada, is one of my oldest friends.

Production: Combine the sentences using a relative clause. Use relative pronouns only where necessary. Note that you have to use commas in some of the sentences.

A holiday in Scotland1. We spent our holiday in Scotland last year. Scotland is in the north of Great Britain.(We............)2. People live in Scotland. They are called Scots. (The people...)3. We first went to Edinburgh. Edinburgh is the capital of Scotland.(We first ...)4. Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories.(Arthur Conan Doyle ...)5. Then we visited a lake. It is in the Highlands. (The lake ...)

T asks Ss to give Vietnamese meanings.

PairworkT can ask Ss to recall where to put who, whom, or whose before doing the task.PairworkAfter doing the task in pairwork, T calls Ss to choose the square he/she likes, and he/she has to do the sentence with number behind the square. (LN: Lucky)

2 5 43 1 LN

Pair workApplying steps like Ex3.T remembers to ask Ss to pay attention to the difference between non-defining relative and defining relative clause.

HandoutsPair work

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6. Loch Ness is 37 km long. People know it for its friendly monster. (Loch Ness ...)7. There we met an old man. He told us that he had seen Nessie. (An old man ...)8. We then traveled to a mountain. The mountain is near the town of Fort William. (We then ...)9. The mountain is the highest mountain in Great Britain. It is called Ben Nevis. (The mountain ...)10. I sent you a postcard. It was written on the summit of Ben Nevis. (The postcard ...)

Teaching date:

PERIOD 61 Unit 10 NATURE IN DANGER

Reading A. Aims:

- Helping Ss know the importance of natural environment. - Improving Ss’ reading skill.

B. Method: communicative Approach.

C. Teaching - Aids: Posters, textbook, blackboard.

D. Procedures of teaching.

Time Teacher ‘s activities Students’ activities 3’ I. Warm - up:

List some natural and environmental problems - Ss do what T asks Key: + pollution+ drought+ forest fires+ the extinction of plants and animals.+ earthquake

5’ II. New - lesson 1/ Before you read:

- Ss answer: Key:

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Natural & environmental problems

destruction

floods


Answer the questions. 1. What do you understand from the facts above?

2. Can you explain why the numbers of these animals have become small?

1. The facts above show that the numbers of rare animals become extinct.2. Because they are killed for food, fur, skin...

13’ 2/ While you read: Task 1: - Vocabulary: Match the words in column A with their definitions in column B. A B

1. decrease a/ similar with human beings/people 2. extinct b/ thing makes nature pollute3. endangered c/ make sth smaller

4. human-race d/ young of animals5. interference e/ keep sb/sth safe6. off-spring f/ no longer existing7. pollutant g/ not of interfering

8. protect h/ be threatened

- pair work- Ss match

Key:1 - c 5 - g2 - f 6 - d3 - h 7 - b4 - a 8 - e

- Gap- filling - Ss read the text silently and carefully then fill in the gaps.

Key: 1. extinct 4. pollutants2. protect 5. endangered3. decreasing 6. interferences

5’ Task 2: Circle A, B, C or D that best sums up each paragraph

- pair work- Ss do task 2 Key:1-C 2-B 3-A 4-C

10’ Task 3: Answer the questions (play the game )T gives 4 posters and asks Ss to scan the text again. Then call the representative of each group go to the board and write down their answers. The winner will be a person having the best answers.

- group work- Ss scan the text again and answer the questions.

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7’T gives feedback3/ After you readFind out why some animals have become extinct.

- group work- The representative of each group reports before the class. Suggested answers:+ hunting and killing animals+ Keep animals as pets.

2’ III. Homework- Study words-Write a short passage about our natural environment. - Prepare Speaking.

Teaching date:.../01/2008PERIOD 62 Unit 10: Nature In Danger

speakingA. Aims after the lesson Ss will be able to talk about endangered nature and measures for protecting endangered natureB. Method: Communicative approachC. Teaching Aids: English Textbook 11, pictures, posterD. Procedure

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* keeping animals as pets

* hunting or capturing animals for recreation or entertainment

* burning foreSs

* discharging chemical pollutants into the environment

* cutting down trees for wood

* using fertilizers and pesticides for cultivation

• Pair work

T: display some pictures and ask ss to match the pictures with the information in Task 1(poster)

T: after matching, T reads the information /reasons in Task 1.

T: have 1 or 2 students read the information again and correct the mistakes if needed.

Ss: order the reasons why nature

becomes endangered in the order of

importance (pair work).

T: call some ss to present their answers

Option:

T can ask ss to give reasons for their choice

Teacher ‘s activities Students’ activities I. Warm – upGame: Yes (^_ ^) or No (‘..’)

• Information:

1. People kill animals for food and fur.2. Some people keep animals as pets3. We can destroy the air by adding pollutants to it.4. We are changing the environment by cutting down trees.5. Pandas live in China6. People are affecting the water supply by using water for industry and agriculture.7. There are a lot of rare animals in American zoos and national parks.II. New lesson1. Task 1: MatchingOrdering* Killing endangered animals for fur,

skin an d food

Ss: play the game in 2 teamsT: give the rules:T: read some information. Ss listen and say Yes if the information is taken from the text Nature In Danger. And say NO if it is not. The team has the most right answers will be the winner.Answers:

1. Yes2. No3. Yes4. Yes5. No6. Yes7. No

T: introduce the new lesson “Human beings have a great influence on the environment of the world. Below are some reasons why nature is being threatened.” .

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Teaching date:.../01/2008PERIOD 63 UNIT 10: NATURE IN DANGER

ListeningA. Aims: - Provide Ss with information about national parks in the world.- Helping students practice their listening skills: deciding on True or False statements;

answering comprehension questions.B. Teaching aids: Text book, Cassette and tape, Cards, Poster.


2. Task 2: Matching3.Task 3: Discussion* Usage language: S + should + be + PPIII. Homework- Write a paragraph about 80 words with

the topic “ What should people do to protect the environment?.”

- Prepare Listening

Pair work

Ss: match the reason in Task 1 with possible measures for protecting the environment in Task 2.T: go around to give helpT: give the feedback

• Pair work

T: give a sample:

A: People are killing endangered animals for fur, skin and food.B: Killing endangered animals for fur, skin and food should be banned.

Ss: use the information in task 1 and task 2, state the negative impacts made by people on the environment and suggest measures to protect it.T: go around to give help.T: have some pairs present their answersT: correct the mistakes on the pronunciation if necessary.

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I. Warm-up: - “What national park should I go to?”+ I’m in Hue. What national park should I go to? (Bach Ma national park)+ We are moving to Hai Phong. (Cat Ba national park)+ We are staying in Thanh Hoa. (Cuc Phuong national park)+ We are now on the way to the south of Vietnam. I’m in Dong Nai now. (Cat Tien National park)+ And here is Vo Thi Sau’s hometown- Ba Ria-Vung Tau. (Con Dao national park)II. New Lesson:1. Pre-Listening:- Name some other national parks in Viet Nam (Ba Vi, Ba Be, Phu Quoc, Mui Ca Mau, U Minh Thuong national parks, etc.)1. Listen and

repeat:- scenic features- devastating- maintenance- approximately- vehiclescompletely2. While-Listening:Topic introduction

• Task 1:

- Silence reading for information.

- True/ False statement.

• Task 2:

- Listen again and answer the questions.

- 4 teams. T is in the role of a foreigner in Vietnam. The foreigner wants to visit the national park where he/she is staying. Ss in the role of local people have to clap their hands to get the priority to show her/him. Ss will get 10 points for each correct instruction.- T then gives feedback and leads to the new lesson.

- Ss work in pairs to name some national parks in Vietnam and their location if possible.

- T. says out the words, Ss. listen and repeat in chorus and individually.

- T. explains the meaning of some new words through pictures and examples.

- T. introduces the topic of the tape.

- Ss read the statements in silence and guess what information could be false.- T plays the tape once without stopping, Ss listen and do the task individually.- T divides the class into 2 groups and asks Ss in each group to count their number. There will be 2 Ss having the same number. When T reads aloud the statement in task 1 and says a number in random, the Ss having that number have to raise their hands to get the priority to decide the statement.* Feed back: (T’s book)- T plays the tape again, Ss listen and

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3. Post-Listening:- Make true sentences about the national parks in the US, using the cues:

PreserveScenic features

523%

Millions of visitorsDanger

Killed or huntedCut down

FiresPollution from vehicles

immediatelyIII. Homework:

1. Write a summary of the passage.Prepare the Writing of Unit 10.

play the game “Lucky star” in 2 teams.

Each team in turn chooses a star and

answers the question under the star.

There is one lucky star which gives

bonus points without any questions.

- Ss work in pairs to asks and answer the questions without looking at the textbook.* Feed back: (T’s book)

- T writes down the cues on the board in turn. Ss work in groups of 4 to make sentences using the prompts. Then they use the sentences made to summarize the passage.

Teaching date:.../0../2008

PERIOD 64 Unit 10 NATURE IN DANGER Writing

A. Aims: - Helping Ss know some information about Cat Ba National Park.

- Helping Ss write a description of Cat Ba. National Park.

B. Method: communicative Approach.

C. Teaching - Aids: - Pictures, cards, textbook.Procedure


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I. Warm - up: * Game: Look at the pictures and slap the board.

Suggested answers:- Cuc Phuong National Park- Bach Ma- Con Dao- Nam Cat Tien- Cat Ba

- Ss play the game in 2 teams, each team chooses 4 students to stand in front of the board. T raises the pictures of the National Parks. Ss look at the pictures and slap the board with their names. The winner is the team who has the most right answers.

II. New - lesson 1/ Pre - writing: Activity 1: read some facts and figures about Cat Ba National Park.

Activity 2: Ask some questions- Where is Cat Ba National Park?- What are the special features of Cat Ba?- How large is it?- What do you know about the animals and plants in Cat Ba?- What are some of the historic features of the park?

- T reads and explains the asking of writing then gives some questions.- Ss answer the questions.

- Individual work

2/ While - writing Activity 1: New - words+ declare (v) /dê kle∂ (r)/ = announce (v)+ situate (v) /’sitju, eit / = locate (v)+ reveal (v) /rêvi:l/ ≠ allow to appear+ inhabit (v) /in’hæbit/ = occupy (v)+ preserve (v) / prêz3:v/≠= keep safeActivity 2: write a description of Cat Ba

-T gives some new-words and pronounces them- groupwork - Ss write a description of Cat Ba National Park.- T pronounces new-words- T walks around the class, observes and helps Ss when necessary.

3/ Post - writingActivity 1: Correcting Writings.

Activity 2: Cat Ba National Park was declared as a National Park in 1986. It is located on Cat Ba Island, 120 km from Ha Noi and 20 km east of Hai Phong. Cat Ba National Park is in Vietnam. It has both tropical foreSs and coastal waters with white sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. Its surface is 15,200 ha. Cat Ba National Park preserves about 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. The stone tools and human bones found in the caves

- T calls the representative of some groups write down then corrects mistakes if necessary.

- T gives a sample if having time.- Ss notice and write down.

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of the Island reveal that people inhabited there at least 6,000 years ago.III. Homework- Write a short paragraph about Cuc Phuong National Park.- review Relative Clauses.


PERIOD 65 UNIT 10: NATURE IN DANGER LANGUAGE FOCUS

A. Aims:to help Ss. practice pronouncing some consonant clusters: /sl/ /sm/ /sn/ & /sw/ to have Ss. learn about relative pronouns with prepositionsB. Materials: English textbook 11C. Teaching aids- pictures (4/Warm-up) Procedure

Teacher ‘s activities Students’ activities Pronunciation 1 Warm-up Game: What is the word? Group work (4 groups) 2 Lead- in & Presentation

Class work 3 Practice Class work

Grammar & Vocabulary

1. Elicitation & presentationClass work

2 Practice Exercise 1: Multiple-choice questions Pair work

Exercise 2: Sentence combining- give feedback1. whom 2. which 3. whom4. who 5. which 6. which

What can you see in the picture? snow In the summer, he often has a ______. swim- introduce: /sl/ /sm/ /sn/ & /sw/- have Ss. listen to the word list in the textbook/p.121- tell them to practice pronouncing the word list/p.121- have Ss. listen to the sentence list in the textbook/p.121- tell them to practice pronouncing the sentence list/p.121- give feedback- write two sentences on the board:Is that the man?You arrived with him.- ask Ss. to combine the two sentences into one, using a suitable relative pronounPossible answers: Is that the man whom you arrived with? Is that the man with whom you arrived?

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Pair work Exercise 3: Blank filling Pair work- give feedback1. that2. which3. who4. whom5. which6. which7. who8. whom

3. Consolidation Class work

Homework- do exercises of Language

focus (Unit 10) in Workbook

prepare new words and do tasks for A.

- ask Ss. which one of the two sentences is correct- give feedback+ introduce relative pronouns with prepositions:There are often prepositions in relative clauses, and the relative pronoun is the object of the preposition. This means that the preposition can sometimes be omitted.

+ formal English: preposition + relative pronoun (Note that when the relative pronoun is placed immediately after the preposition we can't use who instead of whom, and we can't use that or zero pronoun either)

+ spoken (daily) English: the preposition is often moved to the end of the sentence and can be omitted- give some more examples:a. The woman was quite friendlyb. I gave my book to her. The woman to whom I give my book was quite friendly.a. This is the house.b. I used to live in it. This is the house in which I used to live.- have Ss. choose the suitable italicized words to complete the sentences given - observe and give help if necessary- tell Ss. to combine the sentences, using preposition + whom or which- observe and give help if necessary- give feedback1. The man to whom I talked yesterday was very kind.2. The man about whom I told you works in the hospital.3. The woman about whom I am telling you teaches me English.4. The movie about which they are talking is fantastic.5. The picture at which she was looking at was beautiful.6. I’ll give you the address to which you should write.- tell Ss. to complete the sentences, using who, whom, which, or that

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Reading/Unit 11 - observe and give help if necessary- go over relative pronouns with prepositions- ask if Ss. have any questions about this grammar point


PERIOD 66 UNIT 11 SOURCES OF ENERGYREADING

A. Teaching Aims:- Helping students understand about the alternative sources of energy in our lives.- Helping students understand about the advantages and disadvantages of each alternative source of energy.- Helping students practice reading skills.B. Method: Communicative Approach.C. Teaching Aids: cassette player, pictures


I. Class stabilizationII. New lesson

1. Warm up:Look at the pictures and match them with names of the source of energy. Feedback:

A. windmills picture 3B. nuclear power station picture 1C. hydroelectricity picture 5D. biogas picture 4E. solar energy picture 2

Teacher says today we will learn about the alternative sources of energy in our lives.

2. Pre- readingActivity 1:Answer the questions Look at the pictures in the textbook and answer the questions.

1. What source of energy does each picture above refer to?2. What do you need

energy for?Feedback:

1. - The first picture refers to the windmill. - The second picture refers to the solar energy. - The third picture refers to the hydroelectricity. 2. We need energy to live and work, to cook

Greeting

T gives Ss five pictures about five of the source of energy such as: nuclear power station, hydroelectricity, biogas, solar energy, windmills T asks Ss to match the pictures with names of the source of energy. Ss work individually

Ss look at the pictures in the textbook and answer the questions.

Work in pairs

T corrects and gives feedback.

T asks Ss to work in pairs to find out in the text the words which means: T gives feedback.

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meals, to light, heat or cool the house, to run machines...

Activity 2: Vocabulary. Find out in the text the words which means:

1. energy obtained from the power of the sun, wind, water:

2. to give out:3. existing or available in large quantities: 4. relate to the sun:5. use until it is completely finished:

Feedback:1. alternative energy, 2. to release3. plentiful4. solar5. exhausted

3. While – readingActivity 1: Reading Activity 2: Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word.

1. Six hundred balloons were ___ at the ceremony.

2. They are looking for ___ methods of making it.

3. People use ___to run machines, heat and cool their homes.

4. The foot in the restaurant is cheap, but the choice is rather ___.

5. Fuel supplies are nearly ___. Feedback:

1. released2. alternative3. energy4. limited5. exhaustedActivity 3: Task 2. Scan the passage and write down the advantages and disadvantages of each alternative source of energy. Feedback:

Sources of energy

Advantages Disadvantages

Nuclear power

It’s unlimited It can be very dangerous.

Geothermal It’s available It’s only possible in few places

T asks Ss to listen to the tape.

T writes these words on the board. T asks Ss to read through the passage silently.T has Ss read the sentences one time to identify the part of speech of the word that will be filled in each blank. For example, in sentence 1 the word to fill in should be a verb, in sentence 2 an adjective...T asks Ss to work individually to do the task. T asks Ss to change their answers and tells them to explain their choices. T corrects and gives feedback.

T asks Ss to scan the passage and find out the information of each alternative source of energy. Work in group T asks Ss in each group to present the advantages and disadvantages of each alternative source of energy. T goes around to observe Ss working. T corrects and gives feedback.

T asks Ss to read the passage silently and answer the questions. T has Ss do the task 3 in pairs.T corrects and gives feedback.

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Solar energy

It’s not only plentiful and infinite but also clean and safe

It’s only possible during the day time.

Wind power

It’s clean and unlimited

There’s no wind energy when there is no wind.

Water power

It’s clean and unlimited.

It’s expensive.

Activity 4: Task 3. Answer the questions 1. What is our major source of energy?2. How many sources of energy are

mentioned in the text, and which one do you think has the most potential?

Feedback:1. Our major source of energy comes from

fossil fuels.2. Five sources of energy are mentioned in

the text. I think solar energy is the most potential.

Post – reading: Complete the summary of the reading passage by filling each blank with a word given in the box.

Feedback.energy, one, fuels, limited, alternativesources, unlimited, environment

III. Homework: Prepare speaking E. Self Evaluation

T asks Ss to read the words in the box and give the meaning. T can explain the meanings of some words if students find them difficult.T asks Ss to read the summary and identify the part of speech of the word to fill in each blank.T asks Ss to read the passage again for the main ideas and complete the summary. T asks Ss to check their summary with a partner.T checks with the whole class.

Teaching date:.../0../2008PERIOD 67 UNIT 11: SOURCES OF ENERGY

SPEAKING A. Aims: Help Ss know about some sources of energy & how it helpful to our life.B. Method: Communicative Approach.C. Teaching aids: pictures, handouts.

Procedures:

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I. Warm-up (5’)

T asks Ss to match some sources of energy with their definitions.Wood / Solar energy / Hydroelectric power / Geothermal energy.1…………… is used to produce electricity.2…………… is used to dry crops or lighting homes.3…………….is produced from the heat stored in the earth’s score.4. ………….. is the first source of energy used by early man.

II. New Lesson:

A. Pre-speaking: (10’) What do we need energy for?B. While- speaking:(18’)Task 1 Read and tick the appropriate box A (for the advantages) or D (for disadvantage)1. Fossil fuels will be exhausted within a relatively short time.2. Geothermal heat is available only in a few places in the world.3. If the wind is not blow, there is no wind.4. Water power provide energy without pollution.5.A nuclear reaction releases radiation which is dangerous to our environment.6. Solar energy is not only plentiful and unlimited but also clean and safe.7. It’s expensive to build a dam for hydroelectric.Task 2Talk with your friend about the advantages and disadvantages of using each alternative sources of energy, using the suggestions from Task 1Example: A: I think / I believe that wind power can be an alternative source of energy.B: Why do you think / believe so?A: Because our major sources of energy are running out while the wind is abundant and unlimited.B: I know it is also clean and safe to the environment. However, it is not available when there is no wind.Useful language:Nuclear power / Solar energy / Water power / Gas / Petroleum / Oil / Coal / Geothermal heat…FOREnormous, plentiful, availableNot spend a lot of money for treating itNever run out / unlimited / renewable

- Class work1. Hydroelectric power 2. Solar energy 3. Geothermal energy 4. Wood

- T ask Ss to work in group and answer the question.Suggested answer: We need energy to live and work; cook meals; heat, light, cool our houses; make electricity, run engines…

- Ss do the task.Keys: 1D 2D 3D 4A 5D 6A 7D

- T asks Ss to work in pairs,.- T walks around the class and offers comment if necessary.- T calls some pairs to practice speaking before class.- T asks each group to present and give feedback.

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PERIOD 68 UNIT 11: SOURcES OF ENERGY Listening

A. Aims: - Extensive listening to the passage to get information doing multiple-choice questions

- Listening to the passage for specific information.B. Method: integrated, mainly communicative C. Teaching aids: textbooks, tape, cassette, pictures.

Procedure:

Teacher ‘s activities Students’ activities a) List some of the things you use energy for in your house. Feedback: petroleum, gas, coal, electricity, solar, panel…b) Phonetic: ecologist resources renewable fossil fuels unlimited fertilized

Task 1(15’):MULTIPLE CHOICE QUESTIONS (on page 129 in the textbook)

Feedback: 1.D 2.C 3.D 4.A 5.B

Task 2(11’):GAP-FILLING(on page 129 in the textbook)

Feedback:1. unlimited 2. atmosphere3. may 4. gases5. amount

Which group do these sources of energy belong to? Put a tick (√) in the right column.

Sources of energy

Nonrenewable Renewable

T. shows Ss the pictures of the electric fan and the gas cookerThen, T. has Ss answer some questions as a lead-in to the new lesson.- What can you see in these pictures?- Do you use them in your house?-What sources of energy do these pictures refer to?

T. has Ss sit in pairs and do this task.(Ss’ answers may vary.)T. selects some pairs at random to provide the answers in front of the class.First, T. reads aloud these words.T. has Ss listen and repeat them. T. can explain the meanings of some new words if necessary.Then, T. has Ss guess the theme of the listening passage.T. introduces the theme of the listening lesson:In this lesson you’ll listen to the monologue about natural resources for specific information.

T. has Ss read the questions in 2 or 3 minutes and checks quickly the Ss’ understanding about the words and ideas of these questions. T. can help Ss if necessary. Then, T. plays the recording once and has Ss grasp the main idea of the

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Coal √Geothermal heat √Petroleum √Solar energy √Oil √Wind energy √Gas √

Homework (2’):Write a short paragraph (about 50 words) to talk about the influences of using energy to the natural environment

whole passage.T. plays the recording twice.Ss listen and do the task.T. plays the recording for the third.Ss listen again to check the answers and compare them with the partners’ answers, discuss if the keys are different. T. selects some Ss at random to provide the answers in front of the class.T. conducts the correction. Ss correct their work.

T. has Ss read the passage carefully and guess the parts of speech that can be used to fill in the blanks.T. plays the recording two times. Ss listen and write in the missing words. Then Ss compare the answers in pairs. T. selects some Ss at random to provide the answers in front of the class.T. plays the recording for the third and conducts the correction. (T. may stop the recording when necessary.)

Ss sit in groups of four, use the knowledge from the listening above to do this task. T. walks around the class to observe and help Ss if necessary.T. selects some groups to provide their answers in front of the class.(For good students, T. can ask them to talk about the influences of using energy to the natural environment)

Do it at home

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PERIOD 69 UNIT: 11 SOURCES OF ENERGYWriting

Objectives:- Aims: students learn how to base on a chart to write a paragraph.- Lexical items: words/phrase used in the chart and words about the - Teaching aids: charts, a model of the description.- Skills: writing a paragraph based on a chart.

• Teaching Aids: pictures, computer, chart.• Procedure:

Teacher ‘s activities Students’ activities I.Warm up: (4 minutes)Give pictures of charts and asks students what are these.

0

1

2

3

4

5

6

7

billion

World

China ML Yangtze River

other parts of china

20

40

60

80

100

120

140

40

20

4557

75

50

CoalNuclear & HydroelectricityPetroleum

2000 2005

million tones the energy consumption in Highland

Have you learnt about these charts?Look at these charts. What do you know?II. Pre -writing(15 minutes) 1 ask questions for elicitation.Base on the chart how do you know the energy consumption in High Land?-What sources of energy are mentioned in the chart?

20

40

60

80

100

120

140

40

20

4557

75

50

CoalNuclear & HydroelectricityPetroleum

2000 2005

million tones the energy consumption in Highland

How much total energy consumption was in 2000?2. Ask students to study the chart about energy consumption in Highland in 2000 *what is the unit of the energy consumption? * what is the length wise column about?

-look at the pictures and answer.

- Anwers the questions - know about the figure and they can compare the information.

-look at the color of the colum.-The numbers showed on the year

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*What is the horizontal line about?- Ask students to answer true or false- 1)The red column refers to coal- 2)The blue column refers to petrolium - 3)The dark green refers to hydroelectricity- and fill in gaps with the information

- Ask students to compare the answer with other pairs.

3. Ask students to work in group of 4 students.-look at the energy consumption in the year 2005 in High Land.compare the figures and complete second paragraph like task.T gives some model structures+ according to the chart we know that the energy …..+ the chart shows the energy consumption in High Land…….III. while _writing: 18msT has students write a paragraph to describe the chart using the information from task 1 Ask students to work in groupUsing poster to write the paragraphT goes around the class and gives help if it is needed

IV. post _writing: -have students share the paragraph with their friends -ask Ss to correct their friends ‘mistakes

- correct some mistakes if necessary- give some good writings to present.

Home work:- gives another chart,- Asks students to describe the chart at home

2000 and 2005

- they are: Coal, nuclear power and hydroelectricity.

- petroleum.- 117 million fons

Work in pairs Listen to the question & answer - Million tons _the energy consumption _ the year

Work in pairs to answer true or false 1.F (nuclear &hydroelectricity) 2.F (coal) 3.F (petroleum)

+ 117+ coal+ smallest.- read the answers and

write them on the board- group workwrite a paragraph base on task 1. using similar structures.

+ write a paragraph base on the chart, using the details, numbers and the models that the teacher gives.

- students should compare the energy consumption in 2000 and 2005.

look at the model writing - give some other ideas if they think it necessary


PERIOD 70 UNIT 11: SOURCES OF ENERGYLanguage focus

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A. Aims:*Pronunciation:-Helping students know how to pronounce compound consonants: / ∫r/, /spl/, /spr/* Grammar:-Helping students review the relative clauses replaced by infinitive phrases.B. Teaching aids:Pictures, posters, handouts, chalk, boardC. Method: Communicative approach


I. Check-up:II. Warm-up:Look at the pictures and answer the questions:1. What place is it? → It’s a shrine2. What season is it? → It’s spring3. What are the children doing? → They are splashing over each other.III. New lesson:Unit 11: SOURCES OF ENERGY E.

Language focusA. Pronunciation:Activity 1: Arrange the following words into 3 groups / ∫r/, /spl/ or /spr/ spring splash spray shred split shrimp spleen spread shrill / ∫r/ /spl/ /spr/shred splash springshrill split sprayshrimp spleen spreadshrine splutter sprightlyActivity 2: Listen and repeat:Activity 3: Practise these sentences:1. They were all shrieking with laughter.2. He shrugged(his shoulders), saying he didn’t know and didn’t care.3. My dad hates shrimp paste.4. What a splendid spring day!5. The stream splits into three smaller streams at this point.6. The house has a narrow front, but it splays out at the back.B.Grammar:1.Present participial phrase:

-T asks Ss to look at the pictures and answer the questions.-T asks Ss to look at the underlined parts and asks Ss:+ Are these words pronounced differently or the same?-T introduces the new lesson.-T divides the class into 3 groupsGroup A: red cardsGroup B: yellow cardsGroup C: blue cards-The representatives of each group will go to the board and stick the given cards in the right column.-T reads word by word, Ss listen and repeat in chorus and individually.-T asks Ss to listen and say number 1, number 2 or number 3 for the words they hear. Say 1 for / ∫r/.Say 2 for /spl/.Say 3 for /spr/ -T asks two Ss to say aloud the answers- Tasks Ss to listen and repeat in chorus and individually.-T asks Ss to look at the pictures and introduces herself.“ This is my neighbor..She’s very kind”+Who can talk about the girl, using a complex sentence?-T asks Ss to look at the underlined parts and asks Ss:+What do you call it?Relative clause+Who can reduce this clause into a phrase?-T asks Ss to work individually and then exchange their answers with their partners’.

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The girl who lives next door is very kind. Relative clause → The girl living next door is very kind.

Participle phrase

Exercise 1: Rewrite the following sentences, using a present participial phrase.

2. Past participle phrase:*Look at the sentence and rewrite in another way:The homework which is given by Mrs White is very difficult.→ The homework given by Mrs White is very difficult. Past participle phrase

Exercise 2: Rewrite the following sentences, using a past participial phrase.

3. Infinitive phrase:Ex: The language that we should master is English.→ The language to master is English. InfinitiveExercise 3:Rewrite the following sentences, using an infinitive phraseIV.Homework:Reduce the following relative clauses into phrases:1. The girls who are playing in the school yard are in our class.2. There are many exercises that I have to finish before school.3. The person who lives next to my door has bought a new house.4. The mistakes which you have to correct are very important.5. They are good friends whom you can play with.V. Self-evaluation:

- Some Ss go to the board and write their answers.*Feedback:1. The boy playing the piano is Bend.2. Do you know the woman coming toward us?3. The people waiting for the bus in the rain are getting wet.4. The scientiSs researching the causes of cancer are making progress.5. The fence surrounding our house is made of wood.6. We have an apartment overlooking the park.-T asks Ss to do as directed.-Tasks Ss to work individually and then exchange their answers with their partners’.*Feedback:1. The ideas presented in that book are interesting.2.I come from a city located in the southern part of the country.3. They live in a house built in 1890.4. The photographs published in the newspaper were extraordinary.5. The experiment conducted at the University of Chicago was successful.6. They work in a hospital sponsored by the government.

-T asks Ss to answer the question:+What language should we master?→ English-T asks to work in group of six, doing as requested.

Teaching date:.../0../2008PERIOD 74 UNIT: 12 THE ASIAN GAMES

reading

A. Aims: By the end of this lesson, Ss will be able to:

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- Develop such reading skills as skimming and scanning for specific information and details.

- Know the history of The Asian Games.- Use some vocabulary relating to sport and sports events to read and talk about the

topic.B.Teaching aids: Textbook, pictures, posters and handouts.


I. Stabilization:II. Check-up: NoIII. New lesson:*Warm-up: (Pictures on the textbook )

1. Before you read:Activity 1: Choose the correct answer:1. How often are The Asian Games held?

A. every year B. every 2 years C. every 4 years 2. How many countries take part in the 14th Asian Games?

A. 37 B. 44 C. 423. What sport did the Vietnamese athletes win gold medals at the 14th Asian Games?

A. Bodybuilding B. football C. tennis 4. Which country took part at the 14th Asian Games? A. Afghanistant B. VietNam C. Dong Timor5. Where was the 15th Asian Games held? A. In New Delhi B. In Doha C. In BeijingActivity 2: Match a word in column A with its definition in column B

A B1. intercultural(adj)2. solidarity(n)3. enthusiasm(n)4. facility(n)5. aquatic(adj)

a)a strong feeling of excitementb)the ability to learn or do things easily.c)unityd) growing or living in watere)understanding between countries

Answers: 1e 2c 3a 4b 5dII. While you read:Task 1: The words in the box all appear in the passage. Fill each blank with a suitable word.1. The hotel has special facilities for disabled athletes.2. Swimming and water skiing are both aquatic sports.3. He never lost his enthusiasm for training athletes.

-Greeting- Checking attendances

-Stick the pictures of sports events on the board and have Ss work in two groups.- Give each group 5 cards of words(having different colors)- Have them discuss in 3 minutes and ask two leaders of the groups to go to the board and stick the cards beside the right pictures.- Check and give good marks to the group who have more right answers.

- Give handouts-Have Ss read the questions quickly and find the answersAnswers: 1C 2B 3A 4C 5B

- have Ss match the words in column A with the definitions in B- Give feedback

- Stick the poster on the board and ask Ss to look at the board and do the task. - Call on some Ss to go to the board to write the answers.- Check the answers by opening the hidden words on the poster.

Tennis Karatedo

Men, s football Fencing

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Bodybuilding


4. I will make every effort to arrive on time.5. Our sports performances have been advancing considerably over recent years.6. Your help was greatly appreciated

Task 2: Scan the passage and complete the following table.

Year Events(1)……………. The 1st Asian Games began in

New Delhi, India.1954 Boxing, shooting and wrestling

were added at (2)……………(3)…………….. Tennis, volleyball, table tennis

and hockey were added at the 3rd Asian Games held in Tokyo, Japan.

1998 (4) ………………………. were introduced at the 13th Asian Games in Bangkok, Thailand.

(5)………… The 14th Asian Games were held in Busan, Korea.

Task 3: Answer the questions1. What is the purpose of the Asian Games?-The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia.2. How many participants took part in the 14th Asian Games?-9919 participants took part in the 14th Asian Games.3. In which sports events did the Vietnamese athletes win gold medals at the Busan Games?-They won the gold medals in bodybuilding, billards and women, karatedo at the Games in Busan, Korea.III. After you read:Activity]1: Name the sports in which Vietnamese athletes have won gold medals at the Asian Games.

Activit y 2: Ask and answer about The Asian Games, using the cues below.

Where? When? How many? How often?

Sport events Gold medals

Activity 3: Talk about The Asian Games, using the information in Activity 1.

-Give handouts -Have Ss work in groups of four.-Ask them to read the text again then complete the table.-Take 5 first quickest answers to correct in front of the class and give marks.

-Stick the poster on the board.-Have Ss work in pairs and ask them to read the text again to find the answers for these questions.- Ask some pairs of Ss to practice asking and answering in front of the class.- Call on some Ss to go to the board and write the answers.- Open the answers on the poster to check.(T does question by question).

- Have Ss read the text again to answer this question (Ss work individually])

- Give feedback

-Ss work in pairs to ask and answer.-Call on some pairs to practice in front of the class.

- Call one or two good Ss to present in front of the class

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*Homework: Write a summary about The Asian Games


speakingA. Aim: - Give Ss a chance to practise asking and answering about the history of the Asian Games and the medal standing of Vietnam at 14th Asian Games. B. Teaching aids: Textbooks, cards.


I. Class stabilizationII. Check up:Check vocabulary and comprehension questions of Reading of Unit 14.III. Warm upPlay game: Guessing the names of Sports through actions.10 kinds of Sports:1. body building 6. volleyball2. swimming 7. billiards3. cycling 8. shooting4. football 9. wrestling5. boxing 10. runningIV. New lessonTask 1: Ask and answer questions about the Asian Games, using the information from the table.Ex: A: When and where were the first Asian Game held?B: In 1951 in India.A: How many countries took part in the Games?B: 11A: How many sports were competed at the Games?B: 6Task 2: Talk about the results of the Vietnamese athletes at the 14th Asian Games, using the information from the table.Ex: A: How many medals did the Vietnamese athletes win at the 14th Asian

- Greetings- T calls one Student to go to the board and answer T’s questions.- T gives marks.

- T prepares 10 cards including the names of 10 sports.

- T divides the class into 2 teams.- Each team chooses a person to do the actions for other members to guess the name.- The group with higher marks is the winner.

- T sets the situation- T sets an example for Ss to follow.

- Pair work: Ss play the roles of A and B and do task 1.- T goes round and helps.- Game: Picking flowersT shows Ss a box in which there are 15 flowers, each with the Asian games from 1 to 15Ss in pairs pick up 1 flower asking and answering questions about the Asian games

- T sets an example for Ss to follow.- Pair work: one is A and one is B and follow the example given.- T calls some pairs to practice in front of

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Games in bodybuilding?B: In body building, the Vietnamese athletes won 1 gold medal and 1 bronze medal.Task 3:Making prediction about the 16 th Asian gamesV. Homework:- Prepare vocabulary for C. Listening

the class.- Feedback.- T can give marks to these who do well.

- group workasks some questions about the next Asian gamesSs in group of 4 make sentences.


Listening

A. Objectives:

1.Aim(s): Listening to “ the Asian Games report ” to get some information about some athletes and the sports events.

Helping Ss understand information given and do some Tasks

2. Lexical items: Words related to sports.

3. Teaching aids: Pictures of some athletes / Cards / Posters.


I. Class stabilization:

II. Check – up:

III. Warm-up:

Names of Sports

IV. Pre – listening:

1) Answer the questions

2) Listen and repeat

- coming live - gymnasium

T divides the class into 2 groups

T asks representatives of two groups to go to the board and gives them some cards with names of sports on it.

These two Ss have to give the suitable action to express the name of sports

The other Ss in each group guess the words and write them on the board

Group writes more words correctly and quickly

-> winner

T and the whole class use pictures to check words written

T has Ss answer some questions in textbook

T helps Ss know how to pronounce difficult words in the tape as well as their meaning

T has Ss read Task 1 and give some guiding questions:

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- freestyle - gymnast

3) Guess information

V. While – listening:

Task 1: Choose the best answer A, B, C or D for the following sentences

Task 2: Answer the following questions

VI. Post - listening:

Talk about a famous athlete you know

medal year

name of sport appearance

nationality male / female

age

VII. Homework:

. Write a short paragraph about the athlete you like best

. Prepare for Writing

. What are you going to do in Task 1?

. Which programme is the information on?

. Can you tell me the sports and athletes that may be mentioned in the tape?

T plays the cassette

Ss listen, then exchange their answers with their partners.

T gets feedback

T has Ss listen again to check and find the information to support their answers

Feedback: 1C 2A 3B 4B 5D

T has Ss read all questions in Task 2

Ss listen to the tape again, then answer these questions

T has Ss work in groups of 4 Ss, exchange ideas, write their answers on posters.

T collects 3 posters and sticks them on the board

T and Ss check the answers

Ss listen to the tape again

Feedback

1) (It was at ) 10.15 p.m.

2) (They have won ) 6 gold medals.

3) (He has competed in the long jump) 2 times.

4) High jump (was the last sports event mentioned in the report).

5) He was very disappointed

T has Ss work in groups of 6 Ss, discuss and talk about a famous athlete they know.

T gives some cues

Some representatives talk about the athlete they know in front of the class

The other groups have to guess the athlete’s name

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PERIOD 77 Unit 12: The ASIAN GAMESWRITING

A. Teaching aims: Helping students write about the preparations for the Games Improving students' writing skill

B. Methods: Communicative approach.C. Teaching aids: poster. textbooks


I. Class stabilization:m1.Pre –readinII. Check- upPicture A: The III. New lesson:

* Warm-up & Lead-in: • Questions:-Do you think Vietnam may hold the Asian Games in the future?-If yes. What will we do to prepare for the Games?

1. Pre- writing: Task 1: Matching the words in column A with their explanations in column B.

A B

1. upgrade

a. to engage a new member for a society, group, organizations..ect...

2. equip b. to attempt to popularize

3. recruitc. to supply with material

necessities4.

promoted. to raise a higher grade or

standard.Task 2: BrainstormingListing many things to do to prepare for the coming Asian Games.

Things need building Things need upgrading Things need widening Things need equiping Things need promoting People need recruiting

2. While – writing

Task 1: Write the correct sentences, using the cues below.

a. We/ build/ National Stadium/ sports

- Greetings- T checks the previous lesson.

-T gives some questions and asks Ss to discuss, and then Ss give the answers. - T. helps Ss to find the meanings of some words by matching.

- T has Ss work in pairs to do this task.

- Ss discuss with their partners to give the answers

- T gives feedback

Feedback: 1d 2c 3a 4b

- T lets Ss work in group of six. - Each group chooses one topic and think of the things to do. - T goes around to control and gives help if necessary.

- Use poster.-T asks Ss to work in pairs to complete these sentences.- Ss go to the board and write the answers - T corrects and gives comments

-T divides the class into 4 groups and gives each group a poster and a felt-tip pen.- Ss discuss with the members of each group and write the paragraph on the poster

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building/ car park. b. National Sports Centre and local stadiums/ need/ be/ upgraded/ immediately.

c. We/ widen/ training areas and roads/ to the sports buildings/ and/ have/ equip/ hotel and guest houses/ modern facilities/ welcome/ foreign athletes/ visitor.

d. It/ necessary/ promote and advertise/ preparations/ Asian games/ radio and TV

e. We/ recruit/ volunteers/ serve the Games/ and/ they/ be/ university teachers and students with good English.

f. The/ important thing/ that/ we/ hold/ competition/ choose/ an official song/ Asian Games.

Task 2: Suppose Vietnam is going to host the coming Asian Games. Write a paragraph of 120 words to describe the preparations for the Games, using the sentences in task 1 and the following chronological order: first of all, second, then, next, after that, finally.

You may begin with: To prepare for the coming Asian Games, we have a lot of things to do. First of all, we build one more National Stadium and......3. Post- writing:

Activity 1: Peer correction

Activity 2: Chain Game

Ex: S1: I will build some hotels. S2: I will build some hotel and some sports buildings. S3:......................................................IV. Homework: Imagine you are going to establish a private company. Write a paragraph (about 100-120 words) about your plan

- T goes around to control and gives help if necessary.

- Ask two representatives from 4 groups to stick the poster on the board - Tell class to read the paragraph together and give correction & comments - T gives the suggested answer:To prepare for the coming Asian Games, we have a lot of things to do. First of all, we will build one more National Stadium and some sports buildings and car parks. The National sports Centre and local stadiums are not in good condition, so they need to be immediately upgraded. And we will widen the training areas and the roads to the sports buildings. Then we have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. These hotels should also have special services for disable athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and TV. Finally, we need to recruit volunteers to serve the Games- These people should be university teachers and students with good English. One more important thing is that we have to hold a competition to choose an official song for welcoming the Asian Games.

-T explains how to play this game- T calls one student to say one sentence about the thing you will prepare for coming Asian Games. Another student repeats that sentence and add new information to make a new sentence. Ss in the class take turn to continue the game.

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PERIOD 78 Unit 12: THE ASIAN GAMESLanguage Focus

A. Aims: By the end of the lesson, the students will be able to: - distinguish the sounds /str/, /skr/, and /skw/- pronounce the words and sentences containing the sounds correctly- make relative clauses without relative pronouns

B. Teaching aids: posters, handoutsC. Procedure:

Teacher ‘s activities Students’ activities Warm-up: Noughts and crosses game Choose the word whose underlined part is

pronounced differently from that of the other words:

1.A. population B. probably C. among D. solve 2. A. world B. resource C. support D.floor 3.A. thrive B. those C. throw D. think 4.A.afraid B. offer C. fruit D. frozen 5. A. clarinet B. clarify C. clarion D. clasp 6.A. clothes B. both C. breath D. strenth 7. A. cricket B. crowd C. cede D. crash 8.A. service B. reserve C. conserve D. consider 9.A. shoulder B. shout C. should D. shower

(1)O (2)X (3)X(4)O (5)X (6)O(7)X (8)O (9)X

Pronunciationa) Listen and repeat: e.g street screw square / str/ /skr/ /skw/

strong scream squeeze strange scratch squeal strength screen squeakb) Practise reading aloud these sentences: 1. There are a strong man on the street at night.2. The strong man looked very strange.3. He was holding an ice-cream on one hand, and a rubber doll in the other hand.4. The man was eating he ice-cream, squeezing the doll and it was squeaking.

T divides the class into two team: Noughts (o) and Crosses(x),draws a grid of nine squares on the board. The teams take it in turns to put a O or X in the square of their choice. the first team to complete a horizontal, vertical or diagonal line is the winner.Key: 1. C 6.A2.A 7.C3. B 8.D4. B 9.C5.C

-T writes 3 words containing the three sounds:/str/,/ skr/, /skw/ on the board.- T models the three sounds for a few times and explains how to make each sound and the differences when introducing them.-T asks ss to give some more words containing the three sounds.- T plays the tape once for ss to hear the words containing the three sounds then T plays the tape again and asks ss to repeat after the tape.

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5. The man was screaming while walking to the square.6. Nobody knew why he was doing the strange things.

Grammar: RELATIVE CLAUSEPresentatione.g. 1. I like the composition which you wrote . Defining RC I like the composition you wrote.e.g.2. Tim, who I have know for ten years , is one of my closest friend. Non –defining RCe.g. 3. The table that was broken has now been repairedNotes: - We can omit the relative pronoun in a defining RC and when the relative pronoun plays as an objects in the clause.PracticeExercise 1: Complete each of the following sentences, using suitable sentence in the box to make a RC without a Relative Pronoun

Key:1. Have you find the bike you lost.2. Most of the classmates he invited to the party couldn’t come.3. the short stories John told was very funny.4. the dictionary I bought yesterday is expensive, but very interesting.5. I didn’t like the man we met this morning.6. The beef we had for lunch was really delicious.Exercise 2: Complete each of the following sentences, using suitable sentence in the box to make a RC with a preposition Key:1. I enjoy my job because I like the people I work with.2. The dinner party we went to wasn’t very enjoyable.3. the house we are living in is not in good condition.4. I wasn’t interested in the things they was talking about.5. he didn’t get the job he applied for6. the bed I slept in was very modern.

-T calls some ss to read th word out loud.

-T asks ss to work in pair and take turn to read aloud the given sentence.- T goes around to listen and takes notes of the typical errors.-T calls some ss to read the sentences again and provides corrective feedback

- T sets the situations and give some examples.- T asks ss to underline the RC in the examples-T asks ss to tell the way to make RC- T explains when to omit the relative pronouns.

-T asks ss to work in pairs-ss read the whole sentences and do the tasks as requested.-T calls some ss to go to the board and write the sentences.-T feedbacks

-T explains the ways to makes RCs with prepositions.-T asks ss to work in pairs and do the exercises.-T calls some ss to go to the board and write their sentences.-T feedbacks.

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Exercise 3: Tick the sentences in which the relative pronoun can be omitted.Key: Sentence 1, 3,5,6

Homework:Make five sentences using Relative Clause without relative pronouns

-T asks ss to work in groups of four.- the group which gives the quickest and most correct answer will get good marks-T calls some ss from each group to give the answer and th explanation of their choices.-T feedbacks.

Teaching date:.../0../2008PERIOD 79 Unit: 13 Hobbies

ReadingA. Aims: -Students talk about their hobbies and writer’s hobbies. -Helping students understand more clearly about the meaning of some new words and use them. - After reading the text, students can find the answers to task.B. Method: communicative approachC. Teaching aids: pictures, poster, boardD. Procedure:

Contents and requirementActivities

Teacher’s Students’

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I. Class stabilization:II. Check up:III. New lesson:1. Warm up:What do you often do in your free time?Do you like these things?2. Pre-reading:Activity 1: Look at the pictures on page 145 and say which you like to do in your free time.(playing guitar, playing chess, keeping fish, collecting stamps.Activity 2: Discussion- What is your hobby?- Which topic do you learn today?3. While readingTasks 1: Work in groups of 4 matching the following words, phrases in column A with their definitions or synonyms in column B.

A B1. accomplished2. accompanying3. modest4. avid5. discarded6. indulge in7. keep me occupied

a. eagerb. allow oneself the pleasure of c. well trained, skilledd. going with a singer or using a musical instrumente. thrown awayf. humble, unasumingg. keep me busy

Suggested answers:1.c 2.d 3.f 4.a 5.e 6.b 7.gTask 2:Work in pair and answer the questions Suggested answers:1. His first hobby is playing his guitar.2. No, he isn’t3. Because he’s an accomplished guitarist and he is a good at accompanying people singing by his guitar.4. His second hobby is keeping fish.5. He bought some from the shop and collected some from the rice field near his house.

T asks students to answer the question Ex: - Watching TV - drawing - reading bookT asks student to work in pairs and look at the pictures on page 146 and say which you like to do in your free time.T asks students to read the text in silence.T asks students to work in groups of 4 and matching the following words, phrases in column A with their definition or synonyms in column B.

Teacher has students read the text again and give answer (pair work)

Answer the questions

Studentswork in pairs and look at the pictures and say which you like to do in your free time.

Students work in group of 4 and do the matching task.

Students read the text and give answer. Students sit in group and talk about their hobbies.

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6. He is an avid stamp collector.7. He collects them from discarded envelopes his relatives and friends give him.8. Local stamp.9. He keeps the less common ones inside a small album. The common ones he usually give away to others or if no one wants them he simply throws them away.

Post-readingWork in group and talk about your hobby

IV. Homework:

Teacher has students talk about their hobbyOne representative of each group presents Teacher gives a presents for the best representative


PERIOD 80 Unit: 13 Hobbies Speaking

A. Aims: - To help students practise speaking about their hobbies. - Helping students make their dialogue.B. Teaching aids: Poster, pictures, hand outs, cassette players.C. Method: Communicative approach.

D. Procedure:

Time Contents and requirementActivities

Teacher’s Students’

5’New lesson:1. Warm up:Look at 5 pictures and answer the question:What do you often do in your free time?Ex: - I often read book in his free time. - I often chat with a friend in internet.

T asks students to look at the pictures and answer the question.

Look at the pictures and answer the question.

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3’

5’

10’

10’

2. Before speaking:Work in pairs. Look at the pictures and choose the right names of the picture.3. While speaking:Task 1. Say which of the following you would like/not like to do and why.

Task 2:Activity 1: Fill in a blank with a suitable word that you hear:Huong: What is your hobby, Lan?Lan: Wel, I like ………….Huong: Could you tell me how you you collect you books?Lan: Wel, this must be done regularly. Whenever I find a book which is interesting I buy it immediately.Huong: Where do you….your books?Lan: I buy some from the ……near my house and some others from …..book stalls. Sometimes my friends, my mum and dad give me some.Huong: How do you organize your collection?Lan: I …….them into different categories and put each category in into one corner of my bookshelf with a name tag on it.Huong: What do you plan to do next, Lan?Lan: I think I’ll continue to make my collection richer and richer.

Activity 2. Practise reading the dialogue;

Task 3: Work with a partner use the suggestion below.Activity 1. Make question and answers.Ex: - What’s your hobby?

T asks students to Look at the pictures and choose the right names of the pictures

T asks students to discuss about what you like /not like to do and why

T asks students to listen the dialogue and fill in a blank with a suitable word that you hear(handouts)

Tasks students to practise reading the dialogue T asks students to work with a partner and use the suggestion and make questions and

- Look at the pictures and choose the right name of the pictures. - Discussion about their hobbies.Listen the dialogue and fill..

Make questions and answer

Make a dialogue.

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10’

2’

+ Collecting stamps. - Where do you keep stamp? - Could you tell me how….?Activity 2. Rearrange sentences into a dialogue.

4. Post speaking: Work in groups of four and talk about what you don’t like to do

HOMEWORK

answer

Rearrange sentences into a dialogue.

T asks students to work in groups of 4 and then talk about what you don’t like to do

Work in groups of 4 and talk about what you don’t like to do


PERIOD 81 Unit: 13 Hobbies LISTENING

OBJECTIVES:Aims: Listening to a talk to get information about his hobby and some advantages of reading books.Method: Communicative approachTeaching aids: Real objects such as books, magazines, newspapers, discs, rod, swimming hat, cassette player.

PROCEDURES:Teacher ‘s activities Students’ activities

I/ Warm up:Write on the board some activities related to things you’ve just seen on the desk. The team which write more right activities first will be the winner.Suggested answers:-Reading books, newspapers, magazines-Listening to music-Going swimming-Going fishingGuiding questions:Among these activities what do you like to do in your free time most?Suggested answers:-Listening to music-Reading books,...Do you know some advantages of reading books?

T: divides the class into two teams and gives the instructionsSs: listen and do as directed

T: asks some guiding questionsS: answer

T: leads to the new lesson

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Now we will listen to a student’s talk about his hobby.II/ New lesson

1. Pre-reading Write down there benefits of reading

books and share your pair’s ideas with the class.

Suggested answers:- Get information, facts- Learn about many things- Relax,...

Listen and repeat:Magazines continually otherwise profitably available bygone gigantic ignorantly2. While-listening

Task1: Listen to a student’s talk about his hobby and decide whether the statements are true or false

-Read the statements carefully and guess the answers-Listen and do the task-Exchange your answer with a partner and find out the reasons

Key: 1T, 2 F, 3 F, 4 F, 5 T, 6 T, 7 T, 8 F.Task 2: Listen again and write the

missing words.- Read the summary and guess the missing

words.- Listen to the tape and do it- Key: 1. wonderful, 2. disease, 3. jungle,

4. certainly, 5. ignorantly.3. Post-listening

Talk about the disadvantages of over reading-Discuss in groups to find out the disadvantages basing on these phrases and more: -Tired-Can not do anything-Be harmful for eyes-Neglect studying-Get confused...III/ Home workSummarize his hobby, the advantages of reading books and the disadvantages of over reading.

T: asks Ss to work in pairs, then asks some Ss to present their ideas.Ss: Write down and presentT: corrects

T: reads the words and asks Ss to repeatSs: listen and repeatT: explain some difficult words

Ss: read the statements carefullyT: plays the tape twiceSs: listen and do as requestedT: asks some Ss to give their and the reasonsT: corrects

Ss: read the statements carefully T: plays the tape twiceSs: listen and do as requestedT: asks some Ss to answer, explain and write on the board, then correctsT: asks Ss to work in groups of 4Ss: do as suggestedT: goes around and helps them if necessary. Then asks some Ss to present their ideas and correctsSs: present their ideas


PERIOD 82 Unit: 13 Hobbies

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WRITINGOBJECTIVES:Aims: Student learn how to write about one’s collectionTeaching method: Communicative approachTeaching aids: Collections of stamp, coin, poster, board PROCEDURES:

Teacher ‘s activities Students’ activities I. Warm upLook at the poster and write quickly names of these thingsAnswer: stamp collection, coin collection, shell collection, car collection, doll collection.-Do you like to have a collection?Answer: Yes/ No-If you have a collection and you want to introduce it to you friend by writing, How can you do?Answer: I will write about my collectionII/ New lesson

1. Pre-writingActivity 1: Read the paragraph:My hobby is collection stamps. My stamp collection began when I was an 11-year-old boy. At that time I just collected the stamps from discarded envelops that my relative and my friends gave me. I love the pictures and the information in these stamps. I often keep the less common inside a small album and give the common ones to others. I keep the collection for myself and show it to my friends who are also interested in collecting stamps.Activity 2: Complete the chart below

Content InformationName of his collectionHow he collect themHow he keep themWhen he started his collection

How he classify themWhy he collect themHis plan for the future

2. While-writingWrite about your collection, real or imaginary basing on the content above.3. Post- writingCorrectionIII/ Home workWrite about your collection, real or imaginary on your notebook

T: divides the class into two teams, shows a poster with some pictures of collections quickly and ask Ss of each team to write the names of these collections on the board.The team which writes more correct names first will be the winner.Ss: do as suggestedT: asks guiding questions

T: sticks a poster with a chart on it and asks Ss to read a paragraph and complete it in pairs.T: asks some St to complete the chart on the posterSs: do as suggestedT: corrects

T: asks Ss write about their collection, then exchange with their friends to correct.

T: takes some writings to correct

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Teaching date:.../0../2008PERIOD 83 Unit: 13 Hobbies

LANGUAGE FOCUSA. Aims:- Helping students know how to pronounce the 4 sounds /pt/-/bd/-/ps/-/bz/.

- Helping students use cleft sentences to express the subject, the adverbial modifier of the sentence and the object of the verb.

- Doing exercises in textbooks.B. Method: Communicative approachC. Teaching aids: Pictures, posters, board.

ProcedureTeacher ‘s activities Students’ activities

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I/Check upII/Warm upT gives out 2 pictures of “shops and clubs” and asks what they are. Then T leads to the pronunciation of the 2 sounds /ps/ and /bz/ T gives 2 gestures of “jumped and robbed ” and asks Ss guess them. Then T leads to the pronunciation of the 2 sounds /pt/ and/bd/.III/New lesson 1/Pronunciation:/pt/-/bd/-/ps/-/bz/

- Listen and repeat the words on page 151- Practice reading the sentences on page

1522/ Grammar: Cleft sentencesa/Lead in 1/The man gave her the book. 2/The boy hit the dog in the garden. 3/She bought him a present at the shop.*Feedback1/It was the man who gave her the book.2/It was the dog that the boy hit in the garden.3/It was at the shop that she bought him a present.b/Uses-To express the subject, the abverbial modifier of the sentence and the object of the verb, we use “It was “.c/ModelsIt was + subject + clause

It was +object + clause

It was +adverbial phrase + clause

D/Practice: exercises in textbook.- Do exercise on page 152,153.IV/Homework:- Make five sentences using cleft sentences.

- Ss look at the pictures and answer T’s question.

-Ss guess gestures.

-T says out the words, Ss listen and repeat in chorus and individually. -Pairwork

-Use a poster. -Ss look at the examples and rewrite the following sentences for the underlined parts. -T has some Ss do the task and corrects.

-Ss look at feedback and find out the uses and models of cleft sentences. -T gives feedback, Ss listen and take notes.

-T explains the uses and gives the models of cleft sentences.

-Ss listen and take notes. -Use poster.

in pairs and do exercises in textbook. -Give feedback.

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Teaching date:.../0../2008PERIOD 84 Unit: 14 RECREATION

READING OBJECTIVES• AIMS: + Helping students develop reading skill

+ Helping students know some activities British people do in their free time.

• LEXICAL ITEMS: Words/phrases related to leisure activities• SKILLS: reading for gist and specific information• METHOD: Integrated, mainly communicative• TEACHING AIDS: Pictures, handouts• PROCEDURE1. Greeting and checking attendance (1’) • Checking-up (4’): • New lesson:

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Teacher ‘s activities Students’ activities • WARM-UP (4’)*T: What do you do in your free time?

watching T.V reading... gardening

walking listening to music cooking*T: asks Ss to write these activities in the right column*T: What do people do these activities for?

Pre-Reading (10 mn )Activity 1: a> T: Now, look at the pictures on page 155 and answer the questions: a / What’s she doing?b/ What are they doing?

b>T: Which of the following leisure activities do you think British people often do in their spare time?� reading books/newspapers� watching TV/videos� playing sports� singing� meeting friends� listening to music� watching sports� spending time outdoors� playing a musical instrument

• T: What do British people do these things for?

Activity 2: T: Match the following words/ phrases with their definitions or synonyms

* Students’ answer may vary* Answer:Indoor activities Outdoor

activities- watching TV- gardening- reading books,..- listening to music- cooking

- meeting friendsshopping- playing sports

Meeting friendsshopping

* Ss: to entertain

* Students work in pairs and answer the questionsSuggested answers- She’s playing the guitar- They are singing karaoke- They are playing football- They are watching T.V- They are swimming

* Students work in pairs and tick in the left column.

* Students do the matching task Suggested answers 1 – d 2 – b 3 – a 4 – c 5 – e

* Students listen to the T

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Leisure activities

Words/phrases Synonyms / Definitions1. bricklaying2. stock – market3. Glass engraving4. dart5. sophisticated

A the art of cutting or carving designs on glassb. stock exchangec. a game in which darts are thrown at a target market with number for scoringd. buildinge. complicated



PERIOD 85 Unit: 14 RECREATION SPEAKING

Expressing agreement and disagreement • OBJECTIVES _ Aims: Students learn how to express agreement and disagreement about entertainment activities and to state the reasons. _ Lexical items: Words /phrases related to expressing agreement and disagreement about entertainment activities and stating the reasons. _Teaching aids: Pictures, hand-outs, poster, textbook.• METHOD: Integrated, mainly communicative• PROCEDURE:

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Teacher ‘s activities Students’ activities I/ Class stabilization: II/ Check-up: III/ New lesson:

1. Warm-up: T: puts a picture showing an entertainment activity on the board and asks some questions.

a. How many people are there in this picture?

b. What are they doing?c. Guess their gestures and their attitude2. Task 1: Work in groups. The following

are some phrases that can be used to make suggestions and to express agreement or disagreement.

Rearrange them into the right columns 1.I quite agree with you 2. Let’s … 3. That’s a good idea, but…. 4. Great! 5. What about …? 6. I can’t agree with you more. 7. Why don’t we…? 8. I don’t think that’s a good idea. 9. Shall we …? 10. Yes, let’s do that. 11. That’s a good idea. 12. Yes, but… Making Suggestions

Expressing agreement

Expressing disagreement

3. Task 2: The Ss of class 11A2 will have a two-day holiday. They are discussing whether they should go on a camping holiday.Read and practise the conversation (in the text book). Language notes:

a. Modal verb: “ CAN”b. Conditional sentence (type I)

If clause Main clause Simple present Simple future

3. Task 3: Work in groups. Imagine you are the students of class 11A2. Continue the discussion. Express agreement or disagreement, using the reasons in the text book. Teacher walks around the class and offers ideas and comments when Ss need help. And then correct the mistakes. 4. Task 4: Report your discussion to the class. T has Ss report their discussion and asks questions: Do the members of your group agree

_ Group work + Ss look at the picture, discuss and answer the questions.

+Ss work in groups of two or four.• Suggested answers:

_Making suggestions: 2, 5, 7, 9 _ Expressing agreement: 1,4,6,10,11 _ Expressing disagreement: 3,8,12

_ Pair work + Ss look at their books read and practise the conversation, then close their books and practise the conversation.

_Group work + Ss practise more free. + Ss work in groups of two or four. + Ss make similar conversations to task 2.

_Pair work + The representatives of each group report their discussion.

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Teaching date:.../0../2008PERIOD 86 Unit: 14 RECREATION LISTENING

A. Aim(s): Helping SS ▪ develop listening skill.▪ have a general idea of ways of spending their summer holiday.

B. Teaching aids: Textbook, color chalk, handout, flipchart and marker.Procedure:

Teacher ‘s activities Students’ activities I. Stabilization: II. Check up: III. New lesson: Warm up: Hot seat game - Summer

- City- Camping- Forest- National park

Before listening:Activity 1: Answer the questions.-Which words would go with picture N 1 and 2 in your book?-What can you see in the 2 pictures?-What are they caring / doing?Activity 2: Listen and repeat.- campgrounds- wilderness- waterfalls- dirt bike- trash- giant trees- depressed- solitudeWhile – listening: You are going to listen to Anna, Terry and Mary. They are talking about how they would like to spend their holiday.

Task 1: Listen and decide whether the statements are true (T) or false(F).

1. Anna doesn’t like summer weather.2. Anna usually spends 2 weeks in a

national park every summer.3. Terry has never been to the

One Ss sits with back to the board, tries

to guess the words written on the

blackboard through other Ss’ support.

Having Ss worth freely in pairs.

Having Ss repeat the words, explain the meaning of those with T’s help in necessary.

IntroducingHaving Ss read through the statements before listening to the tape and do the task in pairs then exchange their answers.Giving feedback:1.T, 2.T, 3.F, 4.T, 5.F, 6.THaving Ss answer some questions to justify their answers.

Having Ss read through the sentences before listening to the tape and filling the blanks individually.

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mountains or the desert in summer.4. Terry is attracted to the beauty of

nature.5. Mary likes the solitude of the

wilderness.6. Mary enjoys the comfortable life in

the cities.Task 2: Complete the sentences.Anna often

feels ___ in summer because it is ___ and

humid in New York then.

1. Anna enjoys taking showers in ___.2. Terry ___go to the mountains.3. According to Terry, many people

leave trash in the ___.4. Mary doesn’t want to live in ___ and

enjoys it.5. Mary hates ___.

Task 3: Answer the questions.1. What activities do Anna and her friends enjoy doing most in the national park?2. Where can they sleep?3. According to Terry, why aren’t the natural places as beautiful as they used to be?4. What does Terry think is also very important to the world?5. Where does Mary spend most of her summer holiday?6. Why doesn’t Mary like camping?

After – listening: Discussion: List three advantages of a camping holiday.IV. Homework: Write it out

Checking and giving the feedback:1. depressed - hot2. waterfalls3. used to4. foreSs5. nature6. camping

Stopping the tape after each question.Having Ss work in groups of 6, write the answer on the flipchart, raise it up when finished and read it.Collecting the right answer to stick on the board.Feedback:

1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lake and rivers.

2. In sleeping bags or tents.3. Because more and more people are coming to these places and leave trash in the foreSs and take rocks and plants with them.

4. He thinks nature is also important in the world.

5. In cities.6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack.Having Ss practise asking and answering in pairs.Having Ss list in pairs. Having some Ss present their ideas in front of class.Having Ss list the advantages of a camping holiday in their notebook.

Teaching date:.../0../2008PERIOD 87 Unit: 14 RECREATION

WRITING Aims : Students learn how to write a passage about camping holiday.Lexical items: Words and phrases used in camping holiday.

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Grammar : Past tenses.Teaching aids : Pictures, handouts, posters.

ProcedureTeacher's activities Students' activities

Warm up: (2ms)T uses 2 pictures about camping holiday and asks Ss some questions: (Picture b, g in the book)- What are they doing?- Where are they?- Have you ever gone camping?Pre - writing: Activity 1: (2ms)T asks Ss to tell some activities in camping holiday

Activities in camping holiday

Activity 2: Task 1: (7ms)- T has Ss match activities with the correct pictures- T helps Ss if they have any difficulties with words or phrases- T sticks 9 pictures on the board and asks some Ss to write the activities below them. (9 pictures in the book)Feedback: 1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e* Words and phrases used in writing a passage: First, then, later, after that, because,...In the morning, in the afternoon, in the evening, * Tense: Past tenses.While - writing: Task 2 T asks Ss to write the whole passage using the sentences above. They can add some more sentences if necessary.T gives each group a poster.T gives Ss some outlines: - When...?- What time...?- What happened...?- How...?Post - writing: (10ms)- T asks Ss to exchange their posters to correct mistakes.- T gives comments.Homework: (1m) Handouts- Rewrite the passage in your notebook.- Write a passage with the cues:

Ss answer the questions

Ss close their books and tell some activities in camping holiday

- Ss work in pairs, match the activities with the correct pictures.- 9 Ss are asked to write 9 activities for the pictures.- Ss correct mistakes.

Ss work in pairs and write the whole sentence for each picture.

Ss work in groups (8 groups)

The groups exchange their posters to correct mistakes.

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Last weekend / go for a picnic / at BaiBut / friends / gather / school gate / at 5 a.m / by bicycles / arrive at 7 a.m / watch / the sea / ships / swimming / fishing / playing games / happily / tired / never gorget / interesting experience / leave / at 4 p.m./.


PERIOD 88 Unit: 14 RECREATION LANGUAGE FOCUS A. Aim: -By the end of the lesson SS can distinguish and pronounce the sounds

/ts/- /dz/ - /t~t/- /d2d/ in a single word and texts.-By the end of the lesson SS are able to understand and use the “paired conjunctions” and “cleft sentences” in the passive. B. Teaching aids: textbook, handouts, cassette, cards

PROCEDURE Teacher’s activities Students’ activities1.Warm up: (give out handouts)(5’)Tick(V) the correct sound for the words below:

/ts/ /dz/ /t~t/ /d2d/1. needs2. changed3. reached4. watched5. foreSs6. friends7. matched8. rents9. managed10. arranged

-introduce and instruct Ss how to pronounce these sounds.2. Pronunciation:Activity 1: Listen and Repeat (7’)(in the textbook)T reads two or three times and asks SS repeat clearly.Numbers (1) with sound/ts/ , (2) with sound /dz/ and...Reads these sounds in not order.Activity 2: (5’)T asks SS to practice reading the sentences in the textbook then pick out the words containing sounds /ts/- /dz/ -/ /t~t/- /d2d/

SS divided into many small groups.Read and tick the correct sound.

Listen to Repeat in chorus and individualsRecognize and read aloud (1) or (2), (3),(4).

Practise in pairsExpected answers: /ts/ sits, lots, tickets

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Calls on SS to write the answers on the board.3. Grammar and Vocabulary: The paired conjunctions both… and, either….or, neither …nor, not only….but alsoActivity 1:(10’)T gives cues with my parents/my sister/ be here to make sentences using the paired conjunctions above.T makes questions about agreement of verbs following these paired conjunctions.*Notice the parallel structure in the examples.Activity 2: Combine the sentences using the conjunctions above (task 1, p.161)(10’)-have SS do exercise 1 in the textbook, p.161-call on SS representative of any group to write the answer on the board.- Invite class opinions and give feedback.Activity 3: Cleft sentenceT helps SS understand the definition of the cleft sentence by comparing these sentences. A: I notice her eyes first B: It is her eyes that are noticed first.A: The boy hit the dog in the garden.B: It was the dog that was hit in the garden.T explains: The B statements are “cleft” sentences in the passive.And makes questions; What do you think their purpose is?-Ask SS do exercise 2 in the textbookHomework: (5’) -Redo the exercises in the textbook. -Rewrite the sentences using conjunctions (give out handouts) -Prepare unit 15

/dz/friends/t~t/ watched, pitched/d2d/ managed, bridged.SS work in group of 4.Write the answers on the board.Expected answers-both my parents and my sister are here.-Not only my parents but also my sister is here.(n)either my parents (n)or my sister is hereor: either my sister or my parents are hereDraw some remarks.-both...and: Take a plural verb.-when two subjects are connected by not only....but also, either….or, neither …nor the subject that is closer to the verb determines whether the verb is singular or plural.

SS divided 3 groups to do taskGroup 1 will do sentences 1,2,3Group 2 will do sentences 4,5,6Group 3 will do the restSS work in groups

Practice the structure of cleft sentence by changing the sentences into cleft sentence in the passive (Exercise 2, textbook)


PERIOD 92 UNIT 15: SPACE CONQUEST READING

A. AIMS: - After reading the passage, Ss can learn the meaning of the words, summarize the main idea of the paragraph and answer the questions

B. TEACHING METHOD: - Communicative approach C. TEACHING AIDS: - Textbook, pictures, cards and handouts

PROCEDURE:

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Teacher's activities Students' activitiesI. Stabilization and check up:

II. Warm up:* Match the pictures with the appropriate cardsPictures Cards-Picture 1 Rocket-Picture 2 The first man to step food on the moon-Picture 3 Space craft-Picture 4 The moon’s surface -Picture 5 The first Vietnamese to fly into space** Questions: What topic we are learning today?III. New lesson: READING Before reading: Answer the questions1. Would you like to travel into space?2. Who is the first human to fly into space?3. Can you tell me something about him?4. What made him a hero?** While reading: Activity 1: Pronunciation- approximately(adv)- cosmonaut (n)- temperature (n)- psychological (a)- congratulate (v)Activity 2: Reading text-New words: Match the words in A with their definitions in B A B 1. lift off a. very big 2. tragic b. solve the problem3. congratulate c. change or behave differently due to influence4. enormous d. worry about something5. deal with e. take off 6. psychological f. express pleasure at the tension happiness 7. react g. disastrous or greatly Distressing

Activity 3:(task 1 page 168 ) Match the headings to the paragraphs Para graph 1 A. The tragic accident Paragraph 2 B. The lift-off Paragraph 3 C. Congratulation

-Ss close the books- T sticks pictures and cards on the board and divides the class into 4 groups-Group works- The group which gives many correct answers quickly will be the winner-T leads to the new lesson: ”Space conquest”

- Pair works- T asks Ss - Ss listen and answer

Listen and repeat

- T asks good Ss to read - Pair works-T gives handouts to Ss - Ss work in pairs to the words in A with their definitions in B- T gives feedback 1.e 2.g 3.f 4.a 5.b 6.d 7.c

- T asks Ss to answer the question: “ What is the heading of a paragraph?” - Ss work in pairs- T checks and gives feedbackP.1-B P.2-D P.3-E P.4- C P.5-A

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Paragraph 4 D. A view on earth Paragraph 5 E. Uncertainties

Activity 4: Answer the questions (textbook page 168)1. How old was Gagarin when he became the first human being in space?2. How long was he in space?3. What questions were raised before Gagarin’s space flight?4. What was the speed of his spacecraft in orbit around the Earth?5. Why couldn’t Gagarin make a new space flight?6. What was done after Gagarin’s death to honor this national hero?

** Post reading: Complete the summary of the reading by putting the words / phrases in the box into the blanks (textbook page 169 )- Answer key:1. cosmonaut 2. in space 3. lasted 4. success 5. gravity 6. view7. impossible 8. named after

IV. Home work:• Translate the passage into Vietnamese.• Prepare B. Speaking

- Pair works- T asks Ss to read all the questions and underline the key words- T calls some pairs to practice before the class- Then Ss write their answers on the board - T checks and gives feedback

- Closing books- T hangs poster on the board and has Ss guess the missing words- Ss work in pairs - T calls Ss and gives good mark to encourage them.

Ss do the task at home.


PERIOD 93 UNIT 15: SPACE CONQUEST SPEAKING

• OBJECTIVEAim(s): speaking about the important events in the space conquest.Lexical items: words / phrases related to spaceTeaching aids: textbook, pictures

• PROCEDURETeacher's activities Students' activities

Warm-up: T: gives out six pictures of famous astronauts in the world.T: asks Ss to look at the pictures and to answer

1) Who are they?2) What are their nationalities?Call on some pairs to ask and answer in front of the class.Comment and give suggested answers:

Close the book

PairworkSs: answerPicture 1- He’s Pham Tuan – Vietnamese astronaut.Picture 2- He’s Yuri Gararin – Russian cosmonaut.Picture 3- He’s Amstrong-

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T: introduces the new lesson.Activity1Have Ss work in pair and do task 1T: suggeSs Ss to make questions with- When........?- What..........?- How old........?- How important.........?- How many...............?-Setting modelA: When did China launch its first maned spacecraft into space?B: On october 15, 2003T: goes around the class and provides help if necessaryT: Calls on some pairs to ask and answer aloud in front of the class.

Activity 2T has Ss practise making questions and answering about the important events in space conquest.(Task 2)T: explains and gives an example(1) A: When did Russian launch its first artificial

satellite? B: On October 4, 1957C: What is the name of Russia’s first artificial satellite?D: Sputnik.A: How important was the artificial satellite to Russia?B: The first artificial satellite marked the beginning of Space Age.

(2) A: Who is the first woman to fly into space?B: That’s Valentina Tereshkova, a russian cosmanaut.C: When did she fly into space?D: On June 16, 1963.

(3) A: Who are the first humans to set foot on the moon?

American astronaut.Picture 4- He’s Buzz Aldrin- American astronaut.Picture 5- She’s Valentina Tareshkova – Russian cosmonaut.Picture 6- He’s Liwei- Chinese astronaut.

Open the bookPairworkExample:A: What is the name of china’s first maned spacecraft?B: Its name’s Shenzhou 5 A: What is the name of the astronaut?B: His name’s Yang LiweiA: How old was he when he flew into space?B: He was 38 years oldA: How important was the successful flight to China?B: The successful flight marked a milestone in China’s space protect.A: How many countries in the world have been able to carry out independently maned space activities? What are they?B: There have been three. They are: Russia, The United States and China

Groupwork

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B: They are Neil Amstrong and Buzz Aldrin American astronauts.C: When did they set foot on the moon?D: On July 20, 1969.

(4) A: Who is the first Vietnamese to fly into space?B: That’s Pham TuanC: With whom did he go along into space?D: He went with V.V. Gorbotko a Russian cosmonaut.A: How long did he stay in the orbit?B: He stayed 8 days in the orbit.

T: asks Ss to work in groups, goes around the class and provides help when necessary. Call on some groups to ask and answer aloud in front of the class Comment and have necessary corrections

Homework: Write a short paragraph about the one important event in space conquest.

Do at home


PERIOD 94 UNIT 15: SPACE CONQUEST LISTENING

A. AIMS: - Help Ss to decide true or false sentences and answer the questionsB. TEACHING METHOD: - Communicative approachC. TEACHING AIDS: - Textbook, pictures, cards and handouts

PROCEDURE:Teacher's activities Students' activities

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I. Stabilization and check up:II. Warm up:Matching cards with the pictures Pictures Cards -Picture 1 Orbiting - Picture 2 The Apollo crew - Picture 3 Walking on the moon - Picture 4 The Moon landing - Picture 5 The first foot print on the MoonQuestion:” From the pictures can you guess what topic we are listening today?” III. New lesson: LISTENING** Before listening:Activity 1: Pronunciation:-Challenge (v) /………/ - Experiment (n)/……./-Achievement (n)/……/Activity 2: Listen and repeat: Say STOP if you hear one of these words from the listening passage** While listening:Activity 1: Circling the words, phrases or number in the listening passage you hear Congress, 11, suitcase, later, press, the first, carry, marry, oxygen, chicken, 7, step, spacesuit, Apollo, cosmonaut, temperature, ect……Activity 2: (Task 1 page 173 ): Decide true /false statements.** Answer key:1.F (In a speech to the Congress )2.F(There are three astronauts: Neil Amstrong, Buzz Aldrin, and Michale Collins )3. F (Neil Amstrong became the first man on the moon )4. F (The Oxygen, temperature, and pressure inside the spacesuit ) 5. TActivity 3: (textbook ) Answer the questions by circling the letter A, B, C or D 1. Which program was developed to meet president Kennedy ‘s challenge?A. NASA’s Apollo program B. ASIANC. NATO D. VOA2. When was the Apollo 11 launched?A. July 16, 1969 B. July 16, 1996C. June 16, 1996 C. June 16, 19693. What was the portable life support system for?A. Controlling the Oxygen B. TemperatureC. Temperature and pressure

- Work in groups- T devides the class into 4 groups- Ss close the books and representative of each group write the answer on the board- Group which gives the correct answers quickly will be the winner** T leads to new lesson:

-Class work- T has Ss open the book and look at the words carefully - T plays the recorder and Ss say STOP- T stops the recorder to check

- Using handouts -Ss work in groups- T gives Ss handouts and has them work in groups- Ss do the task- T plays the recorder and then feedback- T asks Ss to read all the statement carefully and then guess the statement is true or false- T plays the recorder for the first- Ss listen and take notes to gives the evidence for their answer- T calls Ss to answer and plays recorder again to check

- Using handouts- Pair work - T gives Ss handouts, then explains some difficult if necessary- Ss listen and do - T calls Ss to answer and plays

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D. Controlling the oxygen, temperature and pressure 4. How long did the astronauts stay on the surface of the moon?A. two and a half hours B. Half an hourC. an hour D. three and a half hours.5. What did they do while they were staying on the surface of the moon?A. Collect soils and rock samplesB. Collect soil and perform experimentsC. Perform the variety of experiments and collect soilD. Perform the variety of experiments, collect soil and rock samples to return the Earth6. When did the astronauts return to the Earth?A. July 24, 1968 B. July 24, 1969C. June 24, 1996 D. June 24, 1969 ** Post listening: Discuss the reason for the human interest in Mars and other planets in the solar system.Fill in the blanks with the missing wordsThere are many reasons for human interest in Mars and other planets in the solar system. Firstly, Man likes (1)………….and wants to find out (2)………outside the World. One day, we may (3) ………people to Mars and other planets in case the Earth is overpopulated. We may also conduct (4) …………on Mars and other planets for the (5)………..of people on Earth. We may find (6)…………minerals there and have trips to other planets for tourist purposes.IV. Home work:

recorder again to feedback**Feedback:1.A 2.A 3.D 4.A 5.D 6.B

- Using handouts - Ss work in groups of four.- T explains some difficult words if necessary- T reads the passage- Ss listen and do the task- T calls some group and checks. If any group gives many correct words, T can gives good mards** Feedback:(1) adventur (2) Possibilities of life(3) send (4) researches(5) benefits (6) precious

Ss do the task at home.- Rewrite the above

exercise on your notebooks

Write a paragraph talking 3 things with you if you have a chance of going to the moon.

Teaching date:.../0../2008PERIOD 95 UNIT 15: SPACE CONQUEST

WRITINGI. Objectives:1. Aim: By the end of the lesson, the Ss will be able to write a biography based on prompts provided.2. Materials: Textbook, handouts, poster.3. Lexical items: Words/ phrases used in a biography.4. Structures: He is a..., He was born in..., In..., he did something, From... to...

Procedure:Teacher’s Activities Students’ Activities

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Warm up (3’)- Introduces the lesson by using the picture of the astronaut Neil Amstrong and put questions:

Pre-writing: (5’)- Asks Ss to read through Task 1 on page 174 and asks Ss what a biography is and what to be included in a biography.- Introduces the lesson.

Task 1: (5)- Explains new words if necessary appoint vice chairman, committee, investigate, challenger shuttle disaster- Asks Ss to do the taskTask 2: (12’)Instruction: You are required to write a biography of Neil Amstrong from the information given in Task 1.- Asks Ss what tense of verbs they should use in this task.- Reminds Ss that the simple past tense should be used here but the introduction and conclusion should be used simple present tense, and prepositions should be used exactly (at, on, in, from... to, with,...); the articles (a, an, the) and the words/ phrases are used in writing a biography (be known as, work as, receive... from, resign... from)- Divides Ss into groups of 6.- Goes around to check and help Ss if necessary.- Elicits self and peer correction and gives

Books closed.Work in pairs.Answer:1. He is Neil Amstrong.2. He is an American astronaut.3. He set foot on the moon with Buzz Aldrin.

Biography is the written history of a person's life

Date of birth Place of birth

Biography Career

Quote Known as (famous for)

Work individually. Open the books.Do the task1. Date of birth 2. Place of birth3. Known as 4. Career 5. Quote

- Work in groups.

- Group members share their sentence with one another to get comments and necessary correction. Next, combine all the sentences into a biography.- Each group member will write 2 sentences on the board.

Suggested answer:Neil Amstrong is an American astronaut.

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1. Look at the picture and say who he is.2. Is he a Russian or an American astronaut?3. Who did he set foot on the moon with?


correction when Ss are not able to correct the errors.

FEEDBACK ON SS’ WRITING (8’)- Goes around and collects mistakes and errors.- Collects some writings for quick feedback.- Writes Ss’ typical errors on the board and elicits self and peer correction and provides correction only when Ss are not able to correct the errors.- Provides general comments on the biography.- Gives suggested answer.

WRAPPING UP (2’)- Summarizes the main points.- For homework, asks Ss to write the biography again, taking into consideration their friends’ and T’s suggestions and corrections and do the extra exercise.

He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapokoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Amstrong became the first human to step on the moon’s surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Amstrong and Aldrin spent two and a half hours on the moon’s surface. Amstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Amstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon’s surface: “That’s one small step for man, one giant leap for mankind.”

Write a profile of David Beckham from the information below:1. David Robert Joseph Beckham/ born/ Leytonstone, England/ 2nd May 1975, 1989/ join/ Manchester United ’s schoolboy squad.2. Two years later/member/ full squad/ January 1993/ professional footballer/ with one/ most famous football clubs/ world.3. Summer of 2002/ Beckham/ lead/ England/ World Cup Finals/ Japan and South Korea/ not only/ captain/ most impressive player.4. This/ contract/ his position/ after 1998 World Cup/ France/ send off/ match against Argentina. He/ responsible/ most supporters/ England’s subsequent dismissal/ competition.

Suggested answers: 1. David Robert Joseph Beckham was born in Leytonstone, England on 2nd May 1975, and in 1989, he joined Manchester United ’s schoolboy squad.2. Two years later, he became a member of the full squad, and in January 1993, he became a professional footballer with one of the most famous football clubs in the world.3. In the Summer of 2002, Beckham led England out in the World Cup Finals in Japan and South Korea not only as his country’s captain, but as the most impressive player in the UK.

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4. This was in complete contract to his position after 1998 World Cup in France, when he was sent off during the match against Argentina. He was held responsible by most supporters for England’s subsequent dismissal from the competition.


PERIOD 96 UNIT 15: SPACE CONQUEST LANGUAGE FOCUS

• OBJECTIVE:Aim(s): Ss will be able to use: could / be able to and question tags.

Pronounce the sounds /nt/, /nd/ /nθ/, /ns/, /nz/ Teaching aids: textbook, pictures, handouts.• PROCEDURE:

Teacher’s Activities Students’ ActivitiesPRONUNCIATION(7')

Warmer:Ask Ss pick out the word which has the underlined part pronounced differently from the rest.1. didn’t tenant end rent2. went month tenth seventh3. phones tonnes learns tense4. glance Barnes chance Florence5. remind thirteenth friend warnedGo around to check that Ss work and offer help if necessary.Check with the whole class.Call on some Ss to read aloud in front of the class , listen and correct the mistakesAsk Ss to listen the sounds and repeat.Introduce the lesson.

Pronouncing the four sounds separately:Model the sounds twice or three times.Pronounce the sounds and ask Ss to repeat.Call on some Ss to read in front of the class Correct the mistakes.Pronouncing words containing the sounds

Read the words in each column all at one.Read the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words.Read the words and ask Ss to repeat themGo around to provide helpGive correction if necessary.

Reading the dialogue with words

Close the bookIndividual work, group work to discuss

Answer: 1. end, 2. went, 3. tense, 4. Barnes5. thirteenth

Individual

Whole class

Open the book

Repeat: whole class, individual work

Listen

RepeatPractise in pairsSome Ss pronounce the words

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containing the soundsRead the dialogue and ask Ss underline the words with the sounds /nt/, /nd/, /ns/,/nz/,/nθ/from the dialogue.Go around to check and provide help.Give feedback.

GRAMMARCould / be able to(15')

a. Presentation:Write on the board examples containing both “could” and “were able to”Eg: My sister could play the piano well when she was a girl.They were able to win the game yesterdayAsk Ss to compare the difference between “could” and “were able to” of two sentences.Check and explain1. “Could” is used to express an ability in the past.2. “were able to” is used to express any complete success in the past.b.Practice:Exercise 1: complete the sentences using could, couldn’t or was /were (not) able to.Check and explainc. Production:Ask Ss to ask and answer about their ability in the pastExample: A: what could they do when you were seven years old.B: I could ride a bicycle.Go around to check and offer hepl if necessary.

Exercise2Tag questions(10')a.Presentation• Setting situation Ask questionsT: You don’t like meat, do you?S: No, I don’t.T: Is the sentence a question?S: Yes, it is. It contains a tag question.T: Introduce the new lesson Today we do exercise with tag

Pairwork

Compare

PairworkAnswer:1. couldn’t / wasn’t able to/2. was able to3. was able to / could4. was able to5. could / was able to6. couldn’t / wasn’t able to

groupwork

Answer

PairworkAnswer:

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questions.b. PracticeGet Ss to do Exercise 2 individually and then find a partner to check their answers with.Call on some Ss to read out their answers and give feedback.T: explains-After negative statements we use the ordinary interrogative:You didn’t see him, did you?- After affirmative statements we use

the negative interrogative:Mary was there, wasn’t she?c. Production(10')Get Ss to do Exercise 3 individually and then check their answers with a partner.Call on some Ss to read out their answers and give feedback.

WRAPPING UP(3')-Summarizes the main points of the lesson.-For homework, ask Ss to do these exercisesI. Complete the sentences with could, couldn’t or (be) able to.1. The fire spread quickly but everyone................escape.2.I can’t sing now but I......sing very well when I was young.3. This room was so dark that we....see anything.II. Put a question tag at the end of each sentence:1. Tom won’t be able to go to school,.......?2. There are a lot of people here, .....?3. They had to go home early, .......?4. Sue doesn’t like onions, .....?

1. It’s (very ) expensive, isn’t it?2. The film was great, wasn’t it?3. She has (has got ) a lovely voice, doesn’t she?4. It doesn’t look very good, isn’t it?5. You’ve had your hair cut, haven’t you?

handouts

Teaching date:.../0../2008PERIOD 97 UNIT 16: THE WONDERS OF THE WORLD

READING A. Aims: Ss can read and comprehend about the wonders of the world such as The Great Pyramid of Giza.B. Teaching aids: Textbook, pictures

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C. ProcedureI. Check upII. Warm up

Teacher’s activitiesGive Ss to see a about film about Egypt.

- Which countries have you seen?.- Which famous landscapes have you see?

*T Introduces new lesson.III/ Pre - reading.* Activity 1. Ask and answer the questions.

- T ask Ss to observe the picture carefully and answer the questions on page 179.

- T walks around the class and Ss.* Activity 2: Vocabulary

locks

?

construction

spiral ramp

wonder

tomb

- T explains new words by the pictures, or definition..IV. While reading.Task 1. Fill each blank with a suitable word.

Suggest answers.1. tomb2. wonder3. ramp4. chamber5. mysterious6. spiral

- Task 2Answer the following questions.1. In Agypt & the year 2560 BC.2.147 metres & 230 metres square.3. The purpose of this huge stone Pyramid was to

serve as a tomb when Pharash KhuFu died and to protect the burial champer from the weather and from the thieves who might try to steal the treasures and belonging there.

4. The Great Pyramid is believed to have been built over 20 year period. Fist the site was prepared and then the huge blocks of stone were stransported and put in their places.

5. The boat is believed to have been uesd to carry the body of KhuFu in his last journey on earth before eing

Student’s activities

- work in pair

- work in pair- individual work

- group work

- individual work

- pair work

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buried in side the Pyramid- Task 3.

Scan the Text and say what the following words refer to.

who (line 4 ): Thievesit (line 8 ): The Great PyramidIt (line 9 ): The Great Pyramid.Each (line 12 ): block of stone- Teacher corrects, them if necessary

V. Post reading.Work in pairDiscuss the question: Which of the wonders of The

world do you prefer and why?

VI. Homework.- Learn vocabulary by heart.- Write a short paragraph (about 100 words) The

Great Pyramid.

- group work

- individual work

Teaching date:.../0../2008PERIOD 98 UNIT 16: THE WONDERS OF THE WORLD

SPEAKING

• Objectivies: By the end of the lesson, Ss will be able to distinguish and express facts and opinions.

• Lexical items: The words Ss have learnt from the reading text.

• Skills: speaking

• Teaching aids: pictures, flipcharts

PROCEDURE

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Teacher’s Activities Students’ Activities

I. PRE – SPEAKING

• Warm-up: WHO IS THE FASTEST?

- Instruct the topic and time limit: write 10/15 famous world places within 3 minutes.

- Deliver posters to Ss.

- Tell Ss to put their posters on the board.

- Give feedback and correct.

• Vocabulary Recycling: game: Bingo!

T reads these words aloud: block, build, earth, stone, raise, carry, burial, steal, place,

south

WHILE - SPEAKING

Activity 1:

- Ask Ss to read the sentences below:

- The sentences below all appear in the reading passage. Work in pairs. Which sentences express facts (F) and which ones, opinions (O)? Put a tick (√ ) in the right column.

F O

- T gives feedback (whole class)

Answer Key

1. O 2. F 3. F 4. F 5. O 6. O 7. O

- T elicits the difference between a “fact” statement and an “opinion” one.

Activity 2:

Activity 3: Work in groups. Discuss possible answers to the following question, using the suggestions below. All the answers must be done as “opinion”. Ss should use the prompts in the textbook.

1. Who built the Great

Ss write down 3 words with 5 letters each. The words are taken from the text they have learnt.

The Student who has three among the words above will win the game.

1.The Great Pyramid is believed to have been built over a 20 – year period.

2.The Great Pyramid was 147 metreshigh

3.The Great Pyramid ranked as the tallest structure on earth for more than

43 centuries.

4.The structure consisted of approximately 2 million blocks of stone

5.One theory involves the constrution of a straght or spiral ramp that

was raised as the construction proceeded.

6.A second theory suggeSs that the blocks were lifted and placed

using thousands of huge weight arms.

7.The boat is believed to have been used to carry the body of Khufu in

his last journey on earth before being buried inside the Pyramid.

Work in pairs. Tell your partner about some facts and opinions of the Great Pyramid of Giza, using the information in Task 1:

Examples:

Fact: The Great Pyramid of Giza was 147 metres high

Opinion: The Great Pyramid is believed to have been built over a 20 – year period.

- Call on Ss in difference groups to report in front of the class.

- Give feedback and correct

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Teaching date:.../0../2008PERIOD 99 UNIT 16. THE WONDERS OF THE WORLD

Listening.

A. Objectives:- Aims:

+ Listening to some information about The Great Wall of China.+ Developing Ss’ listening skills of filling in missing information and answering the questions.

- Teaching aids: Pictures, cards, cassette.- Method: Communicative approach.B. Procedure.


I. Checking up: 3 mn.II. Pre- listening: 8 mn.Activity 1: Warm up.(3mn). Look at the pictures of 7 new wonders of the world and call the names of them.

(1) (2) (3) (4)

(5) (6) (7) Questions:1. Which wonder among these belongs to China?2. Have you ever been there?Activity 2. (3 mn).

Classwork.Teacher shows the pictures of 7 new wonders of the world for the students to recognize them.(1). Machu Picchu in Peru.(2). The Great Wall of China.(3). Jesus statue in Rio de Janeiro- Brazil.(4). Mayan Ruins in Mexico.(5). Roman Colosseum in Italy.(6). Taj- Mahal in India.(7). Petra, the ancient capital of the Jordan.

1. The Great Wall.2. Yes, I have. No, I haven’t.T leads in: Some of you have been there. Today, you will get more information about The Great Wall in China.

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Answer the questions:1. What can you see in the picture? 2. Where do you think it is?3. When do you think it was built?Activity 3. (2 mn). Listen and repeat. man- made wonder Ming Dynasty magnificence and significance. ancient World Heritage stone roadway UNESCO BeijingIII. While- listening:Task 1: Listen to the passage about The Great Wall of China and fill in the missing information: (10 mn).Attraction of the wall

- It is said to be visible from …. (1)- It was listed as a World Heritage by UNESCO in …(2)

Construction of the wall

- It was mostly built during … (3).- It took …(4) years to complete the wall.- Some of its parts were built around … (5).

Special features of the wall

- The length of the wall is … (6).- The average height of the wall is … (7).- The ancient people used … (8) to built the roadway.

Task 2: Listen to the passage again and answer the following questions.(10 mn).1. When did the ancient Chinese start building the Great Wall?2. How many provinces does the wall cover?3. Why is it considered one of the greatest man- made wonders in the world?4. Which part of the wall is the best choice for visit? Why?

IV. Post- listening.Task 3. Choose a card on which there is a word or a number. Ask and answer about The Great Wall of

Pairwork.Ss look at the picture and answer the questions.

Classwork.T asks Ss to give the meaning of the words.T explains some difficult words.Ss listen and repeat.

Pairwork: Handouts. (One pair has a handout).T: - asks Ss to read the sentences in Task 1 carefully. - has Ss listen the tape 2 times. - has Ss check themselves. - corrects.* Key: 1. the moon. 2. 1987. 3. The Ming Dynasty.4. 200 5. 200 BC. 6. 6000 km7. 11 metres. 8. stones

Pairwork. T: - asks Ss to read the questions in Task 2 carefully.- has Ss listen to the tape 2 times.- has Ss answer the questions, check themselves.* Key:1. in 1368.2. Five provinces.3. Because it can be seen from the moon.4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state.

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China, use that word or number.(5mn).- 1987. - 200 BC. - stones. - 11 metres. - The Ming Dynasty. - 1368. - 6000 km. - 5 provinces.

Task 4. Tell your partners why The Great Wall is considered one of the greatest wonders in the world and how it was built.(5 mn).

V. Homework. (1 mn).- Write a short paragraph about The Great Wall of China.

Groupwork. (Choose a card on which there is a word or a number. Ask and answer about The Great Wall of China, use that word or number).

Pairwork. (use the cues in Task 1 and Task 2).T calls some of pairs tell in front of class. T corrects if necessary.


PERIOD 100 UNIT 16: THE WONDERS OF THE WORLDWRITING

Objectives: By the end of the lesson, Ss will be able to:

- Write a report on his/her visit to some place.

- Talk about his/her visit.

- Improve writing as well as speaking skills.

- Develop the love of places of interest in Vietnam as well as in the world.

• Lexical items: marble, God, Buddha ‘s throne, dedicate.

• Skills: writing, speaking.

• Teaching aids: pictures, books.

PROCEDURE


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I. PRE-WRITING

1. Warm-up: COMPETITION GAME

T. divides the class into two groups.

T. shows the pictures. Each group calls its name. The winner will be the group which has more correct

answers. a b c

d

e

2. Teaching vocabulary:

- marble (n) < Picture or realia >

- God (n) <explanation>

- Buddha‘s throne <picture>

- dedicate (v) <example>

Ex: Uncle Ho dedicated his life to the cause of national liberation.

• Checking vocabulary: R.O.R

3. Reading the brief introduction:

- T. asks Ss to read the brief introduction and then work in pairs to discuss it.

4. Questions and answers:

- T. asks some questions to check Ss’ understanding.

a. Where did he/she visit?

b. Where is the Ponagar Cham Towers?

c. What are they like?

d. Do they consist of six towers?

e. Where are they located?

g. When were they built?

ke y : a. Ha Long Bay b. An Egyptian Pyramid

c. The great Wall of Chinad. Phong Nha cave

e. Ponagar Cham Towers.

Ss write a short paragraph about a brief tour to the Ponagar Cham Tower by using his/her notes.

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http://images.google.com.vn/imgres?imgurl=http://www.viethoteltravel.com/imgs/185f94521a485a92217cec03246590c3-ThapBa-Ponagar-Nha-Trang-Vi.gif&imgrefurl=http://www.viethoteltravel.com/Vietnam%2BTours/South%2BVietnam%2BTours%2Bpackage/the%2Bbust%20

http://images.google.com.vn/imgres?imgurl=http://sgttravel.com/images/phongnha3.jpg&imgrefurl=http://sgttravel.com/vietnamcentralattract.html&h=489&w=700&sz=66&hl=vi&start=0&um=1&tbnid=Lp3ph8TaOns6uM:&tbnh=98&tbnw=140&prev=/images%3Fq%3Dphong%252%20

http://images.google.com.vn/imgres?imgurl=http://vnexpress.net/Vietnam/Van-hoa/Nhin-ra-The-gioi/2005/10/3B9E3350/truong-thanh-20.jpg&imgrefurl=http://vnexpress.net/Vietnam/Van-hoa/Nhin-ra-The-gioi/2005/10/3B9E3350/&h=211&w=300&sz=17&hl=vi&start%20

http://images.google.com.vn/imgres?imgurl=http://vnexpress.net/Vietnam/Van-hoa/Nhin-ra-The-gioi/2005/10/3B9E3350/truong-thanh-20.jpg&imgrefurl=http://vnexpress.net/Vietnam/Van-hoa/Nhin-ra-The-gioi/2005/10/3B9E3350/&h=211&w=300&sz=17&hl=vi&start%20

http://images.google.com.vn/imgres?imgurl=http://www.seagrassnet.org/Ha_Long322.jpg&imgrefurl=http://www.seagrassnet.org/hlb.htm&h=300&w=400&sz=374&hl=vi&start=0&um=1&tbnid=w4fdd9cEb8ulPM:&tbnh=113&tbnw=150&prev=/images%3Fq%3Dha%2Blong%2Bbay%26%20

http://images.google.com.vn/imgres?imgurl=http://www.daianstone.com/pictures/small_Bi_an_kim_tu_thap546209.jpg&imgrefurl=http://www.daianstone.com/home/detail.php%3FiCat%3D2%26iNew%3D10%26module%3Dnews&h=79&w=120&sz=3&hl=vi&start=0&um=1&tbnid=s%20


II. WHILE-WRITING: Write-it-up

III. POST- WRITING:

1. Activity 1: Correction.

- S - T gives marks for valuable answers.

2. Activity 2: Swapping the writing.

- SS exchange the writings to peer-correct.

- T stops peer correction and asks these questions:

+ Where did you go last summer vacation? (→ I went to Ha Long Bay...)

+....

3. Activity 3: In about 100-120 words, write a report on your visit last summer vacation. (If SS didn’t go, they could imagine any place)

- T goes around to help SS.

- Ss exchange their writings to correct.

4. Activity 4: Talk about your visit last summer vacation.

- Feedback. T gets Ss to choose the best performer to get a small gift.

IV. HOMEWORK:

S write the answers on their posters.

- T SS to stick the posters on the board (3 posters)

- T corrects by eliciting from the whole class (correct the most important points such as tenses, forms of verbs, prepositions...), using a red pen or colored chalk.

- Ss prepare and then talk about their visit in front of the class.

- Write a report on your visit last summer vacation.

- Prepare for “language focus”

Teaching date:.../0../2008PERIOD 101 UNIT 16. THE WONDERS OF THE WORLD

LANGUAGE FOCUS A. Aims: - Pronunciation: /ft/ - /vd/ - /fs - /vz/-Grammar and vocabulary: +It is said that… +People say that…B. Teaching aids: Text books, pictures, postersC. Skills: Speaking and writingD. Method: Communicative approach E. Procedure:


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I. Class stabilization

II. Check up:(4’)

III. New lesson:

A. Warm up:(4’) “Guessing” game (Guess

the names of these four wonders of the

world)

a) It’s in Egypt. It was built over a 20-year

period. It was 147 meters high on a base of

230 meters square.

b) It’s in China. It’s the longest structures

in the world (over 6000 km)

c) It’s in Quang Ninh, Viet Nam.It was

recognized as a wonder of the world by

UNESCO in 1994. It’s famous for beautiful

caves and beaches.

d) It’s in India. It’s a great mausoleum. It

was commissioned by the Mughal Emperor

Shah Jahan. It was built over a 23-year

period.

B. Presentation:

1. Pronunciation:(10’)

* Lead-in:

/ft/ - /vd/ - /fs - /vz/

coughs, gift, behaves, arrived, soft, moved,

knives, roofs.

* Activity 1:

/ft/: gift, soft, lift.

/vd/: arrived, moved, loved.

/fs/: coughs, roofs, laughs.

/vz/: behaves, knives, loves.

* Activity 2:

Sentences given in the book, page 185.

Teacher speaks out the sentences.

Ss work in groups of 5 and guess the

names. The quickest group with correct

answer will win.

T shows pictures of these places on the

board and gives marks for these Ss.

Feed back:

a) The Great Pyramid of Giza

b) The Great wall

c) Ha Long Bay

d) Taj Mahal in India

* T writes these words and these

compound consonants on the board then

pronounces these words twice.

Ss work in pairs to put them in the right

column of compound consonants.

T gives correction when Ss are wrong.

Feed back:

/ft/: gift, soft

/vd/: arrived, moved

/fs/: coughs, roofs

/vz/: behaves, knives

* T adds some more words: lift, loved,

laughs, loves into the right columns

(poster on the board)

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T plays the tape of these consonants and

words twice.

Ss listen and practice: first in chorus,

then in chain (one by one).

T calls some Ss to repeat and corrects if

necessary.

* T plays the tape, Ss listen to the tape

and repeat.

T asks Ss to pay attention to the sentence

stress and pick out the words having the

sounds /ft/ - /vd/ - /fs - /vz/ after listening

to the tape twice.

Ss work in groups of five and practice

pronouncing these sentences.

T goes round and helps Ss if necessary.

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Giao an tieng anh 11 tron bo

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