Giao an tieng anh 11

Preparing of date:……………………Teaching of date class in

dateclass Total of sts

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Period : 4 Unit 1: FRIENDSHIP Lesson 1: ReadingI. Objectives

By the end of the lesson, Ss will be able to:- Develop such reading micro-skills as scanning for specific

ideas, skimming for general information, and guessing meaning in context.

- Use the information they have read to discuss the t opic.II. Teaching aids

Textbook, handouts. III. Language content 1.Knowledge: + Vocabulary :enthusiasm,constant….. + Grammar : past simple, past progressive… 2. Skills : devolop readingIV.Teaching methods: p.p.p,communicative….IV. Procedure

Time

Teacher's activities Students' activities

1’I-Organization:Who is absent today?

II.WARM UPCompetition game’Network

- T prepares a handout with a network of the word “Friendship”.

-Answer:

11A4:11A5:

Sts listen and work in groups

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6’

- T divides the class into 8 groups and gives each group a handout . T asks Ss to complete the network . The winner will be the group completing the network in the shortest period of time .

10’ BEFORE YOU READDiscussing the picture and poem - T ask the whole class to look at the picture on page 12 an ask them some question :+ What are the girls and boy doing in the picture ?+ How do they feel ?+ What does the picture tell you ?- T ask Ss o work in pair to read the short poem on page 13 and answer the question : “What do you think of friend in the poem ?” - T calls on some Ss to answer the question . T may give some comments and her suggestion : The friend in the poem is very dedicated and thoughtful . He / she is willing to help his / her friend in

Pair work and whole class Suggested answers :+ One boy is playing the guitar , and the other girls and boys are singing .+ They sem very happy because I can see their smile .+ The picture tells me that friends can happily do many things together . / Friedship is a nice thing that brings hppiness to us .

Friendship

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any circumstances .Pre- teaching Vocabulary Note : T should only teach the words which do not appear in Task 1 .Lasting (adj) = lifelong (adj) : bÒn v÷ng , l©u dµi) To be concerned with : quan t©m tíi ai , c¸i g× Constant (adj):thêng xuyªn, kh«ng thay ®æiConstancy (n): sù kh«ng thay ®æiRumour (n): tin ®ånGossip (n): chuyÖn tÇm phµoTrust (n): sù tin tëngSorrow (n): sù ®au khæPursuit (n): sù theo ®uæi, ®am mª- If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding.

6’

WHILE YOU READSetting the sceneYou are going to read a passage about the qualities of a long lasting friendship. While you are reading, do the tasks in the textbook.

Task 1Instruction: Fill each blank with one of the words in the box.- T writes these words on the board:Acquaintance, incapable of, mutual, unselfish, give and take, friend, loyal to, suspicious- Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings (except for the word “friend” as this word is familiar with Ss)- Ss guess the meaning of the words based on the contexts in the

Whole class, individual work and pair work

*Keys:1.mutual 5. give and take2.incapable of 6. loyal to3.unselfish 7. suspicious4. acquaintance/friend

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5’

sentences- T checks that Ss understand the words correctly. T can check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words.- Next, T instructs Ss to use some strategies to do Task 1: - T asks Ss to work individually to do the task- T goes around to help Ss when necessary.- T asks Ss to exchange their answers with other Ss.- T asks Ss for their answers and tells them to explain their choices.- T gives the correct answers:

Task 2Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage.- T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to re-read the passage.- T might also want to give Ss somestrategies to find the main idea of

thepassage: -T calls on some Ss to give their

answersand asks other Ss to say whether

they agree or disagree.- T gives feedback and the correct

answer:Answer : B

Task 3Instruction: You are required to

Answer : B

* underline the key words. For instance, in question 1 Ss can underline what, first quality, friendship, ...* decide what information they need to find in the text *look for questions words like “why” which indicates Ss should read for specific thing like a reason.

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answer the six questions in the book.

- T asks Ss how to do this task. If they do not remember, T may instruct

them to use some strategies to do the task: + First, skim the six questions to understand them. As Ss do this they: + Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place. + Read the part carefully to find the answer . Ss can use their own words. + Continue with the rest of the questions.- T asks Ss to work individually to do the task, then discuss their answers with their peers.- T calls on some Ss to write their answers on the board and ask then to explain their choices.- T gives the correct answers:1. The first quality for true friendship is unselfishness. It tells us/me that a person who is concerned only with his/her own interests and feelings can’t be a true friend. (paragraph 2)2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. (line 2-3, paragraph 3)3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends must be loyal to each other, and they must know each other so well that there can

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can be no suspicions between them. (line 1-3, paragraph 4)4. Because if not people cannot feel sae when telling the other their secrets .(line 1-3 , paragraph 5 ) .5 . Because they cannot keep a secret , eithr of their own or of others’ . (line 3-4 , Paragraph 5 ) 6 . The last quality is sympathy . It tell us / me that to be a true friend one must sympathise with his / her friend one . Where there is no mutual sympathy between friends . there is no true friendsship . (last paragraph )

10’AFTER YOU READ

Instruction: You are required to work in pairs to discuss the question in the textbook.- T asks Ss to work in pairs to discuss the question in the book.- T goes around to help Ss when necessary.- When all pairs have finished, T asks every 2 pairs to share ideas.- T calls on some Ss to report their ideas to the class.- T gives feedback.

Pair work , group work, & whole class

2’

Consolidation and homework T summarizes the main points of the lesson.- T asks Ss to learn by heart all of the new words and do the extra exercise as homework.

Whole class



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Period : 5 UNIT 1 : FRIENDSHIP Lesson 2: Speaking

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I. Objectives By the end of the lesson, Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjectives.

II. MaterialsTextbook, handouts.

III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

IV. PorcedureTime

Steps Work arrangement

8’

WARM UPCompetition game - Word search- T divides the class into small groups of 3 – 4 Ss. Then T distributes the following puzzle handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.- A variant of this activity: T draws or prepares 2 big copies of the word search and hangs them on the board. T calls 2 pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible. The pair with the quickest and most correct answers will be the winner.The adjectives in the box below are hidden in the puzzle. Find them as quickly as possible.

Tall medium handsomeBeautiful honest sincereCaring understanding humorous

Group work

7

12’TASK 1

Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs.- Before letting Ss do the task, T asks them to read Useful language on page 16. T may ask If Ss know the meanings of the adjectives provided.

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H O N E S T S I G N S A DU I U H R N O I N U B O CM T N G G F T E R U E G AO U H D E A N H B T A E R R T A L L D M E D I U M IO O N G R A B H O L T N N U N D E R S T A N D I N GS H S I N C E R E S F M US M O U G E N E R O U S OR I M F A U D A A R L I D E E E U U N O U H R H M HI A M A S A U L R B L M AN E C U N T E N S E D M S

- T elicits or teaches some words:Forehead (n): (T points at his/her forehead) tr¸nCrooked (adj): an adjective you can use to describe one’s nose ( mòi kho»m)-T may ask Ss to provide some adjectives/expressions used to describe people’s appearance. She may also give Ss a handout of these adjectives and expressions.Describing people’s appearance

Height Tall, medium, shortBuild Slim, plump ( bô bÉm, ®Çy

®Æn), overweight/obese (bÐo ph×),Thin, muscular(v¹m vì), athletic, stocky(thÊp ch¾c nÞch), well-built(lùc lìng), of medium/average/normal build.

Hair Normal order of activities used to describe one’s hair: length, style and colour+ length: long, short, shoulder-length(ngang vai)+ style: straight, wavy, curly, crew-cut(®Çu cua)+ colour: black, grey, red, brownOthers: a fringe(m¸i), a bun (bói tãc), plait(s) (®u«i sam)( to wear one’s hair in a bun/a plait/plaits), receding(sãi, tãc hít ra sau), bald

Face Oval, round, large, square, skinny, chubby(phóng phÝnh), long, with high cheek-bones(gß m¸ cao)

Eye Small, big, black, brown, blueNose Straight, crooked, turned

up(hÕch), big, small, flat(tÑt)Chin Pointed chin(c»m nhän), double

chin(hai c»m), no chinLips Thin, full, narrow, heart shapedForehead Broad, highSkin White, pale, suntanned(r¸m

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n¾ng), oriental, dark, brown, coffee-coloured, black, a smooth complexion, pale complexion(da t¸i)/ dark complexion, clear skin, greasy skin(da nhên)

General Appearance

Beautiful, handsome, pretty, good-looking, plain(b×nh thêng)

Age She was in her late teens (18, 19 tuæi)/he was in his early twenties (21-23 tuæi)/she was about thirsty years old/his twelve-year-old son/a middle- aged woman/a man in his sixties(kho¶ng 60 tuæi)

- T asks Ss to work in pairs to describe the people in the picture, and then calls on some Ss to present their answers.- T gives feedback.Suggested answers:

1. The boy is about 16 years old. He may short-sighted because he’ a wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips, and a small chin. He’ quite good-looking.

2. The girl is about 14. She’ also wearing a pair of glasses. She has shoulder-length black hair, and she’ wearing a ribbon. She has an oval face with a straight nos, full lips and a pointed chin. She’ quite pretty.

3. The man is in his forties. He’ tall and well-built. He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips. He’ quite good-looking.

The woman is in her twenties. She’ quite tall and slim. She has long curly hair and an oval face with a broad forehead, big eyes, a straight nose, heart-shaped lips and a small

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chin. She’ very beautiful

10’

Task 2Instruction: You are going to discuss and number the personalities in order of importance in friendship and then report the results.- Before Ss do the task, T asks them to look at the list of adjectives provided in the book. T asks if Ss understand these adjectives or not.- T can elicit or explain some adjectives quickly:Caring(adj): kind and helpful and showing that you care about other people (chu ®¸o)Hospitable(adj): please to welcome guests; generous and friendly to visitors(hiÕu kh¸ch)Modest(adj): not talking much about your own abilities or possessions(khiªm tèn)Sincere(adj): saying only what you really think or feel (ch©n thµnh)Understanding(adj): showing sympathy for other people’ problems and being willing to forgive them when they do sth wrong(th«ng c¶m)-T divides the class into groups of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well.- T goes round to offer help when Ss discuss.- T calls on some Ss to report the results of their discussion. Ss’ answer may be: My group thinks that being caring is the most important in friendship because when friends care about

Whole class & group work

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13’

each other, they will know when to share happiness or difficulty with their friend ....- T elicits feedback from the class and gives final comments.

Task 3Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend . Act out the interview in pairs.- Before Ss perform the interview in pairs, T gets Ss have a look at their roles on page 16 and the suggestions on page 17.- T may elicit the questions they may ask, foe example: + his /her physical characteristics: What does he/she look like ? + his/her hobbies: What does he/she like doing in his/her free time ?/ What are his/her hobbies ? + his/her personalities: How is he/she ?/ Is he/she friendly ?...- T may also make clear the meanings of some adjectives:Quick-witted (adj): able to think quickly; intelligent (th«ng minh, nhanh trÝ)Good-natured (adj): kind, friendly and patient when dealing with people (tèt bông,®«n hËu)- Tasks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help.- T calls on some pairs to perform the interview.- T elicits feedback from the class and gives final comments.

Whole class & pair work

2’WRAPPING

- T summarises the main points of the lesson.- T asks Ss to do the extra exercise as homework.

Whole class

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Preparing of date: …………………………..Teaching of date Period in


11a411a5

PERIOD : 6 UNIT 1: FRIENDSHIP Lesson 3 : ListeningI. Objectives

By the end of the lesson, Ss will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening.

II. MaterialsTextbook, cassette tapes, handouts.

III. Anticipated problemsSs may not be familiar with the note-taking task, so T should provide them some tips to deal with the task.

IV. Procedure

Time Steps Work arrangement

7’ Warm upCompetition game - Crossword- The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson.- T divides the class into small groups of 3 – 4 Ss. Then distributes the following crossword handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.Answers: - Cross: - Down:

1. good-natured 1. generous

4. friendly 2. helpful5. quick-witted 3. modest

6. hospitable 7. studious8. patient9. honest

1 O O

Group work

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O O O O O O O O O O O O OO O O O O O O O O O O 2 OO O O O O O O O 3 O O O

O O O O OO O O O O

O O O O O O O O O O OO O

O O O O O O O O O O OO O O O 6 7O O O O O O O O O O O O OO O O O O O O O O O O O OO O O O O O O O O O O O OO O O 8 O O O OO O O O O O O O O O O O OO O O O O O O O O O O O OO O 9 O O O O O OCROSS DOWN1. kind, friendly and patient 1. giving or willing to give freelywhen dealing with people 2. willing to help SO4. showing kindness; making you feel 3. not talking much about your relaxed and as though you are among friends own abilities or possessions 5. able to think quickly; intelligent 7. spending a lot of time6. please to welcome guests ; generous and friendly Studying or readingto visitors8. able to wait for a long time or accept annoyingbehaviour or difficulties without becoming angry9. always telling the truth, and never stealing or cheating

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10’ Before you listenTalking about your best friend- T asks Ss to discuss the questions on page 17 in pairs. - T calls on some Ss to give their answers and comments on the answers.- T gets Ss to guess what they are going to listen about.Vocabulary pre-teaching- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually.- T elicits/teaches some of these words or/ and those taken from the listening passage: Apartment building: toµ nhµ cã nhiÒu c¨n hé Sence of humour: khiÕu hµi híc Give SO a ring: phone SO Go through a rough time: tr¶i qua thêi kú khã kh¨n

- T may get Ss to make sentences with the words and gives corrective feedback.

WHILE YOU LISTENTASK 1

Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are true or false. Put a tick in the appropriate box.- Before Ss listen and do the task, T instructs them to use some strategies: + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi... + Listen to the tape and pay attention to the key words + Decide whether the statements are true or false

Whole class

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10’

7’

based on what thay can hear.- T plays the tape once for Ss to do the task.- T ask for Ss’ answers and writes them on the board.- T plays the tape the second time for Ss to check their answers.- T asks Ss to work in groups of 4 to compare their answers.- T checks Ss’ answers by calling on some Ss and asks Ss to explain their answers. If many Ss cannot answer the questions, T plays the tape one or two more times and pause at the answers for them to catch.- T gives the correct answers: + Lan’s talk:

1. F (they used to live in the same building there)2. F(It is what people think)3. T4. F (Lan went to Do Son first and then called Ha, so

Ha rode on her motorbike to Do Son to meet Lan)5. T6. F (They have been best friends since Lan’s trip to

Do Son ) + Long’s talk:

1. F (they met in college)2. F (Minh was a guitarist)3. T4. T5. T

TASK2Instruction: You are going to listen to the tape again and fill the table in the book with notes.Before Ss listen to the tape again to do the task, T may ask them to try to fill the table with the things they remember from the previous times of listening.- T plays the tape again for Ss to compete their notes. T might also want to remind Ss that while listening they need to focus on the information indicated in the table and write the answers down in note forms, not full sentences.- After playing the tape, T gets Ss to work in pairs and check their answers.

Individual work,group work & whole class

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- T calls on some Ss to give the answers. T provides correct answers if necessary. If many Ss cannot complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch.Suggested answers:How and where did they meet

What do they like about their friends ?

Lan - They used to live in the same apartment building in Hanoi.- Lan went on a holiday in Do Son and Ha went there to help her.

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

Lon - They met in college.- Ming played the guitar, and Long was a singer.- They worked together

- Minh has a sense of humour.- Minh likes to go to plays and movies.- Minh is a good listener.- Minh is friendly and helpful.

Tapescript: ( in T’s book) Talk A. LanMy best friend is Ha. We ‘ve been friends for a long time. We used to live in Nguyen Cong Tru Residential Area in Hanoi. Her family moved to Hai Phong in 1985. It is said that Hai Phong people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two day trip to Do Son last year and I didn ’t know anybody there. I gave Ha a ring and she was so friendly, she said, ‘Oh, I’ll come to visit you.’ So she rode on her motorbike to Do Son and 20 minutes later she was there. She stayed with me for 2 days. She happened to know a lot of people there,so she introduced me around and we’ve been best friends ever since.Talk B. LongMy best friend is Minh. We met in college. And I was there singing ans Minh was a guitarist. So we worked together a lot. But we also became friends . Minh has a great sense of humour, he’s very, very funny, and that’s one of my favourite things about him. And over the

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years, we have been through good times and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time , he’s really a good friend, and he’s a very good listener, and he always helped me through.

8’ AFTER YOU LISTEN- T gets Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend.- T goes around to offer help and correct Ss’s mistakes.- T calls on some pairs to present their answers.-T elicits feedback from the class and gives final comments.


3’ Consolidation and homework- T summarises the main points of the lesson.- T asks Ss to learn by heart all new words and do the extra exercises as homework.

Whole class

Preparing of date:…………………………..

Teaching of date Period in date

class Total of sts

11a411a5

PERIOD : 7 UNIT 1: FRIENDSHIP lesson 4 : Writing

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

Write about a friend, real or irmaginary , using the words and expresions that they have learned in previous lessons II. Materials

Textbook , handout .III . Anticipated problems :

Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist them

IV . Procedure :Time

Steps Work arranngement

7’ Guessing game

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- T introduces the game : one student goes to the board and T give him / her a piece with the name of a student in the class . Other Ss to ask Yes / No questions to find out who the student is . Ss should ask about the appearance , personalities , or clothes ...- Ss may ask questions such as :+ Is the person a girl ?+ Is she tall ?+ Is she short - sighted ?+ Is she friendly ?- The game can continue until time is up

13’ PREPARING SS TO WRITE- T sets the scene : You are going to write about a friend , real or imaginary , using the provided guidelines . T gets Ss to read the task and the guidelines silently and work out what they are required to write about . In general , Ss’ writing should include three parts : (1) general information about their friend,(2) his / her physical charateristics and personalities, and(3) what Ss like about the friend .

Whole class

- T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend . In this case , Ss may us the simple past tense and past continuous in their writing . If needed , T may revise the uses of these tenses . T make clear that :+ While the past simple is used to talk about an event that happened and finished in the past , the past continuous is used to talk about an event that was happening at a specific past time . We often use the past continuous together whith the past simple . The past continuous indicates a longer ‘ background’ action or situation ; th simple past refers to a shorter action or situation that happened in the middle or interruppted it .- T may also elicit / revise the adjectives and expressions Ss can use to describe their friends appearance and personalities . - T get Ss prepare an outline for their writing and exchange it with their peer .

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- T goes around to offer help and gives corrective feedback .

15’ WRITING- T gets Ss to write about their friend in 15 minutes .- T goes around to observe and offer help .Sample writing : Probably my best friend is one of my classmates . Her name ic Mai . We have known each other sine we were 8 years old , and we have studied together since then . However , we became best friends when we were at grade 6 . At that time I was very bad at English , and it was her who helper me improve my English . Now Mai lives with their parents in Hai Ba Trung street .If I were to describe how she looks , I would say the very pretty . She has short black hair , brown almond- shaped eyes , a small nose and a small pointed chin . She is not very tall but not short either and she is quite slim . She doesn’t like to dress up so I usually see her wearing jeans and T - shirt or sweater . She has very nice presonality an a wonderful sense of humor , but she can also get a little depressed from time to time . I can always count on her to be honest and to give me the best advice .What I like about Mai is that she has the same hobbies whith me . We both enjoy music , playing the guitar and singing . We like going to the cinema but some times can’t agree on which movie to see . Wtatever we’re doing , it’s always fun to be with her . In addition , since I am better in math and science and she is better in English and languages , we can always help each other if me get confused about a difficult homework assignment . We are lucky that we complement each other so well and that we get along so well . I hope that our friendship will continue and be just as strong after we graduate from high school . We would like to study at the same university.

Individual work

8’ FEEDBACK ON SS’ WRITINGS Pair work

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- T as Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors .- T collects some writings for quick feedback - T writes Ss typical errors on the board and elicits self and peer correction . T provides correction only when Ss are not able to able to correct the errors .- Finally , T provides general comments on the writings

and whole class

2’ WRAPPING- T summarises the main points of the lesson.- For homework, T asks Ss to improve their writing, taking into consideration their friePPnds’ and T’s suggestions and correction and do the extra exercise.

Whole class

Preparing of date: ……………………...

Teaching of date Period in date

class Total of sts

11a411A5

Period : 8 uNIT 1: FRIENDSHIP lesson 5 : Language focus

I. ObjectivesBy the end of the lesson, Ss will be able to:

- Distinguish the sounds ? /dz/ and /tS/.- Pronounce the words and sentences containing these sounds correctly. -Use some structures containing infinitives with and without to appropriately.II. Materials

Textbook, handouts.III. Anticipated problems

Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.

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IV. ProcedureTime


12’ PRONUNCIATIONPronouncing the 2 sounds separately- T models the 2 sounds / dЗ / and / t∫ / for a few times and explains the differences in producing them. + The phonetic sound / dЗ / is a voiced palatal.Voiced = vocal cords vibrate while making this sound palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth. + The phonetic sound / t∫ / is an unvoiced fricative palatal. Unvoiced = vocal cords do not vibrate while making this sound. Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as you push air out of your mouth.- T palys the tape( or reads) once for SS to hear the words containing these 2 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).Pronouncing words containing the sounds- T reads the words in each column all at once.- T read the words once again, each time with a word in each column to help distinguish the differences between the sounds in the words.- T reads the words and asks Ss to repeat them.- T asks to practise pronouncing the words in pairs.- T goes around providing help.- T asks some Ss to pronounce the words and gives correction if necessary.

Whole class,individual work & pair work

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Practising sentences containing the target sounds- T reads the sentences and asks Ss underline the words with the sounds and write / dЗ / and / t∫ / under them.- T asks Ss providing the sentences in pairs.- T goes around to provide help.- T asks some Ss to read the sentences and gives feedback.

10’ GRAMMAR1. To- infinitivea. Presentation- T writes some sentences on the board and underline the to- infinitive: + I have letters to write. + Does he get anything to eat ? + There is plenty to do ?- T asks Ss to comment on the use of to-infinitives in these examples. T reviews the form and use of to-infinitives in the examples. T may give Ss the following handout.In the examples above the infinitives are used to replace relative clauses.1. The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them. + I have letters to write. = I have letters that I must write. + Does he get anything to eat ? = Does he get anything that he can eat ?Similarly with to-infinitives + preposition:Someome to talk to cushions to sit on a table to write on a tool to open it with a case to keep my records in2. Use of passive to-infinitive + There is plenty to do =

a. plenty of things we can do

Whole class, individual work & pair work

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b. plenty of work we must doIn the there + be + noun/pronoun + to-infinitive construction, when there is an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done. But the active to-infinitive is more usual.- T continues writing some other sentences on the board: + I’m sorry to trouble you. + It is easy to please that customer. + The pie is too hot to eat.- T asks some Ss to comment on the examples. T might explain to Ss that we can put to-infinitive after adjectives. The form is: adj + to-infinitive; adj + too/enough + to-infinitive (too before an adj means excessively; enough after an adj means to the necessary degree).- T asks some Ss to give some similar examples.b) PractiseExercise 1- T asks Ss to do Exercise 1 individually and then compare their answers with another student.- T calls on some Ss to read out their answers.- T gives correct answers:1. Who wants something to eat? 2. I have some letters to write.3. I am/was delighted to hear the news.4. My mother has some shopping to do.5. You always have too much to talk about.6. It is lovely to see you again.7. It’s/was too cold to go out.8. I’m happy to know that you have passed the exams2. Infinitive without to (bare infinitive)a) Presentation

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- T calls on some Ss to give out some verbs that are followed by bare infinitives.- T may make clear that: + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel,hear,watch,see,notice,observe,perceive,smell ... .The bare infinitive generally refers to the complete action. + We use the bare infinitive after let and make: Let SO do STH = allow SO to do STH; make SO do STH = force SO to do STH.b) PracticeExercise 2- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given.- T asks them to compare answers with another pair.- T calls on some Ss to go to the board to write their answers.- T asks other Ss to feedback and give correct answers:1. The police watched them get out of thr car.2. They let him write a letter to his wife.3. I heard them talk in the next room.4. The customs officer made him open the briefcase.5. The boy saw the cat jump through the window.6. Do you think the company will make him pay some extra money.7. I felt the animal move toward to me.8. Do you think her parents will let her go on a picnic.Production: Story telling- T prepares a handout with 6 pictures in the right order. T asks Ss to work in groups of 5 to tell the story about the

25

crow in the pictures. T gets across to Ss that they shouls use as many sentences with to-infinitives and bare-infinitives as possible. The group which produces the most logical story with the most appropriate sentences using to-infinitives and bare-infinitives will be the winner.- T calls on some groups to tell their story and elicits feedback from the class.- T gives final comments and provides correction if necessary.Suggested story

A wise crowA crow hadn’t had anything to drink for a long time. One day she saw a pitcher. There was a little water in the pitcher, but it was too low for her to reach. What was she to do ? She tried to break the pitcher with her beak, and then to overturn it on the ground, but it was too hard and heavy to do. Then she thought of a plan. She picked up a number of little stones and dropped them one by one into the pitcher. In this way the water was soon raised high enough for her to easily reach.

3’ WRAPPING

- T summarises the main points of the lesson.- For homework, Ss review the points that have been coverd in the lesson and do the extra exercise.

Whole class

Preparing of date: ………………..Teaching of date Period

in dateclass Total of sts

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Period : 9 UNIT 2 : PERSONAL EXPERIENCE lessn 1: reading

I. Objectives

26

By the end of the lesson, Ss will be able to:- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.- Use the information they have read to discuss the story.


III. Anticipated problemsSs may need help with the discussion task, so T should be ready

to help them.IV. ProcedureTime


5’ WARM UPVocabulary crossword puzzle- T divides the class into small groups 0f 3 – 4 Ss. Then T distributes the following crossword puzzle handouts for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.Crossword

1. My dad works in a factory where he produces cars and tractors. He’s and ...

2. An ........ is something that protects you from rain or sun.

3. He saved 5 people in the fire. He’s such a......person.

4. We have a big ...........for our cars and a lovely garden at home.

5. This is a beautiful song. I like both the music and the ....... .

6. Tran Hung Dao is a national....... . He saved the Vietnamese people from Chinese invaders.

7. He wom several chess championships at a young age. Actually, he was the the country’s youngest ........ .

8. In her glorious singing career Celine Dion has earned various music awards. She is the most ...........Canadian singer.

9. Only a little boy saw the car hit and run.

Group work and whole class

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He was the only .....of the accident.10. Washington DC is the ............city

of the United States.11. My flat is quite ..... : it’s located

right in Hoan Kiem District, the city centre.

12. My mother always ..........me to go ahead and realise my dreams.

Answer: e n g i n e e r

u m b r e l l ab r a v e

g a r a g el y r i c sh e r oc h a m p i o n

s u c c e s s f u lw i t n e s s

c a p i t a lc e n t r a l

e n c o u r a g e s- T explians the word “embarrassing” and introduces the topic: An embarrassing situation

5’ BEFORE YOU READ- T gets Ss to work in pairs and try to make sense of the pictures on page 22. Then T gets them to put the pictures in the order that they think is most appropriate.- T calls on some pairs to present their ideas but should not correct them. If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts.E.g: What can you see in picture A ? What do you think might be relationship between the girl and the man ? Why ? What do you see on the table ? Whose money do you think it is ?

Pair work and whole class

5’ WHILE YOU READ Pair work

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8’

5’

Set the scene: You are going to read a story in which a girl’s telling about her most embarrassing situation. Then you do the tasks that follow.

TASK 1- T gets Ss to read the passage silently and then do Task 1. T may write the given words and phrases on the board (i.e. making a fuss, sneaky, glanced, embarrassing, idols) and asks Ss to go back to the passage to locate and read around these words so that they can guess their meanings. For example. The words “idol” found in line 3 may refer to “someone you admire and adore”. Ss can understand this meaning thanks to the words “pop star” and the idea that the girl wants to look like this person.- T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese .- Then T asks Ss to go back to the task and study the given sentences . Ss need to guess which part of speech they might deal with in each case . For example , for sentence 1 they might need to supply a verb in past tense or for sentence 2 they might need to supply a verb in present continuous, etc .- Now Ss use both their knowledge of the word in the box and their guess – work with the given sentences to match them correctly .- T chck the anwers with the whole class .Answers :1 . glanced 2 . marking a fuss 3 . embarrassing 4 . idols 5 . sneaky

Task 2 :- T gets Ss to read the text silently again and then with a peer work out the sequence of the picture given on page 22 again, this time based on the information in the text.- T calls on a student to give and explain

Individual work & whole class

29

his/her answer.- T gives corrective feedbackAnswer: 1. Picture d 2. Picture b 3. Picture f 4. Picutre e 5. Picture a 6. Picture c

TASK 3- T ckecks if student can answer the comprehension questions in Task 3 without having to read the passage again. If Ss cannot, T gets them to read the questions carefully and gives them some tips to do the task.: + First, Ss should skim the five questions to understand them. As Ss do this they: * underline the key words to decide what information they nedd to find in the text * look for questions words like “why” which indicates Ss should read for specific thingmlike a reason. + Then they should go back to the passage and locate the key words in the passage. + Them they should read around the key words carefully to find the answer.- T gets Ss to check their answers with a peer.- T calls on some Ss to write their answers on the board and ask them to explain their choices.- T gives the correct answers:Answer:

1. A floppy cotton hat (lines 2-3, paragraph 1)

2. To buy a floppy cotton hat (lines 1-2, paragraph 2)

3. A wad of dollar notes that look exactly like those her father had given her. (lines 2-3, paragraph 3)

4. She thought that was her own money and the boy had stolen it from her. She wanted to take it back without making a fuss. )lines 3-6, paragraph 3)

5. She bought the hat of her dream. (line 1, paragraph 4)

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10’ AFTER YOU READ- T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions.- T teaches some structures that can be used for giving suggestions. E.g. “perhaps she could”, “she might want to ...” and some adjectives that express feelings, e.g. “embarrassed”,“ashamed”,“confused”,“sad”, “unhappy”, “uncomfortable”, “uneasy”, etc.-T goes around to check and offer help.-T calls on the groups to tell and explain their choice.-T gives corrective feedback.Suggested answers:

1. She might feel embarrassed and guilty/ashamed because that was not her money.

2. Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station, tell the police the truth and ask them for help/ May be the girl could get on the same bus the next day and look for the boy to return him the money, etc.

Group work & whole class

2’ WRAPPING UP-T summarises the main points of the lesson.-For homework, T asks Ss to learn by heart the new vocabulary and make sentences with them.



11a411A5

PERIOD : 10 UNIT 2 : PERSONAL EXPERIENCE Lesson 2: Speaking

I. Objectives

31

By the end of the lesson, Ss will be able to:- Identify structure that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with ‘Make’.-Use these structures to talk about a past experience and how it affects their life.II. Materials

Textbook, handouts.III. Anticipated problemsSs may have problem using present perfect and past simple when talking about the past.

IV. ProcedureTime


10’ -Have you ever - Game This is game for student to practise making “Have you ever ...” questions , and responding to them . To prepare for it , at home T cuts out and shuffles the given “Tell th Truth ” or “Tell a lie” cards . - T first divides the class into groups of 3-4 . Then T places the cards in one pile at the centre of the table .- T models “Have you ever ” + past participle for Ss as well as ways to respond to “Have you ever ” questions.E . g Have you ever sung in public ?Yes , I have or No , I haven’t .If the answer is “Yes ” , no might ask a follow-up questions , using the past simple , e.g . When was it ? Where did you sing ? etc .- Now T introduces the game : Within their group the first student starts and asks anyone else in his / her groudp a “Have you ever questions .” . The student who is asked the questions should draw a card from the pile of “Tell a Lie ” card and answer according to the card . The rest of the student are allowed to ask 3 more follow- up questions to try and determine if the person

32

10’

10’

answering is telling the truth or lying . After 3 questions are up , the student answering will show his / her card for the group to see if it’s a “Tell the truth ” or “tell a lie ” card . The groud continues to play until everyone is asked .Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie

TASK 1T introduces the task and gets Ss to do it individually , then copare the answers with a peer .- T calls on a student to read out his / her answers .- T checks with the class and gives corrective feedback .- T intriduces or elicits the structures “Make some body do something ” or “ Make somebody + Adjective ”. - T writes the structures on the board and elicits their meaning and uses - T gets Ss to make sentences with the strutures or ald more options to Column B .Note : T should make it clear to Ss that when a verb is used as a subject , it should take the form of either an infinnitive with “to ” or – ing gerund .E. g “to speak English to a native speaker makes you more interested in learning English ” or “Speaking English to a native speaker makes you more interested in learning English ” Answers :

1. d 2.c 3. a 4. d 5. e TASK 2

- T introduces the task : Ss are going to work individuallyon the sequence of the conversation and then find a peer to compare theur answers with .- T call on a student to read out his / her

Individual work , pair work & whole class

33

answers .- T checks with the class and gives corrective feedback .- T draws Ss’ attention to the questions asked in the conversation and help them to review the use of present perfect and past simple when talking about a past experience and its present effeccts .Present perfect : used with “ever ” to ask about a past experience. E.g: “Have you ever been to Egypt ?”.Past simple: used when one keeps asking about that experience. E.g: When did you go there ? Who did you go with ? Did you enjoy your visit to Egypt ? etc.- T gets Ss to ask him/her questions using present perfect with “ever” and past simple.-T checks that Ss asks correct questions and gives corrective feedback.-Then T gets Ss to read the sample conversation in closed and open pairs.Answers: 3. h 4. a 5. e 6. g 7. c 8. f

12’ TASK 3- T introduces the task: Ss are going to ask and answer questions about their past experiences, using the suggested questions on page 26.- T gets Ss to work in pairs to have a conversation. In the meantime, T goes around to check and offer help.- T calls on some pairs to perform their conversations in front of the class.- T elicits feedback from the class and gives final comments.

Pair work & whole class

3’ WRAPPING- T summarises the main points of the lesson.- For homework, Ss write a paragraph about a past event that has had an influence on him/her.

Whole class



34

11a411A5

PERIOD : 11 UNIT 2 : PERSONAL EXPERIENCE LESSON 3 : Listening

I. ObjectivesBy the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and taking notes while listening.


III. Anticipated problemsSs may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.

IV. ProcedureTime


5’ WARM UPA matching game(To teach vocabulary related to fires and lead Ss to the topic )- T divides the class into small groups of 3 - 4 students . Then T distributes the following handouts for Ss to do the matching task in their own groups . Which group finishes first and has all the correct answers will be the winner .- T might want to get Ss to translate the given words into Vietnamese to check Ss’ understanding of the words Match the words in Column A with their definitions in Column B Column A Column B 1 . Fire fighter a. A metal stairway

outside to help people get out of a buiding on fire

2 . Fire alarm b. A pipe that draws water for putting out a fire .

3 . Fire door c. A person who fights fires

4 . Fire escape d. What comes out of a


35

fires 5. Fire hydrant E . A fine – resistant

door that can be closed to stop the speard of the fire

6. Fire extinguisher f. A large truck that carries firefighters and equipment to the site of a fire

7. Smoke g. A tube that contains special chemicals for putting out a fire

8 . Fire truck h. A bell that tells you a fire has started

Answer :1 . c 2 . h 3 . e 4. a 5. b 6. g 7 .c 8. f

10’ BEFORE YOU LISTEN- T gets Ss to work in pairs to describe the picture on page 27 of the textbook.- T calls on some Ss to describe the picture. If Ss have difficulty doing this task, T may want to elicit answers from the whole class by asking questions like “What can you see in the picture ?” “What is happening ?”, “Who are these people ?” etc. T gives comments on their answers.- T gets Ss to guess what they are going to listen about.Pre-teaching vocabulary Memorable (a): ®¸ng nhí Terrified (a): sî h·i Scream (v): gµo thÐt Replace (v): thay thÕ Gas stove (n): bÕp ga Embrace (v): «m Escape (v): trèn tho¸t Protect (v): b¶o vÖ- Before teaching these words, T helps Ss to pronounce them correctly. T may want to play the tape or model first and then ask Ss to repeat after the tape or after him/her in chorus and individually.- T presents or elicits the meanings of these words

Pair work and whole work

36

from the class.- T gets Ss to make sentences with some important words, e.g: memorable, scream, protect etc ...- T gives corrective feedback.

10’ WHILE YOU LISTENTask 1

Instruction: You are going to listen to a girl telling about her most unforgetable experience. Listen and answer True or False questions. Put a tick in the appropriate box.- Before Ss listen and do the task, T gets them to read through the statements to understand them and underline key words. For example, the key words in the first statements are “Christina” and businesswoman”.- T checks with the whole class and asks them to guess what the unforgetable experience the girl is going to tell might be(a fire).- T plays the tape (or reads the tapescript) once for Ss to listen and do the rask.- Then T gets Ss to find a partner to check their answers with.-T checks the answers with thw whole class. If many Ss can not answer the questions, T palys the one or two more times and pauses at the answers for them to catch.Answers: 1. T 2. F (13 years old) 4. F(in the kitchen) 4. F (she was sleeping) 5. T

TASK 2Instruction: You are going to listen to the story again and fill the gap with the information you hear.- T checks if Ss can do the task without listening one more time. If they can’t , T plays the tape again. But before doing it, T asks Ss to study the text carefully for the missing information they need to fill and guess the answers. T might also want to remind Ss that while listening they need to focus on this information and write the answers down in note forms, not full sentences.- After playing the tape, T gets Ss to give the answers. T provides correct answers if necessary. If many Ss can’t complete the task , T might want to let

Individual work,pair work and whole class

37

Ss listen one more time and pause at the answers fir them to catch.Answers: 1. small 2. everything 3. family 4. replaced 5. took 6. appreciateTapescript: (In T’s book)Interviewer: This is Radio 3. Inour “Unforgetable Experiences” programmme tonight we talk to Christina, a successfulbusinesswoman. Hello Christina, welcome to our programme.Christina: Hello and thank you ! It’s nice being with you tonight.Interviewer: Christina, could you tell our audience about the most memorable experience in your life ?Christina: Well, my most unforgetable experience happened 13 years ago, when my house burned down.Interviewer: Really ? How did it happen ?Christina: The fire started in the kitchen where I forgot to turn off the gas stove.Interviewer: What were you doing at that time ?Christina: I was sleeping when I was suddenly woken up by terrible heat.I opened my eyes to find myself surrounded by wall of fire.Interviewer: That’s terrible. How did you escape ?Christina: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily, I got away without even a minor burn.Interviewer: Not many people are so lucky. Did the fire affect you in any way ?Christina: Oh, yes. Yes, very much, in fact. Although I lost many things in the fire, the experience helped me to grow up.Interviewer: What do you mean ?Christina: Well, before the fire I was selfish. I always complained to my mother about how small my room was, or how few clothes I had. Then the fire came and destroyed everything we owned. But I slowly began to realise that I didn’t really need my old things. I just needed my family. After all, you van get new clothes anytime, but a family can never be

38

replaced.7’ AFTER YOU LISTEN

- Before getting Ss to discuss, T teaches them some useful expressions of asking for and giving opinions. E.g:

Asking for opinions What do you think about ? What’s your opinion about ? What’s your feeling about ? What’s your point of view about ? How do you feel about ? Do you have any opinions about ?

Expressing opinions

Expressing agreements

Expressing disagreements

I think ...Personally,I believe...I feel...In my opinion, From my point of view...

I agreeI think so, tooThat’s true, and ....That’s right, and ....

Well, may be, but ...That might be true, but ...Well, my feeling is that ...Well,Idon’t think so. I think ...

- T gives examples and gets Ss to do some practice with these structures.- Now T divides the class into small groups of 3 or 4 and gets them to discuss the question in the textbook. T might want to appoint a group leader for eacg group. This person will monitor thr discussion, note down friend’s ideas and appoint a representative to present the outcome of their discussion to the class.- T goes around to check and offer help.- After checking that all the groups have finished, T calls on the representative of each group to report their peer’s ideas. T checks if other groups would have the same or different ideas.- T listens and takes note of their errors. T provides corrective feedback after that.


3’ WRAPPING- T summarises the main points of the lesson.- For homework, Ss write a summary of the story they listened in class.

Whole class

39



11a411A5

PERIOD : 12 UNIT 2: PERSONAL EXPERIENCE LESSON 4: Writing I. Objectives

By the end of the lesson, Ss will be able to write a personal letter telling about a past experience , using the structures and vocabulary that they have learned in previous lessons.


III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to help them.

V. Procedure

Time Teacher’activities Sts’ activities

5’ WARM UPA quiz about writing personal letters(To remind Ss of the rules of writing personal letters in English)- T asks Ss if they have ever written a personal letter in English and then announces the Quiz game and the rule. For example: “I’m going to divide the class into 2 big groups . Then I’m going to read out some questions about the rules of writing personal letters in English. You need to give your responses as quickly as possible. For each question, if your answer is quicker and correct, you get one point for your group. Then we will add up the points for each group. Which one has more points will be the winner”.- T divides the class into 2 big groups: A and B.- T reads out the questions and leads the game.The Quiz

1. How many parts does a personal letter normally

Whole class

40

have ?2. What are these parts ?3. What do we normally write in the Salutation ?4. What do we normally write in the Closing ?5. Where do we normally sign the letter ?

- T gets Ss to add up the points for each group and announces the winner.Answers:

1. 5 parts2. The Heading, the Salutation (Greeting), the Body,

the Closing and the Signature3. We normally write “Dear” or “Hello/Hi” etc. plus

the name of the person we are writing to and a comma at the end.

4. We normally write something like “Sincerely”, “yours”, “Love”,”Cheer”, “Best wishes”, “See you soon” etc. and after that we put a comma.

5. Our signature normally goes under the Closing.12’ PREPARING SS TO WRITE

- T sets the scene: You are going to write a friendly letter to a pen friend telling him/her about one of your most memorable past experiences.- T gets Ss to read the task silently and work out what they are required to write about.- T calls on a student to answer and elicits more ideas from the class. T might want to draw a network of ideas on the board for Ss to follow:

- T elicits the verb tenses that can be used for describing a past event (past simple, past perfect, past continuous).

Individual work, pair work & whole class

Most unforgettabl

e experience

What happene

d?Where it happene

d?

How it happene

d?How it

affectedyou ?

Who was involved?

When it happene

d?

41

If necessary, T reviews the uses of these tenses.E.g: + The past simple is used to talk about an event that happened and finished in the past. + The past continuous is used to talk about an event that was in progress around a specific past time . We often use the past continuous together with the past simple. The past continuous refers to a longer ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it. + The past perfect is used to talk about an event that had happened before another event that happened in the past.- T gives examples and checks that Ss understand the use of these tenses.- T gets Ss to plan their stories according to the questions on the board, then compare and check with a peer.E.g: A sample outline:What happened ? I nearly drownedWhen it happened ?

A year ago, my last summer vacation

Where it happened ?

A river near my grandparents’ house

How it happened ?

When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim.

Who was involved ?

Some of my friends were also swimming at that time, one tried to save me.

How it affected you ?

I learned that life is so important

- T goes around to check and offer help.- T collects some outlines and provides corrective feedback. T provides relevant vocabulary and structures if necessary.

17’ WRITING- Now T gets Ss to write their own letters in 10 minutes.- T then asks Ss to get in pairs, exchange their letters and correct each other.- T goes around to offer help.A sample letter:

Individual work & pair work

42

Hanoi 25 September 2007Dear Peter, How have you been doing ? Have you got any plan for the coming school break ? Perhaps I will go to see my grandparents in the countryside. I haven’t seen them since my last school holiday. Let me tell you about my last summer vacation at my grandparents’ . It was almost a year ago and was one of my most unforgettable experiences.My grandparents live in a small village , which is about 70 kilometres southeast of Hanoi. There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them.One day when I was swimming with some of my friends, I suddenly caught a cold. I felt so dizzy and was too weak to continue swimming, so I started to sink. I thought I was going to drown but I couldn’t call out for help because I was too tired and terrified. Luckily, one of my friends saw that and shouted for help . Immediately, another friend who swim the best among us swam towards me and tried to pull me up . Then other friends swam towards us to help him push me in . My life was finally saved.Now recalling the moment I thought I was going to die, I understand how precious life is. This event definitely taught me to appreciate my life. What about you ? Have you got any uforgettable holiday that you would like to share withme ?See you soon.Nam

8’ FEEDBACK ON SS- WRITING- T chooses one letter and reads it to the class.- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organising of ideas and language use (especially verb tenses).

Whole class

3’ WRAPPING- T summarises the main points of the lesson - For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson.

Whole class

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11a411A5

PERIOD : 13 UNIT 2: PERSONAL EXPERIENCE lesson 5: Language focus


- Distinguish the sounds / m /, / n / and / ŋ /.- Pronounce the words and sentences containing these sounds

correctly.- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.- Use these ver tenses to solve communicative tasks.


III. Anticipated problemsSs might have difficulty distinguishing and using different ver tenses correctly. Therefore, T should be ready to assist them.

IV. ProcedureTime Steps Work

arrangement7’

PRONUNCIATIONDistinguishing sounds- T models the 3 sounds / m / n / and / ŋ / for a few time and explains the differences in producing them (i.e. When producing / m /, Ss close their lips; when producing / n / Ss’ tongues touch the roof of their mouths; when producing / ŋ / their tongues touch their soft palates. For all 3 sounds, the air goes through the nose).- T plays the tape ( or reads) once for Ss to hear the words containing these 2 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually.


44

Practising sentences containing the target sounds- T asks Ss to work in pairs and take turn to read aloud the given sentences (p.29, Practise these sentences).- T goes around to listen and takes notes of the typical errors.- T calls on some Ss to read the sentences again and provides corrective feedback.

9’ GRAMMARExercise 1a) Presentation - If necessary, T receives the forms, meanings and uses of the present simple, present perfect, and present continuous.Present simple + Form: * bare root for I, you we they * verb + s/es for he, she, it + Meaning: present time + Use: * Use the Simple present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually doesn’t do.E.g: The train leaves every morning at 8 a.m The train doesn’t leave at 9 a.m When does the train usually leave ? * Speakers sometimes use the Simple present to express the idea that an action is happening or is not happening now. This can only be done with Non-Continuous Verbs and certain Mixed Verbs.E.g: He needs you right now. Do you have your passport with you ?Present continuous + Form: am/is/are + V-ing + Meaning: Present time + Use: * Use the Present Continuous with Normal Verbs tp express the idea that something is happening now, at this time. It can also be used to show that something is not happening now.E.g: Are you sleeping ?Present perfect + Form: have/has + Past Participle + Meaning: Present + Use:

Individual work,pair work & whole class

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* We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. So we can use the Present Perfect to describe our experience. It is like saying, “I have the experience of ...” We can also use this tense to say that we have never had a certain experience. The Present Perfect is NOT used to describe a specific event.E.g: I have seen that movie 20 times. I think I have met him once before. * With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now. “For 5 minutes” , “For 2 weeks” , and “since Tuesday” are all durations which can be used with the Present Perfect.E.g: I have had a cold for 2 weeks. Mary has loved chocolate since she was a little girl .Note: * You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc.- T emphasises that we can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more interesting.- If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.b) Practice- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.Answer: 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

9’ Exercise 2a) Presentation- If necessary, T reviews the forms, meanings, and uses of the past simple and past continuous.Past simple + Form: V + ed or irregular verbs


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+ Meaning: Past time + Use:

* Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

E.g: I saw a horror film last night He didn’t wash his car. * We use the Simple Past to list a series of completed actions in the past. These actons happen to the following order: 1 st, 2nd, 3rd 4th, and so on .E.g: He arrived from the airport at 8:00, checked into the hotel at 9:00 , and met the others at 10:00 .9. The Simple Past can be used with a duration which starts and stops in the past. Duration is a longer action often indicated by expressions such as : for two years , for five minutes, all day, all year, etc .E.g: I live in Brazil for years 10. The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as “used to ”. To make it clear that we are talking about a habit, we often add expressions such as: always , often, usually, never, when I was a chid, when I was youger etc.E.g : They never went to school . They always skipped their classes 11 . The Simple Past can also be used to describe past facts or generalizations which are no longer true . As in USE 4 above , this use of the Simple Past is quite similar to the expression “used to ” E .g : She was shy as a child , but now she is very outgoing Past continuous :+ Form : Was / were + V-ing + Meaning : Past time + Use :* Use the past Continuous to indicate that a longer actoin in the past was interrupted . The interrupted is a shorter action in the Simple Past or a specific time . Remember this can be a real interruption or just an interruption in time .E. g : I was watching TV when she called .Last at 6 PM , I was eating dinner * When you usethe Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening

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in the same time. The actions are parallel.E.g: I was studying while he was making dinner.* In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.E.g: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.- If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.b) Practice- T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.- T checks the answers with the whole class and provides corrective feedback.Answer:1. broke/ was playing 2. wrote/was 3. was working/broke4. started/were walking 5. told/were having 6. didn’t listen/was thinking7. phoned/didn’t answer 8. didn’t wear/didn’t notice/was driving

8’ Exercise 3a) Presentation- If necessary, T reviews the form, meaning and use of the past perfect and compares it with other past tenses+ Form: Had + Past Participle+ Meaning: Past time+ Use: * The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple. It can also show that something happened before a specific time in the past.E.g: I had never seen such a beautiful beach before I went to Hanoi. * With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past.E.g: We had had that car for 10 years before it broke down.- If T sees that Ss have already mastered the form, meaning, and

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uses of this verb tense, T can skip the presentation stage to save time, and go straight to the practice stage.b) Practice- T gets Ss to do Exercise 3 individually and then find a partner to check their answers with.- T checks the answers with the whole class and provides corrective feedback.Answer: 1. had eaten/arrived 2. found/had taken 3. got/ had closed 4. got/had left5. got/had arrived 6. paid/had phoned 7. went/said/hadn’t arrived 8. had looked/asked/cost

10’ Communicative practice for all 6 verb tenses covered in the lesson (production stage)- T divides the class into small groups of 4. Then T introduces the task “A Celebrity interview”: “Now you are going to work in groups of 4. Two of you will act as a celebrity and his/her manager. The other 2 will act as reporters for a local paper. Discuss among yourself which celebrity you would like to act and interview. The celebrity and the manager then will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the worksheet. The reporters will work out the interview questions that they want to ask about the celebrity, They can use the questions in the worksheet as guidelines. After 5 minutes you are going to do the interview in your own group”.- T distributes the worksheets to Ss. Then T guides how to interview questions ans answer them and reminds Ss to use the correct verb tenses.- T gets Ss to work in groups, then goes around and offers help.- After checking that Ss have finished, T calls on a group to perform their interview again in front of the class and elicits feedback from the class.- T gives final comments and provides correction if necessary.Worksheet for the celebrityName:Job:Born: when ? where ?Childhood and schoolingFirst debut:Greatest achievements:Present projects:

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Worksheet for the reporters:Born: when ? where ?Childhood and schooling:First debut:Greatest achievements:Present projects:

Model questions:Where were you born ? When were you born ?Where did you grow up ? What school did you go to ?When did you first play in a movie ? What was your first role ?/What was your first album ? What have been your greatest achievements so far ?What project are you working on now ?Etc.

2’ WRAPPING- T summarises the main points of the lesson.- For homework, Ss review the uses of different verb tenses that have been covered in the lesson.

Whole class

Preparing of date: ………………..Teaching of date Period in


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Period : 14 UNIT 3: A PARTY Lesson1: READING I. Objectives

By the end of the lesson, Ss will be able to:- Develop such reading-micro skills scanning for specific ideas, and identifying and correcting false statements.- Use the information they have read to discuss celebrations in their culture.


III. Anticipated problemsSs may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning task.

IV. Procedure

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Time Steps Work arrangement7’ WARM UP

A matching game(To teach vocabulary related to celebrations and festivals)- T divides the class into small groups of 3-4 Ss. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finished it first and has all the correct answers will be the winner.- T might want to get Ss to tell if there are similar celebrations and events in Vietnamese culture to check Ss’ understanding of the new words.- T might also give some details about these celebrations.Matching the celebrations with the correct imagines below:

Christmas Easter Graduation Halloween ThanksgivingMoher’s day Wedding Valentine’s day Birthday

Answer: Celebrations ImaginesChristmas EHalloween AWedding DEaster CThanksgiving IValentine’s day HGraduation FMother’s day GBirthday B

About the celebrations:- T celebrate Christmas day Western families often buy Christmas trees, which are often real or plastic pine trees and decorate them with ornaments and gift boxes.- On Halloween night children often dress in costumes and go door-to-door to collect sweets and fruits. Houses are decorated with lights or candles.- Picture d shows a wedding horseshoe. It is the symbol of good fortune and ability to have many children. So on weddind days many weatern brides carry a replica of a


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horseshoe for good luck.- Picture c shows Easter eggs. It’s a custom to eat eggs on this day because eggs are symbol of life. Today people often eat chocolate eggs instead of real eggs.- Thanksgiving is the celebration that exists only in America.On this day people pray to God and eat roasted turkey.- On Valentine’s day people often send cards and buy chocolates for the ones they love.- Mother’s day is the celebration that honors mothers. On this daypeople often send cards and gifts to their mothers to show how they love and appreciate their mothers.

8’ BEFORE YOU READ- T gets Ss to work in pairs and try to make sense of the pictures on page 32. Then T gets them to answer the questions on this page.- T calls on some Ss to answer the questions. T should ask Ss to give reasons for their answers.- T checks with the class and asks Ss to guess what they are going to read about.Suggested answers:1. The police in the first picture might belong to a family. The young woman and the young man might be the parents and the 3 kids might be their children.The people in the second picture might belong a family, too. The old lady and the old man who are standing might be the parents. The woman and the man who are sitting in front might be their son and daughter in law. The boy and the girl might be their grandchildren.2. The people in the first picture are celebrating a birthday(the little girl is blowing out the candles). And the people in the second picture are celebrating a wedding anniversary(the words on the wall read “50th anniversary).Pre-teaching vocabularyMark(v): Milestone(n): an important event or stage in one’s lifeLasting(a): continuing a long timeGolden(a): made of goldGolden anniversary/jubilee: celebration of the 50th

wedding anniversarySilver anniversary/jubilee: celebration of the 25th wedding anniversary


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7’

Diamond anniversary/jubilee: celebration of the 60th

wedding anniversary- Before teaching these words, T helps Ss to pronounce them correctly. T may want to model first and then ask Ss to repeat after him/her.- T presents or elicits the meanings of these words from the class.- T gets Ss to make sentences with these words.- T gives corrective feedback .

WHILE YOU READSet the scene : You are going to read about how American people celebrate birthdays and wedding anniversaries . Then you do the tasks that follow .

TASK 1- T gets Ss to read the passage silently and then do Task 1 .T may want to give them some tips to do the task .+ First , Ss should skim the seven statemments to understand them . As Ss do this they underline the key words to decide what information they need to find in the text For erxample , the key word is “song ” for the first statement and cake for second one .+ Then they should go back to the passage and locate the key words in the passge .+ Then they should read around the key words carefully to find the answer .- T get Ss to check their answers with a peer .- T calls on some Ss to write their answers on the board and ask them to explain their choices.- T checks the answers with the whole class.Answers:

Birthday Wedding1. people sing a song

V

2. People eat cake

V

3. people receive cards and gifts from friends and relatives

V

4. people joke about their ages

V

5. people

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remember their wedding days6. people go out to dinner

V

7. people blow out candles, one for each year

V V

TASK2- T checks if Ss can identify and correct the wrong information in TASK2 after their first reading of the passage. If they can’t, T gets Ss to read through all the 7 questionsin TASK2and identify the key words in each question. For example, in question 1, these might be “Lisa’s family and friends”, and “8th birthday”. In question 2, these might be “make cakes and ice-creams” and “birthday” etc.- Now T instructs Ss to go back to the passage and locate these words. Ss should read around these words carefully to find the answers to the questions.- Then T gets Ss to check their answers with a friend.- T calls on some Ss to present and explain their answers.- T gives feedback and correct answers.Answer:

1. eighth >sevenths (line 1, paragraph 1, part A)2. makes > ears (line 2, para 3,part A)3. foods > presents (line 3, para 3, part A)4. anniversaries > ages (line 4, para 4, part A)5. months > years(line 2, para 1, part B)6. 5th > 50th (line 2, para 3, part B)7. silver > golden(line 5, para 3, part B)

10’ AFTER YOU READ- T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions- T teaches structures that can be usedfor giving comparison and contrast. E.g: “In the US, people .....but in Vietnam, people....”, “Americans....while Vietnamese...”, “Americans .... .in contrast, Vietnamese ...”, etc.- T goes around to check and offer help.- T calls on the groups to tell and explain their choices.- T gives corrective feedback.


3’ WRAPPING UP- T summarises the main points of the lesson.

Whole class

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- For homework, T asks Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding anniversaries, based on the text they read in class.



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period : 15 UNIT 3: A PARTY Speaking I. Objectives

By the end of the lesson, Ss will be able to:- Use appropriate language to talk about parties and negotiate how to plan

them.- Use appropriate language to invite people to come to parties.

II. MaterialsTextbook

III. Anticipated problemsSs may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so.


arrangement7’ WARM UP

Talking about a party- T asks the class if they like parties and why to lead Ss to the topic. Then T asks if they have ever been to a party. If Ss say Yes, T asks follow-up questions like “Whose party was it ?” , “On what occasion?” , “Where was it?” , “Was it fun ?” etc. T helps Ss to answer the questions by providing them appropriate vocabulary and expressions (if no Ss have ever been to a party, T might want to get Ss to ask him/her about a party he/she has been to )- Then T sets the scene: “Supposed you have been to a party and now you want to tell your friends about it.What do you want to tell them?”- T elicits Ss’ ideas and writes on the board:Who ? Who gave the party ?What ? What exactly was it about ? A family gathering ? A

social party? Etc.Where ? Where did it take place ? was it a nice place ?

Whole class

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When ? When did it take place ? What time did it start and end ?

Why ? On what occasion was the party held ? Why was it held ? For whom ? etc.

How ? How was it organised ? How did it go ? What activities did you do there ? Did you have a good time ? How were the people like ? What about music ?What about foods and drinks ? etc.

- T teaches necessary language for talking about parties. E.g: A birthday/housewarming partyA family/social gatheringA potluck dinner (dinner to which people bring foods to be shared)To party/ to throw/give a party/to celebrate one’s birthday/ wedding anniversary/graduationTo enjoy yourselfTo have funTo pick up one’s heels (to have a really good time)To bring your own (B.Y.O) (to bring your own drinks)To bring a plate (to bring food to share with others)Snake, pizza, soft drinks, chips, cookies/munchies, finger food- T gives examples when presenting these words / phrases.- T gets Ss to make sentences with these words /phrases.- T introduces the topic: talking about parties.

7’ TASK 1- T introduces the task and goes over the questions with the class. T explains new words if necessary.- T gets Ss to do the task individually. Ss need to choose the details they want to talk about and plan their stories. T encourages Ss to take notes while doing so.- T goes around the class to check and offer help

7’

TASK 2- T puts Ss in pairs and gets them to tell each other about the parties they have been to , based on the outlines they have made for Task 1.- In the meantime, T goes around to check and offer help.- T calls on some pairs to perform their conversations in front of the class.- T elicits feedback from the class and gives final comments.

Individual work

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12’ TASK 3- T introduces the task and asks if Ss have ever planned a party with someone else. T elicits things they consider when planning a party. T may want to ask Ss to look at Task 3 for the answers and while pooling their ideas, T write them on the boar

- T elicits or teaches necessary vocabulary items like those in the above boxes- T elicits or teaches useful expressions for negotiating, i.e. asking for and giving opinions, expressing agreements and disagreements, suggesting and stating preferences.

Group work &whole class

Planning a party

Decorations

(colored light

bulbs, flower?)

Entertainment

?(dance/music/

games)

Budget ?(how much to spend /to

contribute?)

Food & drinks?

(cook our own or

order?/vegetarian foods)

When?(date & time

Dressing codes(formal/

informal/ Costunes ?

Who to invite?(family,

relatives,friends,classmate

s,teacher ?)

Where?(home /restaurant ?

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E.g:Asking for opinions Giving opinionsWhat do you think about... ?What’s your opinion about... ?How do you feel about...?Do you have any opinions about..?

I think maybe...I feel...In my opinion, ...I’m considering...(cooking our own foods)I’m thinking about...(ordering some pizzas)

Expressing agreements Expressing disagreementsI agreeI think so,tooThat’s true, and ...That’s right, and...

Well, maybe, but...That might be true, but ...Well, my feeling is that...Well, I don’t think so. I think ...

Suggesting Stating preferencesMaybe we could...Perhaps we can...Let’s ...Why don’t we ...?How about ...?What about... ?Should we ...?Would it be a good idea if ...?

Perhaps I would prefer...I’d rather ...Maybe ...(pizzas) could be a better choiceI would go for ...(ordering food)

- T gives examples and gets Ss to do some practice with these expressions.- Now T divides the class into small groups of 3 or 4 and gets them to do TASK , which is planning a party in the best way they can for a party competition. In groups, Ss will negotiate in order to come up with a plan for their parties.- T goes around to check and offer help. While doing so, I liestens and takes note of their errors. T provides corrective feedback when necessary.

10’ TASK 4- After checking that all the groups have finished Task 3, T introduces Task 4: Ss informing of their coming parties and inviting people to come.- T elicits the verb tenses and structures Ss might want to use when informing the class about their coming parties (i.e. future


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with “going to”, “plan to do something”, “intend to do something”, “expect to do something”). T gives examples and gets Ss to do some practice with the structure. E.g:We’re planning to have a famous students’ music band play in our partyWe’re expecting 200 people to come and have fun with us. Etc.- I elicits or teaches expressions for inviting and persuading. E.g: Would you like to come ...?We would love to have you ...We welcome your presence...Please do come ...It’s our pleasure to invite you ...You don’t know what you’ll miss out on if you don’t come. Etc.- T gets Ss to do some practice with these structures.- Then T calls on the representative of each group to report about the parties that they have planned. T gets other groups to take notes while listening to their peers and after all groups have finished, T gets the class to decide which parties would be most attractive and they would most love to come to.- While Ss are speaking, T listens and takes note of their errors. T provides corrective feedback after that.

2’ WRAPPING UP- T summarises the main points of the lesson.- For homework, Ss write a paragraph about a party they have been to.

Whole class



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PERIOD : 16 UNIT 3 : A PARTY lesson 3 : Listening

I. ObjectivesBy the end of the lesson, Ss will be able to develop such listening micro-skills as intensive listening for specific information.


III. Anticipated problemsSs may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV. Procedure

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7’ WARM UP- T divides the class into groups of 10 and introduces the game: The groups should generate as many words related to birthdays and birthday parties as possible in 5 minutes.- T divides the board into as many sections as the number of groups is. When time is up, T calls on the presentative of each group to come to the board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game.Suggestion words: Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti, decorations, gift/present, icing, flowers, fun, party, song, etc.


7’ BEFORE YOU LISTEN- T gets Ss to cover their books and shows them the pictures in the book, then asks them to guess what they are going to listen about. T gives feedback and gets them to open their books.- T gets Ss to work in pairs to answer the questions on page 36.- T calls on some Ss to answer the questions and explain their reasons.- T checks with the class.Pre-teaching vocabularyIcing(n): sweet, creamy spread for covering cakesClap(v/n): vç tay- T helps Ss to pronounce the words on page 36 correctly. T may want to play the tape or model first and then ask Ss to repeat after the tape or after him/ her in chorus and individually.- T presents or elicits the meanings of these words from the class.


10’ WHILE YOU LISTENTASK1

Instruction: you are going to listen to a girl telling about a birthday party that she has been to. Listen and answer True or False questions. Put a tick in the appropriate box.- Before Ss listen and do the task, T gets them to read


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through the statements to understand them and underline key words. For example, the key words in the first statement are “at home” and “evening”.- T checks with the whole class and aaks them to guess what the party might have been like (there was a birthday cake, the party lasted some hours, etc.)- T plays the tape(or reads the tapescript) once for Ss to listen and do the task.- Then T gets Ss to find a partner to check their answers with.- T checks the answers with the whole class. If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch.Answers:

1. F(the party began at about 3 in the afternoon)2. F(over 20)3. F(at 4:30 they cut the cake)4. T(the party ended at about 6)5. F(other kids left, only one stayed to help)

TASK 2Instruction: You are going to listen the story again and answer comprehesion questions.- T checks if Ss can answer the questions in Task 2 without listening again. If they can’t, T plays the tape for them to listen again but before doing this, T shoud encourage Ss to read through all the questions, identify the information they need to look for in each question(by finding the key words and the question word, e.g “What/why/when/how...) and if possible, predict the answers.- Then T plays the tape again for Ss to listen and answer the questions. While Ss are listening, T should encourage them to note down the answers. T should remind Ss to write down only main points in note forms but not full sentences.- T gets Ss to check their answers with a partner. Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss can’t complete the task.Answer:

1. 162. Because it’s noisy and expensive

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3. Soft drink and biscuits4. At about 4:305. It was beautifully decorated with white and pink

icing and 16 colorful candles in the middle6. They clapped their hands eagerly and sang

“Happy birthday”7. At about 6

Tapescript: (in Teacher’s book)8’ AFTER YOU LISTEN

- T puts Ss in pairs and introduces the task: “Supposed that Mai is your common friend. Yesterday was her birthday but one of you couldn’t come. Now you ask the other person about Mai’s party”.- T distributes the following handouts for Ss to do the role play. T reminds them to use the correct verb tense. In the meantime, T goes around to check and offer help.- After checking that all Ss have finished, T calls on some pairs to perform the role play in front of the class. T elicits feedback from the class and gives final comments.CARD AAsk your friend about Mai’s birthday. Ask about:- Place where the party was held- When it began and ended- Who came- What you did thereAdd more questions if you like

CARD BTell your friend about Mai’s birthday party. Use the following information:- It was held at Mai’s place.- It lasted about 3 hours (3-6 p.m)- About 20 guests came.- Mai opened gifts, you played chess, then Mai cut cakeAdd more information as you like


3’ WRAPPING UP- T summarises the main points of the lesson.- For homework, Ss write a paragraph about their own birthday parties.

Whole class



11a4

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Period : 17 UNIT 3 : A PARTY lesson 4 : WRITING

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

- Define the format and structure of an informal letter of invitation - Write an informal letter of invitation

II. Materials :Textbook , handouts .

III. Anticipated problems Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T should be ready to help them .

IV Procedure Time Steps Work

arrangement7’ WARM – UP

Competition game - T prepares handouts of a jumbled letter in advance and divides the class into groups of 4 . Then T distributes the handouts and introduces the task : Ss are going to re- order the sentences into a letter of invitation - In their groups Ss discuss to complete tha task. The winner will be the group which has the quickest and correct answer.- After the game, T might want to get Ss to read the completed letter again and elicits the features of an informal invitation letter. T might want to tell Ss that an invitation letter normally includes:+ The event (what you invite your friends to): a wedding party, a birthday party, etc.+ The place: my parents’ place, my school, etc.+ The time and date: 2:30 p.m, May 20, 2007, etc.+ The invitation itself (Would you like to come ? How about ...? etc.)The jumbled letter

1. This is my address: 150 Au Co Road.2. It’s a beautiful house and it looks over the West Lake

and the Water Park.3. Dear Patricia,4. Guess what! I’ve just moved to a new house in Tay

Ho district.5. Would you like to come ?

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6. Please let me know your answer as soon as possible7. See you 8. MY parents are giving a housewarming party this

Saturday evening , around 6 : 30 p.m 9. Hoa 10. I think Chris and Kim are coming , too. 11.We’ll have “Pho ” and some special dishes .Answer : Dear Patricia ,Guess what ! I”ve moded to a new house in Tay Ho District . It’s a beautiful house and it looks over the West Lake and the Water Park . My parents are giving a house- warmung party this Saturday evening , around 6 : 30 p.m . We’ll have “Pho” and some other special dishes . Would you like to come ? I think Chris and Kim are coming , too . This is my adress : 150A Au Co Road . Please lest me know your answer soon as posssible . See you !Hoa

10’ PREPARING SS TO WRITETASK 1

- T sets the scene : you are going to write a friendly letter to invite your classmates to a party that you hold .- T gets Ss to work out the content of their letter by answering the questions in TASK 1 .- T call on some Ss to answer the questions and elicits more ideas from the class . T writes them on the board .E.g : Occasions for giving parties

Birthday , graduation , wedding , anniversary, moving to a new house , family gathering Christmas , New Year , etc

Dressing codes

Formal : dresses , high- heel shoes for women ; suits and ties for men .Informal : anything can do : jeans , T shirt , skirts , etc

Presents to give

Anything can do : books , CDs , flowers , scaves , ties , paperweights , pens bags , hats , etc . Sometimes people might want to bring wine as a gift

TASK 2- T gets SS to do the task individualy and then compare their answers with a peer .


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- T calls on Ss to give the answers and write them on the board .- T elicts comments from the class and gives correct answers .- T helps Ss to revise the format of a personal / informal letter by analyzing the letter that they have just completed for TASK 2 . T might aslo want to get Ss to analyze the letter further by asking questions about it orgaization and language .E.g: What is the purpose of the first sentence ? What about the second sentence ? What exactly did Duc write to express his invitation .etc.Answer : 1 at my house 2 to come 3 . refreshments 4 to cook 5 . winners 6 . by Monday

20’ WRITING- T gets Ss to reads TASK 2 and work out the questions . Ss should note dwon the answers in their notebooks . In the meantime , T goes aroud to check and offer help .- Now T gets Ss to write their letter in 10 minutes , based on the outlines they have produced .- T then asks Ss to get in pair , exchage their letter and correct each other - T goes around to offer help A sample letter :Ha Noi May 19 , 2007 Dear Ha ,AS the school year is coming to an end , I’m giving a farewell party for people to meet up before they go away for holiday . Would you like to come ? It will be at my place at 7 p.m this coming Sunday . I intend to invite about 10 people , so it will more easily . I will order some pizzas and and buy snacks and fruit. Howver, you might want to bring some drinks to be shared. There will be dancing and karaoke competition . So there will be a lot of fun.Please let me know if you are keen by Saturday. Just leave me a message on the phone if you can’t catch me at home.See you.Long


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5’ FEEDBACK ON SS’ WRITING- T chooses one letter and reads it to the class.- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.

Whole class

3’ WRAPPING UP- T summarises the main points of the lesson.- For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson.

Whole class



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PERIOD : 18 UNIT 3 : A PARTY LESSON 5: Language focus

I. ObjectivesBy the end of the lesson Ss will be able to:

- Distinguish the sounds / l / , / r / and / h /.-Pronounce the words and sentences containing these sounds correctly.- Distinguish the uses of infinitive and gerund in active and passive voices.- Use these structures to solve communicative tasks.II. Materials


Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T should be ready to assist them.


arrangement7’ PRONUNCIATION

Distinguishing sounds- T models the 3 sounds / l /, / r / and / h / for a few times and explains the differences in producing them (e.g: when producing / r / Ss curl the tongues more backward than when they produce / l /; whrn producing / h / they move their vocal folds from wide apart to close together). - T plays the tape (or read ) once for Ss to hear the words containing these 3 sounds. Then T plays the tape (or reads)

Individual , pair work & whole class

66

again and this time asks Ss to repeat after the tape(or T).- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss don’t pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually.Practising sentences containing the target sounds- T asks Ss to work in pairs and take turn to read aloud the given sentences(p.39, practise these sentences).- T goes around to listen and takes notes of the typical errors.- T calls on some Ss to read the sentences again and provides corrective feedback.

10’ GRAMMARExercise 1a.Presentation:- If necessary, T reviews the verbs that are followed by an infinitive, a gerund and both.E.g:+ Infinitive only + Gerund only + BothAgreeArrangeAskChooseDecideDemandDeserveexpect

AdmitAvoidDenyEnjoyKeepVerbs that are followed by prepositions

BeginStartContinueStopLoveLikeHateRememberForgetTry

FailHesitateHopeIntendLearnManageOfferPlanRefuseSeemWait

Note: T should point out which verbs have different meanings

Individual, pair work & whole classExercise 1E.g: stop, hate, love, regret, etc.

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when are used with an infinitive or a gerund.E.g: stop, hate, love, regret, etc.b. Practice:- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.Answer: 1. having 2. getting 3. to tell 4. practising 5. to see

8’ Exercise 2a. Presentation:- If necessary, T reviews the forms of passive infinitive and gerund and emphasises their uses.E.g:+ Form: * Passive infinitive: to be + Past Participle * Passive gerund: being + Past Participle+ Use: to emphasise the action / event rather than the agent.b.Practice– T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.Answer: 1. b 2. a 3. b 4. b 5. a

Exercise 2Answer: 1. b 2. a 3. b 4. b 5. a

7’ Exercise 3b. Practice:- T gets Ss to do Exercise 3 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.Answer: 1. d 2. c 3. b 4. b 5. c

Exercise 3Answer: 1. d 2. c 3. b 4. b 5. c

10’ COMMUNICATIVE PRACTICE( PRODUCTION STAGE)

- T divides the class into small groups of 4. Then T introduces the task “A Celebrity Interview”: “Now you are going to work in groups of 4. Two of you will act as a celebrity and his/her manager. The other two will act as reporters for a local paper. Discuss among yourselves which celebrity you would like to act and interview. The celebrity and the manager then will prepare some background information about the celebrity, based on the questions in the worksheet. The reporters will work out the interview questions that they want to ask about


68

the celebrity. They can use the questions in the worksheet as guidelines. After 5 minutes, you are going to do the interviewin your own groups”.- T distributes the worksheets to Ss. Then T guides how to ask interview questions and answer them and reminds Ss to use infinitive and gerund when completing the tasks.- T gets Ss to work in groups, then goes around and offers help.- T gives final comments and provides correction if necessary.Worksheet for the celebrityName:LikesDislikesFuture plan

Worksheet for the reportersLikesDislikesFuture plan

Model questions:What do you like/love doing ?What do you hate doing ?What do plan to do in the future ?What award do you hope to achieve in this year’s competition ?What do you think you need to do to achieve your objectives/ make your dream come true ?Etc.

3’ WRAPPING UP- T summarises the main points of the lesson.- For homework, Ss review the uses of different verb tenses that have been covered in the lesson.

Whole class

Preparing of date:Teaching of date Period


11a411a5

Period 19: Review

I. Objectives:

- After the lesson Ss will be able to review all the grammar from unit 1 to unit 3.II. Teaching methods:

69

- Communicative teaching approach.III. Preparation:

- Teaching plan

- Hand outs

IV. Teaching steps1. Class organization.p2. Previous lesson checking (7 min)- Checking up the previous lesson.3. Presentation.

Teacher’ s activities Students’ activities

1. Past simpleT reviews the use and the form of past simpleform: S + V(ed) S + didn’t + VUse: to talk about things that happened and finished in the past.Advs: last, yesterday, ago, in + year, from….to, …

2. Past continuousT reviews the use and the form of past continuousform: S + was/were + VingUse: to talk about things that was happening at a certain time in the past or at the time that another things happened (when, while are used)

3. Past perfectT reviews the use and the form of the past perfect.form: S+ had PIIUse: to talk about things that had happen before a certain time in the past or before the other action happened in the past.Conjunctions: When, After, Before, By, By the time…

4. Past perfect continuousT reviews the use and the form of past perfect continuous.

take notes and give example

eg: We had a nice holiday last year.

eg. When we saw him, he was playing football.He was watching TV between 7 and 8 pm.

eg. By the time we arrived, the train had left.After he had finished his homework, he went to bed.

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form: S + had been+ VingUse: to talk about things that had happened and were happening till a time in the pastEX.: Choose one word whose underlined part or stress is pronounced differently.0. A. guitarist

B. passenger

C. village

D. generous

1. A. Dangerous

B. passenger

C. village

D. figure

2. A. children

B. characteristic

C. changeable

D. which

3. A. loyalty

B. constancy

C. quality

D. unselfishness

4. A. appreciate

B. affect C. broaden

D. embrace

GRAMMAR AND VOCABULARY (2 marks) A. Choose the best answer by circling the letter A, B, C, or D.

5. They made him …………..there for the weekend.

A. to stay B. stay C. staying D. stays

6. He saw the thief ………………….. through the

window.

A. jump B. jumped C. jumping D. jumps

7. It is said that Hai Phong people are cold but she is

really friendly.

A. selfish B. unfriendly C. ill D. sick

8. When we’re going through a rough time, he’s

really a good friend.

A. pleased B. nice C. easy D. difficult

9. Friendship is a two-side ________; it lives by give-and-take.

eg. When we came to his house yesterday, he had been sleeping for 10 hours.

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A. affair B. event C. way D. aspect10. The children seem to be totally _________of working quietly by themselves.A. unable B.

impossible C. incapable D. not

able11. Suddenly, she recognized the _________of the situation that made her laugh.A. wonder

B. pleasure

C. understanding

D. humour

12. They let their children _________up late at weekends.A. staying B. stay C. to stay D. stayed

B. Choose a letter A, B, C, or D that must be changed to be correct.13. Speak English to a native English speaker makes you more interested in learning English. A B C D14. They allowed him write a letter to his wife. A B C D15. When they got to the station, the train left. A B C D16.Oh, we were having lunch when we were hearing that news. A B C D17. Travel to other part of the country makes you love your country more. A B C D18. They let him to write a letter to his wife. A B C D19. When they got to the party, everyone came home. A B C DConsolidation: (2min) T sums up the lessonHomework: (1min) Ss learn new words and do some exercises assigned by the teacher.

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PERIOD : 20 Test yourself A I.Objectives: By the end of the lesson , ps will be able to practise 4 skills ,grammar and phonetics by themself II. Language Focus: *Vocabulary: virtually, prominently, grinning, *Grammar: Infinitive and gerund, passive infinitive and gerund

*skill: 4 skillsIII. Method and Tecniques: - Communicative approach ,

- Gap-filling multiple choiceIII. teaching aids: text book, handout, poster., real objects

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IV. Procedures:I.Warm up: Sing a song “Happy birthday”(3ms)II.New lesson:

T’ACTIVITIES STS’ACTIVITIES

1-Listening (10ms)

*Listen and choose the best answer

complete the sentences:

(from 1 to 5 at page 42)

-T checks and gives the feed back

2. Reading: (11ms)

-T asks some questions

1. Who are they?

2. What are they doing?

3. Whose is the party?

-T asks Ss to read the text in silently

and answer the questions

Calls ss to present their answers.

Ss listen to T or the tape and choose A, B, C

or D to complete the sentences

The answers:

1. A. 25 years

2. D. Lived next door to each other

3. B. move to Scotland

4. D.1999

5. C. at Jame’s wedding

Answer

*Vocabulary:

- virtually (adv) :

- prominently (adv)

- ought (n)

ss work in pairs

*Answer the questions:

1.Because they had been childless ten years

after they got married

2. To take some photos of the happy family

3. The boy was dressed in a

smart ,brand ,new ought and look like a little

prince

4. Because he was only interested in the toys

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3. Pronunciation and grammar

(15ms)

a, Listen and put the tick ( ) in the

right column, paying attention to the

pronunciation of the underlined part of

the world

1. nine * mine

2. hour* house

3. matching* machine

4.yam* jam

b, Complete the sentences , using the

right form (base, full or passive) of the

infinitive in brackets

(from 1 to 6 at page. 45)

-T checks and gives the feedback

4.Writing (9ms)

Asks Ss to write about their birthday

party (or one of their friends’)

- After they have finished T picks up

some Ss’ writing and find common

mistakes then asks Ss to correct

5.Home work (2ms)

Do all the exercises in the book in the

text book again

prepare unit 4

(he had received)

5.He felt it was a delightful and look forward

to the next day to have the film developed

-Ss work in individually and do the exercises

-Ss work in groups and do the exercise

the party

-Ss work in individually the compare the

answers with a partner

Answers:

1 to see 2.to be

3.to phone 4.pay

5.to be met 6.To be appointed

Write about their birthday party by answering

these questions

+ Whose birthday party was it?

+Where and when was it held?

+What did you do there?

+How did you enjoy it?

75

Chñ ®Ò Sè c©u

Kỹ năng và kiến thức ngôn ngữ Tæn

gKü n¨ngnghe

Kü n¨ng®äc

Kü n¨ngViÕt

KiÕn thøcNg«n ng÷

TNKQ

TL TNKQ

TL TNKQ

TL TNKQ

TL

Unit 1: Sè c©u§iÓm

4 2 5 111

11 3


4 1 6 11 2

0,5

1,5 3,5


1 4 5 10 0,5

2 1 3,5

Tæng sè c©u

4 16 32

Tæng sè ®iÓm

2

2 3,5 10

Matrix ( Ma trËn ktr 15’ ) :

76

SỞ GIÁO DỤC VÀ ĐÀO TẠO BẮC KẠN

TRƯỜNG THPT NGÂN SƠNTEST 15 - no 1ENGLISH 11

Time allowance: 15 minutes;

Name:.................................................................. Class: 11A….

Question 1: A. village B. change C. manager D. grade Question 2: A. folk B. talk C. holiday D. calfQuestion 3: A. honor B. vihicle C. honey D. honestQuestion 4: Teenagers often have their own ________ who they admire and imitate in different ways. A. acquaintances B. experiences C. idols D. friendsQuestion 5: There is something sneaky as he just __________ at me and turned away. A. talked B. showed C. glanced D. wavedQuestion 6: Sally………… to a football match yesterday.

A. goes B. is going C. went D. goQuestion 7: I ……………… some shopping yesterday when I saw your friend.

A. did B. was going C. do D. am goingQuestion 8: Pasteur ……..in the 19th century.

A. has lived B. lived C. was living D. had livedQuestion 9: I saw him ……….. out a minute ago.

A. go B. goes C. to go D. wentQuestion 10: They let him ………… a letter to his parents.

A. written B. wrote C. to write D. writeQuestion 11: Don’t tell Nam about that because I don’t want him …………….

A. know B. knowing C. to know D. knowsQuestion 12: She always ………….. up at 9.00.

A. gets B. got C. to get D. getQuestion 13: Her remark was followed by an ……… silence.

A. embarrassing B. embarrassment C. embarrass D. embarrassedQuestion 14: It’s lovely ………………see you again.

A. to B. in C. at D. offQuestion 15: David ………… Japanese food before he went to Japan in 2009.

A. eats B. eat C. ate D. had eatenQuestion 16: I’m happy hearing that you have made much progress in your study.

77

A B C DQuestion 17: I often listen music when I have free time.

A B C D

Question 18: Minh saw them to arrive home late. A B C D

Question 19: I’m sure he is incapable in running a mile in four minutes. A B C D

Question 20: When he comes, we were having dinner. A B C D

78



11a411A5

Period : 21 test 45’I.Object To check students’knowledge from Unit 1 to Unit 3.II. II. Teaching aids

handouts. III. Anticipated problems

T can explain the asks of exercises for sts . IV. Procedure

Matrix ( Ma trËn ) :

Chñ ®Ò Sè c©u


gKü n¨ngnghe

Kü n¨ng®äc

Kü n¨ngViÕt


TNKQ

TL TNKQ

TL TNKQ

TL TNKQ

TL


4 2 5 111

11 3

Unit 2: Sè c©u

4 1 6 11 0 1,5 3,5

79

§iÓm 2 ,5Unit 3: Sè

c©u§iÓm

1 4 5 10 0,5

2 1 3,5

Tæng sè c©u

4 8 4 16 32

Tæng sè ®iÓm

1 2

2 3,5 10

Híng dÉn chÊm : I. Pronunciation : 4 ý x 0.25 / 1 ý = 1 point. II. Vocabulary & Grammar : 16 ý x 0.25 / 1 ý = 4 points. III. Reading : 4 ý x 0.5 / 1 ý = 2 points . IV. Writing : 4 ý x 0.5 / 1 ý = 2 point. V.Listening : 4 ý x 0.25 / 1 ý = 1 point.

NGAN SON HIGHT SCHOOL English TEST - No 1 CLASS : 11A.... Time : 45’ NAME : ……………………………… I.Pronunciation :(1 points ) Chän tõ cã phÇn g¹ch ch©n in ®Ëm ®îc ph¸t ©m kh¸c víi c¸c tõ cßn l¹i. 1. A. children B. church C. chemist D.cheese 2. A. Picture B. Country C. Culture D. Nature 3. A. long B. wrong C. song D. change 4. A. native B. autumn C.know D. money II. Chän đ¸p ¸n ®óng nhất ®Ó hoµn thµnh c©u (4 points ) 1. His father was working during the day. A.Before B.after C.in D.on 2.Parents rarely let their children……….out after 9 p.m. A. going. B.went C. goes D.go 3. The child is so…..that she never lets others touch heer toys. A. kind B. sneaky C. selfish D. helpful 4. Mary was seem………...some fruit at the market. A. buy B.buying C.bought D.to buy 5. My mother ………... this TV last year. A. buy B. bought C. be bought D. was bought 6.She is busy ……….for her wedding. A. shop B. shoping C. to shop D. shopped 7. Twenty years after being built,the house requires …………... A. decoration B. repair C. furniture D. celebrate

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8.They have gone out for drinking …………2 hours. A.for B.since C.in D.with 9.When I .......her on the street yesterday, she …………a red skirt. A. was seeing/wore B.saw/wore C.saw/was wearing D.saw/ wearing 10. She enjoys ………….computer games. A. plays B. to plays C. playing D. played 11.I am looking forward to………….from you soon. A.hearing B. hear C heard D be heard 12. We usually …………..English on Monday and Friday. A.learn B. have learnt C learnt D had learnt 13. The police made me………...my bag. A. opening B.to open C.opens D.open 14.My father ………….in this factory 2 years ago. A. work B.works C. worked D. working 15.Perhaps you should …………up earlier in the morning. A.get B.to get C.geting D.got 16.When I arrived at his house, he ………..a phone call. A.is taking B. have taken C. has taken D. was taking III.Writing ( 2 points ) :ViÕt lai c¸c c©u sau sö dông t gîi ý maf nghÜa kh«ng ®æi. 1. It is ten years since I last met David. => I Haven’t………………...…….………………..…..………………….….….. 2.First He locked the door, then he went out. => Before he went out, he………..…………………..……….………………..…. 3. She bought a new car .She wants to make a chip to Canada. => She bought a new car to…………….………….……………………………… 4.The weather was so cold that we couldn’t swim. => The weather wasn’t enough warm………………..……………………………. IV.Listening (1 point): Nghe vµ ®iÒn tõ cßn thiÕu vµo ®o¹n v¨n sau.(p13) When I was a (1) a…………….,I had a summer (2)……….in an expensive restaurant in Glasgow. (3)…………day we were expecting (4)…………… memerbers of a football team for lunch. V.Reading ( 2 points ) §äc ®o¹n v¨n sau vµ tr¶ lêi c¸c c©u hái sau:A man stopped at a flower shop t order some flowlers to be wired to hisMother who lived two hundred miles away. As he got out of his car,henoticed a young girl sitting on the curb cobbing. He asked her what waswrong and she replied,”I want to buy a red rose for my mother but I onlyhave seventy- five cents,and a rose costs two dollars.”the man smiled andSaid , “come in with me.I’ll buy you a rose”.he bought the little girl her rose and ordered his own mother’s flowers.

81

As they were leaving ,he offered the girl a ride home. She said, “Yes,please! You can take me to my mother.”She directed him to a cemetery,where she placed the rose on a freshly dug grave.the man returned to the flower shop, canceled the wire order, picked up a bouquet and drove the two hundred miles to his mother’shouse.

1. How did the man order the flowers ? A.By wire b.By letter C. By e-mail D. By telephone. 2.Why was the girl crying ? A.She missed her mother B. She didn’t have enough money to buy a roseC. She lost her money D.She wanted to change another rose3.How was the girl’s mother ?A.She was living in the cemeteryB.She looked after the cemeteryC.She was deadD.She was visiting the cemetery4.Why did the man change his mind?A.Because the flower shop could not deliver the flowers on timeB.Because his mother’s home was near there.C.Because he was moved by the girl’s love for her motherD.Because the flower shop ran out of flowers.



11a411a5

Period 22CORRECTING AND PAYING 45- TEST

A-Objectives -Explaining and correcting tests-Help ss to master knowledge which they have leantB- Teaching aids: Chalks and board...C- Time: 45’

PROCEDUREI- Organization: -Greeting ?- Who is absent today?II- Paying the test Explain difficult questions§¸p ¸n: ICâu A B C D Câu A B C D

1 X 12 X

82

2 X 13 X3 X 14 X4 X 15 XII 16 X1 X V2 X 1 X3 X 2 X4 X 3 X5 X 4 X6 X IV7 X 1 Student8 X 2 Job9 X 3 one10 X 4 forty11 X

1. I haven’t met David for ten years. 2. Before he went out, he had locked the door. 3.She bought a new car to make a chip to Canada. 4.The weather wasn’t enough warm to swim. Preparing of date:……………………Teaching of date class in


11a411a5

Period 23 Review( «n tËp 1 )

A-Objectives: - Check up grammar , vocabulary, structures which Sts had learnt in unit 1,2,3B-Content :1-Knowledge : from unit 1 to unit 32-slills: develop doing exercises3- Attitude: ss do the test stricklyC- Teaching aids: test papersD-Teaching method: Sts do the test on the papersE- Procedure :


I- Ogganization:(2’)Who is absent today?III-New lesson

Answer:

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Teacher guides Ss to discuss in groups Exercise 1: Choose the most correct answer:1. He said that he ____ a lot of money on advertising to expand his business. A. spends B. has spent C. Spending D. had spent2. The train _____ when we got to the station.A. just left B. just leavesC. had just left D. will leave3. Tom told me he _____ call me at the airport when I ______. A. would/ arrived B. will/ arrive C. will have/ arriving D. would be/ arriving4. At this time tomorrow, we ____ our final exam.A. will have taking B. will be taking C. will be taken D. would take5. -____ before? – Yes, I ____ my holidays here last year.A. have you ever been / spent B. have you ever been / spendC. Did you ever be / spendingD. were you ever / spend6. _____ was working in the garden, John was repairing the washing machine. A. as soon as B. because of C.While D. until7. Peter said he _____ a test the following day. A. had had B. will have C. has had D. would have8. After she _____ at the hospital for 2 years, she_____ to give up the job yesterday.A. had been working/ decides B. had been working/ decidedC. working / had decidedD. is working/ will decide9. Tom _____ before we arrive there.A. has left B. had left C. will leave D. leaves10. In 1970, the Canadian scientist George Kelly ______ that warm water _____ more quickly than cold water.A. prove/froze B. proves / freezed C. proving / freezing D. proved/freezes

Answer:

1. D. had spent2. C. had just left 3. B. will/ arrive 4. B. will be taking 5. A. have you ever been / spent6. C.While

7. D. would have

8.B. had been working/ decided

9. B. had left 10. A. prove/froze11. C. had finished/12. D. leaving13. A. has already begun14. C. are going to build 15. D. am confused about16. C. had finished 17. B. had made 19. B. start/ ask 20.D.examining/had broken

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11. After we _____ our work, we ____ for lunch.A. having finish/ went B. have finished/ went C. had finished/went D. having finish/ going12. After _____ Tom was apprenticed to learn a trade.A. leave B. Leaves C. left D. leaving13. They were in a hurry because they thought that the class _____.A. has already begun B. have already begunC. was begun D. will begin14. - Why have they demolished that old building? - They ____ a new supermarket there.A. had built B. were building C. are going to build D. would be built15. When I’m learning English, sometimes I ____ the accent.A. will be confused about B. was confused aboutC. had be confused about D. am confused about16. After he _____ his English course, he went to England to continue his study.A. will finish B. has finished C. had finished D. will have finished17. They ____ a lot of preparation before the match started.A. has made B. had made C. will be made D. are making18. I____ in the US for one year, but I still find it difficult to communicate with the American.

A. am B. wasD. had been

19.American women may ____ conversations with men or even ___ them to dance.A. to start/ to ask B. start/ ask C. starting / asking D. started/ asked20. After ______ the doctor found that he ____ his arm.A. to examine/ breaks B. to examine/ broke C. examining/ broken D. examining/had broken

VI- Consolidation and Homework (2’ ) 1. Learn by heart the all tenses

85

2. Learn by heart Irregular verbs.3. Prepare the next period.



11a411a5

Period 24 Review( «n tËp 2 )

A-Objectives: - Check up grammar , vocabulary, structures which Sts had learnt in unit 1,2,3B-Content :1-Knowledge : from unit 1 to unit 32-slills: develop doing exercises3- Attitude: ss do the test stricklyC- Teaching aids: test papersD-Teaching method: Sts do the test on the papersE- Procedure :


I- Ogganization:(2’)- Who is absent today?III-New lessonTeacher guides Ss to discuss in groups

Exercise : Find ONE mistake in each of the following sentences:1. (A)Last year, my son (B)was lost (C)among the crowd when we (D)have gone shopping.2. The problem (A)has turned out (B)to be more serious (C)than we (D)will have thought.3. (A)Almost 300 million people (B)had visited (C)America’s national parks (D)every year.4. They (A)have studied English(A) before they went (C)to London.

Answer:

Answer:

1.D2.B3.B4.A5.A6.A7.B8.C9.B10.D11.D12.B

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5. They (A)has got married (B)for 30 years (C)by the end of (D)this month.6. They (A)will help you (B)whenever you (C)will ask (D)them.7. (A)When Sam (B)will arrive, he will (C)open (D)the gift.8. My father (A)has ever told (B)me honestychân thât (C)was (D)the best policy.9. Did you say (A)that you (B)will have a lot of things (C)to do the (D)following week?10. (A)When we arrived (B)at (C)the station, the train (D)has already left.11. (A)Did your doctor (B)recommend you that you (C)will stop (D)smoking?12. (A) Up to now, there (B)had been (C)no woman (D)being chosen the US president.13. The neighbors (A)are having a party. They (B)are making so much noise (C)since 6 o’clock. I (D)can’t sleep.14. (A)Don’t (B)leave the house (C)until I (D)will get back.15. I (A)was walking along the pavement(B) when I (C)realized that there (D)has been a man following me. 16. Human (A)had struggled (B)against weeds (C)since the beginning (D)of agriculture.17. Mary (A)said (B)that she (C)do jogging (D)every morning.18. (A)At this time (B)next week, Peter (C)was working (D)in London.19. Never I (A)have seen (B)such a (C)good film (D)before.20. (A)Before the 1920s, (B)no women (C)will vote (D)in the US.21. Some students have always (A)complain that they (B)do not have (C)enough money (D)to spend.22. The teacher (A)got (B)angry with

13.B14.A15.D16.A17.C18.C19.A20.C21.A22.D

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him (C)because he sometimes (D)come to class late. VI-Consolidation and Homework(2’ ) 1. Learn by hear the new words.2. How many levels are there in Vietnam's educationa system? What are they.3. Prepare the next period.

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11a411a5

Period: 25 Unit 4 : VOLUNTEER WORK Period 1 : READING

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

- Develop such reading micro skills as scanning for specific ideas and skimming for general information .- Use the information they have read to discuss the topic .

II . Materials Text book

III . Anticipated problems Ss may need help with the discussion task , so T should be ready to help them

IV. Procedure


6’WARM UP

Competition game – Hangman- T divides the class into 2 big groups and draws each of them a gallows on the board.

Team A Team B- T explains to Ss that they are going to play a “Hangman” game. The rule is that T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word. If Ss choose a letter that appears on oe more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that isn’t in the secret word, them a piece of man being hanged will be added to the gallows and they will lose their turn to the other groups. Ss will get one point for each letter they can guess correctly. When the game is over, T will count how many points each group has collected and the group with more

Group work

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points will win the game.- T leads the game, and in this lesson, the secret word is “volunteer”. T draws the same number of dashes as the number of letters in this word. For this word, T’d need 9 dashes like this:

_ _ _ _ _ _ _ _ _- The activity will lead to the lesson naturally.

10’BEFORE YOU READ

Discussing the picture and saying- T asks the whole class to look at the picture on page 46 and asks them some questions:+ What is the old woman doing in the picture ?+ What does this mean by “Little Moments Big Magic”?+ What does the picture tell you ?Suggested answers:+ The old woman is teaching the boy to read+ The phrase means that your little contribution and help may lead to significant results/may greatly change a person’s life.+ The picture tells me that everyone, no matter what they are young or old, can do volunteer work.- T asks Ss to work in pairs to read the short poem/saying on page 46 and answer the question and discuss its meaning.- T calls on some Ss to present their opinion. T may give some comments and her suggestion: The saying means that if you help somebody by giving them some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching then necessary working skills.Pre-teaching vocabulary- T might elicit or teachthe meanings of the following words.Volunteer: Ss may have understood the meaning of the word in the previous activity, so T may introduce its related words quickly.+ to volunteer to do sth/volunteer for sth: t×nh nguyÖn, tù nguyÖn lµm g×+ volunteer(n): t×nh nguyÖn viªn+ voluntary(a): done willingly, not because you are forced(tù nguyÖn); doing a job without wanting to be paid for it(t×nh nguyÖn)+ voluntarily(adv)The aged = the old (ngêi giµ)Orphanage(n): a place where children without parents live ( tr¹i trÎ må c«i)To overcome: vît qua, kh¾c phôc


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E.g: She’s overcome the bad habit of talking loufly in public.To participate in = to take part in (tham gia)To suffer sth: chÞu ®ùng c¸i g×Remote = far away(xa x«i)- If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding.

5’

8’

WHILE YOU READSetting the sceneYou are going to read a passage about volunteer work. While you are reading, do the tasks in the textbook.

TASK 1Instruction: Fill each blank with one part of speech of the word “volunteer”. - T elicits different parts of speech of the word “volunteer” and write these words on the board: Volunteer(v/n), voluntary, voluntarily- Then T instructs Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 1 the word to fill in should be an adjective, in sentence 2 an adverb, in sentence 3 a noun, and in sentence 4 a verb. Ss should also pay attention to the word preceding the blank to fill in the right form of the word. For instance, in sentence 3 the word preceding the blank is ‘some’, so a plural noun should be filled in.- T asks Ss to work individually to do the task and exchange their answers with other Ss.- T asks Ss for their answers and gives the correct answersAnswers:

1. voluntary2. voluntarily3. volunteers4. volunteered

TASK 2Instruction: You are to read the passage and choose the best answer from A,B,C or D for each of the following sentences.- T asks Ss how to do this task. If they don’t remember, T may instruct them to use some strategies to do the task:+ First, skim the 5 sentences to understand them. As Ss do this they underline the key words. For instance, in sentence 1 Ss can underline volunteers, help, sick or old, homes ...+ Ss locate the information in each sentence in the text and read this part carefully.+ Next, Ss read the 4 choices given to choose the most suitable one.


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+ To complete sentence 5, Ssread the passage and try giving it a title. Then Ss search through the list of the titles provided in the task to find the most suitable one. Ss should make sure the title chosen covers the entire text and not just one idea within it.- T asks Ss to work individually to do the task, then discuss their answers with their peers.- T calls on somw Ss to give their answers and asks other Ss to say whether they agree or disagree.- T gives feedback and the correct answers:P1. A(line 1-2, para 2)2. D(line3-4, para 2)3. B(line 3-4, para 4)4. D(last para)5. B(A: too general; C and D do not cover the whole text)

TASK 3Instruction: You are required to answer the 3 questions in the book.- T asks Ss how to do this task. If they do not remember, T may instruct them to use some strategies to do the task:+ First, skim the 3 Qs to understand them. As Ss do this they: * underline the key words. For instance, in Q1 Ss can underline What, high school, college Ss, hospitals, orphanages, homes for the aged. * decide what information they need to find in the text * look for Qs words like “why” which indicates Ss should read for specific thing like a reason.+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place.+ Read the part carefully to find the answer. Ss can use their own words.+ Continue with the rest of the Qs.- T asks Ss to work individually to do the task, then discuss their answers with their peers.- T calls on some Ss to write their answers on the board and ask them to explain their choices.- T gives the correct answers:1. They read books to the people there, play games with them or listen to their problems. (line 7-10, para 1)2. They give care and comfort to them and help them to overcome their difficulties. (line 2-3,para 3)3. They volunteer to work in remote or mountainous areas. (line 5-6, para 3)

8’ Pair 92

AFTER YOU READInstruction: You are required to work in pairs to discuss the question in the textbook.- T asks Ss to work in pairs to discuss the question in the book.- T goes around to help Ss when necessary.- When all pairs have finished, T asks every 2 pairs to share ideas.- T calls on some Ss to report their ideas to the class.- T gives feedback.

work,group work & whole class

2’WRAPPING UP

- T summarises the main points of the lesson .- T asks Ss to learn by heart all of the new words and do the extra activity as homework.

Whole class



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PERIOD :26 UNIT 4: VOLUNTEER WORK lesson 2: SpeakingI. Objectives

By the end of the lesson,Ss will be able to talk about different kinds of activities related to volunteer work.

II. MaterialsTextbook, pictures, handouts.

III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV. Procedure


8’WARM UP

Competition game – Describing the pictures- T divides the class into small groups of 3-4 Ss and gives each group a set of pictures. Ss are required to describe the activity in each picture in one sentence only. Which group finishes first and has the most correct and meaningful sentences will be the winner.Suggested answers:

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7’

15’

1. The student is teaching the poor children.2. The Ss are taking part in directing the traffic.3. The medical Ss are examining the old people.4. The Ss are taking care of the disadvantaged children.5. The Ss are taking part in a Blood Donation activity.6. The Ss are collecting the rubbish.7. The Ss are helping the soldiers to build the road.8. The Ss are helping the examinees during the University

entrance exam period.TASK 1

Instruction: You are required to decide which of the following activities are volunteer works.- T asks Ss to work in pairs to decide which of the activities in the book are volunteer works. Ss should also explain why a certain activity is not volunteer work.- T calls some Ss to give their answers ands for comments from other Ss.- T elicits other volunteer activities from Ss.Suggested answers:1.The activities which are not volunteer work: taking part in an excursion and participating in an English speaking club. + Reason: You take part in these activities for yourself, not to help other people.2. Some other volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Vietnam to compete...

TASK 2Instruction : You are goimg to make conversations based on the given suggestions.- Before Ss do the task, T asks them to read the model conversation onpage 50. Then Ss read the list of volunteer activities and the exact things related to them.- T can elicit or explain some words quickly:War invalid:th¬ng binhMartyr: liÖt süIntersection : ®êng giao nhau- T gets across to Ss that one activity in the first column can go with several activities in the 2nd column. T may require Ss to match each activity on the left with corresponding activities on the right.Suggested answers:



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12’

Helping people in mountainous areas

- Teaching the children to read and write- Give them money

Help old and sick people - Cleaning up their houses- Doing their shopping - Cooking meals

Helping disadvantaged or handicapped children

- Teaching the children to read and write- Listening to their problems - Playing games with them.- Taking them to places on interest

Taking care of war invalids and the families of martyrs

- Listening to their problems- cleaning up their houses.- Doing their shopping- Cooking meals

Taking part in directing the traffic

- Directing vehicles ar the intersections- Helping old people and young children to cross the road

- T may design a handout for this activity to help Ss talk more naturally and to lead to the next task. Ss may choose one or more activities to talk about , and they change the role after one activity.

Student AYou want to take part in the volunteer work your friend is doing .Ask him/her all the information you want to know.You can use suggestions below:- kind of volunteer work- exact things to do- frequency of doing the work- length of time spent for the work- your friend’s feeling when doing the work.

Student BYou are participating in a volunteer work. Answer your friend’s questions about the work. You can use the information in TASK 2 to answer the questions.

- After Ss have finished T calls on some pairs to act out their

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conversation.- T elicits feedback from the class and gives final comments.

TASK 3Instruction: Now you work in groups to talk anout a kind of volunteer work your partner in the previous task do to help other people.- Before Ss do the task, T may ask Ss to read through the example in the book. T encourages Ss to use transition signals such as also, besides, moreover, etc. to make their talk more coherent.- Now Ss work in groups to talk about one activity their partner takes part in. They may say that: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people.- T goes around to observe and collect typical errors.- T calls on some Ss to talk about the activity they take part in- T elicits feedback from the class and gives final comments. After that, T writes the errors she has corrected on the board to elicit correction from Ss and offers correction if necessary.

3’WRAPPING UP

- T summarises the main points of the lesson- T asks Ss to do the EXTRA EXERCISE as homework

Whole class



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Period : 27 UNIT 4 : VOLUNTEER WORK lesson 3 : ListeningI. Objecitves

By the end of the lesson, Ss will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening.


III. Anticipated problemsSs may not be familiar with the note-taking task so T should provide them some tips to deal with tha task.

IV. Procedure

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5’WARM UP

Competition game- Slap the board- The aim of this activity is to help Ss revise the vocabulary items Ss learnt in previous lesson.- T puts the vocabulary items on the board in any order. For example, T may write the following words and phrases on the board: war invalid, martyr, intersection, the aged, orphanage, remote, suffer.- T calls on some Ss to form 2 teams, and one person from the team runs to the board, as a representative. T gives Vietnamese translation for one of the words gets the point. The representative changes, ready for the next word...- After 3 minutes, the team with more points will be the winner.

Group work

10’BEFORE YOU LISTEN

Discussing the questions- T asks Ss to read through the Qs and choices on page 51 and makes sure understand all them.- T asks Ss to discuss the Qs in pairs.- T calls on some Ss to report on their partner’s answers.

Vocabulary Pre-teaching- Before eliciting/Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually.- T elicits / teaches some of these words and those taken from the listening passage:Fund-raising activies: ho¹t ®émg g©y quüDonation(n): vËt/tiÒn quyªn gãpInformal school: trêng häc kh«ng chÝnh thèngOrganization for Education Development: tæ chøc ph¸t triÓn gi¸o dôcCo-operate(v): hîp t¸cDisadvantaged children: trÎ em thiÖt thßiCo-ordinate(v): phèi hîpSponsor(n): nhµ tµi trî- T may get Ss to make sentences with the words and give corrective feedback.- T sets the scene: Now you are going to listen to a passage


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about Spring School, a special school in Ho Chi Minh city.10’

9’

WHILE YOU LISTENInstruction: You are going to listen to the passage and fill in the missing information in each sentence.- Before Ss listen and do the task, T instructs Ss how to do this kind of exercise:+ Firstly, Ss have to read the sentences carefully. As they do this they should: * underline the key words. For example, the key words in sentence 1 are Spring School, Ho Chi Minh city. * try to work out what they are going to hear. * decide what they need to listen out for. For example, the word to fill in the blank in sentence 1 should be an adj, while in sentence 2 a number + noun/noun phrase may be needed.+ After that, Ss listen to the tape and take notes of the answers. Ss should make sure that their sentences are grammatically correct.- T plays the tape once for Ss to do the task.- T asks for Ss’ answers and writes them on the board.- T plays the tape the second time for Ss to check their answers.- T asks Ss to work in groups of 4 to compare their answers.- T checks Ss’ answers by calling on some Ss. If many Ss can’t complete the sentences, T plays the tape one or two more times and pauses at the answers for them to catch.- T gives the correct answers:6. informal 7. 30 street children 8. 250 children 9. 1988 10. Volunteers, June

TASK 2Instruction: You are going to listen to the tape again and answer the Qs;- Before Ss listen to the tape again to do the task, T may ask them to try to answer the Qs with the things they remember from the previous times of listening.- T plays the tape again for Ss to do the task. T might also want to remind Ss that while listening they need to focus on the key words in each question.- After playung the tape, T gets Ss to work in pairs and check their answers.- T calls on some Ss to give the answers and elicits feedback from others. If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch.Suggested answers:

Individual work, group work & whole class

Individual work, pair work & class work

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1. It provides classes to disadvantaged children in Ho Chi Minh city.

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

3. Because they need money to continue their English and Performance Arts classes.

4. They dance, sing and play music at one of the largest hotels in Ho Chi Minh city.

5. Because they need help to contact sponsors and expand the school activities.

Tapescript: (in T’s book)8’

AFTER YOU LISTEN- T gets Ss to work in groups to summarise the story about Spring School, using the suggestions. Each group member has to take notes of the discussion.- T calls on some Ss to present their summary.- T elicits feedback from the class and gives final comments.


3’ WRAPPING UP

- T summarises the main points of the lesson.- T asks Ss to learn by heart all new words and do the extra exercise as homework

Whole class



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Period: 28 UNIT 4: VOLUNTEER WORK lesson 4: WritingI. Objectives

By the end of the lesson, Ss will be able to write a thank-you letter to a donor to acknowledge the donors contribution.


III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist them.

IV. Procedure

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6’ WARM UPQuiz -A formal letter(To remind Ss of some rules of writing formal letters in English)- T prepares a handout with a quiz about writing formal letters in E. The quiz consists of several incomplete statements. Ss work in groups to complete these statements as quickly as possible. The group with the quickest and most correct answers will be the winner.Quiz

1. You write your address in ...................................of the letter.

2. The address of the receiver should be written on .................., starting below our address.

3. You can write ................on the right or the left on the line after the address you are writing to

4. When letter starts Dear Sir/Madam, you end it with ..................

5. When the letter starts Dear Dr Smith, you end it with ...............

6. It is not a good idea to use ..........................such as I’m or can’t

Answers: 1. the top left - hand corner 2. the left 3. the date 4. Yours sincerely 5. Yours sincerely 6. contractions

Group work

13’Preparing Ss to write- T asks Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs.- T calls on some Ss to give the answer. T gets across to Ss that: (1) the sample letter is written to thank a donor for donating money; (2) thank-you letters to donors serve 2 important perposes: they acknowledge the donor’s contribution and help cultivate a relationship, making it more likely for the individual/ organization to donate again, and they serve as proof of the donation for income tax purposes ( and are a must for donations over $250 )- T asks Ss to read the letter again and do Task 1 individually. When they finish, Ss exchange their answer with another student.- T checks Ss’ answers by asking some Ss to read their answers

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out loud.- T elicits corrective feedback from other Ss and gives the correct answers when necessary.Answers: * The opening of the letter: sentence 1 * The donated amount: sentence 1 * The way(s) the money is used: sentence 2 * The way the receipt is issued: sentence 3 * The gratitude to the donor: sentence 4 * The closing of the letter: Yours faithfully- T may introduce some other expressions that can be used in this kind of letter. For example:+ On behalf of ...., I’d like to thank you for your generous donation of $ ..... Your contribution makes it possible for us to ....... .+ Thank you very much for your generous donation of $ ..........in support of ........+ As a result of your gift, we will be able to continue the care for the new orphans we have taken in since the tragedy.+ I’d like to take this opportunity to thank you for your generosity in donating..........

16’Writing

- Before Ss write the letter, T asks them to read the instruction carefully.- T gets Ss to write the letter in 15 minutes.- T goes around to observe and offer helpA sample letter:

54 Hang Giay streetHoan Kiem DistrictHanoiThe Director River Travel9 Chuong Duong streetHoan Kiem DistrictHanoi 30 May 2007Dear Sir/ Madam.On behalf of New Future School, I’d like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us to build our school library. A good library can help the Ss very much in their studying. We will issue a receipt as soon as possible.Once again thank you very much for your kindness. We hope to

Individual work

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receive more assistance and cooperation from your company in the future.I look forward to hearing from you soon.Yours faithfully, Le thi ThanhPrincipal of New Future School

8’FEEDBACK ON SS’ WRITINGS

- T asks Ss to exchange their writing with another student for peer correction.- T goes around and collects mistakes and errors.- T collects some writings for quick feedback.- T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors.- Finally, T provides general comments on the letter.


2’WRAPPING UP

- T summarises the main points of the lesson.- For homework, T asks to improve their writing , taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise.

Whole class



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Period: 29 Unit 4 :VOLUNTEER WORK LESSON 5: Language focusI. Objectives

By the end of the lesson, Ss will be able to :- Distinguish the sounds / w / and /j /.- Pronounce the words and sentences containing these sounds correctly.- Use gerunds, present participles, perfect gerunds and perfect participles appropriately.


III. Anticipated problemsSs may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain.

IV. Procedure

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10’PRONUNCIATION

- T models the 2 sounds /w / and / j / for a few times and explains the differences in producing them.+ The phonetic sound / w / is a voiced labial-velar approximant. It is articulated with the back part of the tongue(the dorsum) raised toward the soft palate ( the velum) and the lips rounded.+ The phonetic sound / j / is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised against the hard palate.- T plays the tape(or reads) once for Ss to hear the words containing these 2 sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after tha tape(or T).Pronouncing words containing the sounds- T reads the words in each column all at once.- T reads the words once again, each time with a word in each column to help Ss to distinguishthe differences between the sounds in the words.- T reads the words and asks Ss to repeat them.- T asks Ss to practise pronouncing the words in pairs.- T goes around to provide help.- T asks some Ss to pronounce the words and gives correction if necessary.Practising sentences containing the target sounds- T reads the sentences and asks Ss to underline the words with the sounds and write / w / and / j / under them.- T asks Ss to practise the sentences in pairs .- T goes around to provide help.- T asks some Ss to read the sentences and gives feedback.


10’GRAMMAR

1. Gerunda. presentation:- If necessary T reviews the form and uses of gerunds. To save time T may give Ss the handout below:A gerund is a noun made from a verb by adding “-ing”. The gerund always has the same function as a noun (although it looks like a verb), so it can be used:a. as the subject of the sentence:


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* Reading helps you learn English.b. as the complement of the verb “to be”:* Her favorite hobby is reading.c. after prepositions. The gerund must be used when a verb comes after a preposition:* She is good at learning E* They are keen on windsurfing.This is also true of certain expressions ending in a preposition, e.g. in spite of , there’s no point in ... :* There’s no point in typing the assignment.* In spite of missing the train, we arrived on time.d. after a number of “phrasal verbs” which are composed os a verb + preposition /adverbExample:To look forward to, to give up, to be for/ against, to take to, to put off, to keep on:* I look forward to hearing from you soon. (at the end of a letter)* He kept on asking for a discount.e. in compound nounsExample:* a driving lesson, a swimming pool, bird-watching, train-spottingIt is clear that the meaning is that of a noun, not of a continuous verb.Example:* the pool isn’t swimming, it is pool for swimming in .f. after the expressionscan’t help, can’t stand, it’s no use, good, and the adjective worth:* I can’t stand being stuck in traffic jams.* It’s no use/good trying to persuade him* It might be worth changing the title of the book.

b.Practice

Exercise 1- T asks Ss to do Exercise 1 individually and then compare their answers with another student.- T calls on some Ss to read out their answers.- T elicits peer correction and gives correct answers if necessary.Answers:1. hearing 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. starting2. Present participle

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a. Presentation- If necessary T reviews the form and uses of present participles. To save time T may give Ss the following handout:The present participle of most verbs has the form V-ing and is used in the following ways:a) as part of the continuous form of a verbExample:* I am working .* She was dancing.b) after verbs of movement / position in the pattern: verb + present participleExample:* My mother used to go shopping everyday.* He came running towards me.This construction is particularly useful with the verb ‘to go’, such as go diving, go fishing, go swimming...c)After verbs of perception in the pattern : verb + O +present participleExample:* I heard someone playing the guitar.* I can smell something burning!Note: There is a difference in meaning when such a sentence contains a bare-infinitive rather than a participle. The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action.Compare:* I heard Mai playing the piano.(= she had started before I heard her, and probably went on afterwards)* I heard Mai play the piano. (= I heard her complete performance)d) as an adjectiveExample:* It was an interesting film.* It’s a bit worrying when the police stop you.e) with the verbs spend and waste, in the pattern: verb + time/money expression + present participleExample:* I spend 2 hours a day travelling to work.* Don’t waste time playing computer games !* They’ve spent $4,000 buying that watch.f) with the verbs catch and find, in the pattern: verb + O + present participle:With catch, the participle always refers to an action which causes annoyance or anger:

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* If I catch you stealing my apples again, I’ll tell your parents.This is not the case with find, which is unemotional:* We found our dog lying in the bedroom.* They found their mother sitting in the garden.g) to replace a sentence or part of a sentence:When 2 actions occur at the same time, and are done by the same person or thing, we can use a present participle to describe one of them:* He sang to himself. He walked down the road.Singing to himself, he walked down the road.When one action follows very quickly after another done by the same person or thing, we can express the first action with a present participle:* He put on his coat and left the house. Putting on his coat, he left the house.The present participle can be used instead of a phrase starting as, since, because, and it explains the cause or reason for an action:* Feeling tired, he went to bed early (= because he felt tired...)* Knowing that she likes roses, he gave her a bunch of red roses on her birthday.

b. PracticeExercise 2- T asks Ss to do exercise 2 in pairs.- T asks them to compare answers with another pair.- T calls on some Ss to go to the board to write their answers.- T asks other Ss to feedback and gives correct answers:1. burning/rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing

2’ WRAPPING

- T summarises the main points of the lesson .- For homework , Ss review the points that have been covered in the lesson and do the extra exercises

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Period: 30 Unit 4 :VOLUNTEER WORK LESSON 6: Language focusI. Objectives

By the end of the lesson, Ss will be able to :- Use gerunds, present participles, perfect gerunds and perfect participles

appropriately.II. Materials


Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain.


arrangement10’

GRAMMAR3. Perfect gerund and perfect participlea. Presentation- T teaches /reviews the form and uses of perfect gerund and perfect participle. T might give Ss the handout below:1. Perfect gerund:- Form: having + p2(having seen, having worked...)- Use: + The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action.Example:He was accused of deserting his ship = He was accused of having deserted his ship.However, the perfect gerund is used to emphasize completion in both the past and the future.Example:The retired teacher recalled having taught.2. Perfect participle:- Form: having + p2(having done, having read ...)


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- Use:+ The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject.Example:Switching off the lights, we went to bed = Having switched off the lights, we went to bed.+ The perfect participle emphasizes that the first action is complete before the second one starts.Example:She bought a bike and cycled home. – Having bought a bike, she cycled home.+ The perfect participle is, however, necessary when there is an interval of time between the 2 actions.Example:Having failed twice , he didn’t want to try again + It is also used when the frist action covered a period of time Example :He had been living trere for such a long time that the didn’t want to move to another town – Having lived there for such a long time , he didn’t want to move to another town

B. Practice :Execise 3 :- T asks Ss to do Execise 1 individually and then compare their answers with another student .- T calls on some Ss to read out their answers .- T elicits peer correction and gives correts anwers if necessary. Answers : 1 . having 4 . Having tied 2 . Having been 5 . Having read 3 . having been 6. having taken

2’ WRAPPING

- T summarises the main points of the lesson .- For homework , Ss review the points that have been covered in the lesson and do the extra exercises

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Preparing of date: ………………………..Teaching of date Class


11a111a4

Period : 26 UNIT 5 : ILLITERACY lesson 1: ReadingI. Objectives

By the end of the lesson, Ss will be able to :- Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context.- Use the information they have read to discuss illiteracy

issues.II. Materials

Textbook.III. Anticipated problems

Ss may need to be provided vocabulary related to illiteracy so that thay can complete various learning tasks.IV. Procedure


5’

WARM UP- T writes the word “ILLITERACY” on the board.- T divides the class into groups of 10 and introduces the game : The groups should generate as many words related to this word as possible in 5 minutes.- T divides the board into as many sections as the number of groups is. When time is up, T calls on the representative of each group to come to the board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game.Suggested words:


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Illiteracy rate, literacy rate, ethnic minority groups, poverty, mountainous areas, reading and writing, eradicate illiteracy, illiterate, volunteer teacher, drop out, primary education , compulsory education, low-income families

7’BEFORE YOU READ

- T gets Ss to work in pairs and try to make sense of the picture on page 56, using the given prompts.- T calls on some Ss to describe the picture. If Ss have difficulty talking about the picture, T may elicit their answers by asking Qs and giving prompts. E.g: What can you see in the picture? Who is the teacher ?What about the Ss ? Where do you think the class is taking place ? etc. Ss should give reasons for their answers.- T checks with the class and asks Ss to guess what they are going to read about.Suggested answers:This is a class for ethnic minority children in a mountainous area. Perhaps the class takes place in the morning because I can see the sunlight outside. The children are listening very attentively to their teacher,who ia wearing a soldier’s uniform. May be he’s a border soldier and works as a volunteer teacher. There is only one textbook for each desk. It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes.- T introduces the topic of the lesson: illiteracy.


7’

WHILE YOU READSet the scene: You are going to read about education in mountainous areas and do the reading tasks that follow.

TASK 1- T gets Ss to read the passage silently and then do Task 1. T may write the given phrases on the board (i.e family planning, farming techniques, etc.) and asks Ss to go back to the passage to locate and read around these phrases so that they can guess


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their meanings. For example, the phrase “illiteracy eradication” found in lines 3 and 5 may refer to “teaching people to read and to write”. Ss can understand this meaning thanks to the idea that 6 % of the population was able to read and write, so more work needs to be done to solve this problem.- T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese. - T checks the answers with the whole class and gives corrective feedback.- T might want to get Ss to make sentences with important vocabulary items such as “eradicate illiteracy”, “ farming techniques”.

5’

8’

Answers:1. Phæ cËp gi¸o dôc tiÓu häc2. Héi khuyÕn häc ViÖt Nam3. Xo¸ mï ch÷4. Kü thuËt canh t¸c5. KÕ ho¹ch ho¸ gia ®×nh

TASK 2- T gets Ss to read the task requirement and do the task individually and then find a peer to compare their answer with. If Ss can’t do the task without reading the passage again, T might want to give them some time re-read the passage.- T might also want to give Ss some strategies to find the main idea of the passage:+ Ss should read the text carefully and try to summarise it in the Ss’ own words.+ Then Ss search through the list of main ideas provided in the task to find the most suitable one,+ Ss should make sure the main idea chosen sums up the entire text and not just one idea with in it.- T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree.- T gives feedback and the correct answer:Answer: D(Option A is too general; Options B & C are too specific)


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TASK 3- T checks if Ss can answer the comprehension Qs in TASK 3 without having to read the passage again. If Ss can’t, T gets them to read the Qs carefully and reminds them of the tips to do the task:+ First, Ss should skim the 5 Qs to understand them. As Ss do this they:* underline the key words to decide what information they need to find in the text.* look for Qs words like “why” which indicates Ss should read for specific thing like a reason.+ Then they should go back to the passage and locate the key words in the passage.+ Then they should read around the key words carefully to find the answer.- T gets Ss to check answers with a peer.- T calls on some Ss to write their answers on the board and ask them to explain their choices.- T gives the correct answers:Answer:

1. 94 % of the population (line 1, paragraph 1)2. The campaign for illiteracy eradication (lines 1-

2, para 2)3. 600 in 2000 (line 3, para 2) and 800 in 2001

(lines 5-6, para 2)4. They willingly / voluntarily spent their

vocations teaching ethnic minority illiterate people to read and write (lines 3-4, para 3)

5. illiteracy will soon be eradicated (lines 5-7, para 4).

10’AFTER YOU READ

- T introduces the task : SS work in small groups of 3 or 4 and discuss the question “How to help illiterate people in the disadvantaged areas to read and write ?”- T reminds Ss of some structures that can be used for giving suggestions. E.g “perhaps we could” , “we might want to...”, “How about...”, etc.- T provides Ss necessary vocabulary such as “poverty-stricken areas”, “sense of responsibility and duty”, etc.

Whole class

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- T goes around to check and offer help.- T calls on the groups to tell and explain their answers.- T gives corrective feed backSuggested Answer:Mnay people (children and adults) in disadvantaged areas (e.g remote, poverty – stricken areas) do not have a chance to go to school. To help them participate in the society , along with other things (e.g. improvement their knowledge of their rights and responsibility), we need to teach them how to read and write. We could do this by:+ Opening schools/ upgrading schools in these areas.+ Sending teachers / volunteer teachers there+ Buying book for children+ Providing individual assistance to Ss+ Give financial rewards to families that send their children to school+ Training local people to be teachers who will help their own people.

3’WRAPPING UP

- T summarises the main ponts of thelesson.- For homework, T asks Ss to learn by heart the new vocabulary and make sentences with them.

Whole class

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11a111a4

PERIOD : 27 UNIT 5: ILLITERACY Lesson 2: SpeakingI. Objectives

By the end of the lesson, Ss will be able to :- Talk about schooling and literacy related problems- Suggest solutions to these problems

II. Materials Textbook, handouts, ...

III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should

be ready to assist themIV. Procedure


5’WARM UP

Matching game: (To teach vocabulary and lead Ss to the tape)- T divides the class into small groups of 3-4 Ss. Then T distributes the following hanhouts for Ss to do the matching task in their own groups. Which group finishes first and has appropriate answers(*) will be the winner.(*) The purpose of this task is to get Ss to think about school problems and there should be no strictly right or wrong answers.- T introduces the topic of the lesson: talking about school problems.Match the photos with the problems they describe:List of problems:

1. many ethnic minority children do not speak fluent Vietnamese, so they have problems when


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doing their studies in this language. 2. Many children from low-income families drop out of school to earn their living.3. Many children live too far away from school and they walk miles to class and back home everyday. 4. Classesn are large, so Ss are not given enough individual attention.5. Some Ss cheat in exams. For example, they sit next to a friend who knows the subject well and copy this person’s answers.6. Mnay schools don’t have good library facilities and they rely on book donations from patrons.7. Many schools don’t have spacious playgrounds for children, so when some groups are playing, there is little room left for other groups.

Suggested answers: 1. g 2. a 3. d 4. c 5. b 6. e 7. f

7’TASK 1

- T introduces the task and gets Ss to do it in pairs. T should encourage Ss to guess the meanings of the new words, if any.- T calls on a student to read out the answers.- T checks with the class and gives corrective feedback. T should explain the new words now or check Ss’ understanding by getting them to translate the sentences into Vietnamese. T might also provide other similar expressions. E.g: Enforce a law / a regulationOffer special tutoring lessons / private lessonsProvide transportation to schools / school busesSet up an English speaking club / learning centres / study groupsAnswers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j


13’TASK 2

- T introduces the task and calls on one or two pairs of Ss to read aloud the sample dialogue. T corrects errors, if any.- T elicits the structures that are used for asking for and giving suggestions. T might want to write these

Pair work, group work & whole class

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structures on the board and gets Ss to do some practice before putting them in groups and do the task. E.g:Asking for opinionWhat do you think we need to / could / should / might want to do ?What do you think about ...?What’s your opinion about ...?What do you have in mind ?Giving suggestionsMay be we can...We might want to...Probably we should...We could ...- T puts Ss into groups of 3-4 and gets them to define the problems of their own school and suggest as many solutions as possible. They can use the ones given in Task 1 and add as many as they want to.- T goes around to check and offer help.- After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified.- T writes these ideas on the board as Ss talk. Then T elicits comments from the class and provides feedback.

17’TASK 3

- T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer solutions. T gets Ss to look at the given cues, elaborate on them and elicits some more problems, of possible. T writes the ideas on the board. E.g:+ Class size: large class (over 50), so Ss don’t get enough individual attention from teachers. Ss don’t feel close because they often work in their own groups rather than work with the whole class.+ Desks: not enough desks, so 3-4 share one and there is hardly enough space for everyone.+ Poorly equipped: no electric fan / aircon, lights, broken windows / doors, so it’s dark and cold in winter and hot in summer, no learning facilities such


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as TV, Overhead Projector, computers and so on, so T and Ss rely on textbooks and the blackboard for the lesson.- Then T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions. T reminds Ss of the structures that can be used for expressing opinions and giving suggestions.- T goes around and checks.- T calls on each group to report their ideas to the class and elicits comments from the class.- T gives corrective feedback and final comments.Suggested answers:

1. Class size: an ideal class size is 10-15 Ss, so the school should recruit more teachers and open new classes. T should encourage Ss to work with different groups, not with the same group all the time.

2. Desks: buy larger desks or if there are new classes, the current number of desk is adequate.

3. Equipment: buy / hire facilities such as computers and OHPs, upgrade the classroom.

3’WRAPPING UP

- T summarises the main points of the lesson.- For homework, T asks Ss to write a paragraph about a school problem and one or two solutions to it.

Whole class



11a111a4

Period : 28 UNIT 5: ILLITERACY Lesson 3: ListeningI. Objectives

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By the end of the lesson, Ss will be able to :- Develop extensive listening skills.- Use the information they have listened to for other

communicative tasks.II. Materials

Textbook, cassette tapes.III. Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV. Procedure

Time


7’WARM UP

A survey about school(To teach vocabulary, strutures and leads Ss to the topic)- T prepares a small survey and copies it on the board. T gets Ss to copy it down in their own notebooks. T explains new words and how to do the task.- T gets Ss to move around and collects their friends’ opinions. They should interview at least 3 people.- Then T teaches expressions of quantifiers (e.g. 6 out of 10 Ss believed..; 10 % of Ss felt....) and calls on Ss to report the results of their survey.School surveyDo you agree with the following statements ?In an effective school: Yes NoThe teacher treats Ss as individuals with both their strengths and weaknesses.The teacher encourages Ss to set realistic goals for their own learning.The teacher encourages Ss to have positive attitudes towards themselves and others.The T is motivating and interested in what Ss do.Learning is centred on important life skills such as communication,

Mingling activity & whole class

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building self-respect and self-confidence, learning from failure, and time management.The social side of the school is considered as important as academic activities.Ss are involved in making decisions which have a direct effect on themselves.

New wordsTreat: ®èi xöSet realistic goals: ®Æt ra môc tiªu kh¶ thiBe centred on: tËp trung vµoSelf-respect: lßng tù trängLearning from failure: häc tõ thÊt b¹iTime management: qu¶nlý thêi gianBe involved in : tham gia vµo


- T sets the scene: You are going to listen about the results of a school survey carried out in Perth, Western Australia. The school asked its Ss what makes an effective school.*Pre-teaching vocabulary :Maturity(n): sù trëng thµnhAcademic(a): cã tÝnh häc thuËtPerformance(n): sù thùc hiÖn- T helps Ss to pronounce the words in their book correctly. T may want to play the tape or model first and then ask Ss to repeat after the tape or after him /her in chorus and individually.- T presents or elicits the meanings of these words from the class.- T gets Ss to make sentences with some important words, e.g: academic performance, effective , etc .- T gives corrective feedback.

Whole class

10’WHILE YOU LISTEN

TASK 1- T gets Ss to read the Qs carefully and work out what information they need to concentrate on while listening. Then T checks with the whole class.

Individual work, pair work, whole class

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- T gets Ss to read the options in each question carefully and underline the words that make them difficult. T checks with the whole class( e.g: in Q1 these are “express attitudes”, “deliver speech”, “exchange ideas”, “give opinions”; in Q2 they are “develop styles”, “set goals”, “develop strategies”, “consult teachers”, etc.)- T gets Ss to guess the answer to each question and then tells them they need to listen attentively to check if their guesses are confirmed.- T plays the tape (or reads the tapescript) once for Ss to listen and do the task.- Then T gets Ss to find a partner to check their answers with.- T checks the answers with the whole class. If many Ss can’t answer the Qs , T plays the tape one or two more times and pauses at the answers for them to catch.Answer: 1. D 2. B 3. B 4. C

TASK 2- T checks if Ss can answer the Qs in Task 2 without listening again. If thay can’t , T plays the tape for them to listen again but before doing this , T should encourage Ss to read through all the Qs, identify the information they need to look for in each question (by finding the key words and the question word, e.g. “what/where/when/how, etc.) and if possible , predict the answers.- Then T plays the tape again for Ss to listen and answer the Qs.- T gets Ss to check their answers with a partner . Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss can’t complete the task.Answer:

1. In Perth, Western Australia2. 80 %3. They felt that they should be allowed to have a

say in the school decision making.Tapescript( in T’s book)

10’AFTER YOU LISTEN

Group work &

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- Before getting Ss to discuss, T reminds them of some useful expressions for asking for and giving opinions.- T divides the class into small groups of 3 or 4 and gets them to discuss the question in the textbook. T might want to appoint a group leader for each group. This person will monitor the discussion, note down friends’ ideas and appoint a representative to present the outcome of their discussion to the class.- T goes around to check and offer help.- After checking that all the groups have finished, T calls on the representative of each group to report their peers’ ideas. T checks if other groups would have the same or different ideas.- T lisrens and takes note of their errors. T provides corrective feedback after that.Suggested Answer:Textbooks are essential teaching and learning materials in any program and syllabus. Having good textbooks is very important . A good textbook provides Ss with adequate knowledge , skills and practice and therefore they don’t need to look anywhere for these. A good textbook also guides Ss how to learn and helps them study effectively on their own. However, I think having good teachers may be more important than having good textbooks because a good teacher can turn a poor quality textbook into an interesting and stimulation one. In fact, a good teacher can even replace the textbook, motivate Ss to learn, and train them to use self-study skills so that they can take responsibility for their own learning.

whole class

3’ Consolidation and Home work - T summarises the main points of the lesson .- For homework, Ss learn by heart new words and make sentences with them

Whole class

Preparing of date: ………………………..Teaching of date Class class Total of sts

121

in date11a111a4

Period : 29 UNIT 5: ILLITERACY Lesson 4: Writing

I. ObjectivesBy the end of the lesson, Ss will be able to :

- Interpret information presented in tables- Identify language to be used for describing tables- Write description of tables.

II. MaterialsTextbook, handouts,

III. Anticipated problemsSs may not have sufficient linguistic resources to write a description of a table, so T should be ready to help them.

IV. Procedure


5’WARM UP

A matching game(To teach vocabulary and lead Ss to the topic)- T divides the class into small groups of 3-4 Ss. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finishes first and has the correct answers will be the winner.- T elicits more expressions, sums up and writes them on the board. E.g:Verb NounIncrease slightly Rise graduallyDecrease sharplyFall/ drop considefably

Remain the same fluctuate

A light / increase Gradual rice Sharp / reduction fall / drop No/ little change fluuctuation


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- T introduces to the topic of the lesson : Writing a description of tables .Match these expressions with the correct graphs . Add more expressions if you can 1 . fluctuate 2 . gradually decrease 3 . slightly increase 4 . remain the same 5 . drop sharply 6 . rice considerably A B

C D

E F

Answer: 1. D 2. F 3. E 4. B 5. C 6. A

10’PREPARING SS TO WRITE

TASK 1- T gers Ss to read the task requirements and work on the task with a peer.- T calls on some Ss to read out their answers and checks with the class.- T can use the writing in TASK 1 as a model of a table description:+ T asks one student to read aloud the model writing


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+ T elicits the features of a table description, including :1. The organisation:

1.Topic - tells what the table is about ; and what is being described in it. E.g: The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007.

2.Supporting sentences

- a sentence that sums up the general trend. E.g: The literacy rate of population varied considerably between 1998 and 2007.- sentences that describe the table in detail.

3. Concluding sentence

- summarises the main points of draws a relevant conclusion. E.g: These data may help the researchers or planners make suitable plans for educational development in each area of the country. However ,this sentence is optional.

2. The language use:+ Verb tenses: When the table shows the present situation, use the present simple tense. When it shows the past events, use the past simple tense. However, the simple present verb tense is often used in the topic sentence. E.g: The table shows that... The table describes... The table presents....+ Describing trends and changes: T might want to remind Ss of the expressions of changes that they covered in the Warm-up activity. T should explain the difference between “decrease” and “fall/drop”. E.g: “fall/drop” describes a strong reduction so they don’t go with such adverbs as “slightly” and “gradually”.Answer to Task 1:1. varied 2. rise 4. different 5. went up 6. dramatically

20’WRITINGTASK 2

- T gets across to Ss that before they describe a table, they always need to spend time analysing it and organizing the information in the most logical order. T gives Ss some tips to tackle a table:+ To understand a table, it is important to firstly

Individual work,pair work and whole class

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understand its topic . The topic of a table can generally be found by looking at its title. Pay attention to the time reported in it as well. Is it the past, the present, or the future ?+ Then, it is important to look for the general trend that the table describes . What patterns are shown ? Is there an overall trend ? How are the different pieces of information related ? Look for the exceptions to the general trend, if there are any. Finally, look for the differences in detail.- Then T tells Ss to study the table in Task 2 and analyses it with a friend by asking these Qs:1. What is the topic of the table ? Does it describe the past, the present, or the future ?2. What patterns are shown ? How are the pieces of information related ?a. Which region had the highest rate of literacy in 1998 ? 2002 ? 2004 ? 2007 ?b. Which region had the lowest rate in each year ?c. Did the rate of literacy in the Lowlands increase or decrease between 1998 and 2007 ?d. What about that rate for Midlands and Highlands ?- T checks the answers with the whole class.- Based on their analysis of the table, Ss now write up a description individually.- T goes around to check and offer help.- T asks Ss to work in pairs and correct each other’s writing.Sample writing:The table describes the literacy rates in different regions of the Sunshine country from 1998 to 2007. Generally, except for Highlands, where the rates slightly decreased between these years, Lowlands and Midlands both witnessed a rise. In lowlands, for example, the rates were 50 %, 53 % and 56 % in 1998, 2002 and 2004. In 2007, the rate sharply rose to 95 %, which was a remarkable progress. Midlands saw a less dramatic change, however. The rate went up gradually from 70 % and 75 % in 1998 and 2002 to 80 % and 85 % in 2004 and 2007. Unlike these 2 regions, Highlands witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate was 50 %; however, it decreased by 5 % in 2002 and continued to go down in the following years, reaching only 30 % in 2007. Obviously, this region needs to improve its

125

literacy rate.7’

FEEDBACK ON SS’ WRITING- T choose one description and reads it to the class.- Then T elicits corrective feedback from the class and gives final comments afterwards . T should draw Ss’ attention to the organisation of the description and the language use, especially the verb tenses and expressions of changes.

Whole class

3’ Consolidation and Home work - T summarises the main points of the class.- For homework, Ss need to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections.

Whole class

* TO DRAW EXPERIENCE:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Preparing of date: ………………………..

Teaching of date Class in date

class Total of sts

11a111a4

Period : 29 UNIT 5: ILLITERACY Lesson 5: Language Focus


- Distinguishing the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and sentences containing them correctly- Understanding reported speech with infinitives and use these structures to solve communicative tasks


III. Anticipated problems

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Ss might have difficulty with the clusters because they don ’t exist in Vietnamese.IV. Procedure

Time


7’PRONUNCIATION

Distinguishing sounds- T models the 3 clusters / pl /, / bl /, / pr /, / br / for a few times and explains how to produce them. E.g: When producing / pl /, Ss should produce / p / first and then quickly switch to / l /, and so on.- T plays the tape (or reads) once for Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).- T asks Ss to read the words in each column out loud in chorus for a few more times . Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss don’t pronounce the words correctly, T may want to get them to repeat after the tape (or him/herself) again in chorus and then individually.Practising sentences containing the target sounds- T asks Ss to work in pairs and take turn to read aloud the given sentences.- T goes around to listen and takes notes of the typical errors.- T calls on some Ss to read the sentences again and provides corrective feedback.

Individual work, pair work and whole class

10’GRAMMAR

a. Presentation- If necessary, T reviews reported speech with infinitives:+ Form: Verb + O + bare-infinitive+ meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, (dis)agreements, and so on. We don’t use “say” in

Individual work, pair work and whole class

127

this structure.E.g: I told the kids to be quite. The policeman told me not to park here.Note: T might want to remind Ss that time and place references often have to change in reported speech. E.g:Now ThenToday That dayHere ThereThis ThatThis week That weekTomorrow The following week/the next

week/the day afterNext week The following week/the next

week/the week afterYesterday The previous day/the day beforeLast week The previous week/the week beforeAgo Previously/beforeTonight That nightLast Saturday

The previous Saturday/the Saturday before

2 weeks ago 2 weeks previously/2 weeks beforeNext Saturday

The following Saturday/the next Saturday/the Saturday after/that Saturday

b. PracticeExercies 1:- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with- T checks with the whole class and provides corrective feedback.Anwer:

1. They promise to come back again.2. The lifeguard advised us not to swim too far

from the shore.3. John asked Peter to close the window.4. The teacher 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.128

8. His boss advised him to go home and rest for a while.

10’ Exercise 2:- T gets Ss to do Exrcrice 2 individually and then find a partner to check their answers with .- T checks with the whole class and provides corrective feedback .Answer :1 . He advised me not to drink too much beer .2 . She invited me to come and see her whenver I want .3 . Jonh wanted me not to smoke in his car .4 . He told Sue to give him her phone number .5 . He reminded me to give the book back to Joe .6 . He promised not to do it again 7 . He agreed to wait for me .8 . Jonh asked me to lend him some money


15’ Communicative (production )- T prepares the following sentences and gives one sentence to each student.- Student A reads out his/her sentence to the whole class, others write it down.- Student b reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out.- T picks a student at random to report what one student said. T corrects the response as appropriate, presenting/ eliciting the form.- T repeats with another student.

You should go to see Paris; that’s a beautiful city.We’re having a party tonight; would you like to come ?We have a class this Monday, don’t forgetI can buy you a drink, if you like.Please see me at 6 o’clockDon’t leave your bag unattended; it might be stolenLet’s play tennis this weekI will email you as soon as I get there


3’ Whole

129

Consolidation and Home work - T summarises the main ponts of the lesson.- For homework, T asks Ss to revise reported speech with infinitives and do exercises in the workbook.

class



11a411a5

Period : 31 UNIT 6: COMPETITIONS lesson 1 : READINGI. Objectives

By the end of the lesson, Ss will be able to :- Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context.- Use the information they have read to discuss the related

topicII. Materials TextbookIII. Anticipated problems

Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

IV. Procedure1.Organiration:( 1’)who’s absent today ?2.New lesson :


5’WARM UP

- T gets Ss to work in pairs, matching the 4 given competitions with the correct pictures on page 66.- T checks the answer with the whole class.- T might want to get Ss to tell which of these competitions they like most and why. T gets Ss to name some other competitions that they know or have ever participated in and elicits their


130

comments on the events.a. Quiz: Road to Mount Olympiab. London Marathonc. Sao Mai Television Singing contest d. Olympic Games

6’BEFORE YOU READ

- T introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 67 .- T calls on some Ss to answer the questions . T should ask Ss to give reasons for their answers . T helps Ss to express their ideas .- T elicits comments from the class asks Ss to guess what they are going to read about


8’

WHILE YOU READSet the scene: You are going to read about a school’s competition. Then you do the tasks that follow

TASK 1- T gets Ss to read thye passage silently and then do Task 1. T may want to remind Ss of the strategies for guessing the meaning of new words. For eample, Ss should look for the instances of the new words in the text and read around them. Ss use the context in which the words occur and their knowledge of word formation to understand the meanings . E.g the word “representative ” found in line 1 may refer “someone who representative a group ” . Ss can undersand this meaning thanks to the phrase “the representatives of three classes ” and their knowledge that representative derives from “represent ”- T checks the answers wihth the whole class - T might want to check that Ss understand all these words correctly by calling one some Ss to tell the meanigng of the words in Vietnamese Answer :1 . d 2 .f 3 . e 4 . c 5 . b 6 .a


3’ Whole

131

WRAPPING UP- T summarises the main points of the lesson - For homework , Ss write a paragraph to explain whether and why they would agree or disagree with the statenment that “It is not important whether we win or lose a competition . The important thing is our participation in it and the enjoyment we have from it ”

class



11a411a5

Period : 32 UNIT 6: COMPETITIONS lesson 2 : READINGI. Objectives

By the end of the lesson, Ss will be able to :- Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context.- Use the information they have read to discuss the related

topicII. Materials TextbookIII. Anticipated problems

Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

IV. Procedure1.Organiration:( 1’)who’s absent today ?2.New lesson :


5’ WARM UP- T gets Ss to work in pairs, matching the 4 given competitions with the correct pictures on page 66.- T checks the answer with the whole class.- T might want to get Ss to tell which of these competitions they like most and why. T gets Ss to name some other competitions that they know or have ever participated in and elicits their


132

comments on the events.a. Quiz: Road to Mount Olympiab. London Marathonc. Sao Mai Television Singing contest d. Olympic Games

8’

TASK 2- T checks if Ss can answer the comprehension questions in Task 2 without having to read the passage again . If Ss cannot , T gets them to read the questions carefully . T might want to give them some tips to do the task :+ first , Ss should skim the 6 questions to understand them . As Ss do this they :* underline the key words to decice what information they need for find in the text . E.g the keywords in Question 1 are “the 5th annual English Competition . ” * look for question word like “why ” which indicates Ss shold read for specific thing like a reason .+ Then they should go back to the passage and locate the key words in the passage .+ then tey should read aroud the key words carefully to find the answer .- T gets Ss to check their answers with s peer - T call on some Ss to read aloud their answers and ask them to explain their chioces - T gives the correct answers Answer : 1 . The representatives of three classes of the speaker’s school (line 1 , paragraph 1 ) 2 . The aim was to stimulate the spirit of learning English among students (lines 3 – 4 , paragraph 1 ) 3 . The students’ Parents Soc iety (line 4 , paragraph 1 )4 . They had to complete 5 activites in all . On completion of each activity , they had to answer the questions in the worksheets within 2 minutes (lines 1 – 4 , paragraph 2 )5 . They had to obsevre and score the students’ performance . A maximum score for each activity


133

8’

was 15 . At the end of the competition they would annouce the total score will be the winner (lines 4 – 7 , paragraph 2 )6 . A set of CDs for studying English and an Oxfoxd Advanced Learner’s Dictionnary (lines 8 – 9 , paragraph 2 )

TASK 3- T checks if Ss can answer the comprehension questions in Task 3 without having to read the passage again . If Ss cannot , T gets them to read the question carefully . T might want to remind Ss of the tips to do the task :+ First , Ss should skim the 4 questions to understand them . As Ss do this they underline the key words to decide what information they need to find in the text + Then they should go back to the passage and locate the key words un the passage .+ Then they should read around the key words carefully to find the answer - T gets Ss to check their answers with a peer .- T call on some Ss to write their answers on the board and ask them to explain their choices .- T gives the correct answers : Answer 1.... to recite / complete the poem because he could not remember the last sentence2 ..... became the winner of the competition .3...... 60 points 4 .... “For me the important thing was our participation in the competition and the enjoyment we had from it”

Individual pair work & whole class

7’AFTER YOU READ

- T reads the the poem aloud once or twice and gets Ss to repeat each line after him / her . T shold draw Ss’ attention to the rhythm and intonation when recting the poem .- T lest Ss practise recting the poem in their own groups T goes aroud and offters help .- T calls on different groups to read the poem and asks the class to decide who the best performers


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are .- T teaches new words (e.g “patter ” “window – pane ” ) and then gets Ss to translate the poem into Vietnamese .- T calls on different groups read their translations to the class . T asks the class to decide whose translation is the best

3’WRAPPING UP

- T summarises the main points of the lesson - For homework , Ss write a paragraph to explain whether and why they would agree or disagree with the statenment that “It is not important whether we win or lose a competition . The important thing is our participation in it and the enjoyment we have from it ”

Whole class



11a111a4

Period: 32 UNIT 6: COMPETITIONS

lesson 2: SPEAKINGI. Objectives

By the end of the lesson, Ss will be able to:- Ask for and give information about types of competitions.- Talk about a competition or contest.


III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist them.

IV. Procedure1.Organization (1’):Who’s absent today ?2.New lesson:Time Steps Work

arrangement

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7’WRAM UP

- T prepares pictures of the 3 famous TV game shows “Who wants to be a millionaire ?”, “1 vs 100” and talent show “Pop Idol”.- T shows the pictures to Ss and gets them to say the names of the games in Vietnamese.- T elicits what Ss know about these games and if there are similar ones in Vietnam.- T introduces the topic of the lesson: Talking about competitions and contests. Pop Idol (ThÇn tîng ©m nh¹c)

Who wants to be the millionaire ( Ai lµ triÖu phó)

1. vs. 100 (§Êu trêng 100)About the games:

1. Pop Idol is a British television series which debuted on ITV1 on October 5, 2001; the show is a talent contest to decide the best new young popular music singer, or ‘pop idol’, in the UK, based on viewer voting and participation. The Idol series has become an international franchise; it has spun off many successful shows such as Idol, American Idol, Idols, Canadian Idol, Australian Idol, Idols West Africa, Indian Idol, Indonesian Idol, New Zealand Idol, Philippine Idol, Nouvelle Star, Deutchland sucht den Super Star, Singapore Idol, Malaysian Idol, Music Idol, Idolos Brazil, Idolos Portugal, and Super Star.

In Vietnam we are going to have “Vietnam Idol”, the Vietnamese version of Pop Idol. It is to be aired in summer of 2007 on HTV9, the official channel of Ho Chi Minh city.

2. Who wants to be the millionaire ? In the UK, who wants to be a millionaire ? is a television game show which offers a maximum cash prize of one million pounds for correctly answering

Whole class

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successive multiple-choice Qs of increasing difficulty. The show was exported to many other countries, all of which follow the same general format. In Vietnam we have “Ai lµ triÖu phó?”, the Vietnamese version of the British gane show. The maximum cash prize is one hundred and 20 million VND.

3. 1. vs. 100 is a game show created by a Dutch TV production company that is aired in several countries. In the game one person competes again 100 others for a chance to win a large cash prize. The game first aired in the Netherlands.

This version in Vietnam is named “Arena 100” (§Êu trêng 100) and listed in the vietnam Record Book as the biggest show with the highest number of players, 100.

10’TASK 1

- T introduces the task and gets Ss to do it individually and then compare their answers with a peer. T should encourage Ss to guess the meanings of the new words, if any.- T explains or elicits the meanings of the new words, T might also want to get Ss to name some contests under each category. E.g: General knowledge quiz includes “Hµnh tr×nh v¨n ho¸”, “Ai lµ triÖu phó”, etc. Singing contests include “Sao Mai”, “Sao Mai ®iÓm hÑn”, etc.- T calls on different pairs to report their answers. T should encourage Ss to explain why they like or dislike a game/contest. T helps Ss to express their ideas when necessary.


10’TASK 2

- T introduces the task and calls on one or two pairs of Ss to read aloud the sample dialogue. T corrects errors, if any.- T goes over the table of useful expressions on page 69 and explains new words to Ss

Pair work & whole work

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when necessary. T might also want to elicit the structures that are used for asking for and giving opinions about contests. T might want to write these structures on the board and gets Ss to do some practice before putting them in groups and do the task.E.g:Asking for opinions:What do you think about ...?What’s your opinion about ...?How do you feel about ...?Do you like ...?Giving opinions:I think ....is/are boring/silly/dull- T puts Ss into pairs and gets them to make similar conversations to the sample dialogue, using the structures and vocabulary they have learned.- T goes around to check and offer help.- After checking that Ss have finished the task, T calls on different pairs to perform their conversations.- T elicits comments from the class and provides feedback.

15’ TASK 3

- T puts Ss into groups of 3-4. T tells each group to choose a famous TV game/talent show or competition/contest and work out details about it. They should not let other groups know what game/contest it is.- T goes around to offer help.- After Ss have finished, T calls on each group to come to the front. The whole class will ask Qs about the game/contest and guess what game/contest it is.


3’WRAPPING UP

- T summarises the main points of the lesson.- For homework, Ss write a paragraph about a game show/contest they like, using TASK 3 as guiding Qs.

Whole class

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Period: 33 UNIT 6: COMPETITIONS

lesson 3: LISTENINGI. Objectives

By the end of the lesson, Ss will be able to:- Develop extensive listening skills.- Use the information they have listened to for other

communicative tasks.II. Materials

Textbook, cassette tapes, handouts.III. Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV. Procedure


5’WARM UP

Jumbled words (To teach vocabulary and leads Ss to the topic )- T divides the class into groups of 3 or 4 - T gives each group one card containing 10 words

139

whose letter are jumbled and asks Ss rearrange the letter to make good words . The group which finishes the task first with the most correct words will be the winner The card

1 . tohamarn2 . sifihn3 . renurn4 . chiatelt5 . crae6 . conpahim7 . nurning8 . centadis9 . storp10 . cirang

Answer : 1 . tohamarn --- marathon 6 . conpahim --- champion 2 . sifihn ---- finish 7 . nurning -- --- running 3 . renurn ---- runner 8 . centadis ----- distance 4 . chiatelt ---- athletic 9 . storp ----- sport 5 . crae ------ race 10 . cirang ---- racing

10’ BEFORE YOU LISTEN

- T uses the picture in the textbook to introduce the topic of the lessonE.g: T might want to ask Ss questions like “What do you see in the picture ? ”, “What events is it ? ”, “Where do you think the Boston Marathon might take place ? ”, “Who can participate in it ?”- T listens and helps Ss express their ideaas. T might want to give very brief information about the game , like is it one of the oldest races in the US and held every year in mid April Listen and repeat - T helps Ss to pronounce the words in their book correctly . T may o want to play tape or model first and then ask Ss to repeat after the tape or after him / her in chorus and invidually . T corrects

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errors , if any - T check that Ss know the meaning of these words .- T gets Ss to make sentences with some important words , e.g .race , athletic , association , etc .

10’

7’

WHILE YOU LISTENTASK 1

Instruction : you are going to listen about the Boston Marathon . Listen and answer True or False questios . Put a tick () in the appropriate box .- Before Ss listen and do the task , T gets them to read through the statememts to understand them and underline key words . For example , the key words in the first statement are “every year ” and “USA” , etc .- T plays the tape (or reads the tapesript ) once for Ss to listen and do the task .- Then T gets Ss to find a parter to check their answers whith .- T checks the answers with the whole class . If many Ss cannot answer the questions , T plays the tape one or two more times and pause at the answers for them to each Answers : 1 . T 2 . T 3 . F (2 hours 50 minutes and seconds )4 . F (1967 ) 5 . T 6 . F (pass thorgh 13 towns and ends is centre of Boston )TASK 2 - T checks if Ss can answer the Qs in task 2 without listening again. If they cannot, T plays the tape for them to listen again but beforedoing this, T should encourage Ss to read through all the questions , identify the information they need to look for in each question (by finding the key words and the question word, e.g .what, where, when, how, etc) and if possible, predict the answers .- Then T plays the tape again for Ss to listen and answer the questions . While Ss are listening , T should encourage them to note down the answers . T should remind Ss to write down only the main


141

points in note forms but not full sentences .- T gets Ss to check their answers with a partner . Then T checks with the whole class . T should play the tape again and pause at difficult points if many Ss cannot complete the task .Answer : 1 . New York 2. In 19723 . 8 4 . 6164 Tapescript Trang : What are you reading , Paul ?Paul : The history of Boston Marathon . This is one of the oldest road races in the United States .Trang : It sounds interesting . How often is it held ? Paul : Every year , in the middle of April .Trang : When did the Boston Marathon begin ? Paul : It began in 1897 . and the same year Mc John Dermott won the first Boston Athletic Association Marathon .Trang : Who was John Dermott ? Where did he come from ?Paul : He was the first man who won the first Boston Marathon in the USA . He came from New York .Trang : How long did it take him to reach the finish ?Paul : he was engaged from 15 runners , and he clocked 2 hours 50 minutes and 10 seconds .Trang : That was a great man ! And what about female runners , Paul ? I mean did women have right to participate in long distance running Paul : Yes . but not unitl 1967 women were formally accepted to take part in the Boston races . And a few years later Kuscsik , the first woman , became the first official champion as a female runner .Trang : Really ? when did she win the race ?Paul : In 1972 . At that time there were 8 women starting the race and all 8 finished Trang : How wonderful they were . Paul , I’m wondering if the eace is held for only American people .Paul : No , In fact , each year more runners from

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every part of the world join the Boston Marathon . For example , in 1984 there were 6164 runners from 34 different countries running is the marathon Trang : Can you tell me more about the ruless of the Boston Marathon ?Paul : Yes , of couse . According to its rules , the Boston race is about 26 miles , or 42 kilometres . Runners have to go through 13 towns during the race . It ends in the centre of Boston .Trang: Oh ... ! It’s a quite long distance . But it’s an intesting sport for all people .


- T introduces the task: Ss talk about a famous Vietnamese runner or sportsman / sportswoman that they like.- T puts Ss in small groups of 3 or 4. Each group will prepare a short biography of a famous Vietnamese ruuner (or sportsman/ sportcwoman) that they like but they should not let other groups know who this person is. T might want to appoint a group leader for each group. This person will monitor the discussion, note down friends’ ideas and appoint a representative to present the groups’ work to the class.- T goes around to check and offer help.- After checking that all the groups have finished, T calls on the representative of each group to talk about their favourite sportsman / sportswoman, without telling the class the name of this person. Other groups will try to guess who this person is.- T listens and takes note of Ss’s errors. T provides corrective feedback after that.

Group work

3’ WRAPPING UP

- T summarises the main points of the lesson.- For homework, Ss learn by heart new words and make sentences with them.

Whole class

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Period:35 UNIT 6: COMPETITIONS

lesson 4: WRITING

I. ObjectivesBy the end of the lesson,Ss will able to: Write a letter to reply to

the request of information.II. Materials

Textbooks, handouts.III. Anticipated problems

Ss may have little experience writing such letter type, so T should be ready to help them.IV. Procedure

Time


5’WARM UP

A hang-man game(To revise the vocabulary Ss learned in previous lessons)- T divides the class into 2 big groups and draws each of them a gallows on the board.

144

Group A Group B- T explains to Ss that they are going to play a “Hangman” game which has to do with the names of Vietnam’s popular TV game/talent shows and contests. The rule is each time T gives a secret word and the groups will take turn to guess it by telling what lettes they think there are in this word. If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that is not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group. Ss will get one point for each secret word they can guess correctly and get a minus point for each complete hangman they have got. When the game is over, T will count how many points each group has collected and the group with more points will win the game.- T leads the game, using the names of such TV shows as The Magic Conical Hat (The Wheel of Fortune), One hundred Arena (One versus One hundred), Vietnam Idol, who wants to be the millionaire, The price is right, etc. (T may want to add more to suit his/her classroom). For each show, T draws the same number of dashes as the number of letters in its name. For example, for the show “Vietnam Idol”, T would need 11 dashes like this:

10’PREPARING SS TO WRITE

TASK 1- T asks Ss if they want to participate in a competition / contest, what information about the competition / contest they would like to know and would look for. T writes the answers on the board. E.g:When ?(the date and time)Where ? (the venue)Who ?(who can participate, who are the host/judges, who to

Individual work

145

contact, etc.)How ? (how to apply to participate, how the contest proceeds, how the candidates’ performance is assesses , etc.)What ? (what is expected of the candidates, what the award is)- Then T gets Ss to read the letter in TASK 1 individually. T asks Ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board.

20’WRITING

- T gets Ss to read the requirements of TASK 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal ? informal ?) they need to use.- T checks the answers with the class and gives feedback. If necessary, T reminds Ss of the format and language of a formal letter (e.g. it normally includes the sender’s address, it begins with “Dear...,” not “Hello/Hi” and is closed with “Yours sincerely / faithfully / truly” or “Best/kind/warm regards” not “Bye” or “Cheers”.- Now T gets Ss to write their own letters in 10 minutes.- T then asks Ss to get in pairs, exchange their letters and correct each other.- T goes around to offer help.A sample letter: English for the world106 Tran Hung Dao St, Hoan Kiem District, Hanoi

October 18, 2007Dear Thu Trang,Thank you for your interest in our English Speaking Competition. Here is the information that you request.Date and time: 8:30p.m, October 25, 2006Venue: 106 Tran Hung DaoNumber of participants: 25Entry procedure: Candidates fill an application form to participate.We encourage you to apply to participate by 4 p.m, October 20. Because this year we limit the number of


146

participants to only 25, applications submitted late will not be considered. For further information, please contact me on 9838188 or email me at [email protected] wish you good luck at the contest and look forward to seeing you there.Best regardsKate johnsonSecretary

7’FEEDBACK ON SS’ WRITING

- T chooses one or two letters and reads it / them to the class.- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.

Whole class

3’Consolidation and homework

- T summarises the main points of the lesson.- For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson.

Whole class

X¸C NHËN CñA Tæ TR¦Ởng.

Ngày … tháng … năm 2011.

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Period: 36UNIT 6: LANGUAGE FOCUS

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mailto:[email protected]


- Distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and sentences containing them correctly.II. Materials


Ss might have difficulty with the clusters because they don’t exist in Vietnamese.IV. Procedure

T Teacher’s Activities Sts’ Activities

7’PRONUNCIATION

Distinguishing sounds- T models the 3 clusters / tr /, / dr /, / tw / for a few times and explains how to produce them. E.g: When producing / tr /, Ss should produce / t / first and then quickly switch to / r / , and so on.- T plays the tape( or reads) once for Ss to hear the words containing these clusters. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss prononce the target words incorrectly. If may want to get them to repeat after the tape (or himself) again in chorus and then individually.Practicing sentences containing the target sounds- T asks Ss to work in pairs and take turn to read aloud the given sentences.- T goes around to listen and takes notes of the typical errors.- T calls on some Ss to read the sentences again and provides corrective feedback.


10’ GRAMMARa. Presentation- If necessary, T reviews reported speech with gerund+ Form: Verb + (O) + Preposition +(NOT) V-ing(*)+ Meaning and use: We usually use a gerund structure to report thanking, apologies, accusations, and so on. We don’t use “say” in this structure.E.g: I apologised the teacher for submitting my assignment late. We thank you for having helped us generously. Note:- Some verbs don’t need a preposition, e.g. stop, deny,admit,suggest,and so on.


Answer:1. John congratulated

us on passing our exam.

148

- T might want to remind Ss that time and place references often have to change in reported speech. E.g:

b. PracticeExercise 1:- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.Exercise 2:- T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.- T checks with the whole class and provides corrective feedback.

2. Mary apologised for not phoning me earlier.

3. Peter insisted on driving Linda to the station.

4. The teacher accused the boy of not paying attention to what he had said.

5. Bod has always dreamed of being rich.

6. I warned Ann against staying at the hotel near the airport.

7. Her mother prevented Jane from going out that night.

8. Miss White thanked Jack for visiting her.

Answer:1. Tom insisted on

paying for the meal.

2. Mr and Mrs Smith looked forward to meeting their chidren soon.

3. The boy denied breaking the window of the woman’s house.

4. The policeman stopped the customer from leaving the shop.

5. The thief admitted stealing Mrs

149

Now ThenToday That dayHere ThereThis ThatThis week That weekTomorrow The following week/the next week/the day

afterNext week The following week/the next week/the

week afterYesterday The previous day/the day beforeLast week The previous week/the week beforeAgo Previously/beforeTonight That nightLast Saturday

The previous Saturday/the Saturday before

2 weeks ago

2 weeks previously/2 weeks before

Next Saturday

The following Saturday/the next Saturday/the Saturday after/that Saturday

Brown’s car.6. Ann suggested

having a party the next Saturday.

John and his wife were thinking of buying the house.

3’ WRAPPING UP- T summarises the main ponts of the lesson.- For homework, T asks Ss to revise reported speech with infinitives and do exercises in the workbook.

Whole class

X¸C NHËN CñA Tæ TR¦Ởng.Ngày … tháng … năm 2011.

DƯƠNG THỊ THU



11a411a5

Period: 37 TEST YOURSELF B

I. Objectives

150

By the end of the lesson, Ss will be able toreview four skills and grammer in unit 6.II. Materials


Ss might have difficulty with the clusters because they don’t exist in Vietnamese.IV. Procedure

Time Teacher’s Activities Sts’ Activities

I.TEST 15’.- asks sts to do the test.II. Listening- asks sts listen and choose the best answear.1.A 2.B 3.D 4.C 5.B

III. Reading1.D 2.B 3.B 4.C 5.C

IV. Pronunciation & grammara) Pronunciation: 1.play 2.drive 3.twice 4.proudb) 1.talking 2.to go 3.smoking 4.saying 5.do 6.goingV. Sample writing

“Road to Mount Olympia” is a very popular competition for secondary Ss in Vietnam. It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been aired at 10:30 a.m every Sunday on the same channel. The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi.

The competition lasts one year and consists of 52 qualifying sessions and a final. There are 4 competitors in each session. These are the representatives of different schools around the country. They are asked Qs about sciences and arts. The winner of each weekly session can go to the monthly session and compete with other Ss to win a place at the quarterly session. The winners of the quarterly session can go to the final. The winner of the final will receive a large cash prize.

I like the show very much because I can

- Sts listen and choose the best answear.work in dividually.

- Sts read in dividually and choose the best answear.

Sts do exercises in dividually and tick the word.

151

learn a lot from the Qs asked in iy. V.CONSOLIDATION & HOME WORK.- T summarises the main ponts of the lesson.- For homework, T asks Ss to revise reported speech with infinitives and do exercises in the workbook.

Matrix

Chñ ®Ò Sè c©u


gKü n¨ngnghe

Kü n¨ng®äc

Kü n¨ngViÕt


TNKQ

TL TNKQ

TL TNKQ

TL TNKQ

TL


2 4 6 1

2 3


1 6 7 0,

53 3,5


1 6 7 0,5

3 3,5

Tæng sè c©u

4 16 20

Tæng sè ®iÓm

2 8 10

Híng dÉn chÊm :( mỗi ý 0,5 điểm ) 22 x 0.5 / 1 ý = 10 points.

SỞ GIÁO DỤC VÀ ĐÀO TẠO BẮC KẠN

TRƯỜNG THPT NGÂN SƠNTEST 15 - no 2ENGLISH 11

Time allowance: 15 minutes

Name:.................................................................. Class: 11A….1. A uniform B.useful C.under D.university2. A. game B.organize C.angry D.college3. a.children B.kitchen C.beach D.chemistry

152

4. A. twinkle B. twelve C. twice D. two 5. A.answer B.world C. write D. jewellery6. Each nation has many people who voluntarily take care of others.A. bring along B. get on with C. keep up with D. look after7. Some high school students take part in helping the handicapped.a. participate b. complete c. experience d. support8. She had never imagined being able to visit such remote countries.a. foreign b. faraway c. friendly d. desolate9. He volunteered his ______ as a driver.a. job b. work c. service d. help10. Johnny will have completed his five- year course at university next month. a. finished b. found c. tried d. enjoyed11. A………. is a person that officially decides who is the winner of a competition. a. judge b. poet c. participant d. sponsor12. Carlos was _______ the first prize in the essay competition. a. disappointed b. completed c. excited d. awarded13. How many contestants were there in all?a. as a total d. as usual c. as respected b. as a result14. I’ve heard a lot of about Peter, and I’m looking forward ______ his talk tomorrow.a. hear b. hearing c. to hear d. to hearing15. Would you like _______ me some tea?a. make b. to make c. making d. made16.They now reget ______ their son by providing too many material possessions.a. having spoiled b. to have spoiled c. having been spoiled d. to have been spoiled17. Jane is busy ______ for the school concert.a. to practice b. practice c. practicing d. having practiced18. “Are you the new manager, Daisy? Congratulation!” said Billy. a.Billy looked forward to being the new manager. b. Billy dreamed of being the new manager.c. Billy prevented Daisy from being the new manager. d. Billy congratulated Daisy on being the new manager.19. “ You can’t use the mobile phone.” Teacher said me.→ Teacher prevented ____________ from _____________________________________20. Teacher: Stand up, Lan! Peter: I’m sorry I don’t learn lesson.→ Peter apologised for not___________________________________________


DƯƠNG THỊ THU

153



11a411A5

Period : 39 test 45’I.Object To check students’knowledge from Unit 1 to Unit 3.II. II. Teaching aids

handouts. III. Anticipated problems

T can explain the asks of exercises for sts . IV. Procedure Matrix ( Ma trËn ) :

Chñ ®Ò Sè c©u


gKü n¨ngnghe

Kü n¨ng®äc

Kü n¨ngViÕt


TNKQ

TL TNKQ

TL TNKQ

TL TNKQ

TL


4 1 10 15 2

0.5 2,5 5,0


4 3 10 171 1.5 2,5 5,0

Tæng sè c©u

4 4 4 16 32

Tæng sè ®iÓm

1 2

2 3,5 10

Híng dÉn chÊm : I. Pronunciation : 4 ý x 0.25 / 1 ý = 1 point.

154

II. Vocabulary & Grammar : 16 ý x 0.25 / 1 ý = 4 points. III. Reading : 4 ý x 0.5 / 1 ý = 2 points . IV. Writing : 4 ý x 0.5 / 1 ý = 2 point. V.Listening : 4 ý x 0.25 / 1 ý = 1 point.

NGAN SON HIGHT SCHOOL English TEST - No 2 CLASS : 11A.... Time : 45’ NAME : …………………………..

I. Pronunciation: (1M) Pick out the word whose underlined part in pronounced differently from that of the other words:1. A. who B. wheel C. whether D. whale2. A. handicapped B. visited C. decided D. wanted3. A. university B. use C. understand D. building4. A. while B. write C. west D. wear II. Grammar and vocabulary: (2M) Choose the best answer for each sentence:1. The doctor advised him ......................... and to take up some sport.a. stop smoke b. stop smoking c. to stop smoking d. to stop to smoke2. Jack admitted ....................... the money.a. steal b. to steal c. stealing d. stolen3. Thank you very much ........................ lending me your bike.a. about b. in c. for d. of4. The instructor warned the students ............ sailing alone on the lake.a. on b. for c. of d. against5. A person who has been chosen to speak or vote for someone else on behalf of a group.a. contestant b. competitor c. examinee d. representative6. Some high school students take part in helping the handicapped.a. play a role of b. take a place of c. participate in d. are a part of7. To make something develop or become more active.a. to encourage b. to enhance c. to stimulate d. to strike8. Family ………… is the process of controlling the number of children you have.a. building b. controlling c. housing d. planning9. A bank has promised a donation of $ 24 million towards the disaster fund.

a. connection b. addition c. contribution d. provision10.Teachers have been asked to concentrate on literacy and numeracy.

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a. the ability to read and write b. basic skillss in mathematicsc. good knowledge of literature d. the bility to write books

11.We hope that students themselves will enjoy taking part _____ the projects.a. in b. on c. at d. for

12. He volunteered his ______ as a driver.a. job b. work c. service d. help

13. “May I go out, Mum?” – “No, I won’t let you go out.” a. The mother prevented her child from going out. b. The mother suggested going out c. The mother thanked her child for going out d. The mother insisted her child on going out14. “ Don’t touch that flower!” the old lady said to the boy.

a. The old lady wanted the boy not touching that flower. b. The old lady insisted the boy on touching that flower.

c. The old lady warned the boy against touching that flower. d. The old lady congratulated the boy on not touching that flower.

15. Peter should have apologized ……… being late this morning, but he did not. a. about b. at c. for d. up16. Many supporters were _______ at the lack of first-team opportunities.

a. quick b. disappointed c. difficult d. important III. Read the passage and choose one correct answer for each question: (1 M)

PARENTS’ DREAMS Parents often have dreams for their children’s future. They hope their children will have a better life than they had. They dream that their children will do things that they couldn’t do. Parents who come to the U.S from foreign countries hope their children will have better education here. They think their children will have more career choices and more successful lives. They make many sacrifices so that their children will have more opportunities. They think their children will remain close to them because of this. Some children understand and appreciate these sacrifices and remain close to their parents. However, other children feel ashamed that their parents are so different from other Americans.1) Parents often dream of ......................................A. their children’s making a lot of money in the future.C. one day living on their children’s money.B. one day seeing their children become famous people.D. a bright future for their children.2) Parents who come home from U.S from foreign countries hope that ..... A. their children will have a lot of careers.C. their children will have more opportunities for good education.B. their children become successful directors.D. their children will make a lot of sacrifices. 3) Parents think their children will remain close to them because...........

A. they give their children a lot of money.C. they know their children will be successful in the future.B. of the sacrifices

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D. they are living in a foreign country4) The word career in line 5 is closest in meaning to ............................ A. education B. travel C. subject D. professionIV. Rewrite the sentences below, beginning with the words given: (1 point)1. “No, it’s not true. I didn’t cheat in the exam!”-> Tom denied ….............................................................................................................................2. “Congratulation! You won the singing contest” -> My teacher congratulated ….......................................................................................................3. “ You don’t buy this car” They said. → They warned ……….. against not……………………………………………………………4. He had spent all his money. He decided to go home and ask his father for a job.-> Having…………………………………………………….…………………………………...V. Listen to the second paragraph and fill in the blanks: (1M)

In an informal survey carried out in Perth, western of Australia, students were asked to give their views on what makes an (1)………….. school. 80 per cent of the students felt that (2)…………… in the classroom was essential learning to take place. This implied that students should be treated as individuals with both their (3)……….. and their weaknesses. 60 per cent of the students felt they should be (4)………….. to set realistic goals for their learning, and to have positive attitudes towards themselves and others.

One hundred per cent of the students felt that the social side of school was as important as academic activities. The older students felt that they should be allowed to give some input school decision making a direct effect on students.

1. 2. 3. 4.


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Period: 40CORRECTING AND PAYING 45- TEST- no2

A-Objectives -Explaining and correcting tests-Help ss to master knowledge which they have leantB- Teaching aids: Chalks and board...C- Time: 45’

PROCEDUREI- Organization: -Greeting ?- Who is absent today?II- Paying the test Explain difficult questions§¸p ¸n: ICâu A B C D Câu A B C D

1 X 12 X2 X 13 X3 X 14 X4 X 15 XII 16 X1 X2 X3 X4 X

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5 X6 X7 X8 X9 X10 X11 X

III.Reading:1.D. a bright future for their children.2. C. their children will have more opportunities for good education3. B. of the sacrifices4. D. profession

IV. Rewrite the sentences below, beginning with the words given1. Tom denied cheating in the exam2. My teacher congratulated winning the singing contest.3. They warned me against buying this car.4. Having spent all his money, He decided to go home and ask his father for a job.

V. LISTENING:

1. effective school

2. mutual respect

3. their strengths

4. encouraged

LISTENING 11-2: In an informal survey carried out in Perth, western of Australia,

students were asked to give their views on what makes an effective school. 80 per cent of the students felt that mutual respect in the classroom was essential learning to take place. This implied that students should be treated as individuals with both their strengths and their weaknesses. 60 per cent of the students felt they should be encouraged to set realistic goals for their learning, and to have positive attitudes towards themselves and others.

About 55 per cent of the students expected their teachers to be motivated and interested in what they were doing; this would then reflect in their performance of the students. Nearly all the students believed that learning should be centered on important life skills such as communication, building self-respect and self-confidence, the ability to learn from failure, and time management, suited to the maturity of the students concerned.One hundred per cent of the students felt that the social side of school was as important as academic activities. The older students felt that

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they should be allowed to give some input school decision making a direct effect on students.


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Period: 41 UNIT 7: POPULATION leson 1 : READINGI. Objecitves

By the end of the lesson, Ss will be able to:- Develop such reading micro-skills as scanning for specific ideas and

guessing meaning in contextII. Materials


Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them.

IV. Procedure

Time Steps Work arrngement

6’ WARM UPCompetition game – Crossword puzzle- T divides the class into small groups of 3-4 Ss. Then T distributes the following crossword puzzle handouts

Group work

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for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.Crossword

1. an area of public land in a town or a city where people go to walk, play and relax.

2. the noun of ‘poor’3. attractive without being very beautiful4. without a job although able to work5. a group of Ss who are taught together6. (of man) attractive7. feeling that you’d like to sleep or rest8. not knowing how to read or write9. not young10.the synonym of ‘country’

Can you find out the key word hidden in the crossword ?

12

34

56

78910

Answer:P A R K

P O V E R T YP R E T T YU N E M P L O Y E D

C L A S SH A N D S O M E

T I R E DI L L I T E R A T EO L DN A T I O N

- T introduces the topic of the lesson.10’ BEFORE YOU READ

Discussing the pictures- T gets Ss to word in pair to look at the rwo pictures on page 80


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and discuss the questions on page 81 - T call on some Ss to give the answers to the questions and elicits commoents from other Ss . T may give some suggested answers .1 . The scene in the first picture can be seen in a family with too many children . As can be seen in this picture , this couple has 6 children , and they live in an old mud – and – draw cottage with nothing valuable .2 . The scene in the second picture can be seen in a poor town . As can be seen in the picture , the people in this town seem to have a hard life and live very old houses . The people tend to do manual work and some are unemployed .3 . The first picture tells us that if we have a big family , we may not support our children properly and give them a good life and education . The second picture indicates that population explosion can lead to poverty and unemployment .4 . It is not always true that the larger in population a coutry is , the stronger it is . The reason is that a large population can result in poverty , environmental pollution unemploy and social evils , which will easily weaken a coutry .Pre – teaching Vocabulary Note : T should only teach the words which don’t apear in task 1 .To double : to become or cause sth to become twice as much or as many (t¨ng gÊp ®«i / lµm c¸i g× t¨ng gÊp ®«i )Average (adj ) : of the ordinary or usual standard (b×nh thêng , trung b×nh )Birth control methods : C¸c biÖn ph¸p h¹n chÕ sinh ®Î Family planning : KÕ ho¹ch ho¸ gia ®×nh It is time sb did sth : ®· ®Õn lóc ai ®ã ph¶i lµm g× To continue to do sth : tiÕp tôc lµm g× - If there is some time left , T may ask some Ss to make sentences with the above words / phrases to check their understanding

9’ WHILE YOU READSetting the scene You are going to read a passage about the world population . While you are reading , do the tasks in the textbook .

TASK 1Instruction : Fill each blank with one of the words in the box - T asks Ss to read through the words in the box . Most of the words are quite familiar with Ss so T may just ask them to work out the meaning of resources . Ss may locate based on the reading passage and guess its meaning based on the surrounding words such as land , water , iron , silver ... in paragraph 2 Wites these words on the board :- Next , T might remind Ss of some strategies to do Task 1 :

Whole clas , individual work & pair work

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First , Ss should read through the sentences provied in the task to identify the part of speech of the word to fill in each blank . For example , in sentence 4 the two words should be nouns - Read th first sentence carefully to understand the meaning roughly . Read the words in the box to choose the most suitable one to fill in the blank , paying attention to their right form + Continue with the rest of the sentences .- T asks Ss work individual to do the task - T goes aroud to help Ss when answers with other Ss - T asks Ss exchange their answere with other Ss - T asks Ss for their answers and tells them to explain their choise - T gives the correct answers : 1 . Although 5 . figures 2 . method 6 . limit 3 . increases 7. international 4 . resources 8 . control

8’ TASK 2Instruction: You are required to read the passage and answer the 5 Qs in the book.- T asks Ss how to do this task. If they don’t remember, T may instruct them to use some strategies to do the task:+ First, skim the 6 Qs to understand them. As Ss do this they:* underline the key words. For instance, in question 1, Ss can underline what, population, 10,000 B.C, 1750, 1850, 1950, 1985, 2000...* decide what information they need to find in the text* look for Qs words like “why” which indicates Ss should read for specific thing like a reason.+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place.+ Read the part carefully to find the answer. Ss can use their own words.+ Continue with the rest of the Qs.- T asks Ss to work individually to do the task, then discuss their answers with their peers.- T calls on some Ss to give their answers and ask them to explain their choices. T elicits feedback from other Ss and gives the correct answers:1. The population of the world in 10,000 B.C was 10 million; in 1750 it was 625 million; in 1850 it was 1300 million; in 1950 it was 2510 million; in 1985 it was 4760 million; in 2000 it was 6.6 billion. (para 1)2. By the year 2015, the population of the world is expected to be


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over 7 billion. (last line, para 1)3. Some scientists say it can, but others say it can’t (line 2-4, para 2)4. No, they don’t. (line 2-3, para 3)5. Because they know of no safe way to have fewer children. (line 4-5, para 3)

10’ AFTER YOU READ- T may want to redesign the activity. T writes the name of 10 countries on the board and asks Ss to work in pairs to order these countries according to their population. Number 1 is the most populated country. Then Ss work out where these countries are and which is the richest, which is the poorest of them.Put the list in order by entering the numbers 1 through 10 in the boxes provided.O- Indonesia O- RussiaO- China O- JapanO- Pakistan O- NigeriaO- Brazil O- BangladeshO- United states O- India

Answers:1. China 2. India 3. US 4. Indonesia 5. Brazil 6. Pakistan 7. Bangladesh 8. Russia 9. Nigeria 10. Japan + China, India, Japan, Indonesia, Pakistan and Bangladesh are in Asia.+ The US is in North America.+ Brazil is in South America+ Russia is in Europe+ Nigeria is in Africa+ The richest country is the US; the poorest country is Nigeria (according to the CIA World Factbook data update of March 2007)


2’ WRAPPING UP- T summarises the main points.- T asks Ss to learn by heart all of the new words and do the extra exercises as homework.

Whole class


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Period: 42 UNIT 7: Speaking

I. ObjectivesBy the end of the lesson, Ss will be able to talk about the causes of population explosion, problems of population booms and solutions to these problems.


III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

IV. Procedure


6’

10’

WARM UPPicture description- T shows Ss the following picture and asks them 2 Qs:+ What can you see in the picture ?+ What does the picture tell you ?- T elicits answers from Ss and comments.- T introduces the topic of the speaking lesson: overpopulation/population explosion.Suggested answers:

1. In the picture, the Earth looks like an old, tired man with too many people on his head, shoulders and arms.

2. The picture tells us that the Earth may not properly accommodate too many people. We

Whole class

Whole 165

7’

10’

are facing overpopulation.TASK 1Instruction: You are going to put the following causes to overpopulation in order of importance and explain your decision.- Before letting Ss do the task, T asks them to read through the causes provided on page 83. T makes sure that Ss understand these statements.- T gets Ss to work in pairs to order the causes and reminds them to explain their order.- T goes around to observe and provides help.- T calls on some pairs to present their order and asks other pairs if they agree or disagree with their friends’ answers.- T should bear in mind that the answer, provided that Ss can explain their answers.TASK 2Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries.- T asks Ss to read the useful language on page 83. T reminds Ss that they should match the words/phrases on the left with the words/phrases on the right.- Now Ss work in pairs to list the problems of poor and overpopulated countries. T may ask them to think of other problems not mentioned in the book.- T calls on some Ss to report their answers and asks other Ss to feedback. T comments and gives corrective feedback.Suggested answers:+ poor living condition+ low living standard+ not enough/expensive food+ lack / shortage of schools/ hospitals/teachers/doctors and nurses+ unemployment+ social evils+ illiteracyTASK 3Instruction: Now you work in groups to find out the solutions to the problems of overpopulation.- T gets Ss to read Useful language. T may elicit / pre-teach some words / phrases:

class & pair work


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Reward and punishment policy: chÝnh s¸ch thëng ph¹t To exercise: thùc thi, ¸p dôngTo carry out: tiÕn hµnh- T asks Ss to work in groups to do the task. Ss may work out other solutions.- T goes around to offer help.- T calls on some Ss to present their group’s ideas.- T elicits feedback from the class and gives final comments.Suggested answers:+ raise an awareness of the problems of overpopulation+ raise the people’s living standard+ exercise / implement reward and punishment policy+ carry out population education program / family planning program+ use birth control methodsTASK 4Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of TASK 2 and TASK 3- T reminds Ss that now they are going to give a short presentation of the problems of population explosion and the solutions to them.- T encourages Ss to use transition signals to make their presentation coherent. T can elicit the list of signals from Ss:+ first / firstly, second, next+ also, besides, moreover, in addition, furthermore, + the first problem is that ...../ the next solution is that ....+ on the one hand, on the other hand, however, but ...- When Ss work in group to perform the task, T goes around to observe and provide help when necessary. T may also collect Ss’ typical mistakes and errors.- T calls on some group representatives to present and asks others to comment. Finally, T gives feedback on Ss’ presentations and corrects the mistakes and errors he/she has collected

2’ WRAPPING Whole

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- T summarises the main points.- T asks Ss to do the extra activity as homework.

class


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PERIOD :43 UNIT 7: Listening

I. ObjectivesBy the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and listening for general information.


III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.

IV. Procedure


7’WARM UP

Competition game – Word Search- T divides the class into small groups of 3-4 Ss. Then T distributes the following puzzle handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.- A variant of this activity: T draws or prepares 2 or 3 big copies of the word search and hang them on the board. T calls 3 pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible. The pair with the quickest and most correct answers will be the winner.

Group work

168

Find the words hidden in this puzzle. The words go across, up, down, backward and diagonally.

Overpopulation

P P C P R L E A E N E E PO U P L O I Y I O I I M WT N E M Y O L P M E N U SS I E E C O P E L S N E EN S X X A W A R E N E S SO H I P R L R N O U W P I I M P L E M E N T B I L RT E T O T D L L E X L L EU N E S I C R E X E E E LL T Y I L Y M A L T O E MO L N O L B D S W M S B ES R M N I L R N T E O T YN O L R R R L M E R R I N

Illiteracy Unemployment Reward Punishment ExerciseImplement Explosion Awareness Solution Problem

Answers:

P P C P R L E A E N E E PO U P L O I Y I O I I M WT N E M Y O L P M E N U SS I E E C O P E L S N E EN S X X A W A R E N E S SO H I P R L R N O U W P I I M P L E M E N T B I L RT E T O T D L L E X L L EU N E S I C R E X E E E LL T Y I L Y M A L T O E MO L N O L B D S W M S B ES R M N I L R N T E O T YN O L R R R L M E R R I N

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10’ BEFORE YOU LISTENDiscussing the Qs- T asks Ss to discuss the Qs on page 17 in pairs.- T calls on some Ss to give their answers and comments on the answers.- T gets Ss to guess what they are going to listen about.Suggested answers:4. Yes, our world is overpopulated because it has more than 6 billion people.5. Asia has the largest population with China the most populated country in the world and India the second.Vocabulary – Pre-teaching- Before eliciting / Pre-teaching the new words , T hepls Ss to pronounce the words given the book . T may read aloud first or play the tape and ask Ss to repeay in chorus and individually .- T elicits / teachers some of these words or / and these taken from the listening passage .Latin America : Ch©u Mü Latinh Rate of population growth : Tû lÖ t¨ng d©n sè Developing coutries : C¸c níc ®ang ph¸t triÓn To rank : to have a posotion on a scale according to quality , importance , success , etc :XÕp h¹ng Rank (n) : the position , especially a high postion , that sb has in a particular organzation , society , etc : thø h¹ng Fall (n) : decrease : sù gi¶m Generation (n ) : all the people who were born at about the same time : thÕ hÖ - T may get Ss to make sentences with the words and gives corrective feedback

Whole class

10 ‘ WHILE YOU LISTENTASK 1

Instruction : You are going to listen to Dr Brown talk about the world population . While listening , choose the best answer A , B or C , D to complete the statements or answer the questions .- T gets Ss to read the statements and questions carefully and underline the words that make them different . T checks with the whole class ( e.g in question 1 these are “over 6 .7 ” , about 6 .7 . “6 .7 ” “6 . 6 ”, in questions 2 they are “66 million ”, “76 billion ” “about 66 million ” , “about 76 billion ”, etc )- T gets Ss to guess the answer to each question and

Individual work , group work & whole class

170

7’

then tells them they need to listen attentively to check if their guesses are cofirmed .T plays the tape (or reads the tapescipt ) once for Ss to listen and do the task .- Then T gets Ss to find a partner to check their answers with - T checks the answers with the whole class . If many Ss cannot answer the questions , T plays the tape one or two more times and pause at the answers for them to catch Answers 1 . A 2 D 3 . C 4 . D 5. A 6 . C

TASK 2Intruction : You are going to listen to the tape again and answer the five questions .- T check if Ss can answer the questions in TASK 2 without listening again . If they cannot , T plays the tape for them to listen again but before doing this , T should encourage Ss to read through all the questions , identily the information they need to look for i each question (by finding the key words and the question word , e.g “what ” , “where ” , “when ” , “how , etc ”) and if possible predict the answers - Then T plays the tape again for Ss to listen and answer the questions .- T gets Ss to check their answers with a partner . Then T checks with the whole class . T should play the tape again and pause at difficult points if many Ss cannot complete the task .Answers :6 . It will be over 7 bollion .7 . The population growth rates un some parts of the world are not the same .8 . The reason is the improvement of public heath services and medical care .9 . They are shortage of foods , lack of hospitals and shools , illiteracy , and poor living conditions10 . The experts offered four solutions . They are (1) to educate people and make them aware of the danger of having more children , (2) to provide safe , inexplement a family planning policy , and (4) to exercise strict and fair reward and punishment policies .

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8 ‘ AFTER YOU LISTEN- T gets Ss to work in groups to orally summaruse the main ideas of the listening passage , T might give Ss some cues to base their summary on :+ world population today +wold population by 2010 + main cause of population explosion + problems cause by population explosion + solutions to the problems - T may also encourage Ss to use transition signals to make their summary more coherent .- T goes aroud to offter help and collect Ss’ mistakes - T call on some groups to prewsent their summary - T elicts feedback from the class and gives final comments


3 ‘ WRAPPING UP- T summarises the main points of the lesson .- T asks Ss to learn by heart all new wirds and do the Extra exercise as homework: write a summary of the listening passage.

Whole class


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Peiod 44 : unit 7: WRITINGI . objectives By the end of the lesson , Ss will be able to : Write descriptions of pie charts , using appropriate language II . Materals Textbook , handouts III . Anticipated problems

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Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assits them .IV . Procedure Time Steps Work

arrangement

7’ WARM – UPCompetition - Pie chart drawing - T prepares a handout with a table of information . T divides the class into small groups of 4 students and asks Ss to work in groups to tranfer the table into a pie chart . The group with the quickest and most correct answer will be the winner The table shows the number of Ss in a class who achieved each grade Grade Number of studentsDistinction 5 Merit 8Pass 9Fail 2

Suggested Answer Student Grades Fail 8 % Distinction 21 %

Pass 38 %

Merit 33 %

Group work

13 ‘ PREPARING SS TO WRITE- T prepares a handout with a description of a pie chart . T asks to work in pairs to discuss the organization and other characteristics of the description . T writes the following questions on the board :1 . How many parts are there in the description ? What are they ?2 . What does the first part tell you ?3 . What information does the second part give you ?4 . What language items should you pay attention to in the second part ? Underline them .5 . What does the last part tell you ?


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Dried Other 5 % Uses of Apples,USA 3 % Frozen 2% Canned Fresh Fruit 12 % 60 % Juice 18 %

The graph shows the chief of the apple crop in the US . Overall , the bulk of the harvest in either eaten fresh or made into juice .The biggest sline of the pie – chart is taken up by fresh fruit . About 60% of the crop is eaten fresh . This is three time as much as the next use , which is for juice . Less than 20% of apples in the US are turned into apple juice . A further 12% is canned , and a total of 5 % is either frozen or dried . Other remaining uses , such as apple vinegar , accout for just 5% of the crop .It’s clear that although a small amount of apple are processed onto frozen , dried or canned products most of the crop is sold straight from the tree

- T elicists the answers from the whole class , focusing on the remarkable characteristics of the decription . T can base his / her explanation on the following notes :1 . There are three parts in the description of a chart introduction , body and conclusion .- Introduction should desribe what the chart ia about , it’s date location , abd say what overall trends you see .- Body should describe the most important trends , while all information is summarized to avoid unecessary details . Notice how many distinctive features diagram has .Important ! You need to write about all the periods of time and all the subjects of graph . Remember , summarizing doesn’t mean throwing away information . The sesret here is to select what’s

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important , organize it , compare and contrst .- Conclusion shoud sum up the global trens show on the figure and compare them if possible 2 . Language use :- The language and tructures are given in the book .- Other language items :+ make up less than ... percent ,+ the most up + adj , the second most + adj ,+ ... substantially / somewhat / slightly more + adl than ....+ is about twice as + adj + as ... , ... three times as + adj + as ...

15’ WRITING - Before Ss descibe the pie chart on page 86 , T asks them to work in pairs to analyse the chart , focusing on the following questions :+ What does the pie chart show ?+ What is the general trend of the chart ?+ Which region has the smallest population ?+ Where does most of the wold population live ?- T checks the answers with the whole class .- Then Ss work individual to wtite the description of the pie chart , using the sentence given in the book to bigin their description .- T goes aroud to observe and offer help .Sample writing

The pie chart shows the distribution of the wold population by rebion . Overall , more than half of the world’s population lives in South and East Asia .Sputh Asia is the biggest region , making up 32% of the world population . The second largest area is East Asia with 6% less than South Asia . Europe ranks third with 15% . Coming next is Africa with 11% . Together , Latin America and North America have 14% of the wold population . Finally , Oceania is the least populated region with the smallest percentage of 2%.As can be seen , the greatest concentration of the world’s population is in Asia , with Europe far behind .

Whole class , pair work & induvidual work

8’ FEEDBACK ON SS’ WRITING - T asks Ss to exchange their writing with another

Pair work & whole

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student for peer correctionb.- T goes aroud and collects mistakes and errors .- T collects some writing for quick feedback - T writes Ss typical erronrs on the board and elicits self and peer correction . T provides cirrection only when Ss are not able to correct the errors - Finally , T provides general comments on the writings

class

2’ WRAPPING UP- T summarises the main points - For homework , T asks Ss to improve their writing , taking into consideration their friend’s and Ts suggestions and correction and do the extra exercuse

Whole class


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Period 45 unit 7: LANGUAGE FOCUS I . Objectives By the end of the lesson , Ss will be able to - Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /- Pronouce the words and dialogue cotaining these clusters correctly - Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces in reported speech appropriately .II . Materials :Textbook , handouts pictures III . Anticipated problems Ss may find it difficult pronouce the clusters , so T should prepare a lot of practice IV . Procedure

176

Time Teacher’s activities Sts’activities

12’ PRONUNCIATIONDistinguishing sounds - T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a few times and explains how to produre /k/ first and then quickly switch to /l/ and so on - T plays the tape (or reads ) once for Ss to hear the words containign these clusters . Then T plays the tape (or reads ) again and this time asks Ss to repeat after the tape (or T).- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or him/herself) again in chorus and then individually.Practising the dialogue containing the target sounds- T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 87.- T goes around to listen and takes notes of the typical errors- T calls on some Ss to read the dialogue again and provides corrective feedback.

Whole class , individual work & pair work

15’ GRAMMAR 1 . Revision of condotional sentences (type 1 , 2 and 3 ) a. Presentation - T elicits the from and use of coditional sentences (type 1, 2 and 3 ) from Ss . If necessary T may give Ss the following handout Type

Form Use

1 If + simplepresent will future

In these sentences , the times is the present or future and the situation is real . They refer to a possible condition and its probable result Example :+ If find her address , I’ll send


177

6’

2’

her an invitation +If I run , I’ll get there in time

2 If + simple past , would + infinitive

Like type 1 , type 2 refers to the present of future , and the past tense in the if – clause is not a true past but a subjuntive , which indicates unreality or improbability .Example :+ If I were 18 again I would go on a round – the –world – tour . (I’m not 18 , in fact I’m 45 )+ If I studied , I would pass the exams

3 Ig +pat prefect , would have + P2

The time is past , and the condition cannot be fulfilled because the action in the if – clause didn’t happen .Exmple :+ If I had found her address last week , I would have sent her an invitation .+ If I had studied , I would have passed the exams

B . Practice Execise 1 - T asks Ss to do exercise 1 individual and then compare their answers with another student .- T calls on some Ss to read out their answers .- T give correct answers :1 . would drive 4 . will take 2 . could 5 . closed 3 , is 6. willcome WRAPPING - T summarises the main of the lesson - For homework , Ss review the points that have been covered in the lesson and do the EXTRA EXERCISE

Group work


Preparing of date: ………………………..

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Teaching of date Class in date

class Total of sts

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Period: 46 unit 7: LANGUAGE FOCUS I . Objectives By the end of the lesson , Ss will be able to - Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /- Pronouce the words and dialogue cotaining these clusters correctly - Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces in reported speech appropriately .II . Materials :Textbook , handouts pictures III . Anticipated problems Ss may find it difficult pronouce the clusters , so T should prepare a lot of practice IV . Procedure Time Steps Work

arrangement

15’ Exercise 2 - T asks Ss to do exercise 2 in pair and then compare answers with another pair .- T calls on some Ss to go the board to write their answers .- T asks other Ss to feedbak and gives correct answers :1 . had been told 2 . hard realised 3 . wouldn’t have been Would have bought 5 . had studied 2 . Condititional sentences in reported speech A . Presentation - T writes some conditional sentences in reported speech on the board and asks Ss to comment on the changes of the verbs , pronouns and adverbs of time and places+ If I had a permit , I could get a job’s , he said .He said that if he had a permit , ha could get a job + If you had followed my advice , oyu would have been the winner’s , said her mother .He mother said if she had followed her advice , she


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would have been the winner .- T elicits the comments from Ss and makes clear that + Coditional type 1 : we apple all the necssary changes as usual (changes of verb tenses ,pronouns , adverbs of time and place ...)+ Cpnditional type 2 and 3 : we do not change the verb tenses , but we follow the rules to change pronouns , adverbs of time and place ... b . Practice Exercise 3 - T asks Ss to do exrcise 3 individual . Ss have to change the conditional sentences into reported speech .- T asks them to compare answers with another student .- T calls on some Ss to go to the boad to write their sentences - T asks other Ss to feedback and gives correct answers :1 . The man said to to her (that ) he would come to see her if he had time 2 . He asked her what she would say if someone stepped on er feet .3 . They said to me (that ) if it didn’t rain they would go out with me .4 . The man asked the woman what she would do if she were billionaire .5 . The man said to me (that ) if I had asked him he would have lent me his motorbike .6 . The man said to his daughter (that ) they would be very disappointed if she did not come .7 The boy said to the girl (that ) ha was sure they would understand if she explained the situation to them .Production : Picture prompts - T prepares a set of 10 pictures and divides the class into two big teams . T tells Ss the rule of the game : each time a representaive from a team will choose randomly a pucture from the set . He / she has to make a coditional sentence (type 1 , 2 or 3 ) with that picture . If he /she cannot do that or the sentence is not correct , the team will get no

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point ;otherwise , the team gets one point . At the end the team with more poitns will be the winner

2’ WRAPPING - T summarises the main of the lesson - For homework , Ss review the points that have been covered in the lesson and do the EXTRA EXERCISE

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Period : 47 Unit 8 : CELEBRATIONS READING I . Objectives By the end of the lesson , Ss will be able to :- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context .- Use the information they have read to discuss the topic II . Materials Textbook , handouts III . Anticipated problems Ss may not have enough vocabulary to talk about the topic , so should be ready to help them .IV . Procedure Time

T’S ACTIVITIES STS’ ACTIVITIES

6 ‘ WARM –UP Competition game – Network - T prepares a handout with a crossword puzzle of some festivals and celebrations in Vietnam and the world .- T divides the class into small groups of 3-4 students . Then T gives each group a handout to do their own groups . Which group finishes first and has all the

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correct answers will be the winner .- A variant of this activity : T draws or prepares two big copies of the crossword and hangs them on the board . T calls two pairs of Ss to go to the board and ask them to do the crossword as quickly as possible . The pair with the quickest and most correct answers will be the winner ACROSS

1. The purpose of this Vietnameses fesrival is to celberate the largest full moon in the year

3 . It si the day when Christians celebrate the birth of Christ 5 .In this festival ,men give their mohers wives , girlfriends ... flowers and gifts 7 . It is day in each year which is the same dates as the one on which you were born .8 . a public holiday in the US (on the fourth Thursday in Novenmber ) and in Canada (on the second Monday in October ) orginally to give thanks to God for the harvest and for health

DOWN 2 . This festival is the most important celebration of the year and makes the beginning of spring 4 . It is a holiday celebrated on the night of October 31 , usually costumes and going door-to –door collecting candy .6 . It is a Sunday in March or April when Chirstians remember the death of Christ and his return to life

- T introduces the topic of the Unit 10’ BEFORE YOU READ

Discussing Tet holiday - T asks the whole class to look at the picture on page 90 and discuss the three questions in pairs .- T goes around to offer help - T calls on some Ss to present their answers and eclicts commemts from other Ss . T gives feedback if necessary .Suggested answers :


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1 . It is Spring and it should be Tet holiday because we can see the apricot blossom and a kumquat tree full of ripe fruits 2 . The people in the picture may be a family . The grandmother is giving her nieceand nephew some lucky money . The girl , the boy and their parents may be wishing their grandparents good health and happiness .3 . In the picture we can aslo see a five – fruit tray on the ancestral altar(m©n ngò qu¶ trªn bµn thê tæ tiªn )and a dish of fruits , a tray of candied fruits and a banh chung on the table .- now Ss work in pairs to tell which of the activities in the book they enjoy doing most at Tet . Ss may also list other activities they like doing at Tet . T reminds Ss to give reasons for their answers .- T calls on some Ss to present their answers and other Ss comment .Pre – teaching Vocabulary Note : T should only teach the words which do not appear in Task 1 .Lunar New Year : TÕt ©m lÞch To fall between ... and ...:r¬i vµo kho¶ng thêi gian tõ ... ®Õn To spread : kÐo dµi To be full of : having or containing a large number or amount of sth : ®Çy nhiÒu Candied fruit :møt Posttive comments : nh÷ng lêi nãi tèt ®Ñp - If there is some time left , T may ask some Ss to make sentebces with the above words to check their understanding

6’ WHILE YOU READ Setting the scene You are going to read a passage about Tet holiday in Vietnam . While you are reading , do the tasks in the textbook TASK 1 Instruction : Find the meanings of the words . You can also use your dictionary .- T writes these words on the board :Grand , banner , sugared apples , agrarian , pray , excitement


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- Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings .- Ss guess the meaning of the words based on the contexts in the sentences . For example , to guess the meaning of grand (line 1 , first paragraph ) Ss may base their guessing on other words such as main holiday , important . To guess the meaning of pray (line 6 , last paragraph ) they pay attention to pagoda , happy year ...- T checks that Ss undertanding by asking them to provide the Vietnamese equivalents to the words . If Ss find it difficult to guess the meaning of any word , T should elitict and give suggestions Suggested answers :1 . grand : impressive and larger : träng ®¹i , hoµnh tr¸ng 2 . Banner : a long piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for sth : biÓu ng÷ , b¨ng r«n 3 . sugered apples : t¸o dÇm ®êng 4 . Agrarian : connected with farming and the use of land for farming : thuéc vÒ n«ng nghiÖp 5 . Pray : to speak to God .especially to gove thanks or ask for help : cÇu nguyÖn 6 . Excitement : the state of feeling excited : niÒm vui thÝch , sù n« nøc nhén nhÞp TASK 2 Instruction : You are to read the passage and decide whether the statements are True (T) or Fasle (F) - T instructs Ss to use some strategies to do task :+ first , quickly read through the statements to get an idea about the topic + Read the first statement more careffly . Underline the key words to understand the main point . for expamle , in statement 1 , Ss can underline Tet , 20th February , Western calendar .+ Search for the section of the text which deals with the idea or fact.+ Once finding the relevant section , read it careffly . If the statements is smililar to the imformation in the text , then select “True ” . If the statement is the opposite to the imformation in the text , then seclect

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“Fasle ”+ Continue with the rest to the statements- T asks Ss to work invidually to do the task and discuss their answers with their peers .- T calls one some Ss to give their answers and asks them to explain their choices .- T gives the correct answers :1 . F (it falls between 19th January and 20th February )2 . F (it’s just for agraian people ) 3 . T 4 . F (according to the passage , lucky money tends to be given to children ) 5 . T 6 .T TASK 3 Instruction : You are requored to answer the seven questions in the book .- T checks if Ss can answer the comprehension questions in TASK 3 wtithout to read the passage again . If Ss cannot , t gets them read the questions careffly and gives them some tips to do the task :+ First , skim the six questions to undertand them . As Ss do this they :* underline the key words . For instance , in questions 1 Ss can underline when , Tet , vietnam * decide what information they need to find in the text * look for questions words like “why ” which indicates Ss should read for specific thing like a reason .+ Go back to the first question and locateds the information for the question by finding the key words in the passage and mark the place .+ Read the part carefully to find the answer . Ss can use their own words .+ Continue with the rest of the questions - T asks Ss to word individually to do the task , then discuss their answers with their peers - T calls on some Ss to write their answers on the board and ask them to expain their choise - T gives the correct answers 1 . It sometime between 19th January and 20th February (line 2-3 , paragraph 1 )2 tet’s preparations and celebrations used to be speard over months (line 1-2 ,paragraph 2 )

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3 . They are decirated with coloured lights and red banners (line 3-4 .paragraph 2) 4 . They buy gifts , clean and decorate their houses and cook traditional foods (line 4-5 ,paragraph 2 ) 5 . It is made from sticky rice ,green beans and fatty pork (line 5-6 .paragraph 3)6 . must is candied fruit (line 6-7 ,paragraph 3)7 . Visiting friends and other family members , exchangeing whises , going to the padoda , playing games ...(last paragraph )

10’ AFTER YOU READ - T asks Ss to work in groups tp tell each other about their last Tet holiday .T asks Ss what verb tense (past simple ) they should use .- T goes around to help Ss when necessary .- When all groups have finished , T calls on some Ss to report their ideas to the class .- T elicits corrective feedback from other Ss and gives her own commets


2 ‘ WRAPPING UP - T summarises the main point - T asks Ss to learn by heart all of the new words and do the extra exercise as homework

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Period: 48 Unit 8 : CELEBRATIONS B -SPEAKING I . Objectives By the end of the lesson , ss will be able to :Talk about the celebrations of Tet and other festival’s activites Materials Textbook , handouts

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III.Anticipated problems Ss may not have enough vocabulary to talk about the topic , so should be ready to provide help IV . Procedure

Time

T’S ACTIVITIES STS’ ACTIVITIES

8’ WARM – UP Competition game – Word Search - T divides the class into small groups of 3-4 students . Then T distributes the following handout for Ss do in their own groups . Ss have to match pictures on the left with the words on the right . which group finishes first and has all the correct answers will be the winner

Group work

8’

14’

TASK 1 Instruction : You are going to practice the dialogue on page 93 in pairs .- T asks the whole class to read the dialogue silently and asks them what points are mentioed in the dialogue - T checks with the whole class and makes clear that : in the dialogue the two friends talk about Tet holiday , It’s time and activities .- Ss then practice the dialogue in pairs . T encourages Ss to remember the dialogue so that they can act it uot more naturally .- T goes around to onsere - When Ss have finished , T calls on some pairs to act out the dialogue and goves commnets TASK 2 Instruction : You are going match the holidays with its description and activities - Before Ss do the task , T asks them to look at the three pictures on page 93 and work out the name of each holiday . Ss may be asked to give the Vietnamese equivalent to each holiday .- T checks with the whole class and gives out correct answer :+ Picture 1 : mid – Autunm festival : tÕt trung thu

Whhole class & pair work


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+ Picture 2 : Thanksgiving : LÔ t¹ ¬n + Picture 3 : Valentine’s Day : ngµy lÔ t×nh yªu - T may ask Ss to list the activities people usually do in these jolidays and write quicky on the board so that Ss can compare these with the information they will dael with later .- Now Ss turn to the next page and do the task in pairs . they match the holiday with its main purpose and activities .- T calls on some Ss to give the answer and ashs other Ss to feedback . T may aslo ask Ss to cmpare their answers with the information written on the board earlier .Answers :1 . c C 2 . a A 3 . b B TASK 3 Instruction : You are going to ask and answer about the holidays in Task 2 , using the dialogue in Task 1 as the model .- T gets Ss to work in pairs to ask and answer about the holidays in Task 2 . T asks Ss to add any information about the holiday thye know to make the dialogue more intersting . For example , they can tell about the origin of the holiday...- T goes around to observe and offter help . T may give Ss some background knowlegge (see the cultural notes ) of the holidays or provide Ss with some vocabulary items .- T calls on some pairs to act out the conversation and asks other Ss to comment . T corrects some typical errors in the end .Cultural notes :1 . Thanksgiving Thanksgiving or thankgiving Day , is an annual one – day holiday to give thanks for the things one has at the end of the harvest season . In the united States , thanksgiving is celebrated on the fouth Thursday of November . In the United States , certain kinds of food are traditionally , served at Thanksgiving meals . First and foremost , turkey is ussully the fuatures item on any Thanksgiving feast table (so much so that Thanksgiving is sometimes referred to as “Turkey day ” . Stuffing , mashed potatoes with gravy , sweet potatoes , cranberry sauce , corn , other fall vegetalbes , yams and pumpkin pie are commonly associated with Thanksgiving dinner . All of these primary dishes are actually native to the Americas and werw introduced as a new food source to the Europeans when they arrived .The first American Tanhskgiving was celebrated in 1621 , to commemorate the harvest reaped by the plymouth Colony affter a harsh winter . In that year Governor William Braford proclaimed a

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day of tahksgiving . The coloniists celebared it as a traditional English harvest feast , to which they invited the local Wampanoag Indians . Days of thanksgivig werw celebrated throughout the coloies after fall harvests . All thirteen colonies did not howere , celebrated Thanksgiving at the same time until October 1777 . George Washington was the first president to declare the holiday , in 1789 2 Valentine’s Day Saint Valentine’s Day or Valentine’s day is a holiday on February 14 . It is the traditional day on which lovers express their lve for each other , sending Valentine’s cards or candy , It is very common to present flowers on Valentine’s Day .The history of Valentine’s Day – and its patron siant – is shroded in mystery. One legend contends that Valentine was a priest who served during the third century in Rome. When Emperor Claudius II decided that single men made better soldiers than those with wives and families, he outlawed marriage for young men – his crop of potential soldiers. Claudius and continued to perform marriage for young lovers in secret. When Valentine’s actions were discovered, Claudius ordered that he be put to death.Other stories suggest that Valentine may have been killed for attempting to help Christians escape harsh Roman prisons where they were often beaten and tortured.According to one legend, Valentine actually sent the first ‘valentine’ greeting himself. While in prison, it is believed that Valentine fell in love with a young girl – who may have been his jailor’s daughter – who visited him during his confinement. Before his death, it is alleged that he wrote her a letter, which he signed ‘From your Valentine,’ an expression that is still in use today. Although the truth behind the Valentine legends is murky, the stories certainly emphasize his appeal as a sympathetic, heroic, and, most, importantly, romantic figure. It’s no surprise that by the Middle Ages, Valentine was one of the most popular saints in England and France.

Wrapping - T summarises the main points of the lesson- T asks Ss to do the extra exercise as home work.

Whole class


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Period: 49 UNIT 8: LISTENING I. Objectives

By the end of the lesson, Ss will be able to develop the listening micro-skill of intensive listening for specific information.


III. Anticipated problemsSs may not have difficulty doing the first task, so T should be ready to give them some strategies

IV. Procedure


7’ WARM UPCompetition game - Guessing game- The aim of the activity is to revise the vocabulary related to festivals and celebrations that Ss have learnt.- T divides Ss into 2 groups : A & B.- T tells Ss the rule of the game: One member from each group will go and stand in the front of the class with their back facing the board. T will write a word/phrase which was learnt from the previous lesson on the board. Other Ss from each group have to explain the word without mentioning it or translating it into Vietnamese so that their representative can guess the word. The student with the quickest and correct answer will get 1 point for their group. Ss take turn to be the representative. After some turns, the group with more points will be the winner.


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- The words/phrase T may write on the board are: Thanksgiving, Mid-autumn festival, grand, pray, agrarian, lucky money...

10’ BEFORE YOU LISTENGuessing- T introduces the listening passage: Today you are going to listen to 2 people talking about how the New Year is celebrated in Japan . Before you listen, do the task on page 94.- T asks Ss work in pairs to guess which of the activities on page 94 the Japanese often do on their New Year’s Day.- T calls on some Ss to give their answers and write them on the boards. T also asks Ss to add any other activities that they think the Japanese do at the New Year’s Day.Pre-teaching vocabulary- Before eliciting/ Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually.- T elicits/teaches some of these words or /and those taken from the listening passage:Shrine: a place where people come to worship because it is connected with a holy person or event(®Òn thê)Longevity: long life(tuæi thä)Pine trees: (c©y th«ng)Constancy: (bÒn lßng, kiªn ®Þnh)) To represent: to be a symbol of sth (tîng trng cho)- T may get Ss to make sentences with the words and gives corrective feedback.


10’ WHILE YOU LISTENTASK 1

Instruction: You are going to listen to 2 people talking about how the New Year is celebrated in Japan. Listen and tick the things you hear.- Before Ss listen and do the task, T asks them to read through the statements. Then T instructs them to use some strategies to do the task:+ First, read through the statements to understand them and underline key words. For example, the key words in the first statement are : put on, special, clothes+ Listen to the tape and pay attention to the key words+ Tick the things they hear in the appropriate boxes.- T plays the tape once for Ss to do the task.- T asks for Ss’ answers and writes them on the board.- T plays the tape the second time for Ss to check their answers.- T asks Ss to work in groups of 4 to compare their answers.- T checks Ss’ answers by calling on some Ss. T may play the tape

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one more time for Ss to catch the difficult phrases.- T gives the correct answers:+ They put on special clothes.+ Housewives prepare special foods+ They go to a shrine.+ They drink rice wine.+ They watch television.+ They eat a special meal.

TASK 2Instruction: You are going to listen to the tape again and answer the Qs.- Before Ss listen to the tape again to do the task, T may ask them to try to answer the Qs with the things they remember from the previous times of listening.- T plays the tape again for Ss to do the task. T might also want to remind Ss that while listening they need to focus on the key words in each question.- After playing the tape, T gets Ss to work in pairs and check their answers.- T calls on some Ss to give the answers and elicits feedback from other Ss. If many Ss can’t complete the task, T might want to let Ss to listen one more time and pause at the answers for them to catch.Suggested answers:

1. Because they want to get rid of the dirt of the old year and welcome the new year.

2. From television or the radio.3. Kimonos or special dress.4. No, New Year is mostly celebrated among family only.

Tapesript : ( in T’s book)8’ AFTER YOU LISTEN

- T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one.- Before Ss take part in the activity, T elicits the transition signals/phrases to talk about the similarities and differences between 2 things. T may give Ss the following handout:1. To show similarities:Similarly, likewise, whereas, like2.To show differences:A different view is neverthelessHowever in contrastAlternatively but

Whole class and pair work

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On the contrary unlikeConversely on the other handYet differ from

- T goes around to offer help and collect Ss’ mistakes.- T calls on some pairs to present their answers.- T elicits feedback from the class and gives final comments. T may also correct the mistakes he/she has collected

2’ WRAPPING- T summarises the main points of the lesson- T asks Ss to learn by heart all new words and do the extra exercise as homework.

Whole class


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Period: 50 UNIT 8:Writing

I. ObjectivesBy the end of the lesson, Ss will be able to write a description of a popular

celebrationII Materials


Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them.IV. ProcedureTime Steps Work

arrangement

7’ WARM UPCompetition game – Christmas Cloze- T divides the class into small groups of 3 – 4 Ss. Then T

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distributes the following handouts for Ss to do in their own groups. Ss have to fill each blank in the passage with one suitable word from the box. Which group finishes first and has all the correct answers will bw the winner.

Followed marks cards lights turkey merry followed holiday sing baked family spirit peaceful presents decorate

Christmas is an annual holiday that (1) the birth of Jesus of Nazareth. Christmas Day falls on December 25. It is preceded by Christmas Eve on December 24, and in some countries it is (2) by Boxing Day on December 26, when many people go shopping for sales. It is a (3) when people get together with (4) . People give (5) to each other or send (6) wishing each other a (7) Christmas. At Christmas, people (8) carols to get into the Christmas (9) . As well, people (10) Christmas trees and put up (11) around the house. A common Christmas dinner is (12) . There are also lots of (13) goodies for the kids. People love Christmas because it is the time when they can share (14) moments with their family.

Answers:1. marks 2. followed 3. holiday 4. family 5. presents 6. cards 7. merry 8. sing 9 . spirit 10 . decorate 11 . lights 12 . turkey 13. baked 14 . peaceful

13 ‘ PREPARING SS WRITE - T sets the scene : you are going to write a description of one of the popular celebrations in Vietnam .- T prepare Ss for the writing task , T uses the passage in the Warm – up as a model .- T gets Ss to read the passage again and discuss the main points included in the passage in pairs . At the same times , Ss should write down which sentence(s) belong (s) to which main point .- After 5 minutes , T calls on two Ss to go to the board to write their answers


T asks other Ss to comment on their friends’ ansswers and gives his / her own feedback .Suggested answers :The description includes 6 main points :+ Name of the festival (sentence 1)+ purpose of the festival (sentence 1)

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+ Time of the festival (sentence 2-3 )+ Main activities of the festival / what people do in the festival (sentence4-7 )+ Foods eaten (sentence 8-9 )+ People’s feeding about the festival (like / dislike ? reason(s) ? (sentence 10 ) - Now T gets Ss to work invidually to write an outline for their description , using the nain points set in the previons activity . Ss should choose one of the popular celebrations in Vietnam to describe ( Mid –autumn Festival , Teachers’ Day , Women’s Day , Independence Day ...)- Ss work with each other to comment on each other’s outline . T goes around and provides help when necessary

15’ WRITING- T gets Ss to describe the fastival they have chosen in 15 minutes - T goes around to observe and offer help with vocabulary or structures Sample writing In Viet Nam the Mid – Autumn festival , also referred as Tet Trung Thu , is one of the two most celebrated festivals to current date . The Mid –Autumn Festival dates back over 15,000 years ago , and is traditionlly held on the 15th day of the 8th lunar month . A Vietnamese folkore indicates that the festival came about as a way for parets to make up lost time , showing love and appropriatelyto their chilred after the harvest season . Appropriately , The Mid –Autumn Festival is also called the Chilren’s Festival . Trung thu activites are offer centred around children and education . Parents buy lanterns fot their children so that they can participate in a candlelit lantern procession at dawn . Lantersn represent brightness while the procession symboziles success in school . Vietnamese markerts sell a variety of lantern . Other children’s activites include arts and crafts which children make face masks and lanterns . Children also perform traditional Vietnamese danse and participate in contests for prizes and scholarships . Unicorn dancers are also very popular

Invidually work

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in Trung Thu festivites . In addition , Vietnamese parents tell their children’s fairy tales and serve mooncakes and other special treats treats uneder the opportunity for me to gather with my family and friends to enjoy the moonlight and many special refreshments

8’ FEEDBACK ON SS’ WRITINGS- T asks Ss to exchange their writing with another student for peer correction .- T goes around and collects mistakes and errors - T choose one or two descriptions and reads it / them to the class .- Then T elicist corrective feedback from the class and gives final into consideration their friend’s and T’s suggestions and correction and do the EXTRA EXERCISE




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PERIOD 51 UNIT 8 : LANGUAGE FOCUS I . Objectives By the end of the lesson , Ss will be able to :

- Distinguish the clusters /fl/ , /fr / and / 0r/- pronounce the words and sentences cotaining these clusters correctly - use one(s) , someone , np one , anyone , and everyone appropriately - Use vocabulary about holidays and celebrations appropriately

II . Materials Textbook , handouts , picture

III . Anticipated promblems Ss may find it difficult to pronounce the three clusters , so should prepare a lot of

practice V . Procedure Time Steps Work

arrangement12’ PRONUNCIATION

Distingguishing sounds- T models the clusters /if /,/fr/ and/Or/ for a few times and explains how to produce them . E.g : when produing/fl/ , Ss should produre /f/ first and then quickly switch to /l/ , and so on - T play the tape (or reads ) once for Ss hear the words containing

Whole class individual work & pair work

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these cluters . then T plays the tape (or reads ) again and this time asks Ss to repeat after the tape (or T ) - T asks Ss to read the words in each column out loud in chorus for a few more time . Then T calls on some Ss to read the words out loud . T listens and correct if Ss do not pronounce the target words incorrectly . T may want to get them to repeat after the tape (or him / herself ) again in chorus and then invidually . Practising the dialogue containing the target sounds - T asks Ss to work in pairs and take turn to read alound the given dialogue on page 97 .- T goes around to listen and takes notes of the typical errors T calls on some Ss read the dialogue again and providew corrective feedback

6 ‘ GRAMMARa. Presentation - T writes some sentences on the board and asks Ss to comment on the use of one(s) , someone , no one , anyone and everyone + I don’t like the red shirt ; I prefer the blue one + Don’t buy the sour oranges . Buy the sweet ones + There’s someone waiting for the director in the office + Did someone call me last night ?+ Have you met anyone like him ?+ Don’t tell anyone my secret + No one likes her story + Everyone laughs at him - Ss work in pairs to work out the use of the pronouns - T checks with the whole class , making clear that + One and ones are used to replace a previously mentioned noun when we do not want to repeat that noun . One replace a singular noun , and ones replace a plural noun + Someone = somebody . It used with singular verb in (1) an affirmative statement or (2) a question when the speaker / write expects the “yes ” answer + Anyone = anybody . It used with a singular verb in (1) a negative statement or (2) a question + No one usually takes a singular affirmative verb .+Everyone = everybody . It usually goes with a singular verb . It is used to refer to very presin or all people Note : These expressions have a singular meaning and take a singular verb , so presonal pronouns and possesive adjectiives shound logically he /she . Him /her , his/her . However , in modern English plural forms are more common :+ Everyone has come in , haven’t they ?+ No one should leaver their luggage on the bus


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10’

10 ‘

- T asks several Ss to give similar examples and gives feedback b. Pracctice Exercise 1 - T asks Ss to do Execrise 1 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T gives correct answers 1 . anyone 5 . no one 2 . Someone 6 . everyone 3 . anyone 7. no one 4 . someone Exercise 2 - T asks ss to do exercise 2 in pairs .Ss have to rewrite the sentences , using the pronoun one / ones - T asks them to compare answers with another pair - T calls on some Ss to go to the board to write heir answers - T asks oher Ss to feedback and gives correct answers Answers :1 . Of the three bags , I like the blue one .2 . Mai is making a fruit cake . Huong is making one too .3 . I like reading books , especially the ones about the natural world 4 . I don’t have a computer , and my father doesn’t want me to have one 5 . They let me choose a pencil , and I took the red one 6 . There are several national celebrations in Vietnam but perhapd the most meaningful one is Tet holiday .7 . We told each other both happy stories and sad ones about our lives C . Production : role play - T asks Ss to work in pairs and gives each student a role card . T gets Ss the coversation , using as many one(s) someone , no one , anyone and everyone as possible Card A You are a student and living in a rented flat near the university . Last night you came home from the library and found out that your flat had been broken in . All of the money you put under your cushion was stolen . You kept the flat in that situation and took a picture of it this morning . Now you are at the police station to report the theft . You show th police officer the picture . Answer any questions from him

Card B :198

You are police officer . Student A comes to the police station to report a theft . Ask him / her questions to find out more information that helps out the thief

- T goes aroud to observe Ss work and provides help when necessary - T calls on some pairs to act the conversation and elicits corrective feedback if neede Suggested conversation Officer : good morning . How can I help you ?Student A : good morning . I come here to report a theft Officer : Well . where and when did it happen ?Student A : It happened in my flat , but I don’t know exactly when because when I came back to my flat at 9 p.m . I found that someone hard broken in my flat Officer : Did you see anyone around you flat at that moment ?Student A : I walked out to have a look , but I saw no one .Officer : Was anything valuable stolen ?Student A : Actually , I don’t have any valuable things in my flat because it’s a rented one . Howere , all of the money I put under mu cushion was stolen Officer : Do you live with anyone ?Student A : No , I live alone . But there are some students living around in other flats . When I went to the apartment buiding everyone was absent . I think they all went to the library as it’s the exam time . When I opened the door , I was really shocked . This is picture I took this morning Officer : Alright . It’s better that we’ll go to your flat to investigate and find other evidence I hope that you haven’t cleaned up the flat .Student A : sure , it’s still in a mess like this Officer : please tell me your name and address . We’ll go to your place this afternoon and interview everyone living near you Student A : My name’s is Le Hoa . my address is Room 301 , Nguyen A Living Quarter , Tran Hung Dao Street . I’ll wait fo you . Thank you .Officer :see you this afternoon . Goodbye

5 ‘ VOCABULARY Instruction : you are to complete the sentences by filling each blank with one word from the box - T asks Ss how to do this exerise . T may given them some tips to do the exercise:+ First, read the statements decide the part of speech of the word to fill in each blank. For example, the word to fill in the first blank is an adjective; the word to fill in the third blank is a noun...

Whole class individual work & pair work

199

+ Then read each sentence carefully to understand its meaning. Next, look that box of words to find out the word which has the most appropriate in meaning to complete the sentence.+ Continue with the other sentences.- Ss work individually to finish the exercise and then compare their answers with the person sitting next to them.- T calls on some Ss to give the answers and give feedback.Answers: 1.traditional 2.grand 3.gifts 4.celebrating 5.polite 6.good luck 7.excitement

2’ WRAPPING- T summarises the main points of the lesson.- For homework, Ss review the points that have been covered in the lesson and do the Extra exercise.

Whole class



11a411a5

Period: 58 Unit 9: The post office A - reading

I. Objects: By the end of the lesson, student will be able to - deduce the meaning of some words in certain context - scan for specifice details

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: pictures, book, posters ,lesson plan, board….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office.

200

+ Grammar : the tenes and passive voice… 2. Skills : devolop reading

IV. PROCEDURE: Teacher’s Activities Stuendents’ Activities

1.Warm-up (4 m) Chatting: - Raise some questions:+ Show Ss a letter and ask: What's this ?( A letter)+ Where can you post letter ? ( At the post office) + How far is it from your house to the nearest post office ? ( ...kilometer(s) )+ How often do you go to the post office? What for? (One/twice a week. To post letter / to make a phone call/ to buy phone cards ...)+ What services do you think the post call ...)Leand in : We're going to read a text about postal service of Thanh Ba post office2. Pre- reading (10 m)Pre-teaching vocabulary:- equip(v) (explanation): trang bÞ Explanation: supply with what is needed in a company or an office, etc.- express (a) (synonym) = very fast: rÊt nhanh, ho¶ tèc - transfer (v) (explanation) : chuyÓn Explanation: to hand over from one person or one place to another - notify (v) (translation) : th«ng b¸o, cho biÕt - recipient(n) (situation) : ngêi nhËn Situation: My friend sent me a letter. She was the sender. I received the letter. I was the ... (recipient ) - subscribe to ( new papers or magazines, etc) (v) (explanation): ®Æt mua (b¸o) dµi h¹n Explanation: arrange to receive(nespaper/ magazines...) regularly 3. While- reading (20 m )

Checking: What and Where Guessing: What services do Thanh Ba post office offer to custimers ?- Ask Ss to read list out as many services as they know Activity 1: Checking prediction

T Ss

T Ss

S S

Answers keys: * Mail and parcel service. * Express money transfer * Phone call and faxes * Press distribution

Expected answers:1. it is equipped with advanced technology and a spacious and pleasant front office.2. They are sending letters by air, surface mail or express mail.3. Is it used for notifying the recipient of the time and place to

201

- Ask Ss to read the text and check their prediction Ask some Ss to repeatActivity 2: Wh-questions- Ask Ss to read the text again and find the answers to the following questions:1. What is Thanh Ba post office equipped with ?2. According to the text, what are the three ways of sending a letter ?3. What is the Messenger Call Service used for ?4. What will you have to do if you want to get your newspapers and magazines delivered to your house ?- Give feedback.-Get Ss to practise asking and answering these questions in open pairs, then in closed pairs.Activity 3: Finding evidence in the text support these statements:- Ask Ss to work in pairs again and find evidence in the text that support these statements.1. You cannot make a phone call at Thanh Ba post office until 10 a.m2. You can save some money if you send a parcel that is less than 15 kilos in weight.3. The post office offers a special mail service that is particularly fast.4. Your relatives do not have to wait until tomorrow to get the money you send them today.- Get Ss to report their answers chorally.- Give feedback. 4.Post-reading (10 m)

Activity 4: Guessing meaning from context.- Ask Ss to read the text individually, try to guess the meaning of some words (spacious, courteous, speedy and original) from the context and do exercise 1 ( p. 102).- Get them to compare their answers with their partners.Answer keys:The antonym of "spacious" is "cramped".The antonym of "courteous" is "rude".The antonym of "speedy" is "slow"The antonym of "original" is "changed"Speak-it-upGive Ss some cues and ask them to make sentences

receive the call ?4. I'll have to subcribe to my favorite newspapers or magazines.

S S

T Ss

S SExpected answers:1. It opens daily from 7 a.m to 9 p.m2. They offer a very competitive rate for parcels under 15 kilos.3. They have Express Mail Service and your EMS mail will be delivered in the shortest possible time.4. The money will sent in less than 24 hours.

T SsCue 1: advanced technology.S: Thanh Ba post office is equipped with advanced technology.

202

about Thanh Ba post office .- Write the cues on the board.- Ask some Ss to repeat after each answer.- Tell the rest of the class what they know about Thanh Ba post office using the cues on the board.- Encourage Ss by giving them good marks.Write-It-Up- Ask Ss to write about Thanh Ba post office using the cues above or their own words.

5.Consolidation & Homework (1m)

Cue 2: staffS: Their staff is well trained, thoughtful and courteous.Cue 3: mail and parcel serviceS: They provide good mail and parcel service.Cue 4: Express money transferS1: They will send your money in less than 24 hours.Cue 5: phone call and faxesS: They have ordinary telephone call service and messenger call service as well as fax transmission.S2, S3 ............ : repeatCue 6: press distributionS1: They have newspaper or magazine delivery service.S2,S3 ....... : repeat



11a411a5

Period: 59 UNIT 9: THE POST OFFICESPEAKING

I. Aim: By the end of the lesson, students will be able to make requests and talk about different postal services.II-Teaching methods: integrated and mainly communicative.III-Teaching aids: poster, textbook, CD player,lesson plan, board….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice… 2. Skills : devolop speaking

203

V. PROCEDUREStages-timing

Activities Interactions

1.Warm up(7 m)

Jumbled words:- Give out a list of jumbled words (prepared before hand on a poster)- Give Ss 2 minutes to prepare individually, and then ask them to go to the board to write down the correct words.

1. mali2. nomey trerfans3. xaf4. repss deervyli

- Give feedback.Answer keys:1. mail 2. money transfer 3. fax 4. press delivery- Ask: What are these ? ( postal services)Introduce the lesson: Today we are going to talk about some postal services.

T Ss

2. pre-speaking(10 m)

Listening task- Give instruction:A man is at the post office and he's taking a postal service. Listen for the first time and answer the following questions:1. What service is the man taking ? ( fax transmission)- Ask Ss to listen to again and answer some more questions:2. What does he want to fax ? ( a document )3. What's his fax number ? ( 04.7223898)4. How much is this service ? ( 5.000 dongs)5. What exactly did the man say to make the request ? ( Could you help me to send this document to my office by fax ?)- Ask Ss to give answers.- Give feedback.

T Ss

3. While-speaking

Activity 1: controlled speaking- As Ss to open their book (p.103) and practice the dialogue between the man and the clerk in open pairs, then in closed pairs

S S

204

(20 m) Activity 2: Mapped Dialogue - Draw on the board two haces and introduce the scene This is Mr. Minh This is the clerk at a post office Mr. Minh wants to have a telephone line installed at his home. - Elicit the dialogue from Ss:

Good morning Good ... Can I ..........?

I'd ... telephone line Installed... ...address...?

234 Tran Hung Dao st ..... When ...?

..one week ..... Friday ? ... have.... telephone...?

....how much ...? fill in the form?

...here you are

thanks - Get Ss to practice the dialogue in open pairs, then in closed pairs Example dialogue: B. Good morning A. Good morning. Can I help you ?B. Yes, I'd like to have a telephone line installed at home, please A. Yes, sir. What's you address, please? B. 243 Tran Hung Dao street. When will it be installed, please?

S Ss

205

A. We'll make it ready one week after registration B. Can you make it on Friday ?A. Certainly. Do you have a telephone? B. Yes. How much is that? A. It's 200.000 dongs. You can see the rates on the desk. Would you please fill in this form?B. Yes... here you areA. Thank you Activity 3: - Ask Ss to work in pairs and make a similar dialogue using one of the two situations given in their books (p.104)- Go around the class and give help when needed- Call on some pairs and ask Ss to act out the conversation

S S

4. Post- speaking 10 mins

Role- play - Ask Ss to think of situations that they themselves need to go to the post office - Get Ss act out the conversation thta may happen there - Caal some pairs to the front of the class to act out the conversation

Ss S

S

5. Home- work 1 min

- Ask Ss to find some more expression to make request

XÁC NHẬN CỦA TỔ TRƯỞNG.Ngày … tháng … năm 2011.

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11a411a5

Period: 60 Unit 9 :The post office listening

I-Aim: By the end of the lesson, students will be able to listen to a monologue about the development of Vietnam's telephone system for detailII-Teaching methods: integrated and mainly communicative.III-Teaching aids: textbook, CD player, small boxes( for"lucky boxes game") handouts,lesson plan, board….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice… 2. Skills : devolop listening.

ProcedureStages

- timing

Activites Interaction

1. Warm-up 7 mins

Guessing game: What is it? - T gives cues and Ss guess what the thing is by raising. Yes/ No questions Cues: 1. It was invented in the 1870 2. It was invented by Alexander Graham 3. IT Is used to transmit in along distance Example exchange:T: It was invented in the 1870s Ss: Is it the telegraph? T: No, it isn't Chatting: 1. Is you family on the phone? 2. What is your phone number?3. When did your family have the telephone line installed?4. Did many families have it at that time? 5. How about now?6. Does any member of you family have a cell phone?Lead in: You can see the telephone system has

T Ss

207

2. Pre- listeni

ng 13min

s

3. While- listeni

developed quickly in the last few yeaes. Today we are going to listen to a monologue about such a development Pre-teach vocabulary:1. Commune(n) (explanation):Explanation: Country Province Village Ward communal(a): c«ng céng, chung 2. rural network(n) ( explanation + picture ): m¹ng líi (®iÖn tho¹i) n«ng th«n Explanation: - Show a picture of the coutryside and asks Ss where it is.- Ask: The telephone network in the countryside is called... ? ( rural network) 3. capacity(n) (translation): c«ng suÊt, n¨ng suÊt 4. subseriber(n) (definition ): thuª bao Definition: What do you call a person who pays a fixed sum of money every month for the telephone service?Checking: R.O. RPrediction( handouts) - Ask Ss to read through the statements in the Multiple Choise section and predict the answers .- Ask to compare their prediction with their partners - Write Ss' prediction on the Bb

Statements predict Chec

k 1. According to the passage, Vietnam ranks... for growth in telephone numbers 2. Vietnam is among the ... coutries in the world that have more than 2 milion telephones 3. In 1996, Vietnam began upgrading. Its ... networks 4. According to the interview, at presnt,...% of

S

S S

T Ss

208

ng 15 mins

4. Post- listening 10 mins

communes across Vietnam have telephone services 5. Which aspect of development in Vietnam's telecommunications is not mentioned in the listening passage ?

Activity 1: Checking prediction - Ask Ss to listen to the monologue and check their prediction - Let Ss listen for three times - For the first listening, ask Ss to do nothing but listening - For the second and third listening, get Ss to take notes and compare their answers with their partners - Ask Ss to report the results - Give feedback Answer keys :1. second 2. 30 3. fixed telephone 4. 93 5. The change of international telephone systemActivity2: Comprehesion questions - Run through the questions on page 106 to make sure Ss understand all of them .- Ask Ss to listen to the tape again( one, twice or three times depending on their abities) and find the answers to the questions given - Get Ss to compare their answers with their partners - Tell Ss to ask and answer these questions in open pairs, then in closes pairs - Give feeback where needed Expected answers:1. China has the best growth in telephone numbers 2. In the early 1990s, there were only 140.000 telephone in Viet Nam.3. In 1996, the fixed telephone numbers were changed from six to seven digist in Ha Noi and Ho Chi Minh City as well as five to six digist in other

S

S S

T Ss

S

S S

T Ss

Ss Ss

209

5. Home- work(1 m)

provinces 4. In 2001 5. There are 6.014 communal post offices in Viet Nam Game: Lucky boxes

- Prepare 7 small boxes, in which there are small pieces of papers with questions on them (these questions are about the content if the listening task above). Not all boxes have questions. There are some lucky boxes. (Mark these boes with red pieces of papers inside) - Get Ss to play this game in 2 teams - Let Ss choose a box - Open it and give 5 marks for a correct answer If Ss choose a lucky box, they get 10 marks and have the right to choose another box The game goes on until all boxes aee opened The team with more marks wins the game .Box 1: Lucky box !Box 2: How many telephones were there in Vietnam in 1996?Box 3: Which coutry has the highest growth in telephone numbers ?Box 4: Lucky box !Box 5 : Lucky box !Box 6: How many percent of communes in vietnam have telephone services ?Box 7: What is the rank of Vietnam for growth in telephone numbers?Ask Ss to write the summary of the listening passage using the hints given page 106


210

5 6

1

7

43 2

DƯƠNG THỊ THU



11a411a5

Period:61 Unit 9 : The post office writing

I-Aim: By the end of the lesson, students will be to write a letter to express satisfaction II-Teaching methods: integrated and mainly communicative.III-Teaching aids: textbook, poster, handouts,lesson plan, board….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…

2. Skills : devolop writing

ProcedureStages- Timing

Activites Interactions

1. Warm-up 5 mins

2. Pre- writing 9 mins

Game: Shark attack( the word to find: Post office) - Draw 10 dashes on the board - Give Ss the clue: This is place - Ask Ss to guess each letter of the whole woord- Give 1 mark for each correct letter For each wrong guess, the boy has to move down 1 step. If the boy is at the last step, the shark will attack him The game goes on till the word in uncovered Ss will loose if the shark reaches the boy before the word is found Lead in: - Do you often go to the post office ? -What do you go to the office for? Class discussion - Set the scene and give out the topic for the discussion:T: tell me some services at Thanh Ba post office?Ss: mail and parcel serces, phone call, press

T Ss

T Ss

211

3. While- writing(20 m)

distribution, etc.T: Now, imagine you have been using some of these services. Tell me what you are satisfied with and what you are dissatisfied with - Act as instructor and write shortly Ss' ideas on the board

Satisfied Dissatisfied

The opening hours? (close too early)

The security condition ?

(no one looks after the motorbikes)

The attitude of the staff?

(polite though )

The prices ?The punctuality of delivery of letter and newpapers?The position of the post office ?The quality of the equipment

Example board lay - out

- Clarify the writing task :The director of Thanh Ba post office invited you to write a letter to him describing the quality of thr services Revision of writing a letter showing satisfaction or dissatisfaction: - Elicit the outline from Ss The letter may have the following points: * Dear Mr. director * State the reason for writing ( I am writing about the quality of the servies your post office offers) * Say whether you are satisfied or dissatisfied with these services, or both * List out some evidences to support your idea * (Firstly ... secondly... thirdly ... finally )

T Ss

S

212

* You suggestion *End the letter politely( sincerely yours, yours faithfully. Etc)- Ask Ss to write the letter on a sheet of paper - Go around the class and gives help when needed Example writing :Dear Mr. Director, I am writing about the quality of the sercices of your post office .However, there is still something that I am dissaitisfied with Firstly, the post office is closed too early. Sometimes I need to make an emergent phone call after 9 and this service is not available Secondly, the prices for sending oversea mails are far too expensive compared with other post office In the disstict Finally, there is no one to look affter the motobikes of the customers outside I would suggest that the post office should open until 10 p.m and that there should be someone to keep an eye on the motorbikes of customers. I'm looking forward to hearing from you Yours sincerely Nguyen Thanh Nhan

4. Post- writing 10 mins5. Homework 1 min

Peer correction - Ask Ss to swap their papers and do the correction - Collect all the papers and do the correction at home

- Ask Ss to rewrite their letters at home XÁC NHẬN CỦA TỔ TRƯỞNG.


DƯƠNG THỊ THU



11a411a5

213

Period:62 Unit 9:THE POST OFFICELanguage focus

I-Objectives: By the end of the lesson, the studets will be able to: - distinguish the sounds / sp/, /st/ and /sk/ - use defining and non- defining relative clauses

appropriately II-Teaching methods: integrated and mainly communicative.III-Teaching aids: handouts,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…Skills : devolop language focus.



1. Warm - up

2. Presentation

1

- Divide the class into two groupa and ask Ss to close their books .- Ask each group to write on the board: + four words containing the sound /sp/ like speak + four words containing the sound/st/ like street + four words cotaining the sound /sk/ like ask or skim - Set the time limited in 2 minutes - The group who first finishes wins

Pronunciation Activity 1: Listen and Pepeat - Read the words and ask Ss to listen - Read the words again and ask Ss to repeat - Call on some Ss to read alound the words Activity 2: Role-play Drilling - Ask Ss to work in pairs to practice reading the dialogue - Call on some pairs to act out the dialogue in front of the class - Make corrections Game: Who is the quickest ?- Divide the class into two groups and ask Ss to close their books ,- Read the questions and ask Ss to give the answers - Each of the quickest and correct answer gets one point - The group having more points wins the game 1. What do you call a person who designs buildings?2. What do you call a person who buys things from a shop ?

Ss Ss

T Ss

S S

Ss Ss

214

3. Present- ation 2

3. What do you call a person who flies a plane? 4. What do you call a person that takes photographs? 5. What do you call a thing which opens a lock ?6. What do you call a thing which opens a bottle ?Expected answers :1. an architect 2. a customer 3. a pilot 4. a photographer 5. a key 6. bottle- opener

- Ask Ss to explain the words using the phrases from the box (execise 1.p.109 ) - Have Ss write the answers on the board - Ask Ss the Vietnamese equivalent of the words - Check with the class + a burglar: tªn trém + a customer : kh¸ch hµng, ngêi mua hµng + a shoplifiter : ngêi ¨n trém ë cöa hµng + a coward : ngêi hÌn nh¸t + a tenant : ngêi thuª nhµ - Ask Ss to work in pairs to ask and answer the questions based on the nouns and the expanations given - Example exchange:+ A. What do you call a person who designs buildings? + B. An architect Expected answers :1. a burglar is someone who breaks into the house to steal things 2. a customer is someone who buys things from a shop 3. a shoplifter is someone who staels things 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 a flat

GramarDefining relative clauses and non-defining relative

clauses (Revision)Presentation Error recognition - Divide the class into 2 groups - Deliver handouts with correct and incorret relative clauses to Ss. (see appendix ) - Read the sentences alound one by one and gets Ss to raise their hands if the sentence is wrong and not to raise

S S

Ss Ss

215

their hands if the sentence is correct * For the wrong sentence, ask Ss to give explanation and correct the mistake * If all of the group have a correct answer, they are given 1 point * Any group having more correct answers will be the winner - Checking intructions :1. If the sentence is right, do you raise you hands? (No)2. If the sentence is wrong, what do you do ? (Raise the hands nad correct the mistake )- Let SS start the game Hand out :Right or wrong?1. The pills I took have no effect at all 2. Something happened yesterday has been worrying me 3. None of the poeple whom I talk to could give me any useful information 4. There was a bad accident closed the motorway 5. The man which saved a boy from drowing got an award 6. They lived in Pens ford, that lies just South of Bristol 7. They are the generation who's fathers fought in the Viet Nam War 8. People who live in glass houses shouldn't throw stones 9. Marian Evans who wrote under the name of George Eliot was a great novelist 10. We saw many soldiers and tanks which were moving to the front Expected answers :- Correct sentences: 1, 3, 8 - Incorrect sentences and their corrections :2 . Something which/ that happened yesterday has been worrying me 4 There was a bad accident which/ that closed the motorway 5. The man who saved a boy from drowning got an anward6. They lived in Pensford, which lies just South of Bristol 7 They are the generation whose fathers fought in Viet Nam War 9 . Marian Evans, who wrte under the name of George Eliot, was a great novelist 10. We saw many soldiers and tanks that were moving to T Ss

216

the front Questions:1. What is the posittions and functions of "who, whom, which, that and whose "2. Which sentences having defining relative clauses and which ones have no-defining relaitive clauses? ( sentence 6, 9 have non-defining relative clauses, the rest have defining relaitive clauses) 3. Which relaitive clause can be omitted without making nonsense of the main information? ( non- defining relative clause) 4. What is the position of a non-defining relaitive pronoun? ( after a defining pronoun. Ex: Lan, this book, my father, .... and between 2 commas )5. Can we omit"whom" or "which" and "that" when they function as objects ? ( Yes) relative pronouns:

N/Pro who(Person) (S)

N/Pro whom(object) (O)

N/Pro which(Object) (S,O)

N/Pro that(Person/Object)

Non-definite relative clause

- Defining relative clause......

( Lan, this book, my father..) - Definite N.non-defining relative clause.

217

(S,O)

N whose + N ( Possessive)

S

4. Homewor

k

Ask Ss to do again ex 1,2.


DƯƠNG THỊ THU



11a411a5

Period:63 Unit 9:THE POST OFFICELanguage focus

I-Objectives: By the end of the lesson, the studets will be able to: - distinguish the sounds / sp/, /st/ and /sk/ - use defining and non- defining relative clauses

appropriately II-Teaching methods: integrated and mainly communicative.III-Teaching aids: handouts,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…Skills : devolop language focus.



function as objects ? ( Yes) Ss Ss

218

Review relative pronouns:

N/Pro who(Person) (S)

N/Pro whom(object) (O)

N/Pro which(Object) (S,O)

N/Pro that(Person/Object) (S,O)

N whose + N ( Possessive)

Non-definite relative clause

- Defining relative clause......

( Lan, this book, my father..) - Definite N.non-defining relative clause.

Activity 1 : Sentence completion (execise 2, textbook, p 109) - Get Ss to do execise 2 individually- Ask them to find a partner to check their answers with - Go over the answers with the class Keys : 1. who 2. whose 3. whom 4. whose 5. whom Activity 2: The use of commas with relative clause

T Ss

S S

Ss Ss

219

3. Present- ation 2

- Ask Ss to do the following exerise individually Decide if there are any commas missing from these sentences. If the sentence is correct, put a tick () after it. If there are commas missing, put them in Ex: - Students who get below-average exam results do nat have the best prospects - Only about 70 people live on Lundy Island lies off the coast of Devon 1. I'm having a visit from my favorite aunt who lies London 2. This is the room that we're just decorated 3. The people who invested in the company have all lost their money 4. The match will be played at Lord's which is the home of English cricket 5. Accidents that happen at night usually involve fewer peole 6. Marian Evans who wrote under the name of George Eliot was a great novelist 7 . The newcollege which cost 80 million to build open this week 8. people who live in glass house shouldn't throw stones - Ask Ss to compare their answers with their partners - Go over the answers with the Ss Expected answers:1. I'm having a visit from my favorite aunt, who lives in London 234. The match will be plaled at Lord's, which is the home of English cricket 5 6. Marian Evans, who wrote under the name of George Eliot, was a great novelist 7. The new college, which cost 80 million to build, opens this week Activity 3 : Sentence combination (handouts) - Tell Ss to do the following exesices individually 1. I was sitting in a chair. It suddenly collapsed 2. Mary and Margaret are twins. You met them yesterday 3. The student is from China. He sits next to me 4. The professor is excellent. I'm taking his course 5. I saw a lot of people and horses. They went to market 6. This doctor is famous. You visited him yesterday

S S

Ss Ss

220

7. Shakespeare was born at Stratford on Avon. He is the world's greatest dramatist and poet - Call on 7 Ss to write their answers on the board- Give corrections if necessary Expected answers 1. I was siting in a chair which suddenly collapsed 2. Mary and Margaret, whom you met them yesterday, are twins 3. The student who sits next to me is from China 4. The professor whose couse. I'm taking is excellent 5. T saw a lot of people and horses that went to market 6. This dortor, whom you visit yesterday, is famous 7 . Shakespeare, who is the world's greatest dramatist and poet, was born at Stratford on Avon

4. Homewor

k

Ask Ss to do exesice 3 and 4 (textbook, p.109, 110)


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Period :65 Unit 10 : NATURE IN DANGER READING

I-Objectives: By the end of the lesson, Ss will be able to :- understand the passage - identify the main idea - guess the meaning in context - express their own ideas about nature in danger and the endangerd animals

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: Picture, poster, CD, CD player,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…Skills : devolop reading.

PROCEDUREStages/ Timing


1. Warm- up: 5 mins

Game: Kim's game: - Ss are going to work in two groups. ( books closed) - Show some pictures of wild animals in font of the class in 30 seconds, then put them away .Ask Ss to write down the names of the animals - The group that shows the right answers the most quicky will win the game - Check Ss' understanding of intructions - Show the pictures again to check Ss' answers Teacher declares the winer

Answer Key: 1. Polar bear 2. elephant 3. panda 4. lion 5. cheetah 6. tiger Lead- in: Ask Ss :- Where do these wild animals live? Expected answer: in the jungle - Have the numbers of these wild animals become larger?Expected answer: They have become smaller - Why have they become smaller ?- What makes them become smaller?Ss work in pairs to discuss the answers Let Ss say them out Notedown Ss' ideas To answer the questions,today we are going to learn unit ten-

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2. Pre-reading :10 mins

3. While Reading: 20 mins

lesson 1. Pre- teaching Vocabulary:1. pollutant(n): chất « nhiÔm (example)Eliciting question: What do you call something like: chemical waste, exhaust fumes, smoke from factories ? 2. decrease(v) : gi¶m xuèng (antonym)Eliciting question: What is the oposite word of increase?3. extinct (adj): tuyÖt chñng (definition) Eliciting question: find a word that means no longer in existence 3. interference (n): sù can thiÖp ( translation) Eliciting question: How do you say in English 4. endangered(ajd): cã nguy c¬ tuyÖt chñng (definition)Eliciting question: What is another word for danger of disppearing?- Elicit the new words by asking questions using the techniques suggested above - Ask Ss to give the Vietnamses equivalent ( if necessary) Checking: Gap- fill - Use task 1 (page 116) to check Ss' understanding of the new words - Ask Ss to compare their answers Answer Key: 1- extinct 2- protect 3. decrease 4. pollutants 5. endangered 6. interferences * Activity 1: Main idea - Ask Ss to read the text silently then work in pairs to find the main of each paragraph - Move around to helps Ss - Go over the answer with the class Answer Key: 1.C 2. B 3.A 4.C * Activity 2: Matching - Copy the wods on the board or prepare a poster beforehand then hang on the BB- Ask Ss to work in pairs and match a word in A with a word or a phrase in B to find out the meaning of the words in A - Teacher moves around class to help SS A. 1. species(n) 2. consequences(n) 3. influence (n) 4. prohibit (v)

B.a. ban b. collect c. kind d. result

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4. Post- reading: 9 mins

5. Home-work: 1

mins

5. raise (v)6. off-spring (n)

e. effect f. the young of an animat

Feedback:Ask Ss to come to the board and match theirs answer Answer key 1.c 2. d 3. e 4. a 5. b 6 f * Activity 3 : Questions and answers - Ask Ss to read the text again then work in groups of four or five to ask and answer the questions in task 3 page 117 - Go over the answer with the class Suggested answers:1. The four ways that human beings are changing the world are :- They are changing the environment by building cities and villages - They are affecting the water supply by using water for industry and agriculture - They are changing weather conditions by cutting down trees in the forests.- They are destroying the air by adding pollutants like smoke from factories and fumer from automobiles motors2. The serious consequences of people's interference with the environment are: - many kinds of rare animals are killed - the environment where these animals are living is badly destroyed 3. Many efforts have been done to protect endangered nature, such as:- Many organizations have been set up and funds have been raised - Thousands of national parks have been established to protect endangered animals - Laws have been introduced to prohibit the killing of endangered animals Reporting the video:Lest Ss work in two teams. Tell them they are going to watch a video of the song" The earch Song" by Michael Jackson Ask Ss to try remember the events happening in the scenes of the video then talk about them when the video finishes Feedback :Ask Ss : How many events from the video can you remember ?Each group takes turns saying them out The group which has more ideas will win the game - Lern the new words by heart

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- Prepare the next part XÁC NHẬN CỦA TỔ TRƯỞNG.


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11a411a5

Period : 66 Unit 10 : NATURE IN DANGER SPEAKING I-Objectives : By the end of the lesson, Ss will able to:

- talk about endangered nature - express their own ideas about measures of protecting endangered nature

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: poster, markers,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…2. Skills : devolop speaking...

PROCEDUREStages Timing


1. Warm-up: 5 mins

2. Pre- speaking: 10

mins

Game: Hot seat - Divide the class into two groups - One person from each group comes to the front of the class, facing their back to the board. Teacher writes word by word on the board. The rest Ss of the grouo explain the word without saying the exact word on the board The group that can say out the right word first will win the game List of words: environment, industry, pollutants, cutting trees, building cites Lead- in: - Have Ss look at the list of wods on the board - Ask Ss: From the words given above, who can guess the topic we are going to discuss today?- To focus on this topic, we are going to study the lesson:

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3. While- speaking: 15

mins

NATURE IN DANGER Pre teaching Vocabulary:1. Cultivation (n): sù cÇy cÊy, sù trång trät Elicting question: Which word describes the preparation and use of land for growing plants or crops ? 2. to discharge:th¶i ra (synonym)Elicting question: What is the other word of to release?3. to discourage(v): thuyÕt phôc ai kh«ng lµm g× (antonym)Elicting question:What is the opposite word of to encourage?

Elicting question: A verb means to each a person or an animl and keep them as a prisoner 4. to capture (v) : b¾t giam - Elicit the new words by asking questions, using the techniques suggested above - Ask Ss to give the Vietnamses equivalent (if necessary) Checking Checking Vocabulary: slap the boarb

* Activity 1: Brainstorming ( books closed) - Let Ss say out their ideas about some reasons why nature is threatened in their group first - Call on some Ss to say out their answers - Teacher notes down Ss' ideas on the board Ask Ss : What do you thinhk is the most important reason ?Suggested rideas: In my opinion, the most important thing is ...Key: no fixed answers ( The answers will depend on their own ideas because the aim of this activity is only to encouage Ss to speaking as much as possible) * Activity 2: Matching - Hang on a chart with possible measure for protecting endangered nature which are prepared boferehand on each slice Example:Killing endangered animals for fur, skin and food should be banned

Planting trees should be encouraged

- Ask Ss to work in groups and in turn come to the board,

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4. Post- speaking: 10

mins

5.Homework

matching the reasons in activity 1 with possible measure for protecting andangered nature - Teacher checks the matching if they are suitable Answer Key: There can be more measures for one reason Example:Reason: Killing endangered anomals for fur, skin and food Measures:1. Killing endangered animal for fur, skin and food should be banned 2. All kinds of animal and plants should be protected In pair, one student says the reason, one says the suitable measures. Ask Ss to look at their parter when they speak Feedback: Call on sonme pairs to say them out * Activity 3: Making conversations - Teacher asks Ss to make a coversation, using the passive voice of should to combine the ideas in activity 1 with activity 2 Sample conversation S1: Do you know these days people are cutting down a lot of trees in the forrest for wood?S2: Yes, I do / Oh, relly? I thinhk laws should be introduced to stop people from cutting trees for wood S1: You're right. And planting trees should be encouraged S2: Yeah.. - Model the coversation with a good student - Have two studets do the same, looking at their parter when they speak - Ask Ss to work in pairs simultaneously - Move around if there is time Exhibition: - Divide the class into 4 groups - Deviver 4 big pieces of paper and some markers, color pencils to each group - Ask Ss to make a poster which aims at appealing to everybody for not destroying nature and trying to look after our environment more carefully Feedback: - Have SS stick their posters on the board one representative of each group will present their group's ideas - Teacher and Ss give comments and the choose the bes-designed poster and the best presentation to praise

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- Search the internet to find out some more information about endangered animals - Prepare the next part


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Period : 67 Unit 10 : NATURE IN DANGER LISTENING I-Objectives : By the end of the lesson, Ss will be able to:

- Listen and understand the general ideas.- pick up the specific ideas.

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: Pictures, hand-outs ,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…2. Skills : devolop listening...

PROCEDUREStages/Time Activities Interactions

1. Warm- up: 5 mins

Game: Guessing word- Divide the class into two groups - Tell Ss: I have two words. The first word cosists of 8 letters. The second word conssits of 4 letters. I'll give you some hints. If you can guess the word at the first hint, you'll get 10 sweets. If you guess it at the second hint, you'll have 5 sweets and at the third- only one sweet - - - - - - - - - - - -1 2 3 4 5 6 7 8 1 2 3 4 1- It is place where many visitors who are interested in nature like to visit 2- It is a place where are a lot of forests, caves, rivers, plants, wild, animals 3- It is known Cuc Phuong, Cat Ba...Key: NATIONL PARK

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2. Pre- listening 15

mins

3- While- listening: 12

mins

Declare the winer Lead- in: What nationnal parks in Vietnam and in the world do you know? Expected answer: Ba Be National Park, Bach Ma National Park ..Why have many national parks in the world been founded? Can you tell me some danger these national parks can face with? - notes down Ss' ideas on the board To know the answer, today you're going to listen to a text about national parks in the United States

UNIT 10: NATURE IN DANGER Preteaching Vocabulary: 1- scenic features(n): (translation) Eliciting question: How do you say ®Æc trng vÒ thiªn nhiªn xinh ®Ñp English ?2- devastating (adj): tµn ph¸ (definition) Eliciting question: An adjective that means causing a lot of damage 3- approximately (adv) : xÊp xØ ( synonym) Eliciting question: another word of nearly or about 4- vehicles(n): xe cé (example) Eliciting question: something like cars, bicycles, lorries, buses ..5- maitenance (n): sù duy tr× Eliciting question: Find a word that means keeping something in good condition Checking Vocabulary : RORHere are some statements about national parks in the United States. Read and guess if they are true or false - Copy the True- false Statement Predictions ( Task 1 page 119) on the board and draw the table - Ask Ss to guess if the sentences are true or false then note down Ss' predictions on the table

1 2 3 4 5Predict Correct

* Activity 1: True or False Statements: - Have Ss listen to the text twice and check their predictions

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4. Post- listening: 12

mins

5. Homework

1 min

- Ask Ss to compare their answers then call them out. If it is false, say why Key: 1- National parks protect and preserve the natural beauty of the land, T 2- They usually contain a variety of scenic fetures, T 3- All national parks are in danger of being destroyed F. Many national parks, not all national parks 4- Large areas of national parks can be destroyed by fire . T 5- Visitors do not help to preserve and protect national parks, T * Activity 2: Multiple Choice - Prepare the multiple choice beforehand for Ss to choose (see the Appendix) - Deviver the handouts - Ask Ss to read the questions and guess the answers before listening - Play the recording. Have Ss listen and choose the correct answers - Compare their answers togetther - Check the answer key: 1-b 2-c 3-d 4-c - Ask Ss to work in pairs, using the questions in task 2 Discussion:- Ask Ss to work in groups of 5 to discuss these questions. A secretary from each group will note down Ss' ideas Have you ever visited a national park in our coutry? Or Have you ever seen a national park in Vietnam on TV?- What is there in the National park? - Does it have the same problems as the other national parks?What should we do to protect as the other national parks an What should't we do to destroy them?Feedback: One representative of each group comes to the front of the class and presents their ideas - Ask other Ss to share ideas give comments on each group - Based on the information in task 1 and task 2, Ss write summary of the text

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APPENDIX 3 : Unit 10- Listening -- Task 2 Task 2: Multiple Choice:1. How many national parks are there the United States?a. 50 b. 52 c. 53 d. 552. How many people visit national parks every year? a. five thousand b. three thousand c. millions of visitors d. bollios of visitors 3. can you name some of the problems which national parks are currently facing? a. Rare animals are killed or hunted for fur, skin or other parts b. Trees are cut down of wood c. Devastating fires are caused by careless people d. All are correct 4. What should be done to protect national parks?a. Icrease the number of visitors to earn more money for the parks b. These problems should be solved gradually c. Money should be raised for the park's staff and maintenance of their resources d. if there is not enough money, some national parks should be destroyed



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Period : 68 Unit 10 : NATURE IN DANGER WRITING I-Objectives : By the end of the lesson, Ss will be able to:

- understand the information about Cat Ba National park - Write a description of a location

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: hand outs, pictures,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…2. Skills : devolop writing...



1. Warm- up: 5 mins

Game; Guessing game Show the back of a picture of a National Pak to the Ss. Teacher gives some information about the piture - Ask Ss to guess what the national park is

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2. Pre-writng: 12

mins

+ It has a lot of tropical forests, beautiful landscapes rare animals + It is in the North- East of Vietnam + it is on an island 20 km east of Hai phong Expectect answer: It is Cat Ba National Park Lead in: Have you ever been to Cat Ba?If Ss say yes, ask Ss: When did you go? What is Cat Ba like? If Ss say No: Would you like to know some information about Cat Ba ?To day I would like to introduce to you some more information about Cat Ba national park Unit 10: NATURE IN DANGER Pre teaching Vocabulary:1. coastal waters(n): vïng níc ven biÓn( drawing) 2. abundant:(adj) = plentiful, more than enough: nhiÒu, phong phó (synonym)e.g: Vietnam has a lot of abundant natural resources 3. Ha = hectare 4. stone tool(n): (picture): ®å ®¸ 5. human bone(n) (picture): Checking Vocabulary: What and where Write 5 words in cirles on the board, ask Ss repeat and then erase words. Ss try to remember what and where each word is then write them again on their correct positions Questions and answers: Pair work - Ask Ss to work in pair, taking turns asking answer about Cat Ba National Park, using the information in the text book 1- Where is Cat Ba Nationl park /- Where is it located?- What are the special features of Cat Ba National Park?- How large is it?- What do you know about the animals and plants in Cat Ba National Park ?- What are some of the historic features of the Park?Teacher moves around to give help or do correction Elicit from Ss what they would include in a description of a location :* Outlining:1. Location 2. Total area 3. Special features 4. Animals and plants

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3. While- writing: 15

mins

4. Post-writing(12 m)

5. Homework

(1 m)

5. Historic * Useful language: Use simple present Writing a description of a location - Ask Ss to write a short desciption of Cat Ba National Park, using following prompts:Cat Ba national Park/ situated/ Cat Ba island. 120 km/ Ha Noi/ 20 km east/ Hai Phong Cat Ba/ The only site/ Vietnam/ endowed/ tropical forests/ coastal waters with sand beaches/ / abundant natural resources/ landscapes/ rare animals/ plants./ It/ cover/ 15,200 ha. Cat Ba/ preserve / 300 species of fish / 40 kinds of animals / 150 birds / 620 plants.Stone tools / human bones / found / island's limestone cave / reveal / people / inhabit / 6,000 years ago.(Teachers can use the writing in the teacher's book on page 103 as a sample. )- Go round to give help.Feedback: Peer Correction- When Ss have finished, ask them to exchange their writings and give corrections.Group writing:Divide the class into four teams. Give each team a large piece of paper and a marker. Each team chooses one of the two national parks, using the information below to write a description of Ba Be National Park or Cuc Phuong National Park.Feedback:Ask Ss to hang them on the board. Teacher gives comments and correction if necessary.Write the description of one of the two national parks into their notebooks.APPENDIX

(Here is the picture)Ba Be National ParkBasic facts:Location: Bac Kan Province, Northeast VietnamDistance from Hanoi: about 250 km, 6 - 7 hours driveYear established 1977, as a national park in 1992Area: 10,048 haLake area: 500 haTypical habitats: Freshwater lake, limestone forest, and lowland evergreen forest

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(Here is the picture)Cuc Phuong National ParkBasic facts:Location: Ninh Binh Province, North of VietnamDistance from Hanoi: about 100 km South of HanoiYear established as a national park in 1992, the first National Park in Vietnam.Area: 25,000 ha, the country's largest nature reserve.Typical habitats: limestone mountain numerous caves, valleysAnimals and plants: 97 species of mammals: 300 species of birds...; a number of species are listed in Vietnam Red Book of endangered species.


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11a411a5

Period : 69 Unit 10 : NATURE IN DANGER LANGUAGE FOCUS

I-Objectives : By the end of the lesson, Ss will be able to:- distinguish the differences between the consonant clusters / sl /, /

sm /, / sn /, / sw/.- understand the use of Relative Pronouns with prepositions.- write the sentences with Relative Pronouns with

prepositions.II-Teaching methods: integrated and mainly communicative.III-Teaching aids: hand outs, pictures,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe services in the post office. + Grammar : the tenes and passive voice…2. Skills : devolop doing exercises.

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PROCEDUREStages/time


1. Warm-up(5 m)

Presentation 1( 10 m)

3. presentation 2 ( 9 m)

Game: Finding words- Divide the class into 2 groups and B and ask Ss to close their books. - Write the phonemic sounds / sl /, / sm /, / sn /, / sw / on the board.- Ask Ss in each group to write on the board as many words containing these sounds as possible.Example: /sl/ like sleep, /sm/ like small, /sn/ like snack, /sw/ like swim- Set the time limited in two minutes.- The group with more correct words wins the game.Feedback: T checks the words if they contain the sound or not.Lead-in: Ask Ss to pronounce the words they have just found . Pronunciation:- Hang on a flipchart of the sounds on the board and introduce the sounds to the Ss. T reads the sounds three times.

/ sl / / sm / / sn / / sw /slaveslimsliceslow

smartsmellsmokesmile

sneezesnookerssnowsnap

swingswitchswearswallow

Repetition:- Ask the whole class to repeat the sounds after the T.- Ask some Ss to repeat the words. The others listen and give remarks if they are pronounced correctly.- Move around to give help.

2- Practise reading aloud the sentences.- Practise reading aloud the dialogue.- Ask Ss to make 5 new sentences which contain

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4- Practice:(19 m)

as many sounds above as possible.- The group that can write more sounds will win the game.GRAMMARRelative Pronouns with prepostitionsShow this picture about the talk between a pupil and a teacher on the board.Point to the boy and tell Ss: This is Tom. This man is his teacher.Then ask Ss: - Who is Tom talking to ? - He is talking to the teacher.Write on the board:The man is Tom's teacher. Tom is talking to him - Ask Ss: Who can combine these 2 sentences into 1 ? The man to whom Tom is talking is his teacher.- Write some other examples on the board.e.g: I'll introduce you to the man. I share a flat with him.This is the magazine. I talked about it yesterday.- Ask Ss to combine the sentences into one.- Copy these sentences on the board.a - Formal:* The man to whom Tom is talking is his teacher.* I'll introduce you to the man with whom I share a flat.* This is the magazine about which I talked yesterday.b - Informal: * The man whom/who/that Tom is talking to is his teacher.* I'll introduce you to the man whom/who/that I share a flat with.* This is the magazine about which/that I talked yesterday.- Elicit the use of relative pronouns with prepositions from Ss.Notes:- A relative pronoun can be the object of a preposition.

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5. homework: (1m)

- In formal English we can put the preposition before whom or which. We cannot leave out whom or which here, and we cannot use who or that- In informal English the preposition can come after the verb or the object of the verb. We can also leave out the relative pronoun. (Whom is formal and rather old-fashioned. In everyday speech we often use who )Checking:- Checking if Ss are sure of the use of Relative Pronouns with prepositions.* Exercise 1:- Ask Ss to work in pairs to do exercise 1.- Give enough time for Ss to do it.- Move around to help if necessary.Feedback:- Call on Ss to read the sentences aloud . Others listen and give comments.Key: 1. whom 2. which 3. whom 4. who 5. that 6. whom 7. which* Exercise 2:- Copy the example on the board, explain how to the exercise and make a model.Example;a- She is the woman. I told you about her. She is the woman about whom I told you.b- The song was interesting . We listen to it last night. The song to which we listened last night was interesting.- Ask Ss to do exercise 2 individually.- Move around to help if necessary.- Ss compare their answers together.Feedback:- Call on Ss to read the sentences aloud. Others listen and give comments.Key:1. The man to whom I talked yesterday was very kind.2. The man about whom I told you works in the hospital

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3. The woman about whom I am telling you teaches me English 4. The movie about which they are talking is fantasic 5. The picture at which she was looking was beautiful 6. I'll give you the address to which you should write * Exercise 3: Ask Ss to complete the sentences, using who, whom, which, that Key: 1. That 2. Which 3. Who 4. Whom 5. Which/ that 6. Which 7. Who 8. whom Feedback:- Ask ss to say out their answers - give correction if necessary - Exercise 3 can be used at homework if there isn't enough time in class

- Make 5 true sentences about things around Ss, using relative pronouns with preposition


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11a411a5

Period : 70 UNIT 11: SOURCES OF ENERGYREADING

I-Objectives: By the end of the lesson, Ss will be able to :- understand the passage

238

- identify the main idea - guess the meaning in context - express their own ideas about sources of energy

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: hand outs, pictures,lesson plan, board, picture ….IV- Language content :1.Knowledge: +Vocabulary : Words describe sources of energy + Grammar : the tenes and relative clauses…2. Skills : devolop reading.

PROCEDUREStages/

timeActivities Interactio

ns1. Warm

up(5 m)

2. Pre-reading(10 m)

Game: World Grid- Prepare a poster of a word grid with 6 rows. ( see Appendix)- Ask Ss to work in 2 groups and take turn to choose a numbered row . T gives the hints.- If Ss guess the word correctly , they 'll get one mark. If not, another group can give the answer and score the point.- The group that has more points will win the game.- Check Ss' understanding of the instruction.- Ss find out the vertical word.Key: ENERGY- Declare the winner.Lead-in: Discussion:- What sources of energy do you know ?

coalwind

oil

natural nuclearExpected answer:

- Look at the pictures of the sources of energy on page 124 and name them.Expected answer:The sources of energy in the pictures are:

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Source of

3. While reading(15 m)

wind turbine wind power, solar panel solar energy,dam water power ( hydroelectric power)Pre-questions:1- What is our major source of energy ?2- Is this major source limited ? why ?3- How many sources of energy are mentioned in the text ?4- Which one do you think is the alternative source of energy ?- To know the answers to the questions, we'll studyUNIT 11: SOURCES OF ENERGYPre-teaching vocabulary:1- alternative (adj): that can be used instead of something else: thay thÕ. ( definition)2- reserve (n): supply of something that is available to be used in the future or when it is needed: sù dù tr÷3- to exhaust (v): to run out of, to weaken, to empty: lµm kiÖt quÖ, (synonym) exhausted4- released (adj): be free: th¶i, phãng ra5- limited (adj): (situation)eg: We have only 45 minutes for this lesson.We have .................................time for it. Checking vocabulary: Gap - Fill: Prepare a poster beforehand then hang on the board.Ask Ss to work in pairs and fill in each blank with a suitable word from the vocabulary.

Gap - fill:1- Six hundred balloons were ..............at the ceremony.2- We are looking for ..............methods of making it.3- Fuel supplies are nearly ...................................... .4- The food in the restaurant is cheap but the rather.................. .5- Our company doesn't have a

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great .................of capital.

Key: 1-released 2-alternative 3-exhausted 4-limited 5-reserve

* Activity 1: Answer the Pre questionsAsk Ss to read the text silently and answer the pre-questions with a partner.1- What is our major source of energy ? Our major source of energy is fossil fuels (oil, coal, natural gas)2- Is this major source limited ? Why ? Yes, It is limited. Because our demand is increasing very quickly and fossil fuels will be exhausted within a relative short time.3- How many sources of energy are mentioned in the text ? The sources of energy mentioned in the text are : Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power .4- Which one do you think is the most potential energy of all the alternative sources of energy ? I think solar energy is the most potential energy of all the alternative sources of energy.* Activity 2: Table Completion- Divide the class into 5 groups.- Copy the table below on the board.- Ask Ss to scan the passage to find out the advantages and disadvantages of each alternative source.- Move around to give help.Feedback: each group chooses one source of energy and writes down its advantages and disadvantages of nuclear energy Answer key:

Sources of energy

Advantages Disadvantages

Nuclear energy

unlimited very dangerous

Geothermal heat

available Possible

Solar energy Not only Possible in the

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plentiful and infinite but also clean and safe

day time

Wind power Clean and unlimited

No wind no wind energy

Water power Clean and unlimited

Expensive

4. Post-Reading

(9 m)

5. Homework

(1 m)

Discussion:Which of these alternative energy sources is the most feasible in Vietnam ? Say why ?- Ask Ss to work in groups and take notes their group's ideas.- Mix the group to share ideas.- Ask a representative of each group to come to the front of the class and present their group's ideas.- Give comments on their ideas.Revise the reading lesson and prepare the next part.


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11a411a5

Period : 71 UNIT 11: SOURCES OF ENERGY SPEAKING

I-Objectives: By the end of the lesson, Ss will be able to :- talk about advantages and disadvantages of energy

sources.- express their own ideas about alternative source of

energy.II-Teaching methods: integrated and mainly communicative.III-Teaching aids: pictures,lesson plan, board, picture ….IV- Language content :

242

1.Knowledge: +Vocabulary : Words describe sources of energy + Grammar : the tenes and relative clauses…2. Skills : devolop speaking.

PROCEDUREStages/time


1. Warp up and lead in (5 m)

Game: Right or wrong chair - Ask Ss to work in 2 groups. Five people from each group stand in two lines. - Put 2 chairs in front of the class. Stick the word: limited or unlimited on each chair.T says out some sources of energy randomly. (Oil, wind power, natural gas, nuclear power, solar energy, coal, water power ) - As Ss to listen and decide which energy is limited and which is unlimited. - Ss takes turns running to the right chair and sit down. - The group that scores more points will win the game,Check Ss' understanding of the instruction.Key: Limited Unlimited Oil wind power Coal natural gas nuclear power solar energy water powerLead - in:- Who can tell me again about the advantages and disadvantages of these sources of energy ?- Call on some Ss to answer the questions. T says: - Today, we are going to talk some more about the advantages and disadvantages of the sources of energy. Let's begin our lesson:UNIT 11: SOURCES OF ENERGYPre -teaching Vocabulary ( books closed)

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3- While- speaking

: 18 mins

- Renewable: (adj) that is replaced naturally >< nonrenewable. (explanation)- Reactor: (n) (translation)- Radiation: (n) ( example)- Hydroelectricity: (n) using the power of water to produce electricity. (picture)* Checking vocabulary: ROR1. Activity 1: In pairs, Ss decide which statement is about the advantage (A) and which is about the disadvantage (D) of various sources of energy. ( Task 1- page 127) Feedback; Teacher writes the words: Advantages and disadvantages on the board. Ask 7 Ss from each group to make 2 lines. T reads a statement randomly aloud. Ss run to the board to slap on the word they choose. Key: 1. D 2. D 3. D 4. A 5. D 6. A 7. D2. Activity 2: Introducing the Dialogue (books closed)Hang a flipchart of an open dialogue on the board.

A: I think/believe that ...(1)...can be an alternative source of energy.B. Why do you think/ believe so? A. because our major source of energy is ... 2.... while the wind is...3 ... and ....4 B. I know it is also ...5 ... to the environment. However, it is not .. 6.. when there is no wind

Ask Ss to gues the missing words. Work in pairs ti fill in the gaps with the words in the box below:available abundant clean and safe wind power running out unlimted wind

Key: 1- wind power 2- running out 3. abundant 4- unlimited 5. clean and safe 6. available 3- Useful language : - Expressing ideas - I thinhk ...- I believe ...- In my opinion - Personally...- I don't thinhk ...

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4- Post- speaking

: 12 mins

5. Homework: 1 min

* Activity 1: Repetition - Have Ss repeat the dialogue after the teacher - model the coversation with one student.- Have Ss role play the conversation in pairs simultaneously - Call some pairs to the front of the c;ass to act out the coversation * Activity 2: Substitution Ask Ss to work in pairs to subtitute the underlined words with suitable words or the words suggested in the Useful language ( task 2 on page 128) to make new conversationsA: I think/ believe that wind power can be an alternative soure of energy B: Why do you think / believe so? A: Because our major source of energy is 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 Feedback:Have Ss act out their new conversations in front of the class Give comments Activity 3:Ask Ss to work in groups of four or five to express their belief on the increasing use of alternative sources in the future, using the ideas in task 1 and 2 A: I believe that the use of solar energy should be the alternative soure of energy in our country B: I agree with you. It is the most feasible way to have solar energy in our coutry because Vietnam is a tropical country Group discussion Work in group of five to make a list of things the family should do to save energy Share ideas with the others by changing groups Feedback: Each group suggests the way their family often do to save enery Suggested ideas :

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- try to redure the amount of water bill or electricity bill by cutting power such as lights, conditioner, when unneecessary - Do not cook with electricty - make sure there are no cracks in the pipes ...

Write a composition to talk about the alternative source of energy that you think is the most feasible one for our coutry Prepare the next part


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11a411a5

Period : 72 Unit 11: SOURCES OF ENERGY LISTENING

I-Objectives: By the end of the lesson, Ss will be able to:- listen to specific information - express their own ideas about how to protect

environment.II-Teaching methods: integrated and mainly communicative.III-Teaching aids: paper, markers ,lesson plan, board, picture ….IV- Language content :1.Knowledge: + Vocabulary : Words describe protect environment + Grammar : the tenes and relative clauses…2. Skills : devolop listening.

PROCEDURE Stages/ Timing


1. Warm- up 5 mins

Game: Pictionary - Ask Ss to work in four groups - Prepare some pieces of paper on which there is one word: ocean/ sun/ land/ grass/ air/ coal

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OCEAN SUN

2. Pre- listening : 5 mins

3- While- listening 20 mins

- Give a piece of paper to one person in each group. This person doesn't show it to the other in his or her group, then explains the word by drawing. When the others in his group can recongzine what the word is, they will say it aloud - Teh group that gets more right words will the game - check Ss understanding of the instruction - Declare the winning groupLead- in: Have Ss show the pictures they have just drawn and ask: What do these pictures refer to? - Expected answer: They are about natural resources Ask Ss: Which of them are nenewble and which of them are non renewable ? Why ?Have Ss to work in pairs and guess the answers Natural Resources

Renewable

Nonrenewable

Reasons

To know the answer. We're going to listen to a text about natural resouces and natural environment - Pre- teaching Vocabulary: 1. ecologist (n) person who studies ecology: nhµ sinh th¸i häc 2. to coserve(v): to avoid wasting something : gi÷ g×n, b¶o tån covervation (n) Checking Vocablary: - Teacher says out the definition, Ss give Vietnamses meaning. Ss make a sentence with the word

* Activity 1: table Completion Ask Ss to listen and check their guessing - Have Ss listen to the recording twice. At the first time, ask Ss to list all the resouces they hear. At the second time, Ss tick which resource is renewable and which is nonrenewable - Let them compare their answers - check the answers with the class Natural Resourese

Renewable

Non renewable

Reasons

Grass Coal

It will grow quickly.It

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4. Post- listening : 12 mins

5- homework: 1 min

Fossil fuels Solar energy Air

Water

takes m of year to coal unlimied unlimited unlimited

* Avtivity 2 : Multiple Choice - Ask Ss to read task 1 ( page 129) carefly, guess the answer. Listen to the tape and cirle the word they choose Key: 1-d 2-C 3-D 4- A 5-B * Activity 3 : Gap - Fill - Give Ss three minutes to read the paragraph carefly and guess the missing words - Ask Ss to listen to the tape again and fill in the gaps with the words they have heard - Let them call out their answers Key: 1- unlimted 2- atmostphere 3. may 4. gases 5. amounts Disscussion Ask Ss to work in groups of the five to discuss the questions - What can we do to keep the resources renewable ?- What should we do to protect our environment ?Feedback: One studenr from each group comes to the front of the ideas Other give comments

- learn the new words by heart - prepare the next part

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11a411a5

Period : 73 Unit 11: SOURCES OF ENERGY WRITING

I-Objectives: By the end of the lesson, Ss will be able to:- read the information from the chart- Write a description from a chart.

II-Teaching methods: integrated and mainly communicative.III-Teaching aids: hand outs, posters,lesson plan, board, ….IV- Language content :1.Knowledge: + Vocabulary : Words describe protect environment + Grammar : the tenes and relative clauses…2. Skills : devolop writing.

PROCEDUREStages/

timeActivities Interacti

ons1. Warm

up(5 m)

2. Pre-writing(10 m)

Game: Hot Seat- Put 2 chairs in front of the class.- Ask Ss to work in 2 groups. One person from each group sits on each chair.- Write a word on the board. The others in their group explain the word without using the exact word on the board.- When the person on the chair can say out the word correctly, their group will get one mark. It's time to change another Ss to continue the game.The words chosen for the game: petro, coal, energy, proportion, nuclear, hydroelectricity.- The group that scores more points will win the game.- Declare the winning group.

Lead-in: Are you interested in the energy consumption in your family ? your city ? your country ?Do you know how much energy your country consume in a year ?To know how to read and write a chart of

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3. While-writing(20 m)

energy consumption, we will study the lesson today.

SOURCES OF ENERGY * - Hang the chart on the board and explain the information in the chart.In pairs, Ss look at the chart carefully and read the passage, contrasting the chart with the passage to find out the missing information.- Compare the answer with other pairs ...- Call on some Ss to read out their answers.Key:1- 100 million tons 2. Nuclear and Hydroelectricity3- 18 million tons

* Elicit the tense and the language which is used in the passage from Ss.+) Useful Languages: - use Simple Past tense. - to be under / over / + figure. - to make up the largest ... - to account for / to take the smallest ... a small amount of ........ a large proportion of ...... a large percentage of ......- There was / were + noun / noun phrase.e.g: There were 10 million tons of coal used in 2000.- as much as .....- as + noun / noun phrase + as+) Outlining:1. Give out the topic sentence.2. Write some detaild sentences / supporting ideas for the topic sentence.

* Activity 1:- Based on the chart in the textbook on page 130, Ss write a description of the trends in energy consumption in the year 2005 in Highland.- Set the time limited in 5 minutes.- Move around to give help.

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4. Post-writing(9 m)

5.Homework

(1 m)

- When Ss have finished , ask them to exchange their writings, comparing and give corrections.Sample writing:The total energy consumption in 2005 was over 140 million tons/ under 160 million tons. Nuclear and Hyroelectricity made up the largest amount of this figure. There was nearly as much petroleum used as coal which only made up the smallest proportion of the total about 41 million tons.* Activity 2:- Have Ss work in pairs to describe the chart, using similar function of language. Give correction if necessary.* Activity 3:- Divide the class into 4 groups.s- Deliver a large piece of paper for each group.- Ask Ss to compare the amount of energy consumption in the two years 2000 and 2005.- Set the time limited in 10 minutes.- Move around to give help if necessary.- Ask Ss to stick their posters on the board. Correction- Give correction and comments on their writing Suggested writing; There was an upward trend in the consumption of coal and nuclear & hydroelectricity but there was a sharp decrease in the use of petroleum. The amount of coal used increased by 20 million tons and the consumption of nuclear & hydroelectricity went up dramatically by 54 million tons . However, the amount of petroleum consumed in 2005 fell by 15 million tons.- Rewrite the comparison of the chart into Ss' books.

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UNIT 11 SOURCES OF ENERGYLANGUAGE FOCUS

Aims: By the end of the lesson, the studets will be able to: - distinguish the sounds / r/, /spl/ and /spr/ - understand the use of Relative clauses replaced by

participles and to- infinitives- write the sentences with relative clauses replaced by

participles and to- infinitivesTeaching aids: Realia, picture, flipchart, handout

ProcedureStages/

timeativities Interacti

ons1.

Warmerlead-in( 1 m)

2. Presentat

ion 1 ( 8m)

Game:Show a picture or a realia of a shrimp, a split ring, spring onion then ask: - What are these ?Expected answer: They are : a shrimp, a split ring and a piece of spring onion.- Ask Ss to listen to the teacher and repeat.- shrimp / rimp /:- split ring / 'split 'rin /:- spring onion / sprin ' ni n/:Elicit the consonant clusters / r/, / spl /, / spr /.

PronunciationHang on the chart with the sounds: / r /, / spl /, / spr /

/ r /shredshrillshrugshrink

/ spl /splitsplashspleensplutter

/ spr /sprayspreadsprainsprat

Point to each sound and read it aloud three times.Ask Ss to repeat the sounds Call on some Ss to pronounce them.Practice:* Listen and repeat- Read out some examples of the sounds.- Ask Ss to add some more words that contain

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3- Presentation 2 ( 15

m)

the sounds.* Give each sound a number: 1- / r / 2- / spl / 3- / spr /T reads the words randomly, Ss listen and shout 1 or 2, 3 depending on the sound Ss hear.Example: T: spring Ss: three T: shrug Ss: one* Practice reading aloud the sentences on page 131

GrammarRelative clauses replaced by participles and to infinitives1- Active participles:- Show a picture of a girl playing with a dog and tell Ss:She is Lan's sister. What is she doing ?-She is playing with her dogEliciting question: who can combine these sentences into one ?Write on the board:* The girl who is playing with the dog is Lan's sister. The girl playing with the dog is Lan's sister - The man who spoke to Jonh is my brother The Man speaking to Jonh is my brother - Ask Ss to look at the examples carefully. Elicit the rules from a Ss Write the notes on the board Note: - We can use a prentenr participle to replace a relative clause which has an active meaning 2. Passive participles:Show the second picture and tell Ss: The picture has won the first prize. It was drawn by a blind Ask Ss to combine the two sentences into one * The picture which was draw by a blind has won the first prize The picture drawn by a blind has won the first prize - Elicit the rules from Ss Write the notes on the board Note:

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3- Practice: 15 mins

4. Production:5 mins

3-

- We can use a past particple to replace a relative clause which has a passive meaning 3- Infinitive relative clauses:Ask Ss: a. Which was the first country which won the world cup?Have Ss ask that question in another way Which was the first coutry to win the world cup ?b. The last person who leaves will have to turn out the lights The last person to leave will have to turn out the lights - Ask Ss to look at the examples careflly - Elicit the rules from Ss - Write the notes on the board Notes: - We can use a to- infinitive to replace a relative clause - We often use a to - infinitive after an ordinal number ( first, second ...) after next and last, after, only, and after superlative adjectives 1- Exercise 1:- Ask ss to rewrite the sentences in exercise 1, using present particple phrase - Move around to give help - Have them exchange their exercise to check Key: 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 scietists searching the case of cancer are making progress 5- The fence surrounding hose is made of wood 6- We have an aoartment overlooking the park 2- Execise 2: - Ask Ss to rewrite the sentences in execise 2, usung past participle phrase - Move around to give help - Have them exchange their execise to check Key:1- the ideas presented in that book are

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Homework: 1min

interesting 2- I come from a city located on in the southern part of the coutry 3- They live in a house built in 1890 4- the photographs published in the new extraordinary 5- The experiment conducted at the University of Chicago was succesful 6- They wok in a hospital sponsored by the government

3- Exercise 3 - Ask Ss to rewrite the sentences in exercise 3, usung infinitive phrase - Ask Ss to come to the board and write them down - Check Ss' tasks and give corrections Key: 1- Jonh was the last man to reach the mountain 2- The last personh to leave the room must turn off the lights 3- The first person to see is Mr Smith 4- This is the second person to be killed in that way 5- The first person to catch the ball will be the winner Show some pictures and ask Ss to work in pairs, making the sentences with Relative clause replaced by participles or to infinitives

- Make 5 sentences relative clauses replaced by participles and to infinitives- Teacher delivers the handouts to the Ss (Appendix

Unit 12 : THE ASIAN GAMES READING

Aims: By the end of the lesson, Ss will be able to:- understand the passage - scan for specifis information - guess the meaning in context

255

- remember some events about Asian games Teaching Aids: Pictures, hand outs



1- Warm- up: 5 mins

2- Pre- reading : 15 mins

Game: Chatting - Show some pictures of Ly Duc and Van Mach then ask some questions about them - Who are they? - What do they do ?- What do they have in common ?Expected answer:- They are Ly Duc and Van Mach - They are athletes - They have won gold and silver medasl in bodybuilding in the Asian Games Lead- in :- Who else has won gold medals in the Asian Games ?- Which sports do you think are the strongest of Vietnam ?You are going to read a text about the Asian Games. Look at the pictures on page 136. What do they tell you about the Asian Games ?- Ask Ss to work in groups. On their notebooks, ask them to add to the charts What I know about Asian Games

Questions I'd like to ask about Asian Games

What I learn from the text

- A lot of sports are introduced in the Games

- How often are the Asian Games held ?

Pre- teaching Vocabulary 1- effort/ / (n) = attempt = struggle (synonym) 2- aquatic/ / (adj) e.g : aquatic sport (sport connected with water) ( picture) :m«n thÓ thao díi níc 3- to appreciate / / (v) to understand the value of sb/ sth : ®¸nh gi¸ cao (difinition ) 4- to advance : to make progress (synonym) 5- facillity (n) equipment that is provided for a

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3- While- reading : 19 mins

4- Post- reading : 10 mins

5.Homework (1m)

particular purpose (explanation) : trang thiÕt bÞ 6- enthusiasm / / ( situation): nhiÖt t×nh e.g: She is interested in teachung never lost .... for teaching Checking Vocabulary : Gap - fill (book open) - Use the gap fill in task 1 (page 138) to check vocabulary - Ask Ss to call out their answers Key: 1- facility 2- aquatic 3 - enthusiasm 4-effort 5- advancing 6- appreciated * Activity 1: Answer Ss' questions - Ask Ss to read the next silently and answer their questions - Ask ss to compare their answers with a partner - Feedback: Call on some Ss to read their answers - Key: ( depending on Ss' questions ) - Have Ss work in apairs, asking and answering the questions - Ask Ss to search the internet to find out the information that isn't mentioned in the text * Activity 2: Grid / Table Completion - Let ss read the passage again and complete the tble in task 2 ( page 138 ) - In pairs, have Ss fill the tble with the year and the events. Compare the answers with other pairs - Ask Ss to come to the board and copy their answers on the table Key :Year Evevts (1) 1951

(2) The 2 nd Asian Games in Manila

(3) 1958 (4) Squash, rugby, fencing, and mountaim biking

(5) 2002 Lucky Number - Ask Ss to close their books - Divide the class into two groups - Draw a tabke with 12 numbers on the

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board( see Appendix) - Tell Ss come of them are lucjy number. If Ss call and they have the right to choose another number. One mark will be for each other question. The group that can score more points will win the game

- Prepare the next part - Search the internet to find some more information about the Asian Games

UNIT 12 : THE ASIAN GAMES SPEAKING

Aims: By the end of the lesson, Ss will be able to:- ask for and give some information about Asian Games - express their own ideas own ideas about sport results and

about their favorite games or athletes Teaching Aids: picture, posters, makers, sticky tape



1.Warm up( 5 m)

Games: Stop the bus- Put Ss in teams.- Draw two lines on the board and label them with 2 categories. Group A Group BCountry: ......................................... ................................Sports: ......................................... ................................

- Give Ss a letter from the alphabet, for example letter M. As quickly as possible, they should think of a word connected with each category beginning with letter M and write them down. For example: Country: Malaysia Sport: mountain climbing

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2. Pre-speaking(15 m)

3. While-speaking( 19 m)

- The first team to write down one word for each category should shout: "Stop the bus". If the words are correct, give the team one point then choose another letter.- Check Ss' understand the instructions - Suggested ideas: - T , P, V - ; - B , C , M - T: Thailand - Table tennis/ Tennis.P: Philippines/ Pakistan - Ping pongV: Vietnam - VolleyballB: Brunei - Basketball / Boxing / Bodybuilding / BilliardsC: Cambodia - ChessM: Malaysia / Myanmar - Mountain biking/ climbingS: Singapore - snookers/ SquashDeclare the winning group.

Lead-in: What Asian countries have taken part in the Asian Games? What sports have been introduced in the Asian Games ?- Ask Ss to work in 4 groups to find out the answers.( 2 groups find the countries / 2 groups find the sports)Feedback: Ask Ss to copy them on the board:Asian countries Sports - - - - - -- Check Ss' answer then practise speaking.Ask Ss to open their books and look at the information about the Asian Games in the table to check which countries have been the host countries in the Asian games until now.Ask Ss to look at the dialogue on page 139.Elicit the language from Ss.Useful Language:- Use simple past tense to talk about the events in the past.- Passive Voice can be used to talk about the

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4- Post-speaking: 10 mins

5- Homework 1 min

year the Asian games took place.E.g: The first Asian Games were held in 1951 in New Delhi, India.

* Activity 1 : Repetition and substitution: - Ask Ss to look at the dialogue on page 139 and repeat the conversation - Ask Ss to use the information in the table to substitute for the suitable information - Teacher moves around to give help Example:A: When and where were the 2nd Asian Games held?B: They were held in 1954 in the Philipines A:How many coutries took part in the Games/B: 18 A: How many sports were there at the games?B: 8..,Feedback: Ask some pairs to come to the front of the class and act out their coversation *Activity 2: Reporting Ask Ss to take turns to talk about the sports results of the Vietnamses athletes at 14th Asian games, using the information from the table on page 140- task 2 Teacher moves around to give help Example:At the 14th Asian Games held in Busan, Korea, in bodybuilding, the Vietnamses athletes won one gold medal and one bronze medal . In billiars, they won one gold medal and one silver medal Feedback: Some Ss come to the board to do the report Find SO who Deliver the handouts to each student. Ask Ss to move aroud, asking the qoestion in the Find SO who table . If Someone say yes, ask some more details and write his or her name Tell Ss not to write the same name for different questions(See appendix)

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Prepare the next part

UNIT 12 THE ASIAN GAMES LISTENING

Aims: By the end of the lesson, Ss will be able to - listen to specific information - express their own ideas about

Teaching Aids: paper, markers PROCEDURE

Stages/ Timing


1- warm- up: 5 mins

2- Pre-listenin

g: 8 mins

3- While-

Game: Bingo game - Ask Ss to write down nice words of sports on a square - Teacher says out words of sports randomly. Ss listen and tick the word they have on their list. When they make a straight line with all the words ticked, they shout BINGO to win the game Lead- in:Which sport from your list do you like best? Why? - Ask Ss to look at the pictures in the text book- page 141- and anser the question :1- What are the names of these sports?2- Have you ever watched sports like these on television Pre-teaching vocabulary; 1- to come live: to be sent out while the event is actually happening, not recorded first and broadcasting later (explanation) 2- freestyle(n):(picture)3- gymnasium:=gym(example) Example: Our school has just built a new... so we often go there to do execrise a gymnast(n): a preson who performs gymnastics in a competition 4- bar(n): (picture) 5- to land: ( gesture)Checking vocabulary: Slap the board - Elicit the new words by asking questions, using the techniques suggested above - Ask Ss to reapeat some difficutl names: Lee

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listening : 20 mins

4- Post-listening : 11 mins

5- Homework 1m

Bong- Ju Vichai* Activity 1: Multiple Choise - Give Ss 2 minutes to read task 1 carefully - Ask Ss to listen to the tape twice and circle the best answer - Ask Ss to compare their answers - Feedback: have Ss read out their answers - Let Ss listen again to check the answers - Answer key: 1-C 2-A 3-B 4-B 5- D *Activity 2: Question and answer - Ask Ss to read the questions carefully before they listen to the recording again(twice) - Tell them to listen and take notes the answers to the questions - Ss exchange their answers - Check Ss to listen to the recording for the last time and check their answers - Ask Ss to listen to the recording for the last time and check their answers.Suggested answer:1- If was at 10. 15 pm 2- They have won six gold medals 3- he took part in the long jump twice 4- High- jump 5- He looked very disappointed Role- play Ss play the role of an interviewer and an athlete who has just taken part in the Asian Games. He or she has just set a new record or has just failed the competition Interview him/ her to ask about his her preparations for the Asian Games, his or her experience, the feeling after the moment Feedback: call on some pairs to act out their conversations in font of the class Give comment on their conversations

Write a report on a game of football in your school

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UNIT 12 : THE ASIAN GAMES WRITING

Aims: By the end of the lesson, Ss will be able to :- read the information from a chart - write a desciption from a chart

Teaching Aids: hand outs, posters PROCEDURE

Stages/ Timing


1- Warm - up : 5 mins

Game: Hangman Game Divide the class into two groups. Tell Ss they are going to guess a word in the teacher's mind. This word has 8 letters. Write on the board Ss can say out any letter in the alphabet. If they guess it correctly, the teacher will put it on its postion, but if Ss guess a wrong letter, teacher starts to draw a hangman If Ss can guess the word before the teacher finishes the hangman, they will win the game. If the teacher finishes the hangman before Ss guess the word, they lose the game Check Ss urderstanding of instructions Key: FACILITY Lead- in :Ask Ss: What facilities do you think we need to have for the Asian Games ?Brainstorm Ss' ideas and copy them on the board

Expected answer - National stadium/ local stadium

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The facilities of the Asian Games

2- Pre- writing : 12 mins

3- While - Writing : 17 mins

- National sport centre - Sport buildings and roads to sport building - Car parks - Hotels - Guest house - Facilities for disabled athletes Ask Ss:Suppose Vietnam is going to told the coming Asian Games. What facilities does our country need to have ?To go to the details, today we are going to write a paragraph to describe the preparations for the Games Unit 12: THE ASIAN GAMES Pre- teaching Vocabulary: In pairs ,ask Ss to match a word in A with a line in B to find out the meaning of the new words 1. To upgrade (v)

2. To promote (v)

3. To recruit (v)

a. to advertise sth in order to make it popular b. to find new people to join an organizationc. to change something so that it is of a higher standard

Checking vocabulary : Vietnamses equivalents Key: 1-c 2- a 3- b - Ask Ss to look at some activities suggested in the box, the saple writing and elicit some useful languages from Ss Copy on the board: * useful languages: Sequence adverbsFirst / Firstly/ First of all...Then ... Next.... After that ...Finally * Structure: - need to be + pp = need + V-ing - have to + inf Example: The national stadium needs to be upgraded

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4- Post- writing: 12 mins

5- homework 1 min

* Activity 1: Writing sentences Ask Ss to use information in the box and write a meaningful sentences, combining the verb in column 1 with the phrases in column 2 ( page 143) Teacher moves around the class to give help Ask ss to compare their answers. Some suggested sentences: a. One more national Stadium needs to be built b. National sports centers and local stadium need to be upgraded because they are not in good conditions c. We have to built more hotels and guest house with modern facilities to welcome foreign athletes and visitors Ask Ss to write them on the board. Teacher gives Ss comments or corrections

* Activity 2: Writing a composition- Ask Ss to work in groups of four to write a paragraph of about 120 words to describe the preparations for the coming Asian Games in Vietnam - Teacher moves around to give Ss help necessary - Give Ss the limited time - Exchange their writings to correct the writings - Ask Ss to give comments on the other's writing Discussion: Imagine Vietnam is going to hold the coming Asian Games. What should we do to meet the need of modern facilities for the Games Ask Ss to work in groups to talk about the preparations for the next Asian Games mix the groups to share ideas Feedback: Ask Ss to give their group's ideas in front of the classWrite the paragraph into their notebooks

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UNIT 12 : THE ASIAN GAMES LANGUAGE FOCUS

Aims: By the end of the lesson, Ss will be able to :- distinguish the difference between the consonnant clusters /

str/ /skr/, / skw/- revise the use of Relative clause - understand and write sentences with omission of relative

pronouns Teaching Aids: pictures, handouts



1- Wram- up: 5 mins

Game: sentence completion Hang a flipchart of some words on the board

square strong squeezed screamed scratch street screen strange

- copy the following sentences on the board and ask Ss to find words beginning with str- to complete the 1 st sentence, scr- for the 2nd and skw- for the 3rd - Set the time limited in 1 minute 1- The... man stading in the ... looks very ...2- In the ... a litle girl ....aloud when she saw a deep .. on her leg 3- My mother ..an orange and put it on the.. table in front of my face Key:1- Strange/ street/ strong 2- Screen / screamed / scratch3- Squeezed / square.

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2. Presentat

ion1( 7 m)

3. Presentation 2( 12

m)

Lead-in:Ask Ss to read the sentences aloud.Ask Ss:The first three words has the same sound. Which sound is it ? - / str /Which is the same sound for the second three words ? - / skr /How about the last two words ? / skw /Today we are going to distinguish the difference between the consonant clusters / str /, / skr /, / skw / Pronunciation:- Hang on a flipchart with these sounds on the board and introduce the sounds to the Ss:- T reads the sounds three times.- Ask Ss to listen carefully and repeat after the T./ str / / skr / / skw /streetstrongstrangestrength

screamscreenscrewscratch

squaresqueezesquashsqueak

Practice:* Repetition:- Ask the whole class to repeat after the teacher.- Ask some Ss to repeat the words. The others listen and give remarks if they are pronounced correctly.- Move around to give help.* Practice reading aloud the sentences in the book. ( page 144)* Ask Ss to work in groups to make sentences that contain the sounds. The group that can make a meaningful sentence which has more sounds above will win the game.GrammarRelative clauses and the omission of relative pronouns.- Ask Ss to recall the use of Relative Clause.- Copy the sentences below on the board . Ask Ss to read it carefully. Elicit the use of relative pronouns as subject.

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4. Practice:( 15 m)

- Elicit when we can leave out the relative pronouns.a- Relative Pronouns as subject:The woman who/that lives next door is a doctor.Where is the cheese which/that was in the fridge ?* The pronouns who/which/that can be the subject of a relative clause.b- Relative Pronouns as object:The woman who/whom/that I wanted to see was away. You can get back the tax which/that you've paid.Note: the pronouns which /that can be the object of a relative clause.c. Omission of relative pronouns:We can leave out the pronoun when it is not the subject of the relative clause. Clauses without pronouns are very common in informal English.e.g: The woman Gary met knows your sister.The dress Ann bought doesn't fit her very well.Sometimes we can use a participle without a relative pronoun or an auxiliary .e.g: That man who was sitting next to Angela never said a word.Checking Ss' understanding:

Exercise 1:Give an example:I like the diamond ring ..........................................................I like the diamond ring Mary is wearing.Ask Ss to complete each of the sentences in exercise 1 ( page 144) to make a relative clause without a pronoun, using a suitable sentence in the box on page 144. Ask Ss to read out their answers. T gives correction if necessary.Answer key;1- Have you found the bike you lost ?2- Most of the classmates he invited to the birthday party couldn't come.3- The short stories John told were very funny.4- The dictionary I bought yesterday is expensive, but very interesting .

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3.Production

( 10 m)

4.Homework

(1 m)

5- I didn't like the man we met this morning.6- The beef we had for lunch was really delicious.

Exercise 2:d- Write an example on the board:The flight .............................................was fully booked.The flight I wanted to travel on was fully booked.e- As Ss to complete each of the sentences in exercise 2, using a suitable sentence in the box ( page 145) to make a relative clause with a preposition.f- Ask Ss to read out their answers . T gives correction if necessary.Answer key:1. I enjoy my job because I like the people I work with2. 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 were talking about.5. He didn't get the job he applied for.6. The bed I slept in was very modern.

Exercise 3:g- Write an example on the board:a) Are these the keys that you are looking for ?b) The young man that lives on the corner rides a motorbike.c) Ask Ss to look at the two sentences and tick the sentences in which the relative pronoun can be omitted.Key: a)Ask Ss to do the same with the rest.Answer key: 1- The girl who we are going to see is from Britain. 2- He works for a company that's makes cars. 3- What was the name of the man who you met yesterday.

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4- The table that was broken has now been repaired. 5- Do you know the girl who he is talking to ? 6- This is the novel that I've been expectingAsk Ss to work in groups and write five sentences with relative pronoun about a person / people / a thing / things around the class on a poster.Ask Ss to stick their poster on the board. Give comments on the posters and correction if necessary.

Make five sentences about their family, using the relative pronouns.

UNIT 13: HOBBIES READING

Aims: By the end of the lesson, student will be able to: - read about hobbies - scan read for specific ideas - skim red for general ideas

Teaching aids: pictures, handouts, cards PROCEDURE

Stages/ timing


1- Warm-up:

5mins

Hangman game

T tells whole class that he has a 7 letter word in his mind. He will give some clues about the word and Ss have to guess the letter forming that word. Ss will have to give letter by letter, if they give the correct one, T will write it down in the corret position, if they give the wrong answer, T will draw the head( the arms, the body, the legs). If they are able to tell what the word is before the hanged man is draw, they win the game Clues: - It is a noun

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3 mins

2- Pre- reading

7m

3. While- reading 7mins

- It is way to relax ourselves - It is related to free time - Collecting stamps, reading books, going fishing are examples for this noun Key : HOBBY Lead- in : What do you often do your free time? Expected answer: I like collecting old coins That's good. Now you are going to read a very interesting piece of writing about hobbies. First of all, I going to help you with some new words

Vocabulary 1. guitarist(n) (question) What do you call a person who plays the guitar? Expected answer: guitarist 2. glass fish tank: (picture) T shows a picture of a glass fist tank What is this, the whole class? Expected answer: glass fish tank? 3. asmire (gap- fill) My Tam is my favorite singer, I .... her a lot Expected answer: admire 4. throw away ( miming ) Checking Gap -fill Give Ss handouts and ask them to work in pairs to complete the sentences, using the words/ phrases they have just learned 1. My uncle is a good ... He often accompanies his wife singing with his guitar 2. Almost everyone in my class ... Hoa becase she is very goos at maths 3. We keep fish in a ...4. Their car is old and out of fashion. They intend to ... it...

Activity 1: Matching test T ask Ss to skim read the text and do the matching test in pairs A 1. accomplished 2. accompanying 3. madest 4. avid

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7 mins

6 mins

4. Pos-reading 8 mins

5. discarded 6. indulge in 7. keep me occupied B. a keep me busy b. well-trained c. allow oneself the pleasure of d. thrown e. going with a singer, using a musical instrument f. eager Suggested answer: 1b 2e 3 g 4 f 5 d 6 c 7 a Call on some pairs to read aloud their choices Go over the answer with the class Activity 2 : True - False Statements T gives handouts T ask Ss to read the text individually to decide if these statemets are true or false 1. the witer is an accomplishes giutarist 2. the writer didn't collect fish from the rice field 3. The writer has more local stamps than foreign ones 4. The writer is an avid stamp collector Expected answer 1F ( his uncle is) 2F ( he did) 3T 4T Activity 3 Questions - Answers T divides the class into groups of four T ask each group to read the text again and write down the answers to the following questions 1. What's the writer's first hobby? 2. Why does the writer admire his uncle ? 3. What's the writer's second hobby? 4. Where does he collect stamps ? 5. What does the writer di which the less common stamps and with the common ones? Tasks representative of each group to go to the BB to write down their answer ( one question for each group)Suggested answers 1. It is playing his guitar 2. Because he is an accomplished guitarist and he is good a accompanying people by his guitar 3. It is keeping fish

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4. He collects stamps from discarded envelopes, his relatuves and his friends 5. He keeps the less common one inside a small album. The common ones he usually gives away to others or throws them away

Pair work T asks Ss to work in pairs to talk about their hobbies, mentioning the following things - What your parner's hobby is - How much time he/ she spends on it - Ask whether he/ she collects anything as a hobby - Ask if he/ she shares the same hobby with any menber of his/ her family/ class - How much money he/ she spends on his/ her hobby

5. Homework 2 mins

In about 80 words, write about your favorite hobby

UNIT 13 HOBBIES SPEAKING

Aims: By the end of the lesson, student will be able to : - talk about a hobby - talk about collections

Teaching aids: handouts, colored chalk PROCEDURE

Stages/ timing


1. Warm-up 5 mins

Miming game Divide the class into two groups Each group nominates one representative Write these activities ib piece of paper * Swimming * Fishing * Stamp- collecting * Mountain- climbing * Playing computer games * Reading books

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3mins

2. Pre-speakin

g 7 mins

3 mins

3. While-

speaking 8

mins

* Watching TV * Chatting with friend on the phone Ask each representative to mime some activities, and the members of his/ her groups, will have to guess what the activity is. The two representative take turns to do the miming four times> The group which has more correct answers will win the game Declare the winnerLead- in : Do you ofter watch TV in your free times? ( Yes) How much time do you spend on it every day? ( 1 or 2 hours ) What are your hobbies? Do you spend much money on them? ( Reading/ Yes) Today we are going to talk more about hobbies. In the firdt place, I'd like to help you with some new words Vocabulary 1. second- hand book stall: ( explanation) It is a shop which sells old books 2. pen- friend: (question) What do you call a friend you know through letters or newpapers ? 3. classify (v) (gap- fill) They ... stamps into different kinds 4. landscape (n) ( guessing meaning ) Hue is a very famous city with lots of beatiful ... such as the Huong river, Ngu Binh mountian ...Checking Slap the board game T draws two faces two girls and leads in the coversation Now, what are their names ? Lan and Huong. Right. They are talking about their hobbies T delivers the handouts ( questions ) Now work in pairs to read a coversation between them, then one asks the questions that follow and the other answers them

Activity 1 Questions- Answers

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10 mins

4. Post- speakin

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1. What does Huong say to ask what Lan's hobby is ? 2. What question does Huong make to ask about Lan's ways to collect books ? 3. What does Huong say to ask about the place Lan bought her books ? 4. What question does Hoa put to ask about Lan's way of organizing books ? 5. What does Huong say to ask about Huong's plan for the future Expected answers 1. What's your hobby ? 2. Could you tell me how to collect your books ? 3. Where do you byu your books ? 4. How do you organize your collection ?5. What do you plan to do next ?

Activity 2 : Role- play Now that you have five questions. This time you are going to play the roles of Nam and Nga, who are talking about stamps collections. You can use those five questions to ask about your friend's hobby and you can use the following information as help Hobby: stamps How to collect stamps: buy from post office, get stamps from oversea pen- frieds How to organize stamps: classify stamps into categories: animals, landcapes, birds Where to keep stamps: in album Plan for the future: collect more stamps T goes around to ofter help if need be T listens to Ss and collects their mistakes for indirect correction

Find someone who T ask Ss to work in groups of five to talk about their hobbies, using the following questionnaire help ( T gives handouts to Ss ) 1. What is your hobby? 2. How much time/ money do you spend on your hobby ?

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3. Do you collect anything as a hobby? Where do you get them and where do you keep them ? 4. Do you think anyone who keeps animals as a hobby ? 5. Do you think good friends should have the same hobbies ? T ask Ss to make a report on their friend's hobbies, usung the result of the questionnaire in activity 3. Examples

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5. Homework 2 mins

Everyone in our group has different hobbies. Two out of five spend much time on their hobby every day

UNIT 13 : HOBBIES LISTENING

Aims: By the end of the lesson, students will be able to :- listen about collections - listen for specific in formation - listen for general ideas

Teaching aids: handouts, pictures PROCEDURE

Stages / Timing

Activites Interactions

1. Warm- up 5 mins

3 MINS

What is it ? Divide the class into two groups T says that he has a word in his mind and he is going to give some information about the word. Members of each groups will listen and may stop at any information they hear to guees what the words is. Each group has only two chances to guess the word. The first group to tell exactly what the word is wins the game T gives information about the word 1. It is a noun with four letters 2. It can be your friend or even your teacher 3. It gives you knowleged about the world 4/ It can be found in a library Answer key : BOOK Lead- in T asks :

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2. Pre- listening 7 mins

3. While -

listening 8 mins

10 mins

Do you read books? ( Yes, I do ) How ofter do you read them ? ( Every day) Do people collect books as a hobby ? ( Yes) Now, in our lesson today, you are going to listen to someone talking abouts his hobby of reading book. In the firts place I'm going to help you know some new words

Vocabulary 1. gigantic (adj)~huge ~ very big 2. fairy tale(n) ( gap fill) My grandmother used to tell ... to me before I went o sleep 3. profitably (adv) ( translation) 4. bygone days ( question) What do you call the days which have passed ?Checking Slap the board

Activity 1 : T- F test T draws a boy reading a bookT asks : What is he doing? ( He is reading ) Yes, he is very absorbed in reading, eh? Do you think reading is his hobby? ( Yes) Right, now listen to the boy talking about his hobby of reading books and decide if the following statements are true or false. The tape will be played twice T gives Ss handouts of T- F test T palys the tape twice T calls on some Ss to give the answers T goes over the answers with the class Suggested answers : 1T 2F 3 F 4 F 5 T 6T 7T 8F Activity 2 : Gap- fill T gives Ss handouts of activity 2 Intructions: Now listen to rest of the listening text again and work in pairs to write the missing words. You will listen to the tape twice T plays the tape twice T calls on some pairs to give the answers T goes over the answers with the class

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4. Post- listening 10 mins

Suggested answers :1. wonderfurl 2. disease 3. jungle 4. certainly 5. ignorantly 6. profitably

Writing Your friend Lan is crazy about reading. She reads so much that she doesn't have time for study or other social activities. At present, she spends a lot of money and energy on books every day. At this rate, she is going to be short- sighted and very lazy Imagine that you are Lan's friend and write her a letter to point out the disadvantages of over- reading

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5. Homewo

rk: 2 mins

At home, you have to correct and then write your letter in your exercise notebook

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UINT 13: HOBBIES WRITING

Aims: By the end of the lesson, students will be able to: - write about a collection - work in pairs/ groups effectively - do the tasks set by T correctly

Teaching aids: handouts, colored chalk PROCEDURE Stages/ Timing


1. Warm-up: 5 mins

Treasure hunt Divide the class into two groups Write these hidden words on the BB1..............(cook)2. ...........(leg)3............(orange) 4. ...........(eel)5. ............(tea)6...........(ink)7..........(candy)

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3 mins

2- Pre- writing 7 mins

8.........(oil)9........(nest)10........(lend)T asks Ss of each group take turns to choose numbers, for each number there is a clue about the corresponding word. If each group tells the right word, they will get I mark. Ss can guess the key word( the word formed by the first letter of those ten words) at any time. They will get 3 marks if they tell the correct key word, and the group with more marks wins the game Key word: COLLECTIONDeclare the winner Lead- in Do people collect something as a hobby?(Yes) Can you tell me something that they often collect?( books, magazines, old, coins, stamps...) In today's lesson, you are going to write about a collection. First I will provide you with some new phrases 1. be crazy about (exp) ~ very interested in Hong Nhung is my favorites singer. Iam crazy about her 2. provide s.o with st( context) Forests provide us with wood What does the underlined phrase mean? 3. enable s. o to do st (exp) Her good English enabled her to get a good job at a foreign company. What does the underlined phase mean? 4. feel like doing st~ fancy doing st ( synonym) Checking Rub out and remember Vocabulary Activity 1: Brain- storming So, when you are interested in someone's collection, what would you like to know ?T elicits ideas from Ss - name of the collection ( collection of books, coins, stamps, clothes...)- how he collects them ( buy them, ask some one

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3- While -

writing 18 mins

4- Post- writing 10 mins

to give them, exchage them..)- how he keeps them ( in album, on shelves, in boxes, in a safe...) - when he start his collection ( last year, 6 years ago, long ago ) - how he classifies them ( into categories, countries, ages, colors..- why he collects them (to rela, to kill tim, to entertain oneself) His plan for future (continue to collect ...)

Activity 2: writing T asks Ss to look at all the ideas suggested on the Bb T asks Ss to write about their collection, real or imaginary, using the ideas mentioned in activity 1 Ss write their work on their notebooks T goes aroud to ofter help T takes note of Sis's mistakes for indirect correction T call on two Ss to go to the BB to write down their work. T together with Ss, finds out the mistakes and corrects them T gives feedback on Ss' work T points out some common mistakes made by Ss when doing this writing task

Correcting mistakes T gives handouts to SST asks Ss to work in groups of four to find out the mistakes in the essay given, adding that there is only one mistakes in each paragraph One of my hobbies is watching TV. My hobby starts when I was a boy of five. I would always ask my parents to turn on the TV set so that I could enjoy the cartoon films or advertisements Now I find that watching TV enables me learn amny things. I learn a lot about how people lived in the old times. I learn about the wonders of the world, space travel, tiny viruses and other

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fascinating things TV programs provide me with so many information and facts. I can stay at home and watch almost everything happen around me I think I will continue to watch TV although TV programs are always useful to me. Watching TV is actually a good hobby Suggested answer: P1: starts started P2: learn to learn P3: many much P4: although because T asks Ss to answer the following questions about the reading text given in the activity above, reminding them to write their work on their exercise notebooks

5. homework 2 mins

Questions Read the text in the activity above again and answer these questions 1. What's the write hobby ?2. When did he start it? 3. How useful is the TV set to the write ?4. do you share the ideas about watching TV with the write? Why (not)

UINT 13: HOBBIES LANGUAGE FOCUS Aims: By the and of the lesson, students will be able:

* distinguish the 4 sounds /pt/, /bd/, /bz/ * know how to use clleft sentences- subiect focus

- object focus - adverbial focus

Teaching aids: handouts, colored chalk PROCEDURE

Stages/

Timing


1. Simon says Game T

281

Warm -up 5 mins

2. Prese

nt-ation

115

mins

T tells Ss that he will ask Ss to do something, but Ss only follow his order if his command begins with "please". When T doesn't say" please" at the beginning of the request, Ss don't have to follow it. Now, will you follw my request if it begins with" please"?( Yes)And if I don't say "please"?( We won't take your order) Goodnow, "please" stand up 'please" sit down, raise your left hand, OK, stand up again, "please" raise you both hands "please" say stopped"please" say robbed "please" say stops "please" say robs T declares the losers Lead - in T write these 4 words on the board Stopped/ robbed/ stops/ robs Pt bd ps bzHow can we pronounce the ending souds in these words?( Ss give answers) OK, in our lesson today, we'll practice these sounds T asks Ss open their books to page 151 T hangs this chart on the BB

Pronunciation /pt/ /bd/ /ps/ stopped robbed stopsjumped stabbed stepsstepped grabbed mapstraped bribed shops /ps/ /bz/ Stops robs

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3. Prese

nt-ation

27

mins

Maps bribes Maps rubsShops clubsT reads the words aloud, then asks Ss to listen and repeat after him T call on some Ss to read the words aloud, correcting their if necessary T hangs this chart 1.She was robbed 2. he stopped smoking 3. Lan dropped the teapot 4. The boy jumped out into the road and bumped into an old man 5. S she's been to a number of shops and clubs 6. he rubs his hands because he wants to interrupt their talk T reads the sentences aloud, then asks Ss to listen and repeat after him T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary

Grammar Lead- in T draws a boy who gave a rose to a girl T asks: What are their names?(Tom and Mary ) What did Tom do ? ( He gave a rose to Mary ) Now, who can rewrite that sentence, beginning as shown? Y writes on the BB It was Tom.. Expected answer It was Tom who gave a rose to Mary T explains: Tom in the above sentence is subject of the sentence. To emphasize, we can begin the sentence with It was Tom who...Tom gave a rose to Mary Subject It was Tom who gave a rose to Mary T draws a girl who saw a cat

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7 mins

7 mins

T asks: What did the girl see? ( A cat ) Yes, good, T write :The girl saw a cat Is the here the subject or object of the sentence? (object) Who can rewrite the sentence as shown ?It was the cat...Expected answerIt was the cat that the girl saw T explains how write cleft sentences with object focus The girl saw the cat object It was the can that the girl saw T expands the second sentence T writes The girl saw the cat in the garden Now, who can rewrite my sentence as shown? It was in the garden ...Expected answer:It was in the garden that the girl saw the cat T explains how to write cleft sentence in case you pay attention to adverbial modifier of the sentence The girl saw the cat in the garden adverbial modifier It was in the garden that the girl saw the catT writes the form It(is/ was)+ N/ adverbial modifier + who/ that + V Practice

Execise 1 T asks Ss to do execise 1/ page 152 in pairs T goes around to ofter help T calls on some Ss to read their answers alound T corrects their mistakes if necessary Suggested answers 1. It was the boy who visited his uncle last month 2. It was my mother who bought me a present on my birthday 3. It was Huong and Sanda who sang together at the party

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8 mins

4. It was Nam's father who got angry with him 5. It was the boys who played fooball all day long 6. It was the girl who received a letter from his friend yesterday 7. It was his presence at the meeting that frighened the boy Exercise 2 T asks Ss to do exercise 2/ pages 152- 153 in pairs T goes around to offer help T calls on some Ss to read their answers aloud T corrects their mistakes if necessary Suggested answers 1. It is english that the man is learning 2. It was the book that the woman gave him 3. It was the postcard that she sent her friend 4. It was the book that Hoa borrowed from Long 5. It was his grandfather who(m) the little boy greeted in a strange language 6. it was the policeman who (m) the pedestrian asked a lot of questions 7. It was the stranger who(m) the dog barked at

Exercise 3 T asks Ss to do exercise 3/ page 153 in pairs T goes around to offer help T calls on some Ss to read their answers aloud T corrects their mistakes if necessary Suggested answers 1. It was in the garden that the boy hit the dog 2. It was for tea that she made some cakes 3. It was for him that his father repaired the bike 4. it was on his birthday that she presented him a book 5. It was in britian that he met his wife 6. It was from the shop that she bought that present 7. It was at 8.00 am that the meeting started

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4. homework 3 min

Make four cleft sentences about yourself Suggested answers 1. It is my mother who helps me with English 2. It was on May 12 that I was born 3. It was at the party that I first met my close friend 4. It is my Mun and dad who (m) I admire a lot

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UNIT 14 RECREATIONREADING

Aims : By the end of the lesson, students will be able to - read about friendship - scan read for specific ideas- skim read for general ideas

Teaching aids: picture, handouts PROCEDURE

stages/ timing


1. Warm-

up

Guessing the picture Divide the class into two groups T hangs picture hidden by six pieces of paper 1 2 34 5 6

1 Something that you and your family do together after dinner ( watch TV) 2. something you do to keep fit (play sports) 3. something you do at a libraly (read books) 4. something most women like doing at weekends (shoping) 5. something you are aeger to do after summer holidays ( meet friends) 6. something that only people and birds can do (sing) The pieces are numbered from 1 to 6 Each group takes turns to choose the number, T will give the question, corresponding to it. If they give the correct answer, they get one mark, and one piece of the picture will be uncovered. Members of the two groups can guess what the p[icture is about at any time. If they get it right, they get three marks. The groupwhich has more marks wins the game declare the winner Lead- in Do you often listen to music in your free time? How much time do you spend on it every day?

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2. Pre- reading 7 mins

3. While-

reading 4 mins

8 mins

(Yes, a lot). How often do you meet friends? What do you often do you when you meet together ?( Sometimes, play football, go out ...) now, have a look at the activites from 1 to 6 and tell me which activities most british people often do in their free time T writes down the Ss' guesses on the BB after Ss have made their guesses Ex:- Watch TV- Shopping - Meeting friend - Playing sports - Singing - Reading books

In today's lesson, you are going to read someting about recrestion in britain In the first place, I'd like to help you with some new words

Vocabulary 1. pastime(n):( explanation) I often entertain myself by reading. So, I say reading books is my pastime. Pastime, pastime, what does that mean? 2. household (n) (translation) There are 40 households in my neighbourhood 3. course(n) (gap fill)My brother is following a computer programming.....4. apart from ~ except Checking Slap the board game T say's: Now let's back to your guesses about British people's recreation. Open your books to page 155 and read the reading text

Activity 1 : Having a quick check T says: Let's read the text in 3 minutes nad tell me which of your giesses are right T calls on some Ss to give answers

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8 mins

4. Post- reading

T makes a tck at the right guesses, and a cross at wrong ones Watch TV Shopping meeting friend Playing sports listen to music Reading booksActivity 2: Multiple choise test T asks Ss to read the reading text and then work in pairs to do the multiple choise test ( task 1/ page 156) T calls on some pairs to give the answers Suggested answers: 1A 2B 3B 4A 5B 6A

Activity 3: Questions- Answers Divide the class into groups of four Give handout( questions) to each groupAsk Ss to read the text again and work in groups of four to write their answers on the handouts Ask the groups to exchage the handouts for correction Call on some groups to give the answers, asking each group to correct the answers on the handout Ask if the groups did good work Ask each groups to take its handout back after correction

Group discussion T asks Ss to work in groups of four to discuss one of the following topics - should students play computer games to relax ?- The bad effects of watching TV.- Among the most common leisure activities in Britian, which do you like best. Give specific reasons to support your choise

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ork 2mins

In no more than 100 words, write a paragraph about one of the three topics given in the activity above

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UNIT 14 RECREATION SPEAKING

Aims: By the end of the lesson, students will be able to:- express agreements and dissagreements about

entertainment activities and stating the reasons Teaching aids: handouts

PROCEDUREStages

/ Timing


1. Warm- up 5 mins

Game: Nodding and shaking chairs Prepare these phrases/ sentences beforehand 1. yes, let's do that 2. I quite agree with you 3. I don't think so 4. I respect you opinion, but... 5. For sure 6. I don't see that way 7. You could be right, but don't you think that ...?8. You are exactly right T puts two chairs in the front of the class. One is the nodding chair, the other is the shaking one T will say some phrases or sentences. If the phrase/ sentence expresses agreement, one menber of each group tries to run towards the nodding chair and sit on it. If the T says something expressing disagreement, one menber of each group tries to run towards and sit on the shaking chair. If the member does it properly, he will score one mark for his group. The group with more marks wins the game Declare the winner T writes on the board Agreeing 1. Yes, let's do that 2. I quite agree with you 3. for sure 4. you are exactly right Disagreeing 1. I don't think so 2. I respect your opinion, but...3. I don't see it that way 4. you could be right, but don't you think that...?

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2. Pre- speaki

ng7 mins

3. While- speaking 8 mins

Lead- in : We are going to learn how to express your agreement or disagreement today, but I am going to provide you with some new words first

Vocabulary 1. ten ( n) (explanation) What do you call something we put up when we go camping ?2. equipment(n)(explanation) It is something you take along when you go camping, such as a hammer, rope, a spade...3. scenery(n) (translation) 4. effective (adj) (gap- fill) This sort of medicine is very .....you can cure your headache very quickly with it Checking Gap- fill Ask Ss to complete the following sentences with the words they have just learnt 1. We have ti bring lots of ..... and supplies when we go on a camping trip2. Have the boys put up the ......... yet? 3. We enjoyedthe spectacular... there, especially the waterfalls and the hills4. thanks to ...production methods, they have been able to production methods, they have been able to produce better and cheaper products Expected answers 1. equipment 2. tent 3. scenery 4. effective T draws a girl whose hairstyle is very fashionable T asks: I think that her hairstyle is very fashionable. What do you think?Expected answer: I quite agree with you T says: Now, let's practice more with the following topics

Activity 1: Expressing (dis) agreement T hangs this chart on the BBAgreeing or Disareeing 0) I think Hoa looks more beautiful with that new

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10 mins

4. Post-

speaking 10 mins

hairstyle - Agree: I could't agree more - Disagree:Do you? I don't think so. I think she looks terrible 1. You: In my opinion, the weather in Hue is getting better and better You friend :...2. You: It seems to me that studying late at night is more effective than in the daytime Your friend:....3. You: In my opinion, the music for the young today is not worth listening to Your friend:...T asks Ss to work in apirs to express their agreement or disagreement in the situations given, explaining that they can use the example shown in the chart T goes around to offer help T asks some pairs to act out the conversation T takes notes and gives feedback

Activity 2 Role-play Instructions: The stidents of class 11A2 will have a two- day holiday. They are discussing whether they should go on a camping trip or not. Now you have to work in groups of four to act out the conversation, using the following suggestions as help Reasons for agreeing: 1. Can enjoy spectacular scenery 2. Can have lots of outdoors activities 3. Can get close to nature (see trees, flowers, wildlife) 4. Can become active Reason for disagreeing 1. Have to bring lots of heavy equipment and supplies 2. Have to eat bread for two days 3. have to hire a car, which is rather expensive 4. have to sleep in the tent, the weather might be bad T goes around to offers help if need be T listens to Ss and collect their mistakes for

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indirect correctionT gives feedback

Questions- Answers Instructions :In this activity you have to work in pairs to discuss one of the following questions. In your discussion, one student has to express his/her agreement on the opinion in the question, the other expresses. By the end of the conversation Ss have to withdraw a conclusion.1 What do you think about the TV program "Viet Idol"?2. Some people prefer buying second- hand clothes because they suit everyone's pocket and do not look worse than brand- new ones. What do you think? 3. Some people support the idea of wearing uniform at school, others do not. What's you opinion?T comes to encourage Ss to talk and offer help if need be T listens to Ss and collect their mistakes for indirect correction T gives feedback

5. Home work 2 mins

Write a short paragraph expressing your ideas about one of the topics given in activity 3

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UNIT 14: RECREATION LISTENING

Aims: By the end of the lesson, students will be able to : * listen for specific information * listen for general ideas


Stages/ Timing

activities interactions

1. Let's decode T

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Warm- up 5 mins

2. Pre- listenin

g 7 mins

3. While- listenin

g 8 mins

T asks: do you know the order of the letters in the alphabet?(Expected answer: Yes) Well, supposing that we have 26 numbers, from 1 to 26 and number 1 is relevant to letter A, 2 to B, 3 to C ...and 26 to Z Now I am writing a word with numbers 2. 5.5 : beeT divides the class into two groups, asking them to find what this word is 8. 15. 12. 9. 4. 1. 23 The first group to find out the correct answer wins the game Key: HOLIDAY Lead- in Where do you ofter spend your holiday?(Nha Trang, Da Lat...) Who do you usually go on holiday with? ( friends, relaitives...) How do you usually go on holiday ?(very much...)Now, today you are going to listen to someone talking about his/ her holiday. First I am going to help you know some new words

Vocabulary 1. desert(n) (gap-fill) Shahara is a very well- know ...in the world 2. solitude(n) (translation) She likes the solitude of the wildlife 3. waterfalls(n) (picture)Cam Ly waterfall is one of the most beautiful sights in Da Lat city 4. depressed ( adj) (drawing) T draws a very depressed face, asking Ss to find and adj to describe the face Expected answer: depressed Checking Slap the board

Activity 1: T-F test Instructions As I have said, this time you are going to listen to

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10 mins

4. Post- listeing 10 mins

three people, Anna, Terry, and Mary talking about their holiday. Listen to them and decide if the statements are true or false T says that the tape will be played twice T gives Ss handouts of T - F test T plays the tape twice T calls on some Ss to give the answers T goes over the answers with the class Suggested: 1T 2T 3F 4F 5 F 6F 7F 8F

Activity 2 gap- fill T gives Ss handouts of activity 2 Instructions: now listen to the listening text again and answer the questions in the handout. You will listen to the tape twice T gives Ss 1 minute to read the questions T plays the tape twice T calls on some students to give the answes T goes over the answers with the class Suggested answers 1. Riding their dirt bike in the desery, taking showers in waterfalls and swimming in lekes and rives 2. In sleeping bags or tents3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them 4. He thinks nature is a also imporyant in the world 5. In cities 6. because she can't put up an umbrella tent in the wind oe make a fire in the rain or carry a heavy backpack

Role - play Maria has just been back from a camping holiday on the beach and she really had a very good time there. Her friend Cindy is asking her about the trip and she is willing to tell all the good things that the camping holiday brought her Now work in pairs, one student plays the role of Maria and the other of Cindy to act out the

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conversation T goes around to offer help T takes notes for indirect correction T gives feedback

5. Homework 2 mins

Write a short paragraph ( about 100 wods) about the advantages of a camping holiday

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UNIT 14 RECREATIONWRITING

Aims: By the end of the lesson, students will be able to :* write about a collection * work in pairs/ gropus effectively


Stages/ timing


1. Warm- up 5 mins

2.Prewriting( 7 m)

Guessing words Divide the class into two groups Tell Ss that T is thinking about a word. T will give some clues about the word and members of each group can make a guess of the word at any time. Each group has only two chances to guess the word. The first group to give the correct answer wins the game.1. This word is a noun with five letters.2. This noun tells you about something that happened in the past.3. This noun can be combined with such adjectives as funny, love, detective ...4. Grandmothers often tell this to their grandchildren before they go to bed.Key word: STORYDeclare the winner.

Lead -in: In today's lesson, you are going to write a story. First I will provide you with some new words.

Vocabulary1. forest (n): (picture)He was lost in the forest for three days.2. camp-fire (n) (definition) - something you build up at night near the camp, and you often sing and dance around it.3. umbrella tent (n) (drawing)T draws an umbrella tent on the B.B, and asks what it is.4. be up early (translation) Checking:T asks Ss to work in pairs to complete the following sentences with the words that they have just learnt.a. We can see lots of old trees and animals in the .............b. This morning Bob was ............early because he had to

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(10 m)

4.Postwriting( 10 m)

5.Homework

prepare his new lessons.c. The boys have just put up a (n) .......... in their campsite.d. They danced and sang around the ....... all night last night.Expected answers:a. forest b. up c. umbrella tent d. camp-fire

Activity 1: Matching test ( task 2 / page 160)T divides the class into groups of four, asking them to match the events ( from 1 to 6) with the appropriate pictures. After two minutes, T calls on four representatives of 4 groups ( chosen at random) to go to the BB to write down their answer will be praised in front of the class.Suggested answers:1. G 2. A 3. B 4. C 5. F 6. D 7. H 8. I 9. E

Activity 2: WritingT asks Ss to look at all the picture in their order and write a story about camping holiday.Ss write their work on their notebooks.T goes around to offer help.T takes notes of Ss's mistakes for indirect correction .T calls on 2 Ss to go to the BB to write down their work. T, together with Ss, finds out the mistakes and corrects them.T gives feedback on Ss' work.T points out some common mistakes made by Ss when doing this writing task.

Reserved activity:Imagine that you have just been back from a camping trip and your friends will ask you any thing about the trip. Work in groups of 4 to act out this conversation.T comes to groups to encourage them to talk.T collects some mistakes made by Ss for indirect correction.T gives feedback.

Write a short paragraph to answer this question:Why do Ss like camping holiday ?

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UNIT 14 RECREATION LANGUAGE FOCUS

Aims: By the end of the lesson, Ss will be able to :- distinguish the 4 sounds / ts /, / dz /, / /, / /- know how to use the conjunction both ..... and, not only ....... but

also, either .......or, neither ...........nor

- know how to use cleft sentences in the passiveTeaching aids: handouts, pictures

PROCEDUREStages/

timeActivities Interaction

s1.Warm up( 5 m)

2. Presentation 1( 10 m)

Riddles1. What is a word which means child. It also means a young animal. (expected answer: kid)2. Can you fill in this sentenceI can .............like a horse. ( expected answer: eat)3. What's the end of the word ? ( expected answer: letter D)4. what will happen if you drop a hat to the Black Sea ? (expected answer: It will get wet)

Lead-in:Now look at the words kid and eatT writes on the BB: kid, eatWhen we put s after the 2 words, do you think they have the same ending sounds ? ( expected answer: No)Good, now let's open your books to page 162 to learn about such cases.T writes these 4 words on the board eats / kids / marched / bridgedWho can pronounce these words ?(Ss stand up to pronounce the words)T corrects their mistakes if need be.PronunciationT writeseats / kids / marched / bridged / ts /, / dz /, / tst/, / dzd/ T hangs this chart on the BB. / ts / / dz / sits reads eats friends meets kinds / tst/ / dzd / marched bridged watched raged reached managedT reads the words aloud, then asks Ss to listen and repeat after him.

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3.Grammar( 10 m)

(8 m)

(10 m)

T calls on some Ss to read the words aloud, correcting their mistakes if necessary.T hangs this chart1. He usually sits at the back of the class.2. She has lots of friends3. When he was young, he watched television three hours a day.4. We managed to get three tickets for the match.5. They bridged the river, then pitched their tent on the bank.T reads the sentences aloud, then asks Ss to listen and repeat after him.T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary.Lead-in:T draws two boys going to school.T writes their names: Nam, HuyT asks; Are they boys or girls ? ( boys)What are their names ? ( Nam and Huy )What do they do ? ( They are students)T remarksNam is a student, and huy is also a student. T writesBoth Nam and Huy are students.T elicits and writes this formBoth + N1 ( adj ...) + and + N2 ( adj ...)Now look at Nam and Huy again. Are they doctors ? ( No)So, we writeNeither Nam nor Huy are doctors.Neither + N1 ( adj ...) + nor + N2 ( adj ...)Now, you see Nam is 16 years old, and Huy is 17 years old. So, we can sayEither Nam or Huy is 16 years old.Either + N1 ( adj...) + or + N2 ( adj ...) Example 1:T asks Ss to open their books to page 161/ 162 T asks Ss to work in pairs to combine the sentences, using both ... and, (n) either ...(n) or Suggested answers 1. both Jim and Carol are on holiday 2. george neither smokers nor drinks 3. Neither Jim nor Carol has got a car 4. The film was both long and boring 5. That man's name is either Richard or robert 6. I've got neither the time nor the money to go on holiday 7. We can leave early today or tomorrow 8. Helen lost both her passport and wallet at the airport 9. They are both clean and easy to park 10. On Friday evening I either go to the cinema or stay home and watch Execise 2 T revises the previous lesson about cleft sentences, explaining that this time the passive voice is used It was the cat that was seen by the girl It was in the garden that the cat was seen. FromIt (is/ was ) + N/ adverbial modifier+ who/ that+(be) +pp

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4.Homework 2min

T asks Ss to do execise 2/ page 162 in pairs T goes around to offer help T calls on some Ss to read their answers aloud T corrects their mistakes if necessary Suggested answers 1. It was Christina who was given a lot of flowers by fans 2. It was the polieman who was asked for direction to the P.O 3. It was his house that we talked about 4. It was a bike that was bought for him for his birthday 5. It was his hometown that was descibed in his novel 6. It was the children who were frightened 7. It was her glasses that were broken 8. It was this story book that was given to me for a party by the Prince 9. It was this story book that was given to me for a birhday present by my father 10. It is Tet that is celebrated as the grandest occasion in a year by Vietnamses people

Mistake correction Correct the mistake in each sentence below 1. It was in this house where he born 17 years ago 2. neither Pete or his youger has finished the assignment 3. It were her pair of shoes that wre stolen last night 4. Both Minh and his classmates is going on a camping trip this weeken Suggested answes:1 where that 2. or nor 3. were was 4. is are

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UNIT 15 : SPACE CONQUEST READING

Aims: By the end of the lesson, students will be able to: - scan read for specific ideas - skim read for general ideas

Teaching aids: pictures, handouts PROCEDURE

stages/ Timing

Activies Interactions

Warmer 5 mins

Quiz divide the class into two groups prepare 6 questions beforehand to ask the two groups Each goups takes turns to give answer to the questions they hear. It they give the correct answer, they get one mark. There will be a special question, and the group giving the correct answer to this question gets three marks . The group with more marks wins the game.Questions:1. What do we call someone invited to our house to have a party?(guest)2. What is the popular website enabling you to search for any information you need ? ( Google) 3. A kind of fruit related to the discovery of gravity. (apple)4. A small animal told in a fable to kill an elephant. ( ant)5. An adj to describe the earth ( round)

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Pre-reading( 7 m)

While-reading( 8 m)

6. What is the word to fill in this sentence ?A friend in ......... is a friend indeed. ( need)7. What is a small thing we need for making clothes ? (needle)Special question: Can you use the first letter of 7 words above to make a meaningful word ?Key: GAGARINDeclare the winner

Lead-in:Are you the first Vietnamese person who set foot on the moon ?(Pham Tuan)And Who was the first person in the world to set foot on the moon ?( Gagarin)Yes, Gagarin, and today we are going to read about this interesting person. In the first place, I'd like to help you with some new words Vocabulary1. gravity ( n) - the pull of the earth.2. cosmonaut ( n): translation3. last (v): gap-fillingHow long does this film ...........?Expected answer: last4. name after (v): contextThis street was named after a Vietnamese writer.What does named after mean ?Expected answer: ®îc ®Æt tªn theo

CheckingT asks Ss to work in pairs to complete the following sentences with the words just learnt.1. Pham Tuan was a very well-known ................in Vietnam.2. Water runs downhill because of ................ .3. My school was ..................a national hero.4. Our summer holiday often ...............about 3 months.Ecpected answers:1.cosmonaut 2.gravity 3.named after 4.lastsT says: Now let's get back to Gagarin, the first person to come to the moon. Let's open your books to page 167 and read the reading text about him.

Activity 1: Matching TestInstructions:How many paragraphs are there in this reading text ?( Five )Good, and you see, each paragraph has a heading. Now you read the text and then work in pairs to match the headings to the paragraphs.Suggested answers:P1 - B (the lift-off)P2 - E (Uncertainties)P3 - D (A view of earth)P4 - C (Congratulations)P5 - A (The tragic accident)T calls on some Ss to give answers.

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(10 m)

Post-reading ( 10 m)

Homework (2 m)

T gives feedback.

Activity 2: Questions - AnswersDivide the class into groups of four.Give handout (questions) to each group.Asks Ss to read the text again and work in groups of four to write their answers on the handouts.Asks the groups to exchange the handouts for correctionCalls on some groups to give the answers, asking each group to correct the answers on the handout.Ask each group to take its handout back after correction.Suggested answers1. He became the first human being in space when he was 27.2. He was in space for 108 minutes.3. Before his flight, these questions were raised - What would happen to a human being in space ?- How would the body react to the extreme changes in temperature ?- How would the mind deal with the psychological tension ?4. It was more than 17.000 miles per hour.5. Because of a tragic accident.6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name to honour this national hero.

Gap-fillT asks Ss to read the reading text and then work in pairs to do the gap-fill test (task 3/page 169)T calls on some pairs to give the answers.T gives feedback.Suggested answers:1.cosmonaut 2.lasted 3.uncertainies 4.gravity 5.view 6.chapter7.impossible 8.symbol

Build the following sentences1. Gagarin / not / get / home / if / there / technical failure.2. Although / flight/ last / no more / 2 hours / Gagarin / become / greatest cosmonaut / all times.3. U.S president John F.Kennedy / send / telegram / congratulate / Gagarin / his feat.4. Tragic accident / prevent / Gagarin / make / another flightSuggested answers1. Gagarin would not have got home if there had been a technical failure.2. Although the flight lasted no more than 2 hours, Gagarin became the greatest cosmonaut of all times.3. U.S president John F. Kennedy sent a telegram to congratulate Gagarin on his feat.4. A tragic accident prevented Gagarin from making another flight.

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UNIT 15 SPACE CONQUEST SPEAKING

Aims: By the end of this lesson, Ss will be able to:- ask and answer questions on given information

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- talk about historical events in the space conquestTeaching aids: pictures, handouts

PROCEDUREStages/

TimeActivities Interactio

nsWarm-up( 5 m)

Pre-speaking( 7 m)

While-speaking( 8 m)

What is it in the picture ?T shows a picture of a space-craft hidden by 4 numbered pieces of paper.T prepares these four questions beforehand.1. What is the missing word in this sentence ? It only takes me about 1 hour to ..... from Hue to HCM city.(fly)2. Complete this sentence with a noun Gagarin was a well-known .................. .( cosmonaut)3. Spacemen in the world have made progress in .........( conquest).4. What is the missing word in this sentence ? Spacemen travel into space at great ...........( speed)

T divides the class into 2 groups, asking them to take turns to choose the number on the piece of paper. For each number, there is a question for them to answer. If the members of the group give the correct answer, that group has one mark and T takes off one piece of paper from the hidden picture . Ss can stop at any time to tell what the picture is about, and if they get it right, they score three marks for their group.The group with more marks wins the game.Hidden picture: SPACECRAFTT declares the winner

Lead-in: Today, we are going to talk about space exploration. First of all , I am going to provide you with some new words.

Vocabulary1.launch ( v) (gap-fill)The first spacecraft was ............ into space in 1957Expected answer: launched2. mark (v) (translation)3. human (n) (gap-fill)Only h .............can use languageb to communicate.4. orbit (n) (translation)

Checking:Rub out and remember

Activity 1: Questions-AnswersIntructions: You are going to read a piece of news about manned spacecaft of China, then work in pairs to ask and answer questions about the text.Example:Student A: When did China launch its first spacecraft into space ?Student B: On Oct 15, 2003.T goes around to offer help.

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(10 m)

Post-speaking( 10 m)

Homework

T asks some pairs to act out the aonversation.T takes notes and gives feedback.

Activty 2: Group-workInstructions:Open your books on page 171 and have a look at the events in space exploration of 8 different countries.Now you have to work in groups of four. One member of each group has to read about the space exploration of one country carefully and then answer any questions that the other 3 members may ask.You have to choose the country by using a very small paper ball . All you have to do is to drop the ball onto page 171, and the ball falls on a country, you have to talk about that country.When you finish talking about the space exploration of one country, move on with another one by dropping the paper ball.T goes around to offer help.T takes notes of Ss' mistakes for indirect correction.After 7 minutes, T asks them to stop and gives feedback on their work.

WritingUsing the information given in box / page 171, write a short paragraph about Pham Tuan, the first Vietnamese person to set foot on the moon.

Copy your finished passage about Pham Tuan on your exercise notebook.

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UNIT 15 SPACE CONQUEST LISTENING

Aims: By the end of the lesson, Ss will be able to :- listen for specific information- listen for general ideals

Teaching aids: handouts, picturesPROCEDURE

Stages/Time


Warm-up Matching GameT photocopies page 172 to make handouts for Ss.T gives handouts to Ss and asks them to face them down.When all Ss already have the handouts, T asks them to match the pictures with the descriptions at the bottom of the handout. The first student who gives the exact answers wins the game.Key:Picture A: 2 Picture B: 5 Picture C: 3 Picture D: 1 Picture E: 4Declare the winner

Lead-in:

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Pre-listening( 7 m)

While-listening( 8 m)

Post-listening(10 m)

What do you know about Apollo crew ?(They first set foot on the moon)Now look at picture A, how many people were there in the crew ?(There were 3)Now today we are going to listen about this crew. First I am going to help you know some new words.

Vocabulary1. surface(n) ( drawing)T draws the surface of the road, and elicits the word surface2. experiment(n) ( question)What do scientists often do in laboratories ?expected answer: experiment3. astronaut (n): spaceman4. challenge (n): (translation)CheckingT asks Ss to complete the following sentences with the words just learnta. They couldn't walk on the moon's ...... unless they wore spacesuitb. Putting a man on the moon was a great ........... at that time.c. Mr Smith is doing his ............. in the chemistry lab .d. He was the first ............ to reach the moon.

Activity 1:Instructions:As I have said, this time you are going to listen about the Apollo crew, who first reached the moon. Listen and work in pairs to decide if the statements are true or false. Remember that the tape will be played twice.T gives Ss handouts of T-F testT plays the tape twiceT calls on some Ss to give the answers.T goes over the answers with the class.suggested answers: 1.F 2.F 3.F 4.F 5.T

Activyty 2: Gap-fillT gives Ss handouts of activity 2Instructions: Now listen to the listening text again and answer the questions in the handout. You will listen to the tape twice.T gives Ss 1 minute to read the questions.T plays the tape twice T calls on some Ss to give the answersT goes over the answers with the class.Suggested answers:1. NASA's Apollo program wa developed to meet President Kennedy's challenge.2. The Apollo 11 was launched on July 16, 1969.3. The portable life support system was used for controlling the oxygen temperature and pressure inside the spacesuit.4. The astronauts stayed on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return to Earth.

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Homework( 2 m)

6. They returned to Earth on July 24th, 1969.

DiscussionChoose one of the following topics and discuss it in pairs1. If you knew you had only one more week to live on Earth because you would go to the moon and stayed there forever, what would you do on those 7 days ?2. If you had a chance to go to the moon and could take only 3 things with you, what would you choose and why ?

WritingWrite a short paragraph about this topic:In your opinion, why do people take interest in other planets in the solar system ?

UNIT 15 SPACE CONQUESTWRITING

Aims: By the end of the lesson, Ss will be able to:- write a biography- work in pairs / groups effectively- do the tasks set by T correctly

Teaching aids: handouts, picturesPROCEDURE

Stages/Time


Warm-up( 5 m)

Pre-writing( 7 m)

Lucky NumberDivide the class into 2 groupsT draws a flower with 9 petals and writes a number on each petal.T T asks each group to take turns to choose a number and answer the following questions. The group with more marks win the game.1. Something we give our friend on their birthday ( gift)2. A popular kind of drink in Japan, China and Vietnam. ( tea)3. Something that gives energy to the earth everyday. ( sun)4. A synonym of crazy. ( mad)5. name of an animal which has 2 letters. ( ox)6. LUCKY NUMBER7. a small, black animal living in the field ( rat)8. The opposite of shake ( your head) ( nod)9. Fill in this gap " Don't cry over spilled ........ " ( milk)T declares the winnerT asks who can use all the first letters of those 8 words to write the name of a famous man.Key: AMSTRONGLead-in:In today's lesson, you are going to write the biography of AMSTRONG. First i will provide you with some new words.

Vocabulary

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1. disaster ( explanation)Flood, storm, earthquake ... are disasters. What does disaster mean?Quote (n) ( elicitation)What do you call a section of an application form in which you write important events in your life ? ( quote)3. investigate ( v) ( gap-fill)The police are i.........the case of bank robbery in our village.(investigate)4. biography (n) ( translation)Checking:Rub out and remember

Activity 1: Close-testInstructions:You are going to read about Amstrong's biography. After reading it, you have to work in groups of four to put each of the headings in the box in the appropriate blank.T calls on five representatives of five groups ( chosen at random) to go to the BB to write down their answer.Suggested answers:1. birth 2. place of birth 3. known as 4. career 5. quote

Activity 2: WritingT asks Ss to read Amstrong's biography again and work individually to write a paragraph of Neil Amstrong.Ss write their work on their notebooks.T goes around to offer help.T takes notes of Ss' mistakes for indirect correction.T calls on 2 Ss to go to the BB to write down their work. T, together with Ss, finds out the mistakes and corrects them.T gives feedback on Ss' work.T points out some common mistakes made by Ss when doing this writing task.sample developmentNeil Amstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his BS from Purdue University in 1955. In 1962 , he joined the Nasa astronaut program. On july 20th 1969 Neil Amstrong beame the first human to step on the's 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 pointed vice chairman of the committee that investigated the Challenger shuttle disaster. Amstrong is aslo well- known for what he said when he stepped on the moon's surface. There's one small step for man, one giant leap for mankind T comes to Ss to encourage them to write T collects some mistakes made by Ss for indirect correction T asks two Ss to go to the BBto write down their work T gives Wtite your own biography, the quote should include ;

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- time to go to elementary school ( where/ when to go / name of the school)- time to go to secondary school ( where/ when to go / name of the school)

UNIT 15 : SPACE CONQUEST LANGUAGE FOCUS

Aims: By the of the end, students will be able to : * diatingguish the 4 sounds / nt/, /nd/,/nO/, /ns/, /nz/ * know how to use the conjunctions both... and, not only.. but also either ...or, neither ...nor * know how to use cleft sentences in the passive Teaching aids: handouts, pictures PROCEDURE Stages/ Timing


Warm- up

Present- ation 1 10 mins

Find the other part of your life T asks two students to volunteer to play the game. The should be a boy and a girl The boy will look at the board and the girl stands behind the boy. They have to stand back to back T explains that the boy will be asked five questions and all he has to do is to nod or shake his head to express his agreement or disagreementT will write his answer on the board Then T will ask the girl the same five questions, the girl can say yes or no to answer. If the boy and the girl have more than three same answers they will become couple of the day Questions 1. Can you swim? 2. Can you sleep 10 hours a day? 3. Can you play a sport? 4. Can you eat chocolate/5. Can you sing very well? T declares if they are a couple or not Lead- in Can you tell me another way to ask the above questions?(expected answers Are you to swim/... sing well?)Now, let's open your books to page 175. Today, we are going to practice more about this grammar point

Pronunciation T write on theBb went end mnth chance phone T asks:Who can pronounce these words? (Ss stand up to say the words )T corrects their mistakes if necessary T asks Ss to play attention to ending sounds of the five words Went end month chance phones /nt/ /nd/ /n0/ /chnce /nz/ T hangs this chart /nt/ rent, tenant, dind't/nd/ remind, warned, friend

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Prent-tion 2 mins

/n0/ seventh, tenth fifth /ns/ tense, glance, Florence /nz/ learns, tones, Barnes T reads the words aloud and asks Ss to repeat - T ahngs this chart A: Florence, Mr.Barns went on the tenth last month B: Oh, I have warned you, haven't ? Did you pay the rent ? A: Only to the seventh B: Only to the seventh? A: Yes, and we have no chance to see him again. Is he your friend ? B: No, Mr.Barns is not my fiend and if he phones, remind him that he must pay the rent to the end of the month A: Don't be so tense. We'll have a new tenant on the thirteenth of this month T reads the sentences aloud, then asks Ss to listen and repeat after him T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary

Lead- in T shows a picture of a man running T asks : Could he run fast five years ago ? (Yes) T writes on the BBHe could run fast 5 years ago T shows a picture of a man whose leg was hurt but he was running fast T asks: Did his hurt ?(Yes) T writes His leg hurt but he wa able to run fast T explains Could: exprees and ability was/ were able to: express an effort to do st Ex 1 T asks Ss to open their books to page 176 T asks Ss to work in pairs to complete the sentences, using could, could't or was/ were ( not) able to 1. was able 2. was able to 3. could 4. was able to 5. could 6. couldn't Ex 2 T revises how to make tag questions It is a nice day, isn't it ? They are hungry, are they? You live here, don't you? You don't speak English, do you? T asks Ss to do exercise 2/ page 176/ 177 in pairs T goes around to offer help T calls on some Ss to read their answers aloud T corrects their mistakes if necessary Suggested answers 1. It's a very expensive restanrant, isn't it ?2. The film was great, wasn't it ? 3. She has a lovely voice, doecn't she? 4. It doesn't look good on me, does it?

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Homework 2 m

5. You have had your cut, haven't you ?Ex 3 T asks Ss to do exercise 3/ page 177 in apirs T goes around to offer help T calls on some Ss to read their answers alound T corrects their mistakes if necessary Suggested answers 1.... doesn't she? 2. .... haven't you ?3.... wasn't it? 4. ... didn't we? 5. ...won't we? 6. ...can't you 7. ... musn't it ?

Mistake Correction Correct the mistake in each sentence below 1. The bus was crowed with people but finally I could find a seat 2. She didn't able to find him although she had gone everywhere 3. Iam not a fool, am nit I ? 4. It seems to me that she is very good at maths doesn't it /1. could was able to 2. didn't wasn't 3. am not aren't 4. deosn't it isn't she

UNIT 16 : THE WONDERS OF THE WORLD READING

Aims: By the end of the lesson, students will be able to :- read about one wonder of the world ( The Pyramind ) - scan read for specific ideas - skim read for general ideas Teaching aids: picture, handouts



warm- up 5 mins

Pre- reading 7 mins

Word hunting T divides the class into two groups T prepares the song " Top Of The World" from the tape T asks Ss listen to the song ( T can choose any ohter intersting song). After listening to it, group I has to wriye down any words consiting letters n, e w whereas group 2 has to find any words cosisting letters r,d o from the song they listen to T asks representatives of two groups to go to the BB to write down their answers. The group with more correct words wins the game Now, one more question, who can use the letter N, E, W, R, D and O to make a meaning ful word? There are 3 marks for this question Expected answer : WONDER T declares the winner Lead - in Can you tell me some wonders in the world ? ( The Pyramids, The Great Wall, The Lighthouse... ) Good, now today you are going to read about one of the wonders in the world. First, let's get to know some new words

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While- reading 6 mins

Vocabulary 1. tomb(v) (denfinition) What do you call a place where the dead rest?2. pyramind(n) ( picture) T shows the picture of the Pyramind and asks Ss what it is 3. contruction ( gap- fill) he builds houses and bridges. He works for a famous... company 4.Treasure (n) ( translation) Checking T asks Ss to complete these sentences with the words in the world a. The Great.... is one of the 7 wonders in the world B. The.... of this building took them three moths c. They found a ... in an isolated island d. Excuse me, can you tell me where King Tu Duc ... is ? Suggested answers a. pyramind construction c. treasure d. tomb T says : Now let's get back to the wonders of the world, the Great pyramind. Open your books to page 179 and read the reading text about it, then do task 1 on page 180

Activity 1: Gap - fill Instructions: The words in the box all appaer in the passage. Read the text and work in pair to do the gap- fill test Suggested answers: 1 tomb, 2 wonder, 3 ramp 4 chamber 5 mysitrious, 6 spiral Activity 2 : Questions- Answers T divides the class into groups of 4 T gives handouts of the questions to each group T asks each group to read the text again and answer the questions tgiven T asks the grouos to exchange the handouts for correction T calls on some groups to give the answers, asking each group to correct the answers on the handout T asks each group to take its handout back after correction Suggested answers 1. On the west bank of the river Nile 2. About 147 m high and on a base of 230m square 3. To sere as a tomb when the Egyptian the burial chamber from the weather and from the thieves who might try to steal the treasures and belongings there 4. It is thought that ancient Egyptians used straight or apiral ramps or huge weight arms to lift and place the block's of stone 5. The boat it's belived to have been used to carry the body of Khufu in his last journey on each before being buiried inside the Pyramind Activity 3 : Scanning for information T asks Ss to scan read the passage again and work in apirs to say what the following words refer to 1. who (line 4) 2. it ( line 8) 3. It (line)

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Post- reading 8 m

Homework 2m

4. each(line 12) T goes around to encourage Ss to readT calls on some pairs to give the answersT givens feedback Suggested feedkack 1. who(line 4)(the thieves) 2. it (line 8) ( the Great Pyramid )3. It ( line 9)(the Great Pyramid) 4. each(line 12) a block of stone Discussion Work in apairs to discuss this question: Which of the wonders of world do you like best? Why? T goes around to offer help T calls on some pairs to act out the conversation T gives feedback

Write a passage about your favorite wonder of the world

UNIT 16 : THE WONDER OF THE WORLD SPEAKING

Aims : By the end of the lesson, students be able to:- distinguish facts and opinions - use facts and opinions to talk about features of man- made places Teaching aids: pictures, handouts

PROCEDURE

Stages/ Timing

Activies Interactions

Warm- up 5 mins

Pre- speaking 4 mins

Little Things T prepares a picture of the Great Pyramind and sticks it on the wall at the back of the class Instructions Now our class is divided into two groups. A and B. I am going to ask you to give me somw "little" things and members\ of the two groups have to try to give me the thing I need as quickly as possible. The student who first gives me the thing I need gets a mark for his/ her group. There will be 8 things for you to find and the group with more marks wins the game 1. I need a pen ( T gets one pen from the quickest student to give the pen to T ) 2. I need a ruler(...)3. I need a book (...) 4. I need a watch (...) 5. I need a hair (...) 6. I need a shoe(...) 7. I need some money (...) 8. I need a picture on the wall at the back of the class(...) T declares the winner

Lead- in T sticks the picture of the Pyramid on the BB and asks SS: What

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Post- speaking

is this ? ( The Pyramid ). Good, now, tell me, is the pyramid high ? (yes) T writes on the BBThe Pyramid is high.What do you think of this wonder ? ( I think it is great)Very good.T writes on the BBI think this wonder is great.Now, look at the two sentences on the BB, which sentence describes fact and which one describes opinion ?Expected answer: The first describes fact and the second describes opinion.Right, open your books to page 181 and do the same task.

Activity 1: Distinguishing facts and opinionsInstructions: This time you have some statements about the Pyramid. Read them and work in pairs to decide if each one describes fact or opinion.Suggested answers:Facts: 2, 3, 4,Opinions: 1, 5, 6, 7T goes around to offer help.T asks some pairs to give their answers.T gives feedback.

Activity 2 Group-workLet's move to task 2. Before you do it, I am going to give you some useful language.Now when you express your opinions, what phrases or sentence patterns do you use ?T elicits and introduces ways to express ideas.- I think / I am sure ...- It is said / believed / thought that ....- They might / may / can have ....- Probably / May be they ....Examples:- I think the Pyramid was built by an enormous giant.- Probably an enormous giant built the Pyramid.- A giant might have built the pyramid.Instructions:Work in pairs: This time you discuss possible answers to the following questions, using the suggested questions below1. Who built the Great Pyramid ?2. How long did it take to build it ? 3. Where did the builders find the stones?4. how did they transport them?5. How could they build the Pyramid so high ?T goes around to offer help T takes notes of Sis's mistakes for indirect correctionAfter 7 minutes, T ask them to stop and gives feedback on their work

Role- play Work in groups of four. Supposing that one of you were one of those who contributed to build the Pyramid in the old time and

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Homework 3 min

tell your friends what happened with the construction of the wonder. Your friends akss you questions and you answer. You can use the information in activity 2 as help T goes around to offer help if need be T listens to Ss and collects their mistakes for indiretc correction T gives feedback Wtite a report on what your friend told you about how the pyramid was built in the activity above

UNIT 16: THE WONDER OF THE WORLD LISTENING

Aims: By the end of the lesson, students will be able to :* listen to a listening text about The Great Wall * listen for specific information * listen for general ideas Teaching aids: handouts, colored chalk, pictures


Activities Iteractions

Warm - up 5 mins

Pre- listening 7 mins While - listening 8 mins 10 mins

Quiz T divieds the class into two groups T tells them that there is a word in the T's mind. T will give them 4 pieces of information about the word, one by one, and menbers of each group can raise their hands at any time to guess what the word is. Each groups has only two chances to make a guess 1. This word is a noun and it is very well- known in the world2. You can see this from the moon 3. It was enlisted in The world Heritage by UNESCO 4. It is one of the wonders in the world and the syn\mbol of China Key: The great Wall T declares the winner Lead- in Have you ever seen the Great Wall on TV? (yes) How old do you think it is ? (Ss make a guess) Would you like to visiy it some day ? (Yes) Now, you are going to listen to a passage about it. First, I am going to help you with some new words

Vocabulary 1. ancient 9 adj) ~ very, very old 2. ming Dynasty (n) ( translation) 3. significance (n) (synonym) Can you tell me a synonym of inportance?Expected answer: significance 4. Beijing( proper noun ) : the capital of China Checking T asks to coplete the following sentences with the words just learnt a. Was this wonder built during Ming...?b. Hoi An is an interesting ... town in Viet Nam c. I went to China last moth and I stayed in ... for a week d. He has realized the ... of learning computer science

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Pos- listening 10 mins

Suggested answers a. Dynasty b. ancient c. Beijing d. significance Activity 1: Instructions Now you are going listen about The Great Wall, one of the wonder. Listen and work in pairs to fill in the missing information. Remenber that the tape will be played twice T gives handouts of gap- fill testT plays the tape twice T calls on some Ss to give the answers T goes over the answers with the class Suggested answers (1) the moon (2) 1987 (3) the Ming Dynasty (4) 200 (5) 200 BC (6) 6000 km (7) 11 m (8) stone Activity 2 Gap - fill T gives Ss handouts of activity 2 Instructions: Now listen to the listening text again and answer the questions in the handout. You will listen to the tape twice T gives Ss 1 minute to read the questions T plays the tape twice T calls on some students to give the answers T goes over answes with the class Suggested answers 1. In 1368 2. Five provinces 3. Thanks to its magnificence and significance 4. The part in the northwest of Beijing is the best choice for visiy because it is still in its original state

Work in groups of four. One member play the role of a mandarin in the Ming Dynasty who was leader of a building group of the Great Wall, and tell his grandchildren how the Great Wall was built. The other member paly the roles of his grandchirldren to act out the conversation Sentence building Build these sentences 1. The Great Wall/ said / visible / the moon 2. it/ believe/ The great Wall/ built /defense purpose 3. The Greta Wall/ symbol / the Chinese nation/ history 4. A visit/ The Great wall/ bring tourists great excitement / each step / the wall Suggested answers 1. The Greta Wall is said to be visible from the moon 2. It is believed that The great Wall was built for defense purpose 3. The Great Wall is a symbol of the Chinese nation throughout history 4. A visiy to The greta wall will bring tourists great excitement in each step of the wall Write a short paragraph about this topic In your opinion, why do people take interest in other planets in the solar system ?

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UNIT 16 THE WONDERS OF THE WORLDWRITING

Aims: By the end of the lesson, Ss will be able to:- write a report on a man-made place- work in pairs / groups effectively- do the tasks set by T correctly

Teaching aids: handouts, cards, picturesPROCEDURE

Stages/Time


Warm-up( 5 m)

Pre-writing( 7 m)

Lucky NumberT divides the class into 2 groups.T draws a flower with 9 petals and writes a number on each petal.T asks each group to take turns to choose a number, and for each number there is a question for them. If they give the correct answer, they have one mark. T explains that there is one lucky number. If they choose it, they will have one mark without answering any questions. The group with more marks wins the game.1. something coming out of your eyes when you are sad.(Tear)2. Fill in the gap with a suitable word to make a meaningful proverb" ............... or west, home is best"( East)3. LUCKY NUMBER4. A portable device getting people close together.( Cell phone)5. Part of the body that moves repeatedly when you speak( Mouth)7. When you burn a piece of paper, it will turn to ......( Ash)8. Something sweet we take from the bees.( Honey)9. Part of a car protecting you from the wind.(windscreen)10. A cute white animal in the forest which runs very fast.(rabbit)T declares the winnerT asks who can use all the first letters of those 9 words to write the name of a beautiful man-made place in Nha Trang.Key: CHAM TOWERLead-inIn today's lesson, you are going to write about man-made place. First I will provide you with some new words.

Vocabulary1. consist of ( context)Water consists of two elements: hydrogen and oxygen2. in honor of (exp) (translation)They built the temple in honor of the national hero.3. statue (n) (context)There is a statue of uncle Ho in the middle of our school yard.

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While-writing( 16 m)

Post-writing(12 m)

Homework( 2 m)

What does statue mean ?4. Buddha ( n) ( picture)Checking:Rub out and remember

Activity 1: Writing about a placeInstructions:Open your books to page 184 and have a careful look at the notes made by a visitor to the Panagar Cham Towers in Nha Trang.Work in groups of 4 to use the notes to write a report on the visit.T calls on five representatives of 5 groups ( chosen at random) to go to the BB to write down their reports.T gives feedbackSuggested key:My visit to Nha Trang last year included a brief tour to Ponagar Cham Towers. This town complex is one of the most beautiful examples of Cham architecture in central Vietnam.The Ponagar Cham Towers consists of 4 towers. They are located on Cu Lao Marble Hill Two kilometers north of Nha Trang. They were built between the 8th and 13th centuries.Each town was decided to different god. The largest tower was built in honor of Lady Thien Y. The 22.5 m high tower contains her sandstone statue sitting on Buddha's throne. The 26 m high statue has 10 hands, holding specific objects illustrating the power of Buddha.The tour to Ponagar Cham Towers lasted 5 hours. I felt tired but the visit was enjoyable, memorable and informative.

Role-play ( Speaking on the phone)T asks Ss to read the tourist's report again and work in pairs to play the role of the tourist's friend, who are talking about the tour to Ponagar Cham Towers. This time, the two friends talk on the phone. The conversation should be opened like this.A: Hello, may I speak to B please ?B: B here.Who's speaking ?A: It's me, A.B: Oh, A. Long time no see. Where have you been ?A: I have just come back from Ponagar Cham Towers in Nha Trang.B: Oh, how nice. Please tell me about it. Ss to go to the BB to writeA: ........B: ........T goes around to offer help.T takes notes of Ss' mistakes for indirect correction.T calls on 2 pairs to go to the front of the class to act out the conversation.T gives feedbackT points out some common mistakes made by Ss when doing this task.

Write a short report on your favourite tour, real or imaginary.

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UNIT 16 THE WONDERS OF THE WORLDLANGUAGE FOCUS

Aims: By the end of the lesson, Ss will be able to:- distinguish the 4 soumds: / ft /, / vd /, / fs /, / vz /- know how to use the structures: It is said that ......: People say that .......

Teaching aids: handouts, cards, picturesPROCEDURE

Stages/Time

Acitvities Interactions

Warm-up( 5 m)

Noughts And Crosses GameT draws 9 numbered squares ( as below) and asks Ss to play the Noughts and Crosses Game.

1 2 34 5 67 8 9

T divides the class into Nought Group and Cross Group T asks each group to take turns to choose a number, for each number there is a question for them to answer. If they get it right, they have 1 cross/nought. The winner will be the group which forms three successive noughts/crosses in a straight line.1. something the missing we give and take at parties (gift)2. something we use to cut things with (knife)3. Find the missing word She was ... to tears (moved) 4. find the missing word Who.. first will laught last 5. the highest mountain in the world. (Everest) 6. the longest river in the world (The Nile) 7. Which letter can you drink ?(letter T)8. Which letter can be a verb?( letter C) 9. Which letter can fly?(letter B)T declares the winner Lead- in T writes on the BB: gift, moved, laughs, knives Can you pronounce these words?T asks some Ss to have a try correct their mistakes if necessary Do you think that those words have the same ending soulds?(Expected answer: No )Good, now let's open your books to page 162 to learn about such cases Pronunciation T writes the pronunciation of the ending soulds of these 4 words on the board gift/ moved/ laughed/ knives /ft/ /vd/ /fs/ /vz/t hangs this chart on the BB /ft/ /vd/ /fs/ /vz/gift arrived coughs behaves lift loved laughs loves

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soft moved Roofs knives T reads the words aloud and asks Ss to repeat T calls on some Ss to say the words T corrects their mistakes - T hangs this chart 1. They are not on the roof now. They've been moved to the ground Use the lift. I'll ring to say you've arrived2. I think he's improved. Still coughs but laughs a lot, of couse 3. We have plenty of laughs. We miss him when he leaves 4. he loves a nurse. Her name's Soft. He want me to bring her this gift 5. He brought me a gitf when he arrived T reads the sentences aloud, then asks Ss to listen and repeat after him T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary Lead- in T draws a boy who is praised by his teacher T asks: Is the boy good? (Yes) T asks : Does the teacher praise him every week ? (yes) T writes : The teacher praises Tom every week Who can rewrite my sentence, beginning as shown?Peolpe say that ... / It is said that Tom is said ...Expected answers:People say that / It is said Tom is praised by the teacher every week Tom is said to be praised by the teacher every week T writes and explains It is siad that ? People say that+ S + V T draws another picture who was praised by the teacher last week T leads to this sentenceThe teacher prased Tom last week T asks Ss to rewrite this sentence, beginning as shown. Tom is said...( Expected answer: Tom is said to have been prased by the teacher last week .)Form: S + is / was ( said...) + to have +pp Ex 1: T asks Ss to do execise 1/ page 185 - 186 in pairsT goes around to offer help T calls on some Ss to read their answers alound T corrects their mistakes if necessary Suggested answers 1. Many people are said to be homeless after the floods 2. The prisonee is thought to have escaped by climbing over the wall 3. He is believed to have driven throught the town at 90 km per hour 4. Two people are reported to have been seriously injured in the accident 5. Three men are said to have been arrested after the

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explosion 6. The strike is expected to begin tomorrow 7. He is said to speak English very well Ex 2 T asks Ss to do exercise 2/ page 186 in apairs T goes around to offer help T calls on some Ss to read their answers aloud T corrects their mistakes if necessary Suggested answers 1. He is thought to be very clever 2. The wanted man is believed to be living in New York 3. He is known to be very rich 4. The film is supposed to be very good 5. Many people are thought to have been killed in the accident 6. About a million puppies are thought to be born each year 7. The factories are said to be much worse 8. those dogs are said to be dangerous

Choose the best answer 1. It was in this village that Mr. John ... 17 years ago A. were born B. was born C. born D. has been born 2. Nam is said to ... aboad three times before A. be B been C. has been D. have been 3. His wife is said to ... a big company in Ho Chi Minh city now A. be running B. run C. will be running D. to have run The woman was said to .. for her husband ten years before she remarried A. wait B. waited C. has waited D. have waited Suggested answers : 1B 2D 3A 4D

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Giao an tieng anh 11

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Transcript of Giao an tieng anh 11