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UNIT 1: FRIENDSHIP

Period 2: READING
I. 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 topic. - Students can comprehend the reading about friendship. - Students can understand and use new vocabulary through speaking, asking and answering activities. II. PROCEDURE Time 3 Contents Warm-up A..in need is a indeed. 1. BEFORE YOU READ + What are the girls and boy doing in the picture? + How do they feel? + What does the picture tell you? "What do you think of the friend in the poem?" Suggested answers: + One boy is playing the guitar, and the other girls and boys are singing. + They seem very happy because I can see their smile. + The picture tells me that friends can happily do many thing together. / Friendship is a nice thing that brings happiness to us. 2. WHILE YOU READ * Task 1 Answer 1. mutual 2. incapable of 3. unselfish 4. acquaintance; friend 5. give-and-take 6. loyal to 7. suspicious * Task 2 Answer: B (Conditions of true friend ship) * Task 3 Teachers and students activities - Teacher writes the following sentence on the blackboard and asks students to do as directed ( Complete the sentence by filling in the gaps with the suitable words) - Students work in individual and then discuss with their partner - Teacher asks students to volunteer to answer before class. - Teacher reads the poem (or turns on the tape recorder). - Students listen twice and practice reading the poem (in pairs) - Teacher notice students the intonation and how to read exclamatorily - Teacher guides students to new lesson ( Teacher prepares students handout filling in the blank to introduce new words in the text more easily) - Teacher asks students read the text silently and do the Tasks as directed. - Students choose the correct answer to fill in the blank. - Teacher teaches difficult words to help students to do the Task better. - Teacher asks students to read the text again. - Students discuss with each other and choose the correct answer.

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- Teacher asks students to ask and answer Answer: 1. The first quality for true friendship is the questions related to the text. unselfishness. It tells us / me that a person who - Students work in pair

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is concerned only with his own interests and feeling can not be a true friend. Changeable and uncertain people are incapable of true friendship because they take up interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. The third quality for true friendship is loyalty. It tells us / me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. There must be a mutual trust between friends because if not, people cannot feel safe when telling the other their intimate secrets. Talkative people cant keep a friend long because they cannot keep a secret, either or their own or of the others. The last quality for true friendship is sympathy. It tells us / me that to be a true friend you must sympathize with your friend. Where there is no mutual sympathy between friends, there is no true friendship.

- Teacher goes around to help someone in difficulty.

- 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. - Students discuss in group. - Teacher focuses on some common mistakes and difficult problems. - Write down the answers of the questions on page 15. - T summarizes the main points of the lesson. - Do the exercise in Task 1 about using words Page 14.

3. AFTER YOU READ Why do we need to have friends? 5 2 Consolidation Homework

EXTRA EXERCISE Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form of the word given at the end of each line. PEN PALS Pen pals are people who (1) write to each other, particularly via postal mail. Regular A pen pal (2) is often used to practice writing and reading in a foreign language, improving literacy, Relation to learn more about other countries and life-styles, and to ameliorate (3). As with any friendships Lonely in life, some people remain pen pals for only a short time, while others continue to exchange letters and presents life-long. Some pen pals (4).. arrange to meet face to face. Pen pals come in all ages, Eventual(5) ..and cultures. National Pals may seek new pen friends (6) on their own age group, a specific occupation, Base hobby, or select someone (7) .different from them to gain knowledge about the world around them. Total Being part of a pen pal network can be a way to gain a valuable (8) ..of the world, and an Appreciation for cultures and lifestyles very different to your own. Understand Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8. understanding

UNIT 1: FRIENDSHIP
Period 3: SPEAKING 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 - Pupils know how to describe the characteristics and appearance of someone - Pupils know how to interview a famous person. II. PROCEDURE Time Contents Teachers and students activities 3 Warm-Up 1/Do you concern about your outlook? 2/ Is it important to you? - Lead Sts to the main content 1. Task 1 OK, look at the picture. - -- How many people are there in the picture? Can you guess the age of each of them? Now let us start with the physical description of the man. Is he tall or short? - Explain the useful language (page 16): * height : tall, medium, short * face : square, large, oval * forehead : broad, high * nose : straight, crooked * hair : black, grey * appearance : handsome, beautiful, goodlooking - Now lets start with the physical description of each person, using the guided + question: Can you describe the _____ in the picture? + answer: The ____ is height. He / she has ____ face, and a _____ nose. His / her hair is _____. His / her appearance is ______. - Teacher asks students to observe carefully four people in the picture, describing their physical characteristics. - Students work in pair. - Teacher can guides students - Teacher asks students to discuss and number of the following personalities in order of importance in friendship. - Students work in group - Teacher asks each group to report their result to the class and explain why they arrange in such order ( Note : There is no need to have unchangeable answer; Students may arrange in suitable order in case they can explain their reason.) - Teacher asks students to practice interviewing skill.

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- Let Sts number the following personalities in order of importance in friendship. - Teacher gives role-play for each pupil, instructing each role to think caring, hospitable, modest, sincere,generous, and base on the following suggestions to ask and answer honest, helpful, understanding, pleasant questions. 2. Task 2 - Pay attention to the suggestions : - Pay attention that therere no answer keys for - Students work in pair. Teacher

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this Task 3. Task 3 + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly, humorous, quick-witted, good-natured, helpful, honest, pleasant, caring ) + why he / she interests in Math + how much time he / she spends on Math everyday + what makes him / her a good friend + what made him / her successful ( studious, intelligent, keenly interested in Math, eager to learn, patient, calm ) + what he / she does in his / her free time Consolidation Homework

goes around to help students who are in difficulty. - Teacher asks two or three pairs to report their interview before class.

- Practising speaking these Task again at home

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- T summarizes the main point of the lesson. - Prepare for the listening part for the next period - Learn by heart some new words. - Prepare part C : Listening

More exercises Complete the following passage by filling each blank with one suitable word. Friendship: Good for the body, Good for the soul Many people will walk in and our of your life; but only true friends will leave footprints in your heart. Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like crying over a bad mistake? Made us feel loved when our boyfriends (or girlfriends) broke up with us? Given up the (2) to go back to school or to change careers? Like armor, good friends make us almost invincible, capable (3) warding off the blows life occasionally deals us. (4) Friends accept us for who we are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up our days with their twisted humour, their honest answers, and their ability to bear our gloating (6) we beat them at golf or tennis. We can even trust them with our (7) embarrassing secrets! What a relief it is for us to reveal our true selves to someone! Its no (8), then, that medical researchers have found that those who have friends tend to be happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and spiritual benefits. Answers: 1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8. wonder

UNIT 1: FRIENDSHIP
Period 4: LISTENING I. 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. - Pupils listen and choose the true / false information. - Pupils listen and take notes the main ideas of the reading depending on the instruction. II. PROCEDURE Time
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Contents Warm-up -Do you have the best friend? -Who is your best friend? 1. BEFORE YOU LISTEN 2. WHILE YOU LISTEN *Task 1 Answer key: Lans talk: 1.F 2.F 3.T 4.F Longs talk: 1.F 2.F 3.T *Task 2 Answer key:
Lan How and where they meet -They used to live in the same residential area in Ha Noi -Lan went on a holiday to Do Son and Ha went there to visit her. -They met in college -Minh played the guitar, Long was a singer. -They worked together. What they like about their friends -Has very friendly and helpful. -Has sociable. Shes got many friends in Do Son and she introduced Lan around. -Minh has a sense of humour -Minh likes to go to play and movies -Minh is a good listener -Minh is friendly and helpful.

Teachers and students activities - - Students close their books - Teacher guide pupils to the new lesson by asking them some questions about themselves. - Students work in pair. - Teacher asks students to open their books and read the part LISTEN AND REPEAT. - Teacher asks students to read aloud the words given to make sure they pronounce exactly and understand their meaning. - Teacher gives instructions.. You will hear Lan and Long talk about their best friends Ha and Minh. Listen to their talk and do the Task that follow. and explain * Going through the statements * Going through the vocabulary in Task 1 - Teacher gives students 1 or 2 minutes to read the statements to make sure that they understand them - Teacher explains some more new words if required - Teacher turns on the tape recorder, asking students to

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5.T 5.T

6.F

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4.T

Long

Tapescript

Lans talk My best friend is Ha. Weve been friend for a long time. We used to live in Nguyen Cong Tru Residential Area in Ha Noi. Her family moved to Hai phong im 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 didnt know anybody there. I gave ha a ring and she was so friendly, she said, Oh, Ill come to visit you. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around, and weve been best friends ever since. Longs talk My best friend is Minh. We met in college. I was there singing and Minh was a guitarist. So we worked together a lot. Minh has a great sense of hunour, hes very, very funny, and thats one of my favourite things about him. And over the years, we have been through good time and bad times with each other, and thats 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 are going through a rough time, hes really a good friend, and hes a good listener, and he is always help me through. 3. AFTER YOU LISTEN Consolidation Homework

listen carefully (Teacher lets students listen the second time in case students dont hear clearly yet) - Students listen and decide whether the statements are true or false. Task 2 - Teacher turns on the tape recorder again, asking students both listen to listen and take notes the information to answer the following questions: - How and where did they meet? - What do they like about their friends?

- Students work in pair, practicing, speaking about how Ha and Minh become Lans and Longs good friends. - Teacher goes around to help students in case they are in difficulty. - T summarizes of the lesson - Listening again at home. - Prepare writing part for the next period.

UNIT 1: FRIENDSHIP
Period 5: WRITING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons. - Pupil know how to describe about a friend (appearance and personalities) from the given facts. II. PROCEDURE
Time 3 Warm-up + Is the person a girl? + Is she tall? + Is she short sighted? + Is she friendly? 15 1. Guiding 2. Writing 20
Sample writing : Probably my best friend is one of my classmates. Her name is 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 doesnt like to dress up so I usually see her wearing jeans and T shirt or sweater. She has very nice personality 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 with me . We both enjoy music,

contents

Teachers and students activities Guessing game - 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 : - 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 characteristics and personalities, and (3) what Ss like about the friend. Teacher gives some instructions to help students to write effectively: - Students read guidelines carefully, thinking and choosing one of his/her friend he/she finds more information to be able to write from that one. -Students find ideas, then arrange in logical order. - Students practice writing based on the ideas they have already reorganized. -Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing. - Teacher asks students to start to write. Teacher goes round to help them if necessary.

playing the guitar and singing. We like going to the cinema but some times cant agree on which movie to see. Whatever were doing, its 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 Consolidation 5 2 Homework

Teacher chooses any of the students to write their Task on the blackboard while the others also write their Task below to correct before class.

- T summarizes the main points of the writing - T asks Ss to rewrite the description of a person on their notebook and asks them to prepare the new lesson language focus

EXTRA EXERCISE: Read the text and answer the questions that follow. My roommate It was my first day at the university. Armed with bags of luggage, I walked slowly into the dormitory. I looked at door after door for my name. At last I found it. In the room, there was already a girl making her bed. Smiling shyly, she said how do you do to me. After that, she continued her work, paying no more attention to me. What a stuck-up fellow I thought. Then I began to examine the room. There was no difference in the fitting from any other room I had seen. But it had been thoroughly cleaned by my new roommate, no doubt. Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a completely disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of a long journey. Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny. Whats more, she wore a pair of rubber scandals, which were indeed out of fashion. In a word, she didnt look like a smart freshman at all. A yokel, I concluded. The second time she spoke, her accent told me that she was from the south. Shall I help you to get your luggage from the ground floor? I didnt refuse since I really needed help. Wow...She was quick in action. Before I said Thanks, she had already walked out of the room and was soon far ahead of me. A good guy, I said to myself, I will make friends with her. I hurried and caught up with her. 1. What was the girls roommate doing when she first saw her? 2. Why did the girl think that her roommate had had a long journey? 3. What made the girls roommate look funny? 4. Where did the girls roommate come from? 5. How did the girls feeling about her roommate change? Answers: 1. She was making her bed. 2. Because her roommate wore dirty clothes and had a tired look. 3. Her too big T-shirt and short trousers made her look funny. 4. She came from the south. 5. Her roommate offered to help her to get the luggage from the ground floor and she was quick in action. The girl thought that she would make friends with her roommates.

UNIT 1: FRIENDSHIP
Period 6: LANGUAGE FOCUS
I.OBJECTIVES Pronunciation: - Pronouncing coorectly two consonants /dz/ and /ts/ in single words and statements. Grammar and vocabulary: - How to use infinitive with to and infinitive without to correctly in common statements. II. PROCEDURE Time 6 Warm-up 1. PRONUNCIATION / d/ 7 / t/ Contents Teachers and students activities (include oral test) Listen and repeat - Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound. - Teacher reads each word aloud and clearly in listen and repeat again so that students repeat. - Teacher asks some students to repeat, correcting their pronunciation if neccesary. Practice reading aloud these sentences. - Teacher reads these statements twice, students listens. Students practice reading these statements in individual then in pair. - Teacher goes around to help them when necessary - Teacher asks students find words that have consonants /dz/ and /ts/ in the statements. - Students practice in pair, discussing to put the words in the correct order to make sentences. - Teacher explains the meaning and the usage of To- infinitive.

2. GRAMMAR *Exercise 1 1. To- infinitive a. Presentation + I have letters to write. + Does he get anything to eat? + There is plenty to do?
-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:

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b) Practice

Answer: 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. Its lovely to see you again. 7. Its / was too cold to go out. 8. I am happy to know that you have passed th exams. *Exercise 2

- Students work in pair - Students rewrite the sentences, using the

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2. Infinitive without to (bare infinitive) a) Presentation + 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 S.O do STH = allow S.O to do S.TH; make S.O do STH = force S.O to do S.TH. b) Practice

correct form of the infinitive without to. - Teacher explains the meaning and usage of infinitive without to ( Infinitive without to can be used after some causative verbs: make, let and used after some perceptive verbs: hear, see, watch, listen to, smell, taste, observe, perceive, feel.

Answer: 1. The police watched them get out of the 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 me. 8. Do you think her parents will let her go for a picnic? Consolidation Homework 5 2
EXTRA EXERCISE: Join these pairs of sentences. 1. She crossed the road. I saw her. 2. They sang a song. I heard them. 3. A pavement artist drew a portrait in crayons. I watched him. 4. He looked the door. I saw her. 5. She drove off. I saw her. 6. He was foolish. He left the firm. 7. We cant refuse their invitation. It would look rude. 8. I met you again. I was happy. 9. The film was boring. I didnt watch it. 10. The woman is old. She cant drive a car. Answers: 1. I saw her cross the road. 2. I heard them sing a song.

- T summarizes the main points of the lesson -Write down the answers in their notebooks - Prepare the reading part for the next period

3. I watched a pavement artist draw a portrait in crayons. 4. I observed him lock the door. 5. I saw her drive off. 6. He was foolish to leave the firm. 7. It would look rude to refuse their invitation. 8. I was happy to meet you again 9. The was not interesting enough (for me) to watch. The film was too boring (for me) to watch. 10. The woman is too old to drive a car. / The woman is not young enough to drive a car.

UNIT 2 : PERSONAL EXPERIENCES


Period 7: 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. - Pupils comprehend the story and guess the meaning of the words and phrases through the context. II. PROCEDURE Time 3 Contents Warm-up -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? 1. BEFORE YOU READ Some questions: * Who do you think they are? * Where are they? * What are they doing? 2. WHILE YOU READ * Task 1 Teachers and students activities

- Teacher interests students by asking them to look at the pictures below and guess what is happening in each of them. - Students work in pair. - Teacher can help them by asking some - Teacher asks students to read the text silently, try to understand the content of the reading text. - Teacher explains some difficult words to help students comprehend the text more easily. - Students do the Tasks as directed.

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- Students work in individual. - Teacher asks students to read the text Answer key: again, then the sentences and find the 1. glanced 2. making a fuss required words related to the reading text. 3. embarrassing 4. idols - Teacher divides students into groups to 5. sneaky compare the answers after they finish their * Task 2 Task. - Teacher gives correction before class, Answer key: noticing students the word forms. 1.d 2.b 3.f 4.e 5.a 6.c - Teacher asks students to read the text * Task 3 silently again. - Students put the pictures of the events in 1. A red floppy cotton hat. 2. so that she could buy the hat for the order they happened in the story. - Teacher divides students into groups to herself./ to buy the hat for herself. 3. A wad of dollar notes exactly like compare the result. In case the answers of these groups are the same, teacher asks the ones her father had given her before. 4. Because she didnt like to make a them to retell each of the events. If the answers are different, teacher asks them to fuss.

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She bought the hat with it.

discuss again to have the right answers. - The whole class check the answer and write the answer key on the blackboard. - Students answer the questions

Ex. perhaps she could, she might want to... and some adjectives that express feelings, Ex. embarrassed, ashamed, confused, sad, unhappy, uncomfortable, uneasy, etc. 3. AFTER YOU READ Suggested answers: 1. She might feel embarrassed and guilty /ashamed because that was not her money. Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ 2. 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. Consolidation Homework

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- Teacher guides students to say their opinions about the story. - Students work in group. One member in each group write down all the opinions in their group, then report the general ideas. - Teacher can give instructions: put up a notice at the school board/ get on the same bus the next day and look for the boy to return money to him/ do nothing/ keep it a secret/ tell her father and ask him for advice, - 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. - Sts do the more exercises - Students learn the new vocabulary by heart and make sentence with them.. - Students retell the story in the reading text and give their opinions about it.

EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow: I was about 8 or 9 years old at that time, and my mother took me to the theatre. It was a special show for children, with songs, clowns, and magic. After the first part of the show, the presenter came out and said: Any child whos got a birthday today, come up onto the stage and youre going to be the magicians assistants. My mum gave me a push and said: Go on, you go. And as I really wanted to be on stage, I rushed up, with some other children. When I was up there, the magician asked my name, and then said: So its your birthday today whole theatre burst into laughter. My face went bright red, and some of the children called out: Hes a cheat. Its not his birthday today. At that moment I wanted the earth to open up and swallow me. The magician said it didnt matter and I could stay on stage, but I felt awful the whole time. As I came down from the stage all the other children looked at me and laughed. T F 1. It was the boys 9th birthday when his mother took him to the theatre. 2. The presenter invited all the children to go onto the stage 3. The boy came up onto the stage because he got a birthday that day 4. The boys mother wanted him to be on the stage so she told him to go 5. The magician got angry because the boy told a lie 6. The boy felt ashamed because everyone knew he told a lie 7. The other kids laughed at the boy because he was a bad liar Answers: 1. F 2. F 3. F 4.T 5. F 6. T 7. T

UNIT 2 : PERSONAL EXPERIENCES


Period 8: SPEAKING

I. OBJECTIVES By the end of the lesson, Ss will be able to: - Talk about different kinds of activities related to the experiences - Pupils can ask and answer the past experiences and their influence to the writer. II. PROCEDURE
Time
7 Warm-up

Contents

Teachers and students activities ( include oral test)


- Look at the pictures, answer

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- Teacher helps students to understand the How do the people in the photos feel? - happy/ angry/ frightened/ relaxed/ excited/ phrases and the structures in box A and B, then match the things they might have bored done or experienced in box A with how the experience might have affected them in box B. 1. Task 1: Work in pairs. Match the things you might - Students work in pair. have done or experienced in box A with how - Teacher goes around to help students if the experience might have affected you in box they find the words or the structure in the box difficult. B (page 25) - Teacher asks students to practice the dialogue after putting the lines in the Answer: conversation in the correct order. 1.d 2.c 3.a 4.b 5.e Students discuss in pair to do this Task. Notes: 2. Task 2 Work in pairs. A student is talking to her Asking about past experiences: Have you friend about one of her past experiences and ever. how it affected her. The lines in their Asking about the details of that experience: How did it happen. conversation are jumbled. Put them in the correct order, then Asking the affect of that experience: How did the experience affect you practice the dialogue. How to use the past continuous to tell the situation of the experience and the simple Answer 1.b 2.d 3.h 4.a 5.e 6.g 7.c 8.f past to tell the experience. - Teacher asks students to play role to _ Hi v kinh nghim tri qua: practice with him/her to check students Have you ever ? memory. _ Hi v chi tit kinh nghim : Activity 1 How did it happen? - Students practice speaking with each _ Hi v tc ng ca kinh nghim : other, using the How did the experience affect you? structures and the ideas in Task 1 to make 3. Task 3: Work in pairs. Underline the structures used similar dialogues. to talk about past experiences in the dialogue - Teacher goes around to give help, listen in Task 2, then use the structures and the carefully, write all common mistakes, then correct before class. ideas in Task 1 to make similar dialogues

Useful structures: - Have you ever ? - How did it happen? - When did it happen? - How did the experience affect you?
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Consolidation
Homework

Activity 2 - Students work in group, telling the other experience they have met. - Teacher asks one or two groups to report their Task before class when they finish it - Teacher collects students errors and correct them before class by giving proper examples. - Sts do the more exercises -Practising these Tasks again at home. -Prepare listening part for the next period.

EXTRA ACTIVITY: Find someone who... (To practice present perfect and past simple in a communicative way) - Ss go around the class interviewing as many Ss as possible about their past experiences. If someone answers yes to their questions they write they the name of that person on the sheet. They should try to get many Yes answers as possible. - Ss use present perfect and past simple when conducting the interviews. Find some who... Have you ever... See a lion(not on TV) Be to Africa Witness an armed robbery Date someone on the internet See a football match(not on TV) Eat pizza Drive a truck Look after a very old person Do skateboarding Yes(write name) No

The T should monitor the activity and even encourage Ss to ask him/her questions. Also she/he should discourage the use of monosyllabic answers like, yes or no. In the end the T should ask the Ss the questions in this format Who has ever seen a lion? The Ss look at their sheets and if someone said yes, they should say for example: An has seen a lion. If no one in the class has then the answer is No one has ever seen a lion. As a follow up and in order to get more dialogue going, the T may want to get the class to ask An follow up questions, for example; Where did you see a lion?, Can you tell us how you felt? Were you scar?

UNIT 2 : PERSONAL EXPERIENCES


Period 9: LISTENING

I. OBJECTIVES
By the end of the lesson, Ss will be able to - Develop such listening micro skills as intensive listening for specific information and talking notes while listening. - Listen and understand the exchange of the story in the past about a famous person and its influence on him.

II. PROCEDURE
Time 7 8 Warm-up 1. BEFORE YOU LISTEN Talking about your best friend. 2. WHILE YOU LISTEN * Task 1 Answers 1.T 2.F 3.F 4.F * Task 2 10 Answer keys: 1. small 2. everything 5. took 6. appreciate -Students are asked to listened to get the information to do the Tasks below: 3. family 4. replaced - Teacher introduces the situation of the listening. - Students read all the sentence quickly - Teacher gives clear instruction of this Task, then turn on the tape recorder. - Students listen twice and do the - Students compare the answer with their partner. Teacher goes around to see whether they can do or not. Teacher can let students listen again if necessary. - Students write the answer on the blackboard (in pair) - Students read the passage quickly, Contents Teachers and students activities - Teacher asks students some questions to around their interests in listening: Have you ever been in the fire? If you had, what would you do? ( include oral test) - Teacher guide students to the new lesson by asking the whole class to look at the picture and answer the question: Whats happening in the picture? - Students talk freely - Teacher reads all the given words, students pereat. - Teacher explains the meaning and usage of these words again if necessary.

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5.T

Tapescript Unforgettable experiences Interviewer: This is Radio 3. In our Unforgettable Experiences programme tonight we talk to Christina, a successful business woman. Hello Christina, welcome to our programme. Chistina: Hello and thank you. Its nice being with you tonight. Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen 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 open my eyes to find myself surrounded by walls of fire. Interviewer: Thats terrible! How did you escape? Christna: I was terrified. Then I heard my mothers 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 realize that I really needed my old things. I just needed my family. After all. You can get new clothes any time, but a family can never be replaced. Interviewer: I see, so the fire took many things from you, but it gave you something, too. Christina: Exactly. It taught me to appreciate my family more than

try to guess what words in the blank. - Teacher lets students listen to the - Tape and the write the words in the blank. - Students discuss and compare the result in group. Teacher observes and helps them if necessary, letting them listen again in case they ask. - Teacher asks each group to write the result on the blackboard, give marks for the group that finishes first.

3. AFTER YOU LISTEN

Consolidation

Homework

- Students discuss Christinas point of view Family is more important than things. Give their own opinions, agree or disagree with her. - Teacher explains the word things meant materials or properties. - Teacher can instruct them : Family is more important than things because it cant be replaced. / it gives you love, support, - T summarizes the main points of the lesson - Listen the listening text again at home. - Prepare writing part for the next period.

Reads the text, gets Ss to listen for once or twice and answer the questions that follow. Home fires Many fires are caused by cooking. Cooking is the number one cause of home fires. You should always watch what you are cooking. Never leave something cooking on the stove without watching it. Three out of ten home fires start in the kitchen. That is more than any other room in the house. Many people are killed and injured from kitchen fires. Kitchen fires can be prevented. Follow safety rules and you can keep yourself safe. 1. What is the number one cause of home fires? a. matches b. cooking without watching c. fireplaces 2. What room in homes has the most fires? a. family room b. basement c. kitchen 3. Kitchen fires can be prevented by a. watching food on the stove every 10 minutes b. always watching what youre cooking c. cooking with a frying pan Answers: 1. b 2. c 3. b

UNIT 2 : PERSONAL EXPERIENCES


Period 10: WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to: - Interpret information presented in a letter in English - Identify language to be used for describing or telling the experience - Pupil know how to describe a personal letter about a past experience II. PROCEDURE
Tim e 3 Contents Warm-up Teachers and students activities
1. How many parts does a personal letter normally 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?

A quiz about writing personal letters The Quiz Answers: 1. 5 parts 2. The Heading, the Salutation (Greeting), the Body, the Closing and the Signature 3. 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 -Teacher gives some that we put a comma. instructions to help students to 5. Our signature normally goes under the Closing write effectively:

1. Guiding

What happened? When it happened? Most unforgettable experience Who was involved? How it affectedyou? How it happened? Where it happened?

-Students read guidelines carefully, trying to answer fully these questions -Students join ideas, arrange in logical order. -Students practice rewriting based on the ideas they have already reorganized. -Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing. -Teacher asks students to start to write. -Teacher goes round to help them if necessary.

2. Writing

-Teacher choose any of the students to write their Task on Hanoi, Hai Ba Trung street the blackboard while the th others also write their Task 25 September 2007

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Dear 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 havent 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 couldnt 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 unforgettable holiday that you would like to share with me? See you soon. Nam

below to correct before class.

Correcting Consolidation Home-work

- T summarizes the main points of the lesson - T asks Ss to rewrite the letter in their notebook. - T asks Ss to prepare the new lesson Language Focus

EXTRA ACTIVITY Rearrange these events to make a story. The first event has been numbered for you. a. Immediately I picked up a heavy stick and ran to see what was wrong b. As I looked around I saw more and more people and, to my horror, I spotted 2 film cameras and a TV van. c. When I got home, I told my brother the story, and he laughed uncontrollably. 1. d. One day I went jogging in the park near my house. e. Run ! I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: Stop it ! Please stop it !. f. I got up, feeling very stupid, and apologized. g. Suddenly, I heard cries of Help ! Help ! coming from behind some trees. h. Without a second thought I rushed at the man and started hitting them with my stick. i. Then the young girl gave me a strange look and said: Thank you very much for trying to help but you see, we are making a TV program. j. As I came nearer the bush where I heard the noise coming from, I saw 2 men attacking a young girl. k. I learned an important lesson: Look before you leap. l. Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away and pushed me to the ground. Answers: 1.d 2. g 3. a 4. j 5. h 6. e 7. l 8. b 9. i 10. f 11. c 12. k

UNIT 2 : PERSONAL EXPERIENCES


Period 11: LANGUAGE FOCUS

I. OBJECTIVES Pronunciation: By the end of the lesson, Ss will be able to: - Distinguish the sounds / m /, / n / and / n /. - 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. II. PROCEDURE
Time 6 20 Contents Warm-up 1. PRONUNCIATION /m/ /n/ Teachers and students activities Listen and repeat - Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless sound. - Teacher reads each word aloud and clearly in listen and repeat again so that students repeat. - Teacher asks some students to repeat, correcting their pronunciation if necessary. Practice reading aloud these sentences. - Teacher reads these statements twice, students listens. - Students practice reading these statements in individual then in pair. - Teacher goes around to help them when necessary - Teacher asks students find words that have consonants /m/ /n/ and /n/ in the statements. -Students practice in pair, discussing to put the correct tense of the verbs in brackets infinitive.

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2.GRAMMAR Present simple + Form: * I, you, we, they + V * he, she, it + Vs/es + 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 doesnt do. Ex: The train leaves every morning at 8 a.m. The train doesnt 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. Ex: He needs you right now. Do you have your passport with you? Present continuous + Form: am/is/are + V-ing + Use: * Use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this time. It can also be used to show that something is not happening now. Ex: Are you sleeping? Present perfect

- T asks Ss to do all exercises in the

+ Form: have/has + Past Participle + Use: * 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. Ex: I have seen that movie 20 times. I think I have met him once before. * With Non-Continuous Verbs and noncontinuous 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. Ex: I have had a cold for 2 weeks. Mary has loved chocolate since she was a little girl. a. Exercise1 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 b. Exercise 2 1. broke/ was playing 2. wrote/ was 3. was working/broke 4. started/ were walking 5. told/ were having 6. didnt listen/ was thinking 7. phoned/ didnt answer/ were you doing 8. was not wearing/ didnt notice/ was driving c. Exercise 3 1. had eaten/ arrived 2. found/ had taken 3. got/ had closed 4. got/ had left 5. got/ had arrived 6. paid/ had phoned 7. went/ said/ hadnt arrived 8. had looked/ asked/ cost Consolidation Homework

text book - T calls Ss to write the answers on the board.

- T summarizes the main points of the lesson -Write down the answers in their notebooks -Prepare the reading part for the next period

UNIT 3: A PARTY
Period 12: READING

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

- Pupils read to get the information from the reading text and correct the wrong information in the sentence. - Pupils compare, relate the information in the reading text to the personal experience and to the one around. II. PROCEDURE
Time
3

Contents Warm up: 1. What is the relationship between the people in the pictures? 2. What are they celebrating? 3. How do they look? Answers: 1. The people in both pictures belong to a family. 2. The people in picture 1 are celebrating a birthday and the people in picture 2 are celebrating the 50th wedding anniversaries. 3. They are happy. 1. BEFORE YOU READ: Vocabulary: -Anniversary (n): ngy k nim, l k nim. -Celebrate (v): lm l k nim. -Candle (n): ngn nn. -Milestone (n): s kin quan trng, ct mc quan trng. True / False Prediction. 1. Lisa is celebrating her birthday. 2. In the USA, only young people celebrate birthday. 3. Rosa and Luis are having a birthday party, too. 4. In the USA, most married couples celebrate wedding anniversaries every year. * Keys: 1. T 2. F 3. F 4. T

Teachers and students activities - Teacher interests students by asking them to look at the pictures below and answer the questions: 1. What is the relationship between the people in the pictures? 2. What are they celebrating? - Students work in pair. - Pupil open their books and read after the cassette - Teacher asks students to read the text silently, try to understand the content of the reading text. - Teacher explains some difficult words to help students comprehend the text more easily. - Students do the Tasks as directed. - Teacher reads the instruction: decide which of the activities below take place at a birthday party or at a wedding anniversary party or at both. Put the tick in the right box. - Teacher asks students to read the text again, then the sentences an - Students work in individual. - Teacher divides students into groups to compare the answers after they finish their Task. - Teacher gives correction before class. - Teacher reads the instruction: In

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2. WHILE YOU READ READ: *Task 1: Decide which of the activities below takes place at a birth party or at a wedding anniversary party or both. * Keys: 1. Birthday party. 2. Both. 3. Both. 4. Wedding anniversary party. 5. Wedding anniversary party. 6. Wedding anniversary party. 7. Birthday party.

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each of the following sentences, there is ONE word which is not true according to the reading passage. Underline the wrong word and provide the correct one. - Teacher asks students to read the text silently again to find the wrong words and correct them. - Students work in individual and discuss in pairs - The individual writes the answer key on the blackboard. - Teacher gives correction before * Task 2: Underline the wrong word and class. provide the correct one. * Keys: 1. eighth seventh. - Students work in group. 2. makes eats. 3. food presents. - Students learn the new vocabulary 4. anniversaries ages. by heart and make sentence with 5. months years. them.. th th 6. 5 50 . - Write down the activities take 7. silver golden place in a birthday party and an anniversary III. AFTER YOU READ: Answer the following questions. 1. Where do you prefer to celebrate your birthday, at home or in the restaurant? Why? 2. Do your parents celebrate their wedding anniversaries? 3. Are you going to celebrate your weeding anniversaries in the future? Why (not)? - T summarizes the main points of Consolidation: the lesson - Learn Vocabulary. Homework: - Read the text again at home. - Prepare for new lesson: Speaking.

UNIT 3: A PARTY
Period 13: SPEAKING I. OBJECTIVES By the end of the lesson, Sts will be able to: - Talk about different kinds of activities related to the parties - Talk about the party that they have been to - Asking and making suggestions about how to organize a birthday party II. PROCEDURE Teachers and students Time Contents activities 5 - T asks Sts som questions and Warm-up asks them to answer them. Questions: 1. Do you like parties? 2. Have you ever been to any party? Birthday party Types of party Vocabulary: - Host (n): ch nh (nam) Hostess (n): ch nh (n). - Decorate (v): trang hong, trang tr. Decoration (n): s trang hong, s trang tr. - Budget (n): ngn sch. 1. Task 1 - Whose party was it? - What was the occasion? - Did you take the gift for the host? - Who did you go with? - Where was the party? - Were there any decorations? - Were there a lot of people there? - Did you know most of the people there? - What sort of food and drink did you have? - What was the music like? - Did you dance? - Did you meet anybody nice there? - What time did it finish? - Did you stay to the end? T asks Sts to read the questions, thinking proper answers for themselves and choose the things they want to talk about. - T calls on some Sts to give the answer. The rest of the class give comments.
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2 Task 2: Tell your partner about the party. * Given speaking: S1: Have you ever been to a party? S2: Yes. I have just been in a party last Sunday. S1: Whose party was it? S2: It was my cousins. . ..

T asks Sts to work in pairs, telling their partner about the party, using the results in Task 1

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- T asks Sts to work in groups, discussing how to organize the best party for the competition, using the suggestions given 3. Task 3: You are going to take part in a T calls on some representatives to competition to organize the best party. Decide give their performance. on the following cues for your party: The rest of the class give - budget comments. - date and time - who to invite - place - formal or informal dress - decorations - entertainment (music, games, etc.) - food and drink 4. Task 4: Tell the rest of the class about your party. Try to convince them to come. T asks Sts to discuss the questions * Given speaking: Hello every one! I am going to organize a party to celebrate my birthday. It will take place on September 15th 2007. Consolidation: Homework: - T summarizes the main points of the lesson - T asks Sts to search the information about some volunteer organization in the world. - Learn Vocabulary. - Practice speaking at home. - Prepare new lesson: Listening

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UNIT 3: A PARTY

Period 14: LISTENING


I. OBJECTIVES

By the end of the lesson, Sts will be able to: - Develop such listening micro skills as intensive listening for specific information and talking notes while listening. - Listen for specific information - Know more about volunteer work
II PROCEDURE:

Time Contents 5 Warm-up - charity budget project - donations fundraising candles Answer: candles 5 20 1. BEFORE YOU LISTEN It depends on each individual ( personal question) 2. WHILE YOU LISTEN *Task 1: 1. informal 2. 30 street children 3. 250 children ( with difficulties 4. 1998 5. volunteers, June *Task 2: 1. It provides classes to disadvantaged children in Ho Chi Minh City. 2. Dance, Theatre, singing and folk music classes were set up 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 HCM. City. 5. They are needed because the school needs help to organise the dinner held annually in June. 3. AFTER YOU LISTEN - Suggestions The aim of Spring School The number of children living and studying at the school or attending classes. The activities the children at the school take part in

Teachers and students activities - Teacher writes 6 words on the board. - Sts read and point out which word does not belong to the others - Sts put a tick on the best answer of each questions - T plays the tape and asks Sts to listen and fill in the missing information.

- Let students listen to the passage again and find the answers.

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- T asks Sts to work in pair to tell about Spring School, using the following suggestions. - T goes round the class to give help where necessary - T calls on some Sts to report before class.

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The kinds of volunteers that Spring School requires. - T ask Sts to summarize the story Consolidation about Spring School. - T asks Sts to prepare the new Homework lesson Writing

EXTRA ACTIVITY Read the text and answer the questions that follow. How did the tradition of birthday parties start? Birthday parties are always among the highlights of a childs year, but did you ever wonder how the tradition of birthday parties started? The tradition of birthday parties started in Europe a long time ago. It was feared that evil spirits were particularly attracted to people on their birthdays. To protect them from harm, friends and family would come to be with the birthday person and bring good thoughts and whiles. Giving gifts growth even more good cheer to ward off the evil spirits. This is how birthday parties began. At first it was only kings who were recognized as important enough to have a birthday celebration (maybe this is how the tradition of birthday crowns began?). As time went by, children became included in birthday celebration. The first childrens birthday parties occurred in Germany and were called Kinderfeste. Questions 1. When did the tradition of birthday parties start in Europe? 2. According to traditions, Why would friends and family come to be with people on their birthdays? 3. Originally, why did people give birthday gifts? 4. At first, who could give birthday parties? 5. When did the first childrens birthday parties take place? Answer : 1. It started a long time ago. 2. To protect them from evil spirits. 3. Because giving gifts brought even more good cheer to ward off the evil spirits. 4. Kings. 5. In Germany

UNIT 3: A PARTY

Period 15: WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to: - Interpret information presented in the table - Identify language to be used for describing table - Write description of the table - Write a formal letter expressing gratitude. II. PROCEDURES:
Time
5

Contents
Warm-up D: do, did, does, dig, dump, dog, door, deaf, donation Noun: donation Verb: to donate Teaching vocabulary: - Amount(n): a sum of money - Issue(v): cp, pht - assistance(n): s gip 1. Task1: Occasions Birthday, graduation, wedding, anniversary, for giving moving to a new house, family gathering parties Christmas, New Year, etc Dressing Formal : dresses, high- heel shoes for women ; codes suits and ties for men. Informal : anything can do : jeans, T shirt, skirts, etc Presents to Anything can do : books, CDs, flowers, caves, ties, give paperweights, pens bags, hats, etc. Sometimes people might want to bring wine as a gift 1. On what occasions are parties held? 2. What kind of clothes do people often wear at a party? 3. What kind of presents do people often bring to a party? The opening of the letter: Dir Sir/ Madam The amount that is donated: Im very happy to receive donation of $ 500 from your company some days ago. - How the money is used: The money will help us to repair the old school building and build a new blocks of flats for the handicapped students. - How the receipt is issued: We will certainly issue a receipt as soon as possible. - The gratitude to the donor: I would like to express our thanks for the donation from your company. - The closing of the letter: I look forward to hearing from you soon. Yours faithfully. 2. Task 2: Read the situation in Task 2 again and then write a letter to thank for the donation

Teachers and students activities


- T asks Sts to make words beginning with letter D - T writes the letter D on the blackboard and asks Sts to make as many words beginning with D as they can.

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- Sts underline the sentences that express the following points.

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- T asks pupils to write down in their notebook, choose one of them to write on the blackboard.

sample letter : A Ha Noi May 19, 2007 Dear Ha, As the school year is coming to an end, Im 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 buy snacks and fruit. However, 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 cant catch me at home. See you. Long Consolidation Homework

- T goes around to control and give help. - T asks the whole class to correct the mistakes the Task on the blackboard. - T summarizes the main points of the lesson

- T asks Sts to write a letter of thank for a birthday present

The jumbled letter: 1. This is my address: 150 Au Co Road. 2. Its a beautiful house and it looks over the West Lake and the Water Park. 3. Dear Patricia, 4. Guess what! Ive just moved to a new house in Tay Ho district. 5. Would you like to come? 6. Please let me know your answer as soon as possible 7. See you 8. MY parents are giving a house- warming party this Saturday evening, around 6 : 30 p.m. 9. Hoa 10. I think Chris and Kim are coming, too. 11. Well have Pho and some special dishes. Answer : Dear Patricia, Guess what ! Ive moved to a new house in Tay Ho District. Its a beautiful house and it looks over the West Lake and the Water Park. My parents are giving a house- warming party this Saturday evening, around 6 : 30 p.m. Well have Pho and some other special dishes. Would you like to come? I think Chris and Kim are coming, too. This is my address : 150A Au Co Road. Please lest me know your answer soon as possible. See you ! Hoa

UNIT 3:

A PARTY

Period 16: LANGUAGE FOCUS

I. OBJECTIVES By the end of the lesson, Ss will be able to: - Pronounce the words and sentences containing these sounds correctly. - Distinguish the uses of infinitive and gerund in active and passive voice - Distinguish between the sound /l/ /r/ and /h/ and pronounce precisely. - Understand the usage between gerund and infinitive in active and passive II. PROCEDURES: Time 5 Contents Warm up: Order these words in correct column of /l/, /r/, /h/: Lunch, glass, lovely, house, parent, husband, restaurant, holiday. * Keys: /l/ /r/ /h/ Lunch, glass, Parent, Husband, lovely, restaurant house, holiday 1. PRONUNCIATION Practice the words and sentences: 2. GRAMMAR *. Task 1: Example: He wants to become a teacher. They pratise speaking English every day. Form: want S + agree + to_ Verb hope ... practice S + keep + V_ing mind ** Exercise 1: (p.40) **Keys: 1. having 2. getting 3. to tell 4. practicing 5. to see *. Task 2: Example: When I told Tim the news, he seemed to be surprised. Form: Teachers and students activities - T reads the words: lunch, really hit aloud. - T asks Sts to give initial consonant sounds of the words, then introduce the sounds /l/, /r/,/h/ - T reads the sounds and the words, then asks Sts to repeat - T makes correction if needed. - T gives some examples using Gerund, Present participle, Perfect gerund and Perfect present participle. Get Ss to order. - Get them to write on the board. - Correct. - Lead to the new lesson. - Model and get Ss to repeat. - Give example. - Elicit the form. - Get Ss to do the exercise. - Correct. - Give example. - Elicit the form. - Get Ss to do the exercise. - Correct. - Give example. - Elicit the form. - Get Ss to do the exercise. - Correct.

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want S + agree + to be + V3ed hope ** Exercise 2: (p.40) **Keys: 1. B 2. A 3. B 4. B 5. A *. Task 3: Example: Instead of being excited about the good news, Tom seemed to be indifferent. Form: practice S + keep + being + V3/ed mind ** Exercise 3: (p.41) **Keys: 1. D 2. C 3. B 4. B 5. C Consolidation Homework

- T summarizes the main point of the lesson - T asks Sts to do the exercise on page 54, 55 - Do the exercise again. - Prepare TEST YOURSELF

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UNIT 4: VOLUNTEER WORK


Period 21: READING

I. OBJECTIVES By the and 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. - Read for specific information and understand volunteer work II. PROCEDURES: Time Contents Teachers and students activities 6 - T shows Sts some pictures and asks Warm- up them questions. - What are the people in the picture doing? - Picture1: She is helping an orphan to read. - Picture 2: He is helping a handicapped 1. BEFORE YOU READ 8 Vocabulary: - volunteer (n) volunteer (v) : to offer to do something without being forced to do it or without getting paid for it voluntary (a) - orphanage (n) - orphan (n) - mow (v): - lawn- mower (n) - handicapped (a) - remote (a): far away If you give me fish, I will eat today. If you teach me to fish, I will eat my whole life long. 2. WHILE YOU READ Task 1 1. voluntary 2. voluntarily 3. volunteers 4.volunteered Task 2 1.A 2.D 3.Cb 4.D 5B Task 3

- T asks Sts : What do you call the home for children whose parents are dead?

- T lets Sts work in group to read the saying and explain what it means. Sts use an appropriate form of the word volunteer to complete each of the following sentences. - T asks Sts to work in pairs - T calls on some Sts to give the answers. - Sts work in groups to answer the questions, then each group writes the answers on the board - T corrects.

1. They read books to the people there, play games with them and listen to their problems. 2. They give care and comfort to them and help them over-come their difficulties. 3. during summer vacations, they volunteer to work in remote or mountainous areas to provide education for children. 3. AFTER YOU READ - T asks Sts to work in groups to 1. What kind of volunteer work do you discuss the following questions. usually do at school? - T goes around the class to help the 2. What do you usually do in each kind groups, and then T calls some of volunteer work? representatives to report their groups 3. What kind of volunteer work do you ideas. usually do at school? - T gives comments 4. What do you usually do in each kind of volunteer work? Suggested ideas: -Collecting donation from friends, family and involving them in fund-raising activities (to help the poor students) -taking part in the Red Cross of the school (to give presents to the best students living in remote areas on New Years Festival / to help the agent orange victims) -participating in the Green Saturday Movement (to clean the streets and river banks/ to plant trees/ to raise peoples awareness of protecting the environment) Consolidation - T summarizes the main points of the lesson

Homework Question Why do people do volunteer work?

- T asks Sts to write the short paragraph, answering the question.

UNIT 4: VOLUNTEER WORK


Period 22: SPEAKING

I. OBJECTIVES By the end of the lesson, Ss will be able to: - Talk about different kinds of activities related to volunteer work. - Identify types of volunteer work. - Talk about volunteer work II. PROCEDURES: Teachers and students Time Contents activities - T asks Sts 7 Warm-up
Questions: 1. Do you want to be a volunteer? - Yes, I do. 2. Have you ever done volunteer work? Yes, I have/ No, I have not. 3. Which activities do the Ss often do to help other people during their summer vocation? Suggested answers: The student is teaching the poor children. The Ss are taking part in directing the traffic. The medical Ss are examining the old people. The Ss are taking care of the disadvantaged children. The Ss are taking part in a Blood Donation activity. The Ss are collecting the rubbish. The Ss are helping the soldiers to build the road. The Ss are helping the examinees during the University entrance exam period 1. Task 1 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... - Helping people in the remote or mountainous areas - Giving care and comfort to the poor and the sick - Providing for disadvantaged and handicapped children. 2. Tast 2 Example A. What kind of volunteer work are you - Ss answer the questions

- T asks Sts to read the activities and decode which of them are volunteer work. - T calls on some Sts to give the answer. The rest of the class give comments.

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- T asks Sts to work in pairs to make a similar conversation, giving the activities in Task 2.

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participating in B. Im taking part in directing the traffic A. What exactly are you doing? B. Im directing vehicles at the intersections. A. Do you enjoy the work? B. Yes, I enjoy the work very much because I like helping people. Suggested answers: Helping people - Teaching the children to read in mountainous and areas write - Give them money Help old and - Cleaning up their houses sick people - Doing their shopping - Cooking meals Helping - Teaching the children to read disadvantaged and write or handicapped - Listening to their problems children - Playing games with them. - Taking them to places on interest Taking care of - Listening to their problems war invalids - cleaning up their houses. and the families - Doing their shopping of martyrs - Cooking meals Taking part in - Directing vehicles at the directing the intersections traffic - Helping old people and young children to cross the road 3. Task3 What should you do to help children in poverty in your hometown? - We usually take part in helping people in remote mountainous areas. We teach the Ss to read and write. We enjoy the work very much. Because we like helping people. Consolidation Homework

- T makes corrections in pronunciation, intonation and grammar.

- T asks Sts to discuss the questions - T summarizes the main points of the lesson

- T asks Sts to search the information about some volunteer organization in the world.

UNIT 4: VOLUNTEER WORK Period 23: LISTENING


I. OBJECTIVES

By the end of the lesson, Sts will be able to: - Listen for specific information - Know more about volunteer work II. PROCEDURE: Time 5 Contents Warm-up - charity budget project - donations fundraising candles Answer: candles Teachers and students activities

- Teacher writes 6 words on the board. - Sts read and point out which word does not belong to the others 1. Before you listen -Show the sub-board and ask Ss to 1. I worked with him and help him for a particular choose the best answer purpose. I.with him. Answer: A. fundraising B. co-ordinated C co-operated 1. co-operated 2. Spring School provides classes for 2. disadvantaged children in HCMC. 3. sponsor A. advantaged B. advance C. disadvantaged -Sts put a tick on the best answer of 3. Pepsi is theof the Festival. each questions A. sponsor B. company C. kind It depends on each individual ( personal question) Fund-raising activities: hot ng gy qu - T provides some new words to Ss Donation(n): vt/ tin quyn gp Informal school: trng hc khng chnh quy Organization for Education Development: t chc pht trin gio dc Co-operate(v): hp tc Disadvantaged children: tr em thit thi Co-ordinate(v): phi hp Sponsor(n): nh ti tr 2. While you listen * Task 1: 6. informal 7. 30 street children 8. 250 children ( with difficulties 9. 1998 10. volunteers, June * Task 2: 6. It provides classes to disadvantaged children in Ho Chi Minh City. 7. Dance, Theatre, singing and folk music classes were set up in 1999 8. Because they need money to continue their English and Performance Arts Classes. 9. They dance, sing and play music at one of the largest hotels in HCM. City. - T plays the tape and asks Sts to listen and fill in the missing information.

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- Let students listen to the passage again and find the answers.

10. They are needed because the school needs help to organise the dinner held annually in June. Tapescript Spring school is an informal school. It provides classes to disadvantaged children in Ho Chi Minh City. Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classes. The Organization for Educational Development co-operate with Spring School to set up English classes in 1998. Dance, theatre, singing and folk music classes were set up a year later. Children from these classes participate in fundraising performances. They raise money to continue their English and Performance Arts classes. Spring School requires volunteers to help organise their fundraising dinner held annually in June. This is an exciting night in which children dance, sing and play music at one of largest hotels in Ho Chi Minh City. They also need foreign volunteers to contact sponsors and help to expand the school activities. Volunteers are required from February until July to help organise these events. It is hoped that more schools like Spring School will soon be found in other cities in Vietnam. 3. After you listen - Suggestions The aim of Spring School The number of children living and studying at the school or attending classes. The activities the children at the school take part in The kinds of volunteers that Spring School requires. Consolidation Homework

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T asks Sts to work in pair to tell about Spring School, using the following suggestions. - T goes round the class to give help where necessary - T calls on some Sts to report before class.
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T asks Sts to summarize the story about Spring School. - T asks Sts to prepare the new lesson Writing
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UNIT 4: VOLUNTEER WORK


Period 24: WRITING

I. OBJECTIVES

By the end of the lesson, Ss will be able to: - Write a thank you letter to a donor to acknowledge the do ones contribution - Write a formal letter expressing gratitude. II. PROCEDURES: Teachers and students Time Contents activities 8 Warm-up Quiz
1. You write your address 2.

3.

4. 5.

in...............................of the letter. The address of the receiver should be written on.................., starting below our address. You can write................on the right or the left on the line after the address you are writing to When letter starts Dear Sir/Madam, you end it with.................. When the letter starts Dear Dr Smith, you end it with...............

- Including oral test - 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.

Answers: 1. the top left hand corner 2. the left 3. the date 4. Yours sincerely 5. Yours sincerely 6 Teaching vocabulary: - Amount(n): a sum of money - Issue(v): - assistance(n) = help(n) 1. Task1: - The opening of the letter: Dir Sir/ Madam - The amount that is donated: Im very happy to receive donation of $ 500 from your company some days ago. - How the money is used: The money will help us to repair the old school building and build a new blocks of flats for the handicapped students. - How the receipt is issued: We will certainly issue a receipt as soon as possible. - The gratitude to the donor: I would like to express our thanks for the donation from your company. - The closing of the letter: I look forward to

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- Sts underline the sentences that express the following points.

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hearing from you soon. Yours faithfully. 2. Task 2: - T asks pupils to write down Read the situation in Task 2 again and then write a in their notebook, choose one letter to thank for the donation of them to write on the blackboard. - T goes around to control and 9 Chuong Duong street give help. Hoan Kiem District - T asks the whole class to Hanoi 30 May 2007 correct the mistakes the Task Dear Sir/ Madam. on the blackboard. On behalf of New Future School, Id 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 receive more assistance and cooperation from your company in the future. I look forward to hearing from you soon. Yours faithfully, Le thi Thanh Principal of New Future School - T summarizes the main Consolidation points of the lesson - T asks Sts to write a letter of Homework thank for a birthday present

UNIT 4: VOLUNTEER WORK


Period 25: LANGUAGE FOCUS I. OBJECTIVES

By the end of the lesson, the students will be able to : - Distinguish between the sound /w/ and /j/ and pronounce precisely. - Understand the usage between gerund and present participle. II. PROCEDURES: Time 2 Contents Warm-up What is it? What colour is it? Answer: watch/ yellow Teachers and students activities - Show a yellow watch and ask: - Ask Ss to pronounce the words - T reads the words: yardstick, whistle aloud. - T asks Sts to give initial consonant sounds of the words, then introduce the sounds /w/, /j/. - T reads the sounds and the words, then asks Sts to repeat - T makes correction if needed.
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Sounds: /w/, /j/ 1. PRONUNCIATION /w/ /j/ We wheel Yes years West wet Yellow use Wine whale Young York 2. GRAMMAR Ex: - Going to the cinema is fun - The girl standing there is Alice. - He admitted having stolen my bike. - Having finished my homework, I went to bed. *Exercise 1
Answer : Prep + V-ing (take notes) Gerund

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T gives some examples using Gerund, Present participle, Perfect gerund and Perfect present participle. T asks Sts to do the exercise on page 54, 55

1. listening 2. bending 3. behaving 4. meeting 5. spending 6. writing 7. starting *Exercise2


Answer: Verb + Verb-ing (take notes) Gerund enjoy/ avoid/ like/ love/ hate/ dislike/ practice/ suggest + V-ing Answer: V+ O + V-ing (take notes) (smell/ catch/find/ spend/ waste..) Answer: Go hunting/ fishing/ swimming/ jogging Go shopping, hiking, skiing

- What do sentences 1, 2, 3, 4, 5, 7 have in common?

Can you give some more V + Ving like mind?

- What do sentences 1, 2, 3, 5, 6, 7 have in common? - Can you give some more V + V-ing like go + V-ing?

11. burning, rising 12. reading 13. lying 14. shopping 15. preparing

16. trying Exercise 3


Answer: Having + V3 Having + V3 Answer: having deserted Answer: having failed Answer: 2,4,5 Answer: 1, 3, 6

1. 2. 3. 4. 5. 6.

having made Having been having been Having tied Having made having taken

What is a perfect gerund? What is a perfect participle? Which is more like a noun, having deserted or having failed? Which one emphasizes an action that had happened before another past action In which sentences do we use Perfect Gerund? In which sentences do we use Perfect Gerund?

+ Similar: V-ing + Different: Gerund is more like a Noun but Present participle is more like a verb. Use: Prep + V-ing, V + V - ing and V+ O + V-ing to ask Ss about their real life. Homework: Sentence transformation - Rewrite the sentences, as being shown, so that the meaning stays the same 1. Dont copy the lesson again. You waste a lot of time. => You waste. 2. We bought our tickets. Then we went into the theatre. => Having 3. They found her. She was walking along the beach. => They found.

- What is the similarity and difference between a gerund and a present participle

Consolidation Homework

-T summarizes the main points of the lesson. - For homework, Ss review the points that have been covered in the lesson and do the extra exercises - T asks Sts to prepare the new lesson

UNIT 5: ILLITERACY
Period 26: READING

I. OBJECTIVES:

By the end of the lesson, students will be able to : - Scanning for specific information. - Skimming for detailed information. - Knowing about illiteracy problems II. PROCEDURES: Time Contents 5 Warm-up A B Effective region Relevant way Illiterate people Mountainous material Successful campaign 7 Honourable job 1. BEFORE YOU READ Vocabulary: - campaign (n): chin dch - eradicate (v): xa b - ethnic minority (n): Dn tc thiu s - expand (v): to become bigger. - voluntarily (adv) - to decrease (v) # increase *Questions: a. Who comes to attend this class? b. Where are they? c. What are they doing? d. What kind of textbook are they learning? e. Is this class held in the day time/ the evening? Why? 2. WHILE YOU READ 20 *Task 1 1. Ph cp gio dc tiu hc 2. Hi khuyn hc Vit Nam 3. Xa m ch 4. K thut canh tc 5. K hoch ha gia nh *Task 2 D : The flight against illiteracy

Teachers and students activities - T asks Sts to match the adjectives from column A with the right word they modify in column B

- T introduces new words

- T asks the text silently, then asks then to find out the Vietnamese equivalent to the expressions - T asks Ss some questions about the picture in the text book and then asks them to answer them. - T asks Sts to read in pairs to choose the main idea of the passage. - T asks Sts to work in pairs to answer the questions, then call on some Sts to write the answer on the board.

*Task 3: 1. 94 % of the population T asks Sts to work in pairs to ask 2. The campaign for illiteracy eradication. 3. 600 students in 2000 and 800 students in and answer the questions 2001

4. They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write. 5. Illiteracy will soon be eradicated. 3. AFTER YOU READ Some questions that helps Ss to understand the period more. 1. Are there any illiterate people in your neighbourhood? 2. What do you think we should do to help them to read and write? 3. What do you think about literacy in the modern world? Suggested answer: + 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.
Consolidation

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Homework

- T asks Sts to summarize the text. - Write the answer in their notebooks - Prepare the next period

UNIT 5: ILLITERACY
Period 27: SPEAKING I. OBJECTIVES By the end of the lesson, Sts will be able to: - Talk about illiteracy problems

- Offer solutions to the problems II. PROCEDURES: Time Contents 15 Test in 15 minutes 2 Warm-up P----E-S Problems School problems Class problems Individual problems Vocabulary

Teachers and students activities - Sts do the test during 15 minutes - T asks Sts to fill in the blank with suitable letters to make a meaningful word.

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(to) cheat (v) (at s.th) (to) enforce (v) solution (n) -T asks Sts to work in pairs and low income (n) read Task1 to do it 1. Task 1(Exercise in the text book) Match each problem in A with its appropriate -T give key solutions in B - T and two Sts read model Key sentences 1 2 3 4 5 - T asks other groups read again b a d c i and and and and and g e f j h 2.Task 2 Talk about your school problems and offer solutions. Use the suggestions in Task Discussion Think about some school problems and then give some solutions. *Useful expressions -Have you thought about .? -What can be done to solve this problem? -How about .?/ what about ? -It might be a good idea to I think we should -Problems in school (in column A Task 1) - T asks Sts to work in groups

- Sts work in pairs to match each problem in A with its appropriate solution in B

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- Ask Sts to work in groups - Call some group representatives to report their ideas. - Give comments - T gives suggested useful expressions on the board. - T explains some difficult words if necessary -T asks Sts to tell problems and solutions of their school. - T asks Sts to use the information

- Offering solutions 1. School library should lend them books 2. Give some advice for them 3. Give some bicycles Model 1. Example: in the text book 3. Task 3 Think of three or four problems your class is experiencing, Talk about them and offer solutions. You may use the cues below Suggested words -make too much noise -forget doing homework Model A: What do you think about our class size? Over 50 students so its difficult for teachers to help each of us B: Yes, but we dont have enough teachers and classrooms. C: So what our school has to do is to have more teachers and have more rooms built

Consolidation Homework

of Task 1. - T goes around and helps Sts. - T asks them to practice in their groups. - T calls some groups to practice speaking in front of the class - T asks Sts to continue to work in groups again. - T asks them to give problems and solutions in their class. - T gives them some words - T asks them to practice. - T calls some groups to retell their ideas - T checks Sts pronunciation - Sts practice speaking and use the information of Task 1, teachers giving. - Sts re-speak in front of the class - Work in groups again - Think some ideas about problems and solutions of their class - Practice speaking with suggested model sentences - T sumarizes the main points of the lesson. - Practice speaking more time at home and prepare the new lesson

UNIT 5: ILLITERACY
Period 28: LISTENING I. OBJECTIVES By the end of the lesson Sts will be able to: - listen for specific information - talk about condition for better learning II. PROCEDURES: Time Contents

Teachers and students activities

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1. BEFORE YOU LISTEN Treat: i x Set realistic goals: t ra mc tiu kh thi Be centred on: tp trung vo Self-respect: lng t trng Learning from failure: hc t tht bi Time management: qun l thi gian Be involved in : tham gia vo Maturity(n): s trng thnh Academic(a): c tnh hc thut Performance(n): s thc hin 2. WHILE YOU LISTEN * Task 1: You are going to listen to the passage and then choose the best answer 1.D 2.B 3.B 4.B

- 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. - 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

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2. Task 2 You are going to listen to the tape again and answer the questions. 1. The survey/ It took place in Perth. 2. 80% of the students 3. They felt that they should be allowed to give some input into( be involved in ) school decision

- Before Ss listen and do the Task, T instructs Ss how to do this kind of exercise. - 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 cannot complete the sentences, T plays the tape one or two more times and pauses at the answers for them to each. T gives the correct answers Sts listen and choose the best option to complete the sentences Sts listen to the tape and find the answer for each question - Before Ss listen to the tape again to do the Task, T may ask them to try to answer the questions with the things they remember from the previous times of listening. -T plays the tape again for Ss to do the Task. -After playing the tape again, T gets Ss to work in the pairs and check their

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answers. -T calls on some Ss to give the answers and elicits feedback from other Ss. - T gets Ss to work in groups to discuss the question: Which do you think is more essential for better learning-good teacher or good textbooks? - Each group member has to take notes of the discussion. - T goes around to offer help and collect Ss mistakes. - T calls on some Ss to present their summary. - T elicits feedback from the class and gives final comments.

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3. AFTER YOU LISTEN Question: Which do you think is more essential for better learning good teachers or good textbooks

- T summarizes the main points of the lesson. - T asks Ss to learn by heart all new Homework Write a short passage to answer the words and do the extra exercise as homework. question above. Consolidation

UNIT 5: ILLITERACY
Period 29: WRITING
I. OBJECTIVES Aims By the end of the lesson, students will be able to: - Describe information in a table

- Write a paragraph based on the information in the table II. PROCEDURES: Time 10 Contents Warm-up number rise in there male was of literate the female both were who and a => There was a rise in the number of both males and females who were literate. 1. Task 1 1.Topic - tells what the table is about ; and what is being described in it. Ex: The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007. 2.Supporting - a sentence that sums up the general sentences trend. Ex: The literacy rate of population varied considerably between 1998 and 2007. - sentences that describe the table in detail. 3. - summarizes the main points of draws a Concluding relevant conclusion. Ex: These data may sentence help the researchers or planners make suitable plans for educational development in each area of the country. However,this sentence is optional. 1.varied 2. rise 3. declined 4. different 5. went up 6.dramatically 2. Task2: 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. Teachers and students activities - including oral test - T asks Sts to arrange these words into a right sentence.

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- T asks Sts to read the passage and choose a suitable word from the box to fill in each space of the passage. - T asksS to work in groups to describe the information in the table. - T calls on some representatives to report their ideas. - T asks a student to write his/ her writing on the blackboard. - T asks the class to read and correct the mistakes - T gives comment from the writing + To understand a table, it is important to firstly 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?

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- T asks Ss to work in pairs and correct each others 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 literacy rate. Suggested ideas: - The table describes the literacy rates of.. - The rate varied considerably between declined steadily,. went up sharply fell down dramatically There was a gradual rise in the number of While the number of These data may help researchers or planners Consolidation Homework

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:

- T sumarizes the main points of the lesson - Students learn by heart the words used to describe information in a table

UNIT 5: ILLITERACY
Period 30: LANGUAGE FOCUS I. OBJECTIVES Aims: By the end of the lesson, Sts will be able to - Practice pronunciation and distinguish the sound /pl/, /pr/, /br/

Understand and use reported speech with to- infinitive. II. PROCEDURES:
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Time 2 Warm-up /pl/_ /bl/_ /pr/ _ /br/

Contents

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1. PRONUNCIATION - Listen and repeat - Practice reading aloud the dialogue.

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2. GRAMMAR 1. Repot orders and requests. S +V + O +To-infinitive Ex: Please wait for a minute => The man asked me to wait for a minute. 2. Reported offers and suggestions: S + V + To-infinitive Ex: Well visit you => She promised to visit us Note: T might want to remind Ss that time and place references often have to change in reported speech. Ex: Now Then Today That day Here There This That This week That week Tomorrow The following week/the next week/the day after Next week The following week/the next week/the week after Yesterday The previous day/the day before Last week The previous week/the week before Ago Previously/before Tonight That night Last The previous Saturday/the Saturday Saturday before 2 weeks ago 2 weeks previously/2 weeks before Next The following Saturday/the next Saturday Saturday/the Saturday after/that Saturday *Exercise1: 1. They promised to come back again.

Teachers and students activities - T introduces the consonant sounds, then T lead Sts to read these sounds - T reads the words and asks Sts to listen and repeat - T calls on some Sts to read aloud the words - Sts work in pairs to practice reading the dialogue - T explains grammar

UNIT 6: COMPETITIONS
Period 31: READING
I. OBJECTIVES By the end of the lesson, students will be able to: - Scan for specific details - 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. PROCEDURES: Time Contents Teachers and students activities 5 - T guides questions in the Warm-up 1. Do you like taking part in the competitions - textbook, then introduces the new lesson. like these? Why/ why not? 2. Do you hope to win a competition? If so, which competition do you like to win? 3. Is winning the most important thing in a competition? Why/ why not? 10 1. BEFORE YOU READ - T explains new words Discussing the picture and matching them with - T may ask some Ss to make the name of competitions in the box sentences with the above words to Answer: check their understanding Pc: Sao Mai Television Singing Contest - T asks Ss to work in pairs Pa ; Quiz: Road to Mount Olympia Pd: Olympic Games Pb: London Marathon T asks the whole class to look at the picture on page 66 and asks them some questions: Pre-teaching vocabulary + stimulate (v) + spirit(n) + encourage(v) + sponsor(n) + smoothly(adv) + worksheet(n) - T may ask some Ss to make + judge(n) sentences with the above words to + award(v) check their understanding + society(n) + recite(v) + disappointed (adj) + announce (v) announcement (n) + recite (v) 18 2. WHILE YOU READ Setting the scene -Ss are going to read a passage * Task 1 about competitions. While you are Instruction: Match the words or phrases on the reading, do the Tasks in the left with their definitions on the right textbook. Answers: 1-d 2-f 3-e 4-c 5.b -T instructs Ss to read through the

6-a * Task 2 Instruction: You are going to read the passage and answer questions 1.The representatives of the classes..last Saturday. 2.Its aim was to..among students. 3.The students parents..competition. 4.They had to..within two minutes. 5.They had to observe.would be the winner. 6.The winner.dictionary. * Task 3 Instruction: You are going to read paragraph 3 and complete the sentences - : 1.to recite/complete the poem(he couldnt remember the last sentence) 2.became the winner of the competition. 360 points. 4For me the most important thing was ..from it.

words and phrases before matching -T asks Ss to work individually and exchange their answers with other Ss. -T asks Ss for their answers and gives the correct -T may instruct Ss to use some strategies to do the Task: -T asks Ss to work impairs, -T calls on some Ss to give their answers -T gives feedback and correct answers: T asks Ss to read the part 3 carefully to find the answer. -T asks Ss to work individually then discuss their answers with their peers. -T calls on some Ss to read aloud their answers -T gives the correct answers

3. AFTER YOU READ -Let Sts t take part in a translation Instruction: You are going to read the poem and competition. translate in to Vietnamese -Tell Sts of each group to choose the best translation - T asks Ss to work in individual T goes around to help Ss when necessary. -When all Ss have finished, T asks them to share ideas. -T calls on some Ss to report their ideas to the class. T gives feedback. -T summarizes the main points of Consolidation the lesson. - T asks Ss to learn by heart all of the new words and do the extra Homework activity as homework

UNIT 6: COMPETITIONS
Period 32: SPEAKING
I. OBJECTIVES By the end of the lesson, students will be able to: - Ask for and give information about types of the competitions. - Talk about a competition or contest. - Talk about different kinds of activities related to volunteer work. II. PROCEDURES: Time 5 Contents Warm-up 1. tar art 2. teabuy beauty 3. simuc music 4. tohop photo Pop Idol (Thn tng m nhc) Who wants to be the millionaire ( Ai l triu ph) 1. vs. 100 (u trng 100) About the games: 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. 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 successive multiplechoice 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 l triu ph?, the Vietnamese version of the British gane show. Teachers and students activities - T asks Sts to find out fields in which competitions are often held by putting the letters in each word into the right order. - 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.

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The maximum cash prize is one hundred and 20 million VND. 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 (u trng 100) and listed in the vietnam Record Book as the biggest show with the highest number of players, 100. Task 1 Instruction: Which of the competitions/contests below do you like or dislike? Type of competition/contest like dislike General knowledge Quiz English Competition Art Competition (Painting, Drawing..) Poetry Reading/ Reciting Competition Singing Contest Athletics Meeting (Running, Jumping.) + sculpture (n) + athletics meeting (n)

-T calls 2 or 3 students to tell the type of contest that they like best. - T asks Ss to works in individual,asks them to put a tick in the right column -T calls some Ss to give their answers and asks for comments from other students. - T elicits other volunteer activities from Ss.

-T asks Ss to read the model conversation on page 69. -T can elicit or explain some * General knowledge Quiz words quickly: * Poetry Reading/ Reciting Competition T asks Ss to pactise in pairs Task 2 using Use of language Instruction: You are going to ask your partner how - After Ss have finished T he /she feels about each type of the competitions/contests calls on the some pairs to act in Task 1 out their conversation. +cheerful (adj) +chance(n) +physical training - T elicits feedback from the Ex: T: What do you think of the English competition class and gives final S: Oh, its interesting. Its a good time for practising comments. English 1. Where and when did you see or take part in it? - T asks Ss to share with their 2. What type of the competition or contest was it? partner,and asks some of them 3. Who organized it? to report to class. 4. Who participated in it? 5. Who won the competition/ contest? 6. Did you enjoy it? Why/ why not? Task 3 Instruction: Now you work in groups to talk about a competition or contest you have recently joined or seen - T has Sts write a Consolidation competition /contest they have

Homework

recently joined or seen. - T summarizes the main points of the lesson. - T asks Ss to do the EXTRA EXERCISE as homework.

UNIT 6: COMPETITIONS
Period 33: LISTENING I. OBJECTIVES By the end of the lesson, students will be able to - listen to get specific information. - Develop such listening micro skills as intensive listening for specific information and talking notes while listening. II. PROCEDURES: Time Contents Teachers and students activities 5 Warm-up - Sts read the statements and decide if 1. The persons who win the they are true or false? competition are champions 2. You need a normal pair of shoes to run. 3. Athletes wear shorts 4. A marathon is a long running is a long running race of about 26 miles or 42 kilometers. ANSWER: 1-T 2.F(you need a special pair of shoes to run) 3.T 4.F(men and women can participate in a marathon) 5.T 1. BEFORE YOU LISTEN T asks Ss to look through the 10 Discussing the questions pictures in the book and answer the 1. What is the Boston Marathon? questions. 2. Who do you think can take part in - T asks Ss to discuss the question in the Boston race? pairs. Vocabulary T calls on some Ss to report on - association(n) their partners answers - formally (adv) - race (n) - T helps Ss to pronounce the words - athlete (n) given in the book. T may read aloud -formally (adv) first or play the tape and ask Ss to - clock (v) repeat in chorus and individually. 10 2. WHILE YOU LISTEN - T elicits / Pre-teaches some of these * Task 1 words and those taken from the Instruction: You are going to listen to listening passage: the dialogue and decide T/F T sets the scene: Now you are

1.T 2.T 3.F(not 15 minutes-50 minutes) 4.F (not in 1957->1967) 5.T 6.F (runner have to go through 13 towns during the race. The race ends in the center of Boston.) 10 * Task2 Instruction: You are going to listen to the tape again and answer the questions. Suggested answers: 1. He came from New York. 2. She became the first official female champion in 1972 3. 8 women started and finished the race 4. 6164 runners. 3. AFTER YOU LISTEN Suggested ideas: - His/her feeling when receiving the gold medal. - Her/his schedule - The reason why he/ she chooses this sport

going to listen to a dialogue about competition T instructs Ss how to do this kind of exercise. - 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 - T gives the correct answers: - T may ask them to try to answer the questions with the things they remember from the previous times of listening. - T plays the tape again for Ss to do the Task. - T gets Ss to work in the pairs and check their answers. - T calls on some Ss to give the answers and elicits feedback from other Ss. T gets Ss to work in groups to name some of famous runners in Vietnam and say what is special about them - T goes around to offer help and collect Ss mistakes. - T calls on some Ss to present their answers - T elicits feedback from the class and gives final comments -T summarizes the main points of the lesson. -T asks Ss to learn by heart all new words and do the extra exercise as homework. - Write a short paragraph about marathon race

Consolidation

Homework

UNIT 6: COMPETITIONS
Period 34: WRITING I. OBJECTIVES By the end of the lesson, students will be able to - write a letter of replying - Write a letter of reply to ask someone to provide information II. PROCEDURES: Time 5 Contents Warm-up Quiz A formal letter Match the greetings and endings.Which are formal? 1.Dear Hellen a.Yours (Bob 2.Dear Sir or Madam b.Yours faithfully(Albert 3.Darling Rosie Cook 4.Dear Mr Mc c.Love (Peter) Donald d. LoSts of love Dear Philip (BobbyClark) e.Your sincerely(Robert.F) Teachers and students activities Sts match the greetings and ending which are formal

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- T asks Ss to read the sample letter on page 72 and discuss the purpose(s) of the letter in pairs. - T asks Ss to read the letter again and do TASK 1 individually. When they finish, Ss exchange their answer with Answers: 1.c 2.b(formal) 3.d 4. e (formal) another student. - T checks Ss answers by 5.a asking some Ss to read their 1. Task 1 answers out loud. - The number of participants - T elicits corrective feedback - Entry procedures from other Ss and gives the - Venue correct answers when - Date and time 2. Task 2: Instruction: imagine you are Kate necessary Johnson.secretary of the English Speaking Competition. Write the letter to respond to Thu - Ask Sts to write a letter to respond to Thu Trang based on Trang, using the details below. the details given in Task 2. - Number of participants - Venue: 106 Tran Hung Dao Street, Hoan - T asks Ss to exchange their - Kiem District, Hanoi th writing with another student - Date: 25 November for peer correction. - Arrival time: 7.00 pm

- Starting time: 8.00 p.m - Phone number: (04) 9838188 - Email: Englishclub06@yahoo.com sample letter: A 8 English for the world 106 Tran Hung Dao St, Hoan Kiem District, Hanoi 2 Oct ober 18, 2007 Dear 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, 2006 Venue: 106 Tran Hung Dao Number of participants: 25 Entry 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 participants to only 25, applications submitted late will not be considered. For further information, please contact me on 9838188 or email me at Englishclub06@yahoo.com. We wish you good luck at the contest and look forward to seeing you there. Best regards Kate johnson Secretary 3. Feedback on Ss writings - Prepare language focus Rewrite the passage, taking consideration their friends and teachers suggestions and corrections. Consolidation Homework

- T goes around and collects mistakes and errors. - T collects some writings for quick feedback. - T write 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.

- T asks Sts to work in groups, correcting their friends Tasks - T summarizes the main points of the lesson. - For homework, T asks Ss to improve their writing, talking

into consideration their friends and Ts suggestion and correction and do the extra exercise

UNIT 6: COMPETITIONS
Period 35: LANGUAGE FOCUS

I. OBJECTIVES By the end of the lesson, students will be able to: - Pronounce correctly the sounds Conditional clauses - Distinguish the sounds / tr / and / dr /, /tw/ - Pronounce the words and sentences containing these sounds correctly. - Use reported speech with gerund II. PROCEDURES Time Contents Teachers and students activities 15 Test in 15 minutes - Sts do the test during 15 minutes T introduces 5 particular /tr/ - /dr/ - /tw/ 3 Warm-up twisters, then T leads Sts to read them /tr/ - /dr/ - /tw/ 5 1. Pronunciation /tr/ - /dr/ - /tw/ - Pronouncing the two sounds separately - Pronouncing words containing the sounds -Practising sentences containing the target sounds T pronounces these 2. Grammar sounds and asks Sts to repeat. Reported speech with Gerund -Practice reading aloud these sentences + (admit, deny, suggest) V+ V-ing -T has Sts practice pronouncing the (V: apologize for, complain about, sound confess to, insist on,) -T explains grammar + V +prep +V-ing -Sts work in pairs (V: accuseof, blamefor, thankfor) - If necessary T reviews the form, + V + O + prep + v-ing direct &Indirect speechs and uses of Ex: Its nice of you to give me some gerunds. To save time T may give Ss fruit.Thanks, Ann said to mary. the handouts Ann thanked Mary for giving her some fruit -We use reported speech with gerund * Exercise1 when we use reporting verbs with 1. John congratulated us on passing our gerund: dream of/thank for/apologize exams to S.b for 2. Mary apologised for not phoning me earlier 3. Peter insisted on driving Linda to the

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station 4. The teacher accused the boy of not paying attention to what he had said 5. Bob had 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. * Exercise 2 1. Tom insisted on paying for the meal. 2. Mr. and Mrs. Smith looked forward to meeting their children son. 3. The boy denied breaking the window of the womans house. 4. The policeman stopped the customer from leaving the shop. 5. The thief admitted stealing Mrs. Browns car. 6. Ann suggested having a party the next Saturday. 7. John and his wife were thinking of buying the house. - Sts write down the exercise again Consolidation Sts prepare for Test yourself. - Sts summarizes the main points of the lesson - For homework. Ss review the points Homework that have been covered in the lesson and do the extra exercises

UNIT 7: WORLD POPULATION


Period 39: READING
I. OBJECTIVES By the end of the lesson, students 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. - Scan for specific details II. PROCEDURES: Time Contents Teachers and students activities 5 T guides questions in the textbook, then Warm-up introduces the new lesson. 1. Play a game: Crosswords - Group work - Answer the following questions a. An area of public land in a town or a city - Pair work & whole class where people go to walk, play and relax b. The noun of poor - Ss answer c. Attractive without being very beautiful d. Without a job although able to work e. A group of students who are taught together f. (Of men) attractive g. Feeling that you would like to sleep or rest h. Dont know how to read and write i. Not young j. The synonym of country Answer
a. b. c. d. e. f. g. h. i. j.
PARK POVERTY PRETTY UNEMPLOYED CLASS HANDSOME TIRED ILLITERATE OLD NATION KEY WORD

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1. BEFORE YOU READ: T explains new words T asks the whole class to look at the pictures and asks them some questions: Where can you find these scenes?

What does each of the pictures tell you? Do you think that the large in population a country is, the stronger it is? Why? Why not? Vocabulary: - Birth-cotrol method - Double (v) - Family planning (n) - Figure (n) - Increase (v) # decrease - Limit (v) - Overpopulation (n) - Probably (adv) - Raise animals - Third World 18
2. WHILE YOU READ.

* Task 1: Although method increases resouces figures limit international control * Task 2: 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 1985 it was 4760 million, in 2000 it was 6.6 billion. 2. By the year 2015, the population of the world is expected to be 7 billion. 3. Some scientiSts say it can, but others it cant. 4. No, they dont. 5. ( They cant limit the size of their family ) because they know of no safe way to have fewer children.
3. AFTER YOU READ

- T asks the text silently, then asks then to fill in each blank with a suitable word ( Change the form of the word and the dictionary when neccesary.) -Fill each blank with a suitable word. -Sts read the words in the box -Find out the meaning of the words -Read the sentences -Work in pairs: fill in the blank - T asks Sts to work in pairs to answer the questions, then calls on some Sts to write the answer on the board.

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- Five world largest countries in population: China, India, Russia, the USA, and Indonesia. ( China, India and Indonesia are in Asia, Russia is in Europe, and the USA is in Latin America. The richest country is the USA and the poorest country may be India.) 2 Consolidation

T guides Sts to discuss in pairs, finding out five world largest countries in population. - Find out five world largest countries in population - Which is the richest country in the world? - Which is the poorest country in the world? - Sts summarizes the main points of the

Homework

lesson - T asks Sts to find out the other forms and make sentences with the words they have learnt

UNIT 7: WORLD POPULATION


Period 40: SPEAKING I. OBJECTIVES By the end of the lesson, students will be able to: - Discuss and give information about the causes of population explosion in the country and throughout the world. - Talk about the problems facing poor and overpopulated countries - Work out the solutions to the problems of overpopulation. II. PROCEDURES: Time Contents Teachers and students activities 5 Warm-up : Some questions 1. Do you know the causes of population explosion? 2. What are the problems of population booms? 3. Do you know any solutions to these problems? 10 1. Task 1 - Sts work in pairs to put The causes of - Fewer children die at birth population explosion - People are not aware of the problem of overpopulation. - People are not properly educated. -T asks Sts to explain why they put the - People believe that having many in such order. children means happiness. - Religion doesnt encourage people to have fewer children. Many people believe that having a large family is a form of insurance 16 2. Task 2 - T guides Sts to discuss the problems Instruction: facing poor and overpopulated You are going to work in pairs to list the countries. problems facing poor and overpopulated countries. - T asks the representatives of one or Suggested answer: two groups to report the results to the + poor living condition class. + low living standard + not enough food - T asks Sts to work in groups to collect

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+ lack of school/ hospital/ teachers/ all the ideas discussed in Task 2 and 3 doctors and nurses and report the results to the class. + unemployment + social evils + illiteracy 1. poor living conditions 2. low living standards 3. not enough/ expensive food 4. lack/ shortage of schools/ hospitals / teachers 3. Task 3 Talk about the problems of overpopulation and offer solutions, using the results of Tasks 2 and 3 + raise an awareness of the problems of overpopulation. + raise the people living standard + exercise/ implement reward and punishment policy + carry out the population education programme/ family planning programme + use birth control methods Consolidation Homework - T summarizes the main points of the lesson. - T asks Ss to do the EXTRA EXERCISE as homework - Have Sts write a short passage talking about the problems and the solutions of overpopulation.

UNIT 7: WORLD POPULATION


Period 41: LISTENING I. OBJECTIVES By the end of the lesson, students will be able to - Listen to get specific information. - Develop such listening micro skills as intensive listening for specific information and talking notes while listening. II. PROCEDURES: Time Contents Teachers and students activities 5 5 Warm-up 1. BEFORE YOU LISTEN Vocabulary: -Developing country -Improvement -Particularly (adv)= specially -Rank (v) -Generation (n) + Do you think that our world is overpopulated? + What continent has the largest? 2. WHILE YOU LISTEN *. Task 1 1A 2D 3C 4D 5A 6C Including oral test - Speaking - T teach new vocabulary -Ask Sts to listen to the interview about the world population and choose the best answer. -Work in pairs: Ask and answer the questions population? - Listen and repeat: - Before Ss listen and do the Task, T instructs Ss how to do this kind of exercise. - Sts predict the scenes before listening - T plays the tape once for Ss to do the Task. - T asks for Ss answers - 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 gives the correct answers

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*. Task2 1. According to the expert, by the year 2015, the population of the world will be over 7 billion. 2. He said that the population growth rates in some parts of the world are not the same. The population grows more quickly in some parts of the world than the others. 3. According to the expert. The reason for a fall in the death rates is the improvement of public health services and medical care. 4. The problem ( which) population explosion causes to the world, particularly to developing countries are shortage of food, lack of hospitals and schools, illiteracy and poor living conditions 5. The expert offer 4 solutions. They are (i) to educate people and make them aware of the danger of having more children (ii) to provide safe, inexpensive birth- control methods, (iii) to strictly implement a family planning policy, and (iv) to exercise strict and fair reward and punishment policies. 3. AFTER YOU LISTEN Suggested questions: 1. How many questions did the interview ask? 2. What is the interview about? 3. What did the expert say about the population of the world, the causes of population explosion, the problem it cause to the world, particularly to developing countries, and the solutions to the problems? Consolidation

- Before Ss listen to the tape again

to do the Task, T may ask them to try to answer the questions with the things they remember from the previous times of listening. - T plays the tape again for Ss to do the Task. - After playing the tape again, T gets Ss to work in the pairs and check their answers. - T calls on some Ss to give the answers and elicits feedback from other Ss.

- T goes around to offer help and collect Ss mistakes. - T calls on some Ss to present their summary. - T elicits feedback from the class and gives final comments. -T may give suggested questions to help those who are in difficulties. - Sts summarize the main content of the dialogue. - Write a short paragraph about the world population - Sts do this Task at home.

Homework

UNIT 7: WORLD POPULATION


Period 42: WRITING I. OBJECTIVES By the end of the lesson, students will be able to: - Describe the information in the chart. - Write a paragraph describing the information in the chart - Identify language to be used for describing chart - Write description of the chart II. PROCEDURES: Time Contents Teachers and students activities 5 Warm-up - Including oral test 14 1. Preparing Ss to write. - Study the chart carefully, When finish, Ss exchange their answer another student. - Ask the students some questions: + How many parts are there in description? What are they? + What does the first part tell you? + What information does the second give you? + What language items should you attention to in the second part? + What does the last part tell you? - Sts study the chart carefully then they write a paragraph of 100-120 worlds, with describing the information in the chart the part -T asks Sts to work in groups and tell them to read and correct their friends pay writing. - Study the USEFUL LANGUAGE carefully

Useful language: - it can be seen that - distributed unevenly - account for.per cent - more than double the population of - .. * Suggested beginning The chart shows the distribution of world

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by region.. 2. WRITING The chart shows the description of the world population by region. Overall, more than half of the worlds population lives in South East Asian South Asian is the biggest region, making up 32% of the world population. The second largest area is East Asian with 6% less than South Asian. Europe ranks third with 15%. Coming next is Africa with 11%. Together, Latin America and North America have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2% As can be seen, the largest concentration of the worlds Population is in Asia, with Europe far behind 3. 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 write 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. - Prepare language focus Rewrite the passage, taking consideration their friends and teachers suggestions and corrections. - T summarizes the main points of the lesson. - For homework, T asks Ss to improve their writing, talking into consideration their friends and Ts suggestion and correction and do the extra exercise.

3 Consolidation 2 Homework

UNIT 7: WORLD POPULATION


Period 43: LANGUAGE FOCUS
I. OBJECTIVES By the end of the lesson, students will be able to: - Pronounce correctly the sound /kl/ /gl/ /kr/ /gr/ /kw/ - Distinguish the sounds /kl/, /gl/,/kr/, /gr/, and /kw/ - Pronounce the words and sentences containing these sounds correctly. - Distinguish the uses of conditional sentences and conditional sentences in reported speech II. PROCEDURES: Time Contents Teachers and students activities 5 - T introduces 5 particular twisters Warm-up /kl/ /gl/ /kr/ /gr/ /kw/, /kl/ /gl/ /kr/ /gr/ /kw/ then T leads Sts to read them 5 Distinguish the sounds /kl/, 1. PRONUNCIATION /gl/,/kr/, /gr/, and /kw/ /kl/, /gl/,/kr/, /gr/, and /kw/ Pronounce the words and sentences containing these sounds correctly - T asks Ss to read the words in each 30 2. GRAMMAR column out loud in chorus for a few more times. Then T calls on some Ss * Infinitive and gerund to read the words out loud. T listens a. Presentation - If necessary T reviews the form and uses of and corrects if Ss pronounce the conditional sentences and conditional sentences target words incorrectly. If many Ss do not pronounce the words in reported speech correctly, T may want to get them to - Conditional sentences IF+ S+ V (Present tense), S+ repeat after the tape (or him/herself) again in chorus and then WIIL/SHALL+V1 IF+ S+ V2/ed (Simple past), S+ WOULD/ individually. Practising the dialogue containing SHOULD+V1 IF+ S+ had + V3/ed, S+ WOULD/ the target sounds - T asks Ss to work in pairs and take SHOULD+ have+ V3/ed turn to read aloud the given dialogue - Conditional sentences in reported speech on page 87. If it rains, I will stay at home said she -> She said that if it rained, she would stay at - T goes around to listen and takes notes of the typical errors home - T calls on some Ss to read the If it rained, I would stay at home said she -> She said that if it rained, she would stay at dialogue again and provides

home corrective feedback. If it had rained yesterday, I would have stayed at home said she ->She said that if it had rained, she would - T prepares a set of 10 pictures and have divides the class into two big teams. stayed at home T tells Ss the rule of the game : each b. Practice time a representative from a team * Exercise 1 will choose randomly a picture from Answers: the set. He / she has to make a 1. would drive 4. will take conditional sentence (type 1, 2 or 3 ) 2. would you like 5. closed 3. is 6. will come with that picture. If he /she cannot do that or the sentence is not correct, the team will get no point * Exercise 2. ;otherwise, the team gets one point. Answers: 1. had been told 4. would have At the end the team with more points will be the winner bought 2. had realised 5. had studied 3. wouldnt have been - T asks Ss to do exercise 2 in pair * Exercise 3. and then compare answers with Answers: 1. The man told her that he would come to see another pair. - T calls on some Ss to go the board her if she had time 2. He asked her what she would say if to write their answers. - T asks other Ss to feedbak and someone stepped on her feet 3. They told me that if it didnt rain they would gives correct answers : - T asks Ss to do exercise 1 go out with me 4. The man asked the woman what she would individual and then compare their answers with another student. do if she were a millionaire 5. The man told me that if I had asked him he - T calls on some Ss to read out their answers. would have lent me his motorbike 6. The man told his daughter that they would - T give correct answers : be very disappointed if she did not come 7. The boy told the girl that he was sure they would understand if she explained the situation to them

Consolidation

Homework

- T summarizes the main of the lesson - For homework, Ss review the points that have been covered in the lesson and do the EXTRA EXERCISE Write down the exercise - Prepare for unit 8

UNIT 8: CELEBRATIONS
Period 44: READING I. OBJECTIVES By the end of the lesson, students 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. - Deduce the meaning of some words in certain context. - Scan for specific details II. PROCEDURES: Time Contents Teachers and students activities 5 Warm-up T guides questions in the textbook, then introduces the new lesson. 1. What time of the year is it? 2. What are the people in the picture doing? 3. What else do you see in the picture? 10 1. BEFORE YOU READ T explains new words Discussing the Tet holiday T asks Ss to look at the picture on Answer: page 90 and discuss in pairs -It is spring /it should be Tet holiday -we can see apricot blossom and a kumquat tree full of ripe fruits/banh chung, a fivefruit tray on the ancestral altar/..-people may be a family/ give money/wish Vocabulary - agrarian (a) - comment (n) - dress up (v) - fireworks (n) - get together (v) - grand (a) - green been (n) - influence (v,n) - kumquat tree (n) - longevity (n) - lucky money (n)

- parade (v) - pine tree (n) - plum (n) - pray (v) - represent (v) - shrine (n) 10 * Task 1 a. grand agrarian banner pray sugared apples excitement * Task 2 1F 2F 3T 4F 5T 6F * Task 3 1. Its sometime between 19 January and 20 February. 2. For months 3. They are decorated with coloured lights and red banners 4. They buy gifts, clean and decorate their houses and cook traditional foods 5. Its made from sticky rice, green beans and fatty pork 6. It is candied fruit such as sugared apples, plums or tomatoes. 7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc. 3. AFTER YOU READ Instruction: You are going to tell each other about their last Tet holiday - How you prepare for Tet - How you decorated your house - Who you visited - What special foods you ate - What activities you enjoyed doing most during Tet Consolidation - T has Sts read the text silently to cover the content of the reading. - T asks Sts to find these words mean in the text. - Sts work in pairs, deciding the statements are true or false. - Sts comprehend the passage. - Sts read the questions and answer in individual. - T asks Sts to compare the answers in pairs, then calls on some Sts to answer the questions before class. T asks Ss to read the questions carefully to find the answer. - T asks Ss to work in pairs. - T calls on some Ss to read aloud their answers - T gives the correct answers:

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- T guides Sts to discuss in groups, telling each other about your last Tet holiday, focusing on the suggested main points. - T asks Ss to work in individual - T goes around to help Ss when necessary. - When all Ss have finished, T asks them to share ideas. - T calls on some Ss to report their ideas to the class.

Homework

- T gives feedback. - T summarizes the main of the lesson - T asks Sts to find out the other forms and make sentences with the words they have learnt and prepare new lesson.

UNIT 8: CELEBRATIONS
Period 45: SPEAKING I. OBJECTIVES By the end of the lesson, students will be able to: - Ask and answer about the celebrations in Vietnam as well as in foreign country: time, meaning, main social activities on those occasions. - Talk about the celebrations of Tet and other festivals activities II. PROCEDURES: Time Contents Teachers and students activities 15 Warm-up Test in 15 minutes 9 1. Task 1 Instruction: You are going to practice the dialogue on page 93 in pairs T asks Ss to read the dialogue silently and asks them what points are mentioned in the dialogue -T calls some Ss to give their answers and asks for comments from other students. 2. Task 2 1c- C 2a-A 3b- B 3. 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. +Thanksgiving Day -Give thanks fore the things one has at the end of the harvest season. -Celebrate on the fourth Thursday of November. -The first American Thanksgiving /celebrate/ 1621 - Sts work in pairs, practising reading the dialogue. - T asks Sts to look at the pictures and tell what pictures these are. - Sts work in pairs, matching the holidays with its main purpose and activities. - T guides Sts to ask and answer about the holidays in Task 2, using Task 1 as the model - T asks the representatives of one or two pairs to report the results to the class.

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-George Washington /the first president to - T asks Ss to work in pairs ,and declare the holiday/1789 asks some of them to report to class. +Valentines Day -A holiday on February 14./the traditional day on which lovers express their love for each other/sending Valentines cards or candy/flowers -Was one of the most popular saints in England and France. - T summarizes the main points of the Consolidation lesson. - T asks Ss to do the EXTRA EXERCISE as homework Homework - T has Sts write a short passage talking about the celebrations.

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 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 Valentines Day Saint Valentines Day or Valentines day is a holiday on February 14. It is the traditional day on which lovers express their lve for each other, sending Valentines cards or candy, It is very common to present flowers on Valentines Day. The history of Valentines 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 Valentines 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 jailors

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. Its no surprise that by the Middle Ages, Valentine was one of the most popular saints in England and France

UNIT 8: CELEBRATIONS
Period 46: LISTENING I. OBJECTIVES By the end of the lesson, students will be able to - Listen to get specific information. - Develop such listening micro skills as intensive listening for specific information and talking notes while listening. II. PROCEDURES: Time Contents Teachers and students activities 5 10 Warm-up 1. BEFORE YOU LISTEN - exchanging gifts and cards - decorating the house with peach flowers - wearing kimonos or special dress - giving/ receiving lucky money - going to the pagoda - visiting friends Vocabulary: similarity (n) kimono (n) shrine (n) represent (v) pine tree (n) 2. WHILE YOU LISTEN * Task 1: Instruction: You are going to listen to the dialogue and tick the thing you hear; + they put on special clothes. +Housewives prepare special foods. +they go to a shrine +they drink rice wine + they watch TV +they eat a special meal. Including oral test - T reads aloud the activities, Sts guess which of the following activities the Japanese often do on their New Years Days. -T : today you are going to listen to two people talking about how the New Year is celebrated in Japan. Before you listen,do the Task on page 94. - T calls on some Ss to report on their answers and write them on the board.. - T teaches new vocabulary - T instructs Ss how to do this kind of exercise. - 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

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some - T gives the correct answers: * Task 2 - Ask Sts to listen to the dialogue about 1. Because they want to get rid of the how the New Year is celebrated in Japan, dirt of the old year and welcome then tick the things they hear. the New Year. - T asks Sts to listen again and answer the 2. From television or the radio. questions. 3. Kimonos or special dress. - T gets Ss to work in pairs to compare 4. No. New Years Day is mostly the aspects of the Vietnamese New Year celebrated among family only. with those of the Japanese one. 3. AFTER YOU LISTEN - T goes around to offer help and collect * preparations Ss mistakes. * activities on New Years Eve - T calls on some Ss to present their * food and clothes answers * people to celebrate with - T elicits feedback from the class and gives final comments. - T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year 1. To show similarities: with those of the Japanese one. Similarly, likewise, whereas, like - Before Ss take part in the activity, T 2.To show differences: elicits the transition signals/phrases to A different view is nevertheless talk about the similarities and differences However in contrast between 2 things. T may give Ss the Alternatively but following handout On the contrary unlike - Sts compare the following aspects of the Conversely on the other hand Vietnamese New Year with those of the Yet differ from Japanese one (Work in groups), then report the result to the rest of the class. - 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 - T summarizes the main points of the Consolidation lesson. - T asks Ss to learn by heart all new words and do the extra exercise as homework. Homework - T asks Sts to write a short paragraph about the Tet holidays of the Vietnamese people.

(1, 2, 3, 4, 6, 8, 10, 11)

UNIT 8: CELEBRATIONS
Period 47: WRITING I. OBJECTIVES By the end of the lesson, students will be able to - Describe a celebration. - Write a description of a popular celebration II. PROCEDURES: Time 10 Contents WARM UP Competition- game-Christmas cloze 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 1. Preparing Ss to write Answers: * Name of the festival (sentence 1) *Purpose of the festival(sentence 1) Teachers and students activities - T divides class into small groups of 4 Ss and gives handouts: - Fill in the blanks with suitable words from the box - Teacher gives some instructions to help students to write effectively: - Students read guidelines carefully, trying to answer fully these questions - Students join ideas, arrange in logical order. - Students practice rewriting based on the ideas they have already reorganized. - Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing. - Teacher asks students to start to write. - Teacher goes round to help them if

* Time of the festival(sentence 2-3) *Main activities of the festival/what people do in the festival(sentence 4-7) * Foods eaten (sentence 8-9) * Peoples feeling about the festival (like/dislike? Reason(s)?(sentence10) 15 2. 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 traditionally held on the 15th day of the 8th lunar month. A Vietnamese folklore indicates that the festival came about as a way for parents to make up lost time, showing love and appropriately to their children after the harvest season. Appropriately, The Mid Autumn Festival is also called the Childrens Festival. Trung thu activities are offer centered on around children and education. Parents buy lanterns for their children so that they can participate in a candlelit lantern procession at dawn. Lantern represents brightness while the procession symbolizes success in school. Vietnamese markets sell a variety of lantern. Other childrens activities include arts and crafts which children make face masks and lanterns. Children also perform traditional Vietnamese dance and participate in contests for prizes and scholarships. Unicorn dancers are also very popular in Trung Thu festivals. In addition, Vietnamese parents tell their childrens fairy tales and serve moon cakes and other special treats under the opportunity for me to gather with my family and friends to enjoy the moonlight and many special refreshments 3. FEEDBACK ON Ss WRITINGS Consolidation Homework

necessary. - Teacher choose any of the students to write their Task on the blackboard while the others also write their Task below to correct before class. - 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. - 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 - T summarizes the main points of the lesson. - For homework, T asks Ss to improve their writing, talking into consideration their friends and Ts suggestions and correction and do the extra exercise.

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UNIT 8: CELEBRATIONS
Period 48: LANGUAGE FOCUS I. OBJECTIVES By the end of the lesson, students will be able to: - Pronounce correctly the sound /fl/- /fr/- /Or/ - Make speech with gerund - Distinguish the sounds / fl / and / fr /.0r/ - Pronounce the words and sentences containing these sounds correctly. - Use one(s),someone, no one, any one, and everyone appropriately. - Use the vocabulary about holidays and celebrations appropriately II. PROCEDURES: Teachers and students Time Contents activities 5 Warm-up - T introduces 3 particular twisters /fl/- /fr/- /Or/ then T leads /fl/- /fr/- /Or/ Sts to read them 12 1. PRONUNCIATION - T pronounces five sounds and /fl/- /fr/- /Or/ asks Sts to repeat. - T has Sts practice pronouncing the sounds 27 2. GRAMMAR a. presentation - Ss listens and repeat after the Ex: I dont like the red shirt. I prefer the blue tape one - Ss practice reading aloud these No one likes her story. sentences There is someone in the fridge. Everyone laughs at him. T explain the meaning and the way of using +someone=somebody /anyone=anybody - T explains grammar /everyone=everybody T writes some sentences on the board and asks Ss to comment on the use of one(s), someone, no . ONE(S): one, anyone, everyone. Ex: It was a problem, but not a major one. Ex: Mr Lindens experiences with his son are ones that are shared by countless other parents. Ex: David and I are the only ones who are not

married. . SOMEONE Ex: Theres someone at the door. Ex: He wants to become someone. Ex: Someone has left their bag behind. Ex: Someone nice is trying to help him. Ex: Someone has arrived, wont they? . ANYONE Ex: Is anyone there? Ex: The exercise are so simple that almost anyone can do them. . NOONE Ex: No one understands me . EVERYBODY Ex: Everybody is here, arent they? b. practice * Exercise 1 Answers: 1.anyone 2.someone 3.anyone 4.someone 5.no one 6.everyone 7.no one * Exercise2: 1. Of the tree bags I like the blue one 2. Mai is making the fruit cake, Huong is making one, too. 3. I like reading books, especially the ones about the natural world. 4. I dont have a computer, and my father doesnt want me to have one. 5. They let me choose a pencil, and I took the red one. 6. There are several celebrations in Vietnam, but perhaps the most meaningful one is Tet 7. We told each other both happy stories and sad ones about our lives. * Exercise3 Instruction; You are to complete the sentences by filling each blank with one word from the box. Answer 1.traditional 2.grand 3.gifts 4.celebrating 5.polite 6.good luck. 7.excitement Consolidation

- T asks Ss to do exercise 1 individually and then compare their answers with another Ss.

- Sts do the exercise, then compare the result with each other. - T asks Ss to work in pairs and give the correct answers By oral or written

-T asks Ss to read the exercise carefully,work individually to finish it then compare their answers with others and then asks some Ss to report results to the class

- T summarize the main points of the lesson

Homework

- For homework. Ss review the points that have been covered in the lesson and do the extra exercises - Sts write down the exercise and prepare for the new lesson.